The introduction of the parametric approach in architectural design education: an experience report

Abstract

This paper aims to contribute to the understanding of strategies to introduce the parametric design in architectural design teaching. Contemporary discussions on the application of the most recent digital tools in the design are considered.  Based on a theoretical and practical review, the hypothesis cogitates that only tutorial teaching of tools is not enough to parametric design learning to its full potential, and it is necessary to preview a didactic approach that includes both a change of perspective on the designed object, as well as the design activity itself. A pedagogical experiment is presented and discussed - a 40-hour extension course, applied in Federal University of Rio Grande do Norte, during the research validation stage, including the registration of the whole process and data collection with the participants. The course contained an introductory basis on the subject, design exercises with parametric tools and studio activities. The studio activities involved the design of a bicycle rack, with the participants divided into teams, brainstorming for the initial concept, the design of solutions and discussion of the final proposals. The results demonstrate that, although most participants had no previous experience with the subject, the processes and products were satisfactory, including the creation and investigation of complex algorithms, besides the recognition of the potential of parametric modeling, associated to reflexive practices in the studio. The main challenges include the changes in the usual design logic, extrapolating the use of the tool. It was observed the importance of introducing the parametric approach in teaching besides isolated didactic experiments, distributed coherently with the curricular structure of the courses, demanding the identification of the areas of knowledge in which the subject can be inserted.