SEEING DRAWING: REPRESENTING ARCHITECTURE ON-LINE

Musgrave, E; Moulis, A

SEEING DRAWING: REPRESENTING ARCHITECTURE ON-LINE

Musgrave, E Moulis, A

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Publication Type:: Article
Issue Date:: 2007-10-05T01:33:29Z

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Field	Value	Language
dc.contributor.author	Musgrave, E
dc.contributor.author	Moulis, A
dc.date.accessioned	2007-10-05T01:33:29Z
dc.date.accessioned	2012-12-15T02:35:14Z
dc.date.available	2007-10-05T01:33:29Z
dc.date.available	2012-12-15T02:35:14Z
dc.date.issued	2007-10-05T01:33:29Z
dc.identifier.uri	http://hdl.handle.net/10453/19707
dc.description.abstract	The capacity to engage with information held in drawings is vital to the study of architecture. For beginning architecture students to fully participate in this engagement requires the ability to relate to drawings in specific ways through a set of disciplinary conventions. These conventions are not merely about acquiring a knowledge base of architecture. They are also about techniques of reading and interpreting visual information and exercising judgements about that information. The student’s means to ‘find’ architecture in drawing is to learn how to equate knowing with their seeing. This paper concerns the creation and implementation of a set interactive on-line tools designed to enhance learning for beginning students in architecture through the development and practise of skills for reading and interpreting architecture from drawings and images. Already at a remove from the drawing surface, the on-line environment provides a media for critical reflection on conventions of representation and their use by architects – a reflection made possible by the ability of users to manipulate parts of the drawing, dissembling and assembling knowledge in an independently controlled setting. In the making and manipulation of drawings, techniques such as adjustments of scale and reduction of detail perform vital roles in the mobilisation of knowledge. The discussion of these on-line tools and their workings provides an occasion for secondary reflection upon the conventions of architectural representation themselves and the manner in which such representations are not merely products of the discipline but a means of constituting the discipline – a surface situated as a critical juncture between the imagined and the built.	en
dc.format.extent	150427 bytes
dc.format.mimetype	application/pdf
dc.language.iso	en	en
dc.relation.replaces	http://hdl.handle.net/2100/485
dc.subject	architectural drawing	en
dc.subject	architecture history	en
dc.subject	architecture theory	en
dc.subject	architectural design	en
dc.subject	online tools	en
dc.title	SEEING DRAWING: REPRESENTING ARCHITECTURE ON-LINE	en
dc.type	Article	en
utslib.copyright.status	open_access

Abstract:

The capacity to engage with information held in drawings is vital to the study of architecture. For beginning architecture students to fully participate in this engagement requires the ability to relate to drawings in specific ways through a set of disciplinary conventions. These conventions are not merely about acquiring a knowledge base of architecture. They are also about techniques of reading and interpreting visual information and exercising judgements about that information. The student’s means to ‘find’ architecture in drawing is to learn how to equate knowing with their seeing. This paper concerns the creation and implementation of a set interactive on-line tools designed to enhance learning for beginning students in architecture through the development and practise of skills for reading and interpreting architecture from drawings and images. Already at a remove from the drawing surface, the on-line environment provides a media for critical reflection on conventions of representation and their use by architects – a reflection made possible by the ability of users to manipulate parts of the drawing, dissembling and assembling knowledge in an independently controlled setting. In the making and manipulation of drawings, techniques such as adjustments of scale and reduction of detail perform vital roles in the mobilisation of knowledge. The discussion of these on-line tools and their workings provides an occasion for secondary reflection upon the conventions of architectural representation themselves and the manner in which such representations are not merely products of the discipline but a means of constituting the discipline – a surface situated as a critical juncture between the imagined and the built.

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http://hdl.handle.net/10453/19707