FAmagazine - Ricerche e progetti sull'architettura e la città
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Design and implementation of online learning process for complex architectural projects: a graduation project example during Covid-19 period
No full textArchitectural design studio is the most important course of architectural education and it is considered the central axis where the theoretical and technical knowledge obtained from other courses are brought together. This design studio is a form of disciplinary training in a social learning environment, where the instructors and students interact. In this environment, students learn from the instructor, as well as from each other; and nourish their creativity through experience and learning by doing (Ceylan et al, 2021)
The architectural plan: Teaching and learning methods in social distance’s times
No full textWhile the texture of urban life in Europe was going upset, a lot of operations ceased: for instance, hotel trades, enterprises, club meetings and leisure activities; other: for instance, banking, business dwindled and decreased. Schools of every order and grade - and supermarkets, of course- had remained an almost unrivalled taken of group work. Education and vocational training – even if performed from a distance – has been a continuous motion flowing through the numbed body of towns and cities, sprinkling and brightening up day. Today activities and living up to same social expectation
International distance learning design experiences. Above the clouds, a project for a temporary event in the Bolognetta valley
No full textThe health emergency due to the spread of COVID-19 has required a methodological and technological adaptation to the entire world of teaching and researching, in order to define in a brief time new methods for designing and teaching. In consideration of this, Campus Asia1 decided to organize one of the key events of its educational offer in a distance learning form, an international winter school with overn eighty participants and five international guest universities. Together with Kyushu University (China), Tongji University (Japan) and Pusan National University (South Korea), the edition held between 15 and 26 February 2021 saw the participation of two European partner universities, the Università degli Studi di Palermo2 and the Vienna University of Technology (Austria
Reinventing the pedagogy: about architectural and urban utopias. The experience of teaching the humanities and social sciences in a school of architecture during a pandemic.
No full textThe frenzy of the metropolises calmed down completely during the pandemic, when the economy seemed to come to a standstill, thus raising the question of their sustainability. Perceived space is often dislocated by “flat” screens which are interposed between our bodies and their immediate surroundings, while the space we live in is reduced to the “15-minute city”. The continued teaching of architecture is responsible for the future and training of architects-to-be; the renovation of existing buildings to design built forms is becoming more and more significant, and the health crisis is shaking up our relationship to space in an unprecedented way
Blended training activities in on-line and on-site exploration of the urban structures
No full textTraining activities at the Architecture Faculty of Silesian University of Technology have shown the success of extending educational forms beyond traditional classes, and have incorporated interactive and immersive methods, such as workshops, site trips, Project Based Learning, interdisciplinary seminars, etc. Such practices resulted in better engagement from the students and generally improvement of the quality educational experiences. However, the lock-down and imposing of distant learning since March 2020 have largely limited the innovative teaching forms and limited them to online interaction through various communication platforms. While the university seems to have adapted very well to the new situation in terms of lectures, design studios and drawing consultations; it proved quite challenging to realize engaging seminars and vivid discussions. The paper presents authors search and experiments with methods of extending beyond basic content to fruitful discussions and evoking interest and enthusiasm in the students, to find immersive educational methods in the new situation. These included testing various available online tools for communication, teamwork and urban analyses; deliberately blending online communication with traditional paper sketching and note taking; online workshops with invited guest speakers; as well as mixing online classes with real-life on-site activities and analyses performed by the students. An opposite situation was also tested, where the teacher was located in the urban space, lecturing and recording clips for the ArchéA online course. The evaluation of the course has shown that the students have highly appreciated the created training milieu, which resulted in their commitment, activeness, eagerness to both sharing own experiences and teamwork, and generally evoked the desired sensitivity and interest in urbanity and understanding the urban structures
BECC Laboratory in Tokyo. Urban lanscape, urban regeneration. Interdisciplinary academic class
No full textThe different cultural experiences analyzed in the world and between the East and West, have found that the men have always related to the natural context from which they have drawn resources and opportunities for life. Even architecture was born out of respect for this dialogue that the communities were able to establish by relating to both terrestrial and astronomical nature. The architecture has made it possible to make changes to the natural context in relation to the needs of the individual communities. But architecture has increasingly come to characterize itself for the functions required of it in close relation to the natural context and hence forms and therefore constructive typologies closely related to local resources: let us think of earth houses in the regions of the African continent or Latin American, to stone houses in central and southern Europe, to wooden houses in northern Europe and Asia
