VIRTUAL: Applying Education
Abstract
The problem of teaching/apprenticeship in subjects from an abstract domain, more particularly Geometry contents in the context of architecture training, lies, not in the provision of formal or mechanical prescriptions, but in the opportunity to equip students with methodologies of abstract thinking and research, allowing them to autonomously respond to the broad field of architectural action. As a fundamental science for the training in architecture and design practice, geometry implies the approach of projective systems (spatial mechanics and support of architectural representation), the characterization of the geometrical lexicon (abstract properties and possibilities in the transformation and generation of form/surface), inquiry into ways of seeing/reading space (abstract reasoning and theories of perception) and its repercussion upon architectural design. A holistic overview of the discipline, which requires the convergence of two aspects: Relation Geometries – dedicated to the understanding and design of structures, through geometric properties, transformation processes and generation of form, regulatory matrices and metric values; along with Representative Geometries – offering precise resources for the representation of space. Upon these principles, the communication proposal aims to share teaching strategies, based upon project-based learning method, and considering complementary teaching experience in Geometry and Design studio at the School of Architecture, Art and Design of the University of Minho, as well as the reflection upon the reorientation of applied pedagogical strategies opening future perspectives.
Assistant Professor at the School of Architecture, Art and Design, University of Minho, holds a degree in Architecture, Master in Architectural Heritage, and PhD on Architectural Culture, whose research debated imaginary architectures, intersecting projective science and spatial configuration. His ongoing research explores travel records seeking for strategies of representation and visualization of the built environment. In parallel, and related to his pedagogical practice, explores teaching strategies related to the abstract reasoning of space/shape operations and its graphic materialization.