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AUGMENTED REALITY AND GENERATIVE DESIGN. A TOUR THROUGH PRINT

MEDIA FOR DESIGNING AND REPRESENTING ARCHITECTURE

Conference Paper · July 2016

DOI: 10.21125/edulearn.2016.2143

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 AUGMENTED REALITY AND GENERATIVE DESIGN. A TOUR
THROUGH PRINT MEDIA FOR DESIGNING AND REPRESENTING
ARCHITECTURE
P. M. Jimenez Vicario1, M. A. Ródenas López1, M. Serrano Martínez1, M. García
Córdoba1, M. Mestre Martí1, D. Ros MacDonell1
1
Technical University of Cartagena (SPAIN)

Abstract
In our communication we aim to describe different tools the architect has when designing and
representing Architecture. His/her knowledge can be contemplated in learning frameworks of
Architecture schools. We will describe them jointly providing a general overview: from the use of
traditional techniques such as freehand drawing, the model or collage, to the latest technologies in the
field of design and architectural graphic representation such as the Generative Design and
Augmented Reality. We will discuss the experience developed over three years in the workshop:
"Augmented Reality and Generative Design. A tour through print media for designing and
Representing Architecture", where nursery, primary and secondary students worked together. The
workshop was held under the Engineering Campus organized by the Technical University of
Cartagena (Spain).
Keywords: Augmented Reality, Generative Design, Architecture, Graphic Expression.

1 INTRODUCTION
Traditional training in Architecture Schools usually begins with learning traditional graphic expression,
freehand drawing, Architecture modelling, collage, etc. Learning CAD in higher courses and the latest
BIM systems allow students for using powerful graphic tools when developing an architectural project.
Recently new technological tools are being incorporated in Design field, such as Augmented Reality
and Generative Design. Generative Design considers a new approach to problem solving applied to
Architecture, Arts or Engineering. It may involve changes on the Architect, Artist or Engineer’s role. It
means geometric generation from an idea or concept that starts with the definition of a series of initial
mathematical and geometric parameters. It generates some possible solutions allowed by the
variability of the original parameters. Its use, together with Augmented Reality software, allows the
viewer to get involved, interacting with the showed objects in a surprising way. Our goal is to present
the teaching innovation experience, developed in the workshop "Augmented Reality and Generative
Design. A tour through print media for designing and Representing Architecture", where we worked
with each of these tools with kindergarten, primary and secondary students of different schools located
in the Region of Murcia, Spain.

2 THE TRADITIONAL GRAPHICAL REPRESENTATION: FREEHAND

DRAWING, COLLAGE, MODEL
Often training in Architecture Schools begins with learning the tools and techniques of traditional
graphic expression (Fig. 1). The reason this occurs is justified by several reasons. First, because
these tools or resources allow spontaneous and immediate expression of an idea. Pencil, or other
such tool, is able to give the original form to the idea that we try to express without intermediate
technical complications along the way that could detract the initial idea. On the other hand, the
mastery of these techniques favors formal while helping to develop the capacity of two-dimensional
interpretation of a reality that adds another third dimension understanding. Third, the training we refer
is eminently propaedeutic. We speak of a training that should be the basis for other disciplines that
develop sequentially in the formative process, through both technical training and mental makeup and
visual training in Architecture schools.
Fig 1. Examples of work done by students in the Bachelor of Architecture students from the School of
Architecture and Building Engineering Cartagena. Model, graphite pencil drawing, watercolor and
texture made of paper.

