Freek Persyn: Katalogdaten im Frühjahrssemester 2022 |
| Name | Herr Prof. Freek Persyn |
| Lehrgebiet | Architektur und Urbane Transformation |
| Adresse | Architektur u. Urbane Transformat. ETH Zürich, ONA J 25 Neunbrunnenstr. 50 8093 Zürich SWITZERLAND |
| persyn@arch.ethz.ch | |
| Departement | Architektur |
| Beziehung | Ordentlicher Professor |
| Nummer | Titel | ECTS | Umfang | Dozierende | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 052-1112-22L | Architectural Design V-IX: Informal Learning Spaces (Kaijima/Persyn)  Please register (www.mystudies.ethz.ch) only after the internal enrolment for the design classes (see http://www.einschreibung.arch.ethz.ch/design.php). Project grading at semester end is based on the list of enrolments on 1.4.22, 24:00 h (valuation date) only. This is the ultimate deadline to unsubscribe or enroll for the studio | 14 KP | 12U | M. Kaijima, F. Persyn | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | We need Informal Learning Space, why? The studio, supported by ETH Innovedum, is jointly run by the Chair of Architectural Behaviorology, the "Newrope" Chair and the Chair of Cognitive Science. It develops from research and 1:1 mock-ups of HS21 towards realizations of interventions in FS22. Students tackle 3 environments at ETH: D-ARCH studios space ONA, Library InfoCenter, and D-USYS classroom. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The general aim of the course is to propose transformation strategies for existing learning environments on the campus of ETH in order to create the appropriate conditions for reflexive learning, which is a type of learning in which one explores one's own experiences to become more conscious, open-minded, and self-critical. During HS21, our studio could understand and show that spaces for an informal exchange of knowledge, and spaces for appropriation are needed. In the coming studio FS22, students will continue to study the three existing learning spaces and develop the respective adequate methods to design and realize interventions. The aim is to adapt the space's respective conditions to their educational purposes, and to generate actors’ behaviors, on a human, material and natural level, that are richer and more lively. Students' designs are framed within a larger understanding of learning spaces, based on theoretical and historical knowledge, and attentive site observations, as much as on the exchange with users and experts, in close collaboration with other students, teaching staff and stakeholders. Students further learn and improve their practical skills in the fields of research, representation and design, 1:1 detailing and building, guided jointly by both the Chair of Architectural Behaviorology and the "Newrope" Chair of Architecture and Urban Transformation. In all phases of the course, students will study the representational formats and communication tools from both chair’s expertise, such as Architectural Behaviorology, Design in Dialogue, Decision-making processes, Actor-Network drawings, sketches, models, 1:1, films or interviews, scientific report. The learning goals correspond to the grading system of each chair. The final grade will be the average of both grades. Chair of Architectural Behaviorology: Grading percentage First mid review 30%, Second mid review 40%, Final review 30% Criteria: Understanding of Architectural Behaviorology Research Design Visualisation Structure and Material Submission delay Chair of Architecture and Urban Transformation Criteria: Clarity and Independence of Position Relevance regarding the case Depth of engagement Representation Design in Dialogue Mutual Collaboration Personal Development | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Teaching and learning methods are evolving. The complexity of our lived reality demands new sets of skills and competencies to be integrated in education, especially in architecture, which is changing from a competitive model based on individual authorship to a complex, interdisciplinary challenge. Real-world problems urge universities worldwide to invest in pedagogical approaches that support exchange and reflexive learning, i.e. constant self-reflection based on our own experiences and positions. Experimenting, testing and taking strong, sometimes diverging positions need Safe Spaces that offer professional and emotional stability to turn confrontations and discussions into productive dialogues. These include informal spaces that invite a diversity of uses, where students and staff meet, exchange and inspire each other. In order to precisely integrate collaboration, self-management, positionality and collective evaluation into the teaching and learning methodology, we need spatial configurations that enable and promote diverse and flexible behavioural settings. For this reason, we collectively aim to transform and integrate informal learning environments in three existing situations at ETH Zürich: A) Studio space of D-ARCH, ONA: 1 proposal for multiple locations. During their education, architecture students are reflecting about a diversity of spaces often without taking into consideration their own learning environments. While the first semester shed light on problems and potentials of ONA, it showed above all that we can only change it all together. This semester asks for the design of a collective process, taking into account all chairs and users to collectively think along. Students will establish a precise catalogue of measures for ETH and the owner A&A Liegenschaften, proposing design transformations of different scales and timeframes that will adapt ONA to our, and future user’s needs. How can we consolidate precise design proposals for ONA and at the same time ensure they remain open for the participation of all users? What formats of communication are needed to