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I began my teaching at The Bartlett, UCL, on the MSc Adaptive Architecture and Computation programme — a pioneering course exploring how architecture can learn, evolve, and respond through computational and ecological principles. Teaching on this programme allowed me to engage students in the creative application of algorithms, simulation, and robotics as tools for architectural enquiry. We approached computation not merely as a means of optimisation, but as a generative process — a way of thinking through systems, behaviours, and adaptation. This experience deepened my belief that architectural education should cultivate a dialogue between code and material, theory and experiment, equipping designers to work fluently across the digital and physical realms. The video below is an example of student work by Felix Faire that we brought to the Royal Academy for the Sensing Spaces Exhibition
I developed the Digital Studio module, which introduced students to Processing, an open-source programming language designed for visual and spatial experimentation. Through this module, students learned to use code as a creative medium—generating form, motion, and interaction through algorithmic thinking. The emphasis was on cultivating computational literacy not as a specialist skill but as an extension of design intelligence. We explored concepts such as emergence, self-organisation, and responsive behaviour, bridging digital simulation with material prototyping. Many students went on to apply these methods in robotics, interactive architecture, and generative design, positioning the studio as a vital entry point into contemporary computational practice.
In the second term, we extended this exploration through the Digital Ecologies module, which introduced students to Arduino and the principles of physical computing. Building on their computational foundations, students began to connect digital code with sensors, actuators, and responsive materials — translating virtual behaviours into tangible, embodied systems. The studio became a testing ground for prototypes that could sense, react, and adapt within their environments. This hands-on approach encouraged students to think ecologically about architecture and design — as systems of interaction between bodies, machines, and contexts — laying the groundwork for many of the interactive and robotic practices that have since emerged from The Bartlett.