The ability to express graphically an idea, without resorting to more or less complex technical
processes, becomes the main objective. The mastery of line, color and different techniques
appropriate for one or another concept at all times, are a necessary basis to begin with. The
development of more complex processes in which, as discussed below, a series of novel and
surprising technical resources are involved, usually relies on a basic idea whose formal mark is
defined by traditional resources.
But we not only talk about graphic techniques that might be called entrainment or footprint, such as
graphite, ink or watercolor. We also refer to the creation and manipulation of physical textures, manual
combination of images or fragments thereof, simplification of complex chromatic planes and other
similar techniques. All of them are able to acquaint students with issues that necessarily have a real
shape to this training approach. In the same direction, generation of three-dimensional physical
models, search techniques, materials, suitable colors or conceptual simplification, will provide the
student an approach to the actual three-dimensionality models he/she represents or designs.
In any case, as above named, this training aims to provide basic and comprehensive training, but also
technical and mental preparation, to prepare students for academic and educational development that
detracts in this discipline
3 THE DIGITAL GRAPHIC REPRESENTATION: SYSTEMS AND BIM CAD
SYSTEMS
Information technology led new tools for graphic expression. Since the eighties, the spread of personal
computers (PC) and workstations promoted the use of information technology in many fields and
therefore it marked the evolution of work systems. Likewise, the progress of computer equipment has
expanded forms of drawing and graphic design. In particular, increased processing power, speed of
computer information, increased memory and graphics quality have been determinants.
The Computer Aided Design (CAD) technique has prevailed as a graphic expression means in
Architecture, Engineering and Industry. When making a computer drawing, user can choose different
applications depending on the purpose of the work undertaken. Main applications relating to graphic
expression can be classified into CAD drawing programs, programs photographic processing, vector
drawing programs and rendering programs. Initially CAD systems allow computer aided design
drawing in two dimensions, 2D drawing. This new technology offered significant advantages over the
process of drawing traditional plans, among which are include:
Precision: scanning performed by computers in order to define design requires accuracy and,
therefore, has greater fidelity than manually delineated drawing.
Presentation neatness: printing systems made layout pattern material in less time than men, and they
make no mistakes. This circumstance allows testing within reduced time to obtain the intended image.
Saving repetitive tasks: once made the project design, drawings in a different scale is immediate, a
fact that also means saving time and cost.
Design flexibility: Use of CAD systems allows users making changes quickly and incorporating them
during the design process. Previously the use of this technology required a design change rectification
drawing and, in many cases, return to the project outline.
In addition to the above advantages, it is necessary to name the provision of numerous databases,
also called graphics libraries, which contain a large number of drawings which can be incorporated
during the design process, and the ease of communication or sending drawings electronically.
Subsequently software companies have developed applications which allow drawing the model design
in three dimensions, 3D design. These latest computer software add significant advantages to the
above mentioned possibilities. For example, the view of the object from different points of view, the
possibility of making sections and projections at different levels, appreciation of the volume or mass of
the proposed building or its real representation by applying color, textures and lighting (rendering).
CAD systems have changed the way of drawing and expanded the means of expression with notable
advantages, but the conception of the work method remains traditional. Basically it changed the paper
and drawing instruments around the screen and the plotter. The purpose and the result of the process
are the graphic expression, with upgrades new possibilities given by new technologies (Fig. 2).
Recent BIM systems (Building Information Modeling) aim to develop working methods and tools that
combine the building design and construction elements that integrate it. They must have full
information relating to the construction to be performed. These systems require coordinate graphing
programs with compatible databases containing the characteristics of all designed parts of the building
[1]. Among other things, they include properties of construction materials, physical and visual qualities,
technical aspects of the construction elements, description of the work units, costs, destination or use
of space.
 Fig. 2. Drawing lines in the working environment AutoCad program.

4 AUGMENTED REALITY AND ARCHITECTURE

In the early years of the 90s it appeared the term Augmented Reality as a variation of the Virtual
Reality. This is a technology that allows the user perceive the real world in video format with virtual
superimposed or mixed objects. The difference with the various editors like Photoshop raster graphics
or other vector design applications such as CorelDraw is the experience real time 3D object.
This TIC technology allows manipulating the virtual object through markers as if it were a real
object. These operations are performed naturally and intuitively, without any additional hardware. The
user can see the scene on the screen of commonly used devices such as computer, projector,
smartphone, tablet, whiteboard, etc.
Its application in the Architecture field is very broad. It allows us to explain an intention, a hypothesis
or a fact endowing greater veracity [2]. The generated image can be a volumetric study of future urban
intervention or an image of a still under design building. This image is superimposed over the real
surrounding and it allows verification in the same place where the user is (Fig. 3). Thus, aspects such
as adaptation to the environment proposal, impact of the used materials, the various stages of
implementation (earthworks, foundations, structure, enclosures, facilities, etc.) can be contrasted. This
is possible through the implementation in the application of Augmented Reality layers of an
information manager.

Architectural Heritage studies provide a greater understanding of the property. This technique may be
a part of the documentation process, dissemination and historical heritage recovery. Depending on the
application, there are some other options. For example, certain display options allow us to observe the
building as a 3D isolated object, others offer Architectures and environments refunds, missing in the
current context. That’s why it is an increasingly common tool in museums. Augmented Reality could
be seen as the evolution of traditional architectural photomontage. In this field the work of Sanchez
and Borro [3] is important. Sánchez and Borro have used mobile devices to check the final
appearance of the work by changing materials, colors and textures. The various applications of
Augmented Reality we have been describing can be performed both in outdoor and also indoors
environments, but always in mobile computing devices, phones or laptops with an image pickup
device video. Brands that are used to identify the 3D model displayed on the screen can be
conventional markers or the physical environment itself.

