flying classroom LC:SP + IN:CH 2017 – log:book

flying classroom lc:sp + in:ch 2017 flying classroom lc:sp + in:ch 2017

e int I.

mm

ng c flyrniational sluass

e

ch n:

m lc:sp + o i rorschool

30–07–17 26–08–17

_V

flying classroom LC:SP + IN:CH VI. International SummerSchool 2017

flyingclassroom-lc-sp.com Escola da Cidade Arquitetura e Urbanismo Rua General Jardim, 65, Vila Buarque CEP: 01223-011 – São Paulo, SP, Brazil escoladacidade@escoladacidade.edu.br IN:CH architects and planners 405 D V V Pearl 3rd main, Horamavu main road Bangalore, Karnataka, India - 560043 info@in-ch-architects.com in-ch-architects.com in-ch-academy.com HTWG Constance University of Applied Sciences Department of Architecture and Design Alfred-Wachtel-Straße 8 D–78462 Constance, Germany kontakt@htwg-konstanz.de

flying classroom lc:sp + in:ch 2017 flying classroom lc:sp + in:ch 2017

e int I.

mm

ng c flyrniational sluass

e

ch n:

m lc:sp + o i rorschool

30–07–17 26–08–17

_V

flying classroom LC:SP + IN:CH VI. International SummerSchool 2017

4

An intercultural exchange between continents

9.684 km

Brazil Sao Paulo

5

Europe Constance

6.124 km India

Chandigarh Chandigarh Jaipur

14.424 km

Ahmedabad Ahmedabad Bangalore Bengalore

6

Participants Prof. Juerg Grunder

CCA Chandigarh College of Architecture Chandigarh, India

CMR University Bangalore, India

Lidiya Joseph Shweta Kathuria Guneet Kaur Sheen Pandita Sahil Pasahan Sargam Sethi Raman Singh

Ramya Joshi Pragati JV Tanush MV Teresa Pallickal Bhuvan Reddy Mohith Reddy Mrudula Reddy Mudit Tikmani Shreya Venkatesh

Prof. Sangeeta Bagga Ar. Vinita Gatne

Prof. Muralidhar Reddy Prof. Kanchana Ganeshan Prof. Akshaya Lakshmi

NIRMA University Ahmedabad, India

Pearl Academy Jaipur, India

Kruti Desai Kush Desai Devanshi M. Modi Aditi Pancholi Jhanavi Parikh Chinar Shah Ketankumar J. Solanki Vijay B. Talsania

Mahi Agarwal Neha Agarwal Raghvi Agarwal Kashish Atri Ravisha Jain Gurmeet Kaur Buxi Ashwini Namdeo Mudit Porwal Harshita Ramjiwal Radhika Shahi

Director Prof. Utpal Sharma Prof. Vibha Gajjar

IN:CH architects and planners Bangalore, India Prof. Juerg Grunder Ar. Ambica Ganesh Ar. Kulshresth Patel

Dir. Ramalingam Seetharaman Prof. Divya Choudhary Ar. Timcy Garg Ar. Nikhil Kala JAAGA DNA Bangalore, India Director Kamya Ramachandran Ar. Bhavana Rao, Umber Architecture

7

Escola da Cidade São Paulo, Brazil

HTWG Konstanz Konstanz, Germany

Giulia Giagio Ana Clara Marin Guilherme Ribeiro Carla Diamante Maria Clara van Deursen Carolina Dentes Luiza Campi Maia Schmiliver Carolina Moraes Luiza Tripoli Bruna Giovannini Letícia Viol Inaê Negrão Julia Lara Bayma Conrado Monteiro

Lucas Andlauer Katharina Brandl Verena Jehle Lena Kraus Jana Lohrer Alexander Marks Lena Merschroth Irina Nitzschke Valerija Overchuk Hannah Reinhardt Madeleine Stifel Mira Walter Lena Wittner Prof. Myriam Gautschi

Prof. Sebastion Beck Prof. Eduardo Ferroni Prof. Luis Octavio de Faria e

Silva

e int I.

mm

ng flyrniationalcsluass

e

ch n:

lc:sp om +i l o o o r rsch

30–07–17 26–08–17

_V

8

Index

9

10 –11

»flying classroom« Prof. Myriam Gautschi, HTWG Constance

12–13

IN:CH Academy Prof. Juerg Grunder, IN:CH Academy

14 –17

Expression of thanks Prof. Myriam Gautschi, HTWG Konstanz

18 –19

Methodology and program Prof. Juerg Grunder, IN:CH Academy Log:Book

22–59

Chandigarh 30-07-17 to 04-08-17

60 –97

Jaipur 04-08-17 to 09-08-17

98 –131

Ahmedabad 09-08-17 to 14-08-17 a-b-c-darium

132–171

assembly atmosphere barefoot beyond breathe circle colours control connection density dive in dialogue exceptional flow fruit vendor foundation games handmade heritage horizon immersion independence day input inside out interaction jali knowledge level mughal navigate preservation rain remember scale site social sound steps students use water Hands-on-workshop

178 –181

Bangalore 14-08-17 to 26-08-17

182–225

Hands-on-workshop Prof. Juerg Grunder, IN:CH Academy Ar. Kulshresth Patel

226 –227

Work-diary 15-08-17 to 26-08-17

226 –227

From ink and paper to oxide and mud Ar. Kulshresth Patel

228 –229

Society feedback Ar. Ambica Ganesh

234 –235

Review Prof. Juerg Grunder, IN:CH Academy

10

Flying Classroom Prof. Myriam Gautschi

Six years ago, as a result of my sabbatical in Sao Paulo, the idea of an international workshop between two schools: the HTWG Constance and the Escola da Cidade in São Paulo was born.

Consequently, the first summer school LC:SP – Lake Constance: São Paulo took place in São Paulo in 2011, including a trip to Brasilia.

The second time, we brought the students together in Constance, Germany; traveling through the Alpine region of Switzerland to La Tourette, the monastery of Le Corbusier near Lyon in France. In 2014, we had the exceptional opportunity to be a part of the UIA Congress - Union Internationale des Architectes in Durban, and to cooperate with the UCT – University of Cape Town, South Africa. In 2015, we were back in Brazil with a focus on Rio de Janeiro. And in 2016 we co-operated with the Nanjing Tech University in China and spent nearly one month in China.

Now, in 2017 the collaboration with IN:CH Academy has opened doors to four Universities in India and Jaaga DNA. We collaborated with them during our travel through several cities in India and for a hands-on workshop in Bangalore. » An architectural dialogue between continents.« The fundamental idea of the summer school is the » flying classroom «, referring to the children’s book » Das fliegende Klassenzimmer «, written by the German author Erich Kaestner in 1933; describing the moment when classes are taught on-site. » Der Unterricht wird zum Lokaltermin « » Lessons on the spot itself! «.

The summer school LC:SP cultivates the idea of the » flying classroom «, as an unbound placeless teaching methodology, based on the conviction, that architectural education has to be experienced with all senses. The place and the people we meet, both planned and coincidental, becomes our teacher at any time and any place. » Every lesson becomes an on-site appointment « During our summerschool in each destination the Indian students took over the role of a ‘teacher’, showing the foreign students their city; their favorite places, immersing them in their culture. So the students had the chance to experience different cities from an insider’s perspective, to discover the unknown. At the same time the Indian students rediscovered the well-known places through the eyes of another culture. Minitasks helped to focus and document their experiences and reflections.

11

» To look from the outside but experience from the inside « We are convinced that the source of our inspiration is not only based on a profound knowledge but also on a careful questioning of our memory. Every day each group had to define the „word of the day“, which is documented in the following a-b-c darium. It can be viewed as their personal discussion and approach, working in an international group. » Flying classroom – LC:SP + IN:CH «

The collaboration with IN:CH Academy opened the possibility to bring together two concepts of teaching. For the first time we worked hands-on! In Bangalore we had the chance to design and to realise an intervention in an urban context, in collaboration with JAAGA DNA, a non-profit organization. Building in 1:1 in an urban context for the different stakeholders and the coummunity, allowed us not only to learn about building with earth but also to interact with the local community who are the user group. These intense discussions helped to understand the complexity of implementing even a small intervention, let alone an urban intervention designed by three nations!

We say good bye and thank you for this immense opportunity, knowing that to trust an intercultural dialogue where you don‘t know the partner, neither their needs or wishes is a monumental challenge for everyone!

The built result speaks for itself!

Myriam Gautchi born and grown up in Berne, Switzerland, studied and graduated with diploma of architecture from ETH Zurich, after which she launched PAK Architects BDA together with Günther H. Zöller in Karlsruhe, Germany. Appointed as Professor of Architecture by the HTWG Konstanz, University of Applied Sciences since 2014.

Also serves as Head of Faculty Architecture and Design HTWG Konstanz.

She has given numerous national and international lectures and guest critics. Apart from that she has been actively acting as chairman and juror of competition critics for national and international awards.

Currently she is pursuing research work on intercultural influence in design and architecture work.

12

IN:CH Academy Prof. Juerg Grunder

IN:CH Academy is a concept to realize Swiss and international participation in Indian higher education; in the building sector. The focus is on interdisciplinary education for architects and construction technicians; in an interdisciplinary, international, and practical campus. Locally well integrated and linked to an international network. It‘s a platform for Indian, Swiss, and international individuals, companies, institutions; to collaborate and exchange knowledge.

We establish an international, privately run school with a strong focus on interdisciplinary education. The school powered by IN:CH Academy has three departments: Architecture school, Vocational training and Competence center. IN:CH Academy has expanded the IN:CH studio initiative with a history of 15 years. The main activities are regulated from Bangalore India and Bern Switzerland. Experts and students who take part in this education model work in intercultural, interdisciplinary and international teams.

Every project created at the IN: CH Academy is future oriented, i.e., projects that will serve future generations. Economic necessity, feasibility, and relevance to reality are indispensable. The attitude of the IN: CH Academy is based on sustainability and transformation. Thus, the basic pillars for training are overwritten with trust, quality, and responsibility.

INTERNATIONAL IN:CH has an active international network which attracts international exposure in India and abroad, both for students and faculty.

Universities and training institutions from all over the world using IN: CH Academy, as a platform for workshops, courses, seminars, exhibitions, etc. influence the faculty of the built environment and the vocational training.

INTERDISCIPLINARY CONTENT Courses ranging from architecture, planning, design, technology, management, to vocational training are covered under the IN:CH formulation.

Curriculum and expertise prepare students for a strong knowledge of the building sector in a fast-growing economy.

PRAXIS ORIENTED Practice oriented teaching methodology is adapted for lifelong learning. Applied education is central to our pedagogic intent to ensure holistic learning. Close collaboration with the industry ensures high-quality interaction and exposure to latest technology.

Understanding of the industry becomes key of success to build a professionally managed institution.

The three activities of the IN: CH Academy training model are designed, in such a way that opportunities for cooperation in theory and practice, are given in an international context. The three activities support each other.

13

INTERCULTURAL Promotes intercultural learning, in diverse teams, a product for the future generation and the globalized world. Unmediated experience of success; when Indian, Swiss and international experts have worked together. IN:CH has 14 years of experience in conducting intercultural education programs in India, in collaboration with the best schools in India and Switzerland.

PLATFORM IN:CH academy, is an island of knowledge and innovation, rooted in the pulsing network of international network of schools, organizations, institutions in Switzerland, Sao Paulo, Germany, Tokyo; bringing the world to India.

Platform for Swiss India knowledge exchange between Universities and individuals.

Juerg Grunder Born in Berne Switzerland where he became with study at University of Applied Sciences Bern and practice at Atelier 5 and ARB an architect. Additional experiences he got through learning theory in architecture, design, photography and communication at ETH Zßrich, the school of design in Bern and New York. He has worked as a partner and self-employment architect at Häfliger Grunder von Allmen, at Juerg Grunder Architekten in Bern Switzerland and at IN:CH architects and planners in Bangalore India. Taking his vast knowledge and experience he created concept and strategy of IN:CH Academy. His interest and disciplines are research, writing, photography, art and experimental architecture. As a professor of architecture at the Bern University of Applied Sciences he visited many Universities in Europe, USA, Singapore and Japan. He has actively spend past 15 years in india affiliating with several partner institutions and Universities. Many students and faculty members from India went to Switzerland over the bridge he has built with the University and Swiss architectural offices. His motivation is to provide people with platform for international exchange, sharing knowledge, combining competence and creating contemporary education strategies.

14

Expression of thanks Prof. Myriam Gautschi

Over the years, many people have contributed to sharpen the concept of our »flying classroom« and helped to develop it to become a broad intercultural platform. I would like to thank them, affirming that their inputs continue to be part of the basic ideas, growing with each experience.

In 2017, IN:CH Academy was launched, by Prof. Juerg Grunder how has spent the last 18 years working between the Indian and the Swiss culture. His boundless engagement enabled us to collaborate with four Indian Universities in Chandigarh, Jaipur, Ahmedabad and Bangalore respectively. We benefited from his knowledge and network, to discover places and spaces that are not metioned in tourist and architectural guide books. No words may be adequate to express my gratitude for his immense effort, bringing together the concept of the IN:CH Academy and our »flying classroom«. Therefore I condense all what should be said in the simple word: THANKS, knowing that you will understand what I want to express after this time together.

Above all, due to the co-operation with JAAGA, we could transalte our ideas to reality. To join forces with Jaaga DNA, Design+Networks+Arts, working to solve urban issues through creative practice, was a fundamental experience. Very special thanks to Kamya Ramachandran and her team, for your research work and above all your trust, in an idea demanding all our efforts to be realised in such a short time!

Ambica Ganesh and Kulshresth Patel as part of the IN:CH team guided all our Brazilian, Indian and German students preparing the work on site, not only managing all the requirements but also mediating between all unexpected needs and daily questions.

Moreover Ambica and Kulshresth stand every day from the early moning till late evening on the site and worked together with the students, and during the night Kulshresth designed the required execution plan. Cordial thanks for your great work!

The project 1:1 (hands on) on site can be seen as the result of the involvement of four universities, welcoming us in their faculty. The dedication of their students, introducing us through their eyes, their cities, sensitised us to the subject of coexistence in the urban space of Chandigarh, Jaipur, Ahmedabad and Bangalore. I’m truly grateful for the generous support during our stay, the preparatory work and furthermore for their meaningful contributions to this documentation.

Prof. Sangeeta Bagga introduced us to the history of Chandigarh, looking behind the world-famous pictures of the Capital, implementing her research about Ar. Pierre Jeanneret, Ar. Maxwell Fry and Ar. Jane B. Drew especially for us, in the meaningful space of Gandhi Bhawan. Even our presentation of the ‘minitasks’ had the honour to be discussed in this wonderful space. Thank you for your engagement and all the opportunities you offered to the “flying classroom”!

15

At the same time the organizational talent and the welcoming attitude of Vinita Gatne, facilitated us in Chandigarh our first contact with an Indian city and the first immersion in the Indian culture, coming from Latinamerica and Europe. Thanks for your neverending multitasking organisation!

In Jaipur Director Ramalingam Seetharaman, Prof. Divya Choudhary and Ar.Timcy Garg, Pearl University welcomed us and accompanied our stay together with Ar.Nikhil Kala.

Early in the morning Ar. Nikhil and Ar. Nischal JAin guided us on a heritage walk. It will remain in our memory enabling us a deeper insight into the various facets of Indian culture. The success of the days in Jaipur is truly based on an engaged preparatory work between the team around Prof. Divya and Prof. Juerg - IN:CH Academy. Thanks for your great support!