Experiences with digital teaching formats during the COVID-19 pandemic at the Department of Spatial Design at the Faculty of Architecture, RWTH Aachen University, as illustrated by the course Einführen in das Entwerfen (Introduction to Design)
No full textWith the arrival of the COVID-19 pandemic in Central Europe in March 2020, all of the courses offered by the Department of Spatial Design at the Faculty of Architecture, RWTH Aachen University up to that point immediately had to be converted into digital formats. How was this supposed to work in a discipline that is particularly characterized by analog work (drawings and models) and intensive exchange? The following text is a retrospective experience report describing the possibilities and limitations of digital formats in architectural education, using the course Einführen in das Entwerfen (Introduction to Design) as an example. After a brief outline of the module, both the analog teaching concept and its conversion to a digital teaching format during the COVID-19 pandemic are described. This is followed by a personal evaluation by the author about lessons learned and developments for the future of the course
Le scuole di Guido Canella. Tipo forma e comportamento
No full textThe aim of this essay is to briefly retrace the experience of one of the main masters of Italian architecture, Guido Canella, in particular from the period when he began to form a precise idea of architecture, namely, during his years as a young teacher at the Polytechnic University of Milan, and how this idea would be directly reflected in his built works, while focusing on a particular typology which was to characterize Canella’s work and research: the school building. This research conducted on schools, initially together with Ernesto N. Rogers, later resulted in various built works in which the school activities, by means of a progressive “typological expansion”, were joined by extensive work on function which enabled the transformation of the traditional school building into a public building.Con questo testo si vuole ripercorre, brevemente, l’esperienza di uno dei principali maestri dell’architettura italiana, Guido Canella, in particolare ripartendo dal periodo legato alla formazione di una precisa idea di architettura maturata durante gli anni in cui era un giovane docente al Politecnico di Milano e di come questa formazione trova un riscontro diretto nelle sue opere costruite, focalizzandosi su una tipologia in particolare che ha caratterizzato l’opera e la ricerca di Canella: l’edificio scolastico. Queste ricerche condotte a scuola, inizialmente a fianco di Ernesto N. Rogers, hanno trovato poi esito in diverse opere costruite nelle quali l’attività scolastica, per mezzo di una progressiva “dilatazione tipologica”, si integra a un articolato lavoro sulla funzione in grado di trasformare il tradizionale edificio scolastico in edificio pubblico
La scuola come modello. Due esperimenti di scuola-città a Torino, 1968-75
No full textThe heritage of school buildings constructed in the 1970s in Turin is one of the most interesting infrastructures of the public city in terms of extension and capillary diffusion across the urban fabric. The school buildings erected in the expansion areas envisioned by the Popular Affordable Housing Plans, which underwent great demographic changes in the last ten years, can be considered a resource for the present-day city. Through archive documents and the analysis of the relationship between built space and teaching styles, the present article explores this theme by looking at two schools in Turin, both of which were taken, at the time of their construction, as models of the relationship between built space and didactics.Il patrimonio dell’edilizia scolastica realizzata negli anni Settanta costituisce a Torino una delle infrastrutture più interessanti della città pubblica per estensione e diffusione capillare nel tessuto urbano. Gli edifici scolastici realizzati nelle aree di espansione dei Piani per l’Edilizia Economica Popolare, oggetto di grandi cambiamenti della popolazione insediata negli ultimi dieci anni, possono essere considerate una risorsa per la città contemporanea. Attraverso documenti d’archivio e analisi della relazione tra spazio costruito e orientamenti didattici, l’articolo apre l’esplorazione di questo tema attraverso due scuole torinesi, entrambe assunte, all’epoca della loro realizzazione, a modello di relazione tra spazio costruito e didattica.
Due lezioni da un terremoto. 1 - Città estrema 2 - Il Borgo
No full textThe city of Naples and a small village of the region, Castelnuovo di Conza, were both struck by the November 23rd, 1980, earthquake. Naples, given its social importance, and Castelnuovo with its location in the crater of the seism, became emblematic sites of the tragedy and the reconstruction. The author of the article participated in a position of responsibility in the planning of the reconstruction and requalification both of Naples and the town of Castelnuovo. In the following pages he attempts to draw some lessons from the complex planning experience.La città di Napoli e un piccolo paese campano, Castelnuovo di Conza, furono ambedue colpiti dal terremoto del 23 novembre del 1980. Napoli per la sua dimensione sociale e Castelnuovo per la sua posizione nel cratere del sisma, divennero luoghi emblematici del dramma e della ricostruzione. L’autore dell’articolo partecipò con ruoli di responsabilità alla progettazione degli interventi di ricostruzione e riqualificazione sia nella città di Napoli che nel borgo di Castelnuovo. Nelle pagine che seguono egli cerca di trarre alcuni insegnamenti dalla complessa sua esperienza progettuale