Fig. 3. 3D representation of building with Augmented Reality from a marker placed on a desk.

Augmented Reality is an applicable technology in the learning programs of Architecture schools. It is

an easy to use application and it has great implementation potential in different areas of knowledge:
construction, installation, composition, graphic expression, etc. It can become a powerful tool taking
into account the skills acquired by students in relation to the construction of virtual models in CAD and
BIM systems. Their use opens up a range of expressive possibilities jointly with traditional physical
model. But like all technology, Augmented Reality by itself does not improve learning. To enrich the
teaching is necessary a good use of it by teachers and students. Success depends on the teaching
methodology and on an adequate selection of integrated curriculum activities to meet the identified
needs and foster a meaningful, independent and collaborative learning [4].

5 GENERATIVE DESIGN AND PROCESSING

Until now, we have considered applications and software in which the computer is used as a drawing
or representation tool. However, What if the computer were really a creation tool? This fact would
suppose the designer to leave working on the product design through the definition of its geometry
and get directly the final result. In this sense, the Generative Design means a change of paradigm in
Design.
Painters have always made drawings and sketches before approaching the final work. Architects also
use to work with models made out of cardboard or wood in order to achieve a better understanding of
the spaces. For projecting ideas in electronic environments, is important to work with electronic tools.
For that reason, It is used a programming language that empowers the expression of some ideas but
limits others [5]. Using this language, some parameters are defined to get a particular design that will
form a final result.
These iterative processes allow the computer for producing new options or design variations
instantaneously avoiding the work of redesign manually the product for each and every different
situation. This aspect foments the iterative search in order to achieve more efficient solutions (Fig. 4).
In this way, the computer works as a creative tool in contrast to a linear process in which the computer
is used just as graphic tool or a simply substitute of the manual drawing. The designer previously
takes charge of specifying the logical relationships among the parts of a design by the means of
programming. In the end, the designer will not have to concept a final form, but a process, acting as a
guide and choosing the best solutions provided by the software.
A great variety of programming languages are available, one of them more appropriate than others
depending on the aim of the project. The Processing language uses a programming syntax that eases
the experience of the user focused on generate and editing images. As said by its creators Casey
Reas and Ben Fry “Processing is an open source programming language and environment for people
who want to program images, animation, and sound” [5]. Therefore, the user becomes the
programmer of a digital and individualized toolbox: a visual idea evolves in to a set of rules and then
becomes a programming language with the form of a source code [6]. The result is the generation of
an only image or a great variety of different images on the basis of a common pattern.
Programming environments such as Processing constitute an emerging area in architecture and urban
design. The amazing possibilities in design, time saving, complexity of the results, calculus and
analysis, make us envisage a new horizon in the field of architectural design.

Fig. 4. Different solutions of meshes generated by Processing software [7].

6 THE ACADEMIC EXPERIENCE IN THE WORKSHOP “AUGMENTED

REALITY AND GENERATIVE DESIGN, A TOUR THROUGH THE GRAPHIC
MEDIA FOR REPRESENTING ARCHITECTURE”.

Following It will be described the academic experience developed in the workshop “Augmented
Reality and Generative Design. A tour through the graphic media for representing architecture” within
the conference of the Engineering Campus organized by the Technical University of Cartagena
(UPCT) and the Resources and Teachers Centre of the Region of Murcia (CPR). It is an educational
and cultural project depending on the Education, Universities and Employment Council. The
Engineering Campus is an activity of dissemination, communication and promotion of scientist and
technological knowledge, in which the main actors are the students of pre-school, primary and
secondary school.
With this workshop we develop an educational research on new teaching methodologies alternative to
traditional ones in the field of architectural graphic expression. It has been taken advantage of the
students’ interest in order to verify if they have an impact in a better efficiency and a boost of the
academic performance of the students. In order to achieve this goal several factors such as the age
and academic year, previous knowledge, technology environment and methodology were taken into
account.
The activities proposed in this workshop showed, in an enjoyable way, the different options available
for the architect when projecting or representing architecture. Firstly, an exhibition of the Architecture
students’ works was organized with architectural drawings made in watercolour, colour pencils,
charcoal, ink, markers, gouache and so on; several models of symbolic works of the modern
architecture made out of wood, cardboard, papers, PVC, plastics, metals, cork, etc; textures created
by the students with several materials; big format layouts with architectonical analysis and sketches in
freehand drawing and computer graphics (Photoshop, SketchUp, Rhinoceros, etc); Videos showing
the possibilities of Augmented Reality, Generative Design and other graphic digital tools (Fig. 5).

