都靈理工大學(xué)建筑與設(shè)計學(xué)院

保羅·梅拉諾

都靈理工大學(xué)建筑與設(shè)計學(xué)院

保羅·梅拉諾

自1859年以來, 瓦倫蒂諾城堡就是都靈理工大學(xué)的所在地。該選址對建筑教育的發(fā)生極盡適宜。近年來，由于建筑教育的方式悄然改變，都靈理工大學(xué)啟動了關(guān)于功能發(fā)展的總體規(guī)劃，頗具雄心——現(xiàn)在是時候創(chuàng)造適當(dāng)?shù)目臻g讓教師和學(xué)生得以體驗最先進的技術(shù)、項目過程和使用創(chuàng)新的設(shè)計工具了。

建筑教育，彈性，多媒體圖書館，總體規(guī)劃

自從1859年以來，瓦倫蒂諾城堡（圖1）就是都靈理工大學(xué)的所在地，如今它也是建筑學(xué)學(xué)位課程的主校址。薩沃伊王朝的瓦倫蒂諾宮源自16世紀中葉開始的幾次規(guī)劃建造。在經(jīng)歷一系列復(fù)雜的主人更迭后，它由卡洛·伊曼努埃爾一世公爵贈送給他的兒媳——年輕的克里斯蒂娜·迪·弗蘭西亞。后者在1621年下令對河岸寢宮進行大刀闊斧的結(jié)構(gòu)改造，進而達到法國“宮殿體系”的標準1）。

到了18世紀，這座宮殿已經(jīng)喪失了其作為尊貴的“國家”寢宮的意義。隨后，人們對建筑側(cè)翼進行了改造和拓寬，以舉辦1858年的工業(yè)博覽會；接著在1859年，建筑劃歸于“皇家工程師學(xué)院”，如今則是都靈理工大學(xué)的資產(chǎn)。

這座城堡是教授建筑的最佳場地，尤其是建筑文化遺產(chǎn)修復(fù)和修繕的教學(xué)方向而言2）。近年來，不斷增加的學(xué)生數(shù)量迫使都靈理工大學(xué)尋求其他的建筑教育場地。如今，除了瓦倫蒂諾城堡之外，我們的上課地點還包括都靈理工大學(xué)在奇塔代拉、林格托的分部、以及米拉菲奧里設(shè)計中心。

此外，近年來得益于意大利教育部及都靈市議會的支持以及行政預(yù)算的極佳狀態(tài)，都靈理工大學(xué)已開啟一項雄心勃勃的規(guī)劃建設(shè)項目，將對瓦倫蒂諾城堡與都靈世博會場址之間的空間進行功能開發(fā)。

這意味著在幾年內(nèi)，都靈理工大學(xué)的建筑、規(guī)劃和設(shè)計教育將會在波河沿岸的瓦倫蒂諾公園中展開，這里也是都靈最重要的綠化區(qū)域。這個公園將成為一個卓越的校園，而建筑教育會在都靈最重要的一些現(xiàn)當(dāng)代建筑中進行：17世紀的城堡，以及由埃托里·索薩斯、皮埃爾·路易吉·奈爾維、里卡多·莫蘭迪（1936/1960）設(shè)計的當(dāng)代建筑（圖6，12-14）。

當(dāng)下，課程主要在瓦倫蒂諾城堡中進行，包括18世紀建造的一層、19世紀建造的部分，以及上世紀末建造的南翼。大教室中配備了桌椅，其中課程可以按照“傳統(tǒng)”方式進行：權(quán)威講授或?qū)嶒灩ぷ鳡I（圖15）。

1 主立面/Main facade

Since 1859 the Valentino Castle (Fig. 1) is the historical seat of the Politecnico di Torino, and today it is the main teaching campus for the Architecture's degree courses.

The present Valentino palace of the Savoy dynasty derives from various project planning phases that began in the mid-1500s. After a complex series of changes of owners, it was given by Duke Carlo Emanuele I to his daughter-in-law, the young Cristina di Francia, who in 1621 commissioned a radical structural change to the riverside residence, in conformity with the French pavillon-système1）.

In the 1700s the palace had already lost its significance as a noble "country" residence.

