[tr][td][br][table][tr][td][br]Grades 9 - 12[br][br]Duration: 3 x 45 min[br][br]Tools: one Logifaces set / person[br][br]Individual work[br][br]Keywords: : Sensibility with [br]respect to space [br]and form in architecture,[br]Environmental awareness[br][br][/td][td][img]https://www.geogebra.org/resource/atmvfmra/pKGw0fkjDWKZNxYT/material-atmvfmra.png[/img][/td][td][size=150][b][/b][center]Perceptual randomness[br][br][/center][center][b][/b][/center][/size][table][tr][td][table][tr][/tr][/table][center][/center][table][tr][/tr][/table]  [img]https://www.geogebra.org/resource/qysnt3se/93H2hhDTfVBK7Y8L/material-qysnt3se.png[/img] [img]https://www.geogebra.org/resource/b6t6er8t/3mXzGobhEJ7VhMPX/material-b6t6er8t.png[/img] [img]https://www.geogebra.org/resource/tn74bwmu/jf1njI2MVI4QJUNy/material-tn74bwmu.png[/img] [img]https://www.geogebra.org/resource/zykghtjb/zznFHeJIiyndfQiJ/material-zykghtjb.png[/img] [/td][/tr][tr][td][size=150][b][center]ART / Environment and[br]sustainability, environmental[br]awareness[br][/center][/b][/size][/td][/tr][tr][td][br][/td][/tr][/table][/td][td][img]https://www.geogebra.org/resource/atmvfmra/pKGw0fkjDWKZNxYT/material-atmvfmra.png[/img][/td][td][img]https://www.geogebra.org/resource/mtuymvrb/w4RGGbmmPRjfnjNR/material-mtuymvrb.png[/img][/td][/tr][/table]__________________________________________________________________________________________________________________________________________[/td][/tr][tr][td][br]DESCRIPTION[br][br]LESSON 1 [br]First the students experiment with constructing various structures using the Logifaces blocks,[br]trying to create interesting spatial rhythms and dynamic lighting connected with the concept of[br]transit space (a passage or tunnel used for travelling through a building). By combining these[br]structures, they create the preliminary plan for the model and then they 3D model the design in[br]space.[br][br]LESSON 2 [br]The goal is to create a transit space structure by concentrating on how we sense space and[br]form. In the design due to the discontinuities, the Logifaces surface lends itself to randomness[br]in perception. The students perform experiments with the discontinuous Logifaces surface, and[br]search for unstable balance points.[br][br]LESSON 3 [br]The students place the focus on the function of the transit space design in the Logifaces[br]architectural construction.[br][br][/td][/tr]