specifically delineate at least 2 (but possibly more) types/ideas of tradition in architecture, discuss how they are different or opposite

Students are required to engage with the notion of ‘tradition’ in architecture, and to specifically delineate at least 2 (but possibly more) types/ideas of tradition in

architecture. These 2 or more types of tradition – which could also be called: threads, families, lineages etc. of traditions – must be discussed and supported through

a personal argument that indeed defines the specific characters and qualities of each type. Architectural works from the 20th

discussed, as belonging to these 2 or more types of tradition.

Students are required to:

– Frame an argument that supports and explains personal theoretical ideas of tradition types/lineages/families/threads (that is: what are the characters of these 2 or more

different types of tradition? What is that makes a group/lineage of work be part of the same tradition? Are these 2 or more types of tradition opposite or just different? Why

and how? Or, perhaps, do they share some degrees of empathy, despite being different? How do you support your ideas of tradition types/lineages/families/threads?

Which philosophical/theoretical references support your argument? etc.).


– Further consolidate your 2 or more ideas of tradition by relating to these some architectural works by different architects from the 20th

are required to group and discuss works from different architects that nonetheless may be sharing some commonalities, and therefore could be considered parts of the

same tradition, according indeed to the argument that is put forward in order to define and support these 2 or more types/ideas of tradition.


Describe how and why these works and/or thoughts can be attributed to the 2 or more types/ideas of tradition that are put forward.

To support their argument and the theoretical reasons that inform their personal argument and the 2 or more types/ideas of architectural tradition, students are required

to illustrate their research through drawings specifically produced for the essay (sketches, diagrams, re-elaboration of original drawings/images, etc.) as well as, when

possible, personal photographs. In addition to these, students are of course also required to use images and general illustrative material from archive and bibliographic

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