Published date: Nov 19 2019

Journal Title: KnE Social Sciences

Issue title: International Conference: Architecture Across Boundaries

Pages: 510–521

DOI: 10.18502/kss.v3i27.5553

Giancarlo Di Marco gdimarco@centro.edu.mxCentro de Diseño, Cine y Televisión, Department of Industrial Design, Mexico City, Mexico

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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