School Camp-Us

SCHOOL Campus RETHINKING THE ARCHITECTURAL SCHOOL AS A COMMONS THROUGH PARTICIPATORY DESIGN.

by Julie Charlot

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Participation

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PARTICIPATORY PROCESS - 17

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Curriculum

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LIV

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Role of the architect

Neighborhood

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TACTICAL INTERVENTIONS 112

MEUROP -101

Shift

CONTENT

SUMMARY—8 INTRODUCTION—11

Enabling Participation PARTICIPATORY PROCESS—17 NETWORK OF THE PROJECT—19

The SHIFT FROM A SCHOOL TO A LIVING-LAB—31 ROLE OF THE ARCHITECT—32 CURRICULUM—33 UNIVERSITY 4.0—38 INSPIRING CASES—39

Project HISTORY & SITUATION —67 AREA ANALYSIS—78 URBAN STRATEGIES—87 INSIDE A BLOCK—88 MEUROP—101 SCHOOL ANALYSIS—102 INSIDE A FACULTY OF ARCHITECTURE—110 STRATEGIES FOR THE SCHOOL—111 TACTICAL INTERVENTIONS—112 FINAL CONCLUSION—139

Notes BIBLIOGRAPHY—143

Summary CONTEXT The project takes place inside Meurop, the faculty of architecture KULeuven in Brussels is currently lacking a sense of community that impacts the daily life of the different stakeholders. A renovation plan is needed. People do not exchange with each other, do not take care of the building and avoid spending time inside, leading to a reduced quality of relations between people. The building encounters spatial issues and misses a relationship with his difficult neighborhood, impacted by mobility troubles and under a CRU (Urban Renovation Contract).

Along the street there are many schools including four schools for higher education, a total of 5000 students and 1000 teachers. Two of them are French-speaking, two are Dutch-speaking and international. For the Dutch-speaking institutions a majority of attendants do not live in Brussels.

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INTRODUCTION

METHOD

RESEARCH QUESTIONS _Rethinking the stakeholders in an architecture school as an intentional community and the architectural knowledge as a common pool resource, which protocols can be implemented to transform the school into commons? _What are the differences between an architecture school as a commons and an architecture school of today? _How can we redesign learning as a peer to peer exchange and co-creation influenced by the architecture and commons? _How can the commoning practice of learning meet the needs and desires of the new generation of commons student architects? _How commons can be a tool for the development of an institution such as an architecture faculty to improve daily life and learning practice?

This master thesis dissertation is base on action research with the inclusion of the dean, the participation of the temporary infrastructures group of work, the consultation of Pilot BXL and students. It inspired participatory design method through numerous meeting and exchanges. The final project is then a first proposition in a normal participatory design to allow discussion and open mind on possibilities. This proposition was presented to diverse person before the end of this dissertation.

URBAN STRATEGIES _Proposition of a street campus along Paleizenstraat from the Koninginneplein to Liedstplein. Composed of the GalilĂŠe high school, ISFSC, LUCA School of Arts, KULeuven, UpKot and others potential building along the street such as Saint-Marie church. _A hypercontextual campus distributed and embedded in the neighborhood that have to be an asset to develop the social-economic level of the area. _Architecture School interdependent to the neighborhood teaching and learning from both sides. Learning as commons.

9

INTRODUCTION

_Rethinking the courtyard and the facades as an interface between educational space and neighborhood. Here, Limits are the fundamental elements that must be intelligently thought out and designed to allow the most appropriate relationship to be established according to each situation. w

PROTOCOL

RESOURCES

COMMONS

IMMATERIAL

COMMONS

CELL THEORY

Street CAMPUS COMMONERS

GARDENS

BIOLOGY

USERS

SPATIAL

10

INTRODUCTION

chosen to look on the urban gardens of Brussels.

They are spaces where people share activities and projects together. The reason, size and people change, but they are place of commoning.

They represent a case study rich in diversity and experience. This type of project appeared several years ago, so there is a certain hindsight on what happened there, but there is also a lot of diversity, which really allows us to explore the issue and have significant feedback in order to identify the characteristics of a common space and to understand their impact on the community.

One answer was unanimously agreed: we must share space in order to use less per inhabitant but maintain a quality of life.

If the answer seems obvious, putting it in place is another matter.

Individualism has grown continuously in recent decades. We no longer imagine losing our privacy, sharing our private space or wasting time. Our company always pushes us to develop ourselves personally, self-confidence is a concept put at the forefront. Technology is always evolving to save us time. The car, washing machine or dishwasher saved the housewife time and allowed her to go to work.

Today we are told to share space, cars, take the bus or the subway and trade the supermarket which gathers all our needs in the same place for small local shops.

But how can we imagine, realistically doing all this by continuing our lives and jobs, picking up children from school to take them to extracurricular activities and then going home to cook while stopping to buy food at the store?

Observation is a crucial point of research, but it is also important for me to experiment and enrich this thesis with real field tests. I want to do an action research1. This is why I wanted to start a new vegetable garden project in my own neighborhood in parallel with the writing and observation part.

During the search for field, I realized that there was already a lack of community within our faculty. So I decided to take an interest in this issue. Through all the spaces and sites that make up the Faculty of Architecture KULeuven and LUCA school of arts, there is an enormous potential for experimentation.

In another hand the building needs a new master plan. It is a wonderful opportunity to apply the knowledge of the commons to this space.

Then began the meeting with all the actors of this space to imagine the future of the site from tomorrow until several years later.

The faculty is also very close to the neighborhood and the question of the openness is necessary.

Can we open the space? Or maybe can we rethinking the courtyard? The majority of building block in Brussels are open and contain backyard. Is it not there a huge among of space ready to be open as common?

An answer appeared, sharing place. Unfortunately, this answer is far from seducing everyone.

After talking a lot of time about that with people, a minority of people seem to feel capable or simply want to be part of such a habitat. The idea looks nice but the reality is still scary for them.

When we look at these projects, many have difficulty functioning because of disagreements between the inhabitants.

So what can we practically propose as an architect and urban planner today?

In order, to try, to answer this question it is important for me to make the link between the commons and the shape of the space to understand their interactions.

It is important to design the space so that it best responds to the needs of its use. We must therefore know what a common space is made of. In order to understand and identify these elements, I have

This practical part will be support by theory from literature, reference projects and my own findings through the research, these two parts will thus be able to enrich each other.

This is why in parallel, a theoretical reflection mixes chaos theory and in particular fractals with cell and entropy. In this part I try to understand as well as I can the organizational system and the complex link that connects the various groups together. The purpose of this thesis is to advance on how to design common spaces. It is crucial to understand the anthropological dimension behind the community in order to provide it with an adaptive environment.

Linking biology to architecture has been done many times in different ways. That is why an overview of the different theories and their criticism is important.

However, these are two very different ways of 1 Gaffney, Michael

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As architects, we design the city of tomorrow.

We must therefore always be critical not only of the places around us but also of our society, our economy and the viability of what we know today.

We must be able to imagine the space that will best accommodate tomorrow’s life and allow us to move forward.

In the face of the economic crisis, the demographic explosion, global warming and the incessant expansion of cities, we must review our way of life.

Of course, there is not only a purely educational and social aspect behind this, but also a spatial one.

INTRODUCTION

Introduction

working. One requires a lot of research and references to understand the subject in depth.

Whereas action evolves step by step. Each decision will lead to a conclusion that will make it possible to decide on the next steps. Each of the actions performed will enrich our understanding and lead to the next action. It is also an uncertain process because we cannot predict what it will be made of. At any time, an unexpected event can stop everything. It is therefore important to plan alternative solutions. But in any case, even if the project ends earlier than expected it will be rich in information and the reasons for stopping it is already a conclusion in itself. In a way, it is an experience that can only be positive even if it highlights difficulties and problems.

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INTRODUCTION

In this reflection on the subject, it is more than necessary to begin a plausible and imaginable response for the majority of people to the community’s problem.

Action research - Diagram Cardno (2003)

PROTOCOLS

RESOURCES

COMMONS

COMMONERS

Enabling Participation

Participatory process Participation is commonly used word in Architecture and planning. However, its meaning in the frame design is not always the same. Sometimes it appears as an answer rather than a real process as explained Munoz Aparici1. This idea of the participatory process looks like very pleasant in our current society, resonating with the idea of a real equality and the end of the top-down planning. But what is the reality? The advantage and disadvantage of such a method? Why participation has a place in the new role of architect?

We can start with the work of Simone and Lucien Kroll. They are a staple of the participative architecture. With the building “la mémé” famous students’ rooms in Brussels they experimented the participative design, but also give the opportunity to the user to adapt their space and like this, participate in the evolution of its architecture.

But for them, this process is just a tool2. For them

the real matter, the real action is not participation, it is the “inhabitation”, the fact to live in, as a human, with all our complexity.

They brought philosophy and humanism in the architecture via a process. They asked themselves why should we do that? Like that? What is the real purpose? The real need? To do that, they tested by themselves in living in their own architecture but also by asking the future users, how they live, how they work,… Bringing lives, daily live in the architecture they imagined a new way of doing architecture. Of course it was not always a success.

With la Mémé nothing really moving after the construction, nobody participated deeply. The aesthetic of the building was not really appreciate by all. Nevertheless, they fought against standardize answer and design and bring users in the process of design. habitée.

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Participatory process

1 Munoz Aparici, Attention, City in the making!

2 Simone & Lucien Kroll, une architecture

La mémé, Simone & Lucien Kroll

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Participatory process

When I started this journey of a master thesis, dissertation about the Commons and decided to focus on the Campus and my own faculty it was obvious for me to consult people working in this environment. I organized a lot of interviews and meetings to understand how people, students, proffessors, phD students, administration staff,... work, how they live in the space and what they need. I started, without realizing it, a participatory process design. If I started this section by speaking about Kroll is not by accident. During my researches about participation in architecture I discovered that Lucien Kroll, did exactly the same than me. During his first project, he interviewed future users, naively, without knowing that he was doing a participatory process.

During my studies I was sometimes very frustrated by top-down projects. Looking to important realizations from what we call star architects, I was disappointed. We are doing architecture for everybody, not just for architects. If a good wine is a wine that you appreciate to drink. A good architecture is a space where you appreciate to be. “A thing is not beautiful because it is beautiful, as the he-frog said to the she-frog, it is beautiful because one likes it.�3 I had the opportunity to discover an other kind of planning. As we know vernacular architecture, there is also a spontaneous kind of organization that we call bottom-up. Users themselves, create and organize with qualities. If in general it looks chaotic from an external point of view, it is really qualitative when we zoom in and spend time to understand.

All those findings lead me to a new way of doing architecture. By listening, understanding we can imagine the best answer Of course it is not so pink. Participatory process asks a lot of time, open minds, but also the qualities of managing and criticism. You cannot just ask what people want and find the best way to answer all problems. As an architect you are a kind of expert and you also have to be an advisor. Also, even if you try to be as objective as you can, even your understanding is subjective. You have to design, this mean that you have to create and all creation is basically a subjective process. You will for sure, propose one solution among thousands. This is a limit of participative design. Working with people ask social skills and even if they are at the center of the project they become also the borders of this one.

Making the architect more accessible. More invest with stakeholders to design architecture and urban planning can help creating public values for urban regeneration, this regeneration is a way of continuously making the city.

It was a chance for me to test this kind a design, with 3

Bruno Munari

real actors in the process. It helps me to understand the challenges of the architect as a mediator.

Human relations can sometimes complicate the process. Responsibilities as appropriation of ideas are difficult to manage.

In the frame of this project I worked with Renovas, an NPO of the commune. They organized the same project than me and I had the possibilities to work with them. It was interesting to observe how the desire of control and overview on everything was important. However, we all have different knowledges and skills. Trust is needed in this kind of process because you cannot do everything.

You have to understand the agenda as the needs of other stakeholders to work together. Crossing institutions together around a same project is a real challenge. They do not have the same needs and priorities. As a mediators you have to work with that.

For my project I focused particularly on the Meurop building, the faculty of architecture. During all the meetings I experienced this relation to power. Who is the one deciding is important. However, nobody or very few have a real overview of the situation.

The same problems emerge again and again, but the solution are sometime in the hand of someone else and you discover than why nothing happens even if every body complain.

As the mediator you have to link problem and the solution, sometime imagine a new one. It’s really interesting to see how, just by listening, design emerge by itself. As an architect you can after pushing a little bit further, bring a better spatial quality. But more importantly, find harmony between all interventions.

Because of my work I was involved in the working group for interventions in the school. The participant was there, crossing point of view, but also practical reality and financial limit.

Network of the project A first step was to meet all the people involved in the campus in order to have different points of view on the situation. I organized meeting with student, administration and direction but also with research groups about the school. An import one has already a project proposal, PILOTBxl. It will be a Bottom-up Project base on a lot of meetings organized with this network. Technical issue as practical and educational will be discussed too.

EXTERNAL ACTORS

SCHAERBEEK COMMUNE

RENOVAS

SHOPS

FACULTY OF ARCHITECTURE KULEUVEN

IO TUD

Petra Pferdmenges

Mona-Lisa Gillain

ISFSC

Axel Druart

PilotBXL

Stéphane

WTIB

Culot

Dag Boutsen

high school galilée

STUD EN

Gudrun de Mayer Willem de Greve

Smet

administratio n

Maaike Waterschoots

TSMaarten de

l

Greet Billet

LUCA SCHOOL OF ATRS

NEW CURRICULUM

STUVO

Simon van Damme

inistration adm

TEMPORARY INTERVENTIONS

thecnic a

Nico Lauryssen

CURRICULUM

Ward Peetermans Cement

Participatory process

S

SPORT

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CULTURE

CRU

STREET CAMPUS

PARTICIPATORY ARCHITECTURE COMMONS

URBAN GARDENS

LEGEND

RESEARCH

CELL THEORY

ECOLOGY

THEO RY

PEOPLE ORGANIZATION CONCEPT SPACE

EXTERNAL ACTORS

AIMS/ Win win relationship between the campus and the commune.

