Nirav Upadhyay | Architecture Portfolio | 2014-2021 by Nirav Upadhyay

Nirav Upadhyay | Selected Projects | 2014 - 2021

Nirav Upadhyay

Mumbai, India +91-9699008496 niravupadhyay96@gmail.com

Architect

A jack of all trades, my experience ranges from urban design to graphic design but my interest lies in addressing the challenges of contemporary society through the built environment and creating community spaces through participatory research and well-crafted architecture.

EDUCATION 2019

B.Arch. with 6.86 CGPI. Aditya college of Architecture (Mumbai University).

2014

H.S.C. with 76%. Mithibai College (Mumbai University).

2012

S.S.C. with 84.18%. Swami Vivekanand International School (Mumbai University).

WORK EXPERIENCE 2020-2022

Senior Partner Architect at Artyst Studio. (ongoing)

2019-2020

Architecture & Interior Department Head at JSV Infrastructure Pvt. Ltd. (one year)

2017-2018

Intern Architect at Urbanology Projects LLP. (six months)

2016

Research Volunteer at sPare (Sameep Padora + Assosciates). (one month)

2016

Head of Graphic design department for Borivali Design Fair. (one year)

2015-2019

Head of Graphic design department for International Design Competition. (four years)

2014-2019

Head of Graphic design department for Aditya College of Architecture. (five years)

COMPETITIONS 2017

Surya Mandir Competition by Keshav Srushti. Design a sun pavilllion for a nature trail.

2017

Schools Without Classroom Competition by Archasm. Redefine the idea of a school.

2016

Redbull Soapbox Race by Redbull. Design non motorized whacky race carts.

2016

Ahmedabad Pol Documentation. Document traditional housing cluster.

2015

Mural at king circle station, Mumbai. Painting at station platform for beautification.

2015

Film City Tower Competition by Archasm. Reimagine the film city in a vertical expanse.

2014

Element of Space Making Competition by Ar. Yatin Pandya. Design a freedom memorial.

WORKSHOPS

SOFTWARE SKILLS

2019 . Intutive Natural Building . Sochalaya Natural Building based on permaculture principles.

Ms Office

Photoshop

2019 . Spiti Roadtrip . Kaarwan Earthquake resistant Kath Kuni architecture.

Autocad

Illustrator

SketchUp

Indesign

Rhino 3d

V-Ray

Revit

Lumion

Archicad

3D Printing

LANGUAGES

INTERESTS

2019 . Deployable Architecutre . Ar. Bhavesh Patel Understanding design and structural concept of deployable structure. 2018 . Summer School . CEPT Programmable materials for responsive architecture. 2018 . Summer School . CEPT Associative Parametric Designing.

ENG

िहं

ગુજ

Table of Content 1.

Re-imagining Learning

Adding to the Square

Upgrade

Adapt

10.

Delta V

11.

(Re)Coding the DCR

13.

Retreat

14.

Mould

Centre for education in Dharavi, Mumbai. (academic) Skill Development Centre in Orchha, Madhya Pradesh. (academic) Commercial Structure in Dharavi, Mumbai. (professional) Children Welfare Centre in Dharavi, Mumbai. (professional) Research and Publication in Geneva, Switzerland. (professional) Research and Publication in Mumbai, Maharashtra. (professional) Landscape Design in Mumbai, Maharashtra. (professional) Concrete Product Design. (professional)

Government Private Practical people whomakes cometangible. to Dharavi every day for work is greater than thoseDEVELOPMENT leaving it for jobs in the ‘backward castes’; with the possibilities of social uplift of that education you die, is a process of learning. NGO / Tuition Medieval Modern Upanishadic Buddhist Vocational schools or universities are the only institutions to gain Career and "Real education has to draw out the best from the boys and girls to be educated. This Learning Educational Educational Knowledge Generic factors which lead to learning - Jiddu Krishnamurti city. Period Period Period andof can never bePeriod done packing ill-assorted unwanted into thethe heads “Dharavi is byan expression the information best and worst of what can happen when residents and Classes knowledge. There are different types of schools based system education and technical Institutions Institutions Sharing of the students. It becomes a dead weight crushing all originality in them and turning A rough back-of-the-envelope calculation by Dharavi residents added up to Rs 1,500 crore and Rs Education as a terminology is something often ‘users’ have to take charge of the development of their habitats.” on the education board affiliation andpeople the ideology them into mere automata." training (TVET) 1904 1882 1854 1813 education (CTE) Skill 1 December 1933) associate withfor schools but that not really the school only 2,000 crore per year or at- Mahatma leastGandhi Rs 5(Harijan, crore a day! Dharavi School is a ‘gold mine’ without even considering of teaching, example, theis state board development URBZ The Indian The Indian Education Wood’s dispatch Lord McCauley’s case. Education the knowledge act of imparting knowledge, majorly focus theisbook and follow the fixed These are run by the State Government. They are(NSDF) affiliated prices! survey ofon Dharavi byanthe Slum Dwellers’ Federation Act Ain1986 Commission Education MinuteNational SchoolUniversity education recent times has emerged as Centre for education in Dharavi, Mumbai. |Design Dissertation, Semester 10| property Knowledge values, skills and attitudes and this is an ever going to the state board. Currently there are only 4 government curriculum for each student which is designed by a More skilled Co important segment of the total units educational Education helps us acquire and facilitate: counted 1,044 manufacturing of all system kinds, big and small. A later survey byGainful the Society for process of department. human development which isboards not restricted schools in Dharavi. Out of which 1 is non-functional and on Formal training In this project, i have researched and designed for a public school integrated Formal education education Whereas, the IB look into 1917 to 1919 1929 1937 1913 employment toEnvironmental contribute significantly to the individual as notedthe Social/ expected Built and Development (SHED) 1,700 units. The Such actual number is likely verge of demolition. schools are not maintained onlyholistic up to school. Education iswith a development very concept skillbroad development which is Asia’s largest slum. The ideapsychological was Human the approach of the child’s whereinin Dharavi well as the national development processes. In order to Scheme of well, and the parents have a lot of complaints ranging environment Calcutta University Hartog Wardha Government of of imparting knowledge which to is tackle not only restricted to be larger as many smaller units would have fallen outside the scope of the surveys. lack ofto education centre within the urban fabric while also impact the students get to alter the curriculumthe according Commission Committee reviewed Basic Education from inadequate teachers to lack of supply. India Resolution impact do that effectively, it needs to be continuously to the book knowledge that wepromoting focus on today but it Knowledge Values the existing activities.Beliefs The design attempts Skillscommercial their interest. Habits to extract and updated. In fact, curriculum development, which is important to understand that education in terms of These are run by various authorities, from wealthy 1948 to be seen 1944 1952 to 1953process, has 1964root to 1966 key elements of Dharavi’s urban development and transform them into a 1. is at the of this renewal Holistic approach skill based or fine arts based learning also is crucial in Spatial Intelligence connecting link There between individuals different communities. are a lottheor of SkillThe sets to Culture slightly more modernised architetural form which stands out as an identity. as a permanent search qualitative University improvement ofSergeant Thefor Committee development Kothari development of human being. private institutions in dharavi and the number keeps SPATIALCommittee INTELLIGENCEthe Midget Education in Committee practical application education in response of to various changes the society.Report on increasing every year. Majorly started due to lack of Integrated Development RESIDENTIAL INTEGRATED learning LEARNINGmodelMODEL DEVELOPMENT curriculum shall have to be responsive to The Slum Outside: Elusive Dharavi A meaningful infrastructure and unavailability outside dharavi in the Vocational training basically focuses on practical 1968 1986 2001 2010 Adopting the Maintaining the the socio-cultural context of the country. past, the schools started growing more as people learned COMERCIAL Vocational Training existing skills current cultural Understanding Schools. applications of the skills learned or acquired and it the importance of education. National National

Re-imagining Learning

Locating Dharavi Formulate provides thefor muchTo needed hands-on instruction in Britisher’s Education Schools are understood to be ideology the whole and sole AVI OVER THE YEARS Schools in andto improve learnings for better model 3 key areas acquiring knowledge. While that isatrue considering specific trade. around dharavi

Education Policy

History of Education

Sarva Shiksha Abhiyan

Right to Education

PRODUCTION UNIT values Apart from the big tuition classes that we see elsewhere, there are a lotCareer of individuals as well as NGO’s who SHOP take Vocational and Vocational tuitions at their personal properties to facilitate for the education and technical training RESIDENTIAL under privileged as well as to create interest among training education (CTE) is generally the children for studies which lacking (TVET in TEMPORARY STAY the school. Such institutions don not focus only on the formal education but also they promote various fine arts MAKERS SPACE helps us acquire and facilitat activities likeEducation dance, music, painting, acting, etc.

