Architectural project

Because of its functional and technical complexity, the program of a performance venue (live performance venue, theater) is a rich field for reflection on the architectural project. It requires us to work on the hierarchy and articulation between interior and exterior, to understand the scenographic tool and its architectural and urban implications.
consider the architectural and technical requirements of a venue for artistic creation

content control
two rendering phases

Projects :
Architecture and scenography of a performance and creation space with a 500 to 700-seat auditorium, a 200 to 400-seat auditorium, rehearsal space, etc.

Courses and lectures, visits, meetings:
– Typological analysis of the auditorium and stage
– Evolution of 20th-century theater architecture
– Technical aspects: machinery, lighting, acoustics,
– Visits to different performance venues,
– Meetings, theatrical outings, compulsory exhibitions

Designing a MUSEUM
The aim of this course is to develop the knowledge and tools needed to design a public building, from the point of view of its integration into the urban fabric, its architecture and its representations, and to do so through a specific program, that of the MUSEUM
in-depth knowledge of the challenges of museum space will enable us to acquire tools specific to this field, as well as to broaden our skills in designing a public building.

It should be noted that this exercise is also supervised by Michel Huynh , chief curator of the Musée de Cluny.

Continuous assessment: 50% and final exam: 50%.

Theoretical lessons are given in the morning, while all the projects are displayed in the afternoon, so that all students can simultaneously benefit from the critiques given to each one. The public building project brings into play all the tools necessary for the full expression of the architectural project, and all its scales: those that enable intentions to be made explicit in relation to an urban and landscape context (1/1000th, 1/500th), as well as those that are suitable for a more in-depth examination of the architectural project and its constructive provisions (1/200th, 1/50th, 1/20th). This approach is not linear. A series of exercises will enable you to approach and isolate a particular question: getting to know the collection and representing the works, placing a fragment of the collection in space, structure and light for a fragment of the collection, installation and composition of the museum in the ….. site.

The aim of this project group is to understand the architectural project as a thought in action, or to produce the formalization of an architectural idea. What we call the project is the meeting and articulation of four dimensions (or dit-mension according to Jacques Lacan, i.e. the measure of saying): technique, aesthetics, criticism and ethics.
To achieve this, we are offering students two projects:
short project:
Based on a problematic put forward by an author (writer, painter, etc.), students will be asked to design spaces and thus make the connection between (in the broadest sense of the term) and architecture. Initially, in keeping with the author’s theme, students will be asked to design a building integrating the urban data and constraints of a given location. In this way, students will be able to isolate a relevant direction to enable the passage of a “forceful idea” according to Louis I. Kahn’s expression, to its representation. The project then becomes a chain of progressive meanings that articulates the architectural form. This progression will qualify the project from sketch to sketch to final representation.
long project:
A long project, which will be a museum, to address the meaning and constraints of a structure open to the public.
The main aim of this project is to design a museum space for an author you have studied. It’s a question of grasping the author’s design approach and trying to transpose it architecturally. In this way, the museum should produce an urban singularity, an event or emergence in the city, an architectural phenomenon that can stand out to become an urban reference or landmark for the city of Paris (the museum qualifying and giving the place its name). To achieve this, it’s important to express your desire for architecture in your own words.
It’s important not to copy a work of art, to avoid a vision that’s too literal or anecdotal for your building.
You also need to think about the scenography of your building, the frequentation aspect and the path for receiving and displaying works of art. To do this, you’ll need to choose the ambience (light, material, color) for displaying the works, as well as the choice of furniture.
Project emergence, from sketch to sketch.

The first place for the project belongs, by necessity, to the sketch phase; the first drafts of the project. This is the first stage in the creation of a building, with the force of the moment and the brilliance of a thought.
Fulgurance

Understanding the urban phenomenon, opening it up.

