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O desenho como ferramenta do projeto de design de joiasLLABERIA, Engracia Maria Loureiro da Costa 20 December 2016 (has links)
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Previous issue date: 2016-12-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis presented to the PhD Program of Design at Anhembi Morumbi University, deals with the importance of drawing as a tool for jewelry design, considering its typology applied to different stages of development process, from creation to production, in the jeweler sector, devoting special attention to the industrial segment. This study analyzes the different activities related to the creation of the jewel, such as the High Jewelry and the Contemporary Jewelry, in relation to the use of drawing in different moments. Searching for basis in the drawings of Architecture as reference to studies of forms, volumes and spatial vision development, in the transposition of mental images of three-dimensional objects to the two-dimensional representation. It presents the works of designers and jewelers/artists through interviews and visits to their ateliers as a way of illustrating, also with their drawings, the relevance of this technique representing their ideas. Those professionals were selected for the relevance of theirs works and the attention dedicated to the form research through drawing, since roughs and sketches. Their production and reports are inserted through the chapters, to clarify the approach of each subject. It aims, therefore, to enhance and encourage the teaching of drawing in the training of design professionals and others who dedicate themselves to the production of jewelry in Brazil. / Esta tese apresentada para o Doutorado em Design da Universidade Anhembi Morumbi, no Programa de Pós-Graduação em Design, trata da importância do desenho como ferramenta do projeto de design de joias, considerando sua tipologia aplicada a diferentes etapas do desenvolvimento do processo, da criação à produção, no setor joalheiro, dedicando especial atenção ao segmento industrial na contemporaneidade. Além deste, analisa as distintas atividades relacionadas à criação da joia, como a Alta Joalheria e a Joalheria Contemporânea, em relação ao uso do desenho em diferentes momentos. Buscou embasamento nos desenhos da Arquitetura como referência de estudos da forma e volumetria, além do desenvolvimento de visão espacial, na transposição de imagens mentais para a representação bidimensional de objetos tridimensionais. No percurso, apresenta os trabalhos de designers e artistas/joalheiros por meio de entrevistas e visitas realizadas a seus ateliês como forma de exemplificar, também com seus desenhos, a importância desta técnica como meio de representação de suas ideias. Os profissionais aqui apresentados foram selecionados pela relevância de seu trabalho nos diferentes segmentos, bem como por se dedicarem ao ensino do desenho de joias e da joalheria artesanal, em alguns casos, além da importância que dedicam no percurso de seu próprio processo de elaboração da forma através do desenho, desde os estudos iniciais, através de rascunhos, até os esboços ou croquis nos seus processos criativos. Suas produções e relatos estão inseridos nos diferentes capítulos, oportunamente, de modo a esclarecer as questões ali abordadas. Objetiva, dessa forma, a valorização e o incentivo ao ensino do desenho na formação dos profissionais de design e outros que se dediquem à produção de joias no Brasil.
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As histórias em quadrinhos como linguagem no ensino do projeto de arquitetura e urbanismoSantos, Carlos Eduardo da Rocha 24 May 2017 (has links)
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Previous issue date: 2017-05-24 / Objetivou-se nesta dissertação compreender as Histórias em Quadrinhos como
linguagem formal de trabalho a ser utilizada pelo professor e pelo aluno no
desenvolvimento das atividades das disciplinas que tenham o projeto de arquitetura e
urbanismo como finalidade de aprendizado. Esta pesquisa pode ser definida como
exploratória, pois busca ampliar as informações sobre o tema. As HQs utilizam-se
basicamente de dois meios de comunicação, a imagem e o texto, ambos configurando
sua narrativa gráfica. É possível destacar que diversos profissionais de Arquitetura e
Urbanismo utilizaram-se de sua linguagem como meio de comunicação e
desenvolvimento de projeto. As HQs ainda encontraram, ao longo do tempo, recepção
no campo do ensino, principalmente no nível básico e médio. Com isto, além da revisão
bibliográfica, para se alcançar os objetivos desta pesquisa, buscou-se relacionar a
imagem, o texto e a narrativa, que são inerentes aos quadrinhos, com o ensino e o
projeto de Arquitetura e Urbanismo. Corroborando as ideias levantadas, observou-se
uma experiência da aplicação das histórias em quadrinhos no ensino do projeto de
Arquitetura e Urbanismo realizada na Faculdade de Arquitetura e Urbanismo da
Universidade Federal de Juiz de Fora. Como resultado, aponta-se que as histórias em
Quadrinhos surgem como uma opção que auxilia o processo de ensinar, pois permite ao
aluno pensar o espaço e simular o tempo, respondendo às características do projeto,
