Tag: didattica
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Precision and experimentation in the design studio
Luigiemanuele Amabile in conversation with Mikael Bergquist Mikael Bergquist envisages the design studio as a shared environment in which architectural knowledge is developed through small groups, pair work and the consistent use of a designated space. At KTH in Stockholm, social issues, materials, technology, sustainability, and working with existing structures are considered alongside the discipline’s…
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We don’t have all the answers – we explore together
Luigiemanuele Amabile in conversation with Marius Grootveld. Marius Grootveld conceives of the design studio as a collective and cumulative process, in which students develop autonomy within a shared lineage of ideas, rather than through isolated positions. At RWTH Aachen University, each studio builds on the outcomes of previous ones. This allows individual trajectories to emerge…
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Crush-up: collaborations for architectural futures
Luigiemanuele Amabile in conversation with Ignacio Borrego At the Technical University of Berlin, teaching within CoLab conceives of the design studio as an open field of enquiry, rather than a predefined trajectory. Architectural education is framed as an exposure to a variety of questions, methods and tools, enabling students to find their own way through…
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Teaching, conflicts, ecology
Maria Masi in conversation with Miguel Mesa del Castillo Clavel. MM: Your work moves between architectural design, academic research, and intensive teaching activity, and is marked by a consistent interest in the relationship between space, ecologies, and society. How do these experiences influence the structure of your courses, and what relationships do they weave between…
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Designing transitions: transdisciplinary urban and territorial pedagogies
Konstantinos Venis in conversation with Nancy Couling and Tommaso Pietropolli. KV: The selection criteria were the characteristics and curriculum of your programme. It is a transdisciplinary joint programme focusing on design as a tool of synthesis in a transdisciplinary environment, integrating urban studies, postcolonial thought, the Anthropocene, and interdisciplinary approaches in site-specific work across urban…
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Teaching architecture in a fragmented world
Luigiemanuele Amabile in conversation con Wolfgang Brune. Shaped by an awareness of the fragmented nature of the contemporary world, Wolfgang Brune’s approach to teaching places architectural education between urgency and continuity. Environmental responsibility, resource awareness and social issues are acknowledged as inevitable, yet they are approached through a return to a fundamental aspiration: designing buildings…
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The studio in numbers
The role of the design studio within architecture schools is characterized by a dual identity. On one hand, it is a foundational and strongly constitutive element of the educational offering for students, who find in the laboratory the opportunity to engage and challenge themselves with the discipline of design. The design laboratory, in fact, defines…
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Il laboratorio di progettazione. Note per un progetto didattico
Come si progetta un laboratorio di progettazione?Per rispondere a questa domanda bisogna prima capire cosa sia il laboratorio e quale sia la sua specificità rispetto alle altre forme di insegnamento immersive, esperienziali e interattive che sono storicamente consolidate in questo campo. Tra storia e teoria, normativa e pedagogia, il volume prova a dare una definizione…
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Building narratives for communities
The world of architectural education is becoming more complex with each passing year. At the turn of the millennium, design culture found itself having to face challenges that once seemed far from the world of “bella forma”, of an architecture that, at least in Europe, until not long ago spoke of the autonomy of the…
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The capacity for (general) vision as a necessary specialism
I will begin with a statement that I know today risks being seen as outdated: the design studio is and must continue to be the “backbone” of architectural studies. […] Not even the recent reform of the degree classes introduced by Ministerial Decrees no. 1648 and no. 1649, respectively for bachelor’s and master’s degrees, in…