DPLG LANDSCAPE ARCHITECT TRAINING PROGRAMME€¦ · The profession of landscape architect is...

DPLG LANDSCAPE ARCHITECT TRAINING PROGRAMME VERSAILLES SITE Academic year 2009/2010

Edition : September 2009

TABLE OF CONTENTS

1. General introduction to the DPLG landscape architect curriculum in the ENSP........................................................................................................... 1

2. Presentation of the curriculum - Versailles site .............................................................. 8

2.1. Third year of Bachelor, first year in the ENSP.......................................................... 8 2.1.1. Presentation of the first semester objectives and organization

Module “Foundation 1”......................................................................................... 8 2.1.2. Presentation of the second semester objectives and organization

Module “Foundation 2” ........................................................................................ 24

2.2. The « master » cycle: second and third years in the ENSP ................................... 35

2.2.1. Presentation of the first semester (M1) objectives and organization Module “Suburban landscape” .......................................................................... 35

2.2.2. Presentation of the second semester (M1) objectives and organization Module “Mutation of countryside” ................................................................... 47

2.2.3. Presentation of the third year in the ENSP (M2, third and fourth year) Module “Designing with natural systems”..................................................... 56

2.2.4. Presentation of the third year in the ENSP (M2, third and fourth year) Module “An extensive urban territory” .......................................................... 65

2.3. The fourth year in the ENSP, “post master” year, and

Diploma completion (DPLG) ........................................................................................ 72

2.3.1. Presentation of the year objectives and organization Module “Preprofessional landscape study”................................................... 72

2.3.2. Presentation of diploma DPLG .............................................................................. 80

3. Appendix: Teachers team and associated professionals .............................................. 83

A SCHOOL FOR LANDSCAPE ARCHITECTS,

BASED ON TRAINING IN DESIGN AND RESEARCH,

WHICH HAS DIVERSIFIED ITS COURSES

Since 1975, the Ecole Nationale Supérieure du Paysage (ENSP) of Versailles has provided training for certified landscape architects over a four-year period. It has also developed other training courses and diplomas in initial and continuing education. ENSP is reforming its training to ensure it is consistent with the European Higher Education Area organised in 3 sequential levels: Bachelor’s-Master’s-PhD:

- In Versailles, where the school provides courses ranging from first year to fourth year (semestrialisation, European curriculum, master’s thesis…).

- In Marseille, where the school was founded fifteen years ago, ENSP has provided for 2 years a complete training programme for twenty certified landscape architects per year.

- The creation three years ago of a Master’s in “Theories and Approaches to Landscape Projects” provides more openings in terms of a diversity of perceptions as well as training in combining the landscape project and research in landscape architecture.

ENSP is associated with the ABIES (Agronomy, Biology, Environment and Society) doctoral school attended by twenty doctoral students in landscape sciences. ENSP is co-accredited for four masters:

- a Master’s in “Theories and Approaches to Landscape Projects” with AgroParisTech and the University of Paris-1 Panthéon-Sorbonne,

- a Master’s in “Landscape and Development” in Marseille with Provence University, - a Master’s in “Landscapes and Meditations” with the National Horticultural and

Landscape Institute and Angers University, - a Master’s in “Sustainable development, environmental management and geomatics”

with the University of Paris-1 Panthéon-Sorbonne. The CESP (the certificate of higher studies in landscape design): ENSP offers ten students in Versailles and four students in Marseille the possibility of following a complimentary degree to their level 1 Master’s for at least one complete year of landscape architecture studies to obtain the Certificat d’Etudes Supérieures Paysagères (Certificate of Higher Studies in Landscape Design). It provides continuing education, over a period of two years full-time, training in the “design of landscaped gardens” for a group of 35 first-year students and 20 second-year students. From its creation in 1975 to the end of 2008, ENSP has trained 920 certified landscape architects or graduates of similar status. Previously, between 1946 and 1974, approximately 300 landscape architects (including 170 certified landscape architects) were trained in Versailles within the landscape and art of gardens Section at the Ecole Nationale Supérieure d’Horticulture. ENSP is a public institution under the aegis of the Ministry of Agriculture. The Ministries in charge of higher education and research, of the environment and sustainable development, of culture and communication, are associated in the pedagogical and scientific supervision of the establishment, namely through their representation on the board of administration.

The Core Orientations of the School ENSP has chosen to transmit a professional culture of the landscape project founded on the constant immersion of students in practical and theoretical training. This pedagogical approach is an essential part of the physical reality of the site to be developed and of the commission, which is often public but may also be private. In the activity of designing, it takes into account the social, economic and ecological processes which give a territory its shape, seeking to reveal the specific aspects of the place through an artistic dimension. Training in the project process with a permanent contact with the complexity of reality is intended to help students understand how the forms of the territory are produced, how it is possible to transform them, to modify or reveal them as well as to create new landscapes and renew the identity of a site. Training is adapted to the increase and the diversification in the demand for landscape architects: not only does it train public and private designers of parks and gardens, urban public spaces and suburban public spaces with rural problems… but it also gives landscape architects the capacity to intervene at different territorial scales to develop and adapt a site to changes in people and society. Landscape architects intervene, in most cases, as consultants for State departments and territorial communities, who are generally the clients, therefore upstream in terms of the decisions having an impact on the territory. This training is a reference in the landscape design profession at European and international levels and among architects and urban planners. - Landscapes to process For a long time landscapes have resulted from the imprinting on a site of different human activities, rarely planned with the intention of producing a landscape. If they now require specialists it is because in most natural and political contexts, the development of an area is the result of decisions that are too often compartmentalised. Ranging from agriculture to communication and transport networks, nature conservation, forestry, housing and industry, each type of economic activity or infrastructure produces effects on the territories and the way landscapes are perceived. As an alternative to the practical approach of planning, landscape architects propose other long term modes of intervention and management. The main objective of landscape architects therefore is to discover all the types of relations, namely spatial relations, that planning activities may establish between one another and to define the forms they may take to produce a qualitative consistency in living environments and landscapes : to stitch and re-stitch, to forge links, to establish reciprocal harmonies, to engage in a dialogue. What applies to space also applies to time: being a landscape architect is to invent whilst following existing tracks, it is to imagine the future in association with the heritage. Constant awareness of the changes in a site or its territory and taking into account dimensions of space and time are a fundamental part of this profession: it involves, for example, conceiving and mastering then managing as well as possible variations linked to changing seasons and the years, the growth and maturing of plants and the use of materials. Attention must be paid to how the site is used over time while maintaining a balance and a sense of mutual respect. In town as in the countryside, landscapes are infinitely varied and changing, in a word “alive”: impervious to ready-made recipes, they are sometimes spoiled or rendered banal by solutions quickly applied without any attention paid to the territory. On the contrary, without harking back to the past, landscape architects defend sites and their singularity for the future. At the same time, they are the keepers of the horizon and are in defence of opening up spaces instead of sealing them off or cluttering them.

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An Open Profession, Multiple Crafts The profession of landscape architect is pluridiscplinary. Landscape architects are generalists and can act as contractors or consultants for clients. In such a capacity they work in close collaboration with all of the public and private sector decision-makers and managers and with the people who build the landscape day by day (industrialists, farmers, forest manager, gardeners…) as well as with many other professionals involved in land planning. Commissions come essentially from public organisations or major private stake-holders. Most certified landscape architects trained at Versailles choose to work as “consultant”, often as professionals after experience varying in time as salaried employees of private agencies or public administrations. Local authorities, decentralised State departments (Local Territorial Departments, Regional Environmental Departments), Regional Parks, Councils for Architecture Urban Planning and Environment, employ approximately one third of landscape architects; this proportion is likely to increase as it has in other European countries.

2 - Training as a Certified Landscape Architect and the Landscape Project Approach Training in the landscape design project represents 50% of the time in the general course followed by a student (40% from the 1st to the 3rd year and 80% in the 4th year). The teaching method based on the project, a reiterative process combining knowledge, experiments and intuition, is founded on the acquisition of techniques for modifying sites directly or indirectly. This pedagogical approach is conducted in relation with actual sites and for the most part with realistic planning programmes. It is principally based on learning to formulate questions and responses that produce a specific knowledge of the relations between the site and society. At first at a simple elementary level this practical knowledge is built up with new theoretical and instrumental elements and through practical applications to vast sites and increasingly complex projects. In such a way that the technical tools and the skills developed in the different disciplines progressively increase command of the concepts and language relevant to each field. Shifting to and from different scales of representation of reality simplifies or complicates understanding of the phenomena and themes of interpretation chosen by students. The first short simplified exercises address less complex issues: “learning how to plan”, “relief and levelling”, “managing plants”, “an open space in the city”. In 2nd and 3rd year, in the Master’s cycle, themes deal with urban landscape design, homes, peri-urban agriculture and research into concepts in the urban, peri-urban and rural environments. However, the last project in the pre-professional year is a long project, conducted within the framework of Regional Pedagogical Workshops (APR – Ateliers Pédagogiques Régionaux) in the fourth year. It corresponds to a genuine commission within a territory, with real clients, usually territorial communities. The territories and projects selected make it possible to deal with complex situations. In the course of the progression adopted during the four years students are assessed according to their capacity to formalise a project but also on how they communicate and defend it. They explore and learn to master the different means of representation that allow them to express the intention behind their project. This objective implies constantly mobilising the skills and knowledge acquired in order to contribute to all the phases in the design process: from surveying the site to the pilot project, from the detailed pilot project to the management strategies envisaged, from advising the client to working as the contractor and dealing with the maintenance of the site over time.

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3 - Pluridisciplinary Training For the first three years, the disciplines that take up 60% of the teaching time cover four areas: ecology, human and social sciences, the arts, landscape design techniques. Students share their time between working on projects and free time for developing content and methods as they see fit. The fourth year, totally integrated within the training, completes the system by combining all the contributions from the different disciplines. Ecology and life sciences are based on physical geography, horticulture and forest management as well as ecological sciences. Their aim, in a non-exhaustive manner, is to teach the use of certain tools – cartography, the representation of the relief, knowledge of flowers, plant structures, for example - as well as aspects pertaining to the design process – gardening or planting plan. Founded mainly on practical work and inter-disciplinary field trips, teaching adapted to the different levels of the students, creates conditions for a cross-fertilisation between the gardening arts and life and natural sciences. In the artistic courses, « making » is essential. It frames a research dynamics, which leads to simple observations on subjects and forms, as well as to more complex questions. Through multiples experimentations (which encompass three main fields of activities: drawing, making and in situ), the realizations point out references which will provide to the students a savoir-faire and a critical attitude in line with the enlarge context of the contemporary creation (visual arts, live arts, dance, literature, sound creation, cinema…). In human and social sciences the postulate is that the landscape is an image – based on a perception -, a social representation and the result of the actions of human beings on a territory. That is why priority is given to training in human and social geography, the history of the art of gardens, landscape architecture and urban planning. One of the objectives is that students should be able to identify the actors and their influence on the territory and the project, and to foresee the conditions of the social uses of the site under development and of the production of the images resulting from it. Students must be made to position themselves as social and cultural mediators of society in relation to the site. Students must also prepare themselves to take a distanced view of the project and to position themselves from a conceptual and critical standpoint. The teaching of techniques for the landscape project is based on theoretical and experimental approaches addressing contemporary issues linked to the environment, the management of water in towns, etc. The techniques are presented as means for exploring an idea as well as the means for carrying out a project. The main teaching objectives are to enable students to reflect on the role of techniques in the planning of landscapes and to find the relevant tools for building and materialising these ideas. Teaching also explores in greater depth the contents of the duties and responsibilities of landscape architects towards the clients and the companies. The fourth year is a pivotal year just before students start working professionally. Its objective is to acquaint them with the issues facing the profession. The different disciplinary fields are re-examined together and are enhanced by focusing on the role of the client in the landscape project. The pedagogical approach is developed along two complementary axes:

- collective work (teams of three students) within the Atelier Pédagogique Régional (APR – Regional Pedagogical Workshop) puts students in contact with the field and the actors,

- Personal end-of-study projects (Travail Personnel de Fin d'Etudes - TPFE) which are the focus of personal reflection may also prepare for research work.

Communication, Information Technology and Languages: In the aim of combining the teaching English and IT with training specifically intended for the landscape professions, ENSP has made the choice of integrating the instruction of these two subjects to that of the landscape project and of landscape design techniques, especially in the

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second year, during the two 3-day sketching sessions with foreign teachers and in which the lessons are in English and the students present their work in English. In the same way, it is

taught through its application in the project workshops as well as in IT tutorials.

Training at the Potager du roi (King’s vegetable garden) in Versailles Since the Ecole nationale supérieure d’horticulte (National Horticultural School) left for Angers in 1994, ENSP manages the Potager du roi. The Potager du roi is a place intended for experimentation and innovation and has been dedicated to the production of fruit and vegetables for more than three centuries. It now employs 12 full-time gardeners and approximately 5 people at reception, among whom some are developing research work, especially for a museographic and forestation project for the site. A residence for artist gardeners is also organised. In the same way as for continuing education in which certain courses are provided by the gardeners of the Potager du roi, the intervention of the gardeners and of the reception team within the framework of initial training enables the intervention of professionals and the development of fruitful relations between the component entities of ENSP. The training on offer is by nature dependent on precise projects that emerge as a function of opportunities and possibilities that cannot be easily planned for within a programme four years ahead of time: therefore flexibility and adaptability are indispensable. Other possibilities are conceivable in direct relation with other actors (for example accompanying student projects, training in “vegetable” gardening, whether or not included in the continuing education programme, conferences, research, etc.).

4- Sequence of Studies Training to obtain a certified degree in landscape architecture is organised over a period of four years, and each year is divided into two semesters. The students are recruited following a competitive exam open to all candidates in possession of a degree obtained after two years following the baccalaureate or having validated 120 ECTS credits in the same set of courses. Enrolment for training to become a certified landscape architect is done via the same national competitive exam for three French schools: in 2009, 70 places were opened within ENSP (50 of which were in Versailles and 20 in Marseille), 30 within the Ecole d’Architecture et du Paysage de Bordeaux and 25 within the Ecole d’Architecture et du Paysage de Lille. Every year, 350 to 400 students apply.

The 1st, 2nd and 3rd years of study take place at ENSP in Versailles and Marseille. During the “Master’s” cycle students may spend a year at the other ENSP sites (on condition there is a balance in the number of students) or go abroad and study in an establishment providing tuition in landscape architecture within the framework of the ERASMUS exchange programme. During the 4th year, students are based either at the ENSP in Versailles or Marseille according to their choice of subject for the regional pedagogical workshop.

