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To introduce and develop the skills that will foster the perception, comprehension and design of meaningful space with the use of professional softwares.
Additionally, we will develop a sense of a design process – the methodology one implores while developing a project.
Instructional Goals:
- To introduce fundamental design through studio involvement with a basic formal language based in simple Cartesian spatial concepts.
- To challenge that Cartesian Language to communicate architecturally significant ideas.
- To examine the bases for decision making within the Design Process.
- To understand and organize space as the central focus of design activity.
- To develop the basic skills required for the visual and verbal communication of Design concepts.
- Students will be required to engage with an increasing level of design research through iterative studies and move fluidly between different modes and scales of operation.
- Conventions of architectural representation and communication through 3Ds max drawing and modeling will be engaged with clarity and intention. Students will need to demonstrate basic application of design skills, understanding of architectural conventions, and ability to sustain an increasing level of research in the projects over the semester. Completion of each of the exercises, rigor in process and clarity in representation, as well as the overall progress of the program will be fundamental factors in the final evaluation.
- Course Requirements:Specific model and drawing assignments will be given out each day and are always due at the beginning of the next class unless stated otherwise. Please be prepared to talk about your work each day.
The course will require attendance at every class and project review, completion of every assignment and in-class exercise, and attendance at a group discussion. Also, there are lectures featuring internationally and national prominent architects held on Tuesday workshop sessions at the school campus that we encourage you to attend depending on you schedules.
