Theory and Tools: Understanding, Valuing, and Perpetuating the Existing Built Environment

Language

French

Main themes

Many buildings have been conceived and built with a long-term vision. As carriers of heritage (and perhaps emotions) for future generations, these buildings are also capable of being re-evaluated and of contributing to contemporary challenges such as circular economy and energy and resource efficiency. This learning unit introduces students to the approaches and methodologies appropriate for engaging with the existing built environment, aiming to achieve the following objectives:

• Specify the scope of the “existing”: environment, vegetation, architecture, .... Vegetal and architectural components are now both considered as material and immaterial resources that must be integrated into design.
• Contextualize the importance and necessity of considering the existing built environment as worthy of interest, even in its most modest contribution (e.g. vernacular or functional architecture)
• Revisit the philosophical foundations and provide theoretical notions for built cultural heritage (e.g. restoration theories)
• Introduce students to preliminary studies necessary to acquire a sound understanding of the existing situation (historical overview, physical condition, value assessment: qualities and values)
• Identify material issues, regulatory requirements, and compliance constraints to be addressed
• Develop a working method for projects involving conservation, renovation, conversion, rehabilitation, or restoration of the existing built environment

Learning outcomes

At the end of this learning unit, the student is able to :

Understand an existing building from both material and immaterial perspectives Formulate and justify the qualities and potentials of a site and its buildings Reimagine approaches: critically assess norms, adapt lifestyles to the existing built environment, prioritize concepts of frugality and resilience, letting conventional construction practices evolve

Faculty or entity

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