ARCHITECTURAL COMPOSITION

The aim of the course is to analyse and reflect theoretically on the project in order to develop critical and self-critical capacity and to contribute to the student's personal development and to the general development of the discipline.

The course combines ex-cathedra lectures focusing on theoretical issues, particularly those of an ontological nature, with periodic reviews of the project developed in the studio. These sessions aim to provide in-depth insights into the theoretical aspects of the students' projects.

There is no separate final exam for this module. The final assessment will be based on the project developed in the studio over the semester. The discussion and integration of theoretical aspects in the project will contribute to the final grade.

The assessment will focus on the quality and depth of theoretical understanding demonstrated in the studio project. Students' ability to effectively integrate and articulate architectural theories within their project will be a key component of their evaluation.

Specific reading materials and bibliographic references will be provided during the course to support the theoretical lectures and project reviews.

The aim of the course is to analyse and reflect theoretically on the project in order to develop critical and self-critical capacity and to contribute to the student's personal development and to the more general development of the discipline.

Architectural Theory is conceived as an 2-credit course, strongly integrated with the core course Architecture Design Studio 2, that bridges architectural history, critical analysis, and design theory. It invites students to explore the conceptual foundations of architectural practice by engaging with key writings, movements, and design traditions that have shaped the discipline.
The course explores adaptive reuse as both a theoretical lens and a critical design practice in contemporary architecture. Through an in-depth study of over 42 seminal projects from the second half of the 20th century to the present, students will examine how architects transform existing buildings, infrastructures, and urban fragments into new spatial, cultural, and environmental opportunities.
The course is structured around seven key architectural strategies of reuse—ranging from transformation and insertion to minimal intervention and hybridization—revealing how design decisions negotiate memory, materiality, typology, and programmatic change. Readings in architectural theory, heritage discourse, and sustainability will be paired with comparative analysis of case studies including the Musée d’Orsay, Tate Modern, The Silo, Gemini Residences, FRAC of Dunkirk, and many others across diverse geographies and scales.
Through critical discussions, diagrammatic analysis, and theoretical writing, students will engage with adaptive reuse not as a technical fix or nostalgic gesture, but as a creative act of architectural imagination and critical urban agency in an era of climate urgency, social complexity, and resource constraints.
Architectural Theory explores architecture through four interrelated lenses:
1. Historical-Critical Foundations Students will study major theoretical positions from the 20th and 21st centuries, with a focus on architectural thought in post-war Europe. Readings will include seminal texts that interrogate form, function, typology, context, and the politics of space. These ideas will be examined through lectures and seminars, encouraging students to develop critical interpretations and contextual awareness.
2. Architectural Composition and Design Thinking The course will examine how theoretical principles influence spatial organization, material expression, and architectural language. Through compositional analysis and diagramming exercises, students will explore how theory informs design decisions—from concept to construction. Emphasis will be placed on the interrelation of form, scale, site, and meaning.
3. Contemporary Relevance and Application Beyond historical grounding, the course invites students to apply theoretical knowledge to current architectural challenges. Topics such as reuse, sustainability, identity, and the public realm will be discussed through contemporary case studies. Students will reflect on how architecture engages with the political, social, and environmental realities of today.
4. Redrawing as a Tool Redrawing is a fundamental tool for the critical understanding of exemplary architectures. By carefully reconstructing plans, sections, and elevations, students engage directly with the spatial logic, compositional strategies, and construction principles of significant buildings. This process goes beyond visual analysis: it reveals the underlying intentions of the architect, clarifies proportions and hierarchies, and fosters a deeper awareness of how architecture operates.
Ultimately, Architectural Theory prepares students to engage with architecture not only as a technical or aesthetic practice, but as an intellectual and cultural endeavour.

The exam will consist in the oral presentation and discussion of a final short paper or presentation.
The exam will be conducted in groups of two students.
Each group should deliver:

• 2 A1 boards in PDF and print format;
• a 5-minute oral presentation per group.

Assessment will be based on active participation and a final short paper or presentation that demonstrates the student’s critical understanding of the chosen topic.
The final assessment will consider:

• the ability to critically interpret the case studies;
• the coherence and originality of the comparative map;
• the quality and relevance of the proposed taxonomy;
• the clarity and effectiveness of the graphic representation;
• the ability to articulate and defend the proposed interpretation during the final presentation.

SELECTED TEXTS
De Chiffre, L., Kitaev, A., Mair, E., Paschburg, K., & Putzer, K. (Eds.). (2025). Reuse in Teaching: The future of the architectural design studio (Ill. Lavinia Cianfarini). Triest Verlag. ISBN 978-3-03863-097-5.
Malterre-Barthes, C. (2025). A moratorium on new construction. Sternberg Press. ISBN 978-1-915609-00-7.
Malterre-Barthes, C. (Ed.). (2024). Non-Extractive Architecture: On Designing Without Depletion. Zurich: Lars Müller Publishers. ISBN 978-3-03778-761-8.
Murphy, D. (2020). The Architecture of Failure. Winchester: Zero Books. ISBN 978-1-78535-915-7.
Wong, L. (2017). Adaptive Reuse: Extending the Lives of Buildings. Basel: Birkhäuser. ISBN 978-3-0356-0890-0.

The aim of the course is to analyse and reflect theoretically on the project in order to develop critical and self-critical capacity and to contribute to the student's personal development and to the general development of the discipline.

The course is organized around lectures and ex tempore assignments that explore the relationship between space and the body, design and perception.
The AT4 module includes the presentation and discussion of the following topics: [1] Introduction to the course theme: designing with the body and for the body. [2] Elements of atmospherology applied to architectural and urban spaces: definitions, theoretical references, experimental paradigms, and design implications. [3] The body as a measure of space: proportions, gestures, postures, movements, proximity dynamics, ordinary uses, and non-ordinary practices. [4] Comfort and accessibility: general principles and main regulatory references. [5] Methods for observing and critically reading lived space. [6] Translation of observations into design hypotheses. [7] Communication of design processes and choices through verbal and graphic tools. [8] Critical discussion of design outcomes and verification of the coherence between observation, interpretation, and proposal.
+++ In addition to the general course program, which will be presented before the start of the semester, each assignment will be accompanied by a specific brief clarifying its objectives, tools, and operative methods.

The final examination will consist of an oral exam on the topics addressed in the course program and will include a discussion of selected works produced as part of the ex tempore assignments carried out during the semester. The presentation should illustrate the process of analysis and representation developed by the students, with attention to the quality of visual communication, the appropriate use of language, and overall clarity. During the semester, intermediate submissions and critiques will be scheduled as opportunities for collective discussion, further development, and progress review. These activities will form an integral part of the overall learning process and will contribute to the final assessment.
The course and the final examination will be conducted in English.

Assessment of learning will be based on the entire body of work completed during the semester and on the outcomes presented at the final examination. The oral exam will assess students’ understanding of the topics addressed in the course program, their ability to adopt the course’s specialized vocabulary appropriately, and their capacity to critically discuss the activities of analysis, representation, and design developed as part of the ex tempore assignments. Particular attention will be given to coherence with the theoretical and regulatory references, the ability to observe and critically read space, awareness in the use of verbal and graphic tools, the quality of representation, and clarity of communication. The assessment will also take into account participation in teaching activities, continuity of attendance, and contribution to group work. The grades for the theoretical module “Architectural Theory 4” (code 106528) will be considered together with those obtained in the studio module “Architecture Studio 4” (code 106527), contributing to the final grade for course code 106529, expressed on a 30-point scale.

Bloomer, K.C., & Moore, C.W., with Yudell, R.J. (1977). Body, Memory, and Architecture. New Haven, CT: Yale University Press.
Canepa, E. (2022). Architecture is Atmosphere: Notes on Empathy, Emotions, Body, Brain, and Space. Atmospheric Spaces, 11. Milan & Udine: Mimesis International.
Forty, A. (2000). Words and Buildings: A Vocabulary of Modern Architecture. London: Thames & Hudson.
Neutra, R.J. (1954). Survival through Design. New York, NY: Oxford University Press.
Norberg-Schulz, C. (1971). Existence, Space, and Architecture. London: Studio Vista.
Pallasmaa, J. (2005). The Eyes of the Skin: Architecture and the Senses. London: Wiley.
Pérez-Gómez, A. (2016). Attunement: Architectural Meaning after the Crisis of Modern Science. Cambridge, MA: MIT Press.
Tidwell, P. (Ed.). (2014). Architecture and Atmosphere. Espoo: Tapio Wirkkala–Rut Bryk Foundation.
Zevi, B. (1957). Architecture As Space: How to Look at Architecture. New York, NY: Horizon Press.
Zumthor, P. (2006). Atmospheres: Architectural Environments. Surrounding Objects. Basel: Birkhäuser.
+++ For further bibliographic references, please see the “Material” section of the AURA project website: “Affective Unities: A Site-Specific Research on Architectural Atmospheres” (https://aura.unige.it/material).

The aim of the course is to master, by putting them into practice, the practical and theoretical tools that lead to the definition of an architectural form. Students learn to evaluate and control the quality of spaces in relation to the context in which they operate.

The first part of the course is primarily focused on strengthening analytical skills; the second part is dedicated to developing a system of coherent design choices. This year's course theme is the architectural design of student housing in Genoa. The course, through its overall educational objectives and specific content, particularly by fostering the student's conscious and autonomous judgment, contributes to achieving all the Sustainable Development Goals of the UN 2030 Agenda.

