Digital technology was introduced to architectural practice during the last decade. Traditional techniques have developed along with practice for thousands of years. There has been hesitation to adopt this new technology, on the part of academia, due to ideological resistance and limited resources. Practice, out of necessity, adopted computer technology but has not developed its full potential. This thesis investigates reshaping traditional architecture school curriculum to include networked computers and peripherals. This is a process most architecture schools must soon face. Precepts are formulated to assure freedom and autonomy prevail in the transitional confusion. The Curriculum will be transformed to take advantage of what digital means and information technology have to offer while maintaining continuing to support of traditional means. Fusion between traditional and digital means, will foster a climate which will spawn creativity and innovation. A foundation course illustrates an Information Age approach to teaching design communication.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/278490 |
| Date | January 1995 |
| Creators | Yergens, Milton Stewart, 1949- |
| Contributors | Lockard, W. Kirby |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Thesis-Reproduction (electronic) |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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