Duration
Urban planning methodology : 12h Th
Public space planning : 48h Pr
Number of credits
Lecturer
Urban planning methodology :
Public space planning :
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The Teaching Unit approaches the city and the urban project through the exercise of reading and projecting a public space. It gives the basics and introduces the modes of reasoning specific to the design of the project and the composition of the urban space.
Starting from urban issues dealing with a fairly well-defined spatial element, the development of a public space, it is a question of passing from the exercise of the reading of the medium in all its dimensions (morphological, environmental, social, economic cultural and political) to that of its implementation.
The Teaching Unit comprises two parts conducted in parallel and whose learning activities are articulated between them. They are the subject of separate evaluations and are weighted in the overall rating assigned to the Teaching Unit in proportion to their respective ECTS weights, 20% for the first and 80% for the second.
The first, corresponding to 1 ECTS (12h.theoretical), consists of a theoretical contribution introducing the notions, methods and modes of specific reasoning of the urban project design.
The second one, which corresponds to 4ECTS (48h.pratiques), consists of an exercise in designing an urban project based on the composition of a public space. It is organized in the form of a project workshop and is the framework for applying the theoretical contributions of the first part.
Urban planning methodology
The Teaching Unit approaches the city and the urban project through the exercise of reading and projecting a public space. It gives the basics and introduces the modes of reasoning specific to the design of the project and the composition of the urban space.
Starting from urban issues dealing with a fairly well-defined spatial element, the development of a public space, it is a question of passing from the exercise of the reading of the medium in all its dimensions (morphological, environmental, social, economic cultural and political) to that of its implementation.
The Teaching Unit comprises two parts (ARCH0092-A-a and ARCH0092-B-a) conducted in parallel and whose learning activities are articulated between them. They are the subject of separate evaluations and are weighted in the overall rating assigned to the Teaching Unit in proportion to their respective ECTS weights, 20% for the first and 80% for the second.
The first (ARCH0092-A-a), corresponding to 1 ECTS (12h.theoretical), consists of a theoretical contribution introducing the notions, methods and modes of specific reasoning of the urban project design.
The second one (ARCH0092-B-a), which corresponds to 4ECTS (48h.pratiques), consists of an exercise in designing an urban project based on the composition of a public space. It is organized in the form of a project workshop and is the framework for applying the theoretical contributions of the first part.
Public space planning
The Teaching Unit approaches the city and the urban project through the exercise of reading and projecting a public space. It gives the basics and introduces the modes of reasoning specific to the design of the project and the composition of the urban space.
Starting from urban issues dealing with a fairly well-defined spatial element, the development of a public space, it is a question of passing from the exercise of the reading of the medium in all its dimensions (morphological, environmental, social, economic cultural and political) to that of its implementation.
The Teaching Unit comprises two parts conducted in parallel and whose learning activities are articulated between them. They are the subject of separate evaluations and are weighted in the overall rating assigned to the Teaching Unit in proportion to their respective ECTS weights, 20% for the first and 80% for the second.
The first, corresponding to 1 ECTS (12h.theoretical), consists of a theoretical contribution introducing the notions, methods and modes of specific reasoning of the urban project design.
The second one, which corresponds to 4ECTS (48h.pratiques), consists of an exercise in designing an urban project based on the composition of a public space. It is organized in the form of a project workshop and is the framework for applying the theoretical contributions of the first part.<br /><br /> The Teaching Unit approaches the city and the urban project through the exercise of reading and projecting a public space. It gives the basics and introduces the modes of reasoning specific to the design of the project and the composition of the urban space.
Starting from urban issues dealing with a fairly well-defined spatial element, the development of a public space, it is a question of passing from the exercise of the reading of the medium in all its dimensions (morphological, environmental, social, economic cultural and political) to that of its implementation.
The Teaching Unit comprises two parts (ARCH0092-A-a and ARCH0092-B-a) conducted in parallel and whose learning activities are articulated between them. They are the subject of separate evaluations and are weighted in the overall rating assigned to the Teaching Unit in proportion to their respective ECTS weights, 20% for the first and 80% for the second.
The first (ARCH0092-A-a), corresponding to 1 ECTS (12h.theoretical), consists of a theoretical contribution introducing the notions, methods and modes of specific reasoning of the urban project design.
