Du connu à l'inconnu: Learning Descriptive Geometry by the design

Abstract

Introductory courses in the first year of Architecture, such as Descriptive Geometry, are often perceived as instrumental tools detached from professional practice, a perception reinforced by the lack of innovation in teaching methods. To address this, a design project has been incorporated into the course to facilitate the understanding of geometric concepts and to enhance graphic skills for architectural representation, thereby linking academic learning with professional practice through a meaningful methodology. Geometry remains, and will continue to be, fundamental in three-dimensional construction through graphic solutions that combine metric, formal, and perceptual aspects, ensuring its continued relevance in architectural education. In this context, educators should focus on optimising available resources and tools, particularly in response to the reduction of credits in new academic programmes.