Architecture projects 3

Duration

256h Pr

Number of credits

Lecturer

Patrick David, Daniel Delgoffe, Anne Dengis, Mario Garzaniti, Emeric Marchal, Sebastien Ochej, Andre Rouelle, Pierre Schindfessel, Margarida Serrao

Language(s) of instruction

French language

Organisation and examination

All year long, with partial in January

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

The teaching unit 'Architecture projects 3' forms part of the 'Architecture Project' teaching and research field.
The main aim of architectural studies is to train students in the specific culture and skills required to be an architect: the ability to capture a space, give it expression and turn it into a technical reality.
Through the workshop courses in the 'Architecture Project' teaching and research area, students can learn through project work about developing spaces.
The course incorporates multiple skills relating to theoretical and practical subjects taught in the Faculty. It develops various creative processes, from rationality to intuition, leading to formatting.
Various teaching methods will be used to build a theoretical corpus which combines experimentation, analysis and taking a position on a practical formulation specific to the discipline, in various different contexts, on different scales and in a variety of areas covered by professional practice.
During this third year of study, the theme of collectivity is explored.
This is reflected in housing (community or collective housing) and equipment on a district level.
Men and women are social beings, who construct and define themselves by relationships which they weave throughout their lives with their fellow beings. Obviously, living in a neighbourhood, a district, a town gives us an identity. Today each project must be designed in terms of the type of contribution which it can make to the urban environment, but also in terms of styles of living and the relationships which it supports.
Among the methodological tools which should be developed in this workshop are :

• COMPOSITION (continuation of Bac 1 and 2). The main subject matter of the workshop project, the composition course teaches students to handle and organise a project using tools such as structures, frameworks, meshes, etc. The use of reference, combinatorial systems and typology are involved in this teaching.
• Constructing a statement of intent (building upon work in Bac 2). Observation, analysis and experimentation contribute towards constructing a statement of intent reflected through speech, written production, and large three-dimensional graphics.

• Context and its multiple components (building upon work in Bac 2). Each project contributes towards transforming a place or region. Context, in its largest sense (history of the constructed, environmental, cultural, social, economic, legal, technological etc. landscape) feeds into the project and, reciprocally, the project contributes towards the context.
• Public space and private space (building upon work in Bac 2). The mechanisms of transition between the street, public spaces and 'home' form an essential area to be explored. The definition of the various statuses of spaces (public, collective, private), setting the scene for the types of use envisaged, enable identification of the transitions required and put practical limits on a coherent project.
• Constructing the void (new content). Voids exist only by the limits which are placed upon them and which give them content. Their existence, qualities, proportions, lighting, perspective etc. are determined in relation to masses. Designing voids as a subject and not as a result is an essential theme. Questioning status, use and transitions leads to reflection of the scale of the ground plan.

Learning outcomes of the learning unit

1st Part: Connections to the competency framework.
All teaching in the 'Architecture Project' enable students to develop specific skills in the competency framework. By means of a reminder, these four competencies are :
Developing an architectural question By being aware of contemporary social challenges and their place in history; By demonstrating a reflective, open and initiative approach.
Developing a SPATIAL response By assuming a citizenship role By developing the ability for independent thought and action which is indispensable for comparisons and partnership working.
Implementing a specific SPATIAL approach By integrating ethical responsibilities By involving stakeholders around and during the project.
Interacting with all stakeholders By participating in improving quality of life By adopting a professional approach of benefit to the collective interest.


2nd Part: learning outcomes from the teaching unit described from an operational perspective
In the context of the approach to the complexity of the question, students should be capable of :
*Studying different components of the theme and context (historical, landscape, built environment, environmental, cultural, social, economic, legal, technological aspects, etc.) *Connecting different parameters
In the context of generating working hypotheses, students should be capable of : *Integrating the results of investigations into a comprehensive analysis through spatial and projective resolution. *Developing significant hypotheses using an iterative approach
In the context of developing a spatial proposition, students must be capable of : *Including environmental, landscape, cultural and socio-political values *Incorporating resources and structural, technical, material and energy constraints *Spatially reflect the hypotheses articulated and combining different scales *Developing an exploratory approach (spatial question-answer-approval and a new cycle of questioning)
In the context of comparing spatial responses to real situations, students must be able to :
*Take into account the climatic and geographical features of the site *Use local resources (materials, energy sources, etc.) *Ensure conditions of use and comfort
In the context of involving human and professional relationships, students should be able to :
*Work effectively using collaborative and cooperative practices and respecting others
In terms of communicating progress, students should be able to :
*Master verbal, written and graphic languages as a means of sharing ideas.
 

