Situated learning in history and theory in the urban design curriculum

Urban design history and theory courses are a key element of urban design curricula across the globe. These courses take a pause from the high paced decision-making environment of the design studio to reflect on the theoretical underpinning of cities, and their conscious and subconscious transformation in the past, present and future. The contemplative nature of history and theory courses can create a perceived disconnect between ‘theory’ and ‘practice’, and ‘lecture’ and ‘studio’ – often undeservedly. This paper discusses various methods of situated learning in urban design history and theory pedagogy that bridge these false dichotomies. The two case studies presented in this paper engage students in real-world applications of historical and theoretical research, convincing them that pasts and paradigms strongly influence their everyday and future environments. Both cases have energised students by demonstrating that theories from the past and present inform the practice and lived experience of the urban environment. Furthermore, the cases use techniques typically taught in studios, such as mapping, collage imagery and three-dimensional modelling, to analyse non-traditional topics. The bridging of theory, practice, past and present can further integrate history and theory pedagogically into the growing field of urban design education.