Issuu on Google+

D

E

S

T

I

N

A

T

I

O

N

MARSEILLE ARCHITECTURE

AND

MISCEGENATION

the project as teaching material


UnitĂŠ d'Habitation, Le Corbusier. Proyectos 5


Arq. Javier Sanchez Merina PROFFESOR

Carla Flores García TEXT AND GRAPHIC DESIGN

Jorge Arques Carbonell Mateo Bernabeu Carbonell Carla Flores García Marina Sanchez Ardanza Enrico Ugolini Giada de Ramundo PHOTOGRAPHY

Proyectos 5 2014 CONTRIBUTORS

Universidad de Alicante


PROJECT PROJECT IPROJEC NOD E C XT RMARSEILLE ROJECT O EC OJECT MARSEILLE PROJECT PROJE ROJ ECT MA PROJECT PROJEC ROJEC OJEC CT PROJECT ROJECTLE M MARSEILLE PROJECT MARSEILL MARSEILLE PROJECT MARSEILLE INTRODUCTION

1

BACKGROUND

3

PROJECT METHODOLOGY

7

IN CLASSROOM

10

APPROACHING: MARSEILLE

16

RESULTS

36

CONTRASTS WITH CUENCA, ECUADOR

38

FOR FUTURE WORKS

40

ANNEX

43


Chateau La Coste, Marseille. ph: jorge arques carbonell


INTRO

This work aims to show the conception of a new methodology that could be used in professional live and how the students of the University of Alicante develop the architectural project with it, in contrast of the way of designing in the University of Cuenca. Proyectos 5 (2014) is working with the unknown, which is directly associated with a travel to a foreign city, and used as a learning tool. The students should experiment the life in the city, having an active participation and finally they could help to transform it with a project. The goal of the trip is to change the city by becoming, in this case, a Marseille citizen. A final evaluation of the courses with the same methodology in different years shows how the environment and different factors can produce different projects. This way of teaching aim the student learn how to design for specialize things, to develop creativity and learn to control the project by their own.

1


2

BACKG

University of Alicante. ph: carla flores garcĂ­a


ROUND THE CLASS

This course is taught in the second semester of third year within a period of 4 hours per class, twice a week. The lecture has 45 students, 8 with previous studies in technical architecture and 13 Erasmus. The first class of the year the teachers of this level exposed the content for Proyectos 4 and 5; this allowed the student to choose the best option. The principal reasons why they selected this class was the trip they will make in the second semester, as well as the possibility of making a project more real, that might be similar to a professional studio, and specially for being a course different from the ones they had before. About the Erasmus students, some were told to take this course by comments of friends that already took the course; others didn’t have the chance to choose, but were happy in the group. The students are used to submit the project with sketches for the initial ideas, lately they use AutoCAD for develop details, lately Photoshop for explaining the project and making the sheets, in very few cases they use illustrator and InDesign. For a 3d model and rendering they use 3dsmax and more commonly Rhinoceros. This class will encourage them to learn different ways of exposing a project, like videos models and blogs, to make it understandable for a client.

3


4

Music Pavilion Frank Gehry _ Proyectos 5

THE CITY The class is developed around a trip, a city nobody knows, not even the professor. This year the chosen city is Marseille, France’s oldest city and second largest, 241 km2 of which 100 km2 are of natural area and a population of approximately 1.6million people. It is a port city with a strong identity, and has become the European capital of the culture in France along 2013; this title was given for its cultural diversity and the integration between them. Going to an unknown city makes the student research and get into a different culture that may develop conflicts, mafia, immigration, and other ways of living, anything similar to what they are used to.

THE PROJECT The project before the trip is to create “Microarchitecture”, it’s a minimum space qualified for a living. The simple expression where can only fit one person. The students have to work and understand the culture, the necessities of people and solve the city problems with the microarchitecture. This project is created as a normal one, just with the definition that is only for one person, the students will pass through different difficulties not considered previously, because is an exercise they never did before. Once they get to the city, the trip will confirm the microarchitecture validity, and prepare the students for the next exercise. The final project is an intervention in the city, solve the problem they identified, research, create and design architecture; taking advantage of the first exercise.


5

THE BLOG The Blog is a tool to show the projects along the whole process. Also to post other exercises for the class and for making comments to other works so they can improve in every step. The blog is made every year so students can take them as a bibliographic website. It is a tool used by many architecture studios so they get prepared for professional life. http://ua-destinomarsella.blogspot.com.es/

UnitĂŠ d'Habitation, ph: carla flores garcĂ­a


6

METHO

PROJECT

PROYECTO 5 ph: carla flores garcía


ODOLOGY This methodology is about working with

the unknown, go to a place you don’t know anything, but you work around a specific theme. The student should find out the new ways of social organization from connecting the production and consume, recognizing how the different articles are fabricated from the raw material to the final product. It also can become into a sensibility to sustainability and develop concepts of territory established for the society and environmental consume. Architect’s career is always surrounded by people, a team of multidisciplinary subjects from the moment of creating a larger study to each work. That’s why we must rescue the social character of this course. It is important to encourage practices between the partners and promote the union between them, even to be a support. And the participation with the people involved on the project, to be more in touch with their reality and their needs.

