Teacher(s)
Language
French
Main themes
The teaching of the ‘Architecture and Heritage’ orientation aims to confront students with the interaction between the physical and cultural conditions of the architectural project in a pre-existing building. Opportunities for linking this field of study to university research focus particularly on a transdisciplinary vision of the knowledge and understanding of the physical state of a building, as well as on the methodology of intervention and the integration of the project into this pre-existing structure.
Learning outcomes
At the end of this learning unit, the student is able to : | |
Specific Learning OutcomesBy the end of this course, students will be able to:
General Learning OutcomesIn line with the program’s learning outcomes (LOs), this course contributes to the development and acquisition of the following LOs:
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Content
Theoretical courses, site visits, and practical exercises structured around the following themes:
1. Identification of Heritage
The course introduces students to the recognition of characteristic architectural elements, whether complete or fragmentary, to describe them using appropriate terminology shared by other stakeholders in the restoration project, to understand their traditional manufacturing techniques, to mentally and graphically reconstruct missing parts where necessary, and to situate them within their historical context.
2. Manual and Digital Surveying Techniques
3. Preliminary Studies and Building Archaeology
The course will address the objectives, methods, and purposes of preliminary analyses through the presentation of case studies and practical exercises.
4. Pathologies / Diagnosis
The principal pathologies affecting historic buildings will be presented. Observations and analysis must enable the identification of causes. These causes must be assessed in terms of intensity and chronology of occurrence, which allows for an evaluation of the risk of degradation at the time of observation and in the near future. Proposed interventions—whether protection, eradication, restoration, or improvement—will then be considered to ensure the proper conservation and long-term preservation of the monument.
5. Production of a Preliminary Study
The application of the concepts taught will take place through an immersive exercise in historical city ofTournai.
A list of houses illustrating the evolution of civil architecture will be provided to the students. They may either choose to study the façade(s) of one of these houses or develop a research question applicable to several houses (for example, the study of the evolution of windows, specific construction techniques, the evolution of the use of certain materials and their impact on design, etc.), or study the evolution of street layouts and their treatment (in connection with the research project on paving stones initiated by the City of Tournai).
Each group will begin with a photographic survey of the structure(s) under study, produce sketches, complete and verify the provided surveys, identify architectural elements, describe them with the appropriate terminology, reconstruct fragmentary elements, and detail the materials, their characteristics, their condition, and their pathologies.
Each group will produce a synthesis document of the research carried out. In the case of the specific analysis of a façade, each group will provide the relative chronology as well as 2D or 3D reconstructions of significant phases. A diagnosis regarding the identified pathologies will be established, highlighting the potential revealed by the study and proposing recommendations for the conservation and enhancement of the property, addressed to the client (Maître de l’Ouvrage) or a potential project designer.
The groups will be invited to share the results of their research with one another in order to enrich collective reflection, refine methodologies, and deepen knowledge.
1. Identification of Heritage
The course introduces students to the recognition of characteristic architectural elements, whether complete or fragmentary, to describe them using appropriate terminology shared by other stakeholders in the restoration project, to understand their traditional manufacturing techniques, to mentally and graphically reconstruct missing parts where necessary, and to situate them within their historical context.
2. Manual and Digital Surveying Techniques
3. Preliminary Studies and Building Archaeology
The course will address the objectives, methods, and purposes of preliminary analyses through the presentation of case studies and practical exercises.
4. Pathologies / Diagnosis
The principal pathologies affecting historic buildings will be presented. Observations and analysis must enable the identification of causes. These causes must be assessed in terms of intensity and chronology of occurrence, which allows for an evaluation of the risk of degradation at the time of observation and in the near future. Proposed interventions—whether protection, eradication, restoration, or improvement—will then be considered to ensure the proper conservation and long-term preservation of the monument.
5. Production of a Preliminary Study
The application of the concepts taught will take place through an immersive exercise in historical city ofTournai.
A list of houses illustrating the evolution of civil architecture will be provided to the students. They may either choose to study the façade(s) of one of these houses or develop a research question applicable to several houses (for example, the study of the evolution of windows, specific construction techniques, the evolution of the use of certain materials and their impact on design, etc.), or study the evolution of street layouts and their treatment (in connection with the research project on paving stones initiated by the City of Tournai).
Each group will begin with a photographic survey of the structure(s) under study, produce sketches, complete and verify the provided surveys, identify architectural elements, describe them with the appropriate terminology, reconstruct fragmentary elements, and detail the materials, their characteristics, their condition, and their pathologies.
Each group will produce a synthesis document of the research carried out. In the case of the specific analysis of a façade, each group will provide the relative chronology as well as 2D or 3D reconstructions of significant phases. A diagnosis regarding the identified pathologies will be established, highlighting the potential revealed by the study and proposing recommendations for the conservation and enhancement of the property, addressed to the client (Maître de l’Ouvrage) or a potential project designer.
The groups will be invited to share the results of their research with one another in order to enrich collective reflection, refine methodologies, and deepen knowledge.
Teaching methods
Theoretical lectures and presentations by guest speakers.
Field exercises in surveying, archaeological analysis of built structures, and identification of pathologies.
Field exercises in surveying, archaeological analysis of built structures, and identification of pathologies.
Evaluation methods
The assessment consists of a written assignment, to be completed in pairs or groups of three, to be submitted on MOODLE at the beginning of the examination period and presented orally, as a team, before a jury composed of the course coordinators and, where appropriate, invited experts whose professional activity is related to the subject of study.
