This study focuses on the synthesis and development parts of creative phase and executive phase ... more This study focuses on the synthesis and development parts of creative phase and executive phase which are the main phases of Archer’s design process idea. The question “how” plays a binding role between the phases of design process. Within the scope of this study a structure design carried out by the students as a part of elective course. In the beginning of the design process, which is the analytical phase, students are required to do research about the design problem and at the beginning of creative phase they produced sketches by utilizing conventional methods. In the development part of the creative phase, the chosen design idea is transformed into an algorithm with the Grasshopper plugin and design alternatives have been explored through parameters. With this study the students can compare both conventional and computational design processes. The similarities and differences of conventional and computational design processes are examined through the question "how”. As a result, it can be asserted that the state of intuition which comes into prominence in the conventional method has been embodied by developing algorithms in the computational method.
" Why? " … The initial design thought, the relationship between design elements, the evolution of... more " Why? " … The initial design thought, the relationship between design elements, the evolution of an initial shape to another shape, etc. lie behind the question " why? ". This is the main question to disclose the design process. The implicit and undefined methods in the early phase of the design process evolve into explicit methods by utilizing computational tools, such as algorithms, parameters, rules, relations and variables. This transformation is interpreted as an important paradigm shift in architecture and the question " why? " have become prominent in the usage of computational tools in design. It is aimed to expose and discuss whether the computational design process rejects the conventional design process. Within the context of this study, both conventional and computational design methods will be utilized by a group of students to solve a design problem which consists of five phases. Initially, a basic design study assignment was given to students. The students were channelized to ask themselves the question " why? " in the design process. In the second step, the students explained each step of their conventional design processes and wrote down the algorithm about their studies. In the third step, the students described their design compositions on a computer workspace by using Grasshopper plugin on Rhinoceros. The algorithms described in the second step would be the base of their Grasshopper definitions. In the fourth step, the Grasshopper definitions were further studied and design alternatives were explored. In the last step, the students were expected to compare the conventional and computational design processes. As a result, the students carried on two design processes on the same design problem. They had the chance to compare and evaluate the differences and similarities between them.
This study focuses on the synthesis and development parts of creative phase and executive phase ... more This study focuses on the synthesis and development parts of creative phase and executive phase which are the main phases of Archer’s design process idea. The question “how” plays a binding role between the phases of design process. Within the scope of this study a structure design carried out by the students as a part of elective course. In the beginning of the design process, which is the analytical phase, students are required to do research about the design problem and at the beginning of creative phase they produced sketches by utilizing conventional methods. In the development part of the creative phase, the chosen design idea is transformed into an algorithm with the Grasshopper plugin and design alternatives have been explored through parameters. With this study the students can compare both conventional and computational design processes. The similarities and differences of conventional and computational design processes are examined through the question "how”. As a result, it can be asserted that the state of intuition which comes into prominence in the conventional method has been embodied by developing algorithms in the computational method.
" Why? " … The initial design thought, the relationship between design elements, the evolution of... more " Why? " … The initial design thought, the relationship between design elements, the evolution of an initial shape to another shape, etc. lie behind the question " why? ". This is the main question to disclose the design process. The implicit and undefined methods in the early phase of the design process evolve into explicit methods by utilizing computational tools, such as algorithms, parameters, rules, relations and variables. This transformation is interpreted as an important paradigm shift in architecture and the question " why? " have become prominent in the usage of computational tools in design. It is aimed to expose and discuss whether the computational design process rejects the conventional design process. Within the context of this study, both conventional and computational design methods will be utilized by a group of students to solve a design problem which consists of five phases. Initially, a basic design study assignment was given to students. The students were channelized to ask themselves the question " why? " in the design process. In the second step, the students explained each step of their conventional design processes and wrote down the algorithm about their studies. In the third step, the students described their design compositions on a computer workspace by using Grasshopper plugin on Rhinoceros. The algorithms described in the second step would be the base of their Grasshopper definitions. In the fourth step, the Grasshopper definitions were further studied and design alternatives were explored. In the last step, the students were expected to compare the conventional and computational design processes. As a result, the students carried on two design processes on the same design problem. They had the chance to compare and evaluate the differences and similarities between them.
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Papers by Çağlar Aydın
are the main phases of Archer’s design process idea. The question “how” plays a binding role between
the phases of design process. Within the scope of this study a structure design carried out by the
students as a part of elective course. In the beginning of the design process, which is the analytical phase,
students are required to do research about the design problem and at the beginning of creative phase
they produced sketches by utilizing conventional methods. In the development part of the creative phase,
the chosen design idea is transformed into an algorithm with the Grasshopper plugin and design
alternatives have been explored through parameters. With this study the students can compare both
conventional and computational design processes.
The similarities and differences of conventional and computational design processes are examined
through the question "how”. As a result, it can be asserted that the state of intuition which comes into
prominence in the conventional method has been embodied by developing algorithms in the
computational method.
are the main phases of Archer’s design process idea. The question “how” plays a binding role between
the phases of design process. Within the scope of this study a structure design carried out by the
students as a part of elective course. In the beginning of the design process, which is the analytical phase,
students are required to do research about the design problem and at the beginning of creative phase
they produced sketches by utilizing conventional methods. In the development part of the creative phase,
the chosen design idea is transformed into an algorithm with the Grasshopper plugin and design
alternatives have been explored through parameters. With this study the students can compare both
conventional and computational design processes.
The similarities and differences of conventional and computational design processes are examined
through the question "how”. As a result, it can be asserted that the state of intuition which comes into
prominence in the conventional method has been embodied by developing algorithms in the
computational method.