È vietata la riproduzione, anche parziale, effettuata con qualsiasi mezzo, compresa la fotocopia,... more È vietata la riproduzione, anche parziale, effettuata con qualsiasi mezzo, compresa la fotocopia, anche ad uso interno o didattico. Per la legge italiana la fotocopia è lecita solo per uso personale purché non danneggi l'autore. Quindi ogni fotocopia che eviti l'acquisto di un libro è illecita e minaccia la sopravvivenza di un modo di trasmettere la conoscenza. Chi fotocopia un libro, chi mette a disposizione i mezzi per fotocopiare, chi comunque favorisce questa pratica commette un furto e opera ai danni della cultura.
È vietata la riproduzione, anche parziale, effettuata con qualsiasi mezzo, compresa la fotocopia,... more È vietata la riproduzione, anche parziale, effettuata con qualsiasi mezzo, compresa la fotocopia, anche ad uso interno o didattico. Per la legge italiana la fotocopia è lecita solo per uso personale purché non danneggi l'autore. Quindi ogni fotocopia che eviti l'acquisto di un libro è illecita e minaccia la sopravvivenza di un modo di trasmettere la conoscenza. Chi fotocopia un libro, chi mette a disposizione i mezzi per fotocopiare, chi comunque favorisce questa pratica commette un furto e opera ai danni della cultura.
Within a multidisciplinary group of scientists, who worked upon a research named “INNOVATIVE TECH... more Within a multidisciplinary group of scientists, who worked upon a research named “INNOVATIVE TECHNOLOGY FOR ECO-STAINABLE AND ECO-FRIENDLY TIMBER SYSTEMS FOR ENERGY AND FUNCTIONAL UPGRADING OF BUILDINGS”, our role as architects interested in urban design, has been among the others, that one of focusing upon the human being and a particular environment in which he would choose to live in: the Italian historical city.
Adaptative reuse. The modern movement towards the future, 2016
ltaly's 20th century gave birth to a number of distinguished t eachers, writers, artists and desi... more ltaly's 20th century gave birth to a number of distinguished t eachers, writers, artists and designers who dealt with early education for children, including their intellectual and sensory tra ining and development. Some renowned figures such as Maria Montessori, Gianni Rodari, Bruno Munari, to name just a few, accompanied the transformation of ltaly in those years from an agricultural based economy to an industriai society. The first laws in the country t hat introduced mandatory education date back to the late 19th century. Since then those laws have undergone numerous reforms ofthe norms that regulate the functioning of the national education system. There were also the important architectural examples of school buildings that accompanied and stimulated the debate on these reforms. During the 1960s, with the measures used to determine the size ofthe schools, the count per student replaced the standard count per classroom. These were years of economie boom in ltaly, and the construction industry was developing considerably, so this regulatory measure was of great interest for its architectural consequences. The Studio Architetti Valle (Gino Valle, Giorgio Macola) designed its schools in this historical, economie and social context. 35 prefabricated schools by the firm, of particular interest for their quality and innovation, were built throughout northern lt aly. In these prefabricated schools there is a strong focus on t he use of colour, lighting, and spaces of aggregation aiming the quality of environment for the children. At the same t ime, due to t he great flexibility of their prefabricated system, these schools perfectly adapt to the context in which they are located. Their size, articulation and arrangement ofvolumes could ali be adapted to each specific circumstance. Much like children, the buildings are similar, but not identica. Today these structures no longer fulfil the current-day regulatory requirements relating to energy performance, yet their prefabricated system could easily allow for sufficient adjustments. ls their fate sealed? Will they be poorly considered and grouped together with some of the lesser quality school buildings that were mass developed and built during those same years? Will they too be demolished in order to build new and more energy- efficient buildings? Or will it instead be possible to renovate and restare the schools to uphold and preserve their important legacy?
In recent Italian national politics, a law called the La Buona Scuola has been approved in order ... more In recent Italian national politics, a law called the La Buona Scuola has been approved in order to attain the “restoration” of school buildings. This norm contains a series of provisions for the upgrading of existing real estate properties and the construction of new buildings, in addition to reforming school institutions. Once it has been approved, there was a design competition announced by the MIUR, the Ministry for University Instruction and Research, planning for 51 #Scuole Innovative. The objective was to obtain structures all over the country having educational spaces that respond to the didactic needs of the third millennium. Well-being, the quality of school life, synergy with the territory: these are the key words for the new concept of school. The conviction, based on European research studies, that there is a close correlation between student achievement and the physical environment of the classroom, leads us to consider it necessary to build schools designed as functional environments, however informal, and at the same time as civic centres with respect to the community of which they are part. Participation in the contest has been particularly large: for the 51 schools involved, MIUR received more than 1200 project proposals. Exceptionally for Italy, the architects have thought about designing a school based on the way it is lived: schools have often been merely buildings made up of hallways and classrooms. But schools by their very nature are also places capable of bringing people together and creating a sense of belonging to the local community. The new approach proposed by La Buona Scuola forces us starting to re-imagine how we conceive the space in schools: on behalf of the people involved, it becomes necessary to choose how we want to inhabit them, based on the teaching orientation and the type of relationship inherent the urban context, both social and residential.