Work on the place, as well as the project, using Friedrich Nietzsche and Stéphane Mallarmé as guiding figures: “nothing will have taken place but the place”; the metonymic power of the place.
To teach the importance of place and its occupation, without which there would be no place for architecture. Every place is a place that provides shelter for man, and every architecture is the presence of man and his place; by contrast, the non-place could be the absence of an architectural statement, a non-edification that excludes man’s dwelling.
All architectural expression must manifest this connection. Concern for the site is the architect’s business – the most pressing thing to think about – when creating new edifices (to use Heidegger’s phraseology).
The first task of the project was to choose a location that would allow a certain desire for architecture. In this case, this place is a singular space. What we expect from this reception is a possible concordance of architecture with what is already there… 

Continuous assessment 50%.

A series of courses will be offered to students:- Author’s course, which will provide an in-depth but not exhaustive knowledge of a work. courses in literature, writing and architecture, to give students a corpus of texts and references; – courses in computer graphics, to reconcile the passage from an “abstract idea” to its formalization and/or representation. Projects will be presented in A1 format. For each project, one analytical board (meaning, sketches, outlines, etc.), two or three boards on the universal code of architectural representation (plans, sections, elevations, details, etc.), one or two sensitive rendering boards (perspectives, axonometrics, 3D, etc.).

ÉCOLE NATIONALE SUPERIEURE D’ARCHITECTURE
PARIS LA VILLETTE
FICHE PROGRAMME 2025
S8 architecture project
CCA field of study: Project P 802
Teaching title: “applied architectural ecologies”. Floating architectures.
Capacity: 20 students maximum

A scale 1 constructive experimentation studio, at the Cité du Développement durable in the City of Paris’ tropical agronomy garden.

Teachers for the project:
Xavier Lagurgue, Fiona Meadows , Marc Hymans

Partnerships:
With the M1 master’s program at IEDES (Institut d’études du développement) de Paris1, Panthéon-Sorbonne, specializing in “agricultural development and economic policies”. Joint courses and site visits for a common understanding of wetlands.

With the M1 master’s degree from IEDES (Institute of Development Studies) in Paris1, Panthéon-Sorbonne, course: agricultural developments and economic policies. Joint courses and site visits for a common understanding of wetlands.

Main orientations
The applied architectural ecologies studio is dedicated to architectural and constructive experimentation on a scale of 1. The aim is to diagnose an ecosystem and propose an architecture that meets some of the ecosystem’s identified needs. In 2025, following on from the work begun in 2024, the project will focus on wetlands.
Our experimental site is located in the Jardin d’Agronomie Tropicale de la Ville de Paris, in the Bois de Vincennes. With a rich past that more than ever questions North-South relations, the JAT is now home to university courses, laboratories on ecological transition and the environment, associations and companies, making it a major research center in agronomy and climate change economics: the “Cité du Développement Durable”. Our project studio will be on site for some of the classes and for the final experimentation. The rest of the time, sessions will take place in room 212 at ENSAPLV.
………………………………………………
The Applied Architectural Ecologies workshop is dedicated to architectural and constructive experimentation on a scale of 1. It involves diagnosing an ecosystem and proposing an architecture that meets some of the identified needs of this ecosystem. This year 2025, in the continuity of the work started in 2024, the project will focus on wetlands. Our experimental site is located in the Tropical Agronomic Garden of the City of Paris, in the Bois de Vincennes. With a rich past that questions North-South relations more than ever, the JAT today houses university training courses, laboratories on ecological transition and the environment, associations, companies that make it an important research center in agronomy, in the economics of climate change: the ‘City of Sustainable Development’.

Continuous control
With evaluation in each of the following five phases:
1) Diagnosis of the 10% environment
2) Problematic-programmatic-sketch 20%
3) Realization-installation 40%
4) Observations 10%
5) Final rendering of representations on the website 20%
Scale 1 experimentation will be preceded by a completed and constructible project, with, in addition to graphic and written documents, models and construction details of a high degree of expressive quality.
…………………………
With evaluation at each of the following five phases:
1) Diagnosis of the environment: 10%.
2) Problematization-program-Sketch: 20%.
3) Realization-installation: 40%
4) Observations : 10%
5) Final rendering of the representations on the website:20%

The experiment at scale 1 will be preceded by a completed and constructible project work, with, in addition to the graphic and written documents, models and constructive details of a high degree of quality of expression.

