Campus KID San Lazzaro

A new piece of city

Overview

The new Campus KID schools complex, an educational centre for children aged 6-14, is situated at the foot of the hills on the south-eastern boundary of the municipality of San Lazzaro di Savena (Bologna). This location makes it a significant element that connects the town of San Lazzaro with the surrounding area, and responds to the fragmentation of a locality where various types of services and buildings coexist.
The primary school (6-11 years old) has 20 classrooms, laboratories, and special classrooms, and can accommodate up to 500 children.
The middle school (11-14 years old) reuses the existing building, which has 18 classrooms and laboratories; a later extension designed by MCA provides additional laboratories and music classrooms. The secondary school can accommodate up to 450 pupils.

Concept

The project uses high-quality architectural design to create a unified complex (schools, gymnasium, auditorium) that connects the new building to the existing urban and territorial system as a facility that is open to the community and that harmonises with the town park. This provides healthy outdoor and indoor spaces and makes the most of the potential that the site offers to improve environmental comfort, whilst minimising energy consumption and maximising the passive energy strategies in a building where the architecture integrates the building services with the structural and technological components, and can respond strategically so that upgrading and construction can be carried out over time, in stages.

Concept

The project uses high-quality architectural design to create a unified complex (schools, gymnasium, auditorium) that connects the new building to the existing urban and territorial system as a facility that is open to the community and that harmonises with the town park. This provides healthy outdoor and indoor spaces and makes the most of the potential that the site offers to improve environmental comfort, whilst minimising energy consumption and maximising the passive energy strategies in a building where the architecture integrates the building services with the structural and technological components, and can respond strategically so that upgrading and construction can be carried out over time, in stages.

Concept

The project uses high-quality architectural design to create a unified complex (schools, gymnasium, auditorium) that connects the new building to the existing urban and territorial system as a facility that is open to the community and that harmonises with the town park. This provides healthy outdoor and indoor spaces and makes the most of the potential that the site offers to improve environmental comfort, whilst minimising energy consumption and maximising the passive energy strategies in a building where the architecture integrates the building services with the structural and technological components, and can respond strategically so that upgrading and construction can be carried out over time, in stages.

Concept

Concept

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Concept

L’intervento vuole dare vita a un complesso unitario (scuole, palestra, auditorium) attraverso un’architettura di valore che colleghi il nuovo edificio con il sistema urbano-territoriale esistente. Uno spazio aperto alla comunità e in armonia con il parco urbano, che garantisca condizioni di benessere negli spazi esterni ed interni, che sfrutti le potenzialità del sito per migliorare il comfort, minimizzando i consumi e massimizzando le strategie passive. Un edificio in cui l’architettura possa integrare le componenti impiantistiche, strutturali e tecnologiche, e che possa rispondere in modo strategico alla riqualificazione e alla realizzazione per fasi temporali differenti.

Comfort for children

Colours, light, dynamic and flexible spaces, courtyards, gardens, and contact with nature: these ingredients provide an ideally reassuring environment where younger children and middle school children can grow intellectually and physically.

Comfort for children

Colours, light, dynamic and flexible spaces, courtyards, gardens, and contact with nature: these ingredients provide an ideally reassuring environment where younger children and middle school children can grow intellectually and physically.

Comfort for children

Colours, light, dynamic and flexible spaces, courtyards, gardens, and contact with nature: these ingredients provide an ideally reassuring environment where younger children and middle school children can grow intellectually and physically.

Comfort per i bambini

Comfort for children

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Comfort per i bambini

Luce, colori, spazi dinamici e flessibili, cortili e giardini, il contatto con la natura: questi ingredienti creano un ambiente di comfort ideale dove i bambini più piccoli e anche i ragazzi delle scuole medie possono crescere sia intellettualmente sia fisicamente.

The “suspended sheet”

The most strongly characterising element of the architecture is the large roof, whose strong formal presence adds strength and definition to the identity of the campus: suspended overhead like a protective sheet, it gathers together all the functions of the complex, creating continuity between all the different functional spaces and enabling them to work together in a complementary way as a unified entity that looks and feels like a single building.

The “suspended sheet”

The most strongly characterising element of the architecture is the large roof, whose strong formal presence adds strength and definition to the identity of the campus: suspended overhead like a protective sheet, it gathers together all the functions of the complex, creating continuity between all the different functional spaces and enabling them to work together in a complementary way as a unified entity that looks and feels like a single building.

