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課堂日誌


本頁翻譯進度

燈號說明

審定:無
翻譯:陳靜(簡介並寄信)、李岳炎(簡介並寄信)
編輯:姜凱文(簡介並寄信)

A log of the events of each class session.


課程單元 課堂講義
1 介紹/森林墓園
Introduction/Woodland Cemetery
這節課比爾會分發給學生教學大綱以及前三個作業,並介紹課程主題。
During this class Bill distributed the syllabus and the first three assignments, and introduced the themes of the class to the students.

接下來播放斯德哥爾摩森林墓園的幻燈片,最後由Janet帶領參觀麻省理工學院的工作室。
This was followed by a slide presentation of the Woodland Cemetery in Stockholm, and finally a demo of studioMIT by Janet.
2 一個實物(作業1)
An Object (Assignment 1)
分三組報告第一份作業
There were presentations of assignment 1 by 3 groups:

第一組—一個白色的塑膠碗
Group 1 - a white plastic bowl

第二組—一雙鞋 Group 2 - a pair of shoes

第三組—時鐘
Group 3 - the clock

3 一個實物(續)
An Object (Continued)

課程開始是由分享個人對一年前一些事情的想法和反應
The class began with sharing of personal thoughts and reflections on the events of a year ago.

比爾和學生們討論課堂記錄,這些學生認同這些記錄或許會對教學和比爾的研究有幫助。對於這些記錄的詳細規則將在以後公佈。它們將被公佈在麻省理工學院工作室網站中符合其主題的文件夾中。
Bill discussed the recording of classes with the students, who agreed to allow this to happen for the benefit of the class and Bill's research. More details on policy regarding these recordings will be issued later. They will be posted on the studioMIT website in folders corresponding to their subject.

繼續第一份作業的報告:一個實物:玻璃、蠟燭和燭臺、酒瓶
The remaining presentations of assignment 1:
An Object was made:
Glasses
Candle and holder
Wine bottles

4 Michael Reddy的 閱讀討論
Michael Reddy Reading Discussion
這堂課討論Michael Reddy 的文章《管道的隱喻—一個關於語言在我們語言中結構衝突的案例》。Bill Porter也提到E. B. White寫的《風格的元素》可以作為有趣的參考
This class was spent discussing the article 'The Conduit Metaphor - A Case of Frame Conflict in Our Language about Language' by Michael Reddy. Bill Porter also referred to 'The Elements of Style' by E. B. White as an interesting reference.
5 無窮的走廊(作業2)
Infinite Corridor (Assignment 2)
本節課的第一部分由Christianna 報告第一份作業“實物”—自動鉛筆。Bill Porter提到了一本 Barbara Stafford寫的關於自然的書:《物質中的航行:藝術、科學、自然和圖解旅行報告,1760——1840》MIT Press. May, 1984
During the first part of the class Christianna presented her 'object' for assignment 1 - the mechanical pencil. Bill Porter referred to a book by Barbara Stafford on nature: Stafford, Barbara. Voyage Into Substance: Art, Science, nature, and the Illustrated Travel Account, 1760-1840. MIT Press. May, 1984.

討論作業:無窮的走廊。首先,班上的多數同學都廣泛談論其面對無窮的走廊時的個人經驗和感受。接下來那些根據Jane Jacob文章寫作的同學陳述其作品並討論之。
The Infinite Corridor assignment was then discussed. Most members of the class presented their personal experiences and feelings towards the infinite corridor to begin with, which covered a wide range. Then people who had written a piece based on Jane Jacob's text presented their work, which was discussed.
6 無窮的走廊(續)
Infinite Corridor (Continued)
報告與討論Mitchell和Durrell關於無窮的走廊的文章
Presentation and discussion on Mitchell and Durrell writings on Infinite corridor.
Norman/Bordwell/Goodman閱讀材料的討論
Norman/Bordwell/Goodman readings discussion.
7 複製品(作業3)
Replication (Assignment 3)
在課堂上做兩個關於“複製品”作業的報告。第一個是Rita, John, Alexandra 和Jen設計的麻省理工學院小教堂。進而在班堮i開有關建築設計發展和Saarinen可能使用的處理方法和策略的討論。
Two presentations of the 'Replication' assignment were made in class. The first was on the MIT chapel, by Rita, John, Alexandra and Jen. This developed into an extended class discussion about the development of the design of the building and possible processes and strategies employed by Saarinen.

