During this studio, students will acquire: - the capacity to learn and apply the design abilities deriving from the interaction between form and technique, in relationship with the climatic, landscape and social context, and to make a complete building project; - the capacity to represent and communicate the design subject; - a method to apply a context- and climate-responsive design approach to building design; - knowledge of the main climate and bioclimatic factors affecting indoor thermal comfort; - skills in making proper design choices for an optimal use of climate sources for thermal comfort and energy saving; - competences in applying analytical and digital methods to assess the climate response performance of buildings; - practical skills in the construction and testing of physical/virtual models; - an autonomous capability to deal with settlement forms, urban morphology and typology, layouts, techniques and building materials; - the capacity to develop/conceive coherent building design choices, including knowledge of building elements, technologies, processes, architectural characters, functions, etc.

- Knowledge of the performance-based theory for building analyses. - Ability to understand and represent a building’s components and relevant functional characteristics. - Knowledge of graphical representation rules at various scales.

This Studio aims to supply basic knowledge, methods, and tools for designing a climate- and context-responsive climate-responsive building. Theoretical aspects will be dealt with by supplying basic concepts and simplified methods for allowing students to understand and be aware of the interrelationships between climate (understood not only in environmental terms but also as the broader landscape and social context), indoor comfort, and technological and design characteristics of buildings. Students can apply the above-mentioned concepts and methods to a practical design experience through a building design case study. Main topics are: - Introduction to sustainable development, climate change issues and bioclimatic design (8%) - Bioclimatic archetypes – precedents of constructions with strong building-climate interrelationships (8%); - Site-climate analyses – methods to evaluate access to/protection from solar radiation and wind, for a building to be designed in a given location (microclimate matrix) (12%); - Climate-responsive building Programming – analysis of user needs, space and technological requirements with focus on indoor thermal comfort, including aggregation and location methods for space units based on optimisation of indoor thermal comfort conditions concerning outdoor climate and contextual characteristics (12%); - Climate-responsive design development – design of the building envelope to optimise the use of climate resources for indoor comfort control and energy savings (e.g. solar radiation, natural ventilation, daylighting) (60%). NOTE: Time percentages are indicative and subject to adjustments during the course development in line with student advancements and previous knowledge.

- Lectures on theoretical concepts; - Learning by doing through applications, including space unit aggregation approaches in a given climatic and contextual setting; - Critical analysis of best-practice case studies; - Team exercises; - Individual and collective student work revision activity; - Laboratory testing on case study design maquettes /or virtual models/ checking environmental and contextual design aspects (e.g. shadowing dynamics).

As theoretical references, the following publications are suggested: 1) Olgyay (1963) Design with climate. Bioclimatic approach to architectural regionalism, Princeton Un., Princeton. 2) Brown, G.Z. and DeKay, M. (2001). Sun, Wind & Light: Architectural Design Strategies, Second Edition, 282 pages. John Wiley & Sons Inc., Hoboken, New Jersey, USA. 3) Chiesa, G. (Ed.) (2021). Bioclimatic approaches in urban and building design, Springer, Cham. 4) Cook J (ed) (1989) Passive Cooling, MIT Press, Cambridge. 5) Grosso, M. (2017). Il raffrescamento passivo degli edifici in zone a clima temperato, 4th Edition, 450 pages. Maggioli, Sant’Arcangelo di Romagna. 6) Chiesa G, Kolokotroni M, Heiselberg P (Eds) (2021) Innovation in Ventilative Cooling, Springer, Cham. 7) Sayigh, A. (2019) Sustainable Vernacular Architecture, 438 pages. Springer, Cham, Switzerland. In addition, support documentation for the exercise activity, such as guidelines, EXCEL files, and calculation programmes, will be available through the course website and specific scientific references.

Lecture slides;

Exam: Written test; Compulsory oral exam; Group project;

Students’ learning performance will be assessed and graded: a. delivered building design solutions on the case-study project by students’ teams (intermediate evaluation to assess the learning process of each student’s team - the continuous check will support the assessment of the individual involvement); b. final synthesis of results from the whole case-study building design process by students’ teams (delivered one week before the date of the final exam) - plates and booklet, plus group presentation (2/3 of the final score); c. discussions and presentations done by each student, considering the whole case-study project learning and development process, and individual orals on theoretical topics described during the course (written or oral), including discussion on the building's responsiveness to the broader climate, landscape and social context (1/3 of the final score); d. anonymous peer-review evaluation by groupmates analysing their commitment and technical contributions, supporting bonus points (till +/- 1.5 points). Scoring will be defined based on the maximum score of 30. In the case of a failure, the final exam can be held at the next call by presenting an upgraded version of the building design case-study project and/or redoing the individual oral. The weighting system shall be communicated to the students at the beginning of the course. Laude is achieved if the project's output matches all the requirements and the interim presentations are of excellent quality.

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.