500 to 1500 1500 to 1800 Before 300 300 to 600 the reason for its inception, it will be wrong to say that "Dharavi is an expression of the best and the worst of what can happen when residents and ‘users’ have to take charge of the development of their habitats." Modern Medieval Upanishadic Buddhist schools or universities are the only institutions to gain Learning - URBZ / Matias Echanove and Rahul Srivastava Period Period Period Period he knowledge. text books give information. The Connecting Jan Shikshan Sansthan There are different types of schools based system Dharavi invariably confuses those eager to capture its ucation. To attain wisdom, an abundant on the education board affiliation and the ideology link between 1904 1882 1854 1813 cation, which then includes discipline. reality inunder shorthand. Visitors lookingfor forHuman an essence of Established theReal aegis of Society and Environment Development (SHED) and of teaching, for example, the state board school Theoretical working Concerns The discipline is Motive / Effect lity or commitment. the placeof often landEducation on its edges corners, in spots The Indian The Indian Education dispatch Lord McCauley’s Department School andand Literacy, Govt of India. Sponsored by Ministry ofWood’s Human majorly focus theprocess. book knowledge and follow the fixed Dharavi, as a whole is a mix of residential plus it would be an external One education environment University Act Commission on Education Minute Educational that most Dharavi residents themselves have seen only Employment Resource Development curriculum for student which is designed by a This multi functionality of spaces inthe theformal management commercial and apartGainful from education, discipline. Discipline andeach education go More skilledis fundamental Community in India Basic knowledge Knowledge Skills Adaptive Holistic system TV.isThey may be rewarded for their curriculum intrepidness bytraining Values Beliefs education department. Whereas, the IB boards look into The on idea to Develop/Source appropriate and modules covering vocational 1917 to 1919 1929 1937 1913 employment building children also learn various skill sets that happen Social/ and productivity of density. Contrarily to zoned areas, that do not Built Learning Based system learning growth Can be the sight of barefoot children walking on water pipes - Prof. Maadabhushi Sridhar the holistic approach of the child’sNo development wherein elements general awareness and life enrichment components. psychological around their surrounding. Children lean towards Calcutta University Hartog Wardha Scheme of Government of Broad scope of development environment allow for productive, commercial, and residential activities to coexist obligatory backdrop –which a cliché joined the atSansthan impact the students get to alter the curriculum according to Commission Committee Basic Education India Resolution Jan against Shikshan has an officeofingarbage Dharavi works for the development of people of impact this kind of learning more because there is in the same space, the mixed use of surfaces reduces barriers to that resonates so powerfully with familiar discourses their interest. dharavi Low rate of potential assured income n schools and more than Vocational training basically focuses on pr 1948 1952 to 1953 1944 1964 to 1966 Post-secondary on poverty and inequality that it obliterates the depth School entry, while at the same time saving up costs and reducing waste. The connecting link between theory and me to one of the largest applications of the skills learned or acquired and complexity of the level place. Dharavi is diverse and Kothari University The Committee Sergeant level Education Committee provides the much needed hands-on instruc of the Midget Report practical application n systems in the The world Switch rapidly transforming, and it deceives as much as it Committee INTER CORRELATION Integrated learning modelDevelopment a specific trade. The Slum Outside: Elusive Dharavi overwhelms. It is an enigma that cannot be resolved by nt education system in 1968 Current Scenerio 1986 2001 2010 site is also a huge employer. It is said that the number simply labeling it one thing or the other. Trade institution has been jectives is leavingVocational Potentialand skill goals but CommunityTraining and Vocational Training DHARAVI National Shiksha y for work is greater than those it for jobs in the SOCIAL "The discipline isNational not taught, it is Sarva learned. The text booksRight givetoinformation. The Equally balanced Connecting sets and culture Education Policy Education Policy Abhiyan Education growing prominently, this causes more innovative esteryears. Immediately communication through teaching is imparting education. To attain wisdom, an abundant ECONOMICAL Britisher’s Education ideology link between amount of common sense must be added to education, which then includes discipline. andcrore highly workers to solve problems in our ment of Education Vocational on by Dharavi residentsunder added up to Rs 1,500 andskilled Rs Career and PHYSICAL STRUCTURE Theoretical Real wor Discipline is an attitude, character, responsibility or commitment. The discipline is Leather Industry Textile & Knowledge Tailoring Recyclingbasically Unitsinternal, while thePottery Food Making education and technical Culture setsof what ece a day! Dharavi is a ‘gold considering is an expression of the best andSkill the worst can happen when residents attempt to impose it would be an external process. One current fast-pacing"Dharavi society. Development wasmine’ set without even education environm and ‘users’ have to take charge of the development of their habitats." must internalize the process of education and discipline. Discipline and education go training (TVET) education (CTE) avi by the National Slum Dwellers’ Federation (NSDF) FLEXIBILITY mandate to expand the - URBZ / Matias Echanove and Rahul Srivastava together in letter and spirit." all kinds, big and small. A later survey by the Society for Can be - Prof. Maadabhushi Sridhar Holistic Dharavi invariably confuses those eager to capture its Dharavi Design Museum The Dharavi Biennial 60, the focus1,700 on access Vocational training is a one of a kind learning nt (SHED) noted units. The actual number is likely MULTILEVEL joined at Knowledge Skill sets Culture Education helps us acquire and facilitate: reality inDevelopment shorthand. Visitors looking for an essence of rds quality. experience that specializes in the fields of Concerns Motive / Effect ld have fallen outside the scope of the surveys. MULTI FUNCTIONAL India, with more than 1.4 million schools and more than the place often land on its edges and corners, in spots Post-seco School HORIZONTAL & VERTICAL Educational Employment that most Dharavi residents themselves have seen only 230 million enrollments, is home to one of the largest leve level in/India Knowledge Skills Holistic system Adaptive on TV. They may be rewarded for their intrepidness by Motive Effect Basic knowledge Values and complex school education systems in the world Beliefs Habits Apprenticeships Spatial Craft Learning Based system Career Trade growth learning the sight of barefoot children walking on behavior water pipes along with China. The present education system in learning Skilled Employment No Broad scope of development against the obligatory backdrop of garbage – a cliché Vocational Training and Trade institution ha RESIDENTIAL India is guided by different objectives and goals but is Task based education system INCLUSIVE Related to that resonates so powerfully with familiar discourses growing prominently, this causes more inno based around the policies of yesteryears. Immediately COMERCIAL Low rate of potential Holistic development SPACES focuses Vocational training basically on practical Various possibilities afterand vocational training on poverty inequality that it obliterates the depth Diverse growth and highly skilled workers to solve problems after independence, a department of Education under PRODUCTION UNIT applications of the skills learned or acquired and it and complexity of the place. Dharavi is diverse and 1 PLACE current fast-pacing society. the Ministry of Human Resource Development was set SHOP Printing provides the much needed hands-on instruction in The Switch rapidly transforming, and it deceives as much as it up on August 29, 1947 with a mandate to expand the Behavior Spatial RESIDENTIAL a specific trade. overwhelms. It is an enigma that cannot be resolved by HETEROGENEITY educational facilities. After 1960, the focus on access Vocational training is a one of a kind learn Current Scenerio sense sense TEMPORARY STAY simply labeling it one thing or the other. Potential skill Community 3 key point inter-looped in 1 model gradually started moving towards quality. experience that specializes in the fields DHARAVI "The discipline is not taught, it is learned. The text books give information. The Connecting MAKERS SPACE sets in Indian Schools Equally balanced and culture VARIED TYPOLOGY Enrollment communication through teaching is imparting education. To attain wisdom, an abundant link VARIED STRUCTUREbetween amount of common sense must be added to education, which then includes discipline. Apprenti Theoretical Discipline is an attitude, character, responsibility or commitment. The discipline is Craft Career Real working Trade VARIED SPACES nctionality of spaces is fundamental in the management Knowledge Culture Skill sets basically internal, while the attempt to impose it would be an external process. One education environment learn must internalize the process of education and discipline. Discipline and education go Related to tivity of density. Contrarily to zoned areas, that do not Community together in letter and spirit." Program SUFFICIENCY Important aspects to ductive, commercial, and residential activities to coexist Can beSELF after Various possibilities vocational training - Prof. Maadabhushi Sridhar Holistic approach for Holistic space, the mixed surfaces reduces joined at Knowledge Development Skill setsuse of Culture barriers to Development of a EMPOWERMENT at the same time saving up costs and reducing waste. India, with more than 1.4 million schools and more than children Post-secondary School MIXED USE Concerns 230 million enrollments, is home to one of the largest Ideology level level URBAN - RURAL Heating inside the rooms Motive / Effect and complex school education systems in 1)the world Spatial Number of Indian schools as per ownership Enrollment in Indian Schools along with China. The present education system in behavior

Initiatives on Performing arts & Fine arts

Government Primary

Local Body

Upper Primary

Private (Aided)

Secondary

Private (Unaided)

Higher Secondary

600000

50000000

NIRAV UPADHYAY | AR14/075/075 | SEMEST 40000000

400000

30000000

20000000

200000

10000000

Government Primary

Local Body

Upper Primary

Private (Aided)

Secondary

Private (Unaided)

Higher Secondary

Government Primary

Local Body

Upper Primary

Private (Aided)

Secondary

Private (Unaided)

Higher Secondary

The structure becomes unbearable to stand inside due to the massive heat transferred by the metal corrugated sheets for roofing.