The “suspended sheet”

The most strongly characterising element of the architecture is the large roof, whose strong formal presence adds strength and definition to the identity of the campus: suspended overhead like a protective sheet, it gathers together all the functions of the complex, creating continuity between all the different functional spaces and enabling them to work together in a complementary way as a unified entity that looks and feels like a single building.

Il foglio sospeso

The “suspended sheet”

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Il foglio sospeso

L’elemento architettonico che maggiormente caratterizza l’intervento è la grande copertura che, con il suo forte valore formale, rafforza ulteriormente la definizione dell’identità del Campus: come un foglio sospeso accoglie tutte le funzioni del plesso creando continuità con tutti i diversi spazi funzionali che lavorano così in maniera complementare dando luogo a un corpo unico dal punto di vista viso-percettivo.

The Agora

The real focus is the large central Agora: a circular area that welcomes the children as they pass from the entrance and arrive into this contained, safe, open-air space. From here they can move on to the other functions within the two buildings of the school. After hours when normal classes are over, the Agora can continue to serve as the main entrance to the spaces that are used by the community such as the auditorium, the dining hall, and the multifunctional classrooms (which can host activities like meetings for associations and extracurricular activities for the children).

The Agora

The real focus is the large central Agora: a circular area that welcomes the children as they pass from the entrance and arrive into this contained, safe, open-air space. From here they can move on to the other functions within the two buildings of the school. After hours when normal classes are over, the Agora can continue to serve as the main entrance to the spaces that are used by the community such as the auditorium, the dining hall, and the multifunctional classrooms (which can host activities like meetings for associations and extracurricular activities for the children).

The Agora

The real focus is the large central Agora: a circular area that welcomes the children as they pass from the entrance and arrive into this contained, safe, open-air space. From here they can move on to the other functions within the two buildings of the school. After hours when normal classes are over, the Agora can continue to serve as the main entrance to the spaces that are used by the community such as the auditorium, the dining hall, and the multifunctional classrooms (which can host activities like meetings for associations and extracurricular activities for the children).

L’Agorà

The Agora

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L’Agorà

Vero e proprio fulcro dei due edifici è il grande spazio centrale dell’Agorà: di forma circolare, accoglie gli alunni dall’ingresso in un ambiente all’aperto, raccolto e sicuro. Da qui si distribuisce lo spazio di connessione alle funzioni interne dei due edifici scolastici. In altri momenti della giornata, quando le attività di didattica normale sono terminate, questo ambiente continua a funzionare come ingresso principale per gli spazi comunitari, quali: le aule polifunzionali (che possono ospitare attività come riunioni di associazioni, ma anche attività extra-curriculari degli studenti), l’auditorium, la mensa.

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The spaces

The two school buildings are organised to generate spaces where the child is ‘accompanied’ from primary school to secondary school on his or her personal growth path. The layout of the complex does not generate corridors: the relational space is an inclusive and flexible space that embraces and integrates with the normal and special teaching environments, as well as with the common areas and those serving the community. This configuration guarantees a differentiated offer of services and functions that is not limited to responding only to school activities. By managing the spaces in ways that adapt to the different types of users and the different times of day, the complex becomes a socio-cultural tool where the architecture itself is a vehicle of communication and knowledge for those who use it.

The spaces

The two school buildings are organised to generate spaces where the child is ‘accompanied’ from primary school to secondary school on his or her personal growth path. The layout of the complex does not generate corridors: the relational space is an inclusive and flexible space that embraces and integrates with the normal and special teaching environments, as well as with the common areas and those serving the community. This configuration guarantees a differentiated offer of services and functions that is not limited to responding only to school activities. By managing the spaces in ways that adapt to the different types of users and the different times of day, the complex becomes a socio-cultural tool where the architecture itself is a vehicle of communication and knowledge for those who use it.

The spaces

The two school buildings are organised to generate spaces where the child is ‘accompanied’ from primary school to secondary school on his or her personal growth path. The layout of the complex does not generate corridors: the relational space is an inclusive and flexible space that embraces and integrates with the normal and special teaching environments, as well as with the common areas and those serving the community. This configuration guarantees a differentiated offer of services and functions that is not limited to responding only to school activities. By managing the spaces in ways that adapt to the different types of users and the different times of day, the complex becomes a socio-cultural tool where the architecture itself is a vehicle of communication and knowledge for those who use it.

