186 EAAE no 35 Teaching and Experimenting with Architectural Design: Advances in Technology and Changes in Pedagogy
being overlooked by a referee, who can be seen at the bottom right of the image.
The time frame represented is short, with limb and foil movement symbolized via
the use of multiple images and colour. The student expressed motion and the preci-
sion of the activity through repeated use of geometric form and controlled line. The
student’s next step was to digitise the cubist drawing and extrude it into the third
dimension. The scale and direction of the extrusion was driven by the duration and
intensity of the movement as directly observed during the activity. Figure 2 illustrates
the outcome of this step.
Fig. 1 Fig. 2
Max Klaentschi, 2007 Max Klaentschi, 2007
Cuts were then made through the digital model to generate plans and sections; an
example of each is illustrated in figure 3 (plan), and figure 4 (section).
Fig. 3 Fig. 4
Max Klaentschi, 2007 Max Klaentschi, 2007
The plans and sections generated from the Cubist painting, via 3d digital transposi-
tion, have created complex and fascinating spatial constructs, where the intriguing
spaces formed have been directly produced from the activity and are representative
of both the physical and qualitative aspects of the event observed.
The second task involved the moving image, perceived as a comfortable and familiar
medium of communication in modern society. The majority of students are of the