Joint Studio - I.P.S.A & C.A.R.E | Portfolio of Student's Work | Sem. V_2021

PORTFOLIO 2

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Faculty - Riddhi Shah Teaching Asst. - Manasvi Samani B.Arch | IPSA 2021

Copyright© IPSA-Rajkot, 2021 Disclaimer Individual contributions are the copyright of respective authors.

Images are the copyright of respective creators unless otherwise mentioned as a source.

The work contained herein is a part of explorations by the students and hence the work must be seen in the light of the exercises given by the faculties. While preparing this portfolio, every effort is made to ensure that due credits are given to the sources. This compilation is solely for academic purposes only.

All rights reserved. No part of this document can be reproduced, stored in a retrieval system, or transmitted in any means like electronics, mechanical, photocopying, recording, scanning, or otherwise without prior written permission or authorization of Principal, IPSA - Rajkot.

The report is compiled and designed by Manasvi Samani with the guidance of Riddhi Shah.

Graphic by: Manasvi Samani

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References of the Images used in Graphic: https://commons.wikimedia.org/wiki/File:A_land_of_Kurinji,_Mullai_and_Marutham_(Tamil_Lands).JPG https://topinbangalore.com/top/s-a-suresh-enterprises/1023/attachment/karagam-dance/ https://in.pinterest.com/pin/45810121179855145/ https://www.flickr.com/photos/sekitar/8667112207 IV

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C o n te n t Fa c ul t y Te a m... ... ................................................6 Lis t of S t u den t s..................................................7

C o urs e Pe da gogy Abo ut t h e S u bj ect ..............................................8 O ve r v iew o f t h e Semester.................................10

Join t S t udio

Fa c ul t y Tea m.. .... ...............................................12 Lis t of S t u de nt s.................................................13

S tudio P re mis e Abo ut th e P ro j e c t ...............................................14

Arc h ite c t ure of I nst i t u t io ns Wee k 1... ... .... ... ................................................18 Wee k 2... ... .... .... ...............................................20 Wee k 3.... ... ... .... ...............................................22 Wee k 4 - 5... ... ... .................................................24 VI

S i te Int roduc t i o n S i te i n Ra j ko t , G ujarat .......................................3 8 S i te in Ma du ra i , Tamil Nad u...............................5 0

J oin t S t udio w i t h CA RE S t u d e nt s We e k 7.. ... .... ....................................................64 We e k 8.... ... ... ...................................................68

P ro jec t B rie f We e k 9.. .... .... ..................................................74

S tude nt s’ Wor k ..............................................76 Acknowledgements.. ...................................226

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Faculty Team

Neelkanth Chhaya Studio Mentor

Riddhi Shah

Studio Faculty

Manasvi Samani Teaching Assistant

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Students

Anjali

Astha

Gaurav

Hardi

Hemang

Hematri

Himadri

Mana

Jeni

Juhi

Kina

Krutagna

Kush

Maitri

Manan

Shivam

Siddhi

Smit

Soham

Vaishnavi

Vedanshee

Viral

Viraj 7

C ours e Pe d a go gy About the Subject Emphasis:

Institutions of Society

Intent: • To discuss the idea of an institution and its types and the need in a given context.

• To develop a building program from clients or users requirements and other social, economic and climatic contexts.

• To understand the influence of culture, material and technology on the character of the building.

• To integrate spatial system with function, structure, material, construction system and services.

• To understand part-whole relationship.

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Content: 1. Articulating and modifying programmed needs.

2. Abstracting, and developing thematic character.

3. Integration of spatial systems with constructional and structural system.

4. Understanding proportioning systems, understanding details as part of character within the idea of the whole.

5. Basic introduction to site analysis and landscape elements.

Theoritical Input: Nature and importance of institutions in society and different institutions in different cultures across time, influence of culture, land and technology in the expression of institutions, introduction to elements of landscape design.

