Python on the Landscape of Programming Tools for Design and Architectural Education

Python on the Landscape of Programming Tools for Design and Architectural Education

Moreira, Daniel de Carvalho; Villares, Alexandre Barrozo do Amaral

Artigo Completo:

Currently most professional modeling and computer graphics software packages embed a scripting language. This is an early report on collecting data about software applications and coding tools geared towards the educational environment, preparing a listing for further evaluation and analysis of platforms. An increase in the adoption of Python as the embedded scripting syntax in many established tools can already be recognized, therefore the creation of educational materials on Python for design and architectural education merits further attention. Other insights on the educational potential of the available tools might be gained by advancing the data collection and evaluation work.

Currently most professional modeling and computer graphics software packages embed a scripting language. This is an early report on collecting data about software applications and coding tools geared towards the educational environment, preparing a listing for further evaluation and analysis of platforms. An increase in the adoption of Python as the embedded scripting syntax in many established tools can already be recognized, therefore the creation of educational materials on Python for design and architectural education merits further attention. Other insights on the educational potential of the available tools might be gained by advancing the data collection and evaluation work.

Palavras-chave:

DOI: 10.5151/sigradi2017-033

Referências bibliográficas

• [1] Burry, M. (2011). Scripting cultures: architectural design and programming. Chichester: Wiley.
• [2] Reas, C., & Fry, B. (2011). Processing Architecture. Perspecta, 44, 153–202. https://doi.org/10.2307/41662956
• [3] Celani, G., & Vaz, C. E. V. (2012). CAD Scripting and Visual Programming Languages for Implementing Computational Design Concepts: A Comparison from a Pedagogical Point of View. International Journal of Architectural Computing, 10(1), 121–137. https://doi.org/10.1260/1478-0771.10.1.121
• [4] Guo, P. (2014). Python is now the most popular introductory teaching language at top us universities. BLOG @ Communications of the ACM, July, 47. http://cacm.acm.org/blogs/blog-cacm/176450-python-is-now-the-most-popular-introductory-teaching-languageat-top-us-universities/fulltext
• [5] Ramos, P. P., & Leitão, A. M. (2014). Implementing Python for DrRacket. In M. J. V. Pereira, J. P. Leal, & A. Simões (Eds.), 3rd Symposium on Languages, Applications and Technologies (Vol. 38, pp. 127–141). Dagstuhl, Germany: Schloss Dagstuhl–Leibniz-Zentrum fuer Informatik. https://doi.org/10.4230/OASIcs.SLATE.2014.127
• [6] Tollervey, N. (2015). Python in Education. Sebastopol, CA: O’Reilly Media. Retrieved from http://www.oreilly.com/programming/free/python-in-education.csp
• [7] Caetano, I., & Leitão, A. M. (2016). Using Processing with Architectural 3D Modelling. Herneoja, Aulikki; Toni Österlund and Piia Markkanen (Eds.), Complexity & Simplicity - Proceedings of the 34th ECAADe Conference - Volume 1, University of Oulu, Oulu, Finland, 22-26 August 2016, Pp. 405-412. Retrieved from http://papers.cumincad.org/cgibin/works/Show?ecaade2016_199
• [8] Parrish, A., Fry, B., & Reas, C. (2016). Getting Started with Processing.py: Making Interactive Graphics with Processing’s Python Mode (1 edition). San Francisco, CA: Maker Media, Inc.

Como citar:

Moreira, Daniel de Carvalho; Alexandre Villares; "Python on the Landscape of Programming Tools for Design and Architectural Education", p-207-211. In: . São Paulo: Blucher, 2017.
ISSN 23186968, DOI 10.5151/sigradi2017-033