The specific bibliography will be distributed during the course.

The aim of the course is to master, by putting them into practice, the practical and theoretical tools that lead to the definition of an architectural form. Students learn to judge and control the quality of built spaces at different project’s scales in relation to the context in which they operate.

The “Studio 2” course is structured as an 8-credit workshop. The course emphasizes theoretical, historical-critical, and compositional aspects, with projects reflecting Italy’s influential design culture. The syllabus includes lectures, practical workshops, and seminars, encouraging students to produce innovative designs that respond to contemporary architectural needs. The course culminates in a project presentation that encapsulates the student’s learning and creative development.

The exam coincides with the final project presentation, in the presence of national and international invited critics

Students will be evaluated through a combination of criteria including project presentations, participation in discussions, and possibly practical assessments. The assessment will gauge their understanding of theoretical concepts, application of design principles, and ability to integrate feedback from critiques into their work. This holistic approach ensures comprehensive evaluation of their learning and development throughout the course.

1. **Rossi, Aldo. "The Architecture of the City."** Cambridge, MA: MIT Press, 1982. - A classic in architectural theory exploring the relationship between architecture and urban context.
2. **Zevi, Bruno. "Architecture as Space: How to Look at Architecture."** New York: Horizon Press, 1957. - A fundamental text for understanding the importance of visual perception in architecture and composition.
3. **Venturi, Robert. "Complexity and Contradiction in Architecture."** New York: Museum of Modern Art, 1966. - A work challenging traditional notions of simplicity and unity, essential for composition theory.
4. **Rossi, Aldo. "A Scientific Autobiography."** Cambridge, MA: MIT Press, 1981. - A personal and professional exploration of Aldo Rossi's career and theories.
5. **Gregotti, Vittorio. "Inside Architecture."** Cambridge, MA: MIT Press, 1996. - An exploration of the interactions between architecture and landscape, useful for understanding environmental influences in composition.
6. **Grassi, Giorgio. "The Logical Construction of Architecture."** London: Academy Editions, 1984. - A text that delves into the role of the architect and professional practice within the context of architectural composition.
7. **Rogers, Ernesto Nathan. "Experiences in Architecture."** Cambridge, MA: MIT Press, 1970. - A work discussing the theory and practice of architecture through direct experience of projects.
8. **Lepratti, C. and Alfaro-d’Alençon, P., Does effective planning really exist? Freiburg, Germany: Syntagma Verlag, 2017.

The course will develop in the students a broad design ability to address coastal and port city topics, as well as environmental issues in an integrated matter with issues of public space through an urban/architectural proposal that can adapt to changing conditions.
The students will develop the ability to conceive and design infrastructures that support both research and memory, understanding the ocean as a space for scientific exploration, knowledge production, and the long-term preservation of data, records, and collective heritage. The students will develop the ability to think and work logically and sequentially to develop a hierarchical strategy (from schematic to developed, from permanent structure to, eventually, ephemeral elements and over a range of time). The students will develop the ability to work in a multicultural and interdisciplinary team to learn to communicate and collaborate within a design team, integrating the knowledge and viewpoints of others from other fields of expertise.
They will be able to build up an extensive body of literature and project references on the subject of coastal areas and port cities. The language of instruction is English, so the improvement of communication skills in English and developing a disciplinary vocabulary will be stressed.

OFFSHORE. Architecture Beyond Land
The ocean is no longer a vast void beyond the city, but a frontier shaped by environmental, economic, and political forces. Offshore explores how oceans have become urbanised hinterlands. This transformation reveals a tension between the fluid nature of ocean systems and the fixed logic of land-based design. Lacking permanent settlement, offshore spaces are typically organised around specialised functions such as energy production, logistics, and conservation, making them remote, mono-functional, and disconnected from everyday experience. Yet precisely because of its remoteness, the ocean has become a privileged realm for research and memory: a frontier for exploring future possibilities and a repository for preserving knowledge and collective records. The course investigates how architecture can engage these spaces beyond extractivism and control, reimagining the ocean as a site of design agency within planetary urbanism.

An Interim Review will take place following the submission of the two A4-eighth sheets (“ottavini”), see Teaching Methods for details.
A Final Review / Exam will take place at the end of the semester during which students will present and orally discuss their design rationale and justification for the work based on the course objectives. At the Final Review / Exam students will have to present the two A4-eighths (“ottavini”) and the physical model. In this occasion, each group will have a maximum of 7 minutes to present their project.
A digital pdf version of the two A4-eighths will also be submitted and discussed during the exam. A template of the layout, in Indesign format (.indd), will be provided for sixteenths processing.
An example of a scheme for paginating, printing and folding the eighths so that they form a book to be browsed through can be seen at this link: https://youtu.be/UWsyMVYCcL0?si=Ya678-1wEPc9AzEp
Aspects to be emphasized for the final evaluation are:

• research and references, case studies and use of information;
• interpretative approach developed for the study and design of the selected offshore platform typological and functional design action the architecture of permanence and change;
• reconversion strategy, insertion of the designed architecture into the context, design choices connected to the realization of the assigned Research Unit or of the Archive;
• environmental conditions and integrated architectural response;
• collaboration and communication within the group;
• visualization of the project and effective use of media;
• effectiveness of the work and final presentation.

Assessment will take place at the end of each phase of work – after each of the two A4-eighths (“ottavini”) and after the realization of the physical model – , by both the professor and the group/class itself.
An Interim Review will take place following the submission of the two A4-eighths. For this occasion, students will be divided into their project groups and engaged in a structured peer-review session. Each group will alternately assume the role of reviewer and reviewed, presenting their work to fellow students and receiving feedback in return. By temporarily taking on the role of reviewer, students will strengthen their understanding of the criteria used to assess architectural communication and develop a more conscious and reflective approach to their own representational practices. During the Final Exam, at the end of the semester, the presence of external guests, as jury, will offer a direct and qualified confrontation in which the student will have to demonstrate the critical-theoretical and strategic-planning skills acquired during the course. The final Exam will verify the level of learning of the primary notions of architectural design and the themes proposed by the course.
In percentage terms, the assessments will be weighted as follows: - DRAWING assignment: 20% - SERIES assignment: 20% - DESIGN assignment: 40% - Oral presentation during reviews and the final exam, group work and commitment throughout the semester: 20%

