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dc.contributor.authorMontoto, Romanen_US
dc.date.accessioned2009-07-22T18:55:35Z
dc.date.available2009-07-22T18:55:35Z
dc.date.issued2008-03en_US
dc.identifier.urihttp://hdl.handle.net/1853/29110
dc.descriptionThis presentation was part of the session : Pedagogy: Procedures, Scaffolds, Strategies, Tacticsen_US
dc.description24th National Conference on the Beginning Design Studenten_US
dc.description.abstractPedagogical approaches to beginning design in architecture often assume trans-disciplinary modes of exploration to filter problem parameters and sculpt perceptual outlook for iterative potential. A closer look suggests moments within the architectural design process that come before, or around, the discipline itself in the form of other disciplines accompanied by basic principles, such as Visual Literacy. Iterating and perceiving through every disciplinary dynamic, instance, and/or action in the process of designing transcends, builds, and structures its neighbor for explorative sequencing, intention, and growth of sensibilities in design resolution. An acute awareness of disciplinary state, in a maturing design process, can alleviate obscurity of ideological foundation and facilitate growth for trans-disciplinary thinking, making, and communicating in a root discipline such as architecture. How can beginning design instructors guide young designers to keep ideas and concepts for design in focus, recognizing that root disciplines transcend pre- and trans-disciplinary processes? Does recognizing variation in pace, induced by digital and analog tools, and intention of design iteration, by discipline, instill clarity by pre-disciplinary thinking, perception, and operation? Trans-disciplinary exercise provokes awareness of pre-disciplinary foundations furthering possibilities for unique root-disciplinary understandings and results. The developed exercise, archiTECTONIC, recognizes and cycles through reasoning, conceptualization, and iteration in a trans-disciplinary sequence, allowing the beginning design student to recognize pre-disciplinary ideology, pace, and purpose when processing ideas through fundamentals of architectural design. Engaging this as a strategy for seeing, thinking, and maneuvering through a dynamic process provides design liberty and clarity for processing and communicating in a root discipline, in this case architecture.en_US
dc.publisherGeorgia Institute of Technologyen_US
dc.relation.ispartofseries24NCBDS. Pedagogy: Procedures, Scaffolds, Strategies, Tacticsen_US
dc.subjectPedagogyen_US
dc.subjectDesignen_US
dc.subjectVisual literacyen_US
dc.titlearchiTECTONICS: Pre- and Trans-Disciplinary Reference in Beginning Designen_US
dc.typeProceedingsen_US
dc.contributor.corporatenameUniversity of Idaho. College of Art and Architectureen_US


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