Architectural Sciences

Methodological information about the study of the history of architecture. The architecture of the 15th Century in Italy. Humanism and Renaissance, Vitruvio, survey of ancient monuments, revival of classical language. Filippo Brunelleschi and Leon Battista Alberti. The centres of Renaissance and the diffusion of the new language: Roma, Firenze and Tuscany Urbino, Venice, Mantova, Milan, Naples. Francesco di Giorgio treatise writer and architect. The architecture of the 16th Century in Italy. Bramante, Raffaello, Baldassarre Peruzzi, the Sangallo family, Giulio Romano in Rome and in Mantova. The new St. Peter’s, drawings and construction. Michelangelo: Roman and Florentine works. Tuscany and the Medici family: Giorgio Vasari, Bartolomeo Ammannati, Bernardo Buontalenti. Roman architecture after Michelangelo: Pirro Ligorio, Jacopo Barozzi da Vignola, Giacomo della Porta. The villas. Classicism in the Venetian environment. Giovanni Maria Falconetto, Michele Sanmicheli, Jacopo Sansovino, Palladio: the villas, the buildings in Vicenza, the Venetian Churches. The treatise of Sebastiano Serlio, Vignola, Palladio. The new architecture in Genoa and Milan: Galeazzo Alessi and Pellegrino Tibaldi. Domenico Fontana e Sixtine Rome. The architecture of the 17th Century in Italy. Carlo Maderno, Gian Lorenzo Bernini, Pietro da Cortona, Francesco Borromini. Carlo Rainaldi, Giovanni Antonio de Rossi and Carlo Fontana in Rome, Baldassarre Longhena in Venice, Cosimo Fanzago in Naples, Guarino Guarini in Turin. Followers and descendants. Introduction to the Eighteenth Century.

Knowledge of ancient and medieval history of architecture.

A. BRUSCHI, Introduzione alla storia dell’architettura, Milano 2009; Storia dell’architettura italiana. Il Quattrocento, a cura di F. P. Fiore, Milano 1998; A. BRUSCHI, Brunelleschi, Milano 2006; F. P. FIORE, Leon Battista Alberti, Milano 2012; Storia dell’architettura italiana. Il primo Cinquecento, a cura di A. Bruschi, Milano 2002; Storia dell’architettura italiana. Il secondo Cinquecento, a cura di C. Conforti, R. Tuttle, Milano 2001; W. LOTZ, Architettura in Italia. 1500-1600, a cura di D. Howard (1995), Milano 1997; M. TAFURI, Ricerca del Rinascimento, Torino 1992; Storia dell’architettura italiana. Il Seicento, a cura di A. Scotti Tosini, Milano 2003; R. WITTKOWER, Arte e Architettura in Italia. 1600-1750, Torino 1972.

The course includes ex cathedra lessons, graphic exercises and if possible visits of the main monuments of Rome.

Frequency is recommended. Students not attending the course will in any case visit the monuments indicated in the program.

During individual oral examinations the student will have to show good understanding and critical assessment (data, comparisons, including chronological comparisons, etc.) of the subject-matter taught during the course and place it in its historical context.

A. BRUSCHI, Introduzione alla storia dell’architettura, Milano 2009; Storia dell’architettura italiana. Il Quattrocento, a cura di F. P. Fiore, Milano 1998; A. BRUSCHI, Brunelleschi, Milano 2006; F. P. FIORE, Leon Battista Alberti, Milano 2012; Storia dell’architettura italiana. Il primo Cinquecento, a cura di A. Bruschi, Milano 2002; Storia dell’architettura italiana. Il secondo Cinquecento, a cura di C. Conforti, R. Tuttle, Milano 2001; W. LOTZ, Architettura in Italia. 1500-1600, a cura di D. Howard (1995), Milano 1997; M. TAFURI, Ricerca del Rinascimento, Torino 1992; Storia dell’architettura italiana. Il Seicento, a cura di A. Scotti Tosini, Milano 2003; R. WITTKOWER, Arte e Architettura in Italia. 1600-1750, Torino 1972.

The course includes ex cathedra lessons, graphic exercises and visits of the main monuments of Rome.

