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Architectural Construction Studio

02OHXLU

A.A. 2018/19

Course Language

Inglese

Course degree

Course structure
Teaching Hours
Lezioni 64
Esercitazioni in aula 16
Tutoraggio 45
Teachers
Teacher Status SSD h.Les h.Ex h.Lab h.Tut Years teaching
Rossi Claudio
Architectural Construction Studio (Architectural and urban design)  
    64 16 0 0 1
Bocco Andrea
Architectural Construction Studio (Architectural technology)
Professore Ordinario ICAR/12 48 12 0 0 6
Teaching assistant
Espandi

Context
SSD CFU Activities Area context
Valutazione CPD 2018/19
2018/19
The Architectural Construction Studio "Building in the built environment" develops a project in the well-established urban context of an European city. The studio will be focussed on the design experience of a single building, exploring how a specific housing typology can be combined with a related structural and constructional scheme. Projects will be developed in relation with the surrounding environment, and will be conducted making use of the integrated methodologies of Architectural Design and Architectural Technology. The studio has two main objectives: - to provide specific knowledge on how to design a residential building, especially focussing on the relation between form and constructional principles, and between outside and inside characters. - to acquire awareness of the need to meet human requirements, and of the constructional feasibility.
The Architectural Construction Studio "Building in the built environment" develops a project in the well-established urban context of an European city. The studio will be focussed on the design experience of a single building, exploring how a specific housing typology can be combined with a related structural and constructional scheme. Projects will be developed in relation with the surrounding environment, and will be conducted making use of the integrated methodologies of Architectural Design and Architectural Technology. The studio has two main objectives: - to provide specific knowledge on how to design a residential building, especially focussing on the relation between form and constructional principles, and between outside and inside characters. - to acquire awareness of the need to meet human requirements, and of the constructional feasibility.
The studio intends to transmit specific knowledge in order to tackle the design of a residential building in connection with the built fabric it is part of. Such knowledge includes understanding the complexity of the design process, awareness of design references, identifying the solutions and details more appropriate to respond to the needs expressed by the design brief. At the end of the studio, it is expected that students will acquire the following knowledge and skills: • understanding of the design potential arising from the interaction between form and technique • ability to deal with architectural design at the scale of the single building, in particular demonstrating consistency of design choices (both regarding spaces and building techniques) • skill to analyse and satisfy functional requirements, above all regarding living quality • skill to appropriately specify building materials and systems according to physical properties, expected performance and feasibility • capacity to identify the criteria to establish a dialogue between projected building and its context • capacity to manage autonomously an architectural project in a given time, and to comply with the schedule of design activities.
The studio intends to transmit specific knowledge in order to tackle the design of a residential building in connection with the built fabric it is part of. Such knowledge includes understanding the complexity of the design process, awareness of design references, identifying the solutions and details more appropriate to respond to the needs expressed by the design brief. At the end of the studio, it is expected that students will acquire the following knowledge and skills: • understanding of the design potential arising from the interaction between form and technique • ability to deal with architectural design at the scale of the single building, in particular demonstrating consistency of design choices (both regarding spaces and building techniques) • skill to analyse and satisfy functional requirements, above all regarding living quality • skill to appropriately specify building materials and systems according to physical properties, expected performance and feasibility • capacity to identify the criteria to establish a dialogue between projected building and its context • capacity to manage autonomously an architectural project in a given time, and to comply with the schedule of design activities.
Having passed the examinations of the 1st year Atelier and the of 1st year course of Architecture Fundamentals of Architectural Technology by February 2018. And, more generally: • knowledge of and ability to use the technical architectural drawing at different scales • knowledge of and ability to use the basic technical language • knowledge of the down-breaking of the technological system and the functional role of subsystems, and ability to use such knowledge in architectural design.
Having passed the examinations of the 1st year Atelier and the of 1st year course of Architecture Fundamentals of Architectural Technology by February 2018. And, more generally: • knowledge of and ability to use the technical architectural drawing at different scales • knowledge of and ability to use the basic technical language • knowledge of the down-breaking of the technological system and the functional role of subsystems, and ability to use such knowledge in architectural design.
Educational activities will consist in the organic development of design processes, both through theoretical lessons and workshop activities supervised by the two teachers – singularly or jointly. Projects will be mainly discussed through collective reviews and public presentations. Design composition, structural typology and requirement-driven approach will affect each other. The teaching program will include: a) studio presentation/site survey (approx. 9 hrs.) b) the analysis of standards, regulations, and functional as well as environmental requirements; and working out appropriate responses to them (approx. 9 hrs.) c) composition principles and plan distribution: theory, examples, and design workshop (approx. 22.5 hrs.) d) building systems, structural concept, relationship structure/form: theory, examples, and design workshop (approx. 22.5 hrs.) e) relationship interior/exterior, building envelope design, building elements: theory, examples, and design workshop (approx. 18 hrs.) f) hands-on building experience (approx. 9 hrs.). The project topic will focus on (a) small residential building(s) featured trough ordinary constructional techniques