Readings: 1. Architecture in India since 1990 by Rahul Mehrotra 2. Thematic Space in Indian Architecture by Kulbhushan Jain 3. After the Masters by Vikram Bhatt and Peter Scriver 4. Concepts of Space in Traditional Indian Architecture by Yatin Pandya 5. Indian Society and Social Institutions by N. Jayapalan 9

Overview of the Semester Module I We e k

1 - 5

A rc hi te c t ure of Institutio ns

Module II We e k 6 S ite Introduction

Purpose: To understand what is an institution, what are different layers that affects in making of an institution and what is the impact of the institution for the place in which it sits in.

Purpose: Familiarising students with their propsed site for the project.

Tools: Presentations, Readings and Various Exercises.

Tools: Mapping, Documenting and Visiting the site.

Module Wee k

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Jo in t S tud io w i t h CA RE S c

Purpose: To initiate collabo of architecture and to hav exchange between two

Tools: Presentations, D Readings and Various E

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Module IV We ek

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c h ool o f A rc hite c t ure

Design Development a n d Term E nd Ju ry

oration with another school ve interaction and cultural o different parts of India.

Purpose: Resolving the design in terms of its spatial organisation, functional requirements and contextual understanding.

Documentary screening, Exercises in group of two.

Tools: Exercises and Individual Discussions.

Ack n o w ledgeme n t s

Joint Studio The Joint Studio Module of the students at IPSA was conducted with the students from C.A.R.E. School of Architecture, Trichy, Tamilnadu. The studio was a part of academic Semester 5. Through the studio, it was intended to initiate a student and faculty collaboration with another school of architecture in India. Teaching pedagogy of the studio focussed on student interactions and cultural exchange.

The studio was conducted by Ar. Riddhi Shah from IPSA and Ar. Anu Selvaraj from CARE under the mentorship of Prof. Neelkanth Chhaya. The program for the studio revolved around the notions of culture, context and architecture.

Faculty Team | C.A.R.E.

Anu Selvaraj Core Faculty

Deepthi JBM

Teaching Assistant 12

Students | C.A.R.E.

Aadhithyan R J

Ashwin S S

Cibisaiprasad E

Derinsonu T K

Franklin Geoffrey M

Gowtham

Harrine B

Haryshwa P

Mohamed Azmaan M

Mukilkumaran N

Naveenkumar B

Rishi Kannan G

Shakith nizar S

Shashvanth S

Shrithik Rigesh KS

Sivaranjani S

Surya Prakash K

Tanweer Ahamad G

Vignesh R

Sakthivel S

Santhana Guganeshwar SU

Sowmiya E

Sanjay Aathithiyan P

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Institutions

Studio Premise The movement of people; either for employment, business, education, or after marriage, is an important phenomenon of society. Movements of people from distinct culturally different places lead to unique cultural exchanges that are worth noticing. Many times these exchanges are so knife that they are indistinguishable.

Throughout history; there have been innumerable examples of exchanges that have made an impact on indigenous societies. The premise of this studio is based on one such exchange; between Gujaratis and Tamilians.

https://www.bbc.com/bengali/news-52052009

Traces of Gujaratis’ (esp. Kathiawadis’) moving to Madurai for business and weaving have been identified. In Madurai; one can find banks, schools and colleges, and chambers of commerce, having their names preceded with Sourashtra (a group of people who moved to Tamil Nadu around 700 years ago). Similarly, there is a large group of Tamilians settled in the Maninagar area in Ahmedabad. Tamils have a reputation of being friendlier and believe in science. This makes one feel a strong connection between the two cultures.

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In 2009, a Research Institute of Saurashtra Heritage & Immigration (RISHI - a project in association with Saurashtra University) was launched at Madurai. As a part of ongoing research under RISHI, a conference was hosted by the Saurashtra University based in Rajkot. A few researchers from Tamil Nadu had visited Rajkot for this purpose. They invited their friends, whose families had settled in Saurashtra for more than a hundred years. Interesting conversations were generated on the reasons for their coming to this place and how they were warmly received by the indigenous communities of Saurashtra. These people have already made this place their home. However; they desire to meet and mingle with their fellow Tamilians residing here during their happy and sad moments. Small gestures of setting up temples and schools in different cities of Saurashtra were explored in cooperation with fellow South Indians. We find an Aiyappa Temple set up in different cities of Saurashtra where they meet during festivals.