Fig. 5. Students visiting the exhibition of Works at the School of Architecture and Building Engineering
of the Technical University of Cartagena (UPCT).

After going across the exhibition guided by the tutors that explained them each one of the used
techniques and the aim of the works, three practice workshops were carried out:
- Workshop for the introduction to the application of painting and drawing techniques:
On wide tables, the students prepared the proper papers to experiment with traditional graphic
techniques: watercolour, colour pencils, ink, markers, etc. Some basic notions were provided to the
students in order to practice with the different techniques, approaching a colour sketch.
- Workshop of Augmented Reality and Generative Design:
It was expected to evaluate the use of Augmented Reality and Generative Design technologies in the
learning and spatial comprehension processes of the students. In the case of Augmented Reality, two
activities were carried out: In the first one, the students stood just in front of the computer camera
holding a sign in the hand, and a virtual model of a building appeared on his hand as if it was a real
object. They could turn it around, move it or observe it 360 degrees all around. The second activity
dealt with focusing with an iPad a sign located on a table. Immediately, a virtual 3D model was shown
on the screen as if it was a real model set on the table (Fig. 6). In both cases, the scene was projected
at the same time on a larger screen in order to be seen by the rest of the mates. This activity was
developed by turns letting all the students be able to experiment the Augmented Reality. In addition,
several examples of the most common applications on different fields were shown in order to make
the student understand the possibilities that this technology can offer.

Fig. 6. Students of different ages interact with Augmented Reality.

The Generative Design Workshop was designed so that all the students could interact with Processing
software. Previously the activity was programmed in the environment of that software. Each one of the
students stood up at a certain distance in front of the computer camera. Simply gestures made in the
air by the students were captured by the camera and interpreted by the software as drawing traces,
and these gestures/traces were showed on the screen. At the same time it was projected on a larger
screen so that every student could watch it. Every gesture was processed as a different geometrical
trace, such as a rhombus trail, circles trail and curves trail with different colours.

7 FINAL CONSIDERATIONS

The architect has a wide spectrum of tools for projecting and representing architecture and it
constitutes the fundamental contents of the syllabus of the Schools of Architecture. Its joint use in the
development of the architectural project is a regular practice, from the first pencil sketches to the
design of render images, diagrams or 3D representation with Augmented Reality.
Traditionally, the use of computer graphics has been restricted to the use of informatics, using the
computer as a simple drawing and representing tool. This fact has let us maximize the production
efficiency in comparison with traditional tools. However, despite its obvious benefits, they do not
constitute a creation tool. Even though Augmented Reality takes every day more and more importance
as a communication tool for dissemination of contents, Generative Design is still a great unknown in
the field of Architecture.
In the workshop “Augmented Reality and Generative Design. A tour through the graphic media for
representing architecture”, we have had the opportunity of showing all together each of these
representation and creation architectonical systems. The outcome of this experience was very
positive, despite the variety of schools centres and ages of the students. The Augmented Reality and
Generative Design Workshop roused the greatest interest, as it was deduced from the questionnaire
(96% of the survey students). The spatial and volumetric comprehension of the buildings represented
with Augmented Reality was much higher than the same buildings showed by two-dimensional
techniques such as paper drawings or videos. The richness of the available information and the
 novelty of the technology had an impact on the motivation of the student body about their learning and
comprehension.
The experience carried out with Processing provided multiple results. From all the solutions offered by
the software at each iteration, the students chose the one they liked the most, according to
geometrical complexity and the use of colour. They had “drawn” something amazing and unexpected
based on some particular conditions previously programmed that otherwise, it would have been
impossible to develop.

8 ACKNOWLEDGEMENTS

The workshop developed within the Engineering Campus and organized by the Technical University of
Cartagena (UPCT) and the Resources and Teachers Centre of the Region of Murcia (CPR), has also
been assisted by the firm ‘MANY WORLDS’ to whom we want to express our appreciation for its
dedication in this workshop and for the quality of its applications of Augmented Reality used in it.

REFERENCES
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