Architectural Sciences

The course is structured into a theoretical component followed by an applied experience. The theoretical part adopts a systemic, multiscalar, and transdisciplinary approach to territorial knowledge, understood as an integrated interpretation of both tangible and intangible aspects of the landscape. The educational contributions are developed along the following lines: • Theoretical framework of multidisciplinary reading methods and key issues in territorial and landscape planning. • Presentation of a method for territorial reading and interpretation aimed at identifying landscape characteristics, through lectures and application to a case study. The method, organized as a two-dimensional knowledge matrix, considers both the “physical reality” (tangible aspects) and the “perceived reality” (intangible aspects relevant to landscape analysis). • Overview of the main operational tools supporting urban regeneration programs. • The applied experience addresses the theme of urban regeneration within a context marked by significant settlement heterogeneity, ranging from high-density areas to zones of dispersed development. To enhance the practical implications of the theoretical framework, a seminar-based classroom activity is planned, aimed at developing the ability to synthesize and interpret various territorial themes and potential planning actions. The detailed course program and teaching materials will be made available at the beginning of the course on the Classroom platform.

To effectively engage with the course content and achieve the intended learning outcomes, students should possess the following foundational knowledge: Essential • Understanding of core urban planning issues. • Familiarity with basic principles of geometric representation (projections and sections). • Introductory analytical skills and basic competencies in urban design.

During the course, the following will be specified: • Selected pages from the reference bibliography. • Selected pages related to territorial and landscape planning experiences presented in the lectures. Below are the adopted texts • Balducci A., Fedeli V., Curci F., (2017), Oltre la metropoli, Guerini e Associati. • Caniggia G., Maffei G.L., (1979), Composizione Architettonica e Tipologia edilizia. Lettura dell'edilizia di base, Marsilio Editori. • Cassetti R., (2012), La città compatta. Dopo la Postmodernità. I nuovi codici del disegno urbano., Gangemi Editore. • Choay F., (2000), La città. Utopie e realtà, Einaudi Editore. • Clement G., (2005, trad. De Pieri F.), Manifesto del terzo paesaggio, Quodlibet. • Corboz A., (1995), "Il territorio come palinsesto" in Casabella, n. 516. • Gehl J., (2017), Città per le persone, Maggioli Editore. • Indovina F., Fregolent A., Savino M., (2005), L' esplosione della città, Compositori editori. • Jacobs J., (2000), Vita e morte delle grandi città. Saggio sulle metropoli americane, Edizioni di Comunità. • Modigliani D., (2017), "L’area romana e le sue periferie. Un’analisi del contesto capitolino a partire dall’unificazione d’Italia" in AR - Periferia, n. 119, ottobre. • Moreno C., Allam Z., Chabaud D., Gall C., Pratlong F., (2021), "Introducing the “15-Minute City”: Sustainability, Resilience and Place Identity in Future Post-Pandemic Cities" in Smart Cities, n 4, pp. 93–111. • Peano A., (2002), Piano per il parco e Piano regolatore comunale: la ricerca di un dialogo, in Rivista della federazione italiana parchi e delle riserve naturali, n. 36 giugno. • Soja E. W., (trad. It. 2007), (2000), Dopo la metropoli. Per una critica della geografia urbana, Pàtron Editore. • Valorani C., (2010), … verso la trasformazione !!!, Aracne Editore. • Valorani C., (2012), Studiare il paesaggio. Letture integrate del territorio per il progetto, Aracne Editore. • Valorani C., (2020), "Le nuove reti di mobilita verso la rigenerazione urbana" in Urbanistica Dossier. From spaces to places. Un'esperienza interdisciplinare., n. 018, giugno, pp. 14-17. • Valorani C., (2021), "Welfare urbano. Per una concezione sistemica della citta orientata a integrazione tra funzioni" in "Urbanistica Dossier. Nuova questione urbana e nuovo welfare. Regole, strumenti, meccanismi e risorse per una politica integrata di produzione di servizi", n. 022, dicembre, pp. 50-56. • Valorani C., (2023), "Gli spazi pubblici aperti per la rigenerazione urbana nella prospettiva postpandemica. Indicazioni di metodo. La "best practice" del "Parco Europa Unita" in Potenza" in Urbanistica Dossier. Rigenerazione urbana e governo della città contemporanea. La prospettiva ecologico-ambientale. Piani e progetti, n. 24, dicembre, pp. 154-160.

