| 10588657 | LANDSCAPE AESTHETICS [M-FIL/04] [ITA] | 1st | 1st | 6 |
Educational objectives In this course, landscape is considered from two different points of view: landscape as an aesthetical phenomenon and as a generator of new aesthetical experiences. To fulfill this purpose, the course will go back to the history of philosophical theories about landscape from the 20th and first years of the 21st century, also in comparison with other disciplines, such as geography, ecology, botany, sociology, etc. The course will also analyze some conceptual couples that today play a central role in any reflection about landscape: protection and innovation, aesthetics and aestheticization, sustainability and exploitation, openness and restriction, and so on. The course must provide students with the right conceptual basis to understand which landscape ideas are involved in their planning and aesthetical categories — often unrecognized, if not removed — lead in a more or less conscious way the actual policies of landscape design.
a) Knowledge and understanding
- the course provides students with advanced knowledges on contemporary aesthetics and, concerning landscape, it provides specific understanding skills also related to interdisciplinary research spaces;
b) Applying knowledge and understanding
The course allows the application of the acquired knowledges to face new research and design scenarios, which can not be solved only with the traditional tools of landscape architecture;
c) Making judgements
Students acquire the ability to formulate independent assessments, to deal with complex sets of problems and to outline general frameworks also starting from informations coming from heterogeneous sources, or limited, or incomplete. Social and ethical responsibilities related to the specific landscape design are also aboarded, developed and stimulated.
d) Communication skills
students learn how to communicate their knowledges to specialists and non-specialist interlocutors.
e) Learning skills
student learns to study in a autonomous way, organizing their original research paths and bibliographies from Italian texts, but also getting hold of a specialized international lexicon (English, German and French).
|
| 10588660 | THEORIES OF CONTEMPORARY LANDSCAPE [ICAR/15] [ITA] | 1st | 1st | 6 |
Educational objectives The course addresses the critical and theoretical themes related to Landscape Architecture, meant as project culture and praxis concerning open space and its declinations.
The course will address theoretical foundations and operative approaches in the most interesting trends that have extended the skills of this discipline in different directions, turning it into a key reflection element for the rethink of transformation modalities in human habitat.
a) Knowledge and understanding
The course aims at offering a sight - on a knowledge, theoretical and technical level - on the main aspects of Landscape Architecture, in its different articulations, particularly referring to the international scenario of projects and realizations: from parks to public space, to urban and extra-urban landscapes, through the use of reading instruments, the research of motivations, the knowledge of natural/artificial elements and of the main techniques that provide the specific heritage of this discipline.
b) Applying knowledge and understanding
Providing methodological tools so that the knowledge acquired by students can contribute to improve their design and technical skills.
c) Making judgements
Developing the ability of critically understanding landscape projects through the representation, the (graphic) description of the motivations, of the modes of relationship with contexts and the acknowledge of the devices and the main techniques that constitute the specific heritage of this discipline.
d) Communication skills
Enabling the ability to communicate the complexity of the design process and related themes, through a critical work on case studies.
e) Learning skills
Providing tools, methodologies and categories apt at enriching knowledge as a basis to understand the modes of transformation of human habitat.
|
| 1008505 | [BIO/03] [ITA] | 1st | 1st | 6 |
Educational objectives PHYTOGEOGRAPHY AND APPLIED BOTANY
First year – first semester
General objectives
The Course of Phytogeography and Applied Geobotany is focused on the study of the geographical distribution of the plant species and their phytocoenoses that arise from them according to their sociological character and ecological requirements ad tolerance. The course provides the theoretical-methodological and operational tools necessary for the identification and definition of the distribution areas, chorotypes and regional biogeographic units. In particular, the methodological approach of the course will investigate the spatial and spatio-temporal aspects of biodiversity, the spatial dimension of biological evolution based on the causal analysis of the spatial distribution of plant species in their current and historical dimensions.
Specific objectives
Knowledge and ability in understanding
At the end of the course the student will be asked to demonstrate the acquired knowledge and understanding skills, as well as skills that allow him to support, from a theoretical-methodological point of view, the setting up of territorial planning strategies consistent with the identity and the floristic-vegetational features of the places majorly based on the knowledge of the native and alien flora and with the risks associated to the use of the naturalized alien flora for issues of environmental mamagement. The verification of knowledge will be carried out through intermediate examination tests both at a theoretical level and at a practical level.
Ability to apply knowledge and understanding
At the end of the course the student must demonstrate the mastery in the use of manuals for the identification of plant species and the ability to interpret thematic maps of floristic, conservation, vegetational and phytooclimatic type. It will also be able to understand and translate in an applicative sense the syntaxonomic nomenclature occurrig in the main national and European vegetational check-lists and frameworks since these are currently used in programs for the conservation and management of Biodiversity such as the Interpretation Manual of the Habitats Directive or the CoRiNe Biotops project. These skills will be verified both in the theoretical and experimental and design activities. The verification of the knowledge will be carried out, moreover, through the exam test proper and through tests in itinere.
Autonomy of judgment.
At the end of the course the student must demonstrate the ability to acquire knowledge and experience, to evaluate and re-elaborate them for the purpose of forming an autonomous and original judgment. In particular, the student must demonstrate skills in autonomous management in landscape planning and design related to the interpretation of the natural Landscape, its flag species, its main plant communities, the models of potential natural vegetation and the spatial and temporal dynamic of the vegetation series. The verification of the knowledge will be carried out, moreover, through the exam test proper and through tests in itinere.
Communication skills.
At the end of the course the student will be asked to demonstrate, after the acquisition and the operational capacity with respect to the theoretical methodological, technical and design knowledge, proper to the teaching, to be able to communicate them correctly and using a consistent scientific terminology. with the issues addressed. It should also be able to use advanced and multimedia survey and processing tools. The verification of the knowledge will be carried out, moreover, through the exam test proper and through tests in itinere.
