#design-education

Architectural education in its relation to computational technologies is both becoming a part of these studies and having the potential of renovating itself with the knowledge of emerging technologies. This paper, in this framework, will be presenting a design research studio that aims at developing relational thinking capabilities in the computational design process. In this studio, topics of parametric design, parametric modeling, and relationality were questioned through the design process. In the 2006-2007 spring semester in the Graduate Studio II…

This simple tool, N-Grid resembles John Hejduk and colleagues’ famous design exercise “The Nine-Square Grid”. I developed the tool in 2009 using MaxScript. The nine-square grid is one of the most common kit-of-parts exercises in design studios for over 50 years. To explain briefly, the nine-square grid exercise is based on transforming a nine-square grid into a series of alternatives. The nine-square grid is an open-ended educational application with a limited but flexible context. It can have infinite interpretations to meet various studio objectives. Robert Slutzky, John…

Studio exercises are short-term and open-ended design activities that represent a constructivist learning approach by limiting design domains. They are student-centered, model and process-oriented educational tools. These qualities make studio exercises potential tools for integrating contemporary Digital Design thinking into architectural education. This research aims to reveal these potentials by defining an analytical perspective and logical connections between the pedagogical intentions of studio exercises and the theory of Digital Design. The first chapter of this research includes a definition of…

These are examples of 2.5D exercises in the design geometry course in my freshman year of architecture. We asked students to create extruded or referenced solids referenced from their previous exercise of pattern deformations, (examples are here and here). We also started to inject some of the most used concepts of design computing here, by perceiving each tessellation cell as the variation of a predefined algorithm, such as a relationship with an attractor object (a distance value with a point)….

In this exercise, we asked students to develop a method to produce custom tessellations. This is based on the analysis of what is called “Islamic patterns”. We have discussed Eric Brough‘s famous book “Islamic Geometric Patterns”, regarding geometric relationships and linear connectivities via underlying tessellations (such as regular square and hexagonal). Thus, this geometry and drawing exercise is called “Seamless Patterns” in the Design Geometry course at İstanbul Bilgi University. By taking this brief, students generated patterns along with their…

The first-year Architectural Geometry course includes Euclidean constructions as a study of associative geometry. We have exercised the below questions to study this topic. These are three mutually tangent circles, that can be drawn using only a compass and ruler, without built-in tangency functions in Rhino. Such exercises are expected to improve students’ reasoning. We believe architectural geometry education should encourage a conception that allows students to think about what they are doing and control their process, rather than just…

Last week, the first-year architectural geometry course was about pattern deformations. Students are expected to familiarize themselves with 2d drawing, transformation, and control point editing commands while trying to design a deformation. After studying regular and semi-regular tessellations of the plane, they are expected to develop reasoning on the rule-based and iterative processes. This also constructed an underpinning for Basic Design’s “Metamorphosis” study, where they have discussed more conceptual frameworks derived from such systems. Below are some of the results…

This is not to explain the method of the Parquet Deformation but to see the potential. After we’ve studied regular, semi-regular, dual, and truncated tessellations with students, the Architectural Geometry course expects them to develop a Parquet Deformation handmade such as those shown below. I call them Parquet Deformation handmade. Because they are manually designed but drawn using traditional CAD. The samples you see below are from this website. It is a good source for other topics of tessellation as well….

Joseph Bergin‘s pedagogical patterns for computer science education returned my attention to teaching methods I’ve searching for almost five years. Here is a phrase from a paper submitted to pedagogical pattern language project: Most educators and trainers are not taught how to teach. Rather, they often find themselves teaching by accident. Typically, a person with a skill that is in demand, such as a particular programming language, will be asked to teach it. People assume that if the person is good in this…

The logical structure of computer-aided architectural design tools is based on object orientation. New design methodologies named Building Information Modeling or Virtual Building aim to improve this structure by synchronizing the digital object classes with real architectural products. Therefore, CAD becomes smart and parametric. But from the design educator’s point of view, most commercial CAD tools are not useful and too complicated to implement basic spatial concepts. This is the introduction to the above conceptions using a short-term design exercise….