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Redefining the Parametric Pedagogy.

Gernot Riether, Andrew John Wit

Riether, Gernot; Wit, Andrew John;

Artigo Completo:

During the summer of 2014, a unique pedagogical prototype was initiated and tested through a short five-week digital design build workshop lead by Professors Gernot Riether and Andrew John Wit at Ball State University in Muncie, Indiana. Unlike the typical design studio typology where projects are initiated through a series of top down predetermined project frameworks, this studio allowed for projects to emerge through student’s navigating an area of research in digital design and fabrication. The studio was supplied by nothing more than an entrepreneurial mindset, initial budget and the requirement that an architectural project would be realized at full-scale by the end of the semester. Over the course of the semester, students tested, stumbled and pressed through a series of follies and prototypes that resulted in the realization of the Underwood Pavilion. This paper explores a novel design pedagogy, through the lens of this Digital Design Build Studio.

Artigo Completo:

During the summer of 2014, a unique pedagogical prototype was initiated and tested through a short five-week digital design build workshop lead by Professors Gernot Riether and Andrew John Wit at Ball State University in Muncie, Indiana. Unlike the typical design studio typology where projects are initiated through a series of top down predetermined project frameworks, this studio allowed for projects to emerge through student’s navigating an area of research in digital design and fabrication. The studio was supplied by nothing more than an entrepreneurial mindset, initial budget and the requirement that an architectural project would be realized at full-scale by the end of the semester. Over the course of the semester, students tested, stumbled and pressed through a series of follies and prototypes that resulted in the realization of the Underwood Pavilion. This paper explores a novel design pedagogy, through the lens of this Digital Design Build Studio.

Palavras-chave: Studio pedagogy, Computation, Design Build, Digital Fabrication,

Palavras-chave: Studio pedagogy, Computation, Design Build, Digital Fabrication,

DOI: 10.5151/despro-sigradi2015-110215

Referências bibliográficas
  • [1] Akin, O. (1990). Computational Design and Instruction: Toward a Pedagogy, The Electronic Design Studio: Architectural Knowledge and Media in the Computer Era. Proceedings from the 1989 CAAD Futures conference (pp. 302).
  • [2] Anderson, O., Potocnik, K. & Zhou, J. (2014). Innovation and Creativity in Organizations. A State-of-the-Science Review, Prospective Community, and Guiding Framework. The Journal of Management.,40(5) (pp.1297-1333).
  • [3] Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine Books.
  • [4] Brayer, M.A. (2013). Flight Assembled Architecture: Gramazio & Kohler.
  • [5] Daas, M. & Wit, A. (2015). Pedagogy of Architectural Robotics: An Inconvenient Studio for Unsolicited Innovation. Proceedings from the 2015 CAADRIA conference. (pp. 3-12).
  • [6] Gramazio, F. & Kohler, M. (2014). Made by Robots: Challenging Architecture at the Large Scale. Hoboken, NJ: AD, Wiley.
  • [7] McCullough, M., Mitchell, W.J. & Purcell, P. (1990). The Electronic Design Studio: Architectural Knowledge and Media in the Computer Era. Cambridge: MIT Press.
  • [8] Riether, G. (2009). The Digital Design Build Studio, Cooperative Design, Visualization, and Engineering, Springer. (pp.189).
  • [9] Riether, G., Wit, A. (2015). The Underwood Pavilion. Proceedings from the 2015 ACADIA conference.
  • [10] Putt, S, Riether, G., Wit, A. (2015). Underwood Pavilion. Proceedings from the 2015 ACSA conference. (pp. 53-54).
  • [11] Senagala, M. (1999). An Epistemological and Systems Approach to Digital Technology Integration in Architectural Curriculum. Proceedings from the 1999 ACADIA conference.
  • [12] Senagala, M. & Vermillion, J. (2009). An Inconvenient Studio. Proceedings from the 2009 ACADIA conference. (pp.287).
  • [13] Wit, A. & Daas, M. (2015). Memos from an Inconvenient Studio: Unsolicited projects for responsive architectures. Proceedings from the 2015 eCAADe conference.
Como citar:

Riether, Gernot; Wit, Andrew John; "Redefining the Parametric Pedagogy. ", p. 713-718 . In: . São Paulo: Blucher, 2015.
ISSN 2318-6968, ISBN: 978-85-8039-136-7
DOI 10.5151/despro-sigradi2015-110215

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