It was a fantastic chance to discuss the students’ approaches to Jaipur, together with local guests, in the wonderful space of JKK Jawahar Kala Kendra - art and culture centre designed by Charles Correa. We will always remember, that we celebrated Rakhi in Rajasthan, a friendship festival.

In Ahmedabad, our partner was Nirma University, represented by Director Prof. Utpal Sharma and Prof. Vibha Gajjar. The opportunity to present our preparatory work done by our Brazilian and European students, to introduce not only their schools but also our understanding of public space in our countries, to do this in front of a full auditorium underlines the deep engagement of the faculty and their students. My heartfelt thanks for your cooperation.

After these first cooperations with our Indian colleagues we do hope that further encounters and exchange will follow.

At this place, I want to say a very special and warm thank you to all Indian students participating at our summerschool! In each town, they you were not only our guide but above all our teachers in the very sense of the ‘flying classroom’ as a socratic learning through space and time.

A very special thank for a very special moment! In Ahmedabad Prof. Yatin Pandya, a multiple award winning architect, a writer and a researcher, an eminent architect and very long friend and partner of Juerg and IN:CH opened his house for our »flying classroom« and gave us the honour of a private lecture! Through his deep understanding of relations in Indian culture he introduced us to the history of Ahmedabad with his wonderful tradition and the world famous architecture of Le Corbusier, Louis Kahn, Balkrishna Doshi and Charles Correa.

In Bangalore, the last station of our ‘flying classroom’ 2017 much appreciation goes to CMR University, welcoming us in their campus. Prof. Muralidhar Reddy together with Prof. Kanchana Ganeshan, Prof. Akshaya Lakshmi, and their

16 students were not only partners but contributed fundamentally with their insights in the very short design process of the intervention under the Wheeler Road Flyover. Thanks for all these precious insights and your collaboration!

Chitra Vishwanath opened the door to her office and welcomed us in her private house. We could experience the quality of her built design philosophy guided by ecological principles, integrating water, energy and land-use thinking into design. Thank you for these enriching moments.

To build, without the knowledge of Prof. Yogananda, the experiences of Mr. Pramode, the practise oriented work of the contractor Mr. Amaurnoth and the helpful hands of his workers, would be simply impossible! Thank you very much for your unconventional dedication and effort to realize in a short time our intervention. It was really only possible by the firm belief of all involved parties.

Our only and deep wish is, that the community will fill it with life and find a new approach to their own traditional games! I would like to come back and visit the site, in the hope that it works like a nucleus for further installations!

Without the contribution of all these people - and all those I might have forgotten to mention - the adventure of the Summer School with a study trip and a hands-on workshop wouldn’t have been possible! Nevertheless, I would like to express my cordial thanks to Prof. Ciro Pirondi not only for his friendship but also for his belief in the idea of our »flying classroom« and the combination with IN:CH Academy. Our friendship has become the friendship of our two schools. And perhaps it’s the consequence of this ongoing development that Sebastian Beck, who studied in Constance, works now as professor at the Escola da Cidade and links the two cultures. Together with Prof. Eduardo Ferroni and Prof. Luis Octavio de Faria e Silva, he accompanied the Brazilian students and supported the basic ideas of ‘flying classroom’. Thanks for our being together!

And last but not least thank you, dear students, for your belief, your curiosity and your passion to cultivate and develop together the idea of »flying classroom«. Together we shaped »flying classroom LC:SP + IN:CH Academy 2017«. During the last days, parallel to the intensive hands-on work on site under the Wheeler Road Flyover, this documentation was completed in the office of IN:CH Academy Bangalore. Summarizing our memories it mirrors the spirit of the “flying classroom LC:SP + IN:CH 2017 “.

Last July we got the wonderful announcement that for the next three years „Flying Classroom_SummerSchool LC:SP + X“ will become part of Baden-Württemberg-STIPENDIUM for university students – BWS plus, a programme of the Baden-Württemberg Stiftung. It’s an honour and we are very thankful to the Baden-Württenberg Stiftung! It will allow us to continue to develop the principal ideas bringing together students from different continents! “flying classroom LC:SP + X” as an intercultural dialogue and exchange will go on!

17

18

Methodology Prof. Juerg Grunder

Methodology The summer school was an overlapping of two education systems; ‘the flying classroom’ – a concept from HTWG Constance, Germany, and ‘IN:CH studio’ from IN:CH Academy, Bangalore India and Bern Switzerland.

Which has been practiced and tested over several years.

IN:CH studio was a concept from Bern University of Applied Sciences, that has been modified by IN:CH architects and planners, to one of the educational products for IN:CH Academy.

The summer school had two parts. The first 16 days was a study trip, to learn from India, while we explored three cities – Chandigarh, Jaipur, and Ahmedabad. Following 11 days was a hands-on workshop in earth construction in Bangalore.

In each city we collaborated with a local university, where the Indian students introduced their city - where most of them grew up and now studying - to the Brazilian and German students. It was objectives that the 28 students and 4 professors are not part of a regular tour, guided by one person. But, on the contrary to discover the city and its hidden secrets in intercultural teams of maximum five people. So, we divided and mixed our students in new small intercultural teams in every city.

To make the learning intensive and to keep the students active, we gave the teams several tasks: Mini-task Every team was given several day topics. For example, in Jaipur, while visiting the Fort Amer, Jaigar, and Nahargar; each team had to study three aspects – concepts about society, accesses / entries and water. Through the analysis by the different teams, the whole group had a deeper understanding of sustainable cycles and strategies.

The local students were prepared for the studio. They introduced places and spaces, typologies and systems, material and element with passion.

They enjoyed teaching their foreign colleagues, proud to be ambassadors of their cities, through the architecture lens that they train at school. The students from Germany and Brazil introduced architectural perspectives from their countries with the indian students for mutual benfit and learning.

19

a-b-c-darium The alphabet dictionary represents an educational element that encourages an intercultural discussion about each ones individual experience. As an, ‘archive of memory’; it focuses on aspects in architecture, design, and planning.

Every intercultural team had to define ‘ the word of the day’, the word being the reflection of what they had experienced during that day – related to architecture, design, and planning. A short text and a sketch, made the word visible and understandable to the other teams.

The words and expressions that came about were waste, steps, passage, level, atmosphere, circulation, layer, etc. The ‘words of the day’ were collected and listed to an archive of memory – the, ‘a-b-c-darium’.

BIG sentences, an Brazilian Indian German review.

What did I learn from Chandigarh, Jaipur, and Ahmedabad? That was the question given to the intercultural teams. The Brazilian, the Indian, and the German students had to point out what each culture had learned at each destination.

Conclusion and consequence To build small teams from three countries at the first moment, when the students meet each other, makes the intercultural work happen.

Intercultural teambuilding brings a fast learning and work process.

Students learn to discover many aspects from other countries. Even the work strategies and the mentalities are varied.

The concept to learn through discovery and first hand experiences, at an individual small intercultural team level, brings about a flat education hierarchy.

The teacher is not the only one with knowledge. The knowledge is generated and competences are shared in teams.

To follow strict daily programmes is not easy for anyone. Moreover, the discussions about respect, dress code, responsibility, and values which are part of the intercultural learning are often endless, repetitive and time consuming.

20

Program Prof. Juerg Grunder

Chandigarh 30. July to 4. August 2017 Cooperation with CCA Chandigarh College of Architecture.We all have started by accessing our roots to the modern architecture, from Le Corbusier’s masterpieces in Chandigarh.

We also discovered the settlements created by Pierre Jeanneret, Jane B. Drew, and Maxwell Fry. The social systems transformed to settlement concepts for different groups of varied income levels, was an inspiring study.

Jaipur 4. to 9. August 2017 The learning from traditional architecture and the transformation to contemporary architecture was the focus in Jaipur. Charles Correa achieved this at the culture and art centre, Jawahar Kala Kendra.

The building concept combines the aspects of the Vastu Shastra - the traditional Hindu system of architecture; which literally translates into ‘science of architecture’, pink - the typical colour of old city of Jaipur, and the astronomical theory from Jantar Mantar.

Our cooperation was with the Pearl Academy.

Ahmedabad 9. to 14. August 2017 To visit traditional, modern, and contemporary architecture was our focus in Ahmedabad. The city is an archive, a living exhibition, and a laboratory. We visited iconic buildings, we were keen to understand the flexibility, and the social cycles of the city. To witness the legends in architecture was both inspiring and motivating for the future.

Our Cooperation was with Nirma University.

Bangalore 14. to 26. August 2017 To work with your hands after a design process is not a common practice in architecture schools. To design for a community, introduce them to your ideas, respect their reactions, listen to their needs and constraints, and to transform all this into a project is a challenge and quite simple – hard work. We not only succeeded in creating a project, we also executed the design with sweat and pain. Not everyone enjoyed this part of the summer school in the beginning, but we were proud and happy in the end. Everyone is now interested to see how the society will use and take ownership of the space.

Our cooperation was with CMR University and Jaaga DNA.

21

Partners in Bangalore Jaaga DNA (Design+Networks+Arts) leads urban community initiatives in Bangalore. Jaaga’s research about the Wheeler road flyover and the adjacent community, became the basis for our work. We learnt that the traditional settlement was divided by the flyover and the local community didn’t have access to public space.

Our approach was to design and build elements to activate an urban space.

Mahija were our construction partners. They are experts in earth construction and our primary material was earth.

Cox Town Society a non-organised group of people, citizens, shop owners, inhabitants, families; were our clients. Everyone around the site joined us and helped us during the construction process.

They could witness students from different cultures work together to realise a project for their community.

22

Chandigarh 30-07-17

first meeting at Government Museum by Le Corbusier and Art Gallery general introduction and information

31-07-17

discovering High Court Building at Capital Complex

by Le Corbusier visiting Rock Garden by Nek Chand introductions and lecture at Chandigarh College of Architecture

01-08-17

visiting Pierre Jeanneret Resource Center, analyses at Sector 10, study original typologies and transformations done by occupants

02-08-17

studying Panjab University Campus, Library, Student Centre, Girls and Boys Hostel, Fine Arts Museum, Gandhi Bhawan, interviewing students about their meaning to urban spaces

03-08-17

analysing residential typologies and social concepts

by Jane B. Drew, Maxwell Fry, Pierre Jeanneret, at Sector 22, 23 and others final presentation at Gandhi Bhavan auditorium

04-08-17

experiencing the inside of Assembly Hall and Secretary Building at Capital Complex by Le Corbusier walking at the Sukhna Lake departure to Jaipur

Chandigarh

23

Cooperation with CCA Chandigarh College of Architecture Prof. Sangeeta Bagga Lidiya Joseph Shweta Kathuria Guneet Kaur Sheen Pandita Sahil Pasahan Sargam Sethi Raman Singh Coordination Ar. Vinita Gatne

24

Modern. Modernity. Modernisation.

Prof. Sangeeta Bagga

The 3 M‘s.

Modern. Modernity. Modernisation.

The first is to be in tune with time, now and in this moment. It deals with the contemporaneous which is also transient, so the modern is always changing.

Modernity is the state of being modern. Thus, India embraced Modernity through the manifestation of Chandigarh.

Modernisation is the process of becoming modern. It relies on prefab, quick faster methods of reproduction of assemblies. It is a consequence of the world war and the modern world‘s solution to rebuild post war. It relies on exchanges; human and technological.

It has a social and egalitarian connect devoid of ornament and reflects the honesty of expression.

About students of architecture 1. It‘s been a knock on their heads, to rethink the way they understand the city.

2. It‘s a revisit for them : questioning the obvious.

Reflections » It was a realisation and a reminder of how privileged we are, by exploring what was always there, but was left unexplored. Walking past Pierre Jeanneret‘s houses on a daily basis, I never cared to stop and look until this workshop. It gave us an even deeper insight, to a place we thought we new so well. « Sargam Sethi

» The experience provided a new perspective to the architecture of Chandigarh. Not only did we observe it more closely, but also analysed it vividly, which we hadn‘t earlier eventhough we lived in the city. We compared the local architecture with the global with students from Germany and Brazil. To conclude, this workshop not only brought us closer to the students from different parts of the world, but also to our heritage. « Sahil Pasahan

25

Âť As an architecture student, exploring new places is always amazing . This workshop gave us the chance to explore our own city of Chandigarh, while working in a group with new people. We explored together, teaching each other about India, Germany and Brazil.

Personally, I realized the city is nurtured by its citizens and the administration, who are working together to make it a better city. ÂŤ Shweta Kathuria

Le Corbusier and Pierre Jeanneret

26

Memo Vinita Gatne

reflections on assembling the Charles Correa’s Archives “…lf you change how two streets meet at the corner of a block, then the implications will ripple all the way back to the layout of the neighbourhood, back and back, all the way to the master plan for the whole city. From the part to the whole and back again to the part - back and forth.

Design is a reiterative process, not a linear one, to design is to understand these connections.”

Charles Correa from essay ‘Make Sure It’s Your Train’ (Convocation Address, School of Planning and Architecture, New Delhi, 1995) Soon after my graduation, I started working with Mr. Charles Correa on a digital archive covering over 60 years of his practice.

Over five years we collated and catalogued nearly 15,000 drawings (process and working drawings) along with photographs, publications, essays and media reports and developed a bespoke computer program wherein the material can be inserted and interlinked.

As a student of architecture, the three widely accessible sources to do a case studies of a building is namely: the final drawings & photographs, a note or critical writing, and if possible a visit to the building itself along with interviews. Nevertheless, we know that the drawing is embedded with decisions and has arrived to its definitive state through a rigorous process of discussions with colleagues, clients and contractors. These processes generated drawings (mostly hand drafted) with layers of revisions. Through a careful study of the whole set one starts noticing a shift in a wall, a window is widened, perhaps a level difference is inserted. All these traces stand evidence to the fact a building is always in the state of becoming before it was set in stone and after when softer iterations take place when people start to live. The softer iterations can be noticed in the critics in journal pages, in newspaper clippings, letters recording correspondences and interactions. Alongside projects which mark the milestones of the practice, the archives also consist of essays by Mr. Correa that reflect upon the ideologies of the practice itself. In a nutshell (subjectively speaking), the archive is a source of understanding a practice collectively through the process, the response and the reflection.

27

It has been over six years that I keep going back to the archives and start noticing things that I perhaps ignored before. During the whole process of building the archives we often had long discussions about everyday affairs, the arts, the social and political events in which the practice was situated and the projects were conceived. In some sense, I believe that I practiced architecture with Mr and Mrs. Correa without building, but rather drawing upon the whole process of what went into building it.

The archive is available online to various students, researchers and scholars through a subscription from their home institution as well as at organisations like Urban Design Research Institute (UDRI), Charles Correa Foundation, Royal Institute for British Architects (RIBA) which have open access to the public.

Vinita Gatne is an Architect based in Mumbai. Through her studio-based practice, she explores the interplay between activity, mechanics and spaces. Her ongoing collaborative art project ‘Seven Isles unclaimed’, she enquires into the ephemeral conditions of the wetlands by inserting interactive diagrams that study and speculate how this space can be negotiated by the ebb and flow of water.

