In the Design Unit 1, the students will enhance their skills in managing a complex architectural project autonomously, both at the urban and architectural scales, acquiring the techniques, the methodologies and the specific abilities of the European architect. Through the knowledge and in-depth analysis of the specific design theme, the students will acquire an understanding interpretation of the complex phenomena that characterise the building production in the contemporary urban condition. The overall educational goal of the "Architecture and Construction Systems" Design Unit is elaborate a complex architectural project from the knowledge and skills provided by two specific subjects, complementary between them: Architectural Design, and Technology of Architecture, the latter providing specialist knowledge about materials and methods of construction and of about the building process. Through the experience of the Design Unit, the student will acquire not only the general design skills, but also the specific knowledge and skills in Architectural Technology, mandatorily required by the Master’s degree, as an alternative to the 2nd Year Course in "Technology of Architecture".

The Design Unit 1 provides the advanced knowledge and the design skills needed to complete the education of an architect: such a knowledge is acquired within the Design Unit and through a series of mono-disciplinary or multi-disciplinary lectures, and through studies and in-depth modules on theories, relevant to the design themes and issues. The advanced progresses in knowledge and understanding will be assessed through mid-term and final evaluations during the Design Unit, especially aimed at assessing the students’ capability to integrate the different disciplines contributing to the Unit. In the experience of the Design Unit "Architecture and Construction Systems", the understanding of the complex phenomena that govern building production, both in its constructive and urban components, occurs through the knowledge and the in-depth analysis of the specific design theme. The instructors provide multi-disciplinary knowledge of all the aspects of the complex context within which the design has to be developed. The ability to understand and interpret the complex contexts, in which the practice of architecture takes place today, also occurs in the ability to interact with different specialisms, in the ability to carry out individual research, aimed to connect design, history and the knowledge of the building elements in architecture. In the design experience during the Design Unit, the capability to apply knowledge and skills is primarily defined by the ability to independently manage a complex architectural project in a given time, through the mastery of techniques, methods and skills specific to the job of the architect. The capability to independently manage an architectural project is expressed in the ability to analyse complex and non-univocal information, to interpret them into a shared decision-making process, but also in the ability to exert leadership in a necessarily multi-disciplinary design team, even toward languages and social and public practices. The experience of the Design Unit, characterized by an intense experimentation, is configured as a partial simulation of effective design practices in the real-world. As such, it ensures the acquisition of the ability of applying knowledge and understanding. This ability is assessed through intermediate and final evaluations within the Design Unit, with the contributions of guest experts from practice and industry, with special attention to the capability to integrate the various disciplines involved in the Unit, as well as to meet the timetable of the activities, which requires the students to complete the project at the end of the semester. The ability to process a complex architectural project in a given time represents a specific ability of the work of the architect: this will be verified at the exam that will take place during the first week of exams, in the first review session consecutive to the Design Unit.

The basic critical and design skills, along with the concepts and introductory tools in technology of architecture are assumed to have been acquired during the Disciplinary Courses and the Design Ateliers of the three-year Degree in “Sciences of Architecture”.

Retrofit and Infill of Urban Areas. The Design Unit will be aimed to deepen the students' capability to deal with very complex mixed-use areas, common in most European cities including Turin. These sites are often located in areas that are crucial to the city. With the means of design and technologies the students will be confronted with an intricate architectural problem: they will be asked to address an urban infill project by means of an experimental hands-on engagement with mixed-typologies, renewable technologies, best management practices, and carbon neutral strategies. A challenge for sustainable design is retrofitting area to host a mix of types, including small and medium enterprises, residential and tertiary activities in complex areas. During the first part of the Design Unit a series of lectures and discussions will focus on the reading of leftover urban spaces and on the collection – also by the students – of relevant historical and contemporary case-studies. In addition to the lectures, seminars and conferences will be held by invited professionals.

Students are expected to fully engage in the studio discourse, to prepare for each individual desk discussion and argumentation, and to spend significant time outside of studio hours developing designs. The studio requires the students a two-part assignment. Assignment 1 This assignment will address site densification of a mixed-use area in a European city, experimenting innovative mixed types, using infill strategies to densify and implement the area. These strategies are aimed to maximise quality, concentration, and urban impact, coordinating sustainable urban design, integrated building systems and energy efficiency in buildings. The site infill projects will focus on contextual relationships to the urban area. - Part 1 (3 weeks, individual). Attempts: students will be asked to reach to a schematic design of 4 different versions of the project, designed according to different concepts. Scale 1:500. - Part 2 (4 weeks, teamwork). Final design of the overall intervention. Mid-term review with external critics. Scale 1:200. Assignment 2 Students will be asked to choose one building to concentrate buildings infill projects will emphasise the design of the buildings’ envelopes in relation to the immediate site conditions, and will focus on the façades as mediators between the private building interior and the public space, the street. This assignment will develop high-performance envelope. The industrial partner assists the students in innovative design to achieve desired pattern, texture, coating, and colour, to manifest different performance results and façade mediator role, and surface strategies with computer modelling to precisely form the envelope, to achieve self-shading, to minimise heat exchange, and to achieve the desired visual permeability inside-outside. Offsite construction strategies are explored, that is design, fabrication and assembly of building elements to foster rapid and energy efficient construction. - Part 3 (7 weeks, teamwork and individual work). Architectural design of one building or a portion of a building, with a specific attention to the construction technologies. Final review with external critics. Scale 1:50 with construction details from 1:20 to 1:1.