Learning ability
At the end of the course the student will have to demonstrate a high capacity for autonomous learning, which allows to continuously update and increase his knowledge and skills in the field of phytogeography and applied geobotany with particular reference to the cenological and syntaxonomic aspects related to sustainable management of the territory. The verification of the knowledge will be carried out, moreover, through the exam test proper and through tests in itinere
|
| 10588661 | URBAN SILVICULTURE AND LANDSCAPE [AGR/05] [ITA] | 1st | 1st | 6 |
Educational objectives The main objective of the course is to transfer to students the theoretical foundations and the methodological basics to proceed in an operative approach in the complex areas of planning and management of parks, forests and trees in urban and peri-urban environments, with
particular reference to the Mediterranean climatic conditions.
A) Knowledge and understanding - The student will be acquainted with fundamental knowledge on the bio-ecological, technical and cultural aspects related to the use of forest trees and shrub plants, and of forestry systems for the management, requalification and ecological recovery of open spaces and ecosystems in urban and peri-urban areas; the context concerns the increase of environmental and energy sustainability in urban areas, thanks to the improvement of the microclimate, the quality of the environment and the mitigation of global changes, for a greater social welfare and the protection and amelioration of the landscape.
B) Applying knowledge and understanding - The student will acquire the skills to analyze the urban environment together with the criteria for the design of tree plantations and urban and peri-urban forests and will be able to plan a proper sustainable management. Students will have learned the geospatial methods and the geographical information systems, with reference to landscape ecology and the interactions between urban ecosystem and vegetation. Students will get: the basics of bioremediation and of ecological restoration of polluted and degraded environments; the fundamentals of the analysis, planning and management of forests in urban environments and of tree stability assessment; the principles of phyto-production techniques, planting and raising of trees and other plants for the urban environment. Students will be able to contribute to assess the quality and quantity of urban green areas as indicators of environmental sustainability as well as the potential and real contribution of the urban forest to the physical, social and economic well-being of urban society
C) Making judgements - Thanks to the knowledge acquired in the course, to the exercises carried out in the field with drafting a written technical report as well as to the laboratory activities, the student will be able to integrate the knowledge and manage the complexity of urban forest systems and to adopt participatory techniques and procedures for social responsibility and ethics.
D) Communication skills - The student will develop the skills to communicate the knowledge acquired; for this purpose the course includes the presentation of projects/case studies developed by the students in working groups.
E) Learning skills -Through the analysis and interpretation of texts, articles, audio-visual materials during the course, the student will enhance the skills of self-managed study, also to continue independently in the study.
|
| 10588662 | LANDSCAPE REPRESENTATION [ICAR/17] [ITA] | 1st | 1st | 6 |
Educational objectives The course aims at teaching skills, both graphical and digital, as primary ways of knowledge and expression of landscape. This is essential for the multidisciplinary integration of the different knowledges that contribute to the formulation of the landscape architecture project. At the end of the course the student will be able to conduct research, analysis and operational processes through the experimentation of different visual communication systems (freehand drawings, perspectives, renderings, photographs).
For this purpose, student will have to:
- know the procedures and methods, operational and technical, to use both in the data acquisition phase and in the representation phase;
- know and critically practice digital methods and tools for representation;
- experiment with new models which, using the possibilities offered by new technologies and recovering the expressiveness of traditional cartography, are able to document the historical and contemporary landscape.
|
| 10588669 | LANDSCAPE DESIGN STUDIO 1 [ICAR/15, ICAR/22, AGR/08] [ITA] | 1st | 2nd | 12 |
Educational objectives The main aim of Gardens and Landscape Architecture Design Studio is to build advanced knowledges and skills of the Art of Gardens and Landscape Architecture in relation to international developments of the discipline in a multidisciplinary approach. The "city as a great landscape", indicates a focus on the consolidated city as experimental territory of the project in different declinations: the city as large garden and ecosystem; the landscape project as tool for qualification, redevelopment and urban and metropolitan regeneration; the enhancement and transformation of use of brownfield or fringe areas. With this perspective, the contribution of the coordinated teachings will provide a multidisciplinary openness to the project and a deepening of some issues of particular importance, such as the design and management of water systems and the understanding of the economic dynamics connected to the project. landscape architecture.
The Design Studio will then provide skills and tools related to:
Identification and reading of urban and peri-urban empty spaces, with design applications on public spaces, squares and avenues, gardens, parks and green areas;
Traditional and innovative practices, with particular attention to the relationship between natural, artificial and socio-economics elements;
Design and management of urban water systems related to urban and peri-urban open spaces;
Identification, comprehension and evaluation of the variables that contribute to the development of the economic dynamics connected to the landscape architecture project.
Knowledge and Understanding
At the end of the design studio, the student will be able to understand and interpret the relationships between space, physical, social and economic elements, in order to define an adequate design of open spaces for a contemporary city.
Applying Knowledge and Understanding
Through the acquisition of a project methodology, the student will be able to elaborate the knowledge of the different teachings and to process the collected data of contextual analysis, to define priorities of interventions, and to choose materials and technologies of natural and artificial systems more adequately.
Making judgements
The individual presentation and reviews of the design process, will be the main means to improve the autonomous assessment.
Communication skills
The student’s presentation about the progress of the project and the application of acquired knowledge, is therefore a crucial moment to represent the improvement both in terms of scientific language and the modalities of representation of the project work.
Learning skills
The valorization of the design process provides a methodological base, which will be applicable in different learning contexts.
|
| GARDEN AND LANDSCAPE DESIGN [ICAR/15] [ITA] | 1st | 2nd | 6 |
Educational objectives The main aim of Gardens and Landscape Architecture Design Studio is to build advanced knowledges and skills of the Art of Gardens and Landscape Architecture in relation to international developments of the discipline in a multidisciplinary approach. The "city as a great landscape", indicates a focus on the consolidated city as experimental territory of the project in different declinations: the city as large garden and ecosystem; the landscape project as tool for qualification, redevelopment and urban and metropolitan regeneration; the enhancement and transformation of use of brownfield or fringe areas. With this perspective, the contribution of the coordinated teachings will provide a multidisciplinary openness to the project and a deepening of some issues of particular importance, such as the design and management of water systems and the understanding of the economic dynamics connected to the project. landscape architecture.
