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PHYSICAL MODELS IN ARCHITECTURAL EDUCATION AND THE USE OF NEW

TECHNOLOGIES

Conference Paper · November 2018

DOI: 10.21125/iceri.2018.1482

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 PHYSICAL MODELS IN ARCHITECTURAL EDUCATION AND THE
USE OF NEW TECHNOLOGIES
Katarína Kristiánová1, Viera Joklová2, Ivor Mečiar2
1
Center for Landscape Architecture, Faculty of Architecture Slovak University of Technology,
Bratislava (SLOVAKIA)
2
Institute of Visual Arts and Multimedia, Faculty of Architecture Slovak University of
Technology, Bratislava (SLOVAKIA)

Abstract
Development of digital technologies brought new techniques in architectural modeling and in the
presentation of architectural projects – for example, virtual 3D models visualizations or the use of
Augmented Reality. However, these new digital technologies have not pushed away the use of
conventional three-dimensional physical models to present the architectural projects. Physical 3D
models still play an important role in architectural education. In this article, we describe and assess the
use of new technologies in physical 3D modeling – 3D printing technologies and CNC (Computer
Numeric Control) tools, which are used to support the education in the study programs of architecture,
urban planning and design at the Faculty of Architecture of Slovak University of Technology in
Bratislava. The possibilities and the feasibility of using these innovative technologies in the education
process, the participation of students, and the potential for improvement of the educational
environment are evaluated.
Keywords: Architectural visualization, augmented reality, digital architecture, digital modeling,
conventional modeling, 3D printing, CNC tools.

1 INTRODUCTION
Models are essential in architecture, urban and landscape design, in art, design, and engineering, as
well as in many other creative professions. They represent a powerful tool to verify the spatial three
dimensional structures and allow simulating, analyzing, validating and evaluating the proposed urban
and architectural solutions. Innovative digital technologies brought new techniques in architectural
modeling and in the presentation of architectural projects. However, the use of new digital
technologies, Computer Aided Design (CAD), Building Information Modeling, virtual 3D visualizations
or the use of Augmented Reality (AR), have not pushed away the use of conventional three-
dimensional physical models to verify and present the architectural projects. In design practice
physical scale models and digital models are used side by side. As noted by Tepavčević [1]
technology advancements are challenging traditional models of architectural design and bring also
new demands for the rethinking of educational pedagogy. As mentioned by Hadjri, bridging the gap
between physical and digital models in architectural design studios is needed. [2].
While digital computer modeling is never completely three-dimensional because it is represented on a
flat screen, the stereoscopic 3D imaging of spatial structures allows the perception of virtual reality
space maximally simulating the reality [3]. Enhanced reality methods by using special tools - virtual
glasses or special stereoscopic devices provide almost a real sense of the proposed object, but
abstract and nonmaterial. As noted by Oechslin [4] what gives physical models their special
significance is particularly their three-dimensionality and their materiality, two essential properties
which they share with concrete architecture, with actual building, so they can be viewed as
its substitute not only in “abstracto”, but also directly, “at a glance”.
Physical models are important in architectural education. Physical scale representations of
architectural structures are built to study aspects of an architectural design or to communicate design
ideas. Physical modeling is an effective design tool used for architectural form creation in the design
studio [5]. Sketch models or working models used in the early stages of a design process are
important for development of design thinking. The working model as a specific communication medium
can be used as a summary of the idea, define a specific place in the process and provide a physical
form for reflection [6]. Model-making is a mode of learning-by-doing. Using the certain material to build
up the physical model increases the awareness of the structural properties and component assembly

Proceedings of ICERI2018 Conference ISBN: 978-84-09-05948-5

12th-14th November 2018, Seville, Spain 2177
of the form [5]. More precise and detailed models are used for further development of the ideas and
for presentation and exhibition of a final architectural design.
Model-making in architectural education is used also as a mode of learning architectural history, by
making models of historical buildings, or as a mode of learning constructions, by making construction
structural models. Models as full scale prototypes are used in order to explore tangible properties of
materials.
Traditional physical 3D modeling is influenced by the use of new technologies today. Development of
three-dimensional modelling programs together with development of 3D printing technologies and
Computer Numeric Control (CNC) tools enabled innovations in physical model making. The new
technologies enable fluent translation of a virtual model into a physical model. Since the same data
can be used for a virtual model as for real production, the difference between the model and reality is
to a certain extent eliminated [7], [8], [9].
In the current concepts of architectural design education and architectural modeling most schools of
architecture use both manual and digital approaches. The study of Al-Matarneh and Fethi [10] shows
that the disconnection between these two methods results often in the students' failure to transfer
skills learnt through traditional methods to the digital method. Andia [11] indicates that the use of new
technologies affects both practitioners and students in terms of their skills and the setting of
educational and professional culture and combining traditional design approaches with digital
technology is effectively improving architectural practice. Achten [12] warns that digital tools provide
an alluring, easy, and inexpensive alternative to physical architectural models but replace them with a
set of seducing graphics that are usually designed to impress the audience, juror or client.

2 AIMS AND METHODOLOGY

In this paper, we describe and assess the use of new technologies in physical 3D modeling – which
are used to support the education and research in the study programs of architecture, urban planning
and design at the Faculty of Architecture of Slovak University of Technology in Bratislava. The
possibilities and the feasibility of using these innovative technologies in the physical 3D modeling
education and research process, the participation of students, and the potential for improvement of the
educational and research environment are evaluated. The assessment can help to understand the
impact of new technologies on physical 3D modeling in the architectural design process and may
reveal certain indicators that will help to shape the future of architectural education at the Faculty of
Architecture of Slovak University of Technology in Bratislava in a more adaptive and qualitative way.

