60
Architecture Technology
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
Given the content, the educational objective of the Module is to identify choices that, on an equal footing, will address both the spheres of Conservation and Transformation.
Through their work, students will therefore attempt to reconstruct situations of the environmental realities they will encounter, addressing the operational problems and constraints that typically characterize architectural design.
From a theoretical and methodological perspective, the Laboratory's primary focus is on a cross-disciplinary activity intentionally oriented toward satisfying human needs. These needs, inclusively and comprehensively, can be met through design factors that are inextricably linked to their culture of belonging to the... Place.
All of this, in the awareness that design activities involve, at times decisively, human life, resources and the environment, looking at the construction/transformation as a whole and its individual organized parts, with an approach that allows for an operational response, banning Brand, now of… Facade… Like… Sustainability.
A Condition, therefore, that will guide the paths that will be taken, towards the knowledge of the relationships that, in the design activities, are established between the social aims of the Transformation and the contents and the Form, in a meaning that will assume the logic of the Functions and the Quality of the Spaces… Controlling the Role they assume and play in the Project of… Architectures.
Course Prerequisites
The Inclusive Design Module of the Design for Inclusion and Social and Territorial Cohesion Laboratory requires no prerequisites.
The course provides the knowledge and tools necessary to address the topics covered.
Teaching Methods
Considering that the Module's structure will be aimed at interpreting the material constitution of places, considered a useful factor in determining their potential Environmental Transformation Processes, the Laboratory's activities will therefore include on-site surveys of the realities of the places covered by its educational/application objectives. Consequently, given its disciplinary scope, the Inclusive Design Module, interfacing with the other disciplines of the Laboratory Modules, will play an important role in providing cross-disciplinary support for the entire laboratory educational program.
In this sense, always in keeping with the educational/training objectives of the Workshop, the transversal themes of the Inclusive Design Module can be expressed through the following assumptions:
1) Rereading the characteristics of the dynamics of change in contemporary society, including those related to the processes of transformation of human and natural space. Consequently, this process is oriented towards the necessary, ongoing adoption and metabolization of new processes and practices.
2) Recognizing that deepening our understanding of the material characteristics of places must be intertwined with a mature, current, and sensitive awareness, capable of addressing the current issues surrounding the crisis of the culture of infinite development and, consequently, the compatible transformation of space.
3) Studying materials, incorporating this knowledge, in relation to their role in the creation of the final good.
4) Understanding the relationships between artifacts and the socio-technical characteristics of contexts.
5) Reinterpreting an artifact as a structured set of parts that, despite their different characteristics, interact organically and interactively.
The Module is therefore structured through two specific study cycles, the topics and contents of which are outlined below
I) Training and Orientation Cycle - Material Culture and Transformations
II) Information Cycle on the Characteristics of Materials in Use in Existing Artifacts - Materials as a Knowledge Base for Built Realities
A series of activities, therefore, structured around lectures and a series of site visits, conducted at sites of interest.
Assessment Methods
In relation to the topics covered in the indicated cycles, the Students, using recommended texts and based on their research paths, will delve into the topics covered, summarizing them in texts of their own writing, interpolated with graphic material, informative repertoires of images and photographic documentation, which they will include in a Personal Book.
This is a self-directed portfolio produced by students, demonstrating their understanding of the educational aspects of the specific learning path they have followed.
More specifically, the book may be structured as follows:
- Notes taken during the lessons and reworked into appropriate texts that may be included, possibly accompanied by factsheets and drawings relating to the materials surveyed and investigated.
- Preparation of summary and comparison sheets of the various construction alternatives, relating to the different technical/constructive solutions surveyed and investigated.
- Monographic factsheets on the specific materials surveyed and investigated, summarizing their qualities of use, relative to the specific environmental needs of the investigated locations.
- Developed with drawings, comments, and annotations; concerning a theoretical breakdown into elements and components of the revisited artifacts.
In producing the Book, students will be able to interact with the Module Faculty, who, if needed, will provide additional specific bibliographies, sample bibliographical notes, fact sheets on technological systems, and summary notes on anthological material.
The Book created by students represents the outcome of an individual final product.
Texts
- Giachetta A. Novi F. Raiteri R. -The construction of the idea, the thought of matter. Reflections on Architectural Design - Franco Angeli Editore, 2019
- Matteo Clemente - Redesign of Public Space - Franco Angeli, 2017
- Federica Castellii -Public Space - Futura Editrice, 2019
- Campioli A. Lavagna M. - Techniques and Architecture - Citta Studi Edizioni, 2013
- Nardi G.- Architectural Technologies - CLUP, 2001
- Nastri M. - The Construction of Architecture. Tools for Technical Project Development - Franco Angeli Editore, 2009
- Torricelli M. Del Nord R. Felli F. - Materials and Technologies for Architecture - Laterza, 2001
Contents
(…) In the Project of What Isn't There, the Existing is assumed only as a silent and interlocutory backdrop, the object of transformative actions, a victim of their impact. In the Project of the Existing, what already exists is, instead, the subject. It is this subject that, by declaring its own limits and potential, reveals to the observer its own specific opportunities for conservation and/or transformation. The Existing is, in short, the bearer of its own code, indispensable to know in order to conceive any of its Projects (…) - Valerio Di Battista, 1990
The Design Laboratory for Social and Territorial Inclusion and Cohesion addresses the design of collective space as a means of territorial regeneration, the construction of a local identity, and the promotion of social cohesion.
Public space, in its various configurations and scales, is explored as a living, accessible, and dynamic place, capable of sparking new relationships between community and environment.
Given the premise of the Laboratory's objectives, the term "Design of the Existing" largely underlies them.
The Project is not undertaken with a single-minded expectation of what does not yet exist, but rather with a view to partial and progressive changes to what already exists.
In this sense, the Project pursues an idea of recognizability, capable of being realized through knowledge of the environment in which it operates… The Place.
Through their work, the students will therefore attempt to reconstruct situations of the environmental realities they will encounter, grappling with the operational problems and constraints that typically characterize the Architectural Project.
In a free reinterpretation of the meaning of its name, the Inclusive Design Module, belonging to the area of Architectural Technology, will assume the responsibility of transferring and acquiring, by students, the basic knowledge, materials, and techniques, transversally useful for carrying out the complex of the indicated laboratory activity.
On an operational level, the Module's structure will be aimed at interpreting the material constitution of places, considered as a useful factor in determining their potential transformation processes.
The Inclusive Design Module therefore addresses the topic of Materials for Architecture.
A captivating phrase that, outlining the educational landscape of the relevant discipline, will interface with the more complex training program of the Laboratory, within which it outlines and articulates the framework of design intelligence that has always governed the process through which architectural thought becomes construction.