The Design Studio will then provide skills and tools related to:
Identification and reading of urban and peri-urban empty spaces, with design applications on public spaces, squares and avenues, gardens, parks and green areas;
Traditional and innovative practices, with particular attention to the relationship between natural, artificial and socio-economics elements;
Design and management of urban water systems related to urban and peri-urban open spaces;
Identification, comprehension and evaluation of the variables that contribute to the development of the economic dynamics connected to the landscape architecture project.
Knowledge and Understanding
At the end of the design studio, the student will be able to understand and interpret the relationships between space, physical, social and economic elements, in order to define an adequate design of open spaces for a contemporary city.
Applying Knowledge and Understanding
Through the acquisition of a project methodology, the student will be able to elaborate the knowledge of the different teachings and to process the collected data of contextual analysis, to define priorities of interventions, and to choose materials and technologies of natural and artificial systems more adequately.
Making judgements
The individual presentation and reviews of the design process, will be the main means to improve the autonomous assessment.
Communication skills
The student’s presentation about the progress of the project and the application of acquired knowledge, is therefore a crucial moment to represent the improvement both in terms of scientific language and the modalities of representation of the project work.
Learning skills
The valorization of the design process provides a methodological base, which will be applicable in different learning contexts.
|
| LANDSCAPE AND WATER MANAGEMENT [ICAR/22] [ITA] | 1st | 2nd | 3 |
Educational objectives The main aim of Gardens and Landscape Architecture Design Studio is to build advanced knowledges and skills of the Art of Gardens and Landscape Architecture in relation to international developments of the discipline in a multidisciplinary approach. The "city as a great landscape", indicates a focus on the consolidated city as experimental territory of the project in different declinations: the city as large garden and ecosystem; the landscape project as tool for qualification, redevelopment and urban and metropolitan regeneration; the enhancement and transformation of use of brownfield or fringe areas. With this perspective, the contribution of the coordinated teachings will provide a multidisciplinary openness to the project and a deepening of some issues of particular importance, such as the design and management of water systems and the understanding of the economic dynamics connected to the project. landscape architecture.
The Design Studio will then provide skills and tools related to:
Identification and reading of urban and peri-urban empty spaces, with design applications on public spaces, squares and avenues, gardens, parks and green areas;
Traditional and innovative practices, with particular attention to the relationship between natural, artificial and socio-economics elements;
Design and management of urban water systems related to urban and peri-urban open spaces;
Identification, comprehension and evaluation of the variables that contribute to the development of the economic dynamics connected to the landscape architecture project.
Knowledge and Understanding
At the end of the design studio, the student will be able to understand and interpret the relationships between space, physical, social and economic elements, in order to define an adequate design of open spaces for a contemporary city.
Applying Knowledge and Understanding
Through the acquisition of a project methodology, the student will be able to elaborate the knowledge of the different teachings and to process the collected data of contextual analysis, to define priorities of interventions, and to choose materials and technologies of natural and artificial systems more adequately.
Making judgements
The individual presentation and reviews of the design process, will be the main means to improve the autonomous assessment.
Communication skills
The student’s presentation about the progress of the project and the application of acquired knowledge, is therefore a crucial moment to represent the improvement both in terms of scientific language and the modalities of representation of the project work.
Learning skills
The valorization of the design process provides a methodological base, which will be applicable in different learning contexts.
|
| ECONOMIC ASSESSMENT OF LANDSCAPE [AGR/08] [ITA] | 1st | 2nd | 3 |
Educational objectives The main aim of Gardens and Landscape Architecture Design Studio is to build advanced knowledges and skills of the Art of Gardens and Landscape Architecture in relation to international developments of the discipline in a multidisciplinary approach. The "city as a great landscape", indicates a focus on the consolidated city as experimental territory of the project in different declinations: the city as large garden and ecosystem; the landscape project as tool for qualification, redevelopment and urban and metropolitan regeneration; the enhancement and transformation of use of brownfield or fringe areas. With this perspective, the contribution of the coordinated teachings will provide a multidisciplinary openness to the project and a deepening of some issues of particular importance, such as the design and management of water systems and the understanding of the economic dynamics connected to the project. landscape architecture.
The Design Studio will then provide skills and tools related to:
Identification and reading of urban and peri-urban empty spaces, with design applications on public spaces, squares and avenues, gardens, parks and green areas;
Traditional and innovative practices, with particular attention to the relationship between natural, artificial and socio-economics elements;
Design and management of urban water systems related to urban and peri-urban open spaces;
Identification, comprehension and evaluation of the variables that contribute to the development of the economic dynamics connected to the landscape architecture project.
Knowledge and Understanding
At the end of the design studio, the student will be able to understand and interpret the relationships between space, physical, social and economic elements, in order to define an adequate design of open spaces for a contemporary city.
Applying Knowledge and Understanding
Through the acquisition of a project methodology, the student will be able to elaborate the knowledge of the different teachings and to process the collected data of contextual analysis, to define priorities of interventions, and to choose materials and technologies of natural and artificial systems more adequately.
Making judgements
The individual presentation and reviews of the design process, will be the main means to improve the autonomous assessment.
Communication skills
The student’s presentation about the progress of the project and the application of acquired knowledge, is therefore a crucial moment to represent the improvement both in terms of scientific language and the modalities of representation of the project work.
