A Reasoned Approach to the Integration of Design and Fabrication Technologies in Architecture Education


Integrating industrial technologies within education curricula, as well as creating fabrication laboratories, has become inevitable for Architecture Departments: digital design tools(eg: CGandCADsoftware)and digital fabrication tools(eg: cutting, printing, and milling technologies)have become standard assets almost every University has a digital fabrication lab, or at least a 3D printer, or a laser cutting machine. The education system itself is striving to find new pedagogic methods to best involve students in the learning process: learning-by-doing, project-based learning, gamification,“tailored” curricula, etc. All of these methods require simplification of the basic theoretical set of knowledge which is fundamental in any profession, especially in Architecture. Moreover,thefirstoutcomesofappliedlearning-by-doing programs show that such programs are as time-demanding as traditional programs [1]. On the other hand, the use of advanced tools such as parametric/generative software and prototyping/fabrication machines demands a high degree of interdisciplinary preparation, always crossing the boundaries of the specific field of study. Therefore, the integration of design and fabrication technologies in Architecture Education is not a simple process and it requires a redesign of the whole curriculum as well as the creation of an educational transition system from secondary schools to university. Switchingfromstandardarchitecturaldesignprocessestoadvanceddigitaldesignand fabrication enhanced processes is possible by learning how to code.

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