{"id":2636,"date":"2022-09-15T12:48:02","date_gmt":"2020-07-02T14:25:19","guid":{"rendered":"https:\/\/archiexpo.ulb.be\/wordpress\/un-21-24-2\/"},"modified":"2022-09-22T13:47:29","modified_gmt":"2022-09-22T11:47:29","slug":"bap1-2122","status":"publish","type":"post","link":"https:\/\/archiexpo.ulb.be\/wordpress\/bap1-2122\/","title":{"rendered":"Projet d&rsquo;Architecture du Paysage &#8211; Bachelier 1"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":2646,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"jetpack_post_was_ever_published":false},"categories":[31],"tags":[],"class_list":["post-2636","post","type-post","status-publish","has-post-thumbnail","hentry","category-ateliers-21-22"],"jetpack_featured_media_url":"https:\/\/archiexpo.ulb.be\/wordpress\/wp-content\/uploads\/2022\/09\/ONLINE_Thumbnails-ateliers-paysage.jpg","grid":"{\r\n  \"colCount\": 6,\r\n  \"colGutter\": 1.5,\r\n  \"rowGutters\": [],\r\n  \"frameMargin\": 5,\r\n  \"topFrameMargin\": 10,\r\n  \"bottomFrameMargin\": 5,\r\n  \"rowAttrs\": [\r\n    {}\r\n  ],\r\n  \"bgColor\": null,\r\n  \"cont\": [\r\n    {\r\n      \"type\": \"stack\",\r\n      \"cont\": [\r\n        {\r\n          \"type\": \"text\",\r\n          \"cont\": \"<p class=\\\"_Head1\\\"><span lang=\\\"FR\\\">Projet d'Architecture du Paysage - Bachelier 1<br \/><em>Carine\u00a0<span class=\\\"NomEnsCours\\\">Jacques<\/span>, Gr\u00e9gory\u00a0<span class=\\\"NomEnsCours\\\">Mahy<\/span>, Beno\u00eet\u00a0<span class=\\\"NomEnsCours\\\">Saint\u00a0Amand<\/span>, Anne-Marie\u00a0<span class=\\\"NomEnsCours\\\">Sauvat<\/span>, Christine\u00a0<span class=\\\"NomEnsCours\\\">Sommeillier<\/span>, Val\u00e9rie\u00a0<span class=\\\"NomEnsCours\\\">Vanvynck<\/span><\/em><\/span><em><br \/><\/em><\/p>\",\r\n          \"align\": \"middle\",\r\n          \"row\": -1,\r\n          \"col\": 0,\r\n          \"colspan\": 3,\r\n          \"offsetx\": 0,\r\n          \"offsety\": 0,\r\n          \"spaceabove\": 0,\r\n          \"spacebelow\": 2,\r\n          \"yvel\": 1,\r\n          \"push\": 0,\r\n          \"relid\": 5,\r\n          \"absolute_position\": false\r\n        },\r\n        {\r\n          \"type\": \"shortcode\",\r\n          \"cont\": \"[shared_counts]\",\r\n          \"align\": \"top\",\r\n          \"row\": -1,\r\n          \"col\": 0,\r\n          \"colspan\": 2,\r\n          \"offsetx\": 0,\r\n          \"offsety\": 0,\r\n          \"spaceabove\": 0,\r\n          \"spacebelow\": 0,\r\n          \"yvel\": 1,\r\n          \"push\": 0,\r\n          \"relid\": 9,\r\n          \"shortcodeid\": 1594817278063,\r\n          \"absolute_position\": false\r\n        },\r\n        {\r\n          \"type\": \"hr\",\r\n          \"cont\": \"\",\r\n          \"align\": \"top\",\r\n          \"row\": -1,\r\n          \"col\": 0,\r\n          \"colspan\": 3,\r\n          \"offsetx\": 0,\r\n          \"offsety\": 0,\r\n          \"spaceabove\": 0,\r\n          \"spacebelow\": 0,\r\n          \"yvel\": 1,\r\n          \"push\": 0,\r\n          \"relid\": 7,\r\n          \"absolute_position\": false\r\n        },\r\n        {\r\n          \"type\": \"text\",\r\n          \"cont\": \"<p>A l\u2019heure du r\u00e9chauffement climatique, les fondamentaux et la pratique des architectes paysagistes se sont enrichis des aspects environnementaux attach\u00e9s aux milieux vivants qui constituent la base de l\u2019expression du paysage.