(812)VISUAL THINKING AND TEACHING OF PRECEDENT ANALYSIS INLANDSCAPE ARCHITECTURE AND URBAN DESIGN

摘要

In this paper we will focus on the relation between precedent analysis and visual thinkingin design teaching. At the Faculty of Architecture in Delft, precedent analysis wasintroduced in architectural education by Ali Guney. Basic idea of precedent analysis is tolearn from earlier experiences by systematic and explicit analysis of plans. Guney isextending precedent analysis further into landscape architecture and urban design.Visual thinking as a concept in design disciplines is rather new;;it has been stimulated indesign research by the work of Cross, by research in the cognitive sciences and inresearch of the role of hand drawing in design. Core element of visual thinking is the ideathat drawing, visualising and abstraction are means to acquire new knowledge. Therepresentation is crucial;;different representations can represent different information thatcan lead to different knowledge. Here also the direct relation with precedent analysis getsinto sight;;different types of analysis and different types of representation can lead to newknowledge. It means knowledge and representation are intricately related.The main research question for this paper is how to teach precedent analysis in a designcurriculum and at the same time finding a balance between research and design. In thefirst part we will pay attention to how precedent analysis in architecture is different fromlandscape architecture. Distinction between different levels of intervention, the dynamicsof landscape form and design are key elements that come back in the teaching approach.In the second part we will shortly introduce visual thinking in a design context and whatrole it could play in design education. Drawing and trained observation of landscape formplay an important role in this domain of design.In the third part, the core of the paper, we pay attention to the teaching approach forprecedent analysis in landscape architecture and urban design. Key element is insightinto and representation of dynamics of landscape form, perception and design. In ourexperiences so far in the Master's course 'Visualisation for landscape architecture andurban design', we have developed a series of exercises for visual thinking likestoryboards, mapping and sequences. These exercises form the basis for furtherdevelopment of teaching of precedent analysis.Main conclusion is that learning by doing is a key element in teaching of precedentanalysis. Equally important is that exercises are designed in such a way that studentsgain insight into the importance and technique of precedent analysis by self-discovery inworking out the exercises, not just by learning 'how to'.