Duration
256h Pr
Number of credits
| Bachelor in architecture | 20 crédits |
Lecturer
Daniel Delgoffe, Anne Dengis, Gisele Gantois, Mario Garzaniti, François Gena, Emeric Marchal, Sebastien Ochej, Pierre Schindfessel, Margarida Tavares Alvares Serrão
Language(s) of instruction
French language
Organisation and examination
All year long, with partial in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Essence
The natural and built environment constitutes our living space and affects our feelings and emotions on a daily basis. Within this environment, we seek places for moments of privacy but also to spend time socialising with other people.
We shall question and explore how to shape and give meaning to places in a qualitative manner. We shall cultivate the ability to study, develop and transmit the built space and the void, the receptacles of our lives.
"Voici le temps du monde fini"
Albert Jacquard
It is up to us to cultivate awareness of the inevitable interactions between our actions and the world.
As we know, thinking and designing space isn't a mechanical act; on the contrary, it is the result of continuous questioning. For the stakeholders in this domain, it is therefore important to adopt a stance based on history, realities and new aspirations, and to see the future.
To achieve this, it seems essential for architects called upon to exercise their skills in different situations, to develop autonomy, an understanding of the environment and the ability to form convictions.
"Things aren't difficult to do, but what is difficult, is putting yourself in the right frame of mind to do them"
Constantin Brancusi
We shall build on your explorations, your contributions and your questions. In short, your proactiveness, so that the time spent in the workshop is focused on research, debate and development.
Contents
Through practical work, the workshop aims to raise awareness and cultivate project methodologies from both a rational and intuitive point of view.
The work will be based on readings of the landscape and, more generally, the context. By reading, we mean the targeted analysis of the context's various components, i.e. geographic, human, cultural, etc. In other words, assessing the relevance of the information, comparing it and putting it into perspective.
Students will find it useful to refer to Giancarlo De Carlo's text, available in "resources".
The act of projecting the built or non-built void will lead to understanding and developing the ability to prioritise and define the links between the different statuses: public for all, collective for a specific community and private. The definition of the user pathways will lead, above all, to the study of distribution systems.
Imagining places will involve considering what place the uses have in the choice of directions.
We shall endeavour to understand how the combination of multiple simple elements can form complex wholes whose meaning exceeds that of the unit.
The development of a project requires numerous skills and implies managing the complexity.
Various types of know-how are associated: for instance, knowledge linked to structural systems, constructive methods, materialities, equipment that will be gradually integrated into the developments in the search for cohesion between the different organs involved in creating a coherent whole supported by general objectives.
Architecture clearly isn't an isolated field. It is essential to enrich is with direct and indirect contributions from other fields: literature, film, painting, landscape, etc., which form our societies' culture. It is necessary to stimulate the ability to identify the elements likely to nourish the architectural approach.
Learning outcomes of the learning unit
- Students will be able to develop a spatial response - built and non-built (void);
- Students will be able to develop a situated project;
- Students will be able to develop spaces linked to uses;
- Students will be able to develop ideas;
- Students will be able to express these ideas graphically, in writing and orally;
- Students will be able to demonstrate a methodology concerning the project and the iterative experimentation process;
- Students will be able to produce a synthesis and demonstrate the complexity.
Prerequisite knowledge and skills
To be able to participate in this learning unit, you must have acquired the following credits from the annual block 2: ARCH0241-1: ARCHITECTURAL PROJECTS 2
Planned learning activities and teaching methods
The teaching mainly takes the form of a debate (round table) in small and collegial groups;
The discussions aren't corrections, but an opportunity for exchange during which students will be the actors of their training;
Juries will be organised at key moments. This will lead to assessments and will be formative.
Mode of delivery (face-to-face ; distance-learning)
Face-to-face.
In general, students will be supported by a group of four and/or two teachers.
Recommended or required readings
Information and other contents will be available on eCampus.
Suggested materials: content from other courses, books, films, exhibitions that will be suggested during the workshops.
Suggested reading:
- 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
Assessments are formative and/or summative;
The assessments will be presented in the form of a table with an overall assessment and indications in the form of "+". These indications will show whether students have acquired the necessary skills through their work to meet the objectives.
A lack of "+" shall clearly indicate a failure to meet these objectives. The "+" aren't weighted and don't lead to a total mark. They are formative and are aimed at helping students identify the skills that especially need to be developed and those they can rely on (even if they can be improved).
Criteria:
- Ability to develop a spatial response - built and non-built (void);
- Ability to develop a situated project;
- Ability to develop spaces linked to uses;
- Ability to develop ideas;
- Ability to express these ideas graphically, in writing and orally;
- Ability to demonstrate a methodology concerning the project and the iterative experimentation process;
- Ability to produce a synthesis and demonstrate the complexity.
Work placement(s)
Organizational remarks
...
Contacts
Course leaders:
Daniel Delgoffe and Sébastien Ochej
Teaching staff (in alphabetic order):
Patrick David
patrick.david@uliege.be
Daniel Delgoffe
daniel.delgoffe@uliege.be
Anne Dengis
adengis@uliege.be
Gisele Gantois
Gisele.Gantois@uliege.be
Mario Garzaniti
mgarzaniti@uliege.be
François Gena
francois.gena@hotmail.com
Emeric Marchal
Emeric.Marchal@uliege.be
Sébastien Ochej
Sebastion.Ochej@uliege.be
Margarida Tavares Alvares Serrão
mserrao@uliege.be
Pierre Schindfessel
Pierre.Schindfessel@uliege.be
Adaptation of teaching commitments following the COVID-19 pandemic for the May-June 2020 session
Teaching methods implemented : distance-learning
Support will be provided by two people with a priority person for some sessions.
Teaching will no longer be done face-to-face but simultaneously in small groups by videoconference (Lifesize), and shared graphical board (Miro) .
Assessment subjects
The subject of the assessment is unchanged.
Assessment methods
The assessment will consist of a presentation of the project to teachers according to the provisions defined by the faculty and according to the methods of remote assessment. The presentation documents will be deposited in the designated places.
Contacts
Course leaders:
Daniel Delgoffe : daniel.delgoffe@uliege.be
Sébastien Ochej : sebastion.ochej@uliege.be