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VERTICAL MSC 1&3 2017-2: Design-to-Robotic-Production and –Operation (D2RP&O) for Interactive Urban Furniture
Team: Henriette Bier | Sina Mostafavi | Alex Liu Cheng | Yu-Chou Chiang | Arwin Hidding | Vera Laszlo | Roel Westrik

Theme


Design-to-Robotic-Production and -Operation (D2RP&O) focuses on the integration of advanced computational design with robotic techniques in order to produce performance-driven architectural formations. This implies that design is directly linked to building production and operation. The studio encourages students to question conventional design processes in order to creatively challenge the interplay between contemporary culture, science, and technology, and their relation to architecture.

D2RP links design to materialisation by integrating all functionalities (from structural strength, to thermal insulation and climate control) in the design of building components, while D2RO integrates robotic devices into building components in order to facilitate spatial and climatic reconfiguration. Together they establish the framework for robotic production and operation at building scale. The main consideration is that in architecture and building construction the factory of the future will employ building materials and components that can be robotically processed and assembled. Thus D2RP&O processes incorporate material properties in design, control all aspects of the processes numerically, and utilise parametric design principles that can be linked to the robotic production.




Context


TUD and DIA students will share Design Studio (DS) and some of the Architectural and Media Studies (A&MS) courses. Furthermore, MSc 1&3 have a vertical set-up meaning that MSc 1&3 students share same design brief and some of the A&MS courses. The studio is supported by A&MS, which involves lectures and workshops dealing with theoretical and practical applications for D2RP&O.

MSc 1&3 operate at an inter-disciplinary level, which requires development of knowledge and skills in Parametric Design, Programming, Sensing, Actuating and Control Systems, etc., which is often new to students. In order to address this challenge, tutors are taking a problem-based learning approach at academic level. This is an interactive learning approach, wherein students working in groups are asked to identify what they know, what they need to know, and how (and where) to access new information, knowledge, and skills that may lead to solving a problem. In this context, students are asked to deal with different even conflicting opinions co-existing in the contemporary architectural discourse and expressed by tutors. Students are encouraged to develop an informed opinion allowing them to operate in a dynamic environment that evolves in time depending on development of their projects and their tutors' input. This implies that process and results emerge in the interaction between students, tutors, and employed computational tools and interactive systems.