Course Syllabus

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Inclusive Design in Architecture
and Urban Spaces

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Semester & Location:

Fall 2024- DIS Copenhagen
Type & Credits:

Core/Elective Course - 3 credits

Major Disciplines:

Architecture, Urban Design, Urban Studies  
Prerequisite(s):

None
Faculty Members:

Heitor Lantarón (current students please use the Canvas Inbox)
Time & Place:

TBD  

 

‘First, we shape our cities, then our cities shape us’

Jan Gehl

Course Description

Architecture and Urban Design not only relate to our lifestyles, but also have a direct impact on our wellbeing. Today we live in a persistent state of conflict between, on the one hand, an inherited design approach based on specific solutions for a specific social group, and on the other, a day-to-day reality characterized by diversity and complexity. Our historical and current approach to design neither answers nor reflects people’s differences and changing needs through their lives. Inclusive city and building design must therefore focus on the broadest possible spectrum of human bodies, senses, genders and ages. This course aims to bridge the gap between inherited approaches, current conditions and future needs, by embracing human diversity as a strategy for leaving no one behind. 

 

Learning Objectives

By the end of this course you will:

  • be aware of inequalities present in our daily life and how do they impact in our lifestyle
  • have a general understanding on Inclusive Design Theory and how can it be applied
  • understand the importance and fundamentals of critical reading and writing
  • be able to reflect on the role and task of urban design and the urban designer through the application of critical thinking
  • understand how user´s diversity and complexity can be addressed as a main urban design strategy

 

Faculty

Heitor Lantarón: Architect, Ph.D. ETSAM, UPM (Technical School of Architecture, Polytechnic University of Madrid) with a Thesis Titled: Danish examples of Housing for the Elderly (2016).

His actual academic and professional interests are focused on the design challenges related to the ageing process, by addressing them as a great opportunity for enhancing the space quality for any age and (dis)ability. As Full-time Faculty at DIS, his main focus is on the study and development of more inclusive environments by embracing human diversity as a strategy for leaving no one behind.

He has developed his professional career in prestigious architectural offices as Nieto-Sobejano Architects (2008-2009) and Herzog & de Meuron (2006-2008). With DIS since 2017.

 

Readings

  • Steinfeld, E., Maisel, J., L. Universal Design - Creating Inclusive Environments. John Wiley & Sons, Inc. 2012.

  • Building Diversity (Ed.). Who is the Architect?. Danish Architectural Press, 2023.

  • Furman, N., A., Mardell, J. Queer Spaces. An Atlas of LGBTQ+ Places and Stories. RIBA Publishing, 2022.

  • Rahbek, L., L., Riesto, S., Steiner, H. byWomen. A guidebook to Everyday Architecture in Greater Copenhagen. IKAROS Press, 2022.

  • Massey, Anne. Women in Design. Thames & Hudson, 2022.

  • Hessel, Katy. The History of Art Without Men. Hutchinson Heinemann, 2022.

  • Colomina, B., Wigley, M. Are we Human? Notes on an Archeology of Design. Lars Muller Publishers, 2016/2022

  • Hauderowicz, D., Serena, K., L (Eds). Age Inclusive Public Space. Hatje Cantz, 2020.

  • Hendren, Sarah. What Can a Body Do? How We Meet the Built World. Riverhead Books, 2020.

  • Holmes, Kat. Mismatch: How Inclusion Shapes Design. The MIT Press, 2018.

  • Filipczak, Z., Z. Hot Dry Men Cold Wet Women, The Theory of Humors in Western European Art 1575 - 1700. The American Federation of Arts, 1997.

  • Kern, Leslie. Feminist City. Verso, 2020

 

Other Materials

Websites:

https://idea.ap.buffalo.edu/about/universal-design/ 

https://universaldesignhub.dk/lunchbag/ 

https://www.rumsans.dk/artikler/universelt-design-et-begreb-i-udvikling 

https://www.guerrillagirls.com/ 

Blogs: 

https://www.madamearchitect.org/ 

https://badgayspod.com/ 

Documentaries:

 

Field Studies

The field studies are a primary experiential learning component of the course. These activities should be viewed as an integrated component of the course, as the visits will illustrate and expand directly upon the content of the lectures and readings. Copenhagen and its examples (or not) of Inclusive Design will provide the basis for in-class field studies.

Guest Lecturers

Explain the purpose of the guest lectures and indicate what form they will take for this class. Practical details about preparation should go in the course calendar.

Approach to Teaching

What do you see as your style, and how will you employ it. What can the student expect to see from you in the classroom?

Expectations of the Students

What do you expect them to do in your class (or not do)?

You could include a statement about ‘engaged participation’ that will define for the students what you mean by this, and what you will reward in the classroom.

Practicum/Lab/Research/Internship

If applicable please mention estimated/expected hours at lab/placement. Describe how contact hours with supervisor will play out and how many hours students are expected to put in for independent work.

Assignments

The Copenhagen's Assignment: A group exercise consisting of…

  1. Finding a space in the city to be used as a Case Study
  2. Analyzing it based on a framework supplied by the course instructor
  3. Mapping it through photos, maps, sketches, etc.
  4. Producing a poster in A1 landscape format presenting your findings
  5. Presenting this poster in a joint class session

Midterm Exam: The midterm exam is a week-long essay test completed digitally on Canvas. It will consist on a personal critical essay. You will be asked to find in the Media/internet/city/Podcast or wherever some examples of -ism to reflect and comment about them.

(Good) Practices Database Documentation: The main purpose of this assignment is to create a common database of Inclusive Design projects to be shared and used by everyone. You will be asked to find a good/interesting practice and to document - reflect about it. You will include all the information by filling a layout provided by Faculty.

Attendance and active participation classes and field studies is required. 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.

 

Grading

 

Assignment

Percent
The Copenhagen's Assignment. Group assignment

25%

Midterm Exam on Essay Format

25%

(Good) Practices Database

25%

Participation

25%

 

Recommended Additional  Areas to Cover

Policy on late papers – This should be at the discretion of the instructor, but it is useful to state this policy (e.g. ‘Late papers will not be accepted’, or ‘Late papers will be accepted, but your grade for the paper will be reduced by half a point for each day that it is late.’)

Use of laptops or phones in class – DIS recommends that you are clear about classroom etiquette and the expectations you have of students using laptops in class. The decision to allow laptop use in class at all is at the discretion of the instructor. 
 

Academic Regulations (Semester)

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

 
Academic Regulations (Summer)

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

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

A note on the Course Calendar/Summary

The syllabus page (and only this page!) is open to the public, and used by students and their advisors before registering for the course. Outside users will only see the title of the classes, and so won't be able to see details about them. To help them understand the scope of your course, please make sure that all classes (i.e. events) have titles that describe the topic of the particular class.  In the details of your classes, enrolled students should be able to find more information about the class incl. readings and other materials they need to prepare. 

Course Summary:

Date Details Due