7


This course is based on a trip as an experience that reinforces specialization connections. To make the student do an effort for investigate other camps for 8 completing their work. Beside the design they learn to think, to create new things, turning into an initiative in the student. At some point it may be demotivated because of the slow progress of the work, because each class is a new beginning for the project, so they think its missing stability in the progression, but it is part of the process. After a couple of weeks it is recognizable the way of giving responsibilities little by little. The most important part is the process, how to conceive the project, the investigation, the different options along the way. Everything will end up in an architectural project. This is clarified with 3 steps, the first made before the trip, secondly in the city itself and finally the “after trip� project. ph:

carla flores garcĂ­a


The project begins with the research about the place where is going the architecture, Marseille, the conditions for projecting, 9 the social factors, of the city, etc. in this research is where the concept of the project appears and the most impressive thing of each neighborhood is shown in the microarchitecture. The criteria used born from the interpretation of the concepts, mostly shown in the structure. Lately when the design is defined starts the development of the constructive system and Sometimes the student the materials. This should be a solution does not know what to that makes a relation between the armake of the statement chitecture and the user. For all this reto create an activity search process the unique source is for travel. Is missing crethe internet. In many cases relevant ativity by the student to pages featuring articles on the subperform, to create new ject, such as BBC, National Geographactivities on the trip. ic. However, often the literature is not In many cases the abcertified. For specialization in structures, sence of an explanamaterials and sociological aspects intion. Is perceived to be volved in the project, the student goes easier for the student to to the internet, tutorials and ultimately understand the demand with an exsee a specialist teacher in the subject. ample but in this case there had not been and it limited to tourist attractions found on the internet. The trip is to experiment the city, to live it, to identify problems and possibilities for projects.

ph: carla flores garcĂ­a

1

2

The work after the trip the student should think and construct what Marseille needs and wants. This work helps the student to look in a different way and find option of work. Coming back to class they will design an architectural project with real statements. It can be un the urban or architectural intervention.

3

ph: carla flores garcĂ­a


C

O O M C L A S S R O O M C C L L A A S S S S R R OO OO MM L A S S R O O M C C L A S S R O O M C L A S S R O O M C L A S S R O O M C C L L A A S S S S R R OO OO MM C L A S S R O O M C C L A S S R O O M 10

L

A

S

S

R

IN CLAS PROYECTOS 5 enero - junio 2014

C

L

A

S

S

R

O O M C L A S S R O O M C C C L L A A S S S S R R OO OO MMC L A S S R O O M C C L A S S R O O M C C L A S S R O O M C L A S S R O O M C C L L A A S S S S R R OO OO MM C L A S S R O O M C


C

L

A

S

S

R

O O M C L A S S R O O M C C L L A A S S S S R R OO OO MM L A S S R O O M C L A S S R O O M M C L A S S R O O M C L A S S R O O M MC C L L A A S S S S R R OO OO MM C L A S S R O O M C L A S S R O O M

SSROOM C

L

A

S

S

R

11

O O M C L A S S R O O M C C L L A A S S S S R R OO OO MM L A S S R O O M C L A S S R O O M M C L A S S R O O M C L A S S R O O M C C L L A A S S S S R R OO OO MM M C L A S S R O O M


12

ph: carla flores garcĂ­a

The work is developed in groups of 6 students, a factor that determines the way of working, each group should get organized and each member work in specialized topics to take advantage of time. But taking decisions among a large group is difficult and delay the progress of the project. After a couple of presentations and redoes the projects didn’t get a good level, it may be because of the quantity of members in a group that make difficult to agree with each other. So they divided in to groups of 3 people, then the development of the projects is quicker and the results each time get better.

This methodology of learning pretend to improve the project with expositions and the comments the teacher and the classmates can make to each group, during the class and in the blog. These expositions at the beginning show the first sketches of the projects, later they turn into showings of the prototypes, that every class changes mostly in dimensions and different materials looking forward the best solution. In class they should learn to find a reason of being, that can involve the design and the architecture. Everything should have a why and to resolve a problem or a necessity. The architecture created needs a sense and the student should


group talking with them and making reviews for improving their work. He shows the importance of 13 learning from a mechanism for making architecture from it. Not to copy a system, but to learn how it works and adapts it to the needs of the project. Also to learn the behavior of the material for taking advantage of their properties, flexible or rigid, for maybe generating a structure of the material. ph: carla flores garcĂ­a

To get ready for the trip ty of the technique and the student should make how to take advantage a journey with different of it and the material. activities to do in Marseille, to put their microarThe time allows the stu- chitecture in action. Also dents to work in class a research of information and advance in the of the city, places, weathproject while the teach- er, and questions for the er pass through every experts they will visit. identify an aspect of Marseille with the microarchitecture, and start learning the important things for a project, such as, how to get along with the structure of the façade, to look, to invent, questioning the material, investigation. Learn from the different cultures, everything by playing with the unknown. In the advanced class they start looking for new techniques, playing with the structure and learn to identify the feasibili-

ph: carla flores garcĂ­a


14

ph: carla flores garcĂ­a

During the trip in Marseille, they should The second part of the semester they identify the opportunity to make a proj- will develop a work as an architecture ect, because that is how the profession- studio, the nearest they could to realial work is. This had to be shown in class ty because it’s a process they will use in their professional work. Then the stuas a postulate with a photomontage of dents have started with the architecturthe problem. After the trip the students al project, and have just 2 months left so talk about their experience in Marseille, for getting organized, with the help of what they saw, the interviews, their a Gantt chart to follow along the properceptions, the problems they could cess. The students start to talk with propidentify and the debilities in the zones erty about their projects and what they they visited. How the microarchitecture want because they know what they develop in the city, if it worked or not. are talking about, they have lived it.


