Conference Papers

Learning and Sharing of Architectural Documentation: A Fieldwork Participation in Thai Architectural Education

Chiang Khan is an old commercial district of Loei Province, Thailand. It is known as a place of historic and cultural significance for reasons including old temples, vernacular houses and the rural lifestyle of the local people. What can we learn from vernacular architecture? How can sharing of architectural documentation help in the presentation of heritage values?

The student trip consisted of a fieldwork program in Chiang Khan district, where they learnt of local heritage values through surveys and interviews with community leaders, traders and homeowners. Architectural students documented by means of photography, sketching and “vernadoc” (drawing). During fieldwork, the students gained knowledge of vernacular architecture through direct interaction with the local people. Subsequently, the locals were presented with drawings of their own houses made by the students as a result of their studies. This process heightens understanding and appreciation of vernacular architecture for both the students and the local people.

This paper has drawn several conclusions following participation in Chiang Khan district. Firstly, the
students now possess greater skill in achitectural documentation processes (photography, sketching, drawing) and have gained valuable experience and improved understanding through their fieldwork studies of vernacular architecture. Secondly, the local people have gained increased awareness of their own heritage as well as insight into the purpose of, and methods for, conserving it in their community. Finally, the architectural documentations could interpreted in heritage values for tourist they can understanding how to make a balance when traveling in historic place.

Chansen, N. (2015) 'Learning and Sharing of Architectural Documentation: A Fieldwork Participation in Thai Architectural Education', paper presented to The 11th Annual Conference of the British Education Studies Association (BESA), 25–26 June, viewed 21 January 2020, <https://educationstudies.org.uk/?p=9054>