Abstract:

The most appropriate use of materials and construction techniques has characterized whole historical periods and defined specific physical and geographical human habitat. Re-thinking deeply on architectural features of the historical buildings and the most appropriate technologies, in order to interpret by design each need of transformation, is the precondition to spread awareness of the intimate connection between local resources and "Technological Footprint" , which is the result of all structural and social processes producing the built historical and layered context. This approach should guide all project actions of retrofit, rehabilitation and restoration. Especially in the case of minor historical centers, having important historical, archaeological and landscape quality, the design action taken with ancient materials in order to meet modern needs, can enhance the particular characteristics, limiting the critical issues and improving performance.
This paper illustrates teaching methodologies and educational experience carried out by students of the Course: "Project of building rehabilitation", together with Erasmus students of Polytechnic University of Madrid and Polytechnic University din Timisoara, as part of the project actions for preservation of Campi Flegrei, conducted by the Department DICEA of the University of Naples “Federico II”.

The project experience on field, outside the university classrooms, in an international comparison (group work with colleagues from other universities and nationality) is a major strength of this experimental teaching. In relation to the specific issues dealt, the didactic methodology combined/alternated front lessons, direct and participatory debate with students and lab activities. The lab phase allowed a close examination of the issues faced, applying them to a real case study: the identity recovery and urban regeneration of the rural village of Cappella in Bacoli (NA).

The workshop was divided into three phases:
1) Specialized Seminars, which provided the basic technical knowledge; front lessons gave the necessary knowledge mainly concerning logics at the base of integrated national and international strategies about rehabilitation and restoration.
2) Design on field, during which the students, divided into 17 groups, were involved in the analysis of architectural (construction features, identity of architectural elements, …) and social issue (population needs and local tradition).
3) Dissemination, which is the verify phase during which the groups submit and describe to local administrators and associations the design proposals.

The didactic approach of the Lab activities is linked with the key competences reported in the European recommendations, linked not only with knowledge, but also with being able to be and do. The methods, such as drawing from life, interview, technological relief in sight and instrumental analysis, led the groups to develop project proposals presented in the final day.

“Honour the past, but welcome the future” (E.E. Cummings)

Keywords:

Design on field, Technological Footprint, architectural identity, technical knowledge, dissemination.