The project is centered in

more

real

projects

that can be built, solving the needs the citizens have, so that’s why the trip wasn’t done for tourists but to live the city. The teacher explains to the class the advantage of building a method in class because it can be applied to other projects. It’s

about

developing

ideas for creating architecture, to draw the actions for what the project in being designed and to go for an expert in the themes needed. The process takes the student to other level of invention, to improve their skills and knowledge in other design areas for new ways of showing the project. And there is when the process is the most important part, because following the correct way of conception and research is when a the final result ph: carla flores garcía

is

good

architecture.

15


16

APPROACHING

NOTRE DAME DE LA GARDE ph: jorge arques carbonell

MA


RSEILLE

The main goal of the trip to Marseille is living the city in activity, to experiment how the live in Marseille is. The activities give the student ideas for solving the city problems and for making a project back in Alicante. The trip of 7 days showed different aspects of the city, from the rich to the poor neighborhood and the squats in downtown, how’s like to buy in the public market and the diversity of people you can find there, the different meting points in the city and how people interact in each one. The social conflicts in the city and the special places, those are not touristic. This trip takes the group to know different professionals that work in Marcella, and to have an inner approximation to different points of view of the city.

During the trip the students showed the teacher the problems they taught the group had, firstly the problem of communication between teacher-student, the information was different for each group. Because of the big amount of students it was difficult to coordinate the visits, the schedule and the information. The students are used to follow directions but tis course encourage them to make their own rules, presentations and to be learn to have new responsibilities.

17


18

1

DAY The

beginning

of

the

journey is full of expectations, waiting for a bus to an idealized but unknown location. Sleep in the bus dreaming about the project that must be realized. Awakening in an unknown point and not

understanding

language.

the

Adaptation.

Create nomadic societies that are inserted under the classification of “tourists”. But this trip is not to visit, but to explore and remember, adjusting you to a new culture and to live it, to understand it. The travel starts in Nimes, a

town

in

the

south

NIMES_ ph: carla flores garcía

“As a team we reinvented the gender, we reinvented the airport, we reinvented the nature, the high rise building, reinvented the relationship of the old and new in terms of how you create a new life cycle for a historic building keeping the best of its identity from the past and all of these perhaps in another one where reinvent ourselves in terms of changing circumstances or from experiences or knowledge or fitting of new challenges.” Norman Foster.

of Frances, for having breakfast. An unfamiliar city showing the world its history, the presence of Romans, modernity, and finally expressed in a contemporary building of Norman Foster, everything mixed all together.

NIMES_ ph: carla flores garcía


NIMES_ ph: jorge arques carbonell

It continues climbing to the highest point of the city for a panoramic view. Breathing clean air, lots of greenery and history that the city offers. Trying to absorb everything that a new city can offer, their food, their experiences. Identify the relationship between the new and the old tension created between the buildings in a city that mystifies between them. Each is characterized with different materials, defining a time and technology, and as both these can be related in the same space. The Tour Magne, La Maisson Carrée, the Cathédrale, Le grand temple and the Carré d' Art. Inhabit machine of modernity that give a clue to understand its operation, examples of important French architects, such as Jean Nouvelle. It’s an opportunity to learn from buildings, structures and new concepts of projects, and how these were built.

Arriving to Marseille after leaving the luggage at the hotel, the first approach with the city is the visit to the School of Architecture, very enriching experience. Received by the Architect Eve Roy, took the class around the building and explained how it was conceived for its closeness to the national park, how’s the society and how’s it shown in the building and it’s connection with the outside, as the Marseillaise culture develops closer to the

nature and should take advantage of the site location of the university. Having a conversation 19 with Professor Jean -Marc Huygen and share a class with 10 students and teachers and Florence Sarano Yvann Pluskwa, seeing how different can be the classes between these two universities and the projects too. Classrooms with small amount of students and two professors, can make a personalized learning, activities more detailed.

UNIVERSITY OF MARSEILLE_ ph: carla flores garcía

UNIVERSITY OF MARSEILLE_ ph: carla flores garcía

The adventure starts later when we had to take public transportation to go back to the hotel, an approach to the live in Marseille, run to take the bus, change to the

metro, walk to the hotel getting related with the Marseilles. Finally finish off the night with the main attraction center of Marseille Vieux -Port.


