STM-ARC-06-Projet d'architecture 1 - e-CREHA

  • ue-a-stm-arc-06
  • Génie Thermique Energétique et Environnement

Semestre : 7

Responsable(s) du contenu pédagogique
  • Lazaros MAVROMATIDIS
  • Christelle GRESS
  • Alexandre GRUTTER
Total coefficients : 1,5
Total heures : 24 (24 projet)
Total heures travail personnel : 33

Prérequis

Pedagogical Director: Lazaros Mavromatidis

The students are supposed to have the following skills obtained during the past 3 years of Architectural Studies:

- Capacities of understanding a place (character, physical and human environment,...).
- Basic notions of English (since the studio is held in English).
- Mastery of different urban scales (1:5000 / 1:1000 / 1:500) and temporalities.
- Notions of landscape design.
- Good knowledge of Collaborative Design Engineering Practices.
- Abilities on conceiving the organization and the layout of a simple program to, at least, two components (housing (s) + small collective equipment).


Objectif

The fourth-year Architectural Design Studio spans two semesters and explores the theme of "climatic heterotopia" across various architectural scales. The core objective of this module is to deepen students' understanding of architecture as a multifaceted discipline that engages with the spatial treatment of both urban and architectural environments. This approach fosters the integration of diverse fields of knowledge, encouraging students to work in conjunction with engineering practices and other interdisciplinary domains to address the complex and dynamic nature of space.

Through the exploration of "climatic heterotopia," students are challenged to consider how architecture can respond to and mediate the diverse climatic conditions and cultural contexts of specific sites. The notion of heterotopia—originally coined by philosopher Michel Foucault to describe spaces that exist outside the normal social order—becomes a framework for creating alternative spaces that respond to and challenge prevailing environmental and societal norms. This encourages innovative and adaptive design solutions that are sensitive to ecological and social realities.

The studio's methodology involves a comprehensive process of research, conceptual development, and physical design, with students actively engaging with a variety of scales. At the urban scale, the focus is on designing spaces that respond to the climatic, social, and cultural needs of the surrounding environment. At the architectural scale, students explore the potential of specific building typologies, materials, and technologies to create spaces that offer both functional and experiential value in the context of the larger urban fabric.

The module emphasizes a holistic approach, wherein students are encouraged to think critically about the intersection of architecture with other disciplines, including environmental design, engineering, landscape architecture, and social sciences. In this way, the design studio nurtures an understanding of architecture not only as a creative endeavor but as a tool for problem-solving in the face of complex environmental and social challenges. By working on projects that demand both technical expertise and conceptual innovation, students develop the skills necessary to approach architecture as an interdisciplinary practice that can address a range of global issues.

In addition to developing technical proficiency, students are also encouraged to explore the aesthetic, symbolic, and experiential dimensions of space. The studio’s focus on "climatic heterotopia" offers a rich opportunity to engage with the idea of alternative spaces that can serve as critical responses to the forces shaping contemporary built environments. Through this approach, students are equipped with the tools to engage in meaningful, innovative, and sustainable architectural design practices.


Compétences attendues

Axe A1 : CONNAISSANCES ET COMPRÉHENSION
Capacité à mettre en place un raisonnement scientifique rigoureux. Capacité à mobiliser les ressources d'un large champ de sciences fondamentales.
- Connaître et expliquer les concepts théoriques relatifs à un large champ de sciences fondamentales
- Formaliser un problème à l'aide d'outils analytiques ou numériques
- Être capable de résoudre un problème scientifique à l'aide de méthodes analytiques ou numériques
- Identifier et exploiter les interactions entre des champs de sciences fondamentales connexes
- Être capable de transposer les connaissances scientifiques dans le domaine de la spécialité

Axe A2 : ANALYSE TECHNIQUE
Capacité à mobiliser les ressources dans le domaine de la spécialité. Mettre en œuvre des connaissances techniques multidisciplinaires pour résoudre des problèmes d'ingénierie.
- Identifier un problème, le reformuler
- Déterminer les leviers d'actions permettant de résoudre un problème
- Identifier et comparer des méthodes de résolutions potentielles
- Choisir une méthode de résolution adaptée au problème et en évaluer l'efficacité

