Drawing in the Architectural Classroom: Is It Valuable to Digital Natives?

Drawing in the Architectural Classroom: Is It Valuable to Digital Natives?

Because of their inherent spatial dependency, human beings have always had the need to represent their environment. In architecture, these representations constitute a fundamental part of the discipline’s professional and pedagogical language. This article is not centered on the perspective of the p...

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Autor principal: Martín López, Rodrigo Durán López, Lucía
Formato: Online
Lenguaje:spa
Publicado: Facultad de Arquitectura, Universidad Nacional Autónoma de México 2020
Acceso en línea:https://www.revistas.unam.mx/index.php/bitacora/article/view/72893
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spelling oai:ojs.pkp.sfu.ca:article-728932021-01-28T18:24:17Z Drawing in the Architectural Classroom: Is It Valuable to Digital Natives? El dibujo en las aulas de arquitectura. ¿Qué valor le otorgan los nativos digitales? Martín López, Rodrigo Durán López, Lucía drawing architecture student process design communication dibujo arquitectura estudiante proceso diseño comunicación Because of their inherent spatial dependency, human beings have always had the need to represent their environment. In architecture, these representations constitute a fundamental part of the discipline’s professional and pedagogical language. This article is not centered on the perspective of the professor, the critic, the theoretician or the experienced architect, but on how Mexican architecture students understand and experience drawing, contributing to correcting the lack of research into how students see the world of architectonic drawing in their learning process.This has been achieved through a qualitative investigation that aims to identify the types of drawings used by students in the design process (conceptualization, development and presentation) and the difficulties they have at each stage. The conclusions cover two primary aspects: the students’ understandings of drawing and its real application in the creative process, establishing a comparison between the theoretical side of drawing and a more practical vision from the student perspective. Debido a su inherente dependencia espacial, el ser humano siempre ha tenido la necesidad de representar su entorno. En el caso de la arquitectura, estas representaciones constituyen parte fundamental del lenguaje profesional y pedagógico. El presente texto no se centra en el punto de vista del profesor, del crítico, del teórico o del arquitecto experimentado, sino en cómo el estudiante de arquitectura mexicano entiende y experimenta el dibujo. De esta manera se contribuye a llenar el vacío actual de investigaciones en torno a cómo los alumnos ven el mundo del dibujo arquitectónico desde su proceso formativo.Mediante una investigación cualitativa se pretende identificar los tipos de dibujos que utilizan los alumnos durante su proceso de diseño (conceptualización, desarrollo y presentación), y la dificultad que tienen para realizar cada uno de ellos. Los resultados engloban dos grandes aspectos: el entendimiento del dibujo por parte de los alumnos y su aplicación real en el proceso creativo. A partir de ello se establece una comparación entre el aspecto teórico del dibujo y su visión más práctica desde el punto de vista del alumnado. Facultad de Arquitectura, Universidad Nacional Autónoma de México 2020-03-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Investigación application/pdf application/xml https://www.revistas.unam.mx/index.php/bitacora/article/view/72893 10.22201/fa.14058901p.2019.42.72893 Bitacora Arquitectura; No. 42 (2019): Drawing and Architecture; 36-47 Bitácora Arquitectura; Núm. 42 (2019): Dibujo y arquitectura; 36-47 2594-0856 1405-8901 10.22201/fa.14058901p.2019.42 spa https://www.revistas.unam.mx/index.php/bitacora/article/view/72893/66652 https://www.revistas.unam.mx/index.php/bitacora/article/view/72893/67551 Derechos de autor 2020 Bitácora Arquitectura
institution Universidad Nacional Autónoma de México
collection OJS
language spa
format Online
author Martín López, Rodrigo Durán López, Lucía
spellingShingle Martín López, Rodrigo Durán López, Lucía
Drawing in the Architectural Classroom: Is It Valuable to Digital Natives?
author_facet Martín López, Rodrigo Durán López, Lucía
author_sort Martín López, Rodrigo Durán López, Lucía
title Drawing in the Architectural Classroom: Is It Valuable to Digital Natives?
title_short Drawing in the Architectural Classroom: Is It Valuable to Digital Natives?
title_full Drawing in the Architectural Classroom: Is It Valuable to Digital Natives?
title_fullStr Drawing in the Architectural Classroom: Is It Valuable to Digital Natives?
title_full_unstemmed Drawing in the Architectural Classroom: Is It Valuable to Digital Natives?
title_sort drawing in the architectural classroom: is it valuable to digital natives?
description Because of their inherent spatial dependency, human beings have always had the need to represent their environment. In architecture, these representations constitute a fundamental part of the discipline’s professional and pedagogical language. This article is not centered on the perspective of the professor, the critic, the theoretician or the experienced architect, but on how Mexican architecture students understand and experience drawing, contributing to correcting the lack of research into how students see the world of architectonic drawing in their learning process.This has been achieved through a qualitative investigation that aims to identify the types of drawings used by students in the design process (conceptualization, development and presentation) and the difficulties they have at each stage. The conclusions cover two primary aspects: the students’ understandings of drawing and its real application in the creative process, establishing a comparison between the theoretical side of drawing and a more practical vision from the student perspective.
publisher Facultad de Arquitectura, Universidad Nacional Autónoma de México
publishDate 2020
url https://www.revistas.unam.mx/index.php/bitacora/article/view/72893
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