About this paper

Appears in:
Pages: 5128-5138
Publication year: 2010
ISBN: 978-84-613-5538-9
ISSN: 2340-1079

Conference name: 4th International Technology, Education and Development Conference
Dates: 8-10 March, 2010
Location: Valencia, Spain

VISUAL THINKING AND THE TEACHING OF PRECEDENT ANALYSIS IN LANDSCAPE ARCHITECTURE AND URBAN DESIGN

M. van den Toorn, R. Have

Delft University of Technology, Faculty of architecture (NETHERLANDS)
In this paper we will focus on the relation between precedent analysis and visual thinking in teaching. At the Faculty of Architecture in Delft, precedent analysis was introduced in architectural education by Ali Guney. Basic idea of precedent analysis is to learn from earlier experiences by systematic and explicit analysis of plans. Guney is extending precedent analysis further into landscape architecture and urban design.
Visual thinking as a concept in design disciplines is rather new; it has been stimulated in design research by Cross, by research in the cognitive sciences and in the research of the role of hand drawing in design. Core element of visual thinking is the idea that drawing, visualising and abstraction are means to acquire new knowledge. The representation is crucial; different representations can represent different information that can lead to different knowledge. Here also the direct relation with precedent analysis gets in sight; different types of analysis and different types of representation can lead to new knowledge.
The main research question for this paper is how to teach precedent analysis in a design curriculum and at the same time finding a balance between research and design. In the first part we will pay attention to how precedent analysis in architecture is different from landscape architecture. Distinction between different levels, the dynamics of landscape form and design are key elements that come back in the teaching approach. In the second part we will shortly introduce visual thinking in a design context and what role it could play in design education. Drawing and trained observation of landscape form play an important role in this domain of design. In the third part, the core of the paper, we pay attention to the teaching approach for precedent analysis in landscape architecture and urban design. Key element is insight into and representation of dynamics of landscape form, perception and design. In our experiences so far in the Master's course 'Visualisation for landscape architecture and urban design', we have developed a series of exercises for visual thinking like storyboards, mapping and sequences. These exercises form the basis for further development of teaching of precedent analysis.
Main conclusion is that learning by doing is a key element in teaching of precedent analysis. Equally important is that exercises are designed in such a way that students gain insight into the importance and technique of precedent analysis by self-discovery in working out the exercises, not just by learning 'how to'.
@InProceedings{VANDENTOORN2010VIS,
author = {van den Toorn, M. and Have, R.},
title = {VISUAL THINKING AND THE TEACHING OF PRECEDENT ANALYSIS IN LANDSCAPE ARCHITECTURE AND URBAN DESIGN},
series = {4th International Technology, Education and Development Conference},
booktitle = {INTED2010 Proceedings},
isbn = {978-84-613-5538-9},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {8-10 March, 2010},
year = {2010},
pages = {5128-5138}}
TY - CONF
AU - M. van den Toorn AU - R. Have
TI - VISUAL THINKING AND THE TEACHING OF PRECEDENT ANALYSIS IN LANDSCAPE ARCHITECTURE AND URBAN DESIGN
SN - 978-84-613-5538-9/2340-1079
PY - 2010
Y1 - 8-10 March, 2010
CI - Valencia, Spain
JO - 4th International Technology, Education and Development Conference
JA - INTED2010 Proceedings
SP - 5128
EP - 5138
ER -
M. van den Toorn, R. Have (2010) VISUAL THINKING AND THE TEACHING OF PRECEDENT ANALYSIS IN LANDSCAPE ARCHITECTURE AND URBAN DESIGN, INTED2010 Proceedings, pp. 5128-5138.
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