Fig 1.

Migration between two states

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S tud io -V | We e k 1 - 5

Module I

Architecture of Institutions

Institutions

Arc h itec t ure of Inst i t u t io ns We e k 1

Lecture 1: What is an Institution?

How does the family become one of the institutions that build up the structure of a society?

Diverse forms of relationships and their architectural reflections as space, form and tectonics.

Exercise A. Analyse your own house as an institution.

What happens where? Why are the parts positioned in this manner? Is it because there is an unstated “code” of behaviour, specific to your family? Is this code shared by other families? Draw schematic plans.

Draw a “concept diagram” or “parti” or “schema” for such an institutional architecture.

Exercise B. Study another house from another culture. Does it have different architectural attributes? Does that imply a different “code” exists in that culture? What can you guess about their beliefs and values?

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Fig 2.

Jeni Vachhani 19

Institutions

We e k 2

Lecture 2: The Institutions of Cultural Continuity.

The Institutions of Knowledge, of socialisation and of well-being.

Age, gender, status, power and other factors that affect the form of Institutional relationships.

Architectural attributes that arise as a result.

Exercise Study the institution given to you. Analyse the relationships between parts. Suggest a possible “code” of values. Make a set of schematic plans. Try to draw an abstract conceptual diagram.

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Fig 4.

Hardi Pandya

Fig 3.

Krutagna Khodiyar 21

Institutions

We e k 3

Lecture 3: The transformation of institutional forms in history.

Exercise Take any institution in our present day culture. Completely reverse/revise the values given to gender or age or status in that institution. Redesign the institution with the new imagined values. Develop the architectural attributes in a sketch and model form.

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PLAN OF MIT

REIMAGINE INSTITUTE

Scanned by CamScanne

Fig 6.

Astha Ambaliya

Fig 5.

Krutagna Khodiyar Scanned by CamScanner

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Institutions

We e k 4 - 5

Lecture 4: How does the same institution find relevant expression in different contexts?

Exercise: Design Competition A place of Integrated Higher Learning There is a proposal for a learning process where students will learn without disciplinary boundaries, and will develop all round knowledge that is able to deal with life situations in various areas of human endeavour.

For example, a student who wishes to become proficient in making built environments would need to understand bodily health, climatic and geographical effects, the movements of the sun, nature and how it interacts, how to use material and build soundly, how to take care of plants and animals, etc etc etc... She will 24

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also be keen to understand psychology and philosophy, and to understand the ways in which beauty, harmony, repose and balance could be achieved. In short, she will want to learn everything important about being human on earth!

She will learn to be observant, thoughtful, reflective. The student will learn to try out, experiment. He and she would learn to make all kinds of things. She or He will learn to study and think. They will learn to discuss and dialogue. They will learn to work with others.

They will work as one-to-one, small groups of upto 7 people, and cohorts of 30 persons. They will come here for a period of 15 years; first three years full time here, next six years half time (half working somewhere else) and last six years quarter time.

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Competition Site: Hampi, Karnataka The place of learning will atleast have places for: •See, Observe, Experiment.

•Study, Think, Dialogue.

•Understand Materials, Needs and Make.

•Play with Possibilities together.

It will be a kind of town of learners. It should be possible to walk everywhere within 10 minutes (0.5km). And, the place should be such that one can be alone in nature at some places.

Make a 1:5000 scale and 1:500 scale drawings of whole.

1:200 scale and 1:50 scale parts. Plans, Sections and Sketches. Freehand or Drafted.

Submission to be done in 72 Hours.

Fig 7.

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Photo Plate

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S t u d e n t ’s Wo r k

Fig 8.