BOOKS/ESSAYS
Allen S., 1999, Infrastructural urbanism in Points + Lines: Diagrams and Projects for the City, Princeton Architectural Press, New York, pp. 46-59.
Andriani C., 2020, Oltre. Metabolisms at the City/Port Border, in Moretti (2020: 14-19).
Andriani, C., Moretti, B., Servente, D., 2018, Patrimonio di confine tra Città e Porto. Il caso di Genova, in Paesaggio Urbano. Paesaggio Urbano, 3, 29-39.
Banham R., 1989, A Concrete Atlantis. U.S. Industrial Building and European Modern Architecture, The MIT Press.
Brenner N., Katsikis N., 2018, Operational landscapes: Hinterlands of the capitalocene, in AD Architectural Design, 90, 1: 22-31.
Brenner N., 2013, Implosions /Explosions: Towards a Study of Planetary Urbanization, Berlin, Boston: JOVIS Verlag GmbH.
Bruttomesso R., Alemany J., 2011, eds., The Port City of the XXIst Century: New Challenges in the Relationship between Port and City. Venezia: RETE Publisher.
Couling N., Hein C., 2020, (eds.), The Urbanisation of the Sea. From Concepts and Analysis to Design. nai010 publishers, Rotterdam.
Couling N. 2015, The Role of Ocean Space in Contemporary Urbanization (Doctoral Thesis), EPFL Ecole Polytechnique Fédérale de Lausanne, Lausanne.
De Carlo G., 1992, La Città e il Porto. Torino: Marietti.
Ducruet C., 2011, The Port City in Multidisciplinary Analysis, in Bruttomesso, Alemany (2011: 32-48).
Furbetta, I., Malchiodi, T. (2025). Blue uneven: A geography of the ocean at the time of planetary urbanization (Enter Anthropocene). Trento: ListLab.
Garcia, D. A. (2025). Extreme Environments: Architectural possibilities for a challenged world. Copenhagen: Danish Architectural Press.
Hein C., 2011, eds., Port Cities: Dynamic Landscapes and Global Networks. Abingdon-New York, NY: Routledge.
Hein C., 2020, Designing Thresholds in the Port Cityscapes, in Moretti (2020: 200-205).
Hein C., van Mi Y.l, Azman-Momirski L., 2023, Port City Atlas. Mapping European Port City Territories: From Understanding to Design, nai010 publishers, Rotterdam.
Hessler S., 2019, Prospecting Ocean, MIT Press.
Khosravi H., Bacchin T.K., LaFleur F. (2019), Aesthetics and Politics of Logistics. Humboldt Books, Venice and Rotterdam.
Moretti B., 2025, Landscapes of the Cluster. A Spatial Approach to Ports. Berlin: Jovis.
Moretti, B., 2022. Architetture della Città Portuale Contemporanea. Composizioni Ibride ed Eccezionali Contesti, in GUD, Composizioni / Compositions, n. 6, 24-33, Stefano Termanini Editore, Genova.
Moretti, B., 2021, La grammatica dei porti, una morfologia speciale di paesaggi analoghi. Il caso del Grain Elevator di Buffalo, in GUD, Analogia / Analogy, n. 3, 46-55.
Moretti B., 2020, Beyond the Port City. The Condition of Portuality and the Threshold Concept. Berlin: Jovis.
Moretti B., 2020, The FRAC of Dunkirk by Lacaton & Vassal: About Incommensurability, Duplication and Openness, in WA / World Architecture Magazine, 356, 114-119
Moretti, B., Komossa, S., Marzot, N., Andriani, C., 2019, States of co-existence and border projects in port cities: Genoa and Rotterdam compared, in Proceedings of the Institution of Civil Engineers, Urban Design and Planning, 172(5), 191-202.
Nesbit J. S., 2024. Ground Control. A Design History of Technical Lands and NASA’s Space Complex. Routledge, New York.
Nesbit, J. S., 2025, (ed.). Constructing invisibility: Infrastructure, militarization, and the extreme environment. ORO Editions.
Nesbit J. S., Waldheim C., 2022, (eds.). Technical Lands: A Critical Primer, JOVIS Verlag GmbH, Berlin.
Palmesino, J., & Rönnskog, A.-S. (2020). When Above. e-flux Architecture. https://www.e-flux.com/architecture/oceans/331872/when-above
Pavia R., Di Venosa M., 2012, Waterfront: Dal conflitto all’integrazione. Trento: LISt Lab.
Riga, E. (ed.)., 2023,. Office of Hydrocommons. ATOPOS acv.
Rosselli A., 2005, Il porto come struttura e significato, in Portus, 10: 4-9.
Unwin S., 2007, Doorway. Abingdon-New York, NY: Routledge.
Tschumi B., 1981, The Manhattan Transcripts. Academy Editions, London.
Vianello M. 2026, The Ocean as Ground: An Offshore Theory on Urbanisation. Berlin: Jovis.
Vianello M. 2022, Returns to Seaspace. Architectural and Urban Approaches to Marine Environments (Doctoral Thesis). Università IUAV di Venezia.
Young L., 2019, Machine Landscapes: Architectures of the Post-Anthropocene. Hoboken: John Wiley & Sons Inc.
WEBSITES
PULSE - Port-clUster LandScapE: Developing a Spatial and Design Approach to Port Clusters
EU Funded Project, Next Generation EU, NNRP, Young Researchers Public Notice 2022
https://pulse.unige.it
TRANSITIONAL TERRITORIES
https://transitionalterritories.org/
DELTA URBANISM
https://deltaurbanism.org/
PORTCITY FUTURES
Leiden-Delft-Erasmus Universities, NL
https://www.portcityfutures.nl/home
BORDERS&TERRITORIES, NL
https://www.borders-territories.space
PORTUS, the online magazine of RETE, Venice, IT
https://portusonline.org/
OSSERVATORIO DEI PAESAGGI COSTIERI ITALIANI
https://www.paesaggicostieri.org/
SEASCAPE. International Journal of Architecture, Urbanism and Geomorphology of Coastal Landscapes
https://seascape.it/
North Sea Wind Park, MVRDV, 2006
https://www.mvrdv.nl/projects/98/north-sea-wind-park
DELTA WORKS, NL
https://www.zeeuwseankers.nl/en/story/deltawerken-safety-and-recreation
OFFICE OF HYDROCOMMONS
https://officeofhydrocommons.com/
OCEAN SPACE
https://www.ocean-space.org/index.html
LIQUID TERRITORIES
https://liquidterritories.com/
ARCHITECTURE OF TERRITORY
https://topalovic.arch.ethz.ch/
DESIGN EARTH
https://design-earth.org/projects/
BORDERS & TERRITORIES
https://www.borders-territories.space/
TERRITORY WRITING
https://www.instagram.com/territorywriting/
BUREAU OF OPERATIONAL LANDSCAPES
https://operational.land/

Workshop on architectural design and composition, i.e. a moment of synthesis of the different disciplines that contribute to creating an architecture.

OVERVIEW The design studio is the central moment in which to develop the design skills useful to an architect at different years. In "Design Studio 1," the student develops an architectural project. This involves collaboration between the main module of "architectural design" and the secondary modules of "architectural theory" and "typological analysis." This is inherently a complex activity that immediately addresses the main characteristic of architecture, namely, being a holistic discipline that must bring together various aspects, starting from the architect's primary goal of achieving a coherent compositional proposal.

The exam involves the presentation of the analysis and design projects developed by the student during the course. The presentation of the projects is public and takes place in the presence of the faculty and any external guests.

The quality of the projects presented at the end of the course allows verification of the student's ability to analyze the context, the buildings, and mainly the compositional coherence of the architectural project. The oral discussion verifies the student's understanding of the theoretical aspects that are inevitably part of an architectural project. The presence of external guests allows assessing the student's ability to succinctly explain their project. In addition to the final result, the student's commitment and progress throughout the course are also evaluated.

The aim of the course is to analyse and reflect theoretically on the project in order to develop critical and self-critical capacity and to contribute to the student's personal development and to the more general development of the discipline.

Architectural Theory is conceived as an 2-credit course, strongly integrated with the core course Architecture Design Studio 2, that bridges architectural history, critical analysis, and design theory. It invites students to explore the conceptual foundations of architectural practice by engaging with key writings, movements, and design traditions that have shaped the discipline.
The course explores adaptive reuse as both a theoretical lens and a critical design practice in contemporary architecture. Through an in-depth study of over 42 seminal projects from the second half of the 20th century to the present, students will examine how architects transform existing buildings, infrastructures, and urban fragments into new spatial, cultural, and environmental opportunities.
The course is structured around seven key architectural strategies of reuse—ranging from transformation and insertion to minimal intervention and hybridization—revealing how design decisions negotiate memory, materiality, typology, and programmatic change. Readings in architectural theory, heritage discourse, and sustainability will be paired with comparative analysis of case studies including the Musée d’Orsay, Tate Modern, The Silo, Gemini Residences, FRAC of Dunkirk, and many others across diverse geographies and scales.
Through critical discussions, diagrammatic analysis, and theoretical writing, students will engage with adaptive reuse not as a technical fix or nostalgic gesture, but as a creative act of architectural imagination and critical urban agency in an era of climate urgency, social complexity, and resource constraints.
Architectural Theory explores architecture through four interrelated lenses:
1. Historical-Critical Foundations Students will study major theoretical positions from the 20th and 21st centuries, with a focus on architectural thought in post-war Europe. Readings will include seminal texts that interrogate form, function, typology, context, and the politics of space. These ideas will be examined through lectures and seminars, encouraging students to develop critical interpretations and contextual awareness.
2. Architectural Composition and Design Thinking The course will examine how theoretical principles influence spatial organization, material expression, and architectural language. Through compositional analysis and diagramming exercises, students will explore how theory informs design decisions—from concept to construction. Emphasis will be placed on the interrelation of form, scale, site, and meaning.
3. Contemporary Relevance and Application Beyond historical grounding, the course invites students to apply theoretical knowledge to current architectural challenges. Topics such as reuse, sustainability, identity, and the public realm will be discussed through contemporary case studies. Students will reflect on how architecture engages with the political, social, and environmental realities of today.
4. Redrawing as a Tool Redrawing is a fundamental tool for the critical understanding of exemplary architectures. By carefully reconstructing plans, sections, and elevations, students engage directly with the spatial logic, compositional strategies, and construction principles of significant buildings. This process goes beyond visual analysis: it reveals the underlying intentions of the architect, clarifies proportions and hierarchies, and fosters a deeper awareness of how architecture operates.
Ultimately, Architectural Theory prepares students to engage with architecture not only as a technical or aesthetic practice, but as an intellectual and cultural endeavour.

The exam will consist in the oral presentation and discussion of a final short paper or presentation.
The exam will be conducted in groups of two students.
Each group should deliver:

• 2 A1 boards in PDF and print format;
• a 5-minute oral presentation per group.

Assessment will be based on active participation and a final short paper or presentation that demonstrates the student’s critical understanding of the chosen topic.
The final assessment will consider:

• the ability to critically interpret the case studies;
• the coherence and originality of the comparative map;
• the quality and relevance of the proposed taxonomy;
• the clarity and effectiveness of the graphic representation;
• the ability to articulate and defend the proposed interpretation during the final presentation.

SELECTED TEXTS
De Chiffre, L., Kitaev, A., Mair, E., Paschburg, K., & Putzer, K. (Eds.). (2025). Reuse in Teaching: The future of the architectural design studio (Ill. Lavinia Cianfarini). Triest Verlag. ISBN 978-3-03863-097-5.
Malterre-Barthes, C. (2025). A moratorium on new construction. Sternberg Press. ISBN 978-1-915609-00-7.
Malterre-Barthes, C. (Ed.). (2024). Non-Extractive Architecture: On Designing Without Depletion. Zurich: Lars Müller Publishers. ISBN 978-3-03778-761-8.
Murphy, D. (2020). The Architecture of Failure. Winchester: Zero Books. ISBN 978-1-78535-915-7.
Wong, L. (2017). Adaptive Reuse: Extending the Lives of Buildings. Basel: Birkhäuser. ISBN 978-3-0356-0890-0.

The aim of the course is to analyse and reflect theoretically on the project in order to develop critical and self-critical capacity and to contribute to the student's personal development and to the general development of the discipline.