Learning skills
The valorization of the design process provides a methodological base, which will be applicable in different learning contexts.
|
| 10588666 | RESTORATION & LANDSCAPE STUDIO [AGR/12, ICAR/19] [ITA] | 1st | 2nd | 12 |
Educational objectives CONSERVATION AND ENHANCEMENT OF LANDSCAPE
(ICAR 19 - 9CFU)
Module Phytopathology (AGR 12 - 3 CFU)
General objectives
The Restoration and Landscape Studio considers the general principles of the restoration discipline related to a wide and diversified concept of protection, which invests territorial areas and involves cultural and environmental heritage. The historical compendium and the cognitive approach will guarantee the knowledge of the site and the recognition of the "values" to be safeguarded. Similarly, the course in Plants Protection will give the main tools for the identification of plant diseases and their prevention in the context of environmental sustainability. The methodological approach will be divided into phases: recognition, interpretation and evaluation of the physical and expressive structure of the built environment. The design approach will be interrelated and directed to the critical management of complex balance (regulation of transformation dynamics) that, between conservation and development, in territorial (urban and extra-urban) areas, involves cultural and environmental heritage. From this point of view, the operational framework will include an organic and correlated complex of urban planning and architectural value actions; to relate the safeguard to the development, the discipline of the recovery with that of the innovation, to combine landscape aspects and territorial planning; so as to satisfy both the reasons of history and the needs of contemporaneity.
Specific objectives
Knowledge and skills
At the end of the Studio, the student will acquire knowledge and skills about the method necessary to develop a context analysis concerning the landscape system.
After acquiring the theoretical knowledge -to be transformed design guide line- the student will demonstrate the acquired skills in defining the design and implementation "iter" at the basis of the intervention. The verification of the acquired knowledge will be implemented through the project activity carried out during the Studio; the student will demonstrate to be able to identify the rules of transformation and interpret them within an integrated cultural framework.
Ability to apply skills and knowledge
At the end of the Studio -after having mastered the analytical-design approach related to the landscape issues- the student will have to demonstrate the ability to develop an interrelated recognition, both of environmental factors, and anthropogenic factors and those of socio- ethnography, also by evaluating the mutual interactions in terms of sustainability with respect to the 'value system' determined by the historical stratification process.
In this sense, in the search for a close interconnection between protection, development choices and set-up strategies, the student will have to finalize the method to define the "degree of transformability", through an essentially "dynamic" approach. In particular, using the methods, skills and procedures acquired, the student will have to demonstrate to be able to apply these skills to intervene correctly in the current space-environment. The check of the ability to apply the knowledge will be carried out through initinere tests and through the exam test .
Critical and judgmental skills
At the end of the learning process, the student must demonstrate to have attained the skills to apply the knowledge by means of a complete critical summary to be attributed to the propositional interests of the intervention that is to be placed within the relationship systems qualifying the examined reality.
In particular, the student must demonstrate to have acquired sufficient familiarity with the formative processes of architecture connoted by a varied planning; regarding this, every solution is the result of the interrelation between moments of analysis and of synthesis, of comparison and of verification, and that in the restorative context, constitute a fundamental activity, rigorously supported and controlled by the continuous exercise of critical thought.
The achievement of this autonomy of judgment will have to be realized within the project activities experienced during the Studio; the verification of the acquired critical skills will be carried out through the exam test .
Communication skills.
At the end of the Studio, in the face of the acquired skills with respect to the theoretical, methodological, technical and design knowledge of the disciplinary scope of the restoration, the student will demonstrate to be able to communicate them in an effective and innovative way.
In this perspective, considering the question in terms of search of spaces for the dialogue between the different operational specificities, the student will have to consider the varied professional interface that connotes the safeguard-development dialectic. The student must therefore be able to transmit the peculiarities of the "value system" that defines the limits and potential of the intervention, to be specified through an interrelated design approach.
The achievement of these skills will be verified by the expressive and illustrative skills of the project outlined and will be carried out through the exam test.
Skills and autonomy of study
At the end of the Studio the student will demonstrate the acquired skill to learn and to independently apply his own knowledge.
In particular, the student has to show the awareness of the foundations of the theoretical framework, through the definition of a historical-cognitive approach that must guarantee the knowledge of the places and the understanding of the 'values' to be safeguarded.
Furthermore, the student will demonstrate the ability to update and continuously increase the skills acquired, so as to outline an organic and correlated set of actions aimed at conserving and enhancing the landscape qualities of the present.
The acquisition of these skills will take place through constant participation in the activities of the Studio: a place where the culture of the project takes on a fundamental role, where the value of the formative moment is specified.
The verification will take place during the exam test, through which the student's autonomy in organizing their learning can be highlighted.
|
| CONSERVATION AND VALORIZATION OF LANDSCAPE [AGR/12] [ITA] | 1st | 2nd | 3 |
Educational objectives CONSERVATION AND ENHANCEMENT OF LANDSCAPE
(ICAR 19 - 9CFU)
Module Phytopathology (AGR 12 - 3 CFU)
General objectives
The Restoration and Landscape Studio considers the general principles of the restoration discipline related to a wide and diversified concept of protection, which invests territorial areas and involves cultural and environmental heritage. The historical compendium and the cognitive approach will guarantee the knowledge of the site and the recognition of the "values" to be safeguarded. Similarly, the course in Plants Protection will give the main tools for the identification of plant diseases and their prevention in the context of environmental sustainability. The methodological approach will be divided into phases: recognition, interpretation and evaluation of the physical and expressive structure of the built environment. The design approach will be interrelated and directed to the critical management of complex balance (regulation of transformation dynamics) that, between conservation and development, in territorial (urban and extra-urban) areas, involves cultural and environmental heritage. From this point of view, the operational framework will include an organic and correlated complex of urban planning and architectural value actions; to relate the safeguard to the development, the discipline of the recovery with that of the innovation, to combine landscape aspects and territorial planning; so as to satisfy both the reasons of history and the needs of contemporaneity.
Specific objectives
Knowledge and skills
At the end of the Studio, the student will acquire knowledge and skills about the method necessary to develop a context analysis concerning the landscape system.
After acquiring the theoretical knowledge -to be transformed design guide line- the student will demonstrate the acquired skills in defining the design and implementation "iter" at the basis of the intervention. The verification of the acquired knowledge will be implemented through the project activity carried out during the Studio; the student will demonstrate to be able to identify the rules of transformation and interpret them within an integrated cultural framework.
Ability to apply skills and knowledge
At the end of the Studio -after having mastered the analytical-design approach related to the landscape issues- the student will have to demonstrate the ability to develop an interrelated recognition, both of environmental factors, and anthropogenic factors and those of socio- ethnography, also by evaluating the mutual interactions in terms of sustainability with respect to the 'value system' determined by the historical stratification process.
