A Project-based Learning on Tensile Membrane Structures in Architectural Education

Abstract

This paper presents a case study on the application of the project-based approach for learning on tensile membrane structures at an elective course at master studies of architecture. In order to improve the learning process and achieve course outcomes, over an extended period of time during the semester, students worked on a project, which task was to design a covering for a small pedestrian street. In small groups, students investigated applications of membrane installations, and how these structures could improve the quality of open urban spaces and solve environmental problems. The task engaged students in innovative and creative solving a real-world problem and dealing with functionality, feasibility, practicality, and ecology. The project was implemented through collaboration with scientific research project and company. This approach enabled students to understand the synthesis of structural analysis, material behavior, constructability, and economic reality that occurs in professional practice. Project-based method facilitated students to learn by working in (inter)active and inclusive environment, to investigate and respond to engaging and complex problems and challenges and thus develop a deeper understanding of the design, technical, and installation issues of tensile membranes. As a result, students developed deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project.