Learning Through Imaginative Play; A Collaboration of Primary School Pupils and Architecture Students

In 2013 the Leeds School of Architecture’s Project Office [a design and research collaboration of staff and students] was approached by Morley Newlands Primary School to design and construct a play area through which their 550 pupils aged 3 – 11 would learn and develop skills through imaginative play. An innovative process of social engagement between the school pupils and architecture students evolved, creating a playful learning environment which empowered the pupils as patron whilst simultaneously facilitating an academic learning exercise for the students. As Lave & Wenger (1991) assert “Learning is fundamentally a social process”, hence working collaboratively addresses the stereotypical isolated student in architectural education. In total 52 students participated; gaining real life experience of teamwork, brief writing, design of concept, exposure to risk, construction detailing, and ‘on-site’ assembly. This paper sets out the transformational virtues of conscience stimulated in the students and the resultant effect on the pupils including the creation of role models and instilling aspiration. This form of Architectural learning uses the ‘Live Project’, see Sara’s definition (2006), to introduce a third participant in the teacher/student relationship – the client. This move is purposeful, as it “comprises the negotiation of a brief, timescale, budget and product between an educational organisation and an external collaborator for their mutual benefit.” (Anderson & Priest, 2014). In electing to work only with clients in desperate need of architectural consultancy but without the means to pay for it, Project Office ensures that through its production students make a meaningful contribution to society whilst undertaking their degree. In this instance, the live project exposed students to a design methodology that puts team working and collaboration at the heart of the creative experience. The value of a learning exercise being an imaginatively playful venture is demonstrated in this paper as it charts the Morley Newlands ‘Playscape’ and reflects upon this approach to practice based research through the outcomes and learning for school pupils, university students, client team, and Project Office staff.