20

DAY

2

First approach of Marseille starts with a new perspective of the port in the morning, walking through the square with Marseilles in their normal day, going to buy fish, on their way to work, living their life. Next visit is to The Friche, an art factory, an area of life and culture in Marseille. Road to the Friche can be appreciated every detail of Marseille by walking through the city, looking for any problem that can be the start of a project, and on its various neighborhoods discover that has more problems than the ones we imagined. Big cities always hide problems to tourists, and that is why to understand Marseille is necessary to make an own schedule and get lost in the city. We could see many people living on the street, which brings problems of hygiene, sanitation, garbage in the streets, squats in each block, rats and organics wastes are present in the southern suburbs.

MARSEILLE_ ph: carla flores garcĂ­a

LA FRICHE_ ph: carla flores garcĂ­a

LA FRICHE_ ph: jorge arques carbonell


Reach the Friche and

LA FRICHE_ ph: jorge arques carbonell

look forward to the event of the day, skateboard-

21

ing. Staying in the building gives the opportunity to visit the cultural center, exhibitions, shops, coffee, and resting in the terraces to see how life unfolds in Marseilles on a Wednesday, when children do not attend to school and can share the day with their parents, an interaction

between

children

and

another

between

parents, enjoy the day and forget about work, to return to the routine on Thursday. Having a beer on the deck, chatting with the gentleman who sat in the same table. Discover young people taking care of a garden on the balcony. See the city from the terrace, the trace profile. Late in the day the skate class, dealing with the balance, to understand a way of living for many people, in a space for urban art. Finish the visit and feel the need to know more.

LA FRICHE_ ph: mateo bernabeu carbonell

It was a great opportunity for a group that was working with the city and the skateboarding. They made interviews, take pictures and had the chance to live the place for the project. A skate park for all ages and levels of performance is a meeting point in the city, an opportunity for art and graffiti as well as being designed for extreme sports. The chance to learn and have fun in a skate park gets out our inner child. Identify the obstacles and ramps are designed in space, and link it to architecture.


Nearby, is the Palace of Ronchamp, to get there we pass through a tunnel 22 decorated with special symbols in buttons, badges, flags and in different languages, but all in one place. Walk and see how daily life goes between the Muslim, cath-

MARSEILLE_ ph: carla flores garcía

olics and atheist, how they coexist in the same city, in the same building. Is perhaps the architecture unifying breeds? At night we meet David Escobar, a Mexican urban

geographer

liv-

ing in Marseille, work for “Centre ville pour tous” (Downtown

for

MARSEILLE_ ph: marina sanchez ardanza

every-

one) an association that want to defend people’s right to housing or to whom are forced to habitat in unworthy conditions. He explained the

MARSEILLE_ ph: jorge arques carbonell

city from the urban side, the problems of the main street, “La Republique”, has why the owner of the buildings monopolize the street, and the history around it, giving many aspects to the city for the students to take advantage and make projects.

MARSEILLE_ ph: giada de ramundo


23

MARSEILLE_ ph: enrico ugolini

LA FRICHE_ ph: mateo bernabeu carbonell

.LE CHAMP DE MARS_ ph: marina sanchez ardanza

MARSEILLE_ ph: carla flores garcía

After the talk with David, we went to have dinner in “Le champ de mars” a restaurant located in “La Plaine” a neighborhood with an active night live. The dish was “Pastis”, “Turkish cousine” that showed once again the multicultural way of living in the city.


24

DAY

3 VIEUX PORT_ ph: carla flores garcía

VIEUX PORT_ ph: carla flores garcía

Wake up, eat breakfast

MARSEILLE_ ph: jorge arques carbonell

and run. Start early in the morning to reach the best fish, the fresh ones in ph: jorge arques carbonell

the market at the “vieux port”.

Close

contact

with Marseille life, in the market, as in every city

ph: jorge arques carbonell

always haggling for the best price and amazed to know that on the night we will have a good dinner.

ph: jorge arques carbonell

As children hiking, we must question everything; discover how is this complex system that powers the city, laden with backpacks look at the port but in this case with a deeper look, Architect. Identify problems that arise as the absence of shadow that makes trader, placing a parasol in average circulation, sellers in strategic location between the edge of the platform for unloading fish and grid drain.


Later we met Thomas Martin, an architect working in the regeneration of a neighborhood, turning 25 it greener. He looks for the abandoned backyards of the buildings and produces their own earth and then makes urban gardens for making their own natural vegeMARSEILLE_ ph: jorge arques carbonell

tables.

Also

interesting

of this project is how the people in the neighborhood gets involved on it a start decorating the streets with plants and the

collaboration

with

the gardens and the recollection of wastes for the different productions. He also collects rain water and has hens, a dry bathroom and finally the project plans to expand into the surrounding plots and also hit the city. In urban art has taken the initiative by placing flower pots with plants in the groves, which turns into a circulation problem, because of the small size of the sidewalk and thieves problems because the pots MARSEILLE_ ph: jorge arques carbonell

are secured with chains.


