EB
E.M.G. Boon
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2 records found
1
WHAT MATTERs
Reusing debris to rebuild community in Syria
This graduation project explores how post-conflict debris in Homs, Syria, can be transformed into a building system that supports climate-responsive architecture and community rebuilding. Responding to material scarcity, widespread debris, and a hot–dry climate, the project develops a makerspace and rebuilding hub where making, learning, and participation come together. Debris is translated into a layered building system in which gabions function as a self-supporting outer climate buffer, while a modular block system forms the main structural logic. Rather than proposing a universal solution, the project offers a design-oriented architectural framework that connects material reuse, climate response, and collective rebuilding in post-conflict Homs.
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This graduation project explores how post-conflict debris in Homs, Syria, can be transformed into a building system that supports climate-responsive architecture and community rebuilding. Responding to material scarcity, widespread debris, and a hot–dry climate, the project develops a makerspace and rebuilding hub where making, learning, and participation come together. Debris is translated into a layered building system in which gabions function as a self-supporting outer climate buffer, while a modular block system forms the main structural logic. Rather than proposing a universal solution, the project offers a design-oriented architectural framework that connects material reuse, climate response, and collective rebuilding in post-conflict Homs.
This thesis examines how the transition from hand sketching to digital tools like CAD software and Adobe programs has affected the creativity of architecture students at TU Delft from the late 20th century to the present. Through the creation of a historical history of these tools, the research investigates their role in the conceptual design process as well as their impact on ideation and creative thinking. In order to comprehend how these tools have changed architectural education, it integrates teacher and student interviews, theoretical viewpoints on creativity, and an examination of instructional strategies. In order to foster creativity in architectural design, the ultimate objective is to acquire knowledge that will aid in finding a balance between conventional and digital approaches.
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This thesis examines how the transition from hand sketching to digital tools like CAD software and Adobe programs has affected the creativity of architecture students at TU Delft from the late 20th century to the present. Through the creation of a historical history of these tools, the research investigates their role in the conceptual design process as well as their impact on ideation and creative thinking. In order to comprehend how these tools have changed architectural education, it integrates teacher and student interviews, theoretical viewpoints on creativity, and an examination of instructional strategies. In order to foster creativity in architectural design, the ultimate objective is to acquire knowledge that will aid in finding a balance between conventional and digital approaches.