The value of the full-scale prototype in architectural education.

This paper explores the use of the performative model in architectural education, specifically through a Design/Build learning method. It argues that the prototype, or the full-scale development of an operational model, is a valuable mechanism for students in gaining knowledge of material, fabrication and construction techniques through the act of collaborative making. By examining three case studies of Design/Build pavilions undertaken in the Emergent Technologies and Design Programme at the Architectural Association School of Architecture from 2012-15, this paper presents a pedagogical methodology where learning originates from the process of production itself.