FAmagazine - Ricerche e progetti sull'architettura e la città
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A Distributed Virtual Learning Environment (DVLE) for a Constructively Aligned Architectural Design Studio
No full textIn the last 30 years there has been extensive research about online teaching, outlining the importance of the interaction modes and the constructive alignment of the intended learning outcomes (ILO) and the teaching and learning activities (TLA) (Shuell, 1986), (Houghton, 2004), (Laurillard, 2012), (Biggs and Tang, 2011). Nevertheless, the literature about online teaching for architectural design is quite scarce and seems to ignore the recent findings of pedagogy (Rongrong, Gu, Skates and Feast, 2021), (Quintelli. Maretto, Prandi and Gandolfi, 2020), (Bologna and Trisciuoglio 2020). In order to update our syllabi for online teaching during the pandemics we established a dedicated research unit, named “Online Architecture”, at Özyeğin University, (Camiz, Verdiani, Özkuvancı and Alak, 2020). Therein we tested several online tools that could be used to constructively align the teaching and learning activities (TLA) and the intended learning outcomes (ILO) of our online architectural studios. After selecting the proper tools, we aligned them with the ILO and deployed them within a Distributed Virtual Learning Environment (DVLE). This paper illustrates the finding of such a research unit and describes the applications of the DVLE in the architectural design studios for the years 2020- 2021
Ricostruire Aleppo. Una questione di riscrittura.
No full textThe increasing political and economic instability in the Middle East region has caused an emergency condition that directly affects the architectural heritage of cities, so much to speak, in some cases such as Aleppo, of urbicide, or deliberate destruction of the city of man. This raises again some reflections on the role of the discipline of architecture in the process of reconstruction, that is, on what are the limits, the criteria, and the instruments able to operate critically in these contexts. The current state of the city of Aleppo thus offers the opportunity for an investigation aimed at establishing an admissible framework of operational strategies to preserve the identity of places, conveying the elements that have characterized the urban phenomenon over time.La sempre maggiore instabilità politica ed economica nella regione mediorientale ha generato una situazione emergenziale che investe direttamente il patrimonio architettonico delle città, tanto da parlare, in alcuni casi come quello di Aleppo, di urbicidio, ovvero di una deliberata distruzione della città dell’uomo. Questo solleva nuovamente delle riflessioni sul ruolo della disciplina dell’architettura nel processo di ricostruzione, e cioè su quali siano i limiti, i criteri, e gli strumenti in grado di operare criticamente in questi contesti. Le attuali condizioni della città di Aleppo offrono così l’occasione per un’indagine volta a stabilire un quadro ammissibile di strategie operative con cui preservare l’identità dei luoghi, con l’obiettivo di tramandare attivamente gli elementi che hanno caratterizzato nel tempo il fenomeno urbano
Virtual and Parallel Exhibitions in Urban Planning Teaching. Conclusions from the use of augmented and virtual reality
No full textPresentation and project summary exhibitions in the teaching of architecture and urban planning, are an optional but integral element of the teaching process. By 2019, they constituted frequent events in the calendars of design and art-related studies. The introduction of remote technologies was unpopular and rare due to numerous limitations. The COVID-19 pandemic has forced the need to work and present teaching outcomes at a distance. Many of the exhibitions in 2020 and 2021 were performed remotely. The challenge of remote exhibitions in the field of architecture and urban planning is to convey the content related to the projects, and the form of their display is very often illustrative display boards and mockups. Various technologies are used for their remote presentation, such as virtual exhibition galleries, as well as augmented and virtual reality. This paper undertakes a discussion on the methods of implementing virtual exhibitions, their advantages and disadvantages, and the techniques used. There is also a description of 3 original exhibitions organized in the field of architecture, devoted to the structure of cities, two of which were organized in a mixed (parallel, hybrid) formula, during which participants presented elements of the exhibition, including physical models, through live transmission, while simultaneously presenting previously prepared, analogous models in augmented and virtual reality
