The aim of the workshop is to introduce holistic sustainable architecture principles in the design studio and make sustainability accessible and less abstract by using the 10 Climate Emergency Design Themes. The idea is to learn about and reflect on the 10 themes and different aspects of sustainable architecture.

The objective is to familiarise students with how the 10 themes can be used as a holistic design and reflection tool . It helps students to focus on the ‘exploration’ phase, the setting of project values and goals related to some or all of the 10 themes, which are then taken through into the design phase.

The workshops also serves as a possible means to evaluate an existing site (or building) and what its strengths and weaknesses are or to ‘sense-check’ one’s own design project at different stages and other coursework in relation to sustainability aspects. The workshop can also be used as a means to focus on specific aspects of sustainability in a separate (theory) course or taken all together they form a holistic knowledge.

Tools require are a summary of the 10 climate emergency design themes, which can be found in the (e-)book “Designing For the Climate Emergency” (Pelsmakers et al., 2022) and all of the materials provided on the www.arch4change.com website support this task and allow students to learn about the 10 themes from foundation to intermediate and mope advanced level. Especially all of the ones under “Climate Emergency Background”, where the use of the themes and the different design ‘steps ’are described.

The workshop is ideally undertaken at the early stages (Step 1-2) in design studio, given that the knowledge gained can then feed into the design project from the early stages. Ideally, the workshop is also returned to at other times e.g. step 3 (imagine) and step 4 (test) and in step 5 (feedback) to ensure that the values and actual design are integrated in the design project.

This workshop has three parts. It can be undertaken as a task set by a teacher, by an individual student or a student peer-group. Students draw ‘petals’ so ideally tables are available for students to gather around and discuss. Pen and paper or post-it notes needed. A summary print out of the 1o themes is also useful- this can be found in the Teacher training toolkit and “Climate Emergency Background on www.arch4change.com.

The structure of the workshop depends on the context of its application and number of participants: If the workshop is done individually, it includes part one. If it is done in student peer-groups, it includes parts one and two. If it is done as a part of classroom activity, it includes parts one, two and three.

Suggested timetable for the full workshop:

• Preparatory work:

  o a short introductory lecture of the 10 themes before the workshop (max. 45 mins), or setting advanced reading or a lecture on the 10 themes is required. This material can be found on www.arch4change.com (“Climate Emergency Background) and the (e-)book “Designing For the Climate Emergency” (Pelsmakers et al., 2022)

  • a short introductory lecture of the 10 themes before the workshop (max. 45 mins), or setting advanced reading or a lecture on the 10 themes is required. This material can be found on www.arch4change.com (“Climate Emergency Background) and the (e-)book “Designing For the Climate Emergency” (Pelsmakers et al., 2022)

  • reading or setting the workshop task (5 min on day)

  • Part 1: individual (or pair) reflection – sketching the ‘petals’ (30 min)

  • break (5 min)

  • Part 2: reflection (& discussion, if with peers) – revise the ‘petals’ (30–60 min)

  • break (10 min)

  • Part 3: broader peer discussion & questions – reporting back (30 mins)

PART 1 (30 min – individually / in pairs)

How well does / will your current (design) project consider different aspects of sustainability? (i.e. how holistic is it?)

1. If at early stage in the design: Use the framework of the 10 climate emergency themes to learn about holistic sustainable architecture. -

   • If in later design stage: Use the framework of the 10 climate emergency themes to ‘evaluate’ your current project’s approach in respect to holistic sustainable architecture.

2. If at early stage in the design: Map and explore the themes that are of most interest – draw the petals smaller where these aspects are neglected, and larger where ambitiously considered.

3. If in later design stage: Map where you are prioritising some aspects over other aspects – draw the petals smaller where these aspects are neglected, and larger where ambitiously considered.

4. In all stages: ‘Map the Gaps’ and update your ambitions and objectives if you are neglecting some areas; are there important interconnections you may have missed? •You do not have to execute all your ambitions in your coursework as your time is limited, but it is important to ensure you have all aspects covered by mapping them and that you are aware of their importance and interconnections. In real projects you must have high standards in all aspects. Note that FUTURE AND GLOBAL RESPONSIBILITY, ENVIRONMENT, PEOPLE AND COMMUNITY should always be included in each project. See also additional reading for recommendations on which and how many themes to include in different years in “Climate Emergency Background” on www.arch4change.com.

• Output: ‘petal drawings’ showing your project values and goals or evaluation and mapping process, and where you are focusing your project.

PART 2 (30–60 min – in peer groups)

Share your insights and reflect on your thoughts together with others.

1. Meet your group/other peers and discuss each group member’s reflection and their petals (i.e. the climate emergency design approaches to their project).

2. As a group, reflect on your current focus (project values and vision), where important interconnections need to be included (or simply acknowledged).

3. Based on this discussion, revise your project’s values and objectives against the 10 themes (draw it!). Highlight where you will need to explore and study more in depth on themes to be able to integrate them into your project.

PART 3 (30 min – together with the whole class – teacher facilitated)

1. Bring together the larger group. Some of the students / a spokesperson from each group can share their reflections with everyone.

2. Wrap the workshop up by summarising key points, emphasising the iterative nature of design.

3. It is important that teachers come back and ask students about the themes and their responses to it at different stages of the project. For example, teachers can ask about it in guidances / tutorials; it can be a required submission in the portfolio, at interim and final reviews and submissions. Constructive alignment between learning activities and learning outcomes and assessment are crucial.

The outputs of the learning activity are ‘petal drawings’ showcasing the reflection, evaluation and value mapping process; it can also be e.g. a mind map or other forms of notes or reflective writing leading to a project statement or project values and a concept. In addition, students can fill in related checklists provided in the book Designing for the Climate Emergency (Pelsmakers et al., 2022) – see also “Climate Emergency Fundamentals” on www.arch4change.com

The learning activity is in itself is not evaluated, but peer discussion and teacher feedback provide ideas and reflections on the outputs. Hence it uses formative assessment, peer-peer, self-directed assessment but can also be included in reviews and summative assessments. This task could also be considered to support “assessment as learning” , where (shared) reflection and (self-monitoring of students’ design process informs their future goals and aspirations and steers their learning process forward.

The key learning outcome for students is to familiarise them with how the 10 themes can be used as a design and reflection tool through setting goals related to the 10 themes. A teacher can, however, also focus in on a select number of themes.

For educators, the reflective discussions with students likely help deepen / broaden their own understanding of the climate emergency design themes, their interconnections and possible applications.

The workshop can be completed individually or in groups. The downside of completing the workshop alone is most likely the lack of external reflection and alternative viewpoints that could be provided by others. It should be included early on in the design process and ideally linked to a design project. (see reflections above).\