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dc.contributor.author
Vrontissi, Maria
dc.contributor.supervisor
Schwartz, Joseph
dc.contributor.supervisor
Kotnik, Toni
dc.date.accessioned
2020-09-25T13:41:59Z
dc.date.available
2018-09-18T20:19:23Z
dc.date.available
2018-09-19T07:26:34Z
dc.date.available
2020-09-25T13:41:59Z
dc.date.issued
2018
dc.identifier.uri
http://hdl.handle.net/20.500.11850/290314
dc.identifier.doi
10.3929/ethz-b-000290314
dc.description.abstract
Engaging in the discussion on the shortage of structural design creativity, the present study advocates for the potential of the physical model as a tool for conceptual structural studies of a synthetic rationale. The work embraces a trans‐disciplinary mode of discourse, seeking to outline a theoretical framework and propose a relevant methodological means for the structural design inquiry. Within this context, fundamental concepts borrowed from design and visual studies are introduced across two representative case‐studies from the structural and architectural realm to highlight the synthetic component of structural studies and the conceptual aspect of the physical model. To start with, a brief overview of the physical model in architectural education comes to confirm the deficiencies of the prevailing modality: a means to reflect on structural performance, eventually confined in the ways of the scientific paradigm. Instances of a projective praxis – evoking the design culture – are sought as an alternative. Cecil Balmond’s ‘informal’ is suggested as a theoretical basis advocating for synthetic rationale and conceptual awareness. In this track, Robert Le Ricolais’ research is selected as an idiosyncratic, yet seminal, paradigm to disclose the design features (‘designerly ways’) of structural studies; the physical model is employed here as a material diagram to visualize transcending patterns across project ‘series’. Seeking to unfold this potential in its full capacity, an example drawn from architectural studies is brought into play. The Austin pedagogy offers a paradigm by excellence to discuss conceptual awareness by means of perceptual constructs within a design context; the physical model serves here as a conscious methodological vehicle of diagrammatic nature for visual reasoning (‘dialectics of physical modeling’), especially appropriate for the design inquiry. Building on these foundations, a couple of educational practices – borrowed from the ETH‐Zurich and the University of Thessaly respectively – explore the notions of the structural concept and the material diagram, suggesting possible strategies in projecting structural schemes by means of physical models. In times of digital proficiency and proliferation of making, this proposition advocates for a physicality of an intellectual order, a conceptual reductionism by means of material constructs, to nurture the design competences and conceptual awareness for extending the structural inquiry in a creative track.
en_US
dc.format
application/pdf
en_US
dc.language.iso
en
en_US
dc.publisher
ETH Zurich
en_US
dc.rights.uri
http://rightsstatements.org/page/InC-NC/1.0/
dc.subject
structural design
en_US
dc.subject
physical model
en_US
dc.subject
architectural education
en_US
dc.subject
conceptual design
en_US
dc.title
The Physical Model as Means of Projective Inquiry in Structural Studies. The Paradigm of Architectural Education.
en_US
dc.type
Doctoral Thesis
dc.rights.license
In Copyright - Non-Commercial Use Permitted
ethz.size
340 p.
en_US
ethz.code.ddc
DDC - DDC::6 - Technology, medicine and applied sciences::620 - Engineering & allied operations
en_US
ethz.code.ddc
DDC - DDC::7 - Arts & recreation::720 - Architecture
en_US
ethz.code.ddc
DDC - DDC::7 - Arts & recreation::720 - Architecture
en_US
ethz.code.ddc
DDC - DDC::3 - Social sciences::370 - Education
en_US
ethz.code.ddc
DDC - DDC::6 - Technology, medicine and applied sciences::624 - Civil engineering
en_US
ethz.notes
design studies visual studies cognitive reasoning
en_US
ethz.identifier.diss
24839
en_US
ethz.publication.place
Zurich
en_US
ethz.publication.status
published
en_US
ethz.leitzahl
ETH Zürich::00002 - ETH Zürich::00012 - Lehre und Forschung::00007 - Departemente::02100 - Dep. Architektur / Dep. of Architecture::02602 - Inst. f. Technologie in der Architektur / Institute for Technology in Architecture::03800 - Schwartz, Joseph / Schwartz, Joseph
en_US
ethz.leitzahl.certified
ETH Zürich::00002 - ETH Zürich::00012 - Lehre und Forschung::00007 - Departemente::02100 - Dep. Architektur / Dep. of Architecture::02602 - Inst. f. Technologie in der Architektur / Institute for Technology in Architecture::03800 - Schwartz, Joseph / Schwartz, Joseph
en_US
ethz.tag
Le Ricolais
en_US
ethz.tag
Austin pedagogy
en_US
ethz.tag
designerly ways
en_US
ethz.tag
dialectics of sketching
en_US
ethz.tag
Balmond
en_US
ethz.tag
informal
en_US
ethz.tag
diagram
en_US
ethz.relation.isSupplementedBy
20.500.11850/128049
ethz.relation.isSupplementedBy
10.3929/ethz-b-000281638
ethz.relation.isSupplementedBy
10.3929/ethz-b-000281638
ethz.relation.isSupplementedBy
10.3929/ethz-b-000281637
ethz.relation.isSupplementedBy
20.500.11850/281635
ethz.date.deposited
2018-09-18T20:19:24Z
ethz.source
FORM
ethz.eth
yes
en_US
ethz.availability
Open access
en_US
ethz.date.embargoend
2020-09-19
ethz.rosetta.installDate
2018-09-19T07:27:15Z
ethz.rosetta.lastUpdated
2021-02-15T17:34:08Z
ethz.rosetta.versionExported
true
ethz.COinS
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