Projet d'architecture 4.19 : OOT - Out of Town

The OOT - Out Of Town teaching unit is a “vertical studio” of Architecture open to students of Bachelor’s degree “continuation of curriculum” (see the dedicated course sheet: 3.19), Master 1 (see the dedicated course sheet: 4.19) and Master 2 (see the dedicated course sheet: 5.19). It is taught in bilingual French-English mode.

OOT - Out Of Town is dedicated to investigating the relationships between resource consumption, the built environment, and the socio-ecological imbalances these processes reproduce, particularly between urban and rural territories. If more just and sustainable, non-extractive material regimes are to emerge, spatial research must be capable of questioning the epistemological traditions within which it has developed. These traditions have often been marked by a form of “resource amnesia” (Avermaete, 2025) and a profound lack of awareness regarding both the material resources that sustain our world and the very categories through which resources are defined and understood (Bridge, 2009).

This year’s title is borrowed from Jules Verne’s novel Journey to the Centre of the Earth (1871): before descending into the depths of the earth, Axel must first take “lessons in giddiness”, learning to confront and overcome vertigo. The expression might be borrowed from John Playfair, a Scottish scientist who, in the biographical account of the father of modern geology, James Hutton, wrote an eloquent, oft-quoted description of a boat trip to Siccar Point in 1788: “The mind seemed to grow giddy by looking so far into the abyss of time.”

Here the vertigo refers, beyond the physical sensation, to the experience of being confronted with depths, scales, and temporalities that exceed ordinary perception. Actually, the exploration of hidden worlds, whether through Jules Verne’s fictional journeys beneath the Earth's surface or the scientific investigation of the oceanic abyss, reminds us that the limits of knowledge are often products of the limits of perception. These uncommon environments act as mirrors of our own epistemological boundaries, while each expedition into the unknown reveals previously unseen species, ecosystems, and forms of interaction.

In a similar vein, this year (in collaboration with UHasselt) we propose to use the Einstein Telescope, and the prospect of its construction in the Three-Country Region spanning Liège, Maastricht, and Aachen, as a point of entry into an exploration of what remains largely invisible within contemporary spatial practice: the depths of our Earth and their unexpected articulations on the surface we inhabit or the air that we breath. Rather than treating the telescope solely as a scientific megaproject, we approach it as an opportunity to uncover ecological, geological, and territorial relations that have become increasingly obscure precisely because they have grown more invisible: gravitational fields, digital infrastructures, energy flows, climate models, logistical networks, regulations, and geological memories. How can architecture engage with all that? By activating modes of attention that multiply instead of reducing this world, taking into account in order to make count, we hope to become capable of imagining alternative spatial futures, different ways of building and inhabiting.

(*) The Einstein Telescope is a proposed European research infrastructure designed to detect gravitational waves. The project envisions a triangular underground observatory with three 10-kilometre-long arms located approximately 300 meters below ground.

OOT – Out Of Town participates in the development and deepening of the learning outcomes specific to the Faculty’s Architecture Project courses. Through the development of a spatial project, the design studio aims to lead participants to be able to:

• constructing a spatial problem;
• analyze a context and interact with the actors who make it up;
• develop a situated spatial proposal and argue it critically and reflexively;
• represent and communicate a project.

It is important to note that the learning outcomes now associated with the teaching of the design project are no longer limited to the building alone. They also involve the ability to formulate a question, to conduct a survey, to develop a critical reading of a territory, to articulate multiple expertises in a synthesis process and to produce new knowledge through the project. It is this perspective that the OOT – Out Of Town studio fully embraces.

More specifically, the studio pays particular attention to environmental histories and questions of political ecology, practices and knowledge related to landscape, vernacular and pre-industrial cultures, urbanization processes and the resource regimes they mobilize, as well as the ethical and epistemological dimensions of representation and the forms of speculation it makes possible.

At the end of their active participation in the workshop, participants will have developed a familiarity with these fields of reflection and will be able to mobilize them critically in their own inquiry, representation and project processes.

Courses requiring this course

The OOT - Out Of Town  unit adopts a pedagogical “design studio” style, articulating investigation, experimentation and architectural design. The participant.es are led to gradually develop their own spatial proposals based on research work carried out in a common territory.