Spazi

The spaces

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Spazi

I due edifici scolastici si organizzano generando spazi dove il bambino viene “accompagnato” dalle scuole elementari alle scuole medie nel suo personale percorso di crescita. La conformazione del plesso non genera corridoi: lo spazio relazionale è uno spazio inclusivo e flessibile che abbraccia e si integra con gli ambienti per la didattica normale e speciale, nonché con gli spazi comuni e quelli a servizio della comunità. Una simile configurazione garantisce un’offerta differenziata di servizi e funzioni che non si limita a rispondere soltanto alle attività di tipo scolastico. Grazie a una gestione degli spazi adattata al tipo d’utenza e ai diversi momenti della giornata, il plesso diventa uno strumento socioculturale dove l’architettura stessa è veicolo di comunicazione e di conoscenza per chi la usa.

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“Buildings must make room for new ideas and cater to new needs. Therefore, spaces for education and culture need to be regulated by a policy that is attentive to these aspects for the true relaunch of our country. For too long, educational spaces have had to respect legal norms, that do not necessarily ensure quality, let alone beauty. Buildings are always a form of education, schools even more so."

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An architecture that offers new scenarios for teaching and learning

The design of the school spaces responds to the need to diversify teaching and the need to offer new scenarios for teaching and learning that refer to three fundamental elements, the first of which is relationship and sharing. The second foundational element is laboratory work.

The primary school stands out for the way in which it provides a dynamic intersection of thematic and multi-purpose workshop spaces and by a dialogue/interplay between indoor and outdoor places, which makes it particularly conducive to various exploration activities, individual and group study, and recreation: there is a library, an art lab, a multimedia lab, and a science lab. The third element is polyvalence, which enables the different rooms to take on different and flexible connotations throughout the day and can therefore be used at any time to host different activities.

Other characterising elements are the four music classrooms and, as an element that is independent from the rest of the school building, the auditorium.

The new spaces for sports are particularly important: the triple gymnasium is flexible and can be subdivided to create different types of play areas whilst the service areas (changing rooms, spectator bleachers, storage, and plantrooms) act as support for the sports activities. These facilities will be used not only by the pupils, but also outside school hours by local sports clubs. The main play areas will be validated by CONI (the Italian National Olympic Committee).

An architecture that offers new scenarios for teaching and learning

The design of the school spaces responds to the need to diversify teaching and the need to offer new scenarios for teaching and learning that refer to three fundamental elements, the first of which is relationship and sharing. The second foundational element is laboratory work.

The primary school stands out for the way in which it provides a dynamic intersection of thematic and multi-purpose workshop spaces and by a dialogue/interplay between indoor and outdoor places, which makes it particularly conducive to various exploration activities, individual and group study, and recreation: there is a library, an art lab, a multimedia lab, and a science lab. The third element is polyvalence, which enables the different rooms to take on different and flexible connotations throughout the day and can therefore be used at any time to host different activities.

Other characterising elements are the four music classrooms and, as an element that is independent from the rest of the school building, the auditorium.

The new spaces for sports are particularly important: the triple gymnasium is flexible and can be subdivided to create different types of play areas whilst the service areas (changing rooms, spectator bleachers, storage, and plantrooms) act as support for the sports activities. These facilities will be used not only by the pupils, but also outside school hours by local sports clubs. The main play areas will be validated by CONI (the Italian National Olympic Committee).

An architecture that offers new scenarios for teaching and learning

The design of the school spaces responds to the need to diversify teaching and the need to offer new scenarios for teaching and learning that refer to three fundamental elements, the first of which is relationship and sharing. The second foundational element is laboratory work.

The primary school stands out for the way in which it provides a dynamic intersection of thematic and multi-purpose workshop spaces and by a dialogue/interplay between indoor and outdoor places, which makes it particularly conducive to various exploration activities, individual and group study, and recreation: there is a library, an art lab, a multimedia lab, and a science lab. The third element is polyvalence, which enables the different rooms to take on different and flexible connotations throughout the day and can therefore be used at any time to host different activities.

Other characterising elements are the four music classrooms and, as an element that is independent from the rest of the school building, the auditorium.

The new spaces for sports are particularly important: the triple gymnasium is flexible and can be subdivided to create different types of play areas whilst the service areas (changing rooms, spectator bleachers, storage, and plantrooms) act as support for the sports activities. These facilities will be used not only by the pupils, but also outside school hours by local sports clubs. The main play areas will be validated by CONI (the Italian National Olympic Committee).

