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The text explains classroom goals, the functional nature of architecture, and how pupils act as (critical) users and co-creators to perceive, understand, document, and evaluate utility and aesthetic value in architectural spaces.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-field-trip-as-part-of-spatial-architectural-design-art-classes/598013/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-field-trip-as-part-of-spatial-architectural-design-art-classes/598013.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is movement through space emphasized in spatial (architectural) design art classes?","Question",{"text":63,"@type":64},"Movement helps pupils experience space and relationships within space in a way that supports learning and architecture appreciation. It enables sensory and real-environment understanding of (architectural) space.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What role does a field trip play in these art education tasks?",{"text":68,"@type":64},"A field trip allows pupils to experience (architectural) space through their own movement, senses, and a real environment. This experience differs from everyday moving through space because it is educational and training-based.",{"name":70,"@type":61,"acceptedAnswer":71},"How do pupils participate in spatial (architectural) design during art classes?",{"text":72,"@type":64},"Pupils take roles as (critical) users and co-creators or spatial planners/designers. 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In planning architectural design tasks, one should take into consideration the particularities of the architectural design process and enable pupils to experience space and relationships within space through their own movement. Furthermore, pupils should have an opportunity to play the roles of (critical) users as well as co-creators or spatial planners. In this respect, the field trip plays a vital role, as it allows pupils to experience (architectural) space through their own movement, their senses and in a real environment. The architectural experience that the pupils gain differs from their everyday experience of moving through space, as the former is based on education and training, and thus helps pupils develop architecture appreciation.  \nKeywords: Architecture appreciation, Art education, Field trip, Spatial (architectural) design, Spatial experience  \nIntroduction  \nSpatial (architectural) design is one of five art forms taught as part of elementary school art education. The scope of these art classes is to introduce pupils from the first grade onwards to basic architectural concepts. The pupils redesign space and make models, while becoming acquainted with the evaluation of various architectural spaces. They develop their sensitivity towards the way a space is arranged, with regard to both its utility and its artistic value. When planning art tasks in architectural design, one should start from the specific nature of the architectural design process, with regard to which experience gained by means of one’s own movement through space is particularly important. Pupils can gain such experience on a short excursion or field trip.  \n1 Faculty of Education, University of Maribor [janja.batic@uni-mb.si](janja.batic@uni-mb.si)  \nIn the continuation, we describe some particularities of spatial (architectural) design as an art form and the role of movement through space with regard to the perception and understanding of space (natural space as well as constructed space) as a whole. We also highlight the significance of the field trip with respect to the planning and execution of spatial (architectural) design tasks, through which pupils can gain experience as well as exploring and experiencing architectural space with all oftheir senses.  \nSpatial (architectural) design in art education  \nIn elementary school art classes, pupils are introduced to five art forms: drawing, painting, sculpting, graphics and spatial (architectural)2 design, whereby the latter is distinguished from other art forms by its function. Architecture is considered to be functional art, as it confines space so that we can dwell in it, thus creating the framework around our lives. Even the most abstract sculpture, limited to purely geometric shapes, is not architecture, for it lacks utility (Rasmussen, 1959) . Furthermore, architecture is unavoidable art, as it surrounds us on every step, shaping the way we feel and determining our mood (Roth, 1993) . Whether we are inside buildings or outdoors, we are inseparable from space (Lawson, 2001) .  \nElementary school art classes are designed so that pupils can learn various concepts regarding spatial design. They can design architectural structures or models as well as developing and advancing their ability to observe space. Furthermore, they should become more conscious of environments that are well organised, develop a feeling for the sensible arrangement of spaces and nurture an ability to design spatial forms of their own invention. Pupils should also develop a critical attitude towards an uncontrolled environment, as well asa feeling for artistically designed architectural space (Učni načrt, 2004) . Thus, pupils should gain knowhow and experience enabling them to evaluate the utility as well as the aesthetic value of archit","cbCaihroWu4f9Awf","https://ap.wps.com/l/cbCaihroWu4f9Awf","pdf",130454,14,"English","# Introduction\n# Spatial (architectural) design in art education\n## The Perception and understanding of (architectural) space","[{\"question\":\"Why is movement through space emphasized in spatial (architectural) design art classes?\",\"answer\":\"Movement helps pupils experience space and relationships within space in a way that supports learning and architecture appreciation. It enables sensory and real-environment understanding of (architectural) space.\"},{\"question\":\"What role does a field trip play in these art education tasks?\",\"answer\":\"A field trip allows pupils to experience (architectural) space through their own movement, senses, and a real environment. This experience differs from everyday moving through space because it is educational and training-based.\"},{\"question\":\"How do pupils participate in spatial (architectural) design during art classes?\",\"answer\":\"Pupils take roles as (critical) users and co-creators or spatial planners/designers. They observe architecture, suggest changes, make models, and learn fundamental steps of the design process through perception and problem recognition.\"}]","The Field Trip as Part of Spatial (Architectural) Design Art Classes | PDF",1792086137,35]