RESEARCH QUESTIONS/ How a commons campus can be a development tool for the neighborhood and the schools?

PLAN OF ACTION/ Develop the idea of a pilot project of a green campus embedded in an old city by

SCHAERBEEK COMMUNE

redesigning the block of LUCA school of arts and the connections between the schools.

ACTIONS TAKEN AND OBSERVATIONS/ Work in collaboration with Renovas, meeting with all the schools, proposition of interventions.

Desire to share facilities but difficulty to put in place a real campus.

OUTPUT/ A project proposition of a creation of a bigger place and a new circulation via small interventions.

LINKS/ They are part of the CRU. They are linked with renovas.

AIMS/ Develop the project of Campus 1030/Street campus.

How can we work together? How can we merge the two projects?

PLAN OF ACTION/

RENOVAS

Meetings every 2 weeks.

ACTIONS TAKEN AND OBSERVATIONS/ Sharing docs and survey.

OUTPUT/ We are working together. Using this master thesis dissertation as the theory.

LINKS/ They are working for the commune in the frame of the CRU 2.

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Participatory process

RESEARCH QUESTIONS/

AIMS/ Be part of the CRU to have a real impact on the neighborhood.

RESEARCH QUESTIONS/ How the project can develop the socio-economic level.

PLAN OF ACTION/

CRU

Analysis of projects proposal as the diagnostic to integrate the needs of the area.

ACTIONS TAKEN AND OBSERVATIONS/ Contact with Renovas. Listing of interesting projects from the CRU. OUTPUT/ LINKS/ Important report for the commune.

AIMS/

urban CAMPUS

Get the feedback of the staff and improve the project from their point of view in the frame of a participatory design.

RESEARCH QUESTIONS/ How is possible to work together in a participatory process?

Faculty of architecture KULEUVEN

PLAN OF ACTION/ Organizing meetings to present the project and to regularly get their feedbacks.

ACTIONS TAKEN AND OBSERVATIONS/ Four meetings with Dag Boutsen to explain the project and to show its advancement.

Two meeting withe Gudrun de Mayer about the needs of the administration and the opening on the neighborhood.

One meeting with Willem de Greve to get a point of view of the future of Architecture

inistration adm

Dag Boutsen

Maaike Waterschoots Gudrun de Mayer Willem de Greve

education.

Two meetings with Maaike Waterschoot to present the project.

OUTPUT/ Dag Boutsen: Need for a project for the future of the school building.

Maaike Waterschoot: Help to build a network and give feedback from the administrative angle.

Gudrun de Mayer: Link with Renovas and feedback about link with the neighborhood.

Willem de Greve: Huge possibilities to diversify the courses, especially the research part. We can also open the faculty outside the building.

LINKS/ Dag Boutsen: Dean.

Maaike Waterschoots: Administrative Director.

Gudrun de Mayer: Member of the administration.

Willem de Greve: Head of the educational department. Advisor for the organization of

Be aware of divers propositions of project for the future of Meurop building.

RESEARCH QUESTIONS/ _What are the differences between an architecture school as a commons and an architecture school of today? _How commons can be a tool for the development of an institution such as an architecture faculty to improve daily life and learning practice?

STUDIO Petra Pferdmenges PilotBXL WTIB

PLAN OF ACTION/ Join reviews of Petra Pferdmenges’s studio.

Meetings with pilotBXL and WTIB ACTIONS TAKEN AND OBSERVATIONS/ Following the jury of Petra’ Studio.

Meeting with pilotBXL during earlier stage of the project.

Group of work wit the Werkgroep Tijdelijke Infrastructuur Brussels and observations of practical issues.

OUTPUT/ A lot of new ideas from the studio.

Project of a forum and a bar in the ground floor.

LINKS/ Studio Petra, imagine the future of the Meurop linked with the 3 others schools.

PilotBXL, they are rethinking the school. Their project are very important and similar to mine without the dimension of the campus and the link with the others school.

WTIB, Werkgroep Tijdelijke Infrastructuur Brussels, is a group of work about temporary intervention in the school.

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AIMS/

Participatory process

classes regarding law and program.

AIMS/ Be in relation with the student body of the school.

RESEARCH QUESTIONS/ _Rethinking the stakeholders in an architecture school as an intentional community and the architectural knowledge as a common pool resource, which protocols can be implemented to transform the school into commons? _What are the differences between an architecture school as a commons and an architecture school of today? _How can we redesign learning as a peer to peer exchange and co-creation

Maarten de Smet

influenced by the architecture and commons? _How can the commoning practice of learning meet the needs and desires of the new

Ward Peetermans Cement

generation of commons student architects? _How commons can be a tool for the development of an institution such as an architecture faculty to improve daily life and learning practice?

PLAN OF ACTION/ Meetings together.

ACTIONS TAKEN AND OBSERVATIONS/ Meeting with cement and Maarten de Smet.

OUTPUT/ Informal discussions LINKS/ They are the link between the students and the administration but also the organizers

AIMS/

Nico Lauryssen

Understanding of what is going on in the school, needs, ideas, solution and thecnical

thecn ica

l

situation.

RESEARCH QUESTIONS/ What are the possibilities for design interventions?

PLAN OF ACTION/ Meetings to get feedbacks.

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Participatory process

of events.

ACTIONS TAKEN AND OBSERVATIONS/

administration

Greet Billet

Meeting with Nico Lauryssen.

Ask for LUCA’s plans.

Plateform with Renovas.

OUTPUT/ Best understanding of what is going on and the technical issues.

LUCA SCHOOL OF ATRS

LINKS/ Nico Lauryssen is the support and coordinator of infrastructure project in both campuses.

Simon van Damme the dean of LUCA School of arts, not meet yet.

Greet Billet takes care of all the connection inside and outside LUCA.

ISFSC

AIMS/ Have a connection with the ISFSC. RESEARCH QUESTIONS/ -

Axel Druart

PLAN OF ACTION/ Meeting.

Work in relation with a ISFSC student.

ACTIONS TAKEN AND OBSERVATIONS/ Emailing OUTPUT/ Work with a ISFSC student who will take care of the communication of the Campus 1030 for her TFE next year, Mona-Lisa Gillain.

LINKS/ Axel works with the KULeuven and he is a teacher in ISFSC.

AIMS/ Work together.

RESEARCH QUESTIONS/ PLAN OF ACTION/

Mona-Lisa Gillain

ACTIONS TAKEN AND OBSERVATIONS/ Just a quick meeting.

OUTPUT/

She is a student of ISFSC in Communication. She will do her final study work on Campus 1030.

AIMS/ Have the point of view of STUVO. RESEARCH QUESTIONS/ _What are the differences between an architecture school as a commons and an architecture school of today? _How can we redesign learning as a peer to peer exchange and co-creation

STUVO

influenced by the architecture and commons?

PLAN OF ACTION/ ACTIONS TAKEN AND OBSERVATIONS/ Meeting with Marlies Van Guyse.

OUTPUT/ Difficulties of insurance and budget. Motivated for the bridge.

LINKS/ They are strongly invested in LUCA and the faculty of Architecture of KULeuven.

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LINKS/

Participatory process

Nothing for the moment.

AIMS/

Have a connection with the high school Galilée.

RESEARCH QUESTIONS/ -

PLAN OF ACTION/

Stéphane Culot

Platform with Renovas.

ACTIONS TAKEN AND OBSERVATIONS/ -

OUTPUT/

He does have a lot of time. They follow ISFSC in their decisions.

high school galilée

LINKS/

One of the four schools along the street.

AIMS/ Analysing of the current curriculum and understand the possibilities of adaptation.

RESEARCH QUESTIONS/ _How can we redesign learning as a peer to peer exchange and co-creation influenced by the architecture and commons? _How can the commoning practice of learning meet the needs and desires of the new generation of commons student architects? _How commons can be a tool for the development of an institution such as an architecture faculty to improve daily life and learning practice?

PLAN OF ACTION/ Meetings with Willem de Greve.

Analysing pilotBXL project.

Participatory process

CURRICULUM

Imagine a program more inclusive.

ACTIONS TAKEN AND OBSERVATIONS/ Meetings with Willem de Greve.

Meeting with PilotBxl. OUTPUT/ Huge possibilities to diversify the courses, especially the research part. We can also open the faculty outside the building. As example, university hospital.

LINKS/ Curriculum is central in a project that redesign the school.

AIMS/ Expanding the potential of content of courses to develop the design of the future school and make it more inclusive..

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RESEARCH QUESTIONS/ _How can we redesign learning as a peer to peer exchange and co-creation influenced by the architecture and commons? _How can the commoning practice of learning meet the needs and desires of the new generation of commons student architects? _How commons can be a tool for the development of an institution such as an architecture faculty to improve daily life and learning practice?

NEW CURRICULUM

PLAN OF ACTION/ Meetings with Willem.

Looking to what pilotBXL did.

Imagine a program more inclusive.

ACTIONS TAKEN AND OBSERVATIONS/ Meetings with Willem.

OUTPUT/ Huge possibilities to diversify the courses, especially the research part. We can also open the faculty outside the building. As example, the university hospital.

LINKS/ Curriculum as commons between the four schools.

RESEARCH AIMS/ Rethinking the street, Paleizenstraat, as an open campus. Rethinking the limits and finding a right balance between openness and closeness.

Rethinking the courtyard as a common space in the future. This design will be base on findings from the cell theory.

RESEARCH QUESTIONS/ How can we rethink the school as commons in an open street campus?

How the space can create collectivity inside the faculty?

Can we generate a proper place for the community inside the campus?

How deal with openness and limit to find the proper answer in each situation?

When can we design a shared space and when is more private?

How is the border between School and neighborhood?

How a sprayed campus can be imagined along the street and be an asset for the neighborhood and its revitalization?

Is it possible to use green space as asset for the faculty and open space for collectivity?

URBAN GARDENS

PLAN OF ACTION/ _Use the university as a living lab and propose interventions to bring collectivity. common space.

_Design the participatory process behind the project.

Participatory process

_Analyze of inspiring cases (what is already there, with a critical

ACTIONS TAKEN AND OBSERVATIONS/

25

THEOR Y

CELL THEORY ECOLOGY

_Analyze composition and function of a cell as an inspiration to design

perspective) - biomimetic, organic architecture, metabolic arch. Etc. What was already there in terms of architecture’s relation with nature? _Analyze environment of faculty and identify potentiality of common (with or without law changes eg: roof of the university) and problem. _Be part of different group of research about future of the university. Make the link between all (STUVO, administration, LUCA, PILOTBxl,Renovas,‌)

Building of a network and organization of meetings.

Analyzing of references project.

Reflection about cell theory.

Listing of potentialities of commons.

OUTPUT/ Master thesis dissertation.

Participatory process Street Campus project LINKS/ Output of all the work.

AIMS/ Understand the essential elements and functions of a commons space.

RESEARCH QUESTIONS/ How deal with openness and limit to find the proper answer in each situation?

How is the border between School and neighborhood?

PLAN OF ACTION/ Analysis of a cell, composition and functioning.

ACTIONS TAKEN AND OBSERVATIONS/

PARTICIPATORY ARCHITECTURE

Listing of composition.

Understanding of each roles.

Analogy with a common space.

OUTPUT/ A system to analyze the project and improve the design.

LINKS/ A cell is the smallest organization we know. As the same system of a fractal we can say that a common space is also an organization composed with the same essential elements.

AIMS/ Push the project to a pilot project that could be an asset for the commune.

26

Participatory process

RESEARCH QUESTIONS/ _Rethinking the stakeholders in an architecture school as an intentional community and the architectural knowledge as a common pool resource, which protocols can be implemented to transform the school into commons? _What are the differences between an architecture school as a commons and an architecture school of today? _How can we redesign learning as a peer to peer exchange and co-creation influenced by the architecture and commons?

COMMONS

_How can the commoning practice of learning meet the needs and desires of the new generation of commons student architects? _How commons can be a tool for the development of an institution such as an architecture faculty to improve daily life and learning practice?

PLAN OF ACTION/ Adapt theory to practice and understand how it can be translated in architecture.

ACTIONS TAKEN AND OBSERVATIONS/ Discussion and analyzing of commons inspiring case studies.

OUTPUT/ The project.

LINKS/ Commons is the center of this research.

Maping & listing of shared gardens in Brussels

Visit of some shared gardens in Brussels

Commons garden case study

Research of a field to start a shared garden

Decision to work inside the faculty

Informal talks

Dean’s proposition Meetings

Nico Lauryssen

Meetings

Maaike Waterschoot

Gudrun de Mayer

Willem de greve

PILOTBxl

Informal talks

RenovaS Axel Druart ISFSC

Cement

Greet Billet STUVO

Stéphane Culot

Informal talks

Meetings

Participatory processActing

Student dean

27

Participatory processMeetings

MonaLisa Gillain

Participatory process

Workshops

Temporary infrastructures work group Meetings

Petra’s Studio Jury

Participatory process 28

Presentation of the project to the dean, the administrive director and some students

The SHIFT

From a school to a living-lab “To change society, you don’t have to be militant, it has to be a reflex. For it to be a reflex it must be a pleasure.”_ Desirée, in the video of BRUTfrench

WHAT IS A LIVING LAB? According to the paper “Actor roles and role patterns influencing innovation in living labs” by AnnaGreta Nyström, living labs are innovation networks based on the philosophy of open innovation where users become equivalent to other participants.