principalmente subjetivas, mas também objetivas. Além disso, seu potencial pode ser
ampliado se aliado a outras linguagens. / The aim of this work is to conceive comics as a formal working language to be used by
the teachers and their students in the development of their activities in Architecture and
Urbanism Design disciplines. This research can be defined as an exploratory one, since
it intends to expand the knowledge on the topic. Comics basically uses two media, the
image and the text, both configure its graphic narrative. It is noted that several
professionals of Architecture and Urbanism used of its language as a means of
communication and development of design. Comics have, over time, found acceptance
in the field of education, especially at the elementary and high school. Therefore,
besides literature review, in order to reach the aims of this research, we sought to relate
image, text and narrative, which are inherent to comics, with Architecture and Urbanism
teaching and design process. Furthermore, reinforcing the notions raised, an experience
of the employment of comics in the teaching of the Architecture and Urbanism design
that occurred in the School of Architecture and Urbanism on Federal University of Juiz
de Fora, Brazil, was analyzed. As a result, it is emphasized that comic emerges as an
option that supports the teaching process, since it allows the student to think about space
and to simulate time, responding to characteristics of the project, mainly subjectives but
also objectives one. Besides, its potential can be extended if combined with other
languages.
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[en] A PROCEDURE FOR TEACHING PROXEMICS: ROUSSEL AND SMALL REPORTS OF DAILY OBJECTS / [pt] UM PROCEDIMENTO PARA O ENSINO DA PROXEMIA: ROUSSEL E PEQUENOS RELATOS DE OBJETOS NO COTIDIANO23 November 2021 (has links)
[pt] Este trabalho tem como objetivo inicial aproximar o conteúdo bibliográfico da disciplina proxemia às aulas do curso de design de produtos da PUC-Rio, relacionando os principais autores que trataram do tema até o momento. Através dessa pesquisa, associar e resgatar a utilização de um procedimento de escrita literária do autor Raymond Roussel à disciplina. Por meio das similitudes dos temas, foi realizado um exercício empírico com embasamento teórico no ganho de conhecimento através do campo prático durante as aulas para os alunos. O objetivo final é a análise da recuperação de pequenos relatos de objetos cotidianos na vivência dos alunos em sua cidade através do ensino da disciplina proxemia. / [en] This work has as its first goal to develop an approach to the bibliographic content of proxemics subject to the classes of product design at PUC-Rio, relating the main authors that dealed with the issue until nowadays. Through this research, seek to associate and rescue Raymond Roussel s writings procedures to the subject. Exploiting the similarities of the topics, an empirical exercise was conducted with theoretical support to achieve a deeper knowledge through the practical field during classes for students. The final goal is the analysis of the recovery of small reports of daily objects in student s everyday experience in their city through proxemics discipline.
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Olika stöd kan mediera olika handling : En undersökande studie om och hur design av lärarhandledningar i matematik kan påverka undervisning / Various forms of support can mediate different actions : An exploratory study of and how the design of teacher guides in mathematic can affect teachingLilja, Victoria, Åkerlund, Emelie January 2023 (has links)
Lärarhandledningar för matematikundervisning kan designas på olika sätt och ger därigenom olika typer av stöd för läraren att genomföra undervisningen. En lärarhandlednings design kan alltså mediera idéer och direktiv som kan påverka lärarens genomförande av undervisning. Syftet med denna studie är att undersöka om och i så fall hur läromedels design kan bidra till att påverka undervisningens karaktär. Syftet uppfylls genom observationer av fyra matematiklektioner som utgick ifrån två läromedel med olika design, med uppföljande intervjuer. Resultatet, som är en karaktärisering av undervisningen som observerades utifrån de två olika läromedlen, indikerar att designen av en lärarhandledning på flera sätt medierar agerande i planering och genomförande av undervisning. / Teachers’ guides in mathematics can be designed in different ways and thereby provide various supports for the teacher to carry out teaching activities. A teachers´ guide in mathematics can mediate ideas and directives that affects the teaching strategies in the classroom. The aim of this study is to investigate whether, and in that case how, the design of the learning materials can contribute to affect the nature of the teaching. The aim is fulfilled by observing four mathematic lessons which was based on two learning materials with different designs, with follow-up interviews. The results, which is a characterization of the teaching that was observed based on the two different teaching materials indicates that the design of a teacher's guide in several ways mediates action in planning and implementation of teaching.