Work required

1) Participation in visits and conferences. Production of a collective presentation with students from IEDES Institute of Development Studies
2) Individual production of a project for an inhabited floating structure
3) Installation and observations on site at the Jardin d’Agronomie Tropicale
4) Coordinated restitution with the whole group
………………..
1) Participation in visits and conferences. Production of a collective presentation with students from IEDES Institute of Development Studies
2) Individual production of a project for an inhabited floating structure
3) Installation and observations on site at the Tropical Agronomic Garden
4) Coordinated restitution with the entire group

Further reading

Bouchain, P. (2006). Construire autrement: Comment faire? Actes sud.
Goetz, B., Madec, P., and Younès, C. (2009). L’indéfinition de l’architecture: Un appel (1st ed.). Éditions de la Villette.
Guattari, F. (2008). The three ecologies (Nachdr.). Galilée.
Imanishi, K., Gouzard, A.-Y., Takasaki, H., and Asquith, P. J. (2011). The world of living things an ecological theory of evolution (B. Lanaspeze, Ed.). Éditions Wildproject.
Latour, B. (2017). Where to land? Comment s’orienter en politique. La Découverte.
Loubes, J.-P. (2010). Traité d’architecture sauvage: Manifeste pour une architecture située. Sextant.
Madec, P. (2004). Le coyote, le petit renard, le geai et le pou. Subject-object ed.
Pallasmaa, J. (2010). Le regard des sens. Editions du Linteau.
Thoreau, H. D., Matthieussent, B., Harrison, J., and Granger, M. (2013). Walden. Le Mot et le reste.
Von Uexküll, J. (1956). Milieu animal et milieu humain (C. Martin-Fréville). Éd. Payot et Rivages.
YOUNÈS, C. (2010). Ville contre-nature: Philosophie et architecture. La Découverte.

Bibliographical references will be provided on a case-by-case basis, depending on the issues addressed.

This course aims to develop students’ projectual and critical autonomy by confronting them with the highly topical issues of the rehabilitation of collective housing complexes built during the 2nd half of the 20th century.
To do this, they will have to interact with the users and inhabitants of the proposed sites, so part of the teaching will take place outside the school, on the site of the intervention.
The aim of this immersion is to make students aware that residents and users are the ones for whom we design, and that their involvement must therefore be taken into account in the design process.
Moreover, these groups of residents and users are not homogeneous entities; their expectations are often multiple, sometimes contradictory. How can we identify them and then act in a way that respects their collective aspirations?
This course therefore introduces students to participatory design and construction practices in a real-life context, where a good understanding of what is already there encourages the collective emergence of the project.

The main objectives of this learning process are to acquire the following skills:
– Immersion in a real situation, on a site and with its players, with the aim of analyzing the urban and architectural context and identifying the issues at stake in collective practices. This dual approach promotes a holistic and contextual approach to rehabilitation.
– Understanding the interplay of players (users, associations, public authorities), including our own (students, teachers, etc.). Regular interaction with users and residents throughout the semester is designed to integrate their input into the design process, taking into account their needs and history with the building. The aim is also to be able to communicate architectural work to non-architect users.
– Understanding the specificities and challenges of refurbishing multi-family housing built during the 2nd half of the 20th century, particularly in terms of improving thermal performance, adapting to new lifestyles, and sometimes identifying its architectural and heritage interest.
– Enhancing the value of technical and spatial solutions resulting from interactions with users. This will involve the use of a variety of means, including the construction of a 1:1 prototype. Students will design in detail and manage the logistics required to build a prototype based on the analyses carried out above, a prototype whose feasibility and relevance to initial expectations will be observed.

Specific courses are given to students. Their content is discussed with them, then transposed to their project proposals, in order to nurture and exercise their posture as future practitioners. These courses include
– Participatory design
Review the main stages in the recent history of participatory architectural and urban design, and take a few recognized case studies relevant to the project site to analyze the tools and driving forces behind them.
– Energy rehabilitation
Analyze strategies and technologies for improving the energy efficiency of buildings, integrating the principles of recent heritage conservation and sustainable development.
– Use of digital tools
Explore digital tools such as 3D modeling, virtual reality and energy simulation to plan and visualize rehabilitation projects.
– Eco and bio-sourced materials
Study and test eco and bio-sourced materials suitable for rehabilitation, focusing on their durability, performance and reduced environmental impact.

