At the end of the course, students will be able: - to critically evaluate the necessary restoration work, taking into account requirements such as minimum intervention, compatibility, reversibility, distinguishability and sustainability; - to propose methodologically correct approaches and develop solutions that respect the documentary value of the existing heritage; - to attribute the correct historical, documentary and current use value of the built heritage and express a critical judgement as an essential premise for intervention choices.

The student must have theoretical knowledge that will allow him/her to attribute value (starting from the theories of A. Riegl and C. Brandi) to the architectural and landscape heritage. He/she must also be able to critically read the material (and immaterial) signs of historical and contemporary buildings. It is, therefore, necessary that he/she has already acquired notions relating to the theory and history of restoration, design and representation, technological culture and the history of architecture taught in the three-year degree courses in Architecture.

The following topics will be covered during the course (10h): - restoration conceived as "Conservation of Architectural Heritage and Landscape"; - conservation of the architectural heritage in Italy and abroad; - the evolution of the concept of cultural heritage (from monuments to intangible assets); - international restoration charters; - methodology of the restoration project at various scales (architectural, urban, landscape). In addition, specific in-depth studies concerning conservation issues will be illustrated (15h): - restoration and cultural enhancement of urban centres; - conservation of the modern architecture; - recovery and enhancement of the industrial heritage; - recovery and enhancement of the "fragile" heritage (vernacular architecture, diffuse heritage); - post disaster restoration; - fruition and valorisation of the cultural heritage; - non-destructive diagnostic tests. The course also includes: - guided tours of museum complexes or individual architectural assets undergoing restoration or recovery, illustrating their specific features and open problems of conservation and maintenance (15h); - conferences aimed at deepening specific issues related to the restoration and enhancement of cultural heritage (5h); - assignment (15h). Lessons will be held promoting students’ active participation. Virtual visits will be organised whenever on-site visits are not allowed.

The course organisation includes: 1. ex-cathedra lessons focusing on the examination of aspects of both theoretical and practical/application (50%); 2. on-site visits will be conducted in architectural sites to let the students directly examine some examples of restoration and/or adaptive reuse interventions and critically evaluate them (25%). Virtual visits will be organised whenever on-site visits are not allowed; 3. practical assignment (25%). During the course, active participation is required in lessons - during which a debate about the issues addressed will be stimulated - and in the organised visits. The students will be asked to do two practical exercises (one oral, one written) assigned by the teacher and aimed at a deeper analysis of some of the topics illustrated during the lessons.

Bibliography and thematic teaching material in digital form and relevant documents to the organisation of the activities will be made available to students on the portal of teaching or shared through padlet. Specific bibliographic references will be provided from time to time, after lessons and during the practical activity, in relation to the specific needs of the topics dealt with. J. Allen, Points of Balance, in S. Macdonald, K. Normandin, B. Kindred (eds.), Conservation of Modern Architecture, Donhead, Shafterbury 2007, pp. 13-46; M. Balzani, R. Dalla Negra, Architettura e preesistenze, Skira, Milano 2017. P.A. Bullen, P.E.D. Love, The rethoric of adaptive reuse or reality of demolition: views from the field, in Cities, 27, 2000, pp. 215-224; E. E. Burden, Illustrated Dictionary of Architectural Preservation, Mc-Graw Hill, 2004; European Commission, 2015. Getting Cultural Heritage to work for Europe [https://op.europa.eu/en/publication-detail/-/publication/b01a0d0a-2a4f-4de0-88f7-85bf2dc6e004]; J. Jokilehto, A History of architectural conservation, part 3, [https://www.iccrom.org/it/publication/history-architectural-conservation]; M. Mattone, Fragile Heritage, WriteUp, Rome 2023; C. Mileto and F. Vegas, Preserving Heritage with Tomorrow's Technologies, APT Bulletin: The Journal of Preservation Technology, Vol. 48, No. 1, SPECIAL ISSUE ON CONCRETE (2017), pp. 32-39 Published by: Association for Preservation Technology International (APT) Stable URL: https://www.jstor.org/stable/10.2307/26291033; E. Morezzi, S. H. Ismail, Post War/Disaster Recovery of Historical Cities and Cultural Heritage Sites, AYBU, Ankara 2019; M. Petzet, International principles of preservation, ICOMOS, 2009, https://www.icomos.de/admin/ckeditor/plugins/alphamanager/uploads/pdf/principles.pdf B. Plevoets, K. Van Cleempoel, Adaptive reuse as a strategy towards conservation of cultural heritage: a strategy towards conservation of cultural heritage: a literature review, in C.C. Brebbia, L. Binda (eds.), Structural studies, repairs and maintenance of heritage architecture, Wit Press, Southampton, UK, 2011, pp. 155-164; T. H. M. Prudon, Preservation of Modern Architecture, John Wiley & Sons, Hoboken 2008; M. S. Taher Tolou Del, B. S. Sedghpour and S. K. Tabrizi, The semantic conservation of architectural heritage: the missing values, Herit Sci (2020) 8:70, [https://doi.org/10.1186/s40494-020-00416-w]; M. Vecco, A definition of cultural heritage: from the tangible to the intangible, in "Journal of Cultural Heritage", n. 11, 2010, pp. 321-324.

Lecture slides; Multimedia materials; Student collaboration tools;

Exam: Individual graphic design project; Group graphic design project; Computer-based written test in class using POLITO platform;

The exam aims at verifying the acquisition of knowledge and skills described in the field "expected learning outcomes". Knowledge and skills are assessed by evaluating the practical exercises developed during the course and a final written test. The exam will consist of: 1. written exam Students will be asked to answer three open questions concerning the topics explained during the lessons to assess their knowledge and comprehension of the topics illustrated during the course. The exam will last 1 hour time with individual assessment and WITHOUT the possibility of using either the teaching material and books or notes. Each answer will be no longer than 20 lines and will be evaluated max 5 points (total of 15 points max). 2. evaluation of the practical assignments. During the course, students will be asked to do two practical assignments (see course topics), one in group (3 students), the second individually. The first exercise consists of an oral presentation delivered during the course to illustrate a case study chosen by the students among four different topics proposed by the teacher. The assignment will be evaluated max 3 points. The assignment's assessment will consider the way the topic will be critically analysed and illustrated, its originality and the quality of the presentation. The second exercise consists of written and graphic work aimed at illustrating and critically evaluating a restoration or recovery intervention choosing a case study among one of the topics proposed by the teacher. The assignment will have to be handed in according to the schedule provided at the beginning of the course. The assignment's assessment will consider the way the topic will be analysed and illustrated, the quality of the work, the bibliography and the compliance with the deadline. The assignment will be evaluated max 12 points. The final mark will be the result of the addition of the total scores obtained for each work (max 15+3+12=30). Students will pass the exam if grades range from 18/30 to 30/30, and 30/30 cum laude will be awarded only if the student can demonstrate an excellent ability to connect topics and themes with a broad critical vision.

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.