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Teaching Design Sensitivity

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In a post-digital era, students have a preexisting understanding of digital tools and methods when starting their architectural education. At the same time increasing computational capacities enlarge the potentials of modelling and simulation software and the sizes of solution spaces. Consequently, the focus in teaching digital design strategies shifts to a more reflective and integrated approach. The authors discuss two experimental vertical prototypes developed with first year students in research-led design courses. The courses’ briefs aimed at enabling an immediate feedback through material-based design processes. Students are trained in how to articulate individual design criteria and make them productive within digital set ups, develop and navigate a design solution space and gain design-sensitive control of structural processes. Consequently, they become aware of the reciprocal relations between deign intentions, digital set ups, structure, material performance and constraints of fabrication.
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Keywords: computational design; generative design; structural design; teaching design knowledge

Document Type: Research Article

Affiliations: University of Innsbruck, Faculty of Architecture, Structure and Design Technikerstrasse 21c, 6020 Innsbruck, Email: [email protected]

Publication date: October 7, 2019

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  • The Proceedings of IASS Annual Symposia include the articles presented at each symposium. They are grouped by thematic sessions. These limited-length conference papers are reviewed and selected by the Scientific or Technical Committee of each symposium, and generally only those actually presented orally at the conference are included. Although the metadata for the papers is available to the public, only members of the IASS can view the full papers, for which the author(s) hold the copyright. Further information about the projects or research should be sought from the author(s).
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