Among the expected results, the ability to read and correctly evaluate the main transformations and all restoration interventions present within an architectural, urban, archaeological body, etc. is expected; the formation of a renewed sensitivity towards heritage and historical buildings and awareness of the main transformations that have taken place in different eras. These results, and others, are aimed at creating useful knowledge in the cultural and operational sphere in order to identify the most suitable choices to preserve, enhance and manage the Architectural and Landscape Heritage.

The student must have the historical knowledge to critically read the material and immaterial signs of the built. He must also have acquired knowledge related to the History of Architecture (in its different forms), the fundamentals regarding technological culture and the ability to read an architectural organism thanks to the tools of drawing and representation.

The Course is finalized to the acquisition of the critical-methodological criteria of reading of the historical pre-existences in order to pursuit of the conservation and the restoration of the the Architectural and Landscape Heritage. The course includes ex-cathedra lessons on the restoration theories and history and moments of seminar discussion, starting from a required exercise. Topics and themes covered: - The History of Preservation from its anticipations, to the restoration “modernly” understood, to the experiences in the second half of the Twentieth Century; - Theories of Restoration: from the “Fathers of Restoration” to contemporary militants; - International standards and charters for the safeguarding of the Built Heritage and the Cultural Landscape. - Monuments and sites that exemplify interpretive approaches or restorative practices, or invested with urgent protection and preservation issues. The Course, outlining a path through “problems” between Restoration theories and practices, aims to contribute to the construction of those particular awareness and critical planning skills the Architect must have as an implement of his responsibility towards the care, conservation and enhancement of artefacts and places, with a specific approach to cultural sustainability.

The lectures set and discuss historical and theoretical issues, some of which are applied in the exercise, focused on a "problem" or a case study of international interest that will be validated with the teacher. Interdisciplinary and seminar classes, guided tours or presentations of museums/sites are planned. Credits 8; 80 hours of didactics (roughly divided into 50 hours of lectures, 30 hours of exercises and seminar discussion). To the charge must be added the effort required to develop and complete the exercise, the retrieval of specific sources, the study of bibliographic and supporting materials.

For each topic, the teacher will propose to the students some specific readings to stimulate the students' curiosity. For the exam, the following texts are recommended, whose in-depth study is essential to take the exam. E. Romeo, Instaurare, reficere, renovare, Celid -Lexis, Torino, 2017; S. Casiello (edited by), The culture of restoration. Theories and Founders, Marsilio, Venice, 2005; J. Jokilehto, History of Architectural Conservation, Routledge, London, 2017. Given the University's provisions, it should be noted that the course site will be an additional bibliographic tool and / or for the in-depth study of the topics treated according to the University indications that will be provided to teachers and students.

Lecture slides; Lecture notes; Multimedia materials;

Exam: Compulsory oral exam; Individual essay; Group essay; Computer-based written test in class using POLITO platform;

Practical assignment. During the course the students will develop individually or in group an assignment that aims to immerse them in the field of architectural restoration and the legal framework related to it in a country of their choice (that could be their home country or other of their election). It comprises three key parts: Types of Scheduled Buildings: Students research and identify scheduled buildings in their chosen country, delving into the legal regulations and systems in place. This helps them understand the significance of scheduled buildings, their legal protection, and the cultural values attached to them. Description of Regulations in Architectural Restoration: This section focuses on the legal aspects of architectural restoration. Students analyze their country's legal system, exploring how cultural assets are covered by laws, whether specific regulations exist for restoration, and how they are enforced. It highlights the intricate relationship between legal frameworks and restoration practices. Optional Developments: Students have the freedom to explore topics within architectural restoration that align with their interests, such as the history of restoration laws, World Heritage sites, recent debates, or related subjects. This encourages active engagement and personal ownership of their learning experience. The work culminate in public presentations during the lessons for sparking debate and allowing for comparisons between different students' perspectives on the same country and core subject matter. The public presentation and thediscussion of the practical assesment is an integral part of it, and therefore, it cannot be submitted once the course has concluded. This assignment contributes a maximum of 3 addictional points to the overall exam assessment. The exam consists of two parts: Multiple-Choice Computer-Based Test: The first part consists of a computer-based multiple-choice test with eighteen questions, each worth one point. This section covers the general course content and has a duration of 60 minutes. To pass to the oral exam, a minimum score of 9 points is required out of the total 18. Oral Exam: The oral exam encompasses all course content and takes place after the multiple-choice test. It can contribute a maximum of 12 points to the overall score, to which the evaluation of the practical assignment is added.

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.