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 ...................................
2.2.1. Presentation of the first semester (M1) objectives and organization
Module “Suburban landscape” ..........................................................................
2.2.2. Presentation of the second semester (M1) objectives and organization
Module “Mutation of countryside”...................................................................
2.2.3. Presentation of the third year in the ENSP (M2, third and fourth year)
Module “Designing with natural systems”.....................................................
2.2.4. Presentation of the third year in the ENSP (M2, third and fourth year)
Module “An extensive urban territory” ..........................................................
35
35
47
56
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.
2
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.
3
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 reexamined 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
4
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.
5
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 teacherresearchers of the establishment in relation with the doctoral school (ABIES).
6
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…)
7
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.
8
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”
Last update : November 2008
l3s5-art
m1s7-urb
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
Last update: November 2008
l3s5-pro1
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,
Personal study
journey
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
« How to take away the site»
Last update : November 2008
l3s5-voyi
m1s7-urb
l3s5-art
12
1st YEAR
Semester 5
LANDFORM and EARTH WORK – Studio 2
Disciplinary field: PROJECT
l3s5-pro2
Teacher: Gilles VEXLARD
OBJECTIVES
CONTENTS
SCHEDULE and CURRICULUM
Workshop
82 hrs
Practical work
All students
Lecture, conference
Visites on site
6 hrs
Personal study
ASSESSMENT
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.
ARTICULATION WITH OTHER SEQUENCES
Last update:
13
1st YEAR
DESCRIPTIVE (technical drawing)
Semester 5
Disciplinary field: PROJECT
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.
SCHEDULE and CURRICULUM
Workshop
Practical work
15 hrs
All students
Lecture, conference
24 hrs
Visites on site
3 hrs
Personal study
ASSESSMENT
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.
ARTICULATION WITH OTHER SEQUENCES
Fundamental techniques
Philosophical history of gardens and landscapes
Visits and landform
Landform and earth work – project studio 2
Last update: November 2008
l3s5-tech
l3s5-phil
l3s5-rel
l3s5-pro2
14
1st YEAR
Semester 5
COMPUTING SKILLS
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.
SCHEDULE and CURRICULUM
2 groups of 20 to 25 students
Workshop
Practical work
Lecture, conference
Visites on site
24 hrs
Personal study
ASSESSMENT
Individual work
Computer graphic presentations
ARTICULATION WITH OTHER SEQUENCES
Landform and earth work – project studio 2
Fundamental techniques
Descriptive
Last update: November 2008
l3s5-pro2
l3s5-tech
l3s5-desc
15
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.
SCHEDULE and CURRICULUM
Workshop
Practical work
30 hrs
Lecture, conference
12 hrs
Visites on site
9 hrs
Personal study
ASSESSMENT
Attendance and commitment.
For the practical works: observation, measurement, drawing, commented photos, comparison and
synthesis scheme.
ARTICULATION WITH OTHER SEQUENCES
Landform and earth work – project studio 2
Descriptive
Last update: November 2008
L3s5-pro2
l3s5-desc
16
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?
SCHEDULE and CURRICULUM
Workshop
Practical work
24 hrs
All students
Lecture, conference
33 hrs
Visites on site
15 hrs
Personal study
ASSESSMENT
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
Site work, fabrication, drawing
Last update : Novembere 2008
l3s5-vis
l3s5-art
17
1st YEAR
VISITS TO GARDENS
Semester 5
Disciplinary field: TECHNIQUE
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.
SCHEDULE and CURRICULUM
Workshop
Practical work
Lecture, conference
Visites on site
24 hrs
Personal study
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
In situ, fabrication, drawing
Fundamental techniques
Last update : November 2008
l3s5-phil
l3s5-art
l3s5-tech
18
1st YEAR
Semester 5
l3s5-rel
VISITS AND LANDFORM
(Understand the natural space?)
Disciplinary fields: GEOMORPHOLOGY, GEOLOGY,
PHYTOECOLOGY, PEDOLOGY,
NATURAL HISTORY, ETHNO ECOLOGY
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.
SCHEDULE and CURRICULUM
Workshop
Practical work
18 hrs
Lecture, conference
Visites on site
12 hrs
Personal study
ASSESSMENT
Excursions: individual report.
