2008.05.01 10:07
the state of drawing in education
In terms of drawing tool evolution then:
CAD offers an abundance of drawing tools and drawing capabilities.
The (so-called) inbuilt tendencies of CAD drawing tools are abundantly customizable.
The drawing field within CAD is also abundantly customizable.
CAD drawing data is fluid, easily manipulated, easily reproduced (thus making changes easily recordable, etc.).
It probably helps to have a fluid drawing/designing mindset to then optimally utilize the abundant capabilities of computer aided design/drawing.
Is it yet an inbuilt tendency for educators to instruct customization?
filling in the blanks:
1. draw series of spline lines on the xy plane
2. randomly move some of the spline points to arbitrary point +/- z
3. use the rotate-extrude command with extrusion rotation set to 15 degrees and the axis around which to extrude set by two arbitrary points somewhere on the spline lines
4. view the resultant extrusion at an arbitrary axonometric angle
5. do a hidden-line removal
The manual explains the rotate-extrude command by showing a straight vertical line as the axis of rotation and the half profile of a vase as the line data to be extruded during rotation(--this is the so-called inbuilt tendency, but really the social conditioning of the use of the command). The command itself, however, is programmed to accept any two points as an axis of rotation, and accept any set of drawn data to extrude while rotating.
2008.04.30 20:57
the state of drawing in education
I never said the inbuilt tendencies do not exist. I said inbuilt tendencies stem more from social conditioning, rather then from the tools themselves.
2008.04.30 20:42
the state of drawing in education
Care to guess how this axonometric was generated?
1. draw series of spline lines on the xy plane
2. randomly move some of the spline points to arbitrary point2 +/- z
3. use the rotate-_______ command with _________ rotation set to 15 degrees and the the axis around which to _______ set by two arbitrary points somewhere on the spline lines
4. view the resultant _________ at an arbitrary axonometric angle
5. do a hidden-line removal
hint: the blanks are basically the same word.
What I did was use a quite common command in an un-inbuilt tendency way. I would say that inbuilt tendencies stem more from social conditioning (like education), rather than from the tool itself.
When I look at a hammer with my assimilating imagination, I'll probably then subsequently think of a nail. Where as, when I look at a hammer with my metabolic imagination, I might then subsequently think of a window.
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2008.04.30 14:32
the state of drawing in education
Not if they had their eyes closed or didn't have a grasp of the English language.
A very long time ago I heard or read that one of the hardest things for a blind person to conceptiualize is color.
2008.04.30 13:47
studio mates
The real trick is to piss off all the right people. Don't worry about anyone that actually doesn't matter.
2008.04.30 13:01
the state of drawing in education
Just to avoid any confusion, let it be clear to all that blah-blah-blah software exists no where but in the mind[s of those who wrote or read the idea].
2008.04.30 11:42
the state of drawing in education
blah-blah-blah has this cool feature where you talk to it and it tells you what kind of building you're designing. I read it some passages gleamed from the internet, and blah-blah-blah replied Pseudo-Science Institute of Drawing. Then I spoke what was really on my mind, and blah-blah-blah replied twin nightclub facilities: Disco Disway and Disco Datway.
2008.04.29 18:18
the state of drawing in education
One of the things I like about drawing with CAD is that it's easy to design differently.
2008.04.29 09:41
the state of drawing in education
Perhaps this thread went the way it did because its title and subsequent question do not exactly match. The question more implies a title like "the state of the education of drawing in architectural education". What the entire post now more implies a title like "the state of drawing in education/field/virtual realm"
I have no idea if what I'm about to relate still might apply today, but when I first learned CAD (in an office environment/not in school), I, as very junior staff member, was suddenly calling a lot of the shots as to how things were going to be done when it came to drawing in the office. Having this experience, I can well imagine that now-a-days students often wind up knowing more about various softwares then their respective teachers. I can also imagine how then new employees wind up knowing more about softwares than their respective employers.
What I (personally) see in the initial question of this thread is a subliminal lament, on the professional side of things, over a gradual loss of control over how drawings are done.
a control/shift key, pun intended
For the sake of disclosure, I haven't been involved with architecture on any professional level for 18 years now, and have been operating much more in the vein of a free spirit. Thus anything I ever write about architecture may well be completely beside the point.
2008.04.28 20:53
the state of drawing in education
Any other real (not virtual) examples of "tool dictates the ideas"?
Any real (not virtual) examples of "the tool defines a set of emphases and perimeters (parameters?) within which ideas are formed?
Any real (not virtual) examples where architecture simply reflects the means of its production?
2008.04.28 20:12
the state of drawing in education
let me rephrase
What are some real (not virtual) examples of "tool dictates the idea"?
2008.04.28 20:10
the state of drawing in education
What are some real example of "tool dictates the idea"? Anyone?
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