Place-based Sustainable Building

Semester & Location:	Fall 2024 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Architecture, Design, Sustainability
Corequisite Course(s):	Enrollment in an Architecture and Design core course
Faculty Members:	Kathryn Larsen and Dani Hill-Hansen (current students please use the Canvas Inbox)
Time & Place:	Mon 13:15-16:00 in V10-A23

Course Description

By examining and understanding vernacular local building typologies and materials, we can better and more holistically build our future homes and cities sustainably. This course will begin with local building history and theory, with visits to case studies in greater Copenhagen. Time will be spent creating a material journal, to log and document case studies, and also to track material experiments, development, and dead-ends. Class time will focus on engagement in material and building processes, and will involve experimentation, tests and presentation of results. Students will gain new tools of analysis, seeing what is around, locally available as potential and viable, low-impact building materials. This course will tie into and support the development of students' studio projects.

Learning Objectives

By the end of this course, you will:

• Understand how to identify and analyze local materials and construction methods
• Learn about how to apply a material driven methodology in design
• Reflect on what roles traditional, ecological knowledge and vernacular knowledge have to play in a sustainable transition
• Examine tectonics through design and model making

Faculty

Kathryn Larsen
Arkitekt MAA. Masters of Science in Architecture from TU Delft 2022. Research interests include building technology applications with biomaterials, nature inclusive design, and heritage and inclusion in architecture and design.  Principal architect of Studio Kathryn Larsen ApS. With DIS since 2022.

Dani Hill-Hansen
Arkitekt MAA. Masters in Sustainable Design Engineer from Aalborg University, CPH (2021). Masters in Architecture from Taliesin (2013). Bachelor of Science in Interior Design from Endicott College (2011). Sustainability expert, working on systems transitions projects to steer the building industry towards a safe and just space for humanity. Research and Design Manager at EFFEKT Arkitekter. With DIS since 2014.

Readings

All relevant readings will be made accessible on Canvas for students and are subject to change through the semester. Each session will have a required reading or watching that will be noted in the syllabus. Below is a list of some of these readings.

• Asquith, Lindsay, and Marcel Vellinga, editors. Vernacular Architecture in the Twenty-First Century: Theory, Education and Practice. Taylor & Francis, 2006.

• Beim, Anne, Lykke Arnfred, and Henriette Ejstrup, editors. Biogenic Construction: Materials, Architecture, Tectonics. Aarhus School of Architecture, 2020.
• Birgisdóttir, H., et al. Doughnut for Urban Development: A Manual. Edited by Dani Hill-Hansen and Kasper Guldager Jensen, The Danish Architectural Press, 2023.
• CINARK. Biogenic Construction: Strategies for a Sustainable Future. CINARK, 23 Mar. 2023, issuu.com/cinark/docs/til_issuu_23.03.2023_biogenic_construction_bg_fina. Accessed 13 Aug. 2024.https://issuu.com/cinark/docs/til_issuu_23.03.2023_biogenic_construction_bg_fina

• Heringer, Anna. The Walls Are Dancing. Louisiana Channel, https://channel.louisiana.dk/video/anna-heringer-the-walls-are-dancing.

• Manual of Biogenetic House Sections. ORO Editions, https://issuu.com/oro_editions/docs/manual_of_biogenic_house_sections_look.

• Materialepyramiden. https://www.materialepyramiden.dk/.

• Mears, Alison, and Jonsara Ruth, editors. Material Health: Design Frontiers. Lund Humphries Publishers, 2022.

• Pallasmaa J. Embodied and Existential Wisdom in Architecture_ The Thinking Hand. Body and Society. Vol. 23.1 p 96-111. 2017.pdf

• Reduction Roadmap. https://reductionroadmap.dk/.

• Watson, Julia. Lo-TEK: Design by Radical Indigenism. Taschen, 2019.

Field Studies

The field studies - both group and independent site visits - are the secondary experiential learning components of this course, after hands-on investigation. Field Studies are used as extended opportunities to illustrate and expand upon the contents of the in-class lectures, investigations, and theories.

Approach to Teaching

This course is about testing and applying theories in sustainable design, with a focus on research by doing. The structure of the class will vary from day to day. Some days might be spent outdoors sketching, or making physical tests. Other days might involve lectures, group discussions and group reflections. The goal of the course is to inspire students to identify and engage with their interests in sustainable architecture, and to give a framework for practical exploration.

 

In this course we will apply “The Double Diamond” design method as a structural framework for the semester. We’ve selected this method with the aim of facilitating a student-led research process. Why? For the simple reason that you have chosen to, in the first place, study abroad and secondly to study sustainable architecture (in this course). Both of these choices take a brave and curious student, two characteristics we hope to enhance through the semester. 

 

About the Double Diamond: It was developed by the UK Design Council in 2005 and is a widely used framework for creative problem-solving. It provides a structured approach to navigating the design process, helping designers to understand and solve complex challenges. The Double Diamond is divided into four phases, represented as two connected diamonds, which symbolize divergent and convergent thinking: Discover, Define, Develop, and Deliver.

Discover (Sessions 01- 03)

Objective: Explore the problem space and topic. 

Approach: In this initial phase, you explore the theme on a general level to begin to understand the problem by gathering insights (through readings and watching), conducting research, and exploring a wide range of inspiration. This is the divergent phase where the goal is to open up to as many ideas and perspectives as possible. 

 

Define (Sessions 04 – 06, Field Study 1)

Objective: Narrow down the focus through the exploration of tools and material cases.  

Approach: After gathering insights, the next step is to analyze and synthesize the findings to define the core problem or challenge. This is the convergent phase where the focus is on refining the design space. And problems you’d like to explore and set clear objectives as related to your final assignment.  

 

Develop (Sessions 07 - 09)

Objective: Explore potential solutions for the final course assignment.

Approach: With a clear problem defined, this phase involves brainstorming, prototyping, and iterating on various solutions. This phase is explorative and creative. It’s another divergent phase, where you experiment with different ideas and explore a broad range of possible solutions. 

 

Deliver (Sessions 10, Field Study 2, 11)

Objective: Implement and refine the final course assignment, during in-class tutorials and desk critiques. 

Approach: Finally, the best ideas are refined, tested, and implemented. This convergent phase focuses on delivering a final product or solution that addresses the problem effectively. It may also involve evaluating the outcome and iterating based on feedback during in-class work sessions.  

 

Expectations of the Students

Students are expected to show up on time for class, and engage fully with the course. There is not an emphasis on whether or not experimenting is “successful”, rather an emphasis on the student’s individual journey of exploration, curiosity and reflection on the course material. The student’s individual material journal is an important assignment that students are expected to document and share on a weekly basis for individual feedback in the class sessions. The student’s are expected to use the course as a driver for material exploration and detail implementation in their studio projects.

Evaluation and Grading

The course is evaluated based on:

Assignment	Percent
Process: Engaged Participation This course is designed to stimulate individual curiosity about the subject matter and facilitate a student-led research process. As such, we expect students to be engaged in class activities and site visits, show-up prepared and contribute to building strong discourse.	30%
Process: Material Journal Students will be given a Material Journal, which will be used to document process, learnings and exploration throughout the semester.	40%
Final Assignment: Presentation The final assignment "The Devil is in the detail" will be a material detail exploration, related to your studio assignment.	30%

You can read more about your assignments on the Module page.

Academic Regulations

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code
• DIS - Study Abroad in Scandinavia - www.DISabroad.org