Strengthening the Creative Process of Architectural Design: A Disciplinary Dialogue for Architectural Chromatology

Abstract

Current architectural teaching presents a significant challenge in how to shape the creative process in architectural design in response to social issues. The Project-Based Learning model is a methodological approach that helps students face the challenge of solving a question in a pragmatic manner that can be supported and argued through disciplinary dialogue. This article aims to reflect and question how the creativity of architecture students is enhanced by interaction with other disciplines such as chromotherapy, psychology, and neuroarchitecture to apply technical terms in the construction of a psychoreactive project through architectural chromatology. Finally, the article presents how an architecture student solves a project aimed at addressing a children's problem by designing, arguing, and applying multidisciplinary knowledge to present an architectural proposal as a way to assess meaningful learning.