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URBAN PLANNING AND DESIGN

CODE 83882
ACADEMIC YEAR 2022/2023
CREDITS
  • 8 cfu during the 1st year of 9915 ARCHITETTURA (LM-4) - GENOVA
  • SCIENTIFIC DISCIPLINARY SECTOR ICAR/21
    LANGUAGE Italian
    TEACHING LOCATION
  • GENOVA
  • SEMESTER 1° Semester
    MODULES This unit is a module of:
    TEACHING MATERIALS AULAWEB

    AIMS AND CONTENT

    AIMS AND LEARNING OUTCOMES

    U&F teaching trains students to operate on the territory in complex contexts with a critical and pragmatic approach. The integration between the two modules of Urban Planning and Estimate aims to provide the theoretical and operational tools to develop the design process in its various phases, from the survey to the proposal.

    The architect is recognized as having professional competence in the field of planning and government of the territory. This competence is applied both in defining land uses and methods of implementing interventions consistent with public policies (drawing up plans), and in formulating development scenarios and strategies compatible with the resources and congruent with the potential of the territories (developing programs and projects interacting with the communities concerned and with other specialists). This teaching is mainly dedicated to the second aspect and makes use of integration with Estimate to simulate a design process of territorial impact in its various phases and components.

    On the basis of the notions learned in the bachelor course of architecture and the insights and knowledge provided in this teaching, the student will be guided to refine their skills to critically observe the territory, carry out investigations and apply analysis tools, conceive and elaborate proposals of re-development in a perspective of appropriateness, concreteness and sustainability of the interventions.

    Upon completion of the teaching, the student will be able:

    • to autonomously set up the study of a territory;

    • to identify the essential components of a territory through surveys and direct experience;

    • to develop intervention proposals consistent with the characteristics of the territory;

    • to validate and argue the proposals on the basis of the knowledge of the territory acquired;

    • to illustrate a project proposal also to an audience of non-experts.

    TEACHING METHODS

    The "learning by doing" criterion, which underlies the entire master degree course, is pursued by refining skills and applying new knowledge and tools in the course of exercises carried out by students both individually and in groups of 2-3 members.

    The lessons and the first exercises are preparatory to the case study, in which the contributions of the two disciplines (Urban Planning and Estimate) are integrated. The case study is aimed at developing context-sensitive design skills, according to a mainly inductive learning process.

    The teaching consists of:

    • ex cathedra lessons, in which the teacher deals with general issues of urban planning, defines the theoretical assumptions with which the case study will be addressed and provides concepts specifically aimed at carrying out the other planned activities,

    • application of teaching and experimentation of techniques, by carrying out exercises under the supervision of the teacher,

    • research and processing of data on the case study, which students carry out with the guidance of the teacher, preferably in the classroom, with the aid of a personal computer,

    • direct experience of the case study through inspections, surveys and meetings with qualified and expert witnesses, carried out with the teacher or independently,

    • discussion of the proposals developed with the teachers of both modules

    SYLLABUS/CONTENT

    The module consists of ex cathedra lessons and a case study that is carried out together with the Estimo module.

    The lessons concern:

    • the problems of contemporary urbanization, with particular regard to the Italian and Ligurian context;

    • the necessary tools to deal with the case study;

    • the territory under study, examined from the point of view of the urban planner (settlement structure, regulatory context).

    The participation of qualified experts and witnesses is expected to expose problems and projects concerning the case study.

    .Case study - Program common to the two modules

     Theme. Rebuilding the territory

    The current uncertainties about the future of metropolitan areas suggest worrying scenarios but also open prospects for new development. This is especially true for apparently marginal and neglected territories, where the evolution of integrated economies and alternative lifestyles that connect local and global, proximity and distancing, individual growth and the construction of citizenship can be envisaged. In these contexts, the architect-urban planner with his/her project can unveil values and propose strategies to put local resources back into circulation, involving the inhabitants in the construction of new landscapes where city and countryside can integrate again.

     Object and objectives. The Entella Valley

    It is called Entella a watercourse that flows for about 6 km within the conurbation of Chiavari, in eastern Liguria, after collecting tributaries from a vast valley system.

