Changes in Architectural Depiction
DESCRIPTION: Buildings are innately four-dimensional in nature, where time plays an important role in their function and in the experience of their spatial qualities. In the past, the closest an architect could get to depicting a fourth dimension in communicating with others short of constructing the entire building was to create a scale model or full-size mockup. Using digital tools, many more possibilities have opened up. Through changes in architectural depiction, students learn to use video and animation as a time-based media to depict spatial hierarchies in a fixed sequence, and Virtual Reality Modeling Language (VRML) for user-navigated sequences and experiences. Students are also taught how to merge live acting with computer-generated animations using chromakey backgrounds, in order to insert activity into the spaces they design. These digital tools inform the designer in more powerful way to help with design decisions. Students are required to build and maintain a webpage, where all assignments and projects are posted. Assignments are viewed and graded remotely via a clickable assignment matrix.

OBJECTIVES: Courses taught by Dr. Howe under the digital media and process theme rigorously conform with National Architectural Accrediting Board (NAAB) Condition 13 Criterion 3 "Graphic Skills", which states that courses should instill an ability to select and use appropriate digital representations, making distinctions such as 2-D graphics versus 3-D surface models versus 3-D solid models, vector-based versus pixel-based graphics, output devices and image resolution, and trade-offs between data size, compression, and image quality. In addition, Dr. Howe emphasizes a link with Criterion 5 "Formal Ordering Systems", and Criterion 6 "Fundamental Design Skills".

INPUT / CONSTRAINTS:

  • Existing three- and four-dimensional (time-based) spatial hierarchies and experiences.
  • New spatial hierarchies designed by the student.

OUTPUT / DELIVERABLES: Digital interpretation of spaces, functions, and structure through:

  • Fixed sequences such as video and animation.
  • User-navigated models such as VRML.
  • Function interpretation overlay using chromakey curtains and student actors to show how a space will be used.

EXAMPLE STUDENT WORK:

Kevin Kin Man Sy created a VRML portfolio (HKU, arch5306 changes in architectural depiction, 2002-03), showing his design work on the wall in a clickable format (figure 1). A VRML plugin is required to view the portfolio.


Figure 1: VRML portfolio by Kevin Sy

Jamie Yick created a VRML maze (HKU, arch5306 changes in architectural depiction, 2003-04) as part of her assignment (figure 2).


Figure 2: Interactive maze by Jamie Yick

Chi Kwong Tsui (HKU, arch5306 changes in architectural depiction, 2003-04) created a movie (5.9mb) with fellow students acting out activities performed in his display system design, depicting architectural space as a dynamic time-based element.

Wilson Chun Yu Wong (HKU, arch5306 changes in architectural depiction, 2003-04) created an animation (21.6mb) using a combination of traditional frame-by-frame character animation, digital computer animation, and video to produce a short story about an adventure taking place in an urban space.

A Scott Howe, PhD