The Animated Geometry. The contribution of multimedia to the teaching of the descriptive geometry.

In contrast with the generalized enthusiasm in the presence of the possibilities of new technologies applied to infographic design, the reflection we propose in this communication positions nearby traditional side, by focusing the attention on the current value of the teaching of geometry in the formative travel of future architects, by means of the use of information technology methods as "help" in the comprehension and in the communication of the matter, instead of an alternative to her. We have being working jointly at the Universities of Naples and Valladolid towards the specific objectives to improve the teaching of Descriptive Geometry, as well as involving to the pupil in which has weight its knowledge in the architectural imagination. The process, in little words, began with the manufacture of a material multimedia that leveled the understanding and apprenticeship of Geometry, to continue imagining new manners to project architecture, to those we arrive thanks to the space capacitance reached. This communication will develop the experience of the incorporation in the classroom of new technologies, and how and how far must and can use the pupil in its apprenticeship, first, and architectural thought, after. In our specific case the movement constitutes a fort visual announce for the attention: the use of animated sequences permits the student to experience the processes described in tidy series. The lessons are developed through films. Each line, each point of intersection, each planes, appears in the video separately, by avoiding possible consequence errors of the simultaneous sight, preprinted form, of the graphic construction. The second part, relating to the architectural thought, link with the question that does the pupil does in class, if geometric calculation is done by a computer what is the sense of making it by hand? The answer is not in the instrument, as appearing mix up this one. We will explain all this. Geometry is not an end in itself, but a method for which reaches the control of the space thought. This means to understand geometry as a language with which communicate, not only a built physical reality, but that other imagined. And it is here where we follow investigating, in the report that the evolution of architecture has with the methods of representation. Along the centuries the systems of representation have gone developing of such form, that your evolution also supposed the opening of the architectural thought. New technologies help us to calculate, and sketch, of an immediate mode. They do it so quick that the only movement of the mouse makes believe us experiencing an architectural promenade. We will develop the procedures of " proof and error " analyzing advantages and drawbacks. The investigation done in our classrooms can be reduced so, in the incorporation of new technologies in the media and methods of teaching, work and apprenticeship, and in the involvement of those in the evolution of the architectural thought. The academic results, at the moment, are good which make us be optimistic for the future.