TEORIJA IN PRAKSA UREJANJA PROSTORA s WWW.IU-CG.ORG ■Bl THEORY AND PRACTICE OF SPATIAL PLANNING IGRA USTVARJALNOSTI TEORIJA IN PRAKSA UREJANJA PROSTORA ŠT. 3/2015 | NO 3/2015 CREATIVITY GAME THEORY AND PRACTICE OF SPATIAL PLANNING Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning KAZALO CONTENTS UVOD EDITORIAL Alenka Fikfak, Alma Zavodnik Lamovšek: TRETJA ŠTEVILKA 3rd ISSUE 8 Section Editors | Cristian Suau, Saja Kosanovič, Carmelo Zappulla: TEORIJA SISTEMOV OBLIKOVANJA THEORY BY DESIGN SYSTEMS 10 ČLANKI ARTICLES Maurizio Bradaschia: DEFINICIJA PROGRAMA, KI OPISUJE ARHITEKTURNI PROJEKT THE DEFINITION OF A PROGRAMME THAT ELABORATES AN ARCHITECTURAL PROJECT 14 Minas Bakalchev, Sasha Tasic, Violeta Bakalchev, Mitko Hadzi Pulja: LINIJE LINES 24 Olga Ioannou: SINERGIJE ARHITEKTURNEGA IZOBRAŽEVANJA PREK SPLETA IN V UČILNICI - PREOBLIKOVANJE PROGRAMA IN UČENCA ARCHITECTURAL EDUCATION ONLINE AND IN-CLASS SYNERGIES: RESHAPING THE COURSE AND THE LEARNER 30 Velimir Stojanovič: VZROKI IN POSLEDICE CIKLUSA SPREMEMB V URBANI MORFOLOGIJI: Urbana teorija in praksa CAUSES AND CONSEQUENCES OF THE CYCLE OF CHANGES IN URBAN MORPHOLOGY: URBAN THEORY AND PRACTICE 38 Jernej Vidmar, Janez Koželj: PRILAGODLJIVI URBANIZEM: PRISTOP S PARAMETRIČNIMI KARTAMI ADAPTIVE URBANISM: A PARAMETRIC MAPS APPROACH 44 Jošt Berčič: STANJE NA PODROČJU VKLJUČEVANJA JAVNOSTI V PROSTORSKO NAČRTOVANJE V EVROPSKI UNIJI: vključevanje javnosti v prostorsko načrtovanje med teorijo in prakso THE STATE OF PUBLIC PARTICIPATION IN SPATIAL PLANNING IN THE EUROPEAN UNION: PUBLIC PARTICIPATION IN SPATIAL PLANNING BETWEEN THEORY AND PRACTICE 54 Maurizio Bradaschia: STARO PRISTANIŠČE MESTA TRST: Stoletje projektov in predlogov za nerešen problem THE OLD PORT OF TRIESTE: A CENTURY OF PROJECTS AND PROPOSALS FOR AN UNRESOLVED ISSUE 62 Kristijan Lavtižar, Ilka Čerpes: JOHN NASH - REGENT STREET - MESTNA PRENOVA S KRALJEVO POMOČJO JOHN NASH - REGENT STREET - URBAN RENEWAL WITH ROYAL SUPPORT 68 Polonca Andrejčič Mušič, Ilka Čerpes: CELOSTNI PRISTOP K INTEGRACIJI KOLESARSKEGA PROMETA V URBANO KRAJINO A HOLISTIC APPROACH TO THE INTEGRATION OF BICYCLE TRAFFIC INTO THE URBAN LANDSCAPE 78 4 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 Andrej Mahovič: TIPOLOGIJA PREMIČNIH STREŠNIH KONSTRUKCIJ STADIONOV IN ŠPORTNIH DVORAN TYPOLOGY OF RETRACTABLE ROOF STRUCTURES IN STADIUMS AND SPORTS HALLS 90 Gašper Šmid, Gašper Rus, Samo Saje, Martin Klun, Jernej Nejc Lombar, Jan Ratej: PROJEKT PROGRAMA PKP2: OCENA STANJA ŽELEZNIŠKIH JEKLENIH MOSTOV S PREGLEDOM METODOLOGIJ ZA OCENO PREOSTALE ŽIVLJENJSKE DOBE PKP2 PROGRAMME PROJECT: ASSESSMENT OF STEEL RAILWAY BRIDGES CONDITION AND REVIEW OF METHODOLOGIES FOR ASSESSMENT OF REMAINING LIFETIME. 100 Cristian Suau: MOBILELAND© VRT: RADIKALNA IGRA V KRAJINI THE MOBILELAND© GARDEN: A RADICAL LANDSCAPE GAME 106 DELAVNICE WORKSHOPS OGRAJE IN OGRAJNI ELEMENTI FENCES AND FENCE ELEMENTS 116 PRENOVA NADSTREŠKA IN VHODNE AVLE FAKULTETE ZA ELEKTROTEHNIKO UNIVERZE V LJUBLJANI RENOVATION OF THE ENTRANCE HALL OF THE FACULTY OF ELECTRICAL ENGINEERING, UL 118 PREDSTAVITEV SEUL SEMINARJA - URBANA EKOLOGIJA SEOUL STUDIO STATEMENT - URBAN ECOLOGY 120 RAZVOJNI POTENCIALI PODEŽELSKIH OBMOČIJ IN CELOVITA PRENOVA VASI - ISTRA 2015 DEVELOPMENT POTENTIALS OF RURAL AREAS AND SETTLEMENT RECONSTRUCTION - ISTRA 2015 122 STANFORD, TEČAJ GLOBALNEGA TIMSKEGA DELA AEC 2015 STANFORD, AEC GLOBAL TEAMWORK COURSE 2015 124 VIRTUALNA DELAVNICA SLOVENIA - PUERTO RICO 2015 COLLABORATIVE STUDIO SLOVENIA - PUERTO RICO 2015 126 ŠTUDENTSKA DELAVNICA LOG POD MANGARTOM LOG POD MANGRTOM STUDENT WORKSHOP 2014 128 LOKACIJE DELAVNIC WORKSHOP LOCATIONS 130 IV. PREDSTAVITVE PRESENTATIONS 2. MEDNARODNA AKADEMSKA KONFERENCA MESTA IN TEHNOLOGIJE 2015: V KORAK S SODOBNIMI TEHNOLOGIJAMI DO ZDRAVIH MEST 2ND INTERNATIONAL ACADEMIC CONFERENCE PLACES AND TECHNOLOGIES 2015: KEEPING UP WITH TECHNOLOGIES TO MAKE HEALTHY PLACES 134 5 V. PROJEKTI PROJECTS RAZISKOVANJE PROCESA MANAGEMENTA: POTENCIAL TRŽENJA TRAJNOSTNEGA TURIZMA V LJUBLJANI MANAGEMENT PROCESS RESEARCH: MARKETING POTENTIAL OF SUSTAINABLE TOURISM IN LJUBLJANA 138 PO KREATIVNI POTI DO PRAKTIČNIH ZNANJ: NAČRTOVANJE KOLESARSKE IN SPREHAJALNE POTI V OBČINI ŠENTRUPERT PLANNING OF BICYCLE AND PEDESTRIAN PATH IN THE MUNICIPALITY OF ŠENTRUPERT 140 PO KREATIVNI POTI DO PRAKTIČNIH ZNANJ: INOVATIVNI PRISTOPI IZDELAVE PRIKAZOV PROSTORA IN ANALIZA OTROŠKEGA DOJEMANJA LE-TEH CREATIVE WAYS TOWARDS PRACTICAL KNOWLEDGE: INNOVATIVE APPROACHES TO SPACE PRESENTATIONS AND ANALYSIS OF THEIR COMPREHENSION BY CHILDREN. 142 PO KREATIVNI POTI DO PRAKTIČNIH ZNANJ: OCENA STANJA ŽELEZNIŠKIH JEKLENIH MOSTOV S PREGLEDOM METODOLOGIJ ZA OCENO PREOSTALE ŽIVLJENJSKE DOBE ASSESSMENT OF STEEL RAILWAY BRIDGES CONDITION AND REVIEW OF METHODOLOGIES FOR ASSESSMENT OF REMAINING LIFETIME. 144 POTENCIALI, MOŽNOSTI IN PREOBRAZBE URBANIH OBMOČIJ V TRANSFORMACIJI - OBLIKOVANJE SCENARIJEV RAZVOJA POTENTIALS, OPPORTUNITIES AND TRANSFORMATION OF URBAN AREAS IN TRANSFORMATION - CREATING DEVELOPMENT SCENARIOS 146 PO KREATIVNI POTI DO PRAKTIČNIH ZNANJ: SUPER MIKROKLIMA V BIVANJSKEM PROSTORU SUPER MICROCLIMATE IN THE LIVING ENVIRONMENT 148 PO KREATIVNI POTI DO PRAKTIČNIH ZNANJ: PILOTNA ŠTUDIJA UMESTITVE IN OBLIKOVANJA ŠTEVCA ZA KOLESARJE THROUGH CREATIVE WAY TOWARDS PRACTICAL KNOWLEDGE - PILOT STUDY FOR LOCATION AND DESIGN OF A BIKE COUNTER 150 VI. SEZNAM AVTORJEV LIST OF CONTRIBUTORS 154 UVODNIK EDITORIAL Št. 8. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning Alenka Fikfak, Alma Zavodnik Lamovšek TRETJA ŠTEVILKA 3rd ISSUE EDITORIAL ČLANEK ARTICLE RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ Tretja številka revije Igra ustvarjalnosti je sestavljena iz treh delov. Prvi del je tematski in se nanaša na poglavje Teorija preko sistemov kompozicije (ang. 'Theory by Design Systems'). Več o tematskem delu lahko si preberete v posebnem uvodniku. Drugi del je namenjen širšemu naboru prispevkov, ki pa so tudi tokrat prispeli predvsem iz vrst mladihso jih tudi tokrat prispevali predvsem mladi, ki se šele preizkušajo na svoji raziskovalni poti. Teme, ki jih obravnavajo, so raznolike in kažejo na zelo različne vsebine in področja grajenega okolja. Ne glede na njihovo raznolikost pa je vsem skupno, da iščejo nove ali preizkušajo stare metodološke pristope na nov, svež način. Prva dva prispevka tako obravanavataobravnavata različne metodološke pristope k planiranju (Jernej Vidmar, Janez Koželj, Prilagodljivi urbanizem: pristop s parametričnimi kartami in Jošt Berčič, Stanje na področju vključevanja javnosti v prostorsko načrtovanje v Evropski uniji: vključevanje javnosti v prostorsko načrtovanje med teorijo in prakso). Sledita dva prispevka, ki obravnavata vedno aktualno temo mestne prenove in v predlaganih rešitvah vpeljeta tudi možne finančne instrumente (Mau-rizio Bradaschia, Staro pristanišče mesta Trst: Stoletje stoletje projektov in predlogov za nerešen problem, Kristijan Lavtižar, Ilka Čerpes, John Nash: Regent street: mestna prenova s kraljevo pomočjo). Sledi izrazito načrtovalska tema umeščanja kolesarske poti v urbani krajini (Polonca Andrejčič Mušič, Ilka Čerpes). Zadnja dva prispevka, pa se podrobno ukvarjata s konstrukcijami rešitvami. Prvi na ravni stavb (Andrej Mahovič, The third issue of the Creativity Game journal consists of three parts. The first part is thematic and relates to "Theory by Design Systems". Learn more about the thematic part in a separate editorial. As in the previous issues, the various papers in the second part were submitted by young people who are yet to be tested in their field of research. They cover a wide range of topics and fields related to the built environment. Regardless of their diversity, what these topics seem to have in common is a new and fresh take on pursuing new methodological approaches, while testing the old ones. The first two papers discuss various methodological approaches to planning (Jernej Vidmar and Janez Koželj: Adaptive Urbanism: A Parametric Maps Approach; and Jošt Berčič: The State of Public Participation in Spatial Planning in the European Union: Public Participation in Spatial Planning between Theory and Practice). They are followed by two papers dealing with the perennial topic of urban renewal, while the proposed solutions also discuss the potential financial instruments (Maurizio Bradaschia: The old port of Trieste: A Century of Projects and Proposals for an Unresolved Issue; Kristijan Lavtižar, Ilka Čerpes, and John Nash: Regent Street: Urban Renewal with Royal Support). This is followed by a spatial planning topic of integrating bicycle traffic into the urban landscape (Polonca Andrejčič Mušič and Ilka Čerpes). The last two papers deal extensively with design solutions - the first one, at the level of buildings (Andrej Mahovič: Typology of Retractable Roof Structures in Stadiums and Sports Halls); while the second one, 4 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 Tipologija premičnih strešnih konstrukcij stadionov in športnih dvoran), drugi, na ravni infrastrukturnih objektov, pa se nanaša na oceno stanja železniških jeklenih mostov s pregledom metodologij za oceno preostale življenjske dobe (Gašper Rus, Samo Saje, Gašper Šmid, Martin Klun, Jernej Nejc Lombar, Jan Ratej, Simon Weiss, Nejc Demšar, Gašper Cvenkel, Anže CvenkelRus Gašper, Saje Samo, Šmid Gašper, Klun Martin, Lombar Jernej Nejc, Ratej Jan, Weiss Simon, Demšar Nejc, Cvenkel Gašper, Cvenkel Anže). Zadnji prispevek je neposredno povezan tudi s tretjim delom tokratne številke, ki je kot vedno namenjen predstavitvam natečajev, delavnic ter rezultatov drugega projektnega dela, saj izhaja iz študentskega projekta »Po kreativni poti do praktičnih znanj«. V tem delu je namreč na kratko predstavljenih še nekaj tovrstnih projektov, ki jih je s pomočjo Evropske unije financiralo Ministrstvo za znanost, šolstvo in šport Republike Slovenije. Gre za vrsto zanimivih predstavitev, v katerih so študentje na različne prostorske izzive odgovarjali skozi projektno delo in, ob pomoči mentorjev iz akademske sfere in poslovnega okolja. Tudi tokrat ste iskreno povabljeni vas iskreno vabimo k branju in pisanju novih prispevkom za naslednjo, četrto številko revije IU_CG, ki bo tokrat obarvana bolj urbanistično in prostorsko planersko. at the level of infrastructure facilities, assesses the condition of steel railway bridges and reviews the methodologies for assessing their remaining lifetime (Gašper Rus, Samo Saje, Gašper Šmid, Martin Klun, Jernej Nejc Lombar, Jan Ratej, Simon Weiss, Nejc Demšar, Gašper Cvenkel, and Anže Cvenkel). This last paper is directly linked to the third part of this issue, which again explores competitions, workshops, and other project results; it originates in the student project assignment "Along the Creative Path to Practical Knowledge". This part briefly presents a few other similar projects, financed by the Ministry of Education, Science and Sport of the Republic of Slovenia. This is a range of interesting presentations, where students address a variety of spatial challenges through project work, guided by academic and industry mentors. You are kindly invited to read this issue and submit new papers for the next, fourth issue of the IU_CG journal, whose focus will be on urbanism and spatial planning. 9 EEHgiUa IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning § EDITORS OF THE SECTION | Cristian Suau, Saja Kosanovic, Carmelo Zappulla S TEORIJA PREK KOMPOZICIJSKIH SISTEMOV I THEORY BY DESIGN SYSTEMS EDITORIAL ČLANEK ARTICLE RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ "Vsi biološki sistemi (organizmi in družbene ali ekološke organizacije organizmov) so se sposobni prilagajati na spremembe. Toda to prilagajanje ima več oblik, npr. odziv, učenje, ekološko nasledstvo, biološka in kulturna evolucija -glede na velikost in kompleksnost sistema, ki je predmet obravnave. Prilagajanje na spremembe je, ne glede na sistem, odvisno od povratnih zank, ki jih | zagotavljajo tako naravni izbor kot tudi posamezne okrepitve. Zato morata biti povsod prisotna proces poskusa in napake ter mehanizem primerjave." (Bateson, 1972) Na oblikovanje so vedno vplivali zunanji pogoji. Okvir preoblikovanja in vse večja zapletenost oblikovanja se odražata v proizvodih. Ko razvoj kompleksnosti doseže svoj vrhunec, načrtovalec opusti redukcijske in slabo delujoče načrte ter togo in razdrobljeno razmišljanje, kjer je vse razbito na koščke, in sprejme novo zasnovano znanje in delovanje, ki omogočata abstraktne, naprednejše in randomizirane razlage konteksta. Razumevanje projektiranja tako presega poenostavljene, linearne razlage. Celovitost je odnos do razumevanja sveta v vsej njegovi kompleksnosti občutljivih medsebojnih odnosov. Oblikovanje je neločljivi del celote. Sprememba paradigme ni antropocentrična; človeštva ne ločuje od drugih vrst in narave, temveč ga vključuje v naravni sistem. Zato moramo oblikovanje razumeti kot del naravnega sistema in vzpostaviti širše razumevanje njegovega odnosa do okolja. Geometrični, prostorski, umetniški in funkcionalni vidiki skupaj predstavljajo izhodišče oblikovanja. Poleg tega na proces vplivajo zunanji dejavniki, tj. družbeni, okoljski in ekonom- "All biological systems (organisms and social or ecological organizations of organisms) are capable of adaptive change. But adaptive change takes many forms, such as response, learning, ecological succession, biological evolution, cultural evolution, etc., according to the size and complexity of the system which we choose to consider. Whatever the system, adaptive change depends upon feedback loops, be it those provided by natural selection or those of individual reinforcement. In all cases, then, there must be a process of trial and error and a mechanism of comparison." (Bateson, 1972) Design has always been influenced by external conditions. Transformative context and its growing intricacy have constantly been expressed by design products. When the evolution of complexity arrives to its culmination, the designer leaves reductive and dysfunctional schemes, rigid mind-sets and fragmented way of thinking where everything is broken up into bits, and adopts new maps of knowledge and doing which enable abstract, sophisticated and randomized interpretations of context. The understanding of design thus extends beyond simplified, liner-based interpretations. The wholeness is an attitude for understanding the world in its complexity of delicate interrelationships among parts. Design is the inseparable part of a whole. The paradigm shift is not anthropocentric; it doesn't separate humankind from other species and nature but integrates it inside the natural system. Therefore it is necessary to think of design as part of the natural system and to establish a broader understanding of its relationship with the environment. The geometrical, spatial, artistic, technical and functional aspects altogether IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 ski pogoji. Oblikovanje je vedno rezultat prizadevanj, da bi notranji in zunanji dejavniki delovali vzajemno. Če je oblikovanje sistem med seboj povezanih značilnosti, potem se moramo zavedati, kako pomemben je razvoj novih oblikovalskih orodij, ki nam pomagajo pri reševanju njegove kompleksnosti. V oblikovanju je pomembna sposobnost soočanja z družbenimi, okoljskimi in ekonomskimi vprašanji. Ali smo sposobni izvesti projekt, ki uspešno združuje estetske in tehnične značilnosti z okoljsko in družbeno kompleksnostjo? Kako se posamezni projekti prilagajajo nelinearni dinamiki vseh sprememb? Kako vzpostaviti ravnotežje med potrebo po trajanju ter vse hitrejšim preobrazbam na splošno? Ali lahko projekt simulira kompleksni