Alongside her studio practice, her research projects interests are in perception of health, in creation and administration of institutions of care and treatment. Her recent research project „The Architecture of Public Health Trusts in Colonial Bombay” funded by the Welcome Trust, UK focuses on the processes through which various spatial arrangements i.e. sanatoriums, hospitals and dispensaries were drafted to treat tuberculosis in early 20th century. She is also working on an archival research project on Shenley Mental Hospital (UK) that explores the role treatment in the creation and administration of asylum spaces.

In the past, she has worked on various research projects that focus on communities located on peripheries of Mumbai and their engagement with primary livelihoods under the pressures of urbanisation with organisations like World Resource Institute, Urban Design & Research Institute, Collective Research Initiatives Trust and Design Cell KRVIA.

28

City of Chandigarh Prof. Myriam Gautschi

After the partition of British India in 1947, Lahore, the former capital of Panjab became the capital of Pakistan. The Indian province Panjab with 12.5 million inhabitants required a new seat of government; therefore Chandigarh was designed to replace Lahore.

The new capital city got its name from a nearby temple; dedicated to goddess Chandi. The warrior avatar of goddess Parvathi is Chandi, and ‘Garh’ means home – hence it became the ‘home of the goddess Chandi. The city is located on the slightly sloping plateau with the backdrop of the Himalayas.

1950 after the death of Matthew Nowicky - the architect-planner, who designed the initial plans as collaborator of Albert Mayer in New York, Nehru sent a delegation to Europe to find the most qualified architect to continue the work. Due to his 40 years of focus on urban questions; Le Corbusier was chosen to be the appropriate and suitable architect. Together with Pierre Jeanneret, Jane Drew, and Maxwell Fry, he undertook the challenge.

In spring 1951 the new plan, based on the initial project of Nowicky, but adapted and transformed, was already finished and work on site started immediately. Jane Drew and Maxwell Fray, already well-known for their sustainable architecture in Africa, dedicated 3 years in Chandigarh to work together with Pierre Jeanneret - the cousin of Le Corbusier; who stayed in Chandigarh till his death in 1967. It’s their contribution to have developed various typologies of housing for the 25 sectors, measuring each 800x1200m, with 800-2000 inhabitants each.

Seven different types of streets known as the V7 structure the sectors and give a clear hierarchy to the arterial roads. Moreover, the commercial street in east-west direction and walkways in park-like greenways in north-south direction with school, sport grounds etc., link the different sectors across the whole city. The centrally located sector 17, becomes the commercial centre with its square surrounded by arcades and the first cinema in Chandigarh.

29

The capital complex in sector 1 was rigorously composed, with the Modulor and the golden rule, as the basis. It consists of the Secretary, the Legislative Assembly, and High Court – the Shivalik hills always in the background; already visible in the first sketches of Ar. Le Corbusier.

Due to the monsoon rains and the high atmospheric humidity, it was our imagination that added this horizon. It was an unforgettable and touching experience, walking the ramps of the High Court or discovering the unbelievable environmental quality of the different sectors! To discover the work of Jeanneret, Drew, and Fry was a personal enrichment. We had goose-bumps!

30

Commercial Sector 17

31

32

Chandigarh

33

34

Capital Complex

The Capital Complex is located in the Sector 1 of the planned city. As it is the prime manifestation of Chandigarh’s architecture it is spread over an area of around 100 acres.

35

36

Capital Complex “Architecture is the masterly, correct and magnificient play of volumes brought together with light.“ Le Corbusier

37

38

Open Hand

39

The Open Hand is a symbol of the government of Chandigarh, designed by Le Corbusier. It is next to the Capital Complex to frame the public space which Corbusier designed for the community to meet and discuss political decisions.

40

Assembly Hall The Palace of the Assembly boasts Corbusier’s major architectural philosophies and style. Its open plan enables a view of the Himalayan landscape and its program features a circular assembly chamber, a forum for conversation and transactions, and stair-free circulation.

Through the use of pilotis in form of concrete columns, the whole structure seems to be lifted off of the ground. The entrance hall spreads over several levels to create an impressive space.

This also enables the second point on Corbusier’s list, ‘a free facade’ ; to express release of space to be spatial continued via brise-soleil formed by the golden ratio.

The circular assembly chamber produces to its form good acoustics and intersects the open space.

41

42

Secretariat Building

The architecture of the Secretariat building spans over 254m length and 42m height to mark the edge of the Capital Complex.

To frame the architecture, two sculptural ramps enable a vertical circulation throughout all levels.

The architecture plays carefully with natural lighting and ventilation. It is also a significant example for ‘beton brut’ because the whole structure is constructed in rough-cast concrete.

43

44

Government Museum and Art Gallery

The Government Museum and Art Gallery is located in Sector 10, it houses a collection of Gandhara sculptures, Pahari and Sikh paintings as well as contemporary indian art.

The museum is surrounded by a sprawling and spread out campus, and framed by the Government College of Art on one side. It is designed by Corbusier and was inaugurated in 1968. It’s architecture is divided into three wings, of which the largest building is the Art Gallery.

Inside the museum, the circulation is through several ramps and stairs, guided by natural light.

45

46

Housing Sector 22

47

48

Transformation Housing

49

50

Rock Garden The Rock Garden was started secretly in 1957 by its founder Nek Chand, and spreads today over an area of 40 acres. The various sculptures which are placed all around the garden are made of scrap and other kinds of wastes.

51

52

Panjab University

Panjab University is located in Sector 14 and Sector 25 of Chandigarh, spreading across an area of almost 550 acres.

With its various departments the university forms the educational zone of the city.

The masterplan of the University was reorganized by Pierre Jeanneret, who also designed all major buildings like Gandhi Bhawan, and the Fine Arts Museum; which is the most distinctive landmark of the university area.

The plan of the building is shaped like a lotus flower surrounded by water basins to appear as it would float on water.

53

54

Library of Panjab University

55

56

Student Center of Panjab University

57

Each of the 7 groups interviewed a student at the campus of Panjab University. Topic was the public space in Chandigarh.

» Chandigarh is a very green city, but there is not much to discover. There are not many cultural activities.« » In summer, days are too hot to go outside, I meet my friends at the mall. We need more cool places to go out. « Suleka 24 » I am more free here, especially as a woman.« » Chandigarh is safe and gives me the opportunity to go out on my own.« » I enjoy the greenery, cafés and the closeness to the mountains.« Deeksha 22

58

»Learning from Chandigarh...« » It was a realization and a reminder of how priviledged we are, by exploring what was always there, but was left unexplored. « Sargam Sethi » Mergular em Chandigarh me fez refletir sobre a relação entre identidade national e arquitenra moderna. « Ana Clara Marin, Carolina Moraes » Diving into Chandigarh made me reflect the relation between national indentity and modern architecture « » Architektur kann nicht alles planen, sie sorgt für einen städtischen Raum, eine Hülle, welche sich der Mensch zu eigen macht, ihn personalisiert und individuell gestaltet. « » Architecture can‘t plan everything. It creates an urban space, an enclousure,which is embraced by people to personalise and design individually. « » In Chandigarh einzutauchen hat uns gelehrt, weltoffen zu sein. « Mira Walter, Hannah Reinhardt » Diving into Chandigarh taught us to be openminded. «

59

» Discovering the place of Chandigarh with the exchange students gave a whole new perspective to the spaces, and it seems people of Chandigarh have warmly embraced the modern architecture and made it their own, giving it different identities. « Guneet Kaur » Profissionalmente saber dosar seus anseios pessoais e conhecimentos com as necessidades e desejos de quem disfnutará do espaço «

60

Jaipur 04-08-17

arriving in Jaipur

05-08-17

introductions and lecture at Pearl Academy visiting Sagar Lake and Amer village watching Fort Amer Light and Sound Show

06-08-17

visiting Hathigaon Elephant Village by Ar. Rahul Mehrotra study sustainability concepts at Amer, Jaigarh and Nahargarh Fort introduction at Jawahar Kala Kendra JKK by Charles Correa

07-08-17

RAKHI Nord Indian Festival visiting City Palace, Hawa Mahal, Jantar Mantar

08-08-17

heritage walk through the pink city tour in intercultural teams through the Basar’s final interactive discussion at Jawahar Kala Kendra

09-08-17

departure to Ahmedabad

61

Cooperation with Pearl Academy Director Ramalingam Seetharaman Prof. Divya Choudhary Ar. Timcy Garg Ar. Nikhil Kala Mahi Agarwal Neha Agarwal Raghvi Agarwal Kashish Atri Ravisha Jain Gurmeet Kaur Buxi Ashwini Namdeo Mudit Porwal Harshita Ramjiwal Radhika Shah

62

City of Jaipur Prof. Myriam Gautschi

Jaipur, the capital of Rajasthan, can be seen as the first planned city of India.

In 1727 founded by Maharaja Jai Singh ll, a great warrior and astronomer, the city was planned according strong scientific principles, the rules of Shilpa Shastra; also known as Vaastu Shastra.

‘Vastu’ translates to dwelling, ‘Shastra’ to the science based on the five elements earth, fire, heaven, water, air. ‘Vastushastra’ stands for the ‘science of architecture’.

Even today, the original square divided into the 9 basic squares, is visible in the plan of the city; evocating the historical structure of the ancient walled city with its impressive 8 gates. The city lays amidst a hilly surrounding, strategically protected by long walls and various forts, even older than the city itself.

We still remember the lecture from Yatin Pandia and his quote, ‘history is as dead tradition, but tradition is living history’. These words mirror our experience during the ‘heritage walk’ within the walled city, early in the morning. We visited the fascinating astrological complex Jantar Mantar, built by its passionate founder and astronomer Sawai Jai Sing. It is the biggest stone observatory in the world, providing accurate information even today, in comparison to today’s modern instruments.

We were fascinated by the endless and mysterious, ‘Jali‘-facade of Hawa Mahal, built in 1799. Resembling a shield in front of this 5-storey building along the main street, enabling through its semioctogonal bay windows not only the breeze to come in, but also allowing the women hidden behind the Jaali latticework to watch the everyday life in the street and royal processions of the city.

The tradition to maintain the facades pink exists even today, remembering the year 1876 when Maharaja Ram Singh painted the entire city pink - traditionally a colour associated with hospitality, to welcome the Prince of Wales, and later King Edward Vll during their visit to Jaipur.

The bazaars along the streets are full of life, selling traditionally ornamented colourful handicrafts. Sometimes it seems as time is left behind!

Walking through Jaipur, discovering the hidden but well-organized

63

life in the forts on the hills around the city, admiring the combination of Hindu and Mughal architecture with paintings, stones, and mirror-works in the interiors, climbing the endless walls tracing the landscape and the horizon, meant diving into history and into the first picture of India we all had in our mind!

64

City of Jaipur Prof. Nikhil Kala

My professional conclusion and relation to Jaipur Jaipur: the 300 year old city I was born and brought up; is popular for its heritage, culture, crafts, pink, forts & palaces and its people. I have spent my childhood in the Walled City Jaipur, playing in those narrow streets and commuting to school on my cycle. All those streets seemed to be dirty, unhealthy, filled with garbage, dogs and cattle. I still loved the city for the people who were around me.

Later joined the school of Architecture in Jaipur itself and then realized the architectural and heritage importance of the city. As we explored the crafts and arts of Jaipur, we started falling in love with the place all over again but for a different reason.

After a few years, I joined the school of Planning in Ahmedabad and learnt that the city plan itself is one of the most wonderful things about Jaipur. The layout of the streets, public spaces, commercial markets and almost everything which looked chaotic, now seemed to be a beautiful pattern. I took up the research on the land use transformation of the city to understand the historic evolution of the city and its activities.

I returned from the school and started organizing heritage walks for locals, students and tourists spreading the awareness about the greatness of the city. Jaipur is one of those cities, which has not seen any major war or fight over territory. Whoever came into power at the center of India, we just supported and became friends, it’s our work and business which we care about, more than who sits on the throne. And so, whoever thinks in a similar manner is Jaipur. And so I proudly say that, “I AM JAIPUR“

65

66

Collaboration Tour Prof. Nikhil Kala

On 5th August 2017, Pearl Academy’s (Jaipur) Interior and Spatial Design (Under Graduate), and Interior Design and Styling (Post Graduate) departments collaborated with HTWG Constance Germany, Cidade Sao Paulo and IN:CH architects, to do a 4-day project on Jaipur City.

The program started with a warm welcome speech by Mr. Ramalingam Seetharaman, the Director of Pearl Academy, Jaipur. He addressed the students and their mentors about the cultural aspect of the city and invited all to have Rajasthani Lunch at the campus that was being prepared for welcoming them on their first day in Jaipur, Rajasthan. The program was followed by an extended note of thanks from Juerg Grunder from IN:CH academy and IN:CH architects and planners. He presented IN:CH Academy education concept and the architectural work from IN:CH architects and planners. Prof Myriam Gautschi, Dean HTWG Architecture Konstanz Germany introduced their education program and activities. The German students give the Indian students and faculties an idea of urban spaces at several places in Europe. Eduardo Rocha Ferroni with Sebastian Beck and students from Cidade Sao Paulo introduced their school and aspects about the Brazilian culture.

The informative session began with a presentation about Jaipur’s city plan, and its relative significance in the architecture of city by Mr. Nikhil Kala, Architect and Faculty in Pearl Academy. Soon after this, the students from Germany, Brazil and Pearl Academy Jaipur interacted and got into groups of 3 to work with each other.

The students were asked to bring ‘1 word’ to describe their experience of each day.

A group picture of students with their faculty right after having the delicious Rajasthani Lunch. Jaipur students guided everybody towards Sagar Lake (near Amber Fort and village) where they experienced the architecture and beauty of Amber town. The day completed as they witnessed ‘light and sound’ show in the evening at Amber Fort.

On day 2, an early morning visit was destined to Haathi gaanv (Elephant Village); where the team realized how the elephants and mahouts (their owners) lived in the same area, and how efficiently it was designed for their activitiesby Ar. Rahul Mehrotra. Following this, was the study of architectural highlights to be covered at Amber, Nahargarh and Jaigarh Fort. Those 3 groups of students were further categorized into 3 sub-groups. Each of these subgroups had to cover their study objective under the topics of – water management, entry/exits, and socializing in those ancient days. After utilizing their individual time at a selected fort, the students visited the other two forts.

In the evening, the students with their faculty gathered at Jawahar Kala Kendra where Mr. Nikhil Kala guided the students throughout the building introducing the architectural features of the place designed by Charles Correa.

67

On Day 3, the team of students and faculty visited City Palace Museum, Hawa Mahal and Jantar Mantar (Astrological Park), and learnt about the functionality, high accuracy in astrological instruments, and concept of design in India that existed years ago.

On the fourth and the final day, Pearlites met the rest of the team at their hotel where they prepared their presentations that were to be presented to the faculties and discussed about their strategies and approach to work on it.

On summing up their work, the team left for the heritage walk through the walled city and the old bazaars, and then went towards the new city to explore newer places with their Pearlites.

All the groups, that evening, again gathered at Jawahar Kala Kendra (JKK) to present their work to the faculties. One on one, each group presented their paper-presentations and received feedback from their mentors and guest faculties.

One of the presentations was about the water management system at Nahargarh. The group came up with the research that the water system was completely dependent on the rainfall in that area. The channel running below the fort ramparts would carry the rain water gushing down from the hill slopes to the boaris. All the water was saved in boaris (storages) and so it was possible to survive even during rain deficit periods.