Changing the Curriculum in Architectural Education: the Case of the Trans-African Dialogues Series
No full textThe paper describes the authors’ direct experience with an elective module entitled, Trans-African Dialogues: Drawing on existing knowledge, strengths, skills, resources & innovation. It offers a framework on how this module was initiated, developed and delivered in the faculty of Architecture and Urban Design at the German University in Cairo (GUC) during the Spring semester 2021. The module, intended specifically for the 10th semester architecture students with a view to inform their design studio thinking, builds upon the findings of the author’s doctoral research project and primary fieldwork in Ghana (Panta, 2018); it investigates themes such as architectural education, its curriculum, and the need to rethink the discipline and its practice from a broader environmental and cultural perspective
Growth Opportunity: Transforming Studio-Based Education through Digital Tools during the Global SARS- CoV-2 Pandemic at the University of Florida
No full textIn Learning from Our Mistakes, Henry J. Perkinson (1930-2012) suggested that there are three primary approaches to education: education as initiation, education as transmission, and education as growth (Perkinson, 4-5). In architectural education, we see all of these models well-represented. In some cases, initiation and the notion of “teaching through example” is primary. This educational model is structured around an idea that students learn to be architects by observing an architect, doing architectural work. In a classical atelier model, the architect, faculty member, or tutor is positioned as a master, with students working and learning below them as apprentices. It depends on a clear hierarchical structure, as well as the idea that learning takes places through a process of initiation. The idea of education as the transmission of information from one person to another is a persistent one. It is the idea at the heart of the lecture format, where those with knowledge (architects, faculty members, tutors, etc.) share that knowledge with others. Education as transmission is also about a fundamentally closed and limited body of knowledge that can be parsed, ordered, packaged, and relayed from person to person, or from generation to generation
Experimenting with a multi-partnership educational project in Cherbourg-en-Cotentin (in the departement of la Manche, France)
No full textAs winner of the state-run program “Action Cœur de Ville”, the town of Cherbourg-en-Cotentin has made revitalising its town centre one of its priorities. The scheme proposes concrete measures to boost the sustainable revitalisation of the town centre, giving it a more attractive image. This includes focusing in particular on the redevelopment of old housing and shops, as well as on the conversion of emblematic buildings, a part of the town’s heritage, through innovative programs in the cultural and tertiary sectors. The project also aims to rethink the layout of public spaces, improving the accessibility of the town centre for all modes of transport and implementing an integrated system for water management
L’architettura della scuola nei Paesi del Sud del Mondo.
No full textThe contexts of the Global South offer, in many ways, a rich and fertile field of experimentation full of new opportunities. The reduction of regulatory constraints, for example, stimulates a renewed investigation of the relationship between space and function; economic constraints are a means of avoiding the most commonplace construction models; and the encounter between different cultures facilitates expressive contamination. Among these projects, the school building plays a significant role, representing the most important infrastructure carried out in the framework of International Cooperation. In the following paper, I will try to explain the reasons for this leading role by highlighting the most significant aspects that recent school buildings have highlighted.I contesti del Sud del Mondo offrano sotto molti punti di vista, un campo di sperimentazione ricco e fecondo di nuove opportunità. La riduzione di vincoli normativi, ad esempio, stimola una rinnovata indagine sulla relazione tra spazio e funzione, le ristrettezze economiche rappresentano lo strumento con cui eludere i modelli costruttivi più banali ed infine l’incontro tra culture diverse facilita contaminazioni espressive.Fra questi progetti la funzione scolastica riveste un ruolo di primordine, rappresenta l’edificio più importante realizzato nella cornice delle Cooperazione Internazionale. Nelle righe che seguono proverò ad argomentare i motivi di questo protagonismo evidenziando gli aspetti più significativi che le recenti costruzioni scolastiche hanno messo in evidenza