razvoj in izboljšanje naravnega sistema? Ali v tej simulaciji »ljudsko« pomeni več kot le nostalgični spomin? ZAKAJ POSEBNA ŠTEVILKA O TEORIJI PREK KOMPOZICIJSKIH SISTEMOV? Kompozicijski sistemi prepoznavajo ovire, omejitve in potenciale z raziskovanjem ogroženih okolij ali okolij z vizijo, nizke in pametne tehnologije ter zahtevnih pravil prostorske igre. Kompozicijski sistemi, za katere je značilno sistemsko razmišljanje, prilagodljivost in igralnost, raziskujejo nove zmogljivosti prostorskih sistemov za ustvarjanje novih in alternativnih scenarijev bivanja prek političnih gibanj, ekoloških popravil, okolj-skih sinergij in strukturnih gibanj. Ker kompozicijski sistemi temeljijo na eksperimentalizmu - torej so usmerjeni v prihodnost, ne v preteklost - se ves čas soočajo z nedoločnostjo. CILJI IN VSEBINE Članki, ki so del te posebne številke revije Igra ustvarjalnosti, ponujajo razmislek o pojavnih oblikah ponovnega odkrivanja oblikovanja v grajenem okolju; podpirajo proces projektiranja v kontekstu prakse v primerjavi z akademskim svetom; premostijo prepad med radikalnim delom, sistemi povezovanja in projektiranja; razširjajo zavedanje o univerzalnem oblikovanju, pristopu 'vsi smo oblikovalci', odprti arhitekturi in sistemskem razmišljanju; izboljšajo atribute vpogleda, razumevanja in poznavanja celotnega načrtovanja kot radikalne proizvodnje, ki temelji na procesih; in raziskujejo dialog med kognitivnimi in čutnimi izkušnjami kompozicijskih sistemov v odprtem projektiranju. PREGLED ČLANKOV Razprava o koristih sodobnega pedagoškega sinergijskega formata, ki jo predstavlja Olga loannou, vključuje tako učenje prek spleta kot učenje v učilnici, ki je slikovito podprto z ugotovitvami eksperimentalnega predmeta Metodologija arhitekturnega oblikovanja, ki se je izvajal lani spomladi na Nacionalni tehniški univerzi v Atenah. Avtorica pokaže potrebo po ponovnem oblikovanju predmetov arhitekturnega projektiranja z uvedbo novih spremenljivk učenja ter s spreminjanjem obstoječih. Avtor Velimir Stojanovic v svojem prispevku razišče vzroke in posledice ciklusa sprememb urbane morfologije v urbani teoriji in praksi. Ciklusi represent the groundwork of the design process. Moreover, this process is influenced by outer factors, such as the social-environmental-economic context. The production of design is always the outcome of an effort to make internal and external characters interacting with each other. Hence, if the design is a system of interrelated features, then we should accordingly acknowledge the importance of developing new design tools enabling us to deal with its complexity. Designing requires the ability to cope with social, environmental and economical issues. Are we really able to produce a project which successfully integrates aesthetic and technical characters with environmental and societal complexity? How does a single project adapt to non-linear dynamics of overall changes? How do we establish a balance between the necessity to last and overall accelerating transformations? Can a project simulate the complex evolution and refinement of a natural system? In this simulation, does vernacular mean more than a nostalgic remembrance? WHY THIS SPECIAL ISSUE ON THEORY BY DESIGN SYSTEMS? Design Systems identify obstacles, constrains and potentiality by exploring either endangered or visionary environments, low or smart technologies, and challenging spatial game plans. Characterised by systemic thinking, adaptability and playability, Design Systems are able to explore new capacities of spatial systems to invent and fabricate alternative scenarios for dwelling through political drifts, ecological repairs, environmental synergies and structural manoeuvres. Being based on experimentalism, and rather prospective than retrospective, Design Systems continuously face the indeterminacy. AIMS AND SCOPES The papers contributing to this special issue of the journal Creativity Game aim to: reflect on manifestations of design (re)making in the built environment; underpin the design process over outcomes within the context of practices versus academia; bridge the gap between radical oeuvre, interfacing and design systems; discover and define new spatial concepts in the process of (re) making; augment the awareness of universal design, 'we-all-are-designers' approach, open source architecture and systemic thinking; elevate attributes of insights, understanding and knowing of total design as process-driven radical production; and to explore the dialogues between cognitive and sensorial experiences of design systems in open design studios. OVERVIEW OF PAPERS The discussion on benefits of a contemporary pedagogical synergic format involving both online and in class learning, picturesquely supported with findings of experimental course Architectural Design Methodology, implemented last spring at the National Technical University of Athens, is presented by Olga loannou. The author demonstrates the need to reconceptualise architectural design courses by introducing new learning variables and renegotiating the existing ones accordingly. Author Velimir Stojanovic explores in his manuscript the causes and consequences of the cycle of changes of urban morphology in urban theory and practice. Cycles of change in urban morphology have a historical dimension Št. 3./2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITT GAME - sprememb v urbani morfologiji imajo zgodovinsko razsežnost, ki vpliva na spremembe preteklih in sedanjih morfoloških pogojev. Pri tem avtor razloži odtujitev tokov in trendov preteklega obdobja. Minas Bakalchev in soavtorji SashaTasic, Violeta Bakalchev in Mitko Hadzi Pulja analizirajo pojav urbanih linij kot sistemov, ki povzročajo soodvisnost, vzajemno pogojenost in zaviranje, ter pri tem ugotavljajo določeno logiko nadzora. Članek predlaga projektne strategije iz arhitekturnega studia »Residential Transformations«, ki je akademski odgovor na obravnavano temo. Vrhunec posebne številke »Teorija prek kompozicijskih sistemov« je pregled, v katerem avtor Maurizio Bradaschia predstavi odnos med projektom in teorijo v vidikih, ki označujejo večja gibanja zgodovinskega mišljenja; te paradigme so koristne za usmerjanje znanstvenega raziskovanja in vseh drugih vrst raziskovanja. VIRI IN LITERATURA Bateson, G. (1972). Steps to an Ecology of Mind. San Francisco: Chandler Pub. Co. UVODNIK EDITORIAL ČLANEK ARTICLE RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ COMPETITION PREDSTAVITEV PRESENTATION DIPLOMA MASTERTHESIS 12 - Theory and Practice of Spatial Planning effecting the change of both the last and current morphological conditions. In doing so, the author explains the alienation of historical flows trends. Minas Bakalcev and co-authors SasaTasic, Violeta Baklacev and Mitko Had- zi Pulja analyze the phenomenon of Urban Lines as systems that create inter--dependences, inter-conditionalities and suppressions, experiencing in their traces certain logic of control. All in all, the paper proposes project strategies from the studio'Residential Transformations', as academic answer to the topic. This special edition called "Theory by design systems" culminates with a review in which the author Maurizio Bradaschia presents the interaction between project and theory in the perspectives that characterize great movements of thought of historical period; these paradigms are useful to guide the scientific and every other type of research. REFERENCES Bateson, G. (1972). Steps to an Ecology of MindSan Francisco: Chandler Pub. Co. ČLANKI ARTICLES Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning M S LU S wo wo LU CO £ O Maurizio Bradaschia: DEFINICIJA PROGRAMA, KI OPISUJE ARHITEKTURNI PROJEKT THE DEFINITION OF A PROGRAMME THAT ELABORATES AN ARCHITECTURAL PROJECT 10.15292/IU-CG.2015.03.014-029 I UDK:72.01 I 1.19 Razprava / Discussion I SUBMITTED: May 2015 / PUBLISHED: October 2015 ČLANEK ARTICLE RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ The definition of a programme, elaborating an architectonical project, is the first step that a designer takes to solve a complicated problem, giving multiple and many answers, to reach one of the possible synthesis: the project. There are many ways and possible methods. It's not easy to summarize a method. Usually, before the installation of a program, you have to know the project theme and the context in which it will be realized. The acquisition and implementation of this knowledge can be obtained through direct researches (surveys, evaluations, etc.) or indirect researches (documentary researches, archive surveys, library, etc.) and morphological and typological analysis of the context being transformed. Context, as reminded by Ludovico Quaroni in Analysis and project of his "A building project. Eight lessons of architecture." referred to physical and human reality (but political as well) of the environment. Part of the programme are also, of course, all those preliminary data, I inferable from the superior regulation and from urban planning restrictions existing on the transforming area, but this is not the aspect that has to be developed. What seems more important is the type of the existing urban fabric, which characterizes the context in which the project is inserted, as the town plan, as dimensional relationships between solids and voids (of the building, of the façade, etc.), between the length of the streets and the height of the perimeter continuous facades, ... substantial questions, especially in the case of the historical context which characterizes most of the Italian regions, and that of many other countries, not only in Europe. Also, the belonging to a specific historical or stylistic period, the features of the urban shape (trivialising: considering the case of cities like Venice, Rome or Trieste, characterized by an explicit neoclassic koinè, or the colonnades in Bologna, the great boulevards of Paris, the slums of Lagos, Beijing,. despite an exportable method, the approach is, necessarily, different). And also: the morphological survey, the architectonical emergency, the presence of specific typological characteristics , which are the face, the nature and the substance of a context. Typological characteristics which don't exclusively refer to dimensional shapes, spaces and relationships, but also to building techniques, to technologies more or less locally used, etc. However, these analyses shouldn't be misunderstood, or they shouldn't lead to dangerous paths like the one of the "mimesis", of the "philological rescue" of the pre-existing features, of the "historical counterfeit". These analyses also have to let the architect create a correct and coherent reference framework, from which his own project starts or, maybe, deny the context and its characteristics. The intrinsic historical memory of a place can actually suggest the structure of a project hypothesis, through an accurate analysis of the morphological and typological characteristics of the settlement context. For example, in continuity with the pre-existing features and to give value to the environmental morphological factors, the study of the physical-environmental and geometric-settlement conditions can determine the choice of a specific typical-morphological shape of the building or of the building materials used, and this choice would be determined by perceptual and visual factors of the environment (margins, barriers, views, emergencies) or of the surrounding landscape (urban, suburban, ... ) or by the prevalent trend. We have to say, though, that indications and suggestions given by the history of the place or by the place itself are not fundamental restrictions for the project, but they are important, recognized elements, an useful and necessary component of consideration, which can make up architect's mind, and can make him get the permanent features and (re)interpret them. 14 Maurizio Bradaschia: DEFINICIJA PROGRAMA, KI OPISUJE ARHITEKTURNI PROJEKT: 14-23(148) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 Therefore, the architect has the responsibility of suggesting or realizing the project, after reading and interpreting collected data, following his own inclination, culture and experience. It's not just an "aesthetical" question (on which was based the representative will of political classes, who contribute to the configuration of the historical city), but it's more a question relied to the concept of cultural sophistication. Project is, however, subjected to the idea. It's almost every time the creature of an idea which, growing up during an indefinite and indeterminable period of time, develops itself in the architect's mind, until it finally becomes one or more sketches, synthetic and instinctive, in one go, which first define the idea. The sketch (no matter if good or bad) is a revealing tool, a knowledge tool. Usually, drawing is, for an architect, for an engineer or for a designer the starting point of a survey. The sketch helps understand, perceive and organize the different scaling ups of the project. An example: drawing, representing with sketches a city, you can redefine its systems, the urban rules, and represent its historical evolution. Drawing helps, it's an excellent tool to define a shapeless place, or a not very defined one. Architecture can be referred to as a crossbreeding of drawing, thoughts and writing. Many designers write a lot. In their works the first step is often that of understanding how to define, in a "literary" way, the project, through words and emotions, as Aldo Rossi used to do. The Architect was interested in writing and in building. Once this phase of drawings and sketches is done, hanging between the literality and the drawing, the building starts to be thought as construction. I think that the execution of many preliminary sketches, many conceptual models, and representing the idea through spatial forms and diagrams is fundamental. Starting from a programme, previously planned, defining the "outline boundaries", the meta-project pre-conditions, to better understand client's needs. And the realization of a functional scheme is fundamental as well, to define functions' organogram; it also allows spaces and connections between them to be balanced. Then, it's time for a volumetric drawing, for the definition of the three-dimensional space, through the CAD drawing, followed by other sketches, to correct errors and make the necessary adjustments. The final step is the definition of the project on computer. Figure 1: Aldo Rossi: Disegni 1980-1996, Porta del Levante, 1993, foto: Andrea Corbetta (top); 2. Aldo Rossi: Fukuoka, 1987, foto: Andrea Corbetta (bottom); Aldo Rossi: La nuova palestra di Cantil, 1994, foto: Andrea Corbetta. But the original idea of the project, after all, is fixed in the meta-design sketch. The sketch, the freehand drawing is more expressive, more human, and true. I think that's very important to reflect on the project, think about it, before doing anything else. The use of different methods can be helpful: freehand drawings, the renderings, the creation of models can help to better understand proportions, volumes and the project theme. Sketches and drawings allow to think about something that oversteps the building - not exclusively as Aaron Betsky meant - something that anticipates its conception. The concentration on the relationships between mind and hand is fundamental. Freehand drawing is exactly what you want, on a piece of paper. The project process and the creation of the building can be linked to every phase between the idea (of the project) and the accomplished work. They include the meta-design