Axe A3 : CONCEPTION TECHNIQUE
Capacité à mobiliser ou à développer des nouvelles méthodes de conception afin de concevoir des produits, des processus et des systèmes en tenant compte des dernières avancées techniques dans le domaine tout en prenant en compte les enjeux environnementaux et énergétiques.
- Choisir, appliquer et adapter les méthodes d'analyse et de spécifications du besoin
- Analyser et comparer un large champ de données techniques
- Définir les solutions techniques répondant au besoin
- Établir les modèles en vue de la prévision du comportement du produit ou du système
- Choisir et appliquer les méthodes de dimensionnement et de modélisation
- Réaliser et interpréter des simulations

Axe A4 : PRATIQUE DE L’INGÉNIERIE
Aptitude à consulter et appliquer les codes de bonnes pratiques, sur la base d'études scientifiques et techniques, piloter et mettre en œuvre de manière structurée un projet ou un processus en organisant le travail des collaborateurs de l'entreprises dans le respect de la réglementation en matière de sécurité et dans le respect des valeurs sociétales et éthiques.
- Cartographier l'ensemble des solutions techniques dans le domaine de la spécialité
- Appliquer des méthodes de préconception ou de prédimensionnement
- Mener une réalisation conformément aux besoins exprimés
- Développer une démarche d'audit ou de diagnostic
- Mettre en œuvre une démarche de vérification systématique
- Être capable de proposer une démarche d'ingénierie respectueuse des valeurs sociétales et environnementales
- Être capable de faire un devis et d'évaluer financièrement un projet

Axe A5 : ÉTUDES ET RECHERCHES
Capacité à investiguer un sujet technique en mobilisant les données issue de la recherche afin de réaliser des tests, conduire des expérimentations et des études d'applications.
- Être capable de faire l'état de l'art scientifique et technique y compris dans un domaine non familier
- Faire preuve d'esprit critique et de créativité pour développer des idées originales et nouvelles
- Proposer des solutions innovantes en prenant en compte les objectifs de développement durable
- Évaluer le potentiel d’application d’une technologie émergente dans la spécialité d’ingénieur
- Concevoir, exploiter et évaluer un modèle, une simulation ou une expérimentation

Axe A6 : ARBITRAGE DES SITUATIONS COMPLEXES
Aptitude à réaliser des arbitrages sur les problèmes complexes et partiellement définis en prenant en compte les objectifs de développement durable définis par l'ONU.
- Connaître l'organisation de la recherche en général et les thématiques de recherche liées à la spécialité d’ingénieur
- Faire preuve d'esprit critique par rapport à son propre travail
- Être capable de prendre en compte les enjeux du développement durable dans l'ensemble de son activité
- Être sensibilisé à l'entrepreneuriat, l'innovation, la propriété intellectuelle et à la créativité

Axe A7 : COMMUNICATION ET TRAVAIL EN ÉQUIPE
S’intégrer dans une organisation, l’animer et la faire évoluer en communiquant efficacement en plusieurs langues, dans un contexte pluridisplinaire et multiculturel.
- Être capable de se positionner dans l'entreprise et dialoguer avec les autres métiers
- Mobiliser les outils de management de projet et les techniques de leadership
- Être capable de prendre en compte un contexte international et multiculturel
- Exploiter des méthodes de communication et les appliquer dans le champ de la spécialité y compris en langue étrangère
- Prendre en compte les problématiques de qualité, sécurité, environnement et les dimensions juridiques et socio-économiques

Axe A8 : APPRENTISSAGE TOUT AU LONG DE LA VIE
Capacité à être acteur de son propre développement de compétences en s'appuyant sur les bonnes pratiques, en construisant son réseau professionnel et en mobilisant les ressources de la formation professionnelle continue.
- Être capable de construire un projet professionnel
- Capitaliser les connaissances et les savoir-faire
- Être capable d'auto-évaluer ses compétences


Programme

The present architectural design studio focuses on the philosophical and epistemological concept of heterotopy (or heterotopia) as a key framework for exploring innovative climatic spatial configurations in both architectural and urban scales. The program is structured around the development of "climatically heterotopical" spaces that engage with the growing necessity for alternative urban farming strategies, particularly those that work in vertical and horizontal directions. By examining the heterotopic nature of space, students will create multisensory environments that utilize light, sound, and climate as integrated design elements, aiming to meet the criteria of High Environmental Quality (HEQ) labelization at an urban scale.

Learning Objectives

Develop a Critical Understanding of Heterotopy: Students will deepen their understanding of the philosophical concept of heterotopia, especially as articulated by Michel Foucault, and how it can inform architectural and urban design. The goal is to use heterotopia as a tool to conceptualize spaces that are out of the ordinary, provocative, and transformative.

