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	caadria2021_036
id	caadria2021_036
authors	Batchelor, David and Schnabel, Marc Aurel
year	2021
title	Opportunities and Recommendations for Local Governments Delivering Smart Heritage
source	A. Globa, J. van Ameijde, A. Fingrut, N. Kim, T.T.S. Lo (eds.), PROJECTIONS - Proceedings of the 26th CAADRIA Conference - Volume 2, The Chinese University of Hong Kong and Online, Hong Kong, 29 March - 1 April 2021, pp. 749-758
doi	https://doi.org/10.52842/conf.caadria.2021.2.749
summary	The expansion of smart computer-led technologies into new disciplines enables local governments to design and manage their cities with novel smart discourses. Smart Heritage, the convergence of the smart city and heritage disciplines, offers local governments means to regulate and steer these issues. However, due to its novelty, currently, no research exists on the opportunities and trajectory of Smart Heritage within local government. Therefore, the here presented paper reports the opportunities and recommendations for Smart Heritage within local government, drawing on interviews with smart city and heritage advisors from three Australian local councils. It finds opportunities for smart computer-led technologies to design unique economic, place-making, and governance experiences in cities and recommendations that normalise the delivery of local governments regulatory duties by these technologies. The findings are significant for leading smart technologies further into the practical-political framework of local government and diversifying smart cities scope while at the same time combining two separated policies.
keywords	Smart Heritage; Heritage; Smart City
series	CAADRIA
email
last changed	2022/06/07 07:54

_id	ascaad2016_013
id	ascaad2016_013
authors	Belkis Öksüz, Elif
year	2016
title	Parametricism for Urban Aesthetics - A flawless order behind chaos or an over-design of complexity
source	Parametricism Vs. Materialism: Evolution of Digital Technologies for Development [8th ASCAAD Conference Proceedings ISBN 978-0-9955691-0-2] London (United Kingdom) 7-8 November 2016, pp. 105-112
summary	Over the last decade, paradigm shifts in the philosophy of space-time relations, the change from space-time to spatio-temporality, caused significant changes in the design field, and introduced new variations and discourses for parametric approaches in architecture. Among all the discourses, parametricism is likely the most spectacular one. The founder of parametricism, Patrik Schumacher (2009) describes it as “a new style,” which has “the superior capacity to articulate programmatic complexity;” and “aesthetically, it is the elegance of ordered complexity in the sense of seamless fluidity.” In its theoretical background, Schumacher (2011) affiliates this style with the philosophy of autopoiesis, the philosophy that stands between making and becoming. Additionally, parametricism concerns not only the physical geometry in making of form; but also discusses the relational and causal aspects in becoming of form. In other words, it brings the aesthetic qualities in making through the topological intelligence behind becoming. Regarding that, parametricism seems an effective way of managing /creating complex topologies in form-related issues. However, when it comes to practice, there are some challenging points of parametricism in large-scale design studies. Thus, this work underlines that the dominance of elegance for urban planning has the potential of limiting the flexible and dynamic topology of the urban context, and objectifying the whole complex urban form as an over-designed product. For an aesthetic inquiry into urban parametricism, this paper highlights the challenging issues behind the aesthetic premises of parametricism at the urban design scale. For that, Kartal Master Plan Design Proposal by Zaha Hadid Architects (2006) will be discussed as an exemplary work.
series	ASCAAD
email
last changed	2017/05/25 13:31

_id	acadia17_170
id	acadia17_170
authors	Byrne, Ultan
year	2017
title	Point-Cloud-Paint: A Software Tool for Speculative Urban Design Using Three-Dimensional Digital Collage
source	ACADIA 2017: DISCIPLINES & DISRUPTION [Proceedings of the 37th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-0-692-96506-1] Cambridge, MA 2-4 November, 2017), pp. 170-177
doi	https://doi.org/10.52842/conf.acadia.2017.170
summary	Beginning from a provocation in Auguste Blanqui’s Eternity by the Stars, this paper reports on a new methodology of digital collage for urban design. The research is situated relative to the current discourses surrounding both voxelization and point-cloud data structures in order to motivate the concept of a recombinant approach to design in existing cities. Building on these sources, and with reference to recent developments in mesh shape composition techniques, the paper presents the resulting software implementation “Point-Cloud-Paint”: a tool that enables collage-based combinatorial experimentation with urban point-cloud data.
keywords	simulation; representation; design methods; information processing
series	ACADIA
email
last changed	2022/06/07 07:54

