Sustainable Urban Future by Arkitektskolen Aarhus

EMERGING SUSTAINABLE ARCHITECTURE BRIDGING ACADEMIA, STAKEHOLDERS & PRACTICE 2019/2020 TEACHING PROGRAMME 3

56°09’N 10°13’E

Emerging Sustainable Architecture Teaching Programme 3 Contributors: Research Lab 3 2020 Layout Kevin Kuriakose 2020 Arkitektskolen Aarhus Aarhus Denmark

CONTENTS MISSION 5 EMERGING SUSTAINABLE ARCHITECTURE 7 LAB3 8 SUSTAINABLE DEVELOPMENT GOALS 11 SUSTAINABLE URBAN FUTURE 12 COMMON WORKSHOPS 14 UNIT 2/3E 20 UNIT 2/3F 46 STUDIO 3 80 RESEARCH 118

AARHUS SCHOOL OF ARCHITECTURE 4

GOAL 17: STRENGTHEN THE MEANS OF IMPLEMENTATION AND REVITALIZE THE GLOBAL PARTNERSHIP FOR SUSTAINABLE DEVELOPMENT

5 AARHUS SCHOOL OF ARCHITECTURE

EXP ERTS

IA EM D

ISTS ART

AC A

STAKEHOLDERS

PUBLIC INSTITUTIONS

ARKITEKTSKOLEN AARHUS

IES

LIT

IPA

TIC

NUF

E TIC C

PR A

INEE

ENG

ACT

URE

IES

SIT

V NI

MISSION Our mission is to create sustainable architecture and challenge of ambitious, worldwide climate goals. cities by bridging Academia and Practice, - educating future architects engaged in the green transition, locally We will be utilizing the UN Sustainable Development as well as globally. Goals as a guide to address the global challenges we face, including those related to poverty, inequality, We aim to engage in collaborative projects between climate, environmental degradation, prosperity, students, practices and a broad field of stakeholders. and peace and justice to achieve a better and more sustainable future for all. Academy and practice need to collaborate through ‘projects’ and we need to ensure that there is synergy between the two in order to succeed in meeting the

AARHUS SCHOOL OF ARCHITECTURE 6

7 AARHUS SCHOOL OF ARCHITECTURE

CH TEA

STA K & EHO P RA LDE CT RS ICE

EMERGING SUSTAINABLE ARCHITECTURE

ING

RESEARCH

TEACHING PROGRAMME 3 Teaching programme 3: Emerging Sustainable Architecture offers study environments that harness the school’s vision of Engaging Through Architecture and its three focus areas: transformation, habitation, and sustainability at both Bachelor’s and Master’s level. The programme has a specific focus on sustainability. The programme is passionate about investigating and imagining architectural approaches to societal, climatic and environmental challenges in a rapidly changing world. We explore the making of space and our role within this process through emerging methods and tools both at different scales and in local and global contexts. We design for the needs and well-being of people, which is the foundation of a resilient and healthy environment.

Our emphasis is on examining how trans-disciplinary approaches involving anthropology, sociology, and psychology can qualify architectural design and how contextual influences such as politics, history, culture, ethics, climate/climate change, pollution, ecology, (scarce) resources, economy, technology, etc., can foster new qualities and imagination. These contextual influences inspire rather than inhibit architectural design.

AARHUS SCHOOL OF ARCHITECTURE 8

LAB3 RESEARCH LAB Lab 3 focuses on research in the relationship between growing and changing societal and environmental challenges for producing space and the competences, mind sets and methods of the architectural profession to address these challenges. Cultural, social, economic, environmental, aesthetic and technological developments of the recent past as well as the evolution of advanced design tools and transdisciplinary demands for connecting all scales of our environment have radically changed the way designers work, classify, evaluate, communicate and disseminate content. Architecture today is the result of successful collaborations and cooperation, both on an extremely competitive ground in conventional professionalism and by entering the emerging fields of new practices. The varieties of architectures require strong research and discourses on the foundations of the discipline. The goal is to overcome the paradox of enormous societal challenges for working with space on all scales and simultaneously, the present shrinking impact, low professional relevance and

precarious economic situation of large sectors of the discipline. Both advanced conventional and emerging alternative practices complement their goals for a better environment and the research in the lab equally connects to both tendencies. Accordingly, to these professional developments, research and education in architecture are in need for adaptation and transformation. The Lab Â´Emerging Sustainable ArchitectureÂ´ conducts research into theories, histories, aesthetics, concepts, skills, tools, practices, networks and interdisciplinary constellations for raising the professional fitness of future architects. Theory building, practice based research and research by design are different and intertwined pillars of this Lab and it actively looks for strong collaborators in practice and academia in and outside Denmark.

9 AARHUS SCHOOL OF ARCHITECTURE

THOMAS HILBERTH

PROGRAM COORDINATOR, ASSOCIATE PROFESSOR, Dipl.ARCH, PhD th@aarch.dk

HEIDI MERRILD

TEACHING ASSOCIATE PROFESSOR, ARCHITECT MEGA hm@aarch.dk

NACHO RUIZ ALLEN

ASSISTANT PROFESSOR, M.Arch, PhD nra@aarch.dk

ELIZABETH DONOVAN

ASSISTANT PROFESSOR, MSc, PhD ed@aarch.dk

URSZULA KOZMINSKA

ASSISTANT PROFESSOR, Eng. Arch., PhD uk@aarch.dk

SAREH SAEIDI DERAKHSHI ASSISTANT PROFESSOR, M.Arch ssd@aarch.dk

RICELLI LAPLACE RESENDE PhD Fellow rlr@aarch.dk

STINE DALAGER NIELSEN PhD Fellow sdn@aarch.dk

AARHUS SCHOOL OF ARCHITECTURE 10

11 AARHUS SCHOOL OF ARCHITECTURE

SUSTAINABLE DEVELOPMENT GOALS THE 17 GOALS In September 2015, the leaders of all 193 member states of the UN adopted Agenda 2030, a universal agenda that contains the Global Goals for Sustainable Development. The 17 Goals in turn hold 169 targets and 230 indicators. Over the next fifteen years, countries will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate change, while ensuring that no one is left behind. The Global Goals is the most ambitious agreement for sustainable development that world leaders has ever made. It integrates all three aspects of sustainable development; social, economic and enviromental. The Global Goals and Agenda 2030 builds on the success of the Millennium Development Goals and aim to go further to end all forms of poverty. The new Goals

are unique in that they call for action by all countries, poor, rich and middle-income to promote prosperity while protecting the planet. With the help of the Global Goals, we will be the first generation who can eradicate poverty and the last who can tackle climate change.

AARHUS SCHOOL OF ARCHITECTURE 12

SUSTAINABLE URBAN FUTURE INTRODUCTION We need to bring together students, practices and different stakeholders, from manufacturers to municipalities, in order to deal with the real challenges posed by the green transition through speculative collaborative projects. We hope by doing this we will be able influence the future of architecture and the sustainable development of cities through this collaborative design and research. The research project seeks to establish a conceptual framework and organization structure that will connect all contributors, enabling TP3/LAB3 to contribute to the green transition agenda through sustainable architectural research dissemination and developing new collaborative teaching methods. This interdisciplinary collaborations with stakeholders will be mutually beneficial as students can learn about pragmatic challenges faced by a broad field of stakeholders, and they in turn can benefit from the innovative and potentially disruptive innovations generated in the speculative design projects.

potentially offer insights on how sustainability is taught in TP3. At the end of the day we would life to prepare future professionals in sustainable approaches for being leaders in the creative and commercial practices of tomorrow. Hopefully together we will be able to create beautiful and livable cities for humankind while safeguarding our environment for future generations and nature, where people experience a varied, fulfilled and greener lives. The project includes several milestones in the form of exhibition, workshops, seminars and the contribution to the KlimafolkmĂ¸det 2020, a major national event where TP3/LAB3 will stand out as a new voice in achieving the UN SUSTAINABLE DEVELOPMENT GOALS, and 2030/2050 sustainable targets

The project will start by analysing the existing structure of the units and studios in TP3 to identify where it might benefit from collaboration. This analysis of how the teaching and students work will also be disseminated to the different stakeholders and the public so that they might better understand and

Diagram showing potential collaborators

13 AARHUS SCHOOL OF ARCHITECTURE

ISTS

EXP

STAKEHOLDERS

BOLIGFORENINGEN RINGGÃ&#x2026;RDEN

PUBLIC INSTITUTIONS

IES

TEACHING PROGRAMME 03

ARKITEKTSKOLEN AARHUS

IES

LIT

IPA

C NI

TIC

NUF MA

E TIC C

H AR

SK M NOR

OLA

NSS

TRA

ASS

IVTR E

PR A

INEE

ENG

O SK

ACT

URE

U US

SIT

ITY

AC A

IA EM D

ART

ITH

ERTS

BOT ANIS

KE MA FILM

AR BO CH RD ITE ER CTS S W

IIS

AARHUS SCHOOL OF ARCHITECTURE 14

COMMON WORKSHOPS INTRODUCTION Common workshops are organized at the beginning of every semester and it is conducted for the whole teaching programme. Every semester the workshop is organized by different members of the teaching team and will deal with a variety of themes and include a lot of collaboration with different experts and entities. Since it involves a mix both masters as well as bachelorâ&#x20AC;&#x2122;s students, there is a lot of opportunities for cross pollination of ideas and collaboration and peer to peer learning. The workshops also act as a springboard for the rest of the semester for TP3 as a whole and helps set different themes of sustainability that run as thread through all the units and the studio. In the future these workshops could really benefit more integrated collaboration with different stakeholders.

INTRO TO COMMON WORKSHOPS

15 AARHUS SCHOOL OF ARCHITECTURE

U n i t 2 / 3 E and U n i t 2 / 3 F

INTRO TO COMMON WORKSHOPS

AARHUS SCHOOL OF ARCHITECTURE 16

(re)WOOD STARTUP WORKSHOP TP3, 2019

MASSIVE WOOD ELEMENT / GROUP 3 August Schollain Birckner Elinborg Trรณndardรณttir Durhuus Jens Rudolf Kristiansen Ugelstad Maria Cole

This workshop was an open source design workshop concluded with a group exhibition in October at the directed towards developing architecture that is School of Architecture. responsive to environmental change. Emphasis is placed on learning through discovery with a cous on creatively exploring the potential of massive timber systems. will have a common focus on circular building systems with an emphasis on design for disassembly. Design for disassembly is a holistic design approach where products are made easy to disassemble into all of their individual components. Design for disassembly allows the different components to fit into a closed material cycle, where they can be reassembled into new high-quality products. We will primarily work with reclaimed wood as a test-case to add value to waste material. In groups that include both bachelor and master students, they worked on creating a new concept and system with massive wooden components that are responsive design approaches. They designed concept models, physical model at 1:20 assembling a given set of components, and finally 1:1 scale mock-ups. It finally aarch.dk

FALL COMMON WORKSHOP

17 AARHUS SCHOOL OF ARCHITECTURE

Self Study

Design Development

Tectonic Programme Analysis

TP3 Workshop

CWR

Sep

Oct

Nov II

Digital Robot Workshop

Study Trip

Dec

Jan

III

Digital Thinking Media

Digital Thinking BIM

BA Assessment

FALL COMMON WORKSHOP

AARHUS SCHOOL OF ARCHITECTURE 18

UNFAMILIAR FAMILIARITIES STARTUP WORKSHOP TP3, 2020 The start-up common workshop aims to understand the value of the context as a subject composed by several layers to be documented, analyzed and mapped. The workshop will focus on identifying the local and global cultural dimensions that define most of the contemporary urban environments and challenge architects’ work today. Two practitioners with different backgrounds (international and local) have been invited to run the workshop: Tono Fernández (IDOM, Spain) and Eske Bruun (Kondens, Aarhus). The sociodemographic reconfiguration of contemporary societies and the geographical relocation of projects have radically transformed the traditional context in which the architect operates. On the one hand, the massive emigration flows have transformed the local context, by altering the profile of the user for whom we design spaces; on the other, the internationalization of professional services allows us to operate in culturally diverse, and in some cases, unknown environments. This new social multiculturalism adds an extra level of complexity to the traditional role of the architect. The development of new methodologies, competences and skills, both in the field of conceptualization and management, are essential to assure the quality of the spaces we project.

The workshop is grounded in social sustainability and the lectures and tasks aim for a reading of the context as a diverse and heterogeneous setting, in contrast with a simplifying and homogenous vision based on a prevailing culture. Distributed in teams of 5, the students will analyse a given context – Gellerup, Aarhus. The first task is hard data collection about a given category. This involves gathering information and processing and organizing the obtained data. The second task involves visiting the area and soft data gathering. The students have to document all the found elements related to the topic of investigation by using different media. The last task consists of data analysis and dynamic mapping. This involves identifying, discussing and mapping the divergences between the hard and soft data obtained from the place. As a result, the original category is to be questioned and its name reformulated into a new one. Digital video will be the main tool used to document and disseminate the process and its results. The results of the workshop were publicly presented in the formal of an informal film festival, followed by a short discussion and conclusions.

