Abstract:

Design starts with the analysis of a previous item, but it then becomes simultaneous throughout the entire project process. This knowledge involves an initial reflection, which can become quite complex, and defines the starting point of the project. This leads us to understand the architectural project as a tool for analysis and knowledge, which helps us relate the task of designing with learning.

Educating the eye therefore becomes the main goal of teaching architectural design. Learning how to see is essential. This learning calls on the eye as an instrument of knowledge and analysis of the reality to be transformed. An eye with a purpose not just of looking at something for the sake of it, but of seeing it, of seeing it to learn and to become aware of the world surrounding us, whether physically, emotionally or intellectually.

Objectives:
In this sense, this article aims to reflect on the importance of the eye in the creative process of architectural projects and define teaching strategies that fundamentally consider educating the eye, so that students develop a perceptual ability allowing them to address all kinds of architectural projects creatively.

Methodology:
In order to achieve the aforementioned objectives, we propose to reflect in a broad way on how the creative process of the architectural project is developed so that, based on these reflections, we can propose in a second phase teaching strategies that have as main objective to educate the eye so that students learn how to work with an eye that is not subject to a rational knowledge model, which means they should never lose the awe of everyday things and shun the conventionality of their knowledge and of uncritical acceptance of ideas that others have thought, in order to look at something as if they had new eyes and discover different and unsuspected nuances in the reality surrounding them and in the unknown. This allows them to reach new levels of perception, from which to build a personal view on things. So everything else arises from this seeing and knowing, this looking and admiring.

Results:
The development of this research will allow us to define aspects related to a teaching of the architecture project that consider educating the eye as an essential task. This way, whilst drawing, representing, interpreting, building scale models, and ultimately, designing, students learn how to work with an eye that will serve as an instrument of knowledge and analysis of the reality to be transformed. An eye that focusses on the reality around them in a conscious and attentive way in order to provide the information to work with when it comes to designing, both from an objective and rational outside world and an intimate and personal world. A creative eye, capable of creating and transforming reality. An eye that involves the action of thinking. But above all, an eye that acts in coordination with hands that work as instruments of knowledge, that move between the world of matter and thought, and that allow this world of ideas to be unearthed, spilling thoughts onto paper, specifying them and fixing them until turning them into something that can be built. In the teaching of architectural design, it would be necessary to foster this action as a way of doing and thinking.

Keywords:

architecture, teaching, architectural project, gaze, hand, draw.