HOMEostasis_Bachelor thesis by pauline jochenbein

HOMEOSTASIS

All set, a diversified unit

HOMEOSTASIE Tous ensemble, une unité diversifiée

LANDSCAPE ARCHITECTURE BACHELOR THESIS

Promotion 2013 Pauline Jochenbein

«Inventer, c’est penser à côté» Albert EINSTEIN

HOMEOSTASIS

All set, a diversified unit

Pauline Jochenbein

Richter. Dahl Rocha & AssociĂŠs architectes SA

Landscape architecture 2012/ 2013 Bachelor of sciences HES-SO Ecole hôtelière de Lausanne Campus development forum International architecture students workshop Final project book, bachelor thesis

HOMEOSTASIS

Design tutors Nathalie MONGE, Architect Lecturer for territorial phase Patrick BERNAD, Landscape architect DPLG, Lecturer for competition phase Natacha GUILLAUMONT, Landscape architect DPLG, HES teacher of vegetal design

Submitting Ecole Hôtelière de Lausanne Richter Dahl Rocha & Associés SA Escuela Técnica Superior de Arquitectura, Universidad de Navarra

Joris DE CASTRO, HES teacher of technical design

Course director Natacha GUILLAUMONT, HES teacher

Sonia ROSELLO, Landscape architect, HES Assistant

Benjamin DUPONT-ROY, Landscape architect, HES Assistant

Haute école d’architecture, de paysage et d’ingénieurie Switzerland, Geneva, June 2013

Students from hepia, Switzerland Samuel BADOUX Hugo BERNARD-GRANGER Christian GLOOR Andréanne GREMEN Charline GUYON Marco KOHLER Romaric LARAT Jérémy MAYOR Yannick MISSOU Jean-Yves PAUCHARD Clotilde RIGAUD

Participating schools Navarra University, Spain Rice school of architecture, USA Korea University, South Korea Rosario University, Argentina Ljubljana University, Slovenia University of Porto, Portugal Pontifica Universidad Catolica, Chile University of Ahmedabad, India McGill University, Canada EHL Lausanne, Switzerland hepia Geneva, Switzerland

Jury members_campus forum Ignacio DAHL ROCHA, Architect Cofounder of office Richter Dahl Rocha Francisco MANGADO, Architect School of Navarra, Spain Joao NUNES, Landscape architect Founder of office PROAP Patrick JORDI, Architect Founder of Jordi + Partner AG Lars BYLUND, Sustainability expert Eduardo CAMACHO-HÜBER, Sociologist

Students selected for the campus forum Juan ALONSO Manuel CLAROS Jules DECAMPIGNEULLES Ignacio FERNANDEZ-ALONSO Carmen FRANCES Jesus GARCIA Jon IRIGOYEN Pauline JOCHENBEIN Primoz KASTELIC Sungyup KIM Mincheol LEE Carmen ORTEGA Sofia PASSOS DOS SANTOS Maria PENHA SOUTO DE MOURA Luciano SCARPONI Priyanka SHETH Filipe SOARES ESTRELA Poonam SOLANKI Ada TERSEGLAV Diego VARAS COVARRUBIAS Trevor VOGT Amando Reiko WEI

PREAMBULE

[FR] Ce mémoire de Bachelor retrace une démarche de projet de cinq mois durant laquelle les ressentis, les idées et les inspirations, ainsi que les doutes, les questionnements et les erreurs, invitent le lecteur à découvrir un processus de conception, un univers intime permettant d’appréhender

l’ensemble

d’une

pensée

d’une étudiante, pour les étudiants de demain. L’école, environnement

stimulant

enrichissant, est une expérience, une aventure. Lieu d’apprentissage

d’une profession, d’un

savoir-être, son quotidien est chaque repensé, rêvé,

imaginé.

concours

par

initié

Participer

l’Ecole

Hotelière

jour au de

Lausanne, le cabinet d’architecture Richter Dahl Rocha & Associés ainsi que

l’université de

Navarre, est l’occasion de donner vie à des rêves pour la génération d’étudiants à venir.

PREAMBLE

[EN] This Bachelor thesis traces a five-month project approach during which the feelings, ideas and inspirations, as well as doubts, questions and mistakes, invite the reader to discover the design process, an intimate universe which captures all the thoughts of one student and allows the students of tomorrow to read along and better understand the process and project as a whole. The school, a challenging, but rewarding environment, is an experience and an adventure. A place to learn a profession, a way of being, its everyday life is redesigned, dreamed, imagined. Participating in the competition initiated by the Lausanne Hotel School (Ecole HoteliĂ¨re de Lausanne), the architecture firm Richter Dahl Rocha & Associates and the University of Navarra, is the opportunity to give life to the dreams of the generations of students to come.

REMERCIEMENTS

De sincères remerciements s’adressent aux

Merci encore aux personnes qui m’ont

auteurs du concours international et à leur

soutenue et guidée quotidiennement pendant ce

initiative de proposer un campus pour les

bachelor sans relâche. Mes pensées vont donc

étudiants pensé par les étudiants. Merci à l’école

naturellement à mes deux acolytes d’aventures,

hôtelière de Lausanne, au bureau Richter Dahl

Charline et Andréanne, aux habitants de la

Rocha et associés et à l’université de Navarre.

Clinton, pour leur accueil régulier et toujours

Remerciements également à la haute école

chaleureux en période de «charrette» et à

du paysage, d’ingénierie et d’architecture de

l’ensemble des amis désormais architectes

Genève de s’être engagée dans ce projet.

paysagistes.

Mes pensées se portent ainsi à l’ensemble

Finalement, un grand merci à ma famille pour

des professeurs rencontrés pendant ces

son soutien, son recul face à mon entêtement

trois années et particulièrement à Natacha

à la fatigue ainsi que la confiance intarissable

GUILLAUMONT pour son dévouement durant

qu’elle m’a temoignée malgré la distance. Une

ce semestre. Merci aussi aux assistants pour

ention spéciale pour ma mère, Anne, et ma

leur présence et leur soutien face aux difficultés

belle-sœur, Kate, pour leur aide à la relecture

rencontrées.

de ce mémoire.

Félicitations et merci à tous mes amis et à

Les amis sont comme une deuxième famille,

ceux rencontrés grâce à ce concours pour

ainsi je vous remercie tous, mes amis, qui

l’entraide, le soutien et les précieux instants de

ne sont pas à l’hepia pour avoir accepté et

décompression.

compris ma passion dévouée et mon manque de disponibilité.

ACKNOWLEDGEMENTS

I would like to take the time to thank the many

I am grateful for all of the people who have

people involved in this project starting with the

supported and guided me on a daily basis during

creators of the international competition for their

this Bachelor program. Naturally, my thoughts

initiative in proposing a campus for students,

go out to my two co-adventurers, Charline and

created by students. Thanks are extended to

Andréanne, to the roommates at “Clinton”

the Hotel School of Lausanne, the architecture

for always welcoming me especially during

office Richter Dahl Rocha & Associates and the

impossibly busy academic stretches and to all of

University of Navarre.

my friends who are now landscape architects.

