This creative learning activity aims to develop non-human personas using a graphic novel to foster creative thinking and expand students' understanding of architectural design beyond the realm of human-centric perspectives. By introducing non-human personas, such as animals or fictional creatures, students are encouraged to explore alternative viewpoints and consider other living beings' diverse needs and experiences through scenario and problem-based learning.

The primary goal is to challenge students to conceptualise and design architectural spaces that cater to non-human inhabitants' specific requirements and preferences. Through active learning, the objective is to promote empathy and sustainability, as students are compelled to consider the environmental impact of their designs and ensure the well-being of all human and non-human inhabitants.

Additionally, utilising a graphic novel as a teaching tool enhances students' visual literacy and storytelling skills. Through the medium of illustrations and narratives, students can engage with complex architectural concepts in a more accessible and engaging manner. This approach encourages peer-to-peer and interdisciplinary learning by combining architecture with art and storytelling, fostering a holistic understanding of design principles and their impact on various audiences.

This workshop can be for any year group; however, complexity should increase with upper education levels. This particular learning activity was conducted as a 2-week activity with 40 2nd and 3rd year with the outcome of a 4 page-hand-drawn graphic novel.

Equipment or learning environment:

• Access to research materials on non-human behaviour, environmental requirements, and architectural design principles.

• Graphic novel creation tools (software or traditional art supplies).

• Space for discussions for the final presentation

Activity structure:

Research and Select Non-Human Persona:

• Each student is tasked with researching and selecting a non-human persona, such as an animal, fictional creature, or any other non-human entity related to their project's site or context. For younger years, providing a selection of non-humans can reduce the complexity.

• When selecting, students should consider the persona's unique characteristics, environmental requirements, sensory perceptions, and behaviours.

• The chosen personas should offer distinctive challenges and perspectives that can inform the design process and inspire innovative solutions.

Graphic Novel Creation:

• Students will create a graphic novel that tells the story of their chosen non-human persona inhabiting and interacting with their chosen site and initial intervention.

• The graphic novel should depict the persona's journey through the space, showcasing the design features that cater to their specific needs and enhance their experience.

• Attention should be given to details, visual storytelling, and maintaining a clear narrative flow throughout the graphic novel.

• The length and complexity of the novel can vary based on the given time and the level of the students, allowing for individual creativity and exploration.

Peer Review and Discussion:

• To encourage collaboration and critical thinking, students will engage in a peer review session where they provide constructive feedback on each other's graphic novels and architectural designs.

• This peer review can take place in small groups, allowing students to read and review each other's work, share insights, and offer suggestions for improvement.

• The discussion should highlight strengths, identify areas for refinement, and exchange diverse perspectives to foster a deeper understanding of the relationship between architecture and non-human personas.

Embedding non-humans in the design process:

• Following the graphic novel, students should prepare a presentation explaining their architectural design and the considerations for the non-human persona.

• Students should effectively communicate how their design addresses the unique needs and challenges of the non-human persona, showcasing their understanding of the persona's perspective and the design's functionality.

Reflection and challenges:

This workshop encouraged students to think beyond the typical human-centric perspective and consider the needs and experiences of non-human beings. The activity successfully promoted empathy, environmental considerations, and creative thinking while enhancing students' visual literacy and storytelling skills.

One of the key reflections from this teaching activity is the power of storytelling in architecture. By creating graphic novels, students could communicate their understandings in a visually captivating and narrative-driven manner. This approach made the learning experience more enjoyable and allowed students to express their ideas more effectively.

One of the challenges faced in this teaching activity was the need for extensive research on non-human personas. Students had to invest time and effort in understanding their chosen personas' behaviours, needs, and characteristics. This required accessing various sources of information, which could sometimes be limited or fragmented and outside of the discipline of architecture.

Another challenge was ensuring a balance between creativity and practicality. While students were encouraged to think outside the box and develop innovative solutions to cater for non-humans, it was important to maintain a sense of feasibility and functionality of co-existence for their later projects. Striking this balance required guidance and feedback to ensure the designs remained practical and achievable.

Lastly, the creation of graphic novels required students to develop artistic and storytelling skills, which not all students may possess initially. Some students may have faced challenges in visualising and communicating ideas through illustrations and narratives. Providing resources and support for developing these skills was necessary to help students overcome these challenges.

The student output for this activity was a short graphic novel based on the perspectives of a non-human user group related to their site and context. This was assessed as part of the entire design studio project.

