Mat(h)building: Dispositions. Combinations. Permutations

2022 Re-inventing schools Politecnico Di Milano School of Architecture Urban Planning Construction Engineering MIAW The MIAW-Milan International Architecture Workshop is the international intensive programme at the Politecnico di Milano, School of Architecture Urban Planning Construction Engineering, that provides an international design forum for schools, teachers and students, but it is also an informal platform to discuss issues and share ambitions that education implies. Its aim is to stimulate cross-over thinking between researches and practitioners in the design field, involving different scales and encouraging an interdisciplinary approach towards design problems. Each class has an international guest professor of high profile whose activity and interests are related to the different study courses and disciplinary areas characterising our School. MIAW 2022 / Re-inventing schools ISBN 978-88-6242-830-9 Editors Corinna Del Bianco Camillo Magni Giulia Setti Template design LetteraVentidue Layout Michele Porcelluzzi Photo credits p. 133, p. 159, p. 188, p. 214, p. 237 © Andrea Foppiani Other images credits All rights belong to their respective owners, under the responsibility of the submitting authors. © LetteraVentidue Edizioni All rights reserved MIAW 2022 Scientific Board DAStU department, Politecnico di Milano Barbara Coppetti Corinna Del Bianco Camillo Magni (coordinator) Giulia Setti (coordinator) DABC department, Politecnico di Milano Francesca Belloni Domenico Chizzoniti Massimo Ferrari Elena Fioretto Nora Lombardini Elvio Manganaro Guest Professors Karin Hofert Mladen Jadric Giancarlo Mazzanti Elsa Prochazka Mia Roth-Čerina Tutors Luigiemanuele Amabile Andrea Foppiani Riccardo Genta Francesca Gotti Michele Porcelluzzi Yona Catrina Schreyer WS.B Karin Hofert WS.B Karin Hofert Tutors: Riccardo Genta, Andrea Foppiani Participants: Ceyda Alkara Kevin Sheldon Antony Prasad Luca Attinà Zoe Alexandra Burgess Mirko De Roia Mark Romyr De Villa Ege Ediger Camila Denisse Fabara Von Lippke Edoardo Guerzoni Jeremic Nebojsa Julia Karlovich Zeki Eneshan Kavakli Olivia Leoni Jiang Li Xiaohan Liu Maja Medic Neda Medic Naz Ozkaragoz Name Surname Yanhan Pan Arina Pautova Sikkander Basha Rasool Basha Ruihan Wang 155 156 Mat(h)building +PZWVZP[PVUZ࠮*VTIPUH[PVUZ࠮7LYT\[H[PVUZ Since we were asked to design several school complexes with ]HYPV\ZM\UJ[PVUHSWYVNYHTZPUHYLHZ^P[OKPɈLYLU[\YIHUHUK social backgrounds, the main didactic concern was to identify a KLZPNUTL[OVKÅL_PISLHUKHKHW[HISLLUV\NO[VILHWWSPLK[V heterogeneous and diverse contexts. Therefore additionally to the three T's – topos/site, tipos/use, teknos/ construction – that condition and inspire any project, we added HUV[OLYJVUZ[YPJ[PVU[VW\[[OLWYVQLJ[X\PJRS`VU[YHJR!HZ[YH[LN` [OH[TVYL[OHUHPTPUNHMVYTHSKLÄUP[PVU^VYRZHZHZ`Z[LT Mat-buildings start