_id	ijac201715106
id	ijac201715106
authors	Cardoso Llach, Daniel; Ardavan Bidgoli and Shokofeh Darbari
year	2017
title	Assisted automation: Three learning experiences in architectural robotics
source	International Journal of Architectural Computing vol. 15 - no. 1, 87-102
summary	Fueled by long-standing dreams of both material efficiency and aesthetic liberation, robots have become part of mainstream architectural discourses, raising the question: How may we nurture an ethos of visual, tactile, and spatial exploration in technologies that epitomize the legacies of industrial automation—for example, the pursuit of managerial efficiency, control, and an ever-finer subdivision of labor? Reviewing and extending a growing body of research on architectural robotics pedagogy, and bridging a constructionist tradition of design education with recent studies of science and technology, this article offers both a conceptual framework and concrete strategies to incorporate robots into architectural design education in ways that foster a spirit of exploration and discovery, which is key to learning creative design. Through reflective accounts of three learning experiences, we introduce the notions “assisted automation” and “robotic embodiment” as devices to enrich current approaches to robot–human design, highlighting situated and embodied aspects of designing with robotic machines.
keywords	Design education, architectural robotics, computational design, robot–human collaboration, studies of science and technology
series	other
type	normal paper
email
last changed	2019/08/02 08:28

_id	sigradi2009_948
id	sigradi2009_948
authors	Cardoso, Daniel
year	2009
title	Generative Craft
source	SIGraDi 2009 - Proceedings of the 13th Congress of the Iberoamerican Society of Digital Graphics, Sao Paulo, Brazil, November 16-18, 2009
summary	Popular discourses and representations of automation in design practice have often committed to an ontology of design and creativity where both materials, media and tools are rendered passive actors in design processes. The ways in which these narratives are articulated have consequences for how the materiality of media and of construction elements is construed in both design discourses and environments. Providing a brief critical history of the mutual construction of design technologies and notions of creativity and design is a concern of this paper, which concludes with a critical re-writing of disembodied conceptions of automation in design.
keywords	Design studies; Generative design; Design automation; Cultural studies of design
series	SIGRADI
email
last changed	2016/03/10 09:48

_id	sigradi2010_112
id	sigradi2010_112
authors	Chiarella, Mauro; Zorzón Cecilia Verónica; Paulón Milagros
year	2010
title	Imagen fotográfica y representación. Utilización estratégica de la fotografía digital en las diferentes etapas del proyecto arquitectónico [Photographic image and representation: strategic use of digital photography in different stages of the architecture project]
source	SIGraDi 2010_Proceedings of the 14th Congress of the Iberoamerican Society of Digital Graphics, pp. Bogotá, Colombia, November 17-19, 2010, pp. 112-115
summary	Photography and representation are historically related to the techniques and methods of creating architectural and artistic images. Such visual discourses have ranged from totalities to fragments, linear conical perspectives to computer collages, and static two - dimensional images to interactive and semi - immersed three - dimensional images. In their full - scale introduction of digital photography to architectural projects professionals have not taken advantage of the intrinsic potential of the technology, using only the two - dimensional, simple recording characteristics it inherited from analog photography. This research explores and systematizes procedures, uses, and methods for a strategic incorporation of digital photography into the different stages of architectural projects. The material developed constitutes a new method that may be applied in architectural education.
keywords	photographic image, representation, architectural project
series	SIGRADI
email
last changed	2016/03/10 09:48

_id	ecaadesigradi2019_561
id	ecaadesigradi2019_561
authors	Cress, Kevan and Beesley, Philip
year	2019
title	Architectural Design in Open-Source Software - Developing MeasureIt-ARCH, an Open Source tool to create Dimensioned and Annotated Architectural drawings within the Blender 3D creation suite.
source	Sousa, JP, Xavier, JP and Castro Henriques, G (eds.), Architecture in the Age of the 4th Industrial Revolution - Proceedings of the 37th eCAADe and 23rd SIGraDi Conference - Volume 1, University of Porto, Porto, Portugal, 11-13 September 2019, pp. 621-630
doi	https://doi.org/10.52842/conf.ecaade.2019.1.621
summary	MeasureIt-ARCH is A GNU GPL licensed, dimension, annotation, and drawing tool for use in the open source software Blender. By providing free and open tools for the reading and editing of architectural drawings, MeasurIt-ARCH allows works of architecture to be shared, read, and modified by anyone. The digitization of architectural practice over the last 3 decades has brought with it a new set of inter-disciplinary discourses for the profession. An attempt to utilise 'Open-Source' methodologies, co-opted from the world of software development, in order to make high quality design more affordable, participatory and responsible has emerged. The most prominent of these discussions are embodied in Carlo Raitti and Mathew Claudel's manifesto 'Open-Source Architecture' (Ratti 2015) and affordable housing initiatives like the Wikihouse project (Parvin 2016). MeasurIt-ARCH aims to be the first step towards creating a completely Open-Source design pipeline, by augmenting Blender to a level where it can be used produce small scale architectural works without the need for any proprietary software, serving as an exploratory critique on the user experience and implementations of industry standard dimensioning tools that exist on the market today.
keywords	Blender; Open-Source; Computer Aided Design ; OSArc
series	eCAADeSIGraDi
email
last changed	2022/06/07 07:56