Reconstruction and widening of the connecting wings was undertaken in order to host the Industrial Exposition of 1858; then, in 1859 the building was ceded to the "Regia Scuola di Applicazione per gli Ingegneri" (the royal academy for engineers) and is now property of the Politecnico di Torino.

The castle is an optimum site to teach architecture, and in particular Architecture for restoration and valorization of cultural heritage2）.

Over the years, the growing number of students has forced the Politecnico di Torino to find other spaces to teach architecture. Today, in addition to the Valentino castle, classes are also held in the Cittadella and Lingotto polytechnic branches, as well as the Mirafiori Design Centre.

Furthermore, in recent years – thanks to the Italian Ministry of University and the Turin Municipal Council, as well as the optimum conditions of its administrative budget – the Politecnico di Torino has launched an ambitious master plan for functional development of the spaces between the castle and the areas of the Turin Expo.

This means that within a few years the polytechnic's educational offer in the fields of Architecture, Planning, and Design may be concentrated along the Po banks in the Parco del Valentino, the most important green area of Turin .

Thus the park could become an extraordinary campus, where architecture teaching would take place within some of the most important monuments of modern and contemporary architecture in Turin: the seventeenthcastle and the contemporary buildings designed by Ettore Sotsass Sr., Pier Luigi Nervi, and Riccardo Morandi (1936/1960, Fig. 6, 12-14).

Currently, at the Castello del Valentino, lessons take place in the 1700s ground floor area and the 1800s buildings, as well as the south wing, built at the end of last century.

They are large teaching rooms, equipped with tables and chairs, in which lectures take place in the "traditional" way: ex-cathedra lectures or lab work (Fig. 15).

2 朝向波河的立面/Facade towards river Po

3 側(cè)面/Profiles

4 閣樓平面（屋頂下）/Plan of the attic floor (under the roof)

5 貴族層平面/Plan of the aulic floor (the noble floor)

顯然，這些空間擁有極高的教育吸引力及效率，因為它們本身就是有歷史的、優(yōu)雅的、擁有豐富裝飾的建筑物，設(shè)計細節(jié)使其看來就像是足尺建筑模型。這對于學(xué)生和教師來說，都是真實可觸、顯而易見的。

學(xué)生和教授們在瓦倫蒂諾城堡中都過得很好，城堡提供了寬敞的空間——也包括休閑空間，由此創(chuàng)造了高效的交流。

學(xué)院得到的年度反饋是十分積極的。在都靈理工大學(xué)中愿意學(xué)習(xí)建筑、規(guī)劃和設(shè)計學(xué)科的學(xué)生不斷增加，這與多數(shù)意大利大學(xué)的趨勢都是相反的。

但在今天，僅僅這些是不夠的。有幸在這樣一個擁有卓越特質(zhì)的場所工作學(xué)習(xí)，必須與現(xiàn)代的建筑教育需求結(jié)合起來：顯然，如今我們采用的教學(xué)方法早已落后于時代。

首先，電腦輔助設(shè)計技術(shù)的引進已使項目展示和溝通的方式發(fā)生劇變。這意味著，所有教室都必須適應(yīng)于電腦使用，而且所有學(xué)生都應(yīng)配備一個多媒體工作站，將他們的筆記本連接至顯示屏，進行公共展示。這樣教授和同學(xué)都可以看到、評論、交互，形成一個師生間即時的高效的反饋機制。

6 總平面/Site plan1-都靈理工的瓦倫蒂諾城堡/Castello del Valentino, Politecnico Tourino2-莫蘭迪館/Padiglione Morandi3-都靈體育館/Torino Esposizioni

7 從都靈體育館看向瓦倫蒂諾城堡/View from Torino esposizioni to the Castello del Valentino

所有教室都須配備桌椅，甚至墻面、地面和天頂也要能夠成為發(fā)揮個人創(chuàng)造力的空間，采取一種交互性的實驗室風(fēng)格，不再需要教師講臺和黑板。每張桌子、每面墻都可在需要時成為講臺或黑板，以實現(xiàn)最大程度的多功能和行動自由。同一空間可以循環(huán)用于講座或研討、考試或評圖、教師會議或?qū)W生集會。此外，近期3D打印技術(shù)、3D CAD建模、虛擬現(xiàn)實技術(shù)的發(fā)展，大大方便了研究中的模型制作和項目中的視覺展示，這使得傳統(tǒng)工作室中通常進行的設(shè)計研究工作能夠得到即時測試。