But this term originally comes from the work of William J. Mitchell, former dean of MIT’s School of Architecture and Planning. He was one of the most predominant masterminds of “smart cities” theory. Living lab was built to observe how human interaction with technologies.

Asbjorn Folstad distinguishes three types of Living labs: - Living Labs to experience and experiment with ubiquitous computing.

- Living Labs as open innovation platforms.

- Living Labs tested applications.

31

SHIFT

In the frame of this work we are in the second type, the living lab as open innovation platform.

It is important to notice that a living lab exists to test an innovative concept. As Pilot project the living lab allows us to understand the reality and the reactions of users who are in the center of attention.

The context is delimited. Here we are working in the faculty with possible extension to the campus of LUCA school of art. We stay in the frame of an action research, that means the interventions will involve according to the feedback of the living lab.

The benefits of this kind of space are confronted with reality, generation of ideas, better model design, increase the satisfaction of users by the more desired solution. The goal of the living lab is the experimentation of the theory.

The ending project will be the transformation of the school as a living-lab. This active way of learning open the limit of the university and bring education and research outside the walls of the university.

Testing new space, going outside. Research group Alt_shift*

32

SHIFT

Role of the Architect The profession of architects changed several times throughout the centuries. Today, we are facing to a movement of specialization. Building technologies are more and ore complex and it becomes almost impossible to manage every steps of a project process. Also because of climate, economic and political crisis we cannot continue on the same path. For the first time we have to adapt very quickly to design sustainable building.

This means a quick adaptation of technics and new details. But the economic situation does not allow everybody to access to the service of an architect. Imagine single-use building is too expensive. However, in 2014, in the 31 European countries surveyed, the Architects’ Council of Europe (ACE), estimated 565000 architects, a number witch is continually climbing. Almost 74% of them are working in a single-person offices.

However there is less work than before because as all services during economic decrease, it is no longer a priority and the demand thus decrease.

According to the ACE, architects rarely take care of all the process of a project from its inception to its completion. The reasons given are the huge size of some projects, their economic and social impact, the complexity of regulations, economic and time pressure, the rapid development of building technology, the danger of liability regarding malpractice.

In general, schools of architecture do not adapt of the new practice of architecture. The curriculum does not prepare for the requirements of the profession. We use to see the Architect as a generalist, expert in all fields. The rapid evolution of our society does not allow us to continue on this path. Since 2014, the word “Specialization” is attributed to our profession. However, in Architecture school the architect as “practitionergeneralist” is still current. Is it necessary to also specialize the education of architecture? Or should we stand against it? The architect is no longer just a specialist in the construction industry both in society in general. We have to constantly question the curriculum and sometimes adapt it.1.

In this purpose of bringing social filed in the realm of architects then we need to rethink the curriculum.

The time of the top-down architect is gone, we are no longer looking for clients in order to build, as said the architect Howard Roark in a scene from the Fountainhead, a movie inspired by Ayn Rands famous book. We are looking for a client, with whom we will build.

1 Oya Ataly Franck

Curriculum

To imagine the future of the curriculum it is important to point what are the important topics.

In Europe, we are facing to very strong heritage.

Students have to be able to deal with it, understand technical issues, but also strategies to reinvent cities of tomorrow. The climatic situation leads us to an emergency about ecology and sustainability.

Society is also an important key concept, the social aspect takes more and more space in our profession, a good understanding of the society is then crucial.

Finally, a professional formation is needed.

In order to tackle these topics Architectural universities of Europe imagine divers solution. For example, in Barcelona they cross students from different years, in Haselt they create two postmaster about the Heritage and reuse of building.

In Bucharest (UAUIM) is a leading institution in sustainability in Eastern South-Eastern Europe.

With more than a decade of experience in the field of sustainability through two postgraduate programs, UAUIM includes in their curricula tools for analyzing and designing particular cases of areas under the risk of depopulation that might still preserve a heritage value. Their systemic approach enables their graduates not only to deal with building aspects, but also to develop strategies for revitalizing localities and territories, for linking them with neighboring consolidated areas and to the network transportation while avoiding the risk of loss of inhabitants without risking the built historic heritage and culture. This last example mentioned in the EAAE’s report is close to the situation of our faculty in Schaerbeek and should be an example of what our geographical position offered to us.

If Universities are not made to prepare student to the outside world, the University is there to give them all the tools and abilities. If the profession is not the same of the one in the past, the tools are not the same neither. A bigger place should be given to extracurricular activities such internship, construction work, exhibition time, ect. But also to lectures from other fields than Architecture. We will work all the time with different actors of our society, architectural curriculum should be open to that.

Different ways of teaching are already in place and should be elaborated. Workshop crossing year, but also others filed such fine-arts, sociology and engineering should have the opportunities to work together. Debates are an active way of thinking together, go beyond your own limits and open our own field of references are clearly important in Architecture. Studio should be more in relation with the reality, working with organizations, municipalities or other schools can be a possibility.

Everywhere in the world you can find the same scheme to organize review, a student face to a series of professors judging1. Why not re-imagine that. Finally, comes the question of theory in architecture. Is still important, what is its place and purpose?

1

Jeremy Till, lecture SHIFT

In architectural education, students have to solve the problem during studio. Their abilities to find other alternatives are evaluated. Teamwork and multidisciplinary work are given priority. After their studies they should be able to tackle the profession of architects providing good project while they enjoy their job. Until now, it’s more or less the case. But the modernization of the practice lead to a need of social impacts and a development of entrepreneurial skills, as explained in the final report of the Eramus+project “Confronting Wicked Problems: Adapting Architectural Education to the New Situation in Europe” lead by the European Association for Architectural Education (EAAE).

Students of today are not the same of students ten years ago. They are used to fast-paced, quick change of activities. As advice EAAE, the curriculum should offer a more active way of teaching to adapt.

33

The first role of a school is to teach, and for a university to teach and research.

In a desire to rethink the building, it is important to imagine what tomorrow’s education will be like.

One influences the other and vice versa.

THEORY

In the project, Theory’s Curriculum lead by e-flux architecture and Joseph Bedford, they question themselves about the architectural theory. We use to be critical on an essay, a movie or a picture but what about syllabi?

And what about architecture knowledge?

“A focus on syllabi suggests that pedagogy is not secondary to theory, but that rethinking how we teach and learn theory might be central to how we theorize anew.”2

34

SHIFT

McKenzie Wark stands for an intellectual labor and a knowledge production emerging from the collaborative ecology of intellectual practice.

Theories arise from diverse and varied fields. These practices are the continuity of the phenomenon described by Francois Cusset, “French Theory” which swept from continental Europe to America and then went “worldwide” between the 1970s and the present. According to him, theory, was always a “trans-disciplinary discourse,” with a global legacy.

As Bedford said, Architectural theory should remain as open as theory itself. It should neither limit itself to the rehearsal of what past architects have said about their discipline, nor should it be limited to concepts, themes, issues, genres, and protagonists already canonized. Those in the field of architecture able to rethink the norms of their practice by way of a fresh comprehension of their present world have always done so by looking outwards to better understand their situation.

If theory as an important role in the curriculum of architecture schools today we have to remain is the goal. Theory is there to understand and criticizing the whole. The past, the present and the future. We have to be aware and critic on our current situation to imagine a better world.

In order to do that, we have to understand other field than architecture. This practice of an open mind is called collaborative ecology.

For the first time in human history, we are in convergence. We have become a single unified global culture. Even if there is a huge diversity of cultural differences around the world, the human history, as Harari point, is one of convergence.

Sloterdijk discusses the idea of the increasing dependency of all upon all. If we are thinking, theorizing and designing for the globe, we have to adapt our imagination and ethic. Should we continue to study the past, understand classical architecture as fundamental bases during the curriculum? Or should we rethink the architecture curriculum? The society as the planet face to a big crisis. Should we stop teaching architecture as it was done in the past, forgot about theory and focus on innovation, new kind of solution.

Maybe innovations were in the past. How can we reconnect we this nature? And to stop this insatiable desire for evolution, for novelty at all costs.

We are more and more questioning the role of 2 e-flux architecture and Joseph Bedford

the architect. How is the curriculum of a more polyvalent architect. This new role brings sociology in the field of architecture as management of participatory practice. Ecology changes the way we are designing. The economy changes the way we are designing too. It is time to adapt from the beginning the practice of architecture. Thinking is financially supported. Is it a kind of corruption? Is it an easy off limits?

SHAPE OF SPACE

The open space will allow maximum freedom of adaptation, but will sometimes make it difficult for users to live together. It requires users to organize each other. A more compartmentalized space will probably allow more calm and less distraction, but will restrict the possibility of organizing the studios as desired.

So how will tomorrow’s education be? How can we rethink it to make it more inclusive?

How can it benefit from the commons as well.

Learning will always remain the main goal. But we are designing for the future, for tomorrow and the day after, so how can we imagine a space that will give the study of architecture all the space it needs to evolve, experiment, adapt and transform itself?

After a meeting with Willem de Greve, it becomes clear that we can imagine a lot more of diversity in the way of our learning today. We can open the field of possibilities. Bringing classes outside the facades. Join others places for studio time, as a nomadic school. We have then to learn from the WTC experience. But we can also learn from outside and connect to the neighborhood. Learn from the professionals working around. Like this we can learn by doing.

Today we are teaching and learning in three types of spaces. The auditorium, there is just one for the faculty. In classes, there are two classes with a similar shape. Finally the studio. Three open floors with exactly the same shape. They are not really good, but they are the only option today in the school.

The organigram of the current situation allow us to understand the problem. Everything is quiet divided. Providing a small range of possibilities.

We can then start a new one to improve the range of possibilities. Making the space more flexible, but also providing new kind of spaces.

Organigram now

Library desk

Professors and phD students desks

Library Studios

Meeting room Coffee corner

Toilet

Print room

Classes Staircase

Meeting room

Terrace

Meeting room

Administration Reception

Toilets Auditorium

Coffee corner

SHIFT

Ground floor

14

13

AUDITORIUM

11

288

287

10

35

12

261

14 9 13 8 12 7

6

T20

AUDITORIUM

11

10

5 h.o.b.: 293

9

A23

4

287

288

8

A20

3 7 2 6 1 5

4

T20

3

h.o.b.: 301

A23 A22

A21

2

1

T

New Organigram

STUVOhuis

Garden

Flexible Studios

Atrium

Informal space

Temporary Classes

Tables Studios

Open Studios

Atelier Students need

Need of collectivity Discussion about education in architecture

Toilets

36

SHIFT

y doing ning b Lear

Curriculum

Debate zone

Participatory process output

Oth scho

Toilets

Informal space

Informal space 5th floor desire + Lack of communication

Reception

Staircase

Exhibition

Luca and KUL need Of make a bigger one

Library

Print room

Ramp

Knowledge cafĂŠ

Workshop

O p e n i n g t h e gro u n d floo r

Interdependence with the neighborhood

SHIFT

Connection with the neighborhood

Neighborhood

Bring art in the street

Interdependence with the neighborhood

Cross students + Stuvo need

Luca needs Cafet

Cinema

Tram stop Art Gallery

Bring art in the street

37

Meeting room

Meeting room

Staff

Administration

Meeting room

her ools

Professors and phD students desks

University 4.0 In this publication of the European Commission they present the quadruple helix model where research and education have their place. But, I think this model should be adapted in the curriculum by giving a place for the civil society and public administration relation, by working as a service and learn form this experience of real project.

38

SHIFT

A 4.0 faculty of architecture, as a service for municipalities, associations and other schools, became a living lab. A co-working place where peer to peer exchanges are promoted and the publicness of the building is important.

The space provides all the facilities necessary to meet, imagine, develop and create ideas. From this very active space every students can find their own way to learn architecture and develop their skills.

This interdependence between divers stakeholders of the city and the education field the base of the new education.

Inspiring cases The Open City of Ritoque1 - Architect are working for community, to create places to be inhabited.

The Open city is a place of freedom, no planning and creativity, not a place for the expression of ego.

A bottom-up design where people work together.

It is an inspiration for me to organize myself with this project.

SHIFT

Asensio, Ana

39

1

Š Ana Asensio

Commons Josaphat is a commons project where people try to start a new way of living together in a city. “What binds us is the idea that our city can be managed as a common good. We need a more sustainable, participatory and equitable city.1�

They are activists and politics. They believe in a Brussels where sharing and collectivity are more present. They ask the question, how is it possible to link different need together even if they come from different field?

Commons Josaphat website

40

SHIFT

1

Commons Josaphat - Octobre 2017

PILOTBXL

41

SHIFT

PILOTBxl is a research group, they mix theory and practice to re-imagine the faculty as a pilot project.

They propose a master plan basis on a research made by students during a workshop week.

Model of the workshop week April 2018

42

SHIFT

They see the ground floor as “the plinth” where a public bar in the entrance, an ATP zone and an auditorium will take place. The auditorium is imagined as a forum in the middle of the ground floor. The ATP is as a core of trust visible where people can be in contact. The next floors are for productivity, the radical floors with a library on the top of it. The radical floors are open space where each studio is curator of his own space.

They want to have a permanent space to work for all students. They can then exchange with each other and experience an atmosphere of presence.

