This article aims to explain the contents of a first course of architectural design and demonstrate how, using a methodology based on precise theoretical-practical tools and an active pedagogical dynamic, results are obtained that, on average, are very satisfactory. It shows that in twelve weeks’ time, students have acquired the tools they need to approach any design problem from its form. | Journal of Technology and Science Education JOTSE, 2018 – 8(3): 155-168 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 BASIC LEARNING OF FORM Magda Mària i Serrano , Sílvia Musquera Felip , Luis Beriain Sanzol Universitat Politècnica de Catalunya (Spain) , silvia@, Received December 2017 Accepted March 2018 Abstract “Form is ‘what’, Design is ‘how’” (Kahn, 1960). Learning about the formal universe and the wide range of possibilities it offers should be one of the purposes of the early subjects in architectural studies. This article aims to explain the contents of a first course of architectural design and demonstrate how, using a methodology based on precise theoretical-practical tools and an active pedagogical dynamic, results are obtained that, on average, are very satisfactory. It shows that in twelve weeks’ time, students have acquired the tools they need to approach any design problem from its form. Keywords – Form, Add form, Transform, Architectural design, Project, Learning methodology. ---------1. Introduction Students entering from Baccalaureate have generally had an education based on grammatical, mathematical or musical languages. For this reason, one of the objectives that early courses in architecture must address is teaching form languages in order to achieve their gradual mastery, so that they can be applied on all scales and in all facets of architectural design. Following the examples of pioneering schools in the application of active instructional systems to the teaching of design, such as the methods used by Vkhutemas –Moscow, 1920-1930– (Khan-Magomedov, 1990), Bauhaus–Weimar, 1919-Berlin 1933– (Droste, 1993), and Hochschule für Gestaltung –Ulm, 1953-1968– (Krampen & Hörmann, 2003), this early immersion in the grammar of form is articulated through very specific contents linked to a very concrete methodology. In the case of the courses in .
