Littérature scientifique sur le sujet « Architettura svizzera »

Zusammenfassung Die beiden Bibliotheken Biblioteca dell’Accademia di architettura in Mendrisio (BAAM) und Biblioteca universitaria Lugano (BUL) bilden zusammen die Biblioteche dell’Università della Svizzera italiana (USI). In den letzten Jahren haben sie gemeinsame, aber auch autonome Projekte durchgeführt. Die BUL hat zur Schaffung der BiblioAgorà auf dem neuen Campus Lugano-Viganello beigetragen, einem Raum, der die Bibliotheksdienste von USI und Scuola universitaria professionale della Svizzera italiana (SUPSI) beherbergen soll. Die BAAM hat im Januar 2021, nach mehrjährigen Renovierungsarbeiten den 1. Stock des Palazzo Turconi, eines Krankenhausbaus aus der Mitte des 19. Jahrhunderts, bezogen. Die Konzeption der neuen Bibliothek auf 1 800 qm, die über sehr heterogene Bestände und Sondersammlungen, wie Autorenbibliotheken, Archivalien, Fotografie- und Graphikbestände und eine Rarasammlung verfügt, wurde in enger Zusammenarbeit mit dem Architekturbüro Cube aus Lausanne erarbeitet. Ziel war die Freihandaufstellung und Zugänglichmachung möglichst aller Bestände unter Beibehaltung optimaler konservatorischer Bedingungen.

The study on the wooden structure of the roof of the former Salt Warehouse in vico Malatti 13, in ancient Genoa port area, presented here, is part of a broader research plan including PRA (university research project) 2016 "The archeology of architecture in the restoration site" of DAD – Dipartimento Architettura e Design of Genoa (Italy) with Universidad del Pais Vasco - Facultad de Letras, Departamento de Geografia, Prehistoria y Arquelogia (Spain), PRA 2018 "Conservation and restoration: methods of analysis and strategies of monitoring" of DAD (Genoa-Italy) with CISAPSI - Coordinamento Intercomunale Studi e Analisi del Patrimonio Storico della Svizzera Italiana (Fado-Switzerland) and PRA 2019 "Conservation and restoration: methods of analysis and strategies for the maintenance of the material and restoration: strategies for a quality project" of DAD (Genoa-Italy). The roof under study has a special structure: the trestle structure. This building tehnique was very common in Genoese context between the 15th and 18th century. Nevertheless this technique had not yet been widely studied. Another very special feature, the roof remained almost intact since 17th century, when it was built. The difficulty of access and direct inspection of the roof structure, combined with the need for constant monitoring for its conservation, required a particular methodological effort, and an analysis procedure was identified making use of several sources and multiple tools. Beside the characterization and technological specificity of this roof, the methodological aspect is a very interesting one, as it could be adopted also in other similar contexts.

The research examines the development of Swiss school buildings during the 1950s and 1960s, including their architectural, pedagogical and social implications. The work focuses on buildings of compulsory education. Educational theories have, indeed, had a major impact on educational architecture, particularly buildings for primary and secondary schools. Following the great baby boom of the postwar period, school buildings acted as a stimulant for Swiss modern architecture, especially thanks to competitions which gave young architects the opportunity to develop and test new proposals. The great attention which modern architects dedicated to school buildings and educational issues was both pragmatic and ideological. Since modern architects were convinced that the new architecture needed a new human being, they assigned to school buildings an important formative role. Moreover, the paradigm promoted by the Neues Bauen – light, air, sun – was very close to the hygienist principles of the nineteenth century and to the new educational theories of the 1920s. Swiss modern architects realised that the school building was a forceful medium to spread the culture and the form of modern architecture. Two deeply rooted beliefs, both ingrained parts of Helvetian self-awareness, are at the basis of the importance given to school buildings. On the one hand it is often stressed that Switzerland is a land of educationalists, starting with Rousseau and Pestalozzi, right down to the leading Swiss figures in modern pedagogy, such as Adolphe Ferrière, cofounder of the Bureau International d’Education in 1925. On the other hand it is seen as self-evident that the mission of education is to train the moral being even more than to instruct. «The moral man is the main goal of education» and «Aesthetic education is a necessary premise to moral education» Alfred Roth wrote in the last part of his trilingual book The New School, first published in 1950. Such a mission was to be entrusted to schools, and the school building would be its most tangible sign. The dissertation explores how the modern Swiss school, as a cultural and architectural form, emerged from a complex interaction of technical concerns, educational theory, and the larger social forces of the period. The research is organised according to three distinct but interrelated paths of investigation. Firstly, I study the relationship between school building and urban context; the evolution of the typology with respect to both technical and educational concerns; and the migration of ideas. Schools are strongly related to the evolution of urban theories and the debate on school building was linked to debates on the territory and its development, its economic growth and its demographic curve. The second path examines how architects, educators, and administrators created and disseminated an image of school bound to modern architectural forms and progressive methods of teaching, combined with a persistently romantic notion of childhood. The close relationships with other countries have always played an essential role in Swiss culture. The dissertation therefore applies international comparison, looking into the network of exchanges that Swiss architects secured with the rest of the world, in particular with the so called “creative periphery” – Denmark, Sweden and Finland – as well as with The United States and England in which  the most progressive ideas on education and school buildings were being developed. The archival research has been conducted primarily at the gta Archiv of the ETH Zurich, looking into the main protagonists of the Swiss debate on modern school buildings, such as Werner M. Moser and Alfred Roth. The literature studies provide an accurate survey of period journals on education and architecture, paying particular attention to the many special issues dedicated to the subject of schools in this period.