In line with the current conceptual and operational perspective that promotes the integration between heritage conservation and urban and territorial planning, the historical-cultural and natural values of urban areas are essential components of a sustainable and resilient city development (UN 2030 Agenda SDGs - Goal 11 "Make cities and human settlements inclusive, safe, resilient and sustainable", Target 11.4 "Strengthen efforts to protect and safeguard the world's cultural and natural heritage"). Consistently with this assumption and with reference to the national and international framework of reflections and practices on this topic, the course aims at developing competences related to planning and management of the historical-cultural and natural heritage in urban areas (with particular reference to historical town centers), providing the main conceptual and operational tools for the definition of conservation and development plans of historic urban areas based on an in-depth analysis of historical and cultural values. Students will holistically apply knowledges and skills learned during the lectures to a real case, also developing skills concerning problem-solving and future scenario envisioning. The Studio’s activities will be implemented with relation to a specific case study, namely an urban area situated nearby Turin. Field visits and meetings with local stakeholders will be organized. External contributions by invited experts enrich the program (Planning for Heritage Lecture Series). In AA 2019/2020 experts from Delft University of Technology.

The student will acquire knowledge in the following fields: - concepts, policies and tools for the conservation of urban heritage at national and international level; - analysis and interpretation of the formal and functional features of historical urban areas at different scales; - analysis and interpretation of the regulatory and operational frameworks for the conservation of urban heritage at different scales; - identification and understanding of values and critical aspects of a given urban context, development of skills concerning problem-solving and future scenario envisioning; - definition of management and governance strategies for the conservation and development of historical urban areas; - formulation of proposals for the planning and design of historical urban areas. The proposed activities entail a plurality of theoretical and practical skills, including: analysis, synthesis and understanding of urban spatial and socio-economic dynamics; reading and interpretation of historical, cultural and environmental values; reading and interpretation of regulatory and planning tools; planning, design and decision-making; representation and communication of planning and design choices.

The knowledge and skills that the students are expected to have acquired in the previous training mainly concern: history of the city and urban planning; territorial, environmental and landscape policies; territorial governance and institutional system of planning; analysis and representation of spatial phenomena at urban scale. It is assumed that the main contents of the courses held in the first semester (MSc in Territorial, Urban, Environmental and Landscape Planning) have been learnt.

The two modules of the studio will develop strictly related by developing a set of common activities and joint assessments. Heritage-based Planning Module After a theoretical introduction to the main concepts, approaches and experiences in the field of urban heritage conservation at national and international level (A), the course entails lectures and exercises concerning three main thematic focus and related training objectives: Knowing heritage (B): recognition of the multiple heritage values in historical urban areas and within their landscape context (approaches and tools for the analysis of urban morphology and of socio-economic, scenic and identity functions in historical urban areas; tools for the evaluation of urban features in a design perspective); Protecting/Regulating heritage (C): knowledge and understanding of the regulatory framework underlying the conservation of heritage values in historical urban areas (international, national and local regulatory frameworks for heritage conservation); Planning and Designing in a heritage-led development perspective (D): proposals for the governance, management, planning and design in historical urban areas. For each thematic focus a tight integration between lectures and exercises is pursued. Lectures are intended as a contribution and support to the development of exercises, rather than as a closed list of contents. As a consequence, a systematic verification is not foreseen. However, the study and learning of the different theoretical themes related to the three above-mentioned thematic focuses is fundamental for the success of the exercise activities. Lectures and study visits make up about a third of the course, while the remaining part is devoted to exercise supervision and tutoring. Urban and Landscape Heritage Module The course is based on three main topics: A) Historiography of the cultural and technical debate from 1960 onwards. Introducing concepts and documents useful to understand at a national and international level what is meant by urban and landscape heritage, also regarding experiences and formalizations of supranational bodies and institutions. B) Interpreting the Historic City: documentary sources and historical analysis supporting heritage-based planning. Discussing different kind of analysis devoted to the understanding of the historical settlements. Students will test different approaches to structural, morphological and historical analysis at different scale: from relationships with the territory and the landscape to the micro-urban scale. The methodologies for the interpretation of the documentary sources useful to the planner will be recalled. C) Application of the above-mentioned methodologies and techniques for descriptive and cartographic analysis to the case study. The outcomes will consist in an outline of the historic sources useful for the analysis and in a cartography. A multiscale approach to the interpretation of the historic city will be carried on applying the methodologies previously discussed in the class.