The second one (ARCH0092-B-a), which corresponds to 4ECTS (48h.pratiques), consists of an exercise in designing an urban project based on the composition of a public space. It is organized in the form of a project workshop and is the framework for applying the theoretical contributions of the first part.
Learning outcomes of the learning unit
The Teaching Unit aims on the one hand, to initiate the student to the composition of the public space and to make him aware of the role and the responsibility of the architect who intervenes in an urban context and of on the other hand, to give him the basic bases of the design of the urban project. Education contributes to the formation and reinforcement of the urban culture necessary for the development of any action to build our living environment (built and non-built spaces). The first step is to understand the tissues that make up our territories (urban and non-urban) as much in their ability to organize space and to generate quality of life as in their process of formation and evolution. Reading exercises are used to develop the critical and reflective abilities of the student. In a second step, these achievements allow him to formulate and argue projects, relevant and situated, maintaining positive and evolving relationships with the context (dynamic design). The Teaching Unit thus offers a practical opportunity to train the student in the dialectical game of urban composition from its central object: the public space.
Urban planning methodology
The Teaching Unit aims on the one hand, to initiate the student to the composition of the public space and to make him aware of the role and the responsibility of the architect who intervenes in an urban context and of on the other hand, to give him the basic bases of the design of the urban project. Education contributes to the formation and reinforcement of the urban culture necessary for the development of any action to build our living environment (built and non-built spaces). The first step is to understand the tissues that make up our territories (urban and non-urban) as much in their ability to organize space and to generate quality of life as in their process of formation and evolution. Reading exercises are used to develop the critical and reflective abilities of the student. In a second step, these achievements allow him to formulate and argue projects, relevant and situated, maintaining positive and evolving relationships with the context (dynamic design). The Teaching Unit thus offers a practical opportunity to train the student in the dialectical game of urban composition from its central object: the public space.
Public space planning
The Teaching Unit aims on the one hand, to initiate the student to the composition of the public space and to make him aware of the role and the responsibility of the architect who intervenes in an urban context and of on the other hand, to give him the basic bases of the design of the urban project. Education contributes to the formation and reinforcement of the urban culture necessary for the development of any action to build our living environment (built and non-built spaces). The first step is to understand the tissues that make up our territories (urban and non-urban) as much in their ability to organize space and to generate quality of life as in their process of formation and evolution. Reading exercises are used to develop the critical and reflective abilities of the student. In a second step, these achievements allow him to formulate and argue projects, relevant and situated, maintaining positive and evolving relationships with the context (dynamic design). The Teaching Unit thus offers a practical opportunity to train the student in the dialectical game of urban composition from its central object: the public space.<br /><br /> The Teaching Unit aims on the one hand, to initiate the student to the composition of the public space and to make him aware of the role and the responsibility of the architect who intervenes in an urban context and of on the other hand, to give him the basic bases of the design of the urban project. Education contributes to the formation and reinforcement of the urban culture necessary for the development of any action to build our living environment (built and non-built spaces). The first step is to understand the tissues that make up our territories (urban and non-urban) as much in their ability to organize space and to generate quality of life as in their process of formation and evolution. Reading exercises are used to develop the critical and reflective abilities of the student. In a second step, these achievements allow him to formulate and argue projects, relevant and situated, maintaining positive and evolving relationships with the context (dynamic design). The Teaching Unit thus offers a practical opportunity to train the student in the dialectical game of urban composition from its central object: the public space.
Prerequisite knowledge and skills
The learning is based on the achievements of the unit of teaching "introduction to typomorphology" (ARCH0254) of block 2. The Unit of Education "City and Landscape" (ARCH0355) is the formative complement of block 3 which gives the cultural and historical bases necessary for the practice of the urban and landscape project.
Urban planning methodology
The learning is based on the achievements of the unit of teaching "introduction to typomorphology" (ARCH0254) of block 2. The Unit of Education "City and Landscape" (ARCH0355) is the formative complement of block 3 which gives the cultural and historical bases necessary for the practice of the urban and landscape project.
Public space planning
The learning is based on the achievements of the unit of teaching "introduction to typomorphology" (ARCH0254) of block 2. The Unit of Education "City and Landscape" (ARCH0355) is the formative complement of block 3 which gives the cultural and historical bases necessary for the practice of the urban and landscape project.<br /><br /> The learning is based on the achievements of the unit of teaching "introduction to typomorphology" (ARCH0254) of block 2. The Unit of Education "City and Landscape" (ARCH0355) is the formative complement of block 3 which gives the cultural and historical bases necessary for the practice of the urban and landscape project.
