The studio didactic activity allows to test the student's ability to apply to concrete issues the knowledge gained within the teachings.
The Building technology studio aims at fostering - in the process of architectural design - the ability to handle the interrelationships among materials, construction systems, executive techniques, as well as environmental and functional requirements, regulations constraints and context features. To this end, existing projects and realizations will be taken as reference and deepened in their correlation between materials, constructive principles and architectural form. Objective of the Studios is the exploration and the acquisition of the know-how called for: the sizing of living space and the definition of their typological-distribution in order to meet explicit and implicit needs of occupants; the configuration of the building and the setting of its technical and construction systems in order to comply with the wide range of requirements demanded.
Risultati di apprendimento attesi
The Studio offers a project experience on a limited-scale and "controlled complexity" building, paying close attention to the constructive realization of the work. At the end of the project experience, the student will acquire the necessary skills to identify the set of criteria to be taken in choosing the available technical options. He will be able to define the typological and spatial alternatives in coherence with the complexity of user constraints, environmental requirements and with the relative technological and constructive choices. He will gain the ability to face the project at different levels of detail and with the proper scales of representation, up to the development of construction details deepened in their material dimension and in the verification of their technical feasibility.
Educational aims. The Studio promotes 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” in three different squares of Milan.
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.) Milan, more than other cities, is at the center of these dynamisms conditioned by the massive presence of entrepreneurial, cultural and third sector businesses. 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.
Three squares of different contexts of the city of Milan are therefore chosen for recovery projects through the inclusion of temporary functions and the regeneration of the outdoor spaces.
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, through guided exercises and reviews.
The design process is articulated through 3 steps:
Concept Design (urban, functional and architectural);
Developed Design (architectural and structural);
Construction Design (architectural, structural and technological).
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: reading one article chosen from a provided list and prepare a poster to discuss and present to the classmates. Developing a video with the group about the project’s concept to share with the class at the beginning of the Studio).
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. 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. For instance, lectures of Parametric software are offered to the students that want to experiment this design approach. Furthermore, specific lessons on innovative materials, 3D printing and specific design strategies as Urban Health and Design for All are integrated to the teaching program.
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.
During the educational path the sequence of the courses and the order of registration of the related exam must follow the priority specified in the study programme regulation.
Modalità di valutazione
The final evaluation will follow the following criteria:
knowledge and understanding of the building technologies’ topics;
applying knowledge and understanding of the use of techniques in architecture;
making judgments on selected themes;
communication skills - oral and written - through the design experience and project story-telling;
The final evaluation will be the assessment of the activities performed in the design studio. Students will be evaluated on their project during the semester according to three design phases (Concept Design; Developed Design; Construction Design) and related PIN-UP. Intermediate evaluations will partially contribute to the final evaluation, together with the individual final discussion and the individual poster related to the paper assigned.
Naboni R., Paoletti I., Advanced customization in architectural design and construction. , Editore: PoliMI SpringerBriefs, Anno edizione: 2015
Picon A., Digital Culture in Architecture: An Introduction for the Design Professions., Editore: Birkauser Basel, Anno edizione: 2011
Capolongo S., Buffoli M., Brambilla A., Rebecchi A., Healthy Urban Planning and Design Strategies to improve urban quality and attractiveness of places., Editore: TECHNE19, Anno edizione: 2019
Mosca E.I., Herssens J., Rebecchi A., Capolongo S., Inspiring architects in the application of design for all: Knowledge transfer methods and tools., Editore: Journal of Accessibility and Design for All, Anno edizione: 2019
Rebecchi A., Buffoli M., Dettori M., Appolloni L., Azara A., Castiglia P., D'Alessandro D., Capolongo S., Walkable environments and healthy urban moves: Urban context features assessment framework experienced in Milan. , Editore: MDPI Sustainability, Anno edizione: 2019
Capolongo S., Rebecchi A., Buffoli M., Appolloni L., Signorelli C., Fara G.M., D'Alessandro D., COVID-19 and cities: From urban health strategies to the pandemic challenge. a decalogue of public health opportunities. , Editore: Acta Biomedica, Anno edizione: 2020
Capolongo S., Rebecchi A., et Al., Healthy design and urban planning strategies, actions, and policy to achieve salutogenic cities. , Editore: International Journal of Environmental Research and Public Health, Anno edizione: 2018
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Tipo Forma Didattica
Ore di attività svolte in aula
Ore di studio autonome
Laboratorio Di Progetto
Informazioni in lingua inglese a supporto dell'internazionalizzazione
Insegnamento erogato in lingua
Disponibilità di materiale didattico/slides in lingua inglese
Disponibilità di libri di testo/bibliografia in lingua inglese
Possibilità di sostenere l'esame in lingua inglese
Disponibilità di supporto didattico in lingua inglese