My thanks also go to the Haute école du paysage,

Finally, a big thank you to my family for their

d’ingénierie et d’architecture de Genève for

constant

having gotten involved in this project. I, of course,

perspective and hindsight when it came to my

have to thank all of the marvelous professors

stubbornness dealing with fatigue as well as

whom I have had the opportunity to meet and

their unwavering confidence, and all of this,

work with over the past three years. To Natacha

despite the large distance separating us. I would

Guillaumont in particular, I would like to thank

also like to thank my mom, Anne, and my sister-

you for your devotion and the countless hours

in-law, Kate, for their help in proofreading this

you have spent with me on this project. Much

thesis.

recognition is also due for the assistants for

Friends are like a second family, so I thank all

their constant presence and support especially

of you and those who are not with me at hepia,

when we were facing difficult obstacles.

for having accepted and understood my passion

Likewise, I would like to both congratulate

for the landscaping field and for the times that I

and thank all of the friends I have met during

was unable to be with you.

support,

for

helping

have

this competition for helping one another, for their support and the times we were able to decompress.

CONTENTS

INTRODUCTION Starting point ......................................................

WORKSHOP _ IMMERSION Introduction ......................................................... In Situ immersion .............................................. Grasp the green heritage ............................. A conviction to a concept .............................. End of the workshop ........................................

22 23 32 38 48

ANALYSIS Introduction ......................................................... Territorial scale ................................................. Local scale ........................................................... Campus scale ..................................................... End of the analysis ............................................

52 54 60 64 66

PART I _ TERRITORY PHASE Introduction ......................................................... Territory as an organism .............................. Organism to dissect ........................................ Understanding the palimpsest ................... Write the trace .................................................. Masterplan .......................................................... Birth of a megastructure .............................. End of the analysis ............................................

70 72 74 80 82 84 86 92

PART II _ COMPETITION PHASE Introduction ........................................................... Project_The Hug ................................................. Architectural principles ................................... Getting into homeostasis ............................... Masterplan ............................................................ Sections .................................................................. End of the competition .....................................

96 98 100 102 112 114 116

PART III _ PROJECT PHASE Introduction ........................................................... Completion of the building ............................. Mock-up process ................................................ Vision of future campus .................................. Access and organization ................................ Vegetal supports spatial diversity .............. Vegetal supports the pace of student life Stormwater management ............................. The Agora .............................................................. FInal masterplan ................................................. End of the project ...............................................

120 122 140 146 148 154 158 166 168 176 179

Awards ceremony ............................................. End of the workshop .........................................

190 192

CONCLUSION General conclusion ............................................

196

ANNEXES Data base .............................................................. Interventions and studio courses ............... Critical apparatus .............................................. Photo credits ....................................................... Panels presentation ......................................... Public publications .....................................

199 200 205 212 214 234

CAMPUS FORUM Introduction .......................................................... Team building ....................................................... Opening of the exibition ...................................

182 184 186

INTRODUCTION INTRODUCTION

INTRODUCTION _

INTRODUCTION POINT DE DEPART

STARTING POINT Studio proceeding

Ce mémoire marque la fin d’un cursus de

This bachelor thesis marks the end of a course of

trois années au sein de la filière architecture

three years in the field of landscape architecture

du paysage de l’hepia. Dédié à retracer la

at hepia. Dedicated to trace the process of

démarche de projet mené pendant le sixième

project conducted during the sixth and final

et dernier semestre, c’est bien trois années

semester, it is three years of learning, listening,

d’apprentissage,

observation, practice and passion that perspires

d’écoute, d’observation, de

pratique et de passion qui transpire au travers de cet écrit.

Only moment during the curriculum, this paper

Unique moment pendant le cursus scolaire, ce

is a privileged time to share in depth personal

mémoire est un temps privilégié pour partager

approach sometimes intimate. Delivered here

en profondeur une démarche personnelle parfois

in chronological order, this is an invitation to

même intime. Livré ici de manière chronologique,

experience the rhythm of the design process,

c’est une invitation à vivre au rythme du

swing to the vagaries of mishaps and successes.

processus de conception, oscillant aux aléas

The Sixth semester is divided into three major

des mésaventures et des succès. Ce sixième

phases, namely the planning phase, the contest

semestre s’articule en trois phases majeures à

of ideas and the development phase of the

savoir la phase urbanisme, la phase du concours

project.

d’idées et la phase de développement du projet.

through this writing.

_ INTRODUCTION

Context project The first phase is an approach of expanded

This approach integrates a dozen university,

site, of the territory, bringing a percepective of

about 400 students, to engage in a melting pot

evolution and perennial organization with the

of ideas and creativity for the exellence.

surrounding environment.

ÂŤA campus for students by studentsÂť, the slogan

The second phase is the time to confront the previous intentions with the restricted site, the time to develop a strong and relevant concept. Finally, the last phase of the project is to formalize technical and vegetale details while keeping the essence of the project.

annouce the point of view of the stakeholders. For five months, each student will develop a campus for the future with the goal, yet distant, to claim defend the project to customers and a panel of experts. The realization of this work is beyond the educational dimension and graduation. In fact,

Special for this project initiated by the EHL,

this project is the potential to open doors in the

this process is part of a larger process is the

profesionnal world with the architectural office

organization of an international competition for

Richter Dahl Rocha & Associates for further

students to think and imagine the campus of

development of the masterplan for six months.

tomorrow. This contest is stable on a new collective constructive approach. Without research of competition, sharing and interaction among students are encouraged through an exchange platform on the Internet.

INTRODUCTION _

WORKSHOP // IMMERSION WORKSHOP // IMMERSION

«Pour penser juste, il faut penser latéralement» H. POINCARRE

WORKSHOP // IMMERSION _

INTRODUCTION

Notre proximité avec le site de projet et la

Our proximity to the project site and specificity

spécificité de notre travail en tant qu’architecte

of our work as a landscape architect, make it

paysagiste, rendent indispensable une période

essential to come for a period of immersion in

d’immersion in situ.

situ.

Le sixième semestre débute ainsi

par un

Thus the sixth semester begins by a three-day

workshop de trois jours sur le site de l’EHL

workshop on the site of the EHL and with visits of

et la visite de ses environs afin de ressentir,

the surrounding in order to feel, to imbibe and to

de s’imprégner, et de prendre conscience du

be aware of the landscape and its components

paysage et de ses composantes avec lesquelles

with which we will work in the coming months .

nous allons travailler ces prochains mois.

