General aim of the Urban Design Studio [BArch – level 3] is to develop individual awareness of the urban dimension of architecture, focusing on different topics, aspect and tools. In the Studio, experiences reproduce – with some necessary simplifications and differences – the practice of a real urban regeneration process, considering the higher level of complexity typical of urban environment, with the assumption as cultural and operable scenario of the dynamics between constrains and resources as a sustainable approach. The “project” is used as a means to investigate the difference between architecture at building scale and a neighbourhood. Studio exercises will require students to engage and put in use their skills and knowledge, the interdisciplinary approach learnt in the previous years in order to drive technical solutions to a cultural complex decision making process as the urban design project is.
Studio exercises will focus as well the relationships between land use planning and design and transportation planning at the local level. Students are supposed to achieve the awareness of the potential of transport to shape the urban environment by influencing the accessibility of locations within the urban area. Land use and mobility issues are intertwined, both at the urban and territorial scale.

To investigate and recognize characters and peculiarities of places, with an attention to constrains, resources, strength and weaknesses in order to propose transformations.
Understanding of spatial categories, urban scale impacts of architectural forms, human perception.
Awareness of technical, ethical and cultural responsibilities connected with the design decision process.
Knowledge on typology, urban morphology, public space, urban texture, local mobility, to develop potential ideas to link forms, functions and perceptions.
Capabilities in analyze and communicate urban design issues and ideas with graphics, models and appropriate language.

As the last studio in the BArch program , the successful student should effectively deal and manage with digital tools, specific technical skills at the urban and territorial level, history, sociology and design culture, demonstrating an independent approach in the definition of a design brief, a urban analysis and a design strategy. However, as the aim of the Studio is to bring students to an adequate level of architectural awareness at the urban scale in the regeneration processes, active and full participation to all the experiences run in the studio is a fundamental requirement. Success in previous modules is strongly recommended.

This Studio is organized around a real case study: in order to allow students to face up the real characters of an urban context, the studio aims at involving local decision-makers. Very frequently this produces a sort of mutual and formal relationship between local authorities and the teaching activities. This is to enhance the capability of students in dealing with a multi-stakeholders practice as urban regeneration is.

Studio exercises will focus as well the relationships between land use planning and design and transportation planning at the local level. Students are supposed to achieve the awareness of the potential of transport to shape the urban environment by influencing the accessibility of locations within the urban area. Land use and mobility issues are intertwined, both at the urban and territorial scale.

The teaching method is “learning by doing”. As integration to the studio or as support to the exercise, other external activities will be organized. Students are strongly encouraged to suggest teacher and assistants visits, conferences, exhibitions or other.

Design, following specific project briefs and ex-cathedra communications, is taught through iterative individual and group tutorials with key stage reviews. The activity of design involves the development of skills and understanding through an integration of the learning outcomes. Students will be asked to elaborate a project in a real place, concerning urban regeneration issues, taking under consideration all the aspects that urban recognizes as necessary. As a consequence designs will be developed both at territorial scales (1:10000, 1:5000,...) and at urban project scales, such as 1:1000 – 500 – 200 – 50 scale, suitably represented through graphics and models (digital and physical).

The following list considers texts published in many of the most diffused languages including English, German, Russian, Arabic, Chinese, Spanish and Italian. Therefore there is no referencing. Contact teachers for a support to identify the suitable edition. Specific readings will be also suggested during the semester. We strongly encourage students to propose readings about architecture, urban and built environment subjects.

• Planetary Gardens: The Landscape Architecture of Gilles Clément, Alessandro Rocca
• Concise Townscape, Gordon Cullen
• Six thinking hats, Edward de Bono
• Pro Domo, Yona Friedman
• Lessons for Students in Architecture, Herman Hertzberger
• Junkspace: for Radical Rethinking of Urban Space, Rem Koolhaas
• Green Architecture (Midsize), James Wines
• The Eyes of the Skin: Architecture and the Senses, Juhani Pallasmaa
• The Reflective Practitioner: How Professionals Think In Action, Donald A. Schon
• In the Bubble: Designing in a Complex World, John Thackara
• Thinking Architecture, Peter Zumthor
• Design Strategies in Architecture: An Approach to the Analysis of Form, Geoffrey H. Baker
• Turning a town around. A proactive approach to Urban Design, Tony Hall
• Urban Design Compendium, HCA – homes and communities agency, UK
• Approaches to Planning: Introducing Current Planning Theories, Concepts and Issues, Ernest R. Alexander
• Invisible Cities, Italo Calvino
• The Image of the City, Kevin Lynch

Students persevering presence at design studio will let teacher and assistants to carry on a continuous evaluation process.
Examinations, held as oral individual presentations, give a comprehensive evaluation about the student’s works, drafts, carnets, models and all the individual production, in shape of final portfolio. The evaluation focuses on the acquisition of critic, cultural and technical skills reached through readings, exercises and personal interests during the classes.