_id	1ead
authors	Dinand, Munevver Ozgur and Ozersay, Fevzi
year	1999
title	CAAD Education under the Lens of Critical Communication Theories and Critical Pedagogy: Towards a Critical Computer Aided Architectural Design Education (CCAADE)
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 86-93
doi	https://doi.org/10.52842/conf.ecaade.1999.086
summary	Understanding the dominant ethos of our age is imperative but not easy. However it is quite evident that new technologies have altered our times. Every discipline is now forced to be critical in developing new concepts according to the realities of our times. Implementing a critical worldview and consciousness is now more essential than ever. Latest changes in information technology are creating pressure on change both in societal and cultural terms. With its direct relation to these technologies, computer aided architectural design education, is obviously an outstanding / prominent case within contemporary debate. This paper aims to name some critical points related to computer aided architectural design education (CAADE) from the perspective of critical communication studies and critical education theories. It tries to relate these three areas, by introducing their common concepts to each other. In this way, it hopes to open a path for a language of critique. A critique that supports and promotes experimentation, negotiation, creativity, social consciousness and active participation in architectural education in general, and CAADE in specific. It suggests that CAADE might become critical and produce meta-discourses [1 ] in two ways. Firstly, by being critical about the context it exists in, that is to say, its relationships to the existing institutional and social structures and secondly by being critical about the content it handles; in other words by questioning its ideological dimensions. This study considers that analysing the role of CAADE in this scheme can provide architectural education with the opportunity to make healthy projections for the future.
keywords	Critical Theories, Critical Pedagogy, Critical CAADE
series	eCAADe
email
last changed	2022/06/07 07:55

_id	a153
id	a153
authors	d’Estrée Sterk, Tristan
year	2000
title	The Synthetic Dialect And Cybernetic Architectural Form
source	Emerging Technologies and Design: The Intersection of Design and Technology. Proceedings of the 2000 ACSA Technology Conference, MIT Cambridge (Massachusetts) 4-7 July 2000, pp.117-122
summary	Recently a significant philosophical split has appeared within the discipline of architecture. The split exists because the architectural profession is adopting a new digital framework, from which it can challenge the traditional cultural and technical pursuits of the discipline. This paper is about this split within the profession and about using it to develop challenging contemporary architectural forms that work to fill the ‘gap.’ So where does the split come from? Our discipline and its associated discourses have over time been informed by the technologies used to construct it, design it, and mediate it, but also constrained by these things and our understandings of them. With this in mind, one can realize that it is the technologies of the time that in fact shape the philosophical positions and styles adopted by both individual designers and entire genres. This gap isn’t an easy thing to pin down. It takes on several forms all of which seem to stem from the same source, that being the influence of information constructs on space. If anything this paper aims to uncover the differences and similarities of these constructs, and use them to understand the digital genre that presently surrounds us.
keywords	Synthetic Form, Information And Space, Modernism, Cybernetic Architectural Form
series	other
type	normal paper
email
more	admin
last changed	2017/04/10 13:08