Final posters produced by the students SPRING COMMON WORKSHOP

19 AARHUS SCHOOL OF ARCHITECTURE

Area Charlotte Lyberth Jensen Emma Rishøj Holm Stine Bang Hannah Hill-Wade Aske Svane Enevold

Research, Development & Innovation Nick Cole Josefina Arriagada Majken Haugaard Nielsen Odin Olesen Pinru Zhu

Immigrants & Descendants Johannes Rasmus Lundahl Jens Rudolf Ugelstad Toya Causse Mathias Gaardsted Braae Diljá Sigurðardóttir

Equality AsgerBrix Pedersen Michelle Skov Justesen Charlotte Sandbrekke Isabel Aharonian Alexander Throm

Education Sophie Robinson Mathilde Bjerg Pedersen Site Location: Middelfart, Denmark Population: 15,540 Nelly Therese Melberg Katarina Bramsen Buhl

Health Iben Tranberg-Jensen Elodie Duwernell Halvard Hauge Hornes Karla Citlali Steninge Hernandez Gard Meisingseth Rognes

Design Development

SPRING

Workshop

Architectural Programme Mapping Digital Thinking Process & Method

Feb

Mar

Apr

May

Jun

TP3 Workshop

Construction Technology

BA Assessment

SPRING COMMON WORKSHOP

AARHUS SCHOOL OF ARCHITECTURE 20

UNIT 2/3E 2019/2020 OVERVIEW stack (n.) c. 1300, ”pile, heap, or group of things,” from a Scandinavian source akin to Old Norse stakkr ”haystack” (cognate with Danish stak, Swedish stack ”heap, stack”), from ProtoGermanic *stakon- ”a stake,” from Proto-Indo European *stog- (source also of Old Church Slavonic stogu ”heap,” Russian stog ”haystack,” Lithuanian stokas ”pillar”), variant of root *steg- (1) ”pole, stick” Throughout history, building techniques have relied on simple applications of geometry, gravity and a focus on the nature of materials. These vernacular architecture practices that focus on stacking has however been forgotten throughout the 20th century in favour of building practices that are more focused on efficiency and industrial production where components and materials are simple ‘glued’ together thus making recycling or reuse almost impossible. Unit 2/3E will focus on stacking as sustainable strategy which will enable the reuse of building components

INTRO TO UNIT 2/3E

and materials in the future. The unit also works with the theme of stacking to generate concepts, programs and spaces that build on one another. A key goal of the unit is to generate not only buildings and tectonics that are rooted in sustainability but the programming of the buildings also reflects different sustainable agendas. So along with coming up with new and innovative ideas for future sustainable construction that can be reused in new way the students are also encouraged to think about diverse ways to engage with the topic of sustainability through the programme of their projects. Across two semesters students will engage in a wide variety of activities, assignments and design in varying scales, utilizing different methods of analysis and production to develop their knowledge of sustainable architecture. Most of the assignments are focused on the city of Middelfart.

21 AARHUS SCHOOL OF ARCHITECTURE

INTRO TO UNIT 2/3E

Site Location: Middelfart, Denmark Population: 15,540

1:1

1:20

Phase 03

Phase 02

Tectonic Programme

Phase 01

Analysis

TP3 Workshop

CWR

Sep

Oct

Nov II

Digital Robot Workshop

Courses

Study Trip

Lectures Architecture & Sustainability

Assessment

UNIT 2/3E 2019/20

Building Technology

Pin Up

Pin Up Phase-01

FALL FALL

1:20 1:100 Self Study

Design Development

Dec

Jan

III

Digital Thinking Media

Digital Thinking BIM

BA Assessment

Portfolio Review

Mid-Term Review

Design Pin-up

History & Theory Hand-in

AARHUS SCHOOL OF ARCHITECTURE 24

01 PHASE 01 CASE STUDIES In the first phase the students studied example of existing architecture which are modern in-fill buildings that are part of an urban context. These buildings are relatively tall and narrow houses that demonstrates various principles of stacking, both in their structure as well as how the spaces and functions are organised vertically. The eight building projects are explored in detail, with the students looking in to the history, tectonics and culture associated with these projects through drawings and reflection. This phase will be a starting point for the subsequent phases and activities in the autumn semesterâ&#x20AC;&#x2122;s ongoing task. In the first half students will collect information and draw a set of drawings that present the overall design of the building as it appears today in 1:100. While doing this they will reflect on various question such as the buildings construction, how it responds to context, who was it built for and how the building responds to the climate and surrounding environment. At the end of the exploration, each individual student will select an element from the building they find

FALL UNIT 2/3E

interesting. This drawing, done at a scale of 1:20, is a deeper, more detailed analysis of how this element relates to the larger architectural, constructional and spatial context. The drawings try to accurately map and represent how the building looks from the patina, the signs of wear and cracks and material characteristics. Students are expected to construct a set of drawings that relate and contribute to a narrative of the selected element in relation to the building.

25 AARHUS SCHOOL OF ARCHITECTURE

Maison de Verre

Drawing: Emil Thorup Holm Photograph: Francois Halard

Drawing: Amalie Andreasen

Drawing: Malene SundbĂ¸l Jakobsen Photograph: Gareth Gardner

Self Study

Design Development

Tectonic Programme Analysis

TP3 Workshop

CWR

Sep

Oct

Nov II

Digital Robot Workshop

Study Trip

Dec

Jan

III

Digital Thinking Media

Digital Thinking BIM

BA Assessment

FALL UNIT 2/3E

AARHUS SCHOOL OF ARCHITECTURE 26

STUDY TRIP SWEDEN In the first phase the students studied example of existing architecture which are modern in-fill buildings that are part of an urban context. These buildings are relatively tall and narrow houses that demonstrates various principles of stacking, both in their structure as well as how the spaces and functions are organised vertically. The eight building projects are explored in detail, with the students looking in to the history, tectonics and culture associated with these projects through drawings and reflection. This phase will be a starting point for the subsequent phases and activities in the autumn semesterâ&#x20AC;&#x2122;s ongoing task.

In the first half students will collect information and draw a set of drawings that present the overall design of the building as it appears today in 1:100. While doing this they will reflect on various question such as the buildings construction, how it responds to context, who was it built for and how the building responds to the climate and surrounding environment. At the end of the exploration, each individual student will select an element from the building they find

Photos by Liva Christensen FALL UNIT 2/3E

27 AARHUS SCHOOL OF ARCHITECTURE

Self Study

Design Development

Tectonic Programme Analysis

TP3 Workshop

CWR

Sep

Oct

Nov II

Digital Robot Workshop

Study Trip

Dec

Jan

III

Digital Thinking Media

Digital Thinking BIM

BA Assessment

FALL UNIT 2/3E

AARHUS SCHOOL OF ARCHITECTURE 28

PHASE

TECTONIC PROGRAMMING

Based on the survey and mapping done in the first phase the second phase will continue with work on developing a final layered map that will inform the program of the project. The students have to work within a set of requirements, for instance it should be a min. 1000m2, and accommodate both private, common and public functions. It is also key to address housing as part of the proposal and it must engage with a vision for a radically sustainable urban design. Compared to last semester the students are required to work at much more urban scale (1:1000), but at the same time zoom into certain spaces and rooms (1:50). The work starts with students working on an analogue urban section to examine the architectural and spatial relationship between the existing city and the vision for a radically sustainable design for the Climate Laboratory Middelfart 2020-2070. They also must develop and convey the necessary and essential requirements to be able to fulfil a satisfactory development of their proposal using a combination of diagrams, illustration and texts. They should consider what the project seeks to address and how and consider where it should be placed and

how it integrates into the urban fabric of the city. They also must imagine and describe future scenarios for various events and activities made possible by their speculative architectural vision trying to answer the question how we will live in a radically sustainable way in their Climate Laboratory.

Work by Aske Hartje Jakobsen FALL UNIT 2/3E

29 AARHUS SCHOOL OF ARCHITECTURE

DIAGRAM. DE OVERSK DER FRA IN SÆSONHAV TIL PRÆSER TEN. DETTE FOR DE FLERE P GER I LOKA

UDDELEGEONHAVER. ER MOD AT LD FRA BYAMT SKABE KONOMI.

ERING. AF LACNG ER CO2. DUKT ØNGES I BYGRO NYE AFSTHUSE.

Self Study

Design Development

Tectonic Programme

ROJEKTET ER E MÆNGDEN ES FØDEVA-

UD MED DE DE BYGER OG MAGER UDEN GAMLE YPOLOGI. KER AT BRINNE ELEMENT EN.

Analysis

TP3 Workshop

CWR

Sep

Oct

Nov II

Digital Robot Workshop

Study Trip

Dec

Jan

III

Digital Thinking Media

Digital Thinking BIM

BA Assessment

FALL UNIT 2/3E

AARHUS SCHOOL OF ARCHITECTURE 30

PHASE

DESIGN DEVELOPMENT

In the final phase, the students will prepare a concrete project proposal for an infill townhouse in Middelfart. This will further the studies and discoveries done in the previous two phases and finally lead to project proposal that can meet the needs associated with the programme that one has developed. Through critical and investigative sketching, experimentation one must try to develop a proposal that is designed for disassembly, that uses stacking as method for developing tectonics and has a programme and spaces that are original and innovative. This infill building includes both business and housing and will be a mixed sustainable proposal. These projects include speculative aspects of how architecture can contribute to and respond to relevant societal and climate challenges in Middelfart. The projects were developed in a variety of scales and mediums to fully represent the complexity of the projects.

Work by Emil Thorup Holm FALL UNIT 2/3E

31 AARHUS SCHOOL OF ARCHITECTURE

Self Study

Design Development

Tectonic Programme Analysis

TP3 Workshop

CWR

Sep

Oct

Nov II

Digital Robot Workshop

Study Trip

Dec

Jan

III

Digital Thinking Media

Digital Thinking BIM

BA Assessment

FALL UNIT 2/3E

AARHUS SCHOOL OF ARCHITECTURE 32

Work by Julie Hunsballe Jensen FALL UNIT 2/3E

33 AARHUS SCHOOL OF ARCHITECTURE

FALL UNIT 2/3E

Site Location: Middelfart, Denmark Population: 15,540

Phase 03

Phase 02

Architectural Programme Mapping

Phase 01

Digital Thinking Process & Method

Feb

Courses

Mar

Apr

TP3 Workshop

Lectures Building Technology

Assessment

UNIT 2/3E 2019/20

Workshop Pin Up

Architecture & Sustainability

Pin Up Mapping

Mid

SPRING SPRING

1:10 1:50 1:200

1:1

Design Development

Workshop

May

Jun

Construction Technology

Building Technology

d-Term Review

Building Technology

BA Assessment Project Sheet Submission

Project Submission

AARHUS SCHOOL OF ARCHITECTURE 36

PHASE

01 MAPPING

The first phase will consist of studying the context of Middelfart. The primary method of doing so will involve mapping where Middelfart is examined through careful analysis and where initial design methods for transformation are tested and explored. This form of critical and creative mapping will reveal various aspects of Middelfartâ&#x20AC;&#x2122;s qualities and conditions. This in turn will lead to the triggering of new ideas about possible futures where speculations of future scenarios on how Middelfart can be developed and projected into the year 2070. Here the local issues are brought into play in relation to global conditions and to speculate on how Middelfart can be part of the discussion on resilience in the future and play part in our global responsibility. Working out of Middelfart students and locals are encouraged to interact with each other as well as move around and experience the city. The students worked at varying scales primarily at scale of 1:1000 using various analogue and digital mapping techniques. These maps will try to illustrate not only climatic conditions but also cultural, political and socioeconomic conditions. Thought-out the phase the entire

unit collaborates across the smaller table groups and work with an open source approach. The maps made throughout this phase will inform their future explorations and design for a radically sustainable transformation of Middelfart. The work will culminate in a exhibition and discussion of all the maps which will then be opened up to the public.

Maps by: Frederikke Adamsen Hammer Isabel Aharonian Selma Gulden Laura Lykke Nygaard SPRING UNIT 2/3E

37 AARHUS SCHOOL OF ARCHITECTURE

SPRING

Site Location: Middelfart, Denmark Population: 15,540

Design Development

Workshop

Architectural Programme Mapping Digital Thinking Process & Method

Feb

Mar

Apr

May

Jun

TP3 Workshop

Construction Technology

BA Assessment

SPRING UNIT 2/3E

AARHUS SCHOOL OF ARCHITECTURE 38

Map #01 Tracks and Streams

Map #02 Circulation Flow

Map #02 Space, Public and Private

SPRING UNIT 2/3E

Maps by: Jens Rudolf Ugelstad AsbjÃ¸rn Lien-Iversen Toya Causse Frida Nordvik

39 AARHUS SCHOOL OF ARCHITECTURE

Map #0 People Flow

Map #05 Material Flow

Map #06 Flow of Time

SPRING UNIT 2/3E

AARHUS SCHOOL OF ARCHITECTURE 40

PHASE

PROGRAMMING

should consider what the project seeks to address and how and consider where it should be placed and how it integrates into the urban fabric of the city. They also must imagine and describe future scenarios for various events and activities made possible by their speculative architectural vision trying to answer the question how we will live in a radically sustainable way in their Climate Laboratory. They will also focus on developing a wall element and trying to apply principles of stacking, joining or intertwining. They must all try to consider and examine what it is that a wall does? i.e. how can it contribute to connecting and separating spaces, between public and private, inside and outside and various programs and activities.

They also must develop and convey the necessary and essential requirements to be able to fulfil a satisfactory development of their proposal using a combination of diagrams, illustration and texts. They

Work by Amalie Lykke Baadsgaard SPRING UNIT 2/3E

41 AARHUS SCHOOL OF ARCHITECTURE

WEST

EAST

unit placed on rail grid

55°30′N 9°44′Ø

6 m/ ent em lac ep h t ce uen infl sun

sea level rise

the day g through unit movin

unit ada ptin g to

sun, w

ind wat er

SPRING

Site Location: Middelfart, Denmark Population: 15,540

Design Development

Workshop

Architectural Programme Mapping Digital Thinking Process & Method

Feb

Mar

Apr

May

Jun

TP3 Workshop

Construction Technology

BA Assessment

SPRING UNIT 2/3E

AARHUS SCHOOL OF ARCHITECTURE 42

PHASE

PROJECT DEVELOPMENT

The students will continue in phase 3 with the preparation of a concrete project proposal for their climate laboratory in Middelfart. They explore and experiment with stacking programs, spaces. tectonics and â&#x20AC;&#x2DC;design for disassemblyâ&#x20AC;&#x2122; to radically re think what architecture can do. In the previous phases we closely examined and analysed the context to create an understanding of the framework we are working with and different interpretation of stacking and joining of spaces and programmes with the wall element as a hinge. This phase thus continues and builds on the studies and discoveries of the previous phases. In addition to this they also have to consider the influence and movements of the wind, water and light in the programmes and spaces. Exploring sustainable concepts of architecture, they students will try program and design their visionary projects that respond to future challenges both globally and locally in relation to the UN global goals and to continuously translate principles of stacking into an architectural proposal.

