Tatiana Alencar     

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Christine Arnold   

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Emily Childs   

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Allie Ditzel   

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Samantha Driscoll   

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Eric Faughnan   

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Daniel Haaga   

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Brad Kern   

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Andrew Lindberg   

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Laura Williams   

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Ahmed Zaman

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At the University of Maryland School of Architecture, Planning and Preservation in the Fall 2008 I'm teaching "Introduction to Digital Media." The best record of its thesis, method and product can be found at the course site. The blog, authored almost exclusively by the 20 students in the class is the best representation of the course. Here though I want to represent two of the first exercises designed to simultaneously introduce digital modeling technique (for many students this is where they are introduced to a digital 3d modeling space), emphasize a link to the discrete geometry roots that underline perspective projection, and resist a temptation to virtualize digital modeling process. This is the first of two exercises. The students are directed to model, in a "space positive" fashion, a found condition from the course source image library (compiled by students in the first day of class). Use of platonic forms is rationalized here because this method is presented as analytic, not tectonic (modeling architectural form with this way is understood as inherently limiting). Students are introduced critical application additive and subtractive modeling as the primary paradigm.

The next exercise tasks students with representing the same space with a contrasting paradigm--that of a "stage set." By modeling towards the direct production of an image (by constraining a single constant set camera/view settings) students create surface and line geometry exclusively.

The next exercise tasks students with representing the same space with a contrasting paradigm--that of a "stage set." By modeling towards the direct production of an image (by constraining a single constant set camera/view settings) students create surface and line geometry exclusively.

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