Pubblicato durante le iniziative per la celebrazione del 90esimo dello Iuav Prima edizione settem... more Pubblicato durante le iniziative per la celebrazione del 90esimo dello Iuav Prima edizione settembre 2016 ISBN DCP Iuav 9788894056969 ISBN Mimesis 9788857538013 Per le immagini contenute in questo volume gli autori rimangono a disposizione degli eventuali aventi diritto che non sia stato possibile rintracciare I diritti di traduzione, di memorizzazione elettronica, di riproduzione e di adattamento anche parziale, con qualsiasi mezzo, sono riservati per tutti i Paesi. Materiale non riproducibile senza il permesso scritto degli Editori
VENEZIA CITTÀ SOSTENIBILE. VENICE SUSTAINABLE CITY, 2020
Thinking about the famous words on space as a third teacher by Giuseppe Malaguzzi, Italian pedago... more Thinking about the famous words on space as a third teacher by Giuseppe Malaguzzi, Italian pedagogist founder of the Reggio Emilia Approach, it is of seminal importance to propose a reflection on the mutual relationship that education and space of the city entertain in Venice. A relationship that is not resolved exclusively within a classroom or building, but which involves campi, calli, fondamenta. This makes Venice happily liveable, or, to use a current word, sustainable. Malagutti’s theory based his pedagogical approach on the belief that school space was one of the educational tools available to teaching, with the same value as the knowledge transmitted in the single disciplines. Currently, it is the belief of the whole international educational avant-garde that the design of new architectures should be based on this pedagogical idea. But the Italian school heritage is mainly composed of schools that occupy buildings born for other purpose. And Venice is no exception. The city that for the whole world is the ancient city par excellence, whose foundation is linked to a myth, demonstrates, among many difficulties, how it is possible to use an extraordinary context to build a normal life and how specificity should and can be an added value.
Quattro+Una scuole sono raccontate - descritte - in questo Quaderno, tappe della storia professio... more Quattro+Una scuole sono raccontate - descritte - in questo Quaderno, tappe della storia professionale di un maestro dell’architettura, realizzazioni/testimonianza di una visione legata alla qualità dell’abitare per bambini e insegnanti, attente ai luoghi in cui sono inserite. Sono scuole costruite in un lasso di tempo ampio, molto distanti tra loro in dimensione e localizzazione, che disegnano un “processo continuo” non lineare e tutto personale così come per le altre architetture da lui costruite. Le diverse opere - l’asilo a Fielis, la scuola elementare a Sutrio, la scuola per bambini dai sei ai tredici anni a Berlino, il nido e la scuola dell’infanzia a San Pietro in Casale, più le trentatré scuole elementari e medie Valdadige - vengono messe a confronto, di volta in volta, con le posizioni verso l’architettura di Gino Valle, con approcci pedagogici, con aspetti normativi. Questo Quaderno di appunti non esaurisce la storia di queste architetture scolastiche, cerca piuttosto di far emergere l’attenzione che, da parte dell’architetto, è stata rivolta al tema, per trattarlo come materiale utile per successivi progetti.
L'ILLA DIAGONAL DI MONEO E SOLÀ-MORALES. Un isolato ubano a Barcellona., 2022
All’edificio sono stati associati il termine carattere, appropriatezza, decoro, “megaforma” o “ed... more All’edificio sono stati associati il termine carattere, appropriatezza, decoro, “megaforma” o “edificio di città”. Ha suscitato grande interesse la sua eccezionale dimensione e la soluzione di facciata. Ma la Illa è chiaramente la costruzione di un isolato, di una manzana, i cui principi partono da una lettura del luogo messa in atto dagli architetti.
È vietata la riproduzione, anche parziale, effettuata con qualsiasi mezzo, compresa la fotocopia,... more È vietata la riproduzione, anche parziale, effettuata con qualsiasi mezzo, compresa la fotocopia, anche ad uso interno o didattico. Per la legge italiana la fotocopia è lecita solo per uso personale purché non danneggi l'autore. Quindi ogni fotocopia che eviti l'acquisto di un libro è illecita e minaccia la sopravvivenza di un modo di trasmettere la conoscenza. Chi fotocopia un libro, chi mette a disposizione i mezzi per fotocopiare, chi comunque favorisce questa pratica commette un furto e opera ai danni della cultura.
