Abstract

At previous space syntax symposia discussions have arisen as to the best way to use space syntax methods as a teaching tool at undergraduate and postgraduate level. Using the example of the first exercise given to students on the MSc Advanced Architectural Studies at the Bartlett, UCL, we will present our experience in teaching space syntax as a tool for investigating the relationship between spatial configuration and social form to students new to the field. Since teaching the computer-based analytic tools has to be grounded in a real understanding of what space syntax is about, a project was developed that involved students working together in small groups of four, with each group studying and comparing four carefully selected examples of 20th century ‘classic’ modernist housing, so that to successfully complete the exercise the students needed to work individually on analysing a specific house and together to share and compare results, thus learning from one another. The formal teaching involved a theoretical grounding in space syntax ‘decoding’ of domestic space, coupled with practical workshops on hand-drawing and hand-calculations of the basic space syntax modelling tools: axial maps, convex maps and justified graphs, visual fields etc. through which we introduce concepts such as configuration, interface, privacy and permeability. By teaching through action learning, with students taking on their own analysis of what is arguably the most complex building type, we propose that these kinds of modelling analysis projects are an ideal vehicle for taking architects from where they are at the start of the course, with an intuitive understanding of built form, and helping them to build on that foundation towards an understanding of scientific research in general and space syntax analysis in particular, so that they can become reflective practitioners of this complex research field.