In this sense, in the search for a close interconnection between protection, development choices and set-up strategies, the student will have to finalize the method to define the "degree of transformability", through an essentially "dynamic" approach. In particular, using the methods, skills and procedures acquired, the student will have to demonstrate to be able to apply these skills to intervene correctly in the current space-environment. The check of the ability to apply the knowledge will be carried out through initinere tests and through the exam test .
Critical and judgmental skills
At the end of the learning process, the student must demonstrate to have attained the skills to apply the knowledge by means of a complete critical summary to be attributed to the propositional interests of the intervention that is to be placed within the relationship systems qualifying the examined reality.
In particular, the student must demonstrate to have acquired sufficient familiarity with the formative processes of architecture connoted by a varied planning; regarding this, every solution is the result of the interrelation between moments of analysis and of synthesis, of comparison and of verification, and that in the restorative context, constitute a fundamental activity, rigorously supported and controlled by the continuous exercise of critical thought.
The achievement of this autonomy of judgment will have to be realized within the project activities experienced during the Studio; the verification of the acquired critical skills will be carried out through the exam test .
Communication skills.
At the end of the Studio, in the face of the acquired skills with respect to the theoretical, methodological, technical and design knowledge of the disciplinary scope of the restoration, the student will demonstrate to be able to communicate them in an effective and innovative way.
In this perspective, considering the question in terms of search of spaces for the dialogue between the different operational specificities, the student will have to consider the varied professional interface that connotes the safeguard-development dialectic. The student must therefore be able to transmit the peculiarities of the "value system" that defines the limits and potential of the intervention, to be specified through an interrelated design approach.
The achievement of these skills will be verified by the expressive and illustrative skills of the project outlined and will be carried out through the exam test.
Skills and autonomy of study
At the end of the Studio the student will demonstrate the acquired skill to learn and to independently apply his own knowledge.
In particular, the student has to show the awareness of the foundations of the theoretical framework, through the definition of a historical-cognitive approach that must guarantee the knowledge of the places and the understanding of the 'values' to be safeguarded.
Furthermore, the student will demonstrate the ability to update and continuously increase the skills acquired, so as to outline an organic and correlated set of actions aimed at conserving and enhancing the landscape qualities of the present.
The acquisition of these skills will take place through constant participation in the activities of the Studio: a place where the culture of the project takes on a fundamental role, where the value of the formative moment is specified.
The verification will take place during the exam test, through which the student's autonomy in organizing their learning can be highlighted.
|
| Plants defence and protection [ICAR/19] [ITA] | 1st | 2nd | 9 |
Educational objectives CONSERVATION AND ENHANCEMENT OF LANDSCAPE
(ICAR 19 - 9CFU)
Module Phytopathology (AGR 12 - 3 CFU)
General objectives
The Restoration and Landscape Studio considers the general principles of the restoration discipline related to a wide and diversified concept of protection, which invests territorial areas and involves cultural and environmental heritage. The historical compendium and the cognitive approach will guarantee the knowledge of the site and the recognition of the "values" to be safeguarded. Similarly, the course in Plants Protection will give the main tools for the identification of plant diseases and their prevention in the context of environmental sustainability. The methodological approach will be divided into phases: recognition, interpretation and evaluation of the physical and expressive structure of the built environment. The design approach will be interrelated and directed to the critical management of complex balance (regulation of transformation dynamics) that, between conservation and development, in territorial (urban and extra-urban) areas, involves cultural and environmental heritage. From this point of view, the operational framework will include an organic and correlated complex of urban planning and architectural value actions; to relate the safeguard to the development, the discipline of the recovery with that of the innovation, to combine landscape aspects and territorial planning; so as to satisfy both the reasons of history and the needs of contemporaneity.
Specific objectives
Knowledge and skills
At the end of the Studio, the student will acquire knowledge and skills about the method necessary to develop a context analysis concerning the landscape system.
After acquiring the theoretical knowledge -to be transformed design guide line- the student will demonstrate the acquired skills in defining the design and implementation "iter" at the basis of the intervention. The verification of the acquired knowledge will be implemented through the project activity carried out during the Studio; the student will demonstrate to be able to identify the rules of transformation and interpret them within an integrated cultural framework.
Ability to apply skills and knowledge
At the end of the Studio -after having mastered the analytical-design approach related to the landscape issues- the student will have to demonstrate the ability to develop an interrelated recognition, both of environmental factors, and anthropogenic factors and those of socio- ethnography, also by evaluating the mutual interactions in terms of sustainability with respect to the 'value system' determined by the historical stratification process.
In this sense, in the search for a close interconnection between protection, development choices and set-up strategies, the student will have to finalize the method to define the "degree of transformability", through an essentially "dynamic" approach. In particular, using the methods, skills and procedures acquired, the student will have to demonstrate to be able to apply these skills to intervene correctly in the current space-environment. The check of the ability to apply the knowledge will be carried out through initinere tests and through the exam test .
Critical and judgmental skills
At the end of the learning process, the student must demonstrate to have attained the skills to apply the knowledge by means of a complete critical summary to be attributed to the propositional interests of the intervention that is to be placed within the relationship systems qualifying the examined reality.
In particular, the student must demonstrate to have acquired sufficient familiarity with the formative processes of architecture connoted by a varied planning; regarding this, every solution is the result of the interrelation between moments of analysis and of synthesis, of comparison and of verification, and that in the restorative context, constitute a fundamental activity, rigorously supported and controlled by the continuous exercise of critical thought.
The achievement of this autonomy of judgment will have to be realized within the project activities experienced during the Studio; the verification of the acquired critical skills will be carried out through the exam test .
Communication skills.
At the end of the Studio, in the face of the acquired skills with respect to the theoretical, methodological, technical and design knowledge of the disciplinary scope of the restoration, the student will demonstrate to be able to communicate them in an effective and innovative way.