Design Multisensory Spaces: Students will explore the creation of multisensory spaces that activate multiple senses—particularly light, sound, and climate—to provoke new perceptions of space. These elements will be used strategically to create climatically heterotopical environments.

Sustainability and Climate Integration: Students will incorporate principles of sustainability, environmental responsiveness, and climate adaptation into their design projects, particularly by addressing urban farming in innovative ways that integrate environmental systems with social functions.

Critical Engagement with Urban and Architectural Contexts: Students will engage with the urban context, looking for opportunities to design spaces that challenge the typical uses and patterns of urban environments, creating alternative spaces that address issues like food production, public space, and social interactions.

Program Structure

The pedagogical program will be organized in a series of interconnected phases, each building on the last and fostering an iterative process of design, reflection, and refinement.

1. Introduction to Heterotopia and Multisensory Design

Lecture and Seminars: Begin with a series of theoretical lectures introducing heterotopia in both its epistemological and philosophical dimensions, drawing on key texts by Michel Foucault and other theorists. This will provide the foundation for students to understand the nature of spaces that challenge conventional notions of use, function, and form.
Case Studies: Analyze heterotopias in architecture, urbanism, and cultural spaces—such as prisons, gardens, and urban voids—and explore how these spaces disrupt conventional meanings. Also consider more ephemeral heterotopias like parties or social events.
Conceptual Workshops: Introduce multisensory design principles, focusing on how light, sound, and climate can be integrated into the design of architectural spaces. Explore the use of materials, textures, and spatial configurations to create sensory experiences that go beyond the visual.

2. Research and Concept Development

Site Analysis: Students will choose an urban site (real or hypothetical) to conduct an in-depth analysis of its context, climate, social dynamics, and spatial challenges. The analysis should include an understanding of the urban environment, examining how existing spaces serve or fail to serve the community.
Climate and Environmental Conditions: Students will focus on climate as a design parameter, considering how local weather patterns, seasonal changes, and other environmental factors will influence their space. Emphasis should be placed on creating spaces that adapt to and respond to the climate, rather than resist or ignore it.
Conceptual Design Proposal: Students will develop an initial concept for their space, defining it as a climatically heterotopical space. They must outline how their design will incorporate light, sound, and climate to create a multisensory environment that challenges conventional spatial perceptions.
Feedback and Iteration: Regular feedback sessions will be scheduled where students present their initial concepts and research to faculty and peers, receiving input on their ideas and refining their approach.

3. Design Development and Integration

Design Iteration: Based on feedback, students will refine their designs, exploring how to integrate urban farming activities into their heterotopic spaces. Students will work to design spaces that are climatically responsive, integrating systems for energy efficiency, rainwater harvesting, and sustainable food production.
Form and Function: Students will experiment with spatial arrangements that maximize both vertical and horizontal space for urban farming, while considering the social and functional needs of the community. This phase emphasizes the development of spaces that are functional, but also intentionally disruptive in how they use the urban landscape.
Technical Integration: Students will engage with technical aspects of environmental systems (e.g., passive solar heating, natural ventilation, water management) and how these can be incorporated into the overall design. The focus will be on creating climatically sensitive environments.

4. Mid-Semester Jury Presentation

Jury Preparation: Students will prepare to present their designs in front of a jury of faculty, external critics, and experts. They will need to demonstrate a clear understanding of the heterotopical concept and how it manifests in their project, as well as how light, sound, and climate contribute to the multisensory experience of the space.
Presentation Format: The presentation will include a site plan, concept diagrams, models, and digital visualizations that illustrate both the conceptual and practical aspects of the design. Students should also explain how their designs address the urban context, social needs, and environmental challenges.
Feedback and Reflection: After the jury presentation, students will reflect on the feedback received and revise their designs accordingly, paying particular attention to areas that may require further exploration or refinement.

5. Final Design Development

Refinement: Following the mid-semester review, students will continue to refine their designs, focusing on finalizing the details of their projects, including technical drawings, material selections, and the integration of climatic systems.
Multisensory Integration: This phase will include further exploration into how light, sound, and climate can be optimized to create immersive environments that engage the users on a sensory level. Students will also explore how their designs can support urban farming activities in a way that redefines their surroundings and offers alternative modes of urban living.


6. Final Jury Presentation and Review

Final Presentation: At the end of the semester, students will present their completed designs to a final jury, which may include faculty members, architects, urban planners, and sustainability experts. This final presentation will focus on the refinement and coherence of the design, demonstrating how the heterotopic concept has been fully integrated into the project and how the project responds to climate and environmental concerns.
Evaluation Criteria: The final evaluation will assess conceptual innovation, multisensory design integration, technical sustainability, urban context, and the social impact of the design. The quality of the narrative that supports the design, the clarity of communication, and the ability to defend design choices will also be evaluated.


