Incentive to Form
Editor: Kovacevic, Ahmed, Ion, William, McMahon, Chris, Buck, Lyndon and Hogarth, Peter
Author: Thomsen, Bente Dahl; Madsen, Klaus
Section: Design Methodology and Education 1
The project 'Incentive to Form’ has identified a methodical approach, which has proved very suitable for keeping the design process alive. By a number of systematic attacks on preliminary works – in strong paper – new forms are created where usually one or more contains stronger qualities than the preliminary works. Our experiments has shown that it is conducive for the process to combine one’s own preliminary work with incentives created by architect and artist Erik Lynge when using similar formal language or methodological approach. His incentives are created by folding over straight lines and soft curves in variations that enhance contrasts between the rectilinear and rounded, and the complementarity between the convex and concave surfaces. The project takes, as Erik Lynge, basis in the phenomena we can learn with our senses. The phenomenological study and review will attempt to uncover the relationship between Lynge's inspiration and intent and the experience of Lynge's forms. Interaction between the form, the space that surrounds it, the climate, light and other objects that are important for the experience. Erik Lynge's professional experience was based on studies and activities in two areas: architecture and art. It covered the phenomena and concepts that include and form the basis of the artistic work with plan, form and space. Regarding this process Lynge said: "The special thing about the plan’s transformation into a form is that since the folding movement proceeds concretely in time and space, the plan's identity is preserved and, thus made possible the observation of hitherto unsuspected relationships between form, plan, line and point. When I refer to these formal phenomena, it is to draw attention to the fact that the forms details in the paper elements are functions of each other and in the real sense concrete as form function and material function are identical. "
The dialogue of form, space and the form generating activities were central to Lynge’s pedagogical and methodological approach with discussions about the forms' expressive moments during construction in the workshops. It is these activities and methods which should be resolved and documented by the project as a means of inspiration and further form development of design and architectural concepts. Especially in an educational forum this design methodology should function as a basis for further development of the methods and be a source of inspiration to create new innovative ideas in the creative design process. With help from our students the methods have been tested through a design process of creating spacial form and using the unique folding techniques and they have shown to produce new innovative and creative ideas in relation to both architecture and design.  Excerpt of Lynge's review of the results of his own creative activities in connection with the application for the research grant he received in 1972.