È vietata la riproduzione, anche parziale, effettuata con qualsiasi mezzo, compresa la fotocopia,... more È vietata la riproduzione, anche parziale, effettuata con qualsiasi mezzo, compresa la fotocopia, anche ad uso interno o didattico. Per la legge italiana la fotocopia è lecita solo per uso personale purché non danneggi l'autore. Quindi ogni fotocopia che eviti l'acquisto di un libro è illecita e minaccia la sopravvivenza di un modo di trasmettere la conoscenza. Chi fotocopia un libro, chi mette a disposizione i mezzi per fotocopiare, chi comunque favorisce questa pratica commette un furto e opera ai danni della cultura.
Within a multidisciplinary group of scientists, who worked upon a research named “INNOVATIVE TECH... more Within a multidisciplinary group of scientists, who worked upon a research named “INNOVATIVE TECHNOLOGY FOR ECO-STAINABLE AND ECO-FRIENDLY TIMBER SYSTEMS FOR ENERGY AND FUNCTIONAL UPGRADING OF BUILDINGS”, our role as architects interested in urban design, has been among the others, that one of focusing upon the human being and a particular environment in which he would choose to live in: the Italian historical city.
Adaptative reuse. The modern movement towards the future, 2016
ltaly's 20th century gave birth to a number of distinguished t eachers, writers, artists and desi... more ltaly's 20th century gave birth to a number of distinguished t eachers, writers, artists and designers who dealt with early education for children, including their intellectual and sensory tra ining and development. Some renowned figures such as Maria Montessori, Gianni Rodari, Bruno Munari, to name just a few, accompanied the transformation of ltaly in those years from an agricultural based economy to an industriai society. The first laws in the country t hat introduced mandatory education date back to the late 19th century. Since then those laws have undergone numerous reforms ofthe norms that regulate the functioning of the national education system. There were also the important architectural examples of school buildings that accompanied and stimulated the debate on these reforms. During the 1960s, with the measures used to determine the size ofthe schools, the count per student replaced the standard count per classroom. These were years of economie boom in ltaly, and the construction industry was developing considerably, so this regulatory measure was of great interest for its architectural consequences. The Studio Architetti Valle (Gino Valle, Giorgio Macola) designed its schools in this historical, economie and social context. 35 prefabricated schools by the firm, of particular interest for their quality and innovation, were built throughout northern lt aly. In these prefabricated schools there is a strong focus on t he use of colour, lighting, and spaces of aggregation aiming the quality of environment for the children. At the same t ime, due to t he great flexibility of their prefabricated system, these schools perfectly adapt to the context in which they are located. Their size, articulation and arrangement ofvolumes could ali be adapted to each specific circumstance. Much like children, the buildings are similar, but not identica. Today these structures no longer fulfil the current-day regulatory requirements relating to energy performance, yet their prefabricated system could easily allow for sufficient adjustments. ls their fate sealed? Will they be poorly considered and grouped together with some of the lesser quality school buildings that were mass developed and built during those same years? Will they too be demolished in order to build new and more energy- efficient buildings? Or will it instead be possible to renovate and restare the schools to uphold and preserve their important legacy?
In recent Italian national politics, a law called the La Buona Scuola has been approved in order ... more In recent Italian national politics, a law called the La Buona Scuola has been approved in order to attain the “restoration” of school buildings. This norm contains a series of provisions for the upgrading of existing real estate properties and the construction of new buildings, in addition to reforming school institutions. Once it has been approved, there was a design competition announced by the MIUR, the Ministry for University Instruction and Research, planning for 51 #Scuole Innovative. The objective was to obtain structures all over the country having educational spaces that respond to the didactic needs of the third millennium. Well-being, the quality of school life, synergy with the territory: these are the key words for the new concept of school. The conviction, based on European research studies, that there is a close correlation between student achievement and the physical environment of the classroom, leads us to consider it necessary to build schools designed as functional environments, however informal, and at the same time as civic centres with respect to the community of which they are part. Participation in the contest has been particularly large: for the 51 schools involved, MIUR received more than 1200 project proposals. Exceptionally for Italy, the architects have thought about designing a school based on the way it is lived: schools have often been merely buildings made up of hallways and classrooms. But schools by their very nature are also places capable of bringing people together and creating a sense of belonging to the local community. The new approach proposed by La Buona Scuola forces us starting to re-imagine how we conceive the space in schools: on behalf of the people involved, it becomes necessary to choose how we want to inhabit them, based on the teaching orientation and the type of relationship inherent the urban context, both social and residential.
