Abstract:
This thesis is an inquiry into how can we design, through drawing, more affective spatial experiences for affective learning in the context of New Zealand secondary schools. This thesis argues that beyond the taught curriculum, there exists a need to accommodate the development of healthier affective practices. This is especially true in secondary schools, a period that is not only a lifestyle transition between childhood to adulthood, but also marks the beginning of the final transformations and maturation of the brain. While architecture cannot define the quality of education, we cannot deny its capacity to affect us: our actions and experiences. Architecture can craft the atmosphere of spaces, and afford social situations and power relations between teacher and student. The emotional, social and spiritual realms are affected by associations and impressions experienced through settings that are our environments. Through methods of qualitative drawing, which can situate itself between theory and design, this thesis sets out to develop a method of affective architectural analysis.