_id	7ce5
authors	Gal, Shahaf
year	1992
title	Computers and Design Activities: Their Mediating Role in Engineering Education
source	Sociomedia, ed. Edward Barret. MIT Press
summary	Sociomedia: With all the new words used to describe electronic communication (multimedia, hypertext, cyberspace, etc.), do we need another one? Edward Barrett thinks we do; hence, he coins the term "sociomedia." It is meant to displace a computing economy in which technicity is hypostasized over sociality. Sociomedia, a compilation of twenty-five articles on the theory, design and practice of educational multimedia and hypermedia, attempts to re-value the communicational face of computing. Value, of course, is "ultimately a social construct." As such, it has everything to do with knowledge, power, education and technology. The projects discussed in this book represent the leading edge of electronic knowledge production in academia (not to mention major funding) and are determining the future of educational media. For these reasons, Sociomedia warrants close inspection. Barrett's introduction sets the tone. For him, designing computer media involves hardwiring a mechanism for the social construction of knowledge (1). He links computing to a process of social and communicative interactivity for constructing and desseminating knowledge. Through a mechanistic mapping of the university as hypercontext (a huge network that includes classrooms as well as services and offices), Barrett models intellectual work in such a way as to avoid "limiting definitions of human nature or human development." Education, then, can remain "where it should be--in the human domain (public and private) of sharing ideas and information through the medium of language." By leaving education in a virtual realm (where we can continue to disagree about its meaning and execution), it remains viral, mutating and contaminating in an intellectually healthy way. He concludes that his mechanistic model, by means of its reductionist approach, preserves value (7). This "value" is the social construction of knowledge. While I support the social orientation of Barrett's argument, discussions of value are related to power. I am not referring to the traditional teacher-student power structure that is supposedly dismantled through cooperative and constructivist learning strategies. The power to be reckoned with in the educational arena is foundational, that which (pre)determines value and the circulation of knowledge. "Since each of you reading this paragraph has a different perspective on the meaning of 'education' or 'learning,' and on the processes involved in 'getting an education,' think of the hybris in trying to capture education in a programmable function, in a displayable object, in a 'teaching machine'" (7). Actually, we must think about that hybris because it is, precisely, what informs teaching machines. Moreover, the basic epistemological premises that give rise to such productions are too often assumed. In the case of instructional design, the episteme of cognitive sciences are often taken for granted. It is ironic that many of the "postmodernists" who support electronic hypertextuality seem to have missed Jacques Derrida's and Michel Foucault's "deconstructions" of the epistemology underpinning cognitive sciences (if not of epistemology itself). Perhaps it is the glitz of the technology that blinds some users (qua developers) to the belief systems operating beneath the surface. Barrett is not guilty of reactionary thinking or politics; he is, in fact, quite in line with much American deconstructive and postmodern thinking. The problem arises in that he leaves open the definitions of "education," "learning" and "getting an education." One cannot engage in the production of new knowledge without orienting its design, production and dissemination, and without negotiating with others' orientations, especially where largescale funding is involved. Notions of human nature and development are structural, even infrastructural, whatever the medium of the teaching machine. Although he addresses some dynamics of power, money and politics when he talks about the recession and its effects on the conference, they are readily visible dynamics of power (3-4). Where does the critical factor of value determination, of power, of who gets what and why, get mapped onto a mechanistic model of learning institutions? Perhaps a mapping of contributors' institutions, of the funding sources for the projects showcased and for participation in the conference, and of the disciplines receiving funding for these sorts of projects would help visualize the configurations of power operative in the rising field of educational multimedia. Questions of power and money notwithstanding, Barrett's introduction sets the social and textual thematics for the collection of essays. His stress on interactivity, on communal knowledge production, on the society of texts, and on media producers and users is carried foward through the other essays, two of which I will discuss. Section I of the book, "Perspectives...," highlights the foundations, uses and possible consequences of multimedia and hypertextuality. The second essay in this section, "Is There a Class in This Text?," plays on the robust exchange surrounding Stanley Fish's book, Is There a Text in This Class?, which presents an attack on authority in reading. The author, John Slatin, has introduced electronic hypertextuality and interaction into his courses. His article maps the transformations in "the content and nature of work, and the workplace itself"-- which, in this case, is not industry but an English poetry class (25). Slatin discovered an increase of productive and cooperative learning in his electronically- mediated classroom. For him, creating knowledge in the electronic classroom involves interaction between students, instructors and course materials through the medium of interactive written discourse. These interactions lead to a new and persistent understanding of the course materials and of the participants' relation to the materials and to one another. The work of the course is to build relationships that, in my view, constitute not only the meaning of individual poems, but poetry itself. The class carries out its work in the continual and usually interactive production of text (31). While I applaud his strategies which dismantle traditional hierarchical structures in academia, the evidence does not convince me that the students know enough to ask important questions or to form a self-directing, learning community. Stanley Fish has not relinquished professing, though he, too, espouses the indeterminancy of the sign. By the fourth week of his course, Slatin's input is, by his own reckoning, reduced to 4% (39). In the transcript of the "controversial" Week 6 exchange on Gertrude Stein--the most disliked poet they were discussing at the time (40)--we see the blind leading the blind. One student parodies Stein for three lines and sums up his input with "I like it." Another, finds Stein's poetry "almost completey [sic] lacking in emotion or any artistic merit" (emphasis added). On what grounds has this student become an arbiter of "artistic merit"? Another student, after admitting being "lost" during the Wallace Steven discussion, talks of having more "respect for Stevens' work than Stein's" and adds that Stein's poetry lacks "conceptual significance[, s]omething which people of varied opinion can intelligently discuss without feeling like total dimwits...." This student has progressed from admitted incomprehension of Stevens' work to imposing her (groundless) respect for his work over Stein's. Then, she exposes her real dislike for Stein's poetry: that she (the student) missed the "conceptual significance" and hence cannot, being a person "of varied opinion," intelligently discuss it "without feeling like [a] total dimwit." Slatin's comment is frightening: "...by this point in the semester students have come to feel increasingly free to challenge the instructor" (41). The students that I have cited are neither thinking critically nor are their preconceptions challenged by student-governed interaction. Thanks to the class format, one student feels self-righteous in her ignorance, and empowered to censure. I believe strongly in student empowerment in the classroom, but only once students have accrued enough knowledge to make informed judgments. Admittedly, Slatin's essay presents only partial data (there are six hundred pages of course transcripts!); still, I wonder how much valuable knowledge and metaknowledge was gained by the students. I also question the extent to which authority and professorial dictature were addressed in this course format. The power structures that make it possible for a college to require such a course, and the choice of texts and pedagogy, were not "on the table." The traditional professorial position may have been displaced, but what took its place?--the authority of consensus with its unidentifiable strong arm, and the faceless reign of software design? Despite Slatin's claim that the students learned about the learning process, there is no evidence (in the article) that the students considered where their attitudes came from, how consensus operates in the construction of knowledge, how power is established and what relationship they have to bureaucratic insitutions. How do we, as teaching professionals, negotiate a balance between an enlightened despotism in education and student-created knowledge? Slatin, and other authors in this book, bring this fundamental question to the fore. There is no definitive answer because the factors involved are ultimately social, and hence, always shifting and reconfiguring. Slatin ends his article with the caveat that computerization can bring about greater estrangement between students, faculty and administration through greater regimentation and control. Of course, it can also "distribute authority and power more widely" (50). Power or authority without a specific face, however, is not necessarily good or just. Shahaf Gal's "Computers and Design Activities: Their Mediating Role in Engineering Education" is found in the second half of the volume, and does not allow for a theory/praxis dichotomy. Gal recounts a brief history of engineering education up to the introduction of Growltiger (GT), a computer-assisted learning aid for design. He demonstrates GT's potential to impact the learning of engineering design by tracking its use by four students in a bridge-building contest. What his text demonstrates clearly is that computers are "inscribing and imaging devices" that add another viewpoint to an on-going dialogue between student, teacher, earlier coursework, and other teaching/learning tools. The less proficient students made a serious error by relying too heavily on the technology, or treating it as a "blueprint provider." They "interacted with GT in a way that trusted the data to represent reality. They did not see their interaction with GT as a negotiation between two knowledge systems" (495). Students who were more thoroughly informed in engineering discourses knew to use the technology as one voice among others--they knew enough not simply to accept the input of the computer as authoritative. The less-advanced students learned a valuable lesson from the competition itself: the fact that their designs were not able to hold up under pressure (literally) brought the fact of their insufficient knowledge crashing down on them (and their bridges). They also had, post factum, several other designs to study, especially the winning one. Although competition and comparison are not good pedagogical strategies for everyone (in this case the competitors had volunteered), at some point what we think we know has to be challenged within the society of discourses to which it belongs. Students need critique in order to learn to push their learning into auto-critique. This is what is lacking in Slatin's discussion and in the writings of other avatars of constructivist, collaborative and computer-mediated pedagogies. Obviously there are differences between instrumental types of knowledge acquisition and discoursive knowledge accumulation. Indeed, I do not promote the teaching of reading, thinking and writing as "skills" per se (then again, Gal's teaching of design is quite discursive, if not dialogic). Nevertheless, the "soft" sciences might benefit from "bridge-building" competitions or the re-institution of some forms of agonia. Not everything agonistic is inhuman agony--the joy of confronting or creating a sound argument supported by defensible evidence, for example. Students need to know that soundbites are not sound arguments despite predictions that electronic writing will be aphoristic rather than periodic. Just because writing and learning can be conceived of hypertextually does not mean that rigor goes the way of the dinosaur. Rigor and hypertextuality are not mutually incompatible. Nor is rigorous thinking and hard intellectual work unpleasurable, although American anti-intellectualism, especially in the mass media, would make it so. At a time when the spurious dogmatics of a Rush Limbaugh and Holocaust revisionist historians circulate "aphoristically" in cyberspace, and at a time when knowledge is becoming increasingly textualized, the role of critical thinking in education will ultimately determine the value(s) of socially constructed knowledge. This volume affords the reader an opportunity to reconsider knowledge, power, and new communications technologies with respect to social dynamics and power relationships.
series	other
last changed	2003/04/23 15:14