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Do modelo geom?trico ao modelo f?sico: o tridimensional na educa??o do arquiteto e urbanistaCosta, Fernando Jos? de Medeiros 02 March 2013 (has links)
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Previous issue date: 2013-03-02 / In the teaching practice of architecture and urbanism in Brazil, educational legislation
views modeling laboratories and workshops as an indispensable component of the
infrastructure required for the good functioning of any architectural course of study.
Although the development of information technology at the international level has
created new possibilities for digital production of architectural models, research in
this field being underway since the early 1990s, it is only from 2007 onwards that
such technologies started to be incorporated into the teaching activity of architecture
and urbanism in Brazil, through the pioneering experience at LAPAC/FEC/UNICAMP.
It is therefore a recent experiment whose challenges can be highlighted through the
following examples: (i) The implementation of digital prototyping laboratories in
undergraduate courses of architecture and urbanism is still rare in Brazil; (ii) As a
new developing field with few references and application to undergraduate programs,
it is hard to define methodological procedures suitable for the pedagogical curricula
already implemented or which have already been consolidated over the years; (iii)
The new digital ways for producing tridimensional models are marked with
specificities which make it difficult to fit them within the existing structures of model
laboratories and workshops. Considering the above, the present thesis discusses the
tridimensional model as a tool which may contribute to the development of students
skills in perceiving, understanding and representing tridimensional space. Analysis is
made of the relation between different forms of models and the teaching of
architectural project, with emphasis on the design process. Starting from the
conceptualization of the word model as it is used in architecture and urbanism, an
attempt is made to identify types of tridimensional models used in the process of
project conception, both through the traditional, manual way of model construction as
well as through the digital ones. There is also an explanation on how new
technologies for digital production of models through prototyping are being
introduced in undergraduate academic programs of architecture and urbanism in
Brazil, as well as a review of recent academic publications in this area. Based on the
paradigm of reflective practice in teaching as designed by Sch?n (2000), the
experiment applied in the research was undertaken in the integrated workshop
courses of architectural project in the undergraduate program of architecture and
urbanism at Universidade Federal do Rio Grande do Norte. Along the experiment,
physical modeling, geometric modeling and digital prototyping are used in distinct
moments of the design process with the purpose of observing the suitability of each
model to the project s phases. The procedures used in the experiments are very
close to the Action Research methodology in which the main purpose is the
production of theoretical knowledge by improving the practice. The process was
repeated during three consecutive semesters and reflection on the results which
were achieved in each cycle helped enhancing the next one. As a result, a
methodological procedure is proposed which consists of the definition of the
Tridimensional Model as the integrating element for the contents studied in a specific
academic period or semester. The teaching of Architectural Project as it is developed
along the fifth academic period of the Architecture and Urbanism undergraduate
program of UFRN is taken as a reference / Na pr?tica do ensino de Arquitetura e Urbanismo no Brasil, verifica-se a exist?ncia
de laborat?rios e oficinas de maquetes, reconhecidas pela legisla??o educacional
como parte da infraestrutura necess?ria para o funcionamento de um curso. Embora
a evolu??o da tecnologia da informa??o no ?mbito internacional disponibilize novas
possibilidades para a produ??o digital de maquetes e modelos de Arquitetura com
pesquisas produzidas desde o in?cio da d?cada de 1990, no Brasil essas tecnologias
s? come?aram a ser apropriadas pelo ensino de Arquitetura e Urbanismo a partir de
2007 com a experi?ncia pioneira do LAPAC/FEC/UNICAMP. Trata-se, portanto de
uma experi?ncia recente e que evidencia a desafios. Por exemplo: (i) s?o raros os
casos de implanta??o de laborat?rios de prototipagem digital em cursos de
Arquitetura e Urbanismo no Pa?s; (ii) por ser um campo em desenvolvimento com
poucas refer?ncias de aplica??es na gradua??o, h? dificuldades na defini??o de
procedimentos metodol?gicos que sejam adequados aos projetos pedag?gicos j?
