This paper looks at photographic documentation as a resource of error detection, possible design principles and opportunities of guidance during the development of the students’ project. Such a resource is used in undergraduate courses dedicated to the development of physical models in the context of design education in a Brazilian public university.

The article is divided into three parts. The first part is about the contextualization of teaching models in the context of project in design. It is based on two guiding principles: the generation of technical and material support for the construction of models and the use of physical models as a tool for the development of reasoning and design practice. This current approach is in keeping with Hallgrimsson (2012) in the adoption of the terms prototyping and modelmaking. The first one concerns the use and application during the design, and the second is about the act of construction from techniques and materials.

The first principle is based on authors such as Lizandra (2005) and Shimazu (1991), who deal with the basics of the construction and configuration of models, the use of different materials and the application of various techniques. Lizandra (2005), for instance, raises issues regarding the systematic, careful record of the sequence of the construction steps, pointing out observations needed for success and presents distinct solutions for contexts that do not have specialized technical infrastructure.

The second principle, in turn, addresses the use of physical models as a catalyst for reasoning in design, as well as a tool for concomitant phenomena of understanding the problem and the generation of answers to it, so as to allow for successive approximations, which work as a reference for this reflection, supported by the following authors: Cross (2007), Hallgrimsson (2012), Milton & Rodgers (2013), Testiege (2009) and some omitted ones for blind review (2013).

In the second part of this paper, the authors present and describe the methodological basis adopted in the discipline (omission for blind review) with the aim of making clear how each procedure operates in the teaching-learning process in design. The activities include: a) theoretical foundation; b) analysis and selection of the object; c) observation drawing; d) dimensioned sketches; e) construction of preliminary models; f) analysis of the object from the model; g) proposals for improvement in the object; h) analysis and selection of alternatives ; i) construction of volumetric study models; j) construction of appearance models; k) presentation of results.

Our approach to physical models in design is based on: theory of models; model typologies versus project steps; configuration principles; exploratory possibilities related to material and manufacturing processes constrains; construction of physical models by mechanical and physical means. Technology and new possibilities of construction and application models are also considered.

Analysis and selection of a real object aim to promote the understanding of its form concerning functional, ergonomic, aesthetic, symbolic, technical and manufacturing requirements.

Observation drawing is a good tool to verify the apprehension of real objects morphologies. It also enlightens how students represent relevant information about shape, proportion, structure, geometric concordance and contrasts between forms. This activity also shows surface features as transitions occurred due to the manufacturing processes and distinct materials. In addition, observation drawings reveal connectors, joining and articulating parts of the object.

Though dimensioned sketches students must collect relevant information for the construction of physical models. Dimensions, geometry, general shape of the object are essential topics for this activity. Other actions, such as complex surfaces measurements and representation are part of the list of data obtained by direct contact with the object.

The preliminary model construction aims to extend the students` object oriented analytical capacity. Materials and techniques used to build the model depend on the features of the chosen object. Different information about materials and techniques for modelmaking are presented during the class. They involve moulding, casting, addiction and subtraction processes.

This preliminary model is built in a neutral and pale colour, such as gray or white, with an opaque surface finishing, because these characteristics precisely indicate and show the shapes and their inconsistencies.

Proposals for changes grow out of these analyses. Alternatives are generated via sketches, preliminary physical models for volumetric studies and digital modelling. Multiple generated alternatives seek improvements in the original object and their purpose is to present a variety of configuration options to allow comparisons regarding aesthetic, symbolic, ergonomic and usability attributes.

Subsequently, the alternatives are analyzed followed by selection of the best to be developed. This moment is dedicated to emphasize the establishment of clear criteria for comparison of proposals in a systematic way and for their valuation in order to promote and justify the choice.

A new round of constructing physical models is encouraged. The intention is to turn previously provided information (drawings and 3D digital modeling) into a three-dimensional physical form.

This effort to materialize ideas into the physical world favors the design reasoning and thus, facilitates incremental improvements and the validation of the proposal in progress.

The following step is the construction of appearance prototype to simulate all the visual characteristics of the object, such as shape, colour, superficial finishing and applied graphics. They will be crucial to illustrate the proposal and to communicate the desired qualities in future projects.

Finally, students present their results. At this point, they have to provide a complete report containing the path of the project, including findings and mishaps. They also have to make a presentation about process and outcomes.

The third part of this paper shows examples and analyses of the upper described steps in order to demonstrate relevance of photographic documentation during the design process.  It is vital to identify and diagnose modelmaking and design problems and opportunities.

Showing failures and qualities through photographic documentation done by students and professors has been considered a successful strategy to bring to light findings, to promote ideation triggers for a better solution and to communicate what really doesn`t work. This approach on photographic documentation shows and makes evident, on one side, the design potentials and promising paths and, on the other side, reveals flaws, problems and misunderstandings. The framework of pictures throughout sixteen weeks revealing the variety of physical models constructed during the design process is essential for the apprenticeship in the early years of an undergraduate design course. Learning trough revealing mistakes and failures, as well as trough perceiving potential or feasible ways is an important starting point to think about what designing is made of.

This can be demonstrated when a photographic narrative is built. For instance, a manifold of photographs took by a student in different moments presented simultaneously and in parallel can show every changes during the design process. The whole set of images obtained during a semester clarifies the used methodology. Much of acquired skills and competences are viewable through the photographic resources. Noteworthy is that through photography students recognize new aspects about their object of study and its construction.

This study has been developed over the past decade within the context of a research on projective methods in architecture and urban planning, design and art. The next planned step is to develop an online platform dedicated both to teaching and to research on creation and design processes and pathways. The set of photographic documentation produced based on the described methodology will be the core of this platform.