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During the first three years, courses last 32 to 35 weeks, with an average of 25 hours of lessons and tutorials per week, or a total of approximately 800 to 850 hours of supervised lessons per student per year. Time spent in workshops and personal study by each student amounts to an estimate of 1500 hours of studying per year. In addition to mandatory internships – an internship on a “work site” lasting a fortnight during the 1st year and an internship with a landscape architect lasting between a fortnight and six weeks between the 2nd year and the 3rd year – many interdisciplinary field trips are organised, of which the inaugural field trip greatly marks the initiation of the training process. In the sequence of the studies there are three major stages:

- The first year, which is equivalent to the third year of the Bachelor’s degree, is dedicated to core skills since the students, in the absence of a specific first and second year speciality, must acquire or consolidate basic skills. Teaching involves a combination of project workshops and disciplines enabling students to acquire a landscape culture founded on a pluri-disciplinary approach to knowledge, an understanding of how to implement landscape projects through experimenting with the core concepts, methods and techniques concerned and an initiation to the conception and design process. In addition to the first project workshops, ecology contributes to acquiring a geographical interpretation of the territory, botanical and horticultural knowledge and a practical initiation to gardening. In addition to the initiation to surveying techniques, to topography and the different materials, there is an introduction to the history of gardens, landscapes and cities, as well as to documentation techniques and the acquisition of the basics in the visual arts.

- The second and third years correspond to the Master’s: these make it possible to master

the design of a project by focussing on concepts, methods, approaches and core skills while developing a critical approach concerning landscape issues. During the second year pluri-disciplinary experience is acquired in order to build a spatial outlook that is as open as possible, namely in the observation of and analytical work on – historical and contemporary – landscape design situations resulting from the interactions between actors.

In the third year, ready to tackle levels of complexity close to professional situations, students perfect their mastery of the landscape project by working with actors involved in planning. Two long workshops dealing with contemporary territorial problems in a real site, associated with inputs from different disciplines, make it possible to build new tools for understanding the relations between society and the territory. To the mastery of the spatialised project is added a grasp of the time factor and the ability to anticipate changes, some of which are certain.

At the same time direct exchanges are organised in the fine arts, with artists, musicians, choreographers and filmmakers, in ecology with foresters, in construction with clients, and in human sciences with local authorities, elected representatives, planners and users. The introduction of such a dialogue, relayed by the teachers, is accompanied by an initiation to research approaches focusing on the analysis of landscape design practises and processes, replaced within their historical and philosophical context. The drafting of memoirs initiates students to research methods and analysing findings.

- The fourth year is the graduation year: With the regional pedagogical workshop (Atelier

pédagogique régional – APR) and the personal end-of-study project (TPFE in French) students have the opportunity to work on a real-life project and to engage in in-depth personal work supported by specialised, thematic seminars preparing for landscape design professions or for doctoral studies.

The school’s research laboratory (LAREP) organises the research of the teacher-researchers of the establishment in relation with the doctoral school (ABIES).

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5 - Student assessment, the attribution of ECTS credits and grades, the awarding of the certified landscape architecture degree

The principle of continuous assessment is applied. One of the basic rules at the school is that students should attend regularly, therefore presence is mandatory for the lessons and activities in the programme. At the end of each pedagogical sequence, assessment of students’ aptitude and knowledge makes it possible to check whether teaching objectives have been met (cf. pedagogical fact sheets). The pedagogical sequences are grouped into modules with corresponding ECTS credits. At the end of each semester, a “pedagogical assessment commission” analyses student results and work. If relevant it makes observations and gives advice. The “assessment commission”, which meets in July, attributes credits and grades in compliance with the ECTS system. To pass into the next year students must have obtained a total of 60 credits during the school year. There is no possible compensation between the results of the different modules. After the viva voce examination for the TPFE, in September, the government certified landscape architect degree is awarded upon the recommendation of the assessment commission to students who have fulfilled all the assessment requirements for the certified curriculum. Since the law for social modernisation, dated 17 January 2002 and the decree for its application dated 24th April 2002 defining the conditions for awarding a degree by means of validation of acquired experience (VAE), ENSP implements the VAE system for obtaining the certified landscape architecture degree. Acquired experience is assessed by a special jury based on a dossier handed in by the candidate and an interview with the jury. In compliance with European regulations, ENSP establishes for each graduate a “degree supplement”, this document clarifies how the diploma was obtained, the level and contents of the studies as well as information on the individual training background (internships, subject of end of study subject…)

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2. PRESENTATION OF THE CURRICULUM – VERSAILLES SITE

2.1. THIRD YEAR OF BACHELOR, first year in the ENSP 2.1.1. Presentation of the first semester objectives and organization

Module FOUNDATION 1 The first semester at the ENSP is the equivalent of a Licence 3 (5th semester of the 3rd Year of the Bachelor’s degree). The two first years of the Licence are completed in other academic structures (technical schools, artistic studies or University). Every year, there is a very rich mix with students coming from diverse horizons. The first semester provides an initiation to landscape analysis, the basic knowledge of project design from different approaches and the acquisition of various tools of representation and design. It starts with the ‘Inaugural Journey’ which sharpens and focuses the interest of the students, and reveals the multiple processes and participants in the shaping of the landscape. It is closely followed by the fine arts workshop “ How to take away the site” which aims to develop the ability to observe and survey: the students must invent their own tools and methods to memorise a site and to transpose to the workshop its physical and sensorial qualities. The project studio 1 “Initiation to landscape process -selecting a place to transform it” is an initiation to the process of landscape design. Courses from the different disciplines of ecology, human and social sciences and techniques for the landscape project provide the methods of landscape analysis, interpretation and restitution. This first project studio will encourage the student to transform a place by working from its different potentialities. It is also the occasion to experiment and manipulate drawing and design tools (descriptive geometry, sections, plans, models, 2D and 3D programs…). The project studio 2 « Landform and earth work» will provide the basis of the understanding of topography and the handling of levelling and contour lines. This apprenticeship will use models, systematic cross-sections and leveling plans at different scales. This sequence studies relief from differing viewpoints:

- technical sciences: lectures, visits and practical works on levelling, excavation, earthworks, retaining structures,

- ecology: visits of sites presenting particular landforms allowing the students to transcribe the landscape into block diagrams and models.

In parallel, lectures on the philosophical history on gardens and landscapes will provide a base of cultural references and methodological tools for the memoir. The arts teaching staff prioritize the acquisition of drawing skills, and introduce the initial thematic subjects which will allow the students to successfully create artistic works in diverse media throughout their studies. This first semester gives the students the capacity to understand the spatial qualities of a site and its potentialities, by the parallel and simultaneous introduction of the differing disciplines, each with their autonomy and specificities. It encourages the development of a personal approach based in part on the understanding of the physical characteristics of a place.

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1st YEAR INAUGURAL JOURNEY

Semester 5 Disciplinary field: ARTISTICS STUDIES

l3s5-voyi Teachers: Olivier MARTY, Claire GUÉZENGAR,

Laurence CRÉMEL OBJECTIVES

A broad opening to the domain of landscape: - Introduction to the multiplicity and complexity of the processes and actors who « make »

the landscape. - Development of an inquisitive and perceptive approach to the landscape on various scales

and from differing point of views. - Familiarisation with team working.

CONTENTS

The journey through and in different landscapes allows students to connect geography to human activities and to understand interactions with natural ecosystems.

Which methods should be developed to understand the landscapes that are experienced? Which conceptual tools or practices best allow their comprehension? These are the main issues raised in this introduction.

How to understand that the landscape, an indivisible entity experienced holistically with its network of relationships, can be analyzed through disciplinary division? This separation leads to tension between the different perceptions and introduces the dialectic nature of landscape design.

SCHEDULE and CURRICULUM All studients

24 hrs

A journey by barge, or by visits centered around accommodation, which allows multiple meetings with ENSP teachers, farmers, association coordinators, local authorities, institutional representatives or public companies (EDF, VNF, DIREN, CAUE, DRAF, DRAC…), various experts, artists, and landscape architects on site… ASSESSMENT No evaluation. ARTICULATION WITH OTHER SEQUENCES

“How to take away the site” l3s5-art m1s7-urb

Last update : November 2008 10

1st YEAR “HOW TO TAKE AWAY THE SITE”

Semester 5 Disciplinary field: ARTISTICS STUDIES

l3s5-art Teachers: Claire GUÉZENGAR, Olivier MARTY

OBJECTIVES

- To understand a site, and develop methods and techniques to memorize and define its spatial and aesthetic qualities.

• To develop the art of observation and comprehension of places in general. • To orient these skills towards the landscape project. • To learn how to express site qualities

- To raise the issue of representation.

CONTENTS

- «How to take away the site? »: 4 days, just after the inaugural journey, in order to « take away » a site encountered during the journey and to present it during the workshop.

SCHEDULE and CURRICULUM

Site, Workshop 24 hrs

ASSESSMENT Workshop evaluation ARTICULATION WITH OTHER SEQUENCES

Initiation to landscape process l3s5-pro1 Last update: November 2008 11

1st YEAR “INITIATION TO LANDSCAPE PROJECT” - studio 1

Semester 5 Disciplinary field: PROJECT

l3s5-pro1 Teacher: Marie-Hélène LOZE

OBJECTIVES

This initial session introduces the student to the reiterative process of project and to the studio concept of broad and wide ranging exchanges with the teaching staff and other students.

Whatever the initial training of the student, this studio aims to de-structure existing knowledge to allow the development of a personal research method based on an intimate relationship with the concepts of place and context.

This intervention, modest in scale and complexity will provide experience of the different tactile aspects of a site (material, texture, vegetation) and on notions of microclimate, limits, and horizons as well as on methods of representation. CONTENTS

Each student will select a small site (less than 1 hectare) within a one kilometer radius of the school, which is suitable for spatial transformation:

- the student is asked to design a place with a strong identity, by revealing the potentialities of the site in relation to its urban context; this will guide the choice of site,

- the site proximity allows regular visits to assess project hypotheses, - the student will compose a notebook regrouping sketches, research materials, drawings and

references. SCHEDULE and CURRICULUM

2 groups of 20 students supervised by a project supervisor and an assistant Studio Practical work Lecture, conference Visites on site,

journey Personal study

56 hrs 10 hrs ASSESSMENT

Oral and graphic presentation based on the research notebook Continuous evaluation and final report

ARTICULATION WITH OTHER SEQUENCES

Inaugural journey l3s5-voyi m1s7-urb « How to take away the site» l3s5-art


1st YEAR LANDFORM and EARTH WORK – Studio 2


l3s5-pro2 Teacher: Gilles VEXLARD

OBJECTIVES

CONTENTS


All students Workshop Practical work Lecture, conference Visites on site Personal study


Survey by group assessment. The individual drawings will be assessed according to a model of 4 criteria: documents review, process understanding, precision and graphical expression.


Last update: 13

1st YEAR DESCRIPTIVE (technical drawing)


l3s5-desc Teachers: Marie-Hélène LOZE & Nicolas GILSOUL

OBJECTIVES

- To provide technical tools in conception and communication: scale management, section drawing, axonometric.

- To apply through drawing knowledge on project management (module I-T1).

- To understand through practice that technical drawing constitutes a tool for conception and research.

- To introduce the standardized documents produced for project & construction management. CONTENTS

- Presentations of realizations highlighting the diversity of possible technical works and their spatial qualities.

- Three technical workshops, based on existing sites, which the students will survey beforehand. The workshops will focus on the representation of site geometry by plans and cross sections, then by topographical manipulation (axonometric perspective or projection) and finally by shadow projection, for the whole site and a detailed area.



15 hrs 24 hrs 3 hrs ASSESSMENT



Fundamental techniques l3s5-tech Philosophical history of gardens and landscapes l3s5-phil

Visits and landform l3s5-rel Landform and earth work – project studio 2 l3s5-pro2

Last update: November 2008 14

1st YEAR COMPUTING SKILLS

Semester 5 Disciplinary field: COMPUTER SCIENCE

l3s5-inf Teacher: Laurent DEFRANCE

OBJECTIVES

- To present the different uses of digital technology in landscape (material and digital material, collaborators, graphic presentations).

- Familiarisation with techniques and procedures.

- Notions of aesthetical, technical and animated 3D. CONTENTS

- Establishment of a model in the form of block diagram of the site and key project elements (buildings, vegetation).

- Generation of perspectives, vector and pixelized profiles (relief and volume analysis).

- Earthworks calculation (cut and fill).

- Animations: moving through the virtual project (in altitude, on the ground, by car then on foot), shading study.


2 groups of 20 to 25 students Workshop Practical work Lecture, conference Visites on site Personal study

24 hrs ASSESSMENT

Individual work Computer graphic presentations


Landform and earth work – project studio 2 l3s5-pro2 Fundamental techniques l3s5-tech Descriptive l3s5-desc


1st YEAR FUNDAMENTAL TECHNIQUES

Semester 5 Disciplinary field: TECHNIQUE

l3s5-tec Teacher: Michel AUDOUY

OBJECTIVES

- To develop an understanding of technical and spatial conception, in particular for the earthworks phase.

- To understand a space in relation to its qualities and the constitutive elements (materials: nature, texture, colour, construction, fastening, measurement and scales) in order to then carry out the opposite process in landscape project elaboration.

- To learn research methods for technical information. CONTENTS

1. Lectures - On relief and landform perception. - Topographical analysis: Initiation to land surveyor measurement; - From project management to project fundamentals: levelling, excavation, retaining

structures. - Role of earthworks techniques in landscape design and presentation of the technical

analysis of projects. - Design and construction of basic structures: masonry work, stairs, water features. - Guided visits with commentary by public works contractors or engineering consultants in

geo-technology, urban realization, parks and public works.

2. Practical work on levelling - Practical works training and lectures on the fundamental tools of topographic

understanding, realization and construction: cross sections and plans at different scales, drawn free hand or by computer.

- Application exercises on lines, interpolation, slope calculations and earthworks measurement.

- Slope constraints for wheelchair users and cyclists : ramps, width of a flight of steps, etc.


Workshop Practical work Lecture, conference Visites on site Personal study


Attendance and commitment. For the practical works: observation, measurement, drawing, commented photos, comparison and synthesis scheme.


Landform and earth work – project studio 2 L3s5-pro2 Descriptive l3s5-desc


1st YEAR

PHILOSOPHICAL HISTORY OF GARDENS

AND LANDSCAPES

Semester 5 Disciplinary fields: HISTORY, PHILOSOPHY

l3s5-phil Teacher: Catherine CHOMARAT-RUIZ

OBJECTIVES

- To provide knowledge of the history of landscapes and gardens, from Antiquity to the present, through the artistic, scientific, technical and philosophical perspectives which are at their origin.

