FAmagazine - Ricerche e progetti sull'architettura e la città
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Riscrittura e struttura della città
No full textRe-taking from literary practices the attitude of critically reworking formal characteristics belonging to something previous, rewriting offers itself as a possible technique for transforming parts of the city. This approach makes it possible to prevent mimetic results, highlighting conversely the substantial texture of the city, selecting its exemplary elements. The rewriting intent breaks down the relationship between memory, as the object of the design action, and narrativity, which is the action that represents, through construction, the space of memory. In the proposed case studies of Aleppo and Mosul the relationship between memory and narrativity becomes a crucial issue for involving the context and its absences, giving the design proposals the interpretative capacity to confer values and new meanings to the city.Mutuando da pratiche letterarie l’attitudine a rielaborare criticamente caratteristicheformali appartenenti a qualcosa di precedente, la riscrittura si offre come una possibile tecnica per trasformare parti di città. Tale approccio permette di evitare operazioni mimetiche, evidenziando invece la trama sostanziale della città, selezionandone gli elementi esemplari.L’intento riscrittivo scompone il rapporto tra memoria, intesa come oggetto dell’azione progettuale, e la narratività, che è l’azione che rappresenta,attraverso la costruzione, lo spazio della memoria. Nei casi studio proposti di Aleppo e Mosul, profondamente mutilati dopo le vicissitudini belliche degli ultimi dieci anni, il rapporto tra memoria e narratività diventa una questione cruciale per coinvolgere operativamente il contesto e le sue assenze, dando al progetto la capacità interpretativa di conferire valori e significati nuovi alla città
Teaching drawing in a shared community
No full textAt the Faculty of Civil Engineering, Sapienza University, Rome, the first year Architecture Drawing course comprises a total of 162 hours (12 Formative Credits or CFU) divided into 51 hours of lectures, 51 hours of exercises and 60 hours of laboratory. Generally a six-months long course, this year it has been reduced into a three-months long course, from October to January, requiring a compression of the program. The problems due to the program compression and to the change of teacher were stressed by the measures for containing the Covid-19 diffusion. The former teacher was reputed “fragile” and precluded from teaching in presence and a new teacher was given the course. Moreover, Sapienza University adopted a mixed format, with a few students present in the classroom and most of them at home. Besides the many technical and instrumental difficulties due to the late equipment of the classrooms with updated hardware and software, the late registration of about a quarter of the students after the admission tests caused some of them to join the class more than a month after the first lesson. Anyway, a friendly collaboration between the “old” and the “new” teacher contributed to overcome most of the organizational questions
Architectural Design Studio activities in times of pandemic. Alternative models and tools for managing mixed-mode teaching
No full textThis contribution deals with the experience of the Architectural Design in Historical Context Studio held by professors Luigi Spinelli, Barbara Bogoni and Eduardo Souto de Moura, that takes place in the second semester of the first year of the Master of Science in Architectural Design and History - AUIC school of the Politecnico di Milano. The course, held in English, is part of an international program that welcomes students from all over the world, offering them the opportunity to fully experience the integration of the different disciplinary components of design practice. The course aims to learn the fundamentals of architectural design and the application to the historical context of the city of Mantova of the theoretical, analytical, historical and instrumental knowledge that students have had the opportunity to develop and increase during their studies, to reach the definition of an architectural project developed in all its parts
Beyond the screen
No full textOur didactic experiences in the field of architectural design, in courses that have always had a strong workshop character, have been varied in recent years and have been carried out in different variants that, when considered as a whole, allow us to reflect on the problems and the challenges faced during the pandemic. Indeed, a didactic normally conducted with compulsory attendance suffered in a sudden and unexpected way from the cancellation of physical presence, the loss of contact with people and the “corporeality” of the project. Moreover, the absence of the physical space of the classroom (a scene inherent to the laboratory) soon led to the search for new tools and appropriate methods that must adapt to constantly changing situations, depending on the progress of the pandemic, transposing everything behind a screen
Distance teaching of the history of architecture and urban design?
No full textSince at least the 1990s, the educational sciences have generally criticised the format of lectures1 and have instead encouraged active teaching methods2. However, in France, lectures without teacher-student interaction remain the most common teaching format in many subjects. The lack of change in this situation can be explained by the fact that this format is more economical in terms of staffing rates. In addition, the teaching of certain subjects, such as history, is not really conducive to work based on experience and collaboration. However, even in the context of a lecture, some active teaching exercises can be put in place by teachers who are interested in trying new approaches. The main obstacle is then the lack of training in teaching and educational sciences for the teachers in France. Having worked for nearly a year on an ANR Program (Agence Nationale de la Recherche, a national research organisation in France) on the hybridisation of higher education courses on bio-geo-sourced resources for renovation and construction, my research and training in this context encouraged me to think in this direction
Didactics, seminars and workshops in virtual environments. UNIPR experience in teaching architecture.
