Abstract
Architecture has the strongest educational ties to geometric organization because of the necessity for order and efficiency in construction, three-dimensional space composition, and the desire to create aesthetically pleasing structures. Kimberly Elam, the author of “Geometry of Design” mentions, “Too often as a design professional and educator I have seen excellent conceptual ideas suffer during the process of realization, in large part because of the designer did not understand the visual principles of geometric composition. These principles include an understanding of classic proportioning systems such as the golden section and root rectangles, as well as ratios and proportion, interrelationships of form, and regulating lines.” With the primary objective of linking art and architecture through observation, analysis, and composition, this paper demonstrates beginning studio projects where geometry, pattern and kinetics are exercised to enhance understanding of two-dimensional pattern and three-dimensional construction. The objective is to enhance three-dimensional design thinking that has become a challenge in recent trends of questionable dependency on computer modeling applications for design decisions.
Highlights
Elam, the author of “Geometry of Design” mentions, “Too often as a design professional and educator I have seen excellent conceptual ideas suffer during the process of realization, in large part because of the designer did not understand the visual principles of geometric composition
With the primary objective of linking art and architecture through observation, analysis, and composition, this paper demonstrates beginning studio projects where geometry, pattern and kinetics are exercised to enhance understanding of two-dimensional pattern and three-dimensional construction
Visual thinking and the understanding of geometric organization in both 2D and 3D are essential in architectural education
Summary
Visual thinking and the understanding of geometric organization in both 2D and 3D are essential in architectural education. This is truer more than ever before as students tend to depend on digital applications more and lean towards creating surfaces. With the primary objective of linking art and architecture through observation, analysis, and composition, this paper demonstrates beginning studio projects where geometry, pattern and kinetics are exercised to enhance understanding of two-dimensional pattern and three-dimensional construction. This paper promotes the concept of a beginning studio that starts with basic spatial composition of 2D and 3D in design thinking, linking with 3D physical construction
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