The proposal for the workshop is to create matter with lines in order to design a “Material City”.
As a second attempt for this workshop, using the definition of Marble, we are going to create matter with a pattern of lines and, going beyond, to design one “Marble City”. For this purpose, we will work together with MIRO.
AIMS / To understand the presence of the matter in our projects.
To relate drawings, physical models and video as a way to produce an architectonical_artistic project.
METHOD / The students will use the drawing to create matter.
We will draw lines and model them to create a space as a matter.
Draw. Individual Work.
Select a piece of marble, draw, and model the lines that constitute the matter of the stone.
- “Power of ten”. Charles and Ray Eames.
- “How I built a toaster from scratch”. Thomas Thwaites. https://www.ted.com/talks/thomas_thwaites_how_i_built_a_toaster_from_scratch
Model. Group Work.
Transform the lines into a three_dimensional object
- “Cloud Cities and Solar balloon travel”. Tomas Sarraceno.
Video. Class Work.
Work all together to design a “Material City” with all your ideas in MIRO.
- “Let me tell you about my boat.” – The Life Aquatic. Wes Anderson
SCHEDULE / Workshop:
17 Sept / Presentation
24 Sept / Part 1 + 2
1 Oct / Part 3
EVALUATION / Jury: UOU professors. 1st, 2nd and 3rd prize.
Those are 12 questions to be answered by students
1.-The WORKSHOP proposes that students begin to build a complete thought to tackle projects, to process, organize, view and display information so that “data collection” became proactive rather than an analytical tool.
Have I been able to go beyond analysis procedure and convert the project into a proposition display?
2.-Students must learn to self-reference and criticize their work and to draw conclusions. They have to process systems and models of architectural production, reformulating non obvious descriptions, focusing his gaze on the invisible structures, not having preconceived ideas, producing unexpected findings, and non-discursive (arguments that are made but which does not follow anything immediately) reasoning.
Have I used my own ways of expression reformulating descriptions and avoiding the obvious and the use of direct images of the project culture?
3.-Student begins to explore architectural expression systems to formalize their projective ideas.
How many ways of expression have I used at work and what is the value expressed by each of them?
4.-We have to learn to talk and discuss about architectural sustainability criteria, adding the concept of ecological niche project (mental territory, social, material, technical, medium-environmental, etc …).
Have I addressed the theme of THE WORKSHOP responding to the proposal on the sustainability?
5.-We are going to know how to work in-group to discover the roles in production systems.
How much information data made in-group have I used to express my project?
6.-The student must participate and contribute with their ideas to the class as an essential part of knowledge.
What is the intensity used to express my ideas through the architectural expression ways? How much time do I need to make a drawing or a model to express my ideas?
7.-The student must learn to establish a personal lexicon to express his architectural ideas.
Have you expressed your ideas through a personal lexicon or have you imitated expression systems used by other designers seen in the media (magazines or Internet)
8.-You need positively assess risk and innovation as a necessary condition of design. Innovation defined as the use of allied disciplines to develop intellectual and technical tools to create new realities, within their own reality, exceeding the established models.
Do I use allied disciplines for innovative production?
9.-The student must enter, step by step, work details the project culture, you must learn to interpret and criticize from their own proposal.
How many data have you appropriated from the culture to express my project?
10.-You should produce an open system work, with more questions than answers. The number of questions the student will be assessed is more than the number of certainties, you must use fuzzy logic, to support multiple possible truth-values, allowing multiple possible truth-values and strategies to create unpredictability.
How many questions have you made throughout the design process and how many have you tried to answer?
11.-Skills: Interest in the contribution, regardless of the attitude from which it was generated
What is the interest considering my contribution to the WORKSHOP?
12.-Attitudes: how to tackle the problem independent of the outcome
Have I tried to solve with intellectual and material effort to present the proposal. The project has developed enough quality.
STRENGTHS / Finding opportunities of Multimedia Dawing_Model_Video relationships to start with a project.
Alicante University (SPAIN) /
Joaquín Alvado Bañón (firstname.lastname@example.org)
Javier Sánchez Merina (email@example.com)