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Innovative Instruction Of Computer Graphics

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2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.591.1 - 6.591.11

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Paper Authors

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Katherine Liapi

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session #2306

Innovative Instruction of Computer Graphics Katherine A. Liapi The University of Texas at Austin


For over 20 years fundamental and applied research from various disciplines has been effectively integrated into Computer Graphics resulting in developments that undoubtedly have had an important impact on the way Architectural Engineering is taught. Courses on Computer Graphics that have replaced the instruction of Descriptive Geometry in most Architectural Engineering curricula, are mainly focused on methods for the communication of knowledge and information about the design of a building and its representation. This paper presents a personal effort to address Computer Graphics in the Architectural Engineering Curriculum not only as a representational and visualization tool but also as a means of extending spatial understanding and as a method of informing the design process. Towards this effort a body of knowledge mainly from Descriptive Geometry has been integrated into the instruction of Computer Graphics courses. Concepts such as parametric form development, topological surfaces, as well as advanced visualization procedures, including kinematic simulations, have also been added to the body of knowledge covered by these courses.


One of the most important contributions of information technology to the architectural profession can be found in the 3D representations of structures. The use of digital media for architectural representation, and the introduction of Computer Graphics courses in particular, have had a significant impact on Architectural Engineering education. In most Architectural Engineering curricula courses on Mathematics and Geometry, which traditionally constituted a significant part of the architectural education, have been gradually replaced by courses on Computer Graphics. The low performance in geometric conceptualization and visualization of recent architectural engineering graduates may have been a consequence of the latter. Geometry is not only the source of architectural form but also the principal area of knowledge that brings to stage the new digital architectural representation media. This implies that without an understanding of the geometric and mathematical base of computer graphical procedures the development of skills in any CAD software as well as the ability to cope with significant developments in the area of computer graphics and to adapt to changing technology will be limited. Indeed in most recent developments in architectural research digital media and graphics are used as a generative tool for the derivation and

Liapi, K. (2001, June), Innovative Instruction Of Computer Graphics Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.

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