Théorie et critique du projet BA6 (Gay et Menzel)
AR-302(m) / 10 crédits
Enseignant(s): Gay Menzel Catherine Odile, Menzel Götz
Langue: Anglais
Withdrawal: It is not allowed to withdraw from this subject after the registration deadline.
Remark: Inscription faite par la section
Summary
The studio is focused on contextual imaginary. Developing narratives, inspired both from the site and from the student's imagination leads to a theme sustaining the project. The narrative helps the student to intervene in the complexity of a given context.
Content
Urban Legends - Città Ticino Lugano
The Gay Menzel Studio addresses the complexity of the context as a source of development of a narrative linked to the site itself. This highlighting tool reveals the inherent qualities of the place and integrates projections or personal aspirations into it, with the broad ambition of reconnection to the environment. Students will imagine housing projects in peripheral zones of the Città Ticino, this semester in Lugano.
The making of sense
In this time of crisis, and in the post-confinement, a reassessment of our way of life is essential. The quality of our relationship with nature, with the territory, with our way of living is questioned. Maybe a solution would be "resonance", of which the German sociologist Hartmut Rosa speaks, proposing us to redefine our relationship with the world, to create what he calls the axes of resonance?
Unveiling narratives
The development of a project strategy is addressed through the narrative, as a crystallization of a specific site vision (understanding) and personal imagination. How does the architect, as a person, as a user, influences and generates anchor points to make places legible, porous and appropriable in order to give them meaning?
Lugano
The town of Lugano is newly connected to the North of Ticino and Bellinzona through the new tunnel. The studio is pursuing the teaching in the urban context of this city that grows. Again, three sites are proposed, with one focussing on transformation.
Keywords
Urban Legends, narrative, contextual imaginaryism, narrative, Alps, territorial scale, detail, housing, detail, evocation, double exposure, making of sense, reconnection, collective, social, urbanity, industry, productive landscape, infrastructure, ecology, sustainability, film, models, words.
Learning Prerequisites
Important concepts to start the course
Learning Outcomes
By the end of the course, the student must be able to:
- Develop and verbalise own needs
- Develop a narrative from contextual elements and personal imagination
- Use a narrative as main guideline through all scales of the project
- Analyze a site with a survey, documentation and film
- Define a desire through the project and make transmittable to others
- Present the project adequately
- Elaborate a coherent discourse
- Demonstrate consistency throughout the project
- Develop a construction detail
- Produce a prototype
Transversal skills
- Continue to work through difficulties or initial failure to find optimal solutions.
- Manage priorities.
- Take feedback (critique) and respond in an appropriate manner.
- Access and evaluate appropriate sources of information.
- Use a work methodology appropriate to the task.
Teaching methods
The semester will start with the site visit. Groups of two or three students will receive one of three sites. A double exposure image will be required at the beginning, be reconsidered and adapted through the whole design process. Films will be produced in order to illustrate evocative thought crystallized to project ideas. Series of selected filmography will be projected during the semester. Iillustrations of different descending scales will be produced until a very detail during the semester.
Assessment methods
During intermediate and final reviews, a guest jury will be appointed.
Table critics will take place at the Studio GayMenzel.
Continuous control, 100%
Resources
Notes/Handbook
Each student will receive a course booklet.
Dans les plans d'études
- Semestre: Printemps
- Forme de l'examen: Pendant le semestre (session d'été)
- Matière examinée: Théorie et critique du projet BA6 (Gay et Menzel)
- Cours: 2 Heure(s) hebdo x 14 semaines
- Projet: 4 Heure(s) hebdo x 14 semaines
- Semestre: Printemps
- Forme de l'examen: Pendant le semestre (session d'été)
- Matière examinée: Théorie et critique du projet BA6 (Gay et Menzel)
- Cours: 2 Heure(s) hebdo x 14 semaines
- Projet: 4 Heure(s) hebdo x 14 semaines
- Semestre: Printemps
- Forme de l'examen: Pendant le semestre (session d'été)
- Matière examinée: Théorie et critique du projet BA6 (Gay et Menzel)
- Cours: 2 Heure(s) hebdo x 14 semaines
- Projet: 4 Heure(s) hebdo x 14 semaines
- Semestre: Printemps
- Forme de l'examen: Pendant le semestre (session d'été)
- Matière examinée: Théorie et critique du projet BA6 (Gay et Menzel)
- Cours: 2 Heure(s) hebdo x 14 semaines
- Projet: 4 Heure(s) hebdo x 14 semaines
Semaine de référence
Lu | Ma | Me | Je | Ve | |
8-9 | |||||
9-10 | |||||
10-11 | |||||
11-12 | |||||
12-13 | |||||
13-14 | |||||
14-15 | |||||
15-16 | |||||
16-17 | |||||
17-18 | |||||
18-19 | |||||
19-20 | |||||
20-21 | |||||
21-22 |
Légendes:
Cours
Exercice, TP
Projet, autre