Reference : Challenges in teaching architectural morphogenesis
Scientific congresses and symposiums : Paper published in a book
Social & behavioral sciences, psychology : Education & instruction
Engineering, computing & technology : Architecture
http://hdl.handle.net/2268/181855
Challenges in teaching architectural morphogenesis
English
Stals, Adeline [Université de Liège > Département de la Faculté d'Architecture > Architecture Site Lambert Lombard >]
Elsen, Catherine mailto [Université de Liège > Département Argenco : Secteur A&U > Composition architecturale >]
Jancart, Sylvie [Université de Liège > Département de la Faculté d'Architecture > Architecture Site Lambert Lombard >]
Delvaux, Fréderic [Université de Liège > Département de la Faculté d'Architecture > Architecture Site Lambert Lombard >]
2015
Proceedings of the 3rd International Conference for Design Education Researchers
16
Yes
International
Learn x Design - The 3rd International Conference for Design Education Researchers
June 2015
Chicago
[en] architectural morphogenesis ; non-standard architecture ; teaching processes
[en] Reviewing the successive cognitive, operative and constructive models of architectural morphogenesis through time, the paper first recalls students and teachers in architecture how designers started experimenting digital design to reach self-generative, morphogenetic morphologies. Generally referred to as “non-standard architecture”, this innovative morphogenesis favours a new kind of spatial and architectural audacity but also generates three types of rupture: i) a rupture between form and structure; ii) a rupture in terms of process continuity and iii) a rupture in terms of multi-disciplinary collaboration. We consequently have to acknowledge the fact that, at a current state, non-standard architecture still struggles in terms of self-coherency and implementation, leaving a large amount of projects at their virtual, embryonic state especially in pedagogical contexts. We believe the challenge resides in overcoming the overly simplistic and reductionist appeal of purely formal and visual non-standard architecture: these morphologies should, on the contrary, be intrinsically defined by their form and structure relationship. We suggest such reconciliation should occur during the early stages of architectural education. Two experimental instruments, that perhaps constitute interesting renewed pedagogical models, are reported in this paper and we conclude by listing the remaining challenges when it comes to the teaching of architectural morphogenesis.
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/181855

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