Un’architettura che offre nuovi scenari per l’insegnamento e l’apprendimento

An architecture that offers new scenarios for teaching and learning

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Un’architettura che offre nuovi scenari per l’insegnamento e l’apprendimento

Il progetto degli spazi scolastici risponde alle esigenze di diversificazione della didattica e alla necessità di offrire nuovi scenari per l’insegnamento e l’apprendimento in riferimento a tre elementi fondamentali, primo dei quali è la relazione e la condivisione. Il secondo elemento fondativo è la laboratorialità.

La scuola primaria si distingue per una intersezione dinamica di spazi laboratoriali tematici e polivalenti e per un gioco dialogico tra luoghi interni ed esterni, particolarmente adatti per le diverse attività di esplorazione, per gli approfondimenti individuali e di gruppo e per lo svago: sono previsti una biblioteca, un laboratorio d’arte, uno multimediale e uno di scienze. Il terzo elemento è la polivalenza, secondo cui i diversi ambienti possono assumere connotazioni differenti e flessibili durante la giornata ed essere quindi usati in ogni momento per ospitare attività diverse.

Altri elementi caratterizzanti sono la 4 aule di musica e l’auditorium, elemento indipendente dai restanti volumi del polo scolastico.

Di particolare importanza sono i nuovi spazi per lo sport (la tripla palestra è flessibile e suddivisibile per poter configurare diverse tipologie di campi sportivi) e di servizio utili allo svolgimento della attività sportive (spogliatoi, gradonate per il pubblico, magazzini e locali tecnici). Tali funzioni saranno in utilizzo non solo agli alunni, ma anche alle società sportive locali in orario extra-scolastico. I campi principali saranno omologati CONI.

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The landscape project

The landscaping project for the open spaces of the complex extends beyond the school area itself and will be enlarged, at the fourth construction stage, to include a reserved teaching area and a public park. The aim is to create a basic “green structure” that facilitates contact with nature and learning within nature; an educational garden with two separate thematic areas that can be used both for learning and recreation. They are configured differently but are both used for teaching; one has natural tree trunk seating on coloured rubber flooring and the other has auditorium seating on grass, so that the children are always in contact with natural surroundings. The two play areas have different types of natural flooring, one of sand and the other wood chips, to provide two different experiences. There will also be a teaching area with vegetable gardens, greenhouses, and a small orchard where the pupils, supported by their teachers, will be able to cultivate whatever plants they like.

So these open spaces are not only designed for teaching and learning; they also provide comfortable and aesthetically gratifying surroundings in which infants, teenagers, and young adults can take time to recharge their energies after classes.

The aim of using indigenous and ‘naturalised’ species for the newly planted trees and shrubs is to create the perception of a ‘landscape’ that resembles as closely as possible the landscape that can still be seen in some parts of the flat countryside around Bologna and, more frequently, in the hills. This ‘landscape’ significantly enhances the biodiversity in the local area; moreover because the new plants are all deciduous, their presence helps to mitigate solar radiation during the summer and ensures that natural daylight can still be enjoyed in winter.

The landscape project

The landscaping project for the open spaces of the complex extends beyond the school area itself and will be enlarged, at the fourth construction stage, to include a reserved teaching area and a public park. The aim is to create a basic “green structure” that facilitates contact with nature and learning within nature; an educational garden with two separate thematic areas that can be used both for learning and recreation. They are configured differently but are both used for teaching; one has natural tree trunk seating on coloured rubber flooring and the other has auditorium seating on grass, so that the children are always in contact with natural surroundings. The two play areas have different types of natural flooring, one of sand and the other wood chips, to provide two different experiences. There will also be a teaching area with vegetable gardens, greenhouses, and a small orchard where the pupils, supported by their teachers, will be able to cultivate whatever plants they like.

So these open spaces are not only designed for teaching and learning; they also provide comfortable and aesthetically gratifying surroundings in which infants, teenagers, and young adults can take time to recharge their energies after classes.

The aim of using indigenous and ‘naturalised’ species for the newly planted trees and shrubs is to create the perception of a ‘landscape’ that resembles as closely as possible the landscape that can still be seen in some parts of the flat countryside around Bologna and, more frequently, in the hills. This ‘landscape’ significantly enhances the biodiversity in the local area; moreover because the new plants are all deciduous, their presence helps to mitigate solar radiation during the summer and ensures that natural daylight can still be enjoyed in winter.

