Exploring the architecture of structure: Integrating structures into design studio using object-oriented CAD

摘要

While the design studio environment has had a central role in teaching fundamental design skills in architectural education, it also provides an opportunity for synthesis of related coursework in developing architectural design solutions. However, the design studio's traditional emphasis on conceptual design and nurturing artistic expression can result in the exploration of related technical issues such as structures and construction being relegated to a more cursory role. Architecture schools have been criticized for failing to provide sufficient technical education and preparation for the realities of practice [1]. Deficiencies in knowledge-development related to construction and building technologies has often been a specific point of criticism. This is based in part on the perception that the emphasis in design studio on aesthetics, history, and theory results in the students graduating with limited knowledge base in building technology and construction. In response, some argue that the mandate of architectural education is to cultivate skills in life-long learning and that practice is where students develop technical knowledge [2]. This debate on the extent to which architectural education should focus on technical skills has now been expanded to include the role of CAD in architectural design [3]. The drafting table has been supplanted by the computer in architectural practice [4], yet it remains a fixture in academic environments. The argument that as a design tool CAD is unsuitable or poorly matched to the task has been widespread [5, 6]. Some have argued that CAD has induced "the evacuation of creativity" in the architectural design process [5]. In contrast, others respond that computers have the potential to radically alter the process of architectural design and that digital-based design will replace traditional modes of architectural design [6]. The failure to find an appropriate role for the computer in design both in education and practice may lead to missed opportunities to exploit digital design tools for new ways of conceiving architecture. For example, the power of computer visualization has made possible new uses for perspective views as a design tool. Laseau [7] proposed that the efficiencies with which computers can generate perspectives can assist designers to focus on the experience of space. However there is also the opportunity to utilize the strengths and efficiencies of digital design to enhance learning in the technical aspects of design in which studio education is perceived lacking.