One house next to Meurop building is dedicated for exhibitions and another space inside LUCA is for post production.

PILOTBxl’s diagram

This research is a very interesting basis pointing important elements for the faculty. There is a good chance that LUCA become an art faculty of KULeuven in the next five years. According to this fact, this proposition needs to integrate LUCA too. Then the link with the neighborhood begun important too.

There is a desire to put the two libraries together, maybe this is an nice opportunity to open to the public. The technology is evolving more and more.

We need to rethink the library of tomorrow as something more than just for books.

Linked to the bar it becomes a nice proposition that needs to be considered as a public place.

Then the entrance becomes a new question and a point that needs to be reviewed.

Also the need of the administration is less represented as the need of dealing with trash. A recycling space could be studied.

43

SHIFT

The ATP is a very important a clever area. It could be a nice starting point to develop student community. The model was shown in the entrance with the opportunity to write desires and critics on post it around. Two of them have intrigued me.

They show the need of a student place. The bar in the entrance can not then provide this. But it could be a very nice place as an independent element.

Obviously we are designing for the future and it clears that the need of the faculty will change. It is then important to provide a great structure able to be flexible and adapt to changes.

44

SHIFT

From the perspective of the cell we can observe the project from three angles, immaterial, space and users. For the first one, they provide space for knowledge and communication. However, there is a lack of organization. The radical floors are very important, but are not organized or structured.

Even if they imagine a free open space a protocol need to be provided. Spatially speaking, the limits are the same than now and there is no place to deal with trash or reuse material. The opening could be done with the bar, but it is not clear yet. What is the purpose of this bar? Open for everybody? Just for the faculty? For the students?

The ATP space, whose name immediately refers to energy, is really intelligent and important.

The users are still the same than today, there is no change.

NORTHWESTERN UNIVERSITY, THE GARAGE

“The new 12,000-square-foot Garage is an incubator for accelerating innovation on the Northwestern campus and integrating the university with the greater entrepreneurial community. Designed within an existing garage on campus, the Garage acknowledges the startup culture it nurtures – the design even preserves the existing stripes between parking spaces. Engendering a sense of dynamism and experimentation is key, as the overarching objective is to attract and connect innovative ideas to investment. The mix of anchor tenants, co-working environments and drop-in stations allow for serendipitous encounters and instills an energy that can be harnessed by the ingenuity of the students, professionals and academics who will come together within this new incubator.”

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Northwestern University, The Garage Evanston, Illinois

EXPERTISE The new 12,000-square-foot Garage is an incubator for accelerating innovation on the Education, Civic & Northwestern campus and integrating the Culture » university with the greater entrepreneurial Interior Design » community. Designed within an existing garage on Our website uses cookies to improve your browsing experience. View our Privacy & Cookies Policy. campus, the Garage acknowledges the startup culture it nurtures – the design even preserves the existing stripes between parking spaces.

Engendering a sense of dynamism and experimentation is key, as the overarching objective is to attract and connect innovative ideas to investment. The mix of anchor tenants, coworking environments and drop-in stations allow for serendipitous encounters and instills an energy that can be harnessed by the ingenuity of the students, professionals and academics who will come together within this new incubator.

SHIFT

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GLASIR – TÓRSHAVN COLLEGE «The physical spaces for learning should be as diverse as the people in them.» _ Rosan Bosch

Torshavn college. Rosan Bosch

46

SHIFT

Torshavn college. Rosan Bosch

Torshavn college. Rosan Bosch

LEARNING FROM COMMON GARDENS

1 A piece of ground adjoining a house, in which grass, flowers, and shrubs may be grown.

‘Children love playing in the garden’ 1.1 Ornamental grounds laid out for public enjoyment and recreation.

‘Botanical gardens’ 1.2 British A street or square.

‘Burlington Gardens’ 2 North American A large public hall.

‘Madison Square Garden’ In the Cambridge dictionary: Garden Noun: UK 1 A piece of land next to and belonging to a house, where flowers and other plants are grown, and often containing an area of grass.

‘The children were playing in the garden’ US 2 A piece of land, usually in a yard next to a house, where you grow flowers and vegetables.

‘A vegetable/flower garden’ 2.1 A public park with flowers, plants, and places to sit.

‘The Botanical gardens’ 2.2 a piece of land, usually near a home, where flowers and other plants are grown.

‘We have a vegetable garden’ 2.3 Gardens are also public places where flowers, trees, and other plants are grown for people to enjoy.

Concerning the type of garden, I keep the same listing that COST1 (European Cooperation in Science and Technology) used in its researches: - Allotment gardens - Community gardens - Assisted garden plots - Rooftop gardens 1

Fox-Kämper, Runid.

SHIFT

If we look at the Oxford dictionaries’ definition we can find this: Garden Noun:

The definition of the word shows how closely the garden is still linked to the house, but also that this revision of the urban garden is still new. This indicates a relation to the properties and how a garden is still considered as private space. In this work, it is this very last definition that will predominate, a public space but even more so, a common space dedicated to people where all kinds of plants grow.

The definition of common being intricate to this work, it is difficult to explain it now but it concerns in general terms any garden shared by several people from different families, it can be within a neighborhood, an organization, it can be a group of people determined or open.

47

At the beginning of my research I was interested in the shared garden of Brussels. As I explained earlier, they are an interesting source of information about places where communities are located and where the community starts. It was important for me to see where they came from. And what was going on there.

I started looking at the definition of a common garden to understand the vision of what is a garden.

48

SHIFT

One of my first observations was the contradiction between representation and impact. Let me explain, let’s take the entrance as an example. There are three possibilities, an open space, an opening schedule or a closed or hidden space. The first reaction is to find it unfortunate to lock a shared or collective space and find the open space positive and exclusive.

The problem is that a space that is too open limits the appropriation of space by users. The schedule, which is then a compromise, could be interesting.

However, it limits the users who must be available at these particular times. It also requires the establishment of permanent offices and therefore obligations, which may also be binding. Finally, the enclosed space is freer for periods of use. When you participate in the community, you receive the key and are free to go at any time. The users of these gardens often said that they felt free to do as they pleased and did not fear the eyes of others.

This observation intrigued me on the question of the boundary. To say that a common space is an open space is a hasty conclusion. There are many more nuances than that.

Potager Gustave Schaerbeek

URBAN GARDENS IN BRUSSELS In Brussels there are more than 300 urban gardens, each neighborhood has its own compost or green space. We are in a green city, 27th with 23% of green space, in the world ranking published by Travelbird in April 2018.

Hidden from the street or totally open spaces are managed by citizens themselves to create green zones where you can find flowers, trees, vegetables and sometimes animals.

the solidarity that takes place there. Users enjoy gardening, doing activities together and harvesting some vegetables in passing.

As Michel Foucault says, “The garden has been a sort of happy, universalizing heterotopia since the beginnings of antiquity”_Of Other Spaces: Utopia and Heterotopias, p.6 (1967).

Actions are taking place at all levels. Locally, the inhabitants gather around various projects.

Each commune, now, has an Eco-counseling service that is there to help develop this type of projects. NPOs are also present to supervise, “Le Début des Haricots” being one of the most important organization. Their work is present at all scales. They often work with the city of Brussels.

The city has set up a web platform1 on urban vegetable gardens, unfortunately maintenance does not follow and the information is outdated.

1 Bruxelles Environnement. Cultivons la ville.

2 Fremault, Céline. Stratégie good food.

Vers un système alimentaire durable en région de Bruxelles-capitale.

3 Eco-Bxl research group 4 Information provided by «Le Début des Haricots.»

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The precariousness of land occupation is an element that currently hinders the development of Brussels’ collective gardens. The land on which collective gardens are built are owned by the CPAS, public institutions, parishes, private individuals, municipalities or the Brussels Region. The sustainability and longevity of these projects are generally limited by agreements defining the time of land occupation but also determined by the mandates of politicians.4 Despite everything, we notice that collective gardens are often an excuse for the community.

The important thing is not so much the production of vegetables or fruits but rather the meetings and

SHIFT

A new campaign has been launched, GoodFood2.

It is scheduled from 2016 to 2020. This campaign is particularly aimed at food in Brussels. One of their strategies is the development of local food production (Brussels and its periphery), in an ecological and innovative approach, to achieve an autonomy of 30% in fruit and vegetables by 2035. Urban vegetable gardens have of course their role to play in this. We can therefore hope that the future will always be more positive for this kind of space. Today it is sometimes difficult to find a plot of land but even more so to keep it. As can be seen, for example, with the Navez vegetable garden, which has existed since 1930 and will disappear at the end of 2018 due to polluted soil. They will then build a storm water basin and other infrastructure on the site. 3

SHIFT 50

Map of common garden made in March 2019 based on collected info on the net.

MAP OF GARDENS After a year of research, Mathieu Simonson, an active member of the Forum des Jardiniers, has come to a conclusion: there are about 21 vegetable gardens threatened with termination in the Brussels region. It has produced and published a non-exhaustive interactive map listing the various existing vegetable gardens, those threatened with extinction and those that have disappeared since 2011. He wishes to draw attention to these 21 endangered vegetable gardens and to put the often isolated gardeners in contact with each other.

A total of 42 vegetable gardens have been destroyed in the last 7 years,mostly due to building construction.

According to a count of the Tuiniers Forum des Jardiniers, Brussels has 320 vegetable gardens, about 20 of which are under threat. (April 2018)

The new map on Brussels environment website (https://www.potagersurbains.be) is dated to 2013 and is not maintained. An old website (http://www. tuiniersforumdesjardiniers.be) existed before 2012, at this time only +/-25 gardens existed in Brussels.

51

SHIFT

This is why it is necessary to collect all the information and try to start with a new updated map.

What I did on the previous page. This is base on the available information on the website: www.potagersurbains.be. In pink you can see the vacant space of Brussels.

AGROCITÉ The idea of creating a garden came up because it is a space that can bring people together1. Gardens are present in all cultures and as Michel Foucault2 said: “The garden has been a kind of happy and universalizing heterotopia since the beginning of antiquity”.

It is a place where cultures and generations can be crossed and where social ties can be created.

This is why they start a common garden and this is why I started studying garden to understand common space.

Agrocité has a hybrid structure, one part is managed by micro-entrepreneurs (micro-farm, hives, compost) and the other part by associations of users or local organizations. To choose the experiments to be set up and analyzed with the inhabitants, AAA relies on its international network; some of these experiments are also being tested in London by the Public Works group in the R-Urban Wick unit.

The Agrocité is a big collective project. It works very well.

Even if it has so many aspects. This paper tries to understand behind its collectivity. Why? How? What? Create collectivity inside the project.

Throughout the building, its localization and relationship, but also through the architects values I try to understand.

The Agrocité is a collective space created by the “Atelier d’Architecture Autogérée” (AAA)3. It is a shared garden but also an experimental microfarm, there are also educational, cultural areas and a multitude of small experiments to heat or collect rainwater.

1 Emmanuelle Mugnier-Viret, page 383 2 Of Other Spaces: Utopias and Hetero-

topias, page 6

AAA Website

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SHIFT

3

Agrocité , picture from AAA

THE WTC EXPERIENCE

53

SHIFT

It is clear than for me an open space is still needed in the school this is why the experience in the WTC is important. With this I can understand how an open-space work. How is the behavior of users in this kind of space. The year and half in the 24th floor of the WTC was a great living-lab. Was it a success? Was it a Commons space? Does the poor quality of the space allow us to draw the right conclusions or does it interfere too much with the results? There is many answer. Anyway it was an big test of Open-space. The Log Book of the studio Impossible School give us a lot of documentation that allow us to see the behavior of people in th space and understand the natural needs of the users, students, professors and guests.

In the work of Caro Desmedt, Workspaces. You can see people behavior along a day. We observe that they are in group, then they are dispersed and then at the end of the day they reform groups. Also people working alone are in opposite position of the groups.

54

SHIFT

55

SHIFT

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SHIFT

In the work of Darnovsky Tatiana about Agency of objects on circulation we can observe the need of delimitations in a space. This show the fundamental problem of an open-space. It is impossible to belong and appropriate a zone where the limit are not clear.

57

SHIFT

SHIFT 58 The same findings are showed in the work of Laura Vanderdonckt, Surface. We can see the movement of the studio from an imprecise zone to a delimited are almost close sometimes and more quiet.

59

SHIFT

60

SHIFT

Finally the work of Laura Debbaut about personal space, map the tables.

The first arrangement does not use all the space.

Then the tables were moved to use all the empty space. The last empty space was in fact the green carpet put by Marc Godts to delimited a zone. This boundaries were just a colored carpet on the ground but enough to give the sensation of a barrier. No table cross this space reserved for a master studio or some event. This show the importance of the limit, the structure. We do not need a wall or a blind separation. Just a indicator of a structure.

Then the table become a tool to create space. The square, the U-shape or the huge table to create a corner.

For an exhibition all the tables were re-arranged in a very strict way.

But after this moment, the same movement restart and the tables were sprayed again.

SHIFT 61 All these research were made in the frame in the studio impossible school for the Log Book. They are the evidence of the importance of structure and limit in a commons space.

Project

POTENTIAL OF THE COMMONS Today, students need spaces where they can spend the whole day and work on their assignments including facilities to eat, pause, meeting, etc. The faculty is in an environment not made to fit with educative activity. Nevertheless, there is a lot of school along the same street. The first one is LUCA that will very likely become KULeuven, ISFSC that is a French communication high school and Galilée high school. Others basic, primary and secondary school are around. The zone is under a ZRU “ zone de revitalisation urbaine”1 there is a real need of activation and developing the socioeconomic level. This is why we should rethink this street as an open hyper-contextual campus. More directly there is a real need for a renovation of the building Meurop and a revision of the circulation in LUCA. Through the design of the campus I reflect 1

about common space. How the space can create collectivity inside the faculty? Can we generate a proper place for the community? How to deal with openness and limit? When may we design a shared space and when is it individual?