In this perspective, considering the question in terms of search of spaces for the dialogue between the different operational specificities, the student will have to consider the varied professional interface that connotes the safeguard-development dialectic. The student must therefore be able to transmit the peculiarities of the "value system" that defines the limits and potential of the intervention, to be specified through an interrelated design approach.
The achievement of these skills will be verified by the expressive and illustrative skills of the project outlined and will be carried out through the exam test.
Skills and autonomy of study
At the end of the Studio the student will demonstrate the acquired skill to learn and to independently apply his own knowledge.
In particular, the student has to show the awareness of the foundations of the theoretical framework, through the definition of a historical-cognitive approach that must guarantee the knowledge of the places and the understanding of the 'values' to be safeguarded.
Furthermore, the student will demonstrate the ability to update and continuously increase the skills acquired, so as to outline an organic and correlated set of actions aimed at conserving and enhancing the landscape qualities of the present.
The acquisition of these skills will take place through constant participation in the activities of the Studio: a place where the culture of the project takes on a fundamental role, where the value of the formative moment is specified.
The verification will take place during the exam test, through which the student's autonomy in organizing their learning can be highlighted.
|
| 10588671 | GEOTECHNICAL STUDIES OF TERRITORIES [ICAR/07] [ITA] | 1st | 2nd | 6 |
Educational objectives To recognize major geotechnical hazards, plan appropriate site investigations, and to develop safe and successful geotechnical design.
Geotechnical engineering and fundamental concepts in soil mechanics: to discuss the origin and composition of soils and introduce fundamental intrinsic parameters and state variables required to classify soils and to assess their current state. Effective stress in soils. Drained and undrained conditions.
Introduction to major Geohazards. Hazard zonation, monitoring, management and mitigation. Landslides (flows and mudslides): describe and classify landslides. Complete stability analysis for drained and undrained conditions on failure surfaces of planar, circular and general shapes. Slope stabilization methods: ground profile modification, drainage, retaining structures, other methods. Seepage flow and consolidation.
Expected learning outcomes:
- basic knowledge of soil mechanics and geotechnical investigations
- knowledge of the most important risks of a hydro-geological nature and of the monitoring techniques of the phenomena for the protection and safeguarding of the environment and human life. This knowledge will allow to intervene on the territory and on the landscape, improving protection and reducing the incidence of risks.
Expected learning outcomes:
- basic knowledge of soil mechanics and geotechnical investigations
- Knowledge of the most important risks of hydro-geological and technical monitoring of the phenomena for the protection and preservation of the environment and human life. This knowledge will allow to intervene on the territory and on the landscape, improving protection and reducing the incidence of risks.
|
| [N/D] [ITA] | 1st | 2nd | 6 |
| Optional group: | | | |
| 10588670 | Planning and landscape infrastructures studio [ICAR/21, ICAR/15, BIO/03] [ITA] | 2nd | 1st | 12 |
Educational objectives The main objective of he Landscape Planning Studio is to develop and test with students an experimental method of interdisciplinary design, i.e. Landscape Infrastructure. A strategy capable of combining, through the project, needs, expectations and prospects of territorial balance, sustainable economic development, accessibility, social inclusion, improvement of biodiversity and of quality of life in metropolitan areas.
Through the integration of planning, landscape design and landscape ecology modules, the course offers the following training objectives:
Knowledge and understanding
− Acquisition of specific tools to understand and interpret the relationships between spaces and people in the contemporary city with particular reference to urban accessibility, inclusive sociality, resilience ,climate adaptation, environmental performances
Applying knowledge and understanding
− acquisition of a design method able to proceed through: definition of problems; analysis of data ; Prioritization of interventions, Identification of solutions; Experimentation, modelling and testing
Making judgements
− Ability to evaluate and organize data, assessments and proposals for urban transformation and improvement using technical language and specific tools of the design discipline (graphic elaborations, technical reports, info-graphics, views, etc)
Communications
− field test of techniques and methods of representation, argumentation and communication of cognitive data and design choices aimed at dialectical comparison within and possibly outside the Laboratory.
Lifelong learning skills
− Acquisition of knowledge and tools as a working method for urban planning and design applicable to different contexts
|
| LANDSCAPE PLANNING [ICAR/21] [ITA] | 2nd | 1st | 6 |
Educational objectives Landscape planning
The main objective of he Landscape Planning Studio is to develop and test with students an experimental method of interdisciplinary design, i.e. Landscape Infrastructure, to pursue territorial balance, sustainable economic development, accessibility, social inclusion, improvement of biodiversity and of quality of life in metropolitan areas.
The course pursue the following training objectives:
Knowledge and understanding
− acquisition of specific tools to understand and interpret the contemporary city with particular reference to the performance of an environmental infrastructure system with respect to urban challenges: sustainable urban accessibility, social inclusion, environmental resilience, climate adaptation, improvement of continuity and ecological functionality
Applying knowledge and understanding
− acquisition of a design method able to proceed through: definition of problems; analysis of data ; Prioritization of interventions, Identification of solutions; Experimentation, modelling and testing
Making judgements
− ability to critically evaluate and organize cognitive data, evaluations and proposals for transformation and improvement of urban areas using urban planning tools and methods (thematic maps, graphic elaborations, technical reports, info-graphics, visualizations, etc.)
Communications
− experimentation of techniques and methods of representation, argumentation and communication of cognitive data and design choices aimed at dialectical comparison between different disciplinary fields and people with different skills
Lifelong learning skills
− Acquisition of knowledge and tools as a working method for urban planning and design applicable to different contexts
|
| LANDSCAPE DESIGN [ICAR/15] [ITA] | 2nd | 1st | 3 |
Educational objectives The main objective of he Landscape Planning Studio is to develop and test with students an experimental method of interdisciplinary design, i.e. Landscape Infrastructure. A strategy capable of combining, through the project, needs, expectations and prospects of territorial balance, sustainable economic development, accessibility, social inclusion, improvement of biodiversity and of quality of life in metropolitan areas.
