Architectural and urban project

REHABILITATION – METAMORPHOSIS.

Objective:
The aim of this course is to enable students to master the design tools and fundamental knowledge of architectural design, including urban and environmental constraints. We will address the question of architecture as a discipline, specifying that the architectural project must take into account these four dimensions: critical, technical, ethical and aesthetic. We will shed light on the urban environment, with its transformations (historical strata), mutations and transfigurations (traces on traces).
The term “metamorphosis” is proposed for the work carried out on the site with a sensitive, “poetic” approach.
Ultimately, the student will be able to tackle the question of construction and heritage by proposing contemporary architecture.
The main objective, no doubt, is to give students the opportunity to become “autonomous” in the face of architectural production.

Weekly workshop on Fridays:
– Site visits, stocktaking.
– Group discussion and exchange.
– Individualized project follow-up.
Methodologies and tools for analysis, diagnosis, programming and planning:
Sensitive approaches: method for perceptive analysis of built and unbuilt territory.
Programmatic projection: Corpus of thematic references (A2), text-based program.
Sketch-based simulation of intention and temporality.
Site development project, architectural project and specific details.
Final output: presentation panels.
– Continuous assessment with critical feedback, final report.

Bibliographic and cartographic resources will be provided in class:
inventory, plans, sections, elevations, 3D of the area, site and buildings.

RURAL RESOURCES
An off-the-wall workshop in Charente-Maritime

This workshop experiments with cross-disciplinary teaching by bringing together two studios (S7 and S9) in the same field of study. This approach makes it possible to pool means and resources around an “Hors-les-Murs” workshop, bringing in a plurality of viewpoints.

PREVIOUS WORK: https://www.calameo.com/accounts/7775670

Context.

Faced with today’s ecological, economic and societal changes, rural areas are the focus of tomorrow’s challenges. While the artificialization of agricultural and natural land has continued at a steady pace for several decades, we are paradoxically witnessing the desertification of town centers, a deterioration in the quality of life, and the decline of public services. This dual trend of urban sprawl versus desertification is accompanied by the brutal development of bypass infrastructures and industrial estates, in stark contrast to the patient, reasoned evolution of a human settlement in harmony with its natural resources. At the same time, rising real estate prices in urban centers and a growing awareness of the preciousness of rural areas are foreshadowing a renewed interest in rural communities.

These paradigm shifts in rural areas demonstrate the need for in-depth attention to anticipate short-, medium- and long-term challenges. Setting the scene. Through a partnership between ENSAPLV and the Charente Maritime DDTM, a 4-day “Atelier Hors les Murs” at the beginning of the semester puts students in direct contact with the players involved (residents, elected representatives, architects and landscape architects, DDTM, CAUE, ABF). This year, we propose to study the town of MARENNES. Students are expected to freely question pre-existing situations, through a phase of diagnosis and detailed understanding of the existing situation, as well as the formulation of a problematic that will serve as the basis for concrete explorations of projects, developed right down to the architectural detail.

Restitution and dissemination. At the end of the semester, the work carried out will be presented in MARENNES in the form of a publication and a travelling exhibition. This phase of dissemination extends the dialogue initiated and the questions raised, which we hope will find continuities and bridges with other fields or subsequent developments.

– The workshop is designed to accommodate a maximum of 30 students. Students are expected to be highly motivated, dedicated and willing to work as part of a team (collective coordination and project development in pairs). An interest in issues related to intervention in existing buildings, as well as an ability to produce models, is imperative.

– Participation in the Hors Les Murs workshop on site compulsory (full costs covered by the School and the DDTM) – from OCTOBER 16 to 19, 2024.

– Compulsory weekly presentation to the whole studio, with systematic use of physical models and geometric drawings as exploration tools.

– Intermediate juries attended by external speakers (collective workshop discussion).

– Final jury on site in MARENNES with preparation and compulsory participation in the exhibition opening on site in Marans: Presentation of the project and all the work carried out over the six-month period to elected representatives and residents (models + A0 panels) – full costs covered by the School and the DDTM – JANUARY 31, 2024.

– The workshop is held in French, with the possibility of discussion in English.

– An intermediate practice

Today’s cities are increasingly built with a view to conserving and reusing existing buildings, both for cultural reasons of preserving the memory of the place, and for environmental reasons, in a quest for frugality and sustainable development.