IN SITU IMMERSION To become impregnated Hosted in the hotel school in Lausanne by the

the turn of a staircase that a mirror sets the

EHL Director of the Campus Development, Rémi

tone of the old adage, the first rule of life:

Walbaum and Campus Development project manager, Mr. Christian HUNZIKER, it is here that the immersion begins. Educational process and life lesson, the key word is flexibility; this is how we present ourselves

« You never get a second chance to make a first impression ! »

when it comes to following the dress code to which the school’s students adhere. Gradually advancing in this environment, it is at

WORKSHOP // IMMERSION _

L’immersion au sein de l’école hôtelière ne

The immersion in the hotel school is not just the

consiste plus alors qu’à la simple observation

simple observation of the operation of the school

du fonctionnement de l’école et de la relation

and the relationship with the environment and

avec son environnement et le paysage. Il

the landscape. It is about learning, understanding

s’agit d’apprendre, de comprendre au delà

beyond spatiality, philosophy and the life skills

de la spatialité, la philosophie et le savoir-vivre

taught here.

enseignés ici. Se positionnant au même rang que les étudiants, nous entamons notre programme de trois jours intensifs basé sur la thématique de «faire l’éponge». C’est-à-dire, être apte à se libérer de tout jugement, de toute subjectivité pour appréhender l’ensemble des informations, des ressentis et des observations que réserve l’immersion in situ. Notre arrivée correspondant à la journée d’accueil

des

classes

préparatoires,

l’effervescence au sein de l’école est à son comble. Le cœur du campus actuel, la cafétéria et le bar, sont emplis d’étudiants et de parents auxquels nous sommes confondus à ma grande joie. L’immersion est idéale.

Positioning ourselves at the same level as the

With our arrival corresponding to the welcoming

students, we begin our three-day intensive

of the preparatory classes, the excitement within

program based on the theme of ÂŤbeing sponge-

the school is at its peak.

like.Âť That is to say, be able to break free of any judgment, subjectivity to understand all the information, feelings and observations experienced during the immersion.

The heart of the current campus, the cafeteria and the bar are filled with students and parents whom, to my great joy, we are mixed amongst. The immersion is ideal.

WORKSHOP // IMMERSION _

Ressentir l’inspiration

To feel the inspiration

Observation des flux des étudiants à la caféteria,

It’s while sitting at a table in the cafeteria, watching

point central pour se restaurer , se rassembler

the movements of students, teachers, cooks and

ainsi que pour étudier, c’est un carrefour

apprentices, that an idea is born; that it will be

incontournable dans le quotidien des étudiants.

necessary to capture the dynamism and to have a reflection of this effervescence emerge, of this life particular to the hotel school community.

1- Concentration of students in the corridor. Informal exchanges

2- Lunch time, flow towards the restaurateur

4- End of the break, calm escapes the gaze of

islets

the Alps, itâ&#x20AC;&#x2122;s the breathing. So this experience materializes an abstract image of a multicellular organism representing the

mode

interaction,

movement

students, but itâ&#x20AC;&#x2122;s also representative of the capacity of a space to fill and to empty itself through the rhythm of life of everything.

3- The dining room is full of students, revealing a communicative and enthusiastic excitement

WORKSHOP // IMMERSION _

Exprimer une vision De l’observation in situ nait une vision basée sur le paradigme de l’organisme biologique, système organisationnel du microscopique au macroscopique régissant l’univers à toutes ses échelles. Via une approche holistique et systématique, le futur campus de l’EHL est perçu comme une cellule autonome s’insérant dans un ensemble, un organisme à plus large échelle fonctionnant au travers d’interactions et d’échanges entre les cellules le constituant. Cet organisme ne peut alors qu’être le territoire, support d’accueil et source d’énergies globales duquel l’EHL devra établir une homéostasie pour assurer son intégrité et sa pérennité au vu de sa mutation à venir et des pressions extérieures telles que l’urbanisation lausannoise et la cohabitation avec le voisinage.

To reveal a vision

In situ observation brought forth a vision based on

This body can then be the territory, supporting

the paradigm of biological organization, from the

host and source of global energy from which

microscopic to the macroscopic organizational

EHL must establish homeostasis to ensure its

system governing the universe at all scales.

integrity and sustainability given its changing

Through a holistic and systematic approach, the

future

future EHL campus is seen as an autonomous

Lausanneâ&#x20AC;&#x2122;s urbanization and coexistence with

unit fitting into a whole, an organization working

neighbors.

and

external

pressures

such

on a larger scale through interactions and exchanges between the constituent cells.

WORKSHOP // IMMERSION _

The interaction enriches The generation of this idea continues its

This exposition introduces local issues and

development

opens the discussion about the role of the EHL

and

confirmation

through

continuous interaction during the immersion

in these territorial policies.

workshop. Philippe MAGNENATâ&#x20AC;&#x2122;s presentation introduces the theme of the suburban park, Jorat, and forest resources management for this huge forest area which is the largest in Switzerland. Its strong cultural identity has faced different obstacles such as Lausanneâ&#x20AC;&#x2122;s urban pressure and local actors trying to implement this suburban park in order to preserve this heritage while accepting it as a recreational place for city dwellers.

WORKSHOP // IMMERSION _

GRASP THE GREEN HERITAGE Forest context Swiss Plateau region is one of the most active in the countryâ&#x20AC;&#x2122;s economy including its ease of ownership in a country dominated by mountains and forests. Grasp the urbanization, the urban sprawl and the rapid loss of agricultural land, it is now the forests are threatened despite the protection of forests in Switzerland. Precious heritage, wood Jorat is a natural reservoir of flora and fauna. Also regional green lung, it offers economic wealth, cultural and leisure activities it is necessary to maintain and develop through the protection, preservation and maintenance of a solid legal framework for suburban park . This suburban park and its management will host a growing audience while ensuring ecological and environmental operating of the joratoises forests.

The Lausanne Hotel School is part of the

Located between two forest tongues extending

perimeter of the peri-urban park and its location

to the gates of Lausanne, EHL and the pass

makes it a gateway role.

of Chalet-Ă -Gobet is then the point of access to forest but also a geographical shift to the hinterland.

WORKSHOP // IMMERSION _

L’EHL, une localisation stratégique

EHL, a strategic location

Situé entre la pression urbaine lausannoise

Between the Lausanne urban pressure and

et la préservation

du patrimoine naturelle

the preservation of the natural heritage of the

de l’arrière-pays, l’EHL se retrouve dans une

inland, EHL is in a difficult position to develop

position territoriale ardue pour se développer.

itself. Its development being influenced by the

Son développement, nécessairement influencé

current context, it is essential to understand the

par le contexte actuel, il est indispensable de

formation of the territory and the interactions

comprendre la formation du territoire et ses

between the components.

interactions entre ses composantes

WORKSHOP // IMMERSION _

Enjeux

Issues

Du point de vue de l’école hôtelière, son rôle

From the point of view of the hotel school, its

territorial est de s’intégrer au mieux afin

territorial role is to integrate in the best way

d’assurer son intégrité et sa pérennité. La

possible in order to ensure its integrity and

viabilité de l’évolution tient à la fois dans le tissage

sustainability. The viability of the evolution is not

du territoire mais aussi dans celui du tissu social

just in the weaving of the territory but also in the

au niveau local à l’image du réseau international

social fabric at a local level in the image of the

déjà acquis.

international network already acquired.

