Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Representations of architecture in children’s drawings:
Beginning with the birth environment, adults create and control the physical conditions in which children live and experience the world. This fact lays a great deal of responsibility upon planners and designers, to whom the authority of making decisions, on behalf of children, is considered to be a difficult task. In this research, children’s drawings are seen as a primary source of knowledge, upon which the investigation of the child’s power of thinking is based. The objective is to investigate some aspects of the relationship between children and their architectural environments, through analyzing their graphic representations. The aim is to reach some understanding of the typology of thinking that might help the designers understand how children experience, appreciate, and assess their environments. Data was collected by means of survey questionnaires supplemented by interviews. The subjects of study were chosen from the same neighbourhood, totalling (47). The children were all 7-12 years old. Each child provided seven drawings of seven different architectural settings. The investigation was conducted using two methods. The first method used statistical analysis, of a set of defined variables, to identify broad patterns in the data. These include two main categories: typology analysis; and gender analysis. The second method, supported by available literature, qualitatively examines the statistical results to understand why the broad patterns emerged. Analysis of the different settings, displayed a wide range of representations; from the most centralized and orderly (the room and the house) to the most disperses and non-hierarchical assembly of elements (the city). It became evident that this range verifies the child’s knowledge of the drawn setting. The child’s understanding of these settings becomes more limited with the increase of physical scale. The study also concluded that the typology of objects, within a space, represents the most recognizable features to the child. Different objects present themselves in different ways according to the kind of experience the child has with them.
Representations of architecture in children’s drawings:
Beginning with the birth environment, adults create and control the physical conditions in which children live and experience the world. This fact lays a great deal of responsibility upon planners and designers, to whom the authority of making decisions, on behalf of children, is considered to be a difficult task. In this research, children’s drawings are seen as a primary source of knowledge, upon which the investigation of the child’s power of thinking is based. The objective is to investigate some aspects of the relationship between children and their architectural environments, through analyzing their graphic representations. The aim is to reach some understanding of the typology of thinking that might help the designers understand how children experience, appreciate, and assess their environments. Data was collected by means of survey questionnaires supplemented by interviews. The subjects of study were chosen from the same neighbourhood, totalling (47). The children were all 7-12 years old. Each child provided seven drawings of seven different architectural settings. The investigation was conducted using two methods. The first method used statistical analysis, of a set of defined variables, to identify broad patterns in the data. These include two main categories: typology analysis; and gender analysis. The second method, supported by available literature, qualitatively examines the statistical results to understand why the broad patterns emerged. Analysis of the different settings, displayed a wide range of representations; from the most centralized and orderly (the room and the house) to the most disperses and non-hierarchical assembly of elements (the city). It became evident that this range verifies the child’s knowledge of the drawn setting. The child’s understanding of these settings becomes more limited with the increase of physical scale. The study also concluded that the typology of objects, within a space, represents the most recognizable features to the child. Different objects present themselves in different ways according to the kind of experience the child has with them.
Representations of architecture in children’s drawings:
Ajlouni, Rima Al (Autor:in)
25.09.2018
ARCC Conference Repository; 2009: Leadership in Architectural Research, Between Academia and the Profession | UTSA 2009
Aufsatz (Zeitschrift)
Elektronische Ressource
Englisch
DDC:
720
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