Research-Integrated Pedagogy with Climate-Responsive Strategies: Vernacular Building Renovation Design

Abstract

Following the rapid development and urbanization in China over recent decades, sustainable renovation of urban residences has become an important issue. This study aimed to develop an architectural teaching program integrating the study of local climate, vernacular buildings, climate-responsive design strategies, and simulation tools. A local house in a high-density neighborhood in Guangzhou, China, in a hot-humid climate area was selected for renovation in this teaching program. Investigations of the urban neighborhood development, the construction and climate-responsive characteristics of the vernacular houses, long-term thermal environment characteristics, and sustainable design strategies were conducted before the design project began. The guidelines of Active House combining passive strategies and active technologies were incorporated into the concept design. The students’ works represented their understanding of the characteristics of a hot-humid climate, responsive strategies for the local buildings, preliminary methodologies of micro-climate analysis, and technologies supporting sustainable building design. Thus, this program provided a valuable approach to the appropriate pedagogy for a research-integrated design studio within the context of sustainable architectural education development.

Keywords

• architectural design education
• climate-responsive
• research-integrated design
• vernacular house
• neighborhood
• hot-humid climate