DESIGN STUDIO 3

Course Information
TitleΣΧΕΔΙΑΣΜΟΣ 3 / DESIGN STUDIO 3
Code05EA10
FacultyEngineering
SchoolArchitecture
Cycle / Level1st / Undergraduate
Teaching PeriodWinter
CommonNo
StatusInactive
Course ID20002516

Programme of Study: PROGRAMMA SPOUDŌN 2020-21 EŌS SĪMERA

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course5315
Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours10
Class ID
600127899
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
  • French (Examination)
  • German (Examination)
  • Italian (Examination)
  • spanish
Prerequisites
General Prerequisites
The course has two directions A Direction: REDESIGNING THE ARCHITECTURAL HERITAGE/ Teaching team:Arakadaki Maria, Doussi Maria, Lefaki Styliani, Michael-Konstanttinos Nomikos B.Direction: ARCHITECTURE OF INTEGRATION AND TRANSFORMATION/ Teaching team Claudio Daniel Conenna, Kyriakoula Tsoukala.
Learning Outcomes
1. Upon successful completion of this course, students cultivate their sensitivity in recognizing and reading the environment and the interpretation and post-interpretation of architectural data 2. Become familiar with issues of analysis and evaluation of the historical built environment and acquire an image of this complex field of interventions, its requirements and its complexity 3. Become familiar with architectural planning issues, the setting of goals and performance standards for the designed space 4. Practice in "meaningful" architectural design 5 Obtain a complete picture of the phases of architectural design and assess the relationship between architectural synthesis and construction solutions
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The Laboratory/ Studio “Design 3” aims to provide students with the ability for synthetical research and experimentation on the relation between old- new and the factors which affect it, such as historicity, time and memory, culture and identity. The Laboratory/ Studio will be based on a high complexity programme, which will exploit the cognitive and synthetical experience from past Lab/ Studios and courses. There will be two DIRECTIONS A.DIRECTION: REDESIGNING THE ARCHITECTURAL HERITAGE B DIRECTION. ARCHITECTURE OF INTEGRATION AND TRANSFORMATION Direction A Course laboratory subject Laboratory design course focusing on architectural design issues in historic environment such as: 1. new architecture in historical context 2. interventions and redesign of historic buildings 3. additions to historic buildings 4 architectural rehabilitation interventions and reuse of historic buildings and complexes 5. rehabilitation interventions and promotion of historical sets and sites The goal of the laboratory course are: to familiarize students with the Theory of Material Culture and with the critical approach to the cultural tradition, its interpretation in other words, as this tradition is recorded in the cultural heritage, the architectural ensembles and monuments. It seeks to give them skills for programming and design new interventions for a sensitive sector of increased demands and complexity while familiarizing them with the multidimensional and multidisciplinary approach to the historical architectural reserve. Lab the design studio is of increased complexity and of demanding synthetical skills , aiming to familiarize the students with the very decisive role of the architect: that of redesigning and managing the historic environment, that consists a very important part of today's architectural creation. The workshop topics will include buildings or sets of historical interest and memory. The project shall take into account the udated scientific methods of analysis, documentation, evaluation and management of historic buildings and sites and will be based on an interdisciplinary approach aiming at the design of a complete architecture proposal. Provided interim presentations of students in all the members of the workshop, both during the process of documentation study of the historic site, as well as during the synthetic process of architectural interventions. DIRECTION B In context of our studio course the students’ sensitivity is cultivated in relation to architectural values of the past and also the ability of interpretating values and standards for creating an effective interactive relationship of the new building with historic landscape surroundings. The objective of the studio course is the design of a kindergarten school in a particular place with interesting geomorphological and environmental characteristics and with a strong presence of historical identity through the conserved residues of urban and architectural heritage. The design of the educational environment calls for addressing another interesting relationship that develops between space and pedagogical practices. Therefore, in the framework of the course social, psychological and pedagogical qualities of the area which will be searched and through the dialogue with the wider urban environment will be discussed.
