An architect accomplishes his goal of creating a design model using variant modeling. The essence of architectural design is to reproduce the characteristics of the future architectural object on a specially created project model in accordance with the public, socio-cultural, utilitarian-practical, city-planning-ecological and aesthetic functions and the laws of formation.
In the initial stage of architectural modeling, an assumption about the designed object is formed. This hypothesis, with a certain degree of probability, prejudges the results of the transformations carried out in the creative act of design modeling. Architectural modeling includes setting a creative task, translating it into a problem situation, selecting solutions to it, optimizing results that meet the main goal of creating a project model. Modeling is carried out in graphic form, subject-visual form, or in the form of a mental experiment and logical-mathematical descriptions.
In contrast to the model as the theoretical equivalent of the object being analyzed with a striving for accuracy characteristic of scientific knowledge. With a strong argumentation, the development of a design model with increased exactingness for visibility and imagery relies on its own principles, which are determined by solving creative, i.e., non-formalized, tasks and features of the creative method of the architect, including elements of intuitive thinking, composing, artistic, and research activities. The modeling encompasses the architect’s manipulations from the initial draft and the draft design to the final design of the project as material sufficient for its implementation in kind. Modeling forms professional actions when it is transformed into a variant modeling method that reveals the mechanism of the creative process and the dynamics of creating a project model over time. Variant architectural modeling is aimed at finding the most appropriate architectural design for the project.
Variant modeling is experimentation with a project model, a way of unfolding the architectural concept that is present in the architect’s idea “ideally” at the beginning of the creative process, when information is converted from the ideal form into the material in the modeling. The architect, modeling, is guided by a specific goal, which is subject to all his options.
Variant modeling as an educational method is programmed by a research-oriented design plan, accompanies the pre-design stage, when specified conditions are studied, attention is paid to the space-time characteristic of social processes organized in an object, certain restrictions and requirements are established. Variant modeling is a “search” process, which is a decision-making procedure under conditions of uncertainty, hence unforeseen turns, insights that change the intended plan. Multiple space-spatial modeling gradually contributes to the convergence of the project model and an imaginary object. Modeling is an active process that allows a student to differentiate between the information received, select certain properties of the model, penetrate the situation, revise the relationship to the initial premises and consequences, deepen the idea of the designed object in a broad urban planning context, reformulate the problem. In the process of developing variants of the initial operational model, various informative layers are highlighted, reflecting the characteristics of the sought-for object:
external relations, geometric and spatial properties of the conceived three-dimensional "original" are being improved: the identity of the internal and external structure and form, adequate to the compositional concept and artistic idea; the similarity of the proposed scenario of functioning, the "behavior" of the model and a non-existent object; an integral reflection of the “original” is formed in the architectural image of the model. Any variant of the project in the educational process is intended for its analysis, “reading”.
Variant modeling as a creative “replaying” of compositional variants contains a procedure for comparing and comparing variants, and the acts of observation and design often take place simultaneously, thereby creating a two-sided process of creation and an increase in knowledge. In the process of variant modifications, the preliminary hypotheses are compared with the real results of the tests, the hypotheses are corrected, refined, and evaluated. Comparison of alternatives is an important intermediate goal of the creative and cognitive process: each option represents something new or modified repetition, provides material for analysis and evaluation prior to making a decision. Transformation of the variants of the most essential properties of the object being modeled is aimed at solving the problems posed. Variant modeling serves to master the skills of critical comparison of options from the point of view of a multitude of elusive and often contradictory criteria for the ability to single out a relatively better, internally consistent option or to accept a compromise solution that more or less satisfies the requirements. A student-architect, from version to version, improves the design of the model by enriching the spatial composition, predicts subsequent actions. As a method of self-expression, variant modeling generates interpenetrating skills for aesthetic perception, sketching, logical and dialectical thinking, the ability to independently search for an unconventional solution and its critical
comprehension. The mechanism of comparison of variants with the expected is the basis for the regulation of mental activity.
The variant method acquires a different meaning at different stages of moving towards the goal - creative search and development go through a series of developmental steps connected with each other. Between the individual stages there are feedbacks. The technique seeks to organize such a creative procedure so that the interaction and interpenetration of the “conceptual” and the “figurative” takes place constantly. In the educational process, it is only conditionally possible to isolate: at the stage of pre-project analysis, the idea - “conceptual” - serves as a guide, the intuitive image search prevails in the clause stage. In the process of variant modeling of the sketch-idea, the preliminary sketches of the solution are improvisational, free in nature, fed by associative representations in a wide area of the plot search. The stage contains the enumeration of arbitrary and random versions of the layout of the topic by the method of "trial and error." At the same time, it is desirable that the options are contrasting and have “mutually exclusive” differences. The preliminary filter - the evaluation of options like “there is something in it” - is carried out from the standpoint of the need for novelty and a sense of beauty. Further search for combinations is carried out with the aim of removing discrepancies and achieving compliance with the model conditions and requirements. After the adoption of a sketch-idea, according to heuristic rules, options are developed in a limited area of search for a selected problem. The space of ways to solve the design model at the sketching stage is narrowed, intermediate sub-goals are set, new associations are involved, previously unnoticed sides are opened, the model faces change, some qualitative variants are replaced by others. In modeling, directionality is found, a dominant, a “guiding idea” arises, thanks to which solutions that are most appropriate to the basic artistic idea are selected in compositional variants.
