Clustered Project Studio in the Era of Incremental Urban Renovation: An Analytical Framework of Knowledge and Teaching Hierarchy from City to Architecture
Abstract：This study analyzes the current demand for inter-scale and interdisciplinary synthesis with multi-subjectivity in urban design education during the transitional period of urban renewal, focusing on the integration from city planning to architectural design. It employs Spinoza’s knowledge hierarchy theory model as a framework to review educational and theoretical perspectives on architecture and urban design proposed by notable figures such as Herbert Kramel, Aldo Rossi, and Colin Rowe. The study argues that architectural education during this transitional period should be coordinated under the concept of “learning by doing”, shifting from teaching with “multiple drawings” to an integrated approach of “one drawing”. This approach should adapt to the gradual urban renewal process by emphasizing methods such as typology, Nolli maps, collage cities, and cluster design, aligning with the synthetic situation of the “small project” dynamic in contemporary urban renewal projects.
刘珩1, 2, 3，陈坚1, 4，肖靖1, 2，索菲亚·莱奥尼5，言语1, 2, 3*. 渐进式更新背景下的“小项目集群”设计教学探索
——从城市到建筑的知识、教学层次分析[J]. 新建筑, 2025, 43(4): 38-45.
LIU Heng, CHEN Jian, XIAO Jing, Sofia LEONI, YAN Yu. Clustered Project Studio in the Era of Incremental Urban Renovation: An Analytical Framework of Knowledge and Teaching Hierarchy from City to Architecture. New Architecture, 2025, 43(4): 38-45.
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