|
|
|
|
|
|
|
1 |
|
|
|
介绍/ Woodland墓地
Introduction/Woodland Cemetery |
|
|
|
这节课Bill给学生发教学大纲，布置前三个作业，并对该课程的主题作了介绍。
During this class Bill distributed the syllabus and the first three assignments, and introduced the themes of the class to the students.
接下来演示斯德哥尔摩Woodland墓地的幻灯片，最后由Janet带领参观麻省理工学院的工作室。
This was followed by a slide presentation of the Woodland Cemetery in Stockholm, and finally a demo of studioMIT by Janet. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2 |
|
|
|
一个实物（作业1）
An Object (Assignment 1) |
|
|
|
分三组提交作业1
There were presentations of assignment 1 by 3 groups:
第一组--一个白色的塑料碗
Group 1 - a white plastic bowl
第二族--一双鞋
Group 2 - a pair of shoes
第三组--时钟
Group 3 - the clock
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3 |
|
|
|
一个实物（续）
An Object (Continued) |
|
|
|
课程开始分享一年前一些事情的个人想法和反映
The class began with sharing of personal thoughts and reflections on the events of a year ago.
Bill和学生们讨论课堂记录，这些学生认同这些记录或许会对教学和Bill的研究有利。对于这些记录更为详细的规则将在以后公布。它们将被粘贴到麻省理工学院工作室网站与其主题一致的文件夹中。
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.
作业1剩下的陈述报告：
The remaining presentations of assignment 1:
一个做成的实物：
An Object was made:
玻璃
Glasses
蜡烛和烛台
Candle and holder
酒瓶
Wine bottles
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
4 |
|
|
|
Michael Reddy的 阅读讨论
Michael Reddy Reading Discussion |
|
|
|
这堂课讨论Michael Reddy 的文章《管道的隐喻--一个在我们语言中关于语言结构冲突的案例》。Bill Porter也提到E. B. White写的《风格的元素》可以作为有趣的参考
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 |
|
|
|
无穷的走廊（作业2）
Infinite Corridor (Assignment 2) |
|
|
|
本节课的第一部分由Christianna 讨论她的作业1的"实物"--一支机械铅笔。Bill Porter提到了一本 Barbara Stafford写的关于自然的书：《物质中的航行：艺术、科学、自然和图解旅行报告，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.
讨论作业：无穷的走廊。开始，班上的多数同学都广泛谈了他们对无穷的走廊的个人经验和认识。接下来那些根据Jane Jacob文章写作的同学陈述了他们的作品，被用来讨论。
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 |
|
|
|
无穷的走廊（续）
Infinite Corridor (Continued) |
|
|
|
陈述与讨论Mitchell和Durrell关于无穷的走廊的文章
Presentation and discussion on Mitchell and Durrell writings on Infinite corridor.
Norman/Bordwell/Goodman阅读材料的讨论
Norman/Bordwell/Goodman readings discussion. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
7 |
|
|
|
复制品（作业3）
Replication (Assignment 3) |
|
|
|
在课堂上做两个关于"复制品"作业的陈述报告。第一个是Rita, John, Alexandra 和Jen设计的麻省理工学院小教堂。进而在班里展开有关建筑设计发展和Saarinen可能使用的处理方法和策略的讨论。
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.
第二组由Holl来陈述，关于麻省理工学院的Simmons会堂，但是在这节课结束之前我们没有时间讨论，我们将会在下节课开始时讨论。
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 |
|
|
|
复制品（续）
Replication (Continued) |
|
|
|
继续Simmons会堂的内容……就其陈述报告进行课堂讨论
Simmons Hall continued... class discussion on presentation.
Carpenter中心陈述及讨论
Carpenter Center presentatio and discussion.
Watch陈述
The Watch presentation
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
9 |
|
|
|
考察和讨论
Field Trip and Discussion |
|
|
|
Exeter 图书馆考察
Field trip to the Exeter Library. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
10 |
|
|
|
阅读建筑：Exeter图书馆（作业4）
Reading a Building: The Exeter Library (Assignment 4) |
|
|
|
陈述作业"阅读建筑：Exeter图书馆"。这节课首先由Rita, Jen和Alexandra小组展示模型，大家先传递观看，然后加上电灯。接下来他们展示一些模型的红外线测距CAD图和制作过程的照片。
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.
第二组由Victor, Alexander和Goncalo展示他们的模型。首先传递观看，然后在中心加入两枝蜡烛。
Second Victor, Alexander and Goncalo presented their model. First it was passed around the group, then 2 candles were added in the center. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
11 |
|
|
|
阅读建筑（续）
Reading a Building (Continued) |
|
|
|
James, Stylianos, Johanne, Keru和Sameer 展示了他们对Exeter图书馆的反馈，是一个"如果又如何"的幻灯片展示。
James, Stylianos, Johanne, Keru and Sameer presented their response to the Exeter Library, which was a 'What if' power point show.
