Program Overview

---

CULTURE PROJECT

Overview

The course deals with the cultural dimension of the project, understood as a projection into becoming, a progressive transformation of reality. It is not the object itself in its measurements or conformations or contextual relationships that are of interest but the object beyond its inside and outside, in its extension elsewhere, in the culture that expands it beyond its own existence.

Aims and Content

Learning Outcomes

The teaching is articulated in the exploration and experimental application of design theories. The educational objectives that are intended to be achieved with the development of teaching are:

• acquire the ability to interpret a complex system
• acquire the ability to define a project in the face of the unpredictability of the variation of a context (material and immaterial)
• acquire the ability to coherently communicate the characteristics of the proposed interventions

Aims and Learning Outcomes

The course has as its objective the transmission of knowledge of some fundamental steps of critical thinking and of the links that exist between reading a phenomenology, developing a theory, defining a project. The didactic intent is to make people understand the profound reasons that connect space and society by placing the imaginary at the center of reasoning and deepening the significant value of the story, a connecting tool between the past, present and future.

Prerequisites

No prerequisites are required for this course.

Teaching Methods

The course is divided into lectures and exercises on design theories and the links they have with reality and with other fields of knowledge. Scholars of the topics addressed will be invited to open a discussion on contents and methods. At the end of each lesson, there will be a debate with the students on the topics covered. Each student or group of students will have to write a paper on the topics addressed in the lessons. The paper must return a personal critical positioning and its concrete translation into a project. There will be weekly reviews of the requested paper.

Syllabus/Content

The course is aimed at developing the ability to propose a personal interpretation of the present, a personal definition of the future, a personal narration of one's project, starting from the personal imagination of each student and/or each group of students who will develop - starting from a common background - a device through which to expose one's critical-theoretical position during the exam.

Recommended Reading/Bibliography

A list of recommended readings includes works by various authors, such as:

• Giorgio Agamben
• Marc Augé
• Paul Auster
• James Ballard
• Roland Barthes
• Georges Bataille
• Jean Baudrillard
• Zygmunt Bauman
• John Berger
• Yve-Alain Bois
• Andrea Branzi
• Massimo Cacciari
• Roberto Calasso
• Germano Celant
• Emil Michel Cioran
• Gilles Clément
• Yago Conde
• Michel de Certeau
• Gilles Deleuze
• Felix Guattari
• Umberto Eco
• Michel Foucault
• Hal Foster
• Umberto Galimberti
• Gyorgy Kepes
• Rem Koolhaas
• Le Corbusier
• Sara Marini
• Claudio Marra
• Rafael Moneo
• Jean-Luc Nancy
• Mario Perniola
• Silvano Petrosino
• Franco Rella
• Paul Ricur
• Saskia Sassen
• Susan Sontag
• Bernard Tschumi
• Robert Venturi
• Denise Scott Brown
• Steven Izenour
• Anthony Vidler
• Lebbeus Woods

Teachers and Exam Board

The course is taught by:

• Davide Servente
• Antonio Lavarello

Lessons

Lessons Start

As per calendar.

Class Schedule

The timetable for this course is available through the university's portal.

Exams

Exam Description

The exam consists of a written and oral component.

Assessment Methods

The following elements will be evaluated:

• knowledge and understanding
• applying knowledge and understanding
• ability to draw conclusions (making judgements)
• communication skills
• ability to learn (learning skills)

Passing the exam is expected for students who, at the end of the course:

• have demonstrated knowledge and understanding that extend and/or reinforce those typically associated with the first cycle and allow for the elaboration and/or application of original ideas, in a research context
• are able to apply their knowledge, understanding and ability to solve new or unfamiliar problems and issues in broad (interdisciplinary) contexts related to their field of study
• have the ability to integrate knowledge and manage complexity and to draw their own conclusions even on the basis of incomplete information, including reflection on the social and ethical responsibilities associated with the application of their knowledge and judgments
• are able to communicate their conclusions, as well as the knowledge and rationale underlying them, in a clear and unambiguous way, to specialist and non-specialist interlocutors
• have developed those learning skills that allow them to proceed mostly in a self-directed or autonomous way.