Máster en Arquitectura

Entradas antiguas

G1 Iván Capdevila

Architectural Projects 8

P.R.E. Course: Playing, Remaking and Exaggerating Architecture

Architectural Games_Ivan Capdevila_University of Alicante 2

(Course Motto: Draw Everything You Know)

The P.R.E. course has a clear instrumental vocation aimed to equip students with the necessary tools for learning a basic architectural language that allows, therefore, to demonstrate purposeful relationships of some complexity.

In other words, discursive language seeks to take a direct and necessary relationship to an architectural language.

The course assumes that the main feature and “Beauty” –or even better, the main interest or relevancy- of architecture is not talking about “Reality” per se but to speak of Reality only if done through architecture. This may seem obvious but, however, is not evident. This characterizes us and must differentiate us. The loss of this understanding and/or need of what is essentially ours (the architectural) to talk about what is common instead (the real) can lead to a perverse replacement: the (re)construction* of Reality by its mere narrative or fiction.

Our goal is not only to state “what is already happening,” but to propose guidelines for its construction. Similarly, our production has to construct reality (or at least hypothesize how to materialize it) and not just stage its reality or its transformation (in the best case).

In this regard and as a historical review, we are more interested in Rem Koolhaas attitude in his Exodus or the Voluntary Prisoners of Architecture (1972) or in Delirious New York (1978) than that of their ideological predecessors of the 60s: Archigram, Archizoom, Superstudio, Constant … the latter knew perfectly to describe, through their collages and drawings, their moment of reality: technology, uncertainty, consumption, the role of the body, obsolescence, change, movement, etc. However, it was Koolhaas one of those who knew best how to set the rules for a new architectural language in 1978.

The course suspects the existence or necessity of simulating at least a similar moment in our own context: the degree in Architecture at the University of Alicante. In recent years, we have re described Reality renewing its categories, in some cases, or qualifying those existing, in other: now we speak of gender, conflict, democracy, power… The concepts are not new or novel. Once the context in which we operate has been fixed, the only possible move is setting the stage for its own transformation. Yes, this is another obviousness.

Thus P.R.E. arises as a course that supports “other” future courses in the sense that it seeks to help students to relate speech with project (instead of replacement). In other words, to help students to relate their description of Reality with basic architectural guidelines necessary for its planned transformation. Again, our ability or worth is not the description of present Reality (analysis) nor the statement of future situations after its transformation (pseudo-project) but the establishment of complex relations between these two moments through architecture. In other words, we can not confuse a project with what it analyzes and what it promises. The project is precisely the “real” construction of the link between the two.

This does not mean that the course waives the description of the present and the enunciation of a transformed future; quite the opposite. The course, in fact, assumes that design capability depends directly on the ability to describe, restore and scrutinize Reality. That’s the thesis on which it operates, especially in its second half, S.E.A. However, here we return to the idea that design must always be relational: only when we are relating we will be designing; and in our case, through an architectural language.

So easy, so difficult.

*Construction is understood not as the search for a physical material execution but as the search for guidelines that allow the configuration / execution of an idea.

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Architectural Projects 9

RE-INVENTONS NOS PLACES!

Dar más espacio a los que quieren vivir en una ciudad más tranquila, con  menos coches y menos estrés. Es con estas palabras que Anne Hidalgo lanzó  en junio de 2015 la consulta sobre la remodelación de siete grandes lugares parisinos: Bastilla, Place de Fêtes, Gambetta, Place d’Italie, Madeleine, Nation y Pantheon. A día de hoy, los colectivos interdisciplinares (arquitectos, urbanistas, paisajistas, ingenieros, mediadores) encabezan los diferentes proyectos, dinamizando la comunicación entre habitantes, técnicos, políticos y servicios del ayuntamiento. Siguiendo distintas estrategias y a través de diferentes procesos, los colectivos activan cada una de las plazas para construir, junto a la diversidad de actores, nuevos espacios de convivencia innovadores, sostenibles e inclusivos.

DIÁLOGO: IMAGINAR JUNTOS // LOS ESPACIOS COMUNES A VENIR

La ciudad de París se ha asociado inicialmente con los habitantes y los usuarios de capital mediante la realización de una consulta abierta y amplia. Cuestionar nuestras costumbres y repensar nuestro movimiento, así como nuestras limitaciones han sido el hilo conductor de ocho meses de intercambios.

Esta primera fase de consulta tuvo lugar del 20 de junio al 25 de septiembre, la consulta general se extendió hasta abril de 2016. Reuniones con usuarios, asociaciones y socios institucionales han permitido desarrollar un diagnóstico compartido en aras de identificar y definir los principales ejes del desarrollo futuro.

PROPUESTA

En el marco del proyecto Re-inventons nos Places ! desarrollado por el Ayuntamiento de Paris. Quatorze integra el colectivo de arquitectura DiDO!, En cargo del proyecto de Place de Fêtes y Place Gambetta, junto con Elioth y 169 architecture.

Quatorze propone la participación a la Universidad de Alicante con el objetivo de desarrollar un mobiliario urbano, dentro de la fase de prefiguración de las dos plazas. La asociación propone acompañar la concepción de dicho mobiliario, y organizar un workshop de construcción de 1 semana en París para realizar la construcción en una de las plazas del proyecto. Los escenarios y/o interacciones de proyecto, están por definir dependiendo de las posibilidades de implicación por parte de la escuela de arquitectura.

 

OBJETIVOS PEDAGÓGICOS

Este proyecto se basa en las metodologías desarrolladas por los “design and build studios”, y tiene por objetivo el concebir y construir un módulo arquitectural a escala natural, en el contexto de un proyecto real.

El formato permite al estudiante acompañar el proyecto desde la concepción hasta la realización, profundizando en los principios constructivos y en la planificación logística, y descubriendo diferentes técnicas de fabricación.

El resultado final será un diseño replicable que alimente un catálogo de mobiliario urbano de fuente abierta (open-source).