Ripartire dall’educazione linguistica. Intervista a Silvana Loiero
No full textThe interview published here started from the letter addressed in September 2020 by Silvana Loiero, with Nicola Grandi and Miriam Voghera, to the then Prime Minister Giuseppe Conte and the Minister of Education Lucia Azzolina, with the significant title Re-starting from language education. In that letter, the three signatories, members of the national secretariat of GISCEL, stated that “language education does not end with the education of Italian or other languages, but must be referred to language in general”, a semiotic and semantic world that affects every aspect of life and logical thought and not only and consequently permeates the education and teaching of girls and boys. This is what Silvana Loiero, GISCEL national secretary since 2018, school manager in charge of teaching and teacher training, editor of the primary school magazine “La Vita Scolastica” from 2017 to 2020, talks about at length in the interview.L’intervista qui pubblicata ha preso le mosse a partire dalla lettera indirizzata nel settembre 2020 da Silvana Loiero, con Nicola Grandi e Miriam Voghera, all’allora presidente del Consiglio dei ministri Giuseppe Conte e alla ministra dell’Istruzione Lucia Azzolina, dal titolo significativo Ri-partire dall’educazione linguistica. In quella lettera i tre firmatari, componenti della segreteria nazionale del GISCEL, affermavano che «l’educazione linguistica non si esaurisce nell’educazione dell’italiano o di altre lingue, ma va riferita al linguaggio in generale», mondo semiotico e semantico che investe ogni aspetto della vita e del pensiero logico e non solo e di conseguenza permea l’educazione e l’insegnamento di bambine e bambini. Di questo parla diffusamente nell’intervista Silvana Loiero, segretaria nazionale GISCEL dal 2018, dirigente scolastica che si occupa di didattica e formazione degli insegnanti, e, dal 2017 al 2020, direttrice della rivista per la scuola primaria “La Vita Scolastica”
La scuola e il contributo dell'architettura
No full textWith this issue, FAM experiments with the vast layout of a research magazine published at the turn of the 1980s in Milan and directed by Guido Canella: Hinterland.The school theme recalls the multidisciplinary approach typical of Hinterland which must necessarily converge in the project as a moment of synthesis. As well as the number 17 of Hinterland dedicated to the field of education, our FAM 56 is also full of historical-critical analyzes and planning reflections.Con questo numero FAM sperimenta l'impostazione vasta di una rivista di ricerca pubblicata a cavallo degli anni Ottanta a Milano e diretta da Guido Canella: Hinterland.Il tema della scuola richiama l'impostazione multidisciplinare tipica di Hinterland che deve necessariamente convergere nel progetto come momento di sintesi. Così come il numero 17 di Hinterland dedicato al Campo dell'istruzione anche il nostro FAM 56 si propone denso di analisi storico-critiche e di riflessioni progettuali
L’imprescindibile ruolo dell’architettura nel rapporto tra cinema e romanzo: Il caso Psyco di Alfred Hitchcock
No full textA notorious close connection between cinema and architecture exists, as between cinematography and literature, however we are convinced that architecture plays a central role in this context.These topics are easily identified in Alfred Hitchcock’s vast filmography, which shows that architecture is fundamental in order to create the atmosphere the director wishes to obtain to infuse further emotions to the story.Hitchcock through the editing, the shots and the course of actions provides the movie with what lacks in the conventional narrative of the novel the movie itself is taken. The director manages to enhance the audience’s emotions especially through the expressive help of the architectures that frame the story.Com’è noto, esiste uno stretto legame tra cinema e architettura, così come tra cinematografia e letteratura, tuttavia nel rapporto tra queste ultime due, l’architettura viene a ricoprire il ruolo fondamentale di cerniera, poiché il legame tra il film e il romanzo, sicuramente non può prescindere da essa.Tutto ciò, possiamo riscontrarlo nella ricchissima filmografia di Alfred Hitchcock, dalla quale si può evincere quanto l’architettura sia fondamentale al fine di creare l’atmosfera che il regista desidera ottenere per infondere ulteriori emozioni alla storia da raccontare.Hitchcock, infatti, attraverso il montaggio, le inquadrature, lo svolgersi delle azioni, indubbiamente imprime alla pellicola ciò che manca alla convenzione narrativa del romanzo da cui è tratto il film; ma è soprattutto grazie all’ausilio espressivo delle architetture scelte come cornice della vicenda che il regista riesce a corroborare il coinvolgimento emotivo del pubblico