The course is organized around lectures and ex tempore assignments that explore the relationship between space and the body, design and perception.
The AT4 module includes the presentation and discussion of the following topics: [1] Introduction to the course theme: designing with the body and for the body. [2] Elements of atmospherology applied to architectural and urban spaces: definitions, theoretical references, experimental paradigms, and design implications. [3] The body as a measure of space: proportions, gestures, postures, movements, proximity dynamics, ordinary uses, and non-ordinary practices. [4] Comfort and accessibility: general principles and main regulatory references. [5] Methods for observing and critically reading lived space. [6] Translation of observations into design hypotheses. [7] Communication of design processes and choices through verbal and graphic tools. [8] Critical discussion of design outcomes and verification of the coherence between observation, interpretation, and proposal.
+++ In addition to the general course program, which will be presented before the start of the semester, each assignment will be accompanied by a specific brief clarifying its objectives, tools, and operative methods.

The final examination will consist of an oral exam on the topics addressed in the course program and will include a discussion of selected works produced as part of the ex tempore assignments carried out during the semester. The presentation should illustrate the process of analysis and representation developed by the students, with attention to the quality of visual communication, the appropriate use of language, and overall clarity. During the semester, intermediate submissions and critiques will be scheduled as opportunities for collective discussion, further development, and progress review. These activities will form an integral part of the overall learning process and will contribute to the final assessment.
The course and the final examination will be conducted in English.

Assessment of learning will be based on the entire body of work completed during the semester and on the outcomes presented at the final examination. The oral exam will assess students’ understanding of the topics addressed in the course program, their ability to adopt the course’s specialized vocabulary appropriately, and their capacity to critically discuss the activities of analysis, representation, and design developed as part of the ex tempore assignments. Particular attention will be given to coherence with the theoretical and regulatory references, the ability to observe and critically read space, awareness in the use of verbal and graphic tools, the quality of representation, and clarity of communication. The assessment will also take into account participation in teaching activities, continuity of attendance, and contribution to group work. The grades for the theoretical module “Architectural Theory 4” (code 106528) will be considered together with those obtained in the studio module “Architecture Studio 4” (code 106527), contributing to the final grade for course code 106529, expressed on a 30-point scale.

Bloomer, K.C., & Moore, C.W., with Yudell, R.J. (1977). Body, Memory, and Architecture. New Haven, CT: Yale University Press.
Canepa, E. (2022). Architecture is Atmosphere: Notes on Empathy, Emotions, Body, Brain, and Space. Atmospheric Spaces, 11. Milan & Udine: Mimesis International.
Forty, A. (2000). Words and Buildings: A Vocabulary of Modern Architecture. London: Thames & Hudson.
Neutra, R.J. (1954). Survival through Design. New York, NY: Oxford University Press.
Norberg-Schulz, C. (1971). Existence, Space, and Architecture. London: Studio Vista.
Pallasmaa, J. (2005). The Eyes of the Skin: Architecture and the Senses. London: Wiley.
Pérez-Gómez, A. (2016). Attunement: Architectural Meaning after the Crisis of Modern Science. Cambridge, MA: MIT Press.
Tidwell, P. (Ed.). (2014). Architecture and Atmosphere. Espoo: Tapio Wirkkala–Rut Bryk Foundation.
Zevi, B. (1957). Architecture As Space: How to Look at Architecture. New York, NY: Horizon Press.
Zumthor, P. (2006). Atmospheres: Architectural Environments. Surrounding Objects. Basel: Birkhäuser.
+++ For further bibliographic references, please see the “Material” section of the AURA project website: “Affective Unities: A Site-Specific Research on Architectural Atmospheres” (https://aura.unige.it/material).

L’obiettivo del corso è introdurre lo studente alla conoscenza storica delle architetture e degli spazi urbani del Mediterraneo, in particolare del mondo bizantino e quello islamico e i loro rapporti artistici con l’Italia, dal VII al XV secolo.

Il corso di "Architettura e città medievale nel Mediterraneo e nel mondo islamico" (6 CFU) è a scelta, per gli studenti di tutti gli anni di tutti i CCSS del Dipartimento.

L'esame finale consiste in una prova orale sugli argomenti trattati nel corso delle lezioni e sulla relazione storico-critica prodotta dallo studente.

L'esame accerterà la conoscenza dei temi e degli argomenti elencati nel programma del corso e i criteri con cui saranno valutati sono fondamentalmente: chiarezza e qualità dell'esposizione, capacità di ragionamento critico-storico.

A. Naser Eslami - M.R. Nobile (a cura di), Storia dell'architettura in Italia. Tra Europa e Mediterraneo (VII-XVIII secolo), Milano, Pearson, 2022.
A. Naser Eslami (a cura di), Incontri di civiltà nel Mediterraneo. L'Impero Ottomano e l'Italia del Rinascimento, Firenze, Olschki, 2014
A. Naser Eslami, Genova e il Mediterraneo. I riflessi d’oltremare sulla cultura artistica e l’architettura dello spazio urbano, XII-XVII secolo, Genova, De Ferrari, 2012.
A. Naser Eslami, Architettura del mondo islamico. Dalla Spagna all’India, Milano, Bruno Mondadori, 2010.
A. Naser Eslami, Architetture del commercio e città del Mediterraneo. Dinamiche e strutture dei luoghi dello scambio tra Bisanzio, l’Islam e l’Europa, Milano, Bruno Mondadori, 2010.

The course focuses on project methods with particular attention to the Italian experience of component design.

The workshop activity is structured in different moments that integrate research, design activities, management of the design process, up to the feasibility check.
One theoretical-practical activities is planned, integrating product and service design competences. This activity will be accompanied by lectures on the culture of the project, aimed at framing the social, cultural and economic context in which the project takes place.
Product design
On the topic of urban technologies for inclusive engagement the students will develop solutions that improve the level of engagement and quality of interaction among individuals and with the urban context, focusing on in-depth analysis of the interaction needs of abled and impaired individuals.
Service design
In the service design part students develop solutions regarding material and immaterial aspects that produce an experience thanks to the service design tools and methodologies. Starting from a problem setting, students will have to find the right wickness point and develop a sustainable answer starting from the existing context, improving what already exists.
PREREQUISITES
Basic knowledge of representation, in particular through freehand drawing, technical drawing and the creation of three-dimensional environments, is required for class.
In detail, the following basics are necessary

• good knowledge of materials, their performance and use in the field of design;
• ability in the use of two-dimensional, three-dimensional and rendering programmes, as well as graphic representation;
• good awareness of visual communication issues.

The exam is the final presentation of the assignments given during teaching in both printed and digital mode.
Students will be assessed on the basis of the quality of the exercises and projects carried out during class.
There will be 4 exam appointments for the summer session (June, July and September) and 2 exam appointments for the winter session (mid-January-February). No special appeals will be granted outside the periods indicated in the course regulations, except for out-of-session students.

Morelli, De Götzen, Simeone (2020). Service Design Capabilities. Springer, Cham, Switzerland
Penin, L. (2017). An introduction to service design. Design the invisible. London: Bloomsbury Publishing.
Stickdorn, M. (2011). This Is Service Design Thinking: Basics, Tools, Cases. Hoboken: Wiley.
Stickdorn, M., Hormess, M., Lawrence, A., e Schneider J. (2018). This Is Service Design Doing: Applying Service Design Thinking in the Real World; a Practitioners` Handbook. First edition. Sebastapol, CA: O’Reilly.

The course aims to make students aware on issues related to the preservation, maintenance, restoration and enhancement of architectural heritage, which is a testimony of our past, providing the historical-theoretical cornerstones and basic knowledge of the discipline, as well as basic technical skills for the design of the interventions.

The course program is divided into two phases.
First stage: theoretical concepts on "Conservation and Restoration" notes on the main theorists of Restoration notes on Restoration Interventions carried out in Italy and abroad
Second phase: Diagnostics for the restoration project (survey, recognition of materials and their processing, recognition of decay phenomena and causes of decay, recognition of historical phases with archaeological and stratigraphic analysis) Restoration and conservation project (intervention techniques)

The exam will take place like this:
The student who takes the exam must show an identification document, then he will have 10 minutes to expose his/her ppt on a case study of his/her choice, previously agreed with the teacher. As soon as the presentation is over there will be questions (2-3 of a list of 25 that will be inserted in the Teams folder of the course)

During the year there will be self-assessment tests.The evaluation criteria will be: completeness of information, clarity of exposures, consistency and methodological rigor

D. Pittaluga, F. Fratini (eds.) " Conservation et mise en valeur du patrimoine architectural et paysage des sites cotiers mediterraneens./ Conservation and promotion of architectural and landscape heritage of the mediterranean coastal sites", ed. Franco Angeli, Milano 2018 (Open access: https://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/437 )
D.Pittaluga, "Questioni di archeologia dell'architettura e restauro", ed. ECIG, Genova 2009
Jukka Jokiletho, "A history of architectural conservation", Oxford 1999
Miles Glendinning, "The conservation movement. A history of Architectural Preservation. Antiquity to Modern, London 2013
Other specific articles on intervention techniques will be given during the lessons

The course deals with the technique of Cost-Benefit Analysis from a private point of view and the main tools for the economic and financial evaluation of projects. The indicators of economic sustainability are explained (Net Present Value, Internal Rate of Return, Payback Period, and Profitability Index) with applications to case studies (new construction, renovation and retrofitting projects, etc.).

The course deals with the methodologies for evaluating the economic-financial sustainability of building and real estate development interventions, according to a private perspective.
The evaluation of the economic sustainability of projects is one of the fundamental aspects for determining the feasibility of an intervention, from the building to the urban scale.

