EMOTIONAL APPROACH: UNLOCKING INTERDISCIPLINARY THINKING IN ARCHITECTURE AND LANDSCAPE DESIGN EDUCATION

Abstract

During the initial phase of Architecture and Landscape Design education, the capacity for spatial inquiry, analysis, and problem identification serves as a fundamental cornerstone for the conceptualization of design ideas. However, given the rapid proliferation of algorithmic visualization tools, early-year students are increasingly prone to a dependency on pre-made formal outputs, which diminishes their ability to directly observe, perceive, and interpret space. This paper aims to systematize the theoretical framework of the emotional approach and share experimental outcomes from students in the Architectural and Landscape Design Training Program at the School of Interdisciplinary Sciences and Arts, VNU. Methodologies that involve recording spatial perceptions, manual visualization, and on-site analysis are used to reinforce cognitive capabilities translating them into design briefs and concepts. Preliminary findings suggest that this approach significantly enhances spatial literacy and fosters independent design thinking, thereby mitigating the reliance on artificial intelligence tools.