Architecture projects 3

Duration

192h Pr

Number of credits

Lecturer

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

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

The aim of being involved in the workshop is to develop the ability to design spatial responses, whether constructed or otherwise, that are situated in the heart of the context in which they exist.
Throughout the course, the value of usages as well as the way of giving shape to them with relevance and quality will be developed, while considering their ergonomic, programmatic, social and cultural aspects.
The exploratory process and the elaboration of propositions aims to strengthen students' autonomy and their ability to develop their own individual attitude, enriched with convictions with regard to the issues in question.
This process will be the opportunity to experiment and become aware of project methodologies and to speak to them.
Throughout the various sessions, the aim of improving the clarity and effectiveness of graphic, oral and written communication will be sought after. It will allow students to express the wealth of responses to address the complexity of parameters involved in the development of a project and the consistency of the analysis rooted in the preceding elements.

Prerequisite knowledge and skills

To join this learning unit, you must have previously acquired the following credits from annual block 2: ARCH0241-1: ARCHITECTURAL PROJECTS 2

Planned learning activities and teaching methods

The teaching methods take different forms, but mainly involve:

• Debates (round table) in small, collegial groups
• Individual interviews that are not corrections as such but are an opportunity for discussion when students are involved in their own learning: they will choose and formulate the questions. In addition, each student is asked to take summary notes with a view to building up their own individual course work;
• Individual or collective exercises on a theme;
• Two individual in-depth exercises per term;
• Visits to project sites and architectural sites (in town and constructed buildings);
• Oral presentations to the group and juries will be organised at key moments. They will contribute towards summative evaluations and will be formative.

Mode of delivery (face to face, distance learning, hybrid learning)

It is compulsory to attend the workshops, from the perspective of learning;
Absences do not give rise to exemption from any expected work. The presentation of progress towards the complete piece of work at the various stages is compulsory. In the event of a student being absent, they must:

• Inform the teacher by email, with a copy to the course coordinator,
• Get up-to-date for the next workshop and consult the weekly information issued by the teaching staff through the official course channels (email, e-campus);

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

The evaluations are both formative and summative.
The criteria are set out in a note entitled "Evaluation criteria explained".
The evaluation grading will take the form of a grid including an overall evaluation and indications in the form of "+" signs. This shows that a student's work demonstrates that they have acquired a competence. The lack of "+" signs indicates a clear insufficiency. The "+" signs are not weighted and do not add up to a total. They are formative and aim to identify the competences that remain to be further developed and those the student can base their work upon (even though they too can still be improved upon). These grids are not communicated to students.
A blank grid will be made available to students to help them take notes and to help with the self-assessment.
Procedures in the event of absence or late submission of an intermediate or final piece of work (jury).
The late or non-submission of a piece of work will be penalised by it being considered inadmissible. If the student cannot justify their lack of submission at a given time, the following protocol must be followed:

• Inform the head teacher of the group by email before the deadline for submission;
• Submit the work (in its current state) through a third party on the date and time indicated. In addition, documents must be sent in digital form (including in scanned or photo format) through the official class channels (email, e-campus, MIRO);
• Submission of written document for the absence as soon as possible, to the secretariat and copied to the teaching staff;
• The jury will discuss the admissibility or not of the documents, as well as any provisions that they consider necessary with a view to examining them,
• If the documents are judged admissible and on the date scheduled for the examination, the work will be assessed on the basis of the documents as they have been submitted.

• Annual weighting: Q5 = 50%, Q6 = 50%
• Q5 weighting: Focus + 5%, AP = 10%, Jury = 30, Process - Resources = 5%
• Q6 weighting: focus = 5%, AP = 10%, Jury = 30%, Process - Resources = 5%

• Quality of the spatial response - constructed and non-constructed (empty);
• Quality of the integration of the project into its context: a project that is situated;
• Quality of spaces connected with use;
• Quality of the attitude taken;
• Quality of the project methodology, of the iterative experimentation process and the integration of resources;
• Quality of graphic, written and oral expressions;
• Analytical quality.

Work placement(s)

Organisational remarks and main changes to the course

Please send all messages to both members of the teaching staff that are responsible for this learning unit.

Contacts

Course leaders: Daniel Delgoffe and Sébastien Ochej
Teaching staff (in alphabetic order):
Daniel Delgoffe daniel.delgoffe@uliege.be

Anne Dengis adengis@uliege.be

Gisele Gantois Gisele.Gantois@uliege.be

François Gena francois.gena@hotmail.com

Emeric Marchal Emeric.Marchal@uliege.be

Sébastien Ochej Sebastion.Ochej@uliege.be
Jean-Marc Schepers
jmschepers@uliege.be

Pierre Schindfessel Pierre.Schindfessel@uliege.be
Margarida Tavares Alvares Serrão mserrao@uliege.be

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