In 2008 the magazine Casabella has published a series of "views" on the teaching of architecture, editorial Francesco Dal Co, three historical contributions (Le Corbusier, Mies van der Rohe, Pier Luigi Nervi in \u200b\u200bnumbers 766,767,768) which was followed in numbers in September and October, an essay-manifesto by Peter Eisenman and an essay by Alvaro Siza. Different contributions - known as the Dal Co - representative of different personalities that have captured the attention of the architectural culture of yesterday and today. Teaching
architecture is also an issue that periodically comes back - and necessarily - in debates hosted by architectural magazines (actually less and less frequent Over the years) and that can not cover all those who teach in schools of architecture.
Our staff, as well as give an account of the most significant outcomes of the work of teachers in courses and master, devotes much space to the thesis of the most able students. The Periscope section investigates among the most significant events that happen in the architecture world, documenting lectures and conferences, offers space for debates and open forums.
In our faculty in recent years many things have changed and are still changing, the new organization of teaching that followed the adoption of the training facility commonly known as three-plus-two has been made balance and without trauma, understanding the cultural and practical benefits, but firmly taking the goal of a complete and updated architectural training. At the same time the retirement of several influential figures of Italian architecture in the faculty who have taught (Sandro Anselmi, Thomas Giuralongo, Mario Manieri Elia, Paul Marconi, Vieri Quilici), the entry of a good group of new researchers and the call ordinary professors from other faculties Italian forces with even more urgency to develop ideas, proposals, new cultural projects.
With the publication of articles from Casabella opens the section of periscope "teaching architecture" with the aim of contributing to the debate by hosting responses from teachers and experts of our faculty but also open to the contributions that we receive from outside if necessary. FG
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