sketches, the collection of data and hypothesis that lead, with survey and analysis graphics, to the prefiguration of the first drafts of what will become the design. Design which, developed on various scales, will lead, with the executive project, to the readiness and realization of the work, under the supervision of one or more people who, as directors of the work, will follow every step of its development, from the artistic, architectonical, technical and constructive, technologic and economic point of view, to accomplish the work under the artistic-architectonic aspects. _ 15 Maurizio Bradaschia: THE DEFINITION OF A PROGRAMME THAT ELABORATES AN ARCHITECTURAL PROJECT: 14-23(148) Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning M S LU S wo wo LU CO £ O ČLANEK ARTICLE RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ Provided that Architecture (and every other discipline which calls for a synthesis elaboration) is, as Hannes Meyer used to say, "a problem of knowledge", there are many and different methodological approaches that lead an architect to the realization of a project. One of these, still possible and credible, is with every possible update, the one drawn by the same in 1928 and which, starting from twelve points/ themes: 1. Sexual life, 2. Sleeping habits 3. Pets, 4. Gardening, 5. Personal care, 6. Weather protection, 7. House care 8. Car maintenance, 9. Cooking, 10. Hea-ting,11. Exposure to sun, 12. Services, pointed the reasons for the building of a house. Meyer thought that, analysing someone's everyday routine, it's possible to obtain a functional diagram on which the project should be planned. The two main principles of building were the functional diagram and the economic programme. The economic programme still remains, now more then ever, one of the reasons that rule the feasibility of any project. The functional diagram is a valid starting point for the design of a work. It's, essentially, the creation of a group of quadrangular or rectangular shaped surfaces, which represent the dimensions in scale of the functions/purposes of the spaces of the building. These surfaces will be linked between each other, highlighting ways and possible connections to organize the series of volumetric/planimetric spaces which will dimensionally make the building up. It's a very simple and schematic procedure which, following similar logics, can lead, already from the beginning, to very different and varied solutions. Different because it's different the importance that every single architect gives to spaces and functions inside of a given architectonic type, regarding many different possible questions (geographic location, nature of the place, I culture, building system, uses, etc.). This method, very common in Engineering faculty, is not very developed in architecture schools, maybe because of the (unfounded) fear of an excessive and reductionist schematization of the project. Another approach is geometry. I personally would point out two fundamental pillars of geometry, as project tools: the first one, out-dated, referred to the research of reasons and proportions linked to harmonic relationships (golden ratio, etc. ..); the second one, very popular from the beginning of 80s, referred to the context "structure geometries". Talking about the first one, which can remind a conception of project typical of the Vitruvian triad, was very popular until the end of 80s. Utilitas, firmitas and venustas are the categories that we have to refer to. The plan 1, which generates the project, is the place where the game was played. Utility, solidity and beauty were considered, almost by everyone, necessary and essential principles for the project. Questions and themes that could have been seen in different ways, and then (re)interpreted and adapted to the contemporary, to realize "useful", "solid" buildings, and though not "beautiful", congruent with the theme, appropriate, correct. The architecture, in many authors' point of view, could be expressed through the synthesis of these concepts. And they could still be interesting, nowadays, if put in the right light: utility, compliance and congruence with the theme are the basis of every project operation, especially nowadays, where planet "urgencies" require less wastage and useless wasting of areas. Designing and building have to be useful for the community. Buildings don't have to be firm and solid just to comply with rules and requirements of the building science, but they also have to last in time, maintaining the original quality characteristics. They have, therefore, to be conceived, designed and realized in a way to reduce maintenance and repairing costs. Too much should be said about beauty (and, as Lina Bo Bardi said, a possible Right to the ugliness). The key issue is, though, pertinence, accuracy, adequacy, maybe elegance, maybe an aesthetic solution as well. As said by many, adequacy to the time, to the contemporary zeitgeist, to the context (both natural and artificial), to the raumgeist. It would be very useful to read what Luciano Semerani wrote about this subject, about the "regulatory line " 2 in Lessons of Architectonic Composition, Arsenale, Venezia, 1897: "The general issue is the regulatory line. Talking about what is conventio- 1 Cfr. The Plan: Le Corbusier, Toward an Architecture, 1920-21: THE PLAN The plan is the generator. Without plan, you have lack of order and wilfulness. The plan holds in itself the essence of sensation. The great problems of tomorrow, dictated by collective necessities, put the question of"plan" in a new form. Modern life demands, and is waiting for, a new kind of plan, both for the house and the city. 2 The general issue is the regulatory planning. Talking about what we called the "invisible structure of the architecture", after the plan and the type we have added this: the regulatory planning. Strictu sensu the regulatory planning is an empirical tool of the project; it shouldn't be so much important. It's a graphic device to empirically control the connection between architectonic elements. It has to be distinguished from the harmonic proportion, which is not the result of an empirical discovery, but it's just the application of a canonical rule. The truth is, however, that debates about numbers, the question of the regulatory planning, the question of the harmonic proportion, they all together come from the conviction of"finding" or "applying", or of"acting" following the rules, not just scientific or classic, but universal. Maurizio Bradaschia: DEFINICIJA PROGRAMA, KI OPISUJE ARHITEKTURNI PROJEKT: 14-23(148) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 Figure 2: Richard Meier - Decorative Arts Museum, Frankfurt, Germany (1979-85). Figure 2: Luciano Semerani: Pesaro Programma, 1977. nally called "invisible structure of architecture", after the plan and the type there's the regulatory planning. For Semerani, this term can be better applied to the first method, to an architecture based on (but not only) harmonic relationships between the parts, to an "Albertian 3" vision of architecture, based on "concinnitas", to a relationship in which all the elements depend from each other. The method developed by Le Corbusier in "Regulatory lines", in Towards an Architecture (1929-21): REGULATORY LINES The fatal born of architecture. The commitment to order. The regulatory line is a guarantee against the free will. It's the joy of the spirit. 3 Leon Battista Alberti: "De re edificatoria", IX, book chap. VI (prima ed. 1485). "... the method we're analysing is based on three main laws: the number, what we mean by saying delimitation, and the collocation. And then, there's another element, which is the result of the connection and the union of all these elements: the shape of beauty shines in it, and we will call it CONCINNITAS, In Paolo Carpeggiani's point of view, "Leon Battista Alberti transfers to architecture every concern on which his philosophical speculations were based, the method in which every axiom is rejected, everything is verified, it's the will of overcome all the stereotypes.We can see that in his monumental work De re aedificatoria (1443-1452), which has become a real theoretical paradigm in modern age. He elevates architecture, which won't be ars mechani-ca anymore, to the rank of ars liberalis, he requires the intellectual architect to be able, with a sure and perfect method, to rationally design and practically realize". Project's goal is the beauty of the manufactory and its basis is the concinnitas, "the harmony between every part, in the unity they all take part to, based on a definite rule, so that any change or removal or adding can but change the project in a bad way". □ £ □ □ The regulatory line is a mean, not a recipe. The choice and modality of expression of the line are integral part of the architectonic creation. This corbusian "method" was born in '80. The new importance given to "diagrams", opposite to the old concept of "type", makes the architectonic "composition" the most important tool for the architect. The architectonic composition is given the task to solve the question between shape and programme, between shape and function to somehow solve the architecture. JNL Durand said that the first aim of architecture is not the imitation of nature, or the search for the pleasure and aesthetic satisfaction, but the composition, or disposition. This theory, suggested by Durand, is based on a rigorous compositional method, based on a geometry of axes, to which regularity and symmetry has to be proved, drawn on a grid. Durand suggests two tools: the undifferentiated grid and the axis. The modular grid substitutes the old project models of Renaissance and stands out as rigorous designing method based on geometry. This is a scientific method, that reject Laugier's idea about the origins of architecture, and which stands with an attitude of strong scepticism towards history. The second method attributable to geometry is very simple: starting from various nature arrangements, we set up different gratings which lead, in the plan on in 3D, to the structure of the project. Nowadays, many historical projects by Richard Meier are the best example to explain this method, starting with Decorative Arts Museum in Frankfurt (1979-85) where a geometric lecture of the pre-existent building leads the author to re-design and structure the new factory, following neo corbusian logics 4. 4 The project contains all the five points of the Corbusier's Architecture, starting with the promenade architectural, which influences the whole project trough meanings and suggestions. Maurizio Bradaschia: THE DEFINITION OF A PROGRAMME THAT ELABORATES AN ARCHITECTURAL PROJECT: 14-23(148) 23 Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning M S LU S wo wo LU CO £ O Figure 2: Richard Meier - Getty Center, in Los Angeles (1984-1997) KLEYflM SITE STIWY I ■i sect ¡a; Figure 2: Peter Eisenman - Park or for the Check Point Charlie. ČLANEK ARTICLE RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ ril "H SM w mm ^ r ■ * L 3r£ 3 Figure 2: Zvi Hecker - Heinz Galinski School, Berlin; Germany 1995. Project complies with the typology of the pre-existent Doppelvilla, and the planimetric organization is the result of the intersection of two geometries: the orthogonal grid of villa Metzler and a second grid, which follows the trend of the river Meno. Villa Metzler is absorbed by the new complex and corresponds to one of the sixteen squares of the new grid, which orders the whole complex. The other axis, perpendicular to the river, generates a new grid of the same size, but rotated three and a half degrees, overlapped to the one aligned with the villa. -The formal order of the whole structure derives from this grid Figure 3: Daniel Libeskind - Hebraic Museum, Berlin Maurizio Bradaschia: DEFINICIJA PROGRAMA, KI OPISUJE ARHITEKTURNI PROJEKT: 19-23(148) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 overlapping. The proportions and the dimensions of the holes in the façade are dimen-sionally evoked to define the modularity of the cladding panels of the new structure. Here is a very significant example that allows to understand the importance of the "grid" during the predisposition of a project: the great complex of Getty Center, in Los Angeles (1984-1997), where Meier characterizes two axis, planimetricaly rotated twenty-two degrees and a half, corresponding to the two motorways (San Diego Freeway) which are around that area in LA. The key concepts of the Getty Center project are : Context, Geometry, Structure, Circulation, Outdoor spaces, Landscape. This geometric system doesn't characterize just the "classicist" approach of neo-modernists and the well-established project approach by Richard Meier, but also that of other authors, methods and systems. For example, many projects by Peter Eisenman in 90s, or the one for Rebstock Park5 or for the Check Point Charlie and the Max Reinhardt Haus in Berlin, in 1996, where geometries are multiplied in the space and they're not just material, but immaterial as well: Eisenman himself talks about planes routes that overfly Berlin's sky as new possible paths that could inspire new geometries and architectures. 5 For Rebstockpark, the main conceptual element of the plan is the fold, result of the mathematic model of the concept of fold in chaos theory by René Thoms, and of the fold concept of Gilles Deleuzes. The orthogonal organization system is replaced, in the project, with a system that exceeds the right angle. The surrounding ground has been shaped by two grids, each of which is a torsion of one of the Cartesian plans used to define the limits of the lot. The relationship between the single buildings and between buildings and empty spaces is determined by the fold. The regulatory line is enriched, in Eisenman's project, mostly since 90s, by geometries attributable to the concepts of folding and morphing. The volumes of Eisenman's new projects' buildings are the result of extrusions on fragmented lines that overlie and intersect each other, they fan with various rotations or on different vertical sections, they follow the mechanism of genetic fractals, they develop the issue of the wasted spaces, they result as minerals come to light following sudden telluric movements, they elaborate the topic of the presence-absence of a virtual geometry. His previous work was based on the Euclid geometry, while later on sinuous, fragmented, bended shapes of fractals (mechanically generated by calculators or discovered in minerals and vegetables), on the geometry of Boolean differences, or on the topological one of the areas' grids. The theoretical role played by Chomsky in 60s is replaced with the one of Jacques Derrida and the reflexion on the "text" moves from the syntactic absoluteness of the first phase to an interstitial research ("in between"), in which the purpose is the "variety" of meanings, the surprise, the "destabili-zation". To be fair, talking about architecture, starting from other considerations (always related, however, to space and geometry experimentations), we can identify in both Formspiel by Wassili Luckardt 6, 1919, and in Weimar by 6 From Treccani Encyclopedia: "Luckhardt Wassili - German architect (Berlin 1889 - 1972); he worked with his brother Hans (Berlin 1890 - Bad Wiessee, Bavaria, 1954). Grown surrounded by the Berlin expressionist vanguard, he joined, with his brother, the Arbeistrat für Kunst (1918), to the Novembergruppe, to the Gläserne Kette of B. Taut, and realized idealistic projects which exalt the qualities, the symbolic ones as well, of new