from a basic unit that is linked in clusters growing to stems and even to grids. The concept is particularly HKLX\H[LMVYI\PSKPUNWYVNYHTZKLHSPUN^P[OI\UJOLZVMYLWL[P[P]L modules – like classrooms – and contains the possibility of adapting to changing needs. Understanding this methodology as a set of principles that regulate an “everlasting” work-in-progress makes it absolutely convenient for scholar buildings. A module that has to link properly to others usually starts from NLVTL[YPJHSZ[HUKHYKPaLKWVY[PVUZ[OH[JHUI\PSK\WKPɈLYLU[ZPaLZ of modules. Therefore the special schoolrooms with much bigger dimensions like gyms or theaters can also become multiples of the same system, unless they are used as exceptional counterparts to underline the systematicity of the proposed structure. If the modular system of basic-unit-clusters extends in horizontal (groundscraper like) it leads directly to the concept of alveolus. ;OLWH[[LYUVMI\PS[HUK]VPKKLÄULZHYPJOI\PSKPUNZLJ[PVU^P[OH ^LSSWLYMVYH[LKÄM[OMHsHKL(VULVY[^VÅVVYZ]VS\TLZWYPURSLK WS.B / Karin Hofert 157 by enclosed unroofed spaces or courtyards makes perfect sense for school buildings. The alternation of full and void or solid and empty asks for graduation of the limits, for successive thresholds leading from PUPU[VV\[V\[(UHZZLTISLKZLX\LU[PHSWH[[LYUHS^H`ZJVU[HPUZ the notion of the intermediate space. What better place for not conducted or non-formal learning – as important as the regulated one – than in-between spaces? The students, working in groups of three or four, were given Ä]LWVZZPISLIHZPJ\UP[ZHUK^H`Z[VYLSH[L[OLT[OH[PZÄ]L aggregation strategies: • ATTACHED BOXES • DETACHED MODULES • SPATIAL GRID • VAULT • UMBRELLA or TREE ;OL`OHK[VWYVÄSL[OLZL\UP[ZZOHWLZPaLL[JNP]L[OLTH MLHZPISLTH[LYPHSHUKZ[Y\J[\YHSKLÄUP[PVUHUKJOLJRWVZZPISL clusters. Once the system seemed to work in terms of basic \ZL[OL`^LYLHZRLK[V[LZ[P[VU[^VKPɈLYLU[WSV[Z(KHW[PUN and considering slight variations contributed to clarify units and aggregation systems and to understand better the identity of each ZP[L;OLJVTWHYPZVUVMKPɈLYLU[Z`Z[LTZ^VYRPUN^P[O[OLZHTL program on the same site resulted of great didactic value. The special schoolrooms were placed in a way to make them easily HJJLZZPISLMVY[OLULPNOIVYOVVKVM[LUOLSWPUN[VKLÄULIVYKLYZ and entrances to the school grounds and extending the grounds to the city. WS.B / Karin Hofert 158 We paid special attention to exterior and interior limits, to thresholds and in-between spaces, to patios and courtyards, to light and vegetation. To understand reality in its three dimensions from the very beginning we worked with sections and immediately with physical models. At the end every group, in addition to six boards, produced two 1:500 models, one for each plot, and a 1:200 model to explain the unit, the way of assembling it, the cluster and the intermediate spaces. (ZRPUNLHJOZ[\KLU[ZNYV\W[VHWWS`P[ZZWLJPÄJHNNYLNH[PVU