Conversational Model for a Digital Tectonic Architectural Education

Structural education is a key piece for that architectural students think about the relations between form, materiality and tectonics, since they aid in the reasoning of physical procedures for design, leading to a point of convergence between the disciplines of architectural design and structural engineering, whose lack of organicity only accentuates the fragmentation between design and construction. Structural education in architecture is not an end as in civil engineering courses that form professionals who develop structural calculations; should be a means for students to think about the tectonics of the form. The fragmentation between the disciplines of architectural design and structural engineering corroborates to an atectonic design thinking, favoring the simplistic application of technique and the generation of fashion images (FRAMPTON, 1995). The structural education in architectural schools emphasize that the dialogue between professionals is what should be raised as the point of connection between the conception of the structural morphology to be carried out by the architect and its validation and construction by the structural engineer. However, is this dialogue occurring? The proposal of this work is to study the possibility of proposing a new educational model for architectural design teaching through the integration between architecture, structural engineering and emerging digital technologies of design and fabrication, through transdisciplinary participation and collaboration procedures in order to explore a digital tectonic process in architectural education.

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ISBN
978-1-944214-31-9