This in no way means that the use of existing buildings should not be renewed in a more or less fundamental way, and that they should therefore be modified/complemented by contemporary interventions.

As part of the major Bercy-Charenton urban project, which aims to radically redevelop the heart of an area stretching from the Gare de Lyon to downtown Charenton, the former Bercy – La Rapée refrigeration station, both underground and above ground, and the former power station that served it, represent both a major architectural potential and a central issue in the redevelopment of the site.

Other urban elements in the immediate vicinity – Paris’s former Petite Ceinture and the remains of the Thiers fortification, as well as the Seine and its quays – reinforce the exceptional character of this architectural ensemble.

We therefore propose to work on the rehabilitation/reuse of the former refrigeration station and adjoining buildings, based on a program in which mixed functions will be one of the major objectives: culture, education, work, housing… not forgetting the requalification of the adjoining public and private spaces by integrating ‘renaturation’ issues to promote biodiversity, reduce heat islands and improve water resource management.

A preliminary analysis of the site’s history, geography, urban planning and wider social context will provide a better understanding of the existing context, enabling us to lay the foundations for a program that is consistent with the project’s urban and environmental objectives.

Research, surveys and diagnostics 20%, group sketching 20%, architectural project 60% (the active participation of students and their ability to develop their project will be taken into account).

DÉJÀ LA : RESSOURCES, TRANSFORMATION, CONSTRUCTION – ‘Better with less’
Maud Saimpert, Pierre Bouilhol, Sylvain Ebodé

P704 is part of the “designing and building for architecture” field of study, and aims to work on the fundamental links between environmental, constructive and spatial parameters in the design of an architectural project. We will pay particular attention to the complexities and contradictions of existing elements, in order to create connections between and with them, while delving into questions of materiality, channels and know-how.

Our approach is interdisciplinary, with regular contributions from Sylvain Ebodé, architect and engineer, who teaches at the STA.

Modest and resilient, our approach revolves around the notion of “frugality in energy, materials and technicality”, in response to the “Manifesto for a happy and creative frugality” and the injunctions of the IPCC, considering that all architecture already built has an interest: to avoid unnecessary “carbon” expenditure induced by demolition, elimination and reconstruction. Over and above the obvious environmental benefits of working on “ordinary” built heritage, this will also give you the opportunity to refine your thinking through concrete exploration of the spatial, constructive, environmental, social and historical aspects of the places in which you’ll be working.

Anne Lacaton: says “Demolition is an easy, short-term decision. It’s a waste of many things – a waste of energy, a waste of material and a waste of history. What’s more, it has a very negative social impact. For us, it’s an act of violence.”

We will take this observation as a starting point to explore the infinite potential for reuse offered by our contemporary worlds, by simultaneously asking ourselves:

– On the one hand, on our ability to reinvent our design processes by accepting the “already there” as a founding element of the project, in situ survey and diagnosis as fellow travelers, and reuse as a common practice. The diagnosis will constitute the first phase of the project, aimed at examining in detail the possibilities for transforming an existing building complex, and the articulation between new and existing (rehabilitation, extension, elevation, partial demolition, construction of independent new buildings).

– And on the other hand, the new aesthetic potential offered by old bio-geosourced materials revisited in the age of industrialization and performance, once their techniques have been mastered. Materiality will become a means of entry into the design process and a support for architectural expression: structure, materials, thickness, implementation and envelope.

Our approach is also rooted in “the realities of the world”. You’ll be working on a project in progress, exploring current (simplified) regulations, and meeting the people involved in the project (owners, users and the project management team).

We would also like to enter this project workshop in the 2025 competition: “Reinventing post-carbon architecture” (no obligation).

Our aim is to help each student develop a reasoned, inventive and personal position. Your presence is therefore essential throughout each session.

Each week (excluding outdoor sessions) you’ll present your work in progress, alternating between collective or individual review, display or workshop work.

A notebook, a research and memory tool for the project process, will accompany you throughout the semester, enabling you to document your progress, your reflections and your project iterations. It will be kept up to date and handed in at the end of the semester, so that you can evaluate your project approach.

A collective workshop notebook will also be kept throughout the semester to capitalize on the knowledge acquired collectively.

Two interim reports and a final report will punctuate the semester.

Experimentation with majority voting (students evaluate each other anonymously) will be carried out, in particular around questions of oral presentation and representation.

