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A writing/making divide, within the broader theory/practice myth, is part of the historical narrative in art and design education that both clashes with, and persists in, current practices of writing in art and design. The theory/practice myth separates thinking from doing, head from hand, and writing from making, causing internal frictions in art and design subjects. This article provides a historical and contextual mapping of the writing/making binary in creative practice, drawing on Ivor Goodson's (1993, 1995, 1997, 2002) work on 'antecedent subject subcultures' to discuss the formation and maintenance of subject cultures and – ultimately – their potential to change. [ABSTRACT FROM AUTHOR]

A base case model is a more potent dose for applied research; the passive architectural design for sustainability requires optimised experiments. However, experimenting with physical developments require construction and deconstruction until they achieved the optimal scenario. These wastes resources and time; hence, base models' development as useful instruments in the optimisation design process is desirable. Lecture theatres in universities have no specific design model whereby optimising one may not apply to the other. Therefore, this research evaluated a base model for lecture theatre regarding spatial configuration, daylighting potentials, and optimised window-to-wall ratio (WWR) for tropical daylighting. A study of ten existing lecture theatres in eight universities within eight states in Nigeria's hot-humid climate was analysed descriptively for the base model. The study employed Simulations with IES-VE software. The daylighting performance analysis adopted the daylighting rule of thumb, daylight factor, work plane illuminance (WPI), and WPI ratio. The results show that a typical lecture theatre in the study area has a dimensional configuration of 12×20 m floor plan, 6 m ceiling height, and a window wall ratio (WWR) of 13%. In the deduced base model, 4H was required for adequate daylighting against the thumb's 2.5 H daylighting rule. The research concludes a low window-wall ratio with poor daylighting quality and quantities in the base model; therefore, it implies that the daylighting was not a criterion in the designs. However, the experiment revealed a progression in daylighting performance with an increase in WWR from the base case until 30% WWR. Beyond that, there was a decline in the daylighting performance. Therefore, 30% WWR was optimal for daylighting performance in lecture theatre retrofitting within the tropical climate.

Appropriate day lighting design saves lighting power energy (LPE) and reduces LPE cost. This research investigates daylight contribution of in selected north campus lecture theaters in a South West Coast University of Nigeria. TES 1332A lux meter was used for lux level determination. The window area to wall area (AWD to AW) ratio was determined using reliable algorithms. In the three studied buildings, the daylight contribution varies from 12 lux to 3803 lux; AWD to AW varies from 14 % to 22 % to 37 %; 22 % AWD to AW is considered moderate while 37 % AWD to AW is considered more suitable in the studied buildings. [ABSTRACT FROM AUTHOR]

Traditional lecture theatre environments present significant challenges in higher education, in light of increasingly large and diverse student populations. This small-scale study explores how blended learning through the game-based platform Kahoot! can be used to enhance the learning experience offered to students in these spaces, from the perspective of 44 final-year primary education undergraduates. An action research approach was employed with data collected from pre- and post-lecture surveys. Findings suggest that the integration of synchronous online learning in lecture theatres presented no technical difficulties and that gaming was successful in enabling active participation and interactive learning. Students valued its competitive nature, the immediacy of feedback on their knowledge and structured opportunities for further discussion. Students reported improvements in engagement, concentration and retention, although results for the latter were more ambiguous and would benefit from further investigation. [ABSTRACT FROM AUTHOR]