Elective course no. 1: Teaching in the STA field

– This course is based on the observation of light and sound environments during visits scheduled on Thursdays from 10:30 am.
– Enrich the learning process by incorporating light (natural and artificial) and acoustics into the understanding and design of the volume, the object in the volume and the volume in its urban or landscape environment.
– Familiarize students with the use of project components (materials, colors, surfaces, volumes, solids/voids, openings, masks) in interface with light and acoustics.

– Continuous assessment: 70% (participation in visits and tutorials)
– Final exercise: 30%.

Alternating courses:
– in-house: classes, meetings with professionals, presentation and follow-up/correction of student files.
– off-site: compulsory site visits, meetings with professionals.
– personal observation and analysis files (significant case studies, daytime and night-time lighting situations, sound photos, etc.) to be drawn up by each student following on-site visits and meetings.

This course introduces students to rehabilitation work on ordinary buildings.
It should enable them to acquire knowledge of current construction processes for buildings constructed between 1850 and 1930, and of the appropriate construction systems to be used for their rehabilitation.

– Attendance at lectures and 3 tutorials

– TD 1: Dating exercise on current typologies of Parisian buildings from 1850 to 1930
– TD 2: Oral and written presentation of one of the themes specified at the beginning of the semester in relation to the buildings analyzed by period (sanitary quality of housing, accessibility, fire safety, thermal, acoustic, etc.), accompanied by a graphic production of large-scale details.
– TD3: Theme-based exercises on old buildings (suggested by the teacher)

Transmitted at the beginning of the semester.

Understand the levers for action in construction to mitigate the impact of global warming, by linking a global view with concrete measures at building and landscape level.

Theoretical courses alternate with group visits, production and inverted classes. Attendance and participation will be taken into account, as well as the quality of renderings.

In pairs:
1. First session: choose an article from those on offer, and orally present/illustrate the fundamental concepts
2. Following a presentation of Paris City Council’s ‘rue aux écoles’ scheme, visit and project to transform a street
3. Deepen and illustrate the functioning of an architectural typology for freshness (e.g. patio, pergola, cryptoporticus…)
4. Two workshops with a hydrologist. The path of water becomes a common thread running through the project: applications on the scale of a neighborhood and a building
5. Application of passive and active devices integrated into one of your projects, starting with landscape and urban insertion right down to the smallest detail. The aim is not to add technical devices, but to generate architecture. For example: the layout and configuration of openings will be thought out according to their orientation and in such a way as to encourage natural ventilation; a water retention device on the plot will be displayed as micro-architecture in a renovation project… Scale model 1:5 or 1:10 of a device linked to the project (e.g. ventilation devices, windows, green roof…).

Compensatory work if necessary: manufacture of a low-tech device (e.g. summer fridge)

Books and articles
Referential for stormwater management at source in the metropolis. Book 1, Why manage rainwater at source? Cahier 2, Comment gérer les eaux de pluie à la source ? Atelier parisien d’urbanisme (2018, https://www.apur.org/fr/nos-travaux/referentiel-une-gestion-source-eaux-pluviales-metropole).
Le Paris pluie, guide d’accompagnement pour la mise en œuvre du zonage pluvial à Paris (Ville de Paris, 2018).
Villes et changement climatique, by Jean-Jacques Terrin dir. (Parenthèses, 2015).
Impacts du végétal en ville, by Guillaume Pommier, Caroline Gutleben, Damien Provendier, Marjorie Musy (Programme de recherche VegDUD – Rôle du végétal dans le développement urbain durable, 2014).
Bâtir en favorisant la biodiversité, by Marc Barra (naturParif, 2012).
Ventilation et lumières naturelles, by David Roditi (Eyrolles, 2011).
Architecture et volupté thermique, by Lisa Heschong (Parenthèses, 1981, reed. 2021).

Web conferences
Philippe Clergeau, Urbanisme et biodiversité (Espace des sciences, 2018).
Stefano Mancuso, The roots of plant intelligence (Ted global, 2010).

