Towards a New Descriptive Geometry. A Teaching Innovation Project to the Architecture

Development of spatial-design thinking in architecture education

“…The main method of training -practical tasks with elements of the creative approach associated with the modeling of the subject, conducting analogies with the objects of conceptual architecture and design [19,[20][21][22]. Mastering of techniques, skills and basic knowledge is revealed in the process of competitive creative tests and allows considering the design training in the context of architectural practice.…”

“…The definitions of this or that surface dictate ways of displaying the result in the form of a projection drawing. The abstract geometric image created by manipulation can be transformed into a concrete architectural form [22]. It is according to the content that this level can be considered as the most important in the process of spatial and projective thinking development.…”

“…The student learns analog design, namely, geometric images are reproduced by him/her as peculiar models of integral object created in imagination, and then displayed on the plane. The practical significance of forming a constructive-transformative level of spatial-design thinking is enhanced by using a modified design-analog method of teaching, which is based on the relationship of architectural design with geometrical shaping, studied in the course of descriptive geometry, and is built in analogy with work in an architectural workshop [22,23]. Assessment as much as possible is focused on practical activities: the ability to identify the applied geometric shapes and images in the depicted or imagined architectural object; productivity, manifested through an independent decision on the choice of form representation method, authenticity and angle of perception, as well as further modeling, research properties.…”

“…The spatial-design thinking levels during the experiment were characterised through students' understanding and recognition of simple geometric images, points, lines, planes, manipulating which allows creating and displaying surfaces according to geometric laws as analogues of an architectural concept. The ability to see and retain the mentally created integral architectural image, its structures and location in space is a feature of spatial-design thinking of a student -a future architect and design activity [22][23][24].…”

Geometría y memoria: las fuentes monumento de Aldo Rossi

“…Tras no pocas reflexiones, se llegó a la conclusión de que la adversidad que conllevaba la reducción de horas podía verse también como una oportunidad, que vendría acompañada de un nuevo enfoque docente: la utilización de ejemplos de arquitecturas construidas o proyectadas que apoyasen el aprendizaje de las formas geométricas y sus proyecciones en los diferentes sistemas de representación -diédrico, acotado, axonométrico y cónico-. Son experiencias compartidas con otras escuelas de arquitectura españolas como base de innovación docente en el aprendizaje de la Geometría Descriptiva (Álvaro et al, 2018;Cabezos y Cisneros, 2016). La decisión de introducir referentes arquitectónicos tan significativos para la docencia y práctica de la Geometría Descriptiva estaba enfocada, de manera transversal a la vez que directa, a aumentar la motivación de los estudiantes hacia esta asignatura, tradicionalmente aceptada como una disciplina con una gran carga de abstracción, que dificulta su comprensión y asimilación por parte del alumnado (Vílchez, 2020).…”