The landscape project

The landscaping project for the open spaces of the complex extends beyond the school area itself and will be enlarged, at the fourth construction stage, to include a reserved teaching area and a public park. The aim is to create a basic “green structure” that facilitates contact with nature and learning within nature; an educational garden with two separate thematic areas that can be used both for learning and recreation. They are configured differently but are both used for teaching; one has natural tree trunk seating on coloured rubber flooring and the other has auditorium seating on grass, so that the children are always in contact with natural surroundings. The two play areas have different types of natural flooring, one of sand and the other wood chips, to provide two different experiences. There will also be a teaching area with vegetable gardens, greenhouses, and a small orchard where the pupils, supported by their teachers, will be able to cultivate whatever plants they like.

So these open spaces are not only designed for teaching and learning; they also provide comfortable and aesthetically gratifying surroundings in which infants, teenagers, and young adults can take time to recharge their energies after classes.

The aim of using indigenous and ‘naturalised’ species for the newly planted trees and shrubs is to create the perception of a ‘landscape’ that resembles as closely as possible the landscape that can still be seen in some parts of the flat countryside around Bologna and, more frequently, in the hills. This ‘landscape’ significantly enhances the biodiversity in the local area; moreover because the new plants are all deciduous, their presence helps to mitigate solar radiation during the summer and ensures that natural daylight can still be enjoyed in winter.

Il progetto paesaggistico

The landscape project

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Il progetto paesaggistico

Il progetto paesaggistico, relativo agli spazi aperti del plesso, si estende oltre l’area scolastica vera e propria, allargandola con il quarto Stralcio attuativo con un’area didattica riservata e un parco pubblico. Si è posto l’obiettivo di creare una “struttura vegetale” di base che faciliti il contatto e l’apprendimento con e nella natura… Il giardino didattico presenta diverse aree tematiche, di apprendimento come di svago. Sono presenti due aree di diversa conformazione, ma entrambe destinate all’insegnamento: una con sedute naturali in tronchi su pavimentazione in gomma colorata e l’altra con una seduta ad auditorium su prato, in modo da essere sempre in contatto con la natura circostante. Sono previsti due aree gioco con pavimentazioni naturali: una in sabbia e una in trucioli di legno, per esperienze diverse. Ci sarà un’area di apprendimento con orti, serre e un piccolo frutteto, dove gli alunni, insieme agli insegnanti potranno coltivare ciò che preferiscono.

Gli spazi aperti non sono quindi pensati solo per la funzione didattica, ma rappresentano situazioni confortevoli ed esteticamente gratificanti per bambini, ragazzi e adulti, per passare momenti rilassanti dopo una lezione e raccogliere nuove energie.

L’utilizzo di vegetazione autoctona e “naturalizzata”, per i nuovi impianti arborei e arbustivi previsti dal progetto, mira a creare la percezione di un “paesaggio” il più vicino possibile a quello che è ancora possibile vedere fuori città, in alcuni lembi di pianura e più frequentemente in collina, garantendo un notevole aumento della biodiversità locale. Essendo tutte caducifoglie, inoltre, la loro presenza contribuisce a mitigare la radiazione solare durante la stagione estiva e a preservare l’illuminazione naturale degli spazi nella stagione invernale.

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Client
Comune di San Lazzaro di Savena
Location
San Lazzaro di Savena, Italy
Year
2024
Type
Education
Category
Architecture
Area
8.400 sqm
Status
Completed