Metal roofing sheet

Recycling Recycling Recycling Workshop: Workshop: Workshop: Storage, Storage, Storage, Material Material Material Museum, Museum, Museum, Working Working Working Space, Space, Tutorial Space, Tutorial Tutorial Room Room Room Recycling Recycling Workshop: Workshop: Storage, Storage, Material Material Museum, Working Working Space, Space, TutorialTutorial Room Room Extruding the Site as MassMuseum, SITE STUDY CONCEPT FORM EVOLUTION Computer Computer Computer Training: Training: Training: Storage, Storage, Storage, Computer Computer Computer room, room, Tutorial room, Tutorial Tutorial Room Room Room THE SITE UNDER CONSIDERATION IS PEOPLE ARE USUALLY VERY IGNORANT AND LOOK AT DHARAVI AS JUST ANOTHER SLUM IN THE CITY BUT IN-FACT THE SCRAPPY SELECTED ON THE BASIS OF THE OVERALL LOOKING METAL PATRA HIDE THE NOT-SO-FAMOUS VIBRANCY OF THE NEIGHBORHOOD. THE STRUCTURE TRIES TO CAPTURE THIS PEOPLEARE AREUSUALLY USUALLYVERY VERYIGNORANT IGNORANTAND ANDLOOK LOOKATATDHARAVI DHARAVIAS ASJUST JUSTANOTHER ANOTHERSLUM SLUM VISUALLY, DHARAVI HASAABUILT BUILT FORMSIMILAR SIMILAR TO ANYOTHER OTHER SLUM,BUT BUT WHATMAKES MAKES SODIFFERENT DIFFERENTFROM FROMTHE THEOTHER OTHERSLUMS SLUMSISISTHE THEEFFICIENT EFFICIENT PEOPLE ININ Computer VISUALLY, DHARAVI HAS FORM TO ANY SLUM, WHAT ITITSO SULTANT MASS ULTANT MASS Computer Training: Training: Storage, Storage, Computer Computer room, Tutorial room, Tutorial Room Room PLOT AREA TO INCLUDE THE NECESSARY DUAL PERSONALITIES OF THE SAME CONTEXT DUE TO PERCEPTION OF AN INDIVIDUAL.

ADMIN ADMIN ADMI USEOF OFSPACES SPACESININSUCH SUCHAADENSE DENSECONTEXT. CONTEXT.THE THEPEOPLE PEOPLEININDHARAVI DHARAVIARE AREVERY VERYWELL WELLACCEPTING ACCEPTINGTHE THECHANGES CHANGESOF OFTHE THEMODERN MODERNSOCIETY SOCIETY AND THUS USE AND THUS FORMTHAT THATMIGHT MIGHTSEEM SEEMALIEN ALIENTO TOTHE THECONTEXT CONTEXTCAN CANBE BEDEVISED DEVISEDWITHIN WITHINWHILE WHILEALSO ALSOMAKING MAKINGITITNOT NOTONLY ONLYAAMAJOR MAJORPOINT POINTOF OFATTRACTION ATTRACTIONBUT BUT AAFORM ADMIN ALSOMARKING MARKINGAASTATEMENT STATEMENTOF OFCHANGE CHANGE ALSO

THE CITYBUT BUTIN-FACT IN-FACTTHE THESCRAPPY SCRAPPYLOOKING LOOKINGMETAL METALPATRA PATRAHIDE HIDETHE THENOT-SO-FAMOUS NOT-SO-FAMOUS THE CITY PROGRAMMES EFFECIENTLY WHILE ALSO VIBRANCY OF THE NEIGHBORHOOD. THE STRUCTURE TRIES TO CAPTURE THISDUAL DUAL VIBRANCY OF THE NEIGHBORHOOD. THE STRUCTURE TRIES TO CAPTURE THIS KEEPING IT EASILY ACCESSIBLE TO THE PERSONALITIESOF OFTHE THESAME SAMECONTEXT CONTEXTDUE DUETO TOPERCEPTION PERCEPTIONOF OFAN ANINDIVIDUAL INDIVIDUAL PERSONALITIES RESIDENTIAL ZONE FOR THE USERS.

CONCEPT CONCEPT CONCEPT CONCEPT CONCEPT

•?

GENERALGENERAL MASSGENERAL OFMASS SCHOOLS MASS OF CIRCULATION SCHOOLS OF SCHOOLS

ZONING

MASSING MASSING OF DHARAVI MASSING OF DHARAVI OF DHARAVI

ADMIN S.R OS PIT AL

/13 /S PP ER G+ ITA L 7 GE NO

CANTEEN

LIBRARY

CORE

CLASS ROOMS

COMMON ROOMS

GENERAL MASS GENERAL OFWORKSHOPS SCHOOLS MASS OF SCHOOLS

TOILET-1

NE RO RATO OM R

B.M

MULTIPURPOSE HALL

II/N

PUMP ROOM

DARGA

•+ •+ •+

TEMPLE-1

EKTA MITRA MANDAL

BEST CABIN

II/N

/14

NO .1

.H /S G+ERIT PPL 7 A GE NO

S.R II/N .A /16 . H /S P E G+ RIT PL 7 AG E

S.R

UR DU

SC HO O

BM C

PEOPLE ARE USUALLY VERY IGNORANT AND LOOK AT DHARAVI AS JUST ANOTHER SLUM IN THE CITY BUT IN-FACT THE SCRAPPY LOOKING METAL PATRA HIDE THE NOT-SO-FAMOUS VIBRANCY OF THE NEIGHBORHOOD. THE STRUCTURE TRIES TO CAPTURE THIS DUAL PERSONALITIES OF THE SAME CONTEXT DUE TO PERCEPTION OF AN INDIVIDUAL S.R

VISUALLY, DHARAVI HAS A BUILT FORM SIMILAR TO ANY OTHER SLUM, BUT WHAT MAKES IT SO DIFFERENT FROM THE OTHER SLUMS IS THE EFFICIENT USE OF SPACES IN SUCH A DENSE CONTEXT. THE PEOPLE IN DHARAVI ARE VERY WELL ACCEPTING THE CHANGES OF THE MODERN SOCIETY AND THUS A FORM THAT MIGHT SEEM ALIEN TO THE CONTEXT CAN BE DEVISED WITHIN WHILE ALSO MAKING IT NOT ONLY A MAJOR POINT OF ATTRACTION BUT ALSO MARKING A STATEMENT OF CHANGE

II/N . H /15 ER /SP G+ ITAG PL 7 E NO

PUMP HOUSE PUMP HOUSE

CO W M CEELFMUN NT AR IT RE E Y

TEMPLE

H.T. TATA TOWER

Mahim Mahim Nature Mahim Nature Park Nature ParkPark

•• ??

VIBRANCY OF VIBRANCY THE NEIGHBORHOOD. OF THE NEIGHBORHOOD. THE STRUCTURE TH PERSONALITIES PERSONALITIES OF THE SAME OF CONTEXT THE SAME DUECONTEX TO PER

•= •= •=

BUILTFORM FORMIDEOLOGY IDEOLOGY BUILT

•+

•=

Extruding the Site as Mass

JA SA IN S NS H TH IKS A HA G+ N 1

NA GA R

GENERAL MASS OF SCHOOLS

GA ND

•+

PEOPLE ARE PEOPLE USUALLY PEOPLE ARE USUALLY VERY AREConsideration USUALLY IGNORANT VERY IGNORANT VERY ANDIGNORANT LOOK AND AT LOOK DHAR AND Site Under THE CITYTHE BUTCITY IN-FACT THEBUT CITY IN-FACT THE BUT SCRAPPY IN-FACT THE SCRAPPY LOOKING THE SCRAPPY LOOKING METAL LOOKIN PATR ME VIBRANCY OF THE VIBRANCY NEIGHBORHOOD. OF THEOF NEIGHBORHOOD. THEUSUALLY NEIGHBORHOOD. THE STRUCTURE THE STRUCTU THE TRIES ST PEOPLE ARE USUALLY PEOPLE VERY ARE IGNORANT VERY AND IGNORANT LOOK AT RESULTANT MASS RESULTANT MASS VIBRANCY PERSONALITIES PERSONALITIES OF THE SAME OF THE CONTEXT OF SAME THE CONTEXT SAME DUE TO CONTEXT PERCEPTI DUEMETA TODU P THE CITYPERSONALITIES BUT THE IN-FACT CITY THE BUT SCRAPPY IN-FACT THE LOOKING SCRAPPY L

RESULTANT RESULTANT MASS RESULTANT MASS MASS

ScoopingMASSING off Central Open Spaces OF DHARAVI MASSING OF DHARAVI

PUMP ROOM

MA HA TM A

Mahim Mahim Nature Park Nature Park OFFICE

NA GA R

TEMPLE

GA ND

D M.R.