Keywords
historical environment, architectural design, interpretation, integration, restoration, transformantion
Educational Material Types
  • Notes
  • Slide presentations
  • Interactive excersises
  • Book
  • field work
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures20✓✓
Seminars10✓✓
Laboratory Work165✓✓
Fieldwork50✓✓
Reading Assigment30
Project100✓✓
Total375
Student Assessment
Description
The evaluation of students is based on a. their participation in the workshop, b. the quality of the analysis and documentation of the historic site, ie the degree of deepening, observation, interpretive ability and perception of architectural and construction issues, the coherence of their presentation and its scientific accuracy. Also on the quality of their evaluation results and the completeness of their programming conclusions. c. the synthetic capacity and sensitivity concerning the design of the new intervention in the historic environment, the extent to which it meets the design objectives, the quality and completeness of design proposals, their technical and engineering aspect, the accuracy, quality and the communicativity of their design presentation. d. the quality, completeness and coherence of the students’ public presentations to the participants of the course and the way of supporting and documenting the individual or collective solutions and options.
Student Assessment methods
  • Performance / Staging (Formative, Summative)
  • Report (Formative, Summative)
  • Labortatory Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
A ΚΑΤΕΥΘΥΝΣΗ 1. Μαρία Δούση, Η Αρχιτεκτονική και τα δομικά συστήματα των ιστορικών σιδηρών κατασκευών. 18ος - 20ος αιώνας. University Studio Press, Θεσσαλονίκη 2015. ID 50661270 2. Μ. Νομικός,ΑΠΟΚΑΤΑΣΤΑΣΗ ΕΠΑΝΑΧΡΗΣΗ ΙΣΤΟΡΙΚΩΝ ΚΤΙΡΙΩΝ ΚΑΙ ΣΥΝΟΛΩΝ ΜΕΘΟΔΟΛΟΓΙΑ ΕΦΑΡΜΟΓΕΣ,Σ. Γιαχούδη Μ. Γιαχούδη Ο.Ε,θεσσαλονίκη, 1997 Β ΚΑΤΕΥΘΥΝΣΗ 1. C. Conenna, Χ.Παντελίδου, Κ. Τσουκαλά (επιμ.) (2013), Η διδασκαλία του Louis I. Kahn και άλλα δοκίμια, Θεσσαλονίκη:Επίκεντρο. 2. C. Conenna, K. Τσουκαλά (επιμ.) (2015), Enric Miralles Αρχιτέκτων, Θεσσαλονίκη: Επίκεντρο. 3. Κ. Τσουκαλά (2015), Ροϊκές χωρογραφίες και αναστοχαστικές εκπαιδευτικές αντιστίξεις, Θεσσαλονίκη: Επίκεντρο. 4. K. Τσουκαλά (2000), Τάσεις στη σχολική αρχιτεκτονική. Από την παιδοκεντρική λειτουργικότητα στη μεταμοντέρνα προσέγγιση, Θεσσαλονίκη: Επίκεντρο
Additional bibliography for study
Επιπρόσθετη βιβλιογραφία για μελέτη A ΚΑΤΕΥΘΥΝΣΗ Ήπιες Επεμβάσεις για την προστασία ιστορικών κατασκευών,Συλλογικό έργο, Εκδόσεις ΙΑΝΟΣ Α.Ε., Θεσσαλονίκη 2009, Johannes Cramer, Stefan Breitling, Architecture in Existing Fabric, planning, design, building. Birkhaeuser Verlag A.G. Basel, Boston,Berlin 2007, Jokilehto, Jukka, A History of Architectural Conservation, Bath 2001 Powell Kenneth, Architecture Reborn: The Conservation and Reconstruction of Old Buildings, Mnafred Schuller, Building Archeology (ICOMOS, International Council on Monuments and Sites VII),Munich 2002 Β ΚΑΤΕΥΘΥΝΣΗ 1. Chronocity: Sensitive Interventions in Historic Environment, edited by Dimitra Babalis, Firenze 2011 2. M. Christine Boyer, The City of Collective Memory, Its Historical Imagery and Architectural Entertainments, MIT Press 1996 3. Françoise Choay, L'Allégorie du patrimoine, Paris, Seuil, 1996 4. Δ. Γερμανός, Οι τοίχοι της γνώσης, Gutenberg, Αθήνα, 2002. 5. Δ. Γερμανός, Χώρος και διαδικασίες αγωγής, Gutenberg, Αθήνα, 2004. 6. H. Hertzberger, Space and Learning, 010 Publishers, Rotterdam, 2008. 7. H. Herzberger, Space and the Architect, Publishers, Rotterdam, 2000. 8. H. Herzberger, Μαθήματα για σπουδαστές της Αρχιτεκτονικής, Πανεπιστημιακές Εκδόσεις ΕΜΠ, Αθήνα, 2002. 9. Μ. Αναστασάκης, Ανασχεδιάζοντας τη βιβλιοθήκη στο σχολείο, Μεταίχμιο, Αθήνα, 2003. 10. P. Blundell Jones, Gunter Behnisch, Studio Paperback, Berlin, 2000. 11. Christian Norberg-Schulz, Architecture: Presence, Language, Place Skira, Milan, 2000 12. Christian Norberg-Schulz, Genius Loci, Towards a Phenomenology of Architecture Rizzoli, New York. 1980 13. Johannes Cramer, Stefan Breitling, Architecture in Existing Fabric, Birkhaeuser Verlag, 2007
Last Update
11-09-2018