_id	sigradi2011_223
id	sigradi2011_223
authors	Girnos Elias de Souza, Gabriel
year	2011
title	Narrativa, diagrama e database: considerações sobre a experiência da informação de apresentações de arquitetura e urbanismo em websites [Narrative, diagram and database: considerations about information experience in architecture presentations in websites]
source	SIGraDi 2011 [Proceedings of the 15th Iberoamerican Congress of Digital Graphics] Argentina - Santa Fe 16-18 November 2011, pp. 110-113
summary	As part of an ongoing research about technical, rhetorical and aesthetical characteristics of architecture presentations in websites, this paper presents considerations about the means of representation and public diffusion of architecture and urbanism, focusing the specificities of digital media through the keywords “narrative”, “diagram” and “database”. In search for basis to think the structuring of information experience in architectural discourses, the text punctuates the profession’s peculiar needs for presentation and visualization, and its links with the three keywords. Then, it presents a case study (the Bjarke Ingels Group website) to illustrate aspects of the analysis intended by the research.
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	ecaade2020_478
id	ecaade2020_478
authors	Han, Yoon J. and Kotnik, Toni
year	2020
title	A Tomographic computation of Spatial Dynamics
source	Werner, L and Koering, D (eds.), Anthropologic: Architecture and Fabrication in the cognitive age - Proceedings of the 38th eCAADe Conference - Volume 2, TU Berlin, Berlin, Germany, 16-18 September 2020, pp. 89-94
doi	https://doi.org/10.52842/conf.ecaade.2020.2.089
summary	Waning of vigorous discourses about the idea of space as essence in architectural design concurred with the emergence of digital architecture. The notion of space was replaced with the underlying notion of form facilitating optimization of performances and form-generation in digital design ever since. Within the context of digital architecture, the current research investigates a formal method to reintroduce spatial aspects, based on dynamics of architectural space in relation to form, into digital design processes. Accordingly, a computational framework is devised employing the idea of space as dynamic field conditions, in order to capture dynamic interrelation of architectural space with architectural form. That is, spatial dynamics are regarded as data embedded in architectural space, that can imply operational aspects of spatial experiences and / or stimulate corporeal engagements with experiential space, as concepts as action potentials and affordances do (Rasmussen 1964). As a result, the research aims to contribute to the body of knowledge that endeavour to systematize architectural sensibilities that are implicit in design processes by externalization utilizing computation.
keywords	spatial dynamics; dynamic field conditions; dynamic displacement
series	eCAADe
email
last changed	2022/06/07 07:50

