Form Follows Parameter: Algorithmic-Thinking-Oriented Course for Early-stage Architectural Education

Abstract

The digital paradigm requires efficient methods of teaching CAAD tools in architecture schools. With the trend of enhancing the design process with parametric methods, linking architecture with other knowledge areas, such as mathematics, is gaining in importance. Equipping future architects with skills in algorithmic thinking is yet another challenge for education. This paper describes the workflow of an early-stage course addressing this challenge, conducted at the Warsaw University of Technology’s Faculty of Architecture. The course focuses on the students’ ability to construct complex geometric forms in the digital environment by introducing an extensive analytic phase. The students study the geometric foundations of real-world architectural cases and translate them into parametric models. Later, they explore the potential of the generated solutions space. The results compare the course’s teaching efficiency with the outcomes of past courses covering similar subjects.

Encoding colour: Capturing rule-based logic in design studio

“…The study highlights that there is a possibility to address digital design thinking beyond the use of digital platforms as tools. As an example, Ostrowska-Wawryniuk et al (2022) discuss the process of creating an early-stage design course that engages students in translating geometric foundations into parametric models. Since most participating students have no prior knowledge of generative tools, the course was supplied with an analogous initial phase that introduced the idea of parametric and geometrical rules.…”

“…Learning about design computing hence does not necessarily emphasise computational devices in the process. It should instead concentrate on building and developing systematic and algorithmic thinking (Ostrowska-Wawryniuk et al, 2022;Özkar, 2007), especially in architectural design studios. Thus, this paper proposes the process of encoding, which involves the conversion of data from one format to another (Bernhard, 2019) as an approach to encourage rulebased logic as a part of the creative process.…”

A Virtual Reconstruction of Gaudi’s Skyscraper Hotel Attraction Using Physics-Based Simulation

“…2), and then exported to a virtual reality system with Unreal Engine 5. A parametric approach made it possible to examine different hypotheses concerning facade finishes and openings (Ostrowska-Wawryniuk et al 2022). The organic surfaces (facade and moldings) have been realized using the recent SubD technology…”

Competencias digitales para talleres de diseños intermedios en estudiantes de arquitectura Trujillo, Perú, 2022

“…1, NO.3, 123-147. ISSN: 2955 129 (Augusto et al, 2020) vaya mejorando a través de los procesos enseñanza aprendizaje en la relacion docente -alumnos cuyo pensamiento digital (Silva et al, 2019) le permita mejores procesos de producción proyectual, integrando modelación de proyectos (Ostrowska-Wawryniuk et al, 2022) que nos permite comprender los conceptos proyectuales como forma y función del diseño arquitectónico El diseño arquitectónico, es el eje de la formación de arquitectos latino americanos (González & Trachana, 2022), (Miranda Gassull, 2021). Estos cursos se imparten desde el inicio de la carrera profesional, hasta su culminación, formando una estructura lineal en la que cada uno de ellos es precedentes y pre requisitos del subsiguiente y la forma "clásica" que se ha desarrollado es mediante la instrucción o guía del docente arquitecto al alumno estudiante de arquitectura, de manera directa y con ciertas posiciones holísticas -particulares a cada docente -y que evidencia una imperante necesidad de incorporar nuevos recursos didácticos alternativos (Danon et al, 2016) que pueden ser aplicables con las nuevas tecnologías que se desarrollan cada día de manera acelerada y que integran las TICs y su correspondiente competencia digital en su manejo de enseñanza aprendizaje.…”