Architectural Restoration and Laboratory

Module Laboratory of Architectural Restoration

The integrated course “Architectural Restoration and Restoration Laboratory” provides students with a solid grounding in the theory and practice of architectural and monument restoration. The program combines historical and contemporary perspectives with technical and scientific approaches, guiding students in the critical interpretation of restoration works, their historical context, and the development of independent analytical skills.

The course places particular emphasis on understanding the cultural values and historical layers embodied in architecture, and on applying methodologies consistent with the principles of the discipline. Its goal is to prepare future professionals capable of addressing the challenges of conservation and restoration projects with competence and critical awareness.

The Architectural Restoration Workshop module's training objective is to test the knowledge acquired in the Architectural Restoration module, developing a project exercise. 

The workshop involves practical design work focused on the topic of the exercise (a single building or building complex).

The sessions are structured as follows:

• Initial presentation of the exercise topic and framing of the issues to be addressed, in relation to the skills acquired through the theoretical lectures conducted in the first semester.

• Activities (in the classroom and in the field) aimed at practical application to the case study of the exercise.

• Presentation and discussion of ongoing work in the classroom to define the exam deliverables.

The course is divided into the following teaching methods:

Direct Teaching (DE)

• Lectures and presentations: The course will be conducted through lectures and seminars on historical construction techniques, methods for degradation surveying (mapping), and intervention techniques. In particular, the fundamentals of investigative methodologies (historical-archival, construction techniques, material degradation, and damage assessment) and of conservative and consolidation intervention techniques will be covered.

Interactive Teaching (DI)

• Practical exercises will aim at drafting the investigative and intervention project on real case studies (historical research in libraries and local archives, critical survey, analysis of materials and construction techniques, degradation mapping).

• The work will be monitored by the instructor through group reviews of ongoing analytical and project deliverables, aimed at stimulating the student's critical judgment and methodological choices, as well as verifying progressive learning of theoretical concepts.

Site visits, guided tours, and field experiences involving inspections of historical buildings will be carried out, as well as visits to restoration sites where possible, to foster direct contact with the conservation issues of the architectural artifact.

The evaluation of this part accounts for 1/3 of the overall final grade.

Didactic regulation prerequisites: Building Science

Recommended Background Knowledge

The discipline of Architectural Restoration is highly interdisciplinary and requires a solid, comprehensive cultural foundation. This background spans from the history of architecture to surveying (both direct and digital), architectural representation, and traditional as well as modern construction technology, extending to structural behavior under static and dynamic regimes, materials chemistry, and building physics. Furthermore, design tools and methodologies (architectural, urban, and landscape) are essential for developing reuse and enhancement projects for historical buildings or urban ensembles.

• direct and indirect cognitive analyses
• a graphic and written description of the state of affairs and the problems to be solved;
• the definition of the objectives and criteria of the conservation intervention;
• a graphic and written description of the project and the main technical solutions proposed (on a detailed scale).

• survey with the main information on the context, the historical/constructive phases, the structural aspects and related problems;
• mapping of  decay;
• design description of the distribution and restoration solutions of the surfaces and structural elements.

Contribution of teaching to the objectives for the un agenda 2030 for sustainable development goal n. 11. Sustainable cities and communities - Make cities and human settlements inclusive, safe, resilient and sustainable.

·      11.1 Safe and affordable housing. by 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums.

·      11.3. Inclusive and sustainable urbanization by 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management in all countries.

·      11.4 Protect the world’s cultural and natural heritage. strengthen efforts to protect and safeguard the world’s cultural and natural heritage.

·      11.7 Provide access to safe and inclusive green and public spaces by 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities.

·      11.a. Support least developed countries in sustainable and resilient building. support least developed countries, including through financial and technical assistance, in building sustainable and resilient buildings utilizing local materials.

Modalities

 • Student participation in conferences

 • Laboratory

 • Study visits

 • Meetings with neighborhood associations

Full completion of the exercise topic and active participation in the teaching activities of the workshop are necessary conditions for admission to the examination.
The exercise involves producing drawings demonstrating the execution of the activities proposed by the teacher.
The final examination is purely individual and consists of the presentation of the project exercise drawings and a discussion of the restoration choices concerning the course content of the first semester.
1. The following parameters will be considered for the assignment of the final grade:
·       Fail (Exam not passed): The student does not possess the minimum required knowledge of the main course content. The ability to use subject-specific language is poor or non-existent, and the student is unable to independently apply the acquired knowledge. Does not demonstrate the required graphic-descriptive skills for technical details. Does not demonstrate the ability to apply theoretical knowledge to a real case study through the graphic design exercise.
·       Grade 18–21: The student has minimal knowledge of the course content, modest ability to critically analyze and integrate the presented situations, and presents topics with sufficient clarity—although command of language and graphic skills are poorly developed. Minimal ability to apply theoretical knowledge to a real case study through the graphic design exercise.
·       Grade 22–25: The student has a fair knowledge of the course content, though limited to the main topics; is able to integrate and critically (if not always linearly) analyze the presented situations; presents topics quite clearly with a fair command of language and graphic representation; fair ability to apply theoretical knowledge to a real case study through the graphic design exercise.
·       Grade 26–28: The student has a good knowledge of the course content, is able to integrate and critically and linearly analyze the presented situations, can solve complex problems fairly independently, and presents and graphically illustrates topics clearly using appropriate language; good ability to apply theoretical knowledge to a real case study through the graphic design exercise.
·       Grade 29–30 cum laude: The student has an in-depth knowledge of the course content, is able to promptly and correctly integrate and critically analyze the presented situations, independently solving even highly complex problems; possesses excellent communication and graphic skills, as well as an excellent command of language. Excellent ability to apply theoretical knowledge to a real case study through the graphic design exercise.