这节课的最后，janet, Hans,Luke和Konstantinos展示了他们的项目，以订本式账簿的形式。大家花了一些时间去检验它并证明它是可行的。
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 |
|
|
|
阅读建筑（续）
Reading a Building (Continued) |
|
|
|
课程之初是对Hans, Janet, Luke和Konstantinos的书进一步讨论。接下来讨论作业四的最后部分--个人对图书馆的反应及它如何被小组其他的人的反应所改变和影响
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 |
|
|
|
类型讨论（作业5）
Discussion of Type (Assignment 5) |
|
|
|
讨论阅读材料：vidler, argan, moneo, deQuincy
Discussion of readings: vidler, argan, moneo, deQuincy |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
14 |
|
|
|
沉默游戏
Silent Game |
|
|
|
在资料中看沉默游戏的图片。
See Images of the Silent Game in Resources |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
15 |
|
|
|
沉默游戏（续）
Silent Game (Continued) |
|
|
|
讨论每组从沉默游戏中得到的结果，由观察者开始，接下来是参加者B，再下来是参加者A，分别描述他们对事件的看法。
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 |
|
|
|
重新设计游戏（作业6）
Redesigning the Game (Assignment 6) |
|
|
|
陈述作业结果，由小组展示
The results of this assignment were presented and enacted by the groups. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
17 |
|
|
|
George Stiny |
|
|
|
形状的力量，嘉宾George Stiny
The Power of Shape, guest George Stiny. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
18 |
|
|
|
Takehiko Nagakura |
|
|
|
Takehiko Nagakura作正规的基本原理陈述
Formal Grammar presentation by Takehiko Nagakura |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
19 |
|
|
|
Bill Mitchell |
|
|
|
Bill Mitchell设计中确定性和进化的计算
Deterministic and Evolutionary Computation in Design by Bill Mitchell. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
20 |
|
|
|
Takehiko Nagakura（作业7）
Takehiko Nagakura (Assignment 7) |
|
|
|
Takehiko参与课堂，聆听作业7的两个小组作业陈述，Victor, Sameer, Goncalo和Alexander (Kahn Goldberg房子)，还有Janet, Luke, John和 Konstantinos (弓形电影夹的Joan).
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 (续)
Takehiko Nagakura (Continued) |
|
|
|
Takehiko再次参与课堂，聆听作业7剩下的两个项目
Takehiko was in class again for the presentation of the remaining two projects for assignment 7:
James, Hans, Keru, Stylianos: Brunellesch的教堂平面图
James, Hans, Keru, Stylianos: Brunelleschi's church plan.
Rita, Jen, Alexandra, Johanne: Rossi的正面
Rita, Jen, Alexandra, Johanne: Rossi's facade.
还有一些利用运算法则和并行性的进化设计方法讨论。James给出音乐家在"设计"他们的音乐中把计算机当成合作者的实例。
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 |
|
|
|
进化设计游戏（作业8）
Evolutionary Design Game (Assignment 8) |
|
|
|
和Ben Loomis一起 ：
With Ben Loomis:
在进化设计模型的基础上完三轮游戏。第一轮是简单的几何形，第二轮是"虫子眼里的世界"，第三轮是Kahn的Exeter图书馆平面图。每次都需要5到6轮才能得到正确答案。
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.
接下来Ben讲述了进化设计的原理，并布置了作业8。
Then Ben gave a presentation of the principles of evolutionary design, and gave out assignment 8. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
23 |
|
|
|
John Gero |
|
|
|
John Gero课堂讲授演变算法在设计中的作用，并展示了他做过的研究，包括用Mondrian和Frank Lloyd Wright的窗户去生成'Flondrain'设计。
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（续）
John Gero (Continued) |
|
|
|
无笔记
No notes. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
25 |
|
|
|
John Alex + Edith Ackermann |
|
|
|
课程的前半部分由John Alex演示计算机在设计中的运用。第二部分与Edith Ackermann讨论课堂的阅读作业。
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 |
|
|
|
音乐课
Music Class |
|
|
|
在课程的第一部分，Bill介绍了一个音乐分析，作为以规则为基础进行设计的范例。并且演奏了几首钢琴曲。
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.
课程的第二部分James Tichenor对电子音乐生成系统做出了简要的概述。
In the second part of the class James Tichenor made a presentation giving a brief overview of generative systems in electronic music. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
27 |
|
|
|
含义之意义（作业9 + 10）
Meaning of Meaning (Assignment 9 + 10) |
|
|
|
三个小组陈述他们的作业。
3 groups presented their assignments:
Janet, Hans, James, John, Luke，Sameer他们的设计受到Yoko Ono的启示
Janet, Hans, James, John, Luke and Sameer with Yoko Ono inspired instructions for design.
Victor, Goncalo and Alexander在一系列规则下在一个5X5X5立方体盒子里建立一个阴影设计。Jen, Rita, Johanne, Alexandra通过课程练习来解释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. |
|
|
|
|
|
|
|
|