Comics/graphic novels
Rester Cool, by Alain Bornarel and Emmanuelle Patte (Lanceurs d’avenir/ICEB, 2019).
Petit traité d’écologie sauvage, by Alessandro Pignocchi (3 volumes, Steinkis, 2021).
L’Oasis, by Simon Hureau (Dargaud, 2020).

OBJECTIVES

1.INTRODUCTION

France: 32 million existing homes to be rehabilitated in line with current comfort requirements and awareness of environmental, social and economic issues
than 370,000 housing starts for the whole of 2011,
rehabilitation and regular maintenance of buildings instead of deconstruction (when feasible) can significantly reduce consumption of raw materials, particularly energy.
a good diagnosis is the key to a good rehabilitation
a diagnosis cannot be limited to dysfunctions and pathologies, it must first highlight the qualities of the buildings to be preserved as well as their potential for evolution as part of a sustainable approach
rehabilitation is an important market for our future architects, and one that is far more complex than the new-build market

2. OBJECTIVES
– to integrate the notion of sustainable development into the rehabilitation process
– to be able to establish a broader diagnosis of dysfunctions and opportunities…, a diagnosis that takes into account, among other things, interaction with the site, the social form of occupation, technical issues depending on the type of administration (condominiums, owner-occupiers? tenants?), economic possibilities, cultural and heritage value, and current regulations, taking into account their possible evolution. The aim is to be able to think in the short, medium and long term.
– choose the right intervention techniques for each type of property and management style.
– acquire a diagnostic methodology, for cross-disciplinary action based on hierarchical, multi-criteria choices
– future architects must acquire a methodology of analysis and at the same time be clearly aware of the limits of their interventions, knowing which type of expertise to call on on a case-by-case basis.

– final report: file focusing on the diagnostics of the building studied + oral check on understanding of rehabilitation issues and diagnostic stages.

-50% lectures and 50% seminars. The tutorials are based on a ‘real’ building to be rehabilitated. Students analyze the building step by step, based on the various diagnostic stages.
Tutorial: developing different diagnostics.

will be given by courses with bibliography on each subject

The aim of this course is to introduce students to digital evaluation and simulation tools specific to the needs of architects in the field of thermal environments. Our aim is to reinforce the notion of reasoned design, and to help students understand that the use of thermal environment simulation tools must be articulated around the architectural project in the design phase.
The aim of this course is to integrate and experiment with computerized thermal simulation tools in the architectural design phase. This will enable the student to test the effectiveness of the architectural options chosen in relation to the project and its environment.
The aim here is not to turn the student (future architect) into a pseudo-engineer by trying to calculate everything, as we believe that this is not his or her role, but rather to place him or herself in the position of the architect confronted with the early evaluation of the impact of his or her conceptual, morphological and technical choices.

Exercises and personal mini-projects using CAD and thermal environment simulation software. Continuous assessment 50% and personal project 50%.

Teaching takes the form of 1h30 lectures and 2h weekly tutorials in a computer room.

This course takes the fundamentals of statics and strength of materials acquired in undergraduate studies, and expands on them with concrete examples, notably drawn from naval architecture. Students are introduced to the use of parametric modeling and structural calculation tools.

Exercises – Computer files – Quiz (QCM)

3.5 h per week, 1.5 h of lessons and 2 h of tutorials in the form of individual and group follow-up, for 14 sessions, i.e. = 49 h