The course is divided into ex-cathedra lessons, operational surveys, exercises and reviews, and guided visits. Periodic audits moments are also provided for seminar discussion with external speakers. The course focuses on an exercise that simulates a planning process of an historical urban area in a specific case study. The exercise is structured around the three thematic focuses mentioned above: knowledge, protection/regulation and design. The study area is thus the place where students are expected to apply concepts and methodologies presented in the theoretical lectures. Field visits and meetings with local stakeholders will be organized intending these opportunities as further methodological insights into the planning practice. Besides some exercises aimed at learning specific disciplinary methodologies, most of the activities will cross-refer the two disciplines involved in the course, in order to come to a shared result concerning the case study. To this aim, teachers will work closely together. A detailed outline of the expected outcomes will be provided at the beginning of the course. The exercise will be carried on by groups of about three students. Collaboration among groups is strongly encouraged, as well as the sharing of knowledge and the confrontation among groups.

Bibliographic references will be progressively specified during the course. The basic study material (both for lectures and for exercises) will be provided through the course web portal. The introductory bibliography is the following: Albrecht B., Magrin A. eds., 2015. Esportare il centro storico. Catalogo della mostra (Brescia, 11 settembre-11 dicembre 2015), Guaraldi, Rimini. Bandarin F., Van Oers R. , 2012. The Historic Urban Landscape: Managing Heritage in an Urban Century, John Wiley & Sons. Kalman H., 2015, Heritage Planning. Principles and Process, Routledge, London. UNESCO, 2011. Recommendation on the Historic Urban Landscape, Paris Luengo A., Rössler M. (eds.), 2012. World Heritage Cultural Landscapes, Ayuntamiento de Elche- Unesco. Veldpaus L., Pereira Roders A.R., Colenbrander B.J.F. , 2013. Urban Heritage: Putting the Past into the Future, The Historic Environment. Policy & Practice, 4(1). Jokilehto J. 2007. International charters on urban conservation: some thoughts on the principles expressed in current international doctrine. City & Time 3 (3): 2. [online] URL: http://www.ct.ceci-br.org. (https://whc.unesco.org/uploads/activities/documents/activity-638-98.pdf Siravo F. 2011, Conservation Planning. The road less travelled, In: Conservation Perspectives. The GCI Newsletter, n. 26/2011, pp. 4-9. UNESCO, 2013. The historic urban landscape approach explained (https://whc.unesco.org/en/news/1026/ Unesco, 2016. Culture, Urban, Future. Global report on culture for sustainable urban development, Paris (http://unesdoc.unesco.org/images/0024/002459/245999e.pdf) http://whc.unesco.org/en/culturallandscape/ http://whc.unesco.org/documents/publi_wh_papers_26_en.pdf

Modalità di esame: Prova orale obbligatoria; Elaborato grafico prodotto in gruppo; Elaborato scritto prodotto in gruppo;

Exam: Compulsory oral exam; Group graphic design project; Group essay;

... The frequency of the course is a condition to positively develop the planned activities. The interaction with teachers and the active participation in the classwork are the basis of the progressive and final evaluation. During the exercise on the study area, students are expected to produce three intermediate outcomes: the knowledge framework, the regulatory framework, the strategic-design framework. Each group of students will present the exercise outcomes both in an oral and written form, facing a collective discussion and receiving comments from the teachers and the class. These feedbacks (possibly expressed through a grade) do not contribute to the final evaluation but they are intended to help students to be aware of their own work and to reframe it, if needed. The exam consists of the oral presentation (through slide show) of the final dossier, in which the topics addressed during the lectures must be correctly referred to. More specifically, a dossier (including texts, cartographies and other graphics) and a poster are required. The dossier includes the re-elaboration and synthesis of all the work carried out during the course (knowledge framework, regulatory framework, strategic/design proposal, bibliographical, sitographical, legislative and administrative references). Students carry out the exam individually even if working within a group. The final evaluation will be composed by four different assessments related to four different aspects equally contributing to the composition of the final mark. They concern a) the work done during the semester (various materials); b) the final project (drawings and report); c) the theoretical and methodological skill achieved (oral), the analysis of historic aspects (oral). The exam is passed only if the student obtains a positive mark in at least three of these aspects. The two modules contribute to the final evaluation in proportion to their weight in credits. The teachers will express a final collective grade. In addition to the final outcomes, the frequency, the commitment, the ability to work in a group and the ability to communicate can contribute to the final grade.

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.