S3-EU 2 : 1° CYCLE LICENCE
S03-AR-2-1: Environment
Persons in charge : Karima YounsiLaurent SfarLaurent SfarJérome Le GoffKacha LegrandFlorent ClierBruno ProthBruno Proth
Objectives
To conduct and restore an informed investigation, crossed between several fields, and at several overlapping scales, in order to draw a significant portrait of the Aubette valley, embracing its urban, architectural, social, landscape, poetic, and historical components, and the great dynamics that animate it. Knowing how to communicate and construct a spatial 'narrative', a prerequisite for reflection on the idea of building a community in an environment (workshop S3).
Content
The Aubette-Robec valley and the Cailly valley are the two tributaries of the Seine that play a determining role in the geomorphology and history of the city of Rouen.
Situated outside the city walls, but intruding into the city, the Aubette has seen its course domesticated to serve the economic and industrial development of Rouen. From a servant valley, with an often buried heritage but whose traces found the territory, it was then covered with an expansionist urbanization without any guiding structure along the Aubette's course. Sedimenting in its bed several layers of history still visible, it is today the place of contemporary life, mixed and peripheral, flirting with the countryside and the proximity of city amenities. The eastern suburbs of Rouen are gradually moving towards the string of villages that line the river, and agriculture is changing and retreating. What will become of this valley? How can we look at this 'other city' differently, how can we build an identity and a common ground in harmony with the environmental problems linked to water and in adequacy with the urban development? How to look at the city and the 'unbuilt'.
Situated outside the city walls, but intruding into the city, the Aubette has seen its course domesticated to serve the economic and industrial development of Rouen. From a servant valley, with an often buried heritage but whose traces found the territory, it was then covered with an expansionist urbanization without any guiding structure along the Aubette's course. Sedimenting in its bed several layers of history still visible, it is today the place of contemporary life, mixed and peripheral, flirting with the countryside and the proximity of city amenities. The eastern suburbs of Rouen are gradually moving towards the string of villages that line the river, and agriculture is changing and retreating. What will become of this valley? How can we look at this 'other city' differently, how can we build an identity and a common ground in harmony with the environmental problems linked to water and in adequacy with the urban development? How to look at the city and the 'unbuilt'.
Evaluation method
Intensive from September 5 to 16.
Jury day on September 19. Students will be evaluated on the readability and coherence of their proposal, the quality of the operating mode and the richness of the production that matches the content and the form
Jury day on September 19. Students will be evaluated on the readability and coherence of their proposal, the quality of the operating mode and the richness of the production that matches the content and the form
Work required
To observe the phenomena not on the scale of a commune but on the scale of the valley, on the scale of the watercourse, the guiding thread of contemporary reflections.
In order to paint this informed portrait of the territory, what is reported from the site in the workshop, how is it reported and for what reason?
Work in groups of 3-4 students. Survey by an active informed walk the Aubette valley as a whole, on both sides. Departure from the school. In situ collection of drawings, materials, interviews, sound recordings, film etc.
Identification of a sector and a problematic that covers several intertwined scales. The chosen articulation (the site) must refer to the member (sector) of the patient (territory) to which it belongs. Drawing a portrait implies recognizing the site and selecting what to affirm. It is a production that shows a sensitive look and a good knowledge of the site, while affirming a position or questions.
The production brings into play the different disciplinary fields (VT, SHS, APV, OMI, RA), and is nourished by lectures given during the intensive.
In order to paint this informed portrait of the territory, what is reported from the site in the workshop, how is it reported and for what reason?
Work in groups of 3-4 students. Survey by an active informed walk the Aubette valley as a whole, on both sides. Departure from the school. In situ collection of drawings, materials, interviews, sound recordings, film etc.
Identification of a sector and a problematic that covers several intertwined scales. The chosen articulation (the site) must refer to the member (sector) of the patient (territory) to which it belongs. Drawing a portrait implies recognizing the site and selecting what to affirm. It is a production that shows a sensitive look and a good knowledge of the site, while affirming a position or questions.
The production brings into play the different disciplinary fields (VT, SHS, APV, OMI, RA), and is nourished by lectures given during the intensive.