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Kush Kalavadia, Gautami Chauhan, Dhruvi Kotadia

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Fig 9.

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Ritu Khunt, Vaibhav Gondalia, Shivam Bhingaradiya, Avani Mavani

Fig 10. Viral Dholariya

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a, Jahnvi Garaniya, Rinkal Vadgama 31

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Fig 11. Siddhi Dalicha, Yash Vaghela, Darshan Asawat

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Fig 12. Manan Pattani, Vedanshee Dholariya, Ruta Kathiriya, Akshesh Pithva

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Fig 13. Nirali Vadgama, Harshit Jadav, Hemang Nathvani 34

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S tud io -V | We ek 6

Module II Site

Introduction

Institutions

Site Introduction 1. Site & Context | Cloth Mill Compound, Canal Road, Rajkot for TAMIL SANGAM The site is located near the old part of Rajkot City to the south of canal road. The area is called Millpara where initially all types of mills were there and now it has been converted to residential area and there is a commercial edge along the main road called Canal Road; it is a Commercial Spine starting from the end of Palace Road. The Millpara area has an abandoned Cotton Mill whose North Side has Canal Road, Eastside has Gundawadi area, Westside has Milpara area and Southside has Lakshmi wadi area. They have residential and commercial areas. The site area is approximately 25,000 sq mt and it is the only area that is vacant in the nearby neighbourhood. It has a GSRTC Bus station, Library, Gujarat Samachar Print House, Community Hall, Hotels, Milking mills in the nearby vicinity. Most of the famous and good hardware shops are located on Canal road.

Fig 14. Contextual Map of Rajkot City 38

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Fig 15. Contextual Map of the Project Site 39

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Fig 16. Site Drawing with its surrounding context

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Fig 17. Map representing various Building Typologies around the Site

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Fig 18. Map representing the overall Building Height that prevails around the Site

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Fig 19. Detailed Site Plan

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Site

Site

Site

Fig 20. Detailed Site Section

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Site

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Fig 21. 3D Model Views Plate

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Fig 22. 3D Model Views Plate

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Fig 23. Photo Plate 1

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Fig 24. Photo Plate 2

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2. Site & Context | Abandoned Century Mill, New Ramnad Road, Madurai for GUJARATI PADOSH The century mill is an abandoned textile mill which is located in the heart of Madurai city, 2 km from Meenakshi Amman temple. Also, the neighbourhood has a population that has cultural diversity. The total area of the mill is 82,00,000 sq.m approximately of which 17,000 sq.m on the Northern side is given as the site for housing and institution. New Ramnad road which is an abutting site connects the two major nodes - Munichalai junction and Mariamman Teppakulam. This road has a lot of commercials, streets connecting residential areas and small factories for making candies and aluminium utensils. To the north of the site is Narasimma Puram and Navarathna Puram and to the west is Balarangapuram, all of them having a majorly late North Indian population. To the east is gate lock road which has a mix of commercial and community halls. To the south is a dense residential fabric in Chinnakanmai and Kamarajar Puram which has a major Tamil community. There are religious spaces, schools, colleges and Madura Gujarati samaj in the vicinity.

Fig 26. Site Map Fig 25. Contextual Map of Madurai City 50

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Fig 27. Contextual Map of the Project Site 51

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Fig 28. North Indian Settlements in Madurai City 52

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Fig 29. Detailed Site Plan 53

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Site

Site

Site

Site

Fig 30. Detailed Site Section

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Fig 31. 3D Model Views Plate

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Fig 32. 3D Model Views Plate

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Fig 33. 3D Model Views Plate

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Fig 34. Photo Plate

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Discussion by Prof. Chhaya Sir on how to understand Site and Context The discussion focused on how one can read the site and how one can take clues from the context to start the design process. He drew few inferences while explaining and discuss about the impacts of those lines drawn.

