Escuela de Politécnica Superior

Juan Navarro Baldeweg´s installation Interior III (1975) was exhib ited at the Center for Advanced Visual Studies (CAVS) of the Massachusetts Institute of Technology (MIT) in 1975, as a compendium of the research that he began to develop around the exploration of optical phenomena and color, seeking to investigate those mechanisms that allow observation, apprehension, and the understanding of the environment. The installation is part of a series, in which, starting from empty rooms, Juan Navarro Baldeweg explored various concepts and ideas, which, over time, came to be what he called the essential variables that can be found in his architectural designs and works of art. The study of this instal lation and the optical pieces that he created in this context can help us understand in depth some of these variables, which ended up laying the foundations on which his unique professional career is based.

Digital fabrication technologies can be powerful tools for architectural representation, assisting during the fabrication of physical models and prototypes useful in architectural design. The use of these technologies can contribute to complement conventional architectural drawings by allowing the creation of physical models, prototypes and architectural models of constructive details or structural elements, to be used as visualization and communication tools to explore different solutions during the design phase. Therefore, it seems appropriate to reflect and work towards a better integration between the latest digital fabrication technologies and architectural graphic tools to assist the architect. This paper will try to deepen on the applications of digital fabrication in the field of Architecture, based on the projects carried out in Fab Lab Madrid CEU, the Digital Fabrication Laboratory based at CEU University, reflecting about the potential of milling machines, laser cutters, 3D printers and molding and casting technologies to materialize ideas and projects.

El presente artículo se centra en la aplicación de tecnologías inmersivas para la reconstrucción tridimensional y la virtualización del patrimonio arquitectónico y ar-queológico a partir de tres casos de estudio que exploran diferentes tecnologías. En el pri-mero se emplean drones para realizar fotografías aéreas que permitan la reconstrucción tridimensional de un yacimiento arqueológico mediante fotogrametría para su posterior virtualización. En el segundo, se usan escáneres de alta precisión y termografías para su reconstrucción y visualización mediante gafas de realidad virtual. Finalmente, en el ter-cero se ha realizado una reconstrucción mediante un modelado tridimensional para la creación de un entorno virtual.

En este artículo se presenta el estudio epigráfico, la datación y la representación digital de una estela romana procedente de Retuerta del Bullaque, en Ciudad Real, apor tando información relevante a par tir de su estudio y documentación mediante fotogrametría y escaneado tridimensional. Aunque se trata de una inscripción no inédita, los autores de su publicación original se basaron en una noticia anónima y no habían podido ver ni leer la estela, ni conocían su procedencia o paradero actual. Además de aportar un valioso estudio de la estela que incluye la descripción, la datación y la traducción de la inscripción, el hallazgo se ha ilustrado mediante una imagen tridimensional obtenida mediante tecnologías digitales, que puede ayudar a mejorar la interpretación o lectura frente a calcos que quizá, puedan resultar menos precisos o a fotografías con poca calidad para su estudio.

The INARQ innovation project was designed and implemented during the first semester of the 2021‐2022 academic year in the Architecture degree, from the subjects of "Form Analysis I" and "Introduction to Architecture" within the framework of the Exploria project. Its main goal was to increase the motivation of the students, enhancing their creative interpretation of the architectural fact. The strategy was based on designing an emotional approach to Architecture from other Arts, in order to encourage its holistic understanding. The initiative also sought to introduce students to the language of theoretical and graphic abstraction as a tool for thought and expression, as well as to enrich their perceptive, analytical, and interpretative skills in their understanding of architecture. Under this innovative approach, the classroom and drawing workshop work was complemented with the study of bibliographic references, on‐site experience (visits to buildings in Madrid), lectures, visits to exhibitions, individual presentations, and critical sessions with other classmates. The activity favoured the existing synergies between both subjects, and the motivation of students and teachers to take on new challenges, proving that learning transcends the physical and temporal framework of the classroom, expanding the regulated spaces and schedules, to promote at the same time the transversal learning based on other Arts as an innovative way of Teaching/Learning.

The article presents an overview of a research study that focuses on the use of collaborative methodologies for urban planning to design accessible and inclusive university campus. The study involves a co-design approach where architects work with end-users, including individuals with intellectual disabilities, to improve the resulting urban proposals. Through an extensive review of past co-design initiatives, we have developed our own methodology to enhance outcomes and achieve better results. This includes several phases, such as conducting surveys aimed at end-users, mapping the area to be intervened, developing an empathy map and a comparison between a series of representative university campuses, with the support of people with intellectual disabilities. The research aims to establish a set of criteria linked to the concept of accessibility in urban spaces. The results of the study have led to some relevant conclusions on design criteria, supported by the participatory methodology used. These criteria can help in planning educational spaces in the university environment that are more inclusive.