During the course students tested and explored different computational design methods through small design tasks that were given after weekly lectures. The digital design platform we used was Rhinoceros 3D and its parametric design plugin grasshopper. The goal of the course was to provide the students a broad view onto the subject and the challenges they pose, but in a way that they can acquire the necessary information and skills to implement the new tools and methods in their own design processes.
As the teacher, it is crucial for me that the students learn the methods through their own designer identities and explore their significance to themselves and to their way of working. It is not about just copying given solutions and methodologies, but finding new ways of doing and especially thinking architectural design. That is why I urged them to explore widely and without fear (within this short timeframe) – sometimes even resulting in failure to live to the preconceived expectations of what they wanted. But when you bump into the boundaries of your skills and knowledge, you also expand them.
|Publisher||Tampere University of Technology. School of Architecture|
|Publication status||Published - 2016|
|Publication type||D4 Published development or research report or study|