Practical work: morphological sketch and block diagram.
ARTICULATION WITH OTHER SEQUENCES
Multidisciplinary journey
Last update: 19th November 2008
l3s6-voyp
20
1st YEAR
Semester 5
NURSERY RESOURCES
(knowledge and use of plant materials)
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
Workshop
Practical work
Lecture, conference
12 hrs
Visites on site
12 hrs
Personal study
ASSESSMENT
Individual report.
ARTICULATION WITH OTHER SEQUENCES
Other sequences on knowledge and use of plants (1°, 2° and 3° years)
Botany studies
Last update : November 2008
l3s5-art
m1s7-urb
….. 21
1st YEAR
Semesters 5 & 6
GARDENING IN THE “POTAGER DU ROI”
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.
CONTENTS and/or SEQUENCE ORGANIZATION
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.
SCHEDULE and CURRICULUM
Workshop
Practical work
42 hrs
Lecture, conference
several
Visites on site
Personal study
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.
ARTICULATION WITH OTHER SEQUENCES
Site work, fabrication, drawing
Last update : November 2008
l3s6-art
22
23
2.1.2.
organization
Presentation
of
the
second
semester
objectives
and
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.
SCHEDULE and CURRICULUM
Studio in-out
Practical work
Lecture, conference
Project 39 hrs
6 hrs
Ecology 9 hrs
18 hrs
3 hrs
Visites on site
6 hrs
12 hrs
Personal study
ASSESSMENT
- Developed sketch (by group, adjustable individually).
- Commitment to the workshop (individual).
- Commitment to the working site (individual).
- Production for the final presentation (individual).
ARTICULATION WITH OTHER SEQUENCES
Nursery resources (knowledge and use of plant materials)
Arts: “The plant” 1st Year
Last update 18th December 2008
l3s5-pepi
l3s5-art
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
Workshop
Practical work
30 hrs
All students
Lecture, conference
Visites on site
6 hrs
Personal study
ASSESSMENT
From now on, one of the (individual) assessments of the studio 3.
ARTICULATION WITH OTHER SEQUENCES
Bringing in the living - studio 3
Botany
Training period in a professional office
Last update: 19th November 2008
l3s6-pro3
l3s6-sta
27
1st YEAR
Semester 6
CONSTRUCTION, DRAWING
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.
SCHEDULE and CURRICULUM
Lecture, workshop inside and outside
Workshop
Practical work
Lecture, conference
Visites on site
33 hrs
3 hrs
6 hrs
Personal study
ASSESSMENT
Continuous evaluation on all activities.
ARTICULATION WITH OTHER SEQUENCES
Gardening in the Potager du Roi
Project/Ecology «Bringing in the living » - studio 3
The « Landscaper notebook»
Last update: 19th November 2008
l3s5-jar
l3s6-pro3
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
6 hrs
Professional
training
60 hrs
ASSESSMENT
Personal research, writing of the « motivation » letter .
After the training, synthesis report and oral presentation during a round table.
ARTICULATION WITH OTHER SEQUENCES
Landform and Earth work - studio 2
Bringing in the living – studio 3
Technical teaching
Last update: November 2008
l3s5-pro2
l3s5-pro3
l3s5-tech
29
1st YEAR
Semester 6
READING THE LANDSCAPE
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)...
SCHEDULE and CURRICULUM
2 days of visit on the field
Studio
Practical work
Lecture, conference
Visites on site
30 hrs
18 hrs
12 hrs
Personal study
ASSESSMENT
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.
ARTICULATION WITH OTHER SEQUENCES
Reading the landscape
Multidisciplinary journey
Visits and landform
From the territory to the landscapes (cantonal study)
Last update: November 2008
l3s6-bat
l3s6-voyp
l3s5-rel
m1s7-ter
30
1st
MULTIDISPLINARY JOURNEY
(reading the landscape and technical
and project references)
YEAR
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 (ethnoecology 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
Workshop
Practical work
All students
Lecture, conference
Visites on site
24 hrs
Personal study
ASSESSMENT
Student’s report of their journey.
ARTICULATION WITH OTHER SEQUENCES
Visits and landform
From the territory to the landscapes (cantonal study)
Last update: 19th November 2008
l3s6-rel
m1s7-ter
31
1st YEAR
Semester 6
URBAN ANALYSE
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.
