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2019, Emotional Structures - ISBN 9787550319660
This article discusses the teaching pedagogy of a paperless, natural construction design workshop focusing on the role of physical models in the working methods of students as well as the theoretical and pragmatic underpinnings of the undergraduate architecture education in the Xiangshan campus, specifically the one-month “Emotional Structures” workshop which initiated the Natural Construction design studio at China Academy of Art in 2015. The working methods of paperless design processes are considered temporally, in their referential context, and within an undercurrent of increasing scales. The article reflects on how mental and physical templates in the workshop act as representational frameworks which enabled elastic and intuitive construction techniques, and serve to express implicit relationships and simple affinities among structural components through a kind of weaving.
Structures and Architecture - Bridging the Gap and Crossing Borders: Proceedings of the Fourth International Conference on Structures and Architecture (ICSA 2019), July 24-26, 2019, Lisbon, Portugal
Teaching construction thinking in architecture through materiality and craftsmanship2019 •
In the field of architecture education design thinking today is often focusing on the powerful tools of modern technology. This comprises both the increasing technological possibilities in construction and materials allowing for more complex and tolerant structural performances and the broader geometric modeling tools which not only reduce formal limitations but also call for complexity with distinctive parametric translations of any given shape. Especially the teaching of design thinking is increasingly connected to growing technological opportunities, options and visions rather than to limitations. This tendency has intensified when even architectural and constructional models are no longer build but printed omitting the only part in standard design practice which is inherently connected to the process of making. The natural translation process of a formal geometrical idea into a physical object, once incorporated in the design process as a matter of course, strongly guides the design itself. This paper presents examples of teaching construction thinking in architecture through materiality and craftsmanship to architecture students at ETH Zurich. Focusing on simple tools and basic principles students explore material systems such as natural timber, simple glulam, or ferrocement without reproducing traditional techniques but to extend their experiences to possibilities of architectural expression and structural effectivity. This has been done in different cultural contexts in mixed groups with students of other schools to also discuss different approaches of dealing with materials in construction and different scales. Four different cases will be discussed in depth to reflect the potential of experimental design and the empirical study of forms and forces.
2018 •
2014 •
The structure of education within the Faculty of Architecture, Slovak University of Technology, Bratislava, Slovakia, is a standing topic of discussion. The authors have tried to perfect a model, which could join knowledge of architecture, civil engineering, statics and material in a natural way. The structure is an element, which has the power to connect them. It connects the thought with matter in education and in real architecture. Integration of the knowledge of structures and civil engineering is a part of the study programmes in subjects from the studio creation group. The first part is a theoretical preparation in individual blocks of compulsory subjects with a focus on structure, which confirms the need to direct the education by encouraging analytical thinking, understanding of structural principles and, finally, attempting to try something new and unconventional (an experiment) in the studio. This system is being tested, but it follows the line from mechanical absorption a...
David Summers argues that three hundred years ago, Western imagination changed from the particulate symbolism of forms to ‘metaopticality,’ with the optical naturalism of landscape as its paradigm. Architecture is the art of the palpably real and inhabitable space rather than of only viewed, virtual spaces. But, students frequently exhibit deep difficulty with the real. This paper considers discussion of structural systems in a design course that aims to have students reflect critically and with new insight on their own working approach(es) and method(s). Being so apparently fundamental, the session on structural systems occurs early in the course. A mnemonic diagram of structural systems organizes the lecture, the following exercises and the notes. Considering Summers’ ideas, the exercises and student feedback provides material for reflecting on the approach and on four key problems of disjunction with student designs and the real: impalpable virtuality, (mis)representation, apparently inapplicable abstractions and analytic inattention.
NCBDS 36: After Form
Per[Form]ing Relationships: The Generation of Architecture's Physical Body as a Response to the Mediation of Disparate Elements2020 •
In his writings The Life of Lines, anthropologist Tim Ingold proposes a theoretical approach to studying life’s processes and relationships by suggesting that we view the world as an entanglement of persuasive and interacting lines. For Ingold, imagining a world composed of lines allows us to comprehend and appreciate these processes. The consequences of how things meet, behave, and relate to one another can be studied and scrutinized through four distinct categorical models: the building block, the chain, the container, and the knot. Each of these models are identifiably distinct in their compositional formation as a whole and further defined by how their component parts are potentially encouraged and permitted to interact and affect one another. Marco Frascari expands on this principle to suggest that: “The conception of the architectural space achieved...is the result of the association of the visual images of details. gained through the phenomenon of indirect vision, with the geometrical proposition embodied in forms, dimensions, and location, developed by touching and by walking through buildings.” Form is therefore not a guaranteed result, but instead an evolving dialogue of sensory elements throughout the design process. The relationship of elements, at times disparate, creates the basis for the generation of form through processes of iterative design, helping to initiate a design process. Addressing and enhancing the process of design as generative in itself is significant for the development and understanding of beginning designers, as the idea of “process” provides a conceptual basis for developing a design, without the necessity of scale, typology, or form from the onset. This paper examines two projects that begin with an analysis of the joint, composed of two disparate conditions, properties, or materials, and then evolves to address the interpretive performance of these systems and how can strategically generate form.
2018 •
Starting from new strains of phenomenology and from recent neuroscience’s theories, the paper aims to address the topic of “impurity” of architecture grounded in human “affective space” that modifies the way the world is for us. Specially in the case of urban transformations and mainly in regeneration programs, where it is increasingly manifest a wider requirement and instance for participation by the inhabitants, people’s feelings and emotions become something that needs to be taken into account in practicing architecture and planning. Concepts such as “affordance”, "atmosphere", “embodiment” and "empathy" become central in our way of experiencing space: along with other concepts such as memory, identity, imagery, they redefine the balance between reflective and pre-reflective domains. This raises questions about how to learn the impurity of architecture, which claims the development of critical devices required to understand biological, psychological and cultur...
VITRUVIO - International Journal of Architectural Technology and Sustainability
Design/build: A Relevant Pedagogy for Architecture Education2016 •
2008 •
Concrete 24th NCBDS Draft: Page 1 of 12 WE HAVE NEVER BEEN PRE-DISCIPLINARY 24TH NATIONAL CONFERENCE ON THE BEGINNING DESIGN STUDENT Open Section Submission Abstract / Concrete: the materiality and logics of construction Concrete: the materiality and logics of construction Kentaro Tsubaki, R.A., Assistant Professor College of Architecture, Texas Tech University Introduction: The recent technological obsessions fueled by the proliferation of sophisticated structural, environmental, and visual computer simulations have re-ignited the interest in the realm of building performance. However, without a critical understanding of the physical processes of making, these new technologies tend to limit its potential by merely re-affirming the old functionalist thinking: predicting the predictable. Similar in response to the typical construction technology courses, introduction of these sophisticated digital technologies early in the design education tends to accentuate amongst the average arch...
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