materials, especially the glass. From 1924, in cooperation with A. Anker, they focused their research on models for residential construction industry, on the analysis of the problem of the minimal accommodation and on the study of urban-scale interventions (experimental Siedlung in Schorlemer Allee, Berlin, 1925-27; single-family detached homes in Berlin-Rupenhorn, 1928; project for the reconstruction of the Alexanderplatz in Berlin, 1929). After the end of the Second World _ 20 Maurizio Bradaschia: THE DEFINITION OF A PROGRAMME THAT ELABORATES AN ARCHITECTURAL PROJECT: 14-23(148) Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning M S LU S wo wo LU CO £ O ČLANEK ARTICLE RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ MASTERTHESIS 21 Walter Gropius (1920-22), two archetypes of eisenmanian experimentations. Geometry, the "regulatory line" is also the basis of all Daniel Libeskind's works. An very important example is the Hebraic Museum in Berlin, where geometry also plays the role of signifier and signified 7: Libeskiind called his project between the lines and the voids, which go through the whole museum, are the point where the two lines meet. Looked from above, the building has a zigzag shape, hence the nickname blitz, that means lightning in German. Its shape reminds of a broken down, destructed Star of David. The building is completely covered by zinc plates and the facades are characterized by very long and thin windows, more similar to lacerations or wounds than to actual windows, randomly arranged. Zvi Hecker, another Jewish German author, uses similar signifiers and signifi-eds, starting from geometric rules. His Heinz Galinski School, the first Hebraic school opened in Berlin after the end of the Second World War, built in 1995, was organized on the open pages of a book; book that doesn't represent just itself, the link with the apprentice, but with the "Scriptures" of Hebraic people. Another school, the nursery on the island of Krk(Veglia), in Croatia, by Idis Turato and Sasa Randic, is based on geometric reasons. Here the geometric shapes of the dry stonewalls, that characterize the paddocks for sheep farming and, generally, the mean to demarcate the properties, are translated into a planimetric shape. The pre-existence is evoked and translated trough geometry and also through the conservation of geometric and material relationships. The nursery, positioned at the edge of the building, appears as a close, introvert island, surrounded by dry stone walls. Inside the complex, conceived as a "nursery-city", paths and empty spaces repeat the shapes and the relationships of the insular village of Venetian origin. The approach and the theme are different in Ben van Berkel's Möbius. War, they restart their activity, exemplar expression of the international style of the post-war: city of Berlin pavilion for the exhibition Constructa in Hannover (1951); houses organized in line for the Interbau in Berlin (Hansaviertel, 1957); the Town Hall in Brema (1961-66); the Institutes of Plant Physiology and Veterinary (1963-68) of the Freie Universität of Berlin. We can mention: Zur neuen Wohnform (1930, in collab. with A. Anker) e Lichtarchitektur (1956, in collab. with W. W. Köhler)". 7 The museum doesn't have an independent entrance from the street, you have to enter through the next historical building of Berlin Museum. The two buildings are linked through a stairway and an underground path, which symbolizes the union and link between Hebraic and German histories. The stairway leads to a basement, made of three corridors, metaphor of different destinies of Hebraic people: the Holocaust axis leads to an empty tower, called Holocaust Tower: the Exile axis leads to an outdoor garden, called Exile Garden, characterized by 49 quadrangular pillars; the continuity axis, linked to the other two corridors, which represents the Jewish stay in Germany despite the Holocaust and Exile. This axis leads to a stairway, which, in turn, leads to the main building. The entrance to the museum is intentionally long and difficult, meant to transmit the visitor the feelings of challenge and extreme difficulty that characterizes Hebraic history. Maurizio Bradaschia: DEFINICIJA PROGRAMA, KI OPISUJE ARHITEKTURNI PROJEKT: 14-23(148) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 House, where Möbius strip characterizes the building and its function/use. The diagram itself (the "regulatory line" on which the project is adjusted), transposed into in constructed architecture, represents the life cycle in the daily 24 hours. In 1993, a Dutch young couple commissioned Ben van Berkel the project of a "house that should have represented an innovation, being the point of reference in architecture panorama". The project, developed in six years, was based on the studies of the famous German mathematician who gave the name to the house. The building, positioned in a residential area in Amsterdam, is surrounded by a green landscape. Ben van Berkel understood that he had a challenge: responding to the personal needs of the young couple, who had its own working life, integrating it with the relational needs: the house had to solve questions about sleeping, socializing, living with the family, about the needs of the single individual. Because of that, time and duration notions were fundamental. The idea was, then, to realize a life diagram during the whole day. The whole scheme was connected to the Möbius strip, which represents the infinite, turning its own faces in a continuous and unlimited curved surface. Van Berkel could, through Möbius strip, synthetize the agreed programme in the house, integrating it and making it coincide with the structure and the paths inside of the building itself. The movement, through the built continuous slab, goes along with the totality of daily life, the set of activities. The strip, organized on three levels, contains two offices, three bedroom, one common room, a kitchen, a living room, broom closets and a greenhouse on the top. Glass walls integrate the house in the surrounding space. The building is dynamic, it seems in constant movement, thanks to the materials used and its geometry. The regulatory line, in this case, coincides with a model, a diagrammatic idea, which connects the project itself to the Haus Wittgenstein 8 (1925-28), and to the more recent project operations based on "diagrammatic" rules. And, also, the basis of the Freedom Plaza's project, in Washington, by Robert Venturi, is based on geometric reasons (less conceptually complex). Here, the floor of the whole Plaza is the on scale- copy of an area of the city. Inaugurated in 1980, the plaza is composed by simple but effective elements: it copies the plan of the city realized in 1887 by Pierre l'Enfant, using a bicolour granite (black and white), with green areas and bronze drawings. It's, somehow, a turned project, compared to the grids used for urban orientations: it's the city the one which is reduced to plaza and the plaza which, representing the city, declares its own belonging to it. The "geometric" planning, arranged on regulatory tracks, belongs to most of the architectonic planning of history, and has a great influence, more or less emphasized, in almost every author of modern and contemporary ages. 8 The house that Ludwig Wittgenstein commissioned to the architect Paul Engelmann for his sister Margaret, in Vienna, in 1925. The house, finished in 1928, is based on precise numeric relations that control the construction of three cubic blocks placed side by side. Wittgenstein himself took care of it for two years, searching for absolute perfections in harmonic relations between the parts and the whole. However, it's interesting the answer given by many architects, looking, in non Euclid geometries, for the key or, better, a new project planning: it's the search for the space with an unspecified number of dimensions, as the search for invisible geometries positioned or identified in border, margin or friction areas between adjacent plans. And it's interesting as well the answer that many authors try to give about the individuation of new possible limits and superimpositions between phenomenal world and diagrammatic geometry. Again, Peter Eisenman's9 projects are quite interesting, especially two of them: the new theatre for Bruges and the big project for Santiago de Compostela. Eisenman sets the New Theatre in Bruges using tidal streams, here characterized by big ranges, making the building directly arise from the folds in the ground, so that it becomes integral part of the landscape, an element that joins and connects the park and the square. The building, composed by two wings connected with each other in the basement, is completely integrated in the surrounding park. Eisenman, through the use of a new type of regulatory track, introduces a new type of building, rejecting and in opposition with the traditional relationship between ground and building. In Bruges, the Architect cancels this relationship, and the one between building-context: work and context are reunited in a total continuity. He tries, in the project for the Cultural Centre in Santiago de Compostela, Spain, to realize an even stronger connection between context and architecture: the designer draws three buildings completely integrated to the ground, engraved in the land. The context and the landscape, after overcoming Euclidian geometry, become materials for the construction of the new architecture, a kind of fractal "budding". Other architects, around the end of '90, use the same fractal budding and give life to the so-called "blob architecture". Among them, we have to remember Greg Lynn, in whose work the distance between the imaginary and the real is cancelled, creating a liquid and immaterial architecture. He introduced, from the end of 90s, after abandoning the traditional geometry, a new way of conceiving, drawing and representing architecture. Thanks to the architect, architecture became dynamic, lively, starting from the planning conception. Dynamicity, centrality of the point of view, animation are the basis of a research which, on a design level, abandoned the meta project sketch, to find in mouse and keyboard the new tools with which trying a new, innovative approach to the project. It's the landscape of the topological geometry 10, the passing of the Carte- 9 "A diagram, in architecture, can be seen as a double system that operate as a scripture, both in the indoor and outdoor spaces of architecture, and in respect to the requirements of a specific project. It acts as surface, which receives inscriptions from the memory of what doesn't exist yet, that means the memory of a potential architectonic object. The diagram functions as agent that focuses the relationship between a subject author, an architectonic object and a receiver; it's the layer between them"Peter Eisenman in: Contropiede, Skira, Milan 2005, page 200. 10 "The topology, or study of spaces (from the Greek xonoq, topos, »space«, e Aoyoq logos, 23 Maurizio Bradaschia: THE DEFINITION OF A PROGRAMME THAT ELABORATES AN ARCHITECTURAL PROJECT: 14-23(148) Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning M S LU S wo wo LU CO £ O EDITORIAL ČLANEK ARTICLE RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ sian geometry, which expresses itself in the plurality of new destabilizing spaces. »study«) is one of the most important branches of the modern mathematics. It's the study of the properties of the forms and the shapes that don't change when a deformation without "tearing", "overlapping" or "gluing" take place. Fundamental concepts as convergence, limit, continuity, connectedness or compactness find their best formalisation in topology. It's essentially based on concepts of topological space, continuous function and home-omorphism. The same term means as well the collection of open spaces that define a topological space. For example, a cube and a sphere are, topologically talking, equivalent objects (that means homeomorphs), because they can be deformed one in another without using any gluing, tearing or overlapping; a sphere and a bull, on the contrary, aren't equivalent, because bull has a "hole" that can't be removed from a deformation. The topologic spaces are daily used from the mathematical analysis, form the abstract algebra, from geometry: this makes topology one the big unifying ideas of mathematics. The general topology (or point-set topology) defines and studies some useful properties of spaces and maps, as well as their connectedness, compactness and continuity. The algebraic topology is, on the other hand, a powerful instrument to study topological spaces and maps between them: it assigns them "discreet" invariants (for example numbers, groups, or rings), easier to calculate, often using functors. Algebra and algebraic geometry were highly influenced by the algebraic topology. The great motivation of topology is that some geometric problems don't depend from the exact shape of the involved objects, but from "the way in which these are connected with each other". For example, the algebraic topology's hairy ball theorem says "you can't comb a hairy ball without creating a cowlick". This is obvious for many people, even though, reading the formal statement of the theorem ("A continuous vector field on a spherical surface has at least one zero") they wouldn't think so. As for the Seven Bridges of Königsberg, the result doesn't depend from the exact shape of the sphere, but can be applied to irregular spherical forms and generally to every type of object (as long as its surface satisfies some requirements of continuity and regularity) that doesn't have holes. It's essential, to deal with problems that don't rely on the exact shape of the objects, to clarify what are the properties of the objects that we can count on: hence the notion of topological equivalence. The impossibility of crossing each bridge just once applies to any arrangement of bridges homeomorphic to those in Königsberg, and the hairy ball theorem applies to any space homeomorphic to a sphere. Formally, two spaces are topologically equivalents if one can be deformed into the other: in this case they are called homeomorphic and they are exactly identical. A continuous deformation of a mug into a bull. The continuous deformations are formalized into the notions of homeomorphism and homotopy. An homeomorphism is usually defined as a continuous bijective function, endowed with a continuous inverse, which is not very intuitive even for someone who already know the meaning of the words used in the definition. A less formal definition clarifies what said I before: two spaces are topologically equivalent if it's possible to deform one into the other I without cutting or gluing pieces of them. For example, a mug and a doughnut are homeomorphic. An introductory exercise is to classify the uppercase letters of the English alphabet according to topological equivalence. The result is this one: {A, R} {B} {C, G, I, J, L, M, N, S, U, V, W, Z} {D, OHE, F, T, Yi{H, KjffiQHX} There's a weaker notion of equivalence: the homotopy. Informally, this notion allows transforming objects into each other in a slightly freer way: it's possible, for example, to transform a Q in an O, progressively shortening the foot of the letter Q, until it disappears. We obtain these classes: {A, R, D, O, P, Q} {B} {C, E, F, G, H, I, J, K, L, M, N, S, T, U, V, W, X, Y, Z} This last notion essentially distinguishes the letters according to the number oh holes: {A,R,D,O,P,Q} have one, {B} has two, all the other none. The number of holes is