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:

Tues and Fri 11:40-13:00 in V10-A32

‘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

  • E. Rasmussen, Steen. Experiencing Architecture. MIT, 1959
  • Gehl, Jan. Cities for People. Island Press, 2013
  • Pallasmaa, Juhani. The Eyes of The Skin. Wiley & Sons, 2005
  • Berger, John. Ways of Seeing. Penguin Books, 1972

 

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: 

Ways of Seeing by John Berger (ways-of-seeing.com)

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.

Approach to Teaching

The class will meet twice a week and consists of lectures, student presentations, and class discussions. This course relies heavy on reading in order to gain understanding of the varying theories we will discuss. Assigned texts must be read in advance of the class. This class requires reading that moves beyond simply finding information, locating an author’s purpose, or identifying main ideas (as useful as these skills might be). It will ask you to dig deep into different materials to ferret out meaning, systems of relationships between ideas, and to examine your own response to these ideas and their impact on the world around them.

In short, critical reading requires that you question intensely. For critical reading, you cannot sit back and wait. These texts are not necessarily easy, nor are you expected to swallow the words without consideration. True reading demands that you first actively listen to the author without projecting your own agenda. In this sense, you might imagine that you are engaged in a conversation with the author—once he/she has completed what he/she wants to say to you, you are then in a position to speak back, to say something of your own, something meaningful and well thought-out. Such a response involves analysis, synthesis, and creativity.

Expectations of the Students

Please be aware that this is a discussion-based and therefore participatory Course. 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.

Assignments

Assignment 1: Questioning

Canvas Discussion : Ongoing assignment trough the hole Course where you will be asked to find in the Media/internet/city/Podcast (or wherever) some examples of Inequalities to reflect and comment about them.

Assignment 2: Analyzing

The Copenhagen 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 Universal Design Analysis Tool defined in class
  3. Mapping it through photos, maps, sketches, etc.
  4. Producing a presentation sharing your findings
  5. Presenting the findings in a joint class session

Assignment 3: Proposing

Mapping Actions and find Inspiration: Search for existing Designed – implemented solution on ID. Get inspired by them and design a proposal about what would you like to do. Proposals will have to fit some of the following categories:
- Architectural design
- Urban design
- Industrial Design
- Blogs
- Websites
- Research
- Book
- Art
Final presentations in Class – PECHAKUCHA Format

Participation

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
Asn. 1. Canvas Discussion

25%

Asn. 2. The Copenhagen's Assignment. Group assignment

25%

Asn. 3. Mapping Actions - Inspiration - Proposal

25%

Participation

25%

 

Academic Regulations 

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

 

Course Summary:

Date Details Due