Adding Third Dimension To Conventional Teaching – Exploration and Experimentation Essay Example

interconnectedness and their application to architecture design. The relationship between construction and design is well-established, as famously stated by Mies van der Rohe: "God is in the details." Dealing with detached problems in architecture can be extremely challenging and risky.

If we divide life into separate jobs, we limit the opportunities to create good architecture and art." –Alvar Aalto Le Corbusier's five points of architecture also define various architectural elements with specific building details. 2. PADAOGY FOR CONSTRUCTION TECHNOLOGY The purpose of studying construction technology and materials in Architectural education is to gain a detailed understanding of construction. In IDEAS, the main objective of learning this subject is to comprehend the process of turning design ideas into final products.

There are existing built signifiers, and the learning method focuses on detailing by the interior decorator or the pupil. It is necessary for the interior decorator to provide appropriate and functional details in order to execute design ideas.

Design encompasses aesthetics and functionality, as well as knowledge of materials, their properties, and behavior. Construction Technology & A ; Materials relates directly to aesthetics, functionality, and structural stability. Vitruvius, followed by Alberti and Le Corbusier, asserted that design should exhibit Firmitas (structural stability), Utilitas (practical function), and Venustas (aesthetics) as essential attributes.

Architectural schools have historically used various methods to teach the properties of design. The Bauhaus, known for its emphasis on exploration, experimentation, and problem-solving, has had a significant impact on educational approaches in the field. In this discussion, we will explore IDEAS' approach to teaching building in the second-year studio.

Figure 1: Vitruvian Triad


3. Approach


to Building Pedagogy.

"There was a desire to achieve something exceptional... I also wanted to create something technically unique." These words from renowned designer Santiago Calatrava highlight the importance of surpassing mere information and facts in order to achieve true technical uniqueness in design.

The traditional method of education primarily relies on conveying information, facts, and familiarities. This method includes utilizing various mediums such as chalkboard instruction and presentations to impart knowledge from books to students. Additionally, students gain familiarity with facts through site visits and general observations. Site visits provide clarity regarding the functioning process and sequence of building procedures, as well as the necessary precautions and preparations for execution. Interacting with professionals in the field helps in understanding the changing demands, developments, and variations related to materials and systems. Following this, construction details are then outlined on sheets copied from books, as there is always a strong correlation between construction technology and material properties.

Students must develop an understanding of the development, possibilities, and limitations of materials, elements, and systems involved, along with their behavior and operation, in order to effectively utilize a specific technique. In order to generate ideas for detailed design through logical thinking and to select the appropriate technique, additional dimensions need to be incorporated into the traditional design process. This process should include the exploration of various systems and experimentation with different materials to bring innovation to the design (Refer to figure 2).

Figure 2: Incorporating a new dimension into traditional design factors

Furthermore, students should focus on creating detailed designs rather than simply engaging in drafting exercises that can result in a loss of interest.

It is important for students to be guided in the

process of researching and experimenting in order to develop a habit of transforming and discovering their own design ideas. Therefore, at IDEAS, we introduce an additional parameter to building learning called Experiment and exploration. Experiment and exploration are conducted through planned exercises carried out in groups, providing students with the opportunity to explore various working or operational details through trial and error and discussions among themselves. This also prepares them to respond to given situations and be aware of the rapidly changing trends and technology in the current era.

Students are not expected to always come up with correct answers, but the method used encourages logical thinking through exploration. This method helps each student individually and provides an opportunity to delve deeper and clarify any doubts to develop proper logical thinking and analysis. The practice of providing conclusions helps develop logical thinking in students and contributes to the design process. The results of experiments lead students to develop facts and rules for a specific component or system, as well as judge the specifications required for design and execution, contributing to a holistic approach to design (Refer Fig 3). Fig 3a: Students experimenting to deduce logics for lumber floor Fig 3b: Timber Single floor model made based on understanding facts and system Fig 3c: Timber Double floor model made based on understanding material limitations and construction principle. 4. Teaching Process The subject covers different topics related to construction and details of various systems and materials. The process of teaching Construction engineering & material begins with identifying the objectives of a topic.The text below demonstrates how to calculate the sequence and proper debut of certain parameters: Information, Facts

and Acquaintances, Exploration and experimentation. Examples and the methodology used in constructing a studio are provided in order to achieve the identified objective.

Here are three instances. The first instance deals with planning with natural material lumber. The second instance deals with available systems for opening designs, and the third instance discusses the procedure for learning R.C.C as a material.

4.1 Case 1- Timber dividers.
4.1.1 Objective
While planning a lumber divider, an interior decorator typically needs to assess the requirements of size, communication (visual or physical), acoustics, and aesthetics.

While creating a building, challenges arise in terms of joining elements, stability of walls, creating openings, and incorporating different materials. To address these issues and make students aware of the process and complexities involved, the following methodology is adopted:

4.1.2 Methodology

The assignment focuses on exploration and experimentation when designing a wall for a specific context, such as an office, to meet the needs of space and communication without sacrificing aesthetics. The assignment is conducted as follows:

1. Students are asked to create a sketch design of a wall considering both aesthetics and function within a given situation and span.
2. In the second phase, students are expected to build a model of their designed wall using wood as the material. They are instructed to use vertical, horizontal, and inclined members to make their walls stand. At this point, their thought process is stimulated as they execute their own design on a small scale model. Teacher intervention during this stage helps students understand what makes a structurally stable wall. They assess the feasibility of their design in terms of size, shape, openings, and arrangement of members through trial and error methods.Once the theoretical

model of divider is prepared, inputs are given through learning about structural stability, various joinery details, and standard terminologies regarding lumber dividers. These are introduced to guide them for further specialization of divider. Students here are required to present their design in graphical form, which can be understood through various drawings and reports.

