95857 - BUILDING DESIGN FOR CLIMATE CHANGE

Course Unit Page

Academic Year 2021/2022

Learning outcomes

Once completed the course, the student knows the theories and the methods of environmental design, he/she is able to define coherent intervention strategies by identifying the drivers and the resources concretely impacting on a specific context.

Course contents

The main goal of this module is to make the student conscious of the closed interaction which links technological choices, the building energy behaviour and the key impacts related to a changing climate. Innovative construction systems as well as climate responsive strategies will be explored to address design activities towards a sustainable transition within the built environment. Students are asked to develop a critical thinking and a resilient oriented design approach based on both the assessment of performances effect deriving from technological choices in the building life cycle and of a user centred perspective.

The core contents of the design studio are addressed to energy efficient and sustainable architecture, aiming to control the process as whole in relation with boundary conditions and complex contexts with particular reference to generate a response capacity to climate change.

The teaching module aims at providing specific competences in the following fields: improvement of building envelope performances - innovative materials and systems - strategies for environmental control - building envelope and climate conditions - mitigation and adaptation action for the built environment.

Readings/Bibliography

Antonini E, Boeri A, Giglio F., Emergency driven Innovation. Low Tech Buildings within Circular Economy, Cham (CH): Spinger Nature Switzerland AG , 2020, pp. 179

Fabbri K., Gaspari J., Mapping the energy poverty: A case study based on the energy performance certificates in the city of Bologna, «Energy and Buildings», 2021, 234, pp. 1 - 14.

Gaspari J., Antonini E., Marchi L., Vodola V., Energy Transition at Home: A Survey on the Data and Practices That Lead to a Change in Household Energy Behavior, «SUSTAINABILITY», 2021, 13, pp. 1 - 24.

Gaspari J., Cities and buildings efficiency improvement of energy-poor household, in: Urban Fuel Poverty, London, San Diego, Cambridge, Oxford, Elsevier, 2019, pp. 211 - 238.

Gaspari, J., Multi-layered building envelope. Design solutions for energy efficiency according to regulations updating., Monfalcone, EdicomEdizioni, 2018, pp. 192 .

Gaspari, J., Climate Responsive Building Envelopes. From facade shading systems to adaptive shells., Milano, Franco Angeli, 2020, pp. 176.

Hyde R., Climate Responsive Design. A Study of Buildings in Moderate and Hot Humid Climates, taylor & Francis, 2000.

Teaching methods

The design studio combines theoretical lessons and practical workshop activities according to a calendar that will be delivered at the beginning of the course and updated during the term. Key note speakers such as problem owners and key stakeholders will be invited to give the students the chance to work with relation to real market conditions.

The activities of the studio will be scheduled according to some expected progress step (SAL), each one is specifically addressed to solve a very targeted design question. Each step foresees the student produces a synthesis of his work and a slideshow to allow discussion and further development.

Assessment methods

The progress of learning process is monitored during the course, through periodic critical reviews. The assessment of suitability is carried out in a single test, at the end of the design studio, and it aims to assess the achieved individual learning level with relation to the contents of each module embedded in the design studio.
The evaluation consists in the presentation by the students of their projects which are discussed with the Professor Commission and also includes the assessment of the theoretical and practical knowledge relating to the covered topics.
The evaluation is based on the weighted application of the following three criteria: knowledge of theoretical contents and bibliography + acquisition of instrumental skills (30%), level of depth of the design hypothesis (30%), clarity and effectiveness in the presentation (40% )

Teaching tools

The studio requires the students to attend lectures and meetings for developing their own architectural projects. The architectural library of the Department offers useful supports and documents. Slideshows and IT devices will be used as well as the equipment made available by the Department

Office hours

See the website of Ernesto Antonini

See the website of Jacopo Gaspari

See the website of Marco Mari