26 ph: jorge arques carbonell

ph: marina sanchez ardanza

MARSEILLE BULLABES S SA A MARSEILLBU ULLABESA LLABESA ABESA BULLA ABESA ABE A AB BE B ESA SA ASEILLE MARSEILL BULLABESA BU ULLABESA ABESA

ph: enrico ugolini ph: jorge arques carbonell

ph: jorge arques carbonell

ph: jorge arques carbonell

ph: giada de ramundo


This very colorful neighborhood with graffiti on the ground floor, gives another image of 27 the city. Water, shade and restaurant tables give life to this place. The lunch we had was with the people of the “Cours Julien” foundation with food cultivated on their urban gardens. ph: enrico ugolini

With no change to stop, the trip continues with a meeting with Gabrielle Salvia, a critical visit to the project “Euromed” and the climb to “Notre Dame de Garde” where he explained a little about the urban side of Marseille between the new and the old port.

ph: jorge arques carbonell

Way back to the hostel to prepare the “Bullabesa” a typical dish of Marseille based on fish. Each group had to make a dish to share it with the class. The result was a dinner where every student could choose what to eat from many options and finally the “Bullabesa”. We could see the collaboration of every student, music, laugh and effort of each group.


28

DAY

4

An activity of the trip was founding a hotel for two nights, so early in the morning was the changing of baggage. By 10:30 we met Tilman Reichert at the MUCEM, who explained the concept and the construction of the building. This building won the contest against other proposals of many recognized architects, it was because of the concept of getting along the city and the sea, for being conscious with the environment, and the adaptation to the landscape. The structure works for all the building, non-independent high on each floor, enabling a better job with a tree structure. The MUCEM has several bioclimatic strategies, the well water that surrounds it, the double faรงade, and a heating system that takes water from the sea and by changing levels this cools or heats the building. It is built with a super highly resistant concrete, further this cast to resist diseases by action of the salt.

ph: jorge arques carbonell

ph: marina sanchez ardanza

ph: jorge arques carbonell


29

ph: google imagenes

Later a walk around and a visit to “ La ville mediterranée” and the expositions, a walk in the “Euromed”

neighborhoog

and the “fonds regional dárt contemporain”. By late afternoon we go to a concert of oriental music in downtown, another activity that show a difph: jorge arques carbonell

ferent aspect of the city.


30

DAY

5

The day starts on the International salon of art, expositions of art in different styles. Many artist from around the zone presented their works, sculptures, paintings and so on. Near this cultural center is located the velodrome, that still is in construction, we can find the person in charge of the roof construction, coincidentally from a Spanish company. That person explained how they work, with people from all over the world, in two periods, night for ensemble the parts of the roof and to put it up the building and in the morning no secure it. In the afternoon a quick lunch and instantly going to the If island by ship. There we visit the castle and to know a little more about the story of the count of Monte Cristo. Starring at the amazing view from the highs point of the castle. Way back to the city a small stop in the Frioul archipelago.

ph: jorge arques carbonell

ph: marina sanchez ardanza

ph: enrico ugolini


31

As it is known Marseille has many neighborhoods of poor people, of special groups of people, others for gypsies, and so on, many of them very dangerous for tourist because people living there don’t like estrangers in their zones, so don’t even appear on the touristic reviews. But as part of knowing the city even deeper, we took the bus to the last station and arrived to “Bougainville” the first impression was that the buildings and the neighborhood in general aspect didn’t look bad, but suddenly a gypsy marriage and the women screaming at us, boys looking with mean and incomprehensible glances. Then is where we star being scared, no more people in the street, not even the bus to go back, boys communicating with each other’s about us and start talking to us in another language, feeling we are surrounded by them, then star walking back to find another bus stations. Finally after being followed by that young people we get the bus and go back to the hotel. For relaxing a moment we met at night in a bar and have some drinks, talk about the day and getting into the night life of Marseille.


32

DAY

6

Almost the final of the trip, its necessary to know as much as we can of the city. This day is for getting around the other side of the city, like the “nice”

ph: jorge arques carbonell

one, the neighborhoods of the people with money. A small tour around the

neighborhoods

of

the south, a walk around Courniche Kennedy for breathing pure air and seeing

the

sea,

“The

end of the world”in Callelongue. And finally finish this natural expedition in the national park of the Calanques, this excursion

ph: carla flores garcía

show us how the Marseilles enjoy their weekend in family walking surrounded

by

nature.

After walking a couple of hours we decide to go down to the sea level and take a bath in the “cala de sugiton” very cold water, stone beach, but

beautiful

place.

ph: marina sanchez ardanza

ph: carla flores garcía


Late afternoon is time for changing of hotel, ones again, but this time to 33 the best option for an architect, we moved to Le Corbusier Hotel, located at the “Unité d'Habitation” a building he made by 1952. The concept of the building is to make a place with everything ph: jorge arques carbonell

inside, a small city fitting in a building; there you can

find

departments,

restaurant, stores, a hotel, kinder garden, a bakery, an architect studio and many more. We visit the rooms and underph: carla flores garcía

stand the performance of the suite, how it was taught, from the kitchen and its furniture, the air circulations, and many aspects of the architecture considered by Le Corbusier that also where specific of Marseille, very

ph: tatiana martinez soto

different

from

Spain.


