Educational Information
We continue
the section of our journal devoted to publications concerning various aspects
of education in the area of computer graphics and geometry.
V.Pilyugin
About
Using of Video Simulator and Personal Computer in Contemporary Architectural
Designing
Vitaliy V. Kochergin,
kocherginvitaliy@mtu-net.ru
Contents
Introduction
The subject matter of this work is
the analysis and the appraisal of modern methods of Architectural designing
based on application of video simulator and computer technique that are used in
educational architectural designing. The architectural project of the
second-year student Kochergin V. “The Exhibition Hall of Russian Sailing Fleet”
(under the management of Orlov V.I., Stasuk N. G., Mireskina I. V.) is taken as
an example and is considered in this work.
The aim of this educational project
is to master the creative method of designing a model of a future object, to
develop the creative outlook and structural imagination using real situation.
Besides that, this task pursues the aim of developing the ability to arrange
space observing all technical and exploration dimensions.
For more than 10 years Video System
Laboratory of Moscow Architectural Institute (MARCHI) (prof.
Matalasov M. E.) together with chairs of “Basic
Architectural Designing”(prof.
Stepanov A.V.) and “Descriptive Geometry” (prof. Orsa Ju.N.)
has been carrying out the work in the field of educational architectural designing.
The thing to be regretted is that such research hasn’t been complex so far, but
nevertheless we have got the experience of student-teacher cooperation when
“exotic” technical devices are used, which help us to start complex
experiments.
O. Niemeyer wrote: “While designing
a building an architect should always picture his work as he would see it being
finished, placing himself mentally in the position of a visitor, who studies it
attentively and critically”. And what can a person do to find himself in the
role of such a visitor? There are two ways of solving this problem – either to
use the video simulator technology or to create the virtual three-dimensional
computer model of an object. To apply the traditional video simulator
technology it’s necessary to make a breadboard model of designed object on
appropriate scale (usually 1:100 or 1:200). The degree of relativity in this
case depends on breadboard model detailing.
For virtual modeling a computer with
a three-dimensional graphic program fed into it is required. Then a
three-dimensional virtual model of a designed object can be created. The degree
of its study is only limited in time, and we can receive the picture
“constructed” by the computer according to the rules of the perspective on a
picture plan without taking into account the peculiarities of objective visual
perception of a man. The creation of the simplified three-dimensional model –
“a pig” (without developing details, texture, treatment of light and shadows,
etc.) does not require a lot of time.
While having certain advantages and
disadvantages, both ways give an opportunity of studding on object from
different sides, from within, at the distance and against the background of
surrounding buildings.
Making a study of a working model
using the traditional method (making a physical model on the low scale of
detalisation as was stated above) brought out the expediency of using the video
simulator technology (telemodelscopy apparatus used in Laboratory of Videosystems) nevertheless, making a study of such sketches
enables us to subject them to logical analysis and to choose the most
successful variant from the point of view of volumetric-spatial composition
without exerting much effort.
Designing Process
Description
The idea of creating a pyramidal
volume situated on the natural slope is prompted by the relief of the site
where the pavilion is supposed to be designed (fig. 1).
Fig.1
The first stage of designing is
creating the first variant of the breadboard model on the scale 1:200 (fig. 2).
The model under examination becomes the starting point for the shape of the
pavilion and develops the general idea of the future design. But even at this
stage of creating the design we faced the problem of visualization, connected
with the problem on what scale the designer and designing object are (fig. 3,
4).
Fig. 2
Fig. 3 Fig. 4
At the second stage it is necessary
to determine if the scale of the future structure is chosen correctly, if it is
proportional to the man, if it doesn’t look like “a house from the playground”
and how well the exhibition is composed. Studying the working model with the
help of video simulator shows us some obvious absurdities – the top platform
appears visually to be torn off from the main composition (fig. 5) and two
levels look too pressed to each other, creating the sense of being squeezed,
and forced into narrow space (fig. 6).
Fig. 5 Fig. 6
The work at the second stage
results in making a new and more detailed in every respect breadboard model.
The exhibition hall gets the compound from consisting of several inclined
prisms, framed with stained- glass windows (fig. 7,8).
The exhibition platforms are situated at five levels repeating the natural
relief (fig. 9).
Fig. 7 Fig. 8
Fig. 9
The new breadboard model studied on
the video simulator has shown the necessity to unite all the ladders in space,
thus putting the exposition in order (fig. 10). The most essential change is
the removal of the massive central prism.
Fig. 10
Protruding
sharply it weighs on the imaginary “endoscopy” man who is near the pavilion,
destroying the general idea of the composition.
The
stained-glass panel relapsing the massive wall makes
the construction look light. But the man inside the pavilion could feel as if
he was in a cage (fig. 11, 12).
Fig. 11 Fig. 12
Using
a more detailed three-dimensional computer model enabled us to find the most
appropriate rhythm and proportions of flank planes that partially replaced the
stained-glass panels and the drawings of the stained-glass panels and to change
the inclination angle of the roof (fig. 13, 14). It improved the composition of
the pavilion as a whole, both from the outside and from within (fig.15, 16).
Fig. 13 Fig. 14
Fig. 15 Fig. 16
Conclusion
Working at this design we got the
experience, which confirmed us, that using telemodelscopy and three-dimensional
computer modeling in educational design enables us to transform the mental
picture of the unit (object), which is being designing in a vivid volumetric
picture. These methods help to develop
the keenness of visual perception of the design and to see in proper
perspective the graphic outline (draft).
Using both telemodelscopy and three-dimensional computer modeling in
educational architectural designing enables us to test all the possible
variants of the schemes (to perceive the design correctly), to choose the most
suitable one and realize it (fig. 17, 18).
Fig. 17 Fig. 18
- I. Semenova. Showing frontal surface with the
help of architectural composition with applying TV-fotomethodes.
Theses of reports from
- N. Hmel. Using TV-fotomethodes
in studying designing process. Theses of reports from
- R. Shamsutov. Dialectics muteral
communication there kinds of composition.
Experience of using telemodelscopy.
Thesis’s of reports from
- M. Matalasov. Optimal Choice of the Equipment
Depending on the Requirements of Educational Designing.The
Future of Endoscopy. Proc. of the 2nd EAEA Conf.,