Suchergebnisse

Questo contributo individua le specificità Scuola di Architettura, Pianificazione e Paesaggio dell'Università di Newcastle. Caratterizzata da un corpo docente molto eterogeneo e da competenze in tutta la disciplina, la Scuola sostiene fortemente l'idea di un ruolo sociale dell'architettura. Ciò riflette, in parte, la cultura architettonica di Newcastle, radicata nell'ascesa e nella crisi di un grande porto industriale ai confini dell'Inghilterra. questa vocazione è emersa chiaramente nella generazione dei cosiddetti New Brutalists / Nuovi Brutalisti, chiamati a dare una forma e una sostanza alla politica del Welfare State. Come scuola di architettura orientata alla ricerca, l'APL intende il progetto come una sfida culturale collettiva che implica l'acquisizione e l'esercizio di conoscenze e competenze complesse, per le quali la realtà della pratica architettonica è un costante termine di riferimento. ; This article aims at tracking down some identity features of the School of Architecture, Planning & Landscape of Newcastle University. Characterised by a very heterogeneous teaching staff covering a broad breadth of expertise across the discipline, the School strongly supports the idea of a social role for architecture. Partly due to Newcastle's architectural culture - rooted as it is in the rise and fall of a great industrial port at the borders of England - this vocation emerged clearly in the generation of the so-called New Brutalists, called upon to give a form and substance to the politics of the Welfare State. As a research-led school of architecture, APL understands design as a collective cultural endeavour that involves the acquisition and exercise of complex knowledges and skills, for which the reality of architectural practice is a constant term of reference.

Challenging the long-established idea of the Mediterranean as the cradle of modern architecture, this contribution argues that due consideration should be given to moments of profound change, thereby splitting the Mediterranean into its fragments. We may thus restore to its extraordinary cities the many and varied architectural traditions that were able to nurture and blend: the much-debated mediterraneità (Mediterraneity) turns out to be far less 'monolithic' in its expression. Along this line of thoughts, schools and museums built in Greece from 1923 to the aftermath of WWII may well reveal the role of architecture, when called upon to express the founding values of a collective identity. The dialectic between tradition and innovation, eclecticism and modernism, uncovers its meaning case by case. ; This contribution is partly based on research in Greece carried out with funding from the Greek Scholarships Foundation IKY (1999-2000), the Italian Ministry of Foreign Affairs (2002), and the A. Onassis Foundation (2006). It is partly based on Pallini, C. (2015). Il moderno nel farsi e rifarsi della storia. Riflessioni sull'architettura della scuola e del museo in Turchia, Grecia, Egitto. In P. Carlotti, D. Nencini & P. Posocco (Eds), Nuovi Mediterranei (pp. 222-241). Milan: Franco Angeli This work was conducted under the project MODSCAPES - Modernist Reinventions of the Rural Landscape (HERA.15.097). This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 649307. ; info:eu-repo/semantics/publishedVersion

Modernism—as cultural and artistic expression of core values—is often associated with urban and industrial contexts, in stark contrast to a "backward countryside". Focusing on modernist reinventions of the rural landscape, MODSCAPES (funded underHERAJRP III call "Uses of the Past",Oct. 2016–2019) specifically questions these preconceived ideas. In different political and ideological contexts agricultural development schemes carried out in Europe during the twentieth century were pivotal experiments in nation-building policies. In addition, they provided a common testing ground for the ideas, and tools, of environmental and social scientists, architects and engineers, planners and landscape architects, as well as artists. This contribution presents the case study of Northern Greece, focusing on rural and urban schools as a key architectural theme, called upon to express the found ing values of a collective identity. The dialectic between tradition and innovation, eclecticism and modernism, uncovers its meaning case by case.