In a pedagogical context, the aim is to encourage students to apply the knowledge they have acquired during their undergraduate years to a “field” in the broadest sense of the term, which they will have to analyze and describe, and in which they will play a part.
At every stage of the process, the “emerging” project is confronted with its reception by future users, in order to identify the iterative interactions between one and the other, and to test the students’ emerging professional identity during these interactions.
Finally, by validating the constructive devices at an early stage, and then moving on to realization, the aim is to introduce a new learning sequence by confronting the final prototype with the process that produced it.

Individual marks
– Urban analysis: 10%
– Understanding the interplay of players: 10%
– Preparation for co-design and feedback meetings, interaction with users: 20%
– Rehabilitation project: 35%
– Construction of final project: 25%

Course language: French
Possible language of communication: English

Mandatory weekly attendance
– Collective work to identify players
– Group work to finalize projects
– Collective work for the transition to reality

Specific courses or presentations
– Cognitive bias
– Organization and facilitation of meetings, workshops and group events
– Urban analysis tools and participatory approaches
– Request, order, expert opinion, etc…
– IT tools
– Structural and construction principles
– Detail drawing

Work sessions with users (teacher observers)
– Understanding sites and players
– Co-design sessions
– Field investigations
– Preparations for presentations (sites, co-produced programs, projects)
– Checking project consistency
– On-site construction

Communicated at the beginning of the semester

This project-based course explores the relationship between working and living spaces, in the context of the contemporary city, through the prism of mixed use.

Teaching P805 – part of the ‘Living in Urban Worlds’ (HMU) Field of Study – focuses on two pedagogical objectives, which will be conducted simultaneously:
 ▪ to integrate questions of use into the design of an architectural project, by focusing on the characteristics of the spaces that give rise to or accommodate them: relationships to the urban fabric, morphology, spatiality, materiality, ambiences and an inclusive approach;
 ▪ to integrate constructive questions into the design of an architectural project, by focusing on the dimensional, functional and typological characteristics of mixed-use buildings (or groups of buildings): siting, structural choices, partitions, distributions and environmental approach.

The interdisciplinary approach to teaching means that the contributions of the teacher-researchers at the Laboratoire Espaces Travail (LET) can be integrated into the forward-looking approach.
This project teaching is linked to the cross-disciplinary course CTID822 – ‘Living and working: from analysis of use to architectural design’, which is part of the same field of study (HMU).

The semester will be assessed in two equally important ways, since – in addition to a ‘final proposal’ – it is also the prospective approach that is valued here:
 ▪ continuous assessment, involving assiduous attendance and presentation of weekly work progress, as well as active participation in reflections and exchanges within the workshop, and in the preparation and restitution of the study trip/workshop in Finland;
 ▪ formalized restitutions of the various intermediate stages of the work and the final rendering before a jury in which professionals will participate.

A number of stages will help structure the prospective work throughout the semester:
 ▪ visit to the project site and production of a ‘site reading’ through which to understand and explain the framework and context of the project to be designed (individual work and pooling / 2 sessions);
 ▪ critical reading of the activity sites visited, the production of which will feed into the sketch (methodological input and group work);
 ▪ development of a layout and organization sketch for a mixed-use project (team work /
8 sessions);
 ▪ development of a sequence – or a building – from the sketched mixed-use project (individual work / 6 sessions).