Contraintes pédagogiques - Méthodes pédagogiques

The present architectural design studio is deeply rooted in the philosophical and epistemological notion of heterotopy (or heterotopia), a concept that serves as the cornerstone for the creation of "climatically heterotopical" spaces. These spaces are designed with an innovative approach, addressing urban farm activities in both vertical and horizontal directions, and integrating climate as a central design parameter. The notion of heterotopia becomes the lens through which we challenge traditional forms of spatial design, pushing the boundaries of urban and architectural spaces to accommodate both environmental and social demands in an alternative way.

The Notion of Heterotopy
In evolutionary sciences, heterotopy refers to a change in the spatial arrangement of an organism’s development, which is complementary to heterochrony, a concept that concerns changes to the rate or timing of developmental processes. In a broader philosophical and sociocultural context, heterotopia was introduced by philosopher Michel Foucault to describe spaces that exist outside or in contrast to the norm, creating tension, disturbance, or transformation. These spaces are inherently “other,” presenting contradictions or conditions that disrupt the conventional understanding of the spaces they occupy. According to Foucault, heterotopias can be intense, incompatible, contradictory, or transformative. They represent spaces that challenge the traditional function or social order and, in doing so, provoke new ways of understanding the relationship between individuals, society, and space.

Foucault's concept has profoundly influenced the theoretical debate surrounding the interpretation of space, especially in the field of architecture. Architects, urban planners, geographers, and philosophers have all drawn on the idea of heterotopia to examine how space can embody contradictions, complexities, and multiple meanings simultaneously. In a restricted architectural sense, heterotopias can be found in specific physical spaces that defy the norms or expectations of traditional architecture. These can include spaces such as prisons, clinics, cemeteries, the "urban vacuum" of empty lots, slums, the American motel, or the Persian or Japanese garden. However, heterotopias also extend beyond these more obvious examples. They can manifest as temporary, performative, or ephemeral spaces such as parties, honeymoons, chaos, or other out-of-the-ordinary spatial arrangements that defy conventional classification.

The concept of heterotopia is particularly powerful for architects and urban designers because it challenges conventional understandings of spatial design. By incorporating heterotopia into the architectural framework, designers are tasked with creating spaces that not only defy typical spatial conventions but also respond to unique social, cultural, and environmental conditions. These spaces are inherently dynamic, adaptable, and capable of offering alternative experiences of place and function.


Contraintes pédagogiques - Moyens spécifiques

The Pedagogical Constraints and Framework of the Studio
In this design studio, heterotopia becomes a vital tool for exploring climatically heterotopical spaces. The studio’s pedagogical approach encourages students to embrace heterotopia as a means of expanding the boundaries of traditional architectural and urban design. The focus is on creating spaces that are not merely functional but that provoke an immersive, multisensory experience by incorporating light, sound, and climate as integral design elements. The studio encourages a transdisciplinary approach, drawing upon ecological, social, and technological considerations to develop innovative, responsive designs. The challenge is to design spaces that embrace the contradictions and complexities of contemporary environmental conditions, particularly in response to climate change, while maintaining an aesthetic and functional integrity.

Students are asked to conceive spaces that integrate climatic elements into the urban fabric, developing vertical and horizontal urban farms that do not merely respond to environmental needs but are also spatially transformative, providing a sensory experience that engages the user on multiple levels. By focusing on climatic conditions, students will engage in designing spaces that mediate between environmental factors and human experience, creating environments that are more than just passive spaces of occupation but dynamic, responsive environments that adapt to, challenge, and enrich the urban context.

Moreover, the climatic heterotopias sought in this studio are not limited to specific typologies or predetermined forms. They demand a consideration of the sensory dimension of space, with a particular emphasis on how light, sound, and climate can be manipulated to redefine the very quality of space—especially in the context of High Environmental Quality (HEQ) standards. In this sense, the studio’s objective is to push the boundaries of how environmental quality is traditionally defined, moving beyond standard metrics to incorporate a more holistic understanding of space that is simultaneously responsive to climate and social engagement.

Students must also engage with the multidimensional nature of urban spaces, considering not only how climatically heterotopical spaces function at the architectural scale but how they operate in a larger urban context. This includes considerations of social inclusivity, economic viability, and environmental sustainability, challenging students to rethink how urban spaces can be transformed into active agents for social change, ecological responsibility, and cultural reinvention. These spaces are designed to engage with the urban environment in innovative ways, allowing for a productive yet alternative approach to urban farming that is not merely a pragmatic response but an immersive, transformative experience for the community.

