2. The Concept of 'Modelarium' and its Impact on Creativity And Artistic Education
| Autor: | Bujar Bajçinovci, Florina Jerliu |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
architecture
Fine Arts Process (engineering) media_common.quotation_subject partnership Context (language use) academia 050105 experimental psychology 060404 music ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Sociology Architecture media_common Interior design art Cognitive science education Praxis Digital morphogenesis business.industry 05 social sciences modeling 06 humanities and the arts General Medicine Creativity Expression (architecture) Aesthetics business 0604 arts |
| Zdroj: | Review of Artistic Education, Vol 14, Iss 1, Pp 239-248 (2017) |
| Popis: | 1. IntroductionStudents and Teachers are an epic symbiosis in process of direct learning and academic advancement. What is the essence of this interaction? Surely, it is not a question with a simple answer. Nowadays, this interaction is more bonded and interdependent with technology and equipment's, which in a whole system expands learning horizons. In the field of architecture, introduction of computer aided modelling and simulation tools has opened new opportunities for the artistic conception and production of architectural projects. Architects, known as among the preeminent computer users at all development levels, became essential also to the birth of good software, which suit to their need for artistic expression, validating thus the thought that "the discerning users [are those] who help foster software quality " (Toriya, 2008). In this context, the question on what should be exactly the role of computer in architectural design and teaching, remains open since the revealing of ideas for Computer Aided Design in architectural schools. Architectural design, interior design, urban planning and design, as well as other disciplines involved in architecture are the most interesting fields for exploring interactive conceptual varieties, which are presented in a contemporary process of learning.Hence, we argue that for the future understanding of academia's role, it is crucial to be respected and implemented a non-orthodox curricula or a common ways of transmitting knowledge, which will have direct impact on quality and teaching diversity. It is important to note that this would imply an understanding of digital architectures, which are "defined by computationally based processes of form origination and transformations, i.e. the processes of digital morphogenesis, where the plural (architectures) emphasizes multiplicities inherent in the logics of the underlying computational concepts, such as topological geometries, isomorphic polysurfaces, motion kinematics and dynamics, key shape animation (metamorphosis), parametric design, genetic algorithms (evolutionary architectures), performance" (Kolarevic, 2005).The second component, crucial to the academic stimulation of artistic creativity in students of architecture is the comprehension of 'trend' and the background of its absorption. The intangible beliefs and motifs of society over centuries have always had the great impact on values of what is a trend, and modern. A great expression of art, architecture and education has over millenniums emerged as a consequence of development of unorthodox ideas, which became a measure for society evolution, and grow of academic liberties. A new trend of life, and new ways of transmitting teachings, knowledge and praxis was underway. Contemporary progress of technology in history has always had different and strange encounters. We argue that a milestone in progress has been made when great ideas and development of technology was involved in process of progress, with favourable and mutual respect on both crucial occurrences.According to Card et.al, in The Psychology of Human-Computer Interaction, it is important to design interactive computer systems which are efficient and friendly-user in order for the people to understand the potential benefits of computer based tools. They further argue that, "although modern cognitive psychology contains a wealth of knowledge of human behaviour, it is not a simple matter to bring this knowledge to bear on the practical problems of design, to build an applied psychology that includes theory, data, and knowledge" (Card et al, 1983). Furthermore, Hewett, et.al, in Curricula for Human-Computer Interaction argued that: "Because human-computer interaction studies a human and a machine in communication, it draws from supporting knowledge on both the machine and the human side. On the machine side, techniques in computer graphics, operating systems, programming languages, and development environments are relevant. … |
| Databáze: | OpenAIRE |
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