Workplace situations :
 ▪ consider uses, in order to integrate the concrete dimensions of making the city and architecture ;
 ▪ exchange with professionals to understand their practices and needs (practitioners, project owners) ;
 ▪ develop spatial thinking (formulate architectural intentions and give them substance) ;
 ▪ simultaneously consider spatiality and its construction (have a constructive idea in mind) ; 

ADAPTING PARISIAN HOUSING
Existing buildings face ecological and social challenges

The aim of this course is to help students :
– Develop an awareness of the challenges facing the city and contemporary society
– Consider the habitability of Parisian buildings in a context of global warming, societal change and scarcity of resources.
– Initiate reflection on changes in Parisian housing: new ways of living, typological organization of the building, sharing, potential of basements and roofs, outdoor spaces, relationship to the city, etc.
– Building a critical awareness of places in an ‘already-built’ and ‘already-inhabited’ situation
– Analyze the potential of existing spaces, structures and materials that can be recovered and reused
– Propose strategies and actions to articulate the objectives developed and the spatial proposal
– Giving shape to space, demonstrating an architectural act
– Contribute to a topical, urgent issue

The overall assessment of the semester’s work is made up of:
– continuous assessment, 75%
– final report, 25%

The following elements are taken into account in the assessment:
– attendance and commitment
– contributions to discussions and debates
– production (texts, drawings, models and other media for analysis, strategy, proposal, …)
– interest in reflection and production
– ability to construct a coherent narrative
– formal quality of the various elements of production

The work required is designed to achieve the pedagogical objectives (see above).

Weekly presentation of work (videoprojection for the first few weeks; display more occasionally, then in the second half of the semester).
Analytical work on the theme of transforming existing buildings.
Participation in analyses of buildings to be transformed.
Elaboration of concepts and strategies (spatial, material, programmatic, temporal, etc.)
…
This course requires either individual or paired work.

The bibliography and sitography are built up as the semester progresses.

P808
VALE. Cities of Latin America and Spain, Architecture, Urbanism and Heritage.
VALE. Cities of Latin America and Spain, Architecture, Urban Planning and Heritage.
Emancipating vernacular and contemporary historical heritages: updated knowledge of architectural sustainability in the Hispano-American South.

The project unit P808 Cities of Latin America and Spain ‘VALE’ deals with conceptual and practical relations between Europe and Latin America.

This course is based on the assumption that any student who shifts his or her observation to other realities, through this significant detour, broadens his or her analytical capacity, tools and operating means in order to respond in a contextual and relevant way to the spatial challenges of the 21st century.
The aim is to bring the student’s urban and architectural project to bear on specific local issues, requiring a contextual understanding in order to propose an appropriate response to social, housing and ecological responsibility issues.
In the fields of architecture and urban planning, we are witnessing a reorientation of training courses towards issues of metropolization, as well as new demands for cooperation and partnership from developing countries and Europe.

This project group is split into two Project Workshops: Spain and Bolivia. You must choose either one or the other.

The study trip (Spain – Seville) will take place from February 16 to 22, 2025 (the trip is not compulsory to register for project group P808 Seville).
The study trip (Bolivia-La Paz) will take place during the Easter vacation 2025.

To pre-register, please contact the teachers concerned at the following addresses:

1. Bolivia workshop Ms. Varinia Taboada number of places accepted 10 varinia.taboada@paris-lavillette.archi.fr TWO PLACES REMAIN
2. Spain workshop Ms. Laguia and Mr. Morales number of places admitted 16 juanluismorales@paris-lavillette.archi.fr virginia.laguia@paris-lavillette.archi.fr

Students are required to take CTID 828, a module that supplements the basic project questions with lectures and round-table discussions.

Continuous assessment and final report
– Weekly corrections and follow-up
– Languages accepted (individual corrections): Spanish, French
– Works, posters and individual intermediate presentations
– Defense in Paris (early July) before an international jury.

– Typological updates of vernacular housing
– Urban project, model
– Contextual insertion of the project
– Project articulating an intervention on the urban and building scales
– FINAL REPORT Submission of a paper and digital summary (end of June). A3 format

DOWNLOAD THE LINK: pdf document MASTER Project 808 VALE_Andalusia Seville

https://parislavillettearchifr-my.sharepoint.com/personal/virginia_laguia_paris-lavillette_archi_fr/_layouts/15/guestaccess.aspx?share=EmOvhnyOGSFLmFMAT52j3REBtTybr8UDH8cU6xvDhajDsw and e=ReWWT8

For the group from Tiawanacu to La Paz (Bolivia) the bibliography will be discussed in class.