- To present the methods and tools for thesis elaboration (problematic definition, bibliographical research, structure elaboration, etc.)

CONTENTS

The gardens and landscapes history is examined through three main axes: - Are gardens, cities and landscapes linked by a dialectical process? - Should we analyze gardens and landscapes from a scientific angle? - What are the relations between history and landscape design?




Thesis written by group of 2 students: the written work and the oral presentation will be assessed. The global note will also take into account the reports completed following field visits.

ARTICULATION WITH OTHER SEQUENCES Visits to gardens l3s5-vis Site work, fabrication, drawing l3s5-art

Last update : Novembere 2008 17

1st YEAR VISITS TO GARDENS


l3s5-vis Teacher: Michel AUDOUY

OBJECTIVES

- To increase student awareness of technical issues in landscape project. - To train perception on a technical point of view. - To learn how to measure a site, identify materials and note construction details...how to

deconstruct a project. - To keep a notebook on technical references.

CONTENTS

- Commented visits: 4 sites (parks and public places) will be visited, examined under technical angles: materials, earthworks & landform, paths, street furniture, paving pattern, walls...

- Restitution of each visited site in the form of notebook and synthetic board.


Workshop Practical work Lecture, conference Visites on site Personal study 24 hrs

Commented visit and workshop in situ. 3 visits in participation with human sciences.

ASSESSMENT

Synthetic board, A3 (graphic documents).

ARTICULATION WITH OTHER SEQUENCES Philosophical history of gardens and landscapes l3s5-phil In situ, fabrication, drawing l3s5-art Fundamental techniques

l3s5-tech


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1st YEAR VISITS AND LANDFORM

(Understand the natural space?)

Semester 5 Disciplinary fields: GEOMORPHOLOGY, GEOLOGY,

PHYTOECOLOGY, PEDOLOGY, NATURAL HISTORY, ETHNO ECOLOGY

l3s5-rel Teachers: Pauline FRILEUX & Marc RUMELHART

OBJECTIVES

Based on example in the Ile-de-France, the students will learn how to: 1. Describe and represent the relief characteristics of a site.

2. Understand and generalize their determining physical features, notably in terms of geology and soil conditions.

3. Identify and name the land use types (vegetation, cultures, housing, activities…) and appreciate the articulation with the physical geography in their organization.

4. Cross evaluate the perceptive and cognitive, naturalist and anthropological approaches…

5. Discover the relevance of the descriptive vocabulary, rigorous and evocative, between conventions and invention.

CONTENTS

1. « Geology and landscape » Excursion 1 (1 day in autumn): a journey through a landscape (Hurepoix, Fontainebleau…) with collective stopping points: vegetal inventory (identification, ethno-botany, population), ground profile, petrologic sampling, confronting the maps and the landscape (vernacular ingenuity, geo-morphological explanation, etc.).

2. Relief Sequence (2 days in autumn):

a) Lectures: cartography sources and resources, relief representation history, relief and landscape project, geology of the excursion sites.

b) Practical works: transferring a map in contour lines into a morphological and shaded contour plan; constructing a scale model in clay of the framed sector and drawing it in the form of a free hand block diagram.

3. Excursion 2 (1 day in winter): journey on calcareous ground (Val d'Epte and meanders of the Seine). Objectives similar to those described in excursion 1.

4. Geology Sequence (1 day in winter in group of 3): lectures: sedimentary geological landscapes, introduction to external geo-dynamics (erosion, transport, sedimentation); regional geological panorama of the Parisian Basin.


Workshop Practical work Lecture, conference Visites on site Personal study 18 hrs 12 hrs

ASSESSMENT

Excursions: individual report. Practical work: morphological sketch and block diagram.


Multidisciplinary journey l3s6-voyp Last update: 19th November 2008 20

1st YEAR NURSERY RESOURCES

(knowledge and use of plant materials)

Semester 5 Disciplinary fields: BOTANY, HORTICULTURE, ART OF THE GARDEN

l3s5-pepi Teacher: Marc RUMELHART

OBJECTIVES

1. Initiation to techniques of multiplication, production and development of plant materiel for the horticultural trade.

2. Familiarization with the description and designation of nursery grown tree stock and their conditioning.

3. Practice of botanical diagnosis oriented towards the use of plants in relation to their biological characteristics.

CONTENTS and/or SEQUENCE ORGANIZATION

Visits to horticultural tree nurseries and plant collections. Cours de botanique : 12 hrs. SCHEDULE and CURRICULUM



Individual report. ARTICULATION WITH OTHER SEQUENCES

Other sequences on knowledge and use of plants (1°, 2° and 3° years) l3s5-art m1s7-urb Botany studies

Last update : November 2008 ….. 21

1st YEAR GARDENING IN THE “POTAGER DU ROI”

Semesters 5 & 6 Disciplinary field: GARDENING, ETNO-BOTANY

l3s5-jar Teachers: Marc RUMELHART & Gabriel CHAUVEL

OBJECTIVES

1. To experience the practical as an independent dimension of the process of landscape design.

2. To be able to prepare a fertile soil.

3. To be able to conceive a space by taking care of the land and its processes, rather than by changing its structure.

4. To gain a sense of proportion (investment and management).

5. To learn auto evaluation and how to invent tools.

6. To know and identify the plants we cultivate, and their uses, notably in alimentary and ornamental perspectives.


The students, organized in groups of two, will garden in the Carré 4 of the Grand Carré, from the beginning of the first year to the beginning of the second year. Free times and sessions supervised by gardener-artists in residency will be organized during this period. Students will grow vegetables and annual plants for the “final banquet” in June, and for the hand –over dinner with the students of the following year in September.

Lectures and practical presentations will be proposed at every session: tools, ground techniques, mulching, composting, classification, crop rotation, seeding, transplanting, plantation, hoeing, etc. At the same time, in the Carré 3, the students will collectively manage plots for experimental gardening and a convivial space. Land will be provided to those students who want to continue gardening on an independent basis during the subsequent years.

Seven days organized from September to June and some « stolen time » before and after the sessions.


Workshop Practical work Lecture, conference Visites on site Personal study 42 hrs several

ASSESSMENT

Participation of each plot and group to June and September dinners. Qualities of vitality (plants, land), of cultivation invention, of the memoire, of communication and mise-en-scène.


Site work, fabrication, drawing l3s6-art


2.1.2. Presentation of the second semester objectives and organization Module FOUNDATION 2 The 6th semester (2nd semester of Licence 3) continues the acquisition of the fundamentals related to the practice of landscape project, with a specific focus on soils and plant materials. The teaching of landscape analysis, initiated during the previous semester, will be completed with a multidisciplinary voyage and sociological references which will explain rural landscapes and urban forms. Artistic teaching will be organized in parallel to these sequences in order to develop visual artistic competency and provide aesthetic references. The first studio, «Bringing in the living» or “the right to bewrong a studio on living materials and landscape managements (studio 3), points out the importance of vegetation in the landscape. The inventory of the site (survey and observations in situ) and the analysis of the dynamics of its vegetation provide the orientations for the project which will lead the students to directly work on the site (realization of a collective working site). The apprenticeship of the project process will be developed during the entire studio through multiple visits and exchanges between the studio studio, the site and the managers of the site. One of the main objectives is the realization of a vegetation management plan which will be given to the site gardeners. In counterpoint, the artistic teaching encourages the students in a re-evaluation of the links between humankind and plants through the creation of artistic works. The professional training in private offices, which will follow the studio, is orientated towards practical experience of a landscape construction site. The second studio « Public spaces» (studio 4) will introduce the student to the issues related to contemporary urban space, land use according to different functions, and the place of open space in the city. How to integrate the constraints of urban function as a positive quality contributing to the public space project, particularly the constraints of traffic circulation and public roads? The project will be enriched by the attentive observation of the site (role of public roads in the local area, solids and voids, the different scales, levelling, materiality…) and with contributions from the different disciplines providing references on urban form genesis, knowledge of ground materials and urban regulations. The students’ mastery of leveling will be evaluated during the studio 4 with practical works on materials and infrastructure. In the two studios, the student will learn how to work with changes of scale. The project will be integrated into a coherent unity at the same time as there will be focus on project management at a detailed scale: realization of plantation and management plans (studio 3), identification of slopes and water courses, and of the treatment of materials and their construction (studio 4). During this semester, the arts teaching forms an apprenticeship in expression of volume, in a continuation and widening of the experimentations in drawing, and introduces the question of writing as a creative approach.

24

1st YEAR “BRINGING IN THE LIVING” – Studio 3

or “The right to be wrong”

Semester 6 Disciplinary fields: PROJECT & ECOLOGY

l3s6-pro3 Teachers: Gabriel CHAUVEL & Marc RUMELHART

OBJECTIVES

The development of a public space raises issues of the place, the dynamics of the living and the relations towards the space of mankind, particularly animated with gardening intentions. The workshop invites a work on the living matter which inhabits a site, and that which can arrive there, by itself or with intervention. It offers a chance to verify, for the project reflection, the virtues of practical experimentation and of management connivance. CONTENTS and/or SEQUENCE ORGANIZATION

1. Inventory: In groups, the students will describe the physical characteristics of a part of a site and the diverse expressions of the living that they find. At this stage, the students may be able to formulate an intention and imagine the dynamic evolutions of the living. These inventories will be gathered together and distributed to everyone.

2. Sketch: According to the various observations and to their own intuitions, the groups will sketch the spaces they designate as closed and unclosed throughout the entire site. The presentation of this intention, in presence of the site gardeners, will be based on a title, a written document (which can be fiction) and a graphic document with at least one plan and cross- section.

3. Developed sketch: Each student, on a chosen part of the site, will propose a technical strategy for the implementation of the closed and unclosed intentions of his or her group. The strategy proposed should be implemented in three days with simple and manual tools.

4. Collective experimentations: Realization of a collective working site based on the different sketches, respecting the development and the coherence of the overall site. The supervisors will make choices regarding the feasibility and the relevance of the planned actions, without restricting the experimental explorations (the right to be wrong). A small group will bring together the fragments of the site.

5. Presentation: Production of individual documents, based on the experience gained, which propose a form for the developed vegetation at midterm and describing the further works to be done and the necessary management and upkeep. A selection of documents will be gathered on a common slide show and will be presented on the site to the local authorities, the technicians and the teachers.


Studio in-out Practical work Lecture, conference Visites on site Personal study Project 39 hrs 6 hrs 6 hrs Ecology 9 hrs 18 hrs 3 hrs 12 hrs

ASSESSMENT

- Developed sketch (by group, adjustable individually). - Commitment to the workshop (individual). - Commitment to the working site (individual). - Production for the final presentation (individual).


Nursery resources (knowledge and use of plant materials) l3s5-pepi Arts: “The plant” 1st Year l3s5-art

Last update 18th December 2008 26

1st YEAR THE PLANTATION PLAN

Semester 6 Disciplinary fields: VEGETAL BIOLOGY, HORTICULTURE, BIO-ENGINEERING

l3s5-plan Teacher: Gabriel CHAUVEL

OBJECTIVES

Knowledge and use of plants materials. To learn how to build up a spatial organization and the layout techniques for the plantation of a limited number of woody and herbaceous subjects and to plan for their maintainance and development. CONTENTS and/or SEQUENCE ORGANIZATION

Modified in 2007/2008 during the reform of the 1st year, this sequence is now integrated into the studio 3 “bringing the living” (see this form). Previously, the sequence was organized in 39 hrs: plantation (practical works, lectures in situ, 1 day in autumn) -> Tree biology and tree science (demonstrations, lectures and visits, 2 days during Spring) -> Postface “planting a tree”” (short technical workshop and collective evaluation, 3,5 days interfaced with the studio 4 “urban experimental plot” in May-June).

Work on site.

Workshop (sketch, plantation and management project).

Practical works in plantation and maintenance. SCHEDULE and CURRICULUM



From now on, one of the (individual) assessments of the studio 3. ARTICULATION WITH OTHER SEQUENCES

Bringing in the living - studio 3 l3s6-pro3 Botany

Training period in a professional office l3s6-sta

Last update: 19th November 2008 27

1st YEAR CONSTRUCTION, DRAWING

Semester 6 Disciplinary field: ARTISTIC STUDIES

l3s6-art Teachers: Claire GUÉZENGAR & Olivier MARTY

OBJECTIVES

- To experiment with effects of tools and techniques on materials. To activate, watch or conduct processes which make the forms appear. To develop a repertory of formal productions.

- To realize a work playing on themes of natural vegetation and gardening gardening based on ecology, ethno-botany, the physiology of plants…

- To identify and decompartmentalize the different registers of drawing.

- A perspective on writing: the notebook as artistic material.

- To provide references based on aesthetic, art history, contemporary creation (fine arts, cinema, performing arts, literature...).

CONTENTS

- « The Plant »: To create a work of art which allows, with the help of one or several plants, to reconsider the relationship maintained by human being with plants.

- « The Volume»: Based on one theme, the « geology », the « animal », « Assembling», three days of experimentation based on techniques of plaster, paper, folding, and the combination of materials at first sight incompatible.

- Drawing session.

- «On the spot»: writing workshop.

- Presentation of the approach of each invited artist.


Lecture, workshop inside and outside Workshop Practical work Lecture, conference Visites on site Personal study

33 hrs 3 hrs 6 hrs

ASSESSMENT

Continuous evaluation on all activities. ARTICULATION WITH OTHER SEQUENCES

Gardening in the Potager du Roi l3s5-jar Project/Ecology «Bringing in the living » - studio 3

l3s6-pro3

The « Landscaper notebook» Last update: 19th November 2008 28

1st YEAR TRAINING PERIOD IN A PROFESSIONAL OFFICE

Semester 6 Disciplinary fields: ALL

l3s6-sta Coordinators: M.H. LOZE, M.RUMELHART, M.AUDOUY

OBJECTIVES

- To gain practical experience in the field. - To be aware of the technical, human and financial constraints linked to landscape projects.

CONTENTS

Two weeks work experience (gardening company, municipal landscape services, tree nursery, outstanding gardens…) during February holidays. SCHEDULE and CURRICULUM

Monitoring commission and round table for presentation Workshop Practical work Lecture, conference Visit on site Professional

training 6 hrs 60 hrs ASSESSMENT

Personal research, writing of the « motivation » letter . After the training, synthesis report and oral presentation during a round table.