The lessons are structured in different ways : • focused on theoretical framework; • focused on guidelines for the applied activities • focused on discussion of the applied activities through a collective seminarial debate. The final evaluation will be given by a compensation of the results of the following criteria: • Completeness of knowledge of the theoretical topics: mastery of the themes / problems dealt with in the lessons and readings; appropriate use of the terminology of the discipline; outcomes of the attention and quality of the presentation tests. • Quality of the documents of the applied reading and design exercises: appropriate knowledge of the places, quality of the project proposal, consistency of method, correct use of terminology, consistency with the theoretical indications provided by the course, active and constant participation in the seminar. To take the exam, each student must: 1) Produce the calculations relating to the applied exercise, the minimum contents of which will be better specified in the seminar activities. In any case, at least the following documents are required: • a - Reading the rule of law - programmatic framework (various scales) • b - Reading of the state of affairs - morphological characteristics (of each system) (various scales) • c - Reading of the state of affairs - ecological characteristics (of each system) (various scales) • d - Reading of the state of affairs - functional characteristics (of each system) (various scales) • e - Reading of the state of affairs - diachronic formation of the state of fact (Scale 1: 10000) • f - Project proposal - volumetric plan (Scale 1: 2000) • g - Project proposal - morphological prescriptive (Scale 1: 2000) • h - Project proposal - zoning (Scale 1: 2000) The works a, b, c, d, e may be elaborated in a concerted way by informal groups of students even if the contents will remain the sole responsibility of the individual student. The works f, g, h are strictly personal. 2) During the examination, the documents referred to in point 1 will be presented in a strictly personal form in "pecha kucha" format (max 7 minutes - about 20 slides) with the help of a power point. During the presentation, the student must highlight the relationship between the choices made in the reading and project process and the topics covered in the communications with particular reference to the topics covered by the questions of the attention tests. References to themes and reflections taken from the literature reported must also be highlighted. 3) In principle no further direct questions will be asked. Nevertheless, during the interview in order to better ascertain the preparation, some questions may still be asked (also on the contents of the preparatory planning courses). During the examination it is necessary to submit all the documents in digital format (for example * .jpg - resolution for printing) including the presentation (* .ppt).

Attendance is not mandatory, but it is strongly recommended to ensure full understanding of the theoretical content and active participation in seminar activities. Lessons are delivered through three complementary formats: theoretical lectures, technical briefings, and collective seminar sessions. All students, whether attending or non-attending, are required to follow the exam procedures and evaluation criteria outlined in the relevant sections. Teaching materials and operational guidelines are available on the Classroom platform.

Attendance is not mandatory. However, in order to take the final exam, each student—whether attending or non-attending—must: • Submit the required outputs related to the applied exercise. • Demonstrate, in an individual oral exam, a sound understanding of the theoretical topics covered during the course (available upon request on the Classroom platform even after the course has ended). The final grade will be determined based on the following criteria: • Average results of attention tests (or substitute essays). • Active and consistent participation in seminar activities (for attending students). • Quality of the final presentation in Pecha Kucha format (max 7 minutes – approx. 20 slides). • Evaluation of the applied design outputs: appropriate knowledge of the analyzed contexts, quality and coherence of the proposal, methodological rigor, correct use of disciplinary terminology, and alignment with the theoretical framework provided. • Mastery of theoretical content and argumentative skills, including responses to any questions posed during the oral exam. Note for non-attending students Non-attending students are required to submit their work and take the oral exam under the same conditions and evaluation criteria as attending students. All teaching materials, required readings, and tutorials will be made available on the Classroom platform. It is the responsibility of non-attending students to independently acquire the theoretical and methodological content necessary for exam preparation.

