To make the geometrical cognitive process more interactive, we produced teaching aids (tangible models, graphic tablets) that help students in visualiz-ing their geometrical-analytical investigations of the architectural artifacts and enhance their spatial prefiguration and critical form-reading skills, three-dimensional thinking and geometrical reading of shapes. Then, we looked for a medium suitable to create simple three-dimensional models, not only observable, like virtual models, not only tangible, like physical models pro-posed in the design studios, but also dynamic, using multiple media and lan-guages in the same training message. As an example, we present here an interdisciplinary lesson between Cal-culus and Architectural Drawing and Survey Laboratory about developable surfaces, experimented on first year students of the bachelor program in Ar-chitecture. The lesson is based on the use of a graphic tablet and some ori-gami inspired models: it summarizes the geometric description of a pyramid and a cloister vault of equal height and equal orthographic projection on the horizontal plane. We saw that tackling the same topic in both teaching contexts is not a use-less overlap, but a stimulus to compare different languages and methods. 2D and 3D paper models of artifacts – and of projective reduction from 3D to the plane – aid spatial intuition and the subtle exercise of controlling mental images which replace artifacts, turning 3D configurations into signifying im-ages. Moreover, this experience stimulates reading and evaluation of the drawn geometry (ruled surfaces, projections, developments), increasing criti-cal sense in reading the built environment.

Teaching Geometry and Surfaces Evaluation Through Graphic Representation and Dynamic Paper Models / Cumino, Caterina; Pavignano, Martino; Spreafico, MARIA LUISA; Zich, Ursula. - STAMPA. - (2019), pp. 1523-1532. ((Intervento presentato al convegno ICGG 2018, 18th International Conference on Geometry and Graphics tenutosi a Milano nel 3 - 7 agosto 2018 [10.1007/978-3-319-95588-9_135].

Teaching Geometry and Surfaces Evaluation Through Graphic Representation and Dynamic Paper Models

Caterina Cumino;Martino Pavignano;Maria Luisa Spreafico;Ursula Zich
2019

Abstract

To make the geometrical cognitive process more interactive, we produced teaching aids (tangible models, graphic tablets) that help students in visualiz-ing their geometrical-analytical investigations of the architectural artifacts and enhance their spatial prefiguration and critical form-reading skills, three-dimensional thinking and geometrical reading of shapes. Then, we looked for a medium suitable to create simple three-dimensional models, not only observable, like virtual models, not only tangible, like physical models pro-posed in the design studios, but also dynamic, using multiple media and lan-guages in the same training message. As an example, we present here an interdisciplinary lesson between Cal-culus and Architectural Drawing and Survey Laboratory about developable surfaces, experimented on first year students of the bachelor program in Ar-chitecture. The lesson is based on the use of a graphic tablet and some ori-gami inspired models: it summarizes the geometric description of a pyramid and a cloister vault of equal height and equal orthographic projection on the horizontal plane. We saw that tackling the same topic in both teaching contexts is not a use-less overlap, but a stimulus to compare different languages and methods. 2D and 3D paper models of artifacts – and of projective reduction from 3D to the plane – aid spatial intuition and the subtle exercise of controlling mental images which replace artifacts, turning 3D configurations into signifying im-ages. Moreover, this experience stimulates reading and evaluation of the drawn geometry (ruled surfaces, projections, developments), increasing criti-cal sense in reading the built environment.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11583/2711193
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