Hours
Lectures : 0.00
Tutorial : 0.00
ECTS credit
4.00
Coefficients
4.00
S03-AR-2-2: Resources
Objectives
At the end of this course, the student must have understood the importance of the cultural, social, economic, plastic, phenomenological, constructive, technical and ecological issues associated with the choice of an architectural material. He/she will be able to question the modes of representation that allow for an account of these issues. They will also have acquired a more specific competence on the potential of raw earth as a structural and envelope material and on its implementation processes.
Content
The aim of this intensive project is to reveal the full potential of an architectural material. To understand all the issues associated with its life cycle, from material to material, representations must evolve, from the scale of the product to that of the sector. Then the material can be the means and the expression of a respectful, enthusiastic and sensual relationship with the resource and the associated know-how.
Disciplinary contributions
The idea being to make students feel the full depth of meaning and potential of the material considered, all fields must contribute to the lectures, which all deal with the same material. Its physico-chemical composition, its technical characteristics, its modes of extraction, transformation, and implementation, its impact on the environment, its history in the various fields of culture and technology, its uses, perceptions, meanings and techniques in art, its economy, its social connotations, etc.
As these contributions are made, the material takes on a new meaning and the student discovers the implications of this choice. He/she must be able to conduct the same process of investigation for each material he/she will encounter later in his/her studies and practice.
Manipulations
The different fields involved must propose ways of discovering the material. The forms can be very different, such as concrete manipulation, visits to production or transformation sites, building sites, etc.
For the STA field, a series of manipulations will be designed according to the chosen material in order to understand its different physical properties and their variability (mass, resistance, stiffness, plasticity, conduction, effusivity, diffusivity, acoustic and luminous qualities, ageing, etc.), its manufacturing and/or implementation logics, and the ways of re-using it.
In the ATR-RA field, students discover and explore the possibilities and specificities of the moving image to account for the different aspects of the resource, at any point in its life cycle.
Disciplinary contributions
The idea being to make students feel the full depth of meaning and potential of the material considered, all fields must contribute to the lectures, which all deal with the same material. Its physico-chemical composition, its technical characteristics, its modes of extraction, transformation, and implementation, its impact on the environment, its history in the various fields of culture and technology, its uses, perceptions, meanings and techniques in art, its economy, its social connotations, etc.
As these contributions are made, the material takes on a new meaning and the student discovers the implications of this choice. He/she must be able to conduct the same process of investigation for each material he/she will encounter later in his/her studies and practice.
Manipulations
The different fields involved must propose ways of discovering the material. The forms can be very different, such as concrete manipulation, visits to production or transformation sites, building sites, etc.
For the STA field, a series of manipulations will be designed according to the chosen material in order to understand its different physical properties and their variability (mass, resistance, stiffness, plasticity, conduction, effusivity, diffusivity, acoustic and luminous qualities, ageing, etc.), its manufacturing and/or implementation logics, and the ways of re-using it.
In the ATR-RA field, students discover and explore the possibilities and specificities of the moving image to account for the different aspects of the resource, at any point in its life cycle.
Evaluation method
Active participation in the work taking place during the intensive
Submission of a short film per team
Submission of a file per team that synthesizes, with photographs, what was learned during the courses and seminars.
Submission of a short film per team
Submission of a file per team that synthesizes, with photographs, what was learned during the courses and seminars.
Work required
Short film by team
Team file that summarizes, with photographs, what was learned during the courses and seminars.
Team file that summarizes, with photographs, what was learned during the courses and seminars.
Hours
Lectures : 0.00
Tutorials : 30.00
ECTS credit
4.00
Coefficients
4.00
S03-AR-2-3: Build
Responsible for : Bertrand Verney
Objectives
Intensive 3 raises the question of the relationship between design and construction and should allow the student to understand the sometimes complex relationship that can exist between drawing/modeling and the implementation of the material, in this case and within the framework of this intensive: wooden cleats, plywood sheets and screws.
The ambition of this intensive is to initiate a reflexive look at the representation of architecture, not as the construction of a drawing, but as the drawing of a construction that supposes an anticipation of gestures, constraints (climate, transportation, displacements) and of the material in what it allows. This reflection is also valid for the model, in another way, but which remains a mode of representation.