invariant; it's a quantity useful to distinguish objects. This quantity is formally realized through the concept of fundamental group". Source: Wikipedia. The modelling of the shapeless space and the animation create new possibilities of expression, new ways of the future living. To be fair, what is theorized and experimented in the initial digital project, and expressed through an astonishing creativity, is missed since the first work realized by the same author: the Korean Presbyterian Church in New York, in which the diagrams are reduced to an usual architecture, "already seen", while it takes form. The topological geometry was the basis of a very interesting contest that took place in the end of 1990, in which Peter Eisenman, Jean Nouvel, Toyo Ito and Daniel Libeskind grapple with the theme of the "Virtual House". Virtual house doesn't mean "wired building" with very sophisticated technologies, but it means "creation of new spaces of body and mind". The "virtual house" of this contest is a house in which, through plans, construction and intelligence, it's possible to generate newer connections; the house is set up, organized or inclined to allow the highest potential of unpredicted relationships. It's a space not completely determined by fixed qualities, because it's dynamic and has no limits. Its geometry doesn't come from fixed points. It's characterized by an absolute new virtual space that changes in time to allow shape and movement to be free. It's not predetermined; rules can change depending on what happens in it. As an obvious result, the four interpretations of the authors are very different between each other. Jean Nouvel uses a very sophisticated technologic tool: the transposition of a classic model, the Palladio's Villa Malcontenta. In his project, the textures, transparencies and multiple reflections transform the Palladian space, through manipulation of the light. Toyo Ito's proposal is very different; he doesn't design a virtual house: he thought that such a thing would have been possible only when architecture is be able to eliminate the gap between the unconceivable opposites of space fruition. He decides, then, to design a "temporary" house for his beloved ones. A house with no windows, in which indoor space is the mirror of their existential conditions. The house is synonym of "family place", a temporary house, related to the durance of the family itself (due to the fact that, inevitably, for various reasons, their lives will be separated). Peter Eisenman and Daniel Libeskind reactions are more technological and less sophisticated. Eisenman introduces an experimentation on the shape, and of the non-shape generated by the combination of fractalic geometries. Starting from a digital simulation, he "freezes" the tracks of a random moment of time, originating the volumetric idea on which house project is superimposed. It doesn't matter anymore, to him, the hierarchy between the idea of the space and the creation of the same: he superimposes them. The "virtual" is based on the infinite possibilities of shape and space. Unique and unrepeatable solutions and configurations are the result of the arbitrariness of the choice. Libeskind draws 365 concentric circles, the days of the year, which rotate 23 Maurizio Bradaschia: DEFINICIJA PROGRAMA, KI OPISUJE ARHITEKTURNI PROJEKT: 14-23(148) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 around the axis of an "empty" centre that represents the architecture. His "virtual infinity" has no scale. These four projects have something in common: the "space-time" research, the concept of chance, the mutability of the space, the instability, and they prefigure the future contemporaneity. The project is the tool used to represent, communicate and realize our idea (using common conventions). But it is, of course, more than that: it's the representation of the world vision of the architect, it's the synthesis of many questions, and it's a possible solution to a complex problem. One of the possible solutions, the one that, in the architect's point of view, better satisfies the many requisitions. And it's, above all, a moment of synthesis. The project is the Idea. It's the solution that joins all architect's knowledge, his experiences, his history and his feelings; and, maybe, his own architectonic "theory" as well. It's the solution that joins all architect's knowledge, his experiences, his history and his feelings; and, maybe, his own architectonic "theory" as well. The abstract reflexion represents that complex and deep entanglement that connects technical, artistic and critic activity of every architect (not always all together) to his vision of the world. In every period critic, project and theory interact with each other, as they implicate themselves in the perspectives that characterize the great movements of thought of a particular historical period: these paradigms are useful to guide the scientific research and every type of research, even that project-theoretical in architecture. Maurizio Bradaschia: THE DEFINITION OF A PROGRAMME THAT ELABORATES AN ARCHITECTURAL PROJECT: 14-23(148) 23 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 I Minas Bakalchev, Sasha Tasic, Violeta Bakalchev, I Mitko Hadzi Pulja: g LINIJE LINES 10.15292/IU-CG.2015.03.024-029 I UDK: 711.416 I 1.02 Pregledni znanstveni članek / Professional Article I SUBMITTED: June 2015 / REVISED: September 2015 / PUBLISHED: October 2015 IZVLEČEK Dojemanje elementov nekega sistema pogosto vodi v njihovo soodvisnost, I vzajemno pogojenost in zaviranje. Linije osnovnega geometričnega ele-1 menta so postale model redukcijskega sveta, ki temelji na osamitvi v skladu z določenimi merili, kot so funkcija, struktura in družbena organizacija. Njihove sledi v sodobnem svetu občutimo kot fragmente ali ruševine sistema prevladujočega položaja neke predpostavljene hierarhične enotnosti. Kako se rešiti take odvisnosti ali determinizma? Kako naj linije postanejo manj »sistematične« in bolj avtonomne ter oblike manj redukcijske in bolj odprte? Kaj na temelju nove, kontroverzne podlage narediti z obliko, ki izhaja iz modernističnega determinizma? Kako naj ti elementi ali oblike predstavitve v današnjem kompleksnem svetu postanejo oblika dejanj? V članku predstavljamo pomen linije prek zamisli Le Corbusierja, Leonidova, Picassa in Hitchcocka. Prostorske raziskave so bile izvedene na podlagi več primerov - projektov arhitekturnega studia »Residential Transformations«, ki so predstavljali ogrodje za določitev možnosti, od igrivih do natančnih, kot taktika preoblikovanja v različnih kontekstih sodobnega sveta. diploma ključne besede linija, taktika, preoblikovanje, sistem, fragment ČLANEK RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ ABSTRACT The perception of elements in a system often creates their interdependence, interconditionality, and suppression. The lines from a basic geometrical element have become the model of a reductive world based on isolation according to certain criteria such as function, structure, and social organization. Their traces are experienced in the contemporary world as fragments or ruins of a system of domination of an assumed hierarchical unity. How can one release oneself from such dependence or determinism? How can the lines become less "systematic" and forms more autonomous, and less reductive? How is a form released from modernistic determinism on the new controversial ground? How can these elements or forms of representation become forms of action in the present complex world? In this paper, the meaning of lines through the ideas of Le Corbusier, Leonidov, Picasso, and Hitchcock is presented. Spatial research was made through a series of examples arising from the projects of the architectural studio "Residential Transformations", which was a backbone for mapping the possibilities ranging from playfulness to exactness, as tactics of transformation in the different contexts of the contemporary world. KEY-WORDS line, tactic, transformation, system, fragment 24 Minas Bakalchev, Sasha Tasic, Violeta Bakalchev, Mitko Hadzi Pulja: LINIJE, 24-29(148) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 1. INTRODUCTION We live in an interconnected world, related in different ways, at different levels, in a continuous space of flows. The everyday flow of information confirms this, our networking in different domains of affiliation witnesses this, our understanding of the complexity and nonlinearity of the world supports this. Still, under the conditions of an increasing number of migrants moving from east to west, from Asia to Europe, from the crisis-stricken to stable parts of the world, there is movement along certain corridors through which they penetrate into Europe. They use certain geographic lines of connection that provide the greatest economy of motion. In a similar way, when certain countries want to put an obstacle to such a motion, they use lines of separation, barriers, walls, boundaries. So, in a dramatic way, we are back to the main geometrical characteristics and schemes of organization of space. Hence, in the metastable contemporary world, things with their historic occurrences are neither surpassed nor do their boundaries disappear, but they occur in different ways in the new reality. How can lines be recognized as the main organizational form and used in the architectural projects of today? Drawing from several examples, various interpretations of the line in different contexts, i.e. urban, suburban, and natural, will be shown. It is exactly this unequal development, the unequal distribution of goods and resources, which is the source of geopolitical polarization, militarization, and uncontrolled motion of people. What should have been overcome a long time ago, becomes the basis of our world. The promised way out of poverty and poverty reduction from freer trade, open markets, and neo-liberal strategies of globalization did not come true in the way in which they were promoted. Environmental degradation and social dislocations are unevenly distributed. The simultaneously uneven geographical development caused opposing motions of neo-liberalism with a number of possibilities and barriers in looking for alternatives (Harvey, 2006). However, the ambiguity of the contemporary world, its indeterminacy in respect to an intensive complex system and a conflicting system, remained a dominant feeling of the contemporary world. Already from the debate of Modernity and Post-modernity in the 1980s, certain assumptions are derived about our present situation. The Post-modernity viewpoint tried to articulate the world at the beginning of an epoch, whose contours were still unclear, blurred, ambiguous, resulting in the end of a historic project -the modernization project (Wellmer, 1987). Still, the post-modern situation with the controversial ways of thinking, provided equivocal views, as in a hide-and-seek (rebus), from which the contours of a radicalized modernity as a post-radicalized mind can also be disclosed. Like in a rebus, in the post-modern thinking, one can distinguish the end of both Modernity and a radicalized Modernity. How can architecture be understood in terms of such an ambiguity - as fragments of a system or as a new radicalized superior system? Hence, what follows below is not based on systematic research of a defined subject, but rather the paper touches upon different perspectives of a single phenomenon that occurs in certain relations and controversies. 2. LINES1 OF DOMINATION Architecture as part of the modern movement accepted the consequence stage of production. The practices of Taylorism and Fordism were proposed as models for the regeneration of architecture and society (Hill, 2003; McLeod, 1983). Architecture should be seen as a step to dissolving the existing needs of people at different levels and their massive application. To that effect, the line of connection, or the line of production in both conceptual and concrete senses, i.e. as a line of machines and factory workers, with a product that moves along while it is being built or produced, became the main organizational model of space. The use of an assembly line reduced the assembly time of cars from 12 hours to 93 minutes. The increase in assembly speed meant faster availability, giving impetus to the American car culture as well as the increase of the society's mobility (example: the assembly line at the Ford Motor Co.'s Highland Park, Mich., plant in 1913; Perkins, 2012). The line as a continuous action is an expression of the modern paradigm, both of production and the social and spatial organization. The spatial approximation of the production models is presented here with several anthological examples, namely architecture as an infrastructure in Le Corbusier's proposals for a city-viaduct (1930), and the architecture as a line of displacements through the linear city of Magnitogorsk of Ivan Leonidov. They showed the idea of the line in the most suggestive way, as a pluralistic infrastructure, as a dialogue between architecture and theory, as a programmatic layering of parallel bands. In the 1930s, the ideas about the linear form of the city as extreme scenarios in respect to its structure and position were developed. Le Corbusier proposed a model of the city arising from the logics of traffic infrastructure, a city-viaduct, in two challenging locations, namely Rio de Janeiro (1929) and Algiers (1930-33) (Frampton, 1985/1980, Frampton, 2001). In the drawings of the city-viaduct, we see a wavy line that penetrates into the landscape, or is layered and juxtaposed in relation to it. The theme of the linear form is derived through the direct relationship between architecture and the territory. The territory, i.e. the environment, is not only a background, nor a system in which architecture dissolves, but the material of architecture that it modifies or governs. Their sensual play, the play of the line and the ground, evokes the erotized lines of Le Corbusier's drawings of female figures from this period (Le Corbusier, female nude, Algiers, 1931; McLeod, 1988, p. 500). For Leonidov, the linear form in the project for the socialistic settlement at the Magnitogorsk chemical and metallurgical combine (perspective of lines of displacement, the middle band of a linear city) is a tool for spatial and social reorganization: "first, a new social concept, and second, its translation into architecture" (Leonidov, 1930, in: Frampton, Kolbowska, 1981, p. 68). Through the theme of the linear form, Leonidov decomposed the city into a number of sectors, parallel bands, for housing, sport/recreation, 1 A line is length without breadth (Pickering, 2010/1847). Their character depends on the interpretation of this geometrical characteristic. Lines are symbolic and concrete organizational forms of the new modern times. In several key positions, we shall consider the genesis and the modes of their interpretation. _ 25 Minas Bakalchev, Sasha Tasic, Violeta Bakalchev, Mitko Hadzi Pulja: LINES, 24-29(148) Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning M S LU £ wo wo LU s^ CQ £ O ČLANEK RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ transport of passengers and goods, as a concept that allowed a practically unrestricted linear growth (Figure 4). The linear programmatic layering of a territory had to enable a dynamic coexistence of different activities and their interference in a complex entirety. In that way, the linear distribution was seen as a form of unfolding of the old weathered city and repositioning in a new complete habitat in which, work, leisure and culture are