SCHEDULE and CURRICULUM
Workshop
Practical work
All students
Lecture, conference
8 hrs
Visites on site
10 hrs
Personal study
3 hrs
ASSESSMENT
Individual work: written and graphic works of a selected element (text and sketch).
ARTICULATION WITH OTHER SEQUENCES
Urban public spaces – studio 4
Last update: November 2008
l3s6-pro4
32
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).
SCHEDULE and CURRICULUM
2 groups of 20 to 25 students
Studio
Practical work
Lecture, conference
Visites on site
72 hrs
9 hrs
6 hrs
Personal study
ASSESSMENT
Individual evaluation according to a model of 5 criteria.
ARTICULATION WITH OTHER SEQUENCES
Knowledge of hard landscaping materials
Urban analyse
Last update: December 2008
l3s6-mat
l3s6-bat
33
1st YEAR
Semester 6
KNOWLEDGE OF HARD LANDSCAPING MATERIALS
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.
SCHEDULE and CURRICULUM
Workshop
Practical work
24 hrs
Lecture, conference
6 hrs
Visites on site
6 hrs
Personal study
ASSESSMENT
Individual work.
ARTICULATION WITH OTHER SEQUENCES
Urban public spaces – studio 4
Last update: 19th November 2008
l3s6-pro4
34
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
21 hrs
27 hrs
12 hrs
Personal study
(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.
ARTICULATION WITH OTHER SEQUENCES
Site work, fabrication, drawing
Suburban periphery – studio 5
Landscape and habitat - studio 6
Last update: November 2008
m1s7-art
m1s7-pro5
m1s7-pro6
37
2nd YEAR
EUROPEAN WORKSHOP
Semester 7
Disciplinary field: ALLS
m1s7-prow
Coordinator: Karin HELMS
OBJECTIVES
CONTENTS
SCHEDULE and CURRICULUM
Workshop
30 hrs
Practical work
All students
Lecture, conference
Visites on site
3 hrs
Personal study
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
72
3 hrs
3 hrs
Personal study
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
Ecology studies
European Workshop
Last update: December 2008
m1s7-urb
m1s7-prow
39
2nd YEAR
“LANDSCAPE and HABITAT” – Studio 6
Semester 7
Disciplinary field: PROJECT
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
Ecology education
Computing skills
Infrastructure and materials
References in urban landscape
Fine arts « hands in the pocket »
Last update: November 2008
m1s7-hyd
m1s7-inf
m1s7-mat
m1s7-urb
m1s7-art
40
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
50 hrs
Personal study
ASSESSMENT
Individual evaluation on the oral presentation of the studio 6 works.
Reading report on an English landscaper author.
ARTICULATION WITH OTHER SEQUENCES
« Landscape and habitat » project studio 6
International Workshop
Last update: November 2008
m1s7-pro6
41
2nd YEAR
Semester 7
URBAN HYDROLOGY
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.
SCHEDULE and CURRICULUM
studio
Practical work
36 hrs
All students
Lecture, conference
18 hrs
Visites on site
Personal study
ASSESSMENT
Specific documents produced as part of project studio 6.
Oral presentation during the evaluation session.
ARTICULATION WITH OTHER SEQUENCES
Computing skills
« Landscape et habitat » - studio 6
Last update:November 2008
m1s7-inf
m1s7-pro6
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).
SCHEDULE and CURRICULUM
Workshop
Practical work
24 hrs
2 groups
Lecture, conference
Visites on site
Personal study
ASSESSMENT
Individual work.
Computing work.
ARTICULATION WITH OTHER SEQUENCES
Landscape and habitat – studio 6
Constructions and infrastructures
Last update: November 2008
m1s7-pro6
m1s8-mat
43
2nd YEAR
INFRASTRUCTURE AND MATERIALS
Semester 7
Disciplinary field: TECHNIQUE
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
Workshop
Practical work
12 hrs
All students
Lecture, conference
12 hrs
Visites on site
3 hrs
Personal study
ASSESSMENT
Evaluation in the frame of the final workshop work.