The exam is in written form and consists of a test with four questions (open questions or calculation exercises) relating to the topics covered in the module.
The duration of the test is 2 hours.
There will be 3 sessions in the summer session and 3 in the winter session.
To access the exam, the student must deliver the tutorial on the Cost-Benefit Analysis of a real estate investment assigned by the teacher or proposed by the student.

The exam will verify the student's acquisition of the methodologies for assessing the economic and financial feasibility of building interventions.
The overall evaluation of the module will take into account both the results of the written test and the exercises developed individually by the students.
In particular, the student must demonstrate that:
recognize the costs and benefits deriving from a building intervention (new construction, renovation, etc.);
knowing how to estimate the costs and benefits deriving from the building intervention;
knowing how to apply the evaluation tools (Cost-Benefit Analysis) to verify the economic and financial sustainability of a building intervention;
knowing how to identify and evaluate the main variables that affect the economic and financial feasibility of a building intervention.

Boardman, A.E., Greenberg, D.H., Vining, A.R., Weimer, D.L., 2016, Cost-Benefit Analysis: Concepts and Practice, 3rd edition, Upper Saddle River, New Jersey: Pearson Prentice Hall. Brown G.R., Matysiak G.A., 2000, Real Estate Investment – A Capital Market Approach, Financial Times Prentice.
Kahr J., Thomsett M.C., 2005, Real Estate Market Valuation and Analysis, John Wiley & Sons, Inc.
Linneman P., 2004, Real Estate Finance and Investments: Risks and Opportunities, Linneman Associates, Philadelphia, PA (United States).
Mooya M.M., 2016, Real Estate Valuation. Theory. A Critical Appraisal, Springer.
Peca S. P., 2009, Real Estate Development and Investment. A Comprehensive Approach , Wiley & Son Inc., New Jersey.
Peijie Wang, 2001, Econometric Analysis of the Real Estate Market and Investment, Routledge, London.
Ruegg T., Marshall H., 1990, Building Economics. Theory and Practice, Springer Science+Business Media
Seeley I.H., 1996, Building-economics - four edition- , Palgrave, McMillan.

The course provides the basics elements on cost-benefit analysis and knowledge on methodologies for the valuation of investment projects. Attention is dedicated to net present value, internal rate of return, payback period and profitability index so to take into account cash flows (costs and revenues) over time as well as techniques for the management of risk and uncertainty with applications to case studies for the valuation of real-estate construction, renovation, investment and management.

The module is divided into two parts.
The first part will deal with the theoretical tools for estimating the costs and benefits deriving from the building intervention with particular reference to the characteristics of the real estate market, the types of investors, the financial mathematics tools useful for evaluating the costs and benefits in the time.
The second part of the module will deal with the Cost-Benefit Analysis technique from a private perspective and the main indicators for evaluating the economic and financial sustainability of real estate investments, in particular: Economic and financial Net present Value (NPV); economic and financial Internal Rate of Return (IRR).
An example of an economic-financial evaluation of a building intervention will then be developed through the application of a Cost-Benefit Analysis and presented the case study on which students will have to develop a similar evaluation.

The exam is written and consists of a test with four questions (open questions and an exercise on financial mathematics) relating to the topics explained in the module.
The time for the test is 2 hours.
There will be 2 sessions in the summer session and 2 in the winter session.
To do the exam, students must submit the exercises completed in class during the course and the exercise on assessing the economic and financial feasibility of a real estate investment project assigned by the instructor or proposed by the student.
Students with a certified learning disability (DSA), a disability, or other special educational needs are invited to contact the instructor at the beginning of the lessons to discuss teaching and examination arrangements that, while respecting the learning objectives of the course, take individual learning needs into account and provide appropriate accommodations. Please also note that requests for exam accommodations or exemptions must be submitted using the form available at this link https://modulionline.unige.it/richiesta-adattamenti#no-back , to the teaching professor, the SCUOLA contact person ([email protected]), and the relevant office ([email protected]) at least seven working days before the examination, in accordance with the guidelines available at this link https://unige.it/disabilita-dsa/richiesta-servizi

The exam will verify the student's acquisition of the methodologies for assessing the economic and financial feasibility of building interventions.
The overall evaluation of the module will take into account both the results of the written test and the exercises developed individually by the students during the course.
In particular, the student must demonstrate that:
recognize the costs and benefits deriving from a real estate investment project (new construction, renovation, etc.);
knowing how to estimate the costs and benefits deriving from a real estate investment project;
knowing how to apply the evaluation tools (Cost-Benefit Analysis) to verify the economic and financial sustainability of a real estate investment project;
knowing how to identify and evaluate the main variables that affect the economic and financial feasibility of a real estate investment project.

Boardman, A.E., Greenberg, D.H., Vining, A.R., Weimer, D.L., 2016, Cost-Benefit Analysis: Concepts and Practice, 3rd edition, Upper Saddle River, New Jersey: Pearson Prentice Hall. Brown G.R., Matysiak G.A., 2000, Real Estate Investment – A Capital Market Approach, Financial Times Prentice.
Kahr J., Thomsett M.C., 2005, Real Estate Market Valuation and Analysis, John Wiley & Sons, Inc.
Linneman P., 2004, Real Estate Finance and Investments: Risks and Opportunities, Linneman Associates, Philadelphia, PA (United States).
Mooya M.M., 2016, Real Estate Valuation. Theory. A Critical Appraisal, Springer.
Peca S. P., 2009, Real Estate Development and Investment. A Comprehensive Approach , Wiley & Son Inc., New Jersey.
Peijie Wang, 2001, Econometric Analysis of the Real Estate Market and Investment, Routledge, London.
Ruegg T., Marshall H., 1990, Building Economics. Theory and Practice, Springer Science+Business Media
Seeley I.H., 1996, Building-economics - four edition- , Palgrave, McMillan.

The module aims to present the methods and tools of Italian architectural historiography in the context of international historiography. The lessons, of a distinctly methodological nature, will revolve around a series of exemplary cases, read and interpreted starting from the main points of the contemporary historical-architectural debate.

The urban contexts of contemporary architecture: the legacy of the industrial city; old and new patterns of development; trends of global change and models of resilience
The legacy of modernism
History of architecture as an autonomous discipline: the legacy of national traditions, the specificity of the ‘Italian school’, the new trends of international historiography
The ‘controversial city’ and the debate about town planning and urban renewal after WW2
Architecture, identities and cultural heritage in an historical perspective

The exam will focus on the issues and problems discussed during the lessons, as well as on a book chosen among those suggested by the teacher at the beginning of the course.

The notes taken during the lessons as well as the slides available on aul@web will be useful but not entirely sufficient to prepare for the exam, and will need to be supplemented by the critical study of one of the books indicated in class.

Given the approach of the course, there isn’t a single handbook that can substitute class attendance. For a general overview, and/or for more analytical studies it may be useful to consult:
L. Benevolo, History of modern architecture, Cambridge 1996
J.-L. Cohen, The future of architecture since 1889. A worldwide history, London, Phaidon, 2016
D. Ghirardo, Italy, Modern architectures in history, London 2011
M. Tafuri, F. Dal Co, History of World Architecture, 2, Modern Architecture, New York-Milan, Rizzoli/Electa, 1986
B. Zevi, Architecture as space, How to look at architecture, New York 1993
The teacher is available to students for any orientation and bibliographic information, and for further advices about classes and exams.

The aim of the traineeship is to develop the ability to deal with theoretical and applied questions in a complex work environment, within company or institution.

CURRICULAR TRAINEESHIPS IN ITALY
To activate a traineeship in Italy you must use the Online Platform Tirocini e Tesi available at the following link: https://tirocinitesi.unige.it/home
On the Home page, after completed the log-in process with Unige-PASS, User Manuals are available to guide the candidate in the completion of application process and administrative steps to be completed.
The curricular traineeship may be carried out
with CFU validation (when the internship is included in the study plan 6 CFUs for a total of at least 150 h of activities carried out can be recognised)
without CFU validation (for training and job-placement experience)
Before starting the internship application, it is MANDATORY:
in the case of non-EU students to send their residence permit data/documents to UniGE Welcome Office [email protected]
have completed the Online UNIGE Course “General Training on Safety and Health in Workplace” and obtained a certificate of attendance. The Course is available on Aulaweb at the link: https://corsosicurezza.aulaweb.unige.it/enrol/index.php?id=2
The registration key is ‘studente’ or ‘laureato’ (all lower case without the inverted commas). If you already have the attendance certificate you can send it to [email protected]
contact a professor who is available to act as Didactic Tutor
DAD LM4-EN Referee: Prof. Emanuele Sommariva
USEFUL LINKS:
Student Guidelines
https://servizionline.unige.it/unige/common/images/tirocinitesi/ManualeStudente.pdf
Company Guidelines
https://servizionline.unige.it/unige/common/images/tirocinitesi/Manuale_azienda.pdf
Safety Training Course
https://corsosicurezza.aulaweb.unige.it/course/view.php?id=2
General information on curricular traineeships
https://unige.it/lavoro/tirocini , https://unige.it/lavoro/aziende/tirocini/cosafare
Useful services for finding opportunities
https://unige.it/lavoro/studenti
Information for international students
https://unige.it/lavoro/career-services-foreign-students
For technical assistance with the Internship Platform write to [email protected]
For information on Conventions write to [email protected]
For information on the training project write to [email protected]
**********************************************************************************
CURRICULAR TRAINEESHIPS ABROAD
Traineeships abroad are activated with paperwork (Training agreement and Training project)
When you got the confirmation of company/office’s availability to host you, please write an e-mail to [email protected] , by including:
Name of the company/office/public body
Name and contact details (email and telephone) of the Company’s contact person
Indicative period of the internship
Name and authorisation for the internship procedure by the Didactic tutor (UniGe Professor)
WARNING: The procedures for starting internships can take several weeks. Prepare well in advance!