因此，校園一方面需要擁有恰當(dāng)?shù)目臻g，讓教師推進與時代同步的教學(xué)計劃，使用市場上所有的多媒體交流方式；另一方面，也要允許學(xué)生自己來測試并逐步適應(yīng)大多數(shù)新學(xué)會的技術(shù)、項目進程和最具創(chuàng)新性的設(shè)計工具。但這還不夠。

It is certain that these spaces have a great educational attractiveness and efficiency, as they are in historical, elegant, richly decorated constructions, with design details making them a real-size architecture manual, that is tangible and visible to students' and lecturers' eyes.

Students and professors live well at the Castello del Valentino, with broad spaces available to them – even for leisure time – creating an efficient interaction.

The annual feedback recorded by the Institution is more than positive, and the number of students willing to enrol in architecture, urban planning, and design degrees at the Politecnico di Torino are in constant growth, which is an inverse trend compared to most Italian universities.

But today this alone is not sufficient; the fortune of having the possibility to work in a site with such embedded characteristics must be combined with the modern needs of architecture education: it is clear that the teaching method adopted to this day is past its time.

First of all the introduction of new computer aided design technology has revolutionised how projects are represented and communicated. This implies a compulsory requirement for teaching rooms to be configured for the use of PCs, and in which all students may have a multimedia workstation to connect their laptops to a screen and publically project their work, so that professors and course mates may see, comment, and interact, in a constant and productive feedback mechanism between teachers and students.

The rooms must have tables and chairs, but even walls, floors and ceilings with the ability to become spaces where to exercise personal creativity in a lab-based and interactive manner, without the need for teacher's desks and blackboards. Every table and wall shall become a desk or blackboard when necessary, in the scope of maximum versatility and freedom of action. The same space may be used cyclically to host classic lectures or seminars, exams or presentations of work, lecturer meetings or student assemblies. Furthermore, the recent findings in 3D printing technology, 3D CAD modeling, and virtual reality have vastly facilitated the creation of maquettes for work purposes, or visual previews of projects, which allow immediate testing of the design research regularly performed in the project ateliers.

8 瓦倫蒂諾城堡平面，包含建筑設(shè)計學(xué)院（黃色）、城市研究與規(guī)劃國際部（淺藍色）、實驗室（赭色）、圖書館及檔案館（紅色）、教室及學(xué)生空間（湖藍）、服務(wù)設(shè)施（深藍）/Plans of the Valentino castle plants, with spaces for the DADDepartment of Architecture and Design (yellow), DIST-Inter university Department of Regional and Urban Studies and Planning (blue), Laboratories (ocher), Library and archives (red), classrooms and student spaces (celestial), other services (oil blue).

9 古城堡和新翼之間的空間，建造于1980年代末，以圖書館為背景/The spaces between the ancient castle and the new wing (built in the late eighties), in the background the library.

如今，大學(xué)應(yīng)容許學(xué)生（和教師）每天24小時地居住并利用校園空間——至少是其中用于社交和溝通的公共空間，如圖書館、酒吧、自習(xí)室等。

校園應(yīng)向城市開放，與之融合，同時又要確保安全。此外，大學(xué)與實踐及生產(chǎn)世界愈發(fā)緊密的交互，也要求我們在研究和教學(xué)中提供一種更緊密、更具成效的交流合作機制，包括在技術(shù)和材料層面的實驗。如今我們越發(fā)尋求讓學(xué)生介入到現(xiàn)實世界的建造經(jīng)驗中，同時，工業(yè)界也從這些基于教學(xué)和研究的實驗中獲得極其有用的反饋，幫助他們精進產(chǎn)品和技術(shù)。