3 RESULTS
The Faculty of Architecture of Slovak University of Technology in Bratislava is the largest educational
institution for architects in the Slovak Republic. It offers bachelor's, master's, and doctoral study
programs in architecture and urban design and in product design. In design studios within all these
programs, in education and research various types of models are made:
• exterior models of buildings, usually including landscaping and civic spaces around the building
• interior models showing interior space planning, finishes, colors, furniture,
• landscaping design models representing features of landscape design, usually public spaces
and green spaces and landscape planning models representing large landscape areas,
• urban design models at a smaller scales representing several city blocks, even a whole town or
village, large resort, campus, or industrial facility, and also urban planning models representing
large urban areas,
• models representing product design, often using prptotyping in scale 1:1.
Except design studios, making physical models is used in teaching building constructions –
engineering and construction models show structural elements, construction components and their
interaction. Making physical models is used also in teaching architectural history through elaboration
of models representing historical buildings.and in teaching composition in architecture and urban
design.
For making models in design studios both digital virtual modeling and physical 3D modeling and their
combinations are used (Fig. 1 – Fig. 9). The physical 3D models are still made using traditional hand

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techniques (Fig. 2), especially for making sketch models or working models used in the early stages
of a design process, but also new technologies for physical 3D modeling are used – 3D printing
technologies and CNC (Computer Numeric Control) tools (Fig. 3 – Fig. 8).
The University Scientific Park of the Faculty of Architecture is equipped with CNC milling machines,
CNC laser cutting machines and 3D printers, which support 3D modeling in research and education.
These new technologies are used usually to make the final presentation models. Students often use
the combination of techniques, they use new technologies, laser cutting or 3D printing, combined with
the use of hand techniques, as shown for example in Fig. 3 - Fig. 8.

Figure 1. Digital virtual 3D model of the landscape design proposal for revitalization and new functions of
the hospital area in Topoľčany by students Romana Bonková, Dominika Bošáková, supervisor Katarína
Kristiánová. Source: Archive of the Centre for Landscape Architecture FA STU.

Figure 2. Traditional hand-made physical model of the landscape design of the historic garden Medická
záhrada in Bratislava, presenting the design proposal for the garden restoration,
author Dana Marcinková. Source: Archive of Dana Marcinková.

Figure 3. The example of using new technologies – laser cutting in urban design model riverbank
development in Štúrovo in the scale 1:1000 by students Lenka Baková, Nikola Bisová, Peter František
Baroš and Monika Brachňáková, supervisor Viera Joklová. Source: Archive of Viera Joklová

2179
 Figure 4. The example of using new technologies – laser cutting in urban design model of housing
development in Štúrovo, made by students Michal Souček and Diana Ivánová, supervisor Viera Joklová.
Source: Archive of Viera Joklová

Figure 5. Combination of techniques used in the architectural exterior design and structural model of the
house in Cairo - laser cutting and hand technique, by Ivor Mečiar and Daniel Furdík.
Source: Archive of authors.

Figure 6. The example showing the use of 3 D printing technology in the architectural exterior design and
structural model of the holiday house in Barotul, made by Ivor Mečiar. Source: Archive of author.

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 Figure 7. 3D printing is used also for terrain modeling, example of Štiavnické vrchy.
Source: Archive of Ivor Mečiar.

Figure 8. Combination of techniques in the interior design model using new technologies – laser cutting and
3D printing by student Adam Tóth, supervisor Peter Daniel.
Source: Archive of Adam Tóth.

Figure 9. The product design model of extinguishing dron – digital virtual 3D model and
prototyping model in the scale 1:2 by student Adam Tóth. Source: Archive of Adam Tóth.

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Examination of the use of new technologies in physical 3D modeling in education and research in the
study programs of architecture, urban planning and design at the Faculty of Architecture of Slovak
University of Technology in Bratislava has shown that besides digital virtual 3D modeling also physical
models are made. Physical models are made using hand techniques mainly for making sketch or
working models. For final presentation models students often use the combination of techniques –
partial elements of the models are made usually by laser cutting and 3D printing. The limits of the use
of CNC tools and 3D printers of the University Scientific Park are given by the lack of time capacity in
the periods of the submission deadlines of design studios and by costs, so the participation of
students is limited and more affordable are models made in design studios supported by research
projects. 3D scanners of the University Scientific Park are also used - for modeling existing
architectural structures and historical buildings.

4 CONCLUSIONS
Physical models are used side by side with digital virtual models in design practice of architecture, art,
design, engineering, and many other creative professions. As said by Henderson [13]: “the craft of
making things, whether drawings or models, is the essence of design.” Innovative digital technologies
represent powerful tool supporting the design process and model making and enable enhancement of
the quality of education, too. These tools, as noted by Henderson [13], “have greatly increased the
capacity for production, the sophistication of presentations and the ability to define complex
geometries, but have a fundamental impact on the way we design, and the resulting architecture.”
Rapid developments of new technologies which influence the design process substantiate the
constant research on aspects of their impact on the ways of education, too.

ACKNOWLEDGEMENTS
The research was supported by the University Scientific Park STU Bratislava ITMS 26240220084, by
the project DANUrB, Interreg Danube Transnational Programme project, Programme co-funded by
European Union funds (ERDF, IPA, ENI), by the OIKONET, Erasmus Networks project co-financed by
the Education, Audiovisual, and Culture Executive Agency (EACEA) of the European Union, by the
project KEGA 016STU-4/2017 Interdisciplinary approaches to the protection of cultural and natural
heritage funded by the Ministry of Culture of the Slovak Republic and by the project VEGA 1/0371/18
SacralArch funded by the Ministry of Education,Science, Research and Sport of the Slovak Republic.
We would like to thank all project partners who have contributed to the work reported in this paper.

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