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Author(s): CANONICA Marie-José, LAVILLE Béatrice
Contributor: ENSA Nancy

Resistance through the site

Deviating from the linear intention of project education consists in stimulating a range of conception-targeted experimentations, not an analytical breakdown of tasks. It means offering students a site in an agglomeration in which they live, the Grand Nancy, and encouraging them to look at their everyday landscape. The ordinary is not what we know but rather what we no longer see, and even what we try to flee.

Grasping the unexploited ordinary of a site and resisting the desire of the “beautiful landscape”, means roaming it like a palimpsest. Our learning processes anchor in a shift between what lies under our eyes and what we no longer perceive. They call upon a wide range of figurations, exploiting their representative and declaratory values in relation to the real. We want them to be astounding.

The ordinary of the site and landscaped background are observed in the action: we elevate the typology, we mould the scale model, and we trace the cut and series, like so many experimental procedures acting by collision, adjustment and depletion.

The elevated survey involves the eye through sight and body in the space between the stakes. The geometrical and scale model restitution interprets the gap between traced and on site experience. In its realisation, it prefigures the perimeter to measure and determines grading strategies.

The scale model as a figure of sense questions the seen and hidden components of the site, capturing in the deconstructing/constructing action what makes sense. Through the choice of materials and assemblages, it activates the sensible and metaphorical interpretation of the site. Rigorous tool in its elaboration, it conjugates the singularities encountered and the globality of the site.

The figure of the section shows the position on the site, the visual continuities, verifying the constructive coherence and opens onto the richness of the imaginary. Relief sections, situated collage sections superimposed to photographs of scale models dig into the distance some transversal, lateral, oblique, contiguous, trundle visions, inducing a displacement that opens onto narration.

The confrontation of these figurations stemming from the necessary exploration of the site demonstrates the stratified thickness of the ground soil and reveals its extraordinary gaps. The action of figuring is already in the order of conception, and by becoming aware of this, the student is prompted to know what he does when he does it.
Activating the fabrication, explicating the richness of the gap are promising commitments.

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