Prerequisite knowledge and skills

To embark upon this unit, you must have previously acquired the following credits in the annual bloc 2 :

• ARCH0241-1 : PROJETS D'ARCHITECTURE 2
• ARCH0254-1 : INTRODUCTION A LA TYPOMORPHOLOGIE
• ARCH0213-1 : CONSTRUCTION 2
• ARCH0232-1 : DYNAMIQUE DES FORMES

Planned learning activities and teaching methods

Students are motivated adults, reflective actors in their own learning. Their attitude must, therefore, be rigorous and proactive. Students must be curious, autonomous, open minded, critical, and passionate. Their active participation in all workshop days is essential to contribute towards the activities.
Learning activities :
Basic exercises over several weeks (leading to evaluations) :
Basic exercises (experimenting, analysing, communicating, etc.)
Short thematic exercises developing a particular content :
*actively assisting in presentations (taking notes, initiating discussions) *studying reference works (self education) *taking part in trips (being curious, discovering, understanding) *taking part in juries (know how to communicate) *...
Specific activities connected with opportunities (setting up an exhibition, publishing work, participating in workshops etc.).
Teaching method :
*Groups of teachers or a single teacher *Small groups of students or individual teaching *Presentation of themes and discussions in the workshop   Productions :
*Oral or written presentation *Free graphic expression through documents, plans, models
 

Mode of delivery (face-to-face ; distance-learning)

On site.
The workshop takes place over one eight-hour day and includes ongoing work at home.
Autonomy develops through meetings with teaching staff and other students.
All information, basic documents, notifications, maps, and resources will be made available on the ULg e-campus platform. Information will regularly be posted there. Regularly checking (several times per week) of the on-line platform is essential. It also acts as a notice board for practical information.

Recommended or required readings

The workshop classes are not based on course notes as such. For each exercise, a sheet covering the information forming the framework of the exercise will be made available. Reference works which will be used on daily basis by students in 'Architecture Project 3' are as follows :

• Pierre Von Meiss, De la forme au lieu, Editions Presse polytechniques romandes, Lausanne, 1986.
• Herman Hertzberger, Space and the Architect, Lessons in Architecture 2, Editions 010 Publishers, Rotterdam, 2000.
• Hilary French, 100 logements collectifs du XXe siècle, Le Moniteur

Assessment methods and criteria

All work will be assessed in relation to the learning outcomes defined in this document and expected by the end of the unit. They will be specified for each exercise.
Students will present their work in graphic, written, oral and model forms during : *Intermediate stages of formative evaluation (positive or negative) on the work ; *Juries with and without external guests giving rise to grades following the general ULg examination rules (A Excellent result, B Very good, C Good, D Satisfactory, E Pass, FX Fail, F Serious Fail) ; *Corrections to thematic exercises will be graded according to the same rules.
Weighting :
Exercises in the 1st term : 35% of the total points for the teaching unit. Exercises in the 2nd term et final project : 55% of the total points for the teaching unit.
A grade for effort, taking into account progress made during class and involvement in the workshops will be established jointly by the teaching staff for each student. This is worth 10% of the total points for the teaching unit.

Work placement(s)

Organizational remarks

Néant

Contacts

Manager of the Teaching Unit : Patrick David patrick.david@ulg.ac.be

Teaching staff (in alphabetical order) :
Patrick David patrick.david@ulg.ac.be
Daniel Delgoffe daniel.delgoffe@ulg.ac.be
Anne Dengis adengis@ulg.ac.be 
Sibrine Durnez sdurnez@ulg.ac.be
Mario Garzaniti mgarzaniti@ulg.ac.be 
Emeric Marchal Emeric.Marchal@ulg.ac.be
Sébastien Ochej Sebastion.Ochej@ulg.ac.be
Pierre Schindfessel Pierre.Schindfessel@ulg.ac.be