Here are the main expectations at the end of the semester:

– Understanding the interplay between program, site and position on the project; between urban scale and building scale; between “heritage” intervention and new intervention
– Understanding and manipulation of the interaction between volumes, typologies and facades
– Ability to master a complex project as a field of study, reflection and experimentation, articulating several scales and types of built intervention
– Ability to mobilize the knowledge and know-how acquired in the Bachelor’s degree program (design, representation, reflection) and to articulate them in the conduct of a project
– Project autonomy in construction
– Ability to integrate into the group, to share, to participate in its general progress and cohesion.

– “Cours de relevé d’architecture” R. Danger
– “Le relevé et la représentation de l’architecture” Jean Paul Saint Aubin
– “Bâtir, Habiter, penser”, Martin Heidegger
– “Penser l’architecture” – p. Zumthor
– “Habiter, ville et architecture” Jacques Lucan
– “Vers une architecture” Le Corbusier ( et ses autres ouvrages)
– “Les pierres sauvages” Fernand Pouillon
– “Imaginer l’évidence” – A. Siza ( et ses autres ouvrages). Siza ( and other works)
– “L’architecture naturelle” Kenzo Kuma
– “Logements avec architecte” Yves Lion
– “La désobéissance de l’architecte” Renzo Piano
– “Concevoir l’habitat”, Jan Krebs
– “La conception Bioclimatique: des maisons confortables et économes” Jean Pierre Olivia
– “Floorplan manual housing” – ed. Birkhauser
– “Choisir l’habitat partagé” – a. Poullain
– “Voir écrire” – c. De portzamparc et p. Sollers
– “Intranquillité théorique et stratégie du projet” – r. Moneo
– “Vers la sobriété heureuse” – p. Rabhi (and his other works)
– “Attitudes” – N. Michelin (and other works)
– “Faire la ville autrement” interview with Patrick Bouchain and Philippe Chiambaretta
– “Moins avec moins” P. Madec (and other works)
– “Construire l’architecture – du matériau brut à l’édifice” – A. Deplazes
– “L’architecture écologique” – D. Gauzin Müller
– “L’habitat social d’aujourd’hui” – D. Gauzin Müller
– “Traité de construction durable” – d. Bernstein
– “La réhabilitation des bâtiments” – p. Joffroy
– Refined earth construction and design with rammed earth” Martin Rauch
– Straw construction” Luc Foissac
– The beauty of the threshold” Philippe Bonnin
– Offices => housing” Atelier Canal (Patrick Rubin)
– Towards sustainable architecture” Glenn Murcutt
– Reversible construction” Patrick Rubin
– Espaces de liberté”, Lecture by Sophie Delhaye
– Pas de deux” season 2022/2023, lecture by Sophie Delhaye and Jacques Lucan
– Building with wood” Thomas Herzog
– Pas de toit sans toi” Patrick Bouchain (and his other works)
– “Interview with Patrick Rubin on the reversibility of spaces and know-how”.
– Towards a new vernacular” by Dominique Gauzin Muller
– Une diagonal, conversation with Patrick Bouchain”, Nicolas Delon and Julien Choppin
– Gilles Pérraudin’s lecture on solid stone (Cité de l’Architecture et du Patrimoine)
– Lacaton & Vassal conference: “Living, pleasure and luxury for all”.
– Conference by Jean Marc Weill “Re-use to transform, imprecision as a method”.
– Revue d’A, Séquences bois, EXE, Ecologik
– Conferences on happy and creative frugality and topophilic letters

Deepen project methodology based on a complex technical and architectural program: that of a ship.

Assessment will be based on each student’s entire production throughout the semester. Final grade 30%.

Here, students will learn about ship architecture from a global perspective, as they develop a project based on a proposed program.

GENERAL THEMATICS: Field CCA – Designing and building architecture
P 710 – Urban projects and European cities: Towards a digital and ecological architecture

Following on from the Bachelor’s degree course and learning the basics of architectural project design, this Master 1 course – P 710 – introduces students to contemporary issues in the design and construction of today’s architectural projects, following 2 recurring themes:
1. Digital transition 2. The energy transition

Building on previously acquired skills – paper models, volumetry, plans, façade drawings – students will be encouraged to develop their project practice through the use of new fabrication and assessment tools: From traditional models to digital models. From classical architectural drawing to digital modeling and model evaluation .