activate and involve a growing community? B) InfoCenter of ETH Library: 1 proposal for 1 site ETH Library offers a range of services that are unfortunately largely unknown to users. In the first semester, students made this rich offer more visible by diversifying and zoning the previously uniform and sterile space, and proposing a larger variety of furniture depending on the activity. In this semester, the aim is to draw the necessary conclusions from the previous experiments and, together with the ETH library, to continue the process of transformation, as much on a design as on an administrative level, in the form of an ETH internal SPA II application (structured project assignment). This raises the question of how to design a library that will meet the diverse needs of students, guests and readers for many years to come, while at the same time becoming a representative and contemporary place for ETH that strengthens and encourages exchange and a community spirit. C) Classrooms at CHN Building, D-USYS: several proposals for multiple locations. During the course “Tackling Environmental Problems” students of D-USYS work in close collaboration with different stakeholders for solutions of environmental issues. They are provided with several rooms of different sizes for independent group work. The first semester raised the importance of developing an awareness of the impact that the learning environment can have on learning and teaching. Instead of finalizing a definite solution, this semester will continue with testing and experimenting together with the D-USYS students and tutors on how to improve their learning environment. To this end, students will focus on designing furniture to further develop and diversify the existing ETH furniture catalog to create more physical learning environments in the classrooms and the CHN in-between spaces. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Individual work and group work, whereof at least 5 weeks group work. Introduction: 22.2.22 Intermediate crits: 16.3. / 4.5. Final crits: 31.5.22 Extra costs: CHF 200.-- per student. Schedule: Phase 1: Critical Assessment of Situation + Determination of the Design trajectory, getting acquainted with the 3 sites and previous works of HS21. Phase 2: Process Design + Design Proposals. Work on Design proposals and development of necessary (co-creative) administrative process, simultaneous tests in 1:1 scale and observation of mock-ups and users in all 3 sites. Phase 3: Translation + Finalization. Documentation, evaluation, and translation of results into a Research Report, and a collective installation of an exhibition in the Studio. Parallel to that, Finalization of process designs. Assignment and deadlines: 15.3: Project Brief, Research Drawing, Design Proposals, Research Question and Research Report* + Site A) Design and Execution of a User’s Workshop + Site B) Critical assessment of previous Designs + Site C) Critical Assessment of ETH Furniture Catalogue + 1:1 Mock-ups 03.05.: Process Design, 1:1 Mock-ups, Design of presentation format, Research Report* + Site A) Proposal Catalogue of Measures for ONA + Site B) Proposal SPA II application + Site C) Proposal Furniture Design 30.05.: Collective exhibition, 1:1 Mock-ups, Finalization of process designs, Research Report* + Site A) Catalogue of Measures for ONA + Site B) SPA II application + Site C) Furniture Design *Research Report is an individual work. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | A carefully selected collection of literature and reference projects is handed out to students at the beginning of the semester in the form of a reader and via server access. Among others: Bruno Latour, Science in Action, Harvard University Press, Cambridge, Massachusetts, 1987, Michael Taussing, I swear I saw this, The University of Chicago Press, Chicago, 2011 Lucy Kimbell, Rethinking Design Thinking:Part 1,Design and Culture Volume 3, Issue 3 pp285-306, UK, 2011, William Sandoval, Conjecture Mapping, The Journal of the learning sciences, 23:18-36,Taylor & Francis Group, 2014 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Individual work and group work, whereof at lease 5 or more weeks group work. Introduction: 22.02.22; Intermediate crits: 16.3. / 4.5. Final crits: 31.05. Extra costs: 200 CHF per student. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 052-1122-22L | Architectural Design V-IX: Studio Altstetten - A Room of Entanglements (Persyn)  Please register (www.mystudies.ethz.ch) only after the internal enrolment for the design classes (see http://www.einschreibung.arch.ethz.ch/design.php). Project grading at semester end is based on the list of enrolments on 1.4.22, 24:00 h (valuation date) only. Ultimate deadline to unsubscribe or enroll for the studio is 1.4.22, 24:00 h. | 14 KP | 16U | F. Persyn | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Densification often feels like a threat: Buildings get demolished and residents displaced, for more square meters, but not always more or a larger diversity of inhabitants. In this semester we continue working on the question how densification could be turned into an asset to tackle and renegotiate pressing socio-environmental conditions and needs without losing existing qualities of urban life. