1/26/2024 0 Comments Steps in teaching puppetry![]() Specifically, our research attempts to address the following questions: How can architecture students anticipate and feel motion while they design kinetic prototypes? How do their prototypes enable them to explore design ideas? As a case study, we applied our methodology in an 8-week workshop in a fabrication laboratory in Cairo, Egypt. Our method is based on building the learner's sensory experience through iteration and focusing on the process as well as the product. In this paper, we introduce a pedagogical method for better utilizing prototyping and explore the role prototyping plays in learning and conceptualizing design ideas. ![]() One of the problems in teaching students how to design kinetic architecture is the difficulty of helping them grasp concepts like motion, physical computing and fabrication, concepts not generally dealt with in conventional architectural projects. Rather, a balance of media was used where the models did play the major role in the development of the projects in question. Model making was encouraged as part of the sketching and drawing activity, and not to exclude any computer modeling. ![]() Often unexpected and unintentional ideas develop from these models. The physical models serve as physical evidence of a student’s thought process and development throughout the project. They assisted the students in recognizing and developing thire main architectural idea, from concept to detail. These models vary in scale and detail, but all contributed significantly to the development of an appropriate and integrated response to the design problem. It started with a site model from which a first idea was developed and often ended with models of technologically designed details of the building. In a number of design projects, students were encouraged to actively build a series of models. Three case studies are presented to illustrate the importance of the use of physical models in developing an architectural idea and project at undergraduate level. By making use of rendering and special effects, false substance can be presented. Computer models can be manipulated and hide problem areas. Before computer (BC) lecturers do not encourage this practice and believe that physical models and drawings still allow for best exploration and development of the architectural idea. Instead they tend to favour the development of three dimensional computer models. The increasing ease with which computer technology can nowadays be utilized, results in students avoiding the use of physical models.
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