The course also aims to introduce students to new design techniques
– Parametric modeling to explore project variations.
– Construction of the BIM model for project management
– Production of virtual environment for project presentation.
Technical knowledge of architecture in terms of building heating
and building energy production

This P710 project group could be linked with CTID 924 for the digital manufacture of the model and the – Po7- Gateways could be established with the SAPI seminar in order to initiate a research questioning on a concrete situation and more generally with the MAAC laboratory and its teachers.

Phase-by-phase reporting according to a schedule communicated by the teaching team, with oral justification and presentation of analysis and design methods and collective corrections:

Bi-weekly phase-by-phase reporting according to progress at appropriate scales and publication on a WEB platform

Assessment on 3 levels:
– Design processes and approaches.
– Drawings, modeling, construction and evaluation of the proposed project. – Project representation and argumentation

From classic models to digital models .
From classical architectural drawing to digital modeling and model evaluation .

Based on this principle and on a weekly basis, students will learn new design and representation techniques, and will be expected to account for them in the various stages of the project.
The progress of their project will be published on a WEB platform provided by the teaching team.

Students will be supervised in their training in the tools, but are expected to organize themselves to practice the tools on a regular basis from the start of the workshop

Use of digital tools for design, evaluation and presentation: 

Drawing, production of study models and models by digital fabrication, model scanning, parametric modeling, BIM modeling, collaboration via digital platforms.

Bibliography provided to students along with a schedule of assignments

P708
PERSONA GRATA
LANGUAGE OF TEACHING AND COMMUNICATION: FRENCH

Urban mobile interference structures
Design / fabrication

A- Confront a strong, topical social issue.
Taking the title PERSONA GRATA from the exhibitions taking place from October 16, 2018 to January 20, 2019 at the MAC VAL (Musée d’art contemporain du Val-de-Marne) and the Musée national de l’histoire de l’immigration, we propose to question the notion of hospitality. However, this question can also be considered in relation to cases other than refugees.

B- Confront the design of a mobile urban interference structure that generates exchange.
Because hospitality is not limited to meeting the body’s needs (food, sleep…).

C- Develop a truly ecological approach by putting into practice, within the framework of the design of a structure:
– The concern for an optimized relationship between structure and form => savings on materials
– The use of natural renewable materials (bamboo, straw, etc.).
– The use of recycled and reused materials… if possible from local resources (cardboard, plastics, metals, earth, tires, bamboo from Parc de La Villette…).
Other specific materials will be used sparingly.

D- Experiment with fabrication

E- Use digital fabrication tools (not compulsory)

F- Put these structures into play in the urban space and create a representation of these “actions”.

Continuous assessment + final test

REQUIRED WORK

Teamwork (2 to 4 people) using the usual design tools (conventional drawing, volume models, computer simulations), plus physical models of the structure and the production of a prototype.

Décamper Edition la découverte (at the Ensaplv library)
https://www.editionsladecouverte.fr/catalogue/print.php?ean13=9782707192516

La ville monde by Antares Bassis (at the Ensaplv library)

According to the 6th IPCC report published in February 2022, sea levels could rise by 60 cm to 1.10 meters by 2100. This rise in sea levels increases the frequency and impact of storms and marine submersions.

Today, 60% of the world’s population lives less than 60km from the shore. In mainland France, which has 5,500 km of coastline, 1 in 8 French people live in a coastal community, i.e. almost 8 million inhabitants. According to INSEE, this figure is set to increase by 50% by 2040.
This growing urbanization is reinforcing the artificialization of shorelines, which are increasingly losing their role as a buffer between land and sea.

This contradiction between the attraction of the coastline and the increase in risks can be found all over the world, leading many architects to consider adaptation measures by rethinking the habitability or way of living in coastal areas.

We know that adaptation is most effective when the project process includes the communities concerned and takes into account their socio-cultural values. So the question of adaptation to sea-level rise is not limited to technical measures such as protecting the coastline (dikes, etc.), relocating issues, or building houses on stilts. But it does invite us to THINK ABOUT THE LITTORALS WE WISH TO HAVE IN THE FUTURE.

During this semester, we will be working on a given territory, in exchange with local players. The aim will be to develop project proposals that will enable the area to adapt to natural hazards and move towards sustainable lifestyles.

It’s a forward-looking project we’re working on, but we’re doing it with local partners with whom we’ll be in dialogue throughout the semester. So we’re working on a ‘commission’, which will enable you to understand how the architect must take into consideration short-term demands and problems, but also extract himself from them in order to see further ahead, to shift the gaze to go beyond the case-by-case response and arrive at project proposals that have a generic dimension.