ARTICULATION WITH OTHER SEQUENCES
« Landscape and habitat » studio 6
Computing skills
m1s7-pro6
m1s7-inf
44
Last update: November 2008
2nd YEAR
SITE WORK, FABRICATION, DRAWING
Semester 7
Disciplinary field: ARTISTIC STUDIES
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
ASSESSMENT
Continuous evaluation on all activities. Visites on site
Personal study
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
Semester 7
m1s7-ter
FROM THE TERRITORY TO THE LANDSCAPE
(CANTONAL STUDY)
Disciplinary fields: GEOGRAPHY, SOCIOLOGY, LAW,
GEOMORPHOLOGY, GEOLOGY, ECOLOGY
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
54 hrs
36 hrs
2 weeks
Personal study
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
«
What countryside?
» - studio
7 and Ecology studies
Training period in a professional office
Last update : December 2008
l3s5-rel & l3s6-lec
m1s8-pro7
m2s9-sta
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
Semester 8
MULTIDISCIPLINARY JOURNEY IN EUROPE
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
24 hrs
Personal study
ASSESSMENT
No evaluation but the voyage is compulsory.
ARTICULATION WITH OTHER SEQUENCES
With the sequences of the M1 first or second semesters.
Last update: 19th November 2008
49
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
Workshop
Practical work
All students
Lecture, conference
6 hrs
Visites on site
12 hrs
Personal study
ASSESSMENT
Written reformulation of the staff answer to a written question
ARTICULATION WITH OTHER SEQUENCES
«Bringing in the living » - studio 3
Visits and landform
Multidisciplinary journey
Knowledge & use of plants (woodland edges)
Forestry & bioengineering (use of plants)
Last update: 12 Jauary 2009
l3s6-pro3
l3s5-rel
l3s6-voyp
m1s8-lis
m2s9-boi
50
2nd YEAR
Semester 8
SITE WORK, FABRICATION, DRAWING
Disciplinary field: ARTISTIC STUDIES
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
ARTICULATION WITH OTHER SEQUENCES
Last update: November 2008
51
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.
CONTENTS and/or SEQUENCE ORGANIZATION
- 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.
SCHEDULE and CURRICULUM
Workshop
Practical work
12 hrs + 3 hrs
In group of 3 students
Lecture, conference
Visites on site
3 hrs
12 hrs
Personal study
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.
ARTICULATION WITH OTHER SEQUENCES
“Bringing in the living” – studio 3
“What countryside” – studio 7
Last update: November 2008
l3s6-pro3
m1s8-pro7
52
2nd YEAR
“WHAT CONTRYSIDE ?” – Studio 7
Semester 8
Disciplinary field: PROJECT
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).
SCHEDULE and CURRICULUM
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).
ARTICULATION WITH OTHER SEQUENCES
From the territory to the landscape (cantonal study)
Knowledge & use of plants (woodland edges)
Last update: 19th November 2008
m1s7-ter
m1s8-lis
53
2nd YEAR
CONSTRUCTIONS AND INFRASTRUCTURES
Semester 7
Disciplinary field: TECHNIQUE
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
4,5 hrs
13,5 hrs
3 hrs
Personal study
ASSESSMENT
Attendance.
Commitment and participation to the practical work: in metalwork, bamboo, wood or concrete.
ARTICULATION WITH OTHER SEQUENCES
« What countryside ? » - studio 7
Infrastructures and materials
Computer skills
Last update: November 2008
m1s7-pro7
m1s7-mat
m1s7-inf
54
2nd YEAR
Semester 8
TRAINING PERIOD IN A PROFESSIONAL OFFICE
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
Year conference
1 and 2In group Visites
of 20 toon
25site
studentsPersonal study
Workshop
Practical
workbetween
Lecture,
60 to 180 hrs
ASSESSMENT
Work experience research, report and power-point
Oral presentation
ARTICULATION WITH OTHER SEQUENCES
« What countryside? » - studio 7
From the territory to the landscape (cantonal study)
Last update : November 2008
m1s8-pro7
m1s7-ter
55
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
Semester 9
Disciplinary field: PROJECT
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
Studio
Practical works
72 hrs + 72 hrs
28 students
Lectures,conferences
Visits on site
3 hrs
27 hrs
Professional training
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
Last update : November 2008
58
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
Workshop
Practical work
Lecture, conference
24 hrs
12 hrs
Tutoring on site and during the workshop
Visites on site
Personal study
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
Last update : November 2008
m2s9-pro8
59
3rd YEAR
FORESTRY & BIOENGINEERING (use of plants)
Semester 8
Disciplinary field:
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
Semester 9
MOVING
Disciplinary field: ARTISTIC STUDIES
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 »
An extensive rural territory - studio 8
Last update : November 2008
m2s9-mtc & m2s9-mte
m2s9-pr08
61
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.