As a general rule, the same grade is awarded to all members of the group, unless the coordinators observe an imbalance in contributions (e.g., repeated absences, insufficient participation in group work). In such cases, the coordinators reserve the right to assign an individual grade to the student concerned.
This assignment constitutes 100% of the final grade and is evaluated collectively.
The same assessment procedure applies during the resit session.
Should generative artificial intelligence (AI) tools be employed, their use must be responsible and fully aligned with the principles of academic and scientific integrity. Accordingly, any use of generative AI inconsistent with the permitted practices outlined in the course description shall be deemed an irregularity under Article 107 of the RGEE (i.e., work not personally produced by the student within the context of an assessment).
If generative artificial intelligences (AIs) are used, they must be used responsibly and in accordance with academic and scientific integrity practices. This means that any person using generative AIs in a manner that does not comply with the intended uses specified in the course description sheet of the relevant teaching unit commits an irregularity under Article 107 of the RGEE (non-personal production by the student as part of an assessment).
All work submitted for assessment must be the result of original personal reflection.
The research process must be accompanied by a clear and rigorous methodology, which is essential for the production of any scientific knowledge.
The use of ideas, texts, data, images, or content created by third parties (including artificial intelligence) must always be subject to a clear and explicit citation, precisely stating the author and the original source. Any failure to comply with citation rules exposes the student to sanctions.
Regarding the specific use of Artificial Intelligence, students must comply with the note drawn up by the Faculty: "Guidelines for the responsible use of generative artificial intelligence within LOCI".
In summary, key points to consider:
As a general rule, the same grade is awarded to all members of the group, unless the coordinators observe an imbalance in contributions (e.g., repeated absences, insufficient participation in group work). In such cases, the coordinators reserve the right to assign an individual grade to the student concerned.
This assignment constitutes 100% of the final grade and is evaluated collectively.
The same assessment procedure applies during the resit session.
Should generative artificial intelligence (AI) tools be employed, their use must be responsible and fully aligned with the principles of academic and scientific integrity. Accordingly, any use of generative AI inconsistent with the permitted practices outlined in the course description shall be deemed an irregularity under Article 107 of the RGEE (i.e., work not personally produced by the student within the context of an assessment).
If generative artificial intelligences (AIs) are used, they must be used responsibly and in accordance with academic and scientific integrity practices. This means that any person using generative AIs in a manner that does not comply with the intended uses specified in the course description sheet of the relevant teaching unit commits an irregularity under Article 107 of the RGEE (non-personal production by the student as part of an assessment).
All work submitted for assessment must be the result of original personal reflection.
The research process must be accompanied by a clear and rigorous methodology, which is essential for the production of any scientific knowledge.
The use of ideas, texts, data, images, or content created by third parties (including artificial intelligence) must always be subject to a clear and explicit citation, precisely stating the author and the original source. Any failure to comply with citation rules exposes the student to sanctions.
Regarding the specific use of Artificial Intelligence, students must comply with the note drawn up by the Faculty: "Guidelines for the responsible use of generative artificial intelligence within LOCI".
In summary, key points to consider:
- The use of AI must remain responsible and measured.
- Outputs generated by AIs are not always entirely reliable.
- Principle of responsibility: The student is responsible for the content and form of all submitted work. They can never relinquish this responsibility.
- Principle of authenticity: Work submitted by the student must reflect their personal involvement and allow for an assessment of knowledge and skills authentically acquired. The use of artificial intelligence must never be used to deceive the evaluator regarding the student’s mastery of the course’s learning outcomes.
- Principle of transparency: The student must be able to explain, for each submitted assignment, any use of AI and how it was used. Any verbatim reproduction of content generated by an AI tool without full citation of the source is prohibited. Academic work requires that sources be verifiable. (translated in english with piccolo.uclouvain.be)
Online resources
The materials for the theoretical courses will be made available on MOODLE progressively as the lectures are delivered. The same will apply to documentary resources related to the study topics.
Bibliography
BOLLE C., COURA G. & LEOTARD J.-M. (dir), L’archéologie des bâtiments en question. Un outil pour les connaître, les conserver et les restaurer. Actes du colloque international Liège les 9 et 10 novembre 2010, Etudes et Documents, Archéologie 35, Ministère de la Région Wallonne, Namur, 2014.
HOFFSUMMER P., Les charpentes de toitures en Wallonie, Etudes et Documents, Monuments et Sites 1, Ministère de la Région Wallonne, Namur, 1999.
HOFFSUMMER P. (dir), Les charpentes du XIe au XIXe siècle, Typologie et évolution en France du Nord et en Belgique, Cahiers du Patrimoine, MONUM, Editions du Patrimoine, Paris, 2002.
PEROUSE DE MONTCLOS J.-M., Principes d’analyse scientifique, Vocabulaire de l’Architecture, méthode et vocabulaire, MONUM, Editions du Patrimoine, Paris, 2011.
HOFFSUMMER P., Les charpentes de toitures en Wallonie, Etudes et Documents, Monuments et Sites 1, Ministère de la Région Wallonne, Namur, 1999.
HOFFSUMMER P. (dir), Les charpentes du XIe au XIXe siècle, Typologie et évolution en France du Nord et en Belgique, Cahiers du Patrimoine, MONUM, Editions du Patrimoine, Paris, 2002.
PEROUSE DE MONTCLOS J.-M., Principes d’analyse scientifique, Vocabulaire de l’Architecture, méthode et vocabulaire, MONUM, Editions du Patrimoine, Paris, 2011.
Faculty or entity
