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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	1ea1
authors	Cheng, Nancy Yen-wen
year	1999
title	Digital Design at UO
doi	https://doi.org/10.52842/conf.acadia.1999.x.l0k
source	ACADIA Quarterly, vol. 18, no. 4, p. 18
summary	University of Oregon Architecture Department has developed a spectrum of digital design from introductory methods courses to advanced design studios. With a computing curriculum that stresses a variety of tools, architectural issues such as form-making, communication, collaboration,theory-driven design, and presentation are explored. During the first year, all entering students are required to learn 3D modeling, rendering, image-processing and web-authoring in our Introduction to Architectural ComputerGraphics course. Through the use of cross-platform software, the two hundred beginning students are able to choose to work in either MacOS or Windows. Students begin learning the software by ‘playing’ with geometric elements and further develop their control by describing assigned architectural monuments. In describing the monuments, they begin with 2D diagrams and work up to complete 3D compositions, refining their modelswith symbol libraries. By visualizing back and forth between the drafting and modeling modes, the students quickly connect orthogonal plans and sections with their spatial counterparts. Such connections are an essential foundation for further learning.
series	ACADIA
email
last changed	2022/06/07 07:49

_id	5a10
authors	Cheng, Nancy Yen-Wen
year	1999
title	Playing with Digital Media: Enlivening Computer Graphics Teaching
doi	https://doi.org/10.52842/conf.acadia.1999.096
source	Media and Design Process [ACADIA ‘99 / ISBN 1-880250-08-X] Salt Lake City 29-31 October 1999, pp. 96-109
summary	Are there better ways of getting a student to learn? Getting students to play at learning can encourage comprehension by engaging their attention. Rather than having students' fascination with video games and entertainment limited to competing against learning, we can direct this interest towards learning computer graphics. We hypothesize that topics having a recreational component increase the learning curve for digital media instruction. To test this, we have offered design media projects with a playful element as a counterpart to more step-by-step descriptive exercises. Four kinds of problems, increasing in difficulty, are discussed in the context of computer aided architectural design education: 1) geometry play, 2) kit of parts, 3) dreams from childhood and 4) transformations. The problems engage the students in different ways: through playing with form, by capturing their imagination and by encouraging interaction. Each type of problem exercises specific design skills while providing practice with geometric modeling and rendering. The problems are sequenced from most constrained to most free, providing achievable milestones with focused objectives. Compared to descriptive assignments and more serious architectural problems, these design-oriented exercises invite experimentation by lowering risk, and neutralize stylistic questions by taking design out of the traditional architectural context. Used in conjunction with the modeling of case studies, they engage a wide range of students by addressing different kinds of issues. From examining the results of the student work, we conclude that play as a theme encourages greater degree of participation and comprehension.
series	ACADIA
email
last changed	2022/06/07 07:55

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