To make the geometrical cognitive process more interactive, we produced teaching aids (tangible models, graphic tablets) that help students in visualiz-ing their geometrical-analytical investigations of the architectural artifacts and enhance their spatial prefiguration and critical form-reading skills, three-dimensional thinking and geometrical reading of shapes. Then, we looked for a medium suitable to create simple three-dimensional models, not only observable, like virtual models, not only tangible, like physical models pro-posed in the design studios, but also dynamic, using multiple media and lan-guages in the same training message. As an example, we present here an interdisciplinary lesson between Cal-culus and Architectural Drawing and Survey Laboratory about developable surfaces, experimented on first year students of the bachelor program in Ar-chitecture. The lesson is based on the use of a graphic tablet and some ori-gami inspired models: it summarizes the geometric description of a pyramid and a cloister vault of equal height and equal orthographic projection on the horizontal plane. We saw that tackling the same topic in both teaching contexts is not a use-less overlap, but a stimulus to compare different languages and methods. 2D and 3D paper models of artifacts – and of projective reduction from 3D to the plane – aid spatial intuition and the subtle exercise of controlling mental images which replace artifacts, turning 3D configurations into signifying im-ages. Moreover, this experience stimulates reading and evaluation of the drawn geometry (ruled surfaces, projections, developments), increasing criti-cal sense in reading the built environment.

Teaching Geometry and Surfaces Evaluation Through Graphic Representation and Dynamic Paper Models / C. Cumino, M. Pavignano, M.L. Spreafico, U. Zich - In: The 18th International Conference on Geometry and Graphics : Book of Abstract / [a cura di] L. Cocchiarella,. - [s.l] : Poliscript, 2018. - ISBN 9788864930442. - pp. 375-376 (( Intervento presentato al 18. convegno International Conference on Geometry and Graphics tenutosi a Milano nel 2018.

Teaching Geometry and Surfaces Evaluation Through Graphic Representation and Dynamic Paper Models

M.L. Spreafico;
2018

Abstract

To make the geometrical cognitive process more interactive, we produced teaching aids (tangible models, graphic tablets) that help students in visualiz-ing their geometrical-analytical investigations of the architectural artifacts and enhance their spatial prefiguration and critical form-reading skills, three-dimensional thinking and geometrical reading of shapes. Then, we looked for a medium suitable to create simple three-dimensional models, not only observable, like virtual models, not only tangible, like physical models pro-posed in the design studios, but also dynamic, using multiple media and lan-guages in the same training message. As an example, we present here an interdisciplinary lesson between Cal-culus and Architectural Drawing and Survey Laboratory about developable surfaces, experimented on first year students of the bachelor program in Ar-chitecture. The lesson is based on the use of a graphic tablet and some ori-gami inspired models: it summarizes the geometric description of a pyramid and a cloister vault of equal height and equal orthographic projection on the horizontal plane. We saw that tackling the same topic in both teaching contexts is not a use-less overlap, but a stimulus to compare different languages and methods. 2D and 3D paper models of artifacts – and of projective reduction from 3D to the plane – aid spatial intuition and the subtle exercise of controlling mental images which replace artifacts, turning 3D configurations into signifying im-ages. Moreover, this experience stimulates reading and evaluation of the drawn geometry (ruled surfaces, projections, developments), increasing criti-cal sense in reading the built environment.
Design Analysis; Descriptive Geometry; Calculus; Developable Surfaces; Spatial Thinking; Teaching Tools
Settore MAT/04 - Matematiche Complementari
2018
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2434/969798
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