62
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.
63
« 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», JeanPierre 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
64
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”.
65
st YEAR
AN EXTENSIVE URBAN TERRITORY – studio 9
Semester 10
Disciplinary field: PROJECT
m2s10-pro9
Teacher: Gilles VEXLARD
OBJECTIVES
CONTENTS
SCHEDULE and CURRICULUM
28 students
studio
Practical work
Lecture, conference
Visites on site
Personal study
68 hrs + 72
6 hrs
hrs
ASSESSMENT
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.
ARTICULATION WITH OTHER SEQUENCES
Last update:
67
3rd YEAR
Semester 10
PUBLIC CONTRACTS
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
28 hrs
The lectures will be illustrated with professional examples
Personal study
ASSESSMENT
No evaluation
ARTICULATION WITH OTHER SEQUENCES
Study session “client/consultant”
Last update : November 2008
11 and 12 pm-momo
68
3rd YEAR
LIGHT & LIGHTING
Semester 10
Disciplinary field:
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).
SCHEDULE and CURRICULUM
Workshop
Practical work
50 hrs
Lecture, conference
18 hrs
Personal study
4 hrs
ASSESSMENT
Technical document with oral presentation (integrated with the workshop realization)
ARTICULATION WITH OTHER SEQUENCES
Computing skills
An extensive urban territory – studio 9
Last update : November 2008
m2s10-inf
m2s10-pro9
69
3rd YEAR
Semester 10
COMPUTING SKILLS
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
12 hrs
Personal study
ASSESSMENT
Individual work.
Computing work.
ARTICULATION WITH OTHER SEQUENCES
Light and lighting
Last update : November 2008
m2s10-lum
70
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.
SCHEDULE and CURRICULUM
Visit, workshop and conferences during the journey : 30 hrs
hrs
Workshop
Practical work
Lecture, 30
conference
Visites on site
24 hrs
33 hrs
15 hrs
Personal study
ASSESSMENT
Evaluation of the realization and presentation at the end of the journey.
ARTICULATION WITH OTHER SEQUENCES
Last update : November 2008
71
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.
72
4th YEAR
Semester 11
STUDY JOURNEY
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
Last update: January 09
m2s9-pro8
74
4th YEAR
STUDY SESSION “CLIENT/CONSULTANT”
Semester 11
Disciplinary field: PROJECT
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
Workshop
Practical work
All students
Lecture, conference
42 hrs
Visites on site
Personal study
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).
ARTICULATION WITH OTHER SEQUENCES
Public contracts
Regional teaching workshop
Personal final study project (T.P.F.E.)
Last update : January 2009
m2s10-mop
mmp-apr
mmp-tpfe
75
4th YEAR
Semesters 1 & 2
COMMUNICATION SKILLS
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.
SCHEDULE and CURRICULUM
20 hrs (organized in 5 sessions of 4 hours)
Workshop
Practical work
Lecture, conference
Visites on site
Personal study
ARTICULATION WITH OTHER SEQUENCES
Last update : January 2009
76
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)
Workshop
Practical work
Lecture, conference
Visites on site
Personal study
ARTICULATION WITH OTHER SEQUENCES
Last update : January 2009
77
4th YEAR
Semesters 11 & 12
CYCLE OF CONFERENCES
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.
CONTENTS and/or SEQUENCE ORGANIZATION
- 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.
SCHEDULE and CURRICULUM
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.
ARTICULATION WITH OTHER SEQUENCES
Last update : January 2009
78
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.
SCHEDULE and CURRICULUM
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.
ARTICULATION WITH OTHER SEQUENCES
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).
Last update : January 2009
79
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).
80
79
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.
SCHEDULE and CURRICULUM
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”
Communication skills
Cycle of conferences
Last update : January 2009
pm-phil
pm-com
pm-conf
81
82