Z[YH[LN`VU[^VVM[OLÄ]LNP]LUZP[LZYLZ\S[LKPUZP_[LLU masterplans. The variety of valuable outputs proves that the chosen HNNYLNH[PVUZ[YH[LNPLZHYLÅL_PISLHUKHKHW[^LSS[VHU`JVU[L_[ Hopefully both the strategies and the resulting catalogue of casestudies can be of use for Milano municipality. WS.B / Karin Hofert 159 DETACHED MODULESc0U)L[^LLUI`63LVUP2:(U[OVU`54LKPJcvia Massaua, North-East elevation and section DETACHED MODULESc0U)L[^LLUI`63LVUP2:(U[OVU`54LKPJcvia Massaua, axonometrical view DETACHED MODULESc0U)L[^LLUI`63LVUP2:(U[OVU`54LKPJcvia Massaua, perspective view WS.B / Karin Hofert 166 DETACHED MODULESc0U)L[^LLUI`63LVUP2:(U[OVU`54LKPJcviale Sarca, North elevation and section DETACHED MODULESc0U)L[^LLUI`63LVUP2:(U[OVU`54LKPJcviale Sarca, axonometrical view DETACHED MODULESc0U)L[^LLUI`63LVUP2:(U[OVU`54LKPJcviale Sarca, perspective views WS.B / Karin Hofert 167 DETACHED MODULESc0U)L[^LLUI`63LVUP2:(U[OVU`54LKPJcviale Sarca, exploded axonometry DETACHED MODULESc0U)L[^LLUI`63LVUP2:(U[OVU`54LKPJcvia Massaua, exploded axonometry WS.B / Karin Hofert 168 DETACHED MODULESc0U)L[^LLUI`63LVUP K.S.Anthony, N.Medic | modular exploded axonometry DETACHED MODULESc0U)L[^LLUI`63LVUP K.S.Anthony, N.Medic | ZJHSL!HUK!TVKLSZ WS.B / Karin Hofert 169 DETACHED MODULES | "DiaGrid" by E.Guerzoni, K.E.Kavakli, R.Wang, X.Liu | via Quarenghi, axonometrical view DETACHED MODULES | "DiaGrid" by E.Guerzoni, K.E.Kavakli, R.Wang, X.Liu | via Carnovali, axonometrical view WS.B / Karin Hofert 170 DETACHED MODULES | "DiaGrid" by E.Guerzoni, K.E.Kavakli, R.Wang, X.Liu | via Quarenghi, roof plan DETACHED MODULES | "DiaGrid" by E.Guerzoni, K.E.Kavakli, R.Wang, X.Liu | via Carnovali, roof plan WS.B / Karin Hofert 171 DETACHED MODULES | "DiaGrid" by E.Guerzoni, K.E.Kavakli, R.Wang, X.Liu | ]PH8\HYLUNOPNYV\UKÅVVYWSHU DETACHED MODULES | "DiaGrid" by E.Guerzoni, K.E.Kavakli, R.Wang, X.Liu | via Carnovali, via Quarenghi, perspective views DETACHED MODULES | "DiaGrid" by E.Guerzoni, K.E.Kavakli, R.Wang, X.Liu | ]PH*HYUV]HSPNYV\UKÅVVYWSHU WS.B / Karin Hofert 172 :7(*0(3.90+c;L[YPZI`*(SRHYH3([[PUnA()\YNLZZ,,KPNLYcviale Sarca, axonometrical view :7(*0(3.90+c;L[YPZI`*(SRHYH3([[PUnA()\YNLZZ,,KPNLYcvia Quarenghi, axonometrical view WS.B / Karin Hofert 173 :7(*0(3.90+c;L[YPZI`*(SRHYH3([[PUnA()\YNLZZ,,KPNLYcvia Quarenghi, roof plan :7(*0(3.90+c;L[YPZI`*(SRHYH3([[PUnA()\YNLZZ,,KPNLYc]PH8\HYLUNOPNYV\UKÅVVYWSHU :7(*0(3.90+c;L[YPZI`*(SRHYH3([[PUnA()\YNLZZ,,KPNLYcvia Quarenghi, longitudinal sections WS.B / Karin Hofert 174 :7(*0(3.90+ | "Tetris" by C.Alkara, L.Attinà, A()\YNLZZ,,KPNLYcexploded axonometries :7(*0(3.90+ | "Tetris" by C.Alkara, L.Attinà, A()\YNLZZ,,KPNLYcperspective views WS.B / Karin Hofert 175 UMBRELLA or TREEc(Y[PÄJPHS-VYLZ[I`44LKPJ N.Ozkaragoz, Y.Pan | ZJHSL!HUK!TVKLSZ UMBRELLA or TREEc(Y[PÄJPHS-VYLZ[I`44LKPJ N.Ozkaragoz, Y.Pan | modular exploded axonometry WS.B / Karin Hofert 182