Tag: esperienze

  • Three studios 2. Teaching design research

    When understood as a research operation, the teaching of the project allows us to advance some reflections on the construction of an idea of space, reflecting on what John Hejduk explained during the exhibition and in the catalogue Education of an Architect: a point of view, regarding the exercise of the Cube Problem: “the student…

  • Designing the teaching of the project

    “Designing project teaching” refers to the attempt to equate architectural project teaching strategies with a project itself, which aims to construct a workshop “space” based on a series of assumptions and supporting an idea to be developed at different times and through specific tools. To explore these aspects in greater depth, reference is made below…

  • Living in the laboratory

    «Education today is a great obsession. It is also a great necessity». It is not difficult to apply these words, which sparked debate in the 1960s and 1970s on the American educational process, when the right to education and the need to discuss teaching as a matter of social integration were urgent and deeply political…

  • Utilitas, firmitas and venustas

    Alberto Bologna in conversation with Andrea Valeriani AV: The first-year workshop is probably the most complex of all those that a teacher has to deal with during the course of study because it has the dual task of teaching students both a design method and the ability to represent and communicate it. How is your Workshop…

  • The first apprenticeship. Between doing and watching others do

    The Design Laboratory I welcomes a class of about 80 students enrolled in the first year of the three-year degree course in Architectural Sciences. The course is structured in two semesters with compulsory attendance, the first taught by Vincenzo Moschetti and the second by Fabio Balducci who, with the support of a group of tutors,…

  • Reconsidering hierarchies and happiness in the project

    EB: Jason Hilgefort, founder of L+CC (Land+Civilisation Compositions), since we met at the Shenzhen Biennale in 2019, we have often discussed the value of projects, both in professional practice and in university classrooms, as something that should be broader than architecture itself. In your case, these ideas have also led you to develop local activism…

  • The conditions for a “cours préparatoire”

    Times and numbers My first reaction concerns the number of students mentioned in the course description. Such a large number makes it difficult to assess the students’ progress – something I consider fundamental – or to carry out a fair evaluation or comparative analysis of the results. At the Politecnico di Milano, we have a…

  • Preparatory work and architectural design

    The development of a first-year architectural design workshop programme is in itself a fundamental undertaking. Not only because it represents the student’s first “encounter” with the design experience, but also because, as the term “workshop” suggests, it requires the transmission of knowledge that is not linear in nature. Rather, it is made up of trials,…

  • Layering Contexts

    Luigiemanuele Amabile in conversation with Maria Conen. Knowing a place, before delving into the complex process of designing architecture, represents one of the first fundamental acts that architects should indulge in. For Maria Conen, observation is a layered practice in which the existing conditions of a place are approached with equal attention, allowing different realities…

  • Material Typologies

    Luigiemanuele Amabile in conversation with Tina Gregoric. What does it mean to place material conditions at the origin of architectural education? In this interview, Tina Gregoric presents the design studio as a framework that resists standardisation and must be recalibrated each time in relation to the site, the topic and the scale. Within the condensed…