Abstract
Most CAAD software in use for architectural education relies heavily on abstract geometry manipulation to create architectural form. Building materials are usually applied as finishing textures to complement the visual effect of the geometry. This paper investigates the limitations of commonly used CAAD software in terms of encouraging an intuitive thinking about the physical characteristics of building materials in the context of the educational design studio. The importance of the link between representation and creativity is noted. In order to sample the current functionality of typical software used in architectural education a case study involving 80 first year architecture students is presented. These outcomes are discussed and the possibility for new or extended software features are suggested. The paper concludes with an argument for design software that redresses the balance between geometry and materials in architectural design education.
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