The architecture and possibly the tectonics and construction of your project should aim to communicate the projected climate challenges we face locally as well as globally. This can be based climatic experience, resource consumption or our behaviour and consumption patterns. It can also be a focus on recycling and upcycling. Students are asked to ponder what is needed if we want to reduce our footprint in Middelfart and by extension the rest of the world? Could we create a society where waste does not exist, where projects move towards seeing waste as a resource?

Work by Toya Causse & Frida Nordvik SPRING UNIT 2/3E

ALGEPRODUKTION

POTENSIELLE RESSOURCER

43 AARHUS SCHOOL OF ARCHITECTURE

01 Mad 02 Medicin 03 Biobrændstof

PROGRAMATISK SNITT

04 Gødning

05 Foder

1 3

Blåmuslinger opptager

KVÆLSTOF

Alger binder

CO2

SPRING

Site Location: Middelfart, Denmark Population: 15,540

1 Fremstilling av frø 2 Dyrking 3 Høsting 4 Bearbeidning

Design Development

Workshop

Architectural Programme Mapping Digital Thinking Process & Method

Feb

Mar

Apr

May

Jun

TP3 Workshop

Construction Technology

BA Assessment

SPRING UNIT 2/3E

AARHUS SCHOOL OF ARCHITECTURE 44

SPRING UNIT 2/3E

45 AARHUS SCHOOL OF ARCHITECTURE

LÆNGDESNIT 1:200 PAPIRSTØRRELSE: 420*1000mm

A // SOLAR CHIMNEY B // BIOMILER

AKKUMULERET VARME FRA SOLEN OPVARMER LUFTEN INDE I SKORSTENEN. DETTE SKABER EN NATURLIG OPDRIFT AF LUFT IGENNEM SKRUKA TUREN.

LÆNGDESNIT 1:200 C // BIOMILE KRAN PAPIRSTØRRELSE: 420*1000mm

D // LAGER - BIONEDBRYDLIGT MATERIALE

A // SOLAR CHIMNEY

E // MARKED

B // BIOMILER

AKKUMULERET VARME FRA SOLEN OPVARMER LUFTEN INDE I SKORSTENEN. DETTE SKABER EN NATURLIG OPDRIFT AF LUFT IGENNEM SKRUKTUREN.

F // TRANSPORTBÅND C // BIOMILE KRAN G // BOLIG

D // LAGER - BIONEDBRYDLIGT MATERIALE

F //BÆLG TRANSPORTBÅND I // LAGER - TØRRET

J // LAGERKRAN

TAGETS HÆLDNING TILGODESER BIOMILERNES BEHOV FOR SOLLYS. SOLENS VARME ER MED TIL AT IGANGSÆTTE KOMPOSTERINGEN I MILERNE OG DERMED SKABE VARME OG ENERGI.

E // MARKED H // MULDJORDSSILO

G // BOLIG

TAGETS HÆLDNING TILGODESER BIOMILERNES BEHOV FOR SOLLYS. SOLENS VARME ER MED TIL AT IGANGSÆTTE KOMPOSTERINGEN I MILERNE OG DERMED SKABE VARME OG ENERGI.

H // MULDJORDSSILO

K // FORARBEJDNING

I // LAGER - TØRRET BÆLG

J // LAGERKRAN BEAN BEER!

K // FORARBEJDNING

2 FOR 10,-

HUSMUS HERO

HVAD ÆRT’ER

HØR VORES

BØNNER

BEAN BEER! 2 FOR 10,-

HUSMUS HERO

HVAD ÆRT’ER

HØR VORES

BØNNER

D J

I I

FORARBEJDNINGSANLÆG FORARBEJDNINGS-

BYENS

4,2 - 16,1 KM

HAVER BYENS HAVER HAVEAFFALDET FRA

ANLÆG

BYENS FORBINDELSE TIL MARKAREALERNE OG OPLANDET.

4,2 - 16,1 KM I OMRÅDET MELLEM FORARBEJDNINGSANLÆGGET LIGGER BYENS

BYENS HAVER BENYTTES SOM RESSOURCE I

BYENS FORBINDELSE TIL MARKAREALERNE OG

HAVEAFFALDET FRA FORARBEJDNINGSANBYENS HAVER BENYTLÆGGET. TES SOM RESSOURCE I NÅR AFFALDET INDLEFORARBEJDNINGSANVERESLÆGGET. BRUGES DET I DER BÅDE NÅR BIOMILERNE AFFALDET INDLEVERES BRUGES DET TIL I GENERE VARME ANBIOMILERNE BÅDE LÆGGETDER SAMT ELEKTRIGENERE VARME TIL ANCITET TIL MASKINERIET. LÆGGET SAMT ELEKTRICITET TIL MASKINERIET.

EN MANIFESTATION OPLANDET. AF OMLÆGNINGEN AF LANDBRUGET, DER EN MANIFESTATION INVITERERAF BORGERNE OMLÆGNINGEN AF LANDBRUGET, TIL AT INTERAGERE MED DER INVITERER BORGERNE FØDEVARENE OG DERES TIL AT INTERAGERE MED FORARBEJDNINGSMEFØDEVARENE OG DERES TODERNE OG DERIGENFORARBEJDNINGSMENEM SKABE ET TÆTTERE TODERNE OG DERIGENFORHOLD TIL DERES NEM SKABE ET TÆTTERE MAD. FORHOLD TIL DERES

MARK-

DRONE-

STATIONERNE LANGS TOGSPORENE OPSAM-

SE AF DET AUTOMATISEREDE LANDBRUG

STATION DRONEINDLEVERING MARKSTATIONFRA OPSAMLINGSINDLEVERINGSOM EN FORLÆNGEL-

I OMRÅDET MELLEM FRA OPSAMLINGSOPLAND: SPORTSAN- STATIONERNELES BÆLGPLANTER FRA FORARBEJDNINGSANLANGS LÆG,BYENS VILLAKVATERE OGTOGSPORENE OPSAMDE OMKRINGLIGGENDE LÆGGET LIGGER MARKER. LES BÆLGPLANTER FRA OPLAND:KONTORFÆLLESSKABER. SPORTSANLÆG, VILLAKVATERE OG DE OMKRINGLIGGENDE ANLÆGGETS PLACERING BÆLGPLANTERNE BLIKONTORFÆLLESSKABER. MARKER.

SOM EN FORLÆNGELBENYTTES DRONER SE AF DET AUTOMATISEREDE LANDBRUGTIL AT TRANSPORTERE BÆLGPLANTER TIL BENYTTES DRONER MARKSTATIONERNE FRA TIL AT TRANSPORTEDE MARKER DER IKKE RE BÆLGPLANTER TIL MIDT I BYEN TILLADER VER TRANSPORTERET I MARKSTATIONERNE FRA LANGS TOGBANEN. ANLÆGGETS PLACERING BLIDE MARKER DER IKKE EN OPMÆRKSOMHEDBÆLGPLANTERNE ET MODULSYSTEM MONMIDT I BYEN TILLADER VER TRANSPORTERET I PÅ TOPPEN AF LANGS TOGBANEN. BLANDT BORGERNE. TERET DRONERNES AFHENTEN OPMÆRKSOMHED ET MODULSYSTEM MONTOGVOGNENE OG HELE NINGER KONTROLLERES BLANDT BORGERNE. AF DRONERNES AFHENTDE NÆRMESTE MAR- TERET PÅ TOPPEN MODULET AFLÆSSES AF LANDMÆNDENE PÅ TOGVOGNENE OG HELE NINGER KONTROLLERES KAREALER LIGGER 4,2 DEREFTER DIREKTE I FORARBEJDNINGSANDE NÆRMESTE MARMODULET AFLÆSSES AF LANDMÆNDENE PÅ KM FRA FORARBEJDTØRRINGSSYSTEMET. LÆGGET. KAREALER LIGGER 4,2 DEREFTER DIREKTE I FORARBEJDNINGSANNINGSANLÆGGET MENS TØRRINGSSYSTEMET. KM FRA FORARBEJDLÆGGET. KOMMUNENS NINGSANLÆGGET MENS FJERNESTE LIGGER 16,1 KM DERFRA. KOMMUNENS FJERNESTE LIGGER 16,1 KM DERFRA.

MAD.

AUTOMATISERET

LANDBRUG AUTOMATISERET LANDBRUG I TAKT MED DEN TEKNOLOGISKE UDVIKLING SKER EN TRANSITION

I TAKT MED DEN TEKFRA KONVENTIONELT NOLOGISKE UDVIKLING SKER EN TRANSITION LANDBRUG TIL ET AUTOMATISERET LANDBRUG. FRA KONVENTIONELT LANDBRUG TIL ET AUTOMATISERET LANDBRUG. LANDMÆNDENES ROLLE LANDMÆNDENES ROLLE BLIVER PLANLÆGNINGSOG LOGISTISKE STRATEGIER.

BLIVER PLANLÆGNINGSOG LOGISTISKE STRATEGIER.

BÆLGPLANTE MARKER

BÆLGPLANTE MARKER DE 150 MARKER I MIDDELFART MED HUSDYRAVL BLIVER OMLAGT TIL BÆLGPLANTEPRODUKTION. DENNE OMLÆGNING SKER FOR AT EFFEKTIVISERE LANDBRUGSAREALET OG DERMED KUNNE OPTIMRERE PRODUCERINGEN AF PROTEIN OG GENFORVILDE MARKAREALER.

DE 150 MARKER I MIDDELFART MED HUSDYRAVL BLIVER OMLAGT TIL BÆLGPLANTEPRODUKTION. DENNE OMLÆGNING SKER FOR AT EFFEKTIVISERE LANDBRUGSAREALET OG DERMED KUNNE OPTIMRERE PRODUCERINGEN AF PROTEIN OG GENFORVILDE MARKAREALER.

SITUATIONSPLAN 1:500

PAPIRSTØRRELSE : 420*597 SITUATIONSPLAN 1:500 PAPIRSTØRRELSE : 420*597

PLAN FØRSTE SAL 1:250 PAPIRSTØRRELSE : 420*597

GRUNDPLAN 1:250 PAPIRSTØRRELSE : 420*597

PLAN ANDEN SAL 1:250 PAPIRSTØRRELSE : 420*597

PLAN FØRSTE SAL 1:250 PAPIRSTØRRELSE : 420*597

GRUNDPLAN 1:250 PAPIRSTØRRELSE : 420*597

PLAN ANDEN SAL 1:250 PAPIRSTØRRELSE : 420*597

A SKAKTEN DER SKABER FORBINDELSEN MELLEM KÆLDEREN OG TAGET BENYTTES TIL AT HIVE SOLLYS IGENNEM BYGNINGENS ELLERS MØRKE OMRÅDER

TVÆRSNIT 1:200 PAPIRSTØRRELSE: 420*600mm

A // MULDJORDSSILO

VARMEFORSKELLEN I SKORSTENEN SKABER NATURLIG OPDRIFT IGENNEM STRUKTUREN. DETTE BENYTTES TIL AT TØRRE BÆLGEN TIL DEN ØNSKEDE FUGTIGHEDSPROCENT

TVÆRSNIT 1:200 PAPIRSTØRRELSE: 420*600mm

A // SOLAR CHIMNEY

SKAKTEN DER SKABER FORBINDELSEN MELLEM KÆLDEREN OG TAGET BENYTTES TIL AT HIVE SOLLYS IGENNEM BYGNINGENS ELLERS MØRKE OMRÅDER

B // OPBEVARING - BIONEDBRYDELIGT AFFALD C // KOMPOSTSKAKT

TVÆRSNIT 1:200 PAPIRSTØRRELSE: 420*600mm

VARMEFORSKELLEN I SKORSTENEN SKABER NATURLIG OPDRIFT IGENNEM STRUKTUREN. DETTE BENYTTES TIL AT TØRRE BÆLGEN TIL DEN ØNSKEDE FUGTIGHEDSPROCENT

B // LAGER KRAN

TVÆRSNIT 1:200 PAPIRSTØRRELSE: 420*600mm

A // MULDJORDSSILO

A // SOLAR CHIMNEY

B // OPBEVARING - BIONEDBRYDELIGT AFFALD

B // LAGER KRAN

C // KOMPOSTSKAKT

Work by Emil Thorup Holm & Aske Hartje Jakobsen

Work on the left by Cordelia Kert Sønder SPRING UNIT 2/3E

AARHUS SCHOOL OF ARCHITECTURE 46

UNIT 2/3F 2019/2020 OVERVIEW The world is in constant flux, undergoing significant changes and aging. This inevitable change affects the climate, context, and community - and the architectural profession needs to take a position and respond. Currently, we are in the midst of a monumental climatic and societal shift, especially in changing demographics. By 2050 the worldâ&#x20AC;&#x2122;s population over 65 will have doubled to 16.7%, coupled with an ongoing increase in urban migration and rising temperatures means that we, as architects, need to start to reconsider how we design the communities of the future. These changes can all be considered a form of aging. Aging, time, and the velocity in which these processes occur are the theme of this academic year. During the academic year, students will focus on aging (both societal and materiality) through two opposing contexts. The fall semester will be situated in a rural setting, speculating a future scenario for the aging spa town Horn-Bad Meinberg, creating a space for community

INTRO TO UNIT 2/3F

engagement to support the existing built fabric. While in the Spring, students will focus on an urban context in Aarhus, integrating an â&#x20AC;&#x2DC;architecture for aging with.â&#x20AC;&#x2122; Students will explore the topic of aging through both people and materials, creating an architecture which considers both processes of aging and if we can age in symbiosis with our buildings, celebrating both the wisdom and patina of age. Within the unit, there is a focus on designing scenarios rather than objects - changing the way we design architecture, shifting from a static architecture to something which responds to the changing context. With this, you will learn to integrate and develop passive approaches (daylight, orientation, natural ventilation, etc.) to sustainable architecture, and this will be an underlying theme throughout all aspects of the year. Each semester is split into different phases which are designed to inform each other to create a cohesive semester project.

