Architectural project

The second semester examines the relationship between space and construction, based on a study of public buildings and the relationship between spatial and constructive structure on the one hand, and between program, type and context on the other.

This semester continues the investigation initiated in S3 into the links between building and city, and
considers the building as part of an urban fabric (presentation taken from the Bachelor’s booklet).

Exercise 1 of TD PARTAGE (20%) (interdisciplinary between TPCAU and STA): architectural and constructive analysis of a school (over 4 weeks)
Your objectives are to :
– study the relationships between spatial, programmatic, urban and constructive devices
– understand the specific material, constructive and structural features of a building
– reproduce them in models and drawings at different scales
– get to know and benefit from a body of school or public buildings
– apply newly-acquired technical knowledge and build up a constructive culture so as to be able to combine the essential relationships between architecture and construction

Understanding and mastering :
– architectural and compositional typologies: hierarchy, partition, distribution, layout
– structural typologies and their hierarchy: vertical, linear (facades, walls) or punctual (columns), and horizontal (floors, beams) carriers and therefore “who stabilizes and who carries whom” their geometry and dimensioning: grid, direction of span, thickness, proportion, etc.
– construction typologies and their materiality: heavy, light and mixed elements: envelope, facade, base and roof (facing the rain), wall, floor, opening, staircase
– scales: from a complete building, its principles, its typical room to its recurring details architectural purposes: space, light, use, urbanity, materiality

Representation: Redrawing, model building and diagramming according to the following problem-based criteria:
– the building’s constructive and structural features
– links between different scales, from the whole to the smallest detail
– consistency and relationships between plans, sections and elevations
– dimensional orders: load-bearing capacity, span, thickness, etc.
– representation conventions: screen, thickness, dimensioning, etc.

Assessment:
It is gradual and mainly “tempered”: from low level (<8/20) to good level (14/20) (higher marks for group work being exceptional). Exercise 2 (80%): Architectural and urban design of a public school (or facility) in the city Your objectives are to :  - develop S3's expertise in terms of spatiality, habitability and urbanity - master the typological, constructive and spatial qualities of a public building following the TD - to grasp the relevance of the analysis before projecting - understand that all architecture is part of an urban fabric - to understand that it is articulated on multiple scales - to recognize that it is the site of shared and differentiated social and cultural practices - to observe that architecture is for everyone and of public interest on this occasion and to build an objective and personal approach to these ends If ecology is not yet chosen as the main lever, the qualities you commit to in terms of natural light, solar orientation, air circulation, compactness and choice of construction all contribute to qualifying the building from this point of view. The chosen method:  Once again, we start from the inside (the classroom) and work our way out to the city and its urban landscape, using analysis from different points of view (architectural examples and urban and social observations). The four selected themes are designed and rendered in drawing and volume to form the 5th. Sizing :  - know how to design, adapt and specify any space to the activities and uses that take place there - know how to design common horizontal and vertical distributions and their impact on equipment compactness - proceed from the inside, spacing and adjusting each major room of the building - grasp and master the typological character of the architecture, where no single room takes precedence over others Crossing different scales:  - articulate the main room, its series, its assembly (vertical and horizontal), its distribution, its own exteriors (courtyard, garden, etc.) and its place in the plot and in the city. - master the different spatial sequences and distribution logics - from the building to the city and from the city to the building, from the public to the private or individual - know how to think about different spatial and urban relationships in cross-sections Location :  - integrate the different situations of a building and its topology (on the ground, above ground, etc.) - analyze, articulate and take advantage of the different logics of orientation: urban, solar, views - establish relationships with the built and unbuilt neighbourhoods around the building (square, street, adjoining building, courtyard) - develop a reasoned approach to a given urban context (density, urbanity, views, typology, morphology) - get to know and benefit from a body of public buildings and, more broadly, from our architectural and urban history Building :  - implement typology, hierarchy, structural geometry and materialization - design typical elements: facade, roof, load-bearing structure, opening - articulate the different scales of a building, from the whole to typical details Represent :  - master architectural drawing and its conventions at different scales: from 1/2000th to 1/20th - master the coherence and relationships between plans, sections, elevations and simple frontal perspective views (excluding 3d multiplication). - know how to make a relevant cut and a perspective cut - develop hand-drawing with instruments, while at the same time acquiring computerized drawing skills (one can't go without the other) Details :  - Individual project management, analysis and joint work in pairs or teams Assessment:  It is gradual and measured: from a low level (<8/20) to a very good level (16/20).