'I'm A Visual Thinker': Rethinking algorithmic education for architectural design

Publisher:
CAADRIA
Publication Type:
Conference Proceeding
Citation:
Living Systems and Micro-Utopias: Towards Continuous Designing, Proceedings of the 21st International Conference on Computer-Aided Architectural Design Research in Asia, 2016, pp. 829 - 838
Issue Date:
2016
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The representational and visual aspects of architectural design education cause certain pedagogical stresses in student’s capacities to learn how to code, and this paper will serve as a critique of the current state of algorithmic pedagogy in architectural education. The paper will suggest that algorithmic curriculum should not frame code as ‘a design tool’, but as something to be designed in its own right; the writing of the code is the ‘design brief’ itself and not something additional to an architectural design brief. The paper will argue for an architecture- less educational environment that focuses on computational competencies such as logic, loops and lists along with building a strong analytical basis for students’ understanding of programming and digital geometries.
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