47 AARHUS SCHOOL OF ARCHITECTURE

Photo by Alexander Throm

INTRO TO UNIT 2/3F

Site Location: Horn-Bad Meinberg, Germany Population: 17,185

1:1

Phase 03

Phase 02

Preliminary Design & Context Study Trip

Phase 01

Architectural Programme

CWR

Sep

Oct

Nov II

Courses

TP3 Workshop City of Fear

Digital Robot Workshop Exhibition City of Fear

Lectures Architecture & Sustainability

Assessment

UNIT 2/3F 2019/20

Collage Pin Up

E. Donovan Lecture

Pin Up Phase-01

Building Technology

Mid-Te

FALL FALL

1:100 Self Study Intermezzo Project Development & Detailing

Dec

Jan

III

Digital Thinking Media

Digital Thinking BIM

Term Review

BA Assessment

Portfolio Review

Intermezzo Pin-up

Design Pin-up

History & Theory Hand-in

AARHUS SCHOOL OF ARCHITECTURE 50

WORKSHOP CITY OF FEAR The workshop City of Fear asked the students to examine and survey areas of the city of Aarhus where traces or elements of security permeate. These could be spaces where danger in imagined or perceived, where uncanny, unlawful actions are suspected to take place. Different strategies are deployed to counter these perceived and imaginary threats and many of these strategies contain elements that are counter productive to the establishment of preposterous and livable atmosphere in our cities. Ethologist Robert Ardrey identifies three elementary needs in many living species. It is the need for identity, stimulation and security. All three needs are satisfied through the very architectural concept of territorialisation and are psychological necessities that have to be carefully balanced especially in the development of our urban spaces. Too much security infrastructure can become a constant physical reminders of abstract dangers and threats expressed through surveillance cameras, jersey barriers and bollards, the new and obnoxious manifestations of a society and city of fear.

FALL UNIT 2/3F

Students are asked in pair to find spots in Aarhus with clearly visible security infrastructure and conducts short interviews asking people, during the day and night, about their views of on security and safety in the city of Aarhus. They will further document through photographs and video to try and capture the unsafe atmosphere of the location through exaggerating or staging an uncanny situation (dark shadows, poor light conditions, person hiding in shadows, etc.). The 4 best pictures and one video from each site became part of the official exhibition at ONESITE gallery at Godsbanen.

51 AARHUS SCHOOL OF ARCHITECTURE

Self Study Intermezzo Project Development & Detailing

Preliminary Design & Context Study Trip

Architectural Programme

CWR

Sep

Oct TP3 Workshop City of Fear

Nov

Dec

Jan

III

Digital Robot Workshop

Digital Thinking Media

Digital Thinking BIM

Exhibition City of Fear

BA Assessment

FALL UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 52

STUDY TRIP HORN-BAD MEINBERG The starting point for the project will be a one-week fieldwork and workshop (KurKulturKur) in Horn-Bad Meinberg in Germany, where we will investigate the different conditions and challenges for the area speculating on a future scenario for the town. HornBad Meinberg is a small spa resort town, with around 17,000 inhabitants, in the north-east of North RhineWestphalia. During the week, we will also find sites for your project development for the fall semester. The KurKulturKur workshop will give you the possibility to gain one of many ways of understanding the place; discovering how a pre-proposal consisting of designs and strategies can work as an initial driver for your own project development. It is a great opportunity that you have a week to stay and work in the area where you are able to experience the place for a more extended period. You can experience the daily and weekly rhythm of shifting conditions of a specific context; which include climatical, cultural and atmospheric – conditions that are difficult to capture from the drawing desk.

FALL UNIT 2/3F

Your workshop in Horn-Bad Meinberg, Germany will be arranged by the TH-OWL in collaboration with Sanierungsmanagement KlimaQuartier ”Am Südhang“ and the city of Horn Bad Meinberg - Germany. Together with students from the Netherlands, Portugal, Belgium, Serbia, Pakistan, and Germany, you will work in international groups of students on the challenging tasks to find out what is to be done with abandoned hotels, what are the limits of their typological flexibility? Who would like to live in this spa town? And, what is actually the optimum counter form to contain all this spa water? In the workshop experimental, innovative, inside out and, lateral design thinking will be encouraged. The development of strategies of how these approaches can be put to work in a real project is an inseparable part of the workshop´s end results.

53 AARHUS SCHOOL OF ARCHITECTURE

CONCEPTS CONCEPTS

LEAF RIVER MOCK-UP

CARDBOARD RIVER MOCK-UP

Self Study Intermezzo Project Development & Detailing

Preliminary Design & Context Study Trip

Architectural Programme

CWR

Sep

Oct TP3 Workshop City of Fear

Nov

Dec

Jan

III

Digital Robot Workshop

Digital Thinking Media

Digital Thinking BIM

Exhibition City of Fear

BA Assessment

FALL UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 54

PHASE

01A

UNDERSTANDING THE CONTEXT, AN ABSTRACT REPRESENTATION & TRANSLATION

Parallel to the workshop the students are asked to investigate and map different conditions and themes. This fieldwork will focus on two themes, climatic elements as a basis for sustainability and the subsequent atmospheres they create. Four climatic elements, wind, water, sun and earth have been chosen to be the foundation of the fieldwork as they respond to critical needs and play an essential role in sustainable architecture. In pairs the students investigated and the general climatic conditions of Horn-Bad Meinberg and their chosen site while focusing on how these elements interacted and flowed through their site. Along with this, students are also asked to think and discover the poetic and atmospheric potentials of the four climatic elements. You will need to collect material to inform an atmospheric and spatial collage and model exercise which you will develop and create once back in Aarhus.

building to the street, etc. During the study trip, you will receive a map of which line you have to experience and map by the tutors. All this information gathered through photographs, sketches and videos will be used to make an experienced section. The section does not have to be in a specific scale as we call it an experienced section â&#x20AC;&#x201C; the section line is for you to also reflect on the topography line.

The final task is focused on context. The focus will on the surroundings of the site through a section focusing on thresholds; building to building, building to nature,

Work by Josef Eglseder FALL UNIT 2/3F

55 AARHUS SCHOOL OF ARCHITECTURE

Self Study Intermezzo Project Development & Detailing

Preliminary Design & Context Study Trip

Architectural Programme

CWR

Sep

Oct TP3 Workshop City of Fear

Nov

Dec

Jan

III

Digital Robot Workshop

Digital Thinking Media

Digital Thinking BIM

Exhibition City of Fear

BA Assessment

FALL UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 56

PHASE

01B

ARCHITECTURAL PROGRAMME FOR ‘HOUSE FOR COMMUNITY’

In this phase, you will have to analyse and critically reflect on your material collected during the study trip and make it operational - translating it into an architectural process for your project development.

form the basis of your architectural programme for the semester project. One will have to also make a collage which investigates and communicates one’s findings from the study trip exercises.

This first phase will provide the foundation and backbone for your design process and decision making. This may not result in one singular idea, but instead, you may have many different concepts which guide the individual parts to form a whole. Sustainable architecture is based on contextual understandings; subsequently your programme and narrative will develop throughout this phase based on the many dimensions of your site - discovering the limits, restrictions, and opportunities of the context which that can add depth and meaning to your conceptual approach. For the remainder of the phase, 3rd-semester students will work in peers, while everyone else will work individually

The next task for this stage is to make an arkitekton. An arkitekton is a spatial investigation that is without a context, function or orientation. The arkitekton will build directly on the collage exploring one’s architectural interest spatially.

In the first task one will have the opportunity to reflect on the study trip and initial design process through the development of your critical writing, which will help

FALL UNIT 2/3F

The final task is to work on a programme sheet that communicates your concept and main functions of your ‘House for Community’, supported by relevant investigation, text, diagrams and a title for your project.

57 AARHUS SCHOOL OF ARCHITECTURE

Work by Alexander Throm

Self Study Intermezzo Project Development & Detailing

Preliminary Design & Context Study Trip

Architectural Programme

CWR

Sep

Oct TP3 Workshop City of Fear

Nov

Dec

Jan

III

Digital Robot Workshop

Digital Thinking Media

Digital Thinking BIM

Exhibition City of Fear

BA Assessment

FALL UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 58

PHASE

PRELIMINARY DESIGN AND CONTEXT

A ‘House of Community’ is an open brief for you to explore a public typology which adds value and builds or strengthens community in the town of Bad-Meinberg. The architectural project should be inherently sustainable and encourage social engagement, address inequality and improve the lives of the inhabitants. Based on the previous phase and study trip, you should identify the community needs, creating a new scenario or narrative which supports the design of facilities that help to create a sense of community specific to Bad-Meinberg. This should include public amenities to gather and may house the community’s social, cultural, recreational, and civic activities. Your ‘House of Community’ must respond to the chosen site, and may include a (partial) transformation of the existing building, however, access must be maintained to the small bridge which connects the neighbouring houses to the rear of the site. Phase two will build directly on phase one, developing your abstract atmospheric and spatial ideas into conceptual and contextual preliminary designs for a ‘House of Community’. In this phase you will further develop your project using drawings, images, collage as well as 3D models to integrate your design within the site, context and community.] In continuation of phase one, you will now experiment with confronting your site through your arkitekton or atmospheric collage. In this task you will identify spatial potentials from your arkitekton which you are

FALL UNIT 2/3F

to integrate with your site. Through sections, you will need to select the elements/themes/concepts from your model to stretch, shrink or distort in order to respond to your architectural approach, site, context as well as the neighbouring buildings. Additionally, through this positioning and confrontation you will find ways to address the local climatic conditions such as solar orientation, wind directions, topology or ground conditions in order to capture the sun’s energy for heating, wind for cooling or retain the sun’s warmth through window placement and thermal mass. The next task involves creating a site model in pairs, making sure the site is able to be adjusted or ‘plugged in’ with your final project. This model should extend to include the facades of the buildings on the opposite side of the roads, and the buildings at the back behind the river. This model will be very useful to understand both the relational volumes, but also, wind tunnels and the daylight and shadowing of the existing buildings. In conjunction with the site model, you are to create a situation plan, to gain an understanding of the bigger context surrounding the site as well as positioning your project within the given area, depicting the buildings location on the site, access and how it responds and connects to the town’s circulation etc. During these weeks, you will continue your preliminary design through plans and sections, building on the already produced sections at the start of the phase and your situation plan, zooming-in, in scale.

59 AARHUS SCHOOL OF ARCHITECTURE

Work by Alexander Throm

Self Study Intermezzo Project Development & Detailing

Preliminary Design & Context Study Trip

Architectural Programme

CWR

Sep

Oct TP3 Workshop City of Fear

Nov

Dec

Jan

III

Digital Robot Workshop

Digital Thinking Media

Digital Thinking BIM

Exhibition City of Fear

BA Assessment

FALL UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 60

SOCIAL INTERRELATION DIFFERENT GENERATIONS OF PROTAGONISTS

TEENAGERS

MEETING FIRENDS HAVING A DRINK, COFFEE HAVING LUCH, DINNER PREDRINKING, PARTYING SHOPPING ANIMALS CARING STYDYING

MOVABLE LAYERS control of heat, sun, water and wind

_RELATIONS WITHIN EACH CATEGORY _INTERACTIONS INBETWEEN THEM

ELDERLY PEOPLE

HEAT WASTE serving to the vegetation

SOCIAL INTERRELATION OUTDOOR OR INDOOR PLAYING GETTING CRAFTY; DRAWING, PAINTING

DIFFERENT GENERATIONS OF PROTAGONISTS

MEETING FIRENDS HAVING A DRINK, COFFEE HAVING LUCH, DINNER PREDRINKING, PARTYING SHOPPING ANIMALS CARING STYDYING

TEENAGERS BOARD GAMES

ELDERLY PEOPLE

GARDENING

MEETING FRIENDS HAVING DRINK, COFFEE HAVING LUNCH, DINNER COOKING GARDENING ANIMAL CARING BOARD GAMES PLAYING FILM WATCHING

ANIMALS CARING KNOWLEDGE PASSING

_RELATIONS WITHIN EACH CATEGORY _INTERACTIONS INBETWEEN THEM

SOLAR THERMAL PANELS

MOVABLE LAYERS control of heat, sun, water and wind

HEAT WASTE serving to the vegetation

COLLECTION OF RAINWATER

HEAT OF THE ANIMALS transmitted to the domestic heating system

BOARD GAMES GARDENING

MEETING FRIENDS HAVING DRINK, COFFEE HAVING LUNCH, DINNER COOKING GARDENING ANIMAL CARING BOARD GAMES PLAYING FILM WATCHING

ANIMALS CARING

OUTDOOR OR INDOOR PLAYING

KNOWLEDGE PASSING

GETTING CRAFTY; DRAWING, PAINTING

STORY TELLING

WATER STOCK biological cleaning

SOLAR THERMAL PANELS HEAT OF THE ANIMALS transmitted to the domestic heating system