近期我們在建筑與設(shè)計系的課程大綱中加入的課外實踐（設(shè)計工作營），已經(jīng)證明前面提到的這種交互不僅是可能的，也是必要的。

都靈理工大學(xué)的新校園規(guī)劃實際上就在探索這些主題：如何讓教學(xué)空間適應(yīng)于新的教學(xué)需求；如何在教室和實驗室中應(yīng)用新技術(shù)；如何創(chuàng)造一天24小時開放的空間；如何組織校園空間，以適用于建造這樣的模型、原型和生活模塊，使其同時成為學(xué)生作品展覽的永久空間——為什么不呢？——或是像打印中心、制作工坊、酒吧、咖啡廳、自習(xí)室或其他的后勤服務(wù)空間。

如今，我們預(yù)計將在未來幾年內(nèi)建立一座大型多媒體圖書館——這座圖書館不僅將合并當(dāng)下的建筑與工程主圖書館，也囊括了一些較小系所的圖書館，還會包括一座都靈理工博物館，收藏曾在這里執(zhí)教的偉大建筑和工程教授的檔案。這是一座“圖書館2.0”，除了學(xué)習(xí)材料（包括傳統(tǒng)紙質(zhì)媒介，例如書本和檔案資料；以及虛擬媒介，如電子書以及網(wǎng)絡(luò)下載的文件），學(xué)生和教師可以正式或非正式地在此會面，出席新書或研究發(fā)布會、會議，或是以音樂會或展覽形式呈現(xiàn)的藝術(shù)演出。簡單來說，這是一個交換和社交的空間，城市由此滲透入大學(xué)，而反過來大學(xué)的教育和研究也能穿透學(xué)術(shù)的邊界，向非學(xué)生敞開，讓他們得以欣賞大學(xué)的普世價值，感受到它在所在社區(qū)發(fā)揮的積極作用。

10 瓦倫蒂諾城堡的榮譽堂，現(xiàn)用作多功能教室/The Salon of honor of the Valentino castle, now used as a magna classroom.

It is thus necessary for the campus to have appropriate spaces to allow the lecturers – on one hand – to conduct a work curriculum in line with the times using all multimedia communication methods available on the market, and allow the students – on the other hand – to be able to put themselves to the test with and get accustomed to the most recent learning technologies, project procedures, and most innovative design tools.

But that's not it.

Today, university must permit students (and lecturers) to live and exploit its spaces – at least the public spaces for socialisation and exchange such as the library, the bar, the study rooms etc. – 24 hours a day.

The campus must be open and blended with the city, but at the same time ensure safety.

Furthermore, the growing interaction between university and the working and production world calls for – not only in research, but also in teaching – an increased and more productive exchange in terms of experimentation of techniques and materials. The need to involve students in real-world construction experiences is more and more sought after, and at the same time the industry is given extremely useful feedback for the fine-tuning of products and technology from such class-based and research experimentation.

Recent extra-curricular experiences (design workshops) inserted in the course curriculums in the Department of Architecture and Design have proven that the aforementioned interaction is not only possible, but also necessary.

11 瓦倫蒂諾城堡的柱廳，現(xiàn)用做展廳/The Hall of the Columns of the Valentino castle, now used as an exhibition hall

12 都靈世博會的神經(jīng)館，未來可適應(yīng)成為城市主要的圖書館/The Nervi pavilion of the Torino Expo complex; In the future it could accommodate the spaces of the city's main library

此外，校園中的日常性空間，以及建筑、教室、辦公室、實驗室之間的連接處，都可以成為展示工作營作品、建造模型的實驗場地，形成一個讓建筑教育得以對外展示自我的“建筑步道”，由此促進最好的作品誕生，激勵公眾參與到當(dāng)下關(guān)于生活、城市、領(lǐng)域等主題的辯論之中（圖18）。

這就是大學(xué)的職責(zé)：關(guān)注當(dāng)下的熱點問題、促進關(guān)于這些問題的探討，讓公共意見變得更加完善，從而幫助政治階層以集體福利為準則執(zhí)行相關(guān)的選擇。

在課程、畢業(yè)設(shè)計作品、研究中進行的學(xué)術(shù)實驗，是一個永不窮盡的思想源泉，它或許能為國家政策的制定注入新鮮血液。這就是大學(xué)教育中的建筑可能為社區(qū)帶去的技術(shù)轉(zhuǎn)移，大學(xué)是所有知識的融匯之處，它能夠圍繞項目討論的圓桌和所有層面的空間，介入到關(guān)于我們所生活的世界的復(fù)雜變化之中。

我們是在做夢嗎？

或許如此……但用弗洛伊德的話說，夢中不存在折中選擇?！酰S華青 譯）

注釋/Note

1）“宮殿體系”是1621-1641年由卡洛·迪·卡斯特拉蒙特推行的計劃/"Pavilion system", a project by Carlo di Castellamonte, carried out from 1621 to 1641.

