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The house of words | FabLab

The house of words

PROF. MINO RENATO ALESSI

THE HOUSE OF WORDS

 I.I.S. Vincenzo Ragusa E Otama Kiyohara, Palermo – Italy

 

 

 

 

 

 

 

 

 

 

 

Introduction

Title: the house of words: architecture from quality to form. 

Introduction: Living in a house is much more than a daily practice.

Living a house expresses the intrinsic quality of humanity in relation to the natural context. A house allows you to perform many actions in a functional way. But it is not just a machine for living, it must give human beings their satisfaction at a higher level. The action of inhabiting invests the anthropological sphere entirely: from the functional point of view to the emotional one, from the aesthetic to the ethical.

In this project, students will learn to convey words and emotions by architecture through first studying the creative methods of great masters and then reverse the process: starting with chosen words as the basis of an architectural design. Students will start with a study of the designs of architectural masters, which words and emotions their architecture transmits, and how they do that. The students have to write down ten words which describe an architectural design of an architectural master. The field study phase consists of iconographic research on the type of architecture and on materials related to the words students identified from the design. After the research, students can choose two of the ten words to design their own house. In the ideation phase, the students will make preliminary sketches about the the forms, distribution, volumes and physical materials that are intended to be used in the project. The sketches will be developed further during the fabrication phase through digital modeling with the SW Rhino 3D software and digital models can be printed with a 3D printer. In the end, students will make an integral architectural design, inspired by emotions in order to learn how to go from emotions and words to an architectural design. 

Theme: Elaboration of original creative paths for architecture 

Age of students: 16-20 years old

Aim:    – Develop skills and attitudes for artistic creativity

– Educate to a  creativity that responds to the needs both of the community and the individual, through a first approach to architectural design,

Pre-knowledge – Rhinoceros software

– CAD SW for architectural modeling and rendering

– Google SW cloud and Google Drive for files archive

Learning goals

● Social skills

● Knowledge

(theoretical

knowledge)

● practical skills

GOAL 1  Access information efficiently (time) and effectively (sources)

GOAL 2  Evaluate information critically and competently

GOAL 3  Develop critical thinking through problem solving and  peer collaboration

GOAL 4 Develop the attitude to creativity through personal and collaborative paths

GOAL 5  Increase the knowledge of design and rendering software

GOAL 6 Use a 3D printer

GOAL7 Increase the quality of creative processes for the well-being of the community

GOAL8 Increase the sustainability of architectural projects

GOAL 9 Create a methodology to understand and design quality architectures

GOAL 10 Create a collaborative methodology of problem analysis and project proposal

GOAL11 Gain expository and argumentative skills

GOAL12 Enhance technical language

GOAL13 Activate a creative methodology capable of giving a symbolic meaning to the built environment

Time Time: 18 lessons of 2 hours (36 hours)
Assessment Class presentation

Oral interview

Written reports

Designs produced

Products of fabrication

Observation of the team work and of the individual work

Surveys

Resources and materials -1 teacher, 1 assistant

-Computer lab

-Internet to research on the theme of  “transition to the sustainability of life in our cities  and communities”

-Architect’s design manual

– Paper, pencils

-2030 agenda of UN goals

-Rhinoceros software

-CAD software for architectural modeling and rendering

-3D printer

 

Lesson 1

 

 

 

Introduction

 

Overview of the meaning of living, both in the etymological and anthropological sense.

Relationship between habitat and habitus, between ecology and lifestyles.

Environmental sensitivity in contemporary architecture.

Time 2 lessons of 50 minutes
Phase of the DBL model Design brief
Lesson goals/design output Know the meaning of the word inhabiting both in semantic and anthropological terms.
Know the meaning of the word “sustainable” in relation to the concept of living.
Activity Search the internet for “living” and “habitat” in terms of the ecosystem.

“Habitation” and the semantic roots of Latin origin:  “habitat”, “habito” and “habeo”.

Groups share findings and ideas

materials Computer lab, internet
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

●        –Access information efficiently (time) and effectively (sources)

●        –Evaluate information critically and competently

-Develop critical thinking through problem solving and  peer collaboration

Extra ————
Expert tips ————

 

Lesson 2

Introduction The teacher proposes the study of the works of some masters of architecture; the students study the projects of exemplary houses and summarize their qualities.
Time 2 lessons of 50 minutes
Phase of the DBL model Design brief
Lesson goals/design output Know the functions of living as they were expressed by some masters of architecture.

Know the relationships between house and environment – natural, urban – as expressed in the projects considered.

Activity Use of  internet, books, document, pictures, etc., to research on “house design” and “environment” in terms of urban and anthropic ecosystems.

Division of the class into heterogeneous groups to research on house design and environment.

Groups share findings and ideas

materials Computer lab, internet
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

-Access information efficiently (time) and effectively (sources)

-Evaluate information critically and competently

-develop critical thinking through problem solving and  peer collaboration

Extra https://www.yumpu.com/it/document/view/26685806/agroecosistema-ecosistema-di-origine-antropica-sdasrunictit/4

https://www.tesionline.it/appunto/650/58/L%27uomo_e_la_sua_abitazione

Expert tips ————

 

Lesson3

Introduction Going through the masters design: the architectural materials that make the houses beautiful, desirable, functional, expensive.