THEMES – ISSUES

The TRANSFORMATION project workshop focuses on the transformation of existing buildings of various types:
– early 20th century industrial heritage
– garages
– offices
Transformation into housing.

The work of transformation, by positioning itself on constructed situations, “already there” that it seeks to reuse, responds to the current ecological emergency that requires us to put an end to the artificialization of land and to limit, or even abandon, new construction.
It also reactivates the idea of a city that transforms itself by drawing on its own resources, as opposed to a city that continues to sprawl while accumulating ruins that are abandoned and eventually demolished.

Atelier Transformation strives to strike a balance between contemporary imperatives and the substance of the building in question. The work is respectful of the existing building. It is part of a logic of continuity; while being legible, the intervention forms a unity with the existing building.

Design work in the workshop is faced with the problem of matching existing buildings to new functions; the question of change of use is confronted with the following problem:
On the one hand, we have large, deep containers, the industrial-type building, responding to a structural rhythm with which we have to deal; on the other hand, a content, housing, which responds to very different morphological and structural logics.
As housing is not one of the most flexible or adaptable programs for an existing built form, the aim here is to question the relationship between container and content. The industrial building poses a major problem, that of thickness, thus questioning the relationship between housing and the notion of depth.
Inhabiting depth requires typological experimentation. The inherent constraints of the existing building mean that programmatic and typological thinking must be redirected towards so-called “non-standard” models, models that respond to values and uses that are different and less conventional than those of the current family unit.

WORKSHOP ORGANIZATION

The mornings will be devoted to theoretical contributions, external presentations, and visits to completed projects or projects in progress.
The afternoon, in the form of a workshop, will be devoted to monitoring project work.

The semester is marked by interim and final reports.
Assessment will not be based solely on the final report, but also on the student’s involvement over the course of the semester and the progress of his or her work.

The theme of RE-emploi, RE-utilisation or RE-habilitation responds to two issues that are topical in today’s practice. Firstly, the reality of architectural commissions, as over 60% of calls for tender concern existing buildings. These buildings are often obsolete from the point of view of regulations and use, and can be seen as economic, social, ecological and material resources… Secondly, the issue of ecology in the broadest sense, with the depletion of natural resources, which requires architects to think fundamentally about their practice.
The aim is to think about the transformation of an existing building, to design a new function in keeping with existing architectural and urban qualities, to think about its preservation in terms of its potential, and to consider the overall impact of this building from the point of view of the life cycle of the materials of which it is made. Existing buildings build our collective memory and living environment, so they also have a social role that deserves to be considered well beyond their heritage character.

Continuous assessment marked by several jury and reporting stages: survey, analysis, intermediate report and final jury
The following are graded:
Quality and attention to detail in architectural survey and constructive anatomy.
Participation in group work: survey, analysis, diagnosis, models, personal contributions, interpersonal skills
Relevance of project responses in terms of the potential and qualities identified in the survey, analysis and diagnosis phases
Ability to problematize a situation in terms of project and current issues
Quality of rendering elements and mastery of representation tools
project research notebook

