|SCIENTIFIC DISCIPLINARY SECTOR||ICAR/14|
|SECTIONING||This unit is divided into 3 sections:|
|MODULES||This unit is a module of:|
Geometric cycle: 3 primary figures As stated in the inaugural treatise on the history of architecture, that of Vitruvius, the first of the notions that an architect must possess is geometry. Square, circle and triangle, with their own implicit complexities and variants, up to the subversive deformations of their own rules, will constitute the research field on which the first year students will take their first steps. In this way we intend to place a constraint that limits but at the same time opens the student's gaze through a specific lens. A common lens that selects infinite knowledge by means of a unique and objective parameter: the geometric one. Following the general premises of the course, all the activities in which the student will take part will have the figure of the square in the center. Through this device, a series of lessons and related exercises will lead the student to deal with notions of history, theory and design, at different scales and in its fundamental aspects, according to a calendar structured in subsequent workshops. The program of this academic year is therefore the end of a didactic cycle that was conducted over the next three years on the three primary figures, square-circle-triangle, the specific theme of each of the three courses. All the work done on the traingolo, and previously on the circle and the square, will be brought together assuming as a whole the unitary form of a single didactic action. This action aspires to an idea of totality, albeit limited to the realm of geometry.
The course is held in the form of a laboratory, with constant revision of the project and theory lessons
I semester "An Introduction to the architectural project" 1- Lesson: The triangle in architecture 2- ES1. 15 triangular masterpieces / Lesson. Tools 3- ES2. What is architecture? / Lesson. Definitions 4. ES3. Iconography / Lesson. Culture of the project 5. ES4. Genoa ad triangulum / Lesson. City and architecture 6. ES5. Contemporary triangular architectures 7. es5.1 The plant 8. es5.2 The section 9. es5.3 The model 10. es5.4 The construction 11. es5.5 The place 12. es5.6 Space 13. es5.7 The light II semester "The first project" + 44mslm A TRUIANGULAR PAVILION The site chosen for the first real architectural design experience is a well-known place. The school itself, in addition to being the place where didactic activities take place, is itself a didactic place. Eloquent episode of Italian architectural culture, and in particular Genoese, it is a place produced by successive stratifications relating to the eras that from the foundation of the city to today have deposited its shape and character. The story is particularly exemplary as the presence of architecture is not limited to a single era, ancient or modern, or to a single style, but encompasses the complexity of the city and its extraordinary capacity for transformation, never interrupted. In this perspective of a constantly open, constantly inadequate present, the school's reorganization project is related to the pre-existing implementations, up to those of Gardella and Grossi Bianchi, with the aim of giving a better response to current needs. Gardella's project, as can be deduced from the structure and as the author himself confirms in his words, was designed to be modified, even several times, in its internal organization. Furthermore, today, the theme of open spaces and unstructured didactic functions arise as strong reasons for a rethinking of the school at + 44m above sea level in which to place a new triangular-shaped pavilion.
ESSENTIAL BIBLIOGRAPHY Livio Vacchini, Masterpieces, ed. Allemandi 2007 Steen Eiler Rasmussen, Architecture as Experience, Pendragon 2006 Ludovico Quaroni, Designing a building. Eight architecture lessons, Mazzotta, 1977. Bernard Rudofsky, Architecture Without Architects, University of New Mexico Press, 1976 THEORY OF CONTEMPORARY ARCHITECTURE Robert Venturi, Complexity and Contradictions in Architecture, 1966 Aldo Rossi, Scientific autobiography, 1981 Rem Koolhaas, Delirious New York, 1977 Peter Zumthor, Thinking about architecture, Electa 2003 Peter Zumthor, Atmospheres. Architectural environments. Things that surround us, Electa 2007 Giò Ponti, Love architecture, Carlos Martí Arís, The variations of identity, ed clup city studies, 1993 Carlos Martí Arís Eloquent Silences, ed Marinotti, 2002 Luigi Snozzi, Aformi, in Electa Cristian Kerez, Uncertainity, tokyo 2014 Valerio Olgiati, Non-referential Architecture, 2018 Adolf Loos, My school of architecture, in «Words in the void», Adelphi, Milan 1972; Herman Hertzberger, Architecture lessons, Laterza, Rome, 1966. THERE. kahn, Talks with Students (1969), in Maria Bonaiti, «Architecture is. Louis I. Kahn, the writings », Electa, Milan, 2002. John Hejduk, Education of an architect: a point of view, Cooper Union, NY, 1971. Alejandro de la Sota, Palabras a los alumons de Arquitectura, in «SOTA», ed. Pronaos, Madrid, 1989. Giorgio Grassi, An opinion on the school, in «Domus» n.714, 1990; Alvaro Siza, On pedagogy, in «Siza. Writings of architecture», Skira, Milan, 1997; Rafael Moneo, The work of John Hejduk or the passion for teaching, in "The solitude of buildings. Issues around architecture ", Allemandi, Turin, 1999. Antonio Monestiroli, The Metope and the Triglyph. Nine architecture lessons, Laterza, Rome, 2002 Francesco Venezia, 48 pages of taught architecture, Mendrisio Academy Press, Silvana ed., 2015 Luigi Snozzi, Dialogue on the teaching of architecture, and Letters twenty-two, 2016 ENCYCLOPEDY OF ARCHITECTURE, GARZANTI, 1996 Ernst NEUFERT, Practical Encyclopedia for Designing and Building, hoepli, 2019 Bearth Deplazes: CONSTRUCTING ARCHITECTURE, Birkhäuser Verlag 2013
GIOVANNI GALLI (President)
DAVIDE SERVENTE (President Substitute)
as per academic calendar
All class schedules are posted on the EasyAcademy portal.
The exam will be individual. The student must show both theoretical knowledge, based on the lessons and the bibliography of the course, and practical knowledge, with respect to the work done in the preparatory and project exercises (carried out both in groups and individually).
The oral exam will allow to verify the level of learning of the primary notions of architectural design