34

ph: carla flores garcía

This is the day for putting in action the microarchitecture. At night we went to the carnival, in “La plaine” but the surprise was when we arrived and saw a big fire in the middle of the plaza and the police officer almost fighting with the people there. The carnival

ph: carla flores garcía

was over. Anyway as an amazing city we find in the other side of the plaza a group of musicians playing music and people dancing. Where the microarchitectures start to taking place, later each group the

walked

city

for

around interact

with their architectures.

ph: marina sanchez ardanza


DAY

ph: marina sanchez ardanza

ph: marina sanchez ardanza

ph: giada de ramundo

The last day, we ate breakfast with an amazing view of the city from the restaurant of the hotel. And quickly take the 35 micro architecture to the terrace of the building. Where the students showed their microarchitecture and express it with a phrase. Ending the trip with the successful of the project.

7 ph: marina sanchez ardanza

Final stop in “Château la Coste”. “A special place where art, architecture and land came together. Artists and architects from all over the world were invited to visit Château la Coste and explore the beauty of the landscape.” We walk around the places and seeing the landscape and the pavilions, the sculptures and appreciating other ways of art. Works from Tadao ANDO, Louise BOURGEOIS, Franz WEST, Alexander CALDER, Frank O. GEHRY, Liam GILLICK, TUNGA, Andy GOLDSWORTHY, GUGGI, Tatsuo MIYAJIMA, Hiroshi SUGIMOTO, Jean NOUVEL, Jean PROUVÉ, Jean-Michel OTHONIEL, Michael STIPE, Sean SCULLY, Richard SERRA, Tom SHANNON, Paul MATISSE and Larry NEUFELD. Finally we wake up in Alicante, and ready for starting a new project.


36

R E S U

UnitĂŠ d'Habitation ph: carla flores garcĂ­a


U L T S

After the trip the students show in class their impressions of the city, the problems they identify and their experiences. It's important to know how was the development of the microarchitecture in the city and if it helped the students to continue a deeper project with the same tendency or start a new one from a more relevant problem of Marseille.

The

following

advance

in

classes the

new

are

for

project.

The following classes are for advance in the new project. The students are showing their creativity skills, they looked for their own project, created it and start designing it for a real propose. They mix the criteria for creating new spaces more sensible to people and architecture for interviewing on the city.

37


38

CONTR The Faculty of Architecture of the Uni-

“Parallel to this notion of

versity of Cuenca has different proj-

the construction mate-

ect for each level, with different dif-

rial, is appropriated to

ficulties depending on the year of

talk about the project

carrier of the students. Although the mythology is apply to every level, or it aims to develop a good project with a similar process despite its scopes.

material, that is to say, that elements, criteria, or solutions that come from the own experience or

Cuen-

from others, this is the raw

ca pretends to produce and ques-

material of the project to

tion

which the sense of order

The

methodology knowledge

used

in

in

different

steps.

of who is projecting will 1.

Read

the

2.

Understand

tion

with

men

3.

Making

4.

Reflection

context its

and

coherent of

give it a formal structure”

rela-

environment proposals the

HELIO PIÑÓN

work

The course is developed with a maximum The biggest difference is in the creativof 20 students, so the teacher can work ity the projects of UA have, the conwith each group more intimal way. Most nections with the users and the conof the projects work as an integral work- cepts they develop. In contrast with shop, where the students have one or the projects of the UC that are more two teachers of architecture design and technique and just solve the users’ nethe support of other specialized teach- cessities they strictly think in the archiers in other classes, such as structures, tecture and don’t innovate in design constructions and sustainability. The fi- or create a new technique or patnal work is presented in A0 sheets and ent. Finding a middle where the stuexposed in front of a tribunal conformed dent develop its creativity by creating of design teacher of the same level. new architecture would be the best.


AST

CUENCA

13 24

Read the context, in this initial step the Making coherent proposals (how the students make analysis of the plot, the project appropriates of space, making climate, the people, the zone and oth- a creative project that can change the er aspects that may be related to the environment) once having the diagproject, as politics, economics, trans- nostics, the concept and the criteria, portation, etc. Depending on the de- the students start sketching and makmand of the project, in this step also is ing proposals. Lately when the design reviewed the state of art, examples of in defined the student start with the relevant buildings with the same use and modeling of the project, drawing the architects that had made same works. plans, making renders, and a 3d model.

Understand its relation with men and Reflection of the work, in the final environment, in this step the students need to do a deeper analysis that will end with the initials aspects of the

step the teacher make a reflection of each work, if it works or not,

project and the concepts that will

follow the project. Furthermore the why it is good or not, if it is coherent students present the information recollected, the process they been following and the analysis made in front

or not. Giving points to the students to form its own criteria and correct

of the class so everyone can give an

opinion and help for a better work. the work for the final presentation.

39


40

FOR

MUCEM ph: jorge arques carbonell

FUTURE


EWORKS

I think that at the end of this process the student should be capable to understand how to apply a new methodology to create an architectural project. And see how the whole process has a sense at the end. It has to be clear how this semester helps them to develop professionally. This is difficult to see for many students. The students mention some positive things about the class, for example the attention the professor gives to each group every class, it helps to solve the problems that appear in the process and the motivation for each one to participate, and for projecting with foundations. The workshops they take along the semester, as the one with Prada Pole, encourage them to work. It would be perfect if they had more and that could be integrated to their project. The students ask for a project that gets into more real problematic, to a work more like one in a studio. That could be more exigent so they can improve their technical formation. Because as they don't do plans and details, they don't see it as architecture. Is difficult to follow with the design process or with the activities because the students don't understand the activity, it's required a guide or a rule that govern the game and take the mind to elaborate the project.