DIR

MA HA TM

Kala Kala Qilla Kala QillaQilla

RESULTANT MASS

BUILT FORM IDEOLOGY

• ?

TEMPLE

M.G

MASSING OF DHARAVI CONCEPTUAL CONCEPTUAL MASSING CONCEPTUAL MASSING MASSING

CLASS CLASS ROOM ROOM

CONCEPTUAL MASSING CONCEPTUAL MASSING

Deleting Periphery Mass as per the form

BUILT FORM IDEOLOGY

Kala Qilla Kala Qilla

CLASS CLASS ROOM ROOM

M.R.

CLASS ROOM

ZONING & CIRCULATION THIS DIAGRAM HELPS IN UNDERSTANDING THE DISTRIBUTION OF THE MASS AT THE GROUND LEVEL AND HOW THE CIRCULATION PATHS MEET AT THE TWO CENTRAL NODES WHICH ARE THE MAJOR OPEN SPACES. THE GREEN-SCAPE HELPS TO MANEUVURE AND HELP GUID THE VISITOR. THE CENTRAL GATHERING SPACE WHICH IS THE CANTEEN BECOMES THE MOST IMPORTANT NODE AS WELL AS THE CONNECTOR NODE OF THE TWO CENTRAL OPEN SPACES. THE SITE ACCESS HAS BEEN DIVIDED AS PER FUNCTIONS AND ROAD WIDTH. CENTRALIZED OPEN SPACE ON THE GROUND LEVEL. CROWDED

SITE ACCESS

CENTRAL FOCUS

CIRCULATION

VIEW GEOMETRY

SPLITTING AND CREATING AN INTERACTIVE OPEN SPACE IN BETWEEN THE MASS

BUILT MASS PUMP ROOM

PUMP ROOM

CREATING MULTIPLE INTERACTIVE OPEN ZONES FOR BETTER SPATIAL QUALITY AND INTERACTION

SCHOOL ZONE

PUMP ROOM

I R. I/N/1 A. HE 6/SP G+ RIT PL 7 AG S. II/N E R. NO A. /1S6 SP II/N/ HE ./R .1 G+ RIT .AP. LH 16/S 7 AG ER PP EG+ IT L N A S. II/N 7O.1 GE R. NO A. /16 .1 HE /SP G+ RIT PL S. II/N A 7 GE R. A. /16 NO HE /SP .1 G+ RIT PL 7 AG E NO .1

-1 LE NDAL MP A MA TE TA MITR

GREENSPACES SPACES GREEN

BIN

OS PI TA L B . H .M OS .C . PI H TA OS L PI TA B. L M. C. HO SP B. IT M. AL C. HO SP IT AL

.H .C B. M

B. M

ACCESS + NODES ACCESS + NODES

SCHOOLZONE ZONE SCHOOL

-1 LEE-1 DALL MPPITLRA MMANANDA EM TTEEKTATA MMITRAE-1 L EK PL ANDA M M TE TA MITRA

A RGA DARG DA

ROAD GANDHI NAGAR ROAD MAHATMA GANDHI NAGAR MAHATMA

BUILTMASS MASS BUILT

SKILLDEV. DEV.ZONE ZONE SKILL

ACCESS ACCESS + NODES ACCESS + NODES + NODES

MAHATMA GANDHI NAGAR MAHATMA GANDHI NAGAR

VIEWGEOMETRY GEOMETRY VIEW

Connecting the Two Central Open Spaces

ROAD ROAD NAGAR GANDHI NAGAR NAGAR ROAD GANDHI MAHATMA GANDHI MAHATMA MAHATMA

MAHATMA GANDHI MAHATMA MAHATMA GANDHI NAGAR NAGAR GANDHI NAGAR

INDIRA NAGAR

H.T. TATA TOWER

CIRCULATION CIRCULATION

M.G. ROAD

INDIRA NAGAR

H.T.TEMPLE TATA TOWER

M.G. ROAD

H.T. TEMPLE H.T. H.T. ER A TOWER TATA TOWER TATA TOW TAT

TEMPLE

INDIRA NAGAR

M.G. ROAD

TEMPLE

INDIRA NAGAR

M IR RA AND M

TEMPLE

M.G. ROAD

M IR RA AND M

SC HO OL UR BM DU C SC URD HO U OL SC HO BM OL C UR DU SC BM HO C UR OL DU SC HO OL

GENERATOR ROOM

SITEACCESS ACCESS SITE

II/N/13/SPPL

GENERATOR ROOM

GENERATOR ROOM GENERATOR ROOM

SCHOOL ZONE

S.R.A. HERITAGE NO.5 G+7

II/N/13/SPPL

II/N/16/SPPL S.R.A. HERITAGE NO.1 G+7

S.R.A. HERITAGE NO.5 G+7

GENERATOR ROOM

II/N/16/SPPL S.R.A. HERITAGE NO.1 G+7

INTERACTIVESPACES SPACESINBETWEEN INBETWEEN INTERACTIVE CLASSROOMS CLASSROOMS

Cutting Mass and Adding Multiple Access pointsFOCUS CENTRAL FOCUS CENTRAL

Site Under Site Under Consideration Consideration Main Main Landmarks Main Landmarks Landmarks THIS DIAGRAM HELPS IN UNDERSTANDING THE Main Landmarks Main Landmarks DISTRIBUTION OF THE MASS Main Main Road Main Road Road AT THE GROUND LEVEL AND HOW THE CIRCULATION Main Road Main Road PATHS MEET AT THE TWO Connecting the Two Central Open NODES WHICH ARE Internal Internal Internal Roads Roads |Roads Pedestrian | Pedestrian |CENTRAL Pedestrian Access Access Access Spaces THE MAJOR OPEN SPACES. THE GREEN-SCAPE HELPS TO 10890.74 10890.74 M² Roads 10890.74 M² M² | Pedestrian Internal Internal Roads | Pedestrian Access MANEUVURE AND Access HELP GUID Context Context Context at 100M at10890.74 100M atRadius 100M Radius Radius THE VISITOR M² 10890.74 M² THE CENTRAL GATHERING SPACE WHICH IS THE Context Context at 100M atRadius 100M Radius CANTEEN BECOMES THE Context Context Context at 250M at 250M atRadius 250M Radius Radius MOST IMPORTANT NODE AS WELL AS THE CONNECTOR NODE OFRadius THE TWO CENTRAL Context Context at 250M at Radius 250M OPEN SPACESsites Travel Travel Distance Travel Distance Distance between between between the thethe sites sites THE SITE ACCESS Has BEEN DIVIDED AS PER FUNCTIONS Travel Distance Travel Distance between between the sites the sites AND ROAD WIDTH MP

S.R.A. HERITAGEII/N/13/SPPL NO.5 G+7 S.R.A. HERITAGE NO.5 G+7

II/N/16/SPPL II/N/16/SPPL II/N/16/SPPL S.R.A. HERITAGES.R.A. S.R.A.NO.1 HERITAGE NO.1 NO.1 HERITAGE G+7 G+7 G+7

PASSAGE PASSAGE Opening up a courtyard for more visually access SCOOPING OUTApublic ANICHE NICHE ANDCREATING CREATING SCOOPING OUT AND

SKILL DEV. ZONE

M IR RA AND M

II/N/13/SPPL

BEST CABIN

ROOM ROOM

BEST CABIN

ROOM ROOM

BUILT MASS

GREEN SPACES

S.R.A. HERITAGE NO.6 G+7

BEST CABIN

TEMPLE-1

EKTA MITRA MANDAL

S.R.A. HERITAGE NO.5 G+7 II/N/14/SPPL

BEST CABIN

TEMPLE-1

EKTA MITRA MANDAL

II/N/14/SPPL

DARGA

S.R.A. HERITAGE NO.6 G+7

EKTA MITRA

BEST CABIN

DARGA

II/N/14/SPPL

INDEX INDEX INDEX INDEX INDEX SiteSite Under Site Under Consideration Under Consideration Consideration

