| authors |
Brady, Darlene A. |
| year |
1998 |
| title |
Premise & Process: The Pedagogical Implications of Computing in Design |
| doi |
https://doi.org/10.52842/conf.ecaade.1998.031.2
|
| source |
Computers in Design Studio Teaching [EAAE/eCAADe International Workshop Proceedings / ISBN 09523687-7-3] Leuven (Belgium) 13-14 November 1998, pp. 31-39 |
| summary |
Form is capable of communicating a profound idea only when it is linked to a more essential metaphorical intention. The design studio is a forum for addressing this relationship of idea and the means of expression. Computing offers the potential to enhance the design enquiry, but issues of how and when to integrate computer applications in the studio have significant pedagogical implications. It not only has an impact on the size, complexity and number of design projects, but also on whether architectural ideas or computer technology is the content of the studio. It is important to distinguish between the computer image and the process used to achieve the final result. Many computer-based studios focus on the final product which encourages technology to drive design. This paper addresses how design issues can determine the use of technology so that design ideas and computing can reinforce each other, rather than be competing issues. It examines how the unique strengths of computer modeling and animation is used to explore the relationship between visual expression and intention via the issues of metaphor, tectonic color, context and kinetics in several of my graduate and upper-level undergraduate computer-based design studios in the School of Architecture at the University of Illinois at Urbana-Champaign (UI-UC). The studio topics are diverse in nature and include Normative Studio: Prototype as Formgiver; Urban Issues: Context, Color & Kinetics; and Virtual Metaphors: Literature as Formgiver. |
| series |
eCAADe |
| email |
|
| more |
http://www.eaae.be/ |
| full text |
 file.pdf (174,529 bytes) |
| references |
Content-type: text/plain
|
| last changed |
2022/06/07 07:54 |
|