41


42

GRAFFITI ph: jorge arques carbonell

A A A A A


AANNEX NNEX ANNEX AN N E X A N N E AANNNNEEXX ANNEX A N N E X E A N N EEX A N N X ANNEX 43

The

followings

Worksheets

show the best works of the past years; with the same methodology we can appreciate dif-

ferent results in different cities.

Each project answers to a content, objectives and different activities

established

along

the course. For the evaluation each project should have ev-

ery point correctly developed and

a

good

presentation.


44

ICELAND 1.

CONTENT_

a. To be conscious of the human scale. b. In the sustainable solutions we can find, mobility, clean tissues, and food distribution. This change of product to result is the first step to take for changing a sustainable being to the construction of ideas that could make it possible. The course gets involved with this thought and develops it with the concept of Slowness.

2.

OBJETIVES_ a. b. c.

3.

METHODOLOGY_ a.

b. c.

4.

Specifics: creating a network with the slow concept. Generals: identify new social forms of organization. Sustainability. Architectonic: form, function and technology.

Before the trip: i. 1.1 MICROCONFERENCIA: SUSTAINABLE-EVERYDAY ii. Conferencia Inaugural iii. 1.2 SLOW FOOD iv. Entrevista a Enric Ruiz-Geli El Mundo v. Ezio Manzini en Alicante vi. 2.1 MICROCONFERENCIA: OLAFUR ELIASSON vii. 2.3 O.E. REVISADO V2 viii. 3.1 PATRONES DE MÍNIMA INSTALACIÓN ix. Conferencia Museo Judío Berlín de Daniel Libeskind x. 3.2 PATRONES DE MÍNIMA INSTALACIÓN V2 xi. 3.3 INSTALACIÓN MÍNIMA xii. 4.1 PABELLÓN SLOW - SECCIÓN xiii. 4.2 PABELLÓN SLOW - DETALLE MODELO xiv. 4.3 PABELLÓN SLOW - PLANTA xv. Olafur Eliasson: Jugando con el espacio y la luz xvi. 4.3 PABELLÓN SLOW - PLANTA V2 Trip to Reykavik After the trip: i. Iceland project

TEMPORALIZATION_ a.

Trip to Reykjavik


D

45

ARCHITECTURE AND LANDSCAPE BEFORE

THE

TRIP

2.1 MICROCONFERENCIA: OLAFUR ELIASSON The New York Waterfalls_ shows with an example the concepts that Elafur Eliasson works with. He communicates the message with clarity and he appropriate of the theme. Author: Salvador Serrano https://www.youtube.com/watch?v=i0lsX8uEbm0#t=202

2.2 OLAFUR ELIASSON REVISADO

In her first approach discovers the “mate” as a concept of slow food, she studies the form in which is consumed and generate a network within she gets involved and design her own architecture.


46

3.2 PATRONES DE MÍNIMA INS- 4.3 PABELLÓN SLOW - PLANTA TALACIÓN V2 V2 This work shows the patterns develop- RECORRIDO EMOCIONAL_ this group ing the conceps of the class and how it uses models and videos to explain their turns into a slow network Project. Project with clarity. They use the concepts of class and research about the Author: Ernesto Sánchez Mateu possible games of light and view. Authors: Felipe Espinel, Manuel J. Fenoll, Pablo Tejeda


AFTER

THE

TRIP 47

FINAL PROJECT The

final

Project

has

combined

the

concept

of network and sustainability on its design, in a way that the meeting point is also producer.


48

ISTAMB

1.

CONTENT_

a.

It may consider the notion of sexuality in the islamic culture and its

coexistence with European culture. b.

2.

3.

Understand the city and its dwellings as a political space.

OBJETIVES_ a.

Specifics: concepts from the works of women artists.

b.

Generals: identify new social forms of organization. Sustainability.

c.

Architectonic: form, function and technology.

METHODOLOGY_ a.

Pre viaje: i.

MICROCONFERENCIA: MUJERES ARTISTAS

ii.

MICROCONFERENCIA V.2

iii.

TRIPTICO ARQUITECTĂ“NICO

iv.

CONFERENCIA

v.

PATENTE CONSTRUCTIVA

vi.

PATENTE CONSTRUCTIVA V2

vii.

ENTREGA PRE-ESTAMBUL

b.

Trip to istambul

c.

After the trip: i.

4.

Istambul project

TEMPORALIZATION _ a.

Study trip to Istambul


BUL BEFORE

THE

TRIP

A R C H I T E C T U R E AND GENDER

MANIFIESTO Author: David Palazón Berná http://issuu.com/er_deivid/ docs/manifiesto_sobre_arq_david?e=1744231/7471106#search

AFTER

THE

TRIP

FINAL WORK The “TORRE DE LA CONVIVENCIA” find a new form of social organization and creates architecture in a way the different cultures can life in the same place. Authors: Cristina Gil, David Palazón, Pablo Lizán, Ana María Carreto

49


50

ATHENS

1.