Project

Mario Cucinella Architects

Project Team

MCA
Mario Cucinella
Design Director
Design Leader
Architect
Tommaso Bettini
Team Member
Project Director
Marco Dell’Agli
Team Member
Project Leader
Project Director
Cecilia Patrizi
Team member
Project Director
Esperto in Architettura Sanitaria
Giulio Desiderio
Project Leader
Design Manager, Technical Expert
Ulrich Seum
Team Member
Project Leader
Luca Vernocchi
Project Director
Team Member
Project Leader
Luca Sandri
Team Member
Architect
Silvia Conversano
Team Member
Senior Architect
Architect
Francesca Fochi
Team Member
Architect
Laura La Mendola
Technical Unit Director
Technical Expert
Project Leader
Alessio Naldoni
Team Member
Architect
Simone Papucci
Team Member
Architect
Maria Pazzaglia
Team Member
Architect
Martina Ruini
Team Member
Architect
Valerio Vincioni
BIM Coordinator
Team Member
Architect, BIM Coordinator
Augusta Zanzillo
Team Member
Senior Architect
Senior Architect, Computational Design Expert
Angelo Ungarelli
Computational Design Expert
Roberto Guidi
R&D
Project Director
Team Member
Andrea Rossi
Landscape Design
Roberto Bacchilega
Visual Artist
Senior Visual Artist Specialist
Walter Vecchio
MCA
Mario Cucinella
Design Director
Design Leader
Architect
Tommaso Bettini
Team Member
Project Director
Marco Dell’Agli
Team Member
Project Leader
Project Director
Cecilia Patrizi
Team member
Project Director
Esperto in Architettura Sanitaria
Giulio Desiderio
Project Leader
Design Manager, Technical Expert
Ulrich Seum
Team Member
Project Leader
Luca Vernocchi
Project Director
Team Member
Project Leader
Luca Sandri
Team Member
Architect
Silvia Conversano
Team Member
Senior Architect
Architect
Francesca Fochi
Team Member
Architect
Laura La Mendola
Technical Unit Director
Technical Expert
Project Leader
Alessio Naldoni
Team Member
Architect
Simone Papucci
Team Member
Architect
Maria Pazzaglia
Team Member
Architect
Martina Ruini
Team Member
Architect
Valerio Vincioni
BIM Coordinator
Team Member
Architect, BIM Coordinator
Augusta Zanzillo
Team Member
Senior Architect
Senior Architect, Computational Design Expert
Angelo Ungarelli
Computational Design Expert
Roberto Guidi
R&D
Project Director
Team Member
Andrea Rossi
Landscape Design
Roberto Bacchilega
Visual Artist
Senior Visual Artist Specialist
Walter Vecchio
MCA
Mario Cucinella
Design Director
Design Leader
Architect
Tommaso Bettini
Team Member
Project Director
Marco Dell’Agli
Team Member
Project Leader
Project Director
Cecilia Patrizi
Team member
Project Director
Esperto in Architettura Sanitaria
Giulio Desiderio
Project Leader
Design Manager, Technical Expert
Ulrich Seum
Team Member
Project Leader
Luca Vernocchi
Project Director
Team Member
Project Leader
Luca Sandri
Team Member
Architect
Silvia Conversano
Team Member
Senior Architect
Architect
Francesca Fochi
Team Member
Architect
Laura La Mendola
Technical Unit Director
Technical Expert
Project Leader
Team Member
Project Leader - Progetto Definitivo ed Esecutivo
Alessio Naldoni
Team Member
Architect
Simone Papucci
Team Member
Architect
Maria Pazzaglia
Team Member
Architect
Martina Ruini
Team Member
Architect
Valerio Vincioni
BIM Coordinator
Team Member
Architect, BIM Coordinator
Architect
Augusta Zanzillo
Team Member
Senior Architect
Senior Architect, Computational Design Expert
Parametric Designer/Team Member
Angelo Ungarelli
Computational Design Expert
Roberto Guidi
R&D
Project Director
Team Member
Project Leader
R&D Specialist
Andrea Rossi
Landscape Design
Roberto Bacchilega
Visual Artist
Senior Visual Artist Specialist
Walter Vecchio
MCA
Mario Cucinella
Design Director
Design Leader
Architect
Tommaso Bettini
Team Member
Project Director
Marco Dell’Agli
Team Member
Project Leader
Project Director
Cecilia Patrizi
Team member
Project Director
Esperto in Architettura Sanitaria
Giulio Desiderio
Project Leader
Design Manager, Technical Expert
Ulrich Seum
Team Member
Project Leader
Luca Vernocchi
Project Director
Team Member
Project Leader
Luca Sandri
Team Member
Architect
Silvia Conversano
Team Member
Senior Architect
Architect
Francesca Fochi
Team Member