In the current context of ecological awareness, anthropogenic pollution and the development of carbon-neutral legislation, this course looks at the issues of carbon in construction and how to create buildings that reduce greenhouse gas emissions.
The aim is to provide a knowledge base of the element carbon (C) and its compounds often mentioned in the construction field: carbon dioxide (CO2), carbon dioxide equivalent (CO2 eq.), volatile organic compounds (VOCs), greenhouse gases (GHGs). Compounds for which it is important to understand the origin, role and impact of carbon in the life cycle of living beings.
The aim is to acquire the keys to understanding and applying the project:
– carbon and GHG emissions, particularly with regard to building materials (both structural and finishing)
– regulatory obligations in the construction sector with the RE2020 and the forthcoming RE2025, 2028
– life cycle analysis (dynamic or not)
– carbon footprints and weights of building components
– discuss the consumption of materials in a construction project, and be able to work on intentions and compositions through the prism of low-carbon design
– use and/or develop simple study and comparison tools
– develop a critical eye for data

Pair work: analysis of a project chosen by the pair under the carbon theme

Regulatory texts https://rt-re-batiment.developpement-durable.gouv.fr/re2020-r320.html
(bibliography in progress)

Based on a theme of experimental architecture or structure (this year, 2023-24, we’ll be building a Catalan-style vault or dome), the thematic course offers in-depth architectural and technical research into this new architecture, and the realization of a 1:1 pavilion project.
A degree of transversality will be set up with the CT des Petits Constructeurs (S. Ebode / M. Leyral).

Pavilions from previous years can be seen here: https://www.instagram.com/construirarchi/

The first 7 sessions will be dedicated to the organization of a mini student competition to choose the project to be built.
Participation in the project will count for 50% of the grade
The last 7 sessions will be devoted to building a 1/2 scale model of the project and preparing for the 1 scale construction (planned in S8)
Participation in the construction will count for 50% of the grade.

Students’ autonomy and initiative are particularly expected and observed. The course aims to put students in a position to carry out a project fairly independently.

The semester is made up of 14 3:00 sessions, divided into 1:30 hours of lectures and 1:30 hours of supervised work.
The course will use parametric architecture/structure techniques. A good knowledge of Rhino and Grasshopper is an asset, but a refresher course on this topic will be given at the beginning of the TC.
Course language: French
Communication languages: English, Spanish, Italian

https://www.construire-l-architecture.com/echelle-1
https://www.construire-l-architecture.com/recherche-publications

Against a backdrop of growing ecological awareness, anthropogenic pollution and increasingly stringent legislation aimed at carbon neutrality, this course explores the issues surrounding carbon in construction and other environmental impacts. It explores strategies for designing buildings and cities with low greenhouse gas emissions and greater respect for the environment.
The course aims to introduce students to methods and tools for assessing the environmental impact of materials and buildings throughout their life cycle. It will provide them with an in-depth understanding of the principles of sustainability and eco-design, enabling them to design more responsible projects in the face of today’s environmental challenges.
This course offers an in-depth look at architectural design from a sustainability perspective. Its aim is to equip students to integrate environmental assessment into every stage of the design process, from the choice of materials to the use of the building. In the face of the climate emergency and the need for more responsible construction, this course is a lever for training architects who are aware of the ecological impact of their design choices.

Teaching resources:
Reading: Scientific articles, ISO standards, real-life case studies on LCA in architecture.
Software: Training in the use of LCA analysis tools (Vizcab, UrbanPrint).
Visual aids: PowerPoint presentations, videos explaining LCA methods, case studies.

Active participation in class and discussions.
Group work on LCA case studies.
Final project: complete LCA of a building or project, with report and oral presentation.
Course of practical exercises:
Analysis and understanding of an EHSF
Case study analysis – using Vizcab
Case study analysis – using UrbanPrint

Rendering projects evaluated on Vizcab and UrbanPrint

Current environmental and regulatory trends are forcing us to take account of bio-sourced and insulating materials. Straw bales meet these requirements, and require professionals to adapt their practices.
The “Règles Professionnelles de Construction en Paille” drafted by the Réseau Français de Construction en Paille constitute the official and normative framework applicable in France. They define the design and implementation rules to be applied when using straw bales as insulating fillings and plaster supports.

The Pro-Paille training course enables you to master these Professional Rules through practical exercises and theoretical courses.

