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dc.contributor.authorTsubaki, Kentaroen_US
dc.date.accessioned2009-07-22T18:56:49Z
dc.date.available2009-07-22T18:56:49Z
dc.date.issued2008-03en_US
dc.identifier.urihttp://hdl.handle.net/1853/29127
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.abstractThe recent technological obsessions fueled by the perforation of sophisticated structural, environmental, and visual computer simulations have re-ignited the interest in the realm of building performance. However, without a critical understanding of the physical processes of making, these new technologies tend to limit its potential by merely re-affirming the old functionalist thinking: predicting the predictable. Similar in response to the typical construction technology courses, introduction of these digital technologies early in the design education tends to accentuate amongst the average architecture student the "Tech School Mentality." They are often too concerned with the technical correctness of employing various software, distancing themselves from the opportunities for empirical exploration of design and making. In the design studio, this manifests in a manner where students are eager to meet the minimum "external" requirements (code, program, function etc.) but resistant to creatively explore the "internal" (emotional, experiential) aspect of the design on their own. This paper contends that the key in evoking curiosity and encouraging the exploratory behavior in architecture students in the digital age is to introduce a material based exploration in a carefully coordinated educational setting. It also discusses the methodology and benefit of integrating the hands-on investigation of concrete into a standard construction technology lecture course and speculates the latent possibility as a mode of design education though the examples from a course taught by the author at College of Architecture, Texas Tech University in the Spring of 2007.en_US
dc.publisherGeorgia Institute of Technologyen_US
dc.relation.ispartofseries24NCBDS. Pedagogy: Procedures, Scaffolds, Strategies, Tacticsen_US
dc.subjectMaterialen_US
dc.subjectPedagogyen_US
dc.subjectDesign educationen_US
dc.titleAbstract / Concrete: The Materiality and Logics of Constructionen_US
dc.typeProceedingsen_US
dc.contributor.corporatenameTexas Tech University. College of Architectureen_US


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