Landform and Earth work - studio 2 l3s5-pro2 Bringing in the living – studio 3 l3s5-pro3 Technical teaching l3s5-tech


1st YEAR READING THE LANDSCAPE

Semester 6 Disciplinary fields: HISTORY, GEOGRAPHY, LAW

l3s6-lec Teacher: Didier BOUILLON

OBJECTIVES

- To analyze - including historically – the components of a landscape and the structural and spatial relationships between themselves and other structures.

- To establish a diagnostic on their possible conservation, reuse or disappearance.

- To identify the role of these components in a regulatory document (in term of recommendation) or in a contractual document (in term of planning).

CONTENTS

- To define and explain the vocabulary used in officials documents: landscape component, landscaping structure, landscaping unity, landscaping entity, etc.

- Methodological background : the landscape as system ; elements of a systemic approach.

- System analysis: analyzing and characterizing a landscape.

- Construction of systems: landscape project.

- The concept of landscape diagnostic.

- The concepts of identity and diversity.

- To present recommendations in the frame of regulatory document (PLU, SCOT, ZPPAUP...).

- To plan interventions on landscape: contractual documents (charters, plans, landscape contract), landscape policy elaboration, concept of operational sequence (chaîne opératoire)...


2 days of visit on the field Studio Practical work Lecture, conference Visites on site Personal study


A written report and an oral presentation will be carried out in small groups (2 to 3 students) at the end of the sequence. It will deal with a territory or with a component of landscape.


Reading the landscape l3s6-bat Multidisciplinary journey l3s6-voyp Visits and landform l3s5-rel From the territory to the landscapes (cantonal study) m1s7-ter


1st YEAR MULTIDISPLINARY JOURNEY

(reading the landscape and technical and project references)

Semester 6 Disciplinary fields: LANDSCAPE AND PROJECT SCIENCES

l3s6-voyp Teachers: Pauline FRILEUX & Marc RUMELHART

OBJECTIVES

1. To continue and develop the objectives of the ecological excursions of the 1st Year (ethno-ecology and naturalist analysis of space) in the geographical context of the Ile-de-France. To learn in particular how to recognise geological landscapes and features such as folded sedimentary rocks, non sedimentary rocks (granite, metamorphic, volcanic).

2. To encounter landscape treatments and vernacular landscapes where the site resources and constraints (relief, soils and geology, vegetation…) play a determinant role.

3. To discover the political and institutional organisation, the professional positions and the technical assumptions which influence the quality of the realization, the use and the durability of the landscape projects.

CONTENTS

To walk along or through plains, marshlands and rivers; to follow highways, country roads, paths; to climb hills and small mountains in valleys and corries... to meet territories, rocks, soils, plants, animals, people... To perceive, describe and understand their landscapes and their works.

SCHEDULE and CURRICULUM All students

Workshop Practical work Lecture, conference Visites on site Personal study 24 hrs

ASSESSMENT

Student’s report of their journey. ARTICULATION WITH OTHER SEQUENCES

Visits and landform l3s6-rel From the territory to the landscapes (cantonal study) m1s7-ter


1st YEAR URBAN ANALYSE

Semester 6 Disciplinary field: HUMAN SCIENCES

l3s6-bat Teacher: Bernadette BLANCHON

OBJECTIVES

- To learn how to analyse and understand the origins of the urban forms in the Parisian landscape.

- To understand the relationship between a building and its surrounding urban fabric at a given time.

CONTENTS

- Lectures (APUR, Haussmann architecture) and visits (in Paris, Cité de l’Architecture et du Patrimoine…).

- Observation of the different elements of the relationship of a building with the components of the outside space:

• Plot divisions, soils and surfaces, underground basements, thresholds, devices for entrance and exit…

• Architectural vocabulary, façade, balcony, loggia, cornice, devices to push water away, to filter the sun, the noise.., roofing…

• Interior organisation and layout, panelling, external views from interior space… • Construction methods... • Presentation of the reading report.




Individual work: written and graphic works of a selected element (text and sketch).

ARTICULATION WITH OTHER SEQUENCES Urban public spaces – studio 4 l3s6-pro4


1st YEAR “URBAN PUBLIC SPACES” – Studio 4

Semester 6 Disciplinary fields : PROJECT

l3s6-pro4 Teachers: Karin HELMS & Thierry KANDJEE

OBJECTIVES

This studio deals with the concept of void, of open space in Paris, and proposes the hypothesis of place transformation based on its ground redefinition. The reorganization of a public space defined by an existing urban framework and road network raises several issues:

- To understand the scale of place and its relationship to the built environment and its construction (Paris’ urban history of the period after the Second World War).

- To understand the place through its relations to public spaces in the local area. - To treat the ground beyond the limits of a mere surface pattern (working the levels, the

foundations, paving layouts). - To identify the uses and constraints of urban space. - To analyze the status of existing and projected spaces as well as their possible appropriations.

CONTENTS

Firstly, the student will understand in terms of solid and void how a site works, what determines its scale and how the surface (in reality the ground layer whose micro topography varies at a pedestrian level) is inhabited, traversed, accessed or in other cases denied, through a work of modeling and cross sections. Identification will follow of how the ground, its leveling and its materiality mark the urban space design. The student will understand the constraints imposed by the site, in particular the public roads and circulation and will question the issues of use and status of the different spaces.

The studio is based on the attentive observation of these aspects (during both day and night time), and the identification of the potential for site transformation to allow an inventive reformulation of space.

The student will define project orientations and will test them with a work of cross sections, modeling and sketching. A new spatial organization will be proposed at different levels:

- at the scale of a neighborhood: definition of the project as a coherent unity (scale 1/25000 to 1/10 000),

- at the scale of a specific public space: a focus on a landscape design project. Definition of the levels, the rainwater management, ground surface treatment, the nature and maintainance of materials, their combination and paving pattern (scale. 1/500 and 1/200) Articulation with the adjacent spaces (scale 1/1000).


2 groups of 20 to 25 students Studio Practical work Lecture, conference Visites on site Personal study 72 hrs 9 hrs 6 hrs

ASSESSMENT

Individual evaluation according to a model of 5 criteria.

ARTICULATION WITH OTHER SEQUENCES Knowledge of hard landscaping materials l3s6-mat Urban analyse l3s6-bat

Last update: December 2008 33

1st YEAR KNOWLEDGE OF HARD LANDSCAPING MATERIALS

Semester 6 Disciplinary fields: TECHNIQUES

l3s6-mat Coordinator: Michel AUDOUY

OBJECTIVES

- To gain knowledge on surfacing materials: nature, quality, implementation, finishing and maintenance.

- To implement through drawings the knowledge learnt.

- To know how to quantify the works related to a project.

- To understand and know the public place that is the street and highway from the point of view of the managers and designers.

- To know the regulations concerning traffic circulation and parking, disability and accessibility. CONTENTS

- Lectures and visits on surfacing materials and their implementation and on highway dimensioning.

- Lectures on organization of technical services in local authorities.

- Presentations of realizations highlighting, for a given structure or type of work, the different possibilities and their spatial qualities.

- Technical workshop on an existing site; the student will measure it, create and draw a project (stairs, water feature, retaining structures...) and will illustrate his proposal with axonometric sections and layout plans.




Individual work.

ARTICULATION WITH OTHER SEQUENCES Urban public spaces – studio 4 l3s6-pro4


2.2. THE « MASTER» CYCLE: second and third years in the ENSP 2.2.1. Presentation of the first semester objectives and organization Module SUBURBAN LANDSCAPE During the first semester, different notions will be addressed around the concept of articulation: limits, city edges, the place of “suburbia”: the articulation of an “in-between city’ and the past and future role of the landscape architect in the creation of ‘landscape urbanism”. To understand how residential developments can relate to their ecological, geographical and hydrological contexts, in order to create a landscape and spatial continuity and meet the requirements for sustainable development. The paradigm city/countryside doesn’t exist anymore; the peripheral zones of an agglomeration house not only 80% of inhabitants but also constitute the nutritive, leisure, economic and social resources of the “intermediary” city. The student will experiment and analyze the relations between the built form and its environment according to these notions. The semester will propose the experimentation, at different scales, of projects of ‘landscape urbanism’. The sites studied will be landscapes in industrial mutation rather than agricultural land (land reclamation). The focus will be on the realization of vegetal frameworks and structures, which can create the identity of a future part of the city. The studio, “landscape and habitat” (studio 6), will raise similar issues but at a local area level. During the studio, alternatives to urban extension, notions of density, urban ecology and of time are taken into account in the realization of an urban structure, whose spatial and landscaping qualities provide an alternative urbanization to that of zoning. In relation with the sequence on « landscape urbanism and habitat », will be ecology courses on “structure measurements” (different types of measurement of trees) as well as practical works on the creation of woodland edges. These courses will provide a sound basis for the development of large scale vegetation strategies for suburban sites. The studies and analysis of historical examples of ‘landscape urbanism and habitat” such as garden-cities in XIX centuries, the German “Siedlung” and the American system of parks, are addressed in the course “Urban history and project analysis”. The artistic curriculum complements the study themes of the project studios by intervening on urban and peri-urban sites: in part to experiment with new practical surveying methods (‘Hands in the Pockets’), and also the develop the habit of sketches based on pattern (‘Urban Drawing”) In addition, the students are encouraged to include in their propositions a social dimension (surveys and interviews) and to include the notion of ‘’relational aesthetic’. The courses on techniques will focus on the issue of water in the city, how it can frame and shape the spatial organization and specific character of an area and how it participates to sustainable environmental development. In relation with studio 6, the technical links will be made with the detailed realization of a leveling and drainage plan for the public space. In parallel, the students will prepare the 2nd semester courses on landscape dynamics, and will develop a territorial landscaping analysis. During the first semester this preparation will focus on meetings with local actors and institutions and on the understanding of sites.

35

2nd YEAR REFERENCES IN URBAN LANDSCAPE

Semester 7 Disciplinary field: URBANISME

m1s7-urb Teacher: Bernadette BLANCHON

OBJECTIVES

- To analyze the role of open spaces in architecture and modern urban design history through reference examples and contemporary realizations. To analyze and represent the spatial organisations which maintain relations between the built form and its environment, and to interpret their social, technical and aesthetic aspects, situating them in the context of their time and its theories, regulations and projects. To contribute to the appreciation of the historical dimension in the process of project.

- To learn key references in the history of urbanism, to provide knowledge on specific project examples in landscape urbanism, and to identify the role of the landscape designer in reflections on urban development.

- To learn how to analyze a landscape project. To understand the process of project elaboration and implementation.

CONTENTS

Lectures, visits and workshops Urban open space history (park system, garden-city, “grands ensembles “…) Deciphering landscape architecture works process. Case study

Courses

The creation of the first public parks in the 19th century Paris of Haussmann and Alphand Metropolitan green spaces in USA and Germany Garden-city, from the initial model to its introduction in France Free spaces between the two Wars and the birth of urbanism Grands ensembles. Les Trente glorieuses and territory development Landscaping practices in France from 1939 to 1975. The landscape section of the ENSP Landscape and urban project, back to history

Visits: garden city and Grands ensembles Two main issues will be raised:

- Status and sociability of spaces from the most public and collective open spaces to the most private; - The relationship between the topography and site features: orientation, wind, sun, views….

SCHEDULE and CURRICULUM 2 groups of 20-25 students

Workshop Practical work Lecture, conference Visites on site Personal study 21 hrs 27 hrs 12 hrs (24 hrs)

ASSESSMENT

Individual work: reading list. Group workshops with individual part: site observation, thematic analysis, written and graphic restitutions of an historical and a contemporary urban landscape. Oral presentation and A3 written report.


Site work, fabrication, drawing m1s7-art Suburban periphery – studio 5 m1s7-pro5 Landscape and habitat - studio 6 m1s7-pro6


2nd YEAR EUROPEAN WORKSHOP

Semester 7 Disciplinary field: ALLS

m1s7-prow Coordinator: Karin HELMS

OBJECTIVES

CONTENTS



30 hrs 3 hrs ASSESSMENT Evaluation in the frame of the final workshop work. ARTICULATION WITH OTHER SEQUENCES

Last update: 38

2nd YEAR SUBURBAN PERIPHERY – Studio 5

Semester 7 Disciplinary fields: PROJECT & ECOLOGY

m1s7-pro5 Teachers: Karin HELMS & Marc RUMELHART

OBJECTIVES

The studio concerns the issues related to the interventions of the landscape designer in an urbanism which has previously developed according to the logic of networks and zoning. Questioning on the theory “tabula rasa” and the contextual approach constitute the main role of the landscape designer in suburban cities. The sites selected will be identifiable by their geographical characteristics and will be made up of multiple urban elements such as:

- Industrial mutations (tertiary and heavy post-industrial), - Reclamation of water territories (river banks, ports, canals, quarries…) - Rehabilitation of housing and areas such as ANRU sites (National agency for urban renovation)

The basis of the project « landscape urbanism » will rely heavily on site specifics of geographical, hydraulic, and ecological considerations, without ignoring other site parameters (history, uses…) complementary to the project process.

The objective is to develop an overall plan, a composition which can develop towards an urban planning program, to create a framework and propose an “identity” for a future neighbourhood or a “piece of the city”. The defined area and the sequence of public spaces will be structured around strategies of leveling and plantation.

Two days of ecological interface: analysis of the site “soil and what grows on it”, its ecological evolution, a sketchbook of observations, sections, nomenclature; the basis for the understanding of the ecological specificities of the site. CONTENTS

To give or restore meaning and spatial coherence to an urban periphery through a project of urban vegetation: treating the questions of limit, of city threshold, of suburban sites. The objective is to challenge the paradigm “city/countryside” on those spaces identified as “in between”: between cities, between cities and infrastructures, or between cities and their peripheries.

The issues related to urbanism refer mainly to: - urban extension, density, sub-urbanism (examples of landscape urbanism: « Landscape

urbanism », Ørestad DK, Duisburg Nord D, île de Cayenne F.), - tools: landscape system, connections, pre-greening & suburban agriculture to restitute or

reinforce the urban or rural continuities in this portion of destructured city. SCHEDULE and CURRICULUM

In 2 groups of 20-25 students studio Practical work Lecture, conference Visites on site Personal study

72 3 hrs 3 hrs ASSESSMENT

Individual work, based on an intermediary hand in every two weeks. The evaluation will be based on the student’s questioning and commitment, the continuity of project evolution, the relevance of the proposal, the graphic production and the oral communication.