Architect
Laura La Mendola
Technical Unit Director
Technical Expert
Project Leader
Team Member
Project Leader - Progetto Definitivo ed Esecutivo
Architect
Alessio Naldoni
Team Member
Architect
Simone Papucci
Team Member
Architect
Maria Pazzaglia
Team Member
Architect
Martina Ruini
Team Member
Architect
Valerio Vincioni
BIM Coordinator
Team Member
Architect, BIM Coordinator
Architect
Augusta Zanzillo
Team Member
Senior Architect
Senior Architect, Computational Design Expert
Parametric Designer/Team Member
Angelo Ungarelli
Computational Design Expert
Roberto Guidi
R&D
Project Director
Team Member
Project Leader
R&D Specialist
Architect
Andrea Rossi
Landscape Design
Roberto Bacchilega
Visual Artist
Senior Visual Artist Specialist
Walter Vecchio
MCA
Mario Cucinella
Design Director
Design Leader
Architect
Tommaso Bettini
Team Member
Project Director
Marco Dell’Agli
Team Member
Project Leader
Project Director
Cecilia Patrizi
Team member
Project Director
Esperto in Architettura Sanitaria
Giulio Desiderio
Project Leader
Design Manager, Technical Expert
Ulrich Seum
Team Member
Project Leader
Luca Vernocchi
Project Director
Team Member
Project Leader
Luca Sandri
Team Member
Architect
Silvia Conversano
Team Member
Senior Architect
Architect
Francesca Fochi
Team Member
Architect
Laura La Mendola
Technical Unit Director
Technical Expert
Project Leader
Team Member
Alessio Naldoni
Team Member
Architect
Simone Papucci
Team Member
Architect
Maria Pazzaglia
Team Member
Architect
Martina Ruini
Team Member
Architect
Valerio Vincioni
BIM Coordinator
Team Member
Architect, BIM Coordinator
Architect
Augusta Zanzillo
Team Member
Senior Architect
Senior Architect, Computational Design Expert
Parametric Designer/Team Member
Angelo Ungarelli
Computational Design Expert
Roberto Guidi
R&D
Project Director
Team Member
Project Leader
Andrea Rossi
Landscape Design
Roberto Bacchilega
Visual Artist
Senior Visual Artist Specialist
Walter Vecchio
MCA
Mario Cucinella
Design Director
Design Leader
Architect
Tommaso Bettini
Team Member
Project Director
Marco Dell’Agli
Team Member
Project Leader
Project Director
Cecilia Patrizi
Team member
Project Director
Esperto in Architettura Sanitaria
Giulio Desiderio
Project Leader
Design Manager, Technical Expert
Ulrich Seum
Team Member
Project Leader
Luca Vernocchi
Project Director
Team Member
Project Leader
Luca Sandri
Team Member
Architect
Silvia Conversano
Team Member
Senior Architect
Architect
Francesca Fochi
Team Member
Architect
Laura La Mendola
Technical Unit Director
Technical Expert
Project Leader
Alessio Naldoni
Team Member
Architect
Simone Papucci
Team Member
Architect
Maria Pazzaglia
Team Member
Architect
Martina Ruini
Team Member
Architect
Valerio Vincioni
BIM Coordinator
Team Member
Architect, BIM Coordinator
Augusta Zanzillo
Team Member
Senior Architect
Senior Architect, Computational Design Expert
Angelo Ungarelli
Computational Design Expert
Roberto Guidi
R&D
Project Director
Team Member
Andrea Rossi
Landscape Design
Roberto Bacchilega
Visual Artist
Senior Visual Artist Specialist
Walter Vecchio
MCA
Mario Cucinella
Design Director
Design Leader
Architect
Tommaso Bettini
Team Member
Project Director
Marco Dell’Agli
Team Member
Project Leader
Project Director
Cecilia Patrizi
Team member
Project Director
Esperto in Architettura Sanitaria
Giulio Desiderio
Project Leader
Design Manager, Technical Expert
Ulrich Seum
Team Member
Project Leader
Luca Vernocchi
Project Director
Team Member
Project Leader
Luca Sandri
Team Member
Architect
Silvia Conversano
Team Member
Senior Architect
Architect
Francesca Fochi
Team Member
Architect
Laura La Mendola
Technical Unit Director
Technical Expert
Project Leader
Alessio Naldoni
Team Member
Architect
Simone Papucci
Team Member
Architect
Maria Pazzaglia
Team Member
Architect
Martina Ruini
Team Member
Architect
Valerio Vincioni
BIM Coordinator
Team Member
Architect, BIM Coordinator
Augusta Zanzillo
Team Member
Senior Architect
Senior Architect, Computational Design Expert
Angelo Ungarelli
Computational Design Expert
Roberto Guidi
R&D
Project Director
Team Member
