This paper presents a comparative case study on the digital modeling workflows of a particular muqarnas system. After the literature review and the definition of the context, several digital modeling workflows were described as element-based, tessellation-based and block-based workflows by using computer-aided design and parametric modeling software. As the case study of this research, these workflows were tested on a muqarnas design located at the Sultanhanı Caravanserai in Central Anatolia. Then, workflows were compared according to three qualities: analytical, generative, and performative. The outcomes of element-based workflow has more analytical solutions for the study, where tessellation-based workflow has more generative potential and block-based workflow is more performative.
Design scripting is initially based on secondary syntactic mechanisms that control sequential executions of code. This model of computation, called control flow programming, was introduced to designers as the only way of creating algorithms. Dataflow represents a widespread alternative to control flow by utilizing concurrent streams of data. Dataflow programming languages are also considered to be pedagogical tools in fields where the coders are not expert computer programmers. In the last decade, new parametric modeling tools introduced this conception to design scripting, shifting its practical and educational foundations. Dataflow programming represents a promising platform for studying contemporary parametric modeling techniques in design, while architects and designers increasingly use it as their algorithmic sketchbooks. This paper describes a purpose to reflect this shift in design education, pursuing four pedagogical patterns derived from in-class experiments: ''explication'', ''kit of components'', ''objectification'', and ''regeneration''.
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