Jen Chalkley

This paper deals with the use of construction toys in the development of architectural design. It specifically considers how the act of play, through developing and playing with a construction toy, impacts student design processes. The methodology is based on a literature review and reflections on using construction toys with undergraduate students of Interior Architecture and Design. Playful gaming approaches integrate the use of construction toys within the design process. Existing research does not truly embody the qualities of play, which lend themselves to analogical thinking, accidental learning, and inclusivity. Play, in its most unstructured form can be unproductive (no outcome), uncompetitive, and not bound by rules. The study looks at the use of construction toys in spatial design education; specifically, the narrative of unstructured play in students design process. The research considers the interface between education and practice, and the importance of the reciprocal relationship between them. What tools students are offered in their training influences professional practice and therefore, at this time of flux in architectural education, could play be integrated within the profession, or has it become too focused on production, rules, and certainty of outcomes?