Course Syllabus

Adaptive Re-use in Europe: Cities and Buildings B

Semester & Location:	Spring 2022 - DIS Copenhagen
Type & Credits:	Elective - 3 credits
Major Disciplines:	Architecture, Urban Studies, Interior Architecture
Prerequisite	None
Faculty:	Heitor Lantarón, (he/him), hgl@dis.dk
Program Director:	Henning Martin-Thomsen (he/him), ht@dis.dk
Time & Place:	Mon and Thu 14:50 - 16:10 in Fi6-Metro 102

Description of course: 

Adaptive re-use is an integral component of contemporary design practice in Europe. Conversion of urban areas and old buildings into something better suited for contemporary purposes requires knowledge of our built heritage in the broadest sense. Cultural, site-specific, and material aspects play a key role as do sustainable strategies for future proofing of our built environment. This course is about the design challenges and the wider economical, sustainable, and political issues at stake when dealing with adaptive reuse.

The course will study adaptive reuse at different scales and with different complexities.

In her book “Old Buildings, New Forms”, Françoise Bollack divides adaptive reuse projects into five categories, and illustrates each with a diagram (from left to right):  weavings, wraps, parasites, insertions and juxtapositions.

The five categories offer different examples, different challenges and different benefits, all of which must be understood by the designer.

Theoretical approaches will form part of the reading, but primarily the course offers a pragmatic view aiming to both inspire, educate and critically engage students in the practical art of adaptive reuse within the various design disciplines.

Learning objectives of the course: 

By the end of this course you will:

• have been introduced to current developments in adaptive reuse in Denmark and Europe
• have discussed and reflected on the fundamentals of adaptive reuse as a design discipline
• be able to analyze a bulding/ site to get an understanding of the relation between the old building and the new transformation and to understand the main ideas behind the conversion
• be able to reflect on the wider role and task of designers when facing adaptive reuse as a societal challenge on multiple scales (economy, sustainability, quality, identity, etc.)

Faculty:

Heitor Lantarón: Architect, Ph.D. Department of Architectural Design (DPA), ETSAM, UPM (Technical School of Architecture, Polythecnic University of Madrid). Madrid, Spain (2016). Thesis: Danish examples of Housing for the Elderly. Academic and professional interests focused on the housing challenges, related to the ageing process, by addressing them as a great opportunity for enhancing the domestic space quality for any age and (dis)ability. Nieto-Sobejano Architects (2008-2009), Herzog & de Meuron (2006-2008). With DIS since 2017.

Readings:

The texts listed as required readings will be uploaded to Canvas. The required readings will be included extensively in class and hence must be read for every class.

• Bollack, Francoise Astorg, and Kenneth Frampton. Old Buildings New Forms: New Directions in Architectural Transformations. The Monacelli Press, 2013.
• Hunt, Roger and Boyd, Iain: New design for old buildings. RIBA Publishing, 2017.
• Ellefsen, Karl Otto. Preservation and/or Authencity, European Cities in a Global Era. Ministry of the Environment, Copenhagen 2002.

Readings on reserve in the library:

• Bloszies, Charles, and Hugh Hardy. Old Buildings, New Designs: Architectural Transformations. Princeton Architectural Press, 2014.
• Wong, Liliane. Adaptive Reuse: Extending the Lives of Buildings, 2016.

Approach to Teaching:

The class consists of lectures, student presentations and class discussions. The type of reading you will be required to do in this class moves beyond finding information on examples, or locating an architect’s purpose or identifying main ideas (as useful as these skills might be). It will ask you to dig deep in to uncover meaning, systems of relationships between ideas of adaptive reuse, and examine your own response to these ideas and their impact on the world around them. The course focuses heavily on design on urban, building, and interior scale, and is expected to also begin influence your own design thinking.

Expectations of the students: 

You are expected to fully engage yourself in the lectures, participate actively in any discussion and be open minded to your fellow student’s contribution to class. The aim is to establish an environment where we can learn from each other as well as from the texts and cases we engage with and you are expected to actively support this approach. Readings and case investigations must be done before class and should be done with inquisitiveness. The ability to frame the appropriate questions and to apply critical thinking will be valued and the class should form the setting in which to actively exercise this ability. In discussions in class please aim to make references to the readings, to support the points or questions you wish to raise. Students will prepare question points for class on a regular basis. These should reflect on the readings carried out and provide the class as a whole with a platform for engaged and informed discussion. Late hand-in of papers and documentations is not accepted. To be eligible for a passing grade in this class you must complete all of the assigned work

Field studies:

The field studies are the primary experiential learning components of the course. These activities should be viewed as an integrated component of the lecture course. The visits will illustrate and expand directly upon the content of the lectures and readings. Copenhagen and its examples of adaptive reuse will provide the basis for in -class field studies. Visits to offices and designers engaged in adaptive reuse is also something the course wants to provide for students to learn from.

Field Study Documentation:

The documentation of field study learning points consists of keeping a visual notebook. The documentation should state relevant adaptive reuse learning points gained from the field study. A learning point can be a dilemma you describe, a solution we saw, and/or a reflection based on the relevant reading vis-a-vis the field study visit. The documentation can include images, photos or sketches, highlighting the learning points. The notebooks will be used for in class discussions.

Assignments:

Assignment 1 – Case Study 1

Case Study of a building visited during class.

Discussions in small groups in class.

Assignment 2 – Case Study 2

Case Study of an assigned building.

Presentations and discussions in small groups in class.

Midterm exam

The midterm is a week-long essay exam on Canvas.

Assignment 3 – Case Study 3

Small group Case Study of assigned buildings/sites. Comparative studies.

Digital presentation in class, approx. 15 slides with images and diagrams.

Group presentation max. 15 minutes, followed by discussions.

Grading:

The final grade is determined as follows:

Assignment	Percent
Active individual participation, in-class presentations and provision of question points as well as keeping a Field Study note book.	20%
Assignment 1 – Case Study 1	20%
Assignment 2 – Case Study 2	20%
Midterm exam (essay type)	20%
Assignment 3 – Case Study 3 (small groups)	20%

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 

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