    The recent recognition of the valley as a public good, which will therefore be protected in accordance with the Code of Cultural Heritage and Landscape, is an invitation to rethink its structure for the purpose of enhancement and better public use, resorting to spatial planning and the project of territorial scale.

    The presence of spontaneous vegetation, agricultural areas, urbanized areas, infrastructures, environmental problems (starting from the management of water resources) mean that the valley is an interesting case for testing experimental design and advanced analysis tools.

    Method

    The study is aimed at defining strategies and projects for a transition towards uses and forms of living that produce new forms of development and new landscapes.

    The study is divided into three phases (which correspond to the way the final product will be organized for presentation):

    1) analysis of a portion of the valley; recognition of potential and critical issues, definition of development scenarios,

    2) identification of a preferable scenario and development of a project strategy,

    3) development and evaluation of an intervention proposal that pursues the chosen strategy.

    The development scenarios will be evaluated taking into account the effects in terms of:

    • quality of public space: open spaces, greenery, services,

    • quality of living: forms of settlement, housing,

    • accessibility and usability of common and private spaces,

    • inclusion and participation of the inhabitants in decision making and landscape management,

    • creation of jobs and possible new activities that enhance local resources.

    In coherence with the theoretical assumptions of the teaching, the proposals must favour the reuse, the recovery of abandoned or underused buildings and areas, the resettlement in abandoned territories.

    Final product

    For the purposes of the exam, the work will be organized in a Ppoint presentation containing:

    • the description of the case study and the context of the project proposal, through reading and interpretation of the area under investigation, identification of development potential, definition of scenarios,

    • the illustration of an intervention strategy (with possible references to models and exemplary cases) that identifies the areas, defines the design themes, the tools that can be used, the actions to be pursued,

    • a design proposal, through the elaboration of a master plan (at a scale of 1: 5,000 or more detailed), diagrams and representations that specify the contents in the appropriate scales, arguments and feasibility assessments.

    It is optional the elaboration of a printable album in A3 format that contains the attachments that are deemed useful for a more complete documentation of the work done (data, documents, photographs, intermediate documents, etc.)

    RECOMMENDED READING/BIBLIOGRAPHY

    Gaeta L., Janin Rivolin U., Mazza L., Governo del territorio e pianificazione spaziale, Città studi, Milano, 2013

    Gabellini, P., Tecniche urbanistiche, Carocci, Roma, 2010

    Gabellini, P., Il disegno urbanistico, NIS, Roma, 1996

    Lanzani A., Città territorio urbanistica tra crisi e contrazione. Muovere da quel che c'è, ipotizzando radicali modificazioni, Franco Angeli, Milano, 2015

    Marson, A., Archetipi di territorio, Alinea, Firenze, 2008

    Poleggi, E., Cevini, P., Le città nella storia d’Italia. Genova, Laterza, Roma-Bari,1981

    Schön D.A., Il professionista riflessivo. Per una nuova epistemologia della pratica professionale, Dedalo, Bari, 1993

    TEACHERS AND EXAM BOARD

    Exam Board

    ROBERTO BOBBIO (President)

    MARCO LARI

    PAOLO ROSASCO

    LESSONS

    Class schedule

    All class schedules are posted on the EasyAcademy portal.

    EXAMS

    EXAM DESCRIPTION

    The exam is common to the two modules. See back

     

    ASSESSMENT METHODS

    Through the presentation, the student's ability to represent, describe and argue with appropriate techniques and in a clear and convincing way a project proposal of territorial impact will be assessed.

     

    Through the project the student will have to demonstrate:

    • to be able to set up and conduct the analysis of a territory, using the techniques and tools provided during the course,

    • to be able to describe the territory studied, indicating its distinctive features and assessing its problems and values,

    • to know how to develop and select intervention hypotheses in line with the findings.

    During the exam, questions will allow to deepen the degree of achievement of the training objectives.

    Since the teaching includes exercises and intermediate tests of the level of learning and the development of the case study, the commitment and profit are evaluated over the semester, taking into account the progress achieved and the contribution of the individual to the work group