Planned learning activities and teaching methods
The student is confronted with the study of a concrete case emanating from a real request of a commune. From this reality of the field, it must identify and understand the different urban issues, in particular by highlighting the characteristics and potential of the place, by inscribing itself in the various development perspectives of the entity concerned and by confronting different actors of the place and their respective interests and expectations.
Through a questioning built progressively, the student conducts investigations taking advantage of theoretical contributions and builds a discourse to provide the most adequate answers, but above all, founds a personal and responsible position setting the principles of planning arguments. These are formulated as a pattern of intention. This scheme becomes the line of conduct guiding the design of concrete development projects.
Urban planning methodology
The student is confronted with the study of a concrete case emanating from a real request of a commune. From this reality of the field, it must identify and understand the different urban issues, in particular by highlighting the characteristics and potential of the place, by inscribing itself in the various development perspectives of the entity concerned and by confronting different actors of the place and their respective interests and expectations.
Through a questioning built progressively, the student conducts investigations taking advantage of theoretical contributions and builds a discourse to provide the most adequate answers, but above all, founds a personal and responsible position setting the principles of planning arguments. These are formulated as a pattern of intention. This scheme becomes the line of conduct guiding the design of concrete development projects.
Public space planning
The student is confronted with the study of a concrete case emanating from a real request of a commune. From this reality of the field, it must identify and understand the different urban issues, in particular by highlighting the characteristics and potential of the place, by inscribing itself in the various development perspectives of the entity concerned and by confronting different actors of the place and their respective interests and expectations.
Through a questioning built progressively, the student conducts investigations taking advantage of theoretical contributions and builds a discourse to provide the most adequate answers, but above all, founds a personal and responsible position setting the principles of planning arguments. These are formulated as a pattern of intention. This scheme becomes the line of conduct guiding the design of concrete development projects.<br /><br /> The student is confronted with the study of a concrete case emanating from a real request of a commune. From this reality of the field, it must identify and understand the different urban issues, in particular by highlighting the characteristics and potential of the place, by inscribing itself in the various development perspectives of the entity concerned and by confronting different actors of the place and their respective interests and expectations.
Through a questioning built progressively, the student conducts investigations taking advantage of theoretical contributions and builds a discourse to provide the most adequate answers, but above all, founds a personal and responsible position setting the principles of planning arguments. These are formulated as a pattern of intention. This scheme becomes the line of conduct guiding the design of concrete development projects.
Mode of delivery (face to face, distance learning, hybrid learning)
Theoretical notions (part 1) are dealt with in the form of ex cathedra class sessions and question and answer sessions provided by the students who are confronted with the application of these courses in the workshop parallel project exercise.
Workshop teaching (part 2) is developed by small groups of students supervised by teachers.
Urban planning methodology
Theoretical notions (part 1) are dealt with in the form of ex cathedra class sessions and question and answer sessions provided by the students who are confronted with the application of these courses in the workshop parallel project exercise.
Workshop teaching (part 2) is developed by small groups of students supervised by teachers.
Public space planning
Theoretical notions (part 1) are dealt with in the form of ex cathedra class sessions and question and answer sessions provided by the students who are confronted with the application of these courses in the workshop parallel project exercise.
Workshop teaching (part 2) is developed by small groups of students supervised by teachers.<br /><br /> Theoretical notions (part 1) are dealt with in the form of ex cathedra class sessions and question and answer sessions provided by the students who are confronted with the application of these courses in the workshop parallel project exercise.
Workshop teaching (part 2) is developed by small groups of students supervised by teachers.
Recommended or required readings
References given during the course
Urban planning methodology
References given during the course
Public space planning
References given during the course<br /><br /> References given during the course
Assessment methods and criteria
Each part intervenes in proportion to its weight ECTS in the total score of the teaching unit is 20% for the first and 80% for the second.
The first part (20%) is evaluated by the holder of the activity on the base of a report / notebook describing the design approach of the project, progressively carried out during the exercise developed in the workshop (second learning activity). The assessment focuses on the student's ability to use the theoretical notions in the project design exercise conducted in the project workshop.
The score awarded for the second part (80%) corresponds to the cumulative score received in two evaluations.