Le rôle territorial de l’EHL permet sa propre évolution ainsi que la protection de son environnement proche, élément de mise en valeur de l’école. Les enjeux sont alors d’établir une attitude globale afin de dégager une stratégie de développement à la fois esthétique mais également pratique, pragmatique et économique viable. C’est ainsi trouver la synergie au sein de ce territoire et d’établir la mise en réseau de ces différentes entités, cellules territoriales, afin de dégager une forme de campus en adéquation territoriale, paysagère et urbanistique.

The territorial role of EHL is to control its own development and to protect its immediate environment, elements enhancing the school image. The challenge is then to establish a comprehensive approach to identify a development strategy both aesthetic but also practical, pragmatic and economically viable. It is also to find synergy in this area and establish networking between these entities, local cells, to generate a form of campus shape in territorial, landscape and urban adequacy.

WORKSHOP // IMMERSION _

DE LA CONVICTION AU CONCEPT

A CONVICTION TO A CONCEPT

Recherches et mots

Research and words

Ce workshop est le moment d’établir les

This workshop is the time to establish the major

enjeux majeurs mais aussi donne le temps de

issues at hand, but also to familiarize ourselves

s’approprier le vocabulaire adapté à nos idées et

with and adopt the vocabulary for our ideas and

intentions. Ce vocabulaire, base fondamentale

objectives. This vocabulary, the fundamental base

pour conserver une cohérence sur toute la

in order to maintain consistency throughout the

durée du projet, de la démarche conceptuelle

project, from the conceptual approach to the

aux finalisations techniques, débute par un

technical finish, begins with group work.

travail de groupe.

WORKSHOP // IMMERSION _

Puis s’ajuste par des recherches personnelles ,

Then it is adjusted by personal research, refined

s’affine et se spécialise par le développement du

and specialized in the development of the

champ lexical approprié.

appropriate lexical field. Cell: Unit structure representing a living entity autonomic function but coordinated with others. The cell is a common basic structure.

Cytoplasm: Contents of a living cell. It is an

Core: organelle containing the genetic material

environment which is rich in nutrients passing

of the cell. Concentrated energy, it controls the

through the plasma membrane and migrates to

chemical reactions of the cytoplasm and stores

the organelles.

information necessary for the evolution.

WORKSHOP // IMMERSION _

Membrane: Interface defining the cytoplasm from the extracellular medium. This micro-ecotone has a selective permeability protecting and controlling exchanges between the intracellular and extracellular. All the membranes form a matrix of contact between cells.

Homeostasis: Set stabilization mechanisms through a physiological process to maintain some constant internal environment of the body necessary for proper operation.

Social homeostasis (According to Norbert

Correlated, social homeostasis is part of a social

Wiener)

landscape.

ÂŤAny organization is held in cohesion by means

Cybernetics: Science self-regulating system

of acquisition of ownership, retention and

which is taken into account before any their

transmission of information.Âť The information is

overall behavior. This is a model of the relationship

the fundamental unit of social stability. The social

between elements of a system for the study of

system creates a society as an organism.

information and principles of interaction.

WORKSHOP // IMMERSION _

Un visuel

One visual

Enfin, des idées et des mots, le concept prend

Finally, from these ideas and words, the concept

vie par la réalisation d’un premier objet visuel

comes alive by completing a first conceptual,

conceptuel.

visual object.

C’est la première étape de communication du

This is the first step in communicating the

projet aux enseignants et aux autres étudiants

project to teachers and other students in the

de l’atelier ainsi que la première confrontation

workshop as well as the first instance where we

d’une conviction qu’il faut assumer et défendre.

must take and defend our idea. «Inspired by cellular imagery as an organizational model, all sets a diversified unit. Therein, enclosed in a membrane matrix, the seat of interactions and

information.

This

cybernetic

system

for each entity includes some impenetrable code resources; the core is the guarantor of the memory and of evolution, stimulating a surrounding environment and intuitive universe.»

Cybernetic

Organism

Intuitive

WORKSHOP // IMMERSION _

FIN DU WORKSHOP Présentation et commentaires L’organisme cellulaire introduit les notions d’introverti et d’extraverti qu’il nécessitera de développer et de définir. Introduire le terme de grille rend l’objet unique et figé, cependant celle-ci s’extravertit audelà de ses propres limites, les possibles de développement augmentent. La grille devient matrice. Ainsi, il faut définir le code génétique de cet organisme, de ces cellules car c’est l’ADN qui créée la diversité et permet les mutations et donc l’évolution. La prochaine étape consiste alors à poursuivre la démarche conceptuelle par une confrontation des analyses de la mobilité* dans un premier temps, puis d’une manière plus globale au niveau du territoire.

END OF THE WORKSHOP Presentation and comments The cellular organism introduced the introverted and extroverted concepts that require being developed and defined. Introducing the term grid makes the object unique and fixed, but if it is extroverted beyond its limits, the development of variations increases. The grid becomes a matrix. Thus, we must define the genetic code of the organism, of these cells, because it is the DNA that creates diversity and allows mutations and therefore, evolution. The next step is to continue the conceptual approach by comparing the mobility analysis first and then more comprehensively on a territorial level.

WORKSHOP // IMMERSION _

ANALYSES ANALYSES

«Faire du paysage, c’est comme entrer dans une conversation. Ecouter avant d’intervenir» Michel CORAJOUD

ANALYSES _

INTRODUCTION

Le processus d’analyse général du site s’effectue

The general site analysis process is carried out

par le répartition de thématique d’analyse par

by the distribution of thematic analysis working

groupe de travail. Trois sujets d’analyse sont

group. Three areas of analysis are carried out as

effectués à savoir: «la qualité du paysage», «la

follows: «the quality of the landscape», «mobility»

mobilité» et « le fonctionnement du site _ vie

and «the site operation – student life.». The topic

des étudiants». La thématique traitée dans ce

addressed in this memoire is mobility. Perceived

mémoire est la mobilité. Perçue comme une

as a neuralgic component in the composition

composante névralgique dans la composition

of the territory, the analysis runs from north-

du territoire, l’analyse s’étend du territoire nord

Lausanne territory to the specific EHL site via a

lausannois au site spécifique de l’EHL, via une

cross of scales as well as a time-related cross in

traversée des échelles ainsi qu’une traversée

the fabric of mobility.

temporelle du tissu de la mobilité. D’une durée de trois semaines, le processus de travail fut ,dans un premier temps des recherches personnelles, puis une mise en commun et un brainstorming afin de dégager les axes majeurs à traiter et à communiquer aux autres étudiants ne travaillant pas sur cette thématique. Ce chapitre reprend les éléments nécessaires à la compréhension du site élargi jusqu’aux problématiques de connexion avec le campus afin d’introduire la phase territoire spécifique au projet personnel et au concept d’homéostasie.