Contrary to an approach separating analysis and project, the studio considers that research and design are part of the same iterative process. The hypotheses developed during the survey are continuously tested, reformulated and enriched by the project, while the project itself constitutes a tool for the production of knowledge in the territory studied. In order to feed this iterative process, participants are invited to contribute regularly to the workshop sessions through the production of working documents (maps, plans, sections, diagrams, collages, models, prototypes, etc.). These productions are at the same time tools for investigation, discussion and collective construction of knowledge. They contribute to the development of a shared design studio culture and form the main support for educational exchanges.

In addition, regular participation in the sessions as well as the continuous production of working documents are essential conditions for the proper functioning of the studio’s pedagogical style. Conversely, their absence weakens the collective dynamic of the workshop, limits the possibilities of mutual learning and is significantly taken into account in the evaluation of the work of each participant.

Distinction Between the Two Semesters

The research design questions developed during the first semester may be continued, transformed, or replaced during the second semester. While some lines of inquiry extend over time, their translation into design proposals evolves according to the scale, complexity, and ambitions of the project.

In the first semester (Q1), the objective is to develop a small project for a large territory. The project is envisaged as an exploratory tool to test hypotheses, reveal territorial relationships and give shape to the knowledge produced by the survey.

In the second semester (Q2), on the other hand, the knowledge produced during the survey is reinvested in a more ambitious and detailed architectural intervention. The research then becomes a support for justifying project choices, understanding the conditions of implementation and anticipating the consequences.

Distinction According to Year of Study

Pedagogical expectations are adapted to the level of autonomy expected in the curriculum.

For the Bachelor's participants, the emphasis is on the gradual acquisition of tools for investigation, representation, territorial analysis and design. With this in mind, they are invited to begin the year (through the Q1) with an in-depth research devoted to underground habitats and structures (anti-aircraft shelters, troglodyte architecture, catacombs, underground infrastructures, car parks, laboratories, reinvested quarries, etc.), paying particular attention to the technical, constructive and material devices that make human installation in the underground possible.

This research is carried out in parallel with the territorial survey work developed in groups. The workload it represents can be compensated within the groups by a distribution of tasks and responsibilities. As such, the constitution of transversal groups involving participants from different years of the curriculum is particularly encouraged, insofar as it promotes the complementarity of skills, the sharing of knowledge and the collective success of the survey and project work.

For Master’s participants, it is expected that they will have an increased ability to construct a personal problem, to develop a well-argued critical position and to mobilise the theoretical, technical and methodological resources necessary for the project independently.

Those wishing to develop their final-year project (PFE) within the studio are invited to refine a pre-defined research question, aligning it with the themes and territories of OOT – Out Of Town. The practical arrangements for integrating some of those final-year projects within the design studio rhythm will be discussed at the end of the first term (Q1), enabling work to proceed in the second term (through the Q2) —either individually or in pairs, where appropriate.

Pedagogical posture

The studio encourages the development of a reflective design practice through attention to territorial relations, narratives, materialities and the consequences of architectural interventions. The emphasis is as much on the quality of the research and design process as on the architectural proposals finally submitted. Therefore, the final evaluation principally targets the ability of the participants to explain their approach, to argue their choices and to articulate in a coherent way their inquiries, their representation and the resulting project.

References, bibliography, and recommended reading

The following list brings together a selection of books and articles that may inform and support the teaching and design activities developed within the OOT – Out Of Town unit. A more extensive bibliography is available in the studio brief, downloadable here: 

