IDATER online conference: graphicacy and modelling 2010

IDATER online conference: graphicacy and modelling 201

Foundation for a Thorough CAAD Education

The birth and development of computing is considered by most as one of the greatest technological achievements of the twentieth century. Since the integration of computers in the built environment, over two decades ago, computing methods developed into efficient designing and calculating tools. In contrast, accelerating advancements in computing technology have created generation gaps amongst architects. There are inexperienced, novice, intermediate and advanced computer-capable architects. If each group was asked to define CAAD, some would still describe it as a computer program for technical draughting. Others may define CAAD (Computer Aided Architectural Design) as a vast array of digital media in CAD, multimedia and DTP, assisting architects in compiling visual presentations. Currently, most architectural schools are capable of instructing most, if not all, facets of CAAD (2D & 3D CAD, model rendering, photo montage, brochure layouts, etc.). However, this knowledge is accumulated at random throughout the course of study. “Computer Graphics for Architects” is the latest educational development in Europe bridging generation gaps with senior architects and serving as an introductory CAAD seminar to beginning architecture students. This book and lecture presents a gallery of recent architectural CAD, multimedia, and DTP presentations practiced in Europeis second largest architectural firm. The terminology is user-friendly and its content concentrates on responding to the most often posed questions by CAAD beginners relating to: (1) Terminology (2) Appearance (3) Time Consumption (4) Cost Techniques introduced are independent of any platform. The goal is to summarize quickly and effectively the countless possibilities of presentations applicable in architecture practice. “Computer Graphics for Architects” provides a direction for future presentations and motivates students to excel in CAAD

Preparing graduates for future practice

Research carried out by Rob Cowdroy for the Board of Architectural Education of NSW and the Association of Consulting Architects of NSW, published in 1990 identified issues related to the fitness of graduates for practice. He concluded that higher and more-consistent skills at entry are required in Architectural Practice, Technical Draughting, Graphic Presentation, and Construction and that there was no consensus between graduates, practitioners or employers and the schools of architecture as to the skills required of a recent graduate. The School of Architecture and Built Environment at the University of Newcastle has sought to address these issues through it’s Integrated Problem Based Learning (IPBL) pedagogy. This approach, in many respects, emulates the processes of professional practice which integrates skills and knowledge across a number of architecture disciplines. It also provides students and graduates with an ability to solve real world problems and is therefore aligned closely to the Royal Australian Institute of Architects Education Policy, 2000 which provides, in part, that "Architectural Education should be directed toward the development of vigorous, adaptive minds capable of accommodating change. The focus should be on core capabilities of creative thinking and design integration – an understanding of the process of problem solving – and away from the product focus and encyclopaedic learning of information." This paper examines the issues of preparing graduates for future practice, the problems of defining what an architect does and what skills may be required of graduates as they first enter employment and what mechanisms are available for evaluation of the achievement of those skills