\u00a0Le paysagiste d\u2019aujourd\u2019hui doit s\u2019inscrire dans les mutations et les grands enjeux de nos soci\u00e9t\u00e9s actuelles en s\u2019appuyant sur une bonne connaissance des contextes culturels, historiques et humains.<\/p><p>Les fils conducteurs de l\u2019atelier du 1er quadrimestre sont la perception, l\u2019espace-temps-\u00e9chelle, et la mesure de corps.<\/p><p>Trois exercices\/projets sont d\u00e9velopp\u00e9s au cours du quadrimestre, dont les objectifs p\u00e9dagogiques sont les suivants :<\/p><p>- D\u00e9velopper une meilleure compr\u00e9hension de l\u2019Espace \/Temps \/ Echelle<\/p><p>- Amener les \u00e9tudiants \u00e0 prendre conscience de leur corps et de sa relation \u00e0 l\u2019espace<\/p><p>- Encourager et d\u00e9montrer l\u2019efficacit\u00e9 de l\u2019appr\u00e9hension de l\u2019espace par le corps<\/p><p>- Mettre en avant le dessin comme outil de perception d\u2019un espace<\/p><p>- Apprendre \u00e0 lire et \u00e0 comprendre les composantes d\u2019un paysage\u00a0:<\/p><ul><li>Le socle\u00a0: topographie et hygrographie<\/li><li>Les grandes structures v\u00e9g\u00e9tales<\/li><li>L\u2019expression des activit\u00e9s humaines qui le fa\u00e7onnent<\/li><li>Le patrimoine des parcs et jardins en ville<\/li><\/ul><p>Le premier exercice vise \u00e0 amener les \u00e9tudiants \u00e0 prendre conscience de la DUALITE entre le factuel\/objectif et le ressenti\/subjectif et porte sur l\u2019\u00e9laboration d\u2019un carnet de vocabulaire des voiries urbaines.<\/p><p>Il a \u00e9t\u00e9 demand\u00e9 aux \u00e9tudiants \u00a0:<\/p><ul><li>d\u2019identifier \u00e0 l\u2019int\u00e9rieur d\u2019un p\u00e9rim\u00e8tre d\u2019\u00e9tude donn\u00e9, en l\u2019occurrence les \u00e9tangs d\u2019Ixelles, sept types de voies de circulations\u00a0: un boulevard, une avenue, une chauss\u00e9e, une rue, une impasse, une all\u00e9e et un sentier<\/li><li>d\u2019effectuer un relev\u00e9 de chaque espace de circulation<\/li><li>Sur base du livre \u2018Esp\u00e8ce d\u2019espace\u2019 de Georges P\u00e9rec, de confronter de mani\u00e8re sensible ces espaces de circulation et leurs repr\u00e9sentations mentales<\/li><\/ul><p>\u00a0<\/p><p>Le vivant est au centre de la r\u00e9flexion de l\u2019atelier du Q2 ainsi que sa relation \u00e0 l\u2019homme. Les trois dimensions spatiales sont abord\u00e9es ainsi que la temporalit\u00e9 d\u2019un projet (pass\u00e9, pr\u00e9sent, futur).\u00a0 Cette notion est essentielle d\u00e8s que l\u2019on parle de paysage puisqu\u2019il est en constante \u00e9volution.