Learning through design problems

• Autor(a) principal: Cabeleira, João
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/1822/89265
• topic: Architectural Education; Geometry; Humanidades::Artes; Educação de qualidade

The problem of teaching and apprenticeship of abstract contents, namely of Geometry in the context of Architecture training, doesn't lie in the provision of formal or mechanical prescriptions, but in the opportunity to equip students with methodologies of abstract reasoning and research, that will allow them to autonomously respond to the broad field of architectural action. As a fundamental science of architectural training and practice, geometry implies, simultaneously, to approach projective systems (spatial mechanics and support of architectural graphic materialization), to characterize geometrical lexicon (properties and generative procedures), to inquire ways of reasoning space (configuration and the forethought of its bodily experience), foreseeing their repercussions upon architectural design. A holistic overview of the discipline, which requires the convergence of two fundamental domains: Relation Geometries - that due to their synthetic nature, are aimed at understanding and conception of form and space; along with Representative Geometries - whose analytical purpose provide accurate resources for the representation and questioning of the material and immaterial world. Departing from such principles, the communication aims to share the ongoing re-equation of the followed teaching strategies, namely at the application of a project-based learning methodology, in the context of the School of Architecture, Art and Design of the University of Minho.