To expand beyond the physical outcome of this activity, it had several positive outcomes. Firstly, it successfully broadened students' perspectives on the built environment by incorporating non-human perspectives. This encouraged empathy and a deeper understanding of different inhabitants' diverse needs and experiences.

Secondly, the activity enhanced students' visual literacy and storytelling skills by creating graphic novels. Students learned to effectively communicate their architectural designs in a visually engaging and narrative-driven manner, which is a valuable skill.

Furthermore, the activity fostered critical thinking and creativity. Students were challenged to come up with innovative considerations that catered to the specific needs of their chosen non-human personas. This encouraged them to think outside the box and explore unconventional approaches to the built environment.

Limitations and Assumptions:

One limitation of this activity is the potential lack of available research and information on specific non-human personas. While ample information exists on some animals or fictional creatures, others may have limited resources or fragmented data. This limitation could hinder students' ability to fully understand and incorporate the unique needs of their chosen personas in their designs.

Another assumption made in this activity is that students possess adequate artistic skills for creating graphic novels. While some students may excel in artistic expression, others may struggle with visual representation and storytelling. This assumption could pose challenges for students who are not naturally inclined towards art or have limited experience in graphic novel creation.

Adapting and Refining the Activity:

To address the limitation of limited research, it is essential to provide students with a diverse range of non-human persona options. This allows students to choose from a broader pool of personas for which sufficient research and information are available. Additionally, incorporating guest speakers or experts in relevant fields could provide students with valuable insights and resources for their research.

Furthermore, incorporating group work or collaborative projects could be another way to address limitations. Students with varying skill sets can work together, leveraging each other's strengths and compensating for individual weaknesses.

• Students develop a broader perspective on architectural design by considering the needs and experiences of non-human personas. This expands their understanding of inclusivity and encourages them to think beyond human-centric design.

• Students cultivated empathy by empathising with non-human personas and considering spaces that cater to their unique requirements.

• The activity stimulates creative thinking as students explore solutions to address the specific needs of non-human personas. They are encouraged to think outside the box and develop imaginative approaches to their future projects.

• Through the creation of graphic novels, students enhance their visual literacy skills. They learn how to effectively communicate architectural ideas through visual representation, storytelling, and graphic design techniques.

• Students develop critical analysis skills as they evaluate their own designs and provide constructive feedback to their peers during the peer review session. This promotes critical thinking and the ability to assess architectural designs from multiple perspectives.

Learning Outcomes for Teachers:

• The activity allows teachers to explore innovative teaching methods that encourage educators to think outside the traditional pedagogical approaches and incorporate interdisciplinary learning.

• By guiding students in considering the needs of non-human personas, educators gain a deeper understanding of the importance of inclusivity and sustainability in design. They become more equipped to incorporate these principles into their teaching and practice.

• The activity requires teachers to facilitate peer review sessions and guide students in providing constructive feedback. This enhances their facilitation skills, allowing them to create a supportive and collaborative learning environment.

• Teachers engage in research and exploration of non-human personas to guide students. This expands their subject knowledge and enables them to offer a more comprehensive understanding of the built environment beyond the human perspective.

• To cater to students' varied interests and promote a broader exploration of architecture, providing a diverse range of non-human persona options would be beneficial. This could include endangered species, mythical creatures, or even abstract concepts. Diversifying the choices allows students to connect with personas that resonate with their individual interests and passions.

• Incorporating field studies or observations of real-life non-human personas could be valuable to enhance the authenticity and depth of students' understanding. This could involve visiting wildlife sanctuaries, studying animal behaviour in natural habitats, or interacting with experts in the field. Such experiences would provide first-hand knowledge and enrich students' design considerations.

• Collaborating with experts in the fields of biology, environmental sustainability, or graphic design can enrich the learning experience. Guest experts can provide insights, share their experiences, and offer valuable feedback to students, enhancing the overall quality of the teaching activity.

• Introducing collaborative projects within the teaching activity can encourage teamwork, idea exchange, and shared learning. Students can form teams to design spaces accommodating multiple non-human personas, promoting interdisciplinary collaboration and fostering a holistic understanding of architectural design.

• Offering students exemplars and case studies of existing architectural designs that cater to non-human inhabitants can provide inspiration and guidance. Analysing successful projects can help students understand the practical application of inclusive and sustainable design principles.

• Incorporate structured reflection exercises and class discussions to encourage students to articulate their thought processes, challenges, and learnings. This promotes critical thinking, self-awareness, and a deeper understanding of the complexities involved in designing for non-human personas.

Examples of student work

Picture of student work

Picture 2 of student work