ORAL LANGUAGE AS A BRIDGE BETWEEN THE ENTRANT AND THE PROJECTUAL DISCIPLINE. AN EXPERIENCE IN THE DESIGN WORKSHOPS

Abstract

It is possible to affirm that belonging to a group, either cultural, disciplinary, or age group, is defined among other things by sharing a common language. This oral language is an instrument for communication as well as a tool that allows the construction of thoughts that enhance the generation of knowledge. The represen-tations of drawings and models in their digital or analogue version, as well as photographs and other te-chniques, are specific languages of the project disciplines through which we think and communicate ideas and thoughts. Also, in the process of teaching design, the word is essential to initiate the student in the comprehension, use, and management of those specific languages that will approach and enable students for project thinking. The teaching of a specific language and the codes of the discipline have a permanent presence in project workshops. The same phenomenon occurs with the discipline itself which is learned from practice and reflection on practice. If we affirm that how "to project is learned by projecting" we can say that " we learn the disciplinary language by arguing about the project, and in order to argue, the word is needed” (Cutrera, 2016b, p.1), as the word connotes meanings typical to the discipline. In this sense we will investigate the importance of oral language as a mediator between specific languages of design and the value of silence as a space for reflection. The more the student learns the specific language of our discipline, the better their production and understanding is in the field of design and architecture.

Keywords

• Didactic
• languaje
• workshop project
• dialogue
• word
• silence
• mediation