Teacher(s)
Language
English
Content
In order to enable students to develop an attitude of critical and autonomous project authorship in relation to the fields of study and the issues (program and challenges) of the year, the proposed team intends to mobilize three complementary analytical biases.
Throughout the first four-month period, the students collectively explore in depth-holistic approach, which may be historical & patrimonial, cultural & typological, or ethical & material. This in-depth work is carried out in contact with the teachers and by accompanying the Master 1 students. Each of these dimensions allows students to approach fields and issues with an expertise that calls upon specific methods and tools. They demonstrate an open, critical and autonomous attitude to transdisciplinarity.
The work as a whole constitutes a true collective production of historical, cultural and ethical knowledge that allows students to develop project scenarios. In doing so, they clearly position their approach in a form of research by design that questions the identified challenges and synthesizes them, ranging from the scale of the territory to that of the room.
Throughout the first four-month period, the students collectively explore in depth-holistic approach, which may be historical & patrimonial, cultural & typological, or ethical & material. This in-depth work is carried out in contact with the teachers and by accompanying the Master 1 students. Each of these dimensions allows students to approach fields and issues with an expertise that calls upon specific methods and tools. They demonstrate an open, critical and autonomous attitude to transdisciplinarity.
The work as a whole constitutes a true collective production of historical, cultural and ethical knowledge that allows students to develop project scenarios. In doing so, they clearly position their approach in a form of research by design that questions the identified challenges and synthesizes them, ranging from the scale of the territory to that of the room.
Teaching methods
The proposed approach is characterized by:
The setting up of a single master's workshop in the first four-month period (Q7 and Q9)
The collegial work of the master's 1 and 2 teachers,
Work in pairs consisting of a master's 1 student and a master's 2 student in the first four-month period (Q7 and Q9),
The distribution of student pairs around the three aforementioned dimensions,
The involvement of guest teachers and/or researchers within the faculty, providing an external critical perspective during the process.
The International Master in Architecture (ima) looks at how architecture can rehabilitate, adapt, transform and re-imagine the future of contemporary spaces by traveling through Europe and working with international partners. It is innovative in its way of learning while traveling and discovering the contemporary challenges addressed to architecture. The courses are taught with European partners, exploring scenarios and paths of reflection, but also tentative designs combining lessons learned from analysis, research, online contacts with international partners as well as in situ workshops.
Here, students work in multidisciplinary and transnational groups.
Courses and workshops address pressing questions based on information provided by teachers, experts, researchers from UCLouvain and partner institutions, but also actors from civil society. Each year, a theme is proposed and finds in Loci-ima an anchor point in the discipline of architecture.
The team proposed to support this research work through the project is made up of practitioner teachers who concretely implement the methods and tools of the above-mentioned approaches in their project practices.
The setting up of a single master's workshop in the first four-month period (Q7 and Q9)
The collegial work of the master's 1 and 2 teachers,
Work in pairs consisting of a master's 1 student and a master's 2 student in the first four-month period (Q7 and Q9),
The distribution of student pairs around the three aforementioned dimensions,
The involvement of guest teachers and/or researchers within the faculty, providing an external critical perspective during the process.
The International Master in Architecture (ima) looks at how architecture can rehabilitate, adapt, transform and re-imagine the future of contemporary spaces by traveling through Europe and working with international partners. It is innovative in its way of learning while traveling and discovering the contemporary challenges addressed to architecture. The courses are taught with European partners, exploring scenarios and paths of reflection, but also tentative designs combining lessons learned from analysis, research, online contacts with international partners as well as in situ workshops.
Here, students work in multidisciplinary and transnational groups.
Courses and workshops address pressing questions based on information provided by teachers, experts, researchers from UCLouvain and partner institutions, but also actors from civil society. Each year, a theme is proposed and finds in Loci-ima an anchor point in the discipline of architecture.
The team proposed to support this research work through the project is made up of practitioner teachers who concretely implement the methods and tools of the above-mentioned approaches in their project practices.
Evaluation methods
Throughout the year, students work on the project design across various scales of complexity.
Learning is progressive and cumulative throughout this project.
Learning outcomes are assessed during a final submission (Architecture Jury including external members), weighted by continuous assessment at each stage.
The assessment of successive stages results in a single grade.
The formative (and not certification) assessment method may be used as part of the student's continuing education (specific assessment, relative to the assessment criteria for each stage of the project).
At various stages, the teaching team is authorized to invite external members to participate in architectural project evaluations and juries. These members are authorized to evaluate students.
Learning is progressive and cumulative throughout this project.
Learning outcomes are assessed during a final submission (Architecture Jury including external members), weighted by continuous assessment at each stage.
The assessment of successive stages results in a single grade.
The formative (and not certification) assessment method may be used as part of the student's continuing education (specific assessment, relative to the assessment criteria for each stage of the project).
At various stages, the teaching team is authorized to invite external members to participate in architectural project evaluations and juries. These members are authorized to evaluate students.
Faculty or entity
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
Master [120] in Architecture (Bruxelles) [International Master - in English]