Another group came up with water management scheme in Amber Fort. They represented the flow chart in their paper presentation explaining the route considered for water flow. Since the fort was built in various levels, the water from the underground was extracted up using capillary system. Diwan-e-Khaas, Sheesh Mahal (Mirror Palace) and Diwan-e-Aam, all had internally connected reservoirs and canals on the outside. As a result, fresh water was available for use all the time. The students learned about concepts for water, society and circulation systems. By this process all the students understood and imagined how community lived inside the three Forts.

What started as a journey with new faces in known places ended up with friendships that will continue to grow with each passing year‌

68

Hathigaanv - Elephant Village

69

70

Hathigaanv - Elephant Village

71

The Elephant Village was completed in 2010 by the Ar. Rahul Mehrotra. The housing projects offers space for the Mahouts (caretakers of the elephants), and the elephants. The main focus of the project was to structure the landscape that had been devastated by its use as a sand quarry. Water bodies were created to harvest the rain runoff in the desert climate of Rajasthan.

The housing units are organized in clusters to create shared community spaces for this low-income housing project. There is space for the inhabitants to transform their own homes within minimal architecture design.

72

Panna Meena Ka Kund

73

Panna Meena Ka Kund Panna Meena Ka Kund or Panna Mian Ki Naoli is a step well near the Amer fort with a stunning pattern of symmetrical stairs.

It was constructed in the 16th Century and was mainly a place for social meetings.

The people formed a chain to carry the water up the eight storey staircase.

74

Rameshwar Temple

75

76

Amer Fort Hidden behind the old walls of the Forts Amer and Jaigarh, the Hanuman Sagar Lake from the 17th Century is one of the best kept secrets of Jaipur.

In the past the lake was the primary source of water for the adjoining forts and the people of Jaipur.

77

78

Amer Fort

79

80

Amer Fort

81

The 1582 built Amer Fort is an extensive Palace Complex. The Fort has influences of both Hindu and Muslim architecture.

It is composed out of pale yellow and pink sandstone as well as white marble. It is separated in four sections each with its own courtyard.

82

Amer Fort

83

84

Nahargarh Fort

85

86

Maota Lake and Kesar Kyari

87

88

Heritage Walk Jaipur

89

90

Jantar Mantar The observatories, also known as ‘Jantar Mantar’ were built

by Maharajah Singh II of Jaipur between 1724 and 1730.

The architecture is created like large scaled geometric forms.

Different buildings of unique forms, are either for themselves astronomical measurements or house specialized functions; to gain knowledge about the universe.

91

92

Hawa Mahal

The Hawa Mahal, also known as the Palace of Wind is a five storey palace in the heart of Jaipur. It was constructed in 1799 in red and pink sandstone. The pyramid shaped facade with its 953 windows is the main highlight of the building. It is carved with beautiful motifs and the openings are covered by wooden Jharokhas to let the air naturally circulate through the building.

Behind each of the windows there is space for one person to sit and view the street, and not to be seen from outside. Through the strict Purdah system the royal Rajput women were not allowed to appear in public, the hidden openings enabled them a glimpse of the daily life.

93

94

Jawahar Kala Kendra

The JKK multi arts center was built by the Rajasthan government to preserve Rajasthan’s arts and crafts. The complex was designed by the Ar. Charles Correa.

The inspiration for the plan is based on the historical city plan of Jaipur, which consists nine squares with a central square left open. The architecture is an adoption and application of the Vastu Vidya, an ancient architecture principle.

95

96

»Learning from Jaipur...« » Nos perguntamos se as ruas de Jaipur não são seu maior espaço publico? « » We wonder if the street isn’t Jaipur’s biggest public space? « » It was humble reminder of how different cultures have so much in common and how easy it can be to adapt to each other‘s likes. The cultural exchange and the bonding we shared is going to stay forever from this moment forward.« Gurmeet Kaur Buxi » Na India o passado está por todos os lados, o que nós aprendemos, dentre nossas vivencias, é o jeito único que os indianos mostram suas crenças.« Carolina Dentes, Conrado Monteiro » In India the past is everywhere, what we learned, among many experiences, is the unique way how Indians face their believes. « » Eine neue Kultur zu verstehen ist wie das besteigen einer Treppe. « Alexander Marks, Mira Walter » To get to know a new city/culture is like taking stairs step by step.. « » Das Verhältnis der beiden Seiten einer Mauer ist mehr als ein Außen und Innen. Wir müssen einen Weg finden, eine Spannung herzustellen um eine Verbindung schaffen. « Lucas Andlauer » The relation between the two sides of a wall is more than outside and inside. We have to find a fine way to create a tension between these two sides and make a connection happen.«

97

» The past four days have been amazing with real interaction and connection with everyone. We visited every historical site with the eyes of an observer. « Raghvi Agarwal » Known since time that the heart cherishes what´s old and mind takes pride in the new. Jaipur seems to have mastered this balance between the two. While the folks accepts latest trends here, the traditional love still drawns them to the old city. « Neha Agarwal

98

City of Bangalore Ahmedabad 09-08-17

arriving from Jaipur visiting Nirma University

10-08-17

visiting Millowner‘s Building by Le Corbusier visiting CEPT University by Balkrishna Vithaldas Doshi visiting IIM Indian Institute of Management by Louis Kahn visiting Gandhi Memorial Museum by Charles Correa Gandhi Ashram and River Front by Bimal Patel

11-08-17

lecture by Prof. Yatin Pandya visiting Gramshree Workshop for Women and Manav Sadhna Activity Centre by Yatin Pandya in Slum visiting Sanskar Kendra Museum by Le Corbusier visiting NID National Institute of Design visiting Sarkhej Roza Mosque and Tombs

12-08-17

heritage walk tour in intercultural teams through the walled city discovering student’s favourite places

13-08-17

visiting Adalaj Step Well working, presenting and discussing concepts for the task in Bangalore at Nirma University

14-08-17

departure to Bangalore traveling to Bangalore

99

Cooperation with Nirma University Ahmedabad Director Prof. Utpal Sharma Prof. Vibha Gajjar Kruti Desai Kush Desai Devanshi M. Modi Aditi Pancholi Jhanavi Parikh Chinar Shah Ketankumar J. Solanki Vijay B. Talsania

100

City of Ahmedabad Prof. Myriam Gautschi

“In 1551, the town council of Ahmedabad, center of the Indian cotton spinning industry, commissioned me to design a museum under the name of ‘Museum of Knowledge’. The intention was to show the people of the city what they had been and what they had done in the past, were doing today, and could do tomorrow.”

Le Corbusier Le Corbusier came to the city in 1951 to design and build the “Museum of Knowledge”, Sanskar Kendra. To understand and to dive into the Indian way of life, he first visited Manek Chowk, the well-known square in the old city surrounded by historical structures. Completely astonished by the size of these unbelievably small shops, Le Corbusier lied down and measured these small cubicles with his body. We didn’t measure Manek Chowk, but we were impressed by its multifunctional use. While cows are rummaging through the waste, Manek Chowk is a vegetable market in the morning, only to turn into a jewellery market in the afternoon.

At night it becomes a food market and a meeting point. As the square changes its face and functions during day and night time, it is a place that challenges us to rethink our own public spaces in Europe and Latin America.

Ahmedabad, the 5th largest city of Gujarat and former capital of Gujarat, is an important producer of cotton and a vibrant city.

Firstly, the historical city offers sights, like the narrow streets with the well-organized pol structures - housing clusters that shelter families belonging to particular groups linked by caste, profession, or religion. Secondly, the Jama Masjid Mosque, with its fascinating prayer room and wide courtyard; is accurately organized and lined with tombs of the queens.

On the other hand confronting the icons of modernity of the last century. Walking up the ramp of Mill Owners Building was a special moment! Le Corbusier was commissioned by the president of the Mill Owners Association to design its headquarters. In response to the existing cultural context and climate, he proposed overhanging ledges, shade screens, pillared halls, and he introduced large brise-soleils to prevent sunlight from entering the facade. However, the brise-soleils on the west facade are oriented diagonally to permit air and indirect sunlight to enter the space. At the same time, it obstructs the view from the street. Together with the plants and the ramp they characterize the main facade. While the grid and order of the pilotis remain rectilinear, the interior space seduces by convex and concave volumes, with its transparencies, and views!

Standing in the middle of this space remains an unforgettable sensation!

Take the chance to visit and experience a building designed by Louis Kahn, the IIM (Indian Institute of Management, established in 1974). The distinctive features of exposed-brick architecture are the numerous arches and circles carved out in the facade permitting different views and if it is not raining a fascinating show of light and shadow! We had the possibility to walk through the

101

extensive complex, which includes a library, teaching facilities, and residential buildings for the students. The complex got an extension by Ar. Rajendra Patel, interpreting the elements of Louis Kahn completely in concrete.

Ahmedabad is not imaginable without Mahatma Gandhi who decided in 1915, after coming back from South Africa, to settle down and establish an Ashram. In 1930, Gandhi initiated the Salt Satyagraha walking from Ahmedabad to Dandi demanding civil rights, better pay, and working conditions for everybody. Convinced not to come back before India becomes independent, he started a resistance movement together, influencing Indian history a great deal. One year later, in 1948, Gandhi was murdered. History is coming alive in the historical Ashram and the museum built

by Charles Correa.

Visiting and walking down the steps of a stepwell was a dream we all cherished. It became reality when we visited the famous Adalaj stepwell, and observed the play of light and shadow in the water. Built in sandstone this stepwell is five stories deep with an octagonal plan at the top, open to the sky. Well-known is the view through the large number of pillars, offering space for the women to meet, gather, chat, or to worship the gods and goddesses while retrieving water for drinking, washing, and bathing. Different platforms and staircases lead to the water level, dug deep to access ground water, accounting for seasonal fluctuations due to rainfall over the years. The temperature inside the stepwell should be about 5 degrees lower than the outside summer heat.

Just like Le Corbusier, we visited Sarkhej Roza and were equally mesmerized by its beauty. Due to the strong monsoon we had the chance to see the lake filled with water. We could now comprehend Le Corbusiers enthusiasm.

Corbusier’s quotation praising Ahmedabad speaks for itself: “You don’t need to travel to the Acropolis. You have everything here.”

102

Ahmedabad Prof. Vibha Gajjar

Ahmedabad rather “Amdavad” would be more appropriate name for the fastest growing city located in western part of Country (India) and in central Gujarat. The Sabarmati river dividing the city into eastern and western part showing lot of disparity in terms of development since the year of establishment in 14 11 AD. The old city of Amdavad is located in the eastern bank of river Sabarmati, where the original settlement in the form of “Pol” got developed within in a fortified town. In present context the old city predominantly shows dense fabric of urban planning having mix land use of residential and commercial development, declared as world heritage city by UNESCO in July 2017.

Over a period of 600 years, city has grown manifold and one can really experience a rich confluence of culture in the city of “Amdavad”. The city is famous for many things right from heritage city (old city), to textile industry (Manchester of east), to best educational campus (IIM, NID, CEPT, etc.) to celebration of festival (“Uttrayan”, Rathyatra”, “Navratri”, etc.)

The city is developed by the eminent citizens during different discourse of time and all the responsible citizens have contributed towards progress unlike other well-known cities of India, where it has strong influence of British Rules. One can say the city which has grown over a period of time because of strong drive by citizens residing in city of Amdavad to have something new in each era. One can notice great convergence of Hindu Architecture (chabutra temples, step-well etc.), Jain Architecture (deraser), Muslim Architecture (fort walls,mosque,Roja,tombs,etc.), Vernacular Architecture (pols,havellies,etc.), and modern Architecture (Sanskar Kendra, IIM, NID, Gandhi smarak, etc.).

The city of opportunity, city of dreams, city of hope, city of chance, whatever one wishes to associate to the city of “Amdavad”, it will provide wide variety of possibility to explore as an outsider. The city growing with faster rate of urbanization but still deeply rooted in historical time zone and one can choose to explore this charming city of Amdavad anytime.

The city has such magnetic pool that one ends up loving this city irrespective of problems and challenges that one has to face; right from traffic congestion, to scarcity of resource, to haphazard growth, to disparity in development, to all the urbanization problem that one can think of.

The best thing about the people of Amdavad is their argumentative nature which can not be competed by any outsider and thus they are known as “Amdavadi”, a name given to all those who has such power of dominance in convincing the rest of the world.

Whatsoever the mindset is prevailing in city of Amdavad, it is extremely tourist friendly and food loving city. As the city does not have any natural rejuvenation or natural places to relax or enjoy, people often prefer to hangout at different food joints.

103

104

Spatial Narratives in Timeless Architecture Prof. Yatin Pandya

In India, history stays alive as living traditions. History and tradition both have their roots in the past, but history, for its in-adaptability to the changed time and space remains obsolete as fossilized remains of the bygone era. Tradition, on the other hand, consistently adapts and suitably transforms to the changed circumstances. Tradition therefore survives and remains timeless.

It survived the past and promises to prevail in future as it rests on collective concurrence, shared values and deep rooted conditioning. The traditions - as living heritage are as much contemporary.

Thus, in India we simultaneously live in three time zones. Legacies of past and aspirations for the future effectively combine with the realities of present.

Time, in an Indian psyche is a cyclic phenomenon. The faith in reincarnations, the cycle of birth-death and rebirth, the unending chain of construction-destruction and reconstruction, all reaffirm the belief in the recurrence of time.

Indian notion of “existence” trades also on such dualities. ‘Atman’ (atom) and ‘Brahman’ (universe) are fundamental basis of any existence. The schema of dual existence that simultaneously accepts part as a whole and whole as a part speaks of world within a world concept. Each entity is complete in itself at one plane and yet at the other a part of a larger system. A microcosm in cosmos. An aspect of counterpoints is also built into notions of existence. Bipolar existence where opposites reinforce each other.

May it be purush and - prakriti, light and darkness, solid and void, they are the mutually defining aspects. One shapes the other.

That is why apparent extremes coexist in India. As counterpoints they become mutual references and integral part of self balancing system ensuring the continuum and endurance.

Paradoxes prevail here as to an Indian psyche, notions rather than physical realities are more critical. “Space” is a notional phenomena which shapes and exists by the context.

Space making is a sum total of time and space combination. Space over time is not the same. Similarly time over different space is also not the same. Therefore, having invested in time the space changes. This constant juxtaposition of time over space is the essential premise of Indian Architecture. Movement is the key to its perception.Traditional Indian Architecture is the story of movement and pauses where „kinesthetics“ of space is fundamental to its experience and perception.

Architectural spaces can potentially nourish emotionally and spiritually. A typical Hindu temple best illustrates this phenomenon.

In a temple, the sequence of gopurams, series of ascending steps and platforms, rising volumes of domes and shikharas, increasing degree of enclosure and the transition from the semi-open, multi directional pavilions to the uni-directional dark sanctum enclosed

105 by solid walls, all heighten the progression from the corporeal to the spiritual as one progresses from the gopuram to garbhagriha.

This sense of transcendence from the worldly, from terrestrial to celestial, is further enhanced by the culmination of the horizontal planes of the platform into a vertical axis through tall pointed shikharas symbolically pointing towards the heavens. In this manner, the elements of a building, its scale, size, volume, degrees of enclosure, levels of illumination as well as motifs and decorations instill in the observer ethos appropriate to the place.

Transcending time and space, good architecture remains communicative and interactive all the while through its spatial qualities.