How is the border between staff and student?

Between School and neighborhood? How a distributed campus can be imagined along the street and be an asset for the neighborhood?

The theory about the cell theory will help me to design the future master plan. As my previous research about the garden and the knowledge about commons gathered until now.

Guérin, Annabelle. perspective.brussels.

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COMMONS

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Street CAMPUS GARDENS

BIOLOGY

History & Situation HISTORY OF PALEIZENSTRAAT

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The street was financed by a society, named “Société de la rue des Palais”1 created by an engineer, JeanBaptiste Vifquain and the Schaerbeek mayor, JeanFrançois Herman. After the revolution in 1830 and Belgium independence, it was necessary to connect the two palaces. Unfortunately, the city did not have enough money. The company sets up a toll of two 1 Iris Monument Paleizenstraat

cents to cross the bridge of the Senne. They got an agreement to lift half a barrier fee on the road for 90 years. They also received money from the city and the province. This is how they financed the work.

The street was built in 1833 as a part of the Royal route.

In 1866 the authorities became the owner.

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The street is situated on Schaerbeek and Brussels commune. It is often travelled by the King of the Belgians. Its name comes from the fact that it connects the Laeken Palace, his private residence, and the Royal Palace.

Royal Route

In the past, the street was dotted with a series of institutions that have now disappeared. In the triangular block formed with the Koninginneplein and the Poststraat, the ancient École moyenne de demoiselles extended, opened in 1865 in the buildings of a bronze foundry dating from before 1830 - specialized in military costume buttons and which, in 1909, gave way to a string of wealthy houses (see Nos. 2 to 12).

First part even side, école moyenne de filles (Collection Dexia Banque-ARB-RBC).

On the same side, at the crossroads of Poststraat, the Hospice des Sourds et Muets was built before 1836, renamed Pensionnat Saint-Louis and Institut des Sourds-muets et aveugles then Institut SainteMarie, and which disappeared in 1908 in favor of a series of houses (see nos. 30 to 38).

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Poststraat corner, Institut Sainte-Marie (Collection Dexia Banque ARB-RBC).

At No. 95, at the corner of Brichautstraat, a building was acquired by the Commune* in 1864 to serve as a town hall.

To its right is established around 1882 a professional and housekeeping school, which has now disappeared.

After the inauguration of the new town hotel in 1887 in Place Colignon, the corner building was replaced in 1891-1892 by a neoclassical building housing the Justice of the Peace, designed by the communal architect Hyppolite Jaumot. The abandoned building is in turn demolished in 20112012, in favor of a building housing a police station and housing (Bureau Matador, 2009).

Seen from Liedtsplein, on the left the Justice of Peace on the corner of Brichautstraat, on the right the école ménagère (Collection Dexia Banque-ARB-RBC).

* Commune: It is the equivalent of municipality in Belgium I will use this word in this text.

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The former Institut Saint-Luc has been on the street since 1887. Now it is LUCA School of arts (see no.

70).

Inside Institut Saint-Luc before 1932, Sint-Lukasarchief.

The former headquarters of the Régie des Télégraphes et Téléphones (see no. 42-46) replaced the Somzée Hotel, an imposing residence of an art collector. At the back of the building opens the Reine Verte park, designed in 2003-2006 by the AR-BR architectural firm (architect Philippe Serck) and landscape architect Érik Dhont following a competition launched by the Commune as part of the “Brabant” neighborhood contract. The park extends from the interior of the block to rue Verte (no. 126), on a steeply sloping site. Lined with high walls of gravel agglomerate, it offers two routes, one direct via stairs, the other made of winding paths.

On the Palace side, there is an area adorned with a lake and bordered by an existing orange grove pavilion, which has been thoroughly renovated.

Uneven side seen from Rogierstraat AVB/CP.

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Paleizenstraat, seen from the Poststraat (Collection Dexia Banque-ARB-RBC).

Seen from Liedtsplein to Laeken (Collection Dexia Banque-ARB-RBC).

Paleizenstraat, seen from the rail to St-Marie church (Collection Dexia Banque-ARB-RBC).

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Liedtsplein before 1913 (Collection Dexia Banque-ARB-RBC). Iris Monument, Liedtsplein

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Liedtsplein before 1913 (Collection Dexia Banque-ARB-RBC). Iris Monument, Liedtsplein

Liedtsplein after 1913 (Collection Dexia Banque-ARB-RBC).Iris Monument, Liedtsplein

HISTORY OF MEUROP The modernist building1 was built in 1957 by the architect, Walter Bresseleers. It was then enlarged in 1972 by the architect Jean Dumont. This building replaced a large neoclassical town mansion. It has a concrete structure with a lot of openings.

It was a furniture shop for a famous brand at this time, Meurop.

The Mezzanine was an open gallery at this time.

In 1988, it became Sint-Lucas architecture school.

The building becomes than the image of the school.

The building was not the propriety of KULeuven but a lease hold by the “Organizing Committee of the Higher Saint-Luc Institute” of the nonprofit organization “Organizing Power of the Flemish Catholic College of Science and Art”, predecessor of LUCA. But since the end of 2018 an agreement was signed to buy the building.

It will become the property of KULeuven. This means that we can start to design a master plan for the site. Before we were not the owner it was then difficult to change deeply the building.

Iris Monument Meurop

The building is not protected, but is included in the architectural heritage inventory. In concrete terms, this means that the Direction des Monuments et Sites of the Brussels-Capital Region will give advice when an urban development permit is applied for.

The two house number 7 and 9 next to Meurop in Lefrancqstraat are the property of LUCA. Now the building has 1029m² of workshop space, so 2m² by student. If we take into account the fact that not all the student are there simultaneously and we multiply by an arbitrary number, 2,5, it becomes 5m² per students.

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Information collected from the Dean

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Today it is an emergency to renovate the building2. We need to adapt the insulation and change the windows quickly.

Meurop (Architecture, 1962, 45, p.109)

Sint Lucas 2014

LUCA’S BUILDING The building is composed of three parts A,B and C. Respectively the A in Paleizenstraat, then B is the older and C on Groenstraat. The B has its old wooden floor, but with a new heavy concrete structure.

This means that it is impossible to imagine a heavy use as a library in this part1.

In those three interconnected blocks you can follow courses of fine arts, audiovisual arts and two professional bachelors of building and interior design.

LUCA as also a part in Vorst. It is Narafi, photography and cinema.

LUCA will very likely become KULeuven in a few years, those two professional bachelors will remain outside of the University frame.

LUCA has a total of 3591m² of studio space available.

The building of Vorst is not counted in this number.

But there is a TV-Studio what is difficult to move on the idea of bringing everything together in Schaerbeek.

They want to review the circulation inside the campus as the possibility of adding a cinema room (10 -50 seats) A maximum of 450m² is possible on the plot on Rogierstraat.

Information collected from Nico Lauryssen

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Polo Architect. Photography: Filip Dujardin - Stijn Bollaert - Toon Grobet

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Polo Architect. Photography: Filip Dujardin - Stijn Bollaert - Toon Grobet

ZRU Paleizenstraat is in a ZRU but what it is exactly?

The urban revitalization zone (ZRU)1 allows priority action to be taken on neighborhoods in difficulty. This area was determined by the Brussels-Capital Region. This priority public investment perimeter aims to improve the quality of life and socioeconomic integration of the inhabitants. But also to create a new dynamic for the development of the local economy. The perimeter of this area was updated in 2016.

Perspective.brussels and the IBSA (Institut Bruxellois de Statistique et d’Analyse) are in charge of updating the area. This is done on the basis of three criteria compared to the regional average, the highest unemployment rate, the lowest median income and the highest population density.

Unemployment rate 2012 (%) - Source: Actiris, BCSS Monitoring des quartiers - IBSA -Brussels UrbisGrobet

The districts concerned benefit from several regional schemes. The “Sustainable Neighborhood Contracts”, the “Urban Renovation Contracts”, the “ Grants for the renovation and embellishment of facades “ or the “ increase in the reduction of registration fees “.

Median income 2015 (€) - Source: Statbel - Monitoring des quartiers - IBSA -Brussels Urbis

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Guérin, Annabelle. perspective.brussels.

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Population density 2016 (inhabitants/km²) - Source: Statbel Monitoring des quartiers - IBSA -Brussels Urbis

CRU 2

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The CRU or Urban Renewal Contract is a new type of contract aimed at revitalizing difficult neighbourhoods. Paleizenstraat is part of the CRU 2 Botanique - Jonction nord created in October 2017 following the diagnostic report published in September 2016 (AAC-ERU).

The Campus 1030 project, supported by Renovas, does not appear in the CRU report but follows on from the CRU and is therefore part of it.

In the rest of this text I briefly explain the various projects related to the street campus. The dates also come from the report and therefore do not reflect reality. Nevertheless, this report but in light of important places with a potential for activating the street in an objective and realistic way. However, it does not take into account smaller, more punctual locations that could be very important. For example, the impact of the O’Tacos on the street. This fast food restaurant attracts a lot of young people and is a point of activation. This is the interesting projects.

THE ROGIERSTRAAT BREAKTHROUGH It will connect one of Schaerbeek’s largest axes (Rogierstraat - Rogierlaan) to Gaucheret Park and then to the Canal. This links CRU 1 and 2 as well as the centre and more difficult areas. A green development dimension will be carried out in connection with the opening in order to offer vast green space to the inhabitants of dense neighbourhoods.

This development must be imagined now because after the work on metro 3 it will be impossible to imagine it. It is a heavy infrastructure project involving many actors, so it is important to carry it out within the framework of the CRU. It will be done in coordination with the “Talus” project, as well as with the developments of Aerschotstraat and Solvay and Quatrecht squares, and with the STIB, SNCB and De Lijn projects.

Study:2019 Receipt: 2022

Réalisation : amŽnagement de la rue de Quatrecht en espace public, continuitŽ de lÕamŽnagement sous la jonction Nord-Midi et vers la place Solvay

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PŽrimètres dÕintervention CRU et diffŽ

CRU 2

Maître d’ouvrage

Partenaires

Bxl-Mobilité

SNCB STIB C. Schaerbeek Beliris Renovas Bxl-Environnement Bxl-PropretŽ

Projets liés

SL.2

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EO.9

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THE NURSERY The creation of a Rogierstraat nursery in the former Synagogue is a way of revitalizing the district by reactivating a well-known building and carrying out a project with an inter municipal functional and social program.

Finally, this project is cancel. They are looking for a new proposituion. This is a great opportunity for LUCA and KUL to propose a cinema and an open library.

Purchase: 2017 Receipt: canceled

The synagogue

THE KONINGINNEPLEIN An important point of the CRU is the mobility.

Congestion in the area is very high. It is therefore necessary to imagine a more fluid layout that also allows soft mobility to find its place.

In the 2017 CRU report, it states “The operation gives an important part to active modes and the calming of motorized traffic. The AXE ROYAL developments possibly planned in the study will integrate water management, greening, and favour coatings/ durable materials. Attention will be paid to street furniture and lighting (identity of places).”

M AR.14 AmŽnagement de la place de la Reine et de ses abo

AXE ROYAL

Autre budget : Commune de Schaerbeek

Type d’opération

Type d’opération Adresse

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M AR.15 Pôle étudiants et liaison à la Maison des Arts, place de la Reine

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The Koninginneplein is a very important place. It is part of the local heritage and identity but does not © have a good image.

This square is currently very busy with traffic and numerous public transport stops. For a pedestrian CRU 2 it is not an easy place to use.

Place de la Reine © Google Maps The church is listed but also very protected by two Type d’opération Enjeux Belgian and Romanian religious communities.

It is important to redevelop it because it is an important junction between important places Type dÕopŽration RŽamŽnagement de la place et des rue Situation Place de la Reine, 1030 such as Koningsstraat, Paleizenstraat and Gestionnaire des voiries Haachtsesteenweg.

Affectations lŽgales Espaces structurants, liserŽs de noyau THE STUDENT POLE Dimensions Study: 2018 The CRU also proposes Budget total the creation of the “ Pôle Receipt: 2022 Budget CRU étudiants “ opening the garden of the Maison des

arts on the Koninginneplein.

For this purpose the commune will take possession of the numbers 14, 15 and 16. Their current uses do not use proximity to the Maison SITUATION EXISTANTE Artscomme and their gardens overlook the of La place de la Reine,des identiÞŽe noyau dÕidentitŽ locale au PRDD, est unegarden centralitŽ sous-valorisŽe, e de multiples rŽseaux de circulation sa lisibilitŽ difÞcile. La place mŽrite dÕêtre un lieu de rŽfŽrence the Maison rendant des Arts. extra-locale mais aussi pour les multiples Žcoles primaires, secondaires et supŽrieures ˆ proximitŽ qui sou Number 14 is being renovated the permit pression sur lÕaxe Royal : notamment GalilŽe, riverain immŽdiat deand la place, ISFSC, Luca School of Art, KULe place souffre actuellement dÕun dŽÞcit dÕimage.

Beliris a pilotŽ un schŽma directeur sur lÕaxe Reine-C is complicated.

On the 15th, there are urban comprend des propositions pour le rŽamŽnagement de la place de la Reine (Žtude rŽalisŽe par le bu planning violations.

