The development of generative methods of architecture has reached the point when it is continuously moving apart from its archetype to newer intellectual encodings. The ways of its creation and perception have radicalised by means of new media to offer a greater extent of its own representation. The theoretical and architectural discourse, influenced by philosophy, sociology, and literature creates by its multiplicity still opened and complicated discussion in the 20th century. The architectural education reflects the need for such a creative participation with other media at different levels, depending on the possibilities or focus of the university where architecture is taught. The paper focuses on a case study from the Faculty of Architecture of the Slovak Technical University (abbreviate FASTU), where besides other visual media, it is also possible to attend scenography as an optional course. It also deals with the reasons to build such an intermediary learning process. Theatre (performative arts), same as architecture, has always had great power and the potential to open discussion and be a critical mirror of various social phenomena. The aim of the study is to analyse the alternative method in education and in the teaching of architecture. The architecture will be explored herein in relation to space and its inherent characteristics by means of heterotopy and synaesthesia. The study does not understand the classical term architecture as the building and scenography as a staging of decorative mise-en-scene. Can the architectural creative process be turned into a psychoanalytical laboratory, which helps to build optimal space for living and for the human's relationships?