Through the integration of planning, landscape design and landscape ecology modules, the course offers the following training objectives:
Knowledge and understanding
− Acquisition of specific tools to understand and interpret the relationships between spaces and people in the contemporary city with particular reference to urban accessibility, inclusive sociality, resilience ,climate adaptation, environmental performances
Applying knowledge and understanding
− acquisition of a design method able to proceed through: definition of problems; analysis of data ; Prioritization of interventions, Identification of solutions; Experimentation, modelling and testing
Making judgements
− Ability to evaluate and organize data, assessments and proposals for urban transformation and improvement using technical language and specific tools of the design discipline (graphic elaborations, technical reports, info-graphics, views, etc)
Communications
− field test of techniques and methods of representation, argumentation and communication of cognitive data and design choices aimed at dialectical comparison within and possibly outside the Laboratory.
Lifelong learning skills
− Acquisition of knowledge and tools as a working method for urban planning and design applicable to different contexts
|
| LANDSCAPE ECOLOGY [BIO/03] [ITA] | 2nd | 1st | 3 |
Educational objectives The main objective of he Landscape Planning Studio is to develop and test with students an experimental method of interdisciplinary design, i.e. Landscape Infrastructure. A strategy capable of combining, through the project, needs, expectations and prospects of territorial balance, sustainable economic development, accessibility, social inclusion, improvement of biodiversity and of quality of life in metropolitan areas.
Through the integration of planning, landscape design and landscape ecology modules, the course offers the following training objectives:
Knowledge and understanding
− Acquisition of specific tools to understand and interpret the relationships between spaces and people in the contemporary city with particular reference to urban accessibility, inclusive sociality, resilience ,climate adaptation, environmental performances
Applying knowledge and understanding
− acquisition of a design method able to proceed through: definition of problems; analysis of data ; Prioritization of interventions, Identification of solutions; Experimentation, modelling and testing
Making judgements
− Ability to evaluate and organize data, assessments and proposals for urban transformation and improvement using technical language and specific tools of the design discipline (graphic elaborations, technical reports, info-graphics, views, etc)
Communications
− field test of techniques and methods of representation, argumentation and communication of cognitive data and design choices aimed at dialectical comparison within and possibly outside the Laboratory.
Lifelong learning skills
− Acquisition of knowledge and tools as a working method for urban planning and design applicable to different contexts
|
| 10588668 | LANDSCAPE DESIGN STUDIO II [ICAR/15, ICAR/14, AGR/03] [ITA] | 2nd | 1st | 13 |
Educational objectives The Design Studio aims to provide students multidisciplinary tools and knowledge to address the topic of risk through the landscape project. The guiding hypothesis is that the prevention of risks, the reduction of vulnerabilities and the safety of settlements and open spaces can build a strategy to interpret specificities and diversity of the territories, to start processes of improvement affecting spaces, ways of life, behaviours and economies; reactivate local productions, activities and resources to maintain and enhance territories.
Students will be guided in the development of the urban landscape project, aimed at increasing the resilience of urban areas and settled communities. The project pursues at an healthy city, ensuring accessibility and sustainable mobility public health, reduction of environmental and social risks.
The laboratory pursues the following training objectives
Knowledge and understanding
− acquisition of specific tools to understand and interpret relations, ways of life and spaces of the metropolitan city, with particular reference to the needs of sustainable mobility, also for the purposes of reducing atmospheric pollution and greenhouse gas emissions, supporting sports practice and healthy living, to promote the maintenance of open space (urban forestry agriculture), to promote adaptation to climate change.
Applying knowledge and understanding
− ability to apply the tools for the development of a landscape and architecture project able to reduce risks and respond to new needs of the contemporary city
Making judgements
− Ability to evaluate and organize data, assessments and proposals for landscape transformation and improvement using and technical language e and specific tools of the design discipline (graphic elaborations, technical reports, info-graphics, views, etc)
Communications
− field test of techniques and methods of representation, argumentation and communication of cognitive data and design choices aimed at dialectical and interdisciplinary comparison and dialogue with possible users, administrators, etc. . It is about imagining and communicating how space will be transformed by project actions, producing new landscapes.
Lifelong learning skills
− Acquisition of knowledge and tools to form a working method for the design of the landscape applicable to different contexts
The Design Module aims to outline a method for the architectural project by introducing a conscious process of appropriation of the necessary steps to structure a small-scale but extended building intervention to the landscape problem. In this perspective, the Module goes through the essential phases of the setting and definition of the architectural project, up to the architectural detail, meaning it as a rationally transmissible process and not as an improvised operation, appropriately coordinated with the strategies and forms of the landscape project.
The module Urban agriculture and landscape aims the knowledge of the importance and role of agriculture and agricultural landscape for the requalification of the todays’ cities and for the prevention of environmental and biological risks in the peri-urban areas. The module will provide tools for the evaluation of the damages deriving from agriculture marginalization, i.e. loss in fertile soils, biodiversity erosion, loss of local identities and traditional landscapes. Finally, the instrument of the landscape project will be developed aiming the aesthetic and functional requalification of the agricultural spaces proximal or included in the city.
|
| LANDSCAPE DESIGN [ICAR/15] [ITA] | 2nd | 1st | 6 |
Educational objectives The Urban Design Module aims to outline a method for the architectural project by introducing a conscious process of appropriation of the steps necessary to structure a small-scale but reasonably extended building intervention to the landscape problem. In this perspective the Module goes through the essential phases of the setting and definition of the architectural project, up to the architectural detail, meaning it as a rationally transmissible process and not as an impromptu and improvised operation, appropriately coordinated with the strategies and forms of the landscape project.
|
| URBAN DESIGN [ICAR/14] [ITA] | 2nd | 1st | 4 |
Educational objectives The Design Studio aims to provide students multidisciplinary tools and knowledge to address the topic of risk through the landscape project. The guiding hypothesis is that the prevention of risks, the reduction of vulnerabilities and the safety of settlements and open spaces can build a strategy to interpret specificities and diversity of the territories, to start processes of improvement affecting spaces, ways of life, behaviours and economies; reactivate local productions, activities and resources to maintain and enhance territories.