For three weeks, the work process was initially to focus on personal research, sharing and brainstorming to identify the major axes to address and communicate with the other students not working on this topic. This chapter contains the elements necessary for understanding the broader issues to the connection problematic with the campus in order to introduce the specific urban phase for the personnel project and the concept of homeostasis.

ANALYSES _

ECHELLE TERRITORIALE

TERRITORIAL SCALE

Principes d’organisation

Organization principles

Lausanne, ville côtière du lac Léman, s’est tout

Lausanne, a coastal town of Lake Geneva, is first

d’abord étendue sur l’arc lémanique de manière

and foremost spread out on the Lake Leman arc

longitudinale, entraînant une mobilité traversante

longitudinally causing an east / west mobility.

est/ouest. Aujourd’hui,

l’urbanisation

tourne

vers

l’arrière-pays. Un réseau radial se dessine au biais de la topographie vers le nord, afin d’irriguer les quartiers naissants et la campagne devenant périurbaine. L’axe nord lausannois, soumis au régime pendulaire des automobilistes, est engorgé par l’intensification des flux. Le métro M2 palie au besoin jusqu’à Croisettes, laissant une partie du territoire jusqu’au Chalet-à-Gobet en discontinuité.

Longitudinal organization Distribution of Lake Geneva

Today, urbanization turns to the inland area. A

The North Lausanne axis subject to the

radial network is emerging north through the

pendulum system is clogged with motorists due

topography to irrigate emerging neighborhoods

to an intense increase in flow. The M2 metro

and the countryside which is becoming suburban.

levels the need up to Croisettes, leaving a part of the territory, up to Chalet-Ă -Gobet discontinuous.

Radial organization Lausanne city as a centrality

Metro M2 Axe of mobility from the lake to the hinterland

ANALYSES _

Territorial matrix of mobility French resume Officiis

aut

volectes

omnitature

sandis

laccaepudae

officaturis

veratius

voluptatiam, od eos volorionsed que seque od

quiassite

everspe

ruptatiis

ditatibus.

Taspedia nestia aut lam eossinciis evendae. Solora

dus

dolenim

olorera

doluptio

bernatus quis ipsuntem que pedipsum fugia dolorendant ipicitatur se autenisci cuptasp ienistrumet

perovide

volore

conet

aliqui

Leisure paths MTB trails Obstacles Health courses

Public mobility Metro M2 Bus 62

Bus 64

Bus 45

Bicycle paths Main roads

ANALYSES _

La matrice régit par l’espace-temps

Matrix governed by the space-time

Actuellement la desserte de l’école hôtelière

Currently, service to the hotel school by public

par les transports en commun est possible

transport is possible only by bus.

uniquement par bus. Le noeud modal étant

The modal node being Croisettes, EHL finds

Croisettes, l’EHL se retrouve excentrée et en

itself far from the center and within margin of

marge d’une matrice de la mobilité régie par la

a mobility matrix governed by the concept of

notion d’espace-temps.La carte isochronique ci-

space-time. The isochronal map below shows

contre révèle la notion de temps et de distance

the concept of time and distance to reach EHL

pour rejoindre l’EHL via différents types de

using different means.

mobilités. The Hotel School, with expertise in Swiss Pour une école hôtelière détentrice du savoir

hospitality, is difficult to access for people from

de l’hospitalité suisse, se rendre difficilement

around the world and this is no longer possible.

accessible pour des personnes venant des quatre

Wishing to rethink the terms of hospitality

coins du monde, ne peut être envisageable.

and give a glimpse into the future, EHL will put

Souhaitant repenser le terme d’hospitalité et lui

mobility as the priority when it comes to brain

donner une vision d’avenir, l’EHL devra placer la

storming ideas for the campus and how to make

mobilité au centre des réflexions pour penser le

it easily accessible by improving connections

campus et pour le rendre accessible aisément

with the matrix of the Lausanne or even Swiss

par une amélioration des connections avec la

mobility.

matrice de la mobilité lausannoise voire suisse.

ISOCHRONOUS MAP

ANALYSES _

ECHELLE LOCALE

LOCAL SCALE

Mutations à venir

Mutations

Des mutations sont en cours de réflexion,

Changes which are currently under consideration

notamment au niveau de la route de Berne, axe

mainly concern the Bern Road, a high traffic /

initialement de grande desserte pour Lausanne.

transportation axis for Lausanne. Today, this

Aujourd’hui, cet axe est englobé dans le tissu

axis is included in the urban fabric and requires

urbain et nécessite une requalification.

a requalification.

Decrease speed

New access

Circulation flow on the Bern road

ANALYSES _

Le métro, connexion utopique?

The subway, a utopian connection?

Des réflexions s’orientent également sur un

Reflections are also moving on a possible

éventuel prolongement du métro M2 jusqu’au

extension of the metro M2 to Chalet-à-Gobet.

Chalet-à-Gobet.

Historically, such a connection existed and

Historiquement,

une

telle

connexion existait et reliait l’arrière pays jusqu’à

connected Lausanne to Moudon.

Moudon. Today, it would be a big step to extend an urban Aujourd’hui, ce serait un grand pas que de

connection to the Chalet-à-Gobet with a stop for

prolonger une connexion urbaine jusqu’au

the hotel school. It would accept the suburban

Chalet-à-Gobet avec un arrêt pour l’école

park of Jorat as an entity of the Lausanne area

hôtelière. Ce serait accepter le parc périurbain

in its recreational dimension.

du Jorat comme une entité de l’agglomération lausannoise dans sa dimension récréationnelle.

Besides the indisputable pragmatic dimension for all citizens of the town and the asset that

Outre la dimension pragmatique incontestable

would reach the hotel school, this project is

pour l’ensemble des citadins de l’agglomération

still a utopia given the financial resources to

et l’atout qu’obtiendrait l’école hôtelière, ce

implement.

projet reste encore une utopie au vu des moyens financiers à mettre en oeuvre.

ANALYSES _

CAMPUS SCALE Multiplicity and conflict EHL is served by bus #45 which passes by Croisettes (M2 metro terminus). Line #62 is on the Bern Road. Bern Road is a historical axis; itâ&#x20AC;&#x2122;s a link between Lausanne and the inland. Traffic is heavy during the week with the commuting flow and also the weekend with the internal traffic. The EHL parking lot has 345 parking spaces and 449 underground parking spaces, but they arenâ&#x20AC;&#x2122;t very consistent. Electric car-sharing on the EHL and EPFL campus. Fourteen electric cars will be available for everybody. Exterior walk can easily connect to pedestrian path. All of the EHL buildings are connected by a network of corridors. These corridors are important during winter because of the dress code, but it is unreadable and looks like a maze.

ANALYSES _

END OF THE ANALYSIS

The nerve dimension of mobility at the transversal North Lausanne introduces territorial policies issues at the level of the Lausanne dynamics in the territoryâ&#x20AC;&#x2122;s organization. Indeed, the emphasis is focused on the development of west Lausanne leaving the north tissue in an uncertain development. The hotel school with its major project and the desire to connect with the Chalet-Ă -Gobet and local area can create new places of attraction with the opening of the hotel and business center. It is through a local drive and commitment that EHL will extend the matrix mobility to its doors. The changes are already underway since the Partial Plan Affection forced the hotel school to cling to the Bern Road and not to the Cojonnex Road.

