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In a research-by-design mode, the course Bridging the Gap explored the potentials of parametric modelling for a small project. At the same time it was a case study for the question how the method of generative design can be taught. This was answered with a process driven approach. The students were engaged with inspiration from biology, created their own personal genotypes in Grasshopper and in the end, nature is still present in the designs, not in form of mimicry but as a principle. They learned to generate forms according to their principles that they could not have imagined in the beginning.

Although they were freshmen, all students in Bridging the Gap really got involved with parametric modelling and pursued it to the final presentation. We were able to observe that they valued the new capabilities and entered regions that would have been unachievable without parametric tools (Fig. 13). The evident outcome is a number of models that are both, mysterious and inspiring (Fig. 14.).

Furthermore, the students contributed convincing examples to an evolving language of parametric design by exploiting and combining diagrammatic forms of representation. The depiction of sequences, design spaces and flow charts corresponded to the process of design decisions (Fig. 15). In fact, the design teams realized that for their ability to cooperate, it is indispensable to continuously broaden the visual vocabulary (cf. Lordick 2013)]

Parametric modelling has the potential to integrate substantial simulations of loading conditions and can hence foster the collaboration of civil engineers and architects. One of the participants will further elaborate this aspect in the course of his bachelor’s thesis.

Fig. 13 Joint work in the second semester of Bridging the Gap (Anastasia Vitusevych, Tobias Kuhlmann, Georgios Chousen et al., rendering: Benjamin Weichert).