STM-ARC-06-Projet d'architecture 2 - 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 : 28,5 (4,5 cours, 24 projet)
Total heures travail personnel : 33

Prérequis

Pedagogical Director: Lazaros Mavromatidis

Students are supposed to have the following skills obtained during the past 3 years of Architectural Studies:
- Basic notions of English (since the studio is held in English).
- Very good knowledge on design and representation, in 2D and 3D, of an architectural project composed of several levels.
- Understanding of conventions and means of representation in drawings (plans, sections, elevations) and models.
- Mastery of building scales from architectural design to building elements' details (1:200 / 1:100 / 1:50 / 1:20 / 1:10 and 1:5)
- Work on elevations.
- Work on materiality.
- Work on the structure.
- Graphic communication skills.


Objectif

The student after attending the architectural design sessions is capable to:

- consolidate essential to the project's practice methodologies.
- enrich her/his architectural culture.
- initiate a critical reflection on architecture and its relations with society and engineering disciplines (applied thermal engineering and civil engineering).
- develop sensitivity, creativity, innovativeness and the spirit of discernment.
- obtain a gradual acquisition of autonomy.
- improve her/his English level (since English is the teaching language of this design studio).

This first semester Architectural Design Studio consists of two projects, each intended to develop key skills and methods for a specific subdomain of architectural, urban and landscape design. Working on a variety of scales and temporalities the projects are cumulatively intended to give each student foundational architectural urban and landscape design skills promoting a collaborative spirit among a cohort with diverse technical, experiential and cultural backgrounds. Both projects are intended to prepare students for the spring semester where the studio focus on the first semester's outputs expanding the development of the first semester's projects on the building scale through collaborative architectural and engineering 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 concept of "climate change" has become one of the most critical social phenomena of our time, profoundly impacting various sectors, including architecture. The effects of climate change, from rising sea levels to more extreme weather patterns, are not just environmental but are transforming the way we approach and design built spaces. The architectural design studio in question seeks to engage with this paradigm shift by reimagining architectural practice in a way that incorporates climate as an essential design parameter from the very inception of the conceptual process. This approach challenges traditional architectural methods and pushes against the mere reproduction of established stereotypes—whether in form, program, or space.

Rather than treating architectural design as a process that simply reacts to or mirrors the prevailing social and environmental conditions, the studio takes a more proactive and dynamic approach. Space is not viewed merely as a passive medium where social conflicts, inequalities, or power dynamics are represented “rationally” or symbolically. Instead, space is seen as a heterogeneous construct that is deeply influenced by and responds to local climatic conditions, cultural contexts, and temporal shifts. These conditions—ranging from geographical location to specific environmental factors—become foundational elements in the design process, not just aesthetic or functional considerations.

In this context, the concept of heterotopia plays a crucial role. Originating from Michel Foucault's writings, the term "heterotopia" refers to spaces that exist outside the normal, conventional order of society, often operating in parallel with the existing social structure. These spaces can embody a range of diverse experiences, contexts, and meanings, thus creating new, alternative modes of existence. In this studio, heterotopia is employed epistemologically and philosophically to shape design thinking in ways that transcend traditional architectural paradigms.

By utilizing the notion of heterotopia, students are encouraged to view architectural design not just as a tool for spatial organization but as a way to critically engage with and respond to the complexities of our current and future world. The studio aims to challenge students to explore design strategies that can create alternative, transformative spaces—ones that do not just passively reflect the societal and climatic conditions around them, but actively engage with and transform these forces.

The notion of heterotopia is particularly valuable in the context of climate change because it allows for the creation of spaces that are not bound by traditional typologies or standardized solutions, but that engage with specific local conditions, adaptive strategies, and innovative materials. For instance, a building might not simply be designed to meet a specific programmatic need; it could also serve as an experimental space that adapts to changing environmental conditions, integrates sustainable technologies, or rethinks social relations within a specific climate context.

The studio encourages students to develop architectural solutions that are deeply rooted in their geographical and environmental context. Local climatic factors such as temperature, humidity, wind patterns, and solar exposure are considered not as constraints but as opportunities for creative and adaptive design. By drawing from these local conditions, students are tasked with designing buildings and urban spaces that not only function effectively but also foster resilience in the face of climate change. This could mean integrating passive design techniques, utilizing locally sourced materials, or designing for the future needs of the community in an era of unpredictable environmental shifts.

