Cumincad : CUMINCAD Papers : Search Results

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	9384
authors	Burry, M., Datta, S. and Anson, S.
year	2000
title	Introductory Computer Programming as a Means for Extending Spatial and Temporal Understanding
source	Eternity, Infinity and Virtuality in Architecture [Proceedings of the 22nd Annual Conference of the Association for Computer-Aided Design in Architecture / 1-880250-09-8] Washington D.C. 19-22 October 2000, pp. 129-135
doi	https://doi.org/10.52842/conf.acadia.2000.129
summary	Should computer programming be taught within schools of architecture? Incorporating even low-level computer programming within architectural education curricula is a matter of debate but we have found it useful to do so for two reasons: as an introduction or at least a consolidation of the realm of descriptive geometry and in providing an environment for experimenting in morphological time-based change. Mathematics and descriptive geometry formed a significant proportion of architectural education until the end of the 19th century. This proportion has declined in contemporary curricula, possibly at some cost for despite major advances in automated manufacture, Cartesian measurement is still the principal ‘language’ with which to describe building for construction purposes. When computer programming is used as a platform for instruction in logic and spatial representation, the waning interest in mathematics as a basis for spatial description can be readdressed using a left-field approach. Students gain insights into topology, Cartesian space and morphology through programmatic form finding, as opposed to through direct manipulation. In this context, it matters to the architect-programmer how the program operates more than what it does. This paper describes an assignment where students are given a figurative conceptual space comprising the three Cartesian axes with a cube at its centre. Six Phileban solids mark the Cartesian axial limits to the space. Any point in this space represents a hybrid of one, two or three transformations from the central cube towards the various Phileban solids. Students are asked to predict the topological and morphological outcomes of the operations. Through programming, they become aware of morphogenesis and hybridisation. Here we articulate the hypothesis above and report on the outcome from a student group, whose work reveals wider learning opportunities for architecture students in computer programming than conventionally assumed.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	7893
authors	Woodbury, R.F., Wyeld, Th.G., Shannon, S.J., Roberts, I.W., Radford, A., Burry, M., Skates, H., Ham, J. and Datta, S.
year	2001
title	The Summer Games
source	Architectural Information Management [19th eCAADe Conference Proceedings / ISBN 0-9523687-8-1] Helsinki (Finland) 29-31 August 2001, pp. 293-297
doi	https://doi.org/10.52842/conf.ecaade.2001.293
summary	As part of a nationally funded project, we have developed and used “games” as studentcentred teaching resources to enrich the capacity for design in beginning students in architecture, landscape architecture and urban design. Students are encouraged to learn inter-actively in a milieu characterised by self-directed play in a low-risk computermodelling environment. Recently thirteen upper year design students, six from Adelaide University (Adelaide, South Australia, Australia), five from Deakin University (Geelong, Victoria, Australia), and two from Victoria University, (Wellington, New Zealand) were commissioned over a ten-week period of the 2000-2001 Australian summer to construct a new series of games. This paper discusses the process behind constructing these games. This paper discusses six topical areas: – what is a game; – specific goals of the summer games; – the structure of a game; – the game-making process; – key findings from the production unit; and – future directions.
keywords	Reflection-In-Action, Design Making, Game Container, Collections, Meta-Cases, Data Repository
series	eCAADe
email
last changed	2022/06/07 07:57