2） 這是如今都靈理工大學(xué)3個建筑碩士項目之一 /This is the specific name of one of the three Master of Science in Architecture modules currently active at the Politecnico di Torino.

13 都靈世博會的神經(jīng)館內(nèi)景/The interior view of Nervi pavilion of the Torino Expo complex

14 都靈世博會的莫蘭迪館，未來可適應(yīng)為建筑學(xué)本科所用（教室、學(xué)生空間及服務(wù)用房等）/The Morandi pavilion of the Torino Expo complex; In the future it could accommodate the spaces of the degree courses of Architecture (classes, students spaces, services, etc.)

The Politecnico's master plan is in fact investigating such topics: how to adapt the teaching spaces to modern educational requirements; how to implement new technology to classrooms and labs; how to create spaces open 24h/day; how to organize spaces within the campus fitted for the construction of models, prototypes, and living modules that may also – why not? – become permanent spaces for the exhibition of student work, or for miscellaneous services such as the printing centre, the fab-lab, the bar, the cafeteria, the study room or others.

It is at this point that the creation of a large multimedia library is envisaged in the next few years; a library bringing together the current architecture and engineering main libraries, as well as the smaller department libraries, and even the Politecnico museum with the archives of the great professors of architecture and engineering who have taught at the institution throughout the years. A "library 2.0" in which, as well as finding study material (both in traditional paper version, such as books and archive documents, and in virtual version, as e-books and files to be downloaded from the web), students and professors may meet informally and formally, attend book or research presentations as well as conferences or art performances in the form of concerts or exhibitions. Basically a place of exchange and socialization, where the city may enter the university and, vice-versa, where university education and research may cross their academic borders, opening up even to non-students, in order to make them appreciate the universal dimension of the institution and its useful role within the community itself.

Along with this, the common spaces across campus, and the junctions between buildings, classrooms, offices, and labs, may become experimentation grounds on which to exhibit works produced in workshops, build models and prototypes, and set up the areas of an "architectural promenade" along which architecture education may manifest itself externally, promoting the best products and stimulating public debate on current themes concerning living, the city, and the territory (Fig. 18).

This is indeed the role of University: focusing attention on current issues and promoting debates, making public opinions more aware and helping the political class execute its choices in the scope of a collective well-being.

Academic experimentation performed throughout courses, final year project work, and research are an unlimited reservoir of ideas, which may well be lifeblood for the Establishment's policies. This is the technology transfer that University-level architecture may bring to the community, because the University encompasses all the knowledge to be brought to the game and involve in the complex transformations of the world in which we live; around the project round-table and at all levels of definition.

Are we dreaming? Perhaps… but, paraphrasing Freud, dreams don't settle for half measures.□

15 教室/Teaching room

16 數(shù)字化模型/Digital models

17 數(shù)字化模型/Digital models

18 校園中的日?？臻g/ The common spaces across campus（本文照片均由都靈理工大學(xué)建筑與設(shè)計學(xué)院提供/All photos are provided by Department of Architecture and Design, Politecnico di Torino）

The Department of Architecture and Design of the Politecnico di Torino

Paolo Mellano

Since 1859 the Valentino Castle is the historical seat of the Politecnico di Torino. It is an optimum site to teach architecture. In recent years the Politecnico di Torino has launched an ambitious masterplan for functional development of its spaces, because the ways to teach architecture are changing – nowadays it's time to have appropriate spaces to allow teachers and students to use and exploit the most recent learning technologies, project procedures, and most innovative design tools.

architecture education, flexibility, multimedia library, master plan

都靈理工大學(xué)建筑與藝術(shù)學(xué)院

2017-06-15