_id	sigradi2023_114
id	sigradi2023_114
authors	Huang, Sheng-Yang, Wang, Yuankai and Jiang, Qingrui
year	2023
title	(In)Visible Cities: Exploring generative artificial intelligence'screativity through the analysis of a conscious journey in latent space
source	García Amen, F, Goni Fitipaldo, A L and Armagno Gentile, Á (eds.), Accelerated Landscapes - Proceedings of the XXVII International Conference of the Ibero-American Society of Digital Graphics (SIGraDi 2023), Punta del Este, Maldonado, Uruguay, 29 November - 1 December 2023, pp. 717–728
summary	The rise of generative AI has redefined architectural design by introducing latent space, challenging traditional methods. This paper aims to explore, structure, and analyse latent journeys, drawing from analytical design discourses. We construct journeys towards 'Isaura' from 'Invisible Cities' by Italo Calvino, bridging literature and visual narratives, utilising the text-image generating software, Midjourney. The objective is to identify spatial configurations that align with the designer's interpretation of the text, ensuring the accuracy of visual elements. Structured as a Markov (stochastic) process, the experiment encompasses four primary stages to offer a rational explanation for the journey and the role of each segment. Findings emphasise the potential of latent space in augmenting architectural design and underscore the necessity for analytical tools to avert the reduction of design to trivial formalism. The study's outcome suggests that understanding and leveraging the traits of latent space can nurture a more meaningful engagement with AI-driven design, presenting a novel approach to architectural creativity.
keywords	Latent Space, Generative Artificial Intelligence, Text-to-image Generation, Architectural Creativity, Spatial Analysis
series	SIGraDi
email
last changed	2024/03/08 14:07