The linking process short, allowing to enter the personal project approach with a broader vision and understanding of the real issues. From this analysis and pre-conceptual approach during the immersion workshop, the project continues with the urban phase with the aim of finding synergy as means of implementation homeostasis between EHL and its environment.

ANALYSES _

PART I _ TERRITORY PHASE PHASE I _ PHASE URBANISME

Du lieu et de l’histoire, interrogez le présent !

TERRITORY PHASE _

INTRODUCTION

La phase territoire permet de partir du contexte

The territory phase allows from the general

général, de s’affranchir des limites du concours

context,

afin de mettre en relation l’identité de l’école

competition in order to link the identity of the

avec le contexte géographique, morphologique,

school with the geographical, morphological and

construit et les activités de la région à travers

developed context and the activities in the region

l’histoire.

throughout history.

C’est comprendre la relation nature-culture

It is understanding the relationship between a

d’un territoire, d’un paysage en étudiant le

territory’s nature and culture, a landscape by

passé, en s’immergeant dans le présent et

studying the past, by immersing ourselves in the

en imaginant le potentiel futur. C’est donner le

present and imagining the potential future.

temps d’arpenter, de ressentir et d’observer les environs à la recherche des synergies, des flux et des interactions. Durant quatre semaines, c’est la confrontation d’une conviction conceptuelle à la réalité. C’est donner corps à une vision en la torturant, la malaxant jusqu’à obtenir une solution viable.Enfin, c’est initier la relation paysage-architecture en tant que boucle évolutive où du territoire émerge une

implantation,

émergent

les

prémices

d’une forme architecturale d’un campus en homéostasie.

overcome

the

limitations

This is to give ourselves the time to walk, feel and

Finally,

introducing

the

landscape-

observe our surroundings in search of synergies,

architecture relationship as a scalable loop where

flows and interactions.

from the territory emerges an implantation, the beginnings of an architectural form of a campus

For four weeks, a conceptual beliefs confront

in homeostasis.

reality. It is to give life to a vision by tormenting, working and molding it into a viable solution.

TERRITORY PHASE _

LE TERRITOIRE COMME UN ORGANISME Appréhension à travers le concept de l’organisme et des cellules de percevoir la dynamique naturelle. Lecture des données physiques du territoire constituant la matrice d’organisation grâce à la décomposition et la superposition des couches du territoire depuis le 19e siècle.

TERRITORY AS AN ORGANISM

Apprehension through the concept of the organism and cells to perceive the natural dynamics. Reading and interpretation of the territoryâ&#x20AC;&#x2122;s physical data which constitutes the

organizational

matrix

thanks

the

decomposition and superimposition of the territoryâ&#x20AC;&#x2122;s layers since the 19th century.

TERRITORY PHASE _

ORGANISM TO DISSECT The natural dynamics EHL is part of a dense forest, matrix structure of the territory. This one is subject to urban pressures and lumbering.

The urban dynamics Hydrology is an associated component that

The building development over the last 100

allows a further reading of the territory at the

years, mainly residential, reveals the urban area

vegetation and topography level.

is expanding inland. EHL is currently at the limit of this pressure.

TERRITORY PHASE _

Meanwhile, the road network is developed and weaving a dense matrix. It is in this network that EHL should connect intuitively.

Visual feelings Territorial analysis since the 19th century to the

In addition to a mapping analysis, a survey of

present day can show the organization of the

the site enhances the understanding of the

northern region of Lausanne and its dynamics.

topography and its influence on the views and feeling of belonging to a local cell, a specific landscape.

TERRITORY PHASE _

L’arpentage révèle des points de basculement

The survey reveals tipping points between

entre deux cellules. Le réseau viaire et la

two cells. The road network and topography,

topographie de pair décuplent les connexions

together, increase tenfold the physical and visual

physiques et visuelles. En ces points de

connections. Within these switching points, it is

basculement, on se situe dans une partie de la

located in a portion of the membrane matrix

matrice membranaire du territoire. Interface

of the territory. Contact interface between two

de contact entre deux espaces, c’est un lieu

spaces, it is a place for exchange and movement

d’échange et de mouvement qui définit, selon sa

defined by its topographical position, an extrovert

position topographique, un paysage extraverti ou

or introvert landscape.

introverti.

TERRITORY PHASE _

DECRIPTER LE PALIMPSESTE

UNDERSTANDING THE PALIMPSESTE

Comportement des cellules

Cell’s behavior

La combinaison de ces deux types d’analyses,

The combination of these two types of analysis,

l’arpentage et la cartographie, exprime le

surveying and mapping, expresses the behavior

comportement

of territorial entities.

d’entités

territoriales.

Les

dynamiques naturelles primordiales au maintien

Dynamic, natural, essential maintenance must

doivent être protégées et encouragées.

be protected and encouraged. A first step is to

Une première étape est de dégager les espaces

identify potential areas for the development of

potentiels au développement du massif forestier

forest and agricultural plots. It is also noted to

et du parcellaire agricole. C’est également

analyze the existing boundaries and to define the

relever les limites existantes et définir des

cells later.

cellules à analyser par la suite. L’analyse de l’évolution de celles-ci est le point

starting point for developing a strategy for

de départ à l’élaboration d’une stratégie

the EHL campus’ urbanization to maintain its

d’urbanisation pour l’EHL afin de conserver son

integrity against the Lausanne pressure.

intégrité face à la pression lausannoise. Ainsi,

Thus, this strategy is based on the past and

cette stratégie s’inspire du passé, du constat

present findings and opens a different possibility,

actuel, et ouvre un possible différent, une

a new imprint to write in this palimpsest.

nouvelle trace à écrire dans ce palimpseste.

The analysis of the evolution of these is the

TERRITORY PHASE _

WRITE THE NEXT TRACE Urban strategy

TERRITORY PHASE _

MASTERPLAN Territorial intentions

Limits of sub-urban urbanization

Mains roads _ Connecting the territory Secondary roads _ Sub-urban distribution Requalification of Bern Road Topographic tilt _

Forest Protection of agriculture Matrix of the territory Agriculture vaccum

TERRITORY PHASE _

NAISSANCE D’UNE MEGASTRUCTURE

BIRTH OF A MEGASTRUCTURE

Du territoire émerge l’architecture

From the territory emerges architecture

La conviction de l’homéostasie entre le campus

The belief in homeostasis between the EHL

de l’EHL et

son environnement s’affine par

campus and its environment is refined by the

la matérialisation d’un campus qui se définit

materialization of a campus which defines itself

sous forme d’une mégastructure, celle-ci se

as a megastructure, and this by drawing itself

dessinant par les principes urbanistiques, par

using urban principles, the demands of how the

les exigences du mode de fonctionnement de

school operates and the weather conditions.

l’école et par les conditions climatiques. Ainsi,

And three great intentions arise from territorial

trois grandes intentions naissent de l’analyse

analysis namely: to be one with the topographic

territoriale à savoir de faire corps avec le socle

socle, develop an intuitive circulation and that

topographique, de développer une circulation

EHL is an actor in the homeostasis.

intuitive et enfin que l’EHL soit actrice de l’homéostasie.