CONTENT_

a. It should be stressed that all these provisions were not only a consequence of human relationships but to respond an thought of the world as a whole, including also the environment

2.

OBJETIVES_

a. Specifics: the concept of politics and democracy by creating a free and active citizenship. b. Generals: identify new social forms of organization. Sustainability. c. Architectonic: form, function and technology.

3.

METHODOLOGY_ a.

Before the trip: i. 1. ELECCIÓN DEL MITO CLÁSICO ii. 1.2 MITO CLÁSICO / ENTORNO CONTEMPORÁNEO iii. 2.1 STORYBOARD iv. 2.2 TRÁILER v. 2.3 LA PELICULA vi. 2.4 CONSTRUCCIÓN DE LA COMETA vii. 3. REPRESENTACIÓN DEL NUEVO MITO viii. 3.1. ZONIFICACIÓN DE LA CIUDAD + DISEÑO Y EJECUCIÓN DEL VESTUARIO. ix. 3.2 ESCENIFICACIÓN DEL MITO x. 3.3 PRESENTACIÓN DEL MITO b. Trip to Athens. c. After the trip: i. 5. MODELO DE PLANEAMIENTO COLABORATIVO ii. 6. PRODUCCIÓN Y EVOLUCIÓN CONSTRUCTIVA Y SIMBÓLICA iii. 7. ARQUITECTURA DEMOCRÁTICA iv. 8. MANIFIESTO: ARQUITECTURA Y DEMOCRACIA

4.

TEMPORALIZATION_ a.

Study trip to Athens


S

51

ARCHITECTURE AND DEMOCRACY BEFORE

THE

TRIP

1.2A MITOLOGÍA GRIEGA: MITO CLÁSICO / ENTORNO CONTEMPORÁNEO Orfeo y Euridice Author: Álvaro Madero


52

2.1B PROYECTAR UN NUEVO MITO: STORYBOARD V2 Author: Group 10_ Silvia, Esther, Sergio


53

2.4 PROYECTAR UN NUEVO MITO: ARQUITECTURAS VOLADORAS Cometa tensaédrica Author: Group 1_ Chris, Borja, Inés


AFTER 54

THE

TRIP


FINAL WORK URBAN RESILIENCE: Social Communities from City Voids Author: Group 1

55


56

NAPLES 1.

CONTENT_

a. The porosity of the time transverse process. b. The “non-contemporaneity” of Ernst Bloch about those places where different times of history are in the same chronological time. c. The idea of different geographies. d. The textures that emerge from the alteration resistant structures.

2.

OBJETIVES_ a. b. c.

3.

METHODOLOGY_ a.

b. c.

2.

Specifics: the concept of democracy. Generals: identify new social forms of organization. Sustainability. Architectonic: form, function and technology.

Before the trip: i. MICROCONFERENCIA: LECTURAS DE LA CIUDAD ii. MICROCONFERENCIA V.2 iii. INSTALACIÓN URBANA. PROYECTO DE EJECUCIÓN iv. INSTALACIÓN URBANA. PROYECTO DE EJECUCIÓN V.2 v. INSTALACIÓN URBANA. PROYECTO DE EJECUCIÓN V.3 vi. PATENTE CONSTRUCTIVA vii. PATENTE CONSTRUCTIVA V2 in process viii. PATENTE CONSTRUCTIVA V2 final ix. CONSTRUMATUA x. REGLAS DE JUEGO xi. REGLAS DE JUEGO FINAL xii. JUGADA LITERAL xiii. EL JUEGO Trip to Reykavik After the trip: i. Naples project

TEMPORALIZATION_ a.

Study trip to Naples


57

ARCHITECTURE

AND

BEFORE

THE

TIME

TRIP

2.1 MICROCONFERENCIA:

Mentalgassi_ explains the work of different urban artists and their projects. Author: Silvia Henarejos Martínez https://www.youtube.com/ watch?v=1q5JChjSiOc

2.1 INSTALACIÓN URBANA. PROYECTO DE EJECUCIÓN Meeting bowls is a project with an important research along the process in a way that can keep up with all the concepts of the course. Author: Carlos Aparisi.


58

2.2 INSTALACIÓN URBANA. PROYECTO DE EJECUCIÓN V.2 The student creates a space in order to join the project conditions and make the details necessary for its construction. Author: Belén Morillas Álvarez


59

2.4 INSTALACIÓN URBANA. PRO3.2 PATENTE CONSTRUCTIVA V2 YECTO DE EJECUCIÓN V.3 The work shows a previous analysis that throws up the topics for the design, take the criteria from the earlier exercises and achieve the objectives of this one. Author: Andrea Disla

This final work is the presentation of an exercise with a couple of previous evaluations; the group that accomplishes the objectives makes a new patent from the criteria of the first work. This exercise develops the creativity and needs of a clear explication through graphics, as shown in this sheets.


AFTER

THE

TRIP

60

FINAL PROJECT The project is call Stratusquare and take time as a generator of historical layers and information that are superimposing the ones behind and continue by increasing the complexity of the place. It uses the principal

concept

of

the

course from a different view and creates architecture from their own point of view, new spaces for integration that are in relationships ones with the others. Author: Goup 4


61


PROYECTOS 5 2014


Destination marseille