Thele16th is occupied bydoit a faire lÕobjet dÕun Þ LÕenveloppe budgŽtaire Žtant limitŽe pour les travaux, rŽamŽnagement de la place tiers. LÕŽtape qui suitbank. les propositions est conditionnŽe par des choix ˆ prendre en coordination avec la ST positionnement des arrêts sur et aux abords de la place.

This project aims reactivate Koninginneplein LÕEglise royale Sainte-Marie et ses abords sontto classŽs comme sitethe depuis 1983. and open an under-exploited garden. The project INTENTIONS program is not yet fixed and is being surveyed at Le CRU sÕinscrit en ligne directe du schŽma directeur en cours de mise en Ïuvre, pour complŽter ce maillo time. quÕest Reine.

LÕamŽnagement sÕappuiera sur lÕŽtude JNC : proposition de rassembler les arrê CRUla 2place de lathis pour libŽrer de lÕespace, assurer une meilleure correspondance et plusthree de sŽcuritŽ ; de diminuer lÕimpact Of course, the acquisition of these buildings en limitant le traÞc de transit sur les bords NE et SE de la place. Les objectifs sont multiples : offrir plus dÕe is interagir not simple. les modes Enjeux actifs, faire la place avec ses fronts b‰tis et Žviter les espaces morts, faire vivre lÕespac cette Þn un amŽnagement ludique2017 ou rŽcrŽatif pourra être imaginŽ en collaboration avec les Žcoles Purchase: alentours). LÕŽtude et lÕamŽnagement devront intŽgrer les rues adjacentes : la rue Dupont, la rue de la Po Receipt: 2020 fortement frŽquentŽes. des Žcoles), ainsi que la rue de Beughem

Rénovation aménagement INTÉRÊT DEdes LAbâtiments, DIMENSION CRU d’une ouverte au public et d’un passage La placefonction de la Reine fonctionne comme pivot morphologique et paysager pour plusieurs axes et p™les imp rŽactivation aurade un laimpact sur le quartier.

Elle constitue aussi une porte dÕentrŽe pour les deux comm Place Reinefort 14-15-16, Schaerbeek

Area analysis

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In this zone you can find a lot of different communities. From Bulgarian people in the koninginneplein to Moroccan shop in Brabantstraat Through Turkish restaurants in Liedtsplein and Haachtsesteenweg.

STREET ANALYSIS

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In order to understand the street an activities it was necessary to map the land use. It is then possible to understand what is already present and need to be highlight and what is missing.

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NOLLI MAP NORTH

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With the Nolli map we can show the publicness of the street as a student from KUL in architecture.

Then it is possible to reimagine the connexions.

SAINTE-MARIE CHURCH & GALILÉE HIGH SCHOOL

On Koninginneplein there is the Sainte-Marie church and the French speaking GalilĂŠe High School.

On one hand the commune desires to provide student facilities on this square1. On the other hand the church contains a huge amount of available space that is rarely used. We can imagine using it or a part of it in some years.

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Information collected from Nico Lauryssen

ISFSC

Information collected from Nico Lauryssen

ART UPKOT It is a building with student rooms, facilities for students and an art gallery in the ground floor.

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In poststraat there is a French High School of communication and event, ISFSC. They already share some activities with LUCA School of Arts1.

They want to provide bike facilities to participate in the promotion of bike in Brussels and get some grant from a private donor.

Spatially, they are almost connected by a green corridor inside the courtyard. Just a wall divide them The number 105 of the street belongs to them.

There is just one office the rest is empty.

SPF FINANCE This building is empty. 10 000m² of empty space with a rent of 2 160 000 euros per year!1 We can imagine to reuse, temporally, this huge amount of space.

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Buxant, coulée, l’Echo

Urban Strategies COMMUNITY SENSE Creation of a campus including the four upper schools along the rue des palais, Haute école Galilée, ISFSC, Sint-Lucas School of Arts and the Faculty of Architecture of the KUL, in order to improve relations between all their stakeholders.

CROSSING INSTITUTIONS Through this Campus, a link is created between the high school and the university as well as a link between Dutch-speaking, French-speaking and international education.

MOBILITY In order to improve pedestrian mobility, the main means of travel for education stakeholders, and to physically link schools, a green corridor inside the island is planned through small interventions. This space is intended to be secure, open and green to promote vegetation in the city. A reflection on mobility limits and slows down traffic from Place de la Reine to the KUL faculty to connect it to other schools and protect people who want to cross the street.

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This campus aims to highlight the significant presence of students and teachers and to encourage the development of facilities in the neighborhood.

The highlighted campus must be a development tool for the Brabant neighborhood in difficulty and this by taking place within the framework of CRU 2 (Urban Renewal Contract Botanic – Junction - North), to do so a work in collaboration with Renovas is set up.

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URBAN RENEWAL TOOL

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Inside a block

The school yards

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The Schools

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Zone to redesign

The green zone

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The green corridor as a pedestrian friendly zone inside a block

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GREEN CORRIDOR CREATION In order to create this zone we need really small interventions as destroying a wall.

Rethinking the mobility can help us to improve the street also.

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NEW NOLLI MAP

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Meurop

School analysis The relation with the neighborhood does not exist.

This neighborhood is also in difficulty and needs to be activate. A CRU was created for that. The traffic is important and the street is not pedestrian or biker friendly.

A long the street there are many schools included four schools from higher education, a total of 5000 students and 1000 teachers into them. 2 of them are French-speaking high schools, 1 Dutchspeaking high school and 1 Dutch-speaking and international faculty. From the Dutch-speaking institution a majority of users do not live in Brussels.

102 Project

The project takes place inside the Meurop, faculty of architecture KULeuven in Brussels. Inside the building a lack of community sense impacts the daily life of the different stakeholders. People do not exchange with each other, do not take care of the building and avoid spending time inside. This lack of exchange reduces the quality of relations between people.

The arrangement of the building is an issue for the users. The spatial quality is not there, all the studios are the same in every floor and the building is too small.

COUSSÉE & GORIS architecten

HOUSES 7 & 9 LEFRANCQSTRAAT The two houses belong to LUCA. One is the new STUVOhuis, 9. But in between STUVOhuis and Meurop the 7 is empty, only used for storage of models. For safety reasons students cannot use it. It is too expensive to bring the house up to standard.

There is a new use to find here.

GARDENS & TERRACE

LIBRARIES There is the desire to bring the two libraries together1, but there is no place found yet. Also, it could be interesting to re-imagine the library as something more than just for the books.

1 Information collected from the Dean and Nico Lauryssen

103 Project

Inside the courtyard, two gardens belong to the houses. The STUVOhuis is isolated so we can imagine to create a platform to connect the two houses and the faculty by the courtyard.

GROUND FLOOR The ground floor is an open space with a potential to be open to the neighborhood. It was designed to be very really visible as well it was a shop in the past.

BAR

104 Project

A possibility is to design a bar1 open for everybody.

It could be independent. Also, we can re imagine the entrance to fit in the security needs of an Architecture faculty.

1 Information collected from the Dean and PILOTBxl

GALLERY There is already an art gallery along the street.

Unfortunately, it is close to the public. Open it is a nice way to bring more culture in the street and a nice visibility for the students’ works.

CAFETERIA The cafeteria needs more customers so why not open it to the public? 1

1 Information collected from Gudrun De Maeyer

INTERFACE

105 Project

All these places on the ground floor could be the space of connection between the academical part and the neighborhood.

ROGIERSTRAAT There is an empty plot where a new building can be built.1

1 Information collected from the Dean and Nico Lauryssen

COURTYARD

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Designed to be open to the neighborhood they are today not plainly used.

ROOF For safety reasons we cannot use them, but it could be a great surface to use.

Today students and staff are the Commoners of a building in the Meurop, the Resource, isolated from its environment. Where people struggle to connect with each others. Kitchen, chairs, table,beamers, and all the content are our resource to become an architect.

Having a badge determines where you can enter or not. The place has opening hours that you have to follow and others rules that composed the Protocol imposed by the institution.

PROTOCOL

RESOURCES

COMMONS

IMMATERIAL

CELL THEORY

COMMONS

SPATIAL

urban CAMPUS COMMONERS

GARDENS

BIOLOGY STUDENTS, STAFF & VISITORS

STUDENTS & STAFF

before (NOW) MEUROP

USERS

after BADGES

URBAN CAMPUS

ARCHITECTURE

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But what if the visitors become also Commoners?

If the resource is not just Meurop and its content, but also the street, the shops, the bars, the others schools,... all the content of the Street campus?

What if the protocol is not determined by Meurop’s rules, but just by what is open, the Limits that you are allowed to cross? If Meurop closes, you can move to another place on the campus still open.

108 Project

AN INTEGRATED FACULTY The colored line through the park ends with vegetation and benches to highlight the entrance of the faculty. The ground floor is public and set up to be used in various ways.

A public cafĂŠ is a meeting point visible from the street, the big steps in the front of the entrance is a place of gathering and its tables can be used as a seat to re-appropriate the space during a lecture in the evening.

The different tables indicate lunch zone and work zone. The entrance of the faculty is centralize in this public space to allow safety by the use of a badge.

Anyway, there is also another circulation from the steps to allow visitors to discover a part of the building without interfering with work zone.

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From the first story the building opens from the other side to share a garden and some green rooftop from inside the block.

This garden is connected with a kitchen acting as a foyer for people.

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Inside a faculty of architecture The shifting role of the architect push its education to a new path. According to the research of Gensler and the meeting with Willem De greve it is clear that we can re-imagine an architecture school as something very different.

How Commons can we a tool to achieve that?

And why linked Commons to an institution? First because Knowledge should be a common resource in a school. This means exchange between people and a bigger sense of community is an amazing asset to create that. By creating a community, we increase communication and by communication exchange of knowledge. Of course, exchange is not just by discussion it can be also via exhibition of work. Curiosity lead people to discovering new project and questioning themselves. This capacity of self-questioning is the base of knowledge and understanding.

Commons means also a sense of equality and horizontal hierarchy. Providing a unique kind of space is not equal for everyone. Commoning starts by understanding the individualism of people. We are all different and we have different need. If we want to all be allowed to work in good condition it means different kind of space. Then everybody will be able to find a good atmosphere of work. These opportunities bring flexibility in the building.

The horizontal hierarchy is an important new way of working in school and it is translated by avoiding classroom inside the building.

Finally, Commons means also openness, be open, in this case on the neighborhood. The profession is shifting and the students are changing. To adapt to that an active sense of learning is necessary and can be achieve by linked the learning with the reality. The neighborhood surrounding the Meurop becomes an amazing living-lab teaching to students’ reality. If the school goes outside the facades the building is also open to new activities and become an integrated part of the urbanism.

The project is a first proposition according to the outputs of the participatory process I did.

Strategies for the School CURRICULUM A study of the architecture curriculum is necessary for several reasons. First, to cope with the evolution of the architectural profession. Then to deal with the evolution of education in general. Finally, to integrate external actors as well as the city into a more practical learning experience.

COMMUNITY SENSE The improvement of community spirit and exchanges between users is reflected in the architecture of the building by many places of breaks, cafeteria, café, sofa area, terrace, etc... But the exchange also passes through the exhibition of work done in many places in order to develop curiosity and knowledge of current projects. The space avoids classrooms and promotes teamwork and links with city actors by being a large living lab.

To encourage exchange, the hierarchy within the institution wants to be horizontal and not vertical.

For this reason, no space is provided for “higher up” people, such as a more comfortable toilet or office. Everyone, students as well as teachers, is there to work and learn. Everyone must be able to find the work environment that suits them best. This is made possible by the creation of many different kinds of - A study of the architecture curriculum is necessary for several reasons. First, to cope with the evolution of the architectural profession. Then to deal with the evolution of education in general.

Finally, to integrate external actors as well as the city into a more practical learning experience.

CIRCULAR SPACE Integration in the district requires the use of space within the faculty for external stakeholders and thus to bring together students and residents. The ground floor is intended to be spacious and open to the street.

MOBILITY Promote means of soft mobility by integrating into the project a space that facilitates the use of bicycles or scooters. To do this, the street rises into the building via a system of ramps and parking but also by the presence of tools, showers and changing rooms.

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HORIZONTAL HIERARCHY

Tactical interventions CURRICULUM • • • • • •

No classroom Living-pro bono-Lab Open space Cocoon Space to rest Atelier

The school is re-imagined as a working place, a living-lab where idea and project emerge in collaboration with stakeholders from outside the faculty. In this new school there is no classroom, the big opens-pace provide diverse atmospheres, flexibility and some cocoon zone where we can focus alone or as a small team.

Some chill zone allow users to take a break with others in various zone.

Finally, the new school provides all facilities to learn architecture in divers Atelier organized with big tables and machineries.

112 Project

On the next page there is few examples of tactical design.

Co-working platform

113 Project

Cocoon space

Kitchen for a break

Atelier

COMMUNITY SENSE • • • • •

cafeteria café sofa area Terrace exhibition

Peer to peer exchange is crucial in this project.

A lot of different spaces are designed as a community gathering where people can have informal discussions.

The cafeteria is active during lunch time, but the café is a public space open also for visitors.

Comfortable chair is nice for a coffee break, but their design allows also to work a short moment there.

Sofa areas are sprayed everywhere to have a small time not far from work.

The terrace is inside an atrium, visible from every story, given the impression of a tower of working zone open to the block.

It is really a gathering zone where steps allow diverse moments as the steps on the ground floor. On those one, modular tables are a tool to transform the space for another purpose during evening for example.