This work is of course based on the intersection of multiple approaches: the question of the identity of a territory and its people, policies to preserve the environment and combat global warming, heritage and conservation issues, as well as technical, geographical, economic and legal approaches. Cross-referencing with your seminar topics is more than welcome to fuel this reflection.

The semester is punctuated by a series of interim reports to which our partners are invited to contribute their insights and specific knowledge on the subjects addressed in your projects. We also invite available seminar teachers to these presentations, so that we can cross-fertilize our approaches.
A trip to the site has been organized for mid-October, to survey the area, gather data and meet our partners and local players.
The work begins with the development of intervention strategies by the group as a whole (collective work).
Several project strategies emerge from this collective work. Each project strategy is handled by a different group of 2 or 3 students. Project design begins with work on the architectural scale of a case study, followed by work on the broader scale of the wider landscape.
The end-of-semester report presents the work carried out in terms of strategy and the case study developed.
Evaluation includes a grade for the final report and a grade for participation and involvement during the semester (continuous work).

The teaching team is multidisciplinary, architect/landscape architect.

The team is made up of the following teachers:
Séverine Roussel, architect MFC TPCAU
Solène Leray, landscape gardener specializing in water issues, doctoral student LAVUE – ENSAPLV

Sessions are held weekly (Fridays), and the workshop is organized in the form of discussion/debate sessions between the students themselves and the teachers, based on your project progress. We’re keen to ensure that the weekly sessions are a time for emulation, exchange and debate, rather than a time for ‘correction’. Specific times during the semester, such as lectures, allow us to go more deeply into certain subjects.
The workshop is also designed as an introduction to the rendering of architectural competitions. This is why the emphasis is placed on the coherence between the project’s thought and its expression, resulting in a project that demonstrates a real capacity for argumentative proposal. The idea is to achieve a convincing expression of the project for an outside audience.

This new project course proposes an approach to the city, called here the “city of small nothings”, aimed at building project situations based on what is often invisible in urban plans.

It’s an invitation to learn to :
– base an architectural and urban project on field observation;
– build a project situation on the basis of in situ drawing;
– articulate scales, using the micro-scale as a reference scale;
– explore repair as a philosophy of action;
– develop projects as urban tactics (micropolitics).

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The approach of this studio proposes to set up situations of projects based on what is most often invisible in the official urban plans, called here “the city of small things”.

So, this studio is a proposal for learning to:
– elaborate an architectural and urban project based on field observations;
– set up a project by sketching in the field;
– articulate scales by using the micro-scale as the reference scale;
– explore the reparation as a philosophy for projecting ;
– develop projects proposing urban tactics (micro-politics)

Each student is expected to develop an approach that emphasizes :
– autonomy (ability to articulate and take charge of an urban issue)
– rigor (ability to structure a project approach)
– sharing (ability to make a project legible and communicate it).

While assessment is mainly based on continuous assessment, it also includes the productions expected at each stage. It is thus built on a dual focus: the project as an approach (75% in continuous assessment) and the project as a response (25% for the stage and final reports).

This follow-up requires compulsory attendance at weekly sessions, so as to provide personalized support for the progress of each project and ensure quality at every stage.

Evaluation is carried out by a multi-disciplinary teaching team made up of architects-urban planners and an artist-sculptor. The criteria specific to their discipline will be decisive.

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Each student must develop an approach where importance is given to:
– autonomy (ability to state and to take responsibility for a subject of study)
– rigor (ability to structure a project approach)
– sharing (ability to make a project readable and transmissible).

If the evaluation mainly concerns continuous monitoring, it also includes the expected outputs at each stage. It is thus built on a double focus: the project as a process (75% in continuous monitoring) and the project as a response (25% for each stage and final work).

This monitoring requires mandatory attendance at weekly sessions so as to allow personalized support for the progress of each project and to ensure quality at each stage.

The evaluation is carried out by a multidisciplinary teaching team composed by architects-urban planners and an artist-sculptor, who will use the criteria to their own discipline.

The expected production can be described as follows:
– Produce a large number of drawings in the field, in a variety of forms and formats, which will be the primary materials for the project approach;
– meet local players and organize various exchanges with them (guided tours, interviews, etc.) to verify the knowledge gained;
– dare the project: propose ‘urban repair’ processes and test them in situ, with a kind of urban stage set that can range from installation to performance;
– organize a public event to share the results with stakeholders concerned by the urban situations explored.