ALBERTI, Leone Battista. De re aedificatoria. 1452 manuscript, 1485 Latin edition in Florence, 1546 Italian edition in Venice.
BOESCH Martin, LUPINI Laura, MACHADO Joao F., Yellowred On Reused Architecture. SilvanaEditoriale, 2017.
BOITO Camillo, “Conserver ou restaurer: les dilemmes du patrimoine”, Besançon, Les Editions de l’Imprimeur, 2000.
BRANDI Cesare, “Teoria del restauro”, Torino, Piccola Biblioteca Einaudi, 2000.
VENICE CHARTER, Publication of the Proceedings of the II International Congress on Restoration, The Monument for Man, ICOMOS, Venezia, 25-31 maggio 1964, 1971.
CHOAY Françoise, “La conférence d’Athènes sur la conservation artistique et historique des monuments” (1931), Paris, Édition de l’imprimeur, 2002.
CHOAY Françoise, “Allégorie du patrimoine”, Paris, Éditions le Seuil, 1992.
CHOAY Françoise, “Le patrimoine en questions”, Paris, Éditions le Seuil, 2009.
CHOAY Françoise, “La terre qui meurt”, Paris, Editions le Seuil, 2010.
CHOISY Auguste, “Histoire de l’architecture”, Bibliothèque de l’image, Paris, 1996.
DETRY Nicolas and PRUNET Pierre, “Architecture et restauration, sens et évolution d’une recherche”, Paris, Les Editions de la Passion, 2000.
DIDELON Valery, “La controverse Learning from Las Vegas”, Wravre, Mardaga, 2011
GREFFE Xavier, “La valeur économique du patrimoine”, Paris, Antrhopos-Economica, 1990.
GRASSI Giorgio, I progetti, le opere e gli scritti, Milano, Electa, 1996.
ICOMOS, “Créer dans créé. L’architecture contemporaine dans bâtiments anciens”, Exhibition catalog, Paris, Centre national d’art et culture Georges Pompidou, May 28-September 7, 1986.
JEUDY Henri-Pierre, La machinerie patrimoniale, Paris, Circée, 2008.
LEFEVRE, MARREY, LE MERDY, “Bâtiments anciens, usages nouveaux, quelques exemples pour l’animation culturelle”, Paris, Association d’Etudes et culture, Ministère de la culture, 1978.
RIEGL, Aloïs. Le Culte moderne des monuments, foreword by Françoise Choay. Original edition 1903 / Editions du Seuil, 1984.
RUSKIN, John. The Seven Lamps of Architecture. Original edition 1849 / Les Presses d’aujourd’hui, 1980.
VENTURI, Robert. Complexity and Contradiction in Architecture. The Museum of Modern Art New York, 1966.
VIOLLET-LE-DUC, Eugène. Dictionnaire raisonné de l’architecture française du XIe au XVIe siècle. Edition Bance-Morel, 1854-1868. Available on Wikisource.

Objectives : 

– enrich architectural and urban culture and design with landscape culture and design, and learn how to articulate these two complementary arts of space;
– practice designing architectural and urban projects based on the potential of existing and future sites, territories and “living environments”;
– confront the multi-scalar project – from the building, to the city, to the territory – participating in identified urban, territorial and landscape strategies;
– confront the different spatialization processes of ecological and social transition in the urban and metropolitan context.

Continuous assessment: 50%
– Final report 40% (boards 25%; workshop diary 15%)
– Oral presentation: 10%.

Immersion / Workshop discussions and exchanges / Supervised work / Practical work on site and in the workshop / Experimentation with tools for understanding and representation / Documentary research / Non-directive interviews / Logbook / Production of landscape recognition documents / a written and illustrated presentation (A4 color), panels and models for the final jury; a digital presentation ‘ Power point ‘ for oral presentation.

A bibliography will be provided during the workshop

The aim is to explore the links that underpin the necessary complicity between architectural-scale intervention and the urban, landscape, social and historical scales to which it contributes.

We will, however, attempt to reflect on the architectural scale, the program being that of an exceptional hotel, questioning the complex values of space.

The project course is coupled with an International Workshop that will be developed with the Istituto Universitario di Architettura di Venezia (IUAV) main university partner who will host us for a week at the time of the Easter vacations 2024.
During your stay, you’ll be working on research into the resources and new ways of welcoming visitors that Venice, one of Europe’s most visited cities, can offer in the years and decades to come. You will then be able to feed your architectural projects with the content of this research and the issues it may have raised.

Our focus on the travel economy and the intimate integration of host sites within local territorial contexts and resources will also lead us to explore the urban, social and architectural issues that this travel economy generates in the fragile context of the lagoon city.

In this regard, let’s not forget André Chastel’s powerful phrase: “The Venetian challenge is but the central episode in the crisis of the modern world, which will have to rethink its lifestyle”.

This Venetian challenge is becoming ever more acute today, as exposure to mass tourism and its perverse effects redoubles in intensity.
Indeed, one of the almost universal rituals of our contemporary lifestyle is that of travel, now within the reach of the greatest number of people. However, the notion of travel, with the massification that accompanies it today, has evolved and, from an initiatory quest characterized by the search for a true form of otherness, this notion has very often been transformed into a banal and insipid act of consumption. An act of consumption that often goes so far as to pervert its very purpose, which, at its heart, remains that of a change of point of view and the enrichment that elsewhere, the other and their differences, should bring us.

