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| ARCH0341-1 | Architecture projects 3
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| Duration : | 256h Pr |
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| Number of credits : |
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| Lecturer : | Patrick David, Daniel Delgoffe, Anne Dengis, Mario Garzaniti, Norbert Nelles, Sebastien Ochej, Virginie Pigeon, Jean-Philippe Possoz, Patricia Scheffers, Pierre Schindfessel |
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Language(s) of instruction :
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| French language |
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Organisation and examination :
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| All year long |
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Course contents :
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| The Architecture Project course (Teaching Unit 4) trains students in spatial composition and project methodology.
As a specific discipline, architecture consists of a combination of disciplines from both human and social sciences (Unit 2) and from technical sciences (Unit 1). It still consists of these (Units 4 and 5) and requires mastery of tools of graphic expression, representation, composition, communication (Unit 3) and the development of analytical abilities (Units 4 and 5).
During this 3rd year of study, the theme of housing, and more specifically, collective housing in an urban environment which will be explored by developing more thoroughly the concept of the 'group' in terms of housing (community or collective housing) and equipment required in living quarters.
Women and men are social beings, building and defining themselves through connections and relationships which they construct throughout their life with similar people. Clearly, living in a neighbourhood, a district or a town contributes towards our being, providing us with an identity. Today, all projects need to be thought of in terms of the type of contribution that they can make to the urban environment, but also in terms of the ways of life and relationships which they support.
Among the themes and topics which form a central part of the workshop are:
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Context and its various elements
Each project contributes towards the construction of a district and of a town. It is never a unit built in isolation from the place in which it is situated.
Context should be enjoyed in its broadest sense, both historical and in terms of the landscape and the built environment, as well as the natural, cultural, social, economic, legal and technological environment.
Mechanisms for moving between the street, the square and the 'home' form a crucial subject for investigation and examination.
The definition of different statuses of spaces (public, semi-public, semi-private, collective, private), the conceptualisation of use and the type of use envisaged, enable identification of the transitions required and the limits of a project to be established.
The 'void' only exists by the limitations which are put on the 'full'. Its existence and its qualities, proportions, lighting and perspective are determined in terms of concrete objects. Conceptualising the 'void' as a subject and not simply as a result is thus an essential theme addressed during the workshop.
The way in which an installation defines the shape of free space and the way in which plans and cross-sections characterise space raises questions about status, use and transitions, triggering reflection about the 'ground plan'.
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Combinatorial systems and typologies
Manipulating and organising a project using tools such as structure, frameworks, meshes, etc.
Establishing the constructed entity using architectural composition techniques and references, etc.
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Structural, technical, material and energy constraints
Using the choices and structural and constructive systems both as a means of providing a technical response and as a contribution towards architectural language.
Articulating an argument, developing broad and relevant graphic products, supporting the development and argumentation for a project. |
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Learning outcomes of the course :
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| Students are motivated adults with reflective power over their own learning.
They must adopt a thorough and pro-active attitude. They should be curious, autonomous, critical and passionate voyagers.
In the context of this level 3 workshop, students will conceptualise an architectural project in an autonomous way (synthesis of form/function/structure/language), while more specifically developing the following skills:
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Posing an architectural question
Conscious of the contemporary social issues arising from history;
Demonstrating a reflective position to openness and initiative.
- Undertaking exploratory, sensitive and critical readings, etc.
- Studying various components of the theme and context (historical, landscape, built environment and the cultural, social, economic, legal and technological environment, etc.).
- Making connections between the various study parameters
- Integrating the results of investigations into an overall analysis, using the prism of spatial and projective resolution
- Draw out several significant hypotheses, using an iterative approach.
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Drafting a spatial response
Incorporating social responsibility;
Developing autonomy of thought and action which is indispensable for the challenges and partnerships involved.
- Using verbal, written and graphic language as tools for designing, structuring, checking and questioning thought
- Including environmental, landscape, cultural and socio-political values
-Integrating resources and structural, technical, material and energy constraints
- Spatially translating the hypotheses in question into an analytical approach, making connections between the various scales
- Adjusting spatial responses through exploratory investigation (question-answer-spatial validation and a new cycle of questioning)
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Interacting with a range of actors
- Work effectively within collaborative and cooperative practices, showing respect for others
- Grasping the meaning of expectations through attentive and comprehensive listening
The exercises will enable students to dissect the project methodology into intermediate stages without these necessarily being chronological. The project will remain an iterative, non-linear approach to seeking an analysis of all constraints available in order to go beyond them. |
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Prerequisites and co-requisites/ Recommended optional programme components :
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| Skills from the theory and practice classes in Units 1, 2, 3, 4 and 5 are indispensable to achieve the level of 'productive thought' required for the final examinations. |
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Planned learning activities and teaching methods :
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| The course is based around between two and four supervised exercises. The exercises are conducted by students in groups and/or individually depending on the case.
Teaching staff will provide joint supervision and will provide feedback to students on their working methods and tools used in order to highlight the strengths and weaknesses of the compositional process.
The workshop takes place over an eight hour day, which has been established to improve your skills.
