Abstract
Abstract. The Italian school building heritage built between the seventies and eighties is every year increasingly abandoned and it remains in a state of neglect. It is increasingly necessary a recovery and enhancement methodology that preserves the memory of the place and at the same time, it makes it capable of adapting to the new needs of the city. The proposed research project originates from the study of the interactions between man and the environment applied to an architectural context with the identification of emotions. This methodology applied to citizenship, aims to make the population participate in the improvement from the point of view of well-being. This process was possible thanks to the combined use of immersive reality (VR) and the use of the GEW model, the data of which are the foundation and verification of the choices of architectural design, analyzed through the impacts on humans.
Highlights
This research focuses on the relationship between school architecture and well-being, focusing on that portion of heritage built from the 1970s to the first half of the 1980s, which represents 40% of the current class of architectures1
In addition to being a fundamental part of the memory of citizens (Lévy, 2002; Maffei, 2007) and the image of the city (Filippucci, 2012; Lynch, 1962; Norberg-Schulz, 2000), it is a class of places that rises a symbolic value for the city (Rossi, 1966), but which absolutely has a profound impact on the life of those who form their conception of space here (Purini, 2021)
The buildings must be understood as monuments, essential elements within the urban form, "permanence" (Poëte, 1929) and "signifying signs" (Jencks, 1969), as it tells the etymology of the word linked to the Latin "monere", “to remember”, operationally related to childhood. This issue is transversal to the studies on "Innovative Learning Environments" (Brown and Campione, 1996; Charteris et al, 2017, n.d.; French et al, 2020; Istance and Kools, 2013; Jamieson et al, 2005; Lai and Huang, 2020; Page et al, 2021), which are mainly linked to recovery, because the permanence in time of a building such as a school generates a sense of stability in the common memory, while the opposite would generate abandonment and a wound in the memory (Mugnai, 2016)
Summary
This research focuses on the relationship between school architecture and well-being, focusing on that portion of heritage built from the 1970s to the first half of the 1980s, which represents 40% of the current class of architectures. The buildings must be understood as monuments, essential elements within the urban form, "permanence" (Poëte, 1929) and "signifying signs" (Jencks, 1969), as it tells the etymology of the word linked to the Latin "monere", “to remember”, operationally related to childhood This issue is transversal to the studies on "Innovative Learning Environments" (Brown and Campione, 1996; Charteris et al, 2017, n.d.; French et al, 2020; Istance and Kools, 2013; Jamieson et al, 2005; Lai and Huang, 2020; Page et al, 2021), which are mainly linked to recovery, because the permanence in time of a building such as a school generates a sense of stability in the common memory, while the opposite would generate abandonment and a wound in the memory (Mugnai, 2016). The consequential and progressive abandonment of these spaces, to which are added plans for the new construction of school buildings, opens up an interesting scenario, only partially investigated, on the functional transformation of these buildings
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