_id	cdrf2021_3
id	cdrf2021_3
authors	Jean Jaminet, Gabriel Esquivel, and Shane Bugni
year	2021
title	Serlio and Artificial Intelligence: Problematizing the Image-to-Object Workflow
source	Proceedings of the 2021 DigitalFUTURES The 3rd International Conference on Computational Design and Robotic Fabrication (CDRF 2021)
doi	https://doi.org/https://doi.org/10.1007/978-981-16-5983-6_1
summary	Virtual design production demands that information be increasingly encoded and decoded with image compression technologies. Since the Renaissance, the discourses of language and drawing and their actuation by the classical disciplinary treatise have been fundamental to the production of knowledge within the building arts. These early forms of data compression provoke reflection on theory and technology as critical counterparts to perception and imagination unique to the discipline of architecture. This research examines the illustrated expositions of Sebastiano Serlio through the lens of artificial intelligence (AI). The mimetic powers of technological data storage and retrieval and Serlio’s coded operations of orthographic projection drawing disclose other aesthetic and formal logics for architecture and its image that exist outside human perception. Examination of aesthetic communication theory provides a conceptual dimension of how architecture and artificial intelligent systems integrate both analog and digital modes of information processing. Tools and methods are reconsidered to propose alternative AI workflows that complicate normative and predictable linear design processes. The operative model presented demonstrates how augmenting and interpreting layered generative adversarial networks drive an integrated parametric process of three-dimensionalization. Concluding remarks contemplate the role of human design agency within these emerging modes of creative digital production.
series	cdrf
email
last changed	2022/09/29 07:53

_id	2006_556
id	2006_556
authors	Johansson, Troels Degn
year	2006
title	Pictorial Genre and Discourse of Future in Digital Visualization of Architecture and Planning
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 556-559
doi	https://doi.org/10.52842/conf.ecaade.2006.556
summary	This paper seeks to outline a theory of pictorial genre in discourses of future at play in digital visualisation of architecture and planning for communicative purposes. It claims that pictorial genre is crucial to the way we understand depictions of future in architectural and planning communication. Accordingly, professionals dealing with communication matters in architecture and planning should yield for a sufficient awareness of the function of pictorial genre—not least as concerns the adoption of digital technologies for the modelling and presentation of spatial matters. This is urgent since these technologies (primarily Geographic Information Systems, GIS) and software systems for spatial modelling and presentation do not include any aspect of pictorial genre in their current state of development.
keywords	Visualization; planning information; pictorial representation; genre; planning
series	eCAADe
email
last changed	2022/06/07 07:52

_id	ecaade2024_399
id	ecaade2024_399
authors	Khan, Md Zishaan; Erhan, Halil; Yagmur Kilimci, Elif Sezen
year	2024
title	Data-Informed Design Democratization: Engaging design stakeholders for creating livable built environments
source	Kontovourkis, O, Phocas, MC and Wurzer, G (eds.), Data-Driven Intelligence - Proceedings of the 42nd Conference on Education and Research in Computer Aided Architectural Design in Europe (eCAADe 2024), Nicosia, 11-13 September 2024, Volume 2, pp. 475–484
doi	https://doi.org/10.52842/conf.ecaade.2024.2.475
summary	Fostering an inclusive and democratic decision-making process is essential to developing liveable, socially acceptable, and environmentally conscious built environments. For informed decision-making in this process, stakeholders’ understanding of design data plays an important role, as do the other disciplines embracing data-informed discourses and cultures. However, more work is needed to develop novel platforms for supporting data-informed decision-making in built environment design. Public engagement and town hall meetings are common methods to engage the public. They are often restricted by time, space, and participation scope. The online tools for data democratization in various fields offer opportunities to promote a democratic discourse; although their purpose varies, their characteristics can guide the search for novel approaches adopting a new class of tools for building design. We propose a conceptual framework for evaluating and designing tools supporting data-informed [built environment] design democratization through inclusive discourses called Di-Dem. As a contribution, we demonstrated the application of the framework in evaluating ten platforms offered for similar purposes.
keywords	Data Democratization, Democratic Discourse in Built Environment Design, Data-informed Participation, Inclusive Data Visualization, Engaging Stakeholders
series	eCAADe
email
last changed	2024/11/17 22:05

_id	ijac202321202
id	ijac202321202
authors	Koehler, Daniel
year	2023
title	More than anything: Advocating for synthetic architectures within large-scale language-image models
source	International Journal of Architectural Computing 2023, Vol. 21 - no. 2, 242–255
summary	Large-scale language-image (LLI) models have the potential to open new forms of critical practice through architectural research. Their success enables designers to research within discourses that are profoundly connected to the built environment but did not previously have the resources to engage in spatial research. Although LLI models do not generate coherent building ensembles, they offer an esthetic experience of an AI infused design practice. This paper contextualizes diffusion models architecturally. Through a comparison of approaches to diffusion models in architecture, this paper outlines data-centric methods that allow architects to design critically using computation. The design of text-driven latent spaces extends the histories of typological design to synthetic environments including non-building data into an architectural space. More than synthesizing quantic ratios in various arrangements, the architect contributes by assessing new categorical differences into generated work. The architects’ creativity can elevate LLI models with a synthetic architecture, nonexistent in the data sets the models learned from.
keywords	diffusion models, large-scale language-image models, data-centric, access to data, discrete computation, critical computational practice, synthetic architecture
series	journal
last changed	2024/04/17 14:30

