Abstraction and matter: Design-Based research from fortification architecture
DOI:
https://doi.org/10.5821/jida.2025.13621Keywords:
formal abstraction, situated architecture, natural light, mixed materiality, project-based learningAbstract
This article presents a pedagogical experience developed over three years in an architectural design and construction studio. The exercise was structured through a Research by Design (RbD) approach, exploring the intersection between historical inquiry, community engagement, and material experimentation. Based on the study of colonial fortifications in southern Chile, students developed architectural proposals grounded in formal abstraction, contextual interpretation, and tectonic exploration. The process included site visits, morphological analyses, volumetric modeling, and programmatic definitions based on real community needs. The projects ranged from rural schools to community libraries and craft centers, using local materials and context-specific construction systems. This approach positioned design as a cultural and situated practice, fostering reflective learning, peer collaboration, and early integration of technical variables. The experience highlights the potential of RbD as a pedagogical tool for cultivating meaningful, context-aware architectural education.
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