Ultimately, the objective of this studio is to redefine the architectural design process in a time of climate transition. Students are encouraged to think beyond conventional boundaries and traditional design responses, incorporating the climate as a core parameter from the start. This approach challenges the stereotypes of architectural and programmatic solutions, promoting designs that are not only innovative but also responsible, sustainable, and resilient in the face of ongoing environmental change. By doing so, the studio aims to produce architects who can contribute meaningfully to the evolving global conversation around climate change and its impact on the built environment, and who are equipped with the tools to design spaces that promote sustainability and adaptability in the face of future challenges.


Contraintes pédagogiques - Méthodes pédagogiques

The project is conceived as a pedagogical tool that guides students through an iterative process of architectural design, serving as both a framework for knowledge development and a practical instrument for testing, refining, and communicating ideas. In this context, the design process unfolds across several key stages, each contributing to the overall learning experience and enabling students to engage with the complexities of architectural practice in a comprehensive and structured manner.

The first stage of the project is that of reading—a critical phase in which students develop a deep understanding of the site, context, and conditions that will inform their design. In this phase, the project acts as a space for inquiry, analysis, and observation. Students engage in detailed research, collecting data on various factors such as climate, culture, topography, and existing social dynamics. This phase emphasizes the importance of reading the environment as an active participant in the design process, where every design decision is rooted in a thoughtful and informed response to the surrounding conditions. The reading phase is not just about gathering information; it is about interpreting and synthesizing that information into a conceptual framework that will shape the subsequent stages of the design process.

Following this, the conceptual space emerges as a platform for the generation of ideas. Here, the project transforms into a space for creative thinking, where abstract concepts and theoretical frameworks come to life in the form of preliminary sketches, diagrams, and models. This phase encourages students to explore multiple design possibilities and to experiment with spatial relationships, materials, and forms. It is a space for conceptual exploration, where students are not bound by the constraints of feasibility or technical requirements but are free to push the boundaries of what is possible within the theoretical parameters they have defined. In this stage, the focus is on the exploration of ideas that can respond to the diverse challenges posed by the site and the climate, while also considering the larger socio-cultural context in which the design will exist.

The third phase, formalization, marks a transition from abstract concepts to more concrete forms. During this stage, students begin to refine their ideas into more tangible architectural expressions. The design takes shape through drawings, models, and simulations that represent the evolving form and spatial organization of the project. This space of formalization is where design ideas are tested for clarity, coherence, and functionality. It is a critical point where students begin to assess the relationship between conceptual intentions and their practical realization. The formalization space also introduces technical considerations, including structural systems, materials, and building performance, and encourages students to explore how their ideas can be realized in the physical world while still maintaining their conceptual integrity.

The next stage is that of verification, evaluation, and validation, where the project undergoes rigorous scrutiny and refinement. In this phase, the design is tested against a set of criteria, including environmental performance, sustainability, usability, and social impact. Students are encouraged to evaluate their designs critically, using both analytical tools and theoretical frameworks to assess whether their proposals meet the objectives set out in the initial phases of the project. This stage also involves validation through feedback from peers, mentors, and experts, enabling students to identify potential shortcomings or areas for improvement. It is a moment of introspection and iteration, where the design is continuously adjusted and refined to ensure that it is both conceptually strong and technically viable. This process of verification and evaluation fosters a deeper understanding of the relationship between design intent and real-world constraints, highlighting the importance of adaptability and responsiveness in architectural practice.

Finally, the project serves as a transmission space, a medium for communicating ideas, findings, and proposals to a broader audience. In this phase, students are encouraged to present their designs through a variety of means—visual presentations, models, digital media, and written reports. The transmission space emphasizes the importance of communication in architecture, recognizing that design is not only a personal or academic exercise but a practice that must be shared, debated, and discussed with others. This stage requires students to articulate their design process, the conceptual decisions that led to their final proposal, and how their design responds to the social, environmental, and spatial challenges posed by the project. The ability to clearly and persuasively communicate design ideas is essential, as it allows students to engage with a wider community of thinkers, practitioners, and stakeholders, fostering dialogue and critical reflection on the architectural discipline.