_id	ae0f
authors	Ceccato, C., Simondetti, SA. and Burry, M.C.
year	2000
title	Mass-Customization in Design Using Evolutionary and Parametric Methods
source	Eternity, Infinity and Virtuality in Architecture [Proceedings of the 22nd Annual Conference of the Association for Computer-Aided Design in Architecture / 1-880250-09-8] Washington D.C. 19-22 October 2000, pp. 239-244
doi	https://doi.org/10.52842/conf.acadia.2000.239
summary	This paper describes a project within the authors’ ongoing research in the field of Generative Design. The work is based on the premise that computer-aided design (CAD) should evolve beyond its current limitation of one-way interaction, and become a dynamic, intelligent, multi-user environment that encourages creativity and actively supports the evolution of individual, mass-customized designs which exhibit common features. The authors describe this idea by illustrating the implementation of a research project, which explores the notions of mass-customization in design by using evolutionary and parametric methods to generate families of simple objects, in our case a door handle. The project examines related approaches using both complex CAD/CAM packages (CADDS, CATIA) and a proprietary software tool for evolutionary design. The paper first gives a short historical and philosophical background to the work, then describes the technical and algorithmic requirements, and concludes with the implementations of the project.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	eada
authors	Fischer, T., Burry, M. and Woodbury, R.
year	2000
title	Object-Oriented Modelling Using XML in Computer-Aided Architectural and Educational CAD. The Problem of Interoperability Exemplified in Two Case Studies
source	CAADRIA 2000 [Proceedings of the Fifth Conference on Computer Aided Architectural Design Research in Asia / ISBN 981-04-2491-4] Singapore 18-19 May 2000, pp. 145-155
doi	https://doi.org/10.52842/conf.caadria.2000.145
summary	This paper highlights our application of XML as a messaging and storage format for parametric 3D modelling and pattern-oriented online teaching. As a recent format for data description and transport technology XML is designed to allow communication between arbitrary data platforms - and to communicate purpose-insensitively. We have used it to communicate design patterns as well as design parameters and as a consequence experienced a remarkable technical similarity between both approaches with their common manifestation in object orientation. There is a necessity to perform dynamic synchronizations of semantics between 'knowledge domains' involved in design processes in order to provide the necessary conceptual openness. At this time, this requirement appears to be alien to available XML schema specifications and tools.
series	CAADRIA
email
last changed	2022/06/07 07:50

_id	8802
authors	Burry, Mark, Dawson, Tony and Woodbury, Robert
year	1999
title	Learning about Architecture with the Computer, and Learning about the Computer in Architecture
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 374-382
doi	https://doi.org/10.52842/conf.ecaade.1999.374
summary	Most students commencing their university studies in architecture must confront and master two new modes of thought. The first, widely known as reflection-in-action, is a continuous cycle of self-criticism and creation that produces both learning and improved work. The second, which we call here design making, is a process which considers building construction as an integral part of architectural designing. Beginning students in Australia tend to do neither very well; their largely analytic secondary education leaves the majority ill-prepared for these new forms of learning and working. Computers have both complicated and offered opportunities to improve this situation. An increasing number of entering students have significant computing skill, yet university architecture programs do little in developing such skill into sound and extensible knowledge. Computing offers new ways to engage both reflection-in-action and design making. The collaboration between two Schools in Australia described in detail here pools computer-based learning resources to provide a wider scope for the education in each institution, which we capture in the phrase: Learn to use computers in architecture (not use computers to learn architecture). The two shared learning resources are Form Making Games (Adelaide University), aimed at reflection-in-action and The Construction Primer (Deakin University and Victoria University of Wellington), aimed at design making. Through contributing to and customising the resources themselves, students learn how designing and computing relate. This paper outlines the collaborative project in detail and locates the initiative at a time when the computer seems to have become less self-consciously assimilated within the wider architectural program.
keywords	Reflection-In-Action, Design Making, Customising Computers
series	eCAADe
email
last changed	2022/06/07 07:54

_id	8369
authors	Newton, Clare and Burry, Mark
year	2000
title	Building Architecture. Using sticks, stones and computer visualisation
source	CAADRIA 2000 [Proceedings of the Fifth Conference on Computer Aided Architectural Design Research in Asia / ISBN 981-04-2491-4] Singapore 18-19 May 2000, pp. 511-519
doi	https://doi.org/10.52842/conf.caadria.2000.511
summary	This work explores the transformation process from drawings to buildings by inserting unusual representation techniques between traditional orthographic drawings and actual buildings. The aim has been to explore the links and gaps between architecture as drawn and as built to gain a better understanding of the translation from idea to building. Computer modelling techniques enable designs to be 'built' at full scale and resolved in great detail. This type of representation was compared with built models, also at full scale, but using a mix of model making and real materials. At one school students interpreted actual working drawings from architects and at the other school, students worked from theoretical designs. By exploring the translation from idea to building using a range of representational interventions, this research creates a nexus between current issues of representation and design/construction research.
series	CAADRIA
email
last changed	2022/06/07 07:58

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