REPOSITORY OF DESIGN KNOWLEDGE
HIERARCHY OF OPEN SPACES
The campus needs to act as a holistic learning centre comprised of studios, workshops, material museum, labs, lecture halls and their spatial relation with each other.
When public spaces are in the middle and built fringes around, curiosity pulls people into the public spaces, thus activating the fringe built with a pleasant built-open relationship.
CONTINUOUS LEARNING PROCESS
SHAPE OF THE SITE & ZONING
The whole campus can become a space for learning and the learning process is part of everyday movement pattern of students in the campus.
The shape of the site as well as the nature of the context is the guiding factor in the form & geometry of the building blocks and their interaction with each other.
INTERDISCIPLINARY LEARNING
DIALOGUE BETWEEN STUDENTS & CITY
Learning is not limited to one's own discipline. Chance encounters, daily movement and common work zones can increase interaction between students from different disciplines.
Giving back to the community and the city by opening up exhibition areas for everyone creating chances for interaction between the city and the students.
Concept Evolution Conceptual drivers from research
Figure 6.8 A place for all. Source: striworld.com
Sultan Garhi Cult. & Rec. Hub | Palak Verma
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