È noto che i workshop di progettazione sono divenuti nel corso degli ultimi anni sempre più frequenti e hanno determinato un arricchimento dell'offerta formativa di molte scuole di architettura. Gli autori di questo numero sono così stati invitati a riflettere su alcuni aspetti che appaiono particolarmente importanti per avviare una comparazione tra le diverse modalità di insegnamento intensivo del progetto. Innanzi tutto la questione temporale: ogni seminario di solito si svolge in un periodo di tempo compreso tra le due e le quattro settimane. La brevità genera a sua volta condizioni che differenziano profondamente i workshop dai corsi di insegnamento semestrali o annuali, e tra queste si possono citare: la necessità di contrarre la fase istruttoria per dare più spazio possibile alla fase di elaborazione progettuale; la conseguente opportunità di una rapida individuazione delle migliori strategie volte a dare risposta al programma; l'accrescimento formativo che deriva dai momenti di confronto tra studenti e docenti di scuole diverse partecipanti all'esperienza.
Over the past few years, It is well known that project-design workshops have become evermore frequent and have often led to an enrichment of the education programs offered by many schools of architecture. The authors of this issue were thus invited to reflect on certain aspects that appear particularly important in initiating a comparison between the different modes and methods of intensive teaching programs for project-design. First of all, there is the temporal question: each workshop usually takes place over a period of time between two and four weeks. The brevity of the courses’ duration in turn generates conditions that differ significantly with workshops based on biannual or annual courses. Among these we should mention: the need to retract preliminary stages in order to give as much space as possible to the stages of project development; the consequent need for a rapid identification of the most effective strategies that respond to the program requirements; the growth in experience that comes from the formative moments of exchange between students and teachers of different schools participating in the program.
https://www.famagazine.it/index.php/famagazine/issue/view/20/showToc
Over the past few years, It is well known that project-design workshops have become evermore frequent and have often led to an enrichment of the education programs offered by many schools of architecture. The authors of this issue were thus invited to reflect on certain aspects that appear particularly important in initiating a comparison between the different modes and methods of intensive teaching programs for project-design. First of all, there is the temporal question: each workshop usually takes place over a period of time between two and four weeks. The brevity of the courses’ duration in turn generates conditions that differ significantly with workshops based on biannual or annual courses. Among these we should mention: the need to retract preliminary stages in order to give as much space as possible to the stages of project development; the consequent need for a rapid identification of the most effective strategies that respond to the program requirements; the growth in experience that comes from the formative moments of exchange between students and teachers of different schools participating in the program.
https://www.famagazine.it/index.php/famagazine/issue/view/20/showToc
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