60
Landscape Architecture
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
Site Issues
The Calopinace River, a waterway that flows through the central part of Reggio Calabria's urban fabric, fits into this context. The etymology of its name, a subject of debate, derives from the Greek kalòs pinax ("beautiful picture" or "fertile plain"), likely indicating the agricultural importance of the alluvial areas near its mouth during the Magna Graecia period. In the Middle Ages, it was also documented in the form "Alepò," indicating the historical continuity of the toponym.
The Calopinace played a decisive role in the urban evolution of Reggio Calabria. Settlements settled along its banks since the Greek colonization, and its presence influenced the layout of the main roads. However, recurrent floods, often devastating, also made it a risk factor: as early as the 17th century, historical
sources document destructive events that struck the lower city. After the 1908 earthquake, the new master plan for reconstruction (the so-called De Nava Plan) necessarily had to address the presence of the Calopinace, adopting hydraulic regulation and canalization solutions that profoundly altered its appearance.
An urban linear park for Calopinace river’s banks
From a landscape perspective, the river today represents an ecological and morphological break within the urban continuum, simultaneously a barrier because the banks are hidden and partially covered by a motorway, but it represents an high potential green corridor. Recent urban redevelopment projects, linked to the enhancement of the waterfront and the integration of natural systems, have highlighted the strategic value of the Calopinace as an environmental infrastructure, capable of combining the needs of hydrogeological safety, ecological restoration, and landscape enjoyment.
The Calopinace river embodies a paradigmatic case of the interaction between natural dynamics and urban development: from a hydraulic threat and a constraint on settlement, to a potential resource for a sustainable city model, capable of recognizing its defining geomorphological elements not as an obstacle, but as an opportunity for territorial regeneration.
In this context at the students will be required the creation of an urban linear park, as a new vision of the city, along the banks of Calopinace fiumara. The project aims to provide the city of an effective green area, to dismiss part of the motorway, to find innovative ways to capture subsoil and surface waters, to transform the area in a place entirely integrated with the urban tissue.
Course Prerequisites
Building on the co-presence of the discipline of landscape architecture, the course aims to create those cultural and methodological conditions for building relationships with architecture, ecology and art.
During the semester, students will be stimulated through open discussions of modern and contemporary architectural and landscape architecture projects in which the creative and imaginative matrix is clear. How some of these projects, such as New York's Central Park, have been prescient of an increasingly pressing need to integrate design and ecology, design with resilience to mitigate climate change and its consequences. Particular attention will be paid to recounting how art has always played a prominent role in the culture of urban systems and place-making.
Students are expected to be very active while describing the projects through freehand drawings, pointed reflections and constructive reasoning.
Teaching Methods
The students are expected to design an urban park, with the 80% of the area dedicated to reforestation and 20% dedicated to facilities – sports, recreational areas, cultural events. Required
- Model of study;
- Analysis of the site;
- Site plan;
- Systems drawings;
- N. 2 sections in 1:50 scale;
- Perspective and/or axonometric drawings.
Students will gain an understanding of the state of the discipline of landscape design through direct examples and by deepening complex reasoning across disciplines. Knowledge and understanding skills;
From this knowledge they will have to construct plausible scenarios for new ways of inhabiting the urban environment and its ecological, cultural and resilience needs;
Students will be expected to independently produce ideas that will be collectively analyzed and then methodologically addressed to build the tools needed to think about complex projects;
Each student should communicate his or her progress by adapting graphic representations with specific and timely references and citations;
By the end of the course, students should have completed a course of instruction that leads them to construct ideas in relation to their cultural choices and personal interests, so that they can elaborate an active, agile and modern knowledge path.
Assessment Methods
The students are expected to design an urban park, with the 80% of the area dedicated to reforestation and 20% dedicated to facilities – sports, recreational areas, cultural events. Required
- Model of study;
- Analysis of the site;
- Site plan;
- Systems drawings;
- N. 2 sections in 1:50 scale;
- Perspective and/or axonometric drawings.
Students will gain an understanding of the state of the discipline of landscape design through direct examples and by deepening complex reasoning across disciplines. Knowledge and understanding skills;
From this knowledge they will have to construct plausible scenarios for new ways of inhabiting the urban environment and its ecological, cultural and resilience needs;
Students will be expected to independently produce ideas that will be collectively analyzed and then methodologically addressed to build the tools needed to think about complex projects;
Each student should communicate his or her progress by adapting graphic representations with specific and timely references and citations;
By the end of the course, students should have completed a course of instruction that leads them to construct ideas in relation to their cultural choices and personal interests, so that they can elaborate an active, agile and modern knowledge path.
Texts
2020. Morabito V., The City of Imagination, ORO Edition, USA.
2020. Morabito V., Drawings vs. Photos in the representation of landscape architecture. In Ri-Vista n. 02.2020, University of Florence Press. Florence, Italy.
Hunt J. D., Sette lezioni sul Paesaggio. Liberia.
2019. Corner J., Taking measures across American Landscape. Yale University Press.
1968. McHarg I., Design with Nature.
2014. D’Angelo P., Filosofia del Paesaggio. Quodlibet
2005. Panzini F., Progettare la natura. Architettura del paesaggio e dei giardini dalle origini all’epoca contemporanea. Zanichelli
Contents
Landscape design is a course that falls under the more general discipline of landscape architecture. Common pressing issues climate change, ecology, resilience, social policies, and cultural inclusion are just a few of topics covered in the landscape design course. Topics that cover both enstabliched and unestablished urban areas, urban fringes, spatial dispersion phenomena, urban agriculture or edge agriculture.
The course also aims to introduce students to the story of landscape architecture, from its origin to the evolution and to contemporary projects.