implantados e consolidados; (iii) as novas formas digitais de produ??o de modelos
tridimensionais cont?m especificidades que dificultam a compatibiliza??o com as
estruturas de laborat?rios e oficinas de maquetes j? existentes. Considerando o
exposto, na presente tese se discute o modelo tridimensional como instrumento
auxiliar no desenvolvimento da capacidade do estudante de perceber, compreender
e representar o espa?o tridimensional. Analisa-se a rela??o entre diferentes formas
de modelos e o ensino de projeto de Arquitetura e Urbanismo com interesse no
processo projetual. Partindo da conceitua??o do modelo em Arquitetura e
Urbanismo, busca-se identificar os tipos de modelos tridimensionais utilizados no
processo de elabora??o do projeto, tanto nas formas tradicionais de constru??o
manual de maquetes e modelos quanto nos meios digitais. Procura-se conhecer
como as novas tecnologias para a produ??o digital de modelos por meio da
prototipagem digital est?o sendo introduzidas nos cursos de gradua??o de
Arquitetura e Urbanismo no Brasil, assim como a produ??o acad?mica recente na
?rea. Considerando o paradigma do ensino pr?tico reflexivo concebido por Sch?n
(2000), o experimento realizado na pesquisa tem como ambiente de estudo o ateli?
integrado de projeto do Curso de Arquitetura e Urbanismo da Universidade Federal
do Rio Grande do Norte. No experimento a Modelagem f?sica, a Modelagem
Geom?trica e a Prototipagem Digital s?o inseridas em momentos do processo do
projeto com o objetivo de se observar a adequa??o do modelo ?s fases do projeto. A
metodologia empregada nos experimentos muito se aproxima da Pesquisa A??o na
qual o alvo principal ? a cria??o de conhecimento te?rico com o aprimoramento da
pr?tica. O processo se repetiu por tr?s semestres consecutivos e a reflex?o sobre os
resultados alcan?ados em cada ciclo forneceram subs?dios para aprimoramento no
seguinte. Como resultado prop?e-se um procedimento metodol?gico no qual o
Modelo Tridimensional constitui elemento integrador de conte?dos desenvolvidos em
um per?odo curricular, tendo como refer?ncia o ensino de Projeto Arquitet?nico e
Urban?stico no quinto per?odo do Curso de Arquitetura e Urbanismo da UFRN
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Inserção de simulação computacional de conforto ambiental de edificios em ensino de projeto arquitetonico: proposta de metodologia / Insertion of building simulation into architectural desig teaching: methodology proposalDelbin, Simone 14 December 2006 (has links)
Orientador: Vanessa Gomes da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-09T17:54:05Z (GMT). No. of bitstreams: 1
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Previous issue date: 2006 / Resumo: Nos cursos de graduação de Arquitetura e Urbanismo no Brasil, conforto ambiental, eficiência energética e projeto arquitetônico são normalmente tratados como áreas distintas de conhecimento, o que se reflete na qualidade ambiental e no consumo energético dos ambientes construídos. Fica clara então a necessidade de inserção de alguma ferramenta ou método que possa ser aplicado em ensino e acabe com a lacuna entre tópicos teóricos de conforto ambiental e a prática de projeto. Como uma tentativa de mudar este quadro, propõe-se um método de ensino de simulação de conforto ambiental de edifícios que possa ser utilizado em cursos graduação em Arquitetura e Urbanismo. O primeiro passo do trabalho foi selecionar uma ferramenta adequada à simulação de conforto térmico e eficiência energética para as primeiras fases de projeto e de fácil utilização em ensino. Adaptou-se a metodologia de projeto típica para utilização em ensino. Um arquivo climático para Campinas foi então selecionado. Como pré-teste, foi realizado um experimento com alunos do curso de graduação em Arquitetura e Urbanismo da Unicamp. Os projetos elaborados pelos alunos durante uma disciplina de projeto foram simulados como em uma consultoria. Os alunos envolvidos no experimento foram acompanhados durante a disciplina de projeto seguinte. Uma disciplina dedicada à utilização de uma ferramenta de simulação foi elaborada, com base em estudos de outras metodologias de ensino de simulação. A disciplina foi oferecida como eletiva aos alunos da graduação do curso de Arquitetura e Urbanismo da Unicamp, a fim de testar a resposta dos alunos à ferramenta e de definir o melhor momento para inserção no currículo. A disciplina foi dividida em dois blocos: o primeiro, revisou conceitos de conforto e os introduziu no