The aim of the course is to provide students with a basic knowledge of Italian language.

The aim of the course is to provide students with a basic knowledge of Italian language.

The course is addressed to absolute beginners and provides students with a basic knowledge of Italian pronunciation, vocabulary and grammar.

The course is addressed to absolute beginners and provides students with a basic knowledge of Italian pronunciation, vocabulary and grammar.

The course allows students to achieve a basic oral and written knowledge of the Italian language.

The course allows students to achieve a basic oral and written knowledge of the Italian language.

Il modulo 1 si propone di: - definire il panorama contemporaneo all’interno del quale si colloca la disciplina della Progettazione Architettonica - definire i principali parametri disciplinari: Corpo Umano, Spazio, Paesaggio, Composizione, Dimensione, Uso - stabilire una relazione chiara tra modelli culturali, forme di interpretazione e lettura del corpo umano con l’evoluzione della disciplina architettonica

ciclo di insegnamento sul rapporto tra forma e materiale
mattone
comrpensione e analisi di opere esemplari
comrpensione e analisi di definizioni teroiche di architettura
comrpensione e analisi di casi studio
definizione di un'idea
comunicazione e rappresentazione

presentazione e discussione
confronto con invitati esterni

presenza
consegna di tutti gli elaborati richiesti

Bibliografia essenziale Livio Vacchini, Capolavori, ediz. Allemandi 2007 Luciano Patetta, Storia dell'architettura, Antologia critica, Maggioli Editore, 2008 Steen Eiler Rasmussen, Architettura come esperienza, Pendragon 2006 Ludovico Quaroni, Progettare un edificio. Otto lezioni di architettura, Mazzotta, 1977 Carlos Martí Arís, Le variazioni dell'identità, ed clup città studi, 1993 Christian Norberg Schulz, Genius Loci, Electa-Mondadori, 1979 Bibliografia consigliata Le Corbusier, Verso un’architettura, Longanesi, 2014 Ludwig Mies van der Rohe, Gli scritti e le parole, a cura di V. Pizzigoni, Einaudi, 2010 Giò Ponti, Amate l'architettura, 1957, ed Rizzoli, 2015 Robert Venturi, Complessità e contraddizioni nell'architettura, 1966 Aldo Rossi, Autobiografia scientifica, 1981 Rem Koolhaas, Delirious New York, 1977 Bruno Munari, Design e comunicazione visiva, 1968 e succ, Economica Laterza Peter Zumthor, Pensare architettura, Electa 2003 Peter Zumthor, Atmosfere. Ambienti architettonici. Le cose che ci circondano, Electa 2007 Cristian Kerez, Uncertainity, Tokyo 2014 Antonio Monestiroli, La Metopa e il Triglifo. Nove lezioni di architettura, Laterza, Roma, 2002 Carlos Martí Arís Silenzi eloquenti, ed Marinotti, 2002 Bernard Rudofsky, Architecture Without Architects, University of New Mexico Press, 1976 Valerio Olgiati, Architettura Non-referenziale, 2018 Enrico Molteni, Learning architecture1 . Four elements, ed Libria, 2018
Enrico Molteni, Learning architecture 2. Three shapes, ed Libria, 2024

The module aims to present the methods and tools of Italian architectural historiography in the context of international historiography. The lessons, of a distinctly methodological nature, will revolve around a series of exemplary cases, read and interpreted starting from the main points of the contemporary historical-architectural debate.

The urban contexts of contemporary architecture: the legacy of the industrial city; old and new patterns of development; trends of global change and models of resilience
The legacy of modernism
History of architecture as an autonomous discipline: the legacy of national traditions, the specificity of the ‘Italian school’, the new trends of international historiography
The ‘controversial city’ and the debate about town planning and urban renewal after WW2
Architecture, identities and cultural heritage in an historical perspective

The exam will focus on the issues and problems discussed during the lessons, as well as on a book chosen among those suggested by the teacher at the beginning of the course.

The notes taken during the lessons as well as the slides available on aul@web will be useful but not entirely sufficient to prepare for the exam, and will need to be supplemented by the critical study of one of the books indicated in class.

Given the approach of the course, there isn’t a single handbook that can substitute class attendance. For a general overview, and/or for more analytical studies it may be useful to consult:
L. Benevolo, History of modern architecture, Cambridge 1996
J.-L. Cohen, The future of architecture since 1889. A worldwide history, London, Phaidon, 2016
D. Ghirardo, Italy, Modern architectures in history, London 2011
M. Tafuri, F. Dal Co, History of World Architecture, 2, Modern Architecture, New York-Milan, Rizzoli/Electa, 1986
B. Zevi, Architecture as space, How to look at architecture, New York 1993
The teacher is available to students for any orientation and bibliographic information, and for further advices about classes and exams.

The aim of the course is to reflect on the idea of conservation, preservation and restoration with attention to their meanings in the different national and cultural contexts of the contemporary world. The course will deal with themes that are fundamental to the culture of protection and conservation and its plurality of interpretation through the study of exemplary cases of intervention in relation to different social, political, economic and cultural contexts. Fundamental references will be the many doctrinal documents issued in recent years by various international bodies involved in this complex field of theoretical debate and design practice.

The teaching “Principles of Conservation” introduces and reflects on the concepts of conservation, restoration, and preservation by proposing an outline of the broad theoretical debate and themes concerning architectural restoration that developed since the 19th century in Europe. The course will examine and discuss the foundations of the conservation movement in Europe in order to understand the role of architectural conservation in the wider process of built environment continuous development and change. Contemporary challenges faced by architectural and landscape conservation theory and practices will be introduced and addressed through lectures, seminars, and case studies.

The final exam consists in an oral discussion with the members of the examination board. Students will be asked to prepare and discuss a presentation related to a case study in architectural heritage conservation and restoration and to answer questions on topics related to the mandatory readings, lectures’ and seminars’ topics.

Students' performance during the final exam will be assessed against the following criteria:
The ability to recall and describe the main restoration/conservation theories and principles and the relevant knowledge from international doctrinal documents on architectural heritage preservation.
The capacity to identify, reflect, and elaborate on the main architectural restoration and conservation theories in relation to design-driven choices in architectural restoration projects which are proposed as a case study.
The ability to properly use diverse sources and aids to prepare, analyse, summarize and present information on a chosen case study analysis and communicate it in an effective and clear way.

The essential readings are a fundamental part of the course and shall be studied in preparation for the final exam.
Additionally, fundamental course materials will be uploaded regularly to the Aula Web platform during the course implementation. These also shall be studied in preparation for the final exam.
Further readings are suggested to integrate and deepen concepts explained during the lessons.
Essentials readings
Jukka Jokilehto (1986). A History of Architectural Conservation. The Contribution of English, French, German and Italian Thought towards an International Approach to the Conservation of Cultural Property. University of York, England. https://www.iccrom.org/publication/history-architectural-conservation (Open Access - PDF download).
M. Glendinning (2013). The Conservation Movement: A History of Architectural Preservation. Antiquity to Modernity. London and New York: Routledge, pp. 390-414; 417-450. (Available at the DAD Library “Nino Carboneri”).
N. Stanley Price, M. Kirby Talley Jr. and A. Melucco Vaccaro (1996). Historical and Philosophical Issues in the Conservation of Cultural Heritage. The J. Paul Getty Trust, US, pp. 42-42; 69-83; 230-243; 314-324; 339-342; 377-392. (Available for online reading on archive.org).
Materials that will be regularly uploaded to the Aula Web platform throughout the course implementation.
S. Caccia Gherardini (2016). The Architectural Restoration and Conservation Handbook. Firenze: Didapress. https://didapress.it/pubblicazione/the-architectural-restoration-and-conservation-handbook (Available on DIDAPRESS website upon account free sign-in).
Merbach, K. Stamm (2020). International Heritage Conservation Principles: Historical Overview. In: Smith, C. (eds) Encyclopedia of Global Archaeology. Cham: Springer International Publishing, pp. 5881-5889. Web. https://doi.org/10.1007/978-3-030-30018-0_432 https://unopertutto.unige.net/permalink/39GEN_INST/1t4pt0g/cdi_springer_books_10_1007_978_3_030_30018_0_432 (Open Access via UniGe pass on UnoPerTutto).
S. F. Musso (2018). Challenges, competencies, professions for the built heritage conservation in the Contemporary World, PLURAL: History, Culture, Society=Istorie, Cultură, Societate, Journal of the History and Geography Department “Ion Creangă” Pedagogical State University, Vol. 6, 2, 2018, 5-16 https://unopertutto.unige.net/permalink/39GEN_INST/1t4pt0g/cdi_ceeol_journals_741654 (PDF available on Aulaweb).
S. F. Musso (2009). Conservation/restoration of built Heritage. “Dimensions of contemporary culture”. In: Piet Lombaerde, Laura Lee (editors), Bringing the World into Culture. Comparative Methodologies in Architecture, Art, Design and Science, Antwerpen: UPA Editions (University Press Antwerp), 86-107. https://unopertutto.unige.net/permalink/39GEN_INST/tigon9/alma990010844460204051 (PDF available on Aulaweb).

The aim of the course is to study the relationship between the design of a building and its energy and environmental performance.