EKTA MITRA

VIEW GEOMETRY

Cutting Mass and Adding Multiple Access points

-1 TEMPLE MANDAL

S.R.A. HERITAGE NO.6 II/N/14/SPPL G+7 II/N/15/SPPL S.R.A. HERITAGE NO.6 G+7 S.R.A. HERITAGE NO.3 G+7

EKTA MITRA

-1 TEMPLE MANDAL

JAIN SHIKSHAN SANSTHA G+1 II/N/15/SPPL S.R.A. HERITAGE NO.3 II/N/15/SPPL G+7 S.R.A. HERITAGE NO.3 JAIN SHIKSHAN G+7 SANSTHA G+1

-1 TEMPLE MANDAL

II/N/15/SPPL S.R.A. HERITAGE NO.3 JAIN SHIKSHAN G+7 SANSTHA G+1 JAIN SHIKSHAN SANSTHA G+1

DARGA

TOILET-1

II/N/14/SPPL II/N/15/SPPL

TOILET-1

BIN

T CA

BES

DARGA

TOILET-1

PUMP ROOM

II/N S.R I S. I .A I/N R.A I/N HE /15/S . HE /15/S. HE /15/S R RI PP PUMP PUMP PUMP IT PPL GRIT PPG T G MPUSE HO MPE PUMP PUUS +S AGE + AGE LS+7 AGE L HOUSE PUHO .R .R II/N 7 II/ HOUSE HOUSE HOUS7E N .A N O. .A. N/O1. . H O/.135 3 HE 53/S / R P CO COERIT SPP MP PUMP CO PU G G+ ITAG PL MM ME MM AG L W MP WUS WMP HOUSE PU HO M PU EL +E 7U E 7 E CEEUS CEUS LF EUN CEELF UHO HO F N NO N N NT AR IT NT AR IT NT AR IT O . .3 Y Y Y 3 RE E RE E RE E CO CO W MM W MM E E JAC L UJA CE LF JUAN AR INIT NT S SA IENNSTFASRANIITNYS MA MA MA REA E SYH N NS HRE ENS H ST IK UL UL UL TH IKS TH IKS S H LA LA LA A HA A HA A HA G G+ N JG+ N NA NA NA JA+ N A 1 1 A AZ A SA IN S SA IN1S MA ZAD AD MA ZAD NS H NS H I UL S TH KS TH IKS SC UL SC C LA H A HA A HA HO LA H G+ N G+ N NA OO NA OO O 1 1 L AZ L AZ L AD AD SC SC HO HO OL OL R.

TOILET-1

GENERATOR OMTOR RO ERA GEN ROOM

EKT

E-1NDAL MPL MA TE A MITRA

PASSAGE

II/ S II/ /1 R.A N/1.R.A N/1 SCOOPING OUT A NICHE AND CREATING HE 3/SP . HE 3/SP. HE 3/SP INTERACTIVE SPACES INBETWEEN PL RI PL RI P RI G+ TA G TA G TA L CLASSROOMS S7. GEII/N +7 GE S+.7 GIEI/N R. R N N N / / . 1O3 G A. O13 O. A. GE GE HE .5 /SP 5 HE .5/SP EN NE NE PL PRL ERA RI RI RO RAT RO RAT G+ TA G+ TA O T OM OR OM OR 7 GE 7 GE OM OR NO NO G SITE ACCESS GE .5 .5 EN NE ER RO AT RO RAT OM OR OM OR CENTRAL FOCUS

II/ S II/ R. /14 R.A N/1.4R.A N/14 A. .H /S /S . H /S H G+ERI PPLG+ERI PGP+LERI PPL 7 TA 7 TA 7 T GE S AGIIE/ S. GEII/N R. /14 NO.R.A NN/1O4 A. NO .6 . H ./6S H .6/S G+ERI PPL G+ERI PPL 7 TA 7 TA GE GE NO NO .6 .6 S.

CLASS CLASS CLASS Deleting Periphery Mass asCLASS per the CLASS CLASS CLASS CLASS ROOM form ROOM ROOM ROOM

OPENZONES ZONESFOR FORBETTER BETTERSPATIAL SPATIAL OPEN QUALITYAND ANDINTERACTION INTERACTION QUALITY

DARGA

II/N

CREATING MULTIPLE INTERACTIVE OPEN CREATING MULTIPLE INTERACTIVE CREATING INTERACTIVE ZONES FOR MULTIPLE BETTER INTERACTION

II/N

CIRCULATION S.

SPLITTING AND CREATING AN INTERACTIVE

JAIN SHIKSHAN SANSTHA G+1

II/N/13/SPPL II/N/13/SPPL S.R.A. HERITAGE NO.5 G+7 S.R.A. HERITAGE NO.5 G+7

O.1 1O.1

CROWDED CENTRALIZED OPEN

CENTRALIZED OPEN SPACEON ONTHE THE Opening SPLITTING AND CREATING AN CENTRALIZED OPEN SPACE SPLITTING CREATING AN SPACE ON THE GROUND LEVEL OPEN SPACE IN BETWEEN THE MASS up aAND courtyard for more CLASS CLASS GROUND LEVEL. CROWDED INTERACTIVE OPEN SPACE IN GROUND LEVEL. CROWDED INTERACTIVE OPEN SPACE IN CLASS CLASS ROOM ROOM visually public access ROOM ROOM BETWEENTHE THEMASS MASS BETWEEN

S.R.A. NO.6 HERITAGE NO.3 S.R.A. HERITAGE G+7 G+7

M OM OO RRO MPP M UM PPU ROO MP

PUMP ROOM

GENERAL CLASSROOM LAYOUT

SKILL DEV. ZONE

Sion Station Sion Station

PUMP ROOM

GENERALCLASSROOM CLASSROOMLAYOUT LAYOUT GENERAL PASSAGE

PUMP ROOM

PASSAGE PASSAGE

PUMP ROOM

SPACES SionGREEN Sion Station Sion Station Station

PUMP ROOM

Scooping off Central Open Spaces

CLASS ROOM

A GA ND HI M NA TM A GA H A GA ATM R RO ND A AD HI GA NA ND MA GA HI HA R NA TM RO GA A AD R GA MA RO ND HA AD HI TM NA A GA GA R ND RO HI AD NA GA R RO AD

RAM MANDIR TOILET

un mm CLoEr y a MrP TE ib

L ity

un mm

CoE

L MP

y ar ibr

L ity

un mm

WORKSHOPS

Li ity

Pla

Li ity

TEMPLE

un mm CLoE MP r y TE a ibr

OFFICE

TEMPLE

CoE

OFFICE

L MP

OFFICE

L ity

un mm

CoE

L MP

Adding Voids throughout the Structure CANTEEN LIBRARY CLASS ROOMS LOUNGE AREA to add Porosity in the structure

ASSEMBLY HALL

TEMPLE

BINN CABI ST CA BEST BE BIN CA ST BE

ADMIN

TEMPLE

CORE

Adding Voids throughout the Structure THIS DIAGRAM HELPSIN IN THIS to addDIAGRAM Porosity in theHELPS structure

UNDERSTANDINGTHE THE UNDERSTANDING

PLAY AREA

0.0M

TOI (F)

LIFT

TOI (M)

+0.9M

+0.6M

LIBRARY

ENTRY/EXIT

LIFT

SERVICE ENTRY/EXIT

DUCT

-0.6M

SAND PIT

0.0M

STAFF ROOM

+0.6M

ADMIN

UP 0.0M

0.0M

PRINCIPAL

WAITING AREA

0.0M

B' CONF 1

TOI (F)

+0.6M

LIFT

+0.9M

KITCHEN

UP 0.0M

+0.6M

0.0M

TOI (F)

+0.6M

STAGE

+1.05M

CANTEEN

CENTRAL COURTYARD

+0.9M

+0.6M

STORAGE

GREEN ROOM

+0.9M

CONF 2

STORAGE

TOI (M)

FIRST AID ROOM

STORAGE

TOI (M)

TOI (F)

DUCT

+0.9M

TOI (M)

+0.6M

UP0.0M

+0.9M

+0.6M

STAFF ROOM

SEATING 300 PEOPLE APPROX

+0.9M

0.0M

CENTRAL COURTYARD/ EXHIBITION AREA

0.0M

MULTIPURPOSE HALL

+0.6M

ADMIN

PRINCIPAL

WAITING AREA

0.0M

+0.9M

0.0M

+0.9M

0.0M

+0.9M

ENTRY/EXIT

+1.8M

ENTRY/EXIT

F' A'

GROUND FLOOR PLAN (REVIT+AUTOCAD+PHOTOSHOP) D'

ELEVATION (REVIT+PHOTOSHOP)

Informal gathering space inbetween classrooms at each level.

