Brian M Kelly
Brian M. Kelly, AIA, is an NCARB-certified, licensed architect in the State of Nebraska and an associate professor in the College of Architecture at the University of Nebraska. Brian teaches studios at all levels of the curriculum ranging from design thinking in the introductory core to design research studios in the Master’s program and his teaching focus is in the areas of beginning design, design thinking, and architectural representation theory. His previous teaching experience includes Drury University’s Hammons School of Architecture in Springfield, MO and the California Polytechnic State University in San Luis Obispo. His students’ work has been featured in academic journals, exhibited in galleries, and honored in international competitions. Brian’s research focus is broadly investigating the agency of authorship in the design process, specifically interrogating copyright and appropriation within software applications. In 2009, he co-founded AToM as a design research collaborative focusing on small-scale investigations, of which several have won national design awards.
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realized outside of the screen. This is not to say that they could not be built, but there was not yet offered a proven method or process for realizing their form within the built environment. As a result, software techniques such as sectioning and unfolding offer ways to process complex forms and make the leap from digital to built form more manageable. Architecture (more specifically, its construction) in its current state is still primarily working within a print, analog scenario where digital form must be translated into elaborate dimensional
documents or full-scale templates prior to construction. This translation within current practice perpetuates the dichotomous relation between the two realms of analog and digital, one meant for conceiving and the other for making. Simply stated, parametrics manages the relationships between things; forms, materials, volumes, etc. This session invites papers that investigate teaching parametrics as a means of design thinking outside of the digital environment (A.2: Design Thinking Skills; A.6: Fundamental Design Skills)? How can parametricism as a thought process, tool independent, offer a more seamless transition back and
forth between digital and analog (A.3: Visual Communication Skills)? Can this parametric approach also provide new ways in which we understand the relationship between the various NAAB performance criteria, encouraging synergistic pedagogy (A.8: Ordering Systems Skills)?
realized outside of the screen. This is not to say that they could not be built, but there was not yet offered a proven method or process for realizing their form within the built environment. As a result, software techniques such as sectioning and unfolding offer ways to process complex forms and make the leap from digital to built form more manageable. Architecture (more specifically, its construction) in its current state is still primarily working within a print, analog scenario where digital form must be translated into elaborate dimensional
documents or full-scale templates prior to construction. This translation within current practice perpetuates the dichotomous relation between the two realms of analog and digital, one meant for conceiving and the other for making. Simply stated, parametrics manages the relationships between things; forms, materials, volumes, etc. This session invites papers that investigate teaching parametrics as a means of design thinking outside of the digital environment (A.2: Design Thinking Skills; A.6: Fundamental Design Skills)? How can parametricism as a thought process, tool independent, offer a more seamless transition back and
forth between digital and analog (A.3: Visual Communication Skills)? Can this parametric approach also provide new ways in which we understand the relationship between the various NAAB performance criteria, encouraging synergistic pedagogy (A.8: Ordering Systems Skills)?