The knowledge and skills whose actual acquisition will be verified during the examination are structured around four thematic axes: 1 Space Knowledge: types and characters of the three-dimensional space Skills: knowing how to read, break down and compose the three-dimensional space into simple units and complex configurations; know how to recognize the different types of spaces 2 Distribution characters Knowledge: elementary residential distributive characters Skills: to know how to analyse the organization of circulation in simple spaces and therefore to compose elementary distribution schemes 3 Design references Knowledge: references for the project Skills: knowing how to recognize, choose and consciously redesign design references 4 Principles of constructive morphology Regarding the structure: Knowledge: skin/structure relationship Skills: recognizing the different possible structural configurations of a simple architecture, proposing and developing the structural form in relation to the characteristics of the space and to the organization of the distribution.

Easily managing the fundamentals of geometric design in terms of orthogonal projections and projective geometry, Discerning and representing scales and dimensions of architectural space through manual tools. Skilfully using the sketch as a tool for representation and conception of space. Knowing how to make simple physical three-dimensional models with low cost and easily manipulated materials (paper, balsa, polystyrene, cardboard, plasticine etc.) Students are asked to keep a sketch book and graphic notes from the beginning of the first semester to document his/her introduction to architecture, both through elaborations linked to the contents of the courses of the first semester, both through independent research. The notebook will accompany the student during the atelier, documenting in graphic form the individual path of introduction to the project. The notebook is subject to evaluation during the final exam.

The laboratory is developed through a sequence of 4 exercises that address, individually or transversally, the four proposed thematic axes (space, distribution, structure, techniques), referring to the interpretation of a simple architectural program, focused on to dwelling in its possible variations. The exercises will be mainly individual, even if the organization of the atelier will include discussions and collective reviews. The exercises will be carried out mainly through hand drawing, both technical and freehand, and the realization of study models. The start of the exercises will take place under the direction of the teachers, and it will be followed by a subsequent autonomous development by the student outside the studio hours, and then concluded by a check and discussion with the teacher, on a weekly basis. Therefore consistent attendance of the studio is strongly recommended. The teachers will present and discuss with the students examples of significant architectures, as a whole or for specific aspects; students are required to have an independent and constant attendance of architecture magazines, searching for references for the different themes proposed. It is also recommended to participate in extra-curricular cultural activities organized by the College of Architecture, and to external cultural activities that can be reported by the teachers. Each of the four exercises will last approximately three weeks. The last two weeks are dedicated to the reworking of what was done, in a final presentation (graphic tables and physical model). Coordination and exchange with the architecture design and survey laboratory can be activated both at the first and in the second semester, through joint lectures and periodic checks on the progress of the courses. Possible common exercises in collaboration with the Culture and foundations of architectural technology course and/or with the Morphology and conception of structures course will be communicated at the beginning of the 2nd teaching period, together with the related organizational methods and times.

The four exercises deal separately with different thematic aspects of the project of a small-scale residential building (whose functional theme and dimensional data will be explained in a programmatic text) in an urban context undergoing transformation. The course is intended to induce the student towards a logical design path, which in sequence goes though: 1. The definition of a design problem 2. The search of a solution through the study of some reference architectures 3. The making of a design solution expressed through a conventional architectural and thematic representation linked to the problem The problems encountered will be the following: 1. The problem of the relationship between building typology and structural typology 2. The problem of distribution structure and functions 3. The problem of the building envelope and the design of the façade 4. The problem of the site Each exercise will be built in two phases: an analytical-cognitive phase developed on architectures taken as reference (without prejudice to the first exercise in which the cognitive phase will be developed on the project site) and a design phase in which the analytical reflection triggers the production of a design of a designed architecture. The first exercise establishes a reflection on the relationship between building type and structural type through the redesign of examples provided by the professor. The examples should be located on a grid of nine boxes organized in abscissae and ordinates, to build a classificatory reasoning in which we can recognize what makes them similar and what makes them different. The "empty box" must be filled by the project building plan. In this way, the placement in the classification grid will justify the design decision. Therefore, the outcome of the second exercise will be the design of a building type that is consistent with the structural type. This exercise will be carried out individually. The second exercise constructs a reflection on the distribution scheme of the building through the axonometric cross-section of examples provided by the teacher. In addition, in this case the examples will have to be located on a grid of nine boxes organized in the abscissae and ordinates, in order to construct a classificatory reasoning in which we can recognize what makes them similar and what makes them different. The "empty box" must be filled by the axonometric cross-section of the project building. In this way, the placement in the classification grid will justify the design decision. The result of the third exercise will therefore be the design of the distribution system. This exercise will be carried out individually. The third exercise builds a reflection on a technological problem, such as the theme of the "double façade". Also in this case the student will have to redesign the façade / section of the façade of examples and place them on a grid of nine boxes arranged on the abscissae and ordinates to construct a classificatory reasoning in which we can recognize what makes them similar and what makes them different. The "empty box" must be filled in from the perspective drawing /cross-section of the façade of the project building. This exercise will be carried out individually. The fourth exercise leads the student to the techniques of representation of a place and to the production of a form of representation "oriented" to the project, which is able to extract the "compositional themes". The students will make study drawings of a site and a conceptual model to be produced according to indications of material and construction techniques provided by the professor. The outcome of the fourth exercise is a definition of urban and architectural space within which the previous exercises will be oriented. This exercise will be carried out individually. In the final phase of the course, during the last two weeks, the student will resume the partial representations produced in the previous exercises and make them coherent with each other in order to present a unitary project, even if based on the intertwining, also inconsistent of different architectural references.

- R. Palma, C. Ravagnati, L'architetto cartografo, Libria, Melfi, 2020. - C. Ravagnati (eds.), Favignana come un'infanzia, Lettera Ventidue, Siracusa 2018. - R. Palma, C. Ravagnati, (eds.) Atlante di progettazione architettonica, De Agostini-Città Studi, Novara 2014. - G. Motta, A. Pizzigoni, (ed: R. Palma), La nuova griglia politecnica. Architettura e macchina di progetto, FrancoAngeli, Milano 2011. - Research group directed by G. Motta, Cento tavole. La casa a Milano 1870-1970. Ricerca sulla rappresentazione in architettura, Unicopli, Milano 1997. Other texts will be indicated during the lessons.

Lecture notes; Text book;

Exam: Compulsory oral exam; Individual project;

Students receives a continuous feedback from the teacher on their progress through individual and group reviews. A joint collective review of the 6 + 1 laboratories is planned, indicatively placed at the middle of the second semester, and a final exhibition of the projects, with a joint critical discussion in the presence of invited expert guests. The exam takes place through a brief discussion of the individual project path, supported by the exhibition of the different intermediate materials produced by the student during the semester. The evaluation will take into account the following aspects, assessed on the basis of the final and intermediate group and individual products, weighed in the final evaluation as follows: Ability to interpret and propose spatial configurations, 20% Ability to interpret and propose distribution configurations, 20% Ability to interpret and propose structural forms, 20% Ability to interpret and propose constructive systems, 20% Quality of representation and communication 20%

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.