Exhibition spaces inbetween workshops at each level.

SECTION (REVIT+PHOTOSHOP)

Courtyard of the school area.

Courtyard of the skill development area.

ISLC 100

DETAIL @ B SCALE 1:5 DETAIL @B

SCALE 1:20 ISLC 100 SCALE 1:5 SCALE 1:5 CONNECTOR PLATE ISLC 100 ISMC 250 RAFTER ISMC 250 RAFTER CONNECTOR PLATE 250 RAFTER BOLTSISMC BOLTS ANCHOR PLATE BOLT CONNECTOR BOLTS ANCHOR BOLT 150 MM THK RCC SLAB MM THK HOLLOW BRICKS ISLC 150 100 150 MM THK RCC SLAB 150 MM THK RCC SLAB 300X600MM RCC BEAM ISMC300X600 50 PURLINS RCC BEAM 300X600MM RCC BEAM 1MM METAL WIRE WITH DETAIL @ C (FRONT) DETAIL @ C (SIDE) WIRE CRIMP SCALE DETAIL SCALE @ C 1:5 @ C1:5(SIDE) TILESDETAIL DETAIL @SCALE A 1:5(FRONT) 450X180X10 MM CLAY DETAIL @B SCALE 1:5 3 MM DIA METAL WIRE SCALE 1:5 SCALE 1:5

ISLC 100 FACADECONNECTOR DETAIL PLATE SCALEISMC 1:20 250 RAFTER CLAY TILE BOLTS 180 SCALE 1:5 ANCHOR BOLT

N' M'

AM BRICK LUMN TILE

N M

150 MM THK RCC SLAB

15 15 15 15 15 15

SCALE 1:1

ELEVATION ELEVATION

O 180 PLAN @ N-N' SCALE PLAN @ 1:1N-N'

SCALE 1:1

150 150

HOLLOWISMC CLAY250 RAFTER HOLLOW BRICKCLAY CONNECTOR PLATE BRICK BOLTS DETAIL @ L SCALE 1:5 ANCHOR BOLT 150 MM THK RCC SLAB

MORTAR 3 MM DIA METAL WIRE WIRE CRIMP PARAPET DETAIL HOOK SCALE DETAIL 1:10 PARAPET ANCHOR BOLTS SCALE 1:10

X-X' X-X'

3 MM DIA METAL WIRE BOLTS 3 MM CRIMP DIAANCHOR METAL WIRE WIRE WIRE CRIMP HOOK HOOK HOOK ANCHOR WIRE BOLTS CRIMP ANCHOR BOLTS METAL PLATE 3 MM METAL WIRE METAL 150 MMPLATE THK RCCDIA BEAM METAL PLATE 150 MM THK RCC BEAM

PLAN @ M-M'

METAL PLATE ANCHOR BOLTS 450X180X10 MM HOOK CLAY TILES 300X600MM RCC BEAM WIRE CRIMP 3MM DIA METAL WIRE 3 MM DIA METAL WIRE MM METAL WIRE 15 15 DETAIL @ C 1(SIDE) METAL PLATE 150X150X400MM WITH WIRE CRIMP SCALE 1:5 HOLLOW CLAY BRICK 150X150X400MM ANCHOR BOLTS HOLLOW CLAY BRICK PLASTIC PLAN @BOTTLES N-N' PLASTIC BOTTLES SCALE 1:1 150 MORTAR X'

450X180X10 METAL PLATEMM CLAY TILES MM 450X180X10 3MM DIA METAL WIRE CLAY TILES 3MM DIA METAL WIRE 1 MM METAL WIRE WIRE CRIMP 1WITH MM METAL WIRE WITHCLAY WIRE CRIMP ANCHOR BOLTS TILE ANCHOR BOLTS SCALE 1:5

DETAIL @ O SCALE @ 1:1 O DETAIL

15 15 15

PLAN @ M-M'

ANCHOR BOLTS ANCHOR BOLTS HOOK L HOOK WIRE CRIMP FACADE DETAIL WIRE 3 MM CRIMP DIA METAL WIRE SCALE 1:20 3 MM DIA METAL WIRE METAL PLATE METAL PLATE

ISLC 100

PLAN @ N-N

SCALE 1:1 300 MM THK GROWING SUBSTRATE 60 MM THK FILTERING LAYER 300 MM THK GROWING SUBSTRATE 150MM MM3 THK DRAINAGE LAYERWIRE 60 THK FILTERING LAYER MM DIA METAL 18 150MM MMTHK THKWATERPROOFING DRAINAGE LAYERLAYER 55 MM THK THK WATERPROOFING THERMAL WIRE CRIMPINSULATION 18 MM LAYERLAYER 15 MM THK SCREEN VAPOR SCREEN 55 MM THK THERMAL INSULATION LAYER 150 MMTHK THKSCREEN RCC SLAB HOOK 15 MM VAPOR SCREEN 150 MM THK RCC SLAB

ANCHOR BOLTS METAL PLATE 150 MM THK BEAM 150RCC MM THK PARAPET WALL 150 MM THK

DETAIL @O PARAPET WALL SCALE 1:1 SEATING SEATING

150

SCALE 1:5

180

BOLTS CONNECTOR PLATE BOLTS BOLTS ANCHOR BOLT PLATE 150 MM GUSSET THK RCC SLAB ANCHOR BOLT 150 MM THK RCC SLAB

AIL @ C (FRONT)

180

1200 1200

ROOF DETAIL

300X600 MM RCC BEAM 150 MM THK HOLLOW BRICK @ M-M' 300X 900 MM RCCPLAN COLUMN SCALE 1:1 PLAN @ M-M' HOLLOW BLOCK ROOF SCALE TILE 1:1 ISMC 50 PURLINS ISMC 250 RAFTER ISMC 250 RAFTER ISMC 250 RAFTER CONNECTOR PLATE

150 150

DETAIL @ A SCALE 1:5 DETAIL @A

SCALE 1:20

ISMC 250 RAFTER BOLTS ISMC 250 RAFTER BOLTS CONNECTOR PLATE CONNECTOR PLATE ISLC9500 100 7700 ISLC ISMC100 50 PURLINS ISMC 50 PURLINS

M' N'

150 MM THK RCC SLAB 300X600 RCC BEAM 1MM CLAY TILEMETAL WIRE WITH DETAIL @ L WIRE SCALE 1:5 CRIMP CLAY TILE SCALE CLAY 1:5 DETAIL @ L TILES SCALE 1:5 450X180X10 MM SCALE 1:5 3 MM DIA METAL WIRE METAL PLATE

SCALE 1:20

M N

2800

15 1515 1515 15

ROOF DETAIL SCALE 1:20 ROOF DETAIL

FACADE DETAIL SCALE DETAIL 1:20 FACADE

ISMC 250 RAFTER 150 MM THK RCC ISMC 250 RAFTER ISMC 50SLAB PURLIN 150 MM THK RCC SLAB 300X600 MM RCC 250BEAM RAFTER 150 MM ISMC THK BRICK 300X600 MMHOLLOW RCC BEAM ISLC 100 300X 900 MM RCC COLUMN 150 MM THK HOLLOW BRICK 300X 900BLOCK MM RCC COLUMN HOLLOW ROOF TILE ISMC 50 PURLINS HOLLOW BLOCK ROOF TILE 50 PURLINS ISMC 250 RAFTER ISMC 250 RAFTER BOLTS GUSSETISMC PLATE 250 RAFTER BOLTS GUSSET PLATE MM THK RCC SLAB ISLC 100150

C 9500 7700 9500 7700

28002800

1000 1000

45 0

ISMC 50 PURLIN 50 PURLIN ISMC 250 RAFTER ISLC ISMC100 250 RAFTER ISLC 100

A B

150 MM THK HOLLOW BRICKS 150 MM THK RCC SLABBRICKS HOLLOW 150 MM THK RCC SLAB 300X600 RCC BEAM 1MM METAL WIRE WITH 300X600 RCC BEAM WIRE CRIMP 1MM METAL WIRE WITH 450X180X10 WIRE CRIMP MM CLAY TILES 450X180X10 MM CLAY 3 MM DIA METAL WIRE TILES 3 MM DIA METAL WIRE150 MM THK HOLLOW BRICKS

300X600 300 MM THK G RCC BEAM 300X600 60 MM THK FIL RCC BEAM

HOLLOW CLAY BRICK

SUNKEN SLAB DETAIL (FOR PLANTATION) SCALE 1:10 SUNKEN SLAB DETAIL (FOR PLANTATION) SCALE 1:10

150 MM THK DR 18 MM THK WA 55 MM THK THE 15 MM THK SCR 150 MM THK RC

Adding to the Square

Skill Development Centre in Orchha, MP. |Architecture Design, Semester 6| As part of the curriculum, we visited the city of Orchha in Madhya Pradesh and documented the heritage square. With the help of a S.W.O.T. analysis, we concluded to design a structure to enhance the tourist attraction and help the locals present their culture better. The design attempts to create a harmonious and subtle addition to the existing fabric with the use of local materials and design priciples connecting the different parts of the square.