These spaces possess the qualities to establish rapport with the on looker and condition its perception, independent of their cultural background. Timeless, ever pervading architecture rely on more fundamental attributes of space making ranging from approach and movement, scale and proportion, quality of light and shade or the relationship of the built with the unbuilt. Such architecture therefore needs to be understood and interpreted through perceptual and experiential qualities and not by the abstractions of the plan geometry or static compositions of the facade elevations.

Dynamics of moving through the space and sensory perception of it is vital to good architecture.

Yatin Pandya is an author, activist, academician, researcher as well as the practising architect, with his firm FOOTPRINTS E.A.R.T.H. (Environment Architecture Research Technology Housing). Graduate of CEPT university, Ahmedabad he has availed Master of Architecture degree from McGill University, Montreal. Yatin has been involved with city planning, urban design, mass housing, architecture, interior design, product design as well as conservation projects. He has written nearly three hundred articles in newspapers as well as National and International Journals. Several books authored by him on architecture, especially “Concepts of space in traditional Indian architecture”, and “Elements of space making” have been published internationally. He has also been involved in preparing over 30 video documentaries on Architecture. He has been visiting faculty at National Institute of design and CEPT University and guest lecturer/ critic to various universities in India and abroad. He has served as thesis guide to nearly 250 Graduate, Masters and PhD students. He has lectured in over fifteen countries in over hundred fora. Yatin has won thirty four National and International awards for architectural design, research as well as dissemination. Environmental sustainability, Socio-cultural appropriateness, Timeless aesthetics and Economic affordability are key principles of his work.

106

Mill Owners‘ Association Building

Various architectural details were developed by Corbusier in response to climatic and cultural contexts of India.

He took cues from traditional vernacular architecture, emulating the deep reveals, overhanging ledges, shade screens, and grand pillared halls.

The Brise-Soleil is a significant detail designed to prevent sun from penetrating the facade.

Through their diagonal orientation they obstruct views from the street, while permitting air and indirect sunlight to enter the building.

107

The Mill Owners‘ Building, constructed in 1954, is surrounded by open space, therefor it wasn’t forced to contend with an existing urban fabric.

It is a manifesto representing Le Corbusier’s proposal for a modern Indian architecture, to house the headquarters of the Mill Owners‘ Association. The side walls, to the north and south, are nearly blank and faced in rough stone with a brick exterior.

The facade stands free of the structural pilotis as described in Le Corbusier’s Five Points. The rectilinear plan stands in contrast to the interior spaces, which are characterized by convex and concave volumes.

The circulation is designed as a promenade, beginning with a ramp extending from the parking lot to the three-story void at the volumetric center of the building.

108

CEPT University

109

CEPT University stands for ‘Center for Environmental Planning and Technology’.

The School of Architecture was established in 1962, it focuses on design in the private realm.

The Faculty of Planning, established in 1972, focuses on planning in the public realm. » Education combines the abstract and the real. « Between 1962 and 2012, the School of Architecture grew into the campus of CEPT under the direction of the architect Ar. B.V. Doshi. The founders emphasized learning rather than teaching. The students should learn without boundaries within a campus without walls. This idea of indoor as well as outdoor spaces, used for teaching reflects the underlying philosophy of a learning environment where nothing is boxed into categories.

110

Indian Institute of Management, Ahmedabad Louis Kahn was approached by Balkrishna Doshi to design the 60 acres campus for the Indian Institute of Management in 1962.

The concept of the school was created by a visionary group of industrials in collaboration with the Harvard Business School in 1961.

For Kahn the classroom was just a formal setting, the hallways and the Plaza became new centers for learning.

The conceptual rethinking of the educational practice transformed a school into an institute, where education was a collaborative, crossdisciplinary effort occurring in and out of the classroom. For the architecture he implemented local materials as bricks and concrete to create large geometrical facades as homage to Indian vernacular architecture which also acts as light wells and natural cooling systems.

111

112

Gandhi Memorial Museum

113

The museum designed by Ar. charles correa is located in the ashram premises where the Mahatma lived from 1917 to 1930; to house his books, letters and photographs.

In order to reflect the simplicity of Gandhi’s life the architecture uses brick piers, stone floors, wooden doors and tiled roofs to create its modular units of 6m x 6m, both open and covered.

The units are grouped in a consciously asymmetric manner to be analogous to the Indian village with its pathways and seemingly randomly placed buildings and its meeting points.

114

115

116

Gramshree Workshop for Women and Manav Sadhna Activity Centre

Âť Design is not about finding one answer to one question.

It is about asking many questions, finding many answers to each of these questions and picking one answer that answers most to all questions.

Design is about discretion. It is about adding values. About abilities to discern between appropriate and inappropriate.

It is about appropriateness to the given milieu often the place as well as its people. ÂŤ Prof. Yatin Pandya

117

118

Ahmedabad

119

120

Sarkhej Roza Mosque

121

122

Jama Masjid

123

124

Adalaj Stepwell

125

The Stepwell or ‚Nav‘, as it is called in Gujarati, was built in 1498 by Rana Veer Singh of the Vaghela dynasty of Dandhi Desh. It is intricately carved and five stories deep.

The element of Stepwell were once integral part of the community, as they provided water for drinking, washing, bathing , not only acted as gathering space for sacred rituals and festivals but also chatting place for women.

126

Adalaj Stepwell

127

128

Nirma University

129

Experience of Indian students with German and Brazilian students The interaction level with foreign students was a fruitful experience for Indian students. The level of curiosity for inquiring about various details, ranging from knowing about city to the culture of city, to complexity of urban planning both the students had a great experience. This level of curiosity also helped the Indian students to understand the places they visited in more depth. All the students exchanged their culture and knowledge which is the most important part of this kind of study visits.

Along with German and Brazil students, Indian students also learnt about their way of working and analyzing urban spaces.

The task which was assigned to the group of 5 students helped the Indians to understand how they approach a given task and how they perceive the urban spaces in an Indian context. The way of analyzing the observed data and its interpretation, amongst the interactive sessions was indeed a fruitful endeavor.

Indian students thoroughly enjoyed the company of foreign students for all the assigned task, also the lateral learning was a successful collaboration. The most admirable thing was the punctuality of time management by the foreign students as per their perspective. Indian students learned about presenting the assigned task under pressure and with limited time.

All in all, it was a memorable experience and Indian students enjoyed the exchange along with sense of responsibility of sharing the knowledge of their own city. It was indeed a noteworthy experience for Indian students. The students who were involved during the trip to Ahmedabad were students of third and fourth year of Architecture department at Nirma University and their degree of involvement is really commendable.

Prof. Vibha Gajjar

130

»Learning from Ahmedabad...« » A apropriação especial remonta as tradições indianas antigas, esculpindo praças, passagens, corredores visuais e transparencias especiais. « Giulia Giagio, Bruna Giovannini » Space appropriation traces the ancient Indian traditions, carving squares, passages, visual corridors and special transparencies.« » Der öffentliche Raum ist wandelbar und kann zu verschiedenen Tageszeiten unterschiedlichen Nutzern Raum bieten. « Lena Kraus, Lena Merschroth » The public space is changeable and can offer space to different users at different times of the day. « » I had a notion that people from other regions are different, but inside, we all are the same. « Ketankumar Solanki » Ahmedabad lehrte uns das bewusste Wahrnehmen der Überlagerung von Raum und Zeit sowie das Zusammenspiel von Architektur und Natur. « Mira Walter, Verena Jehle » Ahmedabad taught us the conscious perception of space and time as well as the interplay of architecture and nature.«

131

» Ob man das Leben als gut oder schlecht wahrnimmt hängt von der eigenen Haltung ab. Man sieht entweder den Müll auf der Straße oder die Menschen, die diesen sortieren und man kann die Lebensfreude in ihren Augen erkennen. « Irina Nitzschke » Whether one perceives life as good or bad depends on one‘s own attitude. You can see either the rubbish on the street or the people who sort it and you can recognize the joy of life in their eyes. «

132

a-b-c darium

City of Bangalore

assembly atmosphere barefoot beyond breathe circle colours control connection dive in density dialogue exceptional flow fruit vendor foundation games handmade heritage horizon immersion Independence Day input inside out interaction jali knowledge level mughal navigate preservation rain remember scale site social sound steps students use water

133

134

montagem sabha Versammlung

assembly Today we presented our public place at the site under the flyover to residents, shop owners, delegates from schools, politicians and everybody else who was interested. Together with Jaaga and IN:CH a group of three students introduced them our visions. Most of the people were very positive, but critical aspects came up too and were discussed. It was a very interesting experience.

16/08/2017_Bangalore_Madeleine, Lena W.

1,2

students present project to community

135

atmosfera vaataavaran Atmosphäre

atmosphere We had a private lecture from Professor Yatin Pandia, who invited us into his home. We all sat on the floor in his living room, listening to him teaching us about his work and the cultural background of India. Being in his home and visiting his work in the slum gave this day a very special atmosphere of listening, learning, understanding and experiencing.

11/08/17_Ahmedabad_ Aditi, Lena K., Giulia, Bruna, Lena M.

Manav Sadhna Activity Centre 1 Yatin Pandya 2

136

descalรงo nange paanv barfuร

barefoot We had to learn that it is very important in India to take off the shoes if you enter a private or sacret place. With taking off your shoes, you leave everything behind. You are conscious of your next step, feeling the surface of the floor you become aware of where you are.

12/08/17_Ahmedabad_ Aditi, Lena K., Giulia, Bruna, Lena M.

1

entering threshold of house

1

137

alĂŠm pare darĂźber hinaus

beyond On this day we explored the old city of Jaipur. One special place was the Jantar Mantar. This is the astrological park of Sawai Jai Singh II, who developed all the instruments on his own. We could see and feel his fascination. He was looking beyond the world, feeling that there is more to discover than our own small planet.

07/08/17_Jaipur_Ravisha, Lena M., Lena K., Carolina M.

Jantar Mantar

1

138

respirar saans atmen

breathe Breathe stands for the relaxing sensation of coming in connection with nature. It is the feeling of letting the worries go, as your lungs gets flooded with fresh air. It is the result of a long, tiring climb through historical forts that ends on one of the cities highest points, where you can admire the view and take a deep breath.

05/08/2017_Jaipur_Alexander, Mira, Maria Clara, Julia, Ashwini

1 2

Sagar lake sketch of Amer Fort

139

cĂ­rculo daayara Kreis

circle As we are all together in one group, we have to get together first. I always imagine this kind of dance, that children do in Brazil, holding hands and making a circle, so maybe it`s the same for us in India, enjoying each other, holding hands and keep going, enjoying the music.

09/08/17_Jaipur_Giulia

presentation at Pearl Academy 1

140

cor rang farbe

colour On this specific day we went to Amber village to see the heritage forts and the old construction of the city, and we stayed the whole day out, so all of this gave us a view of how the colours of the „pink“ city changed along the day, because of the sunlight. The materials gave us a range of colours and the sunlight gave us several shades that the old city once had.

04/08/17_Jaipur_Giulia

1

water color sketch red stone

141

cor rang Farben

colours After an impressive week in Jaipur, we spent our last day visiting one of the oldest markets. The stalls of the Tripolia Bazaar and Chaura Rasta are housed in the ground floor of the surrounding houses. Their stalls are very colourful and they are beautiful to look at as they give life to the grey of the streets and traffic.

7/08/2017_Jaipur_Maia

sari shop 1 colors of bhel-indian snack 2

142

controle niyantran Kontrolle

control Control can stand for an architectural effort as well as for outside human forces. We experienced architectural control in Le Corbusier‘s Mill Owners‘ Association Buildung, the visuals where progressively revealed to us, and each step you came across a new element. In the city‘s mosque we encountered human and religious control, there where spaces where women weren‘t allowed to enter, were they didn‘t feel welcomed.

09/08/17_Ahmedabad_Ana Clara, Julia, Inae, Irina, Vijay

1 2

sketch Mill Owners‘ Association Building Sarkhej Roza Mosque

143

conexao sambandh Verbindung

connection The different backgrounds students worked as an interesting tool for engaging with the city. We had to connect between ourselves, but also to open our minds up to what Ahmedabad had to show and to offer to us. We also had to connect our ideas and project directions so we could work on one intervention for the Bangalore site.

09/08/17_Ahmedabad_Ana Clara, Julia, Inae, Irina, Vijay

Jama Mosque 1 students in formation 2

144

diálogo sanvaad Dialog

dialogue Everything began with a dialogue between us, it extended to a dialogue between German, French and Brazilian and Indian, while the word ‘us’ changed continuously. We experienced a new culture and had a dialogue about differences and similarities, but there was also a dialogue between us and the architecture as well as by the architecture itself. As for example the buildings of the Capital Complex hold their dialogue about their public space.

31/07/17_Chandigarh_Verena, Lucas, Bruna, Carla, Sargam

1 2

sketch Capital Complex High Court

145

mergulhar gote maarana eintauchen

dive in Diving in Chandigarh is to reflect about the architecture, realizing that it is not only a city made by architects, but people as well. In other words, we have to be open minded and face the experience itself with acceptance and being able to immerse with desire and absorb as much as we can.

31/07/17_Chandigarh_Mira, Schweeta, Hannah, Ana Clara, Carolina M.

sketch Rock Garden 1 Government Museum 2 and Art Gallery

146

densidade ghanatv Dichte

density The old city of Ahmedabad is divided in poles, which are areas with just one entrance creating different communities, earlier separated within their religions, today a colorful mixture of all kind of cultures. A Pol is not only shared space for different users at the same time, its potential use changes with every hour of the day.

12/08/2017_Ahmedabad_Verena

1

Manek Chowk

147

excepcional asaadhaaran auĂ&#x;ergewĂśhnlich

exceptional Every culture has its own particularity. Traveling opens the possibility of truly knowing new people, new dynamics and even new tastes and smells. For western foreigners, India is a completely new experience. But in the end, we are all doing the same things, going to our favourite restaurants and enjoying life.

04/08/17_Jaipur_Gurmeet

group photo dancing at Jawahar Kala Kendra

1 2

148

festivo behana fließen

flow We choose the word „flow“ because it is related to continuation, even the forts are connected through some continuation as well as water supply gets accumulated because of the flow from the hiltop. The water walk is an eye opener to realize how people in those former times conceived and developed the concept of water collection and storage systems.

04/08/17_Jaipur_Jana

1,2

stepped water tank 'bawari' Nahargarh

149

vendedor de frutas phal vikreta Fruchtverkäufer

fruit vendor Next to our site under the flyover are many fruit vendors situated. They have a wide selection of fruits and vegetables to offer. Their stands are very colourful and they are beautiful to look at as they give life to the grey under the flyover.

15/08/2017_Bangalore_Madeleine, Lena W.

stand of a fruit vendor under the flyover

1 2

150

fundação aadhaar Fundament

foundation We created a design and transferred it as perfect as possible to the ground. We started digging the earth together with the Indian constructors. We were passing hand to hand the wasted earth to finally fill in the foundation for our project. As soon as the foundation was there we were able to set the first brick, a memorable moment for everyone.

19/08/2017_Bangalore_Verena

1,2

site under fly-over

151

jogos khel Spiele

games The Indian students explained us typical Indian games today, that we also played after that. For example Chowka Bara, Navakankiri, Aliguli-mane and Huli Kuri Aata. After that we got the task to interview some people in the neighbourhood if they knew these games and if they would like to play them. Because we are planning a public space under a flyover where these games should be played. Some of the people didn‘t know all the games, but they liked the idea of a place where they can come together and play games.