The first valuation, which represents 40% of the total score given to the part, is made by the holders on the base of a progress report.
The second evaluation, which represents 60% of the total score given to the part is made by a jury based on final documents produced in the form of explanatory sheets presented orally, which relate all the elements that explain the solutions chosen by referring to the reading of the site and the positions taken. The student must demonstrate the appropriateness and relevance of the proposals formulated that must respond to the different issues and conditions of the public space and the different territorial scales of influence.
The objectives, instructions and expected more precise are set by the exercise statement distributed at the beginning of the year.
Participation in the project workshop is mandatory. An unjustified absence may result in the refusal of access to the protest committee.
Urban planning methodology
Each part intervenes in proportion to its weight ECTS in the total score of the teaching unit is 20% for the first and 80% for the second.
The first part (20%) is evaluated by the holder of the activity on the base of a report / notebook describing the design approach of the project, progressively carried out during the exercise developed in the workshop (second learning activity). The assessment focuses on the student's ability to use the theoretical notions in the project design exercise conducted in the project workshop.
The score awarded for the second part (80%) corresponds to the cumulative score received in two evaluations.
The first valuation, which represents 40% of the total score given to the part, is made by the holders on the base of a progress report.
The second evaluation, which represents 60% of the total score given to the part is made by a jury based on final documents produced in the form of explanatory sheets presented orally, which relate all the elements that explain the solutions chosen by referring to the reading of the site and the positions taken. The student must demonstrate the appropriateness and relevance of the proposals formulated that must respond to the different issues and conditions of the public space and the different territorial scales of influence.
The objectives, instructions and expected more precise are set by the exercise statement distributed at the beginning of the year.
Participation in the project workshop is mandatory. An unjustified absence may result in the refusal of access to the protest committee.
Public space planning
Each part intervenes in proportion to its weight ECTS in the total score of the teaching unit is 20% for the first and 80% for the second.
The first part (20%) is evaluated by the holder of the activity on the base of a report / notebook describing the design approach of the project, progressively carried out during the exercise developed in the workshop (second learning activity). The assessment focuses on the student's ability to use the theoretical notions in the project design exercise conducted in the project workshop.
The score awarded for the second part (80%) corresponds to the cumulative score received in two evaluations.
The first valuation, which represents 40% of the total score given to the part, is made by the holders on the base of a progress report.
The second evaluation, which represents 60% of the total score given to the part is made by a jury based on final documents produced in the form of explanatory sheets presented orally, which relate all the elements that explain the solutions chosen by referring to the reading of the site and the positions taken. The student must demonstrate the appropriateness and relevance of the proposals formulated that must respond to the different issues and conditions of the public space and the different territorial scales of influence.
The objectives, instructions and expected more precise are set by the exercise statement distributed at the beginning of the year.
Participation in the project workshop is mandatory. An unjustified absence may result in the refusal of access to the protest committee.<br /><br /> Each part intervenes in proportion to its weight ECTS in the total score of the teaching unit is 20% for the first and 80% for the second.
The first part (20%) is evaluated by the holder of the activity on the base of a report / notebook describing the design approach of the project, progressively carried out during the exercise developed in the workshop (second learning activity). The assessment focuses on the student's ability to use the theoretical notions in the project design exercise conducted in the project workshop.
The score awarded for the second part (80%) corresponds to the cumulative score received in two evaluations.
The first valuation, which represents 40% of the total score given to the part, is made by the holders on the base of a progress report.
The second evaluation, which represents 60% of the total score given to the part is made by a jury based on final documents produced in the form of explanatory sheets presented orally, which relate all the elements that explain the solutions chosen by referring to the reading of the site and the positions taken. The student must demonstrate the appropriateness and relevance of the proposals formulated that must respond to the different issues and conditions of the public space and the different territorial scales of influence.
The objectives, instructions and expected more precise are set by the exercise statement distributed at the beginning of the year.
Participation in the project workshop is mandatory. An unjustified absence may result in the refusal of access to the protest committee.
Work placement(s)
There is no work placement organized in this course
Urban planning methodology
There is no work placement organized in this course
Public space planning
There is no work placement organized in this course<br /><br /> There is no work placement organized in this course
Organisational remarks and main changes to the course
Contacts
Marc Goossens
Urban planning methodology
Marc Goossens
Public space planning
Marc Goossens<br /><br /> Marc Goossens