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: 5. Mountain house. 6. Sea house. |
| 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 | ————- |