Since each design is different, the studies or graphical representation produced are unique. ( Refer Fig:4 )


Fig 4: Model of divider designed and executed by pupils


Similar procedure is applied for lumber roofs, Louvered windows, Timber floors & Timber pivoted Windowss.


4.1.3 Summary


Where the feasibility of design with structural stability plays an important role in developing understanding for construction details, this method has proven to be a very effective teaching tool. Working on models helps pupils to explore the viability of various joineries learned in the previous semester in the given system or design.

The detailed information about the operation status of different types of windows such as louvered Windows and pivoted Windows can be explored in terms of their members.


4.2 Case 2 – Timber skiding turn uping door.




4.2.1 Objective


The main objective is to comprehend the construction and design of a timber skiding turn uping door. It is important to understand the application area, determine the size of the shutter, and familiarize with its operational system. To address these concerns, the following procedure is followed.

Fig5: Model for Timber skiding turn uping door, with emphasis on mechanism



4.2.2 Methodology


1. Students are required to

conduct a market study on various operating systems such as top hung, bottom path, and bottom sliding, top path, to investigate the available systems, their limitations, and possibilities with timber and applications. They are also expected to observe assembled doors and windows, such as sliding/skiding folding in timber and aluminum. These observed details are then sketched by the students and explained in detail by the instructor. 2.

The design of the sliding turn-up door is now being customized to accommodate different sizes of shutters. This includes determining the materials for paneling and exploring various possibilities through the creation of a model (refer to Figure 5). The focus of the model is on the mechanism rather than the details of the shutters and paneling. Graphic representations in the form of studies are expected. This same process is followed for other systems such as aluminum sliding windows and doors, timber revolving doors, collapsible gates, steel windows, steel stanchions (refer to Figure 6), and steel trusses (refer to Figure 7).

Summary:

In cases where operations and mechanisms are governed by industry segments and assemblies, it is important to be aware of the different available products in the market. By understanding how these systems are designed and their mechanisms work, students can easily familiarize themselves with the details of other similar mechanical systems they may come across in the future.

Fig 6a: Students working on geographical exploration of various steel construction joineries

Fig 6b: Various steel construction joineries prepared by students through modelling

Fig 6c: Different steel stations prepared by students

Fig 7: Steel trusses made and being assembled together in a model

4.3 Case 3 - R.C.C. constructions.

4.3.1 Objectives

Study of systems like Reinforced concrete revolves around

understanding material behavior, load transmission, behavior of elements, and overall structure with composite material. It is important to grasp these concepts in order to use them as guidelines for design and derive form or assigned function.

4.3.2 Methodology

1.

To gain insight into the role of concrete and support in reinforced concrete structures, miniature models are created and subjected to loading conditions. Two types of blocks are crafted for this purpose: a) Plaster of Paris (POP) models with steel wire reinforcement, and b) miniature concrete models. By subjecting these blocks to various loads, a better understanding of the behavior of concrete as an individual material and reinforced concrete as a composite material can be achieved.

The experimentation on strength of concrete has already been conducted by first-year students, as shown in the images. Following the experimentation, there is a discussion to comprehend the purpose of elements such as column beams and terms, as well as their behavior in construction. This aids students in constructing a small-scale model using steel wires and projecting it in POP, which assists in grasping the details and geometry of R.C.C.

Elements, formwork, and casting are explored in this stage. (Refer Fig 8)

Fig 8a, 8b: Small graduated table theoretical accounts are casted to better understand R.C.C

In the next stage, a variety of built forms are drawn, including square, rectangular, round columns, as well as simply supported, cantilever, and uninterrupted beams. These forms are then studied through site visits, discussions, and graphical representations. (Refer Fig 9)

Fig 9a: Graphical representation of R.C.C columns


Fig 9b: Graphical representation of R.C.C Slab and beams



4.3.3 Summary


This approach brings together various interdisciplinary fields and creates awareness about the system that

works together to ensure structural stability, material behavior, and load transfer through scaled models. It facilitates understanding of the importance of different components in R.C.C structures.

Elements and their behavior are crucial for structurally executable design. Decision: Exploration and experimentation are essential for creating a studio that focuses on two goals: 1. Establishing a strong foundation for students' belief in and understanding of design, preparing them for future architectural developments. 2.

Developing the ability to adapt to changing societal and technological demands, becoming familiar with new innovations, understanding materials and components. 3. Developing logical thinking for economic use in order to explore new methodologies for bringing out sculptural or aesthetic qualities, adapting to given situations, shaping design according to current time and rapidly changing technology. Therefore, a student should not rely solely on acquired information but should also be trained to investigate on their own and discover various applications with changing trends. Thus, the approaches taken for constructing education go beyond information and are taken to the third dimension, which is Experimentation and Exploration.