Integrating Environmental Phenomena in the Initial Architecture Studio: Reflections on Modeling of Convective Currents in Living Spaces
Journal: Journal of Building Technology DOI: 10.32629/jbt.v5i1.1239
Abstract
In the seminal vision of Donald Schön about the design process, this is defined as a conversation between the designer and the materials of a situation. Later, Nigel Cross would add that modeling is the language of that conversation par excellence. In the light of these ideas, this descriptive article discusses the role of analog models in enabling and enhancing reflective design and the inclusion of environmental topics, usually absent from the initial architectural design studios. To illustrate the potential that modeling has in these cases, a first-year studio exercise in which modeling of heat, specifically of convective currents, is shown. Finally, the authors reflect on the relationship between concepts, the cases presented and the learning opportunities that arise together with the responsibilities of educators.
Keywords
reflective design; analog models; environmental phenomena; architecture; learning
Funding
The authors are grateful for the funding granted by the DICYT of the University of Santiago, Chile, through project 091590MR "Decrease of thermal load in enclosures for academic use by means of natural ventilation".
Full Text
PDF - Viewed/Downloaded: 0 TimesIndexation
Download Index RecordReferences
[1] Barab, S. A. & Roth, W. 2006. Curriculum-based Ecosystems: Supporting Knowing from an Ecological Perspective. Educational Researcher, 35(5), 3-13. https://doi.org/10.3102/0013189X035005003
[2] Collins, G. R. 1971. Antonio Gaudí and the Uses of Technology in Modern Architecture. In: Civil Engineering: History, Heritage and the Humanities, Selected Papers from the First National Conference. Princeton, N.J.: Princeton University, vol. l.
[3] Cross, N. 2010. Designerly Ways of Knowing. Londres: Springer London. 141 p.
[4] Dorst, K. & Cross, N. 2001. Creativity in the Design Process: Co-evolution of Problem–solution. Design Studies, 22(5), 425-437. https://doi.org/10.1016/S0142-694X(01)00009-6
[5] Dunn, N. 2007. The Ecology of the Architectural Model. Oxford: Peter Lang. 300 p.
[6] Gibson, J. J. 1979. The Ecological Approach to Visual Perception. Boston: Houghton Mifflin. 352 p.
[7] González, A. 2013. Integración Curricular de la Sostenibilidad en la Formación de Arquitectos en América Latina. Concepción, Chile. Tesis de Doctorado. Universidad del Bio Bio.
[8] Lang, S. 1965. De Lineamentis: L. B. Alberti's Use of a Technical Term. Journal of the Warburg and Courtauld Institutes, 28, pp.331-335. https://doi.org/10.2307/750683
[9] Lawson, B. 2004. What Designers Know. Oxford: Elsevier/Architectural Press. 127 p.
[10] Puig Boada I. 1976. La Iglesia de la Colonia Güell. Barcelona: Lumen.
[11] Schön, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. 384 p.
[12] Schön, D. 1992. Designing as Reflective Conversation with the Materials of a Design Situation. Research in Engineering Design, 3(3), pp.131-147. https://doi.org/10.1007/BF01580516
[13] Villecco, M.,1977. Energy Conscious Design in Schools of Architecture. Journal of Architectural Education, 30(3), 6-10. https://doi.org/10.1080/10464883.1977.10758103
[14] Waks, L.J., 2001. Donald Schon's Philosophy of Design and Design Education. International Journal of Technology and Design Education, 11(1), pp.37-51. https://doi.org/10.1023/A:1011251801044
[2] Collins, G. R. 1971. Antonio Gaudí and the Uses of Technology in Modern Architecture. In: Civil Engineering: History, Heritage and the Humanities, Selected Papers from the First National Conference. Princeton, N.J.: Princeton University, vol. l.
[3] Cross, N. 2010. Designerly Ways of Knowing. Londres: Springer London. 141 p.
[4] Dorst, K. & Cross, N. 2001. Creativity in the Design Process: Co-evolution of Problem–solution. Design Studies, 22(5), 425-437. https://doi.org/10.1016/S0142-694X(01)00009-6
[5] Dunn, N. 2007. The Ecology of the Architectural Model. Oxford: Peter Lang. 300 p.
[6] Gibson, J. J. 1979. The Ecological Approach to Visual Perception. Boston: Houghton Mifflin. 352 p.
[7] González, A. 2013. Integración Curricular de la Sostenibilidad en la Formación de Arquitectos en América Latina. Concepción, Chile. Tesis de Doctorado. Universidad del Bio Bio.
[8] Lang, S. 1965. De Lineamentis: L. B. Alberti's Use of a Technical Term. Journal of the Warburg and Courtauld Institutes, 28, pp.331-335. https://doi.org/10.2307/750683
[9] Lawson, B. 2004. What Designers Know. Oxford: Elsevier/Architectural Press. 127 p.
[10] Puig Boada I. 1976. La Iglesia de la Colonia Güell. Barcelona: Lumen.
[11] Schön, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. 384 p.
[12] Schön, D. 1992. Designing as Reflective Conversation with the Materials of a Design Situation. Research in Engineering Design, 3(3), pp.131-147. https://doi.org/10.1007/BF01580516
[13] Villecco, M.,1977. Energy Conscious Design in Schools of Architecture. Journal of Architectural Education, 30(3), 6-10. https://doi.org/10.1080/10464883.1977.10758103
[14] Waks, L.J., 2001. Donald Schon's Philosophy of Design and Design Education. International Journal of Technology and Design Education, 11(1), pp.37-51. https://doi.org/10.1023/A:1011251801044
Copyright © 2023 Ricardo Martinez, David Cabrera, Diego Vasco
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License