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Introductory computer programming as a means for extending spatial and temporal understanding

Burry, Mark, Datta, Sambit and Anson, Simon 2000, Introductory computer programming as a means for extending spatial and temporal understanding, in ACADIA 2000 : eternity, infinity and virtuality in architecture, Association for Computer Aided Design in Architecture, [United States], pp. 129-136.

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Title Introductory computer programming as a means for extending spatial and temporal understanding
Author(s) Burry, Mark
Datta, Sambit
Anson, Simon
Conference name Association for Computer-Aided Design in Architecture. Conference (2000 : Washington, D.C.)
Conference location Washington, D.C.
Conference dates 19-22 Oct. 2000
Title of proceedings ACADIA 2000 : eternity, infinity and virtuality in architecture
Editor(s) Clayton, Mark
de Velasco, Guillermo
Publication date 2000
Conference series Association for Computer-Aided Design in Architecture. Conference
Start page 129
End page 136
Total pages 8
Publisher Association for Computer Aided Design in Architecture
Place of publication [United States]
Summary Should computer programming be taught within schools of architecture?

Incorporating even low-level computer programming within architectural education curricula is a matter of debate but we have found it useful to do so for two reasons: as an introduction or at least a consolidation of the realm of descriptive geometry and in providing an environment for experimenting in morphological time-based change.

Mathematics and descriptive geometry formed a significant proportion of architectural education until the end of the 19th century. This proportion has declined in contemporary curricula, possibly at some cost for despite major advances in automated manufacture, Cartesian measurement is still the principal ‘language’ with which to describe building for construction purposes. When computer programming is used as a platform for instruction in logic and spatial representation, the waning interest in mathematics as a basis for spatial description can be readdressed using a left-field approach. Students gain insights into topology, Cartesian space and morphology through programmatic form finding, as opposed to through direct manipulation.

In this context, it matters to the architect-programmer how the program operates more than what it does. This paper describes an assignment where students are given a figurative conceptual space comprising the three Cartesian axes with a cube at its centre. Six Phileban solids mark the Cartesian axial limits to the space. Any point in this space represents a hybrid of one, two or three transformations from the central cube towards the various Phileban solids. Students are asked to predict the topological and morphological outcomes of the operations. Through programming, they become aware of morphogenesis and hybridisation. Here we articulate the hypothesis above and report on the outcome from a student group, whose work reveals wider learning opportunities for architecture students in computer programming than conventionally assumed.
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ISBN 1880250098
Language eng
Field of Research 120199 Architecture not elsewhere classified
Socio Economic Objective 939902 Education and Training Theory and Methodology
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013744

Document type: Conference Paper
Collections: School of Architecture and Built Environment
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.