FORM DEVELOPMENT

HARDAUL KI BAITHAK

SCOPE OF THE SITE

A RECREATIONAL PAVILLION

PALKHI MAHAL

USED AS A COURT BY THE KING’S. SUBJECT TO ADAPTIVE REUSE FOR A MUSEUM

EXTRUDING SITE FOR BUILT MASS

CUTTING AXIS TO EXISTING CONTEXT

RAJA RAM TEMPLE

CARVING A CONNECTION TO THE AXIS

THE MOST IMPORTANT AND ACTIVE SHRINE OF ORCHHA

SITE PLAN (AUTOCAD+SKETCHUP+VRAY+ PHOTOSHOP) CHATURBHUJ TEMPLE A TEMPLE BUILT IN 1573

In India, the deities, prayers, rituals, customs are part of the everyday life as is any economic or social TWEAKING THE MASS TO ADJUST SPACES activity. Orchha has to a large degree, stood still in time witnessing ravages of time, desolation and neglect and some degree of unimaginative development and conservation efforts. The intervention speaks about the cultural heritage of the area by reviving the lost architectural style of the medieval town not by replication, but bringing the spatial essence with modern interpretations and providing it a new language altogether without overpowering the existing monuments. EXTRUDING TO FULFILL AREA REQUIREMENTS

GUEST HOUSES

SKILL DEVELOPMENT CENTRE

TOURIST INFORMATION CENTRE

STAFF HOUSING

ADDITION OF BRIDGING MASS

CANTEEN

ZONING AND CIRCULATION

SCOOPING OUT COURTYARD TO ENABLE NATURAL LIGHT AND VENTILATION

SECTION (SKETCHUP + VRAY + PHOTOSHOP)

VIEWS (SKETCHUP + LUMION)

Axis between canteen and information centre connecting the heritage site.

VIEWS (SKETCHUP+LUMION) Perforated sandstone (jali) facede as seen from the inside of canteen.

Staircase of the main building overlooking the Chaturbhuj Temple.

Upgrade

Commercial Structure in Dharavi, Mumbai | Urbz, Client: Koli Jamat |

Before Redevelopment

GROUNDFLOOR GROUNDFLOOR _ circulation _ circulation

S T A I R C A S E

This is a built project and as a part of the team at Urbz i have closely worked on this project from creating conceptual design to planning and execution. I was incharge of coordinating with the client and contractor to build this project on site while also working in the office with other members of the team to come up with a solution which redevelops the property in the most efficient way possible while also satisying the clients needs.

FRONT ELEVATION _ Collage

Excavation & setting out

Multipurpose Hall Restaurant

Bank Shops

Ground Floor Construction

Entry Area Entry Area

Ground Floor Plan

First Floor Construction

Second Floor Construction

Front Elevation

After Redevelopment

Implementations

Adapt

Brick Wall

Children Welfare Centre. | Urbz, Client: Dayasadan Trust |

This project was a proposal to a children welfare trust in Dharavi which was planning to convert one of their existing structure used for teaching into a space for children to practice music. I was incharge of the documentation and planning proposal to tackle various issues we found in the strucuture in a very budget friendly method as it was a part of the slum and the trust was an NGO who could not afford high end solutions.

Concerns

due to the massive 1) Heating inside the rooms r roofing.

1) Sound Insulation.

For sound insulation, an aluminum framing shall be installed which will be covered by egg crate on the outer side and painted as per aesthetic preference. The void. between the wall and the egg crate will be filled by foam/ cotton batte. Here, the foam majorly helps in insulation and the egg crate is used to improve acoustics

Aluminum Framing Foam/ Cotton Batte Egg Crate

Metal roofing sheet

The structure becomes unbearable to stand inside due to the massive heat transferred by the metal corrugated sheets for roofing.

existing drainage

or converting the session room

Heating inside the rooms

2) Soundproofing

Requirement for soundproofing and acoustics for converting the current computer room into a music classes/ jam session room

near the existing

2) Shifting toilet

The existing toilet is not connected to any drainage outlet and thus unused. The toilet position can be shifted near an existing chanel on the rear side to facilitate for a working w.c. which can be used by the people occupying the structure

Implementaion

existing toilet

Soundproofing Storage 27.61 sq.ft.

w.c. 12.75 sq.ft.

3) Shifting Toilet

Shifting of the current unused toilet to a position near the existing drainage line behind the structure.

de and create more teacher/caretaker 4)Addition of Floor Slab

Music class 257.06 sq.ft.

+8100mm

Mori

existing drainage

Dance class 318.69 sq.ft.

Addition of a slab to increase the usable area inside and create more space for people to use/house a teacher/caretaker for the structure.

proposed toilet

9.44 room 3) Additional slab and

+6850mm

sq.ft.

To facilitate extra space for different activities and a small room for the caretaker of the structure shall be built. this will also effectively cool the spaces at Office 488.35 sq.ft. ground level as the transmission of heat is slower through the slab compared to the metal roofing sheets

+5900mm

+5000mm

+3800mm

+2700mm

existing toilet

Shifting Toilet

Porposed ground floor

+600mm G.L.

Existing Condition

Delta V

IUS = 5895/7280

= 0.80

621m²

Research and Publication in Geneva, Switzerland | Urbz, Client: Versoix city | 83m²

83m²

1440m²

188m²

552m²

1452m²

552m²

It is a participatory neighborhood project in Versoix. My role was to calculate and illustrate various Density Index (ID) and Land use index (IUS) to understand the feasibility of the project and i was also involved in creating illustrations of the existing conditions in and around the site which were displayed in the public exhibition held at one of the buildings on the site for people’s participation. 84m²

40m²

1452m²

84m²

103m²

40m²

103m²

116m²

146m²

20m²

174m²

128m²

34m²

285m²

10.

1440m²

285m²

existing

G+3

G+2

G+3

IUS = 10826/7280 = 1.48

ID = 10826/5824 = 1.85

IUS = 10826/7280 = 1.48

ID = 10826/5824 = 1.85

IUS = 8616/7280 = 1.18

ID = 8616/5824 = 1.47

IUS 1.2

G+3

IUS = 8616/7280 4188m²

4188m² x 1.2 = 5025m²

X = 7491 - 1818 (existing) m² 5673 1891 x 3 stories

X = 5025m² 1675 x 3 stories

ID = 8616/5824 = 95m²

= 1.2

7280m²

6243m² x 1.2 = 7491m²

= 1.18

= 1.47 IUS = 5025/4188

IUS = 10606/7280 IUS = 10606/7280

6243m²

= 82m²

= 95m²

82 x 2 stories

ID = 5025/3350 = 1.5

4188m²

ID = 7491/5075

IUS = 7491/6243

= 1.47

= 1.2

6243m²

4188m² x 1.4 = 5863m²

6243m² x 1.4 = 8740m² X = 8740 - 1818 (existing) m² 6922 1669 x 4 stories

X = 5863m² 1465 x 4 stories = 95m²

= 82m²

= 95m²

= 1.45

ID = 10606/5824 = 1.82

7280m² x 1.2 = 8736m²

4026 1342 x 3 stories

ID = 10606/5824 = 1.2

IUS = 7282/7280 IUS = 7282/7280 =1

ID = 7282/5824

= 95m²

IUS = 8736/7280

G+3

4188m²

= 1.45 X = 8736 - 4710 (existing) m²

= 1.82

IUS 1.2

ID = 8736/5824 = 1.5

= 1.25

4188m² x 1.2 = 5025m²

X = 5025m² 1675 x 3 stories

ID = 7282/5824 = 95m²

= =1.25 IUS 5025/4188 = 1.2

7280m²

4188m²

7280m² x 1.4 = 10192m²

4188m² x 1.4 = 5863m²

X = 10192 - 4710 (existing) m² 5482 1370 x 4 stories = 95m²

ID = 5025/3350 = 1.5

IUS = 10826/7280 IUS = 10826/72 6243m²

6243m² x 1.2 = 7491m²

= 1.48 X = 7491 - 1818 (existing) m² 5673 1891 x 3 stories

ID = 10826/5824 = 1.85

= 1.4

ID = 5863/3350 = 1.75

4188m²

= 1.72

= 1.4

6243m² x 1.6 = 9988m² X = 9988 - 1818 (existing) m² 8170 1568 x 5 stories

X = 6700m² 1340 x 5 stories = 95m²

= 82m²

= 95m²

= 1.6

ID = 6700/3350 =2

X = 3350 m² 1116 x 3 (G+2) stories

6243m² 6243m² x 1.4 = 8740m²

X = 5863m² 1465 x 4 stories

IUS = 10192/7280 = 1.4

= 95m²

ID = 10192/5824 = 1.75

IUS = 5863/4188 = 1.4

IUS = 3350/4188 = 0.79

= 1.96

= 1.6

= 95m² 1045 x 3 (G+2)