Fig 35. Tracing lines from the context of Madurai

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Fig 36. Tracing lines from the context of Rajkot

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S tud io -V | We e k 7 -13

Module III Joint Studio with CARE Students

Institutions

Joint Exercises with CARE Students We e k 7 Exercise: Cultural Exchange Students from IPSA and CARE had to share their local/ family recipes of their region and culture with their partners from opposite colleges. After receiving the recipes, they had to prepare that recipe at their home, document the process and be a part of a different culture for some time. In this way, they started interacting with their partners and knowing them well.

Tamil Recipes made by IPSA Students

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Beetroot Halwa

Kesar Shiro

Sevayi

Pazham Pori

Pongal

Rava Laddoo

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Wheat Dosai

Kozhukattai

Semiya Upma

Ven Pongal

Panakam

Pongal 65

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Gujarati Recipes made by CARE Students

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Bateta nu shak

Bhajiya

Dudhi na Muthiya

Fafda Gathiya

Kadhi and Paratha

Khichdi

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Masala Chaash

Khandavi

Sukhadi

Suki Bhaji

Thepla

Vagharela Bhaat 67

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We e k 8 Exercise: SEEING TOPSY TURVY / ULTA SULTA / KUNDAKA MANDAKA OR FINDING CONVIVIALITY

?

CONVIVIAL means • Friendlyand making you feel happy and welcome • Making you feel happy and comfortable • Pleasant & friendly in manner or attitude This semester we plan to learn to make CONVIVIAL places.

Homes and neighbourhoods that are friendly and offer all kinds of possibilities.

Institutions that nurture rather than control.

AND we will have some fun doing this!

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Step 1: Imagine the worst conditions for homes, neighbourhoods, institutions.

Perhaps prisons and hospitals are examples?

List the conditions needed for NON – CONVIVIAL places. eg.

Everyone should be the same.

All recognised by number.

No distinguishing features.

Their place, the architecture reflects this.

Or No one can do what they want.

All are watched by others and by those in power.

All obey rules without question.

Their place, the architecture reflects this.

Like this write some few such conditions.

Quickly design a neighbourhood and houses OR and institution that reflects, expresses these kinds of PLACE characteristics. Express what you propose by drawings of any kind ( but they must show architecture of the place).

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Step 2: A. Write down the rules for making such an architecture.

THE INSTIT

Like this: “it must have.... it must not have..... it should be completely regular.... it should be completely irregular.... it should be big, huge...... it should be small, tiny....etc etc etc..... “ B. Write down the OPPOSITE rules that prevent such a place from coming into being!

Step 3: DESIGN as per Rules B. In step 2.

Draw, make model, fully explaining through these the architecture that comes about.

Fig 37. Soham Jamn 70

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TUTE ON WATER

napara

SOHAM.J A-1219 IPSA-RAJKOT

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Fig 38. Smit Patel

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Step_1

Step_1 Non-Convivial Non-Convivial spaces spaces -Openings -Openings -Light & -Light Ventilation & Ventilation Step_1 Non-Convivial spaces -Privacy -Privacy -Openings -Transition -Transition -Light & Ventilation -Measurement -Measurement -Privacy -Transition -No threshold -No threshold -Measurement -No threshold

CONGESTED SPACE CONGESTED SPACE CONGESTED SPACE

CARE-IPSA JOINT STUDIO

CARE-IPSA CA FACULTY:RS,MS

STUDIO ST

MANAN P._A2619 DT.27/08/2021

FACULTY:RS FA

MANAN P._A2 MA

DT.27/08/2021DT

Fig 39. Manan Pattani

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Project Brief A project of setting up an Akkam (an ingenious Tamil neighbourhood) in Rajkot (geographical center; the industrial and educational hub of Saurashtra) and Gujarati Padosh in Madurai was decided amongst the delegates of the conference from Tamilnadu and the Tamilians residing in Saurashtra (also known as Kathiawad). This neighbourhood will comprise the following: A. Residential facilities for around 60 families who can reside at this place. The members of these families are associated with different industries, schools, or have individual businesses. *This will be designed by the students from CARE. B. Public facilities (* will be designed by IPSA Students) that includes: • Buying & Selling spaces - For utensils, condiments & spices, coffee, clothes - male, female, kids, to be worn during Bharatanatyam, coconut products, etc. - 10 nos. (the sizes of the spaces may vary).

