Duration
80h Pr, 95h Proj.
Number of credits
| Master in urban planning and territorial development, professional focus in post-industrial and rurban territories | 7 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The territory project is a workshop-based teaching unit that engages students in reading, understanding, applying and critiquing urban planning tools. Teaching is based on design or "project" operations that propose a future transformation of an existing situation. The object of study and project is the territory. Design operations are based on representations, thematic research and fieldwork.
The aim of the workshop is to enable students to describe, design and take a critical stance in the face of territorial transformations, in order to address the social, economic and environmental challenges of the climate crisis and propose measures aimed at the ecological and social transition of cities, landscapes and territories. The project is a place for criticism, in that it enables us to manipulate, test and propose projects for cities and spaces that will enable us to live together in society.
The project therefore involves the application of most of the urban planning tools of the Brussels and/or Walloon Regions. One of the overarching objectives of the workshop philosophy is to question the relevance, appropriateness or interest of these tools, through a site and a question posed.
Students are asked to develop an operational, critical and creative response to the qualitative transformation of urban, suburban, metropolitan or rural fabrics. Implementing urban strategies therefore requires a territorial vision that cuts across scales, from the local to the global metropolitan.
The course is structured in three parts: diagnosis, scenarios, vision. Together, these stages form the territory project.
Learning outcomes of the learning unit
The territory project has the following main objectives:
- Collective and individual learning of the process of describing an existing situation (territory) on the basis of its forms (plots, roads, buildings, hydraulic structure, plant cover, landscape) and its rationalities and operating methods;
- Collective and individual learning of the territorial project approach through the proposed phases: drawing up a diagnosis, defining the issues and a problem, proposing scenarios and strategies, implementing a coherent and cross-disciplinary project vision, developing a prototype, programming and implementing, summarising;
- Develop the ability to work as a whole, capable of linking together the different disciplinary and thematic fields (architecture, environment, law, agriculture, mobility, etc.), the different design processes and the different urban planning approaches (urban and landscape composition, legal structures, institutional and financial set-up) involved in a territorial project;
- Handling and experimenting with representation and projection tools and techniques in their ability to construct a rationality and narrative for the regional project;
- Learning how to present and communicate the project to an expert audience.
Translated with DeepL.com (free version)
Prerequisite knowledge and skills
Planned learning activities and teaching methods
Learning activities
Learning activities include (but are not limited to): fieldwork, group work in workshops/classrooms, oral coaching sessions with the teaching team, independent library research and state of the art, presentations on the progress of research and project work, workshops/discussions and group debates, etc.
Teaching methods
Teaching methods are designed to match the type of learning activity proposed. The following methods will be used: independent learning, interactive teaching, working groups, case studies, project-based teaching, etc.
Research-by-design / Recherche par le projet
In particular, it is useful to clarify the following concepts, intrinsic to territorial project work, which conceives the project as a research tool. This means that, from the outset, the analysis and the project merge into a single descriptive operation which, although never-ending, builds hypotheses for investigation and design avenues. The workshop will extend from the strategic to the operational levels of urban planning.
Throughout the process, the questions posed in this workshop will be addressed at several scales. Scales and frameworks are given here for information only, and may be adapted as the workshop progresses :
* The macro scale of the regional territory and its periphery (approx. 60x60km and 30x30km);
* The intermediate scale of the communal territory (approx. 15 km to 3 km);
* And the local, prototypical intervention scale (approx. 1 km x 1 km).
Proposals are necessarily cross-scaled, integrating global issues into local proposals and vice versa. Work is organized in groups. However, the entire study will be handled interactively and collaboratively, with each group informing the other of its work to stimulate exchange and converge on a common idea.
Devices/supports
The students' own work and research are the devices and media for exchange. These take the form of documents and drawings brought to the workshop, or group presentations and speeches prepared for discussion with the teaching team.
Student obligations
Attendance at workshops is strongly recommended for the project to run smoothly. A committed attitude to group work must be maintained throughout the course. This implies the ability to work across different profiles (disciplinary and Master 60/120).
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Face-to-face, studio.
The studio is a teaching typology with a very free and deliberately unstructured structure, based on exchanges, group work and drawing. Guidelines are given, but independent work, research, etc. are an integral part. The exchanges can lead to moments of uncertainty and a non-linear process. Zooming in and out, working in series/variants, hypotheses and counter-hypotheses feed the students' work.