contexto do programa de simulação previamente selecionado (ECOTECT). Além disso, foram apresentados os fundamentos da metodologia de simulação (simplificação do modelo, zoneamento do edifício e etapas do processo de simulação). Neste período, os alunos desenvolveram pequenas simulações a cada aula. No segundo bloco de aulas, os alunos realizaram duas simulações mais complexas. Os resultados desta disciplina demonstram que os alunos aprenderam os comandos do programa com facilidade, porém prevalece alguma dificuldade com a simplificação do modelo e escolha dos materiais construtivos. A disciplina de simulação próxima ou no mesmo semestre que a primeira disciplina de conforto térmico, pode auxiliar na fixação do conteúdo aprendido e na utilização de simuladores nas disciplinas seguintes de conforto, maximizando o benefício de utilização destas ferramentas de projeto / Abstract: In architectural design teaching at undergraduate fevel in Brazil, environmental comfort and energy efficiency have been traditionally kept as separate knowledge domains, which reflect on the poor quality and high consumption of the built environment. It is proved then the necessity of insertion of a methodology or tools to be applied in education. As a way to overcome these problems, this research aims to establish a building simulation teaching methodology. Building simulation provides better design solutions and outcomes in energy efficiency designo Besldes, it consolidates the acquired knowledge and test concepts on student's designs. As a first step for the development of this research a tool was selected, then the typical simulation methodology was adapted for teaching purposes. A climatic data file for Campinas was also selected. As a preparation, an experimental research was carried out in the specific design discipline dedicated to thermal comfort and bio-climatic architecture. Students had their design similated in a consultancy formal The students involvedin the experiment were followed in the next design studio. The first outcome showed that a computerized design studio is necessary for this issue. A discipline dedicated to teaching building simulation was elaborated based on traditional building simulation teaching methodology. It was offered as an elective discipline to undergraduate students of the Architectural course at Unicamp, as a way to test students with the simulation toei afld to define when to introduce simulation into the curriculum. Students enrolled in the simulation course were interested in learning practical methods to analyze their projects. The course was based on two major blocks. The first one revisedcomfort subjects and also introduced students to the previous selected simulation toei (ECOTECT) and the simulation methodology (modeling, zoning, steps of the simulation process). In this period, students carried out simple simulations in each dass. During the second block they developed two more complex simulations. The results of this course indicated that students learned easily how to operate the simulation tool, but did not internaHze comfort concept and therefore had some difficulty on handling model simplification and choosing material data. A major reason appears to be lack of request implementation of comfort concepts in subsequent design studios. The simulation course should be at the same semester students are exposed to comfort concepts, or very dose to it. These way students would be capable of using the toei to help on learning comfort issues, and also use it in the following comfort disciplines / Mestrado / Edificações / Mestre em Engenharia Civil
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Assistance de l’enseignement de la conception architecturale par la modélisation de savoir-faire des référentsIordanova, Ivanka 06 1900 (has links)
Dans une époque de changements des moyens de représentation et communication en architecture, cette recherche porte sur l’enseignement de la conception architecturale et plus spécifiquement sur l’apport que l’informatique pourrait avoir dans ce processus. En nous basant sur une méthodologie qualitative, exploratoire et participative, nous y procédons par enchainement de questions, celle de départ étant la suivante: Comment l’enseignement de la conception architecturale pourrait tirer avantage des moyens numériques? Notre objectif est de proposer des méthodes et des outils d’apprentissage aux étudiants en architecture pour enrichir leurs démarches de conception grâce à l’ordinateur.