eaching support on e-learning2 Methodological tools about the study of the history of architecture.The architecture of the 15th Century in Italy. Humanism and Renaissance, Vitruvio, survey of ancient monuments, revival of classical language. Filippo Brunelleschi and Leon Battista Alberti. The centres of Renaissance and the diffusion of the new language: Roma, Firenze and Tuscany Urbino, Venice, Mantova, Milan, Naples. Francesco di Giorgio treatise writer and architect.The architecture of the 16th Century in Italy. Bramante, Raffaello, Baldassarre Peruzzi, the Sangallo family, Giulio Romano in Rome and in Mantova. The new St. Peter’s, drawings and construction. Michelangelo: Roman and Florentine works.Tuscany and the Medici family: Giorgio Vasari, Bartolomeo Ammannati, Bernardo Buontalenti. Roman architecture after Michelangelo.Classicism in the Venetian environment. Giovanni Maria Falconetto, Michele Sanmicheli, Jacopo Sansovino, Palladio.The treatise of Sebastiano Serlio, Vignola, Palladio. The architecture of the 17th Century in Italy. Carlo Maderno, Gian Lorenzo Bernini, Pietro da Cortona, Francesco Borromini. Evolution of seventeenth-century research until the mid-eighteenth century . Knowledge and understanding At the end of course, student will be required to acquire a general picture of the history of architecture from the beginning of the 15th century to the half of the 18th century. Applying knowledge and understanding At the end of the course, student will be required to find one’s way through time and space, recognizing main characters, works, movements. Making judgements At the end of the course, student has to demonstrate ability to learn, evaluate and revise knowledge and experiences in order to form an independent and original judgment. Achievement of these critical and autonomous judgement skills will be learned during the seminars. Communication skills At the end of the course, student has to demonstrate the ability in communication of theoretical, methodological and process competence and in using an appropriate architectural lexicon Achievement of these skills will be learned during practical graphic sessions, theoretical tests and seminars. Learning skills At the end of the course, students have to demonstrate a full capacity for autonomous knowledge process, which will allow them to update and increase skills in the approach to architectural history studies. Achievement of these skills will be learned during lessons and visits, practical graphic sessions, theoretical tests and seminars. Assessment of learning skills will take place, above all, in exam test finalised to highlight autonomy in knowledge-learned management.

An appropriate use of the Italian language (read, written, spoken and ability to synthetize) and a general knowledge of History and Geography are required to place in time and space the buildings and the architects of the program. Knowledge of the history of ancient and medieval architecture is warmly recommended

Il Quattrocento, a. c. F. P. Fiore, Milano 1998; Il primo Cinquecento, a c. di A. Bruschi, Milano 2002; Il secondo Cinquecento, a c. di C. Conforti, R. Tuttle, Milano 2001; Il Seicento, a c. di A. Scotti Tosini, Milano 2003; Storia dell'architettura italiana. Il Settecento, a cura di G. Curcio, E. Kieven, Milano, Electa, 2000. W. LOTZ, Architettura in Italia. 1500-1600, Milano 1997; R. WITTKOWER, Arte e Architettura in Italia. 1600-1750, Torino 1972.

The teaching methodology will rely on understanding and comparing textual and iconographic sources. Class lectures, organized in thematic sessions, will alternate with visits to Roman buildings, during which students will produce graphic notes and drawings of technological and formal details. Sessions include general topics and case-studies but it is intended that the skills learned in each session be transferrable to all the topics of the program. Practical graphic sessions, theoretical tests and seminars will be proposed during the courses to help the students evaluate their learning in itinere. Teaching units: 1) lessons on the topics specified in the program, supported by images and videos projections; 2) Practical graphic sessions, to be carried out in the classroom and during guided visits to Roman works; will be analysed all morphological, typological and spatial aspects of the most significant works of the different historical periods. Sketches and drawings will be collected in an album and presented to the teacher during the final examination; 3) seminars in which the students, divided into groups and followed by the teacher, will be invited to deepen a single topic and to present the results of their research to the classroom, at the end of each seminar.

Attendance in this course is warmly recommended in order to benefit from methodological approach and "in itinere" evaluation tests and graphic sessions.

The final test consists in an individual oral exam. After a review of the theoretical and graphic works produced during the course, the candidate will give a presentation of a topic of choice; then some questions will be posed to assess the student’s learning of the other parts of the program. Students will be required to present a critical interpretation of the social and cultural context and to analyse the spatial, distributive, material, technological and stylistic solutions of each building. It will be necessary to visit the principal Roman buildings or monumental ensembles, and make drawings of them.