Pubblicato durante le iniziative per la celebrazione del 90esimo dello Iuav Prima edizione settem... more Pubblicato durante le iniziative per la celebrazione del 90esimo dello Iuav Prima edizione settembre 2016 ISBN DCP Iuav 9788894056969 ISBN Mimesis 9788857538013 Per le immagini contenute in questo volume gli autori rimangono a disposizione degli eventuali aventi diritto che non sia stato possibile rintracciare I diritti di traduzione, di memorizzazione elettronica, di riproduzione e di adattamento anche parziale, con qualsiasi mezzo, sono riservati per tutti i Paesi. Materiale non riproducibile senza il permesso scritto degli Editori
VENEZIA CITTÀ SOSTENIBILE. VENICE SUSTAINABLE CITY, 2020
Thinking about the famous words on space as a third teacher by Giuseppe Malaguzzi, Italian pedago... more Thinking about the famous words on space as a third teacher by Giuseppe Malaguzzi, Italian pedagogist founder of the Reggio Emilia Approach, it is of seminal importance to propose a reflection on the mutual relationship that education and space of the city entertain in Venice. A relationship that is not resolved exclusively within a classroom or building, but which involves campi, calli, fondamenta. This makes Venice happily liveable, or, to use a current word, sustainable. Malagutti’s theory based his pedagogical approach on the belief that school space was one of the educational tools available to teaching, with the same value as the knowledge transmitted in the single disciplines. Currently, it is the belief of the whole international educational avant-garde that the design of new architectures should be based on this pedagogical idea. But the Italian school heritage is mainly composed of schools that occupy buildings born for other purpose. And Venice is no exception. The city that for the whole world is the ancient city par excellence, whose foundation is linked to a myth, demonstrates, among many difficulties, how it is possible to use an extraordinary context to build a normal life and how specificity should and can be an added value.
Quattro+Una scuole sono raccontate - descritte - in questo Quaderno, tappe della storia professio... more Quattro+Una scuole sono raccontate - descritte - in questo Quaderno, tappe della storia professionale di un maestro dell’architettura, realizzazioni/testimonianza di una visione legata alla qualità dell’abitare per bambini e insegnanti, attente ai luoghi in cui sono inserite. Sono scuole costruite in un lasso di tempo ampio, molto distanti tra loro in dimensione e localizzazione, che disegnano un “processo continuo” non lineare e tutto personale così come per le altre architetture da lui costruite. Le diverse opere - l’asilo a Fielis, la scuola elementare a Sutrio, la scuola per bambini dai sei ai tredici anni a Berlino, il nido e la scuola dell’infanzia a San Pietro in Casale, più le trentatré scuole elementari e medie Valdadige - vengono messe a confronto, di volta in volta, con le posizioni verso l’architettura di Gino Valle, con approcci pedagogici, con aspetti normativi. Questo Quaderno di appunti non esaurisce la storia di queste architetture scolastiche, cerca piuttosto di far emergere l’attenzione che, da parte dell’architetto, è stata rivolta al tema, per trattarlo come materiale utile per successivi progetti.
L'ILLA DIAGONAL DI MONEO E SOLÀ-MORALES. Un isolato ubano a Barcellona., 2022
All’edificio sono stati associati il termine carattere, appropriatezza, decoro, “megaforma” o “ed... more All’edificio sono stati associati il termine carattere, appropriatezza, decoro, “megaforma” o “edificio di città”. Ha suscitato grande interesse la sua eccezionale dimensione e la soluzione di facciata. Ma la Illa è chiaramente la costruzione di un isolato, di una manzana, i cui principi partono da una lettura del luogo messa in atto dagli architetti.
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Papers by Paola Virgioli
The first laws in the country t hat introduced mandatory education date back to the late 19th century. Since then those laws have undergone numerous reforms ofthe norms that regulate the functioning of the national education system. There were also the important architectural examples of school buildings that accompanied and stimulated the debate on these reforms. During the 1960s, with the measures used to determine the size ofthe schools, the count per student replaced the standard count per classroom. These were years of economie boom in ltaly, and the construction industry was developing considerably, so this regulatory measure was of great interest for its architectural consequences.
The Studio Architetti Valle (Gino Valle, Giorgio Macola) designed its schools in this historical, economie and social context. 35 prefabricated schools by the firm, of particular interest for their quality and innovation, were built throughout northern lt aly. In these prefabricated schools there is a strong focus on t he use of colour, lighting, and spaces of aggregation aiming the quality of environment for the children. At the same t ime, due to t he great flexibility of their prefabricated system, these schools perfectly adapt to the context in which they are located. Their size, articulation and arrangement ofvolumes could ali be adapted to each specific circumstance. Much like children, the buildings are similar, but not identica.
