Space design

Space(s) Design Option, Programme Phase [DNAP]
Years 2 and 3 of the space(s) design option, programme phase (DNAP), concentrate on the investigation of urban spaces, but also those of performances and exhibitions, and their utilisation in the construction of the contemporary environment. The approach is orientated towards the concepts of the body, the event and the representation.
This approach allows projects to be carried out in the diverse areas of stage design, architecture and landscape, and rooted in urban cultures. It facilitates experimentation in lighting, volumes, installations, choreography, audio design, event design, web design, etc. The emphasis on interdisciplinarity implies and underlies a high degree of methodological stringency in the development of projects, which makes it possible to identify specific, complementary practices, and to open up relevant issues and contexts to mutual enrichment. It also aims at giving the student a capacity to work in crossdisciplinary teams, to gain experience of various professional situations, and to invent new forms of production and proposal.
Through instruction in the parameters of design, planning and implementation, and the acquisition of knowledge, both general and specific, the student initiates, develops, situates and inscribes, in the contemporary world, a project that operates on reality as a possible response to a question, and an alternative proposal or form of critical awareness. An active, inventive approach to contexts, and the attention accorded to the place of the spectator and the user, locate and ground the project in a distinctive, committed, aesthetic vision.

Project teaching is central, and is carried out over a minimum of 8 weekly sessions, generally with the participation of the school's partners, guest teachers and groups working on outside projects. There are short-term projects (workshops) that provide opportunities to test acquired knowledge against other modes of functioning, especially collective work. The elaboration of a project-specific culture, with its contextualisation and problematisation, is accompanied by more general approaches.

Theory courses and tutorials are run by the teachers in the different options, or the general teaching staff, and there are also seminars and lectures, given by experts from outside the school. Throughout the year there are workshops dedicated to experimentation and practice, aimed at the acquisition of modes of expression and representation: drawing, aesthetic research, 2D and 3D computer graphics, volumes, spatial representation and construction workshops.

Details of pedagogical proposals are given in the course sheets that are accessible through the credits tables for years 2 and 3. In these sections of the programme, professionals are regularly invited to discuss with the students the issues involved in their specific activities. Short courses help to set up reference points in the professional world, but the intensive work schedule that is indispensable to the diversity and level of the skills to be acquired does not allow for long courses to be undertaken in the programme phase, other than, possibly, during the holidays. After completing year 3, students can go on to the DNSEP project phase, provided that they have received the DNAP and been approved by an admissions panel. Students who make this choice are strongly encouraged to put forward a project for a foreign study trip or a long course, to take place during the first semester of year 4 (subject to the approval of the teaching staff). Students can also move into other types of programme, either a specialisation or a form of professionalisation, in fields such as stage design, town planning and landscape design. But in fact the success achieved by students in disciplines other than these shows their capacity for adaptation after completing a DNAP in space(s) design.
Pedagogical orientations and modalities

Orientations and teaching modes
The programme phase (years 2 and 3, semesters 3-6) aims at the acquisition of the techniques and methodologies of projects, as well as the emergence of a personal aesthetic approach. The stages in the programme depend to a large extent on the content. Workshops take place regularly throughout the year, or on an occasional basis, in parallel with project teaching, which takes the form of 8-10 weekly sessions. The elaboration of a culture central to the project, and its contextualisation, combine practical work with theoretical courses, tutorials, lectures, critical architecture workshops and discussion forums. There are also workshops run by teachers in the various options, with experimentation and practical activities aimed at developing various modes of expression and representation: drawing, aesthetic research, volumes and computer graphics.
Professionals are regularly invited to the school to share their experience with the students in long-term projects and workshops.

course contents

results of the diplomas since 1999