ID = 3350/3350 =1

= 82m² 82 x 1.5

IUS = 5075/6243 = 0.81

= 82m²

= 95m²

7280m²

4188m²

7280m² x 1.6 = 11648m²

4188m² x 1.6 = 6700m²

X = 11648 - 4710 (existing) m² 6938 1387 x 5 stories = 95m²

ID = 5863/3350 = 1.75

ID = 8740/5075

IUS = 8740/6243

= 1.72

= 1.4

6243m² 6243m² x 1.6 = 9988m² X = 9988 - 1818 (existing) m² 8170 1568 x 5 stories

X = 6700m² 1340 x 5 stories = 95m²

= 82m²

= 95m² 82 x 4

ID = 9988/5075

IUS = 9988/6243

X = 5075 - 1818 (existing) m² = 3257

= 95m²

= 1.47

X = 8740 - 1818 (existing) m² 6922 1669 x 4 stories

82 x 4

IUS = 6700/4188

1.85 ID == 7491/5075

= 1.2

82 x 3

ID = 8740/5075

IUS = 8740/6243

6243m²

4188m² x 1.6 = 6700m²

ID = 10826/582

82 x 2 stories

IUS = 7491/6243

82 x 3

IUS = 5863/4188

= 1.48

= 82m²

= 95m²

IUS = 11648/7280 = 1.6

ID = 11648/5824 =2

X = 5824 - 4710 (existing) m² = 1114

IUS = 6700/4188 = 1.6

ID = 6700/3350 =2

X = 3350 m² 1116 x 3 (G+2) stories

= 95m² 1045 x 3 (G+2)

1045 x 3 (G+2)

ID = 5075/5075 =1

IUS = 5824/7280 = 0.80

ID = 5824/5824 =1

IUS = 3350/4188 = 0.79

= 1.96

= 1.6

X = 5075 - 1818 (existing) m² = 3257

= 95m²

ID = 9988/5075

IUS = 9988/6243

ID = 3350/3350 =1

= 82m² 82 x 1.5

IUS = 5075/6243 = 0.81

ID = 5075/5075 =1

(Re)Coding the DCR

Street Documentation Analysis

Photodocumentation higlighting street infrastructures and areas of concern, regarding re-planning and arrangements.

Research and Publication. | sP+a (Ar. Sameep Padora) |

11.

This was a research and documentation project carried on under sPare (a research wing of sP+a). My roles to document the different types of streets around Bandra which made the urban fabric so unique and represent them with different styles of drawing like plans, sections, isometric sections and create a comparative analysis between them to understand their characteristics.

3 1

2 1. Degenerated median

2. Provision of parking setback

Carter Road Section near Amphitheatre

Sasoon Dock, Cuffe Parade

Dinanath Mangesh Hall, Vile Parle

Kabutar Khana, Dadar

Carter Road Plan near Amphitheatre

3. Recreational promenade

4. Informal shops set up on footpaths

Pali Road

Chimbai

Link Road

Turner Road

Carter Road

EDGE CONDITIONS

BUILT FORM AND ADJACENT TYPOLOGIES

AD ARTERIAL RO

STREET WIDTH

C LO AD RO AL

M 5.8

TEMPLE

The street is a local road which connects the arterial on both the edges. RESIDENTIAL

SPACE UTILIZATION

COMMERCIAL

MIXED USE

STREET ELEMENTS

The width of the street remains almost the same throughtout the length of theroad which is approximately upto 6m.

TRAFFIC PATTERN AD TWO WAY RO

ING RK PA

O TW D OA YR WA

S ER WK HA

Out of the total streeet space, 20% is used by the vendors, 40% by vehicles, 40% by the pedestrians.

TIME

The street is characterised with a typical urban village context due to the interaction of the adjacent building facades with the street.

The street is a two way vehicular road which feeds the traffic on to the minor arterial road which is a two way traffic road.

VEHICULAR TRAFFIC

PEDESTRIAN TRAFFIC

MORNING XX vehicles/m2

MORNING XX persons/m2

NOON XX vehicles/m2

NOON XX persons/m2

EVENING XX vehicles/m2

EVENING XX persons/m2

M 115 B

TIME FROM A to B :

1/2 min

2 mins

CHIMBAI

Sectional Isometric of Carter Road

Sectional Isometric of Turner Road

ROAD

Due to the predominant residential character, the vehicular traffic is smooth almost throughout the day.

Due to the predominant residential character, the pedestrian traffic is smoth throughout the day.

Retreat

Landscape Design in Mumbai | Artyst Studio, Client: Shreeji Sharan Group |

13.

ign

This is an ongoing project for landscape design of a residential structure called Madonna Apartments. As a part of the team, I designed, made working drawings and finalised the materials for the Entrace Portal, Compound Wall and the Terrace Garden. I also co-ordinated with the on site team for the execution of the project.

Compound wall Design

Madonna: Terrace Garden, Kandivali

Madonna: Terrace Garden, Kandivali. Corner Wall

GFC Drawings for Feature Wall

Corner Feature Wall

Front Feature Wall

Front Wall

Mould

Product Design. | Artyst Studio X Elite Earth | These are some of the concrete products that i have designed as a part of the team at Artyst Studio. We have tried a really artistice take on certain daily life products and enhance them aesthetically while retaining their fuctionality. Some of these products have been realised and are out for sale as a part of our collabortion with Elite Earth.

14.

Temple Temple Temple Temple Temple Temple

Living Living Living Living Living Living

Study Study Study Study Study Study

NAVA

Desktop Organizers

NAVA is a series of desktop organizers conceptualized and designed by ARTYST STUDIO in collaboration with ELITEEARTH. The design advocates the relationship between distinct forms and functions of ancient and modern day architecture. Sculpted with concrete, a material that revolutionized the dynamics of architecture, It is designed to express its presence with a timeless appeal.

Bedroom Bedroom Bedroom Bedroom Bedroom Bedroom Courtyard Courtyard Courtyard Courtyard Courtyard Courtyard

Nine Spaces of a Traditional House

Temple

Temple Living

Living Study

Study

edroom

Bedroom Courtyard

Courtyard Lawn

Lawn

errace

Terrace Kitchen

Kitchen Entr y

Entr y

Lawn Lawn Lawn Lawn Lawn Lawn

Nine parts of Energy Grid

Terrace Terrace Terrace Terrace Terrace Terrace

Kitchen Kitchen Kitchen Kitchen Kitchen Kitchen

Entr Entr Entr Entr Entr Entr yyyyyy

Elements of Spacemaking

Floor

Wall

Window

Roof

Column

Door

Staircase

Production Process

Master Object (SLA 3D Printing)

Parts of Jacket for Silicone Pouring (FDM 3D Printing)

Interlocked Jacket with Master Object

Silicone Pouring Inside the Jacket

Unmolding the Silicone Mould from Concrete Pouring in Silicone Mould the Jacket

Final Product In Micro-Concrete

Low Poly Mountain Series Desktop Organizers

This Series tries to create a hybrid artistic object inspired from various forms of natural element. The motivation was to use a modeling technique to break down a naturally complex shape and translate it into a low poly mesh to achieve a simpler yet dynamic form.

Prayati

Ishti

Incense Holders

Dheeti

Pravaaha

The incense holders are designed based on the elements and principles of space making. The achieved configuration is a result of altering spatial arrangements to resemble an architectural form.

Backflow Incense Holder

The Backflow Incense Holder is inspired from the ancient temple design. The form explores the spatial arrangement of the transitional spaces and essential features of temple architecture.

Street Furniture Pebble Seating - In Process

Digital

Digital file for laser cutting

Laser cut master object

Plaster finished master object

FRP mould from master object

Final concrete product