ANIMALS CARING

ANIMALS CARING GETTING CRAFTY; DRAWING,PAINTING COOKING STORY TELLING

HAVING LUNCH, DINNER HAVING A DRINK, COFFEE

GETTING CRAFTY; DRAWING,PAINTING COOKING

ANIMALS CARING GARDENING

HAVING LUNCH, DINNER HAVING A DRINK, COFFEE

DOMESTIC GREY WATER

HEAT GENERATED BY THE COMPOST transmitted to the domestic heating system

GARDENING

ANIMALS CARING

HEAT GENERATED BY THE COMPOST transmitted to the domestic heating system

CREEK

HAVING LUNCH, DINNER ANIMALS CARING

HAVING LUNCH, DINNER

GARDENING

ANIMALS CARING

GETTING CRAFTY

PLAYING WITH FRIENDS ANIMALS WATCHING GETTING CRAFTY PLAYING WITH WATER

COLLECTION OF RAINWATER

MEETING FRIENDS GARDENING MEETING FRIENDS HAVING DRINK,HAVING COFFEE DRINK, COFFEE GETTING CRAFTY LUNCH, DINNER HAVING LUNCH,HAVING DINNER PARTYING GARDENING PARTYING SHOPPING GARDENING ANIMAL CARING SHOPPING GETTING CRAFTY; DRAWING, PAINTING,..ANIMAL CARING INDOOR OR OUTDOOR PLAYING

CHILDREN GETTING CRAFTY; DRAWING, PAINTING,.. ANIMALS CARING

CHILDREN

COMPOST

ANIMALS CARING

INDOOR OR OUTDOOR PLAYING

ADULTS

PHYSICAL / SCIENTIFICAL INTERRELATION BETWEEN ELEMENTS _HEATING SYSTEM _WATER SYSTEM

Work by Nadia Doriot

FALL UNIT 2/3F

DOMESTIC GREY WATER

61 AARHUS SCHOOL OF ARCHITECTURE

Work by Alexander Throm FALL UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 62

PHASE

f i r s t f l o o r

PROJECT DEVELOPMENT AND DETAILING

1 6

1 7

1 8

Phase three is the continuation of your project development – a ‘House of Community.’ Individually or in pairs you are to refine your programmatic and spatial qualities within your architectural intervention.

1 0

1 1

1 2

1 3

1 4

1 5

1 6

1 7

1 8

1 0

1 1

1 2

1 3

1 4

1 5

Questioning and exploring through plans, sections, details and models: • In what scenario or narrative does your project exist? • What is a ‘House of Community’ for Bad-Meinberg? • What facilities and activities are required to foster a community environment? • How does your project respond to the site, town and wider context? • How is sustainability integrated within your project? • What is the materiality and tectonics of your project? Additionally, within in this phase you will jump in scale to resolve selected details in conjunction with the intermezzo

FALL UNIT 2/3F

s e c o n d f l o o r Work by Alexander Throm

63 AARHUS SCHOOL OF ARCHITECTURE

STAIRCASE SECTION

M 1:50

+ 18,15

5,00

+ 16,04

+ 15,28

+ 14,11

141

+ 13,01

141 141

20,8Â°

STAIRCASE-DRAWING IN FRONT OF SECTION

+ 10,61

2,40

16 STEPS 37,25 / 14,1

+ 10,09

1,95

2,95

36 372537253725

1,80

4,90

3725

2,20

5,96

IV 1,60

1,70

(14,1 x 2) + 37,25 = 64,45

+ 7,32

III + 6,83

Work by Josef Eglseder Self Study Intermezzo Project Development & Detailing

Preliminary Design & Context Study Trip

Architectural Programme

CWR

Sep

Oct TP3 Workshop City of Fear

Nov

Dec

Jan

III

Digital Robot Workshop

Digital Thinking Media

Digital Thinking BIM

Exhibition City of Fear

BA Assessment

FALL UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 64

FALL UNIT 2/3F

65 AARHUS SCHOOL OF ARCHITECTURE

Work by Alexander Throm

FALL UNIT 2/3F

Site Location: Aarhus, Denmark Population: 336,411

Phase 03

Design Development Phase 2B

Phase 02

Phase 2A

Phase 01

Digital Thinking Archeology of the Future

Feb

Courses

Mar

Apr

TP3 Workshop

Lectures Building Technology

Assessment

UNIT 2/3F 2019/20

Architecture & Sustainability

Project sheet submission Workshop Pin Up

Pin Up Phase-02A

Pin Up Phase-02B

Mid

SPRING SPRING

1:100

Finalizing Design

May

Jun

Workshop Intrinsic Sustainable Architecture

Construction Technology

Building Technology

d-Term Review

Building Technology

BA Assessment Project Sheet Submission

Project Submission

AARHUS SCHOOL OF ARCHITECTURE 68

PHASE

THE ARTEFACT IN A BIGGER ASSEMBLAGE

PHASE 3 - THE FINISHED RESULTS ARCHEOLOGY OF THE FUTURE Selma, Josef, Mathias, Pinru & Anne Sofie

ARCHAEOLOGY OF THE FUTURE Plan

This integrated digital workshop will operate as the first phase of the semester. The goal is to establish fundamental knowledge in computational design and digital manufacturing. This workshop will instigate the semester as an abstract start-up exercise, working with fragments which respond to different tactility, sensations, or aging processes. The artefact seems to be a piece of a building, your job is to try to read the artefact as a way to understand this historical culture. To begin, you must understand the artefact in every detail, then beginning to speculate on how it was made, and try to reproduce the process.

Section

A part of a dome strcutre that holds the surrounding walls

Original Artefact

a reproduction of the Artefact in aliminuim

An interpretation of the Artefact keeping the same structural values

Etienne-Louis BoullĂŠe's Cenotaph for Newton 13

Then, you will use your imagination to reproduce the building culture that created the artefact. You will work closely with your group, dividing the different responsibilities - from writing and drawing to hands-on building and understanding robotic processes.

Work by Phuong Uyen Nguyen Selma Blomberg Josef Eglseder Mathias Gaardsted Braae Pinru Zhu Anne Sofie Geertsen

SPRING UNIT 2/3F

69 AARHUS SCHOOL OF ARCHITECTURE

Work by Phuong Uyen Nguyen Karla Citlali Steninge Hernandez Hannah Gwenyth Hill-Wade Otto Graabæk Arlien-Søborg Katariina Mustasaar Gard Meisingseth Rognes

Design Development

Finalizing Design

Phase 2B Phase 2A

Digital Thinking Archeology of the Future

Feb

Mar

Apr

May

Jun

TP3 Workshop

Workshop Intrinsic Sustainable Architecture

Construction Technology

BA Assessment

SPRING UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 70

PHASE

02A

MAPPING & THE ARKITEKTON

In a fast-moving society, the slowness of the elderly seems not to fit in, during this phase and part, specific exercises relating to ‘walking slowly in a high pace society’ will form a basis of experiential mappings which will then be translated into a spatial model – an Arkitekton. You are to document this experience in groups, moving from your site in Aarhus to key locations which are part of our everyday life. The first phase will begin by walking through Aarhus, you are to map your intuitive, non-quantitative movements through the city, giving special focus and attention to how nonquantifiable factors, perception, and social presence influence your experience and decision-making while moving slowly in a fast-paced environment. You are encouraged to use experiential or alternative mapping techniques to discover different relationships and reveal the considerable amount of site information that is otherwise left “hidden”; and to represent the analysis of your personal, experiential perception of the urban environment of Aarhus in relation to your site.

The main focus of the next arkitekton exercise is to investigate the spatial qualities in the model. An arkitekton is the model of an abstracted spatial investigation without a context, function, or orientation. In this exercise, you are encouraged to explore spacemaking by relating it to your empirical experiences and mappings of the site, and the artefact from the digital thinking workshop. The model should incorporate a spatial sequence through which you can examine various spaces and atmospheres (light qualities, material characteristics, etc.). This exercise allows you to investigate your spatial ambitions concerning your understanding and experience of the project’s site and its surrounding context.

Work by Nadia Doriot SPRING UNIT 2/3F

71 AARHUS SCHOOL OF ARCHITECTURE

Design Development

Finalizing Design

Phase 2B Phase 2A

Digital Thinking Archeology of the Future

Feb

Mar

Apr

May

Jun

TP3 Workshop

Workshop Intrinsic Sustainable Architecture

Construction Technology

BA Assessment

SPRING UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 72

PHASE

02B ’HOME FOR AGEING WITH’

During this second part of phase 2, you will explore ideas about what it means and how it feels to be old and how others view this. Older age can often bring with it a growing sense of marginalization, of being overlooked, of being somehow less visible, made to feel less relevant. However, ageing is a continuum rather than an event in which both people and our built environments cannot avoid.

populations are disabled, frail older people requiring purpose-built geriatric care centres. Instead, we are heading for a future with fit, active, older adults, who will need to adapt their living and working environments to cope with their slow reduction in physical, sensory, and sometimes mental, capacity.

While you may incorporate different demographics within your project development, the primary user As we grow older, our housing needs change – no group of the housing will be people in their later years one should feel forced to move out of the home they of life – from around retirement age and older. You may love just because of their changing circumstances. develop a concept such as intergenerational living; Additionally, there is significant evidence that the vast however, it must fit with the concept of ’ageing with.’ majority of older people do not want to move later Some key questions you may answer in this phase are: in life, leaving their comfort zone and social network. • What are the programmatic potentials (narrative, There are far too few suitable new homes being concept, user group, etc.) for your ‘home for ageing designed, and many older people are living in homes with,’ and how could they be developed? which are unable to meet their changing needs. The • How do you integrate learnings from your excursion World Health Organisation (WHO) indicates that older to encourage inclusive design? people are facing increasing challenges due to sensory • What is your architectural approach? What do you and other changes that ageing brings. It is crucial to want to emphasize, and what are the potentials? understand the complexities of ageing and therefore, in • How can you approach/understand/integrate this part of the phase you will have the opportunity to sustainability interact and better understand the users and functions of your ’home for ageing with’. Many myths are surrounding what is labelled the ’grey burden’. The first misconception is that ageing

Work by Otto Graabæk Arlien-Søborg SPRING UNIT 2/3F

73 AARHUS SCHOOL OF ARCHITECTURE

Design Development

Finalizing Design

Phase 2B Phase 2A

Digital Thinking Archeology of the Future

Feb

Mar

Apr

May

Jun

TP3 Workshop

Workshop Intrinsic Sustainable Architecture

Construction Technology

BA Assessment

SPRING UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 74

PHASE

PROJECT DEVELOPMENT A ‘home for ageing with’ is not a retirement/ care home or an institution but rather an age-friendly community which sits between mainstream and specialised housing, facilitating the process of growing older with independence. In an age-friendly community, physical and social environments are designed to support and enable older people to ‘age actively’ – that is, to live in security, enjoy good health and continue to participate fully in society. A ‘home for ageing with’ may be characterised by being living spaces which have the potential for multiinhabited rooms with flexible layouts; adaptable (function and physical) spaces; plenty of natural light and ventilation even in circulation spaces; circulation and shared spaces which offer connections to the broader context and public – supporting independence; places which encourage social interactions; spaces which give thought to the public realm – encourage positive interactions with the street and development of the natural environment and ensure passive sustainable measures – such as passive solar design, orientation, deciduous planting, external blinds or shutters, awnings, green roofs, cooling chimneys etc. While the primary users of your project will be in their later stages of life, this does not exclude younger generations - an age-friendly community benefits people of all ages.

SPRING UNIT 2/3F

Work by Stine Brochmann Jørgensen

Individually students will create an architectural intervention for ‘ageing with’ on a selected site in Aarhus. This site is one which is under development, and thus, the students will respond to the proposed proposal, integrating their project within the current plan. To initiate this phase, students will work with their arkitekton in section as well as through drawings and modelling methods, understanding how their response sits within the rhythms of an urban environment, focusing on inside and out, circulation and accessibility, various spatial and functional thresholds, levels and connections between programs/ functions. The programmatic requirements will be given, and spatial qualities will continue and develop from the previous phases. Phase three builds directly on Phase One and Two, developing your spatial ideas into conceptual and contextual designs of a ‘home for ageing with’. In this phase, you will work individually to progress further your project using drawings, images, collage as well as 3D models to incorporate your design within the site, context and community. Additionally, to help integrate and position sustainability within your project, you will further develop your critical thinking through four discussions, specifically concerning topics related to your project brief.

75 AARHUS SCHOOL OF ARCHITECTURE

Work by Sara Sadeghian Pedersen

Design Development

Finalizing Design

Phase 2B Phase 2A

Digital Thinking Archeology of the Future

Feb

Mar

Apr

May

Jun

TP3 Workshop

Workshop Intrinsic Sustainable Architecture

Construction Technology

BA Assessment

SPRING UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 76

SPRING UNIT 2/3F

77 AARHUS SCHOOL OF ARCHITECTURE

Work by Sara Sadeghian Pedersen

SPRING UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 78

Iceland

Finland Faroe Islands

Norway

Sweden Denmark

(NORDIC) VERNACULAR ANALYSING INTRINSIC ARCHITECTURAL SUSTAINABILITY Can vernacular building practices and traditional ways of building offer some (re)newed insights into sustainability in the current built environment? In June 2020, the digital workshop ‘(Nordic) Vernacular Architecture -analysing intrinsic architectural sustainability’ was conducted with 2nd and 3rd-year students of unit 2/3 F.

The learning objective was to challenge the notion of sustainability as being a separate and complex engineering discipline. Instead, the students were invited to approach sustainability from a perspective of their own common-sense aided by a few inputs on basic building physics and vernacular building practices.

The workshop involved studying vernacular architecture and traditional building types in Northern Europe, examining the influence of geographical context and local culture on their built form. The outcome was analysed to identify five sustainable aspects resulting from either the physical landscape or local culture. Finally, these sustainable aspects were related to a contemporary architectural project utilising similar sustainable aspects to the ones deriving from the vernacular building practice.