Become one with the territory

Intuitive mobility

Actor of the homeostasis

TERRITORY PHASE _

Le paysage inspire l’enveloppe architecturale

The landscape designs the architectural skin

Dans cette recherche d'équilibre entre construit

In this search for balance between what it built

et non construit, la démarche est donc que le

and un-built, the process is that the landscape

paysage influence la forme architecturale. En

influences the architectural form. In turn,

retour, l'architecture influencera le paysage

architecture influences the landscape and design

et l'aménagement des espaces extérieurs,

of outdoor spaces resulting in a harmonious

engendrant

nature-culture loop.

harmonieuse.

une

boucle

nature-culture

TERRITORY PHASE _

To an organic megastructure

TERRITORY PHASE _

FIN DE L’ANALYSE

END OF THE ANALYSIS

Conclusion

Cette phase donne les bases territoriales,

This phase gives the territorial, landscape and

paysagères et urbanistiques d’un périmètre

urban planning bases of an expanded area

élargi afin d’être en mesure de proposer une

to be able to offer a smart implementation of

implantation cohérente du campus, ainsi que

the campus. As well as the tools to enter into

les outils pour entrer en discussion avec les

discussion with the architects with whom it will

architectes avec qui il va être essentiel de

be essential to work thereafter.

travailler par la suite. Cette phase donne un élan et une vision

vision of the perception of the territory to start

nouvelle de la perception du territoire et entame

a process of design where architecture and

un processus de conception ou la relation

landscape is in an inseparable relationship. It

architecture et paysage est indissociable. Il

is therefore necessary to find an architecture

conviendra donc de trouver un étudiant en

student with a similar vision and engage in

architecture ayant une vision similaire et

interdisciplinary work for the competition phase,

d’entamer un travail transdisciplinaire dès

the second stage of our diploma semester.

la phase concours, deuxième étape de notre semestre diplômant.

This phase provides momentum and a new

Presentation and comments The concept of “territory” as a matrix approach

The term “organic mega structure” raises many

works well and is interesting. However, it should

questions.

eventually develop this mega structure and

Is it a troglodyte project?

define the operation. Indeed, the question of

What part of the campus will be immersed vs.

the relationship between the building and the

emerged?

exterior spaces remaining are to be treated and

What will be the nature of the interior spaces

to be sized. The complexity of the form requires

and their organization?

a working section and model to perceive

Is it a mix of spaces?

integration into the valley.

TERRITORY PHASE _

PART II _ COMPETITION PHASE PHASE II _ PHASE CONCOURS D’IDEES

«If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple...But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas» _George Bernard SHAW COMPETITION PHASE _

INTRODUCTION

Cette deuxième phase, d’une durée de quatre

This second phase lasting four weeks is the

semaines, est le temps pour développer un

time to develop a strong concept linking with

concept fort en accord avec les analyses

the previous analyses, with the international

précédentes, avec le programme du concours

competition

international, avec le plan partiel d’affectation,

assignment plan, all of this through trans-

le tout au travers d’un travail transdisciplinaire

disciplinary work with one or more architectural

avec un ou plusieurs étudiants architectes. C’est

students. It is to express an innovative, future

exprimer un campus d’avenir innovant dans son

campus in its organization and lifestyle as well

organisation et son mode de vie ainsi que dévoiler

as to unveil an image of what the future of Swiss

une image de ce que l’hôtellerie suisse future

hospitality will be. The competition is a chance to

sera. Le concours, c’est l’occasion d’imaginer

create a brand image, a business card for EHL

une image de marque, une carte de visite pour

to convey to the world.

l’EHL à véhiculer à travers le monde. C’est en visite à l’université d’architecture de Navarre en Espagne que notre enseignante, Natacha

GUILLAUMONT,

participe

aux

présentations des architectes espagnols et portugais. Un projet détonne par son image novatrice d’un campus embrassant la nature au travers d’une forme architectural circulaire. Le Hug, c’est le projet de trois architectes espagnols avec qui la poursuite du projet Homéostasie sera intimement liée.

program,

with

the

partial

Pamplona,Spain

This is visiting the University of Navarre in Spain as our teacher, Natacha GUILLAUMONT, participates in presentations of Spanish and Portuguese architects. A project clashes with its innovative image of a campus embracing nature through a circular architectural form. The Hug is the project of three Spanish architects with whom the pursuit of Homeostasis project will be closely linked.

COMPETITION PHASE _

PROJECT _THE HUG Main concept «According to EHL’s philosophy, it’s building a family and a home. Putting trust in a dynamic system

combining

all

human

principles

encompassed at EHL, HUG proposes a new energy system in order to achieve the school requirements through the tradition: Savoirfaire/Savoir-vivre.» Elena Garciandia Xabier Mendia Carmen Ortega Escuela Téchnica Superior de Arquitectura, Universidad de Navarra, Spain

1- Base

3- Communication

2- Social life

4- Courtyards

COMPETITION PHASE _

100

PRINCIPES ARCHITECTURAUX

ARCHITECTURAL PRINCIPLES

Justification du choix

Justification of the choice

La proposition des étudiants espagnols est

The Spanish students’ proposal is very similar in

très similaire à l’approche conceptuelle et la

the conceptual approach and the formalization

formalisation répond aux mêmes motivations

meets the same social and organizational

sociales et organisationnelles pour le campus

motivations for the EHL campus.

de l’EHL.Cependant, l’intégration du bâtiment

However, the integration of the building in the

dans le vallon, et donc le traitement des façades

valley, and therefore the treatment of the facades

et des toitures, est rude et en discordance avec

and the roofs, is rough and in discordance

les principes paysagers et les exigences pour la

with the previous landscape principles and

viabilité du campus.

requirements for the viability of the campus.

Rigid sytem

COMPETITION PHASE _

101

GETTING INTO HOMEOSTASIS Emerging from the topography

102

Inserting the Hug project on the newly drawn

Conservation of the organizational system,

topography

but staging every three meters (one floor) and establishment of a model for the facades over the topography and the traffic axes.

COMPETITION PHASE _

103

104

Ne faire qu’un avec le territoire

Become one with the territory

A partir de la proposition des architectes,

From the architects’ proposition, the building is

le bâtiment est étagé en terrasses qui se

set out on terraces which are extended in slope-

prolongent en rampes jusqu’au terrain naturel

fashion up to the natural terrain in order to

reprenant la forme du vallon. De plus, les façades

keep the valley form. Moreover, the facades are

sont remodelées par rapport à la morphologie

remodeled in relation to the site’s topography

du site ainsi qu’aux axes de circulation. C’est la

as well as the traffic axes. It’s the birth of a

naissance d’une forme souple et fluide dialoguant

more flexible and fluid shape dialoguing with the

avec le milieu environnant.

surrounding environment.

