In mathematics, complex geometry is the study of complex manifolds and functions of many complex variables. Application of transcendental methods to algebraic geometry falls in this category, together with more geometric chapters of complex analysis (Huybrechts, 2005 AU36: The in-text citation "Huybrechts, 2005" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Geometry lies at the core of the architectural design process. It is omnipresent, from the initial form-finding stages to the actual construction. Modern constructive geometry provides a variety of tools for the efficient design, analysis, and manufacture of complex shapes. This results in new challenges for architecture. However, the architectural application also poses new problems to geometry. Architectural geometry is therefore an entire research area, currently emerging at the border between applied geometry and architecture. Complex geometries in architecture include central concepts on freeform curves and surfaces, differential geometry, kinematic geometry, mesh processing, digital reconstruction, and optimization of shapes (Pottman et al, 2007 AU37: The in-text citation "Pottman et al, 2007" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Transiting between Representation Technologies and Teaching/Learning Descriptive Geometry: Reflections in an Architectural Context
Janice de Freitas Pires (Universidade Federal de Pelotas, Brazil), Luisa Dalla Vecchia (Universidade Federal de Pelotas, Brazil), and Adriane Almeida da Silva Borda (Universidade Federal de Pelotas, Brazil)
Copyright: © 2016
|Pages: 24
DOI: 10.4018/978-1-5225-0029-2.ch011
Abstract
Teaching descriptive geometry, in the context of this study, is characterized by the continuous investment in recognizing digital representation technologies which can enhance the didactic activities in architectural training. This study describes this trajectory which includes the use of virtual reality, augmented reality and parametric modelling, as well as freehand drawing and the production of physical models both by automating the unfolding process and by digital fabrication processes of 3D printing and laser cutting. In addition to questioning the relevance and sustainability of the infrastructure needed to ensure the continuation of this trajectory, the potentialities identified in each of the learning activities that have been structure, are shown. Although these potentialities are specific to this context, it is considered that this type of record contributes to understand the issues being faced in teaching practices.