The course is taught in French. Spanish, English and Italian are also available.

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The expected production is:
– producing numerous drawings on field: patient fieldwork proposes to produced distinct forms and formats of sketches, considered as the main materials for the project process;
– meeting local stakeholders: organizing various exchanges with inhabitants and local agents (commented tours, interviews, etc.) to verify the knowledge produced by drawing;
– daring the project: stating issues and proposing processes of urban repair (if possible testing it on site, through a sort of urban installation or performance);
– organizing a public presentation to share the production with stakeholders directly concerned by the urban situations studied.

The course is in French. However, Spanish, English and Italian can be used.

– Navi Radjou, Jaideep Prabhu, Simone Ahuja, L’Innovation jugaad. Let’s become ingenious again, Editions Diateino, 384 p.

The architecture of collective housing, residential perspectives

This project group aims to explore the new paradigms emerging around the current challenges of housing design and construction in France, based on project experiments which, without ignoring the conditions of a globally impoverished and stereotyped production, offer a critique capable of exploring new avenues and formulating hypotheses in line with the aspirations of society and part of the professional world, and in touch with contemporary urban, environmental and social challenges.
Founded on an awareness of the anthropological dimension of inhabited space (the relationship between functions, uses and practices), and structured by a knowledge of the major modern paradigms of Habitat confronted with the logic of the urban fabric, this critical and exploratory approach will place the architectural project on housing and the building in the residential stakes and development issues of the contemporary city within 3 major expectations:
– the relationship between type, use and program
– the relationship between constructive typology and distributive typology
– the relationship between the “logic of the building” and the logic of the urban fabric.

The teaching day is divided into 2 main periods: “theoretical” time in the morning (lectures, presentations, debates, “grand corrections”) and individual corrections in the afternoon.
Project corrections are collective, they constitute a teaching activity, open to all, and students are required to be present throughout the day.
Each sequence is assessed and graded.

Evaluation criteria: 1-Compliance with teaching, 2- Understanding of the architectural issues involved, 3- Architectural representation, 4- Quality, relevance and coherence of project development.

The subject concerns apartment buildings.
It is structured around the study of a body of work relating to the history of modern housing and its underlying themes, on the one hand, and the exploration of new issues facing housing architecture in terms of program, use and construction, on the other.
It takes a cumulative approach, combining analysis, short theoretical exercises and long project-based exercises.
Students’ work will be finalized at conventional architectural preliminary design scales (1/500 for the urban fabric scale and 1/200 and 1/100, details at 1/50 and 1/20; 3D representations and models, etc.).
The constructive approach will be reinforced by the involvement of an STA teacher (20h).
Individual work
Language of instruction: French

LANGUAGE OF TEACHING: French
LANGUAGE(S) OF COMMUNICATION: French, English and Spanish.

PLACE OF INVESTIGATION:

The town of MARGENCY is a French commune located in the Val-d’Oise department, in the Île-de-France region. Since the 1960s, the commune has become a primarily residential area as urbanization in the greater Paris region has increased. Located in the Montmorency valley, it currently covers 72 hectares and has a population of 2,900.

The Mairie invites us to reflect on the future of their town, with the prospect of developing a tourist and cultural offer in their commune. We’ll have to take into account the fundamentals of Margency, two economic engines: the children’s hospital and, on the Bury estate, the Notre Dame de Bury school and the chartered accountants’ school.

To this end, we are proposing to study the creation of a mixed-use facility in the Parc de la Mairie, in the center of town. The facility would include an art center and overnight accommodation.

Intentions:

Our studio invites you to explore the relationship between architecture/space and design. To do this, you must first design a facility in relation to its landscape, then look at the structure, interior space, interior-exterior relationship and program, and finally define the details and materiality of the building.
Working with models is essential, as we require renderings with models at different scales.

The equipment must meet eco-responsible requirements.
We need to answer questions about architectural typology, the relationship with the city and the student imagination.

This course will enable you to:
– develop critical methodological tools in line with contemporary urban issues,
– build a coherent, personalized project approach based on a critical reading of contextual and programmatic data,
– articulate analysis and design in an ongoing iterative dialogue,
– articulate different scales of intervention: architectural, spatial and furniture.

Lessons and corrections are weekly and compulsory every WEDNESDAY.

Two juries are organized with external speakers.