However, these spaces can range from 15 - 30mtrs. Total Area = 200-250 sq.mtrs. They will require some space for loading/unloading as well as a common discussion.

• Reading and Learning spaces - Reading spaces will have a specific collection of Tamil literature - of folk and classical traditions while there would also be some resources on the culture of Tamil Nadu/Gujarat, the learning spaces will have language labs, spaces for teaching Bharatanatyam/Garba and other musical instruments. Total Area = 200-250 sq.mtrs.

• Spaces for community gatherings - A space that can have activities during festivals and weddings, cooking space, services, etc. for 25-100 people. Total Area = 250 sq.mtrs.

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Buying-Selling

Learning/Reading

Community Gathering

Food Joints

• Common space/s - That can have sessions of inter-cultural exchanges; spaces where musicians, singers, dancers, literati from Tamilnadu/Gujarat can be invited and the shows can be hosted for the people of Rajkot and/or Saurashtra | a combination of open, semi-open, and closed spaces with an approximate area of 300sq. Mtrs.

• Food joints - Where specialized Tamil/Gujarati food is available; cooking, serving, eating, take away facilities with required services. These may be small units or big spaces with a maximum area of around 150-180sq. mtrs.

The total area would be around 1,000sq.mtrs + 30% maximum circulation = 1,300sq.mtrs.

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Studio-V | Week 14-17

Module IV Design Development & Term-end Jury

Institutions

Selected Projects Himadri Chhatbar | A 0419 | Tamil Sangam in Rajkot, Gujarat Exercise 01: House as an Institution

Fig 40. Study of their own house

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Fig 41. Study of Malod house (From RSP)

Fig 42. Study of other region’

’s Vernacular Houses

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Exercise 02: Institutions as carriers of Cultural Messages

Fig 43. Study of various Institutions

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Exercise 03: Reimagining the Institution

Fig 45. Studying Kala Academy, Goa and redesigning it

Fig 44. Studying Modhera Sun Temple and redesigning it 80

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Exercise 04: Topsy-Turvy

Fig 46. Thinking what is right and wrong in Institutions 81

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Exercise 05: Part-to-Whole Relationship

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Final Design Works

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Viral Dholariya | A 0819 | Tamil Sangam in Rajkot, Gujarat Exercise 01: House as an Institution

Fig 47. Study of their own house 88

Fig 48. Study of Malod house (From RSP)

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Fig 49. Study of other region’s Vernacular Houses 89

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Exercise 02: Institutions as carriers of Cultural Messages

Fig 50. Study of various Institutions 90

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Exercise 05: Part-to-Whole Relationship

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Final Design Works

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INSTITUTION CASE STUDIES ( CONTEXT SPECIFIC )

DESIGN ITERATIONS

IIM BANGLORE

PRIVATE SPACES PUBLIC SPACES

BHARAT BHAVAN

BUILT SPACES OPEN SPACES

MANAV SADHNA COMMUNITY CENTER , AHEMDABAD

BUILT SPACES SEMI - OPEN SPACES

CASE STUDY AND DESIGN EVOLUTION

JOINT DESIGN STUDIO - V A - 0819 VIRAL DHOLARIYA DT : 26/10/21 FACULTY - RS , MS BATCH - 2019 IPSA I CARE

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MASS MODEL

JOINT DESIGN STUDIO - V A - 0819 VIRAL DHOLARIYA DT : 26/10/21 FACULTY - RS , MS BATCH - 2019 IPSA I CARE

MASS MODEL

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Maitri Doshi | B 4319 | Tamil Sangam in Rajkot, Gujarat Exercise 01: House as an Institution

Fig 51. Study of their own house

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Fig 52. Study of Malod house (From

m RSP)