• Debaise, Didier, and Isabelle Stengers (2017) « L’insistance des possibles Pour un pragmatisme spéculatif. » Multitudes (Paris, France) 65.4: 82–89. LINK
• Fortey, R. A. (2005). The Earth : an intimate history. Harper Perennial. [in the library]
• Fressoz, Jean Baptiste (2023) « L’énergie: une histoire symbiotique ». Histoire & mesure 38.1: 153‑155. LINK
• Ghosn, R., & Jazairy, E. H. (2018). Geostories : another architecture for the environment. Actar. [in the library]
• Hutton, J. E. (2020). Reciprocal landscapes : stories in material movement. Routledge. [in the library]
• Irvine, R. (2014). Deep time: An anthropological problem. Social Anthropology, 22(2), 157–172. https://doi.org/10.1111/1469-8676.12067 LINK
• Latour, B., & Weibel, P. (Eds.). (2020). Critical zones : the science and politics of landing on earth. ZKM Center for Art and Media. [in the library]
• Rovelli, C. (2019). L’ordre du temps (S. Lem, Trad.). Flammarion. [in the library]
• Sarkis, H., Barrio, R. S., & Kozlowski, G. (2019). The world as an architectural project. The MIT Press. [in the library]
• Van Reybrouck, D., & Noble, P. (2016). Zinc. Actes Sud. [in the library]
• Woods, M. (2010) Rural. New York: Routledge. [in the library]

Course notes

• Syllabus

Additional information

Language of instruction

The OOT – Out Of Town unit has encouraged the use of English in the studio for several years, while keeping its use optional for participants. This approach aims to provide students with an international learning experience without requiring participation in a mobility program Nevertheless, English may be used whenever circumstances warrant it, particularly during lectures, discussions, or studio reviews and juries involving external guest contributors.

If necessary, support activities in English can be organized in collaboration with the ULB Language Department. No previous level of English is therefore required to join the OOT – Out Of Town unit.

Teaching location and times

The studio sessions take place on the Plaine-Architecture Campus: Boulevard de la Plaine, 15 – 1050, Ixelles, rooms 4A.1 and 4A.2, on the fourth floor. They are typically planned on Monday afternoons and Fridays, according to the schedule listed here: https://www.ulb.be/fr/horaires
Occasional adjustments are possible (in particular for out-of-hours conferences, jury days, trips and excursions, and special weeks) and will be communicated beforehand to participants.

Calendar

The detailed schedule may be adjusted throughout the year in response to group dynamics, student numbers, and emerging pedagogical opportunities. Nevertheless, several key milestones structure the semester:

• The weekend of 25-28 September will be dedicated to a first study trip to the region located between Liège, Maastricht, and Aachen, commonly known as the Euregio or Three Borders Region. The study trip is an essential component of the studio's pedagogical framework, and participation is therefore expected from all participants. Students facing particular difficulties, especially financial constraints, are encouraged to contact the teaching team to discuss possible support measures. Furthermore, in cases of duly justified force majeure or exceptional circumstances preventing participation, an absence may be validated by the unit coordinator.
• At the end of the fourth week of both Semester 1 (9 October) and Semester 2 (26 February), a first collective review of ongoing research will take place.
• The end of the seventh week of Semester 1 (13 November) and Semester 2 (26 March) constitutes an important milestone in the development of the work. In Semester 1, this deadline marks the conclusion of the group-based investigation phase (approximately eight participants per group) and the beginning of a project phase developed in pairs or groups of three, leading towards the end-of-semester review. In Semester 2, it marks the moment when a project direction should be consolidated in order to allow for its further development and completion by the end of the semester.
• The weeks of 26-30 October and 12-16 April, identified as "project weeks" in the official academic calendar, will be devoted to a loge exercise or design sprint. This intensive individual exercise focuses on deepening a specific aspect of either the analysis (Semester 1) or the ongoing project (Semester 2). At the end of the week, a collective discussion involving external guests will help identify the most promising directions for further development.
• During the weeks of 14-18 December and 21-25 June, studio reviews and juries will take place. These moments mark the conclusion of each semester and provide important opportunities for learning, reflection, and (self-)assessment in the presence of external guests.

Between these different milestones, more focused assignments may be subject to formative assessment, aimed at evaluating specific skills either individually or collectively. Their content, format, and schedule will be communicated progressively throughout the semester. The presentation of these assignments will be accompanied by critical and constructive feedback intended to support each participant's development and progression.

Contacts

Teaching team

Nadia Casabella, nadia.casabella@ulb.be
Sofie Devriendt, sofie.devriendt@ulb.be
Francois Vliebergh, francois.vliebergh@ulb.be

Teaching team Communications

The Teams group GRP_OOT 2026.27 EINSTEIN TELESCOPE on Microsoft Teams is the virtual pedagogical space centralizing all teacher communications and course information, for all three levels concerned (BA3, MA1, MA2). Registration for this team is made on the basis of validated registrations for this workshop. If this team does not yet appear in your homepage, write to the teaching staff. It is strongly recommended to install the Teams application on your connected devices.