COMPETITION PHASE _

105

Mock-up process

106

COMPETITION PHASE _

107

Mobilité intuitive

Intuitive mobility

S’inspirant des oeuvres de l’artiste Clint

Inspired by the works of the artist Clint

FULKERSON, la mobilité se caractérise par

FULKERSON, mobility is characterized by the

la variation des espaces et de l’intensité. A la

variation of spaces and intensity. In search of

recherche d’un système de circulation fluide

a fluid circulation system without interruption,

et sans interruption connectant l’ensemble

connecting all the campus entities, the notion of

des

distortion of the system makes it more flexible.

fonctions

campus,

notion

distorsion du système le rend plus flexible.

108

COMPETITION PHASE _

109

110

Etre acteur de l’homéostasie

To be an actor of the homeostasis

Considérant le construit comme entité à part

Considering what is built as an entity completely

entière du paysage, celui-ci, par sa porosité,

separate from the landscape; its porosity plays

joue le rôle de membrane entre deux entités

the role of a membrane between two landscape

paysagères : le bois du Jorat à l’arrière, et les

units: Jorat woods at the back and pastures

pâturages en front. Ainsi, le bâtiment tel un

in the front. Thus, the building as an ecotone

écotone délimite deux espaces très différents en

marks two very different areas by providing

offrant un milieu enrichi par ceux-ci en son sein.

an environment enriched by both. Inside the

A l’intérieur du bâtiment, les grands patios

building, large courtyards diversify and enrich

se diversifient et s’enrichissent en offrant aux

themselves by providing a variety of spaces

étudiants une diversité d’espaces en fonction de

to the students, suiting their needs during the

leurs besoins au cours de la semaine, du week-

week, weekends and also during the different

end, ainsi qu’au cours des saisons.

seasons.

COMPETITION PHASE _

111

MASTERPLAN

112

COMPETITION PHASE _

113

SECTIONS

114

COMPETITION PHASE _

115

116

FIN DU CONCOURS INTERNE

END OF THE COMPETITION

Conclusion

Brève et intense, cette phase de concours et

Brief and intense, the competition phase and

de travail en collaboration avec les architectes

collaborative work with architects supports

conforte l’ensemble de la démarche et valide

the entire process and

un concept de campus d’avenir selon le principe

campus concept according to the principle

d’homéostasie entre l’architecture et le paysage,

of homeostasis between architecture and

mais surtout entre les étudiants et leur milieu de

landscape, but also between students and their

vie.

environment.

Cependant, cette étape fut généreuse dans la

However, this step in the process with the

démarche avec les architectes et le travail sur

architects and the work of the architectural

la forme architectonique, mais au détriment de

form was very productive, but at the expense of

la formalisation concrète des espaces extérieurs

the concrete formalization of outdoor spaces on

du campus. Ainsi, l’entame de la dernière phase ,

campus. Thus, the start of the final phase called

dite phase de projet, sera l’occasion de poursuivre

project phase is an opportunity to continue

la réflexion et de donner vie à des espaces grâce

reflecting and to give life to spaces thanks to

à leur conception végétale et technique.

their technical and vegetal design.

validates

future

Presentation and comments Outstanding work in collaboration with a team

It is now necessary for the next phase called

of architects and the result is an attractive and

project phase to formalize the intentions

generous view of the initial architecture. The

and define the spatiality by further work on

landscape proposal is entirely consistent with

topography / building and the treatment of

the previous territorial approach and still opens

outdoor spaces.

many possibilities about the formalization of spaces. In addition, the design is evocative and sensitive, however, it is still difficult to visualize volumes and morphological integration.

COMPETITION PHASE _

117

PART III _ PROJECT PHASE PHASE III _ DEVELOPPEMENT PROJET

PROJECT PHASE _

119

INTRODUCTION

Dernière étape du processus pédagogique, la

Last step of the educational process, the project

phase projet donne le temps de formaliser le

phase allows time to formalize the drawing of

dessin des espaces et leur spatialité au travers

spaces and their spatiality through the vegetal

de la conception végétale et technique. A ce

and technical design.

stade d’avancement, les idées, les concepts et les

At this point in progress, the ideas, concepts

formes sont figés et il s’agit d’aller en profondeur.

and shapes are fixed and it is time to go more

En adéquation avec le processus particulier du

in-depth.

projet Homéostasie, la première étape est ainsi d’achever le travail morphologique du bâtiment avec la topographie. C’est terminé la couture paysagère avant d’entamer l’aménagement des espaces extérieurs. Sans

l’aboutissement

cette

étape

transdisciplinaire, l’aménagement des espaces extérieurs est affaibli puisque ceux-ci émanent de la boucle initiée entre architecture et paysage. Ainsi de l’aboutissement du bâtiment et des toitures, seront développés les accès et les circulations, l’ensemble des patios et l’agora, espace central et unificateur du campus.

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In line with the particular process of homeostasis

Without the completion of this trans-disciplinary

project, the first step is to complete the

step, the development of the outdoor spaces is

morphological work between the topography and

weakened because they emanate from the loop

the building. This is to complete the landscape

initiated between architecture and landscape.

seam before starting the development of the

Thus, from the outcome of the building and the

outdoor spaces.

rooftops, access points, circulation, all patios and the agora, the central and unifying the campus space will be developed.

PROJECT PHASE _

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FINALISATION DU BÂTI

COMPLETION OF THE BUILDING

Récapitulatif du processus

Process summary

Travail prédominant de l’ensemble du semestre,

Predominant work of the entire semester, the

la démarche de couture paysagère avec une

process of weaving landscape with a mega

mégastructure a été des heures de travail, de

structure took hours of work, calculations and

calculs et de retouches. Ci-contre, les volumétries

alterations. Here (opposite), the volumetric

récapitulent le processus d’étagement depuis

analysis summarizes the staging process from

le bâtiment initial proposé par les architectes

the initial building proposed by the Spanish

espagnols.

architects.

Puis les pages suivantes déclinent la version finale de l’ensemble des étages détaillés avec les fonctions intérieures et les accès. De plus, les plans des étages comportent l’inscription des niveaux, des pentes et des rampes jusqu’au raccord avec le terrain naturel.

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Then, the following pages present the final version of all levels, with the detail of the interior features and the access points. In addition, floor plans include the levels, slopes and ramps up to the connection with the natural terrain.

The landscape seam

Rooftop 850

844 847 850 853 856 859

PROJECT PHASE _

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The rooftops

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ROOFTOP LEVELS _ Outdoor terraces, paths and meadow Niveau 844 Niveau 847 Niveau 850 Niveau 853 Niveau 856 Niveau 859

Ramp _ Accessible Slope _ Link rooftop to the ground Inaccessible

PROJECT PHASE _

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