Teaching and Experimenting with Architectural Design

230 EAAE no 35 Teaching and Experimenting with Architectural Design: Advances in Technology and Changes in Pedagogy

It may be considered as a fact that Computer Aided Design and the new systematisa-
tion of the work method provided by digital technology was the main revolution in
architectural practices of the end of the last century.
Overriding the ancient practice of drawing, the integration of new digital technolo-
gies provided a different manipulation of the architectural images projected, as well
as the introduction of new dynamics into project practice.
However, the implementation of digital technologies in work practices and envi-
ronments is not exclusively the case of architecture. The main instrument in digital
technology – the computer – is, today, an indispensable tool in any professional
environment assuming itself, within the panorama of contemporary western society,
as a first-class need.
Although its use by students is normally not prevented, in academics, avoiding
the use of computers and softwares is absurd and an almost impossible task.
Given this scenario, project subjects are those where resistance to applying compu-
ter instruments may be greatest and also those where the worst results and examples
of incorrect use may be found.

On the one hand, the variety of software available and, on the other, easy access to it
and the natural aptitude that students demonstrate in its handling, are factors that,
inevitably, have an impact on the resolution of the project exercises and may be seen
as obstacles to sedimenting work methods. As a result of growing availability, choices
are many times undistinguished or subject to certain types of graphic possibilities
provided and, in conjunction with the lack of operative training lead, invariably, to
results that pay attention, in the first place, to visual effects and appearance, disre-
garding the individual, and necessary, reflection that results from manual drawing.
However, given their incorporation into the architectural professional environment
and into the environment surrounding it, accepting the use and the usefulness of
these work tools is inevitable. It has become urgent to evaluate, given a yet unclear
pedagogical experience within this scope, how computers may, or should, constitute
a valid means of education and preparation of future architects.
As central theme of this problem are two aspects that are understood as the main
difficulties and/or obstacles for the use of new computer technologies. The first one
has to do with the interposition of the machine in the intimate relationship between
the individual and the physical drawing. The second one concerns the ease in manipu-
lating the images influenced by the laws of the new “society of information” and the
consequent effects of the globalization phenomenon.

In this sense, in the case of architecture teaching and project practice we have to
question how these difficulties can be minimised.
I am convicted that the consolidation of the new teaching methodologies shall
be sustained and make use of the new technological tools. However, the poetry and
spirituality that should command the gestures of the architect should not be obscured
by the lights of technology. The instruments provided by new technologies should
submit themselves to the condition of useful tools that are part of the method but
which should not condition it.
In a summarised and elementary manner, we will firstly enumerate some aspects