_id	acadia08_000
id	acadia08_000
authors	Kudless, Andrew; Neri Oxman, and Marc Swackhamer, editors
year	2008
title	Silicon + Skin: Biological Processes and Computation
source	Proceedings of the 28th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) / ISBN 978-0-9789463-4-0] Minneapolis 16-19 October 2008
doi	https://doi.org/10.52842/conf.acadia.2008
summary	Biological processes, computing and design make an inconvenient mix, a mix that challenges us to broaden our academic horizons at a time when we are thirsty for creative solutions to unprecedented global problems and opportunities. More than a mixture, it is about forming rhizomatic connections between these three systems of knowledge, brought together through design, mediated by computing and inspired by the wisdom ensconced in biological processes that have evolved over billions of years. The last few years together represent a watershed time for ACADIA. Themes ranging from digital fabrication, smart environments, expanding bodies, and synthetic landscapes have been taken up in the recent past. This year’s conference marks yet another year of pushing the envelope with a subject matter that is still on the frontiers of the emerging (and emergent) knowledge. ACADIA is proud to play a vanguard role in leading and facilitating this discourse. To this end, the outstanding team of conference chairs has put together a unique and exciting program. I would like to thank the chairs for their boldness, hard work and resourcefulness in bringing together a remarkable array of people, things, systems, and topics to the table. All evidence points to the emergence of ACADIA as THE forum for vanguard explorers from multiple disciplines. I hope that the seeds of discourses sown at this remarkable conference at the University of Minnesota will grow into significant movements in the future. Thank you!
series	ACADIA
last changed	2022/06/07 07:49

_id	acadia17_350
id	acadia17_350
authors	Leach, Neil
year	2017
title	Zoom Space: The Limits of Representation
source	ACADIA 2017: DISCIPLINES & DISRUPTION [Proceedings of the 37th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-0-692-96506-1] Cambridge, MA 2-4 November, 2017), pp. 350- 359
doi	https://doi.org/10.52842/conf.acadia.2017.350
summary	What happens when we reduce architecture to the logic of representation? This question is set in perspective by the recent re-emergence of certain discourses in architecture that see the world in terms of style, and that privilege the appearance and form of a design over its performance and the processes that generate it. This in turn is being fed by certain digital platforms that encourage the user to see the world solely in visual terms. The issue comes to a head with the practice of zooming in and out on the computer screen, a practice that helps architects to operate seemingly effortlessly at a range of different scales, from jewelry through to the city, but is not without its problems. This paper looks first at the challenges of operating at different scales by drawing on insights from the world of biology, and considers the performance-based issues being overlooked in this process of zooming in and out. It then goes on to theorize the problem by drawing upon the distinction between extensive and intensive properties as promoted by Manuel DeLanda following the work of Gilles Deleuze and Félix Guattari, and considers the relevance of this distinction for architectural design. The paper concludes that we can never escape representation, but by focusing solely on it at the expense of performance—and vice versa—we are overlooking an important factor that defines architecture.
keywords	design methods; information processing; representation; form finding
series	ACADIA
email
last changed	2022/06/07 07:52

_id	6eb1
authors	Lloyd, P. and Deasley, P.
year	1998
title	Ethnographic description of design networks
source	Automation in Construction 7 (2-3) (1998) pp. 101-110
summary	One of the central themes of a commercial design process is communication. Complex design artefacts, rather than being rationally thought out by individuals, evolve through designers negotiating and bargaining with clients and peers alike. Problems are resolved through discussion and explanation. The 'design process,' as a reified entity, cannot be apprehended by any individual. Understanding of the process is spread over a social network, and through the narratives and discourses that are forged from day to day. This is design as a social process. The focus of the present paper is twofold. First, we wish to establish the field of ethnography as a particularly useful method of describing design in its social form. Secondly, we describe the results of a design case study we have carried out, using ethnographic methods, in an aerospace manufacturing company. We observe informal structures determining work activity, and the use of subtle `role' playing in problem-solving.
series	journal paper
more	http://www.elsevier.com/locate/autcon
last changed	2003/05/15 21:22

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