But, peer to peer exchange is not just about chatting but also by exhibit work and develop the intrigue of the passer-by.

114 Project

HORIZONTAL HIERARCHY The horizontal hierarchy is achieved by avoiding privileges such as special toilet for professors.

But also by avoiding zoning. Every body should be allow to find his/her best atmosphere to work, student as teachers.

Lunch & cafĂŠ zone

115 Project

Sofa area

Terrace

Exhibition

CIRCULAR SPACE • Public ground floor • Possibility to close some zones • Different kind of limit

116 Project

The new school is far more open to the neighborhood, to allow that the faculty entrance is moved in the middle of the ground floor to keep the safety of the badge but play with porosity.

A ramp starts in the ground floor an go up until the second floor. This circulation is inside a double facade in this in between zone bike parkings are provided but it also a ballade for the visitors who can see people working without entering without a badge.

The second floor is an exhibition and can be open without perturbation of the safety.

Central entrance in the public floor

117 Project

Ramp

Terrace

Open to the block

MOBILITY • • • • •

Soft mobility Tools Parking Shower or change Ramp

118 Project

A ramp accesses up to the third floor allowing bikes and scouters to roam freely. The soft mobility is promoted by providing all the facilities such as tools, bike parking, showers and changing rooms.

Ramp

Parking & tools

119 Project

Showers & changing rooms

120 Project

SECTIONS The meurop building and its structure have a character of a modernist concrete building.

During the design of the transformation of this embedded building it was clear that every intervention should be highlighted, the facade and the structure remained untouched as possible and reversible.

In the section you can see the red steel structure that indicate a modification.

Green walls grown on the added floors.

The new atrium stands out from the old part because of its metal structure detached from the grid.

The new school is a working space, adaptable and flexible with foldable paper walls that can provide various shape of space and improve the acoustic.

121 Project

From the public ground floor to the top, each story is a new step of a journey of surprise.

122 Project

-1 The basement is use as storage and technical zone with all the HVAC machines.

A big place is available for students parties with a bar. This under ground zone can be use in relation with the ground floor.

123 Project

AXOS & PLANS

124 Project

0 The ground floor is public, when you enter there is place for exhibition and huge steps allow you to meet someone with a coffee take from the coffee corner.

125 Project

A lunch zone is marked by vegetation. In the back some printer facilities and work zone are available and closable if necessary.

126 Project

MEZZA The mezza idirectly connected with the ground floor, is a co-working space.

The library is no longer limited but splited every where in the building.

127 Project

A ramp allow biker to go up or visitor to have look to people working on architectural projects.

128 Project

+1 The first story open to the atrium is also the connection with an re-interpreted traditional block of houses. Full of gardens. Inside the first level of the living lab is connected to a kitchen that play a role of a foyer.

129 Project

Some walls are cover with wooden panels with small holes that allow people to hang up very easily. It is also a way of showing the work zone.

130 Project

+2

131 Project

The second story is an exhibition. With a system of curtains we can transform the open space in circular class where debate are promoted because everybody face everybody.

The system is composed of two rails, one for the curtain, one is a picture rail to set up easily exhibition.

When the curtains are open, the exhibition is an open space, when you close it you have a class.

132 Project

+3 The third floor opens onto the street by removing the windows. The insulation is done by a system of box in the box, the operation is therefore reversible. It is also designed to be a huge balcony overlooking the atrium. The acoustic changes radically when you enter this floor.

133 Project

The acoustic of the third floor change drastically since it is very open.

134 Project

+4

135 Project

The fourth story is double high level surprises with its structure. The structure doesn’t change as a witness of the past, and allow the creation of temporary mezzanines.

This messy story is ultra flexible and can create a multitude of atmospheres.

136 Project

+5

137 Project

The fifth floor is an atelier open to a roof top terrace full of vegetation. The green house allows production of food but also a totally new environment for work.

A systeme of Wady collects rainwater for reuse in the building’s many green areas.

138 Project

Throughout this journey on the Commons, I discovered a world of contradictions between theory and reality. The question of limits and porosity has taken on all its importance.

Letting myself be guided by the conclusions of my research and the desire to explore certain themes, I started from the shared gardens of Brussels to come to the question of architectural education. Between the two, biology, urban planning and the campus were an integral part of the journey. It was an enriching experience which, although it crossed different subjects, the human being was always at the center of the questions. The conclusions were each other’ s enrichment.

The research action led me to a participatory design, from there I was able to meet many people who taught me a lot and who I hope will give this project a more concrete aspect.

At the end of this master thesis dissertation, I present a project that results from all these meetings and research. If it is a first proposal on the long journey of participatory design, it is nevertheless rich in ideas and solutions that are sometimes feasible and sometimes less so. But in any case, it will challenge the current vision of a school or faculty. The Commons are complex but important spaces that must be understood to get the most out of them. They bring an important sociological dimension to architecture. These theoretical conclusions must be translated into architecture. This link has been at the heart of this research.

This project is done in two stages, that of the street-campus and that of the faculty. If the two are closely linked, the next step is most likely to be the development of the street-campus based on the lessons learned from the faculty project and thus the strengthening of their link.

This proposal was presented to various stakeholders in the faculty, the Dean, the Administrative Director and students. The feedback on the project was very positive and echoed with them.

139 Project

Final conclusion

Notes

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- Alexander, Christopher, Sara Ishikawa and Murray Silverstein. A Pattern Language: Towns, Buildings, Construction. Oxford: Oxford University Press, 1977.

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March 18, 2014. https://theaaaamagazine.com/2014/03/18/the-open-city-of-ritoque-inhabitedlandscape/. Accessed 4 February 2019.

- Amstrong, Rachel. Architecture, Planning & Landscape, Newcastle University. http:// livingarchitecturesystems.com/people/rachel-armstrong/. Accessed 9 February 2019.

- Atelier d’Architecture Autogérée. Portfolio 2015. http://www.urbantactics.org/wp-content/ uploads/2015/09/portfolio-web-2015.pdf - Atelier d’Architecture Autogérée. R-Urban. “Unité Agrocité.” R-Urban. 24 January 2012. //r-urban.net/blog/projects/agrocite/. Accessed 26 November 2018.

- Atelier d’Architecture Autogérée. Website. https://www.urbantactics.org/projets/agrocite/.

Accessed 26 November 2018.

- Benjamin, David “Now We See Now: Architecture and Research by The Living.” The monacelli press, 2018. https://www.penguinrandomhouse.com/books/562188/now-we-see-now-by-davidbenjamin-foreword-by-paula-antonelli-essays-by-alejandro-zaera-polo--eyal-weizman-kevinslavin-sharon-johnston-and-mark-lee/9781580935074/.

- Bravo, David. Translated by Julie Wark. (June 2018) “«R-URBAN»: Network of Urban Commons.” Public Space. 18 June 2018. https://www.publicspace.org/works/-/project/j281-rurban-network-of-urban-commons. Accessed 26 November 2018.

- Brut. “Cette boutique écoresponsable vend des fleurs 100% françaises“ 19 December 2018. https://www.youtube.com/watch?v=qaD7Wa4wEUM. Accessed 9 February 2019.

- Bruxelles Environnement. Bruxelles Environnement. Brussel. https://environnement.brussels.

Accessed 14 November 2018.

- Bruxelles Environnement. Cultivons la ville. http://www.potagersurbains.be. Accessed 14 November 2018.

- Cadastre Brussels. https://www.cadastre.be. Accessed 14 November 2018.

- Certomà, Chiara and Bruno Notteboom. “Urban Gardening and Socio-political Commitment in Mid-cities. The Case of Ghent.” Urban Allotment Gardons. Accessed 14 November 2018. http://www.urbanallotments.eu/de/case-studies/belgium.html.

- Chaudieu, Emmanuelle. “Avec «R-URBAN», l’écologie citoyenne prend du galon en Europe.”

Télérama 28 December 2017. https://www.telerama.fr/sortir/avec-r-urban,-lecologie-citoyenneprend-du-galon-en-europe,n5417759.php Accessed 13 January 2019.

- Civic School. https://www.publicworksgroup.net/projects/school-for-civic-action. Accessed 11 March 2019.

- Commons Josaphat website. https://commonsjosaphat.wordpress.com/commons-josaphat/.

Accessed 10 February 2019.

- Craven, Jackie. “Organic Architecture as a Design Tool. Frank Lloyd Wright’s Natural Harmony to Modernist Interpretation.” December 2018. Thought Co. https://www.thoughtco. com/organic-architecture-nature-as-a-tool-178199. Accessed 19 December 2018.

- Craven, Jackie. “What Is Metabolism in Architecture? Ushering in the 1960s with New Ways of Thinking.” June 2017. Thought Co. https://www.thoughtco.com/what-is-metabolism-inarchitecture-177292. Accessed 19 December 2018.

-Cusset, François. “Theory (Madness of): From structure to rhizome, transdisciplinarity in French thought,” Radical Philosophy 167. May–June, 2011, 24–30. See also Cusset, François.“Worldwide Theory: A Global Legacy,” in French Theory: How Foucault, Derrida, Deleuze, & Co. Transformed the Intellectual Life of the United States. University of Minnesota

143 notes

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I

Annexe

Reports Campus

A1.

TASK N°1

16.01.2019

ACTORS/

pilotBXL - students

First meeting.

AIMS/

Meet them and see the relation between what I’m doing what they are doing.

RESEARCH QUESTIONS/

How an informal space can be an asset for the quality of life in the faculty, improving the cohesion and the community sense by being implemented inside the faculty in the house n° 7 in Lefrancq street?

OUTPUTS/

II

Annexe

The discussion focus mostly on the pilotBXL project and a quick presentation of this work. They are in a long term process not so practical but bringing a lot of theory.

Keep in touch. They focus on the school. I focus around.

Find a way to motivate students.

A2.

TASK N°1

ACTORS/

18.01.2019

Dag Boutsen - Dean

First meeting.

AIMS/

Explain my project

RESEARCH QUESTIONS/

What is possible to do for the future of the school?

OUTPUTS/

III

Annexe

Need for a project because they bought the building and they need to renovate it.

Desire to bring the two libraries together.

Needs to insulate the building.

Possibility to use the church.

Maybe, Brick can help to develop all the elements.

A3.

TASK N°1

ACTORS/

22.01.2019

Gudrun de Mayer - administration

First meeting.

AIMS/

Having a point of view of the administration

RESEARCH QUESTIONS/

What is the need of the administration staff? current issues?

How is it possible to create a relationship between the neighborhood and the school?

OUTPUTS/

IV

Annexe

Need to have a contact with the students but at the same time a quiet space.

Importance to connect with the neighborhood, her job.

Did in the past but difficulties (not the good persons, ect).

Possibility to open the school by the ground floor, by publication, event, exhibition,...

A4.

TASK N°1

ACTORS/

Nico Lauryssen - infrastructure

22.01.2019

First meeting.

AIMS/

Meet them and see the relation between what I’m doing what they are doing.

RESEARCH QUESTIONS/

What are the needs of the school? issues and solutions already considered?

OUTPUTS/

V

Annexe

Houses L7&9: Nice to imagine an exterior connection but impossible to use L7 for safety reason. To expensive to transform.

LUCA will become KUL in few years. Questioning for the professional courses, what they will become?

Do we need to bring back NARAFI? If yes, what can we do for the TV Studio?

Needs for a Cinema.

Maybe we can sale some buildings in Groenstraat?

Be part of the CRU could be very nice to get grant. Also a private donor wants to offer 1millions euro for project promoting bike in Brussels. LUCA wants to participate with ISFSC. They are almost linked by a green corridor inside the block.

They asked POLO architect to study the rogierstraat plot and propose a new building with the cinema and a solution for a new library. The bloc B is too old to be able to support the weight of the Library, th new concrete structure is already almost too heavy. They proposed to create the library in Meurop but all tutors complained with a petition. Possibility to open the library to the neighborhood but this means find a place with an access to the street.

Arrangement not efficient.

A5.

TASK N°1

ACTORS/

Willem - Education

20.02.2019

First meeting.

AIMS/

Meet them and see the relation between what I’m doing what they are doing.

RESEARCH QUESTIONS/

What can be a new curriculum for the future of the architecture education?

OUTPUTS/

VI

Annexe

Huge possibilities to diversify the courses, especially the research part. We are new in research but we did not find our own way already.

We can also open the faculty outside the building. As example, the university hospital.

He is responsible to make sure that the program fits in the law but there is a lot of possibilities, the law is not so restrictive.

Workshop could be nice.

Likes the idea of degree of openness.

A6.

TASK N°1

20.02.2019

ACTORS/

Renovas

First meeting.

AIMS/

Meet them and see the relation between what I’m doing what they are doing.

RESEARCH QUESTIONS/

How a campus can be an asset for the schools as for the neighborhood by being a tool of socioeconomic development?

OUTPUTS/

VII

Annexe

They are working for the commune in the frame of the CRU2. They are doing the project Campus 1030.

This project is the same than Street Campus, with the same observations.

We can definitively work together.

A2.

TASK N°2

ACTORS/

21.02.2019

Dag Boutsen - Dean

What is going on.

AIMS/

Show what I’m doing

RESEARCH QUESTIONS/

Feedback for the participatory process.

OUTPUTS/

VIII Annexe

Design the participatory process.

Be aware of what I want as output. (participatory design, project, app, ideas?)

Action by action to classic.

WTC as example to reflect on openspace.

Listing people, organize them by group. See what kind of informations I can learn from that make a project.