In a research context, workshop constituted the first step of the PhD-project ‘Architectural Sustainability as a Cultural Practice’ by Stine Dalager Nielsen, articulating and testing a basic framework for reflecting on architectural sustainability to (re)introduce this as an integrated architectural practice in the contemporary design- and construction process.

SPRING UNIT 2/3F

79 AARHUS SCHOOL OF ARCHITECTURE

YOUR HOUSE TYPE Icelandic turf house Intrinsic Sustainable Architecture farmaxonometic house TitleGlaumbær of annotated

Image courtesy of http://www.glaumbaer.is/

THERMAL INSULATION To combat their susceptibility to erosion from rain and wind, turf houses are designed in a manner to keep the heat inside. They are usually built on the side of a hill so that the living part can be completely protected and supported while the front part sticks out. They’ve consisted of a group of smaller houses or rooms that are connected by passages, so that people would not need to leave to move between dwellings and thus preserve the heat inside. Even the barns and stables would often be organized in the same manner and connected to the rest of the house. Since heating from coal, oil, or wood stoves was not available until the 19th century, all the warmth was provided by the fire in the kitchen. Rooms were often situated a couple of feet below the ground level, which meant below the frost line where the ground could not freeze.

RELATION OF STRUCTURE TO INTERIOR This functional combination allows for a very efficient use of the interior space as well as an economical use of the rare local building material, wood.

FACADE Icelandic turf houses originally very seldom had exposed wooden exterior since it insulated worse than the turf, however under danish influence, it seemed more prestiguous to have a wooden exterior, thus much more kindling was needed to heat up the houses. Usually only servants or ’lower class people’ slept close to the wooden walls because it was warmer by the turf insulated wall.

STRUCTURE/SUSTAINABILITY The timber structure of the house is covered with turf bricks and a roof. The grass from the roof grows over, providing the roof with further stability. These buildings, made with biodegradable materials, are eco-friendly and energy-efficient. Even the lava stones can be recycled and reused. Usually, a house can last for about 20 years, serving one generation depending on frost, after which it must undergo repairs. But sometimes turf houses can last from 50 to 70 years.

Turf houses in Iceland are special because of their unique building technique, influenced by the local climate and available materials. Since the supply of wood was extremely low, most of the timber was imported from abroad. On the other hand, lava stones and turf, the main building materials, were available in large amounts. Turf has proved to be very durable–it is both renewable and widely available. It has been taken from the wetlands in order to be properly compacted. The initial foundations are made of lava stones, which are covered with a layer of turf that is compacted, followed by alternating layers of stones and turf.

NORDIC SUSTAINABLE ARCHITECTURE 1 Alex,Group Otto, Citlali & Dilja Names Design Development

Finalizing Design

Phase 2B Phase 2A

Digital Thinking Archeology of the Future

Feb

Mar

Apr

May

Jun

TP3 Workshop

Workshop Intrinsic Sustainable Architecture

Construction Technology

BA Assessment

SPRING UNIT 2/3F

AARHUS SCHOOL OF ARCHITECTURE 80

STUDIO 3 2019/2020 OVERVIEW At Studio 3 we aim to critically investigate the production of architecture under unstable territorial and environmental conditions, both now and as imagined – shifted - in the future. We have an open and experimental approach towards sustainability where the idea of time is core in our investigations. The overall goal is to allow the students to formulate, test, and develop their own architectural agenda, responding to site-specific programmatic, environmental, and material contexts over time. We design scenarios, not objects. During the academic year 2019/2020 we are investigating the role of the architect and the meaning of their actions. We will examine the changing significance of practicing architecture and different modes of working. We will explore what are the different ways of engaging through architecture. How do the architects position themselves in society? How can architecture react and contribute to the community? How does the time and environmental

INTRO TO STUDIO 3

challenges influence the architect’s actions? How can they redefine their engagement in design and construction processes? Eventually, how does the space in which architecture is imagined influence such processes? We will address these questions by exploring architects’ working and living spaces, their institutions and the places where they meet society. In the Autumn semester – ROOM FOR US - you will design a space for a small community of architects in the shifting and environmentally challenging West coast of Jutland. In Spring – HOME FOR ALL - you will create a place for architects where they share their skills and knowledge in Berlin, a hub for innovative and alternative modes of producing architecture

81 AARHUS SCHOOL OF ARCHITECTURE

Alvar Aalto â&#x20AC;&#x201C;Aalto House, Helsinki, Finland(1936)

INTRO TO STUDIO 3

Site Location: Lønstrup, Hjørring Municipality, Denmark Population: 558

Phase 02

Incubator Common Studio Site Visit

Phase 01

Case Studies CWR

CWR

Sep

Tutorials

Oct

Nov

TP3 Workshop

Lectures

Assessment

UNIT 2/3E 2019/20

CWR Pin Up Pin Up

Pin Up

FALL FALL

Intermezzo

Incubator Common Studio

Dec

Jan

Graduation Exams Portfolio Review

Mid-Term Review

Design Pin-up

Final Crits

AARHUS SCHOOL OF ARCHITECTURE 84

PHASE

CASE STUDIES WORKSHOP I

We shape our buildings, and afterwards, our buildings shape us -Winston Churchill If we synthesize the traditional role of the architect to one single statement it could be the following: to provide space for humans’ daily activities. The attributes of that space evolved over time spreading its original basics into multiple functions, forms, meanings, and typologies. However, the main purpose of the architect’s contribution to society –the creation of useful and meaningful space- remained until recently. It is only in the last decades when a relevant shift in architect´s role was detected. We are no longer merely creators of space. We also proved to develop with success in many other different ways. The architect’s profile has been layered, ramified and gained complexity. How to synthesize the role behind the complexity of our new attributes? Well, probably we can no longer say that we create spaces, but platforms. Today, we provide platforms –could be physical, emotional or conceptual- that allows us to contribute to society in many other ways while giving us room to explore what being an architect means. What are the conditions of the space where we imagine

architecture –as a platform- for the others? What is, eventually, the platform we have to provide ourselves? To dig deep into this question we will start by analysing spaces created by architects for themselves. The students, distributed in pairs, will start the project process by analysing residential/ working spaces designed by architects for themselves. Those spaces could be their homes, studios, or both together in a single entity. The critical reflection on the traditional room of the architect –how it has been differently understood in contemporary architecture- will be used to trigger our projects’ initial deliberations. The selected case studies offer a wide range of architectural statements, spatial approaches, and construction methodologies formulated and tested over the last century. The output of this workshop is a 1/20 scale section model depicting a fragment of the case study. Each pair has to investigate and represent in a section model the interplay between a pair of opposed attributes identified in the case study, such as: inside/ outside, intimate/extrovert, individual/common, massive/light, open/closed, fixed/movable, private/ public, etc. By the end of week 39, a visit to the area around Lønstrup is organized, where the students individually have to find and document their project site.

Muuratsalo Experimental House by Alvar Aalta Section Model by: Marie Engelhardt Sjögreen Lara Sterneberg FALL STUDIO 3

85 AARHUS SCHOOL OF ARCHITECTURE

Intermezzo

Incubator Common Studio

Incubator Common Studio Site Visit Case Studies CWR

CWR

Sep

Oct

Nov

Dec

Jan

TP3 Workshop

Graduation Exams

FALL STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 86

Moore House House by Charles W. Moore Section Model by: Mathias SchlÃ¼nzen Jalil Kinefuchi Amine

Wall House by Anupama Kundoo Section Model by: Lilith Jolanda Elise Unverzagt & Marlene Abild Hindsted

87 AARHUS SCHOOL OF ARCHITECTURE

AARHUS SCHOOL OF ARCHITECTURE 88

PHASE

PROJECT DEVELOPMENT AND DETAILING

In this semester, you are exploring various modes of practicing architecture by investigating architectsâ&#x20AC;&#x2122; working and living spaces. In the Project Development Phase, you will investigate how these diverse approaches spatially manifest the needs of a small community of architects in the shifting and environmentally challenging West coast of Jutland. What does it mean to be an architect? How can you practice architecture? How do you position yourself as an architect in an unstable environment? What is your interest in the discipline? How do you engage with space? How do you participate in the architectural community? What does the community of architects share? How does it act? Where do you meet the architects? What kind of space is needed for the encounters of the architects and their activities? You will look for answers to these questions by designing a space for around ten people â&#x20AC;&#x201C; the architects, their associates, families, etc., who are supposed to stay

FALL STUDIO 3

for a short period and share knowledge, experiences, wishes and, why not, frustrations. Even though the user is predefined, it is supposed to be a selfprogrammed project, and the functional requirements of the complex are to be defined by each student. The previous investigations and models created in the case studies workshop will serve you as a starting point for the design process. Once having selected a site, the analysed fragment has to be introduced there as a graft. Next step consists of its formal manipulation to make it fit in the context and accommodate your thoughts and positioning. Further development of programmatic, formal and spatial aspects of your architectural intervention will be developed through contextual and conceptual design in 2D and 3D.

Model by Hugo Alexander Shackleton

89 AARHUS SCHOOL OF ARCHITECTURE

Intermezzo

Incubator Common Studio

Incubator Common Studio Site Visit Case Studies CWR

CWR

Sep

Oct

Nov

Dec

Jan

TP3 Workshop

Graduation Exams

FALL STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 90

Rugbjerg Knude Fyr

Lønstrup

Nørlev Strand

THE SITE The site for this semester project is the stripe along the West Coast of Denmark – more accurately the stripe along the coastline limited by Rubjerg Knude lighthouse and the dunes to the South, through the hilly town of Lønstrup and wide beach in Nørlev Strand to the North. The chosen fragment is characterised by the dramatic shifts of its landscape, shape, material, and atmosphere. It starts with the high, sandy dunes in the South which are being eroded by the sea and moved inland by the force of wind. Later, the height of the coastal cliff decreases towards the town of Lønstrup, which is thoughtfully sheltered from the harsh sea climate by the grassy hills. In the North, closer to Nørlev Strand the coastline falls significantly towards the wide beach surrounded by summer houses which lack necessary shelter from the severe climatic conditions. Thus, they are swallowed by the sea. During the study trip, you are asked to explore the selected part of the coastline and find the site for your

project. Investigate dramatic shifts in the landscape. Analyse its geographical, structural, climatic, and social conditions. Map and understand the physical and nonphysical context for your project and select the most desirable location for your small community. When choosing, consider the climate of the coast and how it affects existing and to be built architecture. Reflect on the strategy for your project. Is it possible to design a durable and long-lasting building in such a context? Or should architecture react with the shifting environmental conditions? Should it adapt? Should it surrender?

Satellite view of Lønstrup

91 AARHUS SCHOOL OF ARCHITECTURE

NØRLEV STRAND

LØNSTRUP

RUGBJERG KNUDE FYR

AARHUS SCHOOL OF ARCHITECTURE 92

93 AARHUS SCHOOL OF ARCHITECTURE

Models by Kristian Knorr Jensen

AARHUS SCHOOL OF ARCHITECTURE 94

INTERMEZZO

MEETING THE GROUND

The Project Development Phase is supplemented with a one-week break in the form of an Intermezzo. The idea is to pause the project process for a while and look back into the models made in the Case Studies Workshop with a more qualified and contextual critical sight. The students are to reformulate the findings obtained in the work-shop according to their project´s demands and new ideas. Model making and digital fabrication tools will be used as the main drivers for the investigations. The goal is to make new section models, this time of your own pro-posal, where the same pair of attributes is revisited. In addition, the context has to be included, and the model has been used to investigate how the project meets the ground and, if relevant, the evolution of this meeting over time. Working intensively in a project process in an era dominated by the visual media has the risk of creating visually appealing proposals that disregard other highly valuable architectural attributes. At Studio 3 we understand archi-tecture as a dynamic scenario, instead of a pristine singular object. Therefore, we are interested in investigating how architecture evolves

FALL STUDIO 3

alongside shifting conditions in the territory -external and internal- and introduces its dynamics as a primary project´s design parameter. This approach asks for introducing the time as a project’s driver, but also for understanding the construction not as an isolated element detached from the physical context but deeply integrated into it. Thus, architecture and landscape perform as a single entity where the attributes and constraints that define one side necessarily affect the other side, and vice-versa, in an endless dynamic interplay. Jørn Utzon suggests that by being in touch with our surroundings, we get to the nature of architecture. Let´s focus on this idea and investigate for a while how our projects touch the landscape and become part of it, how they meet the ground. How many elements define each system? What is the materiality of the elements that divide the intimate spaces from the earth below? Is it segregating, connecting, a friction area, or has it melting qualities? What is the encounter between materials? How do their different properties interact? How vertical loads are car-ried down? How do horizontal pressures perform?

Model by Malene Jørs Nielsen

95 AARHUS SCHOOL OF ARCHITECTURE

Intermezzo

Incubator Common Studio

Incubator Common Studio Site Visit Case Studies CWR

CWR

Sep

Oct

Nov

Dec

Jan

TP3 Workshop

Graduation Exams

FALL STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 96

INCUBATOR DAYS PEOPLE, PERFORMANCE, POETICS OVER TIME Architecture has different temporalities. It looks into the past, exist in the present moment, and transforms in the future. It remains in a constant process of adaptation, appropriation, and change. Thus, as architects, we design scenarios, not objects. In Studio 3, we design for an (un)stable environment – for the impermanence of the territories, functions, users, forms. Thus, we are committed to an understanding of architecture OVER TIME. Our designs are influenced by passing time, by the users, the environment, the materiality. Therefore, we explore the issue of time in architecture through three lenses, which are immanent aspects of sustainable architecture. Those are: PEOPLE – the approach which investigates how architecture changes over time due to usage, PERFORMANCE – which looks into how architecture changes over time due to the environment and POETICS – which deals with how architecture changes over time due to its materiality.

