Escuela de Politécnica Superior

During the last three decades, technological, economic, social and cultural innovations have changed radically our cities and with them, they have trans formed also productive processes that now we must define as flexible. As a result of this situation, there have been changes in the architectural design education to accommodate new demands provided by the opportunities of the fabrication based design techniques and schools of architecture have been trying to adapt digital fabrication concepts in their curricula. In this paper, it is presented a case study: the Advance Diploma in Digital Fabrication for Architectural Design taught in the Digital Fabrication Laboratory (FabLab Madrid CEU) based in CEU San Pablo University. This training program intends to take advantage of the high creative potential associated with the combination of virtual computer aided design and digital fabrication tools, as milling machines, laser & vinyl cutters and 3D printers, which are considered the fourth generation of the application of digital technologies in the field of Architecture.

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.

La arquitectura de John Hejduk se sitúa al margen de reglas convencionales para el análisis proyectual en un momento de acelerada complejidad. Contexto y programa son reinterpretados dentro de un marco actual de transformación global que supera cualquier observación elemental. La realidad de su obra dibujada queda representada a través del poder de la memoria y del proceso dinamizador de la colectividad social, participando en su configuración sin pretender alcanzar necesariamente su materialidad final. Así, en la Máscara Refugio de Buenos Aires construida en 1998 congela el movimiento de su ideación, ejemplificando con ello la libertad ubicumque de toda su obra.

This paper examines the actual knowledge regarding Building Performance Simulation Tools (BPSTs) of recent graduate architects in Spain. BPSTs quantify aspects of building performance that are relevant to design, construction, and operation. Recent graduate architects are those who have been awarded a first degree from a university or college and face their first professional experience. This article aims to identify the deficiencies within the current curricula of Spanish universities relating to BPSTs. The authors have surveyed 171 recent graduate architects, and the analysis of the data reveals the deficiencies in university education. Regarding the collected results, the Spanish university syllabi must undergo necessary modifications to encourage the use of simulation as a part of university training courses. The incorporation of energy simulation in such training courses can provide recent graduate architects with tools that would assist them during the design stage. The use of these tools is key in the development of innovative pedagogy-based teaching materials for the courses. In this sense, the present work aims to delve into the usage deficiencies associated with BPSTs and propose ways in which to bridge the gap between higher education and first professional experiences.