<\/p><p>Le site \u00e9tudi\u00e9 lors de ce quadrimestre, le parc de la Dyle \u00e0 Genappe, a \u00e9t\u00e9 choisi de mani\u00e8re \u00e0 amener les \u00e9tudiants \u00e0 d\u00e9velopper un projet o\u00f9 le vivant est pr\u00e9dominant en s\u2019appuyant sur une analyse du lieu. Le site pr\u00e9sente, en effet, un large potentiel de par la pr\u00e9sence d\u2019un \u00e9tang, d\u2019une zone bois\u00e9e, du Ravel et du centre ville.<\/p><p>Les \u00e9tudiants ont \u00e9t\u00e9 amen\u00e9s au travers de cet exercice \u00e0\u00a0:<\/p><ul><li>S\u2019interroger sur le fonctionnement du parc au sein de la commune de Genappe;<\/li><li>Apporter une r\u00e9ponse spatiale originale et singuli\u00e8re qui r\u00e9pond aux besoins des habitants et de la commune,<\/li><li>Analyser une partie de territoire selon ses caract\u00e9ristiques physiques et socio-culturelles\u00a0;<\/li><li>Valoriser le patrimoine naturel du site\u00a0;<\/li><li>Composer avec le v\u00e9g\u00e9tal et le vivant en prenant en compte ses dimensions spatiales et temporelles<\/li><li>Favoriser la mobilit\u00e9 douce\u00a0;<\/li><li>Poser des gestes forts et tourn\u00e9s vers l\u2019avenir en prenant en compte les contraintes environnementales.<\/li><\/ul>\",\r\n          \"align\": \"bottom\",\r\n        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class=\\\"NomEnsCours\\\">Sommeillier<\/span>, Val\u00e9rie\u00a0<span class=\\\"NomEnsCours\\\">Vanvynck<\/span><\/em><\/span><em><br \/><\/em><\/p>\",\r\n      \"align\": \"bottom\",\r\n      \"row\": 0,\r\n      \"col\": 0,\r\n      \"colspan\": 1,\r\n      \"offsetx\": 0,\r\n      \"offsety\": 0,\r\n      \"spaceabove\": 0,\r\n      \"spacebelow\": 0,\r\n      \"yvel\": 1,\r\n      \"push\": 0,\r\n      \"relid\": 5,\r\n      \"absolute_position\": false\r\n    },\r\n    {\r\n      \"type\": \"hr\",\r\n      \"cont\": \"\",\r\n      \"align\": \"bottom\",\r\n      \"row\": 1,\r\n      \"col\": 0,\r\n      \"colspan\": 1,\r\n      \"offsetx\": 0,\r\n      \"offsety\": 0,\r\n      \"spaceabove\": 0,\r\n      \"spacebelow\": 0,\r\n      \"yvel\": 1,\r\n      \"push\": 0,\r\n      \"relid\": 7,\r\n      \"absolute_position\": false\r\n    },\r\n    {\r\n      \"type\": \"text\",\r\n      \"cont\": \"<p>A l\u2019heure du r\u00e9chauffement climatique, les fondamentaux et la pratique des architectes paysagistes se sont enrichis des aspects environnementaux attach\u00e9s aux milieux vivants qui constituent la base de l\u2019expression du paysage.\u00a0Le paysagiste d\u2019aujourd\u2019hui doit s\u2019inscrire dans les mutations et les grands enjeux de nos soci\u00e9t\u00e9s actuelles en s\u2019appuyant sur une bonne connaissance des contextes culturels, historiques et humains.<\/p><p>Les fils conducteurs de l\u2019atelier du 1er quadrimestre sont la perception, l\u2019espace-temps-\u00e9chelle, et la mesure de corps.