CULTURES MATERIELLES ET CONSTRUCTIVES
available in englishE141 : Initiation aux matériaux 1
Objectifs
Matériaux en usage hier et aujourd'hui ou encore matériaux novateurs, il s'agira d'expliquer leur apparition, leur développement, leurs applications (domaines d'emploi), en particulier dans la construction et de comprendre les qualités portées par certains plus que par d'autres.
Les questions d'impacts environnementaux des matériaux seront également au coeur des préoccupations de ce cours. Notre attention portera donc largement sur ceux que l'on nomme aujourd'hui 'bio et géo-sourcés'.
Contenu
Nous nous attacherons dans ce cours à présenter et analyser les avantages et les inconvénients de l'utilisation de tel ou tel matériau. Pour ce faire, nous présenterons :
- leur origine et leur production (extraction, transformation)
- l'histoire de leur apparition dans le champs de la construction
- leurs propriétés et caractéristiques
- leurs qualités intrinsèques, mais aussi leurs défauts majeurs
- leur mise en œuvre et leur vieillissement (usure, entretien, longévité)
- les raisons de leur disparition ou de leur succès (monopole, système des labellisations)
- leur coût économique (filières de production, savoir-faire et mise en œuvre) et écologique (rareté, bilan carbone, énergie grise, limite du recyclage)
Le cours sera également l’occasion de compléter la matériauthèque de l’école. Les travaux d'enquête des étudiants réalisés auprès d'artisans seront compilés annuellement par catégorie (bois, pierre, terre...) pour être mis à disposition de tous à la bibliothèque.
La sélection des matériaux sera faite en fonction de l’étude de projets dits traditionnels ou considérés comme novateurs.
Nous insisterons également sur l’économie des matériaux, de leur production à leur recyclage en passant par leur mise en œuvre, dans un souci d’explication du cycle de la matière. Il sera également précisé pour chaque matériau présenté, s’il peut être nocif pour l’homme lors des phases de production, son usage et ses différents traitements.
Nous verrons ainsi de façon théorique, mais également par le choix d’exemples pertinents, les matériaux suivants :
- Les liants (chaux, plâtre, ciment...)
- Béton : du béton de ciment au béton armé et précontraint
- Matériaux isolants (classiques et écologiques): exemples des béton cellulaire, béton de chanvre, d'isolants conventionnels et de la paille - Terre : méthodes de construction en terre crue (béton de terre, adobe, bauge, torchis, pisé, BTC...) et en terre cuite (briques classique, briques monomur, briques monolithes, conduites, carreaux...) - Céramiques
- Bois
Mode d'évaluation
Diaporamas disponibles au fur et à mesure de l'avancement du cours sur un drive dédié, complétés par des prises de notes individuelles
Mode d'évaluation
1 devoir sur table d'1h30 à la fin de chaque semestre portant sur le programme vu en cours
Travaux requis
1 travail en groupe de 2/3 étudiants à réaliser tout au long du semestre et à rendre sous forme de rapport
(1er semestre : étude de matériaux in situ sur un bâti ancien / travail de relevé
2ème semestre : observation en atelier du travail de façonnage d'une matière par un artisan)
| ECTS | Cours | TD | Pondération |
|---|---|---|---|
| 1.50crédits | 24heures | 0heures | 40% |
Rozenn
Kervella |
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E143 : Stage ouvrier
Objectifs
En Licence1, l'étudiant doit effectuer un stage d'une durée de deux semaines dans un organisme intéressant le domaine de la construction : artisanat (charpente, maçonnerie, peinture,...), entreprise générale de bâtiment, de matériaux, de rénovation.
La validation de ce stage (2 ECTS) est prévu au premier semestre de la licence ( S1).
Contenu
La validation du stage ouvrier est soumise à la transmission au service des études ( stephanie.annee@rennes.archi.fr) et à l'enseignant référent des documents suivants, dans les 15 jours qui suivent la fin du stage :
- Une attestation de fin de stage et une grille d'appréciation complétées par l'organisme d'accueil.
- Un rapport de stage de 2 à 3 pages, rédigé par l'étudiant, précisant : titre du stage, nom de la structure d'accueil, nom des stagiaires, tuteur et enseignant référent, période du stage; et décrivant : le contexte humain et technique du stage, les activités suivies, l'expérience vécue. Le rendu peut être partiellement graphique, pour valoriser la qualité de l'observation et la capacité à rendre compte d'une expérience par le dessin.
Mode d'évaluation
Le rapport de stage est noté et commenté par l'enseignant référent.
| ECTS | Cours | TD | Pondération |
|---|---|---|---|
| 2crédits | 0heures | 4heures | 40% |
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E142 : Langues / Anglais
Objectifs
English through cinema – refresher course
Contenu
Using various film material, we are going to revise / refresh / learn vocabulary items connected with main topics of film excerpts you are going to watch and analyze: work and jobs, food and hunger, addictions and relationships, disability and discrimination, family and relatives, feelings and emotions.
Each class is going to start with “sharing time”, 15 minutes of free exchange on any subjects that the students feel like talking about, e.g., hobbies, projects, studies, dreams, experiences, people that inspire them, interesting news, films, series, games etc. The idea behind this “sharing time” is to make the students play an active part in the class from its very beginning.
Additionally, most classes are going to have a short section devoted to conjugation. We will be calling it a linguistic science flash or LSF, as I have decided to ban the word ’grammar’ from our classes because of its negative connotations.
Mode d'évaluation
The final mark is going to be the average based on preparing presentations with questions and vocabulary plus oral class participation (25%), the written assignments (25%) and a final written exam (50%).
