The Magic of Asking ‘What if?’: Radical Architectural Pedagogy

2021 ◽  
Vol 91 (4) ◽  
pp. 14-23
Author(s):  
Elena Manferdini
Keyword(s):  
Architectural Pedagogy

CONTINGENCY IN ARCHITECTURAL PEDAGOGY

2019 ◽  
Author(s):  
Vincent Hui ◽  
Arash Ghafoori ◽  
Florencio Tameta ◽  
Teodora Popescu
Keyword(s):  
Architectural Pedagogy

Digital cosmopoiesis in architectural pedagogy: An analysis through Frascari

2019 ◽  
Vol 4 (2) ◽  
pp. 185-200
Author(s):  
Yvette Putra
Keyword(s):  
Digital Environment ◽  
Architectural Drawing ◽  
Its Analysis ◽  
Architectural Pedagogy

Abstract This article derives from three observations of architectural drawing: the current ubiquitousness of digitization, the ongoing disputation of digitization in architectural pedagogy and the capacity of architectural drawing to simultaneously represent and communicate qualities of tangibility and intangibility. In its analysis, this article refers primarily to the writings of Marco Frascari (19452013), who was, through works such as Eleven Exercises in the Art of Architectural Drawing (2011), a strong critic of digital drawing. This article begins with an overview of the effects of digitization on architectural drawing, which are summarized in terms of their deleteriousness on the intangible qualities of architectural drawing, as seen predominantly in perspectives and sketches. This article then defines intangibility in architectural drawing and locates it within Frascari's theory of cosmopoiesis, and identifies marks, entourage (especially human entourage) and narrative as key elements of cosmopoiesis in architectural drawing. Finally, this article analyses the effects of digitization on architectural drawing from the standpoint of cosmopoiesis, with an emphasis on the key elements that were identified earlier, before concluding with some recommendations for preserving cosmopoiesis when drawing in a digital environment. This article holds that, in architectural pedagogy, a complete return to analogue drawing is neither feasible nor necessary because what is required instead is an awareness of the main areas in which digital drawing is most likely to fail, so that digital drawing retains the cosmopoietic qualities that characterize some examples of analogue drawing. This article argues that an understanding of the cosmopoiesis of architectural drawing is vital to transcending the apparent incompatibility of intangibility and digitization.

scholarly journals Jazz Space: Stabbing [Building] in the Dark

1995 ◽  
Author(s):  
Nathaniel Belcher ◽  
Keyword(s):  
Twentieth Century ◽  
Communication Technology ◽  
New Directions ◽  
Cross Fertilization ◽  
Architectural Pedagogy ◽  
Architectural Spaces

The fascinating ability of culture to construct "newness" by intermixing known categories has become both more apparent and more prolific in the expanding possibilities of twentieth-century communication technology. We are witnessing the production of a staggering number of new forms, a period of vigorous cultural cross-fertilization on a scale previously unknown. In this context, the growth of new directions in architectural pedagogy can only be stimulated by a consideration of how the phenomenon of cross-constructing or hybridization might be expressed in architectural spaces.

A pedagogical protocol for iterative robotic fabrication on remote grounds

2020 ◽  
Vol 14 (3) ◽  
pp. 453-468
Author(s):  
Karen Lee Bar-Sinai ◽  
Tom Shaked ◽  
Aaron Sprecher
Keyword(s):  
Design Methodology ◽  
Landscape Architecture ◽  
Digital Fabrication ◽  
Digital Tools ◽  
Content Type ◽  
Robotic Fabrication ◽  
Robotic Construction ◽  
Future Practice ◽  
Robotic Tools ◽  
Architectural Pedagogy

PurposeThe purpose of the paper is to advance remote robotic fabrication through an iterative and pedagogical protocol for shaping architectural grounds. Advancements in autonomous robotic tools enable to reach increasingly larger scales of architectural and landscape construction and operate in remote and inaccessible sites. In parallel, the relation of architecture to its environment is significantly reconsidered, as the building industry's contribution to the environmental stress increases. In response, new practices emerge, addressing the reshaping and modulation of environments using digital tools. The context of extra-terrestrial architecture provides a ground for exploring these issues, as future practice in this domain relies on the use of remote autonomous means for repurposing local matter. As a result, the novelty in robotic construction laboratories is tied to innovation in architectural pedagogy.Design/methodology/approachThis paper puts forth a pedagogical protocol and iterative framework for digital groundscaping using robotic tools. The framework is demonstrated through an intensive workshop led by the authors. To situate the discussion, digital groundscaping is linked to several conditions that characterize practice and relate to pedagogy. These conditions include the experimental dimension of knowledge in digital fabrication, the convergence of knowledge as part of the blur between the fields of architecture and landscape architecture and the bridging of heterogeneous knowledge sets (virtual and physical), which robotic fabrication on natural terrains entails.FindingsThe outcomes of the workshop indicate that iterative processes can assist in applying autonomous design protocols on remote grounds. The protocols were assessed in light of the roles of technological tools, design iterations and material agency in the robotic fabrication.Originality/valueThe paper concludes with observations linking the iterative protocol to new avenues in architectural pedagogy as means of advancing the capacity to digitally design, modulate and transform natural grounds.

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