Contact us
 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
Useful Links
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Fernando Tadeu de Araujo Lima
Full-Text PDF
XML 1087 Views
DOI:10.17265/1934-7359/2018.01.005
Affiliation(s)
Faculty of Architecture and Urbanism (FAU) and Post-Graduate Program of Built Environment (PROAC), Federal University of Juiz de Fora, Juiz de Fora, Minas Gerais, 36037-000, Brazil
ABSTRACT
In the last years,
architectural practice has been confronted with a paradigm shift towards the
application of digital methods in design activities. In this regard, it is a
pedagogic challenge to provide a suitable computational background for
architectural students, to improve their ability to apply
algorithmic-parametric logic, as well as fabrication and prototyping resources
to design problem solving. This challenge is even stronger when considering
less favored social and technological contexts, such as in Brazil, for example.
In this scenario, this article presents and discusses the procedures and the
results from a didactic experience carried out in a design computing-oriented
discipline, inserted in the curriculum of a Brazilian architecture course.
Hence, this paper shares some design computing teaching experiences and
presents some results on computational methods and creative approaches, with a
view to contribute to a better understanding about the relations between
logical thinking, mathematics and architectural design processes.
KEYWORDS
Architectural design teaching, design computing, didactic experience.
Cite this paper
References