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Fig 53. Study of other region’s Vernacular Houses

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Exercise 02: Institutions as carriers of Cultural Messages

Fig 54. Study of various Institutions

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Exercise 03: Reimagining the Institution

Fig 55. Studying Vipuri Library and redesigning it

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Final Design Works

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Kush Kalavadia | B 4819 | Tamil Sangam in Rajkot, Gujarat Exercise 01: House as an Institution

CASE OF MY OWN HOUSE

HOUSE AS AN INSTITTION

CASE OF VIKING LONGHOUSE

CASE OF HOUSE IN MALOD (R.S.P.)

THE COMMUNITY OF VANKAR (WEAVER) RESIDE THERE ON THE

Understanding viking house from norse to get the layers of the living they have built with which materials and what sequence is followed. then it should be compared with other 2 cases and identify the commons and the contradicts in the subject of house as an institution.

OUTSKIRTS OF THE VILLAGE, HAVING UNIQUE STYLE OF HOUSE, AS THEY HAVE SPACE FOR LOOM AND LIVING THERE ONLY.

ALSO THE CLUSTER IS ORGANIZED WITH CENTRALISED AND

FURTHER MOVING WITH LINEAR ARRANGEMENT. MOST OF ALL THE ACTIVITIES TAKES PLACE IN SHARED SPACES AS THEY DONT HAVE PERSONAL OPEN SPACE.

10:00 AM

02:00 PM

PLINTH AT THE ENTRANCE USED FOR COOKING AND SITTING THERE.

ONE OF THE TWO ROOMS IS USED

FOR THEIR COMMERCIAL PURPOSE, LOOMIMG AND WEAVING THE

PATOLA, WHILE ANOTHER ROOM IS FOR STORAGE AND SLEEPING.

DESIGN STUDIO 5 IPSA - RAJKOT

HOUSE AS AN INSTITUTION 06:00 PM

09:00 PM

Fig 56. Study of their Own house, Malod house ( From RSP ) and other region’s Vernacular House 110

B4819 KUSH K. DATE : 27-08-2021 FACULTY - NC,RS,MS

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Exercise 02 and 03: Institutions as carriers of Cultural Messages and Reimagining the Institution REIMAGINING THE JAMI MASJID OF CHAMPANER

HIGHEST MINARETS OF ALL THE JAMI MASJID IN INDIA

SPATIAL ARRANGEMENT

ATTRIBUTES FORMING THE COMPLEX

RAISED PORTION INSIDE THE BUILT FORM

GEOMETRY

:

THREE STOREY CENTRAL SPACE

2ND - TWO MINARS

CROSS VAULT STRUCTURE TO MAINTAIN THE GRID AND DEFINING PURPOSE.

CENTRAL DOME AND DOUBLE HEIGHTENED SPACE FOR GATHERING AND DIVIDING SPACES EQUALLY FOR MEN AND WOMEN

SECTION SHOWING JARUKHA, DOUBLE HEIGHTENED SPACE WITH CENTRAL DOME AND WATERBODY.

SECTION AA’

KUSH KALAVADIA B 4819 IPSA - RAJKOT DT - 13-07-2021 FACULTY - RS, MS

Fig 57. Studying Jami Masjid, Champaner and redesigning it 111

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Exercise 04: Topsy Turvy

NON CONVIVIAL SPACES

-

STEP

1

ENOUGH LIGHT BUT NO SPACE TO TOO MUCH TO WALK

HANG IN EXHIBTION SPACE

CARE - IPSA TOPSY TURVY

JOINT STUDIO

B4819 KUSH K. : 27-08-2021 FACULTY - NC,RS,MS DATE

Fig 58. Thinking of worst spaces and good spaces through an example 112

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Exercise 05: Part-to-Whole Relationship

