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; identification and understanding of values and critical aspects of a given urban context; - managing the historical sources; interpreting sources to identify heritage and potential assets; linking the interpretation of historic values to the assessment of heritage; - interpreting and applying regulatory and operational frameworks for the conservation of urban heritage at different scales; - problem-solving and future scenario envisioning; - definition of management and governance strategies for the conservation and development of historical urban areas; - ability to formulate 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 governance and institutional system of planning; analysis and representation of spatial phenomena at the urban scale. lt 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. Knowledge and use of spatial analysis by GIS are compulsory.

The two modules of the studio will develop a set of common activities and joint assessments. Heritage-based Planning Module The course entails lectures and exercises concerning the following thematic focuses: A) Conservation Planning, concepts, approaches, and experiences in the field of urban heritage conservation at national and international level; the HUL approach in the Heritage Sector. B) Knowing heritage: recognition of the multiple heritage values in historical urban areas and within their territorial and landscape context; C) Protecting/Regulating heritage: knowledge and understanding of the planning framework for heritage conservation in historical urban areas; designation categories; conservation treatments (regulation, incentives, …). D) Planning and Designing in a heritage-led development perspective: managing change by setting up a strategic heritage-based plan; proposals for the governance, management, planning and design in historical urban areas. Each thematic focus integrates lectures and related exercises, which progressively build the expected learning outcome. Lectures and study visits constitute approximately one-third of the course, while the remaining parts are 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. 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 various 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 of 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 by applying the methodologies previously discussed in the class. Each thematic focus integrates lectures and related exercises, which progressively build the expected learning outcome. Lectures and study visits make up about a third of the course, while the remaining partis devoted to exercise supervision and tutoring.

The course is divided into ex-cathedra lessons (20%), and operational surveys, exercises, reviews and guided visits (80%). Seminar discussions with external speakers are also foreseen, in order to provide direct interaction with international approaches and practices. The main Exercise simulates a heritage-based planning process of a historical urban area and of its landscape context, 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. Besides some exercises aimed at learning specific disciplinary methodologies, most of the activities will cross-refer the two disciplines involved in the course, resulting in an integrated project concerning the case study. To this aim, teachers will work in close collaboration. 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 students. Collaboration among groups is strongly encouraged, as well as the sharing of knowledge and confrontation among groups.

Bibliographic references will be progressively specified during the course. The basic study material (both for lectures and exercises) will be provided through the course web portal. The introductory bibliography is the following: Kaiman H., Letourneau M., 2020. Heritage Planning. Principles and Process, Routledge, London. (main reference text) Bonfantini, B. G., 2012. Planning the historic centres in ltaly: for a critical outline. In: Planum. The Journal of Urbanism, October 2012 no. 25, vol. 2/2012 [online] 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:llwhc.unesco.orgluploads/activities/documents/activity-638-98.pdf) Luengo A., Rbssler M. (eds.), 2012. World Heritage Cultural Landscapes, Ayuntamiento de Elche- Unesco. [online] Siravo F., 2011, Conservation Planning. The road less travelled, In: Conservation Perspectives. The GCI Newsletter, n. 26/2011, pp. 4-9. [online] UNESCO, 2011. Recommendation on the Historic Urban Landscape, Paris 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). UNESCO, 2013. The historic urban landscape approach explained [online] UNESCO, 2016. Culture, Urban, Future. Global report on culture for sustainable urban development, Paris [online] UNESCO, 2016. The HUL Guidebook. Managing heritage in dynamic and constantly changing urban environments, UNESCO. [online]

Lecture slides; Text book; Multimedia materials;

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

Exam: Compulsory oraI 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 for the Heritage-based Planning module one intermediate assignment: the analytical framework, that will support the strategic-design framework. For the Urban and Landscape Heritage Module students are expected to produce two or three specific assignments with the purpose of analyse the complex systems that characterize the territory through the use and the interpretation of the historical sources. With the assignments, students will have to study the territory and the urban area from an historical point of view according to different scales of analysis, mainly spatial and urban, and themes of investigation and using different historical and interpretive tools. The final evaluation will take into account the acquisition of the knowledge, competences and abilities described in the Expected Learning Outcomes. Every group of students will present the exercise outcomes both in oral and written form, facing a collective discussion and receiving comments from the teachers and the class. These feedbacks 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 (lasting about 30 minutes) 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 in the two modules (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 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 skills achieved (oral); d) 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, Heritage-based Planning and Urban and Landscape Heritage, contribute to the final evaluation in proportion to their weight in credits. 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. The teachers will express a final group’s grade for point b), while points a), c), d) will be assessed on an individual base.

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.