CONTENT / what it is relevant on Architecture nowadays is talking about SUSTAINABILITY AND DIGITALIZATION. WATER as a physical and digital substance that create new environments, relations and horizons.
The proposal for the workshop is to create a sustainable space with lines, agents and objects in order to design a project inside the “METAVERSO”. The design will be a scenario for a video game in VENICE.
As a third attempt for this workshop, using the WATER AS AN ARCHITECTONICAL MATTER, we are going to create a new horizon with LINES, AGENTS AND OBJECTS, and, going beyond, to design it into the “METAVERSO”. For this purpose, we will work together with one digital platform.
AIMS / to understand the presence of the SUSTAINABLE AND DIGITAL SPACES in our projects.
To relate drawings, physical models and video as a way to produce an architecture DIGITAL project.
METHOD / The students will use the drawing to create A SUSTAINABLE SPACE USING WATER AS A MATTER. We will draw lines, agents and objects, and model them to create a space as a sustainable scenario.
Finding opportunities of Multimedia Dawing_Model_Video relationships to start with a digital project.
Part 1: Draw. Individual Work. Picture frame
Select one scenario in Venice and draw the lines, agents and objects that constitute the sustainability of the space.
BIBLIOGRAPHY / “Power of ten”. Charles and Ray Eames:
Part 2: Model. Group Work.
Transform the individual work into a three-dimensional object.
BIBLIOGRAPHY / “Cloud Cities and Solar balloon travel”. Tomas Sarraceno:
https://www.youtube.com/watch?v=61fybvkZiDE
Part 3: Video. Class Work.
Work all together to design the project as a new scenario into “METAVERSO” with all your ideas.
BIBLIOGRAPHY
“Let me tell you about my boat.” – The Life Aquatic. Wes Anderson
https://www.youtube.com/watch?v=d1RnYfFZK2k
SCHEDULE /
11 Apr Presentation
13 Apr Part 1 + 2
26-29 Apr 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 nonobvious 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 must 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 students 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 students 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 students 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.
Alicante University (SPAIN) /
Joaquín Alvado Bañón (joaquin.alvado@ua.es)
Javier Sánchez Merina (jsm@ua.es)