Original Design: Transformations of Grammars

The approach for developing original grammars and design languages starts “from scratch” in theory only. In practice, original languages or styles are not created from scratch, but from past or known ones. Original design generally involves some degree of analysis or understanding of known designs--one's own or those of others--as the impetus for new designs. Indeed, students who use shape grammars in studio projects do not define grammars from scratch. Choices of shapes, relations, and rules are influenced by those seen in other conventional or grammatical projects. Often, grammars are used as an idea generator when a project, begun in a conventional way, is at a standstill. To push a project on, a student analyzes her design or some part of it, extract rules, and then plays with these rules to generate new design possibilities. One or more possibilities may then be selected for further development in the project.

Knight’s work on grammatical transformations formalizes processes like these. In the 1980s, Knight proposed a model for developing new design languages on the basis of existing ones Reference . Languages are created by transforming the rules underlying grammars for existing languages. In other words, a known style is first analyzed by inferring a grammar for it, the rules of the grammar are transformed, and then the transformed rules become the basis for a new grammar and style. Knight’s model had a dual purpose. It could be used to characterize the historical evolution of known styles into succeeding ones. It could also be used to innovate new styles on the basis of given ones. In Knight’s book, Transformations in Design Reference , the model is applied to analyze stylistic changes in the work of Frank Lloyd Wright, in De Stijl painting, and in ancient Greek ornamental designs.

grammatical transformations in DeStijl painting
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In a 1990 paper, Flemming proposed a model similar to Knight’s for teaching architectural composition Reference . General architectural languages based on vernacular or “high-style” traditions are introduced to students. These languages include wall architecture, mass architecture, panel architecture, layered architecture, structure/infill architecture, and skin architecture. Grammars underlying these architectures are also presented. Students use the grammars to learn about the languages, then modify them to generate their own new languages. Thus, Flemming’s strategy is both analytic and creative.

Others have adopted similar teaching strategies. Julie Eizenberg, an award winning architect and coauthor of a shape grammar for Wright prairie houses Reference , has introduced shape grammars in her studio teaching at UCLA, Harvard, MIT, Yale, and elsewhere in an analysis® transformation® synthesis process. Students analyze the buildings of an architect, extract rules, then play with these rules to formulate their own rules for buildings that satisfy a given program.

Flemming's wall architecture
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