CAAD Curriculum: Education, Research and Practice

CADD: As Progression from Hand Drawing and Research 
 
 
CADD has radically changed how we teach, research and create architecture. Much of the stress and time-consuming nature of hand drawing has been eliminated. On the other CADD has also radically changed our use of the left side of our brain over the right. Our perception of 2D and especially 3D space is now contingent upon lithium batteries and laptops. CADD has in some way anesthetized our own innate logic and cognitive ability to think and comprehend the design process. 

Largely a technological tool, CADD is spectacularly adept at production and volume but lacking in programmatic processes especially when they must include user needs, historical precedent and research. In addition, hand drawing engages differing parts of the brain and helps develop spatial awareness by the act of actual drawing various spaces and ideas rather than allowing the computer to “think” or to solve problems.  At this moment hand drawing, drafting and sketching techniques are being lost. The present form of the architectural history sequence and the traditional design studio can be improved and are perhaps the best vehicles with which to reintroduce the skills of hand drawing, sketching and research methodologies.

One proven method is requiring students to hand draw and takes notes during lecture. Students are interactive and involved when drawing and taking notes. Up until the modern era the teaching of hand drawing and sketching were fundamental skills that were necessary to convey ideas and record thoughts.

Modern methods of teaching architectural history and design must be founded on solid research activity that involves the Internet as well as information found in libraries. Students must be encouraged to plod through library stacks with the same drive and absorption they express with the computer. 

Much of the older information concerning precedent, historical prototypes and regional vernaculars is still to be found in the libraries and not on the Internet. Many questions concerning the origins of architecture, the relationship of architects to history, and the issue of cultural and regional expression are to be found browsing through he stacks. CADD and the Internet are addition technological advances that we should incorporate in the teaching and research standards established over time.   

This paper proposes that the drawing aesthetic is still necessary and viable. That research must continue to include and expand in tandem, the use of the Internet and Library. It will further and describe a course curriculum sequence that integrates a teaching strategy that combines drawing, drafting, writing, research library and Internet.