Andrea Rossi
Landscape Design
Roberto Bacchilega
Visual Artist
Senior Visual Artist Specialist
Walter Vecchio
MCA
Mario Cucinella
Design Director
Design Leader
Architect
Tommaso Bettini
Team Member
Project Director
Marco Dell’Agli
Team Member
Project Leader
Project Director
Cecilia Patrizi
Team member
Project Director
Esperto in Architettura Sanitaria
Giulio Desiderio
Project Leader
Design Manager, Technical Expert
Ulrich Seum
Team Member
Project Leader
Luca Vernocchi
Project Director
Team Member
Project Leader
Luca Sandri
Team Member
Architect
Silvia Conversano
Team Member
Senior Architect
Architect
Francesca Fochi
Team Member
Architect
Laura La Mendola
Technical Unit Director
Technical Expert
Project Leader
Alessio Naldoni
Team Member
Architect
Simone Papucci
Team Member
Architect
Maria Pazzaglia
Team Member
Architect
Martina Ruini
Team Member
Architect
Valerio Vincioni
BIM Coordinator
Team Member
Architect, BIM Coordinator
Augusta Zanzillo
Team Member
Senior Architect
Senior Architect, Computational Design Expert
Angelo Ungarelli
Computational Design Expert
Roberto Guidi
R&D
Project Director
Team Member
Andrea Rossi
Landscape Design
Roberto Bacchilega
Visual Artist
Senior Visual Artist Specialist
Walter Vecchio
MCA
Mario Cucinella
Design Director
Design Leader
Architect
Tommaso Bettini
Team Member
Project Director
Marco Dell’Agli
Team Member
Project Leader
Project Director
Cecilia Patrizi
Team member
Project Director
Esperto in Architettura Sanitaria
Giulio Desiderio
Project Leader
Design Manager, Technical Expert
Ulrich Seum
Team Member
Project Leader
Luca Vernocchi
Project Director
Team Member
Project Leader
Luca Sandri
Team Member
Architect
Silvia Conversano
Team Member
Senior Architect
Architect
Francesca Fochi
Team Member
Architect
Laura La Mendola
Technical Unit Director
Technical Expert
Project Leader
Alessio Naldoni
Team Member
Architect
Simone Papucci
Team Member
Architect
Maria Pazzaglia
Team Member
Architect
Martina Ruini
Team Member
Architect
Valerio Vincioni
BIM Coordinator
Team Member
Architect, BIM Coordinator
Augusta Zanzillo
Team Member
Senior Architect
Senior Architect, Computational Design Expert
Angelo Ungarelli
Computational Design Expert
Roberto Guidi
R&D
Project Director
Team Member
Andrea Rossi
Landscape Design
Roberto Bacchilega
Visual Artist
Senior Visual Artist Specialist
Walter Vecchio
Structural design, electrical systems, special safety coordination
Ing. Tommaso Pazzaglia
Design of fire prevention system
Arch. Christian Zambonini
Geologist
Geol. Claudio Preci
Energy/environmental expert
Ing. Cosimo Marinosci
Contractor for stages 1 and 2. Operational phase
RTI con Capogruppo Ahrcos (opere edili), con Sistem (carpenteria lignea), INCI (carpenteria metallica), MEI (Impianti)
Photo
Walter Vecchio
Structural design, electrical systems, special safety coordination
Ing. Tommaso Pazzaglia
Design of fire prevention system
Arch. Christian Zambonini
Geologist
Geol. Claudio Preci
Energy/environmental expert
Ing. Cosimo Marinosci
Contractor for stages 1 and 2. Operational phase
RTI con Capogruppo Ahrcos (opere edili), con Sistem (carpenteria lignea), INCI (carpenteria metallica), MEI (Impianti)
Photo
Walter Vecchio
Structural design, electrical systems, special safety coordination
Ing. Tommaso Pazzaglia
Design of fire prevention system
Arch. Christian Zambonini
Geologist
Geol. Claudio Preci
Energy/environmental expert
Ing. Cosimo Marinosci
Contractor for stages 1 and 2. Operational phase
RTI con Capogruppo Ahrcos (opere edili), con Sistem (carpenteria lignea), INCI (carpenteria metallica), MEI (Impianti)
Photo
Walter Vecchio
Structural design, electrical systems, special safety coordination
Ing. Tommaso Pazzaglia
Design of fire prevention system
Arch. Christian Zambonini
Geologist
Geol. Claudio Preci
Energy/environmental expert
Ing. Cosimo Marinosci
Contractor for stages 1 and 2. Operational phase
RTI con Capogruppo Ahrcos (opere edili), con Sistem (carpenteria lignea), INCI (carpenteria metallica), MEI (Impianti)
Photo
Walter Vecchio
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