Wednesday, December 14, 2011

C1 Studio :: Mind the Gap

Name: Sophia Kim
C1 Studio: Mind the Gap
Instructor: Casey Hughes
Date: Fall 2010

What we are witnessing is a shift in the traditional relationship between reality and representation. We no longer progress from model to reality, but from model to model while acknowledging that both models are, in fact, real. As a result we may work in a very productive manner with the reality experienced as a conglomeration of models. Rather than seeing models and reality as polarizing modes, they now function at the same level. Models have become co-producers of reality. Models are real." - Olafur Eliasson

Models are useful in architecture because they help us to organize information (i.e., program, space, structure, material, etc.) in a tangible way. Models always require translation thus producing different understandings of the model's subject.  By definition models aren't literally what they represent. Rather than seeing this divergence as a deficiency it can be exploited to allow the model to transcend the literal exposing a projects underlying concepts and experience. Regardless of the degree of abstraction represented, the models themselves remain equally real thus creating the potential to convey abstract concepts viscerally.  A goal of this studio is to develop a theoretical understanding of models as a fundamental tool of design and to develop techniques of working with models that are both generative and representational.

Generative: Models tend to be generative when they are approached as "working models" that incorporate ideas discovered through process rather than the execution of a preconceived design. Representational: The aspects of representation that we'll focus on in the studio are the ability of an object to convey a projects central idea viscerally. The models we'll create are devices that allow us to communicate our ideas to others but more importantly they are a process by which we test and develop these ideas. A successful model produces a response that allows us to critiques the effectiveness of the design and thus informs its progression.

The studio will develop methods of understanding and representing space with the intention of elucidating its temporality and mutability. Rather that thinking of models as representing static conditions this studio proposes techniques of modeling that goes beyond the "fixed" elements conventionally represented to define space. Modeling the less tangible relationships within a project helps to develop a subtler understanding the conditions at play, which in turn informs the design.

Site
Site Documentation: Photomontage

Collage

Design Workshop Elective :: Computing Drawing Space

Student: Geoffrey Arthur
Title: Computing Drawing Space
Instructor name: Carl Lostritto
Date: Fall 2011

This course is a structured exploration of the roles of computation in the theorization, conception, representation and fabrication of architecture. Throughout the semester, students use the Python Programming language to create speculative gestures and engage in creative experimentation-two hallmarks of what has historically been the domain of drawing and sketching. At the conclusion of the course students will have demonstrated an understanding of programming concepts and an ability to employ programming techniques in an open-ended, functional manner within a design process.
Initially, students create iterations of drawings generated by writing 
Python code. While learning the structure and syntax that govern
what is for most students a foreign language, the class explores the
qualitative tendencies a generate methodology. 

As students refine their code for their drawing apparatus we pause
to explore a material analog: drawing with graphite, ink, or any
other medium on paper. These drawings are intended to be 
computational and algorithmic despite the fact that no [digital] 
computer was involved. Analysis of and discussion around these 
drawings was then invited to influence students' code. 
Before passing on their apparatus to a peer, students created graphic documentation to
explain/influence/communicate with future users. This documentation is both instruction
manual and explanatory diagram of the coded algorithms
A drawing made by Jay Underwood using Geoffrey Arthur's drawing apparatus.

Design Workshop Elective :: Computing Drawing Space

Student: James Lanzisero
Title: Computing Drawing Space
Instructor name: Carl Lostritto
Date: Fall 2011

This course is a structured exploration of the roles of computation in the theorization, conception, representation and fabrication of architecture. Throughout the semester, students use the Python Programming language to create speculative gestures and engage in creative experimentation-two hallmarks of what has historically been the domain of drawing and sketching. At the conclusion of the course students will have demonstrated an understanding of programming concepts and an ability to employ programming techniques in an open-ended, functional manner within a design process.

Initially, students create iterations of drawings generated by writing 
Python code.While learning the structure and syntax that govern what
is for most students a foreign language, the class explores the 
qualitative tendencies a generate methodology.

As the project progresses, students incorporate user input,from
the mouse and/or keyboard, into their generative algorithms
As students refine their code for their drawing apparatus we pause to 
explore a material analog: drawing with graphite, ink, or any other 
medium on paper. These drawings are intended to be computational
and algorithmic despite the fact that no [digital] computer was involved.
Analysis of and discussion around these drawings was then invited to 
influence  students' code.
Before passing on their apparatus to a peer, students created graphic
documentation to explain/influence/communicate with future users.
This documentation is both instruction manual and explanatory
diagram of the coded algorithms
A drawing made by David Hansen using James Lanzisero's drawing
apparatus.

Design Workshop Elective :: Computing Drawing Space

Student: Peter Gruhn
Title: Computing Drawing Space
Instructor name: Carl Lostritto
Date: Fall 2011

This course is a structured exploration of the roles of computation in the theorization, conception, representation and fabrication of architecture. Throughout the semester, students use the Python Programming language to create speculative gestures and engage in creative experimentation-two hallmarks of what has historically been the domain of drawing and sketching. At the conclusion of the course students will have demonstrated an understanding of programming concepts and an ability to employ programming techniques in an open-ended, functional manner within a design process.  

Initially, students create iterations of drawings generated by writing
 Python code.While learning the structure and syntax that govern what
is for most students a foreign language, the class explores the qualitative
tendencies a generate methodology. 


As students refine their code for their drawing apparatus we pause
to explore a material analog: drawing with graphite, ink,or any other 
medium on paper. These drawings are intended to be  computational
and algorithmic despite the fact that no [digital] computer was involved.
 Before passing on their apparatus to a peer, students created graphic documentation to explain/influence/communicate with future users. This documentation is both instruction manual and explanatory diagram of the coded algorithms

 A drawing made by Nicole Collazo using Peter Gruhn's drawing 
apparatus.