Après une revue de la littérature dans le domaine, et un approfondissement de l’étude sur le rôle des référents architecturaux et sur la conception intégrée, nous avons procédé à une observation exploratoire du travail des étudiants en atelier d’architecture. Ces premières étapes de la recherche ont permis de dégager des discordances entre les positions théoriques et la pratique en l’atelier, pour concrétiser ultérieurement la question de recherche.
Dans le but de discerner des méthodes efficaces et innovatrices pour répondre aux discordances identifiées, nous avons engagé une étude de la littérature sur les théories cognitives par rapport aux connaissances, l’apprentissage et la conception. Certaines stratégies ont pu être définies, notamment la nécessité de représentation multimodale des référents architecturaux, l’importance de représenter le processus et non seulement le résultat, ainsi que l’avantage d’inciter les étudiants à travailler dans leur ‘zone proximale’ de développement.
Suite à ces recherches, une méthode d’enseignement complémentaire a été définie. Elle propose aux étudiants des explorations de l’objet en conception basées sur la manipulation des savoir-faire architecturaux. Cette méthode a été opérationnalisée d’un point de vue pédagogique ainsi que didactique et mise à l’épreuve auprès des étudiants en atelier. Un prototype de librairie de référents architecturaux interactifs (LibReArchI) a été créé dans ce but. Elle a été conçue en tant qu’environnement de conception et espace de partage de savoir-faire entre étudiants et enseignants.
Les principaux résultats de cette recherche démontrent le rôle positif de la méthode proposée pour le transfert des savoir-faire architecturaux lors de l’apprentissage en atelier. Son potentiel d’assister la conception intégrée et de stimuler l’émergence d’idées a été constaté. Au niveau théorique, un modèle d’un cycle du processus de design avec le numérique a été esquissé. En conclusion, des avenues de développements futurs de cette recherche sont proposées. / Conducted in a period of transition in the representation and communication strategies in architecture, the present research focuses on architectural design teaching and especially on the contributions of digital means to this process. Based on a qualitative methodology, including participative and exploratory approaches, this research evolved around a progression of questions, the first one being “How could architectural design teaching take advantage of digital technologies?” Our objective was to define computer-assisted teaching methods and digital devices that could enrich the students’ design methods.
A starting point of the research was a comprehensive literature review of the domain, including in-depth studies of the role of architectural referents in the design learning process, as well as of the integrated design approaches. The findings from these theoretical studies were then confronted with evidence from observations of the students’ design processes when working on a small architectural task. This revealed some discrepancies between the theoretical positions and the teaching practices in the digital architectural studio. The research question was precised in consequence, in order to address them.
Specifically, the present research proposes efficient and innovative methods for resolving the discrepancies between theory and teaching practice, based on cognitive aspects of the underlying processes. Focusing on theories of knowledge, learning and design process, we were able to identify some pertinent cognitive strategies for attaining the objectives of this research, namely the necessity for multimodal representation of referents, the importance of representing the process and not only the result, as well as the advantage of motivating the students to work in their ‘zone of proximal development’.
As a result of these studies, a complementary design teaching method was defined. It incites the students to perform design explorations based on manipulations of architectural know-how during the conceptual phase of the project. Pedagogic and didactic strategies for the implementation of this method were developed. A prototype of a library of interactive architectural referents (LibReArchI) was created in order to enrich the students’ ‘design space’ and to serve as shared resource between students and tutors.
The main results from this research show a positive role of the proposed design teaching method for architectural know-how learning in the digital studio. It was found that this method has the potential to assist some integrated design strategies and to stimulate the generation of ideas. At the theoretical level, we propose a model of one cycle of the conceptual process when performed with digital means. In conclusion, some limitations of the research are mentioned and perspectives for its future development are drawn.