15/08/2017_Bangalore_Madeleine, Lena W.

Aliguli-mane Huli Kuri Aata Navakankiri

152

feito à mão haath ka bana handgemacht

(hand)made 1: The Open Hand Monument next to the High Court of Punjab and Haryana. 2: The handmade Rock Garden.

3: Chandigarh as a handmade city, that was developed from nothing. 4: The hand as a symbol for the connection between people like shaking hands or giving a high five. And also meet new people like Brazilians, Indians and Germans who work together and get in touch with each other.

31/07/2017_Chandigarh_ Katharina, Inaê, Lena W., Lidiya

1 2

sketch Open Hand Monument Rock Garden

153

patrimônio cultural/herança viraasat Kulturerbe

heritage Last day in Ahmedabad, we went to a huge stepwell to see how this heritage place works. In this stepwell we could experience how the hierarchy was managed with the heights, because the water comes and goes as its quantity changes, and only the royal family could reach the water when it was really low, to take a bath and to drink.

13/08/2017_Ahmedabad_ Aditi, Giulia, Bruna, Lena M.

sketch Adalaj Stepwell Adalaj Stepwell

1 2

154

horizonte kshitij Horizont

horizon While I experience an unknown country to get in touch with unknown things, I’ll try my best to stay open minded through my whole journey. My experiences taught me to look behind my horizon. But not only my cultural and personal experiences are creating a wider horizon, it was amazing to see that also architecture, especially in form of the Jantar Mantar, can offer viewpoints to look behind our own horizon.

07/08/2017_Jaipur_Verena

1 2

sketch Jantar Mantar Jantar Mantar

155

imersão visarjan eintauchen

immersion The act to immerge is a particular feeling in life. In India you feel like that. By looking through a window, exploring new places and cultures, by talking to new people. Jaipur is an amazing heritage city, with great energy, where you can open up your mind to new experiences.

04/08/2017_Jaipur_ Guilherme

entrance gate to ‘pol houses‘

1

156

dia da independência svatantrata divas Tag der Unabhängigkeit

Independence Day

People celebrate today the nation‘s independence from the United Kingdom on the 15 August. This year India will be celebrating its 71st Independence Day. We celebrated this festival in a government school and we also had the opportunity to experience the parade, which took place in Bangalore. Everything was decorated with the Indian flag and festive.

15/08/2017_Bangalore_Madeleine, Lena W.

1 2

riksha with Indian flag parade

157

entrada inaput Input

input Arriving in Ahmedabad directly to Nirma Univesity, we met again new friends of another college to solve new task, so another connection and another bridge being constructed between people, colleges and cultures. From our partner university we received a lot of input about the city, its history, culture, development and architecture.

09/08/2017_Ahmedabad_Lena M.

sketch lecture at Nirma University

1

158

inverso bheetar se baahar innen und aussen

inside out The day after the arrival, we went to the Mill Owners‘ Association Building, created by Le Corbusier and the CEPT University by Prof. B. V. Doshi. We were all fascinated by the connection and transition from inside to outside. The surroundings are flowing into the building creating a wonderful atmosphere.

10/08/2017_Ahmedabad_Aditi, Lena K., Giulia, Bruna, Lena M.

1,2

sketch Mill Owners Association Building

159

interação baatacheet Interaktion

interaction The Indian architecture in its traditional sense and also in its modern design creates intriguing connections of outside and inside spaces. Also it is interesting to see how architecture and nature can be connected in a sensitive way.

04/08/2017_Jaipur_ Mira, Verena, Conrado, Leticia, Chinar

sketch CEPT University CEPT university

1 2

160

Jali jaalee Jali

jali We were exploring the ancient Wind Palace, Hawa Mahal, of Jaipur on our own. Dark passages, open courtyards led through the Palace. The introverted building allowed just small perspectives to the outside through the small Jalis in the walls. Sunlight was shining through different patterns and created a wonderful mystic atmosphere.

07/08/2017_Jaipur_ Lena M.

1,2

Jali Hawa Mahal

161

conhecimento gyaan wissen

knowledge It was impressive to see how the knowledge about astronomy created such an interesting and precise architecture which has sustained this many years and still serves it purpose.

07/08/2017_Jaipur_Kashish, Giulia, Luiza, Katharina

Jantar Mantar

1

162

nivel star Ebenen

levels The architecture of the stepwell works with different levels. The eternally changing water levels, through rain and dry weather, create always another kind of public space. The temperature steadily decreases the further one goes through the vertical levels to the ground and towards the water.

??/08/2017_Ahmedabad_Alexander

1,2

Adalaj Stepwell

163

mongol mugal mongolisch

mughal For a long time, Mughals occupied Jaipur. For that reason their influence is very common in the city life. We have seen a lot of elements of Mughals architecture in Jaipur. India is a gigantic country filled with different cultures and histories, and it is important to understand and learn about those things when you are visiting this amazing place.

07/08/2017_Jaipur_Lucas, Carolina D., Conrado, Gurmeet

old city of Jaipur marble jali arch at mosque

1 2

164

navegar neviget navigieren

navigate Always going through the cities, and passing by a lot of different places, actually when we pass this fast through all of this experiences we lose our sense of navigation and sometimes we can‘t find ourselves in the middle of the city, because we are not used to use a city map anymore, and we are not used to this kind of cities, sometimes the neighbourhoods seem to look all the same.

04/08/2017_Jaipur_Lena K.

1

city of Jaipur

165

preservação parirakshan Bewahrung

preservation The Indian architecture is a teaching example for preserving nature. While we experience all different kinds of architecture we noticed the sensitive interaction with nature.

It is not unusual to see how a wall stops in front of a tree or cuts out parts of a roof to allow a natural connection between the inside plant to the outside atmosphere.

06/08/2017_Ahmedabad_Verena, Mira, Conrado, Leticia, Chinar

nature and architecture

1,2

166

lembrar yaad hai merken

remember In India it is amazing how easy it is to find heritage constructions among the city life. It is interesting to think that the city was once occupied in different ways. A ramp that was once used as a passage for elephants, is now used by cars. The fort that was once the home of imperators, is now an open museums for tourists. Remembering is also a way of imagining how life in the city used to be.

05/08/2017_Jaipur_Lucas, Carolina D., Corado, Gurmeet

1

landscape around Jaipur

167

escala skel MaĂ&#x;stab

scale The city walk through Jaipur revealed a plural scaled place. It is a city that embraces the human connection and whose citizens have no doubt in appropriating their streets as public open spaces. But it is also a city that keeps the ethereal, the home of Jantar Mantar where you come across the grand observatory and its ancient and even far-to-reach knowledge.

07/08/2017_Jaipur_Alexander, Maria Clara, Julia, Mira, Ashwini

sketch Jantar Mantar citywalk

1 2

168

chuva baarish Regen

rain Modern architecture creates artificial waterfalls. Streets turn into rivers within seconds and the noise of a dense city sounds softer through a natural curtain of water. The Indian monsoon shows it strength trough rain, sometimes for couples of minutes, sometimes for hours a city tries to hide.

30/07/2017_Chandigardh

1

Government Museum and Art Gallery

169

local sait BaugrundstĂźck

site Today we visited our site were we will build our public space. It is located under a flyover in between streets, shops, residential buildings, a school and a small temple.

15/08/2017_Bangalore_Madeleine, Lena W.

under the fly-over

1,2

170

soa aavaaz Geräusche

sounds Jaipur is a vibrant heritage city. Within a morning walk through the narrow streets we experienced this dynamic city waking up slowly. All stores were closed, no one was shouting, the traffic was calm and quiet.

As the sun rose gently the city began to wake up and we all got overwhelmed of the different sounds getting louder and more intense.

08/08/2017_Jaipur_Verena

1 2 3

Heritage Walk Heritage Walk, Boy is watching us Naqqar Darwaza Gate

171

social saamaajik sozial

social Our minitask was to analize the social part of the Nahargarh Fort. We laid our focus on how the social system inside the castle worked and how the people stayed in contact. The serveral wives of the king stayed on one level of the palace. The employees stayed on the lower floor.

Altough they where not on the same level there was still a connection by various courtyards which made communication and views between the different social and physical levels possible.

06/08/2017_Jaipur_Kashish, Katharina, Giulia, Luiza

Nahargarh Fort

1

172

degraus kadam Stufen

steps Step, as a part of stairs to reach another level of space. If you take the steps of the landscape it will offer you various views.

If you take the steps of a stepwell you reach unknown spatial experiences. To travel allows you to step into another country, to discover unknown cultures and different perspectives.

05/08/2017_Jaipur_Raavi, Verena, Lena W., Maia

1 2

Pearl University sketch Amber Fort

173

degraus kadam Stufen

steps To get to know a new country or city like Jaipur and the culture is like climbing steps with different heights. Sometimes you have big steps and sometimes small and easy ones.

There is also an up and down until you understand everything.

05/08/2017_Jaipur_Alexander, Maria Clara, Julia, Mira, Ashwini

Amber village and lake stepwell sketch postcard

1 2 3

174

estudante chhaatr SchĂźler

students The students have decorated their school in Bangalore to celebrate the Independence Day of India. They did it with a little parade in the schoolyard with music, dancing and singing. The students and teachers were dressed festive.

Highlight of the festivities was the hoisting of the Indian flag.

15/08/2017_Bangalore_Madeleine Stifel and Lena Wittner

1 2

music parade festivity

175

Função samaaroh Gebrauch

use The meaning of shared space in Ahmedabad does not only relate to different user groups within a defined space. It is more about sharing the same space also in relation to time. Overlayering functions of space and time to show how ’sustainable use’ can be.

??/08/2017_Ahmedabad_Verena, Mira, Conrado, Leticia, Chinar

citywalk Manek Chowk

1,2

176

รกgua jal Wasser

water Jal is the hindi word for water. While we discovered old water systems at the Jaigarh Fort in Jaipur we learned that the meaning of water changes with its context. Having clean water in India means something different than having clean water in our home countries. Experience this value makes us more sensitive in our respect to this precious element.

06/08/2017_Jaipur_Raavi, Verena, Lena W., Maia

1

jaigardh fort water trench

177

รกgua jal Wasser

water Jaipur is full of empty water tanks. In this intervention, the blue table was used as a representation of water. So the spaces could be visually seen as water tanks. It also worked as a tool for a better understanding of a water retrieving system.

06/08/2017_Jaipur_Alexander, Maria Clara, Julia, Mira, Ashwini

amber fort , intervantion 1-3

178

City of Bangalore Bangalore 14-08-17

arriving from Ahmedabad and travel to CMR University introductions about partners, program, lecture about the city and the task in Bangalore

15-08-17

Indian Independence Day watching flag ceremony at a government school playing traditional games and visiting the site introducing the task to neighbours

16-08-17

working on concepts, materialisation and visualisations at UTC introducing first proposals to the community at site

17-08-17

final proposal visiting Chitra Vishwanath, Biome

18-07-17

starting the work at the site starting to work on the documentation

19-05.17 to 25-08-17

working at the site and at IN:CH office

25-08-17

finishing the work at site and the documentation at IN:CH office inauguration at site of final work to the Cox Town Society giving certificates to all students from Brazil, India and Germany

26-08-17

traveling back, with satisfaction, to everyone’s country

179

Prof. Muralidhar Reddy Prof. Kanchana Ganeshan Prof. Akshaya Lakshmi Ramya Joshi Pragati JV Tanush MV Teresa Pallickal Bhuvan Reddy Cooperation with Mohith Reddy CMR University Mrudula Reddy Mudit Tikmani Shreya Venkatesh

180

City of Bangalore Prof. Juerg Grunder

Bangalore is the capital of the state of Karnataka in India and is one of the fastest growing cities in India and the world. It is located on the Deccan plateau and is the fifth largest metropolitan area in India. It is also the third most populous city in India.

It is called the Silicon Valley of India as it has a large number of IT companies and professionals working here. It also has a large number of technically skilled people. The moderate weather and a rich culture make it an attractive place.

Kempe Gowda is regarded as the founder of the city.

Fort was built and was established as a province of the Vijayanagar Empire. Recorded history of Bangalore starts from 1537. The migrants from all over the country came into the city initially with the establishment of the Bangalore cantonment. Since independence in 1947, Bangalore became the capital of Karnataka and grew rapidly from a “Pensioners paradise” to home to numerous public sector heavy industries, aerospace, telecommunications, machine tools, heavy equipment, defence establishments and lately to software and biotech companies.

The British troops were first stationed in Bangalore in 1799 at Cantonment. Bangalore was the choice for the British because of its salubrious climate. This area while being a military base for the British also became a large settlement of British and other Europeans. The Cantonment still has many buildings displaying this facet of architecture.

Bangalore is famous for not only its commercial opportunities but also holds the unique distinction of having the second highest literacy rate in the country and the highest number of professionals.

The city is headquarters to many large public manufacturing heavy industries such as Hindustan Aeronautics Limited (HAL), National Aerospace Laboratories (NAL), Bharat Heavy Electricals Limited (BHEL) Bharat Electronics Limited (BEL), Bharat Earth Movers Limited (BEML) and Hindustan Machine Tools (HMT). In June 1972, the Indian Space Research Organisation (ISRO) was established under the Department of Space and headquartered in the city. Infosys and Wipro, India’s second and third largest software companies, have their largest campus in Electronics City. As head-quarters to many of the global SEI-CMM Level 5 Companies, Bangalore’s place in the global IT map is prominent. Pertaining to housing, with the rise in the floating population for the IT and manufacturing sector, the city has seen a rise in service apartments and housing near these special economic areas.

A few decades back there were more joint families than nuclear set ups. Families were large and the level of privacy was much lesser than in today’s time. The meal was almost a ritual and was given high importance, which made every meal time elaborate and also the special requirements for kitchen and dining. In recent years the families are smaller and with more than one earning members, the kitchen and dining requirements have shrunk but given way to much modern gadgetry. The concept of open kitchens and attached

181 bathrooms of every member in the family are comparatively new and still limited to a section of the society.

There are numerous slums also in the city, which have a different typology and cater to the low-income group in the city. The slum dwellers form a large part of the population residing in the city, almost one fifth of the total city population lives in slums. This sector requires sensitive intervention and housing.

Bangalore lies in the southeast of the South Indian state of Karnataka. It is in the heart of the Mysore Plateau (a region of the larger Precambrian Deccan Plateau) at an average elevation of 920m (3,018 feet). It is positioned at 12.97 o N 77.56 o E and covers an area of 741 km2. The majority of the city of Bangalore lies in the Bangalore Urban district of Karnataka and the surrounding rural areas are a part of the Bangalore Rural district. The Government of Karnataka has carved out the new district of Ramanagaram from the old Bangalore Rural district. Bangalore has a handful of freshwater lakes and water tanks, the largest of which are Madivala tank, Hebbal lake, Ulsoor lake and Sankey Tank. Interestingly Bangalore is one of the very few cities which have a government agencies to look after the lakes in and around the city. Ground water occurs in silty to sandy layers of the alluvial sediments. The Peninsular Gneissic Complex (PGC) is the most dominant rock unit in the area and includes granites, gneisses and migmatites, while the soils of Bangalore consist of red laterite and red, fine loamy to clayey soils.