第二組由Holl報告,關於麻省理工學院的賽門學生宿舍建築物,但是在這節課結束之前我們沒有時間討論,我們將會在下節課開始時討論。
The second group presented the Simmons Hall building at MIT by Holl, but there was no time for discussion before the end of class. This will take place at the start of next class.
8 複製品(續)
Replication (Continued)
繼續賽門學生宿舍建築物的內容……就其報告內容進行課堂討論
Simmons Hall continued... class discussion on presentation.
卡本特中心報告及討論
Carpenter Center presentatio and discussion.
錶的報告
The Watch presentation
9 考察和討論
Field Trip and Discussion
Exeter 圖書館考察
Field trip to the Exeter Library.
10 閱讀建築:Exeter圖書館(作業4)
Reading a Building: The Exeter Library (Assignment 4)
作業“閱讀建築:Exeter圖書館”報告。這節課首先由Rita, Jen和Alexandra小組展示模型,大家先傳遞觀看,然後加上電燈。接下來他們展示一些模型的CAD模擬圖和製作過程的照片。
The 'Reading a Building: The Exeter Library' assignments were presented. This class the first group was Rita, Jen and Alexandra who presented a model which was first passed around then an electric light was added. Later they showed some redered CAD drawings of the model, and photos from its making.

第二組由Victor, Alexander和Goncalo展示他們的模型。首先傳遞觀看,然後在中間加入兩枝蠟燭。
Second Victor, Alexander and Goncalo presented their model. First it was passed around the group, then 2 candles were added in the center.
11 閱讀建築(續)
Reading a Building (Continued)
James, Stylianos, Johanne, Keru和Sameer 展示了他們對Exeter圖書館的回應, 以“如果又如何”的簡報檔展示。
James, Stylianos, Johanne, Keru and Sameer presented their response to the Exeter Library, which was a 'What if' power point show.

這節課的最後,janet, Hans,Luke和Konstantinos展示了他們的計畫,是書面報告的形式。大家花了一些時間去查閱並試著讀懂。
At the end of the class janet, Hans,Luke and Konstantinos presented their project, which was in the form of a bound book. the class spent some time examining it and trying to work it out.
12 閱讀建築(續)
Reading a Building (Continued)
課程之初是對Hans, Janet, Luke和Konstantinos的書面報告做進一步討論。接下來討論第四次作業的最後部分—人們的對圖書館的個人反應及它如何被小組其他的人的反應所改變和影響
There was some further discussion of Hans, Janet, Luke and Konstantinos' book at the start of class. This was followed by a discussion of the last part of assignment 4 - people's individual response to the library and how it had changed or been influenced by seeing the rest of the group's.
13 類型討論(作業5)
Discussion of Type (Assignment 5)
討論閱讀材料:vidler, argan, moneo, deQuincy
Discussion of readings: vidler, argan, moneo, deQuincy
14 沉默遊戲
Silent Game
在資料中看沉默遊戲的圖片。
See Images of the Silent Game in Resources
15 沉默遊戲(續)
Silent Game (Continued)
討論每組從沉默遊戲中得到的結果,由旁觀者先開始,接下來是參加者B,再下來是參加者A,分別描述他們對事件的看法。
Each group's results from the silent game were discussed, with first the observer, then player B then player A describing their version of events.
16 重新設計遊戲(作業6)
Redesigning the Game (Assignment 6)
陳述作業結果,由小組展示
The results of this assignment were presented and enacted by the groups.
17 George Stiny 形狀的力量,客座教授George Stiny
The Power of Shape, guest George Stiny.
18 Takehiko Nagakura Takehiko Nagakura演講制式語法
Formal Grammar presentation by Takehiko Nagakura
19 Bill Mitchell Bill Mitchell的設計中確定性和進化的計算
Deterministic and Evolutionary Computation in Design by Bill Mitchell.
20 Takehiko Nagakura(作業7)
Takehiko Nagakura (Assignment 7)
Takehiko參與課堂,聆聽第七次作業的兩個小組報告,Victor, Sameer, Goncalo和Alexander (Kahn Goldberg房子),還有Janet, Luke, John和 Konstantinos (聖女貞德的電影片段)。
Takehiko joined the class to hear presentations of 2 groups work for assignment 7: Victor, Sameer, Goncalo and Alexander (Kahn Goldberg house), and Janet, Luke, John and Konstantinos (Joan of Arc film clips).
21 Takehiko Nagakura (續)
Takehiko Nagakura (Continued)

