Here are some student works about the parametric wall exercise I briefly explained here along with a Grasshopper implementation of the core wall definition. Students are expected to design their own brick and compose it in a way that generates a seamless wall surface. Ömer Kirazoğlu Osman Can Sözüneri Seda Öznal (slightly out of requirement but very interesting) Adnan Faysal Altunbozar Özgüç Bertuğ Çapunaman
This is a first-year design computing problem we studied last month. It is a simple parametric wall exercise introduced by Mete Tüneri. Creating a simple definition of a building brick to be placed on a straight path, and then manipulating the path to reform different variations of the brick. This aims to introduce a fundamental concept of associativity in contemporary architectural geometry and design computing. Students are then encouraged to develop their own parametric brick to be tested in different…
This is a solid-void (or boolean) exercise for first-year students. It is initially introduced by Onur Yüce Gün as an in-class exercise but later became a design problem also. Before getting into the parametric wall and eventually muqarnas exercises, this small but effective assignment helps students understand some of the fundamental concepts such as associativity, solid/void relationships, and component-based design compositions in three dimensions. Here is the initial object we used to introduce in the design computing class: As you…
In 2007, we conducted a computational design studio in YTU / CADU with Birgül Çolakoğlu. Below is the brief of the paper published at METU JFA Vol24 issue 2 titled “An Innovative Design Education Approach: Computational Design Teaching For Architecture”. We were dealing with how new technologies are affecting the design cycle. Rhinoscript is used as an educational tool, and various short exercises are conducted with it. After 6 years, I still think of ways how to construct a proper…
This was last week’s Basic Design II exercise at İstanbul Bilgi University, a captivating challenge that pushed students to explore the realm of solid and void compositions using pre-defined components. The objective was to construct intricate structures that intertwine solids and voids in visually striking ways. Recognizing that these compositions may be intricate and difficult to comprehend solely through visual outputs. The students were encouraged to prepare Rhino models as tools for explaining their construction processes. However, despite their best…
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…