Educational aims. To promote the architectural design ability to manage the relations among materials, construction elements, techniques, environmental and functional requirements, building regulations, characteristics of the context. The project experience is applied to building of ‘controlled complexity’ as an exposition pavilion for the topic “Milano Welcome city. Designing for inclusion and resilience”.
The major challenges that the European metropolises will have to face, together with those related to climate change, are linked to the flows of the “homme nomad”. Regardless of motivations (tourism, work, economic necessities, research of living conditions, etc.) Nomadism is always a condition inherent in the DNA of the human being. This fact has led to the development of increasingly complex aggregative methods within the tissues of the cities. In the way in which they have entered and are no longer capable of new spatial physiognomies but also the increase in the possibilities, for some individuals, of experiencing a situation of spatial and social marginality. Milan, more than other cities, is at the center of these dynamisms conditioned by the massive presence of entrepreneurial, cultural and third sector businesses. Just think that Milan alone contributes at 10% of Italian GDP.
Welcome City. Designing for inclusion and resilience intends to create a discussion platform on this topic, first of all starting from the definition of the targets that we want to deepen. This platform sees the contribution of public institution representatives, accessibility designers, etc.
The theme will be common to the bachelor Building and Technology Studio course and the master Design and Construction studio course, but will be analyzed in different ways according to the objectives set for each course.
In particular, dialogue with the municipality will allow the identification of areas on which recovery projects can be envisaged through the inclusion of temporary functions (for the Building and technology study course) and redevelopment projects of existing buildings for master Design and Construction studio course.
Flow hypothesis to analyze:
● youth tourist flow
● flow for workers
● intercultural migration flow
● flows of students and workers linked to the research and university world.
● refugee and asylum seekers integration
This topic is developed along a design activity to acquire and to experiment the basic knowledge to:
- give correct dimensions to living spaces, and to organise their morphological configuration;
- define typological and distributive characteristics;
- configure the technological systems and elements;
- verify the build ability, as consequence of a design processes that facilitates the construction and utilization of the architecture.
Teaching methods. Students are led in a gradual process of acquisition and application of methodological and operational tools required for the development of the project. This, in relation to the dimension of feasibility of construction, through guided exercises aimed at acquiring adequate capacity of analysis and synthesis. The design process is articulated through 3 steps:
- Preliminary Design (architectural and technological concept);
- Executive Design;
- Construction Design.
Within these 3 steps, the didactic activities will be focused on:
- the interpretation of paradigmatic projects with regard to the relationship among materials, design principles and architectural languages;
- the use and the management of an integrated system of constraints (environmental, regulatory, structural, constructing, etc.);
- the assessment and the selection among different spatial and techno-typological alternatives;
- the configuration of the construction details, studied in their material dimension and verified with regard to their feasibility;
- the representation of the project at the different scales, in relation to the specific needs of knowledge, reporting and verification.
Educational structure. Learning activities are configured through:
- lectures and seminars held by the teacher, with the contribution of external speakers;
- tutoring in the classroom;
- development of the design process, with verification of progresses at the different scales;
- supplementary activities extra classroom of individual study and research (i.e. Flipped Classroom, consisting in reading one book chosen from a provided list and prepare a short resume to discuss and present to the classmates).
Forms of horizontal and vertical coordination of the key courses. The Building Technology Studios is organized in a system of horizontal and vertical coordination which involves the whole area of Architectural Technology in its various components. As for horizontal coordination, there is a permanent confrontation that has agreed and standardized for all the studios: design theme, size of the intervention, level of detail, methods and verification criteria. As for the vertical coordination, progressive learning strategies have been defined and will be constantly monitored, for a process of gradual acquisition of knowledge and skills. This process consists of training sessions related to: taking basic knowledge (Fundamentals of Technology) and their subsequent application in the design experience carried out in the Studios.
A systemic approach to technology. Advanced design tools assume a central role in the contemporary practice of architecture, both in the design and construction phases, expanding design potentiality and increasing control and precision over the arising complexity of the design process. Through digital design workflow, nowadays recognized as an international standard, the virtual model becomes an ideal playground where to perform design conceptualization and refinement within an iterative process of modelling, simulation and optimization. In this scenario, it’s fundamental to develop a holistic approach to technology in which innovative tools, fabrication techniques and emergent technologies are synergically conceived and applied to inform consistent design outputs, from the early stages to the definition of construction and performative characteristics of the architectural systems.
Studio methodology. Following the idea of a design-driven learning process, the studio will be mainly organized around the architectural and construction design of a pavilion for “Milano Welcome city. Designing for inclusion and resilience”. Students will work in small groups and guided to create an original concept for an architecture of exhibition and its development into an architectural system successfully integrating spatial, performative, functional and technological aspects. Complementary activities will consist of theoretical lectures held by teachers and representatives of architecture and construction sector. Short exercises will introduce to design methodology and develop specific technical skills. The architectural design is the result of a complex set of disciplines. In particular the integration of “Technologies for construction and environmental hygiene” will analyze and evaluate the iterations between Building, Environment and Health, related to Indoor & Outdoor Well-being.