Today these structures no longer fulfil the current-day regulatory requirements relating to energy performance, yet their prefabricated system could easily allow for sufficient adjustments.
ls their fate sealed? Will they be poorly considered and grouped together with some of the lesser quality school buildings that were mass developed and built during those same years? Will they too be demolished in order to build new and more energy- efficient buildings? Or will it instead be possible to renovate and restare the schools to uphold and preserve their important legacy?
to reforming school institutions. Once it has been approved, there was a design competition announced by the MIUR, the Ministry for University Instruction and Research, planning for 51 #Scuole Innovative. The objective was to obtain structures all over the country having educational spaces that respond to the didactic needs of the third millennium. Well-being, the quality of school life, synergy with the territory: these are the key words for the new concept of school. The conviction, based on European research studies, that there is a close correlation between student achievement and the physical environment of the classroom, leads us to consider it necessary to build schools designed as functional environments, however informal, and at the same time as civic centres with respect to the community of which they are part. Participation in the contest has been particularly large: for the 51 schools involved, MIUR received more than 1200 project proposals. Exceptionally for Italy, the architects have thought about designing a school based on the way it is lived: schools have often been merely buildings made up of hallways and classrooms. But schools by their very nature are also places capable of bringing people together and creating a sense of belonging to the local community. The new approach proposed by La Buona Scuola forces us starting to re-imagine how we conceive the space in schools: on behalf of the people involved, it becomes necessary to choose how we want to inhabit them, based on the teaching orientation and the type of relationship inherent the
urban context, both social and residential.
Books by Paola Virgioli
dell’architetto, è stata rivolta al tema, per trattarlo come materiale utile per successivi progetti.
The first laws in the country t hat introduced mandatory education date back to the late 19th century. Since then those laws have undergone numerous reforms ofthe norms that regulate the functioning of the national education system. There were also the important architectural examples of school buildings that accompanied and stimulated the debate on these reforms. During the 1960s, with the measures used to determine the size ofthe schools, the count per student replaced the standard count per classroom. These were years of economie boom in ltaly, and the construction industry was developing considerably, so this regulatory measure was of great interest for its architectural consequences.
The Studio Architetti Valle (Gino Valle, Giorgio Macola) designed its schools in this historical, economie and social context. 35 prefabricated schools by the firm, of particular interest for their quality and innovation, were built throughout northern lt aly. In these prefabricated schools there is a strong focus on t he use of colour, lighting, and spaces of aggregation aiming the quality of environment for the children. At the same t ime, due to t he great flexibility of their prefabricated system, these schools perfectly adapt to the context in which they are located. Their size, articulation and arrangement ofvolumes could ali be adapted to each specific circumstance. Much like children, the buildings are similar, but not identica.
Today these structures no longer fulfil the current-day regulatory requirements relating to energy performance, yet their prefabricated system could easily allow for sufficient adjustments.
ls their fate sealed? Will they be poorly considered and grouped together with some of the lesser quality school buildings that were mass developed and built during those same years? Will they too be demolished in order to build new and more energy- efficient buildings? Or will it instead be possible to renovate and restare the schools to uphold and preserve their important legacy?
to reforming school institutions. Once it has been approved, there was a design competition announced by the MIUR, the Ministry for University Instruction and Research, planning for 51 #Scuole Innovative. The objective was to obtain structures all over the country having educational spaces that respond to the didactic needs of the third millennium. Well-being, the quality of school life, synergy with the territory: these are the key words for the new concept of school. The conviction, based on European research studies, that there is a close correlation between student achievement and the physical environment of the classroom, leads us to consider it necessary to build schools designed as functional environments, however informal, and at the same time as civic centres with respect to the community of which they are part. Participation in the contest has been particularly large: for the 51 schools involved, MIUR received more than 1200 project proposals. Exceptionally for Italy, the architects have thought about designing a school based on the way it is lived: schools have often been merely buildings made up of hallways and classrooms. But schools by their very nature are also places capable of bringing people together and creating a sense of belonging to the local community. The new approach proposed by La Buona Scuola forces us starting to re-imagine how we conceive the space in schools: on behalf of the people involved, it becomes necessary to choose how we want to inhabit them, based on the teaching orientation and the type of relationship inherent the
urban context, both social and residential.
dell’architetto, è stata rivolta al tema, per trattarlo come materiale utile per successivi progetti.