A6.

TASK N°2

ACTORS/

Renovas

04.03.2019

Presentation.

AIMS/

Presentation of the project. See what can we do together. Survey?

RESEARCH QUESTIONS/ Why students leave Brussels?

Result of the survey?

OUTPUTS/

They will organize platform every 3/4 months to bring the four schools together. The first one is Monday 11/03/19.

This project is in response to the CRU (It is a new kind of contract bigger than a neighborhood contract, on two communes at lease, with regional actors, there is 5 CRU on Brussels).

The “Pole étudiant” is in stand-by more info should arrive in 1month.

A mobility study is going on. There is no budget it will be signalization changes.

The mosque won’t be transform as a nursery. Why not for LUCA (cinema, library)?

The building 25/27 could be bought and transform in student facilities.

SPF Finance, they have a lot of free space.

Add somme street to the analisis.

IX

Annexe

Meetings every 2 weeks with Burak sometimes.

A6.

TASK N°3

ACTORS/

05.03.2019

Renovas and Gudrun de Mayer

Presentation to KULeuven.

AIMS/

Presentation of the project to Gudrun.

RESEARCH QUESTIONS/

How a campus can be put in place with the KUL?

OUTPUTS/

X

Annexe

The KULeuven finds important to link the school with the neighborhood.

Gudrun de mayer is now responsible for that, she will just take care of Campus 1030 and the WTC Book.

Just a first contact -presentation of the project.

Desire to meet Burak Pak and present the CRU to the master studio group.

A7.

TASK N°1

ACTORS/

Axel Druart and Mona-Lisa Gillain

06.03.2019

First Meeting.

AIMS/

Presentation of the project. See what can we do together.

RESEARCH QUESTIONS/

How a campus can be put in place with the ISFSC?

OUTPUTS/

The reputation of Renovas is not so good. They want to control everything, not so clear.

They are also very slow.

Keep in touch, continue the Campus 1030 but in my own way.

Problem of communication with them. Upset because I met Axel.

XI

Annexe

Mona-Lisa will do the communication. So, posters, website and instagram (media 360)

A8.

TASK N°1

ACTORS/

Marlies Van Guyse

06.03.2019

First Meeting.

AIMS/

Presentation of the project. See what can we do together.

RESEARCH QUESTIONS/ Why students leave Brussels?

Result of the survey?

OUTPUTS/

XII

Annexe

STUVO is an organization that take care of student housing, the cafet, the psychological meeting, social study, transportation and culture/sport/ecology.

They need a safe even space where people can come without being seen. They do not want to move again. A connection between the Meurop and the STUVOhuis could be wonderful. The house is nice but quiet disconnecting and for insurance a maximum of 49 people can be there and no event can be organize.

The fact that people want a nomadic school is a problem because the contract with the cafet and coca is for a number of people, but they are not there. Open to the neighborhood transform the cafet as a restaurant so they have to pay more taxes. This cost a lot to STUVO. For sport there is some possibilities like badminton, in the past sport class were organize in the school but the professor complained for the noise.

A lot of project as campus 1030 happened in the past but all the time it was stoped for money reason or because the contract stop.

The swimming-pool will reopen in may, impossible to have an access for all the swimming pool in Brussels because different owner.

Flemish-French connection is nice but different budget, this become difficult.

A9.

TASK N°1

ACTORS/

06.03.2019

Maaike Waterschoots

call Meeting.

AIMS/

Presentation of the project.

RESEARCH QUESTIONS/

Feedback from the administration point of view.

OUTPUTS/

XIII Annexe

She is really enthousistic.

Nice idea for the Synagoge, push further.

If open the gallery, practical issue, what can we do?

Ok for the connection between STUVOhuis and terrace of Meurop, take care of the safety of it.

Want to see more.

A6.

TASK N°4

ACTORS/

Renovas + ISFSC+Galilée+STUVO+LUCA

11.03.2019

First platform.

AIMS/

Presentation of the project to all the school together.

RESEARCH QUESTIONS/

How is it possible to put in place a Campus ?

XIV Annexe

OUTPUTS/

In order to set up future collaboration next academic year, a brainstorm has was carried out on the basis of a table containing the ideas, the calendar, the framework and the various.

Discussion points: - Listing of teachers - During the meeting it was mentioned that convincing teachers to getting involved is as difficult as convincing students. The idea of doing so has been raised, such as the inventory of premises, a list of teachers who may be interested in implementing is offering a course/project/collaboration as part of Campus 1030. RenovaS will write an email explaining in a concrete way Campus 1030 and the different partners will distribute it among teachers in their schools to complete the teachers’ inventory.

- Open the LUCA and Galileo cafeterias to students from the 4 schools - Explore the possibilities/practical side and introduce the canteens to the students of the 4 schools (by example via the communication screens in each school) - Sensitive card - A workshop with the 4 schools where each brings its expertise (analysis urban by St Lucas, social analysis by ISFSC, graphic design by LUCA,...) in groups of 3 or 4. Instead of organizing a competition, it was mentioned in the meeting that it is better to hang this project during the course. This project can be the subject of a week’s project/workshop - Guided tours in September - A tradition to be established for students in first year (coffee, parks, grocery, sandwich shop,...). These tours can be guided for example by local residents or students from higher grades.

- Inter-school sports courses - There is a great lack of sports courses in schools. Enough easy to set up.

Sint-Lucas Basisschool has a gym they put in available for external actors outside of class hours. RenovaS inquires about concerning the conditions of use - Joint Open House Days - Priority for 2019-2020. Communication with the 4 schools and promote Campus 1030. Students will have the opportunity to do the following knowledge of the different sections and communities in the neighborhood and city where they’re going to study.

SIEP partner.

- Kickoff September 2019 - An event at the beginning of the academic year. The students can be DJ/ concerts,... The bar can be run by the different student groups (St Lucas and ISFSC). Involve the CCS. This event may be related to the event that RenovaS plans to set up in September, which will encourage the meeting between the inhabitants and students. Currently Communication students at ISFSC are thinking about an event on this subject as part of their course.

- Event for teachers from the 4 schools - Open air film festival - Art in the public space - Music, painting, poetry, photography and painting competitions - Cafeteria - common place (day and evening) - Collaborative projects between visual arts (Galileo) and LUCA/ French (Galileo) and ISFSC - Existing photo projects within LUCA, Galileo and ISFSC - This may be a possibility to create a link between these different projects - Language courses (FR-NL) - Open cineclubs (LUCA) to students from other schools

A10.

TASK N°1

ACTORS/

Petra Pferdmenges+ Students+Renovas

13.03.2019

Pre-review.

AIMS/

Have a new point of view from students about a project of campus.

RESEARCH QUESTIONS/

How is it possible to put in place a Campus ?

OUTPUTS/

XV Annexe

A lot of ideas.

The huge diversity of people in the neighborhood.

A street activated by very oriented place not accessible for everybody.

The necessity of highlight what is already there but not well known.

A11.

20.03.2019

TASK N°1

ACTORS/

First Meeting.

Dag Boutsen, Joran De Roover, Ward Peetermans, Lune Put, Maud Verjans, Yinka Adepoju, Julie Charlot, Gudrun De Maeyer, Inge Claessens, Riet Eeckhout, Robin Schaeverbeke, Burak Pak, Martine De Maeseneer

AIMS/

Have a new point of view from management of Meurop.

RESEARCH QUESTIONS/

What are the needs of the school and the practical obligations?

OUTPUTS/

On a longer term: total remake of Meurop (KU Leuven has ‘taken it over’), new masterplan. In the meanwhile, we are in need of a temporary plan and there is budget available to build/improve/spend it for the better.

As you see above, people are working/thinking on the building, so this is a call to work together.

Dag: ”we can invent whatever we want”.

XVI Annexe

General idea: “We need to act now” Action: - 3D- structure when entering the school/ mini-auditorium/CAFETORIUM/STUDY LOUNGE ground floor: - 2 stores high, 10 x 10m², showroom/billboard exhibition and bar, theater: place for 40 people to sit - Break down of reception box? Can function as a lightbox as well.

- In format of summer school/workshop?

- I proposes to do a feasibility study, will check the possibility of a mobile tribune - New furniture on the ground floor - Atmospheric lighting at ground level - Café set-up and establishment of a structure similar to Leuven fakbars (contact also with Brik): check illy contract for coffee -New design outdoor terrace + Connection terrace with new stuvo garden: - construction from terrace to garden, where we can sit on.

- 3 days (23,24,25/04) workshop with students and teachers (ivo lady, dirk jaspaert, olivier goethals,...).

- In wood.

- Cement will take the leading role in construction of bridge, incl furniture. + canopy? + trees in pots? + simple pic nic benches?

- Lack of space to hang drawings, lack of pin up space - Can be incorporated in the 3-D structure - + we can order some hanging systems quickly (for in the classrooms) or some panels on wheels (like in Ghent) (action points that were only discussed in half): - Soft adjustment T10 - Research into new opening hours in Meurop - Activities and events - Use ‘Noord’ space at Noordstation (casco shop): the dean’s walk at the end of the school year will start in meurop, pass by North station, end at CIVA. - Connection with ‘Brussels 1030’

A2.

TASK N°3

ACTORS/

26.03.2019

Dag Boutsen - Dean

What is going on.

AIMS/

Show what I’m doing

RESEARCH QUESTIONS/

Feedback for the participatory process.

OUTPUTS/

XVII Annexe

Discussion about the creation of steps in the ground floor. The impact, the atmosphere of this space.

Discussion about output of the project as a finish project or not.

A11.

2.04.2019

TASK N°2

ACTORS/

SECOND Meeting.

Dag Boutsen, Joran De Roover, Maud Verjans, Julie Charlot, Gudrun De Maeyer, Inge Claessens, Riet Eeckhout, Robin Schaeverbeke, Burak Pak, Martine De Maeseneer, Maaike Waterschoot, Martino Tartarra, Marlies Van Guysse.

AIMS/

Have a new point of view from management of Meurop.

RESEARCH QUESTIONS/

What are the needs of the school and the practical obligations?

OUTPUTS/

XVIII Annexe

Temporary bridge project will be build next year to have time to organize every details.

The coffee zone and cafeteria is a big question lead by STUVO because we need a contract with an organization.

For the terrace a canopy project with trees has to be study.

A plan for the fifth floor and the ground floor has to be made.

A system with big cutting map can be put in place to protect the tables.

A12.

TASK N°1

ACTORS/

STUVO

5.04.2019

Workshop.

AIMS/

Have a new point of view from management of Meurop.

RESEARCH QUESTIONS/

What are the needs of the school and the practical obligations for a cafetaria?

OUTPUTS/

It was a workshop to think about possibilities, for the cafeteria.

More green and ecology with fair price is asked.

More opening hours.

Access to sandwiches all the day. We can put the sandwiches not sale during lunch in the dispenser to avoid to throw them away and let them available for people after opening hours.

Contract wish local restaurant is a possibility.

Impossible to open to the neighborhood to avoid pay extra taxes.

XIX Annexe

Better food is needed.

A13.

TASK N°1

ACTORS/

30.04.2019

Alt_Shift*

Alt_Shift* meeting.

AIMS/

Have a new point of view from a research group.

RESEARCH QUESTIONS/

What can be a commons faculty of architecture?

OUTPUTS/

The importance of rethinking the curriculum and the participatory process.

The project as a first proposition is a good output but th process is also very, maybe more important.

This project ask also for a rethinking of the neighborhood what was done.

XX Annexe

It was a kind of informal talk.

A10.

TASK N°2

ACTORS/

Petra Pferdmenges+ Students+Renovas

29.05.2019

Pre-review.

AIMS/

Have a new point of view from students about a project of campus.

RESEARCH QUESTIONS/

How is it possible to put in place a Campus ?

OUTPUTS/

XXI Annexe

A lot of ideas.

The huge diversity of people in the neighborhood.

It was a very socio-oriented project. They did temporary intervention to inform people in the neighborhood and tr to understand the area from their eyes.

A14.

TASK N°1

ACTORS/

3.06.2019

Students

Feedback.

AIMS/

Have a new point of view from students.

RESEARCH QUESTIONS/

Feedback alonf participatory process

OUTPUTS/

XXII Annexe

They really appreciate the project and are 100% sure to want to study there.

They ask for more green.

They appreciate the curtains and informal zone.

They like the idea to have intervention before in the neighborhood to feel the building before being there.

A2.

TASK N°4

ACTORS/

Dag Boutsen - Dean

5.06.2019

Feedback.

AIMS/

Show what I’m doing

RESEARCH QUESTIONS/

Feedback for the participatory process.

OUTPUTS/

The dean really appreciates the idea of transforming the school in a work space. He asked to avoid touching at the building to show how much the transformation is possible like this He likes how people are really the center of the project.

The double facades with bike parkings are, for him, a real good idea.

XXIII Annexe

The participatory process should be highlighted.

A9.

TASK N°1

ACTORS/

07.06.2019

Maaike Waterschoots

Feedback.

AIMS/

Presentation of the project.

RESEARCH QUESTIONS/

Feedback from the administration point of view.

OUTPUTS/

XXIV Annexe

She is really enthousistic.

She likes the flexibility and the small interventions everywhere.

She wants to use this project as a tool to challenge the management of the faculty to rethink it.

Envisioning the Architecture(s) of the Urban Commons prof. dr. Burak pak, prof. drs. HĂźlya Ertas Julie Charlot

FACULTY OF ARCHITECTURE / International Master of Architecture / Brussels Campus / Master dissertation / Academic year 2018-2019