In general terms, the laboratories guide the students to the research of historical sources (graphic or textual, material, bibliographical and/or archival), to their analysis and interpretation, to their discussion and finally to the conclusion and presentation of the research carried out through tools such as writing or graphic analysis. Through an in-depth experience conducted on specific case studies, each laboratory aims to provide students with the critical and methodological skills necessary to conduct an autonomous and conscious study and research project. The laboratories also aim to strengthen students' critical skills with regard to some central themes of contemporary historiographical debate. At the conclusion of the laboratory, students will be equipped with practical and critical knowledge. They will have developed the following abilities: • Contextualize the historical background of architectural and urban transformations. • Analyze, interpret, and think critically about architectural and urban history. • Effectively communicate research findings using digital tools. • Identify and utilize various forms of documentation from different time periods, while demonstrating proficiency in organizing and analyzing information using digital resources. They will also critically reflect on knowledge and understanding as presented in specific literature. • Employ a multidimensional approach to examining historical processes of urban transformation, considering social, political, and economic factors. This includes addressing topics such as gender, migration, and health, and their connections to the notion of cultural heritage. • Develop and articulate historical research findings through effective reading and writing skills. • Collaborate effectively within a group setting to design, execute, and produce a historical research project, utilizing personal knowledge, skills, and social abilities.

For a full comprehension of the themes that the course covers, it is recommended that the student has passed the History of Contemporary Architecture exam (1 st year) and attended the History of Modem Architecture exam (2nd year).

Under the title “An architectural history of crisis: Insights on how architecture contributes to risks and how it helps overcome them”, the 2023/24 edition of the History of Architecture and Cities Lab B will introduce the various ways to develop a critical approach for studying the histories of architecture and cities (particularly in urban contexts) as they relate to the issues of social equity. The theme of the laboratory is framed to evoke a holistic approach with a historical awareness towards history of architecture and cities from the point of view of the actual climate crisis. This framing is intended to evidence the links between historical developments and today’s contemporary debates, particularly on the issues highlighted in the sustainable development goals. The course topics will cover issues of gender, health, migration, public history as an integral part of the history of architecture and cities. Main temporal focus will be the late nineteenth and early twentieth century.

The laboratory will guide students through a plurality of exercises aimed at developing specific skills: bibliographic research; identification and critical use of primary and secondary sources; critical readings of key texts; paper writing exercises; visual analysis of cities; individual and group presentations; collective discussions; etc.

The laboratory (60 hrs) will alternate between: - lessons and lectures on specific topics by teachers and international speakers (20 hrs); - specific exercises to be conducted either in small groups (25 hrs); - collective guided discussions on some issues of common relevance (15 hrs). The students are expected to work in groups for the successful delivery of a historical research project executed and presented with a digital narrative. Depending on the circumstances, when possible, field trips are foreseen.

An introductory bibliography is established as follows; the knowledge of only some parts specifically indicated for the students will be required. The basic material (in the form of handouts and collections of documents) both for the lessons and exercises will be available, through the course web portal. Mandatory Reading: - IPCC, (2023). AR6 Synthesis Report: Climate Change 2023. Available at https://www.ipcc.ch/report/sixth-assessment-report-cycle/ - Calder, B. (2021). Architecture From Prehistory to Climate Emergency. Penguin UK. - Barver, D. A. (2020). Modern Architecture and Climate: Design before Air Conditioning: Princeton University Press - Mumford, L. (1961 [1968]) The City in History: Its Origins, Its Transformations, and Its Prospects, Mariner Books, Houghton Mifflin Harcourt - de Certau, M. (1980). The Practice of Everyday Life, Los Angeles: University of California Press. (Chapter VII: Walking in the City, pp. 91-110.). - Ching, F., Jarzombek, M., Prakash, V. (2017). A Global History of Architecture. John Wiley & Sons, 2017 (“Introduction”). Recommended Sources: - Förster, K (2022), “Introduction” in Förster, K. (ed.), Environmental Histories of Architecture, Canadian Centre of Architecture. Available at https://www.cca.qc.ca/en/articles/87164/environmental-histories-of-architecture - Foucault, M. (1986) “Of Other Spaces ("Des Espaces Autres)”, Diacritics (16:1): 22-27.

Lecture slides; Text book; Exercises; Lab exercises; Multimedia materials; Student collaboration tools;

Exam: Compulsory oral exam; Practical lab skills test; Group graphic design project; Group essay; Group project;

The final evaluation consists of three parts: the final research project, the research essay, and the oral exam. An average of these three parts will determine the final grade. For each part, the detailed evaluation will be based on the criteria below: 1. The final research project: It comprises 40% of the final grade. Throughout the semester, students are supposed to undertake a historical research project as a group project. The finalized outcome is expected to be a digital product that scientifically communicates the research findings. Specifically, the research project will be evaluated based on the following criteria: a. The ability to research and use a diverse set of research materials (photo, video, audio, text, etc.) (10%) b. The ability to conduct research using primary and secondary resources. (20%) c. The ability to develop a historical approach for extracting information from resources and recombining it in a clear manner (20%) d. The communication skills to present the extracted information clearly, comprehensibly, and concisely without omitting essential detail (20%) e. Graphical skills to identify appropriate communication tools for presenting the research outcomes (20%) f. Gradual development of the project over the course of the semester (10%) 2. The research essay: It comprises 30% of the final grade. It is an essay that explains the developed research. The essay is expected to be written with contributions from all members of the group. Specifically, the research essay will be evaluated based on the following criteria: a. Ability to develop the abstract (20%) b. Skills to develop a bibliography and knowledge to correctly cite the works (20%) c. Present an idea clearly by grounding the arguments in secondary sources (30%) d. Ability to integrate several primary and/or secondary sources to develop an argument (30%) 3. The oral exam: It comprises 30% of the final grade. It consists of presentations of the project, followed by questions from the examining community that may include the course contents that are presented throughout the semester. Specifically, the oral exam will be evaluated based on the following criteria: a. The ability to present research within a limited time (20%) b. Well-prepared and appropriate illustrations of the research phases and findings (40%) c. Overall comprehension of the course material and the topics discussed during the lectures (40%)

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.