The introduction of the parametric approach in architectural design education: an experience report

The introduction of the parametric approach in architectural design education: an experience report

This paper aims to contribute to the understanding of strategies to introduce the parametric design in architectural design teaching. Contemporary discussions on the application of the most recent digital tools in the design are considered.  Based on a theoretical and practical review, the...

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Main Authors: Romcy, Neliza Maria e Silva, Cardoso, Daniel Ribeiro
Format: Online
Language:por
Published: Universidade Estadual de Campinas 2019
Online Access:https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8652271
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id oai:ojs.periodicos.sbu.unicamp.br:article-8652271
record_format ojs
institution Universidade Estadual de Campinas
collection OJS
language por
format Online
author Romcy, Neliza Maria e Silva
Cardoso, Daniel Ribeiro
spellingShingle Romcy, Neliza Maria e Silva
Cardoso, Daniel Ribeiro
The introduction of the parametric approach in architectural design education: an experience report
author_facet Romcy, Neliza Maria e Silva
Cardoso, Daniel Ribeiro
author_sort Romcy, Neliza Maria e Silva
title The introduction of the parametric approach in architectural design education: an experience report
title_short The introduction of the parametric approach in architectural design education: an experience report
title_full The introduction of the parametric approach in architectural design education: an experience report
title_fullStr The introduction of the parametric approach in architectural design education: an experience report
title_full_unstemmed The introduction of the parametric approach in architectural design education: an experience report
title_sort introduction of the parametric approach in architectural design education: an experience report
description This paper aims to contribute to the understanding of strategies to introduce the parametric design in architectural design teaching. Contemporary discussions on the application of the most recent digital tools in the design are considered.  Based on a theoretical and practical review, the hypothesis cogitates that only tutorial teaching of tools is not enough to parametric design learning to its full potential, and it is necessary to preview a didactic approach that includes both a change of perspective on the designed object, as well as the design activity itself. A pedagogical experiment is presented and discussed - a 40-hour extension course, applied in Federal University of Rio Grande do Norte, during the research validation stage, including the registration of the whole process and data collection with the participants. The course contained an introductory basis on the subject, design exercises with parametric tools and studio activities. The studio activities involved the design of a bicycle rack, with the participants divided into teams, brainstorming for the initial concept, the design of solutions and discussion of the final proposals. The results demonstrate that, although most participants had no previous experience with the subject, the processes and products were satisfactory, including the creation and investigation of complex algorithms, besides the recognition of the potential of parametric modeling, associated to reflexive practices in the studio. The main challenges include the changes in the usual design logic, extrapolating the use of the tool. It was observed the importance of introducing the parametric approach in teaching besides isolated didactic experiments, distributed coherently with the curricular structure of the courses, demanding the identification of the areas of knowledge in which the subject can be inserted.
publisher Universidade Estadual de Campinas
publishDate 2019
url https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8652271
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spelling oai:ojs.periodicos.sbu.unicamp.br:article-86522712020-03-13T17:53:51Z The introduction of the parametric approach in architectural design education: an experience report A introdução da abordagem paramétrica no ensino de projeto arquitetônico: relato de uma experiência Romcy, Neliza Maria e Silva Cardoso, Daniel Ribeiro Parametric modeling Design process Design teaching. Modelagem paramétrica Processo de projeto Ensino de projeto. This paper aims to contribute to the understanding of strategies to introduce the parametric design in architectural design teaching. Contemporary discussions on the application of the most recent digital tools in the design are considered.  Based on a theoretical and practical review, the hypothesis cogitates that only tutorial teaching of tools is not enough to parametric design learning to its full potential, and it is necessary to preview a didactic approach that includes both a change of perspective on the designed object, as well as the design activity itself. A pedagogical experiment is presented and discussed - a 40-hour extension course, applied in Federal University of Rio Grande do Norte, during the research validation stage, including the registration of the whole process and data collection with the participants. The course contained an introductory basis on the subject, design exercises with parametric tools and studio activities. The studio activities involved the design of a bicycle rack, with the participants divided into teams, brainstorming for the initial concept, the design of solutions and discussion of the final proposals. The results demonstrate that, although most participants had no previous experience with the subject, the processes and products were satisfactory, including the creation and investigation of complex algorithms, besides the recognition of the potential of parametric modeling, associated to reflexive practices in the studio. The main challenges include the changes in the usual design logic, extrapolating the use of the tool. It was observed the importance of introducing the parametric approach in teaching besides isolated didactic experiments, distributed coherently with the curricular structure of the courses, demanding the identification of the areas of knowledge in which the subject can be inserted. Diante das discussões contemporâneas sobre a aplicação dos meios digitais mais recentes na atividade projetual, o presente artigo tem como objetivo contribuir para a compreensão de estratégias para introduzir o processo paramétrico de projeto no ensino de projeto arquitetônico. Considerando levantamento teórico e prático, parte-se da hipótese de que apenas o ensino tutorial de ferramentas não é o suficiente para uma aprendizagem do processo paramétrico em todo o seu potencial, sendo necessário vislumbrar um percurso didático que inclua tanto uma mudança de olhar sobre o objeto projetado, quanto a própria atividade projetual. Apresenta-se e discute-se aqui um dos experimentos pedagógicos realizados na etapa de validação da pesquisa – um curso de extensão de 40 horas, desenvolvido na Universidade Federal do Rio Grande do Norte, com registro do processo e coleta de dados junto aos participantes. O curso incluiu noções introdutórias sobre o tema, exercícios de criação com ferramenta paramétrica e atelier de projeto. As atividades de atelier envolveram o desenvolvimento de um bicicletário em equipe, com realização de brainstorm, desenvolvimento da proposta e apresentação dos produtos finais. Como resultado, percebe-se que, apesar dos participantes não apresentarem experiência prévia com o tema, os processos e produtos são foram satisfatórios, com o desenvolvimento e investigação de algoritmos complexos, além do reconhecimento do potencial da modelagem paramétrica, associada a práticas reflexivas em atelier. Os principais desafios incluem as mudanças da lógica projetual habitual, extrapolando o uso da ferramenta. Observou-se a importância de se introduzir a abordagem paramétrica no ensino para além de experimentos didáticos isolados, distribuída coerentemente com a estrutura curricular dos cursos, demandando a identificação das áreas de conhecimento em que o tema pode ser inserido. Universidade Estadual de Campinas 2019-04-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pedagogical experiment Pesquisa empírica de campo application/pdf https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8652271 10.20396/parc.v10i0.8652271 PARC Pesquisa em Arquitetura e Construção; Vol. 10 (2019): Continuous publication; e019018 PARC Pesquisa em Arquitetura e Construção; Vol. 10 (2019): Publicação contínua; e019018 PARC Pesquisa em Arquitetura e Construção; v. 10 (2019): Publicação contínua; e019018 1980-6809 por https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8652271/19390 Brazil; Contemporary Brasil; Contemporâneo Copyright (c) 2019 PARC Pesquisa em Arquitetura e Construção

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