ARTICULATION WITH OTHER SEQUENCES References in urban landscape m1s7-urb Ecology studies European Workshop m1s7-prow

Last update: December 2008 39

2nd YEAR “LANDSCAPE and HABITAT” – Studio 6


m1s7-pro6 Teacher: Thierry KANDJEE

OBJECTIVES

The studio raises the issue of the creation of a new area dedicated to housing. How can we imagine the city of the future starting from the landscape?

- To use the knowledge and savoir-faire gained on the urban design project. - To test and evaluate the knowledge learnt during previous studios (4 « public space», 5 «

suburban void »). - To understand the challenges relating to an undeveloped site and define its capacities to be

urbanized. - To develop a master plan and define urban morphology and planning. - To work at different scales, alternating between the open space and the built environment. - To invent new forms of open space. - To use rainwater management as a generative feature of the project.

STEP 1: The site as program

Orientations: the studio starts on the site. During this first visit, each student begins to define a position; to question the brief and the site of its application and identify the orientations of the initial intervention. Research, experimentation, assembling: during the first weeks, collective researches will aim at quickly gathering and sharing familiarity with the site and project context, and testing in model form the first orientations. This step will allow the student to become familiar with techniques of urbanism and to identify and overcome preconceptions. Master plan The final objective of this first phase is to translate the project orientations into concepts, principles and organizations forming the base for a local area master plan

STEP 2: To live the landscape

Each student will develop their project orientations with repeated site visits. The project will develop in response to the following questions: Urban landscape forms: the student will explore through a work on landscape forms, the capacity of the site to transform itself. He will define the status and role of public spaces and incorporate the issue of rainwater management. SCHEDULE and CURRICULUM Conference cycles on contemporary cities.

2 groups of 20 to 25 students studio Practical work Lecture, conference Visites on site Personal study

102 hrs 3 hrs 3 hrs

ASSESSMENT Individual evaluation according to a model of 5 criteria and individual assistance, weekly reports and discussion.

ARTICULATION WITH OTHER SEQUENCES Urban hydrology m1s7-hyd Ecology education Computing skills m1s7-inf Infrastructure and materials m1s7-mat References in urban landscape m1s7-urb

Fine arts « hands in the pocket » m1s7-art


2nd YEAR PROJECT COMMUNICATION IN ENGLISH

Semester 7 Disciplinary field: ENGLISH

m1s7-ang Coordinator: Karin HELMS

OBJECTIVES

- The ENSP proposes courses based on oral knowledge on landscape project terminology in English in order to strengthen the practice through the reading of international revues and articles on project design.

- The sequence will provide to the students specific vocabulary related to the profession of landscape architect; the student should be able to express their ideas of project, in particular in the context of international outlines.

CONTENTS

The teacher, English landscape architect, will supervise the students in the studio 6 “landscape and habitat”. The weekly meeting will enable the students to explain their ideas or concepts as well as the process of their project. SCHEDULE and CURRICULUM

Individual teaching and lectures Studio Practical work Lecture, conference Visites on site Personal study

50 hrs ASSESSMENT

Individual evaluation on the oral presentation of the studio 6 works. Reading report on an English landscaper author.


« Landscape and habitat » project studio 6 m1s7-pro6 International Workshop


2nd YEAR URBAN HYDROLOGY

Semester 7 Disciplinary field: HYDROLOGY

m1s7-hyd Coordinator: Michel AUDOUY

OBJECTIVES

- To establish a landscape project from a technical constraint: water management in public spaces.

- To manage rain-water in an urban context, to understand conventional underground drainage and alternative techniques.

- To consider environmental factors in urban development.

CONTENTS

- Lectures: Water and the city; Water in landscape projects. - Course on management of waste water: history, underground systems, calculation and

dimensioning of drainage systems with the Caquot method, alternative management of rainwater, Loriferne technical instruction...

- Course on design and management of drainage installations integrated with urban development.

- Technical workshop (in relation with workshop 6) on rainwater management in the context of the workshop 6 project.


All students studio Practical work Lecture, conference Visites on site Personal study


Specific documents produced as part of project studio 6. Oral presentation during the evaluation session.


Computing skills m1s7-inf « Landscape et habitat » - studio 6 m1s7-pro6

Last update:November 2008 42

2nd YEAR COMPUTING SKILLS

Semester 7 Disciplinary field: COMPUTER SCIENCE

m1s7-inf Teacher: Laurent DEFRANCE

OBJECTIVES

- Initiation to vectorial technical drawing software (2D standard).

- Knowledge of spreadsheet programs. CONTENTS

- Treatment of a land surveyor database: data streamlining, updating and adaptation.

- Drawing a project based on the plan of the existing site; dimensions, hatching, page layout and printing at recognized scales.

- Creation of working documents: colour rendering techniques.

- Production of Contract Documents: plans (ground, plantation, watering, leveling…) sections, details, bills of quantity and specifications (CCTP).


2 groups Workshop Practical work Lecture, conference Visites on site Personal study

24 hrs ASSESSMENT

Individual work. Computing work.


Landscape and habitat – studio 6 m1s7-pro6 Constructions and infrastructures m1s8-mat


2nd YEAR INFRASTRUCTURE AND MATERIALS


m1s7-mat Coordinator: Michel AUDOUY

OBJECTIVES

To provide in depth knowledge of the materials and infrastructures introduced during the first Year in the studio 4. Studying certain details in depth at scales of 1/50 and 1/20 To introduce the technical documents needed to go out to tender on a landscape contract. CONTENTS

Lectures and visits: highway and street infrastructures. Workshop: in relations with the studio 6, the student will resolve one or more significant technical issues in a detail notebook: drawings, sections… SCHEDULE and CURRICULUM


12 hrs 12 hrs 3 hrs ASSESSMENT Evaluation in the frame of the final workshop work. ARTICULATION WITH OTHER SEQUENCES

« Landscape and habitat » studio 6 m1s7-pro6

Computing skills m1s7-inf


2nd YEAR SITE WORK, FABRICATION, DRAWING


m1s7-art Coordinators: Claire GUÉZENGAR & Olivier MARTY

OBJECTIVES

- To provide completing conditions for an autonomous, inventive and critical practice of art and drawing.

• to develop the ease of gesture, • to reveal and challenge preconceived notions, • to affirm a “reflex” practice of drawing in landscape project, • to renew the practice on sketching the motif and its implementation in urban,contexts

(Grands ensembles, garden cities, recent developments).

- Inventing new tools for understanding a site; working with what is to hand rather than the traditional tools for site recording and survey, exploring different methods of data collection and surveying.

- To extend the notion of context to its social dimension; to develop a « relational aesthetic ».

- To provide references based on aesthetics, art history, contemporary creation (fine arts, cinema, performing arts, literature...).

CONTENTS

- Drawing: outdoors sketching sessions; alternating supervised and autonomous sequences.

- « Hands in the pocket »: Free and uninterrupted excursion in Paris ending with a meeting during which each student will present a work carried out using the elements gathered on the site selected during the workshop n°6 (Habitat).

- « Working places»: based on interviews with professionals from different fields, and on their working places, the student will propose an interpretation based on the articulation of three elements: one individual, his or her function and place of work.

- Presentation of the approach of each invited artist.

SCHEDULE and CURRICULUM Lecture, workshop, inside and outside

42 hrs Practical work

Lecture, conference Visites on site Personal study

ASSESSMENT

Continuous evaluation on all activities. ARTICULATION WITH OTHER SEQUENCES

From the territory to the landscape (cantonal study) m1s7-ter References in urban landscape m1s7-urb Landscape and habitat – studio 6 m1s7-pro6

Last update : December 2008 45

2nd YEAR

FROM THE TERRITORY TO THE LANDSCAPE (CANTONAL STUDY)

Semester 7 Disciplinary fields: GEOGRAPHY, SOCIOLOGY, LAW, GEOMORPHOLOGY, GEOLOGY, ECOLOGY

m1s7-ter Teachers: Monique TOUBLANC & Pauline FRILEUX

OBJECTIVES

- To provide knowledge of the ecological dynamics and socials trends on which shape landscape forms.

- To identify the participants and institutions responsible for landscape on the scale of the “grand territoire”.

- To be able to discuss the social, cultural and political realities of a landscape with the recognition of the forms which characterize it and the analysis of social representations associated to it.

- To describe and analyze landscapes and their transformations; to learn how to identify landscaping challenges.

CONTENTS

Introduction: landscape and territory in social sciences.

Methodological modules: the gathering and analysis of the social, cultural and economical database, which allows an understanding of the mechanisms of landscape production.

Cartographic support

Inter-disciplinary exercise (Ecology and social sciences): - analysis of the landscapes in a rural or suburban canton, (in group of two or three students) in

their global complexity (ecological, social, cultural, sensory and political dimensions) - presentation of the analysis results in a written document and oral presentation.

SCHEDULE and CURRICULUM Personal tutoring in «workshop» with social sciences and ecology teachers.

Group (2-3 students) Workshop Practical work Lecture, conference Visites on site Personal study

54 hrs 36 hrs 2 weeks ASSESSMENT

Dissertation by group of two or three students and oral presentation ARTICULATION WITH OTHER SEQUENCES

Landscape analysis (SHS and Ecology, 1st Year) References in landscape urbanism

l3s5-rel & l3s6-lec « What countryside? » - studio 7 and Ecology studies m1s8-pro7 Training period in a professional office m2s9-sta

Last update : December 2008 46

2.2.2. Presentation of the second semester objectives and organization

Module MUTATION OF CONTRYSIDE The 7th semester is largely the occasion to question the role of the landscape architect faced with « an extensive territory ». The project studio will initiate the reflection on a large scale site (commune or group of communes) presenting similar issues to those addressed in human sciences and ecology during the projects on diagnostic and territorial challenges. A debate on ideas with designers, ecologists, sociologist, and geographers will precede the work in situ. The selected portion of landscape will question the image of the countryside on the edges of our extended cities. Not really rural anymore, but far from our suburban clichés, the site will provoke questions on its metamorphosis, and on the role of the landscape architect as a particular interlocutor in these days of urban agriculture, urban development and sustainable development. The site is once again the heart of the teaching in this semester. It allows the connection of the disciplines towards a common objective: to initiate the student to the large scale, its challenges and its different actors. The analysis of the landscapes of a rural or suburban canton will provide the preliminary ingredients necessary to the understanding of the social trends which shape the landscape and will introduce the actors, notably institutional, who are in charge of the “extensive landscape”. The acquisition of a trained perception which facilitates the description of these landscapes and their dynamic transformations will allow the identification of the relevant issues forming the landscaping challenge. The studio will deepen the work developed at this level and will use the different scales of intervention: from a landscape plan to a form of town planning, from urban extension to the management of the new edges and borders of the city’s “front line”. The student, in confrontation with the site and armed with the knowledge of project analysis, will learn how to position the landscape architect, in particular in current reflection on urban development. The descent in scales will be complemented by the work carried out in ecology (in particular in landscaping agrology through soil study, based on profile analysis of farming lands and on the understanding of woodland edge dynamics); in artistic studies (the students will use imaginative drawings to anticipate the discovery of a site and experience with choreographers questions of scales and trajectories); and in techniques (through visits, in situ measurements and lectures). Lastly, the inter-disciplinary voyage in Europe will highlight, through different ways of seeing, thinking and creating some of the key themes addressed on the project site: landscape evolutions according to the cultural context, and realizations treating issues of suburbanity and the urban periphery. Exchanges with foreign designers and landscape schools will enrich the debate. The summer training in a professional office will allow the students to develop their personal reflection on the professional practice of a landscape architect.

47

2nd YEAR MULTIDISCIPLINARY JOURNEY IN EUROPE

Semester 8 Disciplinary field: LANDSCAPE

M1s8-voye Coordinator: Karin HELMS

OBJECTIVES

1. To present and explain the evolution of landscapes in countries culturally different from France. To approach and visit realizations on themes and issues related to contemporary landscape common to the different European countries but with different realizations and experimentations.

2. To analyze the realizations of foreign landscapers.

3. To visit European schools with which the ENSP has established Erasmus agreement or other agreement, as well as landscape designers’ offices.

CONTENTS

The themes of visits will be in link – according to the visited country and the study years – with the thees and subjects studied in the sequences of the M1 first or second semesters.

For example, in 2008/2009, the theme of the M1 second year « landscape dynamics » (cantonal analysis) and the courses related to the studio 7 “What countryside” at the limits of our suburban centers will be the base for the visits and meetings in Berlin. We will visit the experimentations in farm parks, Neue Wiese et Falkenberg. SCHEDULE and CURRICULUM

Preparation and reading before the voyage Studio Practical work Lecture, conference Visites on site Personal study

24 hrs ASSESSMENT

No evaluation but the voyage is compulsory.

ARTICULATION WITH OTHER SEQUENCES With the sequences of the M1 first or second semesters.


2nd YEAR STUDY SESSION “SOILS”

Semester 8 Disciplinary field: LANDSCAPING AGROLOGY

m1s8-sol Teacher: Gabriel CHAUVEL

OBJECTIVES

Bases for intervention on soils identified as base for vegetation: - To be able to identify without any assistance the main characteristics of a soil, to evaluate its

resources and principal constraints as a base for vegetation and to consider the cultural attitudes (preparation, protection, enrichment, fertility care…) relevant to a given project of utilization.

- To understand the pragmatic basis of processes and attitudes to mobilize in order to constitute or reconstitute a fertile farmable soil from a heterogeneous substrate more or less sterile.

CONTENTS

- Analysis based on the profile of farmlands: silty, clayey and sandy.

- To analyze a soil according to its components and its organization: depth, texture, structure, pH, water retention, humus type…

- Soil preparation and tools, cultivation methods.

- To constitute or reconstitute a fertile soil.

- Conditions of fertility.

- Contract, practical analysis and use of soil analysis. SCHEDULE and CURRICULUM



Written reformulation of the staff answer to a written question

ARTICULATION WITH OTHER SEQUENCES «Bringing in the living » - studio 3 l3s6-pro3 Visits and landform l3s5-rel Multidisciplinary journey l3s6-voyp Knowledge & use of plants (woodland edges) m1s8-lis Forestry & bioengineering (use of plants) m2s9-boi

Last update: 12 Jauary 2009 50

2nd YEAR SITE WORK, FABRICATION, DRAWING


m1s8-art Coordinators: Claire GUÉZENGAR & Olivier MARTY

OBJECTIVES

- To explore the different possibilities of the body as medium: • to experiment with choreographic gesture and intention, • to face the landscape and understand it through the body, treating issues of scale,

dimension and trajectories, • to compare the process of improvisation with composition and writing processes.

- To transpose a measurable and technical database into a narrative, poetic and/or fine arts mode:

• to develop drawing as a spur to the imagination.