The aim of the course is to focus on the environmental assessment of the architectural project in its different components, in order to relate the choices resulting from functional requirements and architecture expression.
Strategies and tools to qualitatively evaluate performances and environmental impacts of design choices in relation to the specific characteristics of the site are presented and applied, considering technological/technical and environmental aspects (as limited sources, pollution, etc.) characterizing urban areas. Strategies and technologies for climate change adaptation and mitigation, with focus on environmental sustainability, are also presented and applied.

The teaches holistic thinking and design to shape multi-scalar models from the component to the city.

The course deals with the development of integrated urban planning and product design projects, by understanding the phenomena of construction, abandonment and recycling of urban space, exploring the different forms of use and (re)appropriation by the communities. Questioning the nature of these Transitional Landscapes allows the students to enhance their experience in reading into, interpreting and designing cities by means of open compositional models based on finite components, which scalability and transferability will be tested. Moving from the theoretical positions of Landscape Urbanism and Inclusive Design, students will explore a multi-scalar vision “from the spoon to the city” (E.N. Rogers, 1952) where small inputs influence the large scale and vice versa. A vision essential to the designer's professional training against the challenges of contemporary urban design.

Basic knowledge in technological characteristics of reinforced concrete buildings. Analysis of the pathologies and degradation of constructive elements.

In order to achieve a complete understanding of the building typology and its role in the contemporary building heritage, the following macro-themes will be covered
the historical evolution of construction techniques in the realisation of reinforced concrete buildings;
the main physical and chemical properties of the materials used in buildings with a reinforced concrete structure;
the conformation of construction elements (floors, roofing, external infills, doors and windows, etc.);
the analysis and evaluation of the main deterioration phenomena inherent to structural and completion elements.

The examination consists of a written test and an oral discussion. The written test consists of a series of questions on the topics covered during the course, with open-ended and multiple-choice questions. The oral discussion may be optional and consists of discussing the written test by analysing the errors made by the student and addressing other topics from the course aimed at assessing the adequate preparation of the learner.
Students with a certified learning disability (DSA), a disability, or other special educational needs are invited to contact the instructor at the beginning of the lessons to discuss teaching and examination arrangements that, while respecting the learning objectives of the course, take individual learning needs into account and provide appropriate accommodations. Please also note that requests for exam accommodations or exemptions must be submitted using the form available at this link https://modulionline.unige.it/richiesta-adattamenti#no-back , to the teaching professor, the SCUOLA contact person ([email protected]), and the relevant office ([email protected]) at least seven working days before the examination, in accordance with the guidelines available at this link https://unige.it/disabilita-dsa/richiesta-servizi

The test will be mainly written, and there will be an optional oral test.
In both tests, the following aspects will be assessed
the use of correct technical language;
the critical ability to synthesise the topics studied;
the ability to analyse the construction elements of reinforced concrete buildings and their main characteristics;
the capacity to recognise the main categories of degradation of reinforced concrete building components.

The main reference is the course slides which ensure an adequate and useful level of preparation. During the course, specific books will be provided for an in-depth study of the main topics.

The course offers a theoretical part and a practical part with general applications. The aim is to provide the basic knowledge for the design of air conditioning systems, with particular reference to those based on the use of energy from renewable sources.

Within the broad framework of buildings' energy performance and efficiency, not only will the fundamentals of thermophysics of buildings be reviewed, but also the principles of operation and characteristics of heating, refrigeration, ventilation, and air conditioning systems will be illustrated. Additionally, heat pumps will be introduced, and their main heat sources will be discussed. Renewable energy sources will then be presented, with a particular focus on the utilization of solar energy through solar collectors and photovoltaic panels. During the course, some examples of system design will also be provided in the form of practical applications.

The exam consists of a mandatory written test, followed by an optional oral exam. The written test lasts one hour and fifteen minutes and includes an open-ended question (on a theoretical topic) and an exercise (on an applied topic). If the result of the written test is insufficient, the exam must be retaken. The purpose of the written test is to verify that the student has achieved a good level of knowledge of the main topics.
If the result of the written test is sufficient, the subsequent oral exam is optional, but it may still be required for students who have obtained a barely sufficient score in the written test. The oral exam serves to assess the extent to which the student is able to analyze, describe, and discuss the course topics. If the oral exam is insufficient, the exam is not passed, and the written test must be retaken.
Exam registration must be done exclusively through the UniGe portal. Students who are not registered cannot take the exam.
Exam registration closes two working days before the exam date. For example, if the exam is scheduled for Tuesday, registration will close on the previous Friday. A registered student must unsubscribe at least two days before the exam.
The overall duration of the exam session and its organization are communicated on the morning of the written test, after verifying the actual presence of registered candidates. Since the written test begins at 9:00 AM, it is essential - under penalty of being unable to take the exam - that all registered students be present in the designated classroom at least ten minutes before the start of the test. In case of a large number of registered students, the exam may continue on the following days.

The written test evaluates the successful comprehension of the different topics of the course and the consequent ability to apply the concepts acquired to the solution of some simple problems. The oral test allows to investigate with more accuracy the student's level of knowledge of the theoretical and applicative themes as well as his/her ability in performing critical reasoning. In the oral examination, attention is also paid to the clarity of the exposition and to the mastery of specific technical language.

To prepare for the exam, students can refer to the slides made available by the teacher on AULAWEB.
For self-study and in-depth study of particular topics, the following text can be recommended:
Heating and cooling of buildings, T.A. Reddy, J.F. Kreider, P.S. Curtiss, A. Rabl, 3rd Ed., CRC Press, 2017.
{For eventual recap of introductory topics: Principles of heat and mass transfer, F.P. Incropera, D.P. Dewitt, T.L. Bergman, A.S. Lavine, 7th Ed., Wiley, 2013 }

The aim of the course is to acquire the necessary sensitivity and awareness to identify and critically analyse the relationships between the formal languages of architecture and the principles of structural mechanics. In particular, the ability to identify, understand and discuss the traditional and innovative solutions adopted in the structural design of modern and contemporary architecture.

The course illustrates the deep conceptual relationships connecting the principles of structural mechanics and the forms in architecture, with focus on the traditional and innovative solutions that allow their critical interpretation and conscious government. The theoretical lessons and the design laboratory activities are aimed at developing the mature interpretative sensitivity and methodological skills necessary for understanding, evaluating and optimizing the symbiotic synergy between aesthetic appeal, functional performance and structural efficiency in the contemporary architectural and engineering design.

The exam consists in the discussion of the paper and in an oral test on one or more topics covered in the theoretical lessons.

A bibliographic selection of over 40 texts on the topic of Structural Morphology and on complementary issues is available on the Aulaweb page of the Course. Among them
UP TO THE NINENTIES
Pizzetti, G., Trisciuoglio, A.M.Z. (1980). Principi statici e forme strutturali. Utet.
Cedolini, M. (1991). Strutture: morfologia strutturale in architettura. Arsenale.
Fowler, C.E. (1929). The ideals of engineering architecture. Thomas Telford Publishing.
Robbin, T. (1996). Engineering a new architecture. Yale University Press.
Salvatori, M., Heller, R., Nervi, P.L., Pace, C. (1996). Le strutture in architettura. Etas libri.
Torroja, E., Benvenuto, E., Levi, F. (1995). La concezione strutturale: logica ed intuito nella ideazione delle forme. CittàStudiEdizioni.
THE TWO DECADES from 1990 to 2010
Allen E., Zalewski W. (2009) Form and forces - Designing efficient, expressive structures, John Wiley and Sons.
Charleson, A. (2005). Structure as architecture - A source book for architects and structural engineers, Routledge.
Coronelli, D.A. (2010). Architettura e Struttura - Esempi di Meccanica e Concezione. Pàtron Editore.
Deplazes A., (2005). Constructing Architecture - Materials, processes, structures. Birkhäuser.
Lenci, S., Consolini, L. (2007). Percorsi per un metodo progettuale tra forma e struttura. Aracne.
Blanciak, F. (2008). Siteless - 1001 Building Forms. MIT Press.
Motro, R. (2009). An anthology of structural morphology. World Scientific.
Motro, R. ed. (2009). Structural morphology and configuration processing of space structures. World Scientific.
Moussavi, F. Lopez, D. (2009). The function of form, Actar.
Rappaport, N. (2007). Support and resist: structural engineers and design innovation. Monacelli Press.
THE LAST DECADE
Sandaker, B.N., Eggen, A.P., Cruvellier M.R. (2013). The structural basis of architecture. Taylor and Francis.
Adriaenssens, S., Block, P., Veenendaal, D., Williams, C. eds. (2014). Shell structures for architecture - Form finding and optimization. Routledge.
Schwartz, C. (2016). Introducing architectural tectonics - Exploring the intersection of design and construction. Routledge.
Moffett, K.M. (2017). Forming and Centering - Foundational Aspects of Architectural Design. Emerald Group Publishing.
Nervi, P.L. (2018). Aesthetics and Technology in Building: The Twenty-first-century Edition. University of Illinois Press.
Macdonald, A.J. (2019). Structure and architecture. Routledge.

The aim of the course is to provide the technical and methodological knowledge in sustainable design, focusing on living comfort and building performance..

The main topics are:
sustainability in architecture and climate change;
design strategies for climate change adaptation and mitigation:
Life Cycle Assessment (LCA);
environmentally oriented building certification programs;
sustainable design guidelines.