Absences

In the event of absence from a compulsory activity announced in advance, or if you are unable to attend a training or certification moment, please inform the entire teaching team by email as soon as possible. Your message will specify your name, the duration of the absence and will be accompanied, if applicable, by proof of the reason given.

Campus

Plaine

Method(s) of evaluation

• Project

Project

The assessment of the course is based on two complementary components:

1. Continuous formative assessment, covering the work developed within the studio, intermediate submissions (research, analysis, and design work, whether individual or collective), as well as active and engaged participation in studio activities. Feedback is provided throughout the academic year following the various course milestones identified on the Calendar and is synthesized by the end of the each semester. These evaluations are primarily intended as a means of support, enabling each participant to monitor their progress and orient their work accordingly.

2. Certification assessments, communicated at the end of each semester. The final grade for the OOT – Out Of Town course unit corresponds to the weighted average of the certification assessments obtained throughout the academic year.

These assessments address both cognitive and behavioral competencies. The cognitive competencies assessed are those defined in the ULB “Master of Architecture” teaching profile under the following headings: 

A. Design an architectural project
B. Develop a reflective attitude enriching the theories and practices of architecture
C. Build, as an architect, a civic commitment and an ethical and responsible practice
D. Interact with all the actors involved in space and architecture issues

Behavioral competencies include, in addition to regular attendance, participation, progression, respect for deadlines and instructions, collegiality, and a constructive and respectful attitude towards the collective, those promoted by the ULB “Master of Architecture” teaching profile , which aims to educate students capable of making committed choices and acting with confidence.

Formative assessments do not directly contribute to the final grade and are expressed through a qualitative color scale: dark green (very good); light green (good); yellow (satisfactory); orange (requires significant improvement); red (clearly below expectations); black (absence).While these assessments do not determine the final mark, they constitute an important tool for supporting and evaluating student progress. However, the feedback obtained through formative assessment should not be interpreted as an automatic indication of the outcome of the summative assessments.

At key stages of the academic year, work is presented before a studio review jury composed of invited contributors from diverse backgrounds, both within and beyond the faculty and the university. Distinct from the University's official examination board (aka deliberation board), this jury aims to expose projects to external perspectives and to assess the relevance of the learning outcomes in relation to disciplinary, professional, and societal challenges.

Mark calculation method (including weighting of intermediary marks)

The course grade is based exclusively on certification assessments, which take into account students' progress, their capacity for synthesis, and their mastery of the intended learning outcomes.

Semester 1 (40% of the Final Grade)

• Work developed within the studio: 40%. This assessment is determined by the teaching team on the basis of the cognitive and behavioral competencies demonstrated throughout the semester.
• A studio review jury is organized at the end of the semester. Although it is considered a formative assessment, its conclusions contribute to the teaching team's overall evaluation.

Semester 2 (60% of the Final Grade)

• Work developed within the studio: 35%.
• Final studio review jury: 25%.

Students Enrolled in Only One Semester

• Work developed within the studio: 60% of the final grade.
• Final studio review jury: 40% of the final grade.

Pedagogical Innovation Week (SIP)

The annual grade also takes into account achievements obtained during the SIP (Pedagogical Innovation Week). Organized outside the studio framework, the SIP takes place during the second semester, in the week specifically allocated to it in the faculty academic calendar.

Participation in one of the SIP activities is mandatory for third-year Bachelor's students (Bachelor Bloc 3) and first-year Master's students (Master 1). SIP participation does not contribute directly to the Project course grade, except in the following cases:

1. If a student demonstrates particular proactivity during the SIP, as identified by the SIP supervisors, the Project course grade is increased by 0.5 points out of 20.

2. If a student demonstrates a clear lack of participation, as identified by the SIP supervisors, the Project course grade is reduced by 0.5 points out of 20.

3. If a student is absent from the SIP, the Project course grade is reduced by 1 point out of 20.

Language(s) of evaluation

• french
• english