FALL STUDIO 3

You are asked to choose your preferred approach for this semester project. Do you want to focus on people’s impact on architecture over time? Or on the influence of the environment? Or is it the materiality of the designed building? You will explore the chosen interest indepth in this semester project. However, you should not forget about the other approaches as only the overlapping of those three elements can result in sustainable architecture.

97 AARHUS SCHOOL OF ARCHITECTURE

POETICS Work by Melissa Bacher

PEOPLE Work by Amine Jalil Kinefuchi

PERFORMANCE Work by Kristian Knorr Jensen

Intermezzo

Incubator Common Studio

Incubator Common Studio Site Visit Case Studies CWR

CWR

Sep

Oct

Nov

Dec

Jan

TP3 Workshop

Graduation Exams

FALL STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 98

Renders by Hugo Alexander Shackleton

99 AARHUS SCHOOL OF ARCHITECTURE

AARHUS SCHOOL OF ARCHITECTURE 100

CWR CRITICAL WRITTEN REFLECTION

The CWR programme practice is in line with contemporary developments within artistic research. To unfold and intentionally pursue expansion of the field of potential modes of operation, through our workshops and our Transformational Practices Lecture Series we offer students insights into a broad scope of professional practices to which (read-)writing is fundamental. Furthermore, in the workshops we offer students insight into modes of operation with regard to mutual practices of constructive critique, an essential support and expected driver in their exploration, attainment and communication of new insights. In Studio 3 the theoretically based CWR research and report will critically investigate how architecture changes over time due to usage (people), environmental issues (performance), and its materiality (poetics).

FALL STUDIO 3

The students are expected to reflect on and conceptually communicate their position towards an emerging sustainable architecture within a local Danish context. CWR in Studio 3 will support the generation of an architectural vision and a project’s approach. CWR texts and writing will support the formulation of the conceptual framework of the student’s proposal. The students will continue elaborating their position towards an emerging sustainable architecture within a local Danish context, in connection with their project´s approach over time, in an individual draft report. Support by peer-review sessions, individual consultations, and midterm presentations.

101 AARHUS SCHOOL OF ARCHITECTURE

Sketches and process

From the Case study shop to the design process

Intermezzo

Incubator Common Studio

Incubator Common Studio Site Visit Case Studies CWR

CWR

Sep

Oct

Nov

Dec

Jan

TP3 Workshop

Graduation Exams

FALL STUDIO 3

Site Location: Berlin, Germany Population: 3,75 million

Phase 03

Incubator Common Studio Mapping Machines

Phase 02

Phase 01

Case Studies DR

Feb

Tutorials

Mar TP3 Workshop

Apr

Study Trip

Lectures

Assessment

UNIT 2/3E 2019/20

Workshop Pin Up Workshop Pin Up

Workshop Pin Up

Grad. Projects Pin Up Pin Up

SPRING SPRING

Intermezzo

Incubator Common Studio

May

Jun

Graduation Exams

Grad. Projects Mid Review

Mid-Term Review

Project Submission

Final Crit

AARHUS SCHOOL OF ARCHITECTURE 104

PHASE

CASE STUDIES WORKSHOP II

The students, distributed in pairs, will start the project process by analysing institutional/ cultural spaces in which architects engage with society. Those spaces could be schools of architecture, museums, exhibition venues, companyâ&#x20AC;&#x2122;s headquarters, etc. The selected case studies offer a wide range of programmatic environments formulated over the last century that convey different spatial approaches and construction methodologies. The output of this workshop will be a 1/50 scale section model depicting a fragment of the case study. For DR (Design Realization), individually, each student has to select and draw a detailed component of the case study building that enables to critically reflect on a sustainable aspect of the project.

SPRING STUDIO 3

In the following design phase, we will introduce the community as another user of the spaces for architects. A reflection on how the studied typology and the programme could be adapted to architects interact with the community could inform the following design phase.

105 AARHUS SCHOOL OF ARCHITECTURE Utzon Center by Jørn Utzon Section Model by: Alexander Hugo Shackleton Asger Brix Pedersen

Arkitekturmuseet by Rafael Moneo Section Model by: Charlotte Lyberth Jensen Line Østergaard Poulsen

Intermezzo

Incubator Common Studio

Incubator Common Studio Mapping Machines

Case Studies DR

Feb

Mar TP3 Workshop

Apr

May

Jun

Study Trip

Graduation Exams

SPRING STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 106

PHASE

MAPPING MACHINES

This workshop is preparatory for engaging and taking agency in the context of the spring semester 2020. The aim is to create a setup, functioning as a meta-layer for the semester brief: “spaces where architects engage with the society”.This workshop will also introduce alternative definitions of themes as: “Design for Disassembly”, “Commoning”, “Ritual”, “Property” and “Context” through talks, discussions, and development of bottom-up mapping strategies. Mapping Machines are understood as devices that conjoin the ritual and mobile and lightweight structures. The reference to a device provides a bodyrelated scale while the ritual indicates a sequence of actions – altogether acting as a space making object. The Mapping-Machines are designed to be mobile and lightweight, related to the moving body – serving a temporary purpose. Principles of “Design for Disassembly (DfD)” ensure the mobility of the device and the reuse of its parts, which becomes crucial due to their temporality. Therefore, DfD will inform decisions and material choices – reflected in joints and robustness. This intention is also reflected in Studio 3’s partnership with Bank of Materials (BOM), Hitsa, Kvadrat and Carl-Ras. The concept of Mapping-Machines is inspired by contemporary movements within the field of architecture, which use self-initiated interventions in public space as a participatory tool of urban development (ON/OFF, Raumlabor, Kondens, Hele Landet, etc). By working bottom-up, we intend to

SPRING STUDIO 3

expand the idea of the architect’s role within today’s society. Mapping-Machines will raise questions of social, political and environmental dynamics within architecture. Hopefully, allowing us, for a moment, to free the concepts from their usual opposites – center/ periphery, private/common, left/right, nature/culture, to let ourselves imagine new relationships. In Berlin, Mapping Machines will be used to explore the area of the possible site for the semester brief. Students will work in pairs or choose to form groups of pairs to place several Mapping-Machines in various constellations. We understand mapping as a process which explores the dynamics of a spatial environment during fieldwork and urban research. Mapping-Machines act as a counterpart to large-scale mapping strategies (maps, statistics, big data etc.) and supplement qualitative mapping strategies (field-notes, interviews, observations etc.) allowing us to be critical and reimagine the large scale. Mapping machines act as performative devices. They are meant to occupy and disrupt an existing spatial context by introducing a new mobile and space making object – an impermanent alternative to the existing – changing its context inside out. Disruption initiates spatial and social interaction and ultimately let us explore existing dynamics of a place, while revealing new potentials. The output of the MappingMachines might not give us specific data, but change our perception of the spatial environment, while uncovering underlying rules, habits and routines.

107 AARHUS SCHOOL OF ARCHITECTURE

Intermezzo

Incubator Common Studio

Incubator Common Studio Mapping Machines

Case Studies DR

Feb

Mar TP3 Workshop

Apr

May

Jun

Study Trip

Graduation Exams

SPRING STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 108

STUDY TRIP BERLIN The site for this semester project has to be found in a defined area that extends from Alexanderplatz to the banks of Spree River, in the centre of Berlin. This constantly changing city is famous for its tradition of urban architecture, troubled history, rapid growth and the ability to rethink its development strategies. Moreover, it is known for its citizen-focused politics, sharing initiatives and spaces of commoning. The urban context of the city centre acts as an arena for public and private interactions. Thus, the building situated here naturally negotiates between the individual and common interests and needs. Alexanderplatz, destroyed during II World War and redeveloped in the 1960s, is a large public space and an important transportation hub full of public buildings, commercial centres, citizen initiatives. Haus der Statistik, our temporary office in Alexanderplatz, is an abandoned building that has been adapted to become an informal place for art, education and social activities. We will use the space to synthesize the output of mappings, contextual explorations and we will contribute to a community-house for refugees, cultural workers, production, educational and civic initiatives. The area for your project site starts with Haus der Statistik and extends along Karl-Marx Allee and Spree River (includes both river banks) to Andreastrasse as a Eastern limitation. The city dramatically shifts within these boundaries: from a large and monumental public

SPRING STUDIO 3

square and avenue -Alexanderplatz and Karl-Marx Alle, through socialist buildings -Haus der Statistik- small scale pavilions, high-rising plattenbaus and typical Berlin blocks, to the industrial areas on the Southern river bank and omnipresent new urban developments. During the study trip, you are asked to investigate the given area and find the site for your project. Investigate the dramatic shifts within this fragment of the city. Analyse its urban, architectural, structural, environmental and social conditions. Map and understand the physical and non-physical context for your project and choose the most desirable location for the architects to engage with society. When choosing a site consider the existing urban fabric and its social context. Reflect on the strategy of your project. How will you position the building within the existing urban landscape? How will you connect to established social networks? How do you invite diverse stakeholders? How do you construct a community? We will also explore diverse self-designed spaces, institutions and places for commoning created by and for architects, i.e.: Bauhaus in Dessau by W.Gropius, Floating University Berlin by Raumlabor or the studios of N.Fanelsa, A.Brandlhuber, Rundswei, S.Chermayeff, etc. Moreover, during the study trip, you will find, analyse, and map the site for your Spring semester project in Haus der Statistik/ Alexanderplatz area.

109 AARHUS SCHOOL OF ARCHITECTURE

Intermezzo

Incubator Common Studio

Incubator Common Studio Mapping Machines

Case Studies DR

Feb

Mar TP3 Workshop

Apr

May

Jun

Study Trip

Graduation Exams

SPRING STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 110

111 AARHUS SCHOOL OF ARCHITECTURE

AARHUS SCHOOL OF ARCHITECTURE 112

PHASE

PROJECT DEVELOPMENT PHASE

The students will be looking to design a space where the architects encounter society in the constantly developing and rapidly shifting city of Berlin. The aim is to create a place where architects share their skills and knowledge, a hub for innovative and alternative modes of thinking, producing and engaging through architecture.

context will help you to discern between its multiple layers. The investigations of already established case studies will help you understand how architects used to interact with society. The created devices will help the students find a unique way of engaging with the place.

They will also reflect critically on how valid are those reflections, references, and tools in the fastThey will decide what kind of meeting you want to changing context of Berlin and the contemporary create, which function(s) may accommodate predefined world. Once having selected a site, the fragment of needs and who are the users involved. After analysing the building analysed in the case study workshop specific Berlin context, one will select a site and decide has to be introduced there as a graft â&#x20AC;&#x201C; directly or who your building is for. The only requirement is that metaphorically. The next step consists of its formal or the users of the designed space are architects and non- conceptual manipulation to make it fit in the context architects, representing diverse stakeholders of society. and accommodate oneâ&#x20AC;&#x2122;s thoughts and positioning. It is a self-programmed project, and the functional Further development of programmatic, formal and requirements of the complex are to be defined as part spatial aspects of the architectural intervention will be of the process. developed through contextual and conceptual design in 2D and 3D. The previous investigations: contextual reading, case studies analyses, and mapping machines fabrication, will serve you as a starting point for the design process. The discussions on the cultural aspects of the

Work by Nick Cole SPRING STUDIO 3

113 AARHUS SCHOOL OF ARCHITECTURE

Site plan

Intermezzo

Incubator Common Studio

Incubator Common Studio Mapping Machines

Case Studies DR

Feb

Mar TP3 Workshop

Apr

May

Jun

Study Trip

Graduation Exams

SPRING STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 114

SPRING STUDIO 3

115 AARHUS SCHOOL OF ARCHITECTURE

Work by Hugo Shackleton

SPRING STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 116

DESIGN REALISATION

The DR programme tries to educate and give students an overview about the overall law and framework behind architecture and design as well providing resources to help with the realisation of their design. This involves the programmes arranging a seminar, based on a case with several stakeholders from politicians, city planners to specialists and engineers. The seminar should address common interests and the focus of the teaching program in relation to the Design Realisation. The seminar could as an example emphasize the need of early collaboration and give students an overview of the complexity, challenges and dilemmas in relation to realization in practice

SPRING STUDIO 3

The practically based DR research and report will graphically investigate how architecture changes over time due to usage (people), environmental issues (performance), and its materiality (poetics). You will reflect on and aesthetically represent your position towards an emerging sustainable architecture in a nonDanish context. The DR development is structured in two parts over the Spring semester. In the first part, the students will work on a logbook where their initial investigations, site analysis, conceptual approach and project process are outlined. In the second part, the students are to elaborate detailed drawings of their project.

117 AARHUS SCHOOL OF ARCHITECTURE

13.

11. 12. 7b. 8. 6.

7a.

22.

10.

1. Precast, reinforced concrete beam (rectangular) 500x450mm. 2. Precast, reinforced concrete column with shallow corbel 800x500mm.

14.

15.

3. Precast, reinforced concrete beam (inverted T-shape) 500x450mm. 4. Precast, pre-stressed double-tee slab 1200mm flange; 7000mm span; 150mm web. 5. Screed 40mm.

21.

6. Precast concrete facade panel 1785x210mm. 7a. Rigid insulation 50mm; 80mm.

20.

7b. Firesafing and smoke seal 90x215mm. 8. Sheathing board and weather membrane 25mm.

19.

9. Gypsum board 25mm. 10. Stud cavity bracket 100mm. 11. Shear connection cast into panel 100x550mm. 12. Anchor plate cast into beam. 13. Anchoring bolt 25mm. 14. Cellulose insulation cavity 85mm. 15. Reclaimed siding board and plywood lining board 20mm. 16. Reclaimed flooring board 15mm 17. Flooring battens 30x30mm. 18. Reclaimed timber studs â&#x20AC;&#x2DC;2x4â&#x20AC;&#x2122; 90x40mm. 19. Salvaged window frame. 20. Double-glasing 21. Reused corrugated plastic cladding 8mm. 22; 23. Aluminium drainage plate 3mm

17.