The design studio, therefore, functions as an epistemological space—a place for intellectual and experiential exploration. It encourages students to question existing spatial narratives and to construct new paradigms for understanding the relationship between architecture, urbanism, and climate. It asks students to think critically about the social and ecological roles that architecture can play in the face of global challenges, particularly climate change.

The studio provides an academic framework that integrates philosophical, epistemological, and practical considerations, urging students to engage deeply with both the theoretical and the tangible aspects of architectural design. By leveraging the notion of heterotopia, students are empowered to redefine urban and architectural space, creating climatically responsive environments that challenge conventional architectural practice, enrich human experience, and contribute to the urgent need for sustainable, adaptive, and innovative spaces in a rapidly changing world.


Mode d'évaluation

At the midpoint of the semester, students are invited to present their work in front of a jury composed of faculty members, external critics, and experts in the fields of architecture, urbanism, environmental design, and sustainability. This presentation serves as a critical moment in the design process, offering students an opportunity to receive constructive feedback, engage in a rigorous intellectual dialogue, and refine their ideas based on external evaluation.

The jury presentation is structured to reflect the various stages of the design process that students have engaged in up to that point, allowing them to demonstrate both their conceptual thinking and the progress made in translating ideas into tangible design proposals. Students are expected to present a comprehensive narrative that clearly articulates the evolution of their project, from initial research and site analysis to the development of their conceptual framework, the exploration of form, and the refinement of technical solutions. This narrative should also include insights into how the heterotopical concept has influenced the design, with particular emphasis on how climate, environment, and urban context have been integrated into the project’s development.

The jury acts as a crucial checkpoint in the design process, providing an opportunity for critical reflection and dialogue. The feedback from the jury members allows students to assess the strengths and weaknesses of their proposals, identify areas for improvement, and clarify aspects of their design that may require further exploration or refinement. Given the interdisciplinary nature of the studio, the jury members’ diverse expertise ensures that students receive feedback from multiple perspectives, including environmental performance, urban integration, aesthetic quality, and social impact.

The students are expected to engage with the jury not only as a means of presenting their designs but also as a learning experience—a chance to refine their ability to articulate their ideas clearly and convincingly. Effective communication skills are key at this stage, as students must be able to explain their design choices, justify their approach to climate, and demonstrate how their concept of climatic heterotopia responds to both theoretical and practical challenges. The jury's feedback will challenge students to think critically about their design choices, encouraging them to make necessary adjustments and strengthen their proposals.

This mid-semester review also serves as an opportunity for students to evaluate their progress and refocus their efforts for the remaining weeks of the studio. Based on the feedback, students will have the chance to refine their designs, deepen their analysis, and continue evolving their concepts in response to the broader questions and objectives of the studio. The process of presenting work to an external audience helps students to build confidence in their design abilities and to prepare for the final presentation at the end of the semester.

Overall, the mid-semester jury functions as both a pedagogical tool and a professional exercise, mimicking real-world design reviews and fostering a culture of critical inquiry, collaborative learning, and continuous improvement. By engaging in this process, students develop their skills in presenting and defending their ideas, and learn how to integrate constructive feedback into their design work in a way that strengthens their proposals. This experience is invaluable for their growth as architects, as it helps them navigate the complexity of architectural design, adapt to critical perspectives, and refine their vision for the future.


Bibliographie

Florence Rudolf Lazaros Mavromatidis , L’hétérotopie comme invitation à une distance critique : par rapport aux fondamentaux de l’enseignement du projet architectural et urbain, Riurba no 12, juillet 2021.
URL : https://www.riurba.review/article/12-atelier-2/heterotopie/

Regarding heterotopias :
- http://desteceres.com/heterotopias.pdf
- https://foucault.info/documents/heteroTopia
- https://www.youtube.com/watch?v=lxOruDUO4p8
- https://www.youtube.com/watch?v=2OyuMJMrCRw

Regarding urban farms :
- https://www.metrotimes.com/detroit/on-urban-farming-and-colonialism-in-detroits-north- end-neighborhood/Content?oid=7950059
- https://www.ted.com/talks/devita_davison_how_urban_agriculture_is_transforming_detroit
- https://whyy.org/segments/detroits-urban-farms-engines-growth-omens-change/
- http://www.miufi.org/



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