COMPUTER AIDED ARCHITECTURAL DESIGN:
3-D GEOMETRICAL MODELING AND VISUALIZATION

ARCH 2710 FALL 2021
https://web.arch.virginia.edu/arch2710

DRAFT IN PROGRESS 9.6.2021

SCHOOL OF ARCHITECTURE
UNIVERSITY OF VIRGINIA

TEACHING ASSISTANTS
Carolyn Abel,  ca4ve@virginia.edu
Waqas Al Mulhim,  wa8kq@virginia.edu
Nathanael Diemer, nd5dc@virginia.edu
Nguyen Duong, nnd4jka@virginia.edu
Cecily Farrell, ckf6nn@virginia.edu
Fenghua Lin, fl3wxa@virginia.edu
Jonathan Spears, jts8bf@virginia.edu
Larry Utter, lru9ptj@virginia.edu
Patrick Welch, psw6pp@virginia.edu
Natalie Zuppas, nrz6fy@virginia.ed

INFORMATION TECHNOLOGY STAFF
Problem Report Form: https://arch-web.arch.virginia.edu/it_request
Eric Field, Manager IT, emfield@virginia.edu, 206 Peyton House
Jake Thackston, Senior Engineer, jat5c@virginia.edu, 207 Peyton House
Lyle Solla-Yates,Software Platforms and Computer Systems Technology Lead, las9f@virginia.edu, 207 Peyton House  

The first meeting of the class as a whole is on Thursday, August 27th, at 3:30 p.m. on Zoom. Smaller workshop/discussion sessions will also begin on a modified basis the first week of the semester as will be announced by email by August 25th.

OVERVIEW

ARCH 2710 is a comprehensive hands-on class in three-dimensional computer aided design, geometrical modeling and visualization. Exercises are based upon a case study method. We explore the quantitive basis and invisible geometrical order of shapes found in nature and architecture. Topics are covered in a developmental sequence proceeding from a conceptual foundation based upon the root concepts driving the field to an advanced level with current state of the art technology. 

Computational geometry is a broad topic that covers the creation of 3D dimensional forms through an increasing number of design and visualization methods. This includes the basic verb noun tools identified within CAD systems (e.g., "insert line"), forms generated by sensory input devices and by algorithmic description. Yet, a common framework for these approaches can be understood as a system of projective geometry, as developed in the first 3D CAD system. We will also work throught three paradigms referred to as "parametric variation","instantiiation" and "constraints" that were as key to the first widely recognized system as they are to the most advanced systems today. That is Sketchpad developed by Ivan Sutherland in 1963 proved what is still considered to be cutting edge illustrations of these ideas. These foundational ideas in many respects guide the ways in which the techology can be understood. In addition we will use tools presently available to creatively harness the technology to one own speculative design imagination.

As we progress through the semester we will explore sequences of assembly, spatial organization, materiality, interaction with light, tectonic and other physical qualities. A simple vector algebra will be used to introduce some of the well established methods of "descriptive geometry" that have historically had a significant role in design, but now set within a computational framework. In addition, we wil explore design computational logic through the creation of a directed symbolic graph (Grasshopper) and a macro-programming language (Python).

Students enrolled in ARCH 2710 from design disciplines will undertake case studies at a depth of geometrial modeling and visualization in parallel to other courses in architectural analysis, but with an emphasis on geometrical modeling, light energy and materials simulation.Students from non-design discplines may pursue an architectural analysis or have the option of undertaking a geometrical analysis on other topics including ones that may related more directly to their respective undergraduate or undergraduate programs. This choice of case study material will be developed in consultation with your SIA (TA) and the course instructor. With new more dynamic means of modeling, we will pursue some enhanced perspectives, simulations and methods of 3D thinking made possible through animation.


FORMAT

A larger group class meeting will be held in on Thursdays at 5 pm for about 2/3rd of the weeks of the term. These larger group meetings will run to 5:45 or 6:15 pm depending upon the topic. Primary hands on instruction will occur in discussion session/workshop group that meets for two periods weekly in a computer equipped classroom in Campbell 105 (see the Student Information System (SIS) for scheduling details).. The workshops combine group and individual instruction with access to both physical and virtual workstations which have all the software we will use in the course.

The lectures provide a theoretical and conceptual framework, describe current and speculate on emerging technologies that motivate the evolution of increasing diverse us of the technology. In parallel the workshop itself is more intensively focused on specific hands-on techniques of computer based 3D geometrical modeling and digital terrain modeling. They include photo-realistic and abstract methods of rendering, image-processing, color-manipulation, photo-montage, light energy, athmosphic and materials simulation, animation, and export of data for combined media applications. They incorporate a stepped sequence that includes a beginning to moderate level of directed symbolic graphics programming (Grasshopper) and macro programming (Python) .

