Configural Containers and Physical Models in Architectural Ideation

Abstract

The necessity to show students a basic grammar of forms in space as a training for future challenges to deal with in architectural design projects is discussed here using abstract referents not directly connected to architecture. This paper addresses a propaedeutic and innovative teaching practice integrated within pedagogic strategies of graphic and three-dimensional architectural ideation. Physical models are valued as form-finding tools for space ideation as well as for training a haptic and visual conception of space. The use of the referred configural containers is favoured as a means of framing spatial ideation in order to achieve greater teaching effectiveness and creative enhancement, as it provides a certain support for the students’ confidence however unfolding an unlimited range of exploratory alternatives. Despite the apparent constraints that such previous imposition entails it does not lead to a loss of creativity with regard to the students’ spatial imagination that is conveniently nourished with an imaginary of references as much useful as they are necessary. The work of sculptors as much as that of architects is adequate at this learning stage to enrich the mentioned student’s imaginary and help them to produce quality work.