Duration
256h Pr
Number of credits
| Master in architecture (120 ECTS) | 20 crédits |
Lecturer
Maxime Coq, Marina Frisenna, François Gena, Claudine Houbart, Pascal Noe
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The workshop "Relectures "is working on the problem of intervening in existing buildings and is proposing two projects:
One is part of a consortium comprising ENSA Clermont-Ferrand, ETS Arquitectura UDC A Coruna, OTH Regensburg and NUACA Yerevan.This consortium involves participation in a workshop and an international jury. The site for the 2023-2024 academic year is a group of ruined buildings in Pontevedra (A Coruña, Spain).
The second focuses on the restoration of the site of Colonster Castle (Sart-Tilman) and will be accompanied by a trip and visits designed to feed into the project.
Both themes approach the site from a macroscopic scale, that of the territory, to the 'microscopic' scale of architectural detail. The statements provide for the redevelopment of the site and the conversion of an existing heritage building, involving an extension.
Learning outcomes of the learning unit
Zooming in and out of architectural design, the workshop leads the student to develop a conscious, autonomous, argued, human and technical approach from 1/1000 to 1/1 scale. Particular emphasis is placed on the material, an essential component of architecture, and even more so for the type of sites addressed by the workshop. Matter is culture, a tool for dialogue, a language: the workshop develops a concrete approach in which it is in the foreground. In this perspective, it also integrates technical expertise (engineers, technicians, craftsmen) which accompanies the entire design process and enables concrete details to be achieved.
The student will be able to:
- research (investigate a question
- design (elaborate)
- implement
- represent (interact); develop and represent the project by conventional drawings, diagrams and model(s), at scales 1/500-1/100-1/50-1/20-1/1 (details with construction value).
This entire approach is rooted in an understanding of the existing building and its heritage values.
Prerequisite knowledge and skills
Studio Q2, theme 2 "reconversion" (ARCH0575)
Planned learning activities and teaching methods
The approach is interdisciplinary, fed by the reflections of urban planners, historians, archaeologists and sociologists, who lead the students to analyse and question the site studied from a variety of points of view. Attention is paid to the constructive choices of the existing building, to the origin of the materials and their use, as well as to the structure, which is the basis of the spatial arrangement that will accommodate the new function. It is essential that the intervention is designed in response to this identity, taking care to make constructive, technical and material choices of today, but in keeping with the existing typology and in awareness of its heritage and spatial values. The reuse of the existing is the starting point for the writing of the architectural project.
The course topics are addressed in the form of workshops and presentations to the whole class. They are supported by presentations (slide shows, videos, websites), written documents and discussions, available on eCampus. Before each workshop, the student reads the various documents and presentations available on eCampus.
In addition to the substantive exercises, students participate in site visits, study tours and presentations. He or she also participates in specific activities related to opportunities such as exhibition mounting, publication of a work, participation in workshops.
Juries and round tables are held regularly during the term to provide feedback on the progress of projects.
The first weeks of Q4 are devoted to the study of the existing building on the basis of a dossier provided by the organising institution (architectural, archaeological and iconographic analysis).
After a workshop and visits related to the two workshop projects, the students work in pairs or threes to produce a preliminary project.
Based on the preliminary project, each student develops an area of the project in pairs or threes, with the aim of working on a targeted scale of detail for the final jury.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Additional information:
The activities are held face-to-face unless otherwise requested by COVID.
Studios are organised over full days according to a schedule that will be communicated and posted on eCampus in due course.
The documents presented and used during the courses will be progressively made available on eCampus.
Recommended or required readings
Sophie De Caigny, Hülya Ertas & Bie Plevoets (eds), As Found. Experiments in Preservation, VAI, 2023
Christoph Grafe & Tim Rienlets. Umbaukultur. The architecture of altering. Dortmund: Verlag Kettler, 2020.
Benjamin Mouton. Sens et renaissance du patrimoine architectural. Paris: Editions des Cendres, 2018.
Bie Plevoets & Koenraad Van Cleempoel. Adaptive reuse of the built heritage. Concepts and cases of an emerginig discipline. London and New-York: Routledge, 2019.
Francis Rambert, Marie Colombet & Christine Carboni (dir.). Un bâtiment, combien de vies? La transformation comme acte de création. Paris: CIté de l'architecture et du patrimoine, 2015.
Liliane Wong. Adaptive reuse. Extending the lives of buildings. Bâle: Birkhauser, 2017.
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Continuous assessment
Out-of-session test(s)
Additional information:
Assignment - report
Continuous assessment
Assessments are formative and summative and consist of an end-of-term assessment and interim assessments.
Other: Jury
ASSESSMENT CRITERIA
ARCHITECTURAL QUESTION
- Ability to undertake exploratory, sensitive and critical reading in order to understand the context and the building in question.