Venice, a central episode in the crisis of our modern world, yes, undoubtedly in terms of the way we travel and welcome visitors. Should the Serenissima, a jewel built by skilful and intrepid merchants, be destroyed by the vulgar commerce of mass tourism, and how many flagship cities would follow it in this unenviable fate?

Can we still consume the places and destinations of our travels, and the City of the Doges in the first place, without risking consuming them?
Can’t we envisage a different destiny for these destinations, one based on their own resources, be they intellectual and cultural, but also heritage, geographical, ecological and social?

And while it’s clear that Venice will remain a focal point for all kinds of travelers, shouldn’t we be thinking about a new travel economy and new forms of hospitality?

The pedagogical objectives of the project module and the international workshop are as follows:

– Educational exchanges with IUAV, taking advantage of our correspondents’ knowledge of the lagoon area and its resources.

– Analysis and immersion in situ revealing unprecedented places, far from the established Epinal image, places revealing situations of crisis and imbalance that threaten the survival of Venice (a city without inhabitants, a city turned exclusively towards second homes and tourist accommodations)

– Development of an architectural project based on these observations and proposing new forms of hospitality serving the city in a sustainable way and echoing the tangible problems of a territory, so that it can respond to current and future challenges.

– In-depth programmatic reflection on the economic, social and cultural characteristics of the city of Venice.

– Enable students to relate their architectural project to the transdisciplinary research on the environment and context in which it is to be implemented.

– course language: French.
– maximum project group capacity: to be defined
– courses on building scale and construction details (ED)

Continuous assessment: 50% and final exam: 50%.

16 sessions, project workshop: alternating theory classes, lectures / debates and group corrections. 8-day stay for an International Workshop at the University Institute of Architecture in Venice.

An architectural project associated with a narrative, programmatic and urban reflection, highlighting the links woven between the different scales of design (from geographical inscription to constructive resolutions). Two intermediate reports and a final report with a jury made up of outside contributors. Presentations and critical analyses of references.

This course proposes:
– to learn to think about the city in relation to a societal issue, food, through projects;
– to question the city’s capacity to integrate urban issues related to food;
– to understand the characteristics and urban dynamics of food through fieldwork;
– to understand food-related territories through a multi-scalar approach.

Students are expected to show a strong interest in these two points:
– in view of the purpose of the course, the project is seen here as an exploration of possible urban processes, rather than the research or application of tried and tested models;
– fieldwork involves conducting surveys and undertaking observational surveys of existing situations that could be at the heart of a project (sketch, film, interview).

Work will be assessed on the basis of ‘the project as an approach’ (75% continuous assessment) and ‘the project as a response’ (25% for progress reports).

The semester will consist of four stages:
– stage 1: meet with an association working on food issues in Montreuil;
– stage 2: draw up a portrait and map the food-related territories of various associations;
– stage 3: set out a challenge and outline an urban DIY project-process on the evolution of urban food-related territories;
– stage 4: produce a collective document on the food city (map, film, exhibition, etc.).

Exchanges with players in the food industry will provide food for thought. These players are active in France (4C, Civic City, etc.) and abroad (particularly in Caracas, Venezuela).

This course is taught in French at ENSAPLV.
Teachers speak Spanish, English and Italian.

Sébastien MAROT, ‘Prendre la clé des champs. Agriculture et architecture’, Editions Wildproject, 2024.
Baptiste LANASPEZE, Paul-Hervé LAVESSIÈRE, Marion SCHNORF, ‘Villes terrestres. Petit manuel d’écologie urbaine”, Editions Wildproject, 2024.

https://agriculture.gouv.fr/quest-ce-quun-projet-alimentaire-territorial
https://collectivitesviables.org/sujets/ville-nourriciere.aspx

La ville nourricière : utopie ou réalité ?

https://www.demainlaville.com/la-ville-nourriciere-et-ses-paradoxes/