Jan Slyk Warsaw University of Technology, Faculty of Architecture, Warsaw, Poland 353
VR application in visualising spatial ideas is quite obvious. Everybody uses it.
Vitruvian tradition pushes us into a pragmatic cycle: imagine what can you build
(construct), check if it is useful and durable, after all - try to make it beautiful. Use
of the computer makes the process much more effective. Simulation saves money, VR
tools dramatically improve simulation quality...
Can we think the opposite way?
Architects need pure art exercises. From ancient Greece and the Renaissance till
Russian constructivism and Archigram we try to study buildings not to be built. Can
we imagine these ideas supported by VR instruments?
With help of pen and paper ideal Vasari’s polygonal cities, industrial landscapes
of Tony Garnier, structural Tatlin’s towers and organic Herron’s metaballs become
“real”. Moreover, the basic purpose of creation abstract forms is not looking for new
art. Sketches illustrate architectural theories - academic background of building
activity.
The test
The CAAD department in Warsaw Faculty of Architecture researchers look for new
environments to achieve both - experiment background and experiment subject.
Basing our efforts on realistic, conservative tradition of the school, we tend towards
work that incorporates new media and new tools not losing the association with
conventional practice strategies (spatial need, spatial solution).
Referring to Kippniss scheme, our curricula comprise:
- on “old paradigm” field - works involving augmentation of spaces, adding infor-
mation layers into traditional architecture - on “new paradigm” field - works incorporating traditional architectural techniques
and theory in new media design
Research profile of the studio influences didactic activity. Since new media archi-
tecture does not belong to mainstream of education process in school, seminars and
workshops take lead in recognising the new territory. We considered international
activities in both - virtual and real senses - the most fruitful experiences. Forming
teams we usually try to avoid monotony of skills and experience.
Even first year students bring lots of contribution into experiments. Incoming
“information society” is them. Teaching through combining impressions and under-
standings, demands two directional communication. Young participants bring intui-
tive behaviours in using digital technology, more experienced - professional routine
and knowledge.
Introducing two pedagogic events in the next section we would like to share
observations and conclusions. Both of examples refer to facultative part of curricula
and were organised in the limited time as very intensive activity. Participants were
free to chose work methods and techniques, however given result format had to be
achieved at the end. In both cases work was done for the audience embracing mostly
not professionals. The response was recorded and given as input to the following
experiments: