The Atelier, thanks to the coordinated contribution of the disciplines of Geomatics, Architectural and Urban Design, and Restoration is applied to the architectural and restoration design of urban and non-urban settlement contexts, also characterized by a serial nature, to be safeguarded both in terms of housing, cultural enhancement and promotion of the territory.

- Ability to find and select spatial resources and information from the most up-to-date geographic data infrastructures (or Spatial Data Infrastructures) according to the analysis and project objectives. - Ability to understand the nature of georeferenced spatial data and their metadata; acquisition of basic skills to manage spatial datasets in order to represent objects, phenomena and relationships to support the design process. - Ability to understand and represent the historical structures of the territory, the forms of its construction, the travel routes, etc. - Ability to understand and represent the relationships between geomorphological features and settlement architecture. - Ability to understand and represent, through thematic maps, schedules, schemes, etc., the construction, architectural and distribution constants of the considered settlement contexts. - Ability to identify, represent and apply even on individual assets, rules and design figures aimed at the restoration project of the settlement contexts considered. - Ability to work in a project team bringing specific technical and cultural skills. -

The basic knowledge of the subjects, that contribute to the atelier as disciplinary modules, are already required and are taken for granted. It is essentially the knowledge already acquired of architectural and urban composition and design, as well as the knowledge of the tools, methods and codes of representation (2D and 3D) of the project is required.

The Atelier aims to allow the student to acquire a conceptual and operational ability of the different disciplines that can flow into the project of transformation and enhancement of settlement contexts with different extensions and characters, both in urban scenarios, or even in a perspective of widespread settlement in the territory. Theories, methods and tools made available through national and international reflection will be addressed with particular reference to the theme of the recovery of built heritage and urban legacy to be re-addressed in the context of urban or landscape transformations. These issues are intertwined with the qualitative and quantitative data of the territorial analysis systems managed through GIS tools, together with a reading of the historical stratification of the settlement and the territory. The achievement of an architectural design for recovery and / or refurbishment is foreseen starting from the appropriate context analysis. Laboratory and seminar activities will be interspersed with periodic reviews on the progress of the works. The activities of analysis and design, experimented on urban study areas, or spaces organized in widespread settlements, will be an opportunity to promote knowledge of traditional and above all innovative tools at the same time, for multiscale and interdisciplinary analysis to be achieved through the use of GIS.

Each module of the atelier will provide disciplinary contributions dedicated to the knowledge base in the form of lectures or by interactive form, but still intended as contributions from individual teachers. If the in presence attendance mode is provided for the atelier, at least one fact-finding visit will be carried out in the project area with the participation of all the teachers. In the case of online mode, all the basic knowledge materials available to approach the atelier theme will be provided. The preponderant component is a laboratory activity that supports the project experience carried out in groups of 2-3-4 students.

C. Rowe, F. Koetter, Collage City, MIT Press, Cambridge MA 1978 A. Rossi, The Architecture of the City, 1982 P. Eisenman, Cities of artificial excavation: The work of Peter Eisenman 1978-1988, Rizzoli International, New York 1994 J. Earl, Building Conservation Philosophy, Donheat, Shaftesbury 2003 C. Brandi, Theory of restoration, Nardini Editore, Firenze 2005 (1st ed. in Italian, 1963) T. Arrhenius, The Fragile Monument: On Conservation and Modernity, Black Dog Publishing, London 2011 G. Carbonara, An Italian contribution to architectural restoration, in “Frontiers of Architectural Research”, vol. 1, Issue 1, March 2012, pp. 2-9 A. Hernández Martínez, Conservando el pasado, proyectando el future. Tendencias en la restauración monumental en el siglo XXI / Preserving the Past, Projecting the Future. Tendences in 21st century monumental restoration, Institución Fernando el Católico, Zaragoza 2016 As regards the GIS course, the regional spatial data infrastructure and its many rich resources will be widely used.

Slides; Dispense; Materiale multimediale ;

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

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

... Attendance to lectures and laboratory activities, depending on whether online or in-presence mode will be provided, is a condition for positively developing the activities envisaged. The exam aims to ascertain the individual knowledge of each student. To this end, the examination takes place through the discussion of the graphic and design documents requested by the teacher, including thematic maps developed in the GIS environment which will aim to represent the interaction of theoretical and application aspects of the various disciplines that contribute to the multidisciplinary Atelier. The student's level of learning and maturation, as well as the ability to return ideas and proposals in an appropriate way, will be weighed for 30% on the ongoing progress checks, and for 70% on the final work.

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.