Although working groups will dominate the first part of the exercise, monitoring will become increasingly individualised as the project develops. Activities and tools used throughout the day will vary to ensure it remains engaging.
Above all, however, the biggest human resource is YOU!
Without your ability to listen, infuse, appropriate, analyse, prioritise, integrate, question, work in a team, spatially implement, manage your time and communicate, no architectural projects would be possible!
Our role as supporting teachers is to offer you the tools, activities (research, trial and error, discussions, writing, drawing, etc.) and resources in terms of knowledge (collaboration with teaching staff in the theory and practical classes, guest lecturers, bibliographies and on-line resources) which you can use to construct and develop your project 'correctly'.
Over the course of this year, it is the personal approach to the process and development which will be assessed much more than the final product.
To summarise, we ask you to manage your own learning and learn to construct and argue your own reasoned position in order to reflect together on what it means to 'live in the 21st century'.
The workshop is YOURS to explore.
The various material and human resources available to you are there to contribute to your research on a given theme.
Other people, often specialists in the discipline, have already thought about the various subjects which you are addressing. It is useful to tap into their thoughts in order to facilitate your work and the analysis which you are undertaking.
Resources are wide and varied: packages of reference documents, themed presentations from teaching staff from the workshop or theory lecturers, the Faculty library, meetings with stakeholders directly affected by the issues being addressed, etc.
In addition to supervised presentations, any 'exploration' on your part will be beneficial to the process of developing your project. This will inevitably require some personal investment on your part.
The workshop is YOURS to explore.
Ideally, YOU should initiate the trial and error process. If you are not yet able to do this, or if you find yourself up against a stumbling block, the teaching staff can propose avenues for investigation. It is up to you to check these and embark on new possible solutions.
The workshop is also a place for discussion.
Discussions will take place during every workshop session: between students themselves within their working group, within the section, with a single member of the teaching staff or several members simultaneously. |
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Mode of delivery (face-to-face ; distance-learning) :
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| In class.
Autonomy will be developed through meeting teaching staff and other students; your constant presence at each workshop is thus crucial. |
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Recommended or required readings :
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| The workshop is not based on course notes as such.
However, for each exercise, a sheet covering all the information providing the framework of the session (themes, objectives, programmes, directives, planning, etc.) will be made available to students on the ULg Ecapmus server. This sheet should be the first source of information and students should regularly consult it during the exercise, particularly when preparing for the juries.
Recognised reference works which are regularly used by students in the Bac 3 are as follows:
- Bernard Haumont & Alain Morel, La Société des voisins: partager un habitat collectif, Editions de la MSH, 2005
- Jean-Claude Driant, Jacques Brun, Marion Segaud, Dictionnaire de l'habitat et du logement, Edition Armand Colin (27 March 2003)
- Denise Pumain, Thierry Paquot, Richard Kleinschmager ,Dictionnaire La ville et l'urbain,Edition Economica (1 May 2006)
- Françoise Arnold , Le logement collectif: de la conception à la réhabilitation, Editions Le Moniteur
- Alain Borie, Pierre Micheloni et Pierre Pinon, Forme et déformation des objets architecturaux et urbains, Editions Parenthèses, Marseille, 1978 (repub. 2006).
- Francis D.K. Ching, Form, Space and Order, Editions VNR, 1979, (Repub. Paperback, 2007).
- Herman Hertzberger, Space and the Architect, Lessons in Architecture 2, Editions 010 Publishers, Rotterdam, 2000.
- Christian Norberg-Schulz, La signification dans l'architecture occidentale, Editions Mardaga, Liège, 1977 (Repub. Mardaga 2007).
- Pierre Von Meiss, De la forme au lieu, Editions Presse polytechniques romandes, Lausanne, 1986.
These books are highly recommended. |
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Assessment methods and criteria :
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| The criteria and weighting for assessment are defined for each exercise. They will be set out in the programme sheet handed out at the start of the period. |
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Work placement(s) :
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Organizational remarks :
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| The workshop will take place over an eight hour day, which has been established to develop your skills.
The workshop starts at 8.10am.
You are required to attend for the eight hours because the workshop consists of practical work in the workshop. |
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Contacts :
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| Patrick David
patrick.david@ulg.ac.be(daniel.delgoffe@ulg.ac.be
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Daniel Delgoffe
daniel.delgoffe@ulg.ac.be
Anne Dengis
adengis@ulg.ac.be
Mario Garzaniti
mgarzaniti@ulg.ac.be
Norbert Nelles
Norbert.Nelles@ulg.ac.be(vpigeon@ulg.ac.be
)
Sébastien Ochej
Sebastion.Ochej@ulg.ac.be(vpigeon@ulg.ac.be
)
Virginie Pigeon
vpigeon@ulg.ac.be
Jean-Philippe Possoz
jp.possoz@ulg.ac.be
Patricia Scheffers
patricia.scheffers@ulg.ac.be(daniel.delgoffe@ulg.ac.be
)
Pierre Schindfessel
Pierre.Schindfessel@ulg.ac.be |
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