3 1 : 1BACHELOR'S DEGREE PROGRAM
S03-AR-1-1: Project Workshop: Building Commonality in the Community
Responsible parties: Félix ParejaHeather MossFranck BichindaritzBertrand Verney
Objectives
Addressing complexity in architecture by designing architecture at the intersection of three questions:
1- A project site considered from a broad perspective, through the lens of its environment—that is, in both material and sociocultural terms (see Project Theory course)—and which engages students in an objective and subjective, descriptive and forward-looking analysis
2- the programming of a community facility connected to the environment and that allows for an exploration of that environment: the general theme for the 2026–27 academic year is food.
3- The art of building and constructive thinking as the driving forces of the project, explored through four questions: structural hierarchy, materiality, the relationship to the ground, and the relationship to the sky.
… and at the intersection of three scales: the broader landscape, the architectural space, and the materials used.
Beyond the necessary final design of the project, develop the ability to:
- identify architectural issues and define intentions,
- think in terms of drawings, models, and diagrams, and develop reflective thinking about the project process,
- debate and argue using both spoken and written language.
1- A project site considered from a broad perspective, through the lens of its environment—that is, in both material and sociocultural terms (see Project Theory course)—and which engages students in an objective and subjective, descriptive and forward-looking analysis
2- the programming of a community facility connected to the environment and that allows for an exploration of that environment: the general theme for the 2026–27 academic year is food.
3- The art of building and constructive thinking as the driving forces of the project, explored through four questions: structural hierarchy, materiality, the relationship to the ground, and the relationship to the sky.
… and at the intersection of three scales: the broader landscape, the architectural space, and the materials used.
Beyond the necessary final design of the project, develop the ability to:
- identify architectural issues and define intentions,
- think in terms of drawings, models, and diagrams, and develop reflective thinking about the project process,
- debate and argue using both spoken and written language.
Content
Site and Program
In a real-world professional context, the client first identifies a site for the project and articulates their needs through a detailed functional program. The architect then develops a spatial response to these constraints.
While this method may seem effective and practical, it tends to confine architectural thinking to a framework that is sometimes too narrow—and not particularly conducive—for students to learn about architectural complexity. Professional architects, for their part, regularly seek to break free from this framework and sometimes win competitions by transcending the program—or even by proposing a site better suited to the project than the one initially envisioned by the client.
For the third-semester project studio, the working method therefore broadens this horizon.
On the one hand, it is up to the students to define and analyze the project’s scope of intervention within the Robec Valley—a territory that was surveyed, analyzed, and explored during the “environment” intensive—in connection with the theme of public facilities: food for 2026–27. (See the course booklet).
On the other hand, while the program is defined according to spatial characteristics (see the program description), students must specify the uses and areas of the spaces by developing a narrative that connects these spaces to the environment and the general theme of food.
Content and Sequences
The project workshop is pedagogically structured in close connection with the three courses in UE 2. It is organized into three sequences, interspersed between the three intensive sessions of UE 2:
- Sequence 1: The Conditions of Architecture (4 sessions, including a 1-hour kickoff session)
- Sequence 2: Space, Environments, and Uses (3 sessions)
- Sequence 3: Space and Constructive Thinking (6 sessions)
The general objectives of Sequence 1 are to define and problematize the project’s scope of intervention and to “create the conditions of architecture.”
Sequence 2 links the landscape scales identified in Sequence 1 with spatial and functional intentions.
Sequence 3 is the phase dedicated to developing the project based on constructive thinking.
See the teaching guide for more details.
In a real-world professional context, the client first identifies a site for the project and articulates their needs through a detailed functional program. The architect then develops a spatial response to these constraints.
While this method may seem effective and practical, it tends to confine architectural thinking to a framework that is sometimes too narrow—and not particularly conducive—for students to learn about architectural complexity. Professional architects, for their part, regularly seek to break free from this framework and sometimes win competitions by transcending the program—or even by proposing a site better suited to the project than the one initially envisioned by the client.
For the third-semester project studio, the working method therefore broadens this horizon.
On the one hand, it is up to the students to define and analyze the project’s scope of intervention within the Robec Valley—a territory that was surveyed, analyzed, and explored during the “environment” intensive—in connection with the theme of public facilities: food for 2026–27. (See the course booklet).
On the other hand, while the program is defined according to spatial characteristics (see the program description), students must specify the uses and areas of the spaces by developing a narrative that connects these spaces to the environment and the general theme of food.
Content and Sequences
The project workshop is pedagogically structured in close connection with the three courses in UE 2. It is organized into three sequences, interspersed between the three intensive sessions of UE 2:
- Sequence 1: The Conditions of Architecture (4 sessions, including a 1-hour kickoff session)
- Sequence 2: Space, Environments, and Uses (3 sessions)
- Sequence 3: Space and Constructive Thinking (6 sessions)
The general objectives of Sequence 1 are to define and problematize the project’s scope of intervention and to “create the conditions of architecture.”
Sequence 2 links the landscape scales identified in Sequence 1 with spatial and functional intentions.
Sequence 3 is the phase dedicated to developing the project based on constructive thinking.
See the teaching guide for more details.
Evaluation method
Each of the three sequences ends with an assessment that takes into account :
- regular participation during the sessions,
- the intensity and quality of ongoing work (recorded in a project notebook),
- the quality of the project and its formulation at the end of the sequence.
The final grade for the semester takes into account the pedagogical assessments for each of the 3 sequences and the student's involvement during the sessions and between sessions.
between sessions.
- regular participation during the sessions,
- the intensity and quality of ongoing work (recorded in a project notebook),
- the quality of the project and its formulation at the end of the sequence.
The final grade for the semester takes into account the pedagogical assessments for each of the 3 sequences and the student's involvement during the sessions and between sessions.
between sessions.
Work required
Work required:
- Participation in weekly workshop sessions.
- Delivery of sketches, models and drawings according to schedule.
- Graphic and oral presentations, during internal workshop presentation sessions.
- For the presentation of each sequence, students present the different scales of the project, highlighting the coherence of the whole. They are free to produce any other document, film, collage, etc., that may be useful in understanding their project.
- In order to keep track of their progress, and as a means of self-criticism, students create an A3 notebook in which to record all their intermediate work.
Materials to bring to each session
- project notebook (A3 format)
- a roll of study tracing paper and A3 sheets of tracing paper and blank paper
- lead pencils and/or ink pens/felt-tip pens in various thicknesses and colors
- graduated ruler (possibly with different scales), T and square, ruler (for model)
- model materials (cutter, glue, cardboard of various thicknesses, etc.)
- base plans and sections and site model created in 1st sequence
- Participation in weekly workshop sessions.
- Delivery of sketches, models and drawings according to schedule.
- Graphic and oral presentations, during internal workshop presentation sessions.
- For the presentation of each sequence, students present the different scales of the project, highlighting the coherence of the whole. They are free to produce any other document, film, collage, etc., that may be useful in understanding their project.
- In order to keep track of their progress, and as a means of self-criticism, students create an A3 notebook in which to record all their intermediate work.
Materials to bring to each session
- project notebook (A3 format)
- a roll of study tracing paper and A3 sheets of tracing paper and blank paper
- lead pencils and/or ink pens/felt-tip pens in various thicknesses and colors
- graduated ruler (possibly with different scales), T and square, ruler (for model)
- model materials (cutter, glue, cardboard of various thicknesses, etc.)
- base plans and sections and site model created in 1st sequence
Hours
Lectures: 0.00
Tutorials: 80.00
ECTS credit
8.00
Coefficients
8.00