Analysis of the environments, natural and urban, in which the architectures are inserted.

Time

 

4 lessons of 50 minutes
DBL phase model

 

Field study
Lesson goals/design output – Reflect on how the tangible materials, shapes, geometries and types of architecture evoke emotions and feelings

– Consider how different environments, natural, urban, etc., influence design choices.

-Put ideas together.

-Reach agreements.

Activity

 

-Choose architectures for sharing

-Brainstorming on the houses that arouse emotions

-Share ideas

Materials

 

Web, computers, paper, pencils
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

●        – Access information efficiently (time) and effectively (sources)

●        – Evaluate information critically and competently

-Develop critical thinking through problem solving and  peer collaboration

Extra ————-
Expert Advice ————-

 

 

Lesson 4

Introduction Students choose 10 words that express emotions, they choose materials, shapes, geometries that evoke emotions.
Time 2 lessons of 50 minutes
DBL phase model Field study
Lesson Goals / results Design Brainstorming on architectures that arouse emotions.

Brainstorming on the importance of the environments in which the architectures are inserted.

Put ideas together about materials,  shapes and geometries that are able to arouse emotions.

Reach agreements

Activity By studying the architectures of the masters, choose the words that express the emotions that inspire the chosen architectures and associate the materials with them.

Share ideas

Some design themes chosen:
1. Urban house
2. Country house;
3. A sustainable house;
4. Studio house.

5. Mountain house.

6. Sea house.
At this point, the field of research is focused on the  design themes: each student develops a presentation where s/he identifies technological, scientific, formal and creative themes that s/he wants to apply in her/his own words –  architectural design.

Materials Computer lab

Internet

Architect’s design manual

Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

-Develop critical thinking through problem solving and  peer collaboration

– Access information efficiently (time) and effectively (sources)

– Evaluate information critically and competently

Extra ————
Expert Advice ————

 

Lesson5

Introduction The house of words
Time 4 lessons of 50 minutes
DBL phase Ideation
Lesson Goals / results Design Individual work

Find solutions for creating an exciting home.

Individual solutions for the choice of materials, geometries and shapes that  express the chosen qualities.

Share ideas

Activity Each of the students create their own projects, inspired by already existing ones, with the aim of creating a home capable of expressing “exciting” qualities.

Share and reflect

Materials Computers and internet

Architect’s design manual

2030 agenda of UN goals

Rhinoceros software

CAD software for architectural modeling and rendering

Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

 

-Develop critical thinking through problem solving and  peer collaboration

-Create a methodology to understand and design quality architectures.

– Increase the knowledge of design and rendering software.

Extra ——–
Expert Advice ——–

 

Lesson 6

Introduction My house of words in the environment
Time 4 lessons of 50 minutes
DBL phase Fabrication
Lesson Goals / results Design Fabricate 3D models
Activity Modeling and rendering of the house of words and the context in which it is inserted

Fabrication of a scale model house with a 3D printer.

Materials Computer lab

Architect’s design manual

Rhinoceros software

Google earth pro SW

Mesh lab SW

CAD software for architectural modeling and rendering

3D printer

Google drive for sharing projects

Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

– Develop critical thinking through problem solving and  peer collaboration

– Increase the creative and planning skills

– Create a methodology to understand and design quality architectures

-Increase the knowledge of design and rendering software

-Use a 3D printer

Extra ————
Expert Advice ————

 

Lesson 7

Introduction Inhabit the world by transforming it in a sustainable way
Time 2 lessons of 50 minutes
DBL phase model. Argumentation
Lesson Goals / results Design Describe and argumentate choices of one’s own project through the product of fabrication, both CAD digital and material from fablab.
Activity The students show their products in front of the class, both digital and material, confrontation and argumentation follow to find out positive and negative elements.
Materials All products, both digital and material
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

– Develop critical thinking through problem solving and  peer collaboration

– Increase the quality of creative processes for the well-being of the community

– Increase the sustainability of architectural projects

– Gain expository and argumentative skills

– Enhance technical language

Extra ———–
Expert Advice ———–

 

Lesson 8

Introduction The house of words and architecture as a symbol
Time 2 lessons of 50 minutes
DBL phase model. Reflection
Lesson Goals / results Design Highlight both positive and critical aspects of the project through comparison
Activity Free expression of personal impressions on all the projects carried out,

identification of the critical issues to be resolved with possible changes to be made

Materials All products, both digital and material
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

– Develop critical thinking through problem solving and  peer collaboration

-Activate a creative methodology capable of giving a symbolic meaning to the built environment

– Gain expository and argumentative skills

– Enhance technical language

Extra http://www.rivistapsicologianalitica.it/v2/PDF/6-2-1975-Psicologia_arte/2-75-cap2.pdf
Expert Advice ————-