S3-EU 1 : 1° CYCLE LICENCE
S03-AR-1-1: Project Workshop: Building Commonality in the Community
Managers: Félix ParejaFranck BichindaritzBertrand VerneyHeather MossGuillaume NicolasGuillaume Duranel
Objectives
Tackle complexity in architecture, by conceiving architecture at the crossroads of three issues:
1- a project site seen in its broadest vision, from the angle of the environment, i.e. in a material and socio-cultural dimension (cf. project theory course) and which engages students in an objective and subjective, descriptive and prospective reading
2- the programming of a community facility that is linked to the environment and allows for investigation of the environment: the general theme for the year 2025-26 is food.
3- the art of building and constructive thinking as drivers of the project, considered through 4 questions: structural hierarchy, materiality, relationship to the ground and relationship to the sky.
... and at the crossroads of three scales: the larger landscape, architectural space and the materials used.
Beyond the necessary final form of the project, develop the ability to :
- problematize architectural issues and define intentions,
- think in drawings, models and diagrams, and develop reflexive thinking about the project process,
- debate and argue using oral and written language.
1- a project site seen in its broadest vision, from the angle of the environment, i.e. in a material and socio-cultural dimension (cf. project theory course) and which engages students in an objective and subjective, descriptive and prospective reading
2- the programming of a community facility that is linked to the environment and allows for investigation of the environment: the general theme for the year 2025-26 is food.
3- the art of building and constructive thinking as drivers of the project, considered through 4 questions: structural hierarchy, materiality, relationship to the ground and relationship to the sky.
... and at the crossroads of three scales: the larger landscape, architectural space and the materials used.
Beyond the necessary final form of the project, develop the ability to :
- problematize architectural issues and define intentions,
- think in drawings, models and diagrams, and develop reflexive thinking about the project process,
- debate and argue using oral and written language.
Content
Site and program
In a real-life professional situation, the client first defines a site and expresses his needs through a detailed functional program. The architect then develops a spatial response to these constraints.
While this method may seem effective and operational, it tends to reduce architectural thinking to a sometimes narrow framework, not conducive to students learning about architectural complexity. In fact, professional architects themselves regularly seek to break free from this framework, and sometimes win competitions by transcending the program, or even by proposing a more suitable site than the one initially imagined by the client.
For the Semester 3 project workshop, the working method therefore broadens this horizon.
On the one hand, students will have to define and problematize the project's area of intervention within the Aubette valley, a territory surveyed, analyzed and prospected during the "milieu" intensive; in connection with the equipment's theme: food for 2025-26. (See educational booklet).
In addition, if the program is defined in terms of spatial characteristics (see program sheet), students must specify the uses and surface areas of the spaces, developing a narrative that relates these spaces to the environment and the general theme of food.
Content and sequences
The teaching of the project workshop is closely linked to the 3 courses of UE 2. It is divided into 3 sequences, interspersed between the 3 intensive courses of UE 2:
- sequence 1: the conditions of architecture (4 sessions, including the 1-hour introductory session)
- sequence 2: space, environments and uses (3 or 4 sessions)
- Sequence 3: Space and constructive thought (4 or 5 sessions)
The general objectives of phase 1 are to define and problematize the project's area of intervention, and to "create the conditions for architecture".
Sequence 2 articulates the landscape scales evoked in Sequence 1 with spatial and functional intentions.
Sequence 3 is the time for developing the project on the basis of constructive thinking.
See the teaching booklet for more details.
In a real-life professional situation, the client first defines a site and expresses his needs through a detailed functional program. The architect then develops a spatial response to these constraints.
While this method may seem effective and operational, it tends to reduce architectural thinking to a sometimes narrow framework, not conducive to students learning about architectural complexity. In fact, professional architects themselves regularly seek to break free from this framework, and sometimes win competitions by transcending the program, or even by proposing a more suitable site than the one initially imagined by the client.
For the Semester 3 project workshop, the working method therefore broadens this horizon.
On the one hand, students will have to define and problematize the project's area of intervention within the Aubette valley, a territory surveyed, analyzed and prospected during the "milieu" intensive; in connection with the equipment's theme: food for 2025-26. (See educational booklet).
In addition, if the program is defined in terms of spatial characteristics (see program sheet), students must specify the uses and surface areas of the spaces, developing a narrative that relates these spaces to the environment and the general theme of food.
Content and sequences
The teaching of the project workshop is closely linked to the 3 courses of UE 2. It is divided into 3 sequences, interspersed between the 3 intensive courses of UE 2:
- sequence 1: the conditions of architecture (4 sessions, including the 1-hour introductory session)
- sequence 2: space, environments and uses (3 or 4 sessions)
- Sequence 3: Space and constructive thought (4 or 5 sessions)
The general objectives of phase 1 are to define and problematize the project's area of intervention, and to "create the conditions for architecture".
Sequence 2 articulates the landscape scales evoked in Sequence 1 with spatial and functional intentions.
Sequence 3 is the time for developing the project on the basis of constructive thinking.
See the teaching booklet 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
Tutorial : 80.00
ECTS credit
8.00
Coefficients
8.00