CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id disschoo
id disschoo
authors Choo, Seung Yeon
year 2004
source Technische Universität München
summary The research presented in this thesis describes a computer-aided design support of traditional architectural theories. Traditional architectural theories in western architecture have been considered as a basis for answering the fundamental questions of architecture: proportion, symmetry, colour, harmony and so on. In particular, the aesthetic aspect of these theories has been one of many important architectural aspects, and which is concerned with the field of architecture in determining the beauty of architectural form. The most significant role of the traditional theories in architecture is to maintain unity, to avoid chaos and then to achieve harmony in a design, using some specific design principles. However, current technology-guided constructions tend to neglect often the importance of these theories due to the standardization of building elements, due to mechanically-prepared construction and the reducing completion costs, etc. Thus, this research proposes a design support system as a design assistant that gives an intelligent advice on architectural design, using analytical design- and ordering- principles of traditional theories for the optimization of the architectural design from the aesthetic perspective. To evaluate the aesthetic quality of an architectural design, this system is implemented in the AutoCAD environment, using the AutoLISP. It is applied so as to explain and develop aesthetic qualities of a design. Designs proposed by this system include optimum designs, which are based on the traditional architectural theories, and new ones which can be in future connected to information models. To do this, the definition of information about building elements is accomplished by using the neutral format EXPRESS and EXPRESS-G for such application systems. The results of the application system are presented, such as the easily generating and quickly conceptualising of an object model, the checking of the aesthetic value of the design during the various design phases, the helping to find direction during rational searching for a solution. The user can easily appreciate the usefulness of the proposed system as a set of tools for searching for rational architectural aesthetics and formal solutions at different design-stages. It is to be hoped that a new "traditional" fundamental of architecture, such as the proposed system, incorporating CAAD systems, will find its place among new technological methods in the AEC industry and so help to bridge the gap between the value of traditional architecture and CAAD systems.
keywords Aesthetics, Design Theory, Order Principle, Product Model, IFC, AutoCAD/AutoLISP
series thesis:PhD
type normal paper
last changed 2004/05/23 05:05

_id caadria2012_129
id caadria2012_129
authors Diniz, Nancy
year 2012
title Process-driven concepts: Digital agendas in studio teaching
source Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 599–606
summary This paper discusses studio design curricula using digital design as the medium to design process. The fundamental idea explored is that digital design thinking is fundamentally process driven as opposed to narrative driven and that digital design thinking leads to different way of conceptualising and solving design problems. The paper presents four studio case studies using different methodologies illustrating current digital design models. The types of studios chosen and the working methodologies adopted will be discussed in the light of understanding this shift of design conceptual thinking.
keywords Digital design pedagogy; digital conceptual thinking
series CAADRIA
last changed 2012/05/29 07:34

_id 89fe
authors Ferrar, Steve
year 2001
title The Nature of Non-Physical Space - Or how I learned to love cyberspace wherever it may be
source Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 208-213
summary More designers are concerned with the occupation of the virtual world, through immersive techniques, for example, than in using it as a means for conceptualising and theorising architectural space. The paper examines how architects think about space and how our consideration of nonphysical space might assist in spatial theory and in teaching. It also considers cyberspace fiction both in writing and film to see how it might help us think about space in a more liberating way. Architects and architectural teaching tends to focus on space as an element of construction rather than a theoretical proposition. By discussing imaginary spaces in greater depth we could encourage students to think about space and spatial concepts in a less rigid way. In particular the paper addresses the issues of interaction and transactions in these environments and how information is represented and accessed in an apparently threedimensional manner. In his book ‘Snow Crash’, Neil Stephenson deals with many ideas concerning not only architectural space but also universal space and its organisation in space and time. He uses metaphor in his depiction of the ultimate in information gathering and management. These are compelling ways in which to communicate ideas about threedimensional thinking, and information collection and management to students of architecture as well as helping architects with the theory and visualisation of non-physical space.
keywords Space: Virtual Reality, Cyberspace, Film, Literature
series eCAADe
last changed 2003/05/16 19:27

_id e5a8
id e5a8
authors Saghafi, Mahmoud Reza; Jill Franz, Philip Crowther
year 2010
title Crossing the Cultural Divide: A Contemporary Holistic Framework for Conceptualising Design Studio Education
summary While the studio is widely accepted as the learning environment where architecture students most effectively learn how to design (Mahgoub, 2007:195), there are surprisingly few studies that attempt to identify in a qualitative way the interrelated factors that contribute to and support design studio learning (Bose, 2007:131). Such a situation seems problematic given the changes and challenges facing education including design education. Overall, there is growing support for re-examining (perhaps redefining) the design studio particularly in response to the impact of new technologies but as this paper argues this should not occur independently of the other elements and qualities comprising the design studio. In this respect, this paper describes a framework developed for a doctoral project concerned with capturing and more holistically understanding the complexity and potential of the design studio to operate within an increasingly and largely unpredictable global context. Integral to this is a comparative analysis of selected cases underpinned by grounded theory methodology of the traditional design studio and the virtual design studio informed by emerging pedagogical theory and the experiences of those most intimately involved – students and lecturers. In addition to providing a conceptual model for future research, the framework is of value to educators currently interested in developing as well as evaluating learning environments for design.
keywords design studio, learning environment, online education
series other
type normal paper
last changed 2010/11/16 07:26

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