Together, these phases—the reading, conceptual, formalization, verification, and transmission spaces—create a dynamic and integrated pedagogical structure that enables students to develop a holistic understanding of architectural design. This process allows for the synthesis of theory and practice, encourages critical thinking and creative exploration, and fosters a deep engagement with the technical, cultural, and social dimensions of architecture. Each phase is interconnected, supporting the others in a continuous feedback loop that promotes iterative learning and design refinement. In this way, the project serves not only as a tool for individual development but also as a platform for the exchange and dissemination of architectural knowledge, contributing to the broader discourse on architecture’s role in responding to contemporary global challenges, including climate change and sustainability.


Contraintes pédagogiques - Moyens spécifiques

Furthermore, the present design studio is intricately designed as a complementary extension to "Projet 1", building upon the foundational principles established in the earlier stages of architectural education. The studio aspires to foster a fertile environment for valorization and self-discovery, where students not only refine their technical skills but also engage in a deeper process of personal and intellectual growth. Within this dynamic framework, students are encouraged to confront, question, and challenge both their own assumptions and those of their peers. The collaborative nature of the studio cultivates a constructive tension—one that both nurtures the development of individual design identities and facilitates a more collective, interdisciplinary understanding of architecture. In this sense, the studio becomes a transformative space where the experiences of working with others, as well as the rigorous exploration of design principles, collectively shape the students' evolving architectural personalities.

An essential component of this pedagogical approach is the confrontation with others—both peers and mentors—which serves as a catalyst for the critical exchange of ideas and perspectives. Through this process, students are encouraged to articulate, defend, and refine their design concepts in an atmosphere of intellectual rigor and mutual respect. This dialogue not only deepens their understanding of architectural theory and practice but also fosters the development of a nuanced, reflective design process that considers multiple viewpoints and solutions. The confrontation with diverse perspectives—whether through group critiques, one-on-one discussions, or collaborative workshops—helps students to step outside their comfort zones, refine their ideas, and approach architectural challenges from alternative angles.

The value of work experience also plays a critical role in shaping students' professional identities. Through this studio, students gain practical insight into the complexities of real-world design projects, encountering challenges that bridge the gap between theoretical knowledge and actual practice. This experiential learning component allows students to explore various facets of the architectural profession—ranging from design development to project coordination, technical considerations, and sustainable practices. The hands-on nature of the studio encourages students to translate abstract theoretical concepts into tangible design solutions, while also allowing them to reflect on the ethical, social, and environmental implications of their work. The integration of work experience prepares students for the demands of professional practice, where the ability to balance creative, technical, and ethical considerations is paramount.

In addition to the collaborative and experiential elements, the studio is also enriched by thematic lectures delivered at the beginning of each session. These lectures provide critical theoretical frameworks and contextual background that complement the ongoing design work. Drawing on a broad range of topics—from environmental sustainability to urban theory, from social justice in architecture to the role of architecture in a post-climate-change world—these lectures stimulate continuous dialogue among students and faculty. They serve as an intellectual touchstone for students to reflect on the evolving challenges and opportunities facing the architectural profession.

The lectures not only deepen students' understanding of architectural concepts but also introduce them to alternative ways of seeing, conceiving, and shaping urban and architectural spaces. Through this exposure to diverse themes and interdisciplinary perspectives, students develop a more expansive and critical view of architecture, one that moves beyond the conventional paradigms of design practice. Whether discussing the impact of climate change on built environments, the role of architecture in social equity, or the potential of new technologies to shape the future of cities, the lectures are designed to inspire students to rethink their approach to space and form. This broadens their intellectual horizons and fosters a more holistic understanding of the built environment, encouraging innovative solutions that transcend traditional disciplinary boundaries.

The ongoing integration of thematic lectures with the design studio work encourages students to approach their designs with an enhanced sense of purpose and responsibility. It stimulates their ability to engage with current debates in architecture and urbanism, thereby enhancing the relevance and depth of their design proposals. The continuous dialogue between theory and practice is thus reinforced, promoting a richer, more multifaceted approach to architectural design. Students are encouraged to adopt alternative methods of thinking about space, allowing them to develop designs that are not only innovative but also socially, culturally, and environmentally responsive.

