Experience is learning: the Piazza Grace case study

The experiential learning activity presented in this case study integrates embodied processes and participatory practices to enhance sensory-emotional awareness in interior design students and help them understand how to consider the design of spaces from the experience of others, in this instance by bridging the gap between their sensory world and that of elderly people with dementia. Expanding on established sensory-emotional research and theories of experiential learning, the activity is structured across four processes, exploration, participation, interpretation and realisation, each building on the previous one. The role of the teaching team, students’ engagement and participants’ engagement are discussed, and a presentation of outcomes is followed by a summary of findings, including feedback from students. This case study advocates the value of experiential learning in supporting future learning and practices that enable young interior designers to better integrate empathy and diversity in their design.