Teoria dell’architettura, 117 trattati dal Rinascimento a oggi, Köln 2003. Les traités d'architecture de la Renaissance, a c. di J. Guillaume, Paris 1988. A. BRUSCHI, Strutture, elementi e tipi edilizi, in Enciclopedia Universale dell'arte, vol. XIII, ad vocem. E. FORSSMAN, Dorico, ionico, corinzio nell'architettura del Rinascimento, Bari 1988. J. SUMMERSON, Il linguaggio classico dell'architettura, (The classical Language of Architecture, 1963), Torino 1970. J. ONIANS, Bearers of Meaning. The Classical Orders in Antiquity, the Middle Ages, and the Reanaiissance, Princeton, New Jersey, 1988. L'Emploi des Ordres dans l'Architecture de la Renaissance, Actes du Colloque tenu à Tours du 9 au 14 juin 1986, a c. di J. Guillaume, Paris 1992. CH., THOENES, Sostegno e adornamento. Saggi sull'architettura del Rinascimento: disegni, ordini, magnificenza, Milano 1998. A. BRUSCHI, L’antico, la tradizione, il moderno. Da Arnolfo a Peruzzi, saggi sull’architettura del Rinascimento, Milano 2004. . DAVIES, D. HEMSOLL, Michele Sanmicheli, Milano 2004. Palladio. 1508-1580. Il simposio del cinquecentenario, Venezia 2008. J.S. ACKERMAN, Palladio, Torino 1966. Roma. Le trasformazioni urbane nel Cinquecento. I. Topografia e urbanistica da Giulio II a Clemente VIII, a cura di G. Simoncini, Firenze 2008. Roma. Le trasformazioni urbane nel Cinquecento. II. Dalla città al territorio, a cura di G. Simoncini, Firenze 2011. S. FROMMEL, Sebastiano Serlio architetto, Milano 1998. Francesco Primaticcio architetto, a cura di S. Frommel, F. Bardati, Milano 2005. Jacopo Barozzi da Vignola a cura di R.J.Tuttle, B. Adorni, C.L. Frommel, C. Thoenes, Milano 2002. S. SERLIO, L’Architettura: i libri I - VII e Extraordinario nelle prime edizioni, a cura di F.P. Fiore, Milano 2001. S. SERLIO, Architettura civile. Libri sesto, settimo e ottavo nei manoscritti di Monaco e Vienna, a cura di F.P. Fiore, Milano 1994. P. DAVIES, D. HEMSOLL, Michele Sanmicheli, Milano 2004. Palladio. 1508-1580. Il simposio del cinquecentenario, Venezia 2008. J.S. ACKERMAN, Palladio, Torino 1966. Roma. Le trasformazioni urbane nel Cinquecento. I. Topografia e urbanistica da Giulio II a Clemente VIII, a cura di G. Simoncini, Firenze 2008. Roma. Le trasformazioni urbane nel Cinquecento. II. Dalla città al territorio, a cura di G. Simoncini, Firenze 2011. S. FROMMEL, Sebastiano Serlio architetto, Milano 1998. Francesco Primaticcio architetto, a cura di S. Frommel, F. Bardati, Milano 2005. Jacopo Barozzi da Vignola a cura di R.J.Tuttle, B. Adorni, C.L. Frommel, C. Thoenes, Milano 2002. S. SERLIO, L’Architettura: i libri I - VII e Extraordinario nelle prime edizioni, a cura di F.P. Fiore, Milano 2001. S. SERLIO, Architettura civile. Libri sesto, settimo e ottavo nei manoscritti di Monaco e Vienna, a cura di F.P. Fiore, Milano 1994. 17th-18th CENTURIES: R. KRAUTHEIMER, Roma di Alessandro VII, 1655-1667, ed. it. Roma 1987. P. PORTOGHESI, Roma Barocca, Bari 1973. Roma barocca. Bernini, Borromini, Pietro da Cortona, a cura di M. Fagiolo, P. Portoghesi, Milano 2006. T. MANFREDI, La costruzione dell'architetto: Maderno, Borromini, i Fontana e la formazione degli architetti ticinesi a Roma, Roma 2008. MAURIZIO e MARCELLO FAGIOLO DELL'ARCO, Bernini, una introduzione al gran teatro del barocco, Roma 1967. P. PORTOGHESI, Borromini, Milano 1967 J. CONNORS, Borromini e l'Oratorio romano, Torino, Einaudi 1989. BRUSCHI, Borromini: manierismo spaziale oltre il barocco, Bari 1978 Il giovane Borromini. Dagli esordi a San Carlo alle Quattro Fontane, a cura di M. Kahn-Rossi, M. Franciolli, Milano 1999. Francesco Borromini, atti del convegno internazionale Roma 13 - 15 gennaio 2000, a cura di C. L. Frommel, E. Sladek, Milano 2000. Borromini e l’universo barocco, a cura di R. Bösel, C.L. Frommel, Milano 2000. La "Fabrica" di San Carlino alle Quattro Fontane: gli anni del restauro, Bollettino d’Arte, numero speciale 2007. Pietro da Cortona, Atti del convegno internazionale Roma-Firenze 12-15 novembre 1997, a cura di C. L. Frommel, S, Schütze, Milano 1998. A. CERUTTI FUSCO, M. VILLANI, Pietro da Cortona architetto, Roma 2002. Pietro da Cortona: piccole e grandi architetture. Modelli, rilievi, celebrazioni, a cura di S. Benedetti, A. Roca De Amicis, Roma 2006. A. HOPKINS, Baldassarre Longhena architetto, Milano, Electa, 2006. R. WITTKOWER, Palladio e il palladianesimo, Torino 1984 e successive edizioni.

The teaching methodology will rely on understanding and comparing textual and iconographic sources. Class lectures, organized in thematic sessions, will alternate with visits to Roman buildings, during which students will produce graphic notes and drawings of technological and formal details. Sessions include general topics and case-studies but it is intended that the skills learned in each session be transferrable to all the topics of the program. Practical graphic sessions, theoretical tests and seminars will be proposed during the courses to help the students evaluate their learning in itinere. Teaching units: 1) lessons on the topics specified in the program, supported by images and videos projections; 2) Practical graphic sessions, to be carried out in the classroom and during guided visits to Roman works; will be analysed all morphological, typological and spatial aspects of the most significant works of the different historical periods. Sketches and drawings will be collected in an album and presented to the teacher during the final examination; 3) seminars in which the students, divided into groups and followed by the teacher, will be invited to deepen a single topic and to present the results of their research to the classroom, at the end of each seminar.