interconnected organically (Leonidov, 1930). In the "Bull" series of 1946, Picasso demonstrated how the entirety of presenting the bull is reduced to a continuous linear gesture. Through 12 lithographs of one and the same object of presentation, he shows the development of a piece of art from the academic to the abstract level. In the series of presentations, Picasso sets apart the image of the bull to disclose its essential presence through progressive analysis of its form. Each sheet is a successive level of research toward expressing the spirit of the presentation by reducing the drawing. In the final presentation, Picasso reduces the bull to a simple contour. However, while the line resulting from progressive reduction that shows the essence of the presentation fascinates and captivates us, the entirety of the body with all the brutalities and attractions of animal energy is lost and missing. What is happening with the line in the postmodern or radically modern period? The line is no longer a paradigm of the production/technical model. This is a rhizomatic model of intensive complexity - a multiple. The line seems to have been surpassed, and becomes an expression of abandonment and emptiness, or a theme of patchworking different informal fragments - the "remains" of the modern society. But still, this architecture is a phenomenon of the boundaries, and it takes place at the boundaries. The linear elements are indeed fragmented, disrupted, but it is exactly their transgression that gives them an additional unexpected possibility. Their release from the programmatic determinism leads to their substantive possibility. The architectonic history of Skopje shows a dramatic reversal of lines as a compositional strategy of organization of the city. The modernization of the 28 city started by introducing linear formations that initially only touched each other or were fragmentarily superimposed, but later, in the period of postwar reconstruction, the city itself obtained a linear projection. The formerly radiocentric city of the first half of the 20th century transformed into a linear city of the second half of the 20th century (Bakalchev, 2004). However, such an orientation not only predetermined its form but also limited it and disabled it in the total entirety of the city. The linear organization essentially resulted in fragmentation and reduction of a number of everyday and idiosyncratic positions of the city. Its many-facetedness became an expression of fragmentary autarchic presence of the lost or absent unity. The desolated appearance of the railway station platform (Figure 1) in one of the main megastructural segments of the post-earthquake reconstruction of Skopje points to the perception and material conditions of the former unitary project on transformation and integration of the city and the region (Transportation Center, the view of the tracks from Skopje's Main Railway Station, concept by Kenzo Tange). How are lines understood in architecture today? Undoubtedly, they have powerful organizational features, but also an unpredictable character in their development. They can be repeatable, predictable but, at the same time, they possess an uncertainty, a wandering curiosity in motion. 3. LINES OF INTEGRATION / ACTIVE LINES In a number of projects of the Integrative Studio at the Ss. Cyril and Methodius University in Skopje, using the linear distribution, we wanted to surpass its association with the system of totalitarian organization and strategy of planning and use it as a direct tactic of urban transformation - to return it to the real needs for surprise and utilization. In the research carried out through the project, the referent approaches and methods of transformation were referred to as tactics, unlike strategies meaning complete systemic and hierarchical approaches to the city. Tactics are approaches that arise from the local situation (Tasic, 2015). We refer to both the specific form of the existing urban fragments and the idea of the collective form from the 1960s (Maki, 1964) as a model of transformation. Conceiving the concept of the mega form from the 1960s, as a formal system that re-examines the hierarchical system of the city, a potential was seen in the transfer of its fundamental principles to the local level, i.e. to the level of urban fragments and residential pockets. The mega forms offer an alternative approach to the modern urban phenomena, as a mechanism that has a potential to yield unexpected results in the local contexts at different levels of intensity of transformations. Starting from the idea of the collective form, through a series of hypothetical scenarios, different tactics of transformation of the residential texture were developed in the selected locations in Skopje and Veles. 3.1 Case one: Inversion Lines, location: Novo Maalo, Skopje The dramatic waves of modernization caused fragmentation and disappearance of the formerly existing traditional ground of the city. However, fragments of the traditional city still exist. Although their physical structure Minas Bakalchev, Sasha Tasic, Violeta Bakalchev, Mitko Hadzi Pulja: LINIJE, 24-29(148) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 undergoes processes of transition/destruction, the templates of the street plans remain as records on the surface of the city. From the typomorphological viewpoint, street plans are defined as primary elements because they participate in the evolution of the city over time in a permanent manner, and because they are recognized as the main constituent element. But what will happen if these primary elements experience a turnabout? And if the void street plans become solid, while the existing residential texture is gradually emptied? The research conducted by several projects was focused on the effects of that procedure, the transition of the void into solid, the creation of a new urban artefact out of the deep structure of the existing one. Through the inversion of the street plans from void ones into solid ones, a new configuration is obtained, as an upgrade of the street system into a new collective mega form. In that way, the linear structures are the base for settlement and also connection with the referent positions of the city. Thus, through decomposition, selection, and extension of selected street plans, a new local installation of the city can be obtained (Figure 2). Upgrading refers to the placement of residential bridges over the existing residential texture. The position of the bridges arises from the main street plans of the Novo Maalo neighbourhood. These are placed beside three streets that intersect. The two street directions are of the same height and are the basis for housing, while the third is placed the highest and connects the neighbourhood with the Vardar River. In this way, through decomposition, selection, and extension of the existing street plans, a new city installation is obtained as an inverse reconstruction of the urban fragment (Figure 2). 3.2 Case two: Incision/Cutting the City, location: East-West Industrial Zone, Skopje The post-war reconstruction of the Skopje city saw the city as a linear system. The previous radial models exploded into a linear set-up, with a new spatial syntax and new functional criteria of segregation. The linear segment on the Vardar's right banks developed as parallel zones for industry, housing/education, and parks. However, while different programmatic bands were juxtaposing in longitudinal direction, they were increasingly becoming a barrier for the transverse directions of connection. Through the incision/cutting procedure, a linear configuration was established in Figure 3: Incision, tactics of assembling the urban fragments, Aleksandar Petanovski, master project 2013. the transverse direction of the former longitudinal city, in its east sector, thus connecting the different programmatic and morphologically isolated fragmentary zones that exist today. Today, the line cuts the fragmentary autarchic industrial band, the informal residential pockets and, through them, connects the education zone on the left bank and the residential settlement from the 1980s on the right bank of the Vardar river. The procedure of incision (cutting) of the city and the superimposing linear formation enable spatial and programmatic upgrading, simultaneously connecting different positions of the city. The incision is a linear sequence, not as a system but as another fragment that reinterprets the existing fragments (Figure 3). 3.3 Case three: Southeast-Northeast, location: southeast-northeast axis, informal commercial and production zone, Skopje One of the longest and, at the same time, the most unknown axes of the Skopje city is the southeast-northwest axis whose traces can be followed in the northwest part of the city, in different, but successive spatial segments. The southeast-northeast direction is one of the main directions of connecting the Skopje city with the former Adriatic roadway, and was never articulated in the architectonic plan of the city. The development of the city followed two axes: the north-south historic evolution of the city from the left to the right bank of the Vardar river, and the east-west direction, i.e. the linear extension of the city in the second half of the 20th century. In such a development scheme, the diagonal was not involved. But, it is exactly this direction that in the period of post-socialistic transition accumulated different fragments of production and commercial character, a kind of an informal production/commercial band merged with rural and natural landscapes. In what way could this zone be integrated into the city without losing its indefiniteness and without entering the urban planning system? Can one juxtapose the architecture directly upon the territory? A number of projects of the Integrative Studio 2013 dealt with the theme of architecture - the territory as possible architectonic constructions. Through a number of tactics of displacement, the research was directed at the spatial and programmatic possibilities of this city axis. The objective was to investigate the historic and spatial origin and to propose new modes, models, typologies, and places of settlement along the southeast-northwest axis as its spatial, programmatic and semantic recolonization and reintegration into the city. In the Linear Suspending City project, in a linear formation of 7 km, the _ 25 Figure 2: Prototype of partial upgrading of the streets and their connection with the surrounding referent positions of the city, Gordan Petrov, master project, 2013. Minas Bakalchev, Sasha Tasic, Violeta Bakalchev, Mitko Hadzi Pulja: LINES, 24-29(148) Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning M S LU S wo wo LU s^ CÛ £ o Figure 4: Linear suspending city, Viktorija Bogdanova, Dragica Spasevska, Integrative Studio 2014. ČLANEK RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ residential segments suspend in clusters upside down, from the 11th storey platform to the base, and free the terrain in the existing continuity, creating a city between the earth and the sky (Figure 4). 3.4 Case four: Symbiosis Line, location: Serava river channel, Skopje The historic orientation of the development of the Skopje city along the two main axes, namely the north-south one normal to the Vardar river and the east-west one parallel to the Vardar river, created an artificial attitude toward the morphology of the city and its inner connection as well as toward the topography of the terrain itself. Despite the strategies for connection in the different scenarios of modernization of the city, the left and the right banks remained separated. It is exactly the finding out of everyday possibilities for their connection, artificial and natural, that should | increase the complexity of the city. Therefore, the left tributary of the Vardar river, the Serava river channel that penetrates into the margins of the city, can become a line of symbiosis of the surrounding residential, industrial, commercial, and archaeological fragments. What is common to the heterogeneous fragments on the left bank, as opposed to the city park, is their non-consolidation and non-connection. The rural, agricultural, production, and archaeological fragments have another more common potential - the Serava river channel with the prospect of becoming a promenade that connects and is settled with interpolated scaffolds/platforms for temporary settlement, and as a city public transport line, which will provide a new branch of connection on the left bank behind the Skopje fortress and a new place for meeting and connecting citizens. In that way, the channel line in a length of 4.35 km can become a tactic for transforming marginal zones of the left bank of the city (Figure 5). 3.5 Case five: Extreme Housing Lines, Inner Margins of the City, location: littoral zone, Veles The Veles city is one of the prototypes of Macedonian cities, with clusters built on an exciting topography along a wavy line of a river. The extreme conditions created an intensive and spectacular form of a settlement, an amphitheatre composed of individual houses and courtyards. But, it is exactly this set-up that caused difficulties and controversies in the process of modernization. The layering of the infrastructure roughly separates the city from the Vardar river. The international Skopje-Thessaloniki railway line and the regional road sections were the first to cut and displace the urban texture. The Vardar river that was once a line of unity became a zone of fragmentary touches of the former city. However, can the city once again be connected with the river again? What if a new margin between the city and the river is constructed in a way in which the infrastructure in the modernization period was superimposed, separating them? Through the extreme housing project, the researchers explored the possibility of a continuous line (d = 900 m x L ~ segment of the central area) as a form of settlement, programming and shaping in-between the city and the river, as a joint intersection of fragments of different systems (Figure 6). Figure 5: Symbiosis line, Bisera Irakovska, master project 2013. Figure 6: Superimposing line, Minas Bakalchev, introduction to Integrative Studio 2015. 