- Ability to critically relate several aspects of complex problems regarding the built environment - Ability to consciously relate different functional elements in built systems - Ability to process a design/building response to meet a specific system of objectives and constraints (eg maximising some environmental performances, minimising embodied energy, making use of local/natural materials and local energy resources, and minimising their consumption at different stages of the building process) - Ability to investigate in detail the materiality of a building, verify its construction technology, and calculate some of its most relevant ecological impact indicators. The acquisition and understanding of the conceptual and operational tools will be verified, among other means, through exercises (see "Additional information" below).

- Comprehension and expression in the language of architectural technology - Understanding technical drawings and ability to make them - Basic knowledge in building technology, building structures, and building physics - Knowledge of the fundamentals of the systems approach - Ability to analyse and interpret the consequences of technological choices on the transformation of the built environment - Understanding that a project should be based on the analysis of needs and the identification of functional roles and performances for each part of the built environment, the systematic verification of the correspondence between the stated goals and the solutions adopted, and the quality of living.

The course provides tools to develop a skill for reading the built environment (monumental buildings excepted); it provides relevant and up-to-date information on techniques based on renewable and/or low-energy resources; it transmits basic knowledge for the calculation of ‘embodied energy’ and ‘embodied carbon’, as well as other key indicators for the assessment of the environmental impact of construction; it argues to first understand what is already there, then to consciously modify it having both the objectives of today and a durable future in mind, and only in the alternative to consider new construction, where and when necessary. The course puts a focus on natural materials, both newly-developed and traditional, and on building technologies based on them. Envelope design and building strategies in contemporary architecture are analysed. It also encompasses a discussion of the present expectations in terms of comfort and the statutory requirements regarding energy consumption, and puts them in context within the broader imperatives of future-oriented decisions. Lectures and case study analyses will cover: - Concepts and examples associated with Appropriate technology and low-tech. Traditional architecture and technology, both as past and living heritage. (1.5 CFU) - Concepts and methodology of calculating and assessing ecological footprint, ‘embodied energy’ and ‘embodied carbon’ in construction products and buildings. (1.5 CFU) - Properties of natural materials, building products and construction processes based on them, and a discussion of possible applications in contemporary architecture (both in new construction and in retrofits). (3 CFU)

During the whole course, students will be engaged in short exercises to be collectively discussed in order to ensure active participation and interaction. They will also work on a long-running exercise: either the analysis of an outstanding case study at the international level, or the project of a ‘vernacular house of the 21st century’. Detailed information regarding such exercise will be provided and commented during the classes. Moreover, students will be given the opportunity to work on constructing experimental models of full-scale buildings, touching the materials and gaining experience with the techniques discussed in class.

Most of the course’s time (approx. 45 out of 60 hrs) will be dedicated to lectures and discussions with the students. The remaining time will be dedicated to the development of students’ exercises. Moreover, a hands-on building experience will be offered to the students who want to engage with it.

Students should be acquainted with the following works: Bjørn Berge, The ecology of building materials, London : Architectural Press, 2009 (2nd ed.). Andrea Bocco Guarneri, Vegetarian Architecture, Berlin : Jovis, 2020. Kent A. Harries; Bhavna Sharma, Nonconventional and Vernacular Construction Materials, Sawston : Woodhead Publishing, 2016. Cindy Harris; Pat Borer, The Whole House Book. Ecological Building Design and Materials, Machynlleth : Centre for Alternative Technology, 2005. Tom Woolley, Natural building techniques, Ramsbury : The Crowood Press, 2022. In addition, references will be provided for individual lectures and in support of the students’ work. The presentations delivered by the teacher will be downloadable in PDF format from the teaching portal.

Lecture slides;

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

Examination mode is oral, with a duration of approximately 20’. The examination will focus on the teaching program, and will consist of a discussion of: - some of the course topics. Rating: 12 points max., according to the following criteria: correct use of technical language (4 pts), appropriate references to the technical and cultural context (4 pts), effective comprehension of the most relevant theoretical and/or operational issues (4 pts); - a written and drawn individual portfolio, consisting in approximately five A3 sheets and illustrating the case study analysed or the project developed, according to the student’s choice. Rating: 18 points max., according to the following criteria: technical correctness of the drawings (5 pts), correctness of the inventory (4 pts), understanding of building techniques (4 pts), correctness of environmental impact calculations (5 pts). The portfolio shall be uploaded to the appropriate section of the portal no later than one week before the examination date.

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.