The studio sessions involve the following activities.
Autonomous group work, feedback to and from the teaching team (teaching "at the table"), formal feedback to the whole class ("poster" or "power point").
Course materials and recommended or required readings
Other site(s) used for course materials
- Bibliothèque universitaire (https://explore.lib.uliege.be/)
Further information:
Selection of recommended references
Ait-Touati, F., Arènes, A., Grégoire, A. 2019. Terra Forma. Manuel de cartographies potentielles. Montreuil, Editions B42.
Alexander, C., Ishikawa, S. & Silverstein, M. 1977) A Pattern Language, Oxford, Oxford University Press
Aureli, P. V. 2010. Rome the centre(s)elswhere, Skira
Banham, R. 1971. Los Angeles: The Architecture of Four Ecologies, New York, Harper&Row Publishers
Barcelloni Corte, M., & Viganò (Eds.). 2022. The Horizontal Metropolis. The Anthology. Cham, Switzerland: Springer Nature.
Cavalieri, C., Viganò, P. (eds) 2019. The Horizontal Metropolis, a radical project, Zurich, Park Books
Corboz, A. 1993. Atlas du territoire genevois permanences et modifications cadastrales aux XIXe et XXe siècles., Chêne-Bourg, Genève, Georg
Corboz, A. 2001, parution originale 1983. Le Territoire comme palimpseste et autres essais, Besançon, Les Éditions de l'Imprimeur
Corner, J. 1999. "The Agency of Mapping: Speculation, Critique and Invention", in: Cosgrove D. (ed) Mappings, London, Reaktion Books, p.213
Desvigne, M. 2009. Natures Intermédiaires, Bâle, Birkhauser
Grosjean, B. 2010. Urbanisation sans urbanisme : une histoire de la ville diffuse, Wavre, Mardaga
Haraway, D. J. 2020. Vivre avec le trouble, Vaulx-en-Velin, Les Éditions des Mondes à faire
Koolhaas, R., Mau, B. 1995. S,M,L,XL, Rotterdam, Nai010 publishers
Lynch, K. 1960. The image of the city, Cambridge Massachusetts, The MIT Press
McHargh, I. 1969. Design with Nature, New York, Wiley and Sons
Muratori, S., (ed.) 1963. Studi per una operante storia urbana di Roma, Consiglio nazionale delle ricerche
Rossi, A. 1978. L'architettura della città, Milano, Il saggiatore [editioin française : 2006. L'architecture de la ville, Gollion, édition InFolio]
Secchi, B. 2000. Prima lezione di urbanistica, Laterza, Roma Bari [edition française: 2006. Première leçon d'urbanisme, Marseille, Éditions Parenthèses]
Secchi, B. 2009. La ville du vingtième siècle, Paris, Editions Recherche
Secchi, B., Viganò, P. 2011. La ville poreuse: un projet pour le Grand Paris et la métropole de l'après-Kyoto, Geneve, Metis Presses
Sijmons, D. 2014. Landscape and Energy, Designing Transition, Rotterdam, Nai010
Smets, M. 1977b. L'avènement de la cité-jardin en Belgique, histoire de l'habitat social en Belgique 1830-1930. Bruxelles-Liège : Mardaga.
Smets, M. (ed.) 1985. Resurgam. La reconstruction en Belgique après 1914. Bruxelles: Crédit Communal de Belgique.
Smets, M. 1986. La Belgique ou la banlieue radieuse. In: Fondation pour l'architecture (ed.) Paysages d'architectures (catalogue d'exposition). Bruxelles.
Smets, M. 2002. Raster, Hu¨lse, Lichtung und Montage / Grid, casco, clearing and montage. Texte zur Landschaft / About Landscape. Munich/Basel: Edition Topos, Callwey/ Birkhauser.
Smets, M. 2016. De Stad Ontwerpen. Een leven tussen theorie en praktijk van stedenbouw (Designing the City. A life between theory and practice of urbanism) Dutch original. Leuven : Lipsius Publisher.