Balducci A., Fedeli V., Curci F., (2017), Oltre la metropoli, Guerini e Associati. Berghauser Pont M., Haupt P., (2002), Spacemate. The spatial logic of urban density, University Press. Calzolari V., (1999), Storia e natura come sistema : un progetto per il territorio libero dell'area romana, Àrgos. Calzolari V., (2012), Paesistica = Paisaje, Istituto Universitario de Urbanismo, Valladolid. Caniggia G., Maffei G.L., (1979), Composizione Architettonica e Tipologia edilizia. Lettura dell'edilizia di base, Marsilio Editori. Cassetti R., (2012), La città compatta. Dopo la Postmodernità. I nuovi codici del disegno urbano., Gangemi Editore. Choay F., (2000), La città. Utopie e realtà, Einaudi Editore. Clement G., (2005, trad. De Pieri F.), Manifesto del terzo paesaggio, Quodlibet. Corboz A., (1995), "Il territorio come palinsesto" in Casabella, n. 516. De Pieri F., (a cura di), (2005), Gilles Clement, Manifesto del terzo paesaggio", Quodlibet. Garano S. (a cura di), (2006), Valle Giulia 1911-2011. La valle delle accademie tra storia e progetto, Palombi. Gehl J., (2017), Città per le persone, Maggioli Editore. Indovina F., Fregolent L., Savino M. (a cura di), (2005), L’esplosione della città, Compositori. Insolera I., (2001), Roma moderna. Un secolo di storia urbanistica 1870-1970, Einaudi. Jacobs J., (2000), Vita e morte delle grandi città. Saggio sulle metropoli americane, Edizioni di Comunità. Lynch K., (1969), L’immagine della città, Marsilio. Modigliani D., (2017), "L’area romana e le sue periferie. Un’analisi del contesto capitolino a partire dall’unificazione d’Italia" in AR - Periferia, n. 119, ottobre. Moreno C., Allam Z., Chabaud D., Gall C., Pratlong F., (2021), "Introducing the “15-Minute City”: Sustainability, Resilience and Place Identity in Future Post-Pandemic Cities" in Smart Cities, n 4, pp. 93–111. Peano A., (2002), Piano per il parco e Piano regolatore comunale: la ricerca di un dialogo, in Rivista della federazione italiana parchi e delle riserve naturali, n. 36 giugno. Soja E. W., (trad. It. 2007), (2000), Dopo la metropoli. Per una critica della geografia urbana, Pàtron Editore. Turri E., (2002), La conoscenza del territorio, Marsilio. Valorani C., (2010), …verso la trasformazione!!!, Aracne Editrice. Valorani C., (2012), Studiare il paesaggio. Letture integrate del territorio per il progetto, Aracne Editore. Valorani C., (2020), "Le nuove reti di mobilita verso la rigenerazione urbana" in Urbanistica Dossier. From spaces to places. Un'esperienza interdisciplinare., n. 018, giugno, pp. 14-17. Valorani C., (2021), "Welfare urbano. Per una concezione sistemica della citta orientata a integrazione tra funzioni" in "Urbanistica Dossier. Nuova questione urbana e nuovo welfare. Regole, strumenti, meccanismi e risorse per una politica integrata di produzione di servizi", n. 022, dicembre, pp. 50-56. Valorani C., (2023), "Gli spazi pubblici aperti per la rigenerazione urbana nella prospettiva postpandemica. Indicazioni di metodo. La "best practice" del "Parco Europa Unita" in Potenza" in Urbanistica Dossier. Rigenerazione urbana e governo della città contemporanea. La prospettiva ecologico-ambientale. Piani e progetti, n. 24, dicembre, pp. 154-160.

Lessons are structured across three complementary formats: • theoretical lectures, which provide the conceptual framework for territorial and landscape planning; • technical briefings, which offer operational guidance for applied exercises; • collective seminar activities, aimed at discussion and in-depth analysis of the materials produced. Final assessment will be based on an integrated evaluation of the following criteria: mastery of theoretical content, including topics covered in lectures and readings, appropriate use of disciplinary terminology, results of attention tests, and the quality of the final presentation; and the quality of applied design outputs, assessed in terms of contextual knowledge, methodological consistency, coherence with the theoretical framework provided, and active participation in seminar activities. To take the final exam, each student must produce the required design outputs, the minimum content of which will be defined during seminar sessions. In any case, the following deliverables are mandatory: reading of the regulatory framework (various scales); morphological, ecological, and functional analysis of the existing condition (various scales); diachronic reading of the existing condition (scale 1:10,000); and a design proposal including a volumetric plan, morphological prescriptions, and zoning (scale 1:2,000). Deliverables related to territorial analysis (items a to e) may be developed collaboratively within informal student groups, although each student remains individually responsible for the content. Design proposals (items f, g, h) must be produced individually. During the exam, students will present their work in a strictly individual format using the Pecha Kucha style (maximum 7 minutes, approximately 20 slides) supported by PowerPoint. The presentation must highlight the coherence between design choices and the theoretical content of the course, with specific reference to the topics addressed in the attention tests, and include explicit references to the assigned literature, supported by personal reflections. The commentary should be concise and effective, preferably structured as bullet points, and should avoid reading from a written script. In general, no additional direct questions are foreseen. However, during the oral exam, follow-up questions may be asked to better assess the student’s preparation, including topics from prerequisite planning courses. All deliverables, including the presentation, must be submitted in digital format (e.g., *.jpg for print-ready materials, *.ppt for the presentation). Non-attending students are required to submit their deliverables and take the oral exam under the same conditions and evaluation criteria as attending students. All teaching materials, required readings, and tutorials will be made available on the Classroom platform. It is the responsibility of non-attending students to independently acquire the theoretical and methodological content necessary for exam preparation.