Computer resources are available in Campbell Hall on a 24 hour basis subject to limits imposed by the current pandemi     Students from programs outside of the School of Architecture will be given building access through a university ID swipe card system that is located at a few key entrances to the building.  In addition Virtual Computer workstation are also availble to students in the coruse on a 24/7 basis

SOFTWARE

The software used in the class also available on all of the School's computer labs, online Virtual Worksations, and througout studios for work on individual assignments. Still, it is necessary for more unlimited access to obtain a personal copy of Rhino 7.0 which is is wide use as the computing platform for design coursework in the School of Architecture.

Personal copies of Rhino 7.0 for WIndows may be obtained online from Cavalier Computers which is in the UVA Bookstore. The cost is $95.00 each and is the only purchase required for the class.  In addition, Chaos Group has provideed the global illumination software V- Ray at ducatioanally discounted pricing for optional purchase (https://www.chaosgroup.com/education/students). The specific setup for fall 2021 is still in progress and so students should await this informaiton.The remaining software used in the class may be obtained at no cost through a special educational partnerships we have established or is available through the public domain as will be discussed.

As will be described later in the fall, some additional sofware can be downloaded by students enrolled in School of Architecture classes by following instuctions on the the web site https://www.arch.virginia.edu/resources/software-resources.  

Here's a recap of the key requirements for the semester.

    Required academic license -
        Rhino 7.0 -  (purchase at special price at Cavalier Computers and also see http://www.rhino3d.com/)

    Strongly Recommended academic license (stay tuned for an update on special academic pricing and do not purchase this beforehand) -
        V-Ray 5 Plugin For Rhino (https://www.chaosgroup.com)
 
    Free Open Source Academic Licenses:
        MakeHuman
        GIMP (a no cost alternative to Adobe Photoshop)
        OpenShot (a no cost alternative to Adobe Premiere)
  

REQUIREMENTS

The exercises in the class are cumulative in technique and lead to a final project. The first five exercises count for 10% of the grade each. The final project counts for 40% of the grade. Class participation through regular attendance in lecture and the workshops, email and additional consultation with your SIA as required on exercises counts towards 10% of the grade.

The next two sections have been changed from earlier drafts to include modified language that the university suggests for course syllabi, and edited to relate more specifically to the context of this course.

CLASS PARTICIPATION

This is an in-person course. Your presence and active participation is important to creating the most effective, step by step sequenced and coherent learning experience. Attendance to all workshops and lectures is required. Excusable absences are permitted under UVA policies and should be communicated to the course instructor and your SIA and also done in advance if possible.

Switching discussion session time-slots a few times with permission of the instructor is possible under extenuatin circumstances. Missing a significant number of classes is subject to university regulations and can result in a failing grade. The class uses a system of continous assesment throughout the semester that aims to not penalize lack of experience or lack of initial understanding but is focused more on cumulative results and growth.

In 2021 our personal and learning circumstances may be different than they were prior to the Covid-19 epidemic. While we face challenges as an education community, the goal is to continue to learn and grow while adjusting for unexpected events. The class is committed to maintaining a healthy and equitable environment for all of us by respecting and making room for differences in how we approach learning. While these goals may seem out of reach in a large course, one strategy is to encourage case study project choices that give more license to students to be motivated by what interests them and from which everyone who has a chance to see the work done can learn together.

Your health and well-being are also a priority. Please take the time to care for yourself.  The university asks that if you are ill or expect that you have been exposed to COVID-19, please stay home, notify the primary course instructor, and contact the Student Health and Wellness Center (434-924-5362) so that you can receive appropriate care. 

INDIVIDUAL SUPPORT

UVA is attempting to expand its teaching to the reality that students bring many diverse experiences to the classroom that contribute to the general education of all. Many factors such as social identities, visible and invisible disabilities, family circumstances, physical location, mental health, and access to the Internet may influencel learning. One way to meet this challenge is to create an environment that supports your individual learning needs and encourages you to communicate and defend your ideas. For example, the choice of a case study in this class is not limted to a restricted or approved list. On the one hand it will need to satisfy some criterion for sufficient documentation of source material and type of geometry that lends itself to the exercises in the class. That said, it need not be constrained by cultura,   national identity or geographical setting. The class is committed to your freedom to argue for your ideas and to the importance of what you choose to explore.

There are also newly recognized challenges to educators to more completely respond to the diffent personal histories students bring to the classroom. To support your learning, you are invited to help the SIAs and course instructor be more responsive to any unique situationsthat you may be experiencing. The challenge will be to establish more individually focused tutorials and dialog where possible in the context of a large class that has a common set of objectives. To help reach this goal will likely require some active particpation and feedback with respect to what is being taught and how it is delivered.

The university admits undocumented students, students from mixed-status families, and students with Temporary Protected Status. All UVA students, including students of varied immigration statuses, are welcomed in this class. If your personal situation is impacting your success in the course, please come see me to discuss things that I can do to accommodate you. Based upon the prior experience of the class it seems not hard to draw the conclusion that in education a better enabled person has the potential to enrich their learning experience and the learning experience for everyone. The current SIAs in the class had this impact on their SIAs and me.  