The pedagogic philosophy of the studio underscores the importance of a design education (from urban scales till scale 1) that integrates theoretical reflection with practical, hands-on experience. The integration of lectures, collaborative work, and experiential learning is central to the studio's pedagogy, providing students with the intellectual tools, critical thinking abilities, and design skills necessary to engage with complex architectural issues in a rapidly changing world. The emphasis on self-discovery and valorization highlights the development of individual creative identities within a context of shared knowledge, mutual support, and collective critique. By positioning the design studio as a space for continuous learning, experimentation, and personal growth, the curriculum aims to prepare students to become forward-thinking architects who can contribute to the shaping of the built environment in ways that are both socially relevant and intellectually rigorous.

Ultimately, this studio represents a model for architectural education that balances creativity with critical inquiry, theory with practice, and individual expression with collaborative learning. Through this integrated pedagogical approach, students not only acquire the technical skills necessary for architectural practice but also develop the intellectual depth and reflective capacity required to navigate and influence the complexities of contemporary urban and architectural challenges.


Mode d'évaluation

The deliverables for the final presentation at the end of the semester are summarized below.

DESIGN REQUIREMENTS: CLIMATIC HETEROTOPIAS Deliverables – final presentation

1. Concept design submission: Maximum six A3 horizontal pages including a representative cover page. This booklet must explain the key concepts of the student's project and how it aims to redynamize the entire site. In this document students have to include a Project description with a maximum of 500 words, references, materials, spatial arrangement of their program, sketches of design process and final sketches of ideas. Text on these pages must be typed using Arial font 10.

2. 200 word statement summarizing the main architectural ideas that are addressed through the design and a short explanation of how the main concept is correlated to the epistemological and theoretical notion of heterotopia. This text must be typed using Arial font 10 in A4 paper format.

3. Presentation Board: 6 A0 (841 * 1189 mm) presentation board which must include two site plans one at 1:1000 scale, and 1:500 scale (including the urban solution). Indicative floor plan dimensioned with indication of finishes at 1:500, elevations at 1:100, 4 3D impressions of exterior, at minimum 4 sections at 1:100. Two models of the site including the solution respectively at 1:1000 and 1:500 scale.


Bibliographie

Regarding Sustainable Building Design Principles
- Knowles R.L. " Energy and Form: An Ecological Approach to Urban Growth ". Cambridge: MIT Press, 1974.
- Myrup L.O. " A Numerical Model of the Urban Heat Island ". Journal of Applied Meteorology. Vol. 8.
- Fleig K. ed " Alvar Aalto ". New York :Praeger, 1975.
- Hopkinson R.G., Petherbridge P., Longmore J. " Daylighting ". London : Heinemann, 1966.

past projects and works produced in the framework of the studio :

https://architecture.insa-strasbourg.fr/theme/heterotopies-climatiques/

conference series "Aetherotopias" :

https://architecture.insa-strasbourg.fr/journees-thematiques-aetherotopias-edition-2023-2024-une-semaine-des-retrospectives-17-06-2024-25-06-2024/

Retrospectives

i) https://architecture.insa-strasbourg.fr/sculpter-labri/
ii) https://architecture.insa-strasbourg.fr/journees-thematiques-aetherotopias-2-8-atelier-architectures-heterogenes-thermodynamique-vivante-retrospective/
iii) https://architecture.insa-strasbourg.fr/journees-thematiques-aetherotopias-3-8-atelier-exploration-au-dela-des-notes-des-mots-et-des-espaces-architecturaux-retrospective/
iv) https://architecture.insa-strasbourg.fr/journees-thematiques-aetherotopias-4-8-atelier-plateforme-pedagogique-e-creha-et-avant-premiere-du-film-a-propos-des-heterotopies-climatiques-retrospective/
v) https://architecture.insa-strasbourg.fr/journees-thematiques-aetherotopias-5-8-atelier-inverser-larchitecture-et-la-structure-retrospective/
vi) https://architecture.insa-strasbourg.fr/journees-thematiques-aetherotopias-6-8-atelier-entre-les-murs-retrospective/
vii) https://architecture.insa-strasbourg.fr/journees-thematiques-aetherotopias-7-8-atelier-la-quintessence-de-la-composition-musicale-et-architecturale-retrospective/
viii) https://architecture.insa-strasbourg.fr/journees-thematiques-aetherotopias-8-8-exposition-en-ligne/

para-architecture references:
- http://www.para-project.org/
- https://www.archdaily.com/476264/haffenden-house-para



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