Educational activities will consist in the organic development of design processes, both through theoretical lessons and workshop activities supervised by the two teachers – singularly or jointly. Projects will be mainly discussed through collective reviews and public presentations. Design composition, structural typology and requirement-driven approach will affect each other. The teaching program will include: a) studio presentation/site survey (approx. 9 hrs.) b) the analysis of standards, regulations, and functional as well as environmental requirements; and working out appropriate responses to them (approx. 9 hrs.) c) composition principles and plan distribution: theory, examples, and design workshop (approx. 22.5 hrs.) d) building systems, structural concept, relationship structure/form: theory, examples, and design workshop (approx. 22.5 hrs.) e) relationship interior/exterior, building envelope design, building elements: theory, examples, and design workshop (approx. 18 hrs.) f) hands-on building experience (approx. 9 hrs.). The project topic will focus on (a) small residential building(s) featured trough ordinary constructional techniques
Students will be working mainly in groups of two, plus an individual exercise at the end of the studio. The design experience will incorporate different scales. Design activities won’t involve any kind of restoration skills. The program will incorporate some hands-on experience, during which the students will build maquettes to explore constructional issues, and a real-life scale building workshop. Meetings with professional architects and experts, as well as visits to building sites and/or built works may complement the studio activity. Students will be asked to submit the products of their work at given stages, as specified in the studio schedule. Such Intermediate submission(s) will be marked with a weight of 30% on the final score.
Students will be working mainly in groups of two, plus an individual exercise at the end of the studio. The design experience will incorporate different scales. Design activities won’t involve any kind of restoration skills. The program will incorporate some hands-on experience, during which the students will build maquettes to explore constructional issues, and a real-life scale building workshop. Meetings with professional architects and experts, as well as visits to building sites and/or built works may complement the studio activity. Students will be asked to submit the products of their work at given stages, as specified in the studio schedule. Such Intermediate submission(s) will be marked with a weight of 30% on the final score.
- H. Hertzberger, Lessons for Students in Architecture, Rotterdam : 010 Publishers, 2001, 6th ed. - P. Richardson, Nano Houses. Innovations for small dwellings, London : Thames and Hudson, 2011 - V. Bokalders; M. Block, The Whole Building Handbook. How to Design Healthy, Efficient and Sustainable Buildings, London : Earthscan, 2010 - F.D.K. Ching; M. Mulville, European Building Construction Illustrated, Hoboken : Wiley, 2014 - A. Deplazes (editor), Constructing Architecture: materials, processes, structures. A Handbook, Basel : Birkhäuser, 2013, 3rd ed. - E. Allen; P. Rand, Architectural detailing: Function, constructibility, aesthetics, Hoboken : Wiley, 2016, 3rd ed. - E. Allen; J. Iano, Fundamentals of building construction : Materials and methods, Hoboken : Wiley, 2014, 6th ed. Further references will be provided by teachers during the Studio and will be made available through the web.
- H. Hertzberger, Lessons for Students in Architecture, Rotterdam : 010 Publishers, 2001, 6th ed. - P. Richardson, Nano Houses. Innovations for small dwellings, London : Thames and Hudson, 2011 - V. Bokalders; M. Block, The Whole Building Handbook. How to Design Healthy, Efficient and Sustainable Buildings, London : Earthscan, 2010 - F.D.K. Ching; M. Mulville, European Building Construction Illustrated, Hoboken : Wiley, 2014 - A. Deplazes (editor), Constructing Architecture: materials, processes, structures. A Handbook, Basel : Birkhäuser, 2013, 3rd ed. - E. Allen; P. Rand, Architectural detailing: Function, constructibility, aesthetics, Hoboken : Wiley, 2016, 3rd ed. - E. Allen; J. Iano, Fundamentals of building construction : Materials and methods, Hoboken : Wiley, 2014, 6th ed. Further references will be provided by teachers during the Studio and will be made available through the web.
Modalità di esame: Progetto individuale;
Exam: Individual project;
Gli studenti e le studentesse con disabilità o con Disturbi Specifici di Apprendimento (DSA), oltre alla segnalazione tramite procedura informatizzata, sono invitati a comunicare anche direttamente al/la docente titolare dell'insegnamento, con un preavviso non inferiore ad una settimana dall'avvio della sessione d'esame, gli strumenti compensativi concordati con l'Unità Special Needs, al fine di permettere al/la docente la declinazione più idonea in riferimento alla specifica tipologia di esame.
Exam: Individual project;
Final exams as well as intermediate deliveries will consist in the presentation and discussion of the requested materials. Marks will be individual and based on the students’ understanding of the issues involved and the capacity of complying with scheduled deliveries. The evaluations for the intermediate deliveries will be given a weight of 30% of the final mark (that is, 9/30). The final project ought to be concluded by the end of the semester, and will be discussed when sitting for the examination. The remainder 70% of the final mark (i.e., 21/30) will be assigned at that time, to according to the following criteria: • understanding of the design potential arising from the interaction between form and technique (4/21) • ability to deal with architectural design at the scale of the single building, in particular demonstrating consistency of design choices (both regarding spaces and building techniques) (4/21) • skill to analyse and satisfy functional requirements, above all regarding living quality (4/21) • skill to appropriately specify building materials and systems according to physical properties, expected performance and feasibility (3/21) • capacity to identify the criteria to establish a dialogue between projected building and its context (3/21) • capacity to manage autonomously an architectural project (3/21). Pass marks in both disciplines are required in order to pass the final examination.
In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.
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