Duration
128h Pr
Number of credits
| Master in architecture, professional focus in architecture and urban planning | 10 crédits |
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Architectural design in relation to the ecological and social crisis.
The workshop proposes to carry out a variety of surveys, developing graphic narratives that are sensitive, historical, critical and documentary.
The workshop takes note of ecological emergencies and the need to include in architectural training tools for perceiving and reconstructing human and non-human experiences of today's damaged places and territories.
The workshop's activities are organized around a presence in situ, meetings with residents and users, walks through the territory and the places that make it up, and the restitution of these situations through various media: drawing, photography, text and video.
Based on these investigations, students develop a site-specific architectural project by formulating a critical perspective on the situations they have observed and by exploring spatial responses to the ecological and social issues they have identified. The workshop thus aims to develop their ability to integrate observation, investigation, interpretation, and design, and to translate this approach into various forms of architectural representation.
Learning outcomes of the learning unit
Upon completion of this unit, the student will be able to:
Collect, classify, and synthesize the data gathered during a survey.
Design a site-specific architectural project based on the data, observations, and issues identified during the survey, formulating spatial responses to the ecological and social challenges encountered.
Design a graphic and/or media-based interpretation (graphic narrative) that reflects a sensitive, critical, and reflective approach to examining the existing conditions and proposing new alliances with the living world.
Situate one's work within a historical, theoretical, architectural, and artistic context.
Master a contemporary graphic language.
Apply appropriate theoretical concepts to present, discuss, and debate.
Prerequisite knowledge and skills
Planned learning activities and teaching methods
Course topics are covered through workshops and interactive presentations given to the entire group. They are supported by presentations (slide shows, videos, scientific articles), group discussions on the workshop themes, and talks by guest speakers.
The workshop's teaching approach emphasizes project-based and research activities.
Students will conduct various investigations into the territories and situations under study. These investigations may draw on observations, fieldwork, and various forms of data collection and presentation.
Based on these investigations, students will produce graphic narratives that can explore different scales-from the detailed to the territorial-and take on multiple forms: drawing, collage, photography, text, installation, model, full-scale prototype, site-specific intervention, performance, sound, or video.
These graphic narratives will be regularly shared and discussed as a group.
Based on these investigations and graphic narratives, students will design a project that takes into account what already exists and what is already there; employs speculative fiction to create new possibilities and challenge dominant narratives; develops a critical perspective on the ways we intervene in territories; proposes new ways of coexisting with the non-human; and does not merely seek to formulate responses to a set of specifications, but also poses questions and challenges design methods.
At the end of the workshop, students will produce an installation bringing together their entire graphic research and project.
Field visits and explorations, as well as educational trips, are planned as part of the course.
The materials-texts, visual documents, lectures, etc.-presented and used during class are available on Teams.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
In-class learning activities
Further explanations:
Combination of face-to-face and distance learning activitiesThe workshop will take place face-to-face and remotely (hybrid).
Travel may be required.
Course materials and recommended or required readings
Platform(s) used for course materials:
- Microsoft Teams
Further information:
Auger, J. (2013)."Speculative design. Crafting!the!speculation" Digital "creativity, vol.24,!n° 1, pp. 11-35
Badiou, A. Lieu, sujet, vérité, architecture(r). Conférence à UCL. 2019. (captation audio mise à disposition sur ecampus)
Bertrand, G. (2015). La mécanique des temps : jeux de dialogues entre design et politique», co-écrit avec Maxime Favard, in Poïétiques du design 3 - Conception et politique, Paris, L'Harmattan, collection Esthétique, série Ars, 2015, p. 107 à 139.
Bertrand, G. (2016). Le design critique et les nouveaux enjeux de conception : un territoire historico-géopolitique de 1960 à nos jours. Art et histoire de l'art. Université de Strasbourg, 2016. En ligne : HAL archives ouvertes, 02/10/2017, HAL Id: tel-01599267.
