Teaching and Experimenting with Architectural Design

Maria Vrontissi Department of Architecture, University of Thessaly, Volos, Greece 149

Towards a process and teaching (re)design: multi-disciplinarity and interactivity

New developments in material science, advanced structural engineering and manu-

facturing techniques possible through advances in computational technology, set the

bases for an all inclusive process redesign.

Shifting paradigms are about process and teaching redesign; shifting from a task

oriented to an object oriented 3D based design, from a construction to a customizable

manufacturing technology approach and processes, from a static building envelope to a

dynamic and responsive building skin, from an organic to a hybrid structural morphol-

ogy, from a commercially available to the ‘custom’ designed material.

While the complex nature of design is (re)discovered, the multi-disciplinary character

of the design process is revealed and so is the need for a shifting of role for the

architectural designer. Next to creativity and knowledge, differentiated kind of input

and skills is anticipated by the designer in order to maintain control of the design

process and the final design product. Digital technology skills can not be limited to

the use of digital technology (digital modeling and programming in architecture and

structural engineering), but should be closely related to management and evaluation

skills, along with decision making abilities.

Digital technology applications need to be explored to all their extent, not simply as

communication and collaboration tools, not only for (re)presentation of architectural

forms, nor for just providing elaborate, yet sterile, substitutes for the architectural

concept.

Digital technology offers a new design approach through the interactive 3D model

[Fig. 13], now digital with an enhanced information component, being essential to

Fig. 13
Tensegrity Sculpture: 3D working model – M. Salehi, K. Tsakiris