- Ability to construct a reasoned discourse that draws on different scales of reflection and includes environmental, landscape, cultural and socio-political values.
- Ability to formulate hypotheses for intervention.
SPATIAL RESPONSE
- Ability to give spatial expression to the hypotheses put forward by relating the different scales of consideration
- Quality of the urban planning and landscaping approach, reflected in the action strategies, the siting choices, the planned dimensions, the traffic patterns and the landscaping of the surroundings.
- The quality of the architectural approach, reflected in the position taken in relation to the existing building and in the relevance of the proposed interventions and extensions.
- Quality and functionality of built and unbuilt spaces.
- Mastery of structural and constructive composition and materiality.
METHODOLOGY
- Ability to adopt an iterative process of experimentation, adjusting spatial resolutions through exploratory questioning (back and forth, question-answer-spatial validation and new cycle of questioning).
- Ability to adopt a reflective approach, to document and feed the process with relevant external resources.
- Ability to work effectively within collaborative and cooperative practices, respecting each other.
COMMUNICATION
- Quality of verbal, written and graphic expression as tools for conceiving, structuring, verifying and communicating thought.
Single-session course.
The work is assessed in stages, according to the learning outcomes and expectations set out in the timetable and specified specifically for each exercise.
Students present their work graphically, in writing, orally and in the form of models during :
* intermediate stages, formative assessments of the work ;
* juries with or without external guests.
In order to keep a record of all the developments in their learning, students will keep a weekly work folder showing the progress of the project in progress.
Instructions are published setting out the expectations for each stage.
Assessments are made in letters (European system) and in accordance with the ULiège general examination regulations. They give an assessment by criteria. These are announced in the wording of each exercise.
WEIGHTING
The weighting between the different stages of the same project varies according to the importance of the exercises and can be adapted as they evolve. It is progressive with the stages (see details in due course on the schedule communicated via eCampus).
WORKSHOPS MUST BE FOLLOWED UP
It is compulsory to present the progress of the work at the planned stages. Any absence must be justified, but does not entitle the student to be excused from the said work. Students who, for justified reasons, are unable to attend the presentation of their work must send it to the teachers in the same condition as it is, on the date and at the location specified (digital copy on eCampus). Failure to do so will invalidate the mark awarded for the assignment concerned.
Access to the final assessment of the term is conditional on a total attendance at the workshops organised:
- of at least 70% as a general rule,
- at least 50%, in the case of absences justified by a medical certificate or other acceptable proof.
ABSENCE FROM A WORKSHOP
All absences must be justified. In such cases, the student must :
- notify the class teacher by e-mail, with a copy to the course coordinators;
- provide proof of the day of absence as soon as possible to the secretary's office (with a copy to the teachers);
- update yourself for the next workshop and consult the weekly information provided by the teachers via the official course channels (e-mail, e-campus).
ABSENCE FROM AN INTERMEDIATE OR FINAL EXAMINATION (JURY)
Students who, for justified reasons, are unable to attend an assignment handover must send their work to the teachers in the same condition as it is, on the due date and at the designated location (digital copy via the official course channels, e-mail, e-campus).
If you are unable to be present on the day of a handover, the following protocol must be followed:
- Notify the teacher by e-mail before the date and time of the hand-in;
- hand in the work (in the state it is in) by a third party, on the day and at the scheduled time, in the workshop, at the secretariat located on the same site or send scanned and/or photographed documents via the official course channels (e-mail, e-campus);
- submit proof of the day of absence to the secretariat as soon as possible (with a copy to the teachers).
In such cases, the jury will decide whether or not the documents are admissible, and will make any arrangements it deems necessary for their examination. If the documents are admissible, the work will be assessed on the basis of the documents as they stand on the date scheduled for the examination.
HOW JURIES ARE CONSTITUTED :
The different types of jury member include :
- members of the course management team ;
- internal members (faculty members) ;
- external members (teachers from other faculties, architects, resource persons, etc.).
Depending on the type of jury (pre-jury, end-of-year jury, etc.), the jury always includes at least one member of the management team.
Work placement(s)
Organisational remarks and main changes to the course
Classes and workshops will be held on the PITTEURS site.
For project 1: An on-site workshop will take place during Q2 (dates to be specified; duration 1 week).
A presentation with all the partners will take place in June 2024 (in Germany - date to be specified).
Each student taking part in the workshop will take part in these two trips.?
For project 2: A workshop will take place during Q2 (dates to be specified; duration 1 week).
Contacts
m.frisenna@uliege.be
c.houbart@uliege.be
p.noe@uliege.be
francois.gena@uliege.be
Philippe.Sosnowska@uliege.be