In an approach that is geared towards sustainability, constructive systems are relevant on three levels: contextual/climatic, spatial/art-related and technical/functional. In terms of an integral understanding of architecture, these three fields cannot be clearly distinguished from one another. The approach stretches from the design right up to physical implementation, whereby the selection of materials not only defines the spatial effect, but also substantially influences sustainability.
Focus on material
The development of constructive systems is considered in terms of the material in particular. This applies both to new fields of application for “traditional” materials and to the use of new materials. The assessment of the systems plays a key role. The life cycle in the entire system, the influence of new production technologies, the importance of traditional manufacturing techniques and the careful handling of resources are all taken into consideration here.
Focus on structure
The space-forming, support and supply elements are known as the ordering structures of a building. Nowadays, the amalgamation of these elements must take place early on in the planning process and on an interdisciplinary basis between the architect, engineer and building technician. As part of the “Building as a System” research topic, the Lucerne University of Applied Sciences and Arts brings together numerous experts under one roof, whose skills and expertise contribute to meeting this challenge.
The FG MS A concentrates on the importance of space and form in the individual structural topics (spatial structure – bearing structure – infrastructure) and their interplay.
Education as knowledge transfer
Central to the education is the analysis of how buildings are physically created. The look of “creation” is not an end in itself, but follows the conviction that relevant architectural knowledge for the present day can be generated from it. This can make a significant contribution towards a resource-compatible implementation of architecture.