Embodying Space, Performing Learning Designing Interdisciplinary Learning Through Architectural Pedagogy

Abstract

This research examines how architectural pedagogy can function as an interdisciplinary interface by integrating embodied, spatial, and collaborative learning into broader educational practices. Its aim is to propose a transferable pedagogical model that draws on foundational elements of architecture — such as spatial awareness and material engagement — to enrich teaching and learning across disciplines.

The study is guided by two core questions: (1) How can architectural pedagogy, through embodied learning, enhance creative and performative practices? (2) In what ways can spatial thinking foster interdisciplinary connections between architecture, performance, and education?

Using a practice-based methodology, the research developed and tested archiBODY in April 2024 a model designed to integrate architectural thinking into other educational domains. A central case study involved a collaborative workshop series with the Rosedale School's Department of Performing Arts, where dance and performance students explored bodily relationships to space through exercises and installations. The methodology emphasised learning through doing, sensing, and making, reflecting architecture's experiential dimension.

The findings indicate that engaging with space physically and reflectively encouraged students to reconceive both their creative processes and their understanding of the environment. The workshops demonstrated that the feedback loop between body and space not only deepens awareness but also fosters collaborative construction of meaning and form.

In conclusion, the study argues that when reframed as a platform for embodied and spatial learning, architectural pedagogy can serve as a valuable interdisciplinary tool. This approach supports more holistic, performative, and participatory modes of education, applicable in both formal institutions and informal community contexts.