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Pages: 767-772
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

LEARNING OF THE ARCHITECTURAL RESTORATION BY PRACTICE THROUGH A SCHOOL WORKSITE

G. Martines

Bari Polytechnic (ITALY)
The teaching of architecture in the faculties (mainly in Italy) suffers from many years of a severe mismatch between the training that is taught within the academy and the needs of skills required in the professional world.
This is both in terms of updating of the academic disciplines to regulatory guidance and administrative proceedings, both in terms of adequacy to the formation of shipbuilding practice.

It should be added that the specific teaching of Architectural Restoration have , for disciplinary nature, a strong focus on operational training and project, in view of the fact that the object of interest of the discipline is the existing building and how to cope with that .
Learning, in this view, cannot be separated from direct contact with the restoration works.

In my own teaching experience Workshop of Architectural Restoration 4th Year-12CFU have until now of fundamental importance the visits to the restoration sites that hosted us. From the A. 2012-13 has been activated an optional course located in the fifth year, with restricted access (10 students joined the course), with the specific theme on the detection of seismic damage, focusing on damage caused by the earthquake in May 2012 in the northern province of Modena and project of restoration and healing.
The experience of the direct approach to the consolidation worksite led the students to a different awareness of the issue and, above all, a more immediate feedback on the operative meaning of the project activities.

Is being proposed, starting from A. A. 2013-14 the practice of the worksite school, also used in the Laboratory of the 4th year, thanks to the availability of specialized companies working in conservation and of site owners willing to accept students. Obviously the first edge of the "teaching on site" is the small number of learners who can concurrently access the site; The second edge is related to the coordination of the timing of teaching and of the worksite that one hand does not allow you to dwell long on single jobs while, on the other hand the times of shipbuilding are often too large to allow learners to have a global view of the working. Finally, it is worth highlighting the need to provide students with specific training on behavior and safety on site.
@InProceedings{MARTINES2013LEA,
author = {Martines, G.},
title = {LEARNING OF THE ARCHITECTURAL RESTORATION BY PRACTICE THROUGH A SCHOOL WORKSITE},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {767-772}}
TY - CONF
AU - G. Martines
TI - LEARNING OF THE ARCHITECTURAL RESTORATION BY PRACTICE THROUGH A SCHOOL WORKSITE
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 767
EP - 772
ER -
G. Martines (2013) LEARNING OF THE ARCHITECTURAL RESTORATION BY PRACTICE THROUGH A SCHOOL WORKSITE, EDULEARN13 Proceedings, pp. 767-772.
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