Bony, H., Mosconi, L., & Blanc, N. (2023). Paris animal : histoire et re´cits d'une ville vivante. Pavillon de l'Arsenal.
Chénin, M., & Thévenot, L. (2024). Le commun par l'usage : construire et habiter en artiste. MetisPresses.
Clément, G. (2013). Manifeste du tiers paysage : e´dition augmente´e d'un avant-propos (E´dition augmente´e d'un avant-propos). Sens et Tonka.
Clément, G. (1998). Les Portes. 11&24.
Non-Extractive Architecture : Vol. 1, On Designing without Depletion. (2021). SternbergPress.
Darcis, D. (2023). Penser autrement les ruines : du Tiers paysage rural à la réinvention des communs. Interfaces (Dijon. En Ligne), 49. https://doi.org/10.4000/interfaces.6460
Denis, J., & Pontille, D. (2022). Le soin des choses : politiques de la maintenance. La De´couverte.
Dunne, A., & Raby, F. (2013).Speculative Everything: Design, Fiction, and Social Dreaming. Cambridge : MIT Press
Export, V. Körperkonfigurationen (Photographie). 1972-76
Gisse, D. (2012). Subnature: Architecture's Other Environments. Princeton Architectural Press
Gras, P., Lussault, M., & Mirza, V. (2023). Imaginer l'après : vulnérabilité environnementale et décision publique en contexte post-catastrophe. Éditions Deux-Cent-Cinq.
Grossman, V., & Miguel, C. (Eds.). (2021). Everyday matters : contemporary approaches to architecture. Ruby Press.
Latour, B., & Weibel, P. (Eds.). (2020). Critical zones : the science and politics of landing on earth. ZKM Center for Art and Media.
Malterre-Barthes, A.-C., Chabani, M., Angélil, M., Siress, C., Newsom, J., Carruthers, T., Architecture Climate Action Network author, & Architecture Climate Action Network author. (2024). On architecture and greenwashing. Hatje Cantz.
Macé, M. (2023). Respire. Verdier.
Menchero, Emilio Lopez (2010). Pasionaria (Intervention urbaine). 2006. et Checkpojnt Charlie (performance). 2010.
Papanek, V. (1974). Design pour un monde réel : écologie humaine et changement social. Mercure de France, Paris.
Rollot, M., Constant, E., & Palacio, M.-F. de. (2018). Les territoires du vivant : un manifeste biore´gionaliste. Editions Franc¸ois Bourin.
Sample, H. (2016). Maintenance architecture. The MIT Press.
Simay, P. (2024). Bâtir avec ce qui reste : quelles ressources pour sortir de l'extractivisme ? Éditions Terre Urbaine.
Tsing, A. L., & Pignarre, P. (2017). Le champignon de la fin du monde : sur la possibilité de vivre dans les ruines du capitalisme. La Découverte.
Tsing, A., & Julien, L. (2021). Vers une théorie de la non-scalabilité. Multitudes (Paris, France), 82(1), 65-71. https://doi.org/10.3917/mult.082.0065
Tsing, A. L., Schaffner, M., & Stengers, I. (2022). Proliférations. Wildproject.
Exam(s) in session
Any session
- In-person
oral exam
Continuous assessment
Other : Jury: graphic and physical outputs of the architectural project
Further information:
Exam(s) in session
Any session
- In-person
oral exam + interim graphic and physical outputs of the project
Continuous assessment
Additional information:
Exam(s) in session
Any session
- In-person
oral exam
Continuous assessment
Other : jury
Further explanations:
30% for the project's graphic and physical deliverables (individual evaluation).
70% for the project's final graphic and physical outputs (35% for the group project completed in pairs and 35% for individual contributions and performance)
Work placement(s)
Organisational remarks and main changes to the course
An educational field trip is planned as part of the course. Practical details will be provided at a later date.
Contacts
Eric Le Coguiec
eric.lecoguiec@uliege.be
Philippe Vander Maren
philippe.vandermaren@uliege.be
Association of one or more MOOCs
There is no MOOC associated with this course.