Vegetation in the city is primarily in the form of large deciduous canopy and minority coconut trees. Though Bangalore has been classified as a part of the seismic zone II (a stable zone), it has experienced quakes of magnitude as high as 4.5. The rainiest months of the year are July, August, September and October. The total average rainfall in Bangalore is about 950mm. The values and the data are changing rapidly. The reason is the climate change, in Bangalore also.

I came to Bangalore for the first time in 1992. The streets were mostly lined with avenues and allies. Bangalore was known as the Garden City of India. It was a green, very tidy city. Also pictures image of the city were the numerous military buildings, the Cantoments, some of which still exists today.

Now every day, 2,000 people come and settles in into the city.

Every year more than 700,000 people settle down, all this people requires a food, home, education and job. I have experienced the change and replacement of the numerous village with like neighborhoods, the water system with artificial lakes, the green areas to an urban network, with little identity, with minimally developed public transport system. The city is developing without master planning, without micro planning, mostly based on building regulations. It is extremely fascinating to see how the city is exploding and self organizing itself based on planned and unplanned desicions.

Bangalore is really the place for studies, for experiments and for workshops. That’s what we do at IN:CH.

182

Hands-on-workshop Ar. Kulshresth Patel, Prof. Juerg Grunder

situation

We have studied the scenarios of public spaces in Bangalore, and seen that the urban infrastructure is in constant flux, to support the exponential explosion of population. Highly affected is the road network planning; multiple flyovers were built to reduce the impact of traffic congestion.

These urban flyovers provided solutions for vehicular mobility at the cost of creating alien spaces below.

HTWG and ECSP Students have in collaboration with local CMRU students are expected to come up with urban interventions to re-unite the divided parts of the Wheelers Road neighbourhood in Bangalore. site Cox town, one of the older suburbs of Bangalore part of British residential belt came out of the plan to de-congest thickly populated areas of the Bangalore Cantonment after the bubonic plague in the 1920s.

Agricultural fields were converted for this purpose, and town was planned according to modern hygienic standards, with drainage and conservancy conveniences.

The flyover is 750m concrete flyover completed in 2009 after 3 agonising years for the residents. The underside of this structure is underutilized and misused by garbage dumping, urination, postering and spitting. The positive factors keeping the activities alive are the residential roots and commercial activities.

The flyover has divided the residential part into two separate areas, by our intervention we intend to reduce this divide and bring the locals together. The under utilized space will support activities for the children, commuters, business people and the old residents.

Understanding the local user group we intend to create a play area rooted in local ancient board games like goats and tigers, chauka bara, navakankari, panchi, snakes & ladders dash guti.

These game are ancient game locals played and can be related by local residents.

We have selected 1 interesting space under the flyover where the intervention can be done.

Site 1: between fruit vendors , residential building and government school

183

184

The space selected is between two columns spaces at 16.5 M Inside-Inside. Existing plinth 4 Meter long and 3 Meter wide and 30-45cm high forms a pedestal around the columns, which essentially forms the available space for our interventions in addition to this space we can extend inwards as shown in the drawings. guidelines Analysis and reports reveal that there is a need for safety, public place to relax and play area for children. The intervention needs to be self-sustainable. The design of the intervention needs to withstand and respond to climate, urban mishandling and respond to the immediate user group.

• The

intervention is targeted for the main age groups young. The indirect user group for whom we are designing is residents, fruit vendors and working people.

• The site is under public flyover which means there are multiple stack holder. Currently identified groups are residents, fruit vendor, resident parking and working people park place.

• The intervention should be simple in nature.

• The intervention needs to be subtle and sensitive to the existing functions of the space.

• Urban utility objects like bench, table, play area, plinth and gathering space can be the core concept of the intervention.

• Resilient to urban wear and tear. Urban infrastructure has to be design in way to withstand weather, misuse , theft and should respond to accidents cause in public environments.

• From the survey done by Jaaga and Gensler, the residents like to have a place which supports play activities ,leisure and interaction.

• The idea of play can be interpreted in locally played board games and cards etc.

• Currently the space is used by locals and working people for parking, the intervention needs to provide for alternate parking layout.

• The under side of the flyover also provides for destitute people, we need to make sure our intervention is not supporting homeless and drunk people.

• None of the horizontal surface can be long then 1.2 meter which can potentially be a area for homeless sleeping.

185

material Mudcrete (Mud cement and waste rubble mixed to a semi solid consistency) is the prime material for the design form. Skilled labourer will be assisting in the construction process.

Lack of electricity supply on the site needed us to use hand tools.

Basic tools will be provided to create and cast the mudcrete.

Compressed earth block are procured from a local site. Rectilinear form-works are available. For curved form-work design needs to be shared to local team to fabricate the same. Cement plaster, oxide pigments and ceramic tiles are available as finishing material. Compressed earth blocks can be creatively used to construct structure to support mudcrete i.e. like arch or curved walls. Standard plumbing elements like concrete rings are available. user group Prime nature of the context is commercial and residential. The intervention has to provide for a variety of people. The user group for whom we are designing are local residents, fruit vendors, school students and working people.

Site interaction and people interview is a crucial tool to understand the user needs. A group of active and local people with different age and backgrounds will form a jury board to act as critic and guide for the students proposal. infrastructure Very few public resources are currently available. Lighting currently is provided in centre of the flyover. No public toilet available. Few food restaurants and hotels in near by vicinity. Currently maximum usage is for two-wheeler and car parking. The safety under the flyover reduces towards the darker lit areas.

186

Site

187

»Public spaces are a window into the city‘s soul.« Sharon Zukin

Site under the flyover

188 15 Aug 2017 • Independence

Day ceremony at government school • playing games • first time visiting the site • interviewing residents, workers, fruit vendors etc • working on the project at UTC • flag

Work-Diary – day 1 day 1

• children • music

• traditional

clothes

189 We started the day celebrating Independence day at the local school in the vicinity of the site. We witnessed the enthusiastic students peforming their show in celebration.

Later, we were introduced to the traditional Indian boardgames, which we had to include in our intervention under the wheeler road flyover.

We also visited our site for the first time!

traditional games • goats and tigers • chauka bara • navakankari • awale

school students Independence Day parade

190

Traditional Games Sreeranjini ‘Kavade’

At Kavade, we believe in the power of play for people across ages, classes & abilities. There is a lot happening during play…. conversations, building self-esteem, laughter, all of them leading to a greater degree of bonding. In today’s realm of virtual games, the significance of real games is fast losing sheen. It seems imperative that we bring these simple joys back into our lives; games that need very little infrastructure, entertainment that keeps us connected & grounded, games that allow intermingling of age-groups, interventions that allow people to slow down.

It is with this background that Kavade was started 10 years ago with strong focus on revival of ancient games. It has unceasingly occurred to us that in olden days, the neighborhood donned many roles- a workplace, a playground, a community meeting spot & much more. We need to create joyful interventions in our areas today to allow such simple, inclusive fun & frolic.

In this context, when we were approached to collaborate on a public space project with a focus on play, it was irresistible. Initial research with the locals to understand the popularity & limitations of these games, along with their joy-inducing factors & intuitiveness provided good framework for the games facet of the project. Involvement of students from varied cultural groups added to richness of the project. This collaborative effort with different organizations, that came with their own expertise, lead to a highly gratifying work.

Read on to understand cultural contexts of the games that were installed under Wheeler road flyover.

191

Navakankari A strategy game for 2 players that falls in the category of War Games. A more complex version of the ageless and timeless tic tac toe, this game is also known as Nine Men’s Morris, Muhle, Saalu aata or Dahdi. Inscriptions of many of these games are found in ancient historic monuments & temples Alugulimane This ancient game is a take on sowing and reaping – an integral part of life in the olden times. The game is played with seeds, shells & cups dug out from the ground or stone.

Many variations of this game are found in different cultures across the world. It is commonly known as Mancala.

Chowkabara One of the oldest board games of India, Chowkabara is an exciting race-game that has found mentions in epics too. A game of chance, it is the quintessential get-together activity that suprasses all age groups and generations.

Tiger & Goat Game Coming from a family of hunt games, which typically have inequal number of prey & predators, this is a game high on strategy. Tiger & Goat game is known by its different names Aadu huli aata, Bagh chal, Hasu chirate. Ancient Europe had a version of this game called fox & geese, where foxes are pitted against geese. Mysore King wodeyar III was a connoisseur of board games & had extrapolated this game to his soldiers & called it soldiers & elephants.

192 16 Aug 2017 • working

• finishing

on the project at UTC the final design of the project

day 2

• connection

• community • curve • color • hole • step • line

193 We had one day to work out our design proposal, we worked in groups dividing the tasks.

In the evening, we introduced our design to the local community, and listened to their feedback - both good and bad.

194 presentation under the flyover

195 After the public presentation, we went back to our studio and discussed endlessley about the needs and wishes of the community.

• 47

people opinions • 17 Brazilians • 15 Indiens • 12 Germans • 2 Swiss • 1 French • 30 pencils • 12 hours discussion • 10 calls • 8 meters tracing papers • 3 meals • 1 project • 47

196

final project

197 Multiple design layouts were created and questioned to arrive at the final layout. Outcome was a design supporting wide varity of people of different age groups, layered by traditional game activities and materialized in mud construction.

design layout . wall construction drawing .

198 17 Aug 2017 • working

• marking

on the project at UTC the outline of the wall at the site

• • 25

meters sand meters steel rod • 7 students, 2 workers, 2 faculties • 2

day 3

199 We spent the first half of the day finalising the design, and in the afternoon a small group of students went to the site to clear the site and start marking. We used rope, short iron rods, and chalk powder as our tools for marking the site.

The remaining students stayed at the studio to finalising all the remaining aspects of the design.

• marking

• checking • setting

the site up the construction

200 18 Aug 2017 • working

on the project at UTC the final construction plans • marking the whole project at the site • digging the holes • drawing

• • 14

students , 6 workers, 2 faculties m3 earth • 4 t-shirts, 3 flip-flops and 1 bra found while digging • 20

day 4

201 Foundation work begins!

After marking the line for the foundation, we started digging.

This was hard work, we took turns to dig, while the rest formed a queue to transport the soil.

The soil that we dug out, was sieved and later used for construction. Nothing goes to waste!

202 19 Aug 2017 • working • making • 10

on the project at UTC mudcrete foundation

m3 mudcrete produced m3 mudcrete transported • 10 m3 mudcrete poured • 17 students, 5 workers, 2 faculties • 10

day 5

• how • dig

to make the slab

earth up earth • produce mudcrete • making foundation • let it dry .

• sieve

203 Laying the foundation.

We started by cleaning the soil we dug the previous day, with a large sieve. Followig which we made the mudcrete mix. Then from one end of our curve, we started pouring the mudcrete mix into the hole, and rammed it into place.

We realised the complexity of design curved walls, when we had to make it ourselves!

• mudcrete • 4

recipe

parts - mud parts - aggegate + waste material • 2 parts - sand • 1 part - cement • water • 4

204 20 Aug 2017 • finishing • laying • 215

the foundation the first layer of brick

bricks m bricks • 2 concrete tubes • 12 students, 7 workers, 2 faculties • 30

day 6

• first

brick line • first level • first joint • first step • first

• starting • more

second step brick layers

205 Brick laying.

After the foundation was dry, we started laying the first course of brick. The expert workers, showed us the technique of the english bond.

It took practice, but by the end of the day, the brick work for the first step was done!

• grouting

the joints of the elevation

• adjustment

206 21 Aug 2017 • continuing

the second step the last step • finishing the shell • cleaning pillars • building

• 300

bricks m3 mudcrete • 19 students, 9 workers, 1 faculties • 6

day 7

• second

step the hole • cleaning team • experience

207 We started building the second layer of wall, reinforcing them by filling it with waste material, and finishing by plastering the top surface. We also inserted our circle into the wall and started cleaning the pillar of the flyover; to prepare them for painting.

The technique required to plaster was much harder to learn compared to laying bricks!

• reinforce • level

the wall

208 22 Aug 2017 • building

table games on the ground • testing colours • connecting the lace on the ground • planning

• 20

students, 7 workers, 2 faculties pigments • 2 tables • 5

day 8

209 Colours and oxide.

It was an exciting day to see our design come to life with the oxide colors. However, making the oxide finish was a high skilled task.

The experts did it beautifully, it was like magic!

• experience • snakes • oxide

• yellow • green • blue • red

the bench and ladders

210 23 Aug 2017 • finishing

the playground wall masonary • oxide finishes for siting • completing • • • 22

students, 7 workers, 2 faculty m2 mudcrete • 42 Awale cups • 20

day 9 • custom

block sizes edging • flooring • oxide

211 We continued making the oxide finish for the rest of the steps, and started laying the mud block floor. The design for the painting on the pillars was finalised, and slowly we started drawing on the pillars.

We had so much to finish before inauguration day, the pressure was high!

• inspiration • work

on texture

212 24 Aug 2017 • installing

board games pillars • flooring finishes • planting • painting

• 15

students, 7 workers, 2 faculties

day 10

• goats

and tigers

213 Last construction day!

We painted the columns, finished the mud block floor, started the mudcrete floor, cleaned the site, built the planters, plated the plants, finalised the games design scoring, and list goes on....

• paved

flooring pillars • finishing corners • marking games • painting

214 25 Aug 2017

Handover – day 11

215 Inauguration day!

We finalised the painting of the board games in the morning and prepared the space with flowers for inauguration.

The local community, the politicians, the students, the faculties, and passersby gathered to celebrate completion of the project.

Everyone was satisfied with the outcome, we were proud and the evening was surreal!

10/13/2017

IMG_2539.JPG

• Inauguration • playing

day and teaching games

https://drive.google.com/drive/folders/0B_mNXOCF445VcWd3eElnb2NTVUE

1/1

216

• interaction • old

with the local community mens chatting

217

218 26 Aug 2017

Realised Project

219

220

A few days later

221

• the

community claiming the public space

222

• local

residents weekly meeting for maintenance and future planning finances

• local

users playing the games

• planning

223

• passerby

taking a moment of pause relaxing and contemplating • all organisations and supporters review meeting • men

224

Realised Project

225

226

From Ink and Paper to Oxide and Mud Ar. Kulshresth Patel

This workshop covered a very wide ground of architecture design and execution. It truly allowed a cross-pollination of ideas between people across the globe.

The core idea of the workshop was to give something back to the local community. The spaces formed below flyover, always remain undermined and dealt as a negative product of urban growth.

With high hopes and the vivid idea, the conceptualization started, churning sketches and making models. Every moment to understand what truly the community needs; post multiple discussions internally and with the communities, a satisfactory design was imagined.

Layering the process of idea generation with the practicality of construction techniques, materiality, and aesthetics; I took the most difficult role of bridging the gap between conceptualization and realization. Like a blitz game of chess, we strategically preplanned available time, manpower and material. Working under the flyover in a public environment created many opportunities and challenges, the most basic resource like the security of equipment, storage of water which in a regular construction would have been not so difficult, becomes a matter of concern.

Local craftsmen taught us basics of the most modest and humble material ‘Mud’. Their knowledge not only helped us realize the intervention but also taught us that mud-construction shares a very primitive thread to our ancestral civilization ways of construction.

With the most incredible congregation of students, professors, architects, locals, and organizations, this workshop questioned the fundamentals of public boundaries, socioeconomical structure, and human behaviour.

