Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
3 credits
30.0 h
Q2
Teacher(s)
Masson Olivier;
Language
French
Main themes
The teaching aims to question three themes:
The theme of elements (What is a project composed of?); the theme of composition principles (How are the elements associated?) and the theme of constraints (What limits and opens compositions?).
The teaching is based on three supports:
theoretical words, historical corpus and drawing methods.
The teaching aims to explain the concepts used in the analysis and composition of buildings: the framework, the regime of proportions, axialities, figures, rhythm, room, enclosure, domain, heavy, heavy, heavy, thickness, light, finesse,' It also questions the oppositions that generate projects: type and model, unity and articulation, the complete and the incomplete, the particular and the general, the system and the element, the constant and the variable'.
Concepts and oppositions are observed and recorded in a corpus of buildings that bring together different ages and origins. The buildings are visited according to the different points of view of the project: plan, section, elevation, volume,'.
The exercises engage students in finding methods of analysis and composition through drawing.
The work drawn promotes the connection between concepts and the corpus in this teaching which articulates the history and theory of architecture.
The theme of elements (What is a project composed of?); the theme of composition principles (How are the elements associated?) and the theme of constraints (What limits and opens compositions?).
The teaching is based on three supports:
theoretical words, historical corpus and drawing methods.
The teaching aims to explain the concepts used in the analysis and composition of buildings: the framework, the regime of proportions, axialities, figures, rhythm, room, enclosure, domain, heavy, heavy, heavy, thickness, light, finesse,' It also questions the oppositions that generate projects: type and model, unity and articulation, the complete and the incomplete, the particular and the general, the system and the element, the constant and the variable'.
Concepts and oppositions are observed and recorded in a corpus of buildings that bring together different ages and origins. The buildings are visited according to the different points of view of the project: plan, section, elevation, volume,'.
The exercises engage students in finding methods of analysis and composition through drawing.
The work drawn promotes the connection between concepts and the corpus in this teaching which articulates the history and theory of architecture.
Aims
At the end of this learning unit, the student is able to : | |
| 1 | At the end of this activity, students will be able to:
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The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Faculty or entity
LOCI