- To understand the realization and production of a work within its cultural context. • to take an existing artistic work as a base to approach notions of translation,

displacement and adaptation.

- To provide references based on aesthetics, art history, contemporary creation (fine arts, cinema, performing arts, literature...).

CONTENTS

- « Choreography »: to present a choreographic proposal in a small group according to the instructions given by the invited choreographer.

- « Pre-vision »: To imagine a site based on given documents (plans, sections, map, land surveyor graphs, engineer…) to make a drawing of it and compare it to the reality.

- « Private screening»: During a fiction film screening, the student will represent the moving images by short sketches. Then he will propose a condensed translation of the film.

- Lectures by permanent staff and invited artists.

- Presentation of the approach of each invited artist. SCHEDULE and CURRICULUM

Lecture, workshop, inside and outside 62 hrs

ASSESSMENT

Continuous evaluation on all activities



2nd YEAR KNOWLEDGE and USE OF PLANTS (woodland edges)

Semester 8 Disciplinary fields: ECOLOGY (bioengineering, art of gardens, phytodynamic, forestry,…)

m1s8-lis Teachers: Gabriel CHAUVEL & Marc RUMELHART

OBJECTIVES

- To provide the practical and theoretical tools to design and specify the plantation and the initial maintenance of a woodland edge, between an existing closed woodland (or a built wall) and an open space, in the context of a landscape project.

- To simulate over a period of 15 years the development of a community of plants, which are subject to the interplay of spatiotemporal behaviours, of plant competition and cultivation methods.


- Measurement of vegetal structures (2 x 2 days): One of the two couples of days will be dedicated to the studio 7 territory, with the realization of an “inventory”. The first day, in group of three students: inventory in plan and cross section at a large scale of a segment of a woodland edge; showing situation and context, floristic habits, single and combined heights and distances, with careful drawings of significant architectural details, observation and investigations of cultivation and maintenance operations. The second day: transcription of the database in the form of a clear document; afternoon: group presentation with teacher’s comments.

- Postface « Woodland edges » (in relation with the studio 7). Short supervised studio (3 days in group with topics given in advance) + short lectures. Each student will produce the contract working documents (plans, sections, details and descriptive) necessary to the plantation of a shrub rich woodland edge, and an illustrated simulation, in plan and cross section, of the vegetal development over 15 years, including soil preparation and protection, cultivation and maintenance operations. Collective correction (1/2 day); oral presentation by selection following the individual correction of written documents; pedagogical comments.


In group of 3 students Workshop Practical work Lecture, conference Visites on site Personal study

12 hrs + 3 hrs 3 hrs 12 hrs 18 hrs ASSESSMENT

The group measurement of the structures will be assessed and marked. They will be, as far as possible, gathered in a reference notebook available to all students. The individual postface report will also be marked.


“Bringing in the living” – studio 3 l3s6-pro3 “What countryside” – studio 7 m1s8-pro7


2nd YEAR “WHAT CONTRYSIDE ?” – Studio 7


m1s8-pro7 Teacher: Nicolas GILSOUL

OBJECTIVES

- To question the future and challenges for the urban countryside territories.

- To develop an informed position as a landscape architect (dplg) in the network of operational and concerned parties to the subject.

- To master the scales, from that of the canton to that of the detail, and their transfers and manipulations.

CONTENTS

- Overlapping with the territory diagnostic (ex-canton): debates and group reports: how to implement the switch from oriented analysis towards a landscape project?

- Repeated surveying on site (with external experts).

- Cycles of thematic lectures.

- Thematic cine-club with debates.

- Two day sketch design competition at mid-term (with external experts: Thierry Laverne and Claire Laubie).


2 groups of 20-25 students studio Practical work Lecture, conference Visites on site Personal study 101 hrs 3 hrs 4 hrs

Lecture cycles on current challenges in urban countryside territories (with Gilles Clément, Roland Vidal, Thierry Laverne, Claire Laubie...). Surveying in situ (2 to 3 days) in collaboration with ecology staff. Project workshop: individual assistance and weekly group reports and debates.

ASSESSMENT Individual evaluation according to a model of 4 criteria: active analysis, project process, proposal contents, expression(s).


From the territory to the landscape (cantonal study)

m1s7-ter Knowledge & use of plants (woodland edges) m1s8-lis


2nd YEAR CONSTRUCTIONS AND INFRASTRUCTURES


m1s8-mat Teacher: Laurence KIMMEL

OBJECTIVES

- To provide knowledge on materials: nature, quality, implementation, finishes and maintenance.

- To know materials through their manipulation and experimentation.

- To learn how to express project requirements to technicians.

- To raise issues related to construction in basic materials (metal, concrete, wood or bamboo). CONTENTS

- Initiation to materials strength.

- Lectures on the fundamentals of the stability of structures (metal, concrete, wood), their composition and application.

- Lectures on the fundamentals of bridge stability and their integration in landscape projects.

- Site visits to realizations of structures.

- Practical work: scale model realization, indoors and outdoors experimentation at scale 1 to 1.

- Example: conception of a range of urban furniture, realization of works in reed or bamboo. SCHEDULE and CURRICULUM

2 groups of 20-25 students Studio Practical work Lecture, conference Visites on site Personal study

4,5 hrs 13,5 hrs 3 hrs ASSESSMENT

Attendance. Commitment and participation to the practical work: in metalwork, bamboo, wood or concrete.


« What countryside ? » - studio 7 m1s7-pro7 Infrastructures and materials m1s7-mat

Computer skills m1s7-inf


2nd YEAR TRAINING PERIOD IN A PROFESSIONAL OFFICE

Semester 8 Disciplinary field: ALLS

m2s9-sta Coordinator: Michel AUDOUY

OBJECTIVES

This work experience should allow the student to discover one of the ways of working in the landscape profession. It will provide knowledge of the position of the landscape professional on landscape development issues, by comparing them to those of others professionals who work in the same field, who may be met during the work experience. CONTENTS

During the work experience, students will experience the different aspects of the profession by taking part in the preparation of project files, in project development, site visits, client meetings…

Work experience: written report.

Power-Point used for oral presentation. SCHEDULE and CURRICULUM

Work experience in agency, research department or local authority (2 to 6 weeks) During summer between Year 1 and 2In group of 20 to 25 students Workshop Practical work Lecture, conference Visites on site Personal study

60 to 180 hrs ASSESSMENT

Work experience research, report and power-point Oral presentation


« What countryside? » - studio 7 m1s8-pro7 From the territory to the landscape (cantonal study) m1s7-ter


2.2.3. PRESENTATION OF THE THIRD YEAR IN THE ENSP

(M2, third and fourth semesters of the master cycle) Module DESIGNING WITH NATURAL SYSTEMS The second and third years correspond to the Master’s: these make it possible to master the design of a project by focussing on concepts, methods, approaches and core skills while developing a critical approach concerning landscape issues. During the second year multi-disciplinary experience is acquired in order to build a spatial outlook that is as open as possible, namely in the observation of and analytical work on – historical and contemporary – landscape design situations resulting from the interactions between actors.

In the third year, ready to tackle levels of complexity close to professional situations, students perfect their mastery of the landscape project by working with actors involved in planning. Two long workshops dealing with contemporary territorial problems in a real site, associated with inputs from different disciplines, make it possible to build new tools for understanding the relations between society and the territory. To the mastery of the spatialised project is added a grasp of the time factor and the ability to anticipate changes, some of which are certain. At the same time direct exchanges are organised in the fine arts, with artists, musicians, choreographers and filmmakers, in ecology with foresters, in construction with clients, and in human sciences with local authorities, elected representatives, planners and users. The introduction of such a dialogue, relayed by the teachers, is accompanied by an initiation to research approaches focusing on the analysis of landscape design practises and processes, replaced within their historical and philosophical context. The drafting of memoirs initiates students to research methods and analysing findings. Prof. Gilles CLEMENT is in charge of this module “designing with natural systems”. The other subject are : “the technical elements of a project’s contract documentation”, “forestry and bioengineering”, artistic teaching, multidisciplinary memoir.

56

3rd YEAR AN EXTENSIVE RURAL TERRITORY – Studio 8


m2s9-pro8 Teacher: Gilles CLÉMENT

OBJECTIVES

The studio aims to evaluate: - The student’s capacity to change scale from small to large scale, and from large to small whilst

highlighting the significant and formal connections which link or divide the elements of analysis.

- The capacity to work in the same way on the project, after having produced a sketch which validates the project orientations.

- The capacity to respond to the main questions raised by the site as a geographic, biologic and human territory, by the client (assumed or real), by the programme or brief associated with any development or research project, and lastly by the school according to the orientations defined by the studio director. In this context, the utopian dimension of the project should not be rejected out of hand; it is often desirable, even if the proposals have to be readjusted to the site, and to social and economical realities.

- The capacity to present the main components of the project clearly in writing.

CONTENTS The student will be expected to:

- Understand the viewpoint of the territorial and institutional participants involved in the management and the planning of this extensive territory.

- Understand the nature of the different “pressures”, which can be put on the territory (natural phenomena, urbanization, tourism, new infrastructures) and how to prioritize the associated challenges.

- Appreciate the resources of natural heritage and those related to culture and memory. - Define a project position in order to organize this territory by managing the different scales

from 1/25 000 to 1/200. This studio insists on the connection “project/the living”; a permanent concern from the beginning to the end, where the connection between large and small scales allows an immediate comprehension, in the synthetic documents demanded of the students, of the different aspects of a complex project and its coherence. It is important to conserve these characteristics and if necessary, to reinforce the coordination between the different disciplines.

All these studios form part of a prospective system, which integrates current issues in a long term evolutionary framework; how to anticipate and work with future ecological and climatic changes? SCHEDULE and CURRICULUM

28 students Studio Practical works Lectures,conferences Visits on site Professional training

72 hrs + 72 hrs 3 hrs 27 hrs

ASSESSMENT

Oral and graphic presentation, continuous evaluation and final report. Individual work, intermediate review every two weeks.

ARTICULATION WITH OTHER SEQUENCES The studio “An extensive rural territory» has been trying for several years, sometimes successfully, to bring together the different disciplines covered in the curriculum. During the studio, the curriculum coordinators (in ecology, technique and fine arts) are expected to propose interventions with direct relevance to the subject and the site studied


3rd YEAR THE TECHNICAL ELEMENTS OF A PROJECT’S

CONTRACT DOCUMENTATION

Semester 9 Disciplinary field:

m2s9.dce Coordinator: Michel AUDOUY

OBJECTIVES

- To learn how to draw and specify the technical details of a landscape project in preparation for the letting of a public contract

- To experience the process of contract preparation and tendering in its graphic and administrative form: the layout and structure of the technical details related to the project (plan, section, axonometric) and the specification in written form (CCTP, CCTC) conforming to the official requirements for public works contracts in France.

CONTENTS

- Technical notebook: references and details recorded during the site surveying.

- Realization of one or several specific details relating to the general concept of the project.

- Precise description of the details. SCHEDULE and CURRICULUM


24 hrs 12 hrs Tutoring on site and during the workshop

ASSESSMENT

Group and individual work. Written and graphic documents. Oral presentation associated with the workshop documents.

ARTICULATION WITH OTHER SEQUENCES An extensive rural territory – studio 8 m2s9-pro8


3rd YEAR FORESTRY & BIOENGINEERING (use of plants)


m2s9-boi Teachers: Marc RUMELHART & Gabriel CHAUVEL

OBJECTIVES

Based on a case study: - to learn how to analyze the woods (population history, silvicultural operations, economics of

forestry) and the agro-silvi-pastoral logics, - to provide practical and theoretical tools to conceive and specify an afforestation or regeneration

(in a wasteland or in an encroachment on cultivated land), and how to manage the first stages of a woodland, an orchard or a farmland plantation,

- to analyze and simulate over the long term the development of populations or cultures subject to the combined play of natural dynamics and techniques of cultivation, as related to a landscape project. Building on previous teaching (see “use of plants” 1st and 2nd Year), the students will learn how the technical choices related to living elements add value to a projectual approach. They will conceive a mosaic of plantations and project the development of vegetation, including trees, in communities, that are also managed for production. They will explore the sustainable management of open spaces and closed canopied woodlands by changing their structure (thinning) and their environment (incline, exposure, soil, drainage, irrigation…).

CONTENTS

- Description of forestry population (2 days in autumn): • 1st day (in forest): initiation to population description (structures, architectures, flora,

soils…) and to the silvicultural vocabulary (silvicultural systems, thinning, cutting back, regeneration). Each teacher will supervise the transect of 2 groups of 4/5 students.

• 2nd day (at ENSP): In the morning, the groups will transcribe their notes in the form of sections and plans representing precisely the woodland architecture and what this tell about its history; in the afternoon, restitution in class in the presence of a forester.

- Seminar on itinerant « forest » (3 days in group, in autumn or winter): • Discovering the contrasting modes of forestry, regular and irregular, in public and private

forests; development of the silvicultural vocabulary, understanding of the economical factors and organization which shapes forest management.

• To experiment, if possible on real examples, with the marking and/or clearing of trees for the future.

• Discovering the products and modes of plant production of a forestry tree nursery, of certified origins and plantation accessories…

• Young afforestation on farmlands (plantation, cleaning, growth pruning, felling) and/or improvement of an encroachment on cultivated land.

• SCHEDULE and CURRICULUM

Workshop Practical work Lecture, conference Visites on site Personal study 51 hrs (+ 18hrs on student times - Workshop n°8)

Supervised site measurements and restitution - Visits, conferences in situ; exercise of marking or tree felling if possible - Practical works.

ASSESSMENT Practical works: description: monographic boards in groups - Study session: report or individual monograph - Interface: written and illustrated document in groups of three

ARTICULATION WITH OTHER SEQUENCES Multidisciplinary journey l3s6-voyp The plantation plan and knowledge and use of plants l3s6-plan & m1s8-lis An extensive rural territory – studio 8 m2s9-pro8

Last update : January 2009 60

3rd YEAR MOVING


m2s9-art Teachers: Claire GUÉZENGAR & Olivier MARTY

OBJECTIVES

- To experiment with modes of movement as an artistic tool to question the world, by integrating and transforming it: firstly the walk.

- To deepen the use of text.

- To work with a new tool: sound. To take into account the aural dimension of a site and define what could be a “sound landscape”.

- To provide new references from aesthetics, art history, contemporary creation (fine arts, cinema, performing art, literature…).

CONTENTS

- Surveying and sound measurement on workshop 8 site.

- «The amplified detail »: project developed in workshop based on aural material.

- Lecture: the walk motif in art history.