TECHNOLOGY SUPPORT

If you need assistance using any of the tools for our class, the SIAs and I happy to work with you. You can also find resources for each below:

• ITS Help Desk (chat, email, online).
• Zoom Support For OnLine Office Hours
• Collab Student Support
• School of Architecture IT Request form (e.g, virtual workstation, classes server, internal resources).

Schedule

BIBLIOGRAPHY

The following citations are for optional reading, unless otherwise noted in class. Some of these materials will be placed on reserve in the fine arts library.

Training Guides and Documentation

Rhino 6 Training Guide (free from McNeel)   https://www.rhino3d.com/download/Rhino/6.0/training-level-1
Rhino Help Index (free from McNeel) https://docs.mcneel.com/rhino/7/help/en-us/index.htm
Chaos Group, V-Ray for Rhino Overview and Docs, 2021
Schultze, David, Rhino 7 Linked In Introducing Rhino 7 (video training availble on grounds or through VPN at UVA)
Schultze, David, Rhino 7 Linked In Essential Traning Rhino 7 (video training availble on grounds or through VPN at UVA)
Schultze, David, Rhino 5 Linked In Essential Traning Rhino 5 (video training availble on grounds or through VPN at UVA, includes topics not incorporated into Essential Training Rhino 7)
Schultze, David, Rndering Fundamentals with Rhino and V-Ray. Linked In Rendering Fundamentals with Rhino and V-Ray (older V-Ray version) (video training availble on grounds or through VPN at UVA)

Books

Negroponte, Nicholas, Being Digital. Published by Hodder & Stoughton, 1995.
Negroponte, Nicholas (editor), Computer Aides to Design and Architecture. Published by Petrocelli/Charter, 1975. (Read chapters by Gero, Steward, Sutherland).

Articles and Papers

Dreyfus, Hubert and Stuart. Why Computers May Never Think like People, Technology Review. M.I.T., January 1985, pp. 42 - 80.
Eastman, Chuck, Fundamental Problems in the Development of Computer Based Architectural Models, Proceedings of the Computers & Design Research Symposium, M.I.T., August 4, 1986.
Greenberg, Donald, A True Design Tool, Architectural Record. September 1984, pp. 150 - 159.
Kvan, Thomas, Mark, Earl,Oxman,Rivka, and Martins, Bob, Ditching the Dinosaur: Redefining the Role of Digital Media in Education, International Journal of Design Computing, June 2003 .
Mark, E , Woodbury R. (Senior Editors), Built Environment, Architectural Theory and Computer Aided Architectural Design, International Journal of Architectural Compuing, Issue Volume 9, Number 2 / June 2011 (accessible via UVA Library subscription on-line or can be purchased).
Mark, E , Woodbury R. (Senior Editors), Built Environment, Architectural Theory and Computer Aided Architectural Design, International Journal of Architectural Compuing, Issue Volume 8, Number 3 / September 2010 (accessible via UVA Library subscription on-line or can be purchased).
Mark, E., Martens, B. and Oxman, R,, Preliminary Stages of CAAD Education, Automation in Construction.Volume 12, Issue 6, November 2003, Pages 661-670
Mark, E., Martens, B. and Oxman, R, 2001, The Ideal Computer Curriculum, Architectural Information Management: eCAADe Helsinki, pp. 168-175.
Mark, Earl (2007), Simulating Dynamic Forces in Design with Special Effects Tools, Predicting the Future [25th eCAADe Conference Proceedings / ISBN 978-0-9541183-6-5] Frankfurt am Main (Germany) 26-29 September 2007, pp. 219-226
Mark, Earl,: 2000, A Prospectus on Computers Throughout the Curriculum, Promise and Reality: eCAADe Bauhaus-Universität Weimar, pp. 77-83.
Mark, Earl, Reconstructing Architectural Geometry, Architectural Research Quarterly, Cambridge University Press, England, March 1999
Mark, Earl, The Physical and Conceptual Assembly of Architectural Form,in Cinema & Architecture, 1997, BFI Press, England.
Mark, Earl, A Design Automation Paradox, Conceptual Modeling of Buildings, CIB Proceedings, CIB W74 + W78 Seminar, Publication 126, C M Gruppen, Stockholm Sweden, 1990, ISBN 91 -7332-557-0.
Mark, Earl, Case Studies in Moviemaking and Computer Aided Design, in The Electronic Design Studio. (Edited by McCullough, Mitchell and Purcell), M.I.T. bss 1990.
Mark, Earl, Architecture In Motion in Computers in Architecture. (Edited by FranÙois Penz), Longman 1992.
Mitchell, William and Stiny George. The Palladian Grammar, Environment and Planning B. May 1978, 5 - 18.
Schmertz, Mildred F., A New Museum by Walter Netsch, Architectural Record. January 1980.