– Understand straw bale material, its characteristics and limitations.
– Know the basics of building physics and thermal engineering.
– Know the regulatory context applicable to straw construction.
– Learn to use and master the Professional Rules for Straw Construction.
– Discover and practice the main straw building techniques.
– Apply the first coat of plaster to a straw substrate.
– Draw up a quality control sheet for straw processing.

INTERSEMESTER 2025 :

Monday February 17 to Friday February 21, 2025: Room Volume / Room 204
9 am / 6 pm

Obtaining the CTA will be decoupled from obtaining the RFCP certificate.
Students are expected to attend and participate in practical and theoretical sessions and exercises, and to keep a notebook.
Evaluation of notebook, exercises (during lecture sessions), attitude and participation during practical sessions.
The “Pro-Paille” is also validated by a final exam, leading to a certificate of achievement. The test consists of a 50-question MCQ to be completed in 1h30, based on professional rules. The certificate of achievement is a compulsory professional qualification required by insurers whenever straw bales are used in a project.

Have a copy of the latest edition of the CP Rules 2012 (http://go.rfcp.fr/ReglesPro).
We recommend that you read them in advance.

Construction en Paille, Eric Foissac
Techniques de construction en paille, Eddy Fruchard and Virginie Piaud
Construire en paille aujourd’hui, Herbert Gruber
Construire son habitation en paille selon la technique du GREB, Vincent Brossamain and Jean-Baptiste Thévard ,Guide pratique

Since settling down, man has sought to protect himself from his environment. He has progressed from the search for any cavity, cave or pile of vegetation that he could adapt for a short or long stay, to the construction of a real shelter for himself, his animals and his crops. The mass of rock that once enveloped the house becomes a simple wall, now delimiting an interior and exterior space.

Here we have a space between two walls that must meet the requirements and needs of occupants according to their activities. To achieve this, we need to start by defining the constraints and conditions, so as to best respond by choosing a constructive system appropriate to the expected protective envelope. The façade is an integral part of the project. However, the architect must be aware of the technical conditions under which the façade will be built. This is the subject of this course.

Participation / Attendance
Tutorial evaluation
Project report

Personal research
As part of the practical sessions, work on a project to analyze or create a façade(s).
Visits (if possible): photographs, drawings, note-taking.

Every year since 2022, ENSAPLV and the associations Construire l’Architecture and AAIIA have organized an educational day for children aged 7 to 10 around the themes of architecture and construction, with the participation of the CAUE de Paris.

The project was inspired by the Christmas lectures initiated in 1825 by Michael Faraday at the Royal Institute in London. Since then, an annual lecture has been organized every Christmas to popularize scientific knowledge for a wide audience, including children. The aim is to inform while entertaining, using models, demonstrations and costumes.

The objectives are manifold:
– Enable children from all backgrounds to push open the doors of a higher education establishment. To create an environment conducive to awakening interest and even vocation.
– Simply disseminate precise knowledge by popularizing it, using an entertaining approach and high-quality media.
– Putting students back at the heart of the pedagogical question, so that the transmission of popularized knowledge is composed with them and not just by teachers ➞ breaking down the verticality of teaching, encouraging exchange and mutual, intergenerational learning.

For Master’s students, the pedagogical objective is a perfect understanding of a specific theme in construction and architecture: it is indeed necessary to have a good understanding of an object in order to be able to pass it on to a child. In this respect, the act of passing on an object to a child is a pedagogical act for the Master’s student. Further information: https://www.construire-l-architecture.com/lespetitsconstructeurs

Continuously on their sub-group theme. What will be presented to the families at the Little Builders’ Day acts as a ‘rendering’.
Students’ autonomy and initiative are particularly expected and observed. The course aims to put students in a position to carry out a project fairly independently.
Attendance at the pedagogical day (tentatively scheduled for the 3rd Saturday in January) is compulsory.

Bachelor’s degree in architecture and construction (general culture, statics and RoM).

https://www.construire-l-architecture.com/lespetitsconstructeurs