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | – Visualizing and working within complexity – Developing own (design) proposals without a very clear brief – Working collaboratively – Designing (in) relations – Strategic thinking – Developing a multilayered understanding of densification | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | We will work on Altstetten. Altstetten is one of the largest districts of Zurich, and the most populous. It lies between the foothills of Uetli- and Käferberg and has extensive and valuable landscape qualities. Moreover the district is strongly defined and structured by different infrastructures: The Highway A1, the railways and the Limmat. And the new Limmattalbahn connects the area with the larger region. During the last decade Altstetten has already undergone an immense transformation and densification. Due to its strategic location in the new “Richtplan” for Zurich – a guiding plan on a city scale for any future development – Altstetten is still designated as one of the areas with high potentials for further inner city densification. The resulting pressure and dynamism is omnipresent and many transformation projects are ongoing. These projects – like schools, housing, retirement homes – that today and in the near future shape Altstetten, are the ones we will start from. We will approach these places by looking closely and by oscillating between different perspectives: One will be a very subjective and intuitive view on the characteristics of the site and its everyday urban life. Another one an analytic yet personal perspective on the question how spatial settings influence behaviour and trigger specific reactions. And another one tries to deconstruct and challenge cultural habits and implicit societal agreements through action. All your work will grow into a collection which creates a context to inspire different stakeholders involved in urban transformation and development in Altstetten, to analyse and rethink their approach. How can additional values be integrated in the projected developments? How does or can densification contribute to a neighbourhood in transformation? What kind of design instruments and approaches can help to maximise positive effects? In her latest book “Medium Design” Keller Easterling tries to formulate alternative approaches to the world’s dilemmas and refocuses on the relation between objects, rather than on objects themselves. Inspired by this new perspective we will try to understand the mechanisms that define densification. How are current frameworks inviting to contribute to an existing landscape? Does design have the potential to become such an invitation? How can infrastructure become a new framework and pre-condition to react to? The physical environment to discuss these questions will be at the core of our studio. Together we will transform our lab at ONA into a room that is inviting and inspiring and helps us and others to transgress current ways of thinking. We imagine this room as an immersive spatial setup that encourages to think beyond the plot, to think in relations, to think in long(er) time spans, and to reconnect with the actual lives of people living and working in Altstetten. The room will be a playground to develop, test and discuss new scenarios at a 1:1 scale and in real-time. We call this space the “Room of Entanglements”. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Group work only. Introduction: 22.2.22, 9:30h, ONA Building (Dialogue Lab) Intermediate crits: Dates will follow Final crits: 30.5.-3.6.22 (date will follow) No extra costs! Assistants: Lukas Fink, Seppe De Blust, Marica Castigliano, Chloé Nachtergael. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 064-0018-22L | Research Methods in Landscape and Urban Studies: Creative, Sensory & Imaginative Approaches | 3 KP | 2K | G. Vogt, T. Avermaete, T. Galí-Izard, C. Girot, H. Klumpner, F. Persyn, C. Schmid | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | As part of the ‘Doctoral Programme in Landscape and Urban Studies’, the ‘Research Methods in Landscape and Urban Studies' seminar offers PhD students at the D-Arch an application-oriented introduction into the variety of methodologies and tools available to conduct research on the (built) environment at the urban and territorial scale. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The seminar's objective is to introduce PhD students to the multitude of research methodologies, tools, and techniques within the fields of urban studies, urban design, territorial planning and landscape architecture. Based on the conveyed knowledge, the seminar ultimately aims at enabling PhD candidates to critically assess existing methods and tools, and to refine and develop an academically sound research framework for their own studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The seminar is organised along four modules that are arranged according to the PhD classes' particular needs: A: Methodology Module >>> Introduction of a research methodology/approach by an expert + exercise and discussion / moderated by doctoral programme coordinator. (3 per semester) B: Framework Module >>> Sessions organised and conducted by doctoral programme coordinator and invited experts to develop a first overview of different theories on landscape and urban studies (with this semester a specific focus on the Anthropocene and living systems). (3 per semester). C: Techniques Module >>> Introduction into research techniques and tools / organised by doctoral programme coordinator and respective experts. These modules will make students familiar with technical aspects such as academic writing, or the the use of GIS software and visual analysis (3 per semester) D. Doctoral Reviews >>> Presentation and discussion of individual PhD projects organised by the doctoral program coordinator with external guests (2 per semester). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The online seminar is jointly organized by the coordinator of the Doctoral Programme in Landscape and Urban Studies, and the I-LUS faculty. Although located at the D-Arch, the seminar is open to all doctoral students (at ETH) who are involved or interested in research at the urban and territorial scale. This seminar is complementing the gta doctoral colloquiums on Thursday afternoons. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||