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This course aims to provide a critical and socio-technical understanding of making buildings by reexamining the concept of tectonics in architecture. By investigating historical and theoretical underpinnings of the cultural discourse of tectonics, the course will aim to foster an appreciation of the built form from its first inceptions to its final realisation. During the semester, students will encounter a series of themes that underpin the process of translation from the representation of an initial idea to the building itself-like notational systems, materiality, workmanship and the poetics of construction. This thematic structure will be discussed in relation to selected built and unbuilt works as well as in relation to generic documents like construction manuals. In this course, the students are expected to be willing to engage with the theoretical implications of the culture of tectonics and to be able to compare and contrast different formal and constructional strategies that shape buildings beyond practical requirements. The course will be in the form of weekly lectures and discussion sessions. The students will be required to follow the course readings and participate in weekly group discussions as well as moderating at least one of these discussions. For the final evaluation of this course students should submit either: (1) a 4000-4500 word essay on a topic to be agreed with the instructor, or (2) a project analysis portfolio and a 1/50 scale model of a built work to be agreed upon with the instructor.
2014
Modern architecture has lost its sense of place by the adoption of practices like standardization and universal modularity, over the focus and influence of unique local building practices. However, looking outside of the cultural main stream works of architecture, there exists some built structures with such purity around how they were constructed and a form of honesty deeply embedded within their material usage. Having been idealized in such a locally specific manner, these attributes become the essence of belonging that ties the building to its particular place. In this thesis, I have considered architecture both within regional or vernacular architectural traditions and the unconstrained means and methods of modern architecture. I looked at how modern technologies related to fabrication can be influenced by the subtle adaptations that traditional architecural crafts have developed, unique to specific regions. Architectural Tectonics: A Shift Between The Cultural Tradition Of Maki...
The International Journal of Architectonic, Spatial, and Environmental Design, 2018
A vital component to any architect’s education is learning how to effectively utilize building materials as carriers of architectural meaning; the development of a coherent tectonic language is fundamental to teaching architecture. This requires a careful understanding of the most basic components of architecture, its language, its words. The words are composed of materials, the sentences written in a building’s tectonics and detailing. Learning how to speak is the first step towards writing poetry. Learning the building art’s material language is the first step to creating architecture. Many academics and practitioners who are attracted to design build share a common belief that the materials and methods of construction matter, and are essential to an architect’s education. Latent in this line of inquiry is that if these elements are significant, that significance should be made manifest in the final, constructed reality of the building. This conception runs strongly counter to the direction of most contemporary architecture, in which seamlessness, weightlessness, and the suppression of materiality are ascendant. With these ideas in mind, how should an architect be trained? This paper will explore one method, using design build pedagogy to engage architecture students in a patient search for their own tectonic philosophy.
2016
the anthropologist Tim Ingold provided what appeared to be a perfectly clear and precise definition of the tool as a ‘prosthetic ’ extension of the body: “A tool, in the most general sense, is an object that extends the capacity of an agent to operate within a given environment. ” (Ingold,
Article published in Paris Spartaco, "Design and Technology. Lectures", List, Trento, 2013
2010
This paper reports on a work carried out during a one-week workshop with students of the architecture school of Nancy in France. Based on the advancements of CAD/CAM technologies, this exercise explores the link between two stages of the process of creation of an architectural object; geometric modelling and respective manufacturing preparations. The main idea is to deal with the continuum of the form creation, from the first idea (designer’s mental image), through the geometric description, to the final physical model. The development of architectural vocabulary is largely related to recent advances in the world of digital design. Advanced CAD tools and geometric modellers allow the creation of forms that overtake Euclidian models. But digital also affects the universe of manufacturing; CNC technologies provide the possibility of creating physical version of
Architectural Theory Review, 2007
Proceedings of 2007 International Conference on Architectural Education, 2007
Contemporary architectural education is based on bridging the distance between different types of specialized knowledge, which support architecture. Although the main locus for this synthesis is the architectural design studio, the theory courses are also expected to prepare a basis for this synthesis. "Tectonics" is a concept, which bridges the abys between building technology and art of architecture. Both technology and art can be simultaneously dominant within tectonics. One can follow the rules of optimization of technology, and still achieve aesthetics, or one can break these rules for aesthetical reasons, but still provide strength through some other unexpected, but reasinoble ways. Tectonics can be achieved through building structures, building materials, construction techniques, and finishing details. These are the addresses of tectonics within the general notion of building technology. However, the addresses of tectonic design within art of architecture are not that clear. The objective of this research is to discuss the possibilities of bridging the abys between architectural design and building technology through the analysis of student projects, which were asked to be based on tectonics. After taking a theory course of tectonics during the first term of the second year, the students took a design course, which is based on tectonics, during the following term. During this design course students' artistic approaches to design were conceptualized as design concepts, such as anologous design, 3D model, rational design concepts, and ideals as concepts. Students were left free to have any approach to design and tectonics. Although they were informed by the types of design concepts, and types of tectonic approaches, they were not guided about the ways of achieving tectonics. They were asked to have drawings containing structural systems, and particularly elevations, which are based on 1/20 principal system details. This paper presents the first step of an action research about the target of tectonics in architectural design education. It provides answers to some primary research questions about the relationship between design concepts, types of tectonics, and the ways of achieving tectonics through the analysis of these student projects. Answers to these research questions were provided through a critical phenomenographical investigation, which compares the judgements of students and teachers/mentors about the achievements of the each project.
ELINE DE WINTER, 2023
Based on the information I obtained during my minor "Modes of Existence," my ideas align with the broader debate on the definition and evolution of architecture. I introduce the concept of two new disciplines within architecture, namely Archicouture and Architat, focusing respectively on utility buildings and residential buildings. I also emphasize the importance of sharing concepts and striving for solutions that address the challenges of the modern era. My ideas reflect an acknowledgment of the changing needs and aspirations of society and the necessity to adapt architecture accordingly. By emphasizing sustainability, functionality, and aesthetics, I remain true to the core principles of architecture. Furthermore, I demonstrate an awareness of broader social and environmental issues such as shared living and sustainability that are relevant to the future of architecture. It is important to note that the evaluation of these ideas is subjective and dependent on the context and perspective of the readers. My ideas could be further substantiated with specific arguments, examples, or research to strengthen the viewpoints and clarify my position within the architectural discourse. Additionally, I am open to debate and curious about counterarguments. While I can also think of several potential opposing views, I have not currently devoted the time to delve deeper into them. It would be interesting to conduct further research on these aspects and engage in a broader discussion.
Civil Engineering and Architecture, 2024
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resumos do..., 2019
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