The ambition of this intensive is to initiate a reflexive look at the representation of architecture, not as the construction of a drawing, but as the drawing of a construction that supposes an anticipation of gestures, constraints (climate, transportation, displacements) and of the material in what it allows. This reflection is also valid for the model, in another way, but which remains a mode of representation.
Content
This intensive exercise allows us to consider the design of a small ephemeral facility, starting from its written and drawn formulation, while at the same time solving its constructive and spatial problems. Six of these installations - one per project workshop - will then be realized in the school premises from a reduced sample of materials: cleats, plywood panels (CP), screws.
A simple equipment inscribed in a space, mastered in its conception, its assembly, its realization and its use.
This intensive exercise also aims to summon the genius of the material and the genius of the place to accompany a quality of use tested in real life.
Theme: The common theme this year will be "ESCAPE". This theme is broad enough to allow the imagination to run free. Each project will have to accompany this theme with an adverb that poetically specifies the intention and the way to escape. For example, "to escape languidly."
Site: 7 potential project sites have been selected in the school grounds
Materials:
The materials, provided by the school, are the same for each project:
- 135 cleats 25 mm x 25 mm x 3000 mm
- 3 plywood panels (CP) of 125 x 250 cm, of 2 different thicknesses: 15 mm (x2) / 5 mm (x1)
- 1000 screws
- and tools: battery operated screwdrivers, 1 jigsaw on mains, x extension cord,
- and individual protections: gloves
- a prefabrication area in the center of the Great Hall, a design area on the mezzanine of the Great Hall
A simple equipment inscribed in a space, mastered in its conception, its assembly, its realization and its use.
This intensive exercise also aims to summon the genius of the material and the genius of the place to accompany a quality of use tested in real life.
Theme: The common theme this year will be "ESCAPE". This theme is broad enough to allow the imagination to run free. Each project will have to accompany this theme with an adverb that poetically specifies the intention and the way to escape. For example, "to escape languidly."
Site: 7 potential project sites have been selected in the school grounds
Materials:
The materials, provided by the school, are the same for each project:
- 135 cleats 25 mm x 25 mm x 3000 mm
- 3 plywood panels (CP) of 125 x 250 cm, of 2 different thicknesses: 15 mm (x2) / 5 mm (x1)
- 1000 screws
- and tools: battery operated screwdrivers, 1 jigsaw on mains, x extension cord,
- and individual protections: gloves
- a prefabrication area in the center of the Great Hall, a design area on the mezzanine of the Great Hall
Evaluation method
Group evaluation (continuous evaluation and two juries)
Work required
Deliverables time 1 (per student trio) :
- one 1/20 model per student trio (spaghetti and cardboard models)
- a title written on the base of the model (= the theme accompanied by an adverb)
- a free expression to tell the intentions and the different scales (landscape, architecture, construction) on one or two A3 formats
Deliverables time 2 (by collective builder) :
- a construction conceived at the intersection of the three questions: the theme (escape), the site and the constructive thought
- a scripted presentation of the construction
- an intensive diary with two objectives: to retrace the genesis of the project and to look back on the internal relations of the building collective // this diary is in free form (booklet, film...), it is produced continuously by the two 'anthropologist' students. It is presented to the jury. It is created with the support of the two OMI teachers.
Phase 3: Deconstruction, Saturday, January 14
- one 1/20 model per student trio (spaghetti and cardboard models)
- a title written on the base of the model (= the theme accompanied by an adverb)
- a free expression to tell the intentions and the different scales (landscape, architecture, construction) on one or two A3 formats
Deliverables time 2 (by collective builder) :
- a construction conceived at the intersection of the three questions: the theme (escape), the site and the constructive thought
- a scripted presentation of the construction
- an intensive diary with two objectives: to retrace the genesis of the project and to look back on the internal relations of the building collective // this diary is in free form (booklet, film...), it is produced continuously by the two 'anthropologist' students. It is presented to the jury. It is created with the support of the two OMI teachers.
Phase 3: Deconstruction, Saturday, January 14
Hours
Lectures : 0.00
Tutorial : 20.00
ECTS credit
4.00
Coefficients
4.00