The success of the workshop lies in the common ideal of the need to reclaim neglected public spaces. b

227

Ar. Kulshresth Patel is an architect associated with IN:CH architects and planners pvt. ltd. Bangalore. He studied architecture at the Centre for Environmental Planning and Technology in Ahmedabad, and proceeded to work with Hundredhands Design in Bangalore, assuring deeply researched and detailed design solutions to clients.

He is passionate about handcrafted construction techniques rooted in functional necessity in tandem with aesthetics, created with true respect to material.

228

Society feedback Ambica Ganesh

The reaction and acceptance from the community before, during and after the workshop has been overwhelming. They trusted us to make an intervention in their neigbourhood. The local politician supported our initiative and throgh Jaaga provided us all the permissions. We felt the responsibity from day one. The students introduced their proposal to the community, the reaction was both good and bad, we went back to drawing table and adapted our concept. During the buiding process the residents interacted with us and pitched in, working with us, by providing the students with food and water. The support was overwhelming and today the community has taken ownership of the space, we couldn‘t expect a better outcome.

We are grateful to the Cox town community as they are to us!

Ambica Ganesh has been working with IN:CH for more than three years, contributed in multiple roles ranging from design development, organising workshops, content development, business administration, accounting, project planning, strategy, product development, execution, teaching assistant, to drafting business plans. She believes that the multidisciplinary nature of her work with IN:CH allows her to challenge her potential and learn by doing.

In 2013, she participated in the IN:CH international studio and attended a summer school course in Bern University of Applied Sciences. Following this, she worked at Halle58 in Bern, where she worked on competitions and transformation project. This experience has given her the innate understanding of the Swiss-Indian cultural dialogue.

Architecture and social projects fascinates her, the impact good design can have on a community. She believes that hands-on building experience combined with projects that have a social layer, is a great learning tool!

229 Feedback from the community. » The place under the flyover was very dirty. We had proposed to the government body to clean it up and create a space for children and senior citizens, but they didn’t take the initiative. IN:CH and Jaaga, along with students from Brazil and Germany took the initiative to create this space for us. This gives me happiness. We hope to claim the entire space under the flyover and create a clean nice environment for the community. We believe the residents will support us to develop the initiative further. « A J Padmanaban Local resident » I like to play here and pass my time during my breaks. I’m a mechanic and we all work in the neighbourhood. We have a place to relax, eat our lunch and play a game with my colleagues from the nearby construction site. « Edvin Zavier Local construction worker » Wheeler road was the widest road in this part of Bangalore, in some parts its 80ft upto 108ft. Earlier there was a lot of traffic congestion on this road, mainly because of the railway track crossing. In 2007, the road over flyover work started; initially planned for 5.5 m wide. The entire road was closed due to construction.

We took the initiative to start our resident association during that time. We opened the road at several points so that the traffic congestion could be slightly eased and insisted that the flyover be extended upto 7m on each side. Finally it was completed in 2010. One area we couldn’t succeed was to clear the mess under the flyover.

The project was a welcome move for us and a value add for the residents and the business here. It is a wonderful thing that has happened to Cox town. « S Murali Local resident and community organiser » This is not a beautification project, but a work of research involving the community. This is a product of community response and students intelligence. The corporator and the local residents were very supportive. Now, we have handed over the space to the local people, who will take care of this place. « Kamya Ramachandran Director Jaaga DNA Speaking to Bangalore Mirror

230

A Seed of Change Kamya Ramachandran

Notes from the Ground The saying goes, “too many cooks spoil the broth�. This project urges us to rethink that statement, as we have proved it wrong.

Can thirty-six architecture students, twelve faculty and experienced architects, work together along with the local community and the local government to design and build something meaningful in a small and tight site?

Yes we can!

The ingredients? Debates and discussions with emotions flying high, cultural differences contained within frameworks of decisionmaking to bring us together, diverse communities ranging from small business owners and disheartened residents, not to mention the well-meaning alcoholics who mill about wanting to be part of it all.

We sat and stirred the cauldron once again, soaking in the feedback, the hospitality, the curiosity, and the positive energy from the local neighborhood showered over us in the form of food and refreshments, water to carry out our work, access to toilets as we toil, and even a real helping hand with the students carrying bricks and filling mortar into the yet to be sealed joints.

The process was overwhelming, emerging from a sense of abandonment and misuse but oozing with hope. This space of play for adults and children alike aims to bring back the sense of community that brought once generations together, that offers opportunities of time and space to strengthen bonds and that will hopefully sow seeds of change for a public discourse on participative design and the use of the urban commons.

231

Kamya Ramachandran Jaaga DNA (Design + Networks + Art) leads to positive changemaking. Our projects connect communities and bring people together to work on urban issues. We bring government, private organization and academia together towards positive and productive urban change.

232

Learning experience Prof. Muralidhar Reddy

As another academic year begins, it comes with the reminder that each year students come with the intent to learn to become architects so that they can enter the profession and practice. And it is steering that intent towards meaningful engagement and contribution, is what is desired.

Thus CMR - SOA, being invited to be collaborators with the ‘Flying Summer School,’ as a part of Jaaga’s ‘Our Shaala,’ edition 3 was timely, and set the right tone for this academic year. The two-week intense workshop with a representation of 37 students from 3 different nationalities, and 11 architects as faculty; steering the desired outcome of creating a community space from design to execution, under a flyover in an urban context, has been a tremendous learning experience.

The design intervention proposal started as an elegant yet functional and symbolic sculptural expression that addressed each of the functional limitations on site. This was presented to the community for feedback. It helped establish a dialogue between the community and the students, where the community informed the students of their own requirements and needs.

What ensued as a result was a collaborative co-creating process, where the communities were no longer just passive subjects, but became active participants, and the students learnt, through observations and dialogues. Thus the meaning of the intervention was not accrued by only the design but also by engaging with the community. The engagement was as important and equal in significance to the design itself.

Any intervention with its community based site specificity expresses the need for community integration in order to address the everyday politics of place and being. This is because the site itself is conceived of as a social entity with multiple layers and stakeholders. And the resulting dynamics and interdependencies is what informs the decision making process. CMR’s core philosophy and emphasis is on Maker-Centric Learning where the emphasis is on the ability to think and execute things, hands on, on ground, real time. What it entails is a highly collaborative environment, which relies upon information sharing, and flexibility to move swiftly and make decisions on ground.

233 The dynamics of the site and the workshop provided the students an ideal learning environment to engage in such a process, on ground.

It was evident during the workshop; our senior batch students from the third year have the ability and bias towards making. By Making we mean both physical and as an attitude. As a new school it was a validation for the approach we are taking to move forward.

Look forward to many such collaborations.

Murali Reddy, Director and Value Creator School of Architecture CMR University Bangalore.

Maintaining effective communication between students, faculty and parents within the university.Ascertaining long range professional development plans.Mr Murali add value to the growth of the university by defining academic delivery processes.

234

Review Prof. Juerg Grunder

Everyone has to decide whether he or she can take the responsibility to go on a long and resource intensive journey to descover why and what it personally it means to them.

IN:CH invite persons to come to India to join study trips, workshops, seminars, for lectures, conferences and to make new contacts.

Personally for me, I have to be sure that my defined principles on IN:CH allows me to do this kind of activities responsibly and sustainably, which I have been doing for the last 15 years.

The consequence for our operation is, that we create an attractive, diversified and guided program with the real chance, for all participants, to get an intensive, adaptable and contemporary learning.

This is possible due to rigorous hard work on the program with includes affiliation with various partners and choosing varying destinations to get vivid experiences and surprising discoveries.

Together with Ciro Pirondi, director of Escola Cidada Sao Paulo Brazil and Myriam Gautschi, Dean and Professor of the Hochschule für Technik, Gestaltung und Wirtschaft Konstanz, Germany we created the motto for this summer school 2017: ‘learning together – local students displays their foreign colleagues their own city’ To build inter-cultural teams, Brazil-India-Germany, to find collective solutions to posed tasks, for example to analyse housing typologies at Chandigarh, to follow up access/entries-, water and society concepts at the forts in Jaipur or the individual discovery tour with students at Ahmedabad, has been very successful. The discussions of the students have extended far beyond the architecture.

Without exaggeration one can say that all have benefited at a individual level.

Not only that the students from Ahmedabad re-discovered the fascination and interest of their home or university city.

It was wonderful how we were received by all the people at the different institutions, the Chandigarh Collage of Architecture, the Pearl University Jaipur, the Nirma University in Ahmedabad.

The first part of the study trip was centred around learning, observation and knowing place and people. In Bangalore, the situation was totally different. It was about applying, realizing, working with local craftsmen, involving people from the society by listening and sharing. Our University partner in Bangalore was

235 CMR University, who hosted us for the city.

IN:CH defined the idea of using earth as a building material. This idea was formalised on multiple discussions with Prof. Yoganada, Promode, Mr. Amarnath our contractor at Mahijaa. Post this discussion a suitable construction process was decided.

We were happy that Kamya Ramachandran Director of the Jaaga organization agreed to cooperate with IN:CH. She and her team has been doing several urban social activities in the city of Bangalore. Jaaga team provided needs assessments, permits by previously talking to district representatives and politicians. Crucially for workshop, created an active bridge between the society and the students. Jaaga provided an extensive research analysis for the socio-physical condition below the fly over. The CMR students were vigorously involved with the foreign students. Ar. Murali Reddy, director architecture at CMR University and the team of CMR faculty members took an active role during the very intensive hands-on workshop in Bangalore.

Kulshresth Patel and Ambica Ganesh, both architects from IN:CH, had the lead for the construction process at the site. Tireless and powerfully they were engaged to mobilize the students from start to end of the workshop. In addition, Kulshresth managed all construction details, communication, material management and time planning.

After the urban intervention was completed people from the society, children, old and young, families, adopted the whole space.

They used the benches, they started playing the integrated games.

All this was built through students from Germany, Brazil and India.

Yes, more than that. Many people have come forward and took active part in further urban activities in favour of society.

For all participants, students as well as professors, the four weeks were extremely intensive. Free time at the program were used for individual activities, like heritage walk or shopping at bazaars.

Prof. Myriam Gautschi was before and during the summer school an excellent studio partner. I’m so glad and extremely thankful for all that.

I’m very happy with all the people involved in the summer school, also i am proud for what we have successfully achieved. The result of our efforts is a transformation of an unwanted place to an urban public space for people from the surrounding area of Cox Town located in Bangalore city.

Another transformation happened with students which got the opportunity to meet an interesting and diverse culture, to encounter lovely persons and to get an idea about the incredible India.

Juerg Grunder Prof. Architecture Head IN:CH Bangalore India Bern Switzerland

236

Acknowledgement A thousand thanks!

Without your support, >flying classroom LC:SP + IN:CH 2017< wouldn’t have been possible !

Hochschule Konstanz Fakultät Architektur und Gestaltung www.htwg-konstanz.de Fördergesellschaft der Hochschule Konstanz e.V. www.foerdergesellschaft.htwg-konstanz.de Duravit AG Hornberg www.duravit.de Hansgrohe Deutschland Vertriebs GmbH Schiltacht www.hansgrohe.de

237 Baden-Württemberg-STIPENDIUM The Baden-Württemberg-STIPENDIUM supports the international exchange of students and vocationally qualified people/young professionals. Since 2001, it has enabled more than 20,000 young people from Baden-Württemberg to spend some time abroad and allowed scholarship holders from other countries to get to know Baden-Württemberg. Each year more than 1,000 young people receive a Baden-Württemberg-STIPENDIUM. www.bw-stipendium.de Baden-Württemberg-STIPENDIUM for university students – BWS plus Through the programme Baden-Württemberg-STIPENDIUM for university students – BWS plus, the Baden-Württemberg Stiftung supports innovative joint projects between universities from Baden-Württemberg and their international partners. The programme, which provides funding of around 800,000 Euros per year, began in 2011 and since then has supported more than 50 projects.

Baden-Württemberg Stiftung The BADEN-WÜRTTEMBERG STIFTUNG advocates a vital BadenWürttemberg with a high quality of life. It helps pave the way for top-class research, many kinds of educational measures and responsible dealings with our fellow men. The Baden-Württemberg Stiftung is one of the major foundations in Germany. It is the only foundation which invests exclusively and without partisanship in the future of Baden-Württemberg, and thus in the future of its citizens. www.bwstiftung.de

„Flying Classroom_SummerSchool LC:SP + X“ is part of the Baden-Württemberg-STIPENDIUM for university students – BWS plus, a programme of the Baden-Württemberg Stiftung.

238

Partners Escola da Cidade Arquitetura e Urbanismo Rua General Jardim, 65, Vila Buarque CEP: 01223-011 – São Paulo, SP, Brazil escoladacidade@escoladacidade.edu.br

IN:CH architects and planners pvt ltd 405 V V Pearl 3rd main road, Horamavu main road Bangalore - 560043 Karnataka, India info@in-ch-architects.com

HTWG Konstanz University of Applied Sciences Department of Architecture and Design Alfred-Wachtel-Straße 8 D–78462 Konstanz, Germany gautschit@htwg-konstanz.de

further information: flyingclassroom-lc-sp.com gautschi@htwg-konstanz.de

239

Chandigarh College of Architecture Sector 12, Chandigarh - 160012 Panjab, India. www.cca.nic.in

Jaaga DNA 37, Bhooma, 2nd Floor 17th Cross, Between 4th & 6th Main, Malleshwaram, Malleshwaram West, Bengaluru, Karnataka 560003 www.jaaga.in/dna/

Pearl University SP-38A RIICO Industrial Area, Delhi Road, Kukas, Jaipur - 302028 Rajastan, India. www.pearlacademy.com

Nirma University Sarkhej Gandhinagar highway Chandlodia, Gota Ahmedabad - 382481 Gujarat, India www.nirmauni.ac.in

SCHOOL OF ARCHITECTURE

School of Architecture CMRU City Campus II #132, AECS Layout, IT Park Road, Kundalahalli Gate Bangalore 560037 Karnataka, India. www.cmr.edu.in

Mahijaa, Design consultants on Alternative Building Technologies, # 64/108, Doresanipalya, Bilekahalli, Bannerghatta Road, Bangalore - 560 076. www.mahijaa.com

Imprint Publisher and Copyright HTWG Constance - University of Applied Sciences Alfred-Wachtel-Str. 8 78462 Konstanz, Germany and IN:CH architects and planners pvt ltd 405 V V Pearl 3rd main road, Horamavu main road Bangalore - 560043 Karnataka, India Conception Layout and Design Myriam Gautschi JĂźrg Grunder Hannah Reinhardt Photos All photos made by the students and professors of >flying classroom< 2017 Text All texts in the a-b-c-darium written by the students of >flying classroom< 2017.

Introducing texts in the log.book written by the partners, with their permission to be published.

Editing Ambica Ganesh Kulshresth Patel IN:CH architects and planners pvt ltd Special Thanks to Alexander Marks , Carol, Giulia Giagio, Katharina Brandl, Lena, Lucas Andlauer, Mira Walter, Verena Felicitas Jehle cordial thanks for your great help putting together this documentation! Without your help and support this documentation wouldnâ&#x20AC;&#x2DC;t have been finished in the last days of the Summer School!

The intensive work of creating the documentation was supported by the lovely cook Prema Latha at the IN:CH architecture office.

„Flying Classroom_SummerSchool LC:SP + X“ is part of the Baden-Württem­berg-STIPENDIUM for university students – BWS plus, a programme of the Baden-Württemberg Stiftung.