Berens, Carol. Redeveloping industrial sites: a guide for architects, planners, and developers. Hoboken: John Wiley & Sons, 2011. Bizley, Graham. Architecture in detail II. Routledge, 2010. Borden, Iain. Kerr, Joe. Rendell, Jane (Eds.). The Unknown City. Contesting architecture and social space. Cambridge: The MIT Press, 2000. Corbellini, Giovanni. Ex Libris: Keywords of Contemporary Architetcture. Siracusa: LetteraVentidue, forthcoming. Corbellini, Giovanni. Diagrams. Instructions for Use, in “Lotus international”, n. 127, 2006, pp. 88-95. Detail, Journal published by Institut für internationale Architektur-Dokumentation GmbH. Lovell, Jenny. Building envelopes: an integrated approach. New York: Princeton Architectural Press, 2010. Smith, Ryan E., and John D. Quale, eds. Offsite Architecture: Constructing the Future. New York: Taylor & Francis, 2017. Watts, Andrew. Modern construction envelopes. Birkhäuser, 2014.

Modalità di esame: Elaborato grafico individuale; Elaborato grafico prodotto in gruppo; Progetto individuale; Progetto di gruppo;

Exam: Individual graphic design project; Group graphic design project; Individual project; Group project;

... Full attendance and engagement in lectures, seminars, and further activities of the Design Unit is a required precondition for the positive participation in the planned activities. The final exam will take place in the first week of the examination session consecutive to the Design Unit. In case the final design work is not completed on time or is judged inadequate or incomplete, the student may submit the final project in the second examination session consecutive to the Design Unit. The final grade will consider the student inability to develop a complex architectural design in a given time. The final evaluation will be individual and will use throughout the whole of the votes available. It is carried out through group discussion of DU professors, taking strictly into account the weight of each discipline (in terms of credits) and considering carefully the following criteria. Criteria regard the DU central experience, that the project activities: left to itself the assessment of other specific activities, according to the needs of lecturers (e.g. written tests or theoretical checks). They consider a background value the student's ability to bring together in the project, as the experience of synthesis, what acquired from the different disciplines of the DU. 1. INVESTIGATION OF THE PROJECT Evaluating the ability to analyse and to return the context of the project, physical and social, through original elaborations. Evaluating the ability to manage the complexity of the information, provided by the teacher or proposed by the student, and to interpret the architectural context. Criteria guiding: - Reading and synthesis - Interpretation and critical processing - Return results 2. CONCEPTUALIZATION Evaluating the ability to conceptualize an argued proposal, as a strategic answer to the identified problems from the inquiry. Evaluating the ability to describe the general aspects (repeatable) of the project and its feasibility in relation to the ordinary practices. Criteria guiding: - Clarity of argument - Vision - Autonomy in the elaboration of the proposal 3. ARCHITECTURAL DEVELOPMENT OF PROJECT AND RESULTS Evaluating the ability to develop, within an available time, a coherent project in the individual joints compared to a unitary interpretation, through a circular process (development / discussion / feedback). Evaluating the quality of the final result, as the last maturation of this process. Criteria guiding: - Critical capacity and self-criticism in the early stages of development - Adaptation to the feedback of the mid-term reviews - Completeness and quality of the final papers 4. COMMUNICATION Evaluating the ability to represent and transmit the project, at all stages of the learning experience. It also evaluates the ability to communicate, in an integrated manner, the project and also in innovative ways, the specific aspects of different disciplines. Criteria guiding: - Compliance with the agreed rules of communication - Conscious use of presentation tools - Effectiveness of public presentation and discussion 5. DISCIPLINARY CONTRIBUTIONS Evaluating the ability to identify disciplinary problems in a relevant way of the proposed project case. Evaluating the ability to intercept a complex design theme using cross-fertilization of knowledge. Criteria guiding: - Maturation of sufficient knowledge in all disciplines - Disciplinary relevance of individual contributions in the project - Integration of disciplines at different scales

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.