No full textThe University of Parma has for some time made available to the faculty and students an advanced system for teaching e-learning and FAD based on numerous digital tools. Through the Moodle platform for distance learning most widespread internationally in the university environment, Selma - the University E-Learning and Multimedia Services Center - organizes and manages the entire training activity of the University: traditional study courses in presence or entirely online, training courses, masters and advanced training, and for the coordination of projects or working groups
From pencil to mouse, from face to screen. A teaching experience in times of Covid 19
No full text2020 became a landmark year in more ways than one. The global health crisis linked to the coronavirus epidemic completely disrupted our behaviour. Travel was restricted to only strictly necessary journeys and these were limited to close to home. Some activities were allowed but social distancing was enforced. In a few days, everything came to halt for an indefinite period of time. In France, the first measures, which began in March, profoundly changed our lifestyles. The country entered into a lockdown phase and this situation had a profound impact on the way we consumed, worked and travelled. We no longer had access to places of culture, educational establishments. As a teacher in an architecture school, these interdictions were the start of a radical upheaval in the way we taught. How could we react to these measures that would take effect only a few hours later? Were we well prepared
La città e il sogno
No full textThe essay is articulated into a long story that begins with a collection of clues about the origin and functioning of our imagination. Where do the images that have shaped the great urban utopias reside? What relationship exists between invention and entropy (including the “Bataillian” variant of the dépanse), what space do free will and technical-scientific determinism have in the project of present and future society?The essay accompanies us in the impossible search for an answer, advancing through the folds of philosophy, art and literature. In other words, it is a story about the limits of reason and the axiomatic nature of knowledge.Il saggio si articola in un lungo racconto che prende avvio da una raccolta di indizi riguardo l’origine ed il funzionamento del nostro immaginario. Dove risiedono le immagini che hanno dato forma alle grandi utopie urbane? Che rapporto intercorre tra invenzione ed entropia (inclusa la variante “batailliana” della dépanse), quale spazio hanno il libero arbitrio ed il determinismo tecnico-scientifico nel progetto della società presente e futura?Il saggio ci accompagna nella ricerca impossibile di una risposta, avanzando tra le pieghe della filosofia, dell’arte e della letteratura. Si tratta, in altre parole, di un racconto sui limiti della ragione e della natura assiomatica della conoscenza
Genio artistico o anonimato per l’architettura di Gordon Bunshaft?
No full textReview of the book Author: Nicholas AdamsTitle: Gordon Bunshaft and SOMSubtitle: Building Corporate ModernismLanguage: inglesePublisher: Yale University Press, New Haven and LondonCharacteristics: 22.9 x 29.2 cm (9 x 11.5 inches), hardcover, 296 pages, 204 figures (45 in colour and 159 b/w)ISBN: 978-0-300-22747-5Year: November 2019Recensione del testo: Autore: Nicholas AdamsTitolo: Gordon Bunshaft and SOMSottotitolo: Building Corporate ModernismLingua: ingleseEditore: Yale University Press, New Haven and LondonCaratteristiche: 22.9 x 29.2 cm (9 x 11.5 inches), copertina rigida, 296 pagine, 204 illustrazioni (45 a colori e 159 b/n)ISBN: 978-0-300-22747-5Anno: novembre 201
La ricerca tipologica per l’edificio scolastico nel dopoguerra a Milano. Arrigo Arrighetti pioniere di modernità
No full textThe identification of a series of study sketches related to the possibilities imagined for new types of school buildings has become a pretext for recognizing the origin of a series of central topics in the research on the theme of the school that characterizes our time. By retracing the investigation conducted by Arrigo Arrighetti, a pioneer in translating the idea of the school as a small community in ways and with means that are familiar to us, we can trace a genealogy. The relationship between meaning and signifier, or rather between in-depth knowledge of the theme and its interpretation in the architectural project and its role, on a different scale, in the design of the city, leads to this reasoning, which becomes more precise and, from time to time, verifies itself through a series of projects which, from one level of education to another, re-discussing the relationship between the parts, decline the theme, increasing its complexity, until reaching the idea of the school as an integrated and integral part of a larger community.L’individuazione di una serie di schizzi di studio legati alle possibilità immaginate per nuove tipologie di edifici scolastici, è diventato il pretesto per ripercorrere l’indagine condotta da Arrighetti sul tema della scuola intesa come piccola comunità nell’ambito del suo lavoro presso l’ufficio tecnico del Comune di Milano, nel secondo dopoguerra. La relazione tra significato e significante ovvero tra la conoscenza approfondita del tema e la sua interpretazione nel progetto di architettura diventa motore della ricerca e matrice di questo ragionamento che si verifica attraverso una serie di progetti che di grado in grado declinano il tema aggiungendone complessità, fino a giungere all’idea di scuola come parte integrante e attiva in una più grande comunità