Learning objectives
In the initial didactic experience, the course includes an exercise that is not complex but is functionally specified with respect to the typological organisation, belonging to an analysed urban context within which the typological prefiguration can compete with contemporary processes of transformation. These characteristics represent the objectives in terms of knowledge and ability to understand (Dublin Descriptor 1) and of skills (Dublin Descriptor 2) that the student acquires through attending and application at the workshop. Teaching has also as a further objective the attainment of an early autonomy of critical judgement (Dublin Descriptor 3) as well as the acquisition of skills necessary for project communication (Dublin Descriptor 4).
Prerequisites
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Course unit content
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Full programme
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Bibliography
Bibliography will be transmitted in a separate communication at the beginning of the course.
Teaching methods
The workshop is intended as a place for single or collective operators in which designs are made, according to a methodology of discussion between teacher and student, individually or in small groups (max. 2-3 students). In the first phase, the collection of knowledge and initial analysis, the student will be directed to research in the library or archives. The teaching makes use of lectures (in the Architectural Composition and Building Distribution Characteristics courses), seminars and workshop activities on the architectural project. The various phases will discuss general issues, both theoretical and practical, addressed in the project by the student, who has the chance to experiment with standalone solutions under the guidance of a maieutics teacher.
Assessment methods and criteria
The procedures to check on the final degree of learning take place at a seminar coordinated with other design workshops. The student is obliged to exhibit the work done and its path, to an exam board composed of teachers from the area of architectural design, thus demonstrating the knowledge and skills acquired and their possible connections (Dublin Descriptors 1 and 2) in addition to the communicative skills acquired (Dublin Descriptor 4). In addition to the final checks 2-3 moments of intermediate checks on learning are scheduled, conducted in seminar groups within the confines of the single workshop. Student assessment is made by taking into account both the final result and his/her application in the various phases of the project. The architectural project, according to the principle that it is the result of a complex merger between theoretical education and practical experimentation, becomes an element of general assessment within which individual contributions can be located. The evaluation is sufficient if the project demonstrates a capacity acquired to address the issue, in terms of approach but also in terms of graphic representation and verbal presentation.
Other information
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