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Assistance de l’enseignement de la conception architecturale par la modélisation de savoir-faire des référentsIordanova, Ivanka 06 1900 (has links)
Dans une époque de changements des moyens de représentation et communication en architecture, cette recherche porte sur l’enseignement de la conception architecturale et plus spécifiquement sur l’apport que l’informatique pourrait avoir dans ce processus. En nous basant sur une méthodologie qualitative, exploratoire et participative, nous y procédons par enchainement de questions, celle de départ étant la suivante: Comment l’enseignement de la conception architecturale pourrait tirer avantage des moyens numériques? Notre objectif est de proposer des méthodes et des outils d’apprentissage aux étudiants en architecture pour enrichir leurs démarches de conception grâce à l’ordinateur.
Après une revue de la littérature dans le domaine, et un approfondissement de l’étude sur le rôle des référents architecturaux et sur la conception intégrée, nous avons procédé à une observation exploratoire du travail des étudiants en atelier d’architecture. Ces premières étapes de la recherche ont permis de dégager des discordances entre les positions théoriques et la pratique en l’atelier, pour concrétiser ultérieurement la question de recherche.
Dans le but de discerner des méthodes efficaces et innovatrices pour répondre aux discordances identifiées, nous avons engagé une étude de la littérature sur les théories cognitives par rapport aux connaissances, l’apprentissage et la conception. Certaines stratégies ont pu être définies, notamment la nécessité de représentation multimodale des référents architecturaux, l’importance de représenter le processus et non seulement le résultat, ainsi que l’avantage d’inciter les étudiants à travailler dans leur ‘zone proximale’ de développement.
Suite à ces recherches, une méthode d’enseignement complémentaire a été définie. Elle propose aux étudiants des explorations de l’objet en conception basées sur la manipulation des savoir-faire architecturaux. Cette méthode a été opérationnalisée d’un point de vue pédagogique ainsi que didactique et mise à l’épreuve auprès des étudiants en atelier. Un prototype de librairie de référents architecturaux interactifs (LibReArchI) a été créé dans ce but. Elle a été conçue en tant qu’environnement de conception et espace de partage de savoir-faire entre étudiants et enseignants.
Les principaux résultats de cette recherche démontrent le rôle positif de la méthode proposée pour le transfert des savoir-faire architecturaux lors de l’apprentissage en atelier. Son potentiel d’assister la conception intégrée et de stimuler l’émergence d’idées a été constaté. Au niveau théorique, un modèle d’un cycle du processus de design avec le numérique a été esquissé. En conclusion, des avenues de développements futurs de cette recherche sont proposées. / Conducted in a period of transition in the representation and communication strategies in architecture, the present research focuses on architectural design teaching and especially on the contributions of digital means to this process. Based on a qualitative methodology, including participative and exploratory approaches, this research evolved around a progression of questions, the first one being “How could architectural design teaching take advantage of digital technologies?” Our objective was to define computer-assisted teaching methods and digital devices that could enrich the students’ design methods.
A starting point of the research was a comprehensive literature review of the domain, including in-depth studies of the role of architectural referents in the design learning process, as well as of the integrated design approaches. The findings from these theoretical studies were then confronted with evidence from observations of the students’ design processes when working on a small architectural task. This revealed some discrepancies between the theoretical positions and the teaching practices in the digital architectural studio. The research question was precised in consequence, in order to address them.
Specifically, the present research proposes efficient and innovative methods for resolving the discrepancies between theory and teaching practice, based on cognitive aspects of the underlying processes. Focusing on theories of knowledge, learning and design process, we were able to identify some pertinent cognitive strategies for attaining the objectives of this research, namely the necessity for multimodal representation of referents, the importance of representing the process and not only the result, as well as the advantage of motivating the students to work in their ‘zone of proximal development’.
As a result of these studies, a complementary design teaching method was defined. It incites the students to perform design explorations based on manipulations of architectural know-how during the conceptual phase of the project. Pedagogic and didactic strategies for the implementation of this method were developed. A prototype of a library of interactive architectural referents (LibReArchI) was created in order to enrich the students’ ‘design space’ and to serve as shared resource between students and tutors.
The main results from this research show a positive role of the proposed design teaching method for architectural know-how learning in the digital studio. It was found that this method has the potential to assist some integrated design strategies and to stimulate the generation of ideas. At the theoretical level, we propose a model of one cycle of the conceptual process when performed with digital means. In conclusion, some limitations of the research are mentioned and perspectives for its future development are drawn.
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