Ungers, O. M. 1977. Berlin: a green archipelago, 1977, in Marot, S., Hertweck, F. (eds) 2011. The city in the city. Berlin: a Green Archipelago, Lars Muller Publisher
Uyttenhove, P. 2011. Stadland België, hoofdstukken uit de geschiedenis van de stedenbouw in België.
Gent : A&S Books.
Van Acker, M. 2014. From Flux to Frame. Designing Infrastructure and Shaping Urbanization in Belgium. Leuven : Leuven University Press
Van Hecke, E. 2009. Noyaux d'habitat et régions urbaines dans une Belgique
urbanisée. Enquête socio-économique 2001. Monographies 9.
Bruxelles : SPF Economie, PME, Classes moyennes et Energie.
Vanneste, G. 2022. Urbanisation et parcellaire. Formation et transformations de la ville-territoire autour des grandes propriétés du Brabant wallon au 19e et au 20e siècle, Louvain-la-Neuve, Presses universitaires de Louvain
Vanuxem, S. 2018. La propriété de la Terre, Marseille, wildproject.
Venturi, R., Scott Brown, D., Izenour, S. 1972. Learning from Las Vegas: the forgotten symbolism of architectural form, Cambridge, Mass, 17th print. ed. The MIT Press.
Viganò, P. 1999. La città elementare, Torino, Einaudi
Viganò, P. 1999. La città elementare, Torino, Einaudi
Viganò P., Secchi, B. 2009. Antwerp, territory of a new modernity, Sun Publishers
Viganò, P. 2010. Les territoires de l'urbanisme. Le projet comme producteur de connaissance, Geneva, MetisPresses
Viganò, P., Secchi, B., Fabian, L. 2016. Water and asphalt, The Project of Isotropy, Zurich, Park books
Viganò, P., Cavalieri, C., & Barcelloni Corte, M. (Eds.). 2018. The Horizontal Metropolis Between Urbanism and Urbanization. Springer.
Waldheim, C. (ed) 2005. The Landscape Urbanism Reader, Princeton Architectural Press
Zitouni, B. 2010 Agglomérer ! Une anatomie de l'extension bruxelloise (1828-1915). Bruxelles: VUBPRESS Brussels University Press.
Zitouni, B., Tellier, C. 2013. Comment les corps techniques construisent la ville. Brussels Studies
Continuous assessment
Further information:
Continuous assessment
The materials produced by the student (in groups, pairs and individually) will form the basis of presentations which will be assessed taking into account :
- the acquisition of a vocabulary of language and graphics specific to town and country planning and to open and built-up areas;
- the quality of manual and digital, written and oral graphic expression;
- the acquisition of knowledge specific to the complex issues of the regional project (with reference to the content transmitted during the four-month period in the form of presentations, visits, texts and lectures);
- the gradual acquisition of a command of the grammar of spatial planning;
- the quality of the spatial project, the relevance of the hypotheses and the composition
- the development of a critical stance that is well constructed and well argued, the quality and complexity of the discourse, the problematisation and the hypothesis, and the ability to make links between scales
- ongoing commitment (the student's regular contribution to teamwork, the gradual and regular compilation of the workshop notebook, the ability to work in a group, presence and proactivity).
The assessment is the sum of the marks for the three stages of intermediate and final presentations/discussions, plus an individual mark for participation over the duration of the workshop.
The weighting is as follows:
- Diagnosis phase: 20%
- Scenario-building phase: 20%
- Vision phase and synthesis: 35%
- Ongoing assessment: 25%
The intermediate and final phases are assessed by the teaching staff and/or a panel of experts. The final jury consists of the presentation of the territorial vision, a summary of the work carried out during the four-month period. It takes place during the last workshop session of the term.
Obligations of the student for presentations and juries
Students are required to present themselves on the day of the jury or presentation with the expected and complete documents. In the event of non-attendance, the student must notify the teaching staff by e-mail. A late submission or an unjustified failure to submit will result in the work not being accepted and a mark of "0". A one-off absence for a valid reason does not exempt the student from completing the expected work. Catch-up arrangements will be defined with the teaching staff.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
For logistical questions relating to the master's degree and the faculty, please contact the appropriate people. ?
For the content of the teaching unit:
guillaume.vanneste@uliege.be
cedric.wehrle@uliege.be
Priority is given to questions during workshop sessions. E-mails are dealt with as quickly as possible, but there may be a delay.