دانلود مقاله ISI انگلیسی شماره 61006
عنوان فارسی مقاله

نگاه انتقادی در فن آوری های دیجیتال در آموزش معماری : کی، کجا و چگونه؟

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
61006 2015 5 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
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عنوان انگلیسی
A Critical Look at the Digital Technologies in Architectural Education: When, where, and how? ☆
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Procedia - Social and Behavioral Sciences, Volume 176, 20 February 2015, Pages 526–530

کلمات کلیدی
آموزش معماری؛ طراحی معماری؛ معماری دیجیتال؛ CAD؛ طب مکمل و جایگزین؛ طراحی محاسباتی؛ آتلیه طراحی معماری؛ طراحی معماری؛ مدل سازی معماری؛ تفکر معماری؛ هندسه معماری
پیش نمایش مقاله
پیش نمایش مقاله نگاه انتقادی در فن آوری های دیجیتال در آموزش معماری : کی، کجا و چگونه؟

چکیده انگلیسی

In the past decade, architectural education has seen an increasing amount of digital technologies being involved in the design studio curricula. Following the trends in the profession, these various technologies of computer aided drafting, enumerating, modeling, and analysis became not only key pedagogical nodes in the design studio, but also started to shape the overall curricular structure of architectural education as they also needed to be implemented as support courses in order to compensate the learning curves and the number of software available to architects. These digital technologies range from one end of simple drafting, conventional three dimensional modeling, and more sophisticated animation of buildings with a computer, to the other end of inventing new tectonic and spatial geometries using parametric computations. In this context, it will be unrealistic to argue against teaching and using digital technologies in architectural education. When one thinks how the profession has evolved in the past decade, it is necessary to embrace these tools in the architectural curriculum. However, a discussion that has not been clearly resolved is when, where, and how these digital tools are thought and used in the architectural education. My paper argues that the conventional tools of hand drawing, physical modeling, and hand making should be embraced in the foundational levels, and the digital tools should be introduced after developing a certain set of skills of one-to-one physical making where a sense of tectonic resolution, scale, and spatial experience is cultivated as a basis of architectural thinking with digital tools. In what follows, I will discuss this viewpoint through examples from architectural design studio education in the United States and in Turkey.

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