THE URBAN, THE SUPRA URBAN, THE PERI URBAN, THE SUB URBAN: DENDERMONDE CASE
Tomas Ooms; Marc Dujardin, Steven Geeraert, Sis Pillen, Chistophe Polack, Bart Van Gassen, ntb
Introduction: objectives and content
A FRAMEWORK: IN FLANDERS
Like any densely-populated region, Flanders is a heterogenic amalgam of spatial forms: urban, landscape, peri-urban, sub-urban, waterscapes, non-defined, ill-defined, over-defined, over-programmed, under-programmed… In such regions one could say with Sarah Goodyear that:
“…the distinction between urban and rural, between cities and suburbs and countryside, is disappearing as populations boom and traditional societal structures dissolve. The borders between different ways of living are blurring. And that means “urbanization” represents something different from what it has in the past.” (Sarah Goodyear, 2014)
Together with the densification of the urban, there seems to be a tendency to ruralise the urban: green roofs and urban farming are becoming the norm. At the same time the opposite is happening in the rural areas: a bizarre heterogenic form of urbanisations is creating peri-urban landscapes skirting the city. Peri-urbanisation relates to those processes of dispersive urban growth that creates hybrid landscapes of fragmented urban and rural characteristics (wiki).
Within the MAIG14 course framework you work in a real and local setting. And you will address actual issues that are somehow exemplar for the situation of architecture and spatial problems in Flanders. In doing so, you will learn from and contribute to ongoing debates in the field of architecture and spatial reasoning. You will also stand on the lookout for the discovery of new lines of inquiry and the development of new pertinent architectural debates.
Previous years the MAIG14 course worked on issues in the Peri Urban area of Antwerp: namely Hemiksem Wilrijk, Hoboken. Last year issues of the fly-over in Gent, the case of Lot, a banal district of Sint-Niklaas and the Uitkerkse polder as endangered waterscape were addressed. Have a look at the results on http://internationalmasterofarchitecture.be/design-studios-3/ (search by studio mode form the MAIG14 courses)
This year you will work on Dendermonde. This provincial town is located on the confluence of the rivers Dender and Schelde. The town is home to 45.000 inhabitants and is knownfor the Ros Beiaard (UNESCO cultural world heritage), schools and shops. The town provides us the opportunity to explore current spatial and architectural issues such as waterscapes, banal urban districts, the landscape/urban distinction, derelict heritage, migration, urban waterfront development, affordable housing, etc
Within this framework there are 6-7 Modi, or ways of designerly approaching the issues. These will be addressed individually below.
When you sign up for the MAIG14 course you will select one of these modes or studios at the beginning of the semester. The MAIG14 has an approach with a focus on peer-learning and an intense communication between the different modi/studio’s.
The framework is supported through a series of input lectures and an intensive workshop in week 7. From week 2 until week 6
(included) there will be one or two lectures deepening the approach and subject of the framework.
7 MODI / STUDIO’S / APROACHES
Striving for a synergy between academic and practice-centred knowledge and experience, the team aims to frame and situate each design studio task within the current debate about architecture and sustainability.
The pool of teachers for this framework consists of six to seven teachers:
Marc Dujardin: Designing for Cultural Sustainability.
Bart Van Gassen, Christophe Polak, Steven Geeraert: Urban Emergent Processes.
Sis Pillen: Multiple Readings of the Urban Landscape (endangered waterscapes)
Tomas Ooms: Architectural Concept, Materiality and Detail.
All modi/studio’s work on the Dendermonde Case. Each of the modi addressed the locality in a different way with a different approach. Each of these approaches is briefly described as follows: Read more.
The final minimum output for this Framework is a A3 Booklet Portrait Folded Japanese Album style and some models. The booklet contains the following pages/subjects:
Program & Situation plan: A detailed drawing of the existing situation. With a clear indication of the build and unbuilt areas and of the materiality of the public space (streets, mineral spaces, green spaces, trees ….). (1A3) Remark: Scale to choose depending on your project: 1/2500 or 1/2000 or 1/1500 or 1/1000 or 1/500, A selection of pictures of the site (1A3), A Superposition of your intervention on the existing situation on an A3 (same scale as above). In this drawing it has to be clear what is given and what is added. This plan is made as a section through the ground floor of your buildings and/or a roof plan (1A3). A data fiche: (1A3) The area of intervention. If relevant data about demolishment.
In the case of an architectural intervention: Overview of the build program: Projected Floor/Terrain index, Projected Housing Units/ha, m² of different programs, an overview of the different types.
In the case of a Landscape intervention: Overview of the landscape program: m² of different territories, listing of different programs.
Concept and Urban section: A conceptual diagram of your intervention and a short narrative of your intervention (max. 1000 characters) (1A3). Urban sections (scale depending on the project). Sections need to be made within the same guidelines as the situation plan. Build and unbuilt areas are clearly indicated and a detailed drawing of the public space is needed. (1A3)
The centrefold document: the crucial drawing (sketch, render, diagram, axo…) that explains all.
Architectural plans and sections: For the build program: Architectural plans, sections, facades of the different proposed typologies. For the landscape program: architectural plans, sections of the different territories and elements of the design.
An Axonometric view (1A3)
Models: Overview model (1/1000 or 1/2000), Section models (1/200) Other…
Please bear in mind that the focus, type of output, number of documents etc. can differ per Modi. The info provided in the context of the Modi and teacher have priority over the abovementioned output.