Students will be guided in the development of the urban landscape project, aimed at increasing the resilience of urban areas and settled communities. The project pursues at an healthy city, ensuring accessibility and sustainable mobility public health, reduction of environmental and social risks.
The laboratory pursues the following training objectives
Knowledge and understanding
− acquisition of specific tools to understand and interpret relations, ways of life and spaces of the metropolitan city, with particular reference to the needs of sustainable mobility, also for the purposes of reducing atmospheric pollution and greenhouse gas emissions, supporting sports practice and healthy living, to promote the maintenance of open space (urban forestry agriculture), to promote adaptation to climate change.
Applying knowledge and understanding
− ability to apply the tools for the development of a landscape and architecture project able to reduce risks and respond to new needs of the contemporary city
Making judgements
− Ability to evaluate and organize data, assessments and proposals for landscape transformation and improvement using and technical language e and specific tools of the design discipline (graphic elaborations, technical reports, info-graphics, views, etc)
Communications
− field test of techniques and methods of representation, argumentation and communication of cognitive data and design choices aimed at dialectical and interdisciplinary comparison and dialogue with possible users, administrators, etc. . It is about imagining and communicating how space will be transformed by project actions, producing new landscapes.
Lifelong learning skills
− Acquisition of knowledge and tools to form a working method for the design of the landscape applicable to different contexts
The Design Module aims to outline a method for the architectural project by introducing a conscious process of appropriation of the necessary steps to structure a small-scale but extended building intervention to the landscape problem. In this perspective, the Module goes through the essential phases of the setting and definition of the architectural project, up to the architectural detail, meaning it as a rationally transmissible process and not as an improvised operation, appropriately coordinated with the strategies and forms of the landscape project.
The module Urban agriculture and landscape aims the knowledge of the importance and role of agriculture and agricultural landscape for the requalification of the todays’ cities and for the prevention of environmental and biological risks in the peri-urban areas. The module will provide tools for the evaluation of the damages deriving from agriculture marginalization, i.e. loss in fertile soils, biodiversity erosion, loss of local identities and traditional landscapes. Finally, the instrument of the landscape project will be developed aiming the aesthetic and functional requalification of the agricultural spaces proximal or included in the city.
|
| URBAN AGRICULTURE AND LANDSCAPE [AGR/03] [ITA] | 2nd | 1st | 3 |
Educational objectives The Design Studio aims to provide students multidisciplinary tools and knowledge to address the topic of risk through the landscape project. The guiding hypothesis is that the prevention of risks, the reduction of vulnerabilities and the safety of settlements and open spaces can build a strategy to interpret specificities and diversity of the territories, to start processes of improvement affecting spaces, ways of life, behaviours and economies; reactivate local productions, activities and resources to maintain and enhance territories.
Students will be guided in the development of the urban landscape project, aimed at increasing the resilience of urban areas and settled communities. The project pursues at an healthy city, ensuring accessibility and sustainable mobility public health, reduction of environmental and social risks.
The laboratory pursues the following training objectives
Knowledge and understanding
− acquisition of specific tools to understand and interpret relations, ways of life and spaces of the metropolitan city, with particular reference to the needs of sustainable mobility, also for the purposes of reducing atmospheric pollution and greenhouse gas emissions, supporting sports practice and healthy living, to promote the maintenance of open space (urban forestry agriculture), to promote adaptation to climate change.
Applying knowledge and understanding
− ability to apply the tools for the development of a landscape and architecture project able to reduce risks and respond to new needs of the contemporary city
Making judgements
− Ability to evaluate and organize data, assessments and proposals for landscape transformation and improvement using and technical language e and specific tools of the design discipline (graphic elaborations, technical reports, info-graphics, views, etc)
Communications
− field test of techniques and methods of representation, argumentation and communication of cognitive data and design choices aimed at dialectical and interdisciplinary comparison and dialogue with possible users, administrators, etc. . It is about imagining and communicating how space will be transformed by project actions, producing new landscapes.
Lifelong learning skills
− Acquisition of knowledge and tools to form a working method for the design of the landscape applicable to different contexts
The Design Module aims to outline a method for the architectural project by introducing a conscious process of appropriation of the necessary steps to structure a small-scale but extended building intervention to the landscape problem. In this perspective, the Module goes through the essential phases of the setting and definition of the architectural project, up to the architectural detail, meaning it as a rationally transmissible process and not as an improvised operation, appropriately coordinated with the strategies and forms of the landscape project.
The module Urban agriculture and landscape aims the knowledge of the importance and role of agriculture and agricultural landscape for the requalification of the todays’ cities and for the prevention of environmental and biological risks in the peri-urban areas. The module will provide tools for the evaluation of the damages deriving from agriculture marginalization, i.e. loss in fertile soils, biodiversity erosion, loss of local identities and traditional landscapes. Finally, the instrument of the landscape project will be developed aiming the aesthetic and functional requalification of the agricultural spaces proximal or included in the city.
|
| [N/D] [ITA] | 2nd | 2nd | 6 |
| AAF1100 | ENGLISH LANGUAGE [N/D] [ITA] | 2nd | 2nd | 2 |
Educational objectives Students should be able to communicate without a dictionary (Reading, Writing and Listening), using a variety of structures and vocabulary at European B2 level (e.g. PET).
|
| AAF1863 | INTERNSHIP - WORKSHOP - COMPUTER SKILLS [N/D] [ITA] | 2nd | 2nd | 3 |
Educational objectives In addition to the 12 teaching courses provided for by the degree programme of the CdLM AP (degree course), students should seek to attain additional experience. This might be represented by an internship on the premises of a public or private institute, or by participating in design competitions, collaborating in design experiments, taking part in conventions, conferences, seminars or workshops, becoming involved in exhibitions, etc.
|
| AAF1010 | FINAL TEST [N/D] [ITA] | 2nd | 2nd | 12 |
Educational objectives To allow the student to the writing of a text or project that represents the sum of the knowledge achieved during the course of his study.
|
| Optional group: | | | |