18.

16.

+ 18.12

5. 23.

1:10 Detail

Intermezzo

Incubator Common Studio

Incubator Common Studio Mapping Machines

Case Studies DR

Feb

Mar TP3 Workshop

Apr

May

Jun

Study Trip

Graduation Exams

SPRING STUDIO 3

AARHUS SCHOOL OF ARCHITECTURE 118

RESEARCH 2019/2020 OVERVIEW Based on the vision Engaging through Architecture, we emphasise working with architectural practice and the many actors of the industry, even when it comes to our research. We address current challenges to society in relation to architecture, space and planning. And through experimental research, we create knowledge that contributes to the future development of our physical environment. We focus on strengthening project-oriented and innovation-driven research of high quality and relevance. Architecture deals with scientific as well as artistic elements, and our concept of research therefore deliberately spans from academicbased research, over research by design to artistic research. We particularly focus on developing the research approach research by design, where the architectural design process and the fieldâ&#x20AC;&#x2122;s own tools, drawing, modelling and experiments are used as research methods to create new insights and knowledge. Artistic research (KUV) combines reflections on artistic practice with the creation of artistic products of high aesthetic quality.

INTRO TO RESEARCH

With our special emphasis on research by design, Aarhus School of Architecture emphasises developing research closely linked to the design methods, tools and processes of the field. It is about using the methods from the architectural discipline, creating realisation by working directly and physically with the material, and initiating experiments that explore, develop and challenge. The field of research by design is still evolving and we collaborate in the CA2RE research network and in a new European project on the supervision of PhD students with a number of other research institutions that also focus on strengthening research by design and artistic based research. Within the field of research by design, the architectural design process forms the way in which new insights, knowledge, practices or products are created. It generates critical questioning through design work.

119 AARHUS SCHOOL OF ARCHITECTURE

The Danish 2030 goals unfolded:

Around 50 years ago, it was clear that humanity’s consumption of resources began to exceed what the Earth could produce and renew in a year, which means, since the 1970s we have been consuming and polluting the environment more than it can recover naturally. By 2050 it is predicted that the Earth’s population will reach 9.6 billion people if we continue with today’s current lifestyles it will take three Earth’s to provide the natural resources needed. Not only are we running out of resources, but it is becoming more apparent that the increase of carbon and greenhouse gases is changing our climate. - We are now facing a climate emergency.

goal” 0%’s Land-use Change, e -7 and Forestry (LULUCF) “Th Greenhouse Gas Emissions NON-ETS

colour: set by EU or DK

timeline: future

ambitious goal for DK campared to the EU

revised

20 50

Greenhouse Gas Emissions ETS

00 -1

-50%

-10 0%

goal significant for danish climate action campared to the EU

Index: targets

% avg. reduction for Member states

-50

national binding target

revision to increase collective end-goal (2021)

A target that aims for EU-countries individual reduction of GHG emissions in transport agriculture, non ETS-industry, waste and buildings. The reduction happens E.g. through renewable energy, energy efficiency and LULUCF.

-39

-5 0%

The target aims to reduce deforestation and forest degradation. Greenhouse gas (GHG) emissions from land use are compensated by removals of CO2, made possible by supplemental actions such as planting new forest.

collective end-goal

- 43%

basis year

The national goal to reduce Green House Gas Emissions is set to 70% by 2030. The goal includes all sectors except for shiping trade and aviation. The reduction is domestic, while it most be assured that Green House Gas Emissions is not moved abroad.

leading up to “2050 Climate goals” of becoming Climate Neutral

2030 20

Greenhouse gas emissions NON-ETS

information on targets and goals beyond 2050 is not specified, but according to the The Danish Climate Law(2019), climate targets are set with a 10-year perspective every 5

-100%

G oa ns ls/ io ta ss rg ets mi sE tha Ga t su use pport cut in Greenho

Land-use Change, and Forestry (LULUCF)

20 40

20 35

-70%

timeline: 1990-2030

20 45

use ho en re rG fo

How are they ambitious?

Emissions Gas

basis year

Go als /ta rg et s

Legend: overall reading

revised

% 10 0

Improvement in Energy Efficiency

Transportation is the sector with the highest final energy consumption which is why it is an individual target. The sector covers vehicles, trains and international aviation.

Improvement in Energy Efficiency (Transport Sector)

The target aims to outphase electricity production from fossil fuels by substituting with renewable energy production. This is the first step towards becoming climate neutral in 2050.

Climate Goals compared: How are we progressing?

pa gy at

curve: revision year

EU it m

nf Co N U

50 20

35 20

30 20

0+ o2

en ag nh pe Co

09 20 10

m Su

ld kW or Yo r

20 19 20 20 20 21

m m

rth

ur sb

ew N

Jo h

ill M

Ky o

dt un

Br 2020

time line

The enormous release of CO2 into the atmosphere comes from industry, transportation, burning fossil fuels and even plants and living things. However, architecture is accountable for a considerable amount of the problem, especially energy use and global CO2 emissions.

2030 2050

100%

EU or DK target goal

W la Ch or nd an ld C R gin o ep n o ba g A fere rt t si n s mo ce ye s o ar phe n t re he of R

curve: decision year colour: set by EU or DK target: reduction

Ky Su io ot m de op m Ja it n ro (A eir to ge o nd Ea a2 rth 1)

curve: basis year

Legend: individual target

Area/DK target Climate-Neutral cut in Greenhouse Gas Emissions (non-ETS) cut in Greenhouse Gas

Phasing out Fossil Fuels in Electricity Production

Energy from Renewables

The target aims to reduce GHG emission by increasing the share of renewable energy across different sectors. Production can be from biogas and - fuel, geothermal, wind-, water and solarpower.

Phasing out Fossil Fuels in Electricity Production

14%

C ge 20 er N S lim 30 CO ew (S ust ate cl D ai Yo im P21 G na Ch rk at s) b a & e & le ng th & th D e en e P ev Co e ar ne er E e Th lo nfe gy is A w w U2 pm re e or 0 g fr 3 En am re en nc Cl k, ( 0 c ee e im ta li erg t G r m oa y Pr ate ge at A op la ts e gr ls ee os w rev & e m al (D is ne en of K) ed rg t( up y th D e w fra K) fir ar m st ds eEu ) ro pe an Cl im at e

(Transport Sector)

Energy from Renewables

A target that requires energy to be used more efficiently at all stages of the energy chain. Grids can E.g be optimized through digitalisation allowing for intermittent renewables.

15 20 16

Improvement in Energy Efficiency

32%

55%

Improvement in Energy Efficiency

3 2,5 %

A target limiting GHG emissions through a trade system valid for the most heavy energy using power stations, industrial plants and airlines operating between EU countries.

ck a

Greenhouse gas emissions ETS

target: increase

Improvement in Energy Improvement in Energy Efficiency (Transport sector) Energy from RenewaPhasing out of Fossil Fuels in Electricity

basis

set by EU/DK

revised

failed

Index: all targets 2020 goals and targets 1: Improvement in Energy Efficiency (Transport sector) 2: cut in Greenhouse Gas Emissions (non-ETS) 3: cut in Greenhouse Gas Emissions (ETS) 4: Energy from Renewables 5: Improvement in Energy Efficiency

estimated to fail

(6)

(1)

2030 goals and targets 6: cut in Greenhouse Gas Emissions (non-ETS) 7: Improvement in Energy Efficiency 8: cut in Greenhouse Gas Emissions (ETS) 9: Phasing out of Fossil Fuels in Electricity Production 10: Energy from Renewables 11: Improvement in Energy Efficiency (Transport sector)

(7)

(12)

(13)

information not available

2050 goals and targets 12:Improvement in Energy Efficiency (Transport sector) 13: Climate-Neutral

(2)

Diagrams/illustrations based on information from: klimaraadet.dk, ec.europa.eu, ens.dk, kefm.dk stateofgreen.com, altinget.dk, unfccc.int

In the EU, buildings are responsible for around 40% of the energy use with an associated 36% of CO2 emissions. Thus, it is evident the construction industry plays a significant part in the problem, reducing CO2 upfront is not enough. We must also consider embodied carbon which includes the sum of the effects of materials throughout their entire life cycle.

(3)

(4)

(8)

(5)

(9)

(10)

(11)

estimated to succeed

succeeded

INTRO TO RESEARCH

AARHUS SCHOOL OF ARCHITECTURE 120

NORDIC SUSTAINABLE ARCHITECTURE RESEARCH SUBGROUP The Nordic Sustainable Architecture research group is part of Research Lab 3, Emerging Sustainable Architecture, and is a collective of international academics who research sustainability approaches in contemporary architecture in the Nordic region. Nordic architecture has (re)gained interest globally, inspired by many Nordic architectsâ&#x20AC;&#x2122; holistic approaches to current environmental, climatic and societal challenges, often innovating beyond energy and climatic issues; pushing new methods and innovations while maintaining or re-imagining architectural qualities from the humanist design tradition. It is this background that acts as a driver for our case-study based research of Nordic sustainable architecture. We are interested in non-traditional design processes and methods, starting from the built cases, looking back to understand the approaches, design and building processes, while also looking ahead to the building in-use and how it may be adaptable over time. We undertake this research both through testing existing quantitative and qualitative research methods and developing new mapping, evaluation, and analysis methods of different Nordic approaches to sustainable architecture and its regional design processes. We critically look at what works well and what could be improved, reflecting on what other regions can learn from, and be inspired by through these approaches and the developed methods.

RESEARCH

121 AARHUS SCHOOL OF ARCHITECTURE

“Nordic architects operate in a culture and tradition of carefully crafted architecture in response to the harshness of the local climatic conditions and diminished daylighting during the long Nordic winters”

Photo by Torben Eskerod

RESEARCH

AARHUS SCHOOL OF ARCHITECTURE 122

IN SEARCH OF RESPONSIBLE ARCHITECTURE: SUSTAINABLE BUILDING PRACTICES FOR BEHAVIOR CHANGE PHD PROJECT BY RICELLI LAPLACE RESENDE Going beyond the limits of the traditional approach, Responsible Architecture’s projects should be able to change people’s perception of value and their expectation of what they can do towards building and designing in a sustainable way. The practice of architecture today is essentially responsible for providing ethical solutions for habitation and settlement issues, while ensuring that the impact of its design decisions will not compromise the welfare of future generations (Collier, 2006). Although much is discussed in the literature about sustainable projects or green-building rating tools, the way architecture is being practice today still has enormous environmental, societal and economic costs. So, the biggest barrier to achieving a sustainable future through architecture is not a lack of knowledge about sustainable architecture, but the gap between environmental knowledge vs environmental behaviour (Kollmuss and Agyeman, 2002). Therefore, behaviour change strategies are an important element that should be included in holistic methodologies to design, evaluate and practice architecture. This can influence architects’ and clients’ design choices towards pro-environmental behaviour. Responding to this challenge, this study introduces the concept of Responsible Architecture (RA). RA is presented as a design paradigm that uses participatory sustainable building practices to promote long-term sustainable behavior as a goal. This will be achieved by developing

PHD PROJECTS

a framework for planning and building projects that uses design principles and techniques in four main areas: environment, society, economy and behaviour change strategies. The first part of the study (theoretical) is to build an analysis of individual case studies in different projects (Japan, Mongolia, Brazil and Denmark) to present examples of constructions that used RA principles in its design and building process to achieve longterm sustainability goals. This will help to build a framework that can be used in future projects. The second part of this study implements research by design methodology. Where lessons learned will be implemented with an actual building construction that will involve local community and architectural students. his will help to evaluate and assess the research framework and its impacts for real projects. The initial pilot-case studies showed that there was improvement in the participants’ environmental knowledge and behaviour. This was archived by the use of participatory methods, targeting in creating knowledge, values, motivation, appropriate stimulus and a sense of ownership. Going beyond the limits of the traditional approach, Responsible Architecture’s projects should be able to change people’s perception of value and their expectation of what they can do towards building and designing in a sustainable way. With this lesson learned, RA can promote material and immaterial values, and reflects the state and values of the society we want to create. This can lead to a great shift in the way we think, practice and teach design.

123 AARHUS SCHOOL OF ARCHITECTURE

PHD PROJECTS

AARHUS SCHOOL OF ARCHITECTURE 124

ARCHITECTURAL SUSTAINABILITY AS A CULTURAL PRACTICE PHD PROJECT BY STINE DALAGER NIELSEN Integration of the sea and marine-based ecologies as part of the city’s landscaping, sustainable urban drainage systems and coastal protection in East Jutland as a response to sea level rise and climate change The project engages in a practice-based, theoretical discourse for a broad and long-term implementation of sustainability as a cultural practice. The project questions whether a juxtaposition of vernacular architectural practices and the current designand construction process may inform a new methodological framework for integrating intrinsic architectural sustainability in the current sustainable architectural practice. Intrinsic architecture is a projectspecific term, which is inspired by the vernacular practice of human settlement. ‘Vernacular architecture’ refers to a pre-industrial building conception, which is informed by implicit guidelines and traditions within the immediate context. The vernacular tectonics present a functional and aesthetical unison of materials, elements and building components, whereof the best examples transcend their unique character and enable the emergence of a global system. Hence, the tectonics, when they are at their strongest, become the architectural manifestation of a cultural whole: Tradition, (locality), use (construction) and aesthetics. This represents the project notion of intrinsic architectural sustainability.

PHD PROJECTS

125 AARHUS SCHOOL OF ARCHITECTURE

PHD PROJECTS