28 Minas Bakalchev, Sasha Tasic, Violeta Bakalchev, Mitko Hadzi Pulja: LINIJE, 24-29(148) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 4. SPELLBOUND There is something odd with Edwards, the figure in Alfred Hitchcock film (lines on the tablecloth with a fork, footage from the film), Spellbound (1945). He exhibits a hostile reaction when a young psychoanalyst Peterson draws lines with a fork on the tablecloth and is almost out of his mind when he notices something odd in the line patterns on her dress (Figure 12). Peterson begins to doubt that he is not the real doctor Edwards. She examines him and concludes that he is a delusional amnesiac and that the real Edwards is missing. The main figure has a phobia of lines on a white background. An incident caused his amnesia and a general guilt complex. The lines are connected with tragic events - the murder of his friend during skiing and his brother's accident in his childhood. These two incidents are associated with a linear structure and disturb him by evoking memories that make him feel guilty so he tries to suppress them. People face a world of fragments from different modernization layers that disturb them, and thus they suppress their memories about them. However, they are still present. Their historic failure in reorganizing the society and the total environment blurs their contours. We associate our failure not with the mode of behaviour, but with the subject of action. If the line structure does not yield a result, it is because it is limited or reduced and should obligatorily be extended in a system, in a network, in the total natural and created world that we fill with the same obsession and totalitarianism. But, is this the right way? Is our mode of seeing things, our method, burdening our actions as well? In the paper, a chronological and epistemological classification of the line was discussed. The lines of domination were connected with the lines or the linear form that is used as an expression, a representation of a system that has the ambition to establish, in an integral way, a model of transforming the different levels of the environment/the society. Unlike these, the lines of integration as active lines are those linear forms that do not arise out of pre-determined models of behaviour or planning, but are an expression of local interactions and procedures of action, juxtaposition, or superimposing. Thus, the former can be associated with a reductive form, i.e. representation of certain isolated criteria through which the entirety is transformed, while the latter could be associated with a certain operative form, or a certain autonomy of form whose activity can lead to new and open meanings of the element and the context. 5. CONCLUSION In the study, an overview of the meaning of the "line" was made as a possible model to re-connect the fragments of different systems in a new spatial order, which has today gone from the "physical" perception of the line to the "psychological" meaning in spatial order/disorder - the rejection of the totalitarian, the abstention from the systematic and the acceptance of the everyday as a playful characteristic of the things that lead to new knowledge. The line as an inversion of the urban area, the line as an incision, the line as following natural and created traces, the line as a mutual relationship between layers of infrastructure and texture, the line as a diagonal view, leads us through the new picturesqueness of the ambiguity of the post-modern/radically modern world. If, under the pressure of global geopolitical occurrences, we are increasingly not able to talk about deterministic models, in the disruptions and voids, we could certainly see the structures of the realistic world in a new way. REFERENCES Bakalchev, M. (2004). Housing as an Urban Fragment on the Example of Skopje. Unpublished doctoral thesis,"Ss. Cyril and Methodius"University, Faculty of Architecture, Skopje. Byrne, O. (2010). The first six books of the elements of Euclid. Koln: Taschen (original:The First Six Books ofThe Elements of Euclid (1847), London: William Pickering). Frampton, K. (1985/1980). Modern Architecture, A Critical History. London: Thames and Hudson Ltd. Frampton, K., Kolbowska, S. (Eds.) (1981). Ivan Leonidov. New York: Rizzoli. Frampton, K. (2001). Le Corbusier. London: Thames and Hudson Ltd. Gozak, A., Leonidov, A. (1988). Ivan Leonidov. New York: Rizzoli. Harvey, D. (2006). Notes Towards a Theory of Uneven Geographical Development. Space of Global Capitalism. London: Verso. Hill, J. (2003). Actions of Architecture: Architects and Creative Users. London: Routledge. Hitchcock, A. (Director) (1945). Spellbound [Motion picture]. USA: Selznik International Pictures / United Artist. Leonidov, I. (1930). Explanatory notes ..., Arkhitektura SSSR, 1930, No 3. Accessed on 15 January 2015 https:// mail.google.com/mail/u/0/?tab=wm#inbox/14f690fb6215ad26?projector=1 Maki, F. (1964). Investigations in Collective Form. St. Luis: Washington University, School of Architecture. Accessed on 10 April 2015 http://library.wustl.edu/units/spec/archives/photos/maki/maki-part1.pdf McLeod, M. (1983). "Architecture or Revolution": Taylorism, Technocracy, and Social Change. Art Journal, Vol. 43, No. 2, Revising Modernist History: The Architecture of the 1920s and 1930s (Summer, 1983), pp. 132-147, New York: College Art Association. Accessed on 20 March 2015 http://web.uvic.ca/~jlutz/courses/ hist317/pdfs/McLeod%20Architecture%20or%20Revolution%20article.pdf McLeod, M. (1998). »Le Corbusier and Algiers«, in K. Michael Hays (Ed.): Oppositions Reader. Selected Readings from a Journal for Ideas and Criticism in Architecture 1973-1984. New York: Princeton Architectural Press. Perkins, O. (2012). Minimum wage hike supporters to rally for $2-an-hour increase (take our poll). Accessed on 15 January 2015 http://www.cleveland.com/business/index.ssf/2012/07/minimum_wage_hike.html Tasic, S. (2015). Prototypes of Housing for Integrated Life Styles. Unpublished doctoral thesis,"Ss. Cyril and Methodius"University, Faculty of Architecture, Skopje. Wellmer, A. (1987). Prilog Dijalektici Moderne i Postmoderne, Kritika Uma Posle Adorna. Prevod Drazic, Relja. Novi Sad: Bratstvo-Jedinstvo. 24 Minas Bakalchev, Sasha Tasic, Violeta Bakalchev, Mitko Hadzi Pulja: LINIJE, 24-29(148) Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning S wo M LU S^ CÛ Olga loannou: SINERGIJE ARHITEKTURNEGA IZOBRAŽEVANJA PREK SPLETA IN V UČILNICI - PREOBLIKOVANJE PROGRAMA IN UČENCA ARCHITECTURAL EDUCATION ONLINE AND IN-CLASS SYNERGIES: RESHAPING THE COURSE AND THE LEARNER 10.15292/IU-CG.2015.03.030-037 I UDK:72.01:378 I 1.01 Izvirni znanstveni članek / Scientific Article I SUBMITTED: June 2015 / REVISED: September 2015 / PUBLISHED: October 2015 ČLANEK RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ IZVLEČEK Tradicionalno se arhitekturni programi načrtujejo v kontekstu fizične učilnice, kjer je neomajni pogoj za učenje neposredni odnos med učenci in učiteljem. Toda ta model učenja je nastal v času, ko tehnologija še ni vplivala na učenje. V arhitekturno prakso so digitalni mediji že prodrli, v arhitekturno izobraževanje pa še ne. Avtorica navaja, da vključevanje spletnih izobraževalnih praks v arhitekturne učne načrte koristno vpliva na izobraževanje na področju oblikovanja, saj veča medsebojno sodelovanje in zagotavlja, da študentje prevzemajo odgovornost za učenje. Za ponazoritev koristi sinergije arhitekturnega izobraževanja prek spleta in v učilnici smo pripravili mešani program na podiplomskem študiju nacionalne tehnične univerze atenske šole za arhitekturo. Skrbno smo preučili sodobne trende spletnega učenja v zvezi z njihovo združljivostjo s kulturo arhitekturnega oblikovanja v smislu »učenja skozi prakso«. Program je bil pripravljen v skladu s temeljnimi načeli konektivističnega modela, kjer je učenje povezano z zmožnostjo oblikovati omrežja povezav in se po njih pomikati (Downes, 2012). Ta pristop smo uporabili zaradi podobnosti s prakso oblikovanja, kjer morajo študentje iskati kritične povezave za ugotavljanje prostorskih pojavov in rekonstrukcijo realnosti. Vsebina programa je bila preoblikovana tako, da ustreza novemu mediju. Študentje so imeli na voljo več poti za komuniciranje. K vsebini so lahko tudi sami prispevali. Analiza podatkov je pokazala, da raven sodelovanja, izmenjava in zadovoljstvo študentov še nikoli niso bili tako visoki, kar so pokazale tudi ankete, ki so bile izvedene po koncu izvajanja programa. ABSTRACT Architectural courses have been traditionally planned in the context of a physical classroom where the direct rapport of the students with the instructor is an unswerving condition for learning. This model was formed, however, at a time when learning was not impacted by technology. Although digital media have infiltrated architectural practice, they still elude architectural design education. The author argues that the integration of online educational practices in architectural curricula can benefit design education immensely by raising interaction and making students assume responsibility for their learning. To demonstrate the gains of online and in-class synergy in architectural education a blended course was set up at the postgraduate program of the National Technical University of Athens, School of Architecture. Current trends of online learning were carefully examined in regard to their compatibility with the architectural design culture of "learning by doing". The course was eventually founded on the core principles of the connectivist model where learning consists of the ability to construct and traverse networks of connections (Downes, 2012). This approach was chosen because of its affinity to the design praxis where similarly students are required to make critical connections in order to map spatial phenomena and reconstruct the real. Course content was redesigned to comply with its new medium. Students were offered multiple channels of communication. They were also asked to contribute to the content material. Course data analysis demonstrated an unprecedented level of participation, exchange and student satisfaction as expressed in the surveys that followed the course's completion. KLJUČNE BESEDE arhitekturni seminar, mešani programi, teorija konektivističnega modela, spletna orodja za učenje KEY-WORDS architectural design studio, blended courses, connectivist theory, online learning tools, student interaction 30 Olga loannou: SINERGIJE ARHITEKTURNEGA IZOBRAŽEVANJA PREK SPLETA IN V UČILNICI - PREOBLIKOVANJE PROGRAMA IN UČENCA, 30-37(148) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 1. INTRODUCTION - THEORETICAL FRAMEWORK Contemporary approaches in higher education often involve the integration of online tools. From Open Distant Learning (ODL) to Massive Open Online Courses (MOOCs) there has been an outbreak of new technology used to overcome the temporal and spatial vehicles of distant learning (Hollands & Tirthali, 2014; Barber, Donnely, Rizvi, 2013; Daniel, 2012, Comier & Siemens, 2010). Tools used for e-learning practices are also currently being tried in more flexible blended learning environments where the in-class sessions are supported by online features (Griffiths, 2013; Norton, 2013). The level of collaboration between the two mediums varies according to the objectives of each course. In architectural curricula the incorporation of online tools of learning has been scarce so far (Bender, 2005). In most cases, the online presence of an architectural course simply reflects its in-class development (flipped classroom mode). The design studio in particular, the backbone of architectural education, is deeply rooted in the physical co-presence and interaction of professors and students and that is a habit that has resisted change. So far some isolated examples have been registered such as Susan Yee's MIT successful attempts coordination to form interdisciplinary and transcontinental synergies between architectural Institutions. Technology was used to support the social character of learning by bringing together people from different cultures. (Yee, 2001) Or the more recent venture of Petar Arsic's Design Studio at the Faculty of Architecture of Belgrade University. Here, the course's online aspect was mostly oriented to supporting the studio as it is, by incorporating MOODLE features and profiting from its repository character (Devetakovic et al. 2011). During the research, one theory in particular stood out because of its resemblance to the general framework of the predominant architectural pedagogy: the connectivist theory. In this model of self directed learning the major activities involve: aggregation, relation, creation and sharing (Kop, 2011). Likewise, the students of architecture are expected to collect information and reflect upon this material in order to eventually create something of their own. The outcomes of this mental or cognitive process are consecutively shared between classmates and often discussed openly between the network of professors and students (Salama, 2015). This is an affinity that was worth looking into. The course redesign was founded on the connectivist model of education. This paper examines the process of the course redesign and assesses the outcomes of its implementation. It starts by describing the objectives that led to the decision of using online tolls of learning. Then it follows the changes made to the course's components: its content, its layout, the additional features that were used and its new deliverables. It continues by presenting student ratings and their evaluation of the redesigned format. In the final section, the author assesses student performance in regard to the course reform. 2. THE EXISTING COURSE - COURSE REDESIGN OBJECTIVES The original course of "New Fields of Design and Construction"1 had been 1 For more information: https://www.arch.ntua.gr/en/node/ii47 (official page of the course on the University's website) formed by joining two distinct yet complementary units of content. The first part of the course examined Urban Homoeostatic Clusters (UHC). It presented students with a series of city mapping techniques and then illustrated ways of managing the data retrieved to shape integral strategies for urban interventions. Course content was based on a wide range of the most recent PhD dissertations and undergoing postgraduate research which dealt with ways of reading the city phenomena. The second part of the course had been based on the Urban Ecosystems of Innovation (UEI) and in particular the collection and management of urban data with the aim of forming digital networks and helping make a city smarter. The course was originally held only in-class. Each week a new mapping tool was presented during a three-hour session along with examples of its application. Interaction with the students, however, was problematic. At the end of each presentation, students were given little time to ask questions and comment on the subject discussed that day. It was only at the end of the semester that students were asked to actively engage by using one or more mapping tools to read a specific urban area in Athens. What is more, students worked alone for their projects. Grading depended mostly on the performance of the students on their individual assignments. The redesign of the course was primarily conceived as a way of dealing with the course's intrinsic weaknesses. As in-class sessions were mostly devoted to presentations, students did not have enough time to familiarize themselves with the course content. They were often overwhelmed by the quantity of the information. Class discussions were short, awkward and rarely exhaustive. Course duration needed to be increased, preferably without shrinking the content. Switching to an online environment for the transmission of content material offered a way out of this impasse. The task that was eventually undertaken, however, did not solely involve the accommodation of the content in a digital online environment. The course redesign sought to find a way to increase the interaction between the parties involved in the process. Its revised version aspired to create a learning environment as indicated by the connectivist model where "knowledge is not transferred from educator to learner and where learning does not take place in a single environment; instead, it is distributed across the Web, and people's engagement with it constitutes learning" (Kop, 2011b). All this led to the creation of a hybrid course that called for an extended participation of all parties in multiple learning environments. In this new setting the focus lay on the students as a learning community. Students were no longer considered as simple receivers of information; they became active agents in the process of creating knowledge by assuming responsibility for their learning. 