Options for primary sketching - the starting point for following
stage of development of the principles of organizing the volume-spatial structure, satisfying the internal and external relations of the solution of the outer shell, which has a high metaphor and subjectivity. At this time, the variants represent a kind of “inheritance” of the solution reached at the previous stages - one variant gives rise to another, side or parallel, which modifies the previous graphical or model presentation of the plan.
In variant modeling, a mechanism of linking of figurative associations appears. There is an "intersection" and mutual agreement of old and new options. “Inheritance” by the subsequent stages of known characteristics, repeating some features of the preceding variants, determines the progressive development, when an alternative arises - the need to choose between two or several possible solutions, restrictions are imposed, the main criteria and, above all, aesthetic are involved.
After the sketch has been adopted, variant modeling becomes a procedure for deepening the development of the topic. The structure of the options is preserved and follows from the concretization of the artistic design of the sketch, there is a gradual enrichment of the sketch having stability, the artistic possibilities of the topic and its expressive elements are revealed. The spatial concept is fixed by the choice of system designs, lattice supports. Modeling is carried out by the method of "successive concessions and approximations". Auxiliary planning sketches combine variant and invariant elements, there is a search for intermediate links between them - modifications that have quantitative differences within the framework of high-quality homogeneity. There is a need for additional scientific and technical information, including the area of material and technical means for the implementation of the plan. Then comes the phase of variant modeling in the framework of the design of the sketches of the project, there is a refinement of the artistic image and detailing -
decrease or increase in individual parts, changing the rhythm pattern, proportions and graphic performance.
So, educational variant modeling is one of the most important and integral design methods; the procedure aimed at resolving the problem situation accompanies the entire course of design in time; its visual result is sketches, drawings, sketches, working layouts that capture the dynamics of the creative formation and development of the original compositional plan; is a process that includes personal and external experience and an intuitive search for a student, which allows him to go beyond the limits of the information received directly. Variant modeling is not just a straightforward change, but a translational movement with certain “returns” with a kind of restoration of some features of the initial stage in the composition of a more complexly organized, qualitatively different whole, that is, on a higher basis. Variant modeling is a kind of spiral process. Taking into account the complexity and inconsistency of variant modeling, it is necessary at each “turn” to make an assessment according to the criteria, taking into account their weight depending on the stage of structural development of the model, at first mainly qualitative determinations - properties of the object, and then quantitative parameters of the object (M. Savchenko). The analysis of the variants of composition and the choice of the most authoritative of them, which most fully express the intention and relatively optimal, is the task of the dialogue between the teacher, observing and directing the modeling process, and the author student.
In variant modeling, the complexity of conjugation and coordination of individual developments of spatial solutions of an object in the environment, the building of its three-dimensional structure, the coupling of components through morphological connections into a holistic composition, the development of an architectural theme and the achievement of artistic expression, architectural
shaping, artistic image. Analysis of the variant model
First, it shows that there is not a single solution, but a variety of specific solutions to the design model; secondly, within the general stages of the heuristic search, individual variations are observed in the approach, character and dynamics of the solution in the “stylistic activity” or intuitive insight; thirdly, the construction of hypotheses, their testing and development are highly mobile among various students; fourth, the course of modeling depends on the specific circumstances, the time allotted for the design, and subjective factors — intuition, student experience, creative impulse, ability to coordinate various levels of decisions, student creative activity, and his intellectual development. As a result of variant modeling, a student is first of all formed a willingness to perceive a new, unusual. Fifth, the process of variant modeling includes the study of cognitive information and at the same time an analysis of the student’s own emotional attitude to the design sketch.
Variant modeling is an effective method of achieving the desired goal; In the process of enumerating the options and the self-evaluation of the results of the process, the best solution to the creative problem is selected. Modeling contributes to the development of aesthetic perception, becoming a creative individuality, is included in the mechanism of functioning of the creative method of the architect. The method of variant modeling is a tool for the composing activity of a student-architect, mastered by him in the course of course and diploma
design.
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