Takehiko再次參與課堂,聆聽第七次作業所剩的兩個計畫:
Takehiko was in class again for the presentation of the remaining two projects for assignment 7:
James, Hans, Keru, Stylianos: Brunellesch的教堂平面圖。
ames, Hans, Keru, Stylianos: Brunelleschi's church plan.
Rita, Jen, Alexandra, Johanne: Rossi的立面圖。
JRita, Jen, Alexandra, Johanne: Rossi's facade.

還有一些利用運算法則和平行運算的進化設計方法進行討論。James提出音樂家在“設計”他們的音樂中把電腦當成搭檔的實例。
There was also some discussion of evolutionary design methods using algorithms, and concurrency. James gave the example of musicians who use computers as partners in the 'design' of their music.

22 進化設計遊戲(作業8)
Evolutionary Design Game (Assignment 8)
和Ben Loomis一起上課:
With Ben Loomis:
在進化設計模型的基礎上玩三回合的遊戲。第一輪是簡單的幾何形式,第二輪是“蟲子眼堛漸@界”,第三輪是Kahn的Exeter圖書館平面圖。每次都需要5到6次才能得到正確答案。 接下來Ben講述了進化設計的原理,並提出第八次作業。
We played 3 rounds of the game based on the evolutionary design model. The first round was a simple geometric shape, the second was 'worms eye view', and the third was the floor plan of Kahn's Exeter library. Each time the right answer was found after 5 or 6 rounds.
Then Ben gave a presentation of the principles of evolutionary design, and gave out assignment 8.
23 John Gero John Gero在課堂講授基因演算法在設計中的角色,並報告他過去的研究,包括用Mondrian和Frank Lloyd Wright的窗戶創造出'Flondrain'設計。
John Gero spoke to the class about the role of genetic algorithms in design, and presented some research he had done including using Mondrian and Frank Lloyd Wright's windows to create 'Flondrain' designs.
24 John Gero(續)
John Gero (Continued)
無筆記
No notes.
25 John Alex + Edith Ackermann 課程的前半部分由John Alex報告電腦在設計中的運用。第二部分與Edith Ackermann討論課堂的閱讀作業。
The first half of the class was a presentation by John Alex on the use of computers in design. The second half was a discussion with Edith Ackermann on the readings assigned for the class.
26 音樂課
Music Class
在課程的第一部分,比爾報告一個音樂分析,作為以規則為基礎進行設計的範例。並且演奏了幾首鋼琴曲。
During the first part of the class Bill presented an analysis of music as an example rule-based design, and played several pieces on the piano.

課程的第二部分James Tichenor簡報在電子音樂中的衍生式系統。
In the second part of the class James Tichenor made a presentation giving a brief overview of generative systems in electronic music.
27 含義之意義(作業9 + 10)
Meaning of Meaning (Assignment 9 + 10)
三個小組報告作業。
3 groups presented their assignments:

Janet, Hans, James, John, Luke,Sameer他們的設計受到Yoko Ono的啟示
Janet, Hans, James, John, Luke and Sameer with Yoko Ono inspired instructions for design.
Victor, Goncalo and Alexander在一系列規則下在一個5X5X5立方體盒子堳堨艉@個陰影設計。 Jen, Rita, Johanne, Alexandra以課程練習來解釋Calvino的文章
Victor, Goncalo and Alexander with set of rules to create a shading device in a 5x5x5 cube of boxes. Jen, Rita, Johanne, Alexandra with a class exercise to interpret a Calvino piece.

 
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