Travaux requis
The core of each class is going to be a discussion lead by two or three students (called 'discussion leaders') who are also responsible for preparing a list of vocabulary (minimum 10 items) as well as 10 questions.
All the students are going to do two in-class written tasks in connection with the discussed topics.
| ECTS | Cours | TD | Pondération |
|---|---|---|---|
| 1.50crédits | 0heures | 18heures | 20% |
|
Marta
Trela Mary
Milonnet |
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E142 : Groupe 1 : Marta Trela
Objectifs
Refreshing the basics of English and work on oral expression.
Using various film material, we are going to revise / refresh / learn vocabulary items connected with main topics of film excerpts you are going to watch and analyze: work and jobs, food and hunger, addictions and relationships, disability and discrimination, family and relatives, feelings and emotions.
The core of each class is going to be a discussion lead by two or three students (called 'discussion leaders') who are also responsible for preparing a list of vocabulary (minimum 10 items) as well as 10 questions. We are going to have a short section devoted to conjugation. We will be calling it a linguistic science flash or LSF, as I have decided to ban the word ’grammar’ from our classes because of its negative connotations.
Contenu
English through cinema – refresher course.
Grammar and vocab refresher based on films. (tenses, conditionals, articles, prepositions)
Mode d'évaluation
The final mark is going to be the average based on preparing presentations with questions and vocabulary plus oral class participation (25%), the written assignments (25%) and a final written exam (50%).
Travaux requis
Using a film sequence helps to practice listening and is a model for speaking as well as writing. It can also act as a springboard for follow-up tasks such as discussions, role plays, reconstructing a dialogue or summarizing.
We are going to do two in-class written tasks in connection with the discussed topics.
Preparing a discussion lead by two or three students (called 'discussion leaders') who are also responsible for making a list of vocabulary (minimum 10 items) as well as 10 questions.
E142 : Groupe 2 : Mary Milonnet
Objectifs
English through cinema – refresher course
Contenu
Using various film material, we are going to revise / refresh / learn vocabulary items connected with main topics of film excerpts you are going to watch and analyze: work and jobs, food and hunger, addictions and relationships, disability and discrimination, family and relatives, feelings and emotions.
Each class is going to start with “sharing time”, 15 minutes of free exchange on any subjects that the students feel like talking about, e.g., hobbies, projects, studies, dreams, experiences, people that inspire them, interesting news, films, series, games etc. The idea behind this “sharing time” is to make the students play an active part in the class from its very beginning.
Additionally, most classes are going to have a short section devoted to conjugation. We will be calling it a linguistic science flash or LSF.
Mode d'évaluation
The final mark is going to be the average based on preparing presentations with questions and vocabulary plus oral class participation (25%), the written assignments (25%) and a final written exam (50%).
Travaux requis
The core of each class is going to be a discussion lead by two or three students (called 'discussion leaders') who are also responsible for preparing a list of vocabulary (minimum 10 items) as well as 10 questions.
All the students are going to do two in-class written tasks in connection with the discussed topics.
E142 : Groupe 3 : Marta Trela
Objectifs
Refreshing the basics of English and work on oral expression.
Using various film material, we are going to revise / refresh / learn vocabulary items connected with main topics of film excerpts you are going to watch and analyze: work and jobs, food and hunger, addictions and relationships, disability and discrimination, family and relatives, feelings and emotions.
The core of each class is going to be a discussion lead by two or three students (called 'discussion leaders') who are also responsible for preparing a list of vocabulary (minimum 10 items) as well as 10 questions. We are going to have a short section devoted to conjugation. We will be calling it a linguistic science flash or LSF, as I have decided to ban the word ’grammar’ from our classes because of its negative connotations.
Contenu
English through cinema – refresher course.
Grammar and vocab refresher based on films. (tenses, conditionals, articles, prepositions)
Mode d'évaluation
The final mark is going to be the average based on preparing presentations with questions and vocabulary plus oral class participation (25%), the written assignments (25%) and a final written exam (50%).
Travaux requis
Using a film sequence helps to practice listening and is a model for speaking as well as writing. It can also act as a springboard for follow-up tasks such as discussions, role plays, reconstructing a dialogue or summarizing.
We are going to do two in-class written tasks in connection with the discussed topics.
Preparing a discussion lead by two or three students (called 'discussion leaders') who are also responsible for making a list of vocabulary (minimum 10 items) as well as 10 questions.
E142 : Groupe 4 : Mary Milonnet
Objectifs
English through cinema – refresher course
Contenu
Using various film material, we are going to revise / refresh / learn vocabulary items connected with main topics of film excerpts you are going to watch and analyze: work and jobs, food and hunger, addictions and relationships, disability and discrimination, family and relatives, feelings and emotions.
Each class is going to start with “sharing time”, 15 minutes of free exchange on any subjects that the students feel like talking about, e.g., hobbies, projects, studies, dreams, experiences, people that inspire them, interesting news, films, series, games etc. The idea behind this “sharing time” is to make the students play an active part in the class from its very beginning.
Additionally, most classes are going to have a short section devoted to conjugation. We will be calling it a linguistic science flash or LSF.
Mode d'évaluation
The final mark is going to be the average based on preparing presentations with questions and vocabulary plus oral class participation (25%), the written assignments (25%) and a final written exam (50%).
Travaux requis
The core of each class is going to be a discussion lead by two or three students (called 'discussion leaders') who are also responsible for preparing a list of vocabulary (minimum 10 items) as well as 10 questions.
All the students are going to do two in-class written tasks in connection with the discussed topics.