00051 - Technical Architecture

Course contents

Theme

The project theme for the 2026/27 academic year explores the creative and design potential that emerges in the transition from physical to virtual spaces. The two modules of the course address conceptual, design, compositional and constructional aspects relating to the creation of spatial experiences. In a complementary way, these themes are developed with respect to the physical/tangible dimension (Module 2) and the digital/intangible one (Module 1), highlighting their common aspects and their differences.

Organisation of the course

The lessons of Module 1 and Module 2 will run in parallel throughout the course.

During the first weeks, lectures and preparatory exercises will be held, aimed at providing the basic knowledge of the subject and at illustrating the tools and methods needed to tackle the final project. Specifically:

• Module 1: physical and digital architectural space; development and drafting of an architectural project; visualising architecture; 3D modelling optimised for real-time rendering.
• Module 2: from design to architecture; sustainability and architecture; requirements and performance; construction systems; post-and-lintel (trilithic) and thrust-based systems; triangular and box-type structures; steel construction and reinforced-concrete frame construction; timber construction systems.

he studio activities relating to the development of the project are organised in the following phases:

• Research and study: survey of existing and innovative technical solutions, in relation both to aesthetic-formal and geometric characteristics and to performance requirements (mechanical and energy properties, and relationship with the environmental context). Identification of significant case studies and analysis of the relevant literature.
• Concept and design: definition of the concept and design of the work. The project is supported by the use of three-dimensional modelling tools and software, game engines, and by the production of physical and study models made with readily available materials (cardboard, wood, foam board, foam rubber, plasticine, etc.).
• Further development: students may explore certain detailed technical solutions in greater depth by producing scale prototypes, based on precise project drawings. This phase may be supported by the machines and tools available at the Design laboratory, subject to prior agreement with the technician in charge, or at the AlmaLabor facilities, possibly supported by the funding available to students (subject to application through the call at https://survey.unibo.it/fs/fs.aspx?surveyid=74eea6449aa43f69583ebfe4302186e ).
• Output: preparation of the individual and group assignments. The individual exercises will be presented in class. The final group work is developed together with the Laboratorio di Industrial Design 5 course.

Readings/Bibliography

Modulo 1:

Aarseth, E. (2001). Allegories of Space: The Question of Spatiality in Computer Games. In M. Eskelinen & R. Koskimaa (Eds), Cybertext Yearbook 2000 (pp. 152–171). University of Jyväskylä. Department of Arts and Culture Studies.

Aroni, G. (2022). The Semiotics of Architecture in Video Games. Bloomsbury Academic.

Mariani, I., Ferri, G., & Calleo, A. (2025). Game Design Beyond the Game Industry. Diid, (85), 10–29. https://doi.org/10.30682/diid8525a

Uguzzoni, M. (2025). Legend of Zelda: Breath of the Wild: Design Lessons for Landscape Design. Diid, (85), 56–69. https://doi.org/10.30682/diid8525d

Sicart (Vila), M. (2014). Play matters. MIT Press. Playful Thinking.

Walz, S. P. (2010). Toward a ludic architecture: Framing the space of play and games (ETC Press). 10.1184/R1/6686981 [https://doi.org/10.1184/R1/6686981]

Zevi, B., (1948). Saper vedere l’architettura. Einaudi.

Zimmerman, E. (2014). Manifesto for a Ludic Century. In S. P. Walz & S. Deterding (Eds), The gameful world: Approaches, issues, applications (pp. 19–22). MIT Press.

Altri testi verranno indicati durante le lezioni insieme alla ludografia e alla filmografia

Modulo 2:

E. Dassori, R. Morbiducci, Costruire l'architettura, Tecniche Nuove, Milano 2010.

B. Munari, Da cosa nasce cosa. Appunti per una metodologia progettuale, Laterza, Roma 2010.

M. Salvadori, R. Heller, Le strutture in architettura, Nuova edizione ampliata, ETASLIBRI, Milano 1992.

M. Salvadori, Perché gli edifici stanno in piedi, Bompiani, Milano 2000.

M. Salvadori, M. Levy, Perché gli edifici cadono, Bompiani, Milano 1997.

V. Olgyay, Design with Climate: Bioclimatic Approach to Architectural Regionalism, Princeton University Press, Princeton 1963.

R. Gulli, Struttura e Costruzione, Firenze University Press, Firenze 2012.

F. Celaschi, A. Deserti, Design e innovazione, Carocci, Roma 2007.

F. Celaschi, Non Industrial Design, Luca Sossella, Milano 2017.

D. Norman, La caffettiera del masochista, Giunti Editore S.p.A., Milano 1997.

E. L. Francalanci, Estetica degli oggetti, Il Mulino, Bologna 2006.

D. Yeomans, How stuctures work, Wiley Blackwell, Oxford 2016.

Teaching methods

The course will consist of lectures, in-class and independent exercises, design studio work, and reviews.

Assessment methods

Attendance of at least 75% of the scheduled hours is required in order to sit the exam. Attendance is recorded by signature or, on exercise days, by submission of the assignment. Failure to submit is equivalent to an absence.

Students with disabilities or specific learning disorders (DSA), and students with a temporary clinical condition affecting the regular progress of their studies, are entitled to adaptations of teaching and assessment methods. To activate these, students must contact the University Service for Students with Disabilities and DSA (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ) and inform the course lecturers and the degree programme coordinator. Lecturers will apply the adaptations identified by the Service.

Individual exercises will be carried out during the course. In case of absence, the student must notify the lecturer by email BEFORE the start of the lesson and agree on the possibility of submitting the work by the following lesson.

Assignments are graded on the scale A (excellent), B (good), C (sufficient), NS (not sufficient). If a sufficient grade is not achieved, the student may agree with the lecturer to produce a new assignment, to be submitted by the following lesson, with a maximum achievable grade of B.

The overall grade for the Building Technology (architettura tecnica) module will be the average of the individual grades. The final grade for the Building Technology module will contribute, in proportion to the module's credits (5), to the final grade for the integrated course.

Teaching tools

Teaching materials made available on the Teams and/or Virtuale platform.

Use of artificial intelligence tools

AI may be used to support independent study through in-depth analysis, summaries, and self-assessment exercises covering the methodologies, theoretical frameworks, and case studies specific to design disciplines. In the context of laboratory work, limited and disclosed use of AI is permitted to support various stages of the process—such as organizing and summarizing information, rephrasing text, or conducting preliminary explorations. AI cannot replace the contribution of the individual student or the group regarding critical analysis, concept definition, design choices, and the development of the work subject to assessment, including CAD models and digital or physical prototypes. Students remain responsible for the project's content, decisions, and overall coherence.

Office hours

See the website of Alberto Calleo

See the website of Carlo Costantino