Abstract
This paper examines the challenges and opportunities of integrating digital technologies into artistic practice within architectural education, emphasising the intersection of technical knowledge and creative exploration. Traditional approaches often reflect a divide between the technical and artistic perspectives. While the technical perspective prioritises rational, analytical principles for implementing digital tools, the artistic perspective leverages these tools as materials for aesthetic transformation and interpretation. However, this dichotomy limits the potential for a holistic understanding of digital technologies, seeing them as co-design partners. The paper advocates for a poetic and abductive approach - focusing on the act of creating and producing while navigating the unknown - to reframe the role of digital technologies as integral, transformative materials in artistic practice. Examples from educational settings illustrate the use of hands-on experimentation with algorithms and their transformations towards physical materiality using robotic technologies, sensors and actuators. These activities highlight the creative potential of blending digital and traditional materials while treating technical errors as opportunities for artistic innovation. Furthermore, the study underscores the importance of modding and emergent behaviour in fostering innovative technology uses and emphasises critical reflection on technology’s cultural and societal impacts. By transcending institutionalized thinking, the paper calls for reimagining design and technology education as a space for interdisciplinary collaboration between scientific disciplines and the general human-machine interaction. This fosters a deeper connection between technical expertise and cultural significance.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Education, Creative Robotics, Human-Machine-Interaction
