The Requirement for Creative Learning Spaces for the Interior Architecture Curriculum: The Case Study of Interior Architecture, School of Architecture and Fine Art, University of Phayao

Abstract

This research leads to the preparation of a project detailing for creative learning environment design for the Interior Architecture Program. The purpose of this study the concepts of spatial relationship planning for creative learning, the curriculum structure and instructional models, and the current educational building environment of the Interior Architecture Program, School of Architecture and Fine Arts, University of Phayao, to investigate spatial components, the relationships between functional areas, and compare spatial proportions while proposing the guidelines for designing spatial relationships that foster creative learning. The findings indicated that creative learning physical environment design should promote socialization for knowledge connectivity, encourage interaction, provide an informal atmosphere, and facilitate a comfortable and appealing space that is not cramped, has minimal noise, optimal temperature, adequate lighting from both natural and artificial sources, and shared spaces that still consider privacy. Incorporating local wisdom into design, ensuring modern technology and equipment are readily available, offering a variety of flexible furniture that can be rearranged based on activity types, and providing comfortable seating for chairs and tables are essential. Additionally, suitable drafting tables need to feature storage space and partitions to enhance focus during work. The study of the teaching processes aligned with five stages of creative learning process: 1) Understanding and discovering, 2) Analyzing and creating options, 3) Developing and designing, 4) Producing and implementing, 5) Presenting and testing. The study results on the current educational building revealed that it had inadequate space for usage, lacked necessary components for functional areas, experienced overlapping use, and deteriorated building conditions. The study of spatial components and proportions identified a ratio of 6:4 between learning areas and creative learning spaces, with required space allocations of 1,306.5 square meters for learning areas and 871 square meters for creative learning spaces. The alignment between the five-stage creative learning process and spatial components suggested public spaces in stages 1, 2, and 5 include multipurpose indoor and outdoor spaces, exhibition areas, presentation and review spaces, auditoriums, and large lecture halls. Semi-public spaces in stages 1, 2, and 3 include lecture classrooms, libraries, information centers, research areas, and discussion spaces. Private spaces in stages 3 and 4 comprised laboratory spaces, computer and media studio spaces, and sketching and watercolor studio spaces.