<\/p><p>Trois exercices\/projets sont d\u00e9velopp\u00e9s au cours du quadrimestre, dont les objectifs p\u00e9dagogiques sont les suivants :<\/p><p>- D\u00e9velopper une meilleure compr\u00e9hension de l\u2019Espace \/Temps \/ Echelle<\/p><p>- Amener les \u00e9tudiants \u00e0 prendre conscience de leur corps et de sa relation \u00e0 l\u2019espace<\/p><p>- Encourager et d\u00e9montrer l\u2019efficacit\u00e9 de l\u2019appr\u00e9hension de l\u2019espace par le corps<\/p><p>- Mettre en avant le dessin comme outil de perception d\u2019un espace<\/p><p>- Apprendre \u00e0 lire et \u00e0 comprendre les composantes d\u2019un paysage\u00a0:<\/p><ul><li>Le socle\u00a0: topographie et hygrographie<\/li><li>Les grandes structures v\u00e9g\u00e9tales<\/li><li>L\u2019expression des activit\u00e9s humaines qui le fa\u00e7onnent<\/li><li>Le patrimoine des parcs et jardins en ville<\/li><\/ul><p>Le premier exercice vise \u00e0 amener les \u00e9tudiants \u00e0 prendre conscience de la DUALITE entre le factuel\/objectif et le ressenti\/subjectif et porte sur l\u2019\u00e9laboration d\u2019un carnet de vocabulaire des voiries urbaines.<\/p><p>Il a \u00e9t\u00e9 demand\u00e9 aux \u00e9tudiants \u00a0:<\/p><ul><li>d\u2019identifier \u00e0 l\u2019int\u00e9rieur d\u2019un p\u00e9rim\u00e8tre d\u2019\u00e9tude donn\u00e9, en l\u2019occurrence les \u00e9tangs d\u2019Ixelles, sept types de voies de circulations\u00a0: un boulevard, une avenue, une chauss\u00e9e, une rue, une impasse, une all\u00e9e et un sentier<\/li><li>d\u2019effectuer un relev\u00e9 de chaque espace de circulation<\/li><li>Sur base du livre \u2018Esp\u00e8ce d\u2019espace\u2019 de Georges P\u00e9rec, de confronter de mani\u00e8re sensible ces espaces de circulation et leurs repr\u00e9sentations mentales<\/li><\/ul><p>\u00a0<\/p><p>Le vivant est au centre de la r\u00e9flexion de l\u2019atelier du Q2 ainsi que sa relation \u00e0 l\u2019homme. Les trois dimensions spatiales sont abord\u00e9es ainsi que la temporalit\u00e9 d\u2019un projet (pass\u00e9, pr\u00e9sent, futur).\u00a0 Cette notion est essentielle d\u00e8s que l\u2019on parle de paysage puisqu\u2019il est en constante \u00e9volution.<\/p><p>Le site \u00e9tudi\u00e9 lors de ce quadrimestre, le parc de la Dyle \u00e0 Genappe, a \u00e9t\u00e9 choisi de mani\u00e8re \u00e0 amener les \u00e9tudiants \u00e0 d\u00e9velopper un projet o\u00f9 le vivant est pr\u00e9dominant en s\u2019appuyant sur une analyse du lieu. Le site pr\u00e9sente, en effet, un large potentiel de par la pr\u00e9sence d\u2019un \u00e9tang, d\u2019une zone bois\u00e9e, du Ravel et du centre ville.<\/p><p>Les \u00e9tudiants ont \u00e9t\u00e9 amen\u00e9s au travers de cet exercice \u00e0\u00a0:<\/p><ul><li>S\u2019interroger sur le fonctionnement du parc au sein de la commune de Genappe;<\/li><li>Apporter une r\u00e9ponse spatiale originale et singuli\u00e8re qui r\u00e9pond aux besoins des habitants et de la commune,<\/li><li>Analyser une partie de territoire selon ses caract\u00e9ristiques physiques et socio-culturelles\u00a0;<\/li><li>Valoriser le patrimoine naturel du site\u00a0;<\/li><li>Composer avec le v\u00e9g\u00e9tal et le vivant en prenant en compte ses dimensions spatiales et temporelles<\/li><li>Favoriser la mobilit\u00e9 douce\u00a0;<\/li><li>Poser des gestes forts et tourn\u00e9s vers l\u2019avenir en prenant en compte les contraintes environnementales.<\/li><\/ul>\",\r\n      \"align\": \"bottom\",\r\n      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