 | | |
| ARCH1622-1 | Workshop B : Habitat and environmental footprint
|
|
| Duration : | 96h Pr |
|
| Number of credits : |
|
|
| Lecturer : | Fabienne Courtejoie, Xavier Folville, Olivier Henz |
|
Language(s) of instruction :
|
| French language |
|
Organisation and examination :
|
| All year long |
|
Course contents :
|
| Small scale projects will be considered in their entirety. This will include a small scale dwelling which is specific to each site and a double theme, resulting in a greater level of detail and a tailor-made response as well as appropriate technical research.
The project study should be addressed in its entirety (content and container, form and substance) with attention to detail from the start through to the final finishing elements.
Information will be gathered through research using equivalent examples, using technical documentation, the involvement of internal or external resource people, and with the help of teaching staff.
Sites will be proposed, each with its own programme and specific difficulties, particularly the concept of the small dwelling and integration into a comprehensible environment.
In addition to these constraints will be a general theme, that of ecological construction, regardless of the clichés which these words can engender. This will involve the application of applying careful thought as to what responsible behaviour in terms of the environment in its largest sense can mean (energy costs of producing construction materials used, energy performances, pre-cycling, recycling, minimum use of drinking water, etc.).
An exercise in composition and the organisation of both interior and exterior space, and a project involving team work between two students. |
|
Learning outcomes of the course :
|
| To provide students with:
- The observation tools of the built world
- Projection tools in a constantly changing environment
- Graphic, verbal and written communication tools
- The self-assessment tools of the environmental footprint of the choices made
|
|
Prerequisites and co-requisites/ Recommended optional programme components :
|
| . All the notions learnt in the theoretical workshops and classes in the first three years are looked at again and extended through new projects.
. Arch1626 Design of high energy performance buildings
. Arch1636 Technical information |
|
Planned learning activities and teaching methods :
|
| The scale of the project undertaken should allow students to review all the basic principles learnt during the bachelor's degree.
The workshop aims to provide students with the opportunity to:
- manage the constraints and translate them into intelligent and inventive architectural responses from the concept to the details;
- be aware of all the stages involved in the success of a global and concise project,
- make objective conceptual and technical choices according to the ecological assessment
-Exercise 1
Within the framework of the VERDIR project http://www.ulg.ac.be/cms/c_2627959/fr/verdir, study of community facilities for the functioning of economic activities on a redeveloped brownfield site.
- Exercise 2
Development of the project begun in the first term in the workshop for the master's in rurality, with Norbert Nelles and Luc Mabille; development of technical and energy-related aspects of the project. |
|
Mode of delivery (face-to-face ; distance-learning) :
|
| " Things aren't difficult to do, what's difficult is preparing ourselves to do them" Brancusi
The work takes place in a "workshop", encouraging exchange and communication between students, and between the students and teachers:
- teamwork with teachers;
- the student is considered as a colleague, the builder of their own life as an ARCHITECT.
The teaching method tends to develop the student's initiative, critical mind, rigour and efficiency ("interpersonal skills"), allowing them to conduct realistic projects in a coherent way, both in terms of the urbanistic and architectural options and on a scheduling, structural, normative and budgetary level ("know-how"). Students learn about the complexity of the profession and the professions associated with architecture during specific information sessions ("self-fulfilment").
A structuralist teaching method is used that focusing on a whole, where students simultaneously learn about parts of it and the whole itself. |
|
Recommended or required readings :
|
| The workshop bibliography evolves from year to year. It is linked to the problems of the themes dealt with as well as the students' need for additional "luggage". More generally, students are encouraged to engage in their own research and have a curious mind (library, trips, etc.), in order to make a critical judgement. Selected architectural analyses are organised from time to time, individually or in groups, that highlight a particular concern (the role of structure, etc.), that will be developed by the student in a future project. |
|
Assessment methods and criteria :
|
| Every project is the subject of stages whose objectives and means are defined, and on which cumulative assessments are based as well as self-assessments.
Insofar as it is possible, project "resource people" as well as architects external to the school participate in the elaboration of the project and its assessment. |
|
Work placement(s) :
|
| |
|
Organizational remarks :
|
| Students present their work every week to show how they are progressing. Everyone is involved in its correction; this encourages the students' understanding and intervention, stimulates the transfer of information, and reflection on every personal project. Students must respect the intermediary stages aimed at marking out their progress. |
|
Contacts :
|
| Fabienne COURTEJOIE
fcourtejoie@ulg.ac.be
Xavier FOLVILLE
X.Folville@ulg.ac.be
Olivier FOURNEAU
Olivier.Fourneau@ulg.ac.be
Olivier HENZ
ohenz@ulg.ac.be |
|