- Presentation of the approach of each invited artist. SCHEDULE and CURRICULUM

Lecture, workshop, inside and outside (journey on workshop 8 site) 40 hrs

ASSESSMENT

Continuous evaluation on all activities.

ARTICULATION WITH OTHER SEQUENCES Thesis « Territories »and « Critical analysis » m2s9-mtc & m2s9-mte An extensive rural territory - studio 8 m2s9-pr08


3rd YEAR MULTIDISCIPLINARY MEMOIR

Semesters 9 & 10 Disciplinary fields: ALLS

m2s9.mem M. AUDOUY, B. BLANCHON, C. CHOMARAT, P. FRILEUX,

C. GUÉZENGAR, L. KIMMEL, O. MARTY, M. TOUBLANC GENERAL OBJECTIVES

The studio 9 project and a final paper end the Masters program. The final paper allows the student to take some distance from the landscape project questions throught the investigation of a personnaly chosen theme. Three different approaches are proposed:

- the territory as a means to investigate the link between public policy and landscape projects (« Territory » groupe),

- the study of an existing landscape (« Critical analysis of completed projects » group), - the study of the concepts on which landscape projects are based (« Landscape architects

knowledge and know-how » group).

The program covers 2 semesters and is divided into two periods or sections: - a common curriculum of 60 hours of seminars and directed study on the three possible

approaches. This allows the students to select and develop their theme.

- the students are accompanied for their final paper through one of the three « optional » groups. This accompaniment consists in a series of methodological and thematic seminars, to which landscape professionals, artists, researchers are invited, as well as group and individual work sessions, for a total of 96 hours.

- the exercise verifies the acquisition of the methodological tools necessary to produce a final paper or master’s thesis. Depending on the subject, the final paper can be an artistic work (film, drawing, story, installation,…) accompanied by a written argumentation.

An oral exam ends the excercise. « Territory » group Objectives

- to understand how public landscape policy is elaborated, applied, re-oriented or modified within a « territory », that is to say a township, county or region. In other words the idea is to acquire a body of knowledge as well as the theoretical and critical methodological tools necessary to evaluate the pertinence of public landscape policy, whether they are conducted with ou without the help of a landscape architecte,

- to experiment how this knowledge and method can be questionned and re-deployed through an artistic or creative process,

- to question the territorial inscription of a landscape project in the sense that landscape architects understand and apply this notion. A territory is principally envisioned through its ecological, political, social and cultural dimensions. The idea is to better integrate the relationship between the landscape project and the territorial context : the natural processes, the political perspectives, the economic activities, the social and cultural situation, the individual perceptions, the changing forces that constitute and model the territory. Equally important is the questionning of the trilogy : landscape project/territorial project/societal project.

For a landscape architect student, there is a triple goal:

- to be able to defend a pertinent and original point of view concerning a given territory, a view that is not constrained by the consensual preexisting modes of expression and thought,

- to be able to play a decisive role in the conception and the application of public landscape policies as well as in the definition and development of public sector landscape realisations,

- to be able to accompany, as a significant partner, the landcape project carried by a local social and political dynamic.

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Subjects of the thematic seminars

Examples from 2008/2009 :

- Landscape practices and public sector realisations on an « grand » scale - Landscape « tool box » - Agriculture, landscape project and agricultural policy - Discourse and words as the material of an artistic (cinema, sound piece, performance, …)

and a scientific (social sciences) production - Representing large spaces - Landscape, identity and heritage projects

« LECTURE CRITIQUE DE RÉALISATIONS » Group OBJECTIVES

To identify the specific competences of the landscape designer and to be able to take a critical position

in relation to the work of landscape conception.

This optional course furthers the development of a landscape design contribution to the debates and projects on urban development. The landscape design profession now proposes a distinct approach, distinguishable from that of the planning or conventional urban design based project.

Building on the observation and the analysis of space (complemented in parallel by the school’s artistic teaching) this course aims to clarify this “landscape design” approach, by allowing certain works to speak, and by decoding and explaining the selected realizations in order to extend the reflection on this main issue.

In a direct inversion of the act of conception, where the questioning leads to the spatial production, the course aims to analyze, from the constituted form, the issues, the fundamentals and the process which have shaped it by, in particular, analyzing the different steps of contract, design, realization, management and project reception in the light of contemporary questioning.

CONTENTS

By challenging the landscape design method and its resulting realizations, the course aims to develop a critical analysis, dissecting the contemporary issue and locating the work and approach of the landscape design profession in the recent history of urban development. This reflection is based on the analysis of landscape situations which have been the subject of an identifiable design process. The specific dimensions of the landscaping approach will be analyzed; in particular taking into account issues of time and the use of a graphical conversation.

- Methodological courses based on texts and comparative studies (the question of “case studies). - Individual tutoring. - Thematic seminars gathering practitioners and researchers presenting their works or

professional experiences. Examples: common session with ENSAV “spatial, projects and publications analysis”, session “patrimony in paradox”.

- Each year, joint themes will be proposed, in particular: Housing and landscape, park systems, infrastructures and landscape, sustainable development. A specific attention will be paid to the pioneering heritage of landscape urbanism in France.

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« SAVOIR ET SAVOIR-FAIRE DU PAYSAGISTE » Group OBJECTIVES The objective is to encourage the student to analyze the savoir and savoir-faire, the knowledge and know how that is used by the landscape designer in professional practice. The concepts of the landscape that are developed by landscape designers for their projects or that are conceived by theoreticians –historians, geographers, philosophers, ecologists, etc.– will be studied in this sequence. CONTENTS

The different sessions with their concept and the author studied are as follows: « Compulsory courses »

- Introduction « Place, utopia and hétérotopie », Michel Foucault - “Sustainable development”, Brundtlant report - “Site and sub-urbanism”, Sébastien Marot - « Inventive analysis and landscaper-inhabitant», Bernard Lassus - « Form and horizon », Michel Corajoud

« Optional courses »

- « The natural contract», Michel Serres - « The practical thought», Marc Rumelhart and Gabriel Chauvel - « Nature-object and nature-project », François Ost - « The aesthetic of reception», Hans Robert Jauss « Country/landscape and artialisation »,

Alain Roger - « Oecumene, médiance and trajection », Augustin Berque - « Sound landscape», Alain Corbin - « Project of landscape, landscape designer’s project and the project of the territory», Jean-

Pierre Boutinet - « The third nature », John Dixon-Hunt - « The poetical space», Gaston Bachelard - « Maps and landscape projects», Jean-Marc Besse - « Planetary garden and garden in movement», Gilles Clément - « Agri-urbanism and urban agriculture», André Fleury and Roland Vidal - « Landscape designers and landscape invention», Françoise Dubost

« Tronc commun »

- « Lieu, utopie et hétérotopie », Michel Foucault - « Développement durable », rapport Brundtlant - « Site et suburbanisme », Sébastien Marot - « Analyse inventive et habitant-paysagiste », Bernard Lassus - « Forme et horizon », Michel Corajoud

« Approfondissement optionnel »

- « Le contrat naturel », Michel Serres - « La pensée pratique », Marc Rumelhart et Gabriel Chauvel - « Nature-objet et nature-projet », François Ost - « L’esthétique de la réception », Hans Robert Jauss « Pays/paysage et artialisation », Alain

Roger - « Ecoumène, médiance et trajection », Augustin Berque - « Paysage sonore », Alain Corbin - « Projet de paysage, projet de paysagiste et projet de territoire », Jean-Pierre Boutinet - « La troisième nature », John Dixon-Hunt – - « L’espace poétique », Gaston Bachelard – - « Cartes et projets de paysage », Jean-Marc Besse - « Jardin planétaire et jardin en mouvement », Gilles Clément - « Agriurbanisme et agriculture urbaine», André Fleury et Roland Vidal - « Paysagistes et invention du paysage », Françoise Dubost

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2.2.4. PRESENTATION OF THE YOURTH SEMESTER OF THE MASTER 2

Module AN EXTENSIVE URBAN TERRITORY In the third year, ready to tackle levels of complexity close to professional situations, students perfect their mastery of the landscape project by working with actors involved in planning. Two long workshops dealing with contemporary territorial problems in a real site, associated with inputs from different disciplines, make it possible to build new tools for understanding the relations between society and the territory. To the mastery of the spatialised project is added a grasp of the time factor and the ability to anticipate changes, some of which are certain. At the same time direct exchanges are organised in the fine arts, with artists, musicians, choreographers and filmmakers, in ecology with foresters, in construction with clients, and in human sciences with local authorities, elected representatives, planners and users. The introduction of such a dialogue, relayed by the teachers, is accompanied by an initiation to research approaches focusing on the analysis of landscape design practises and processes, replaced within their historical and philosophical context. The drafting of memoirs initiates students to research methods and analysing findings. Prof. Gilles VEXLARD is in charge of this module. The other subject are : “Public contracts”, “Light and lighting”, “computing skills”, “Journey on site”, “Multidisciplinary memoir”.

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st YEAR AN EXTENSIVE URBAN TERRITORY – studio 9


m2s10-pro9 Teacher: Gilles VEXLARD

OBJECTIVES

CONTENTS


28 students studio Practical work Lecture, conference Visites on site Personal study

68 hrs + 72 hrs

6 hrs ASSESSMENT



Last update: 67

3rd YEAR PUBLIC CONTRACTS

Semester 10 Disciplinary field: LAW

m2s10-mop Coordinator: Michel AUDOUY

OBJECTIVES

This course introduces public contracts. It continues in 4th Year in the form of a 6 days seminar: ! to provide knowledge on regulations, duties and rights of project and contract managers during

the procedure for the award of a public contract, ! to provide knowledge on new codes in public contract, on laws related to public project

management, ! an introduction to the establishment of a contract, the offer, the written administrative

documents…, ! to know how to calculate and express the project costs and professional fees…

CONTENTS

Lectures on legislation related to public project management, public contract codes, the constitution of a contract… SCHEDULE and CURRICULUM

2 groups of 20 to 25 students Workshop Practical work Lecture, conference Visites on site Personal study

28 hrs The lectures will be illustrated with professional examples

ASSESSMENT

No evaluation

ARTICULATION WITH OTHER SEQUENCES Study session “client/consultant” 11 and 12 pm-momo


3rd YEAR LIGHT & LIGHTING


m2s9-lum Coordinator: Michel AUDOUY

OBJECTIVES

- To develop a landscape project integrating the issue of light and lighting. To take into consideration the diurnal and night lighting in a development project.

- To provide basic knowledge common to the landscape and light designer.

CONTENTS

- Lectures on light (eye, optics, photometry, light, lighting, project method), examples of lighting projects.

- Practical works based on the project intentions developed in workshop 9, realization of a lighting plan, with a reference images board, following a light diagnostic (during day and night).


Workshop Practical work Lecture, conference Personal study

50 hrs 18 hrs 4 hrs ASSESSMENT Technical document with oral presentation (integrated with the workshop realization)


Computing skills m2s10-inf An extensive urban territory – studio 9 m2s10-pro9


3rd YEAR COMPUTING SKILLS

Semester 10 Disciplinary field: COMPUTER SCIENCES

m2s10-inf Teacher: Laurent DEFRANCE

OBJECTIVES

- To learn how to construct and modify complex images.

- To master page layout. CONTENTS

- Elaboration of documents for competitions (master plans, perspectives, sections).

- The treatment of pixellated images: tint area texturing, shading, light modelling, vector construction, cutting out objects, reflections.

- Presentation panel layout: size, text, image, distortion, presentation. SCHEDULE and CURRICULUM

2 groups of 20-25 students Workshop Practical work Lecture, conference Visites on site Personal study

12 hrs ASSESSMENT

Individual work. Computing work.


Light and lighting m2s10-lum


3rd YEAR 3rd YEAR JOURNEY “IN SITU”

Semester 10 Disciplinary fields: ARTISTICS STUDIES & ECOLOGY

m2s10-art Coordinators: C. GUÉZENGAR, O.MARTY

Coordinators: M. RUMELHART, G.CHAUVEL, P.FRILEUX OBJECTIVES

- The sequence comes to full circle: the question first raised to the student after his inaugural journey is raised once again: « How to take away the site?».

- Students, art and ecology teachers are gathered together, and this week creates a tension between the acuity of the “description” of a site and the freedom of the artistic “intervention”.

- Artistic sequences objectives: to create a work in a landscape, whilst respecting the setting, the significations (aesthetic, social…) and the consequences (on the inhabitants or farmers, the physical maturing process of the piece, etc…). To work on the understanding of the links between artistic practice, world comprehension and the landscape project.

- Ecology objectives: To bring together the knowledge acquired during the three years, particularly in terms of description and analysis of real spaces and landscapes. To complete and connect the collective references (substrates, flora, vegetation, land use, social organization, gardening and agronomical techniques…).

- To understand the landscaping specificities in mountain and Mediterranean territories. CONTENTS

- Touring and visits of sites that have been carefully selected during a preliminary exploratory visit.

- Meeting “on their lands” with the inhabitants and others responsible for the landscapes visited.

- Explanatory knowledge oriented by the exploratory visits and meetings, in particular on technical terms not addressed beforehand (for example open space management).

- Each group of students will be allocated a part of a site located around the accommodation. Each group will survey, understand and describe it. They will meet inhabitants and farmers before creating, in situ, the artistic intervention.


Visit, workshop and conferences during the journey : 30 hrs 30 hrs Workshop Practical work Lecture, conference Visites on site Personal study


Evaluation of the realization and presentation at the end of the journey.