3.0 COURSE REDESIGN 3.1 Content It was decided from the start that the course content would be uploaded online prior to each in-class meeting as a prerequisite for the students' in- _ 31 OgoarnoU3NERGJEARHT3<^ Št. 3. / 2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning M S LU S wo wo LU s^ CÛ £ o ČLANEK RAZPRAVA DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ -class presence. The first important step was to determine the course main subjects and then redesign their content in terms of online and in-class material (Hanna, 2012). It was decided that this pilot course would include the course content of the UHC only. Six content units were selected in that regard. (Fig. 01) Conversion into online lecture material meant that a large part of the existing course content needed to be condensed and translated into various forms of online communication and resources such as video lectures, images, links to articles and software demonstrations (Fletcher and Bjerkass, 2012). Consequently, all participants of the teaching team engaged in an in-depth process of reconfiguring their material by adding more online resources. They also had to reduce the duration of their lectures2 (Guo 2014; Siemens, 2012). A very important factor was also considered from the beginning: students would not necessarily view all weekly video lectures together or in sequence. Therefore, the viewing of the content material had to be planned both in the context of the videos of the same tool and independently. OPEN INTERACTIVE MAPPING 46' PROPERTY RECOGNITION TO NON TYPICAL SCHEMES 33' SPACE SYNTAX 35' GATHERING FACTUAL INFO: THE EXAMPLE OF ELAIONAS 14' BOTTOM UP URBAN INTERVENTIONS 36' EXTENDED CITYSCAPE 311 Figure 1: Content Units of mapping tools. Conversion of the former presentations into online content limited their duration. ' The process of hammering the content material ensured short duration videos and a clear sequence in unit planning. The final order of the tools' presentation stemmed from a balanced succession of the units' level of difficulty. Additional administrative information was also configured at this point in the form of written instructions and introductive course material to help students navigate in the online environment. So far the "atelier"3 character of the connectivist MOOCs had begun to match the studio character of an Architectural Design Course. But "to learn in a connectivist course is to grow and develop, to form a network of connections in one's own self" (Downes, 2012). The need was not only to launch a ready-made environment of knowledge for dissemination, but to engage in a rich text-based, design-based and multi-media based interactive environment of practice. And there was also an immediate need to design the network within which this interaction could take place. 2 Duration of the videos did not exceed 6-7 minutes. A ten page script was used as a size guide to the recordings. 3 This characterization is used to describe the fluid nature of cMOOCs, less directive in respect of process where the instructor plays the role of the facilitator and learning outcomes are unique artifacts. (Hollands, Tirthali, 2014) 3.2 Layout Students attending this postgraduate course come mostly from Architecture Faculties. But there are also a number of students admitted from relative disciplines like Fine Arts as well as students who have a second degree in Architecture and a first one from some other discipline, not always directly relevant to Architecture. As a result, the profile of the learners of the Postgraduate Course varies, along with their age, their professional life experiences and their individual competency. Since students have different background knowledge, they do not share the same ability and skills to learn a subject. Students of the course would develop a personal learning path in the context of their former training (Kolb, 1981). But what if those paths were somehow open to all? What if the Figure 2: Course development layout. The figure illustrates the interaction between teaching team and students through the various channels of communication established for this course. students could keep track of each other's work outside the classroom and -why not - cross paths with each other? In this context, the connectivist act of encouraging the establishment of student blogs was decided as the best way to create a network between the students that would enable them to monitor each other's work. There would be no prerequisites for the blogs' maintenance and no one would be obliged to report at a certain pace. The blog would be their individual contribution to the course content and the grade of interference would be up to them to decide. The course layout that prevailed included that the teaching team would transmit an initial stimulus -one mapping tool for every week of the course- 32 Olga loannou: SINERGIJE ARHITEKTURNEGA IZOBRAŽEVANJA PREK SPLETA IN V UČILNICI - PREOBLIKOVANJE PROGRAMA IN UČENCA: 24-37(156) IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITY GAME - Theory and Practice of Spatial Planning No. 3. / 2015 online. Students would watch it and add relative material on their blogs, their thoughts on the matter, and perhaps an application of the tool they know of or something they were reminded of while thinking about it. Both parties would have to consult each other's online presence before attending the physical classroom4. In any case, the enacted course could hardly shrink the intended one. If the students failed to engage in the process and contribute with their own material, they could still consult an enriched version of original course both in-class and online. (Fig. 02) 3.3 Additional Features Despite the intended lack of direct online interaction a provision was made, for a series of open-to-all online pages for common use. Two additional online features were strategically used to enhance the sense of sharing in matters of course administration and content management. This allowed all participants in the course to have a say in all aspects of this venture. (Fig. 03) ONLINE PRESENCE: VERSAL PLATFORM STUDENTS BLOGS (BLOGSPOT, TUMBLR) GOOGLE DOCS IN-CLASS PRESENCE: PRESENTATION OF EXAMPLES ILLUSTRATION OF SELECTED BLOG POSTS LIVE DISCUSSIONS 3DAY DESIGN WORKSHOP Figure 3: Online and in-class course features. The first online feature has been the "Course Constitution" Google Doc as in the example of a practice adopted by Cathy Davidson in her "21st Century Literacies: Digital Knowledge, Digital Humanities" course, at Duke University (Davidson, 2013). The idea was to determine a mutually acceptable agreement on the terms of use of the online material from all parties involved and to help set the rules of online communication. Since this was a newly inaugurated type of collaboration depending on both parties, students and teachers should both be able to shape this class model and the conditions of co-existence. Just like in the Davidson case, the Mozilla Manifesto was adopted as an initial text on which the students and the teachers were invited to elaborate further. The second online feature emerged from the complexity of the course content. Each mapping tool is described by a series of terms that define its inner structure and its properties. The words that are used to define those terms are mostly common but in the context of the tools they assume different meanings. Therefore, a type of lexicon was needed to facilitate communicating the terms' definitions to all students. But instead of 4 It was firmly decided that the platform would not accommodate live discussions or forums and that exchange of views would only occur in-class and that this type of interaction would remain a structural part of the physical classroom. introducing all those terms as definite entities of meaning, a second open to all Google Doc was set up under the title "Vocabulary of Terminology" to accommodate them. The students were invited to consult and reflect upon those terms' proposed definitions. They were also encouraged to contribute by modifying the definitions or by adding their own versions of what they thought each term represented exactly. Course content was further enriched by the official report of a Research Program that was developed recently by the National Technical University of Athens that was financed by the city's Regional Administration. Its six hundred pages cover an extensive research of the city of Athens realized with the mapping tools that constituted the course content5. This material was handed over to the students at the end of the online presentations. The students were asked to browse through the report and start relating the tools to a realistic example of their direct application. Furthermore, intermediate complementary material was prepared in the form of mini-presentations in between weeks to address issues that were brought up during class discussions. The flexibility of the course's configuration allowed the teaching team to intervene in case the students did not comprehend a particular aspect of the course content. This material besides being presented in-class was later uploaded on the platform as well to serve as a point of reference of the course's development. The student blog posts also played an important role to the in-class material articulation. Every week, all posts from the student blogs were collected and evaluated by the teaching team for their relative importance to the course content. Taking into account the course's short life span, the teaching team made sure that the information of the students' research would be contextualized with the rest of the course's content. Some of these posts were consecutively presented in-class as they offered more insight into various issues raised. 3.4 Hosting platform Recording lasted two days and the editing process lasted almost two weeks. During this time, the transcripts of each unit were deciphered. These texts were later used as the canvas for the editing process as well.6 Images or snapshots of definitions were used to keep the rhythm of the presentation intact and highlight important parts of the narration. A series of graphics was also produced to signal the introduction and the conclusion of the units. The internet platform selected to accommodate the course content was Versal7. After a trial period where a series of different platforms was tested, 5 The program and included the determination, the evaluation and the specification of a complex network of actions that would improve the conditions of urban life in selected areas of Athens, especially the city centre. It was held during the biennial 2012-2014. The whole program is available for download here: https://www.arch.ntua.gr/node-resources/ii47 (only in Greek). 6 Two providers' platforms have been used as prototypes: FutureLearn and Digital Leupha-na. (https://www.futureiearn.com and http://digitai.ieuphana.com). Although they are xMOOC providers, they both aim at creating highly interactive environments for learning. 7 https://versai.com/c/jxaqvi/summary 34 Št. 3./2015 IGRA USTVARJALNOSTI - teorija in praksa urejanja prostora | THE CREATIVITT GAME- CO s LU S l/t o CO LU >- Cû £ o ČLANEK DISCUSSION RECENZIJA REVIEW PROJEKT PROJECT DELAVNICA WORKSHOP NATEČAJ Versal was chosen for its simplicity and the easiness of use both for the attending students and the contributing teachers. Most free online platforms have a rather commercial profile that did not suit the one of an academic classroom8.Therefore, while other systems available online guaranteed more insights and a considerable variety of analytics, the final decision was based on how the platform could fit in the requirements the team had set and not vice versa. (Fig. 04) 3.5 Deliverables A design project was assigned to the students in a three-day workshop at the end of the tutorials. The students were encouraged to use one or more mapping tools of the course content to read an area indicated to them. The area selected for this semester was the highway overpass between Egaleo and Ela-ionas in the Western part of Athens. They were then asked to use this data to propose a strategy for intervention in the area. One of the course's outcomes was the representations, verbal and visual, of their endeavours. The intention was to isolate the design workload of the program in a condensed creative and interactive experience.Therefore, the students shared their mapping outcomes in intermediate mini presentations throughout the workshop and their findings were openly discussed and analyzed by them all. At the end of the three-day session each student presented an autonomous personal approach to mapping and proposed a strategy of intervention that enhanced a certain aspect of the area they were able to map and evaluate. The results of the students'work were presented in full in-class on the last day of the course. 8 For more information on free platforms visit: Reviews of eLearning Platforms, Tool s & Software for Teacher & Coaching, http//bestelearnlngplatforms£om/sofiware-tool-revlews. Accessed 09 June, 2015. versal METHODOLOGICAL TOOLS OF ANALYSIS FOR CHEATING STRATÉGIES OF INTEGRAL URBAN INTERVENTIONS W1 U1.0 - EicraywYn H koivwvikjí opYávuícrri Tou x^pou Course constitution Week Oner Space Syntax WlUi ,0 - Ewwiiyfl. H *QN, . WtUl.l - Ano ni rcwueTf>ci ' ' ■ WíUZ.O- AvomnpccoTiJooç WÍU2.1 -B46eç-ZiMciKTiK„, WtU3,Q - úiüOtt/úííTH «Olli,,,, WÍU4.0 - Éwwvdríi«>0n oa.., W1U5,0 - EuAflntômiQ, HAc.,. WÎU6.0 - nairttöwija TOW... W1U7,Q - napÄtofti« CTIM... WtU8,0-EnítoVG< MAÖHMA; [TAPONA riEAIA EXEAIAIMOY - KAWKEÏHÏ Ab!,a$ icXaSwt ^taptnj iiita^T), j^açacVt cîtoît}. ^tspucoi avu^Erianoi, k1vt|otl Šioori, koivVi m i O Elirtrp-KT|| H tfHWMWtï^ *J>?É%*tM| t»» Tail, cbš avoçuiÇjsiLm. Hjïvvii ZnnipavJuikTi «m ctjun SifidicTopa^ niç EjpW|i; ApJUEtiiviav tov FMTT Avntiftyei* «mfc m-; «05«|idi a^ StaX^sav RV« rç Pewpto SpK* Syniû» (OTx4(i>¥Mt »ai iî- Cû £ o ning.The synergy of digitized online material and in-class live discussions promoted individuality and encouraged interaction. The students'responsibilities were raised and so was the level of their interference with the course content in total.Their high reception and appraisal for this course is expressed in the high ranking that was depicted in the surveys following the course's completion. Student performance has also been improved and their attendance rates have doubled.The analytics provided by their monitoring showed -beside their extremely diverse learning paths- a consistent attendance rate throughout the duration of the course. Their contributions in the live discussions and their numerous contributions through their blog posts reveal their immense need to express themselves through more channels than the traditional ones. This emergent type of learner matches the model set by architectural pedagogy according to which the designer is someone who seeks connections and relates collected bits of information to map and reconstruct the real. The self directed learner is in fact already the designer of his/her own learning path.Therefore, architectural courses and the design studio courses in particular, face a growing challenge of incorporating new technology. REFERENCES Barber, M., Donnely, K., Rizvi, S., (2013). An avalanche is coming, Institute for Public Policy Research, London UK. Bender, D., (2005). Developing a Collaborative Multidisciplinary Online Design Course,The Journal of Educators Online, Volume 2, Number 2, July 2005. Cornier, D., Siemens, G., (2010).Through the Open Door: Open Courses as Research, Learning, and Engagement, Educause Review, vol. 45, no. 4 {My/Amti),hnp:/M.educauseedu/anides/2010/8Ahrough-the-operi-door-open