I'M A visual thinker: Rethinking algorithmic education for architectural design

Austin, M; Qattan, W

I'M A visual thinker: Rethinking algorithmic education for architectural design

Austin, M

Qattan, W

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Publication Type:: Conference Proceeding
Citation:: CAADRIA 2016, 21st International Conference on Computer-Aided Architectural Design Research in Asia - Living Systems and Micro-Utopias: Towards Continuous Designing, 2016, pp. 829 - 838
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Austin, M https://orcid.org/0000-0002-8353-6999	en_US
dc.contributor.author	Qattan, W	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	CAADRIA 2016, 21st International Conference on Computer-Aided Architectural Design Research in Asia - Living Systems and Micro-Utopias: Towards Continuous Designing, 2016, pp. 829 - 838	en_US
dc.identifier.isbn	9789881902672	en_US
dc.identifier.uri	http://hdl.handle.net/10453/100027
dc.description.abstract	© 2016, The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA), Hong Kong. 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.	en_US
dc.relation.ispartof	CAADRIA 2016, 21st International Conference on Computer-Aided Architectural Design Research in Asia - Living Systems and Micro-Utopias: Towards Continuous Designing	en_US
dc.title	I'M A visual thinker: Rethinking algorithmic education for architectural design	en_US
dc.type	Conference Proceeding
utslib.for	1299 Other Built Environment and Design	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© 2016, The Association for Computer-Aided Architectural Design Research in Asia (CAADRIA), Hong Kong. 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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/100027