2.3. THE FOURTH YEAR IN THE ENSP, “POST-MASTER” YEAR and DIPLOMA COMPLETION DPLG

2.3.1. Presentation of the fourth year objectives and organization

Module PREPROFESSIONAL LANDSCAPE STUDY

The 4th year of the ENSP curriculum proposes a triple approach to the students, who by completing this last year of the postgraduate DPLG landscape architect Diploma will have the right to practice the profession of landscape architect. This last year of education is vocational and focused on the deepening and the implementation of knowledge and research methods (already initiated during the 3rd year) and is a period dedicated to the development of a personal work, a contribution to art of landscape and garden design. This year in the frame of a postgraduate education and research unity will be comprised of a collective work within the regional teaching studio (APR), a series of lectures and study sessions and the realization of the personal final study project (TPFE). These exercises allow the students to create a synergy between the solutions to a real project commission and their experimentations which conclude their personal curriculum at the ENSP. This 4th year will propose considerable pedagogical tutoring (conducted by the regional teaching studio teachers and the personal final study project supervisors) and specific sessions in the form of study sessions. The regional teaching studios (APR) differ from the traditional training in private offices. Each studio consists of three students, supervised by an ENSP professional teacher. They propose original solutions to the development and management of landscape and/or outdoor spaces which are the object of a commission for a study made by external partners of ENSP. In parallel to the studios, each student will complete his personal final study project (TPFE). In accordance with the ENSP strategy – to put the project at the heart of the pedagogical process-, the personal final study project is defined as a proposal for the shaping of an existing space or territory. Through this exercise, the student will demonstrate the capacities of a landscape designer in carrying out a landscape project. The Project Supervisor will supervise and assist the student in his researches and the methods developed. The tutoring includes the work monitoring, visits to the study territory and the participation in the jury. Others courses will complete the DPLG 4th Year curriculum: 6 study sessions (consisting of one day each) will be organized on themes directly related to the TPFE and APR topics. 4 of the study sessions are compulsory and will be the object of a ‘reactive contribution’ realized by the students. A study session “Philosophy” (five days) will be organized to allow the students to define with rigour the issues raised in their TPFE. Study session lasting three days will be organized twice in the year to challenge the specificities of the exchanges between client and consultant in the field of the realization of landscape studies and project. Session on Communication skills will also be organized to assist the students in the communication of their project in particular in their exchanges with partners and other interlocutors.

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4th YEAR STUDY JOURNEY

Semester 11 Disciplinary fields: LANDSCAPE PROJECT AND PLANNING

pm-voy Coordinator: Mongi HAMMAMI

OBJECTIVES

- The study voyage constitutes the first main step, with pedagogical impulsion, of the 4th Year curriculum and a great opportunity for pre-professional ressourcement. The voyage is compulsory for the 4th year students. The acquisition, the deepening and the updating of knowledge through site visits will allow the students, during four days, to share a rich and complex experience.

- The study voyage will be organized at the beginning of the 4th year. It constitutes a great opportunity to explore culture of projects and to analyze reference towns. According to the selected destination, a general thematic will be defined with a detailed program in relation with the challenges linked to the project and contract management of each metropolis. (2006: Bordeaux, 2007: Strasbourg and Freiburg, 2008: Lyon and its region…) The trip will also be organized in relation with the thematic developed in the regional teaching workshops (APR) and the personal final study project (TPFE).

- During the study voyage, the students will meet different professional actors: city planners, political authorities, territories managers, associations, artists…and learn from their operational practices. The voyage aims to understand the logics of the cities development strategies by visiting different projects in urban and rural environment and by using different moving modes (bus, boat, tramway, foot, bicycle…).

- The student will enhance his reflections and develop his critical analysis capacity. The objective is to train him to the development of his personal positioning and to encourage the creation of original and innovative ideas.

- During the trip, each group of students will, progressively, cross and experiment the different spheres of expertise of the landscaper on different scales on the territory and will propose a critical report of it.

CONTENTS

- Visits and conferences (in the field and in classes) will be conducted by project planner (architect, city planner, and landscaper), urban manager, academic, artist, engineer… The sessions will involve different moving modes and will cross different professional approaches. The sequence is based on pedagogical exchanges between the professional participants and the students.

SHEDULE and CURRICULUM

4 days including visits and conferences on main projects, completed or in process 24 hrs

ASSESSMENT

- Each group of two students will present a critical note and a report on the visited projects, in expressing their personal reflections and positions.

- Each contribution, illustrated with graphical and written documents (videos, photomontage, sketches, and texts) will be assessed by the teachers who took part to the voyage.

All these documents will constitute the collective anthology of the voyage. ARTICULATION WITH OTHER SEQUENCES

An extensive rural territory – studio 8 m2s9-pro8

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4th YEAR STUDY SESSION “CLIENT/CONSULTANT”


pm-momo Coordinators: Pascal AUBRY, Michel AUDOUY

OBJECTIVES

- To understand what is a public contract; to identify the relations between a consultant and his client and a consultant and the landscape contractor, the regulatory framework and the rights and duties that are associated with it, the limits of each intervenant, the mission of project management, the contract contents and how to implement its different clauses.

- The seminars will be illustrated by the testimonies of clients and consultants who have realized common projects and/or landscape developments in diverse locations and contexts.

CONTENTS

- The seminar will be organized during three days, two times in the year.

- 6 mornings will be dedicated to lectures.

- 6 afternoons will be dedicated to conferences conducted by landscape professionals and representatives of contract management (often public).

- Visits to the projects realized can be organized if they concern territories close to the ENSP. SCHEDULE and CURRICULUM


42 hrs ASSESSMENT

Taking into account the place of this sequence in the curriculum, the students will be assessed on their understanding at the same time as the realization of the project linked to the regional teaching workshop (APR) and the elaboration of the personal final study project (TPFE).


Public contracts m2s10-mop Regional teaching workshop mmp-apr Personal final study project (T.P.F.E.) mmp-tpfe


4th YEAR COMMUNICATION SKILLS

Semesters 1 & 2 Disciplinary fields: LANDSCAPE PROJECT and PLANNING

pm-com Coordinator: Mongi HAMMAMI

OBJECTIVES

- The course called « communication skills » is not dedicated to communication in the public relations sense, but aims to assist the students in the organization of their personal final study project (TPFE). Firstly, the students will be invited to personally define their work and present orally the theme that they have selected, in collective organized discussion with the other students.

• This first step encourages the students to organize their thinking on their selected theme, to define the basic concepts, structure a plan and make it coherent. This “presentation” of the contents is based on a “double request”, which is not only formal but also allows also the students to organize and clarify their thinking by the use of language.

• 1st request: a respect of the written word- not only as a representation of the project but as a supplementary expression which encourages a clearer reflection on the work. The writing cannot play a subordinate role compared to the graphic production and photographs which are naturally privileged by the students.

• 2nd request: a respect of the spoken word, which will prepare the students for the academic defense of their project. More than the simple preparation, it will allow the students to master the concepts and notions they will have to use, and to develop their facility in presentation and discussion, which will be essential in their professional career for their dealings with clients and local politicians.

- This first step, necessarily individualized, will be completed by sessions focusing on topics or themes, with a specific concern – small scale and large, micro and macro- on the contents. Without debating the different theories on landscape, the landscape has a double dimension: local and global, which leads us to think in term of scales and flows.

- If priority is given to the singularity of the work and the approach, the students should also be conscious of wider questions. This will encourage them to confront the different reflections: landscape, town-planning, architecture, anthropology, politics… and to valorize the dimensions of fiction and imagination.

- This constitutes an invitation to highlight decisive concepts of the contemporary debates on territories and spaces, to suggest basic reading (starting with Espacements by Françoise Choay which will be distributed to the students), to develop bibliographies, and to encourage aesthetic approaches where video (Van der Keuken…) and cinema (Antonio, Gus Van Sant, Kiarostami) should be privileged in the curriculum.

- The tutoring, alternating between collective discussion and individual approach, will be carried out by email or during meetings for the students who want to discuss their work or find bibliographic references. This is the spirit of this session, conducted by Olivier Mongin as editor and not specialist.


20 hrs (organized in 5 sessions of 4 hours) Workshop Practical work Lecture, conference Visites on site Personal study



4th YEAR STUDY SESSION « PHILOSOPHY »

Semester 11 Disciplinary fields: LANDSCAPE PROJECT & PLANNING

pm-phil Coordinator: Mongi HAMMAMI

OBJECTIVES

- The study session will confront the students with different aspects of contemporary debates on landscape (philosophy, arts, social science) and will allow them to raise a certain number of general issues during oral presentations.

CONTENTS

- Sessions are organized in two parts: Mornings will be dedicated to synthesis presentations. During the afternoon, the students will meet in groups according to the themes and issues of their diploma. The objective is to allow them to raise general issues which interest them. The presentation of each group will last 15 minutes and will be followed by a discussion. This will allow the teachers to propose theoretical and bibliographical deepening.

Examples of topics (Château-Thierry, 2008):

Conferences: - Introduction to contemporary landscaping issues - Cartography and landscape project - The issue of nature today - Space, place and public space

Titles of student presentations: - The unpredictable - How History can be a driving force in the project? - The rhythms of time - Body, perception, space - The perception in moving - City/ Nature - Making the city, what place for nature? - Water and city in the world - The undetermined, a process to build a city - The scales for action - Vocation and site - Tourism and sites protection

SCHEDULE and CURRICULUM 40 hrs scheduled in January (during 5 days)




4th YEAR CYCLE OF CONFERENCES

Semesters 11 & 12 Disciplinary fields: LANDSCAPE PROJECT AND PLANNING

pm-conf Coordinators: Mongi HAMMAMI & Joël RICORDAY

OBJECTIVES

- Each conference will raise a major issue selected for relevance to the personal final study projects and the regional teaching workshops.

- The themes are constructed around diverse issues: places, connections and public spaces, the traces of passage & activity, the eco-areas as landscape project, landscape and mobility inventions, the forest, city and landscape… More than 40 professional experts will take part in the cycle of conferences.

- Each conference will combine objectives and challenges closely linked to the subjects developed by the different participants.

- The conferences aim to enhance exchanges of professional experiences and to involve the 4thYear students and the invited public during the questions-debate and the round table.

- The cycle of conferences with its multidisciplinary and international objectives, encourages participant exchanges and the collaborations between different fields, different continents in order to enhance the sharing and the reciprocity of new knowledge.


- For each conference, five professionals, with different approaches of the general theme raised, will be invited. 45 minutes will be allocated to each invitee and 20 minutes dedicated to discussion. An expert moderator will animate the conference and the debate.


6 conferences, lasting around 8 hours will be scheduled: 4 in Versailles, 2 in Marseilles. Each student will attend compulsory minimum of 4 conferences

Workshop Practical work Lecture, conference Visits on site Personal study

ASSESSMENT

- Each student will produce a « reactive contribution », establishing a personal position and a critical commentary on 4 of the conferences attended.

- The conferences will be filmed and referenced with the objective of publishing the different acts of exchanges.



4th YEAR REGIONAL TEACHING WORKSHOP

Semesters 11 Disciplinary fields: LANDSCAPE PROJECT AND PLANNING EXPERIENCE OF A PROFESSIONNAL SITUATION

pm-apr Coordinator: Pascal AUBRY

OBJECTIVES

- To give students the opportunity to experience a real professional situation at the heart of the current landscaping issues.

- To encourage the students to propose solutions to real social demands.

- To satisfy two pedagogical objectives: to train the students in the field and propose to the external partners original and specific solutions to their demands.

- To promote a global approach towards landscaping issues. CONTENTS

- The regional teaching workshops differ from the classical student work experience in private offices. Each workshop will be conducted by three students, who will be supervised by an ENSP landscape teacher.

- More than a project, constituting a response to a social demand in the form of a specific contract, the workshops constitute, for the ENSP and its partner, a great opportunity to develop a partnership for education and research. This partnership may not be limited to one year only and can be the base for a multiannual action program.

- The students will experience professional practice and will develop in their exchanges with the local partners, a project which will integrate the landscape in a development process. The observation of the landscapes in the studied territories will be used to analyze the data, to identify issues and to propose, to the partners and the local interlocutors, orientations for the valorization of the landscapes in their global nature. The exchange of knowledge related to these landscapes will constitute a common reference database, even a common vocabulary, to enhance discussions and debates on issues and challenges related to landscape.

- At the end of the session, the students will present proposals taking in consideration the landscape elements, justifications of the development orientations, and landscaping definitions or translations of the projects.


98 hrs of monitoring in workshop (including 30 collective hours in ENSP) Around 240 hrs of personal work dedicated to the project workshop and the field: coordination,

research in archives and documentation centers, interviews with resource persons and opinion formers, presentation meeting…Practical work.

ASSESSMENT

- The group of students will submit regularly their works to a monitoring commission supervised by the external partner. The exchanges and confrontations with the partner expectations will nourish the reflections in the framework of the pedagogical committees organized by the ENSP. These committees will gather together all the students and teachers concerned by the workshops four times during the semester.

- The teacher supervising the workshop and the partner representative will assess the work of the group after a general evaluation realized collectively.


The workshops are linked to the knowledge and savoir-faire learned during the first three years. They aim to enhance the questioning that faces each student in his personal final study project (see TPFE).


2.3.2. Presentation of DIPLOMA DPLG

The last semester of our post-master level is for the students time for elaborating their diploma to obtain the French DPLG Diploma.

This is a Governemental State Diploma of Higher Education.

The students choose themselves their subject and site for their diploma.

The jury consists of minimum five persons (landscape architects, teachers and external personalities).

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4th YEAR PERSONAL FINAL STUDY PROJET

Semesters 11 & 12 Disciplinary fields: LANDSCAPE PROJECT and PLANNING

pm-tpfe Coordinator: Mongi HAMMAMI

OBJECTIVES

- The personal final study project allows the student to apply on a territory, the skills learnt during the 4 years and to develop the reflections and the questioning addressed throughout the curriculum. The students are expected to demonstrate their capacity to identify the site potentialities, to develop hypotheses or work postulates, to argue and defend proposals or projects in a multi themed approach identifying qualities of the study site and proposing inventive solutions bringing sense and coherence.

- Initiative, creativity and personal positioning will be important, equally the capacity for team reflection.

- To enhance the capacity of the student to master and apply, in a relevant and autonomous way, the knowledge and methods learnt during the studies (design, project tools, graphic and written expression, back and forth between scales…)

- To develop the student’s capacity for critic analysis, synthesis and design in the context of a landscape project based on a real site;

- To assess the quality of the student’s work and the capacity to present and defend proposals during a public presentation.

CONTENTS

- The student will submit a theme for the final study project, in relation with the courses followed in the curriculum. The topic proposed should lead to a “projectual” approach on a clearly defined study territory. Based on in-depth research, the student will develop the project brief.

- The student will be supervised by a studies Director. Collective pedagogical sessions - seminars, conferences, multidisciplinary courses, pre-jury…. - will also be organized in order to foster maturity in the work and verify the methods developed by the students.

- In-depth investigations on different modes: sensibility, artistic (graphic and written tools), geographical, ecological, economical, political and cultural…

- Imagination and design of a landscape project in relation with the realities of the study territory.


26hrs of personalized tutoring, including 2 collective days of «pre-jury» organized in February and May of each year . Around 240hrs of personal work.

ASSESSMENT

- Elaboration and production of written and graphic documents presenting the investigations and the proposals.

- Individual oral presentation in front of a final jury (session organized beginning of July ). ARTICULATION WITH OTHER SEQUENCES

Study session “Philosophy” pm-phil Communication skills pm-com Cycle of conferences pm-conf


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