The final exam includes the evaluation of the students’ skills considering methodological, theoretical and practical knowledge of the topics of the course. For students attending classes, it is based on a discussion on the activities and exercises developed during the course. For the students not attending classes, the exam is oral, with questions related to the study at home material and the documents uploaded in Aulaweb.

Students attending classes
The activities implemented during classes (see Teaching method) will evaluate the ability of the students to critically elaborate and relate the different topics and issues. A simplified design exercise will allow verifying the abilities to apply the knowledge acquired and to quantitatively and qualitative evaluate the impact of design choices on the environment.
Students not attending classes
The oral exam will evaluate the ability of the students to critically elaborate and relate the topics. In addition, thorough specific examples and cases, the abilities to apply the knowledge acquired and to evaluate the impact of design choices on the environment will be verified.
The evaluation takes into account also the quality of exposure and the correct use of specific terms.

Slides will be available on Aulaweb. A specific bibliography will also be provided for each topic.

The aim of the course is to focus on the environmental assessment of the architectural project in its different components, in order to relate the choices resulting from functional requirements and architecture expression.

The main topics are:
sustainability in architecture and climate change
ecological and environmental issues of urban areas
environmental and microclimatic analysis of a site with a focus on thermal comfort
strategies and technologies for climate change adaptation and mitigation
nature based solutions
architecture and (urban) ecology

The final exam includes the evaluation of the students’ skills considering methodological, theoretical and practical knowledge of the topics of the course. For students attending classes, it is based on a discussion on the activities and exercises developed during the course.
For the students not attending classes, the exam is oral, with questions related to the study at home material and the documents uploaded in Aulaweb.

Students attending classes
The activities implemented during classes (see Teaching method) will evaluate the ability of the students to critically elaborate and relate the different topics and issues. A simplified design exercise will allow verifying the abilities to apply the knowledge acquired and to quantitatively and qualitative evaluate the impact of design choices on the environment.
Students not attending classes
The oral exam will evaluate the ability of the students to critically elaborate and relate the topics. In addition, thorough specific examples and cases, the abilities to apply the knowledge acquired and to evaluate the impact of design choices on the environment will be verified.
The evaluation takes into account also the quality of exposure and the correct use of specific terms.

Slides will be available on Aulaweb. For each topic a specific bibliography will be provided as well.

The aim of the course is the analysis and typological study implemented through drawing, understood here as useful tools to understand the city in its historical evolution and the logic of urban phenomena.

FIRST PART: The history of Genoese architecture as a case study aimed at reading the urban fabric in relation to territory and society.
The city in terms of territorial variables. Urban morphology and building typology as the organization of space, time, communication, and meaning
The city in terms of social and cultural variables. Subjective urban morphology and the perceived environment
Architecture and urban space in Genoa (1st part). The ancient layout and medieval development
Architecture and urban space in Genoa (2nd part). New building types for a modern society
Architecture and urban space in Genoa (3rd part). The vibrant 20th century
Typological analysis
SECOND PART: Layout, presentation, and communication of the architectural project
The visual communication of the project
The project, the designer, and the observer. A neuroscientific approach

The final exam consists of submitting the assignments required during the course and an oral examination.
The oral examination will take place at the same time as that of Architecture Studio 1 and involves a discussion of the design work and specific assignments required in the Typological Analysis course.

The final evaluation takes into account:
participation in lectures and course activities
submissions and reviews
average assessment of exercises
evaluation of the two assignments
evaluation of the oral discussion
relational skills and attitude towards teamwork
presentation of the work
The ability to develop an effective graphic language consistent with the cultural premises of the project will also be evaluated.

Christopher Alexander, Sara Ishikawa, Murray Silverstein (1978), A Pattern Language: Towns, Buildings, Construction. OUP, USA.
Salat Serge, (2011), Cities and Forms: On Sustainable Urbanism. Hermann.
Richard Sennett, (2018), BUILDING AND DWELLING ETHICS FO THE CITY. PENGUIN UK.
Kevin Lynch, (1960). The image of the city. MIT Press

The aim of the course is the acquisition of knowledge, skills and tools to understand the challenges and transformations of the city with attention to the mechanisms and processes that determine its forms and their relationship with the architectural scale and its components.

Underlying the course is the idea that the city and the territory can be read through a set of analytical tools, strategies and visions that return a multi-scalar representation based on the challenges of today's socio-spatial change. The aim of the teaching is to return a theoretical framework on mapping and analysis methods for planning contexts characterized by processes of spatial transformation. Through the use of digital simulation tools, students will explore alternative planning logics and scenarios aimed at the replicability of international best practices.

A quantum-qualitative mapping and analysis will be developed during the course, articulated in two steps of elaborations (graphic boards DIN A1 vertical) and case study research (readings) that will constitute the final delivery materials (layout booklet DIN A5 vertical).
The final grade will be determined during the exhibition with final presentation at the end of the semester and will take into account the active participation of the students, the delivery of all required papers and the quality of the work produced overall. The evaluation of the analyses will pay particular attention to the clarity of exposition, the quality of the mapping conducted and the graphical representation, the feasibility of the scenarios, including their sustainability, as well as the student's learning process. The grade will be averaged with the second module.
The final course delivery, valid for taking the exam, is a mapping and analysis presented with the following materials:
Graphic boards
booklet of readings design case studies DIN A5 format Vertical.

The development of analysis and mapping is based on a mixed quantum-qualitative methodology articulated in group laboratory activities and moments of individual research by the student. The progress of the work and the assessment of students' knowledge is evaluated weekly. The development of graphic boards is defined as an open process that can be continuously implemented throughout the semester. The ability to effectively communicate the proposal, to concisely elaborate graphs, mappings and design schemes will be tested through oral presentations and open-ended questions in group reviews up to the examination session.

Urbanistica
Lynch K. (1969) L’immagine della città. Marsilio, Venezia
Gausa M. et al. (2003) The Metapolis Dictionary of Advanced Architecture. Actar, Barcelona.
Wolfrum S., Nerdinger W. (2008) Multiple City. Urban Concepts 1908 | 2008. Jovis, Berlin
Mostafavi M., Doherty G. (2010) Ecological Urbanism. Lars Müller, Zürich
Ciorra P., Marini S. (2011) Recycle. Strategie per l’architettura, la città e il pianeta. Electa, Milano
Ricci M. (2012) New Paradigms. List, Trento-Barcelona
Sordi J. (2014) Beyond Urbanism, List, Trento-Barcelona
Sommariva E., Avenoso J. (2015) PICITY Progettare 25 Km di costa ligure. 22 publishing, Milano
Carta M. (2017) The Augmented City. A paradigm shift. List, Trento-Barcelona
Schröder J., Sommariva E. (2018) Coast Portraits. Research in Territorial Architecture. LUH Press, Hannover
Infrastrutture / Paesaggio
Corboz A. (1983) ‘Le territoire comme palimpseste’ in Diogene, n. 121, pp. 14-35
Allen S. (1999) ‘Infrastructural Urbanism’. In: Points and Lines: Diagrams and Projects for the City.
Corner J., Balfour A. (1999) Recovering Landscape: Essays in Contemporary Landscape Architecture. Princeton Architectural Press, New York, pp. 48-57.
Donadieu P. (2002) La società paysagiste. Actes Sud, Paris
Hauck T., Keller R. (2011) Infrastructural Urbanism. Addressing the In-between. DOM Publishers, Berlin
Reed C, Lister N.M. (2014) Projective Ecologies. Actar, New York.
Belanger P. (2016) Landscape as Infrastructure. A Base Primer. Routledge, London
Waldheim C. (2016) Landscape as Urbanism: a general theory, Princeton Uni Press, New Jersey
Metabolismo urbano
Gunderson L., Holling C. (2002) Panarchy: transformations in human and natural system. Island Press, NY
Castells, M. (2004) The Network Society: A Cross-cultural Perspective. Edward Elgar, Northampton
Heynen N., Swyngedouw E. (2005) In the Nature of Cities. Urban Metabolism. Routledge, London.
Ellen MacArthur Foundation (2014) Towards the Circular Economy. WEF Report Economic Forum Report.
Markoupoulou A., Farinea C. (2017) Active Public Space. implementing technology in public spaces. IAAC Press, Barcelona
Lydon, M., Garcia A (2015) Tactical Urbanism: short-term actions for long-term change. Island Press, NY
Dorato E. (2020) Preventive Urbanism. The Role of Health in Designing Active Cities. Quodlibet: Macerata
Gausa M. (2020) Resili(g)ence – Intelligent Cities / Resilient Landscapes. Actar Publishers, Barcelona
Moreno C. (2020) Droit de cité: De la "ville-monde" à la "ville du quart d'heure". Observatoire, Paris
Nuove tecnologie
Virilio P. (1994) The vision machine. British Film institute, Bloomington
MVRDV (1999) Metacity / Datatown. nai010 Publishers, Rotterdam
Ratti C. (2013) Smart city, Smart citizen. Meet the Media Guru. Egea, Milano
Ratti C., Offenhuber D. (2014). Decoding the city. Urbanism in the Age of Big Data. Birkhauser, Basilea
Bamberger M. (2016). Big Data. Into the monitoring and evaluation of programmes. UN Global Pulse.
Claudel M., Nagel T.(2016). From Origins to Destinations: Visualizing Flow Maps. in Built Environment Vol. 42
Ratti C., Claudel M. (2017). The city of tomorrow. Yale UniPress, London
Ratti C., Picon A. (2023) Atlas of the Senseable City. Yale UniPress, London