CARE - IPSA

JOINT STUDIO

PART-WHOLE INSTITUTE

B4819 KUSH K. DATE : 27-08-2021 FACULTY - NC,RS,MS

113

Institutions

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Institutions

Final Design Works

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Institutions

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Institutions

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Institutions

Vaishnavi Agarwal | B 6219 | Tamil Sangam in Rajkot, Gujarat Exercise 01: House as an Institution OWN HOUSE- KOLKATA, WEST BENGAL

TRADITIONAL HOUSING OF SANTAL TRIBES IN WES The Santal are the largest of the tribal populations in South Asia. Santals are found in the three adjoining Indian states of Bihar, West Bengal, and Orissa. Santals typically live in their own villages, laid out on a street pattern, and numbering from 400 to 1,000 inhabitants each.

Santal houses are mud structures, but they are sturdily built and often decorated with floral designs. Roofs are tiled and slope toward all four sides. Houses have verandas and at least two rooms.

ALL THE WINDOWS ARE SMALL AND INSIDE THE HOUSE OPENING TO COURTYARD I.E. PRIVACY IS OF UTMOST IMPORTANCE TO THE TRIBE LIVING HERE.

COOKING SPACES ACCORDING TO THE SEASONS. IN RAINY SEASON, FOOD IS COOKED INSIDE OTHERWISE MOST OF THE SEASONS IT IS PREFERED IN THE RACHA

Fig 59. Study of their Own house, Santal Tribes and other region’s Vernacular House

122

ST BENGAL

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ADOBE HOUSES (TASO PEUBLO), NEW MEXICO, USA

Adobe houses such as Taos Pueblo are Native American house complexes used by the Pueblo Indians of the Southwest. Adobe pueblos are multistory houses made of adobe (clay & straw baked into hard bricks) or of large stones cemented together with adobe. Each adobe unit is home to one family, like a modern apartment. The whole structure, which can contain dozens of units, is often home to an entire extended clan

123

Institutions

Exercise 02 and 03: Institutions as carriers of Cultural Messages and Reimagining the Institution

ENCOURA

Water body connected to the Tomb directly. Thus, invoking the importance of the monument.

Above all, providing a good ventilation to the semi-open space.

Fig 60. Studying various instittutions and redesigning it 124

AGES MOVEMENT FROM CENTRE TO OUTSIDE

Design Studio-V

HUMAYUN’S TOMB NEW DELHI This structure is known for its unique architecture, as it is octagonal on the outside while square within. Most of the spaces are semi-open ones to mostly open to sky.

Symmetric in nature. Thus, it helps in binding all the elements of architecture together

SEMI OPEN SPACE CLOSED SPACES

125

Institutions

Exercise 02 and 03: Institutions as carriers of Cultural Messages and Reimagining the Institution

Fig 61. Studying various instittutions and redesigning it 126

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Exercise 04: Topsy Turvy

Fig 62. Thinking what is right and wrong in Institutions

127

Institutions

Exercise 05: Part-to-whole Relationship

128

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Institutions

Final Design Works

Lorem Ipsum

Development Stage Three

CARE- IPSA Joint Studio B 6219 Vaishnavi.A Dated: 29.10.2021 Guiding faculty: Riddhi.s, Manasvi.s

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Institutions

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Institutions

Shivam Bhingaradiya | A 0319 | Gujarati Samaj in Madurai, Tamil Nadu Exercise 01: House as an Institution

Fig 63. Study of their own house 134

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Fig 64. Study of Malod house (From RSP) 135

Institutions

Fig 65. Study of other region’s Vernacular Houses 136

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137

Institutions

Exercise 02: Institutions as carriers of Cultural Messages

Fig 66. Studying various instittutions 138

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Institutions

140

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Institutions

142

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Institutions

144

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Exercise 03: Reimagining the Institution

Fig 67. Redesigning and Re-imagining one Institution 145

Institutions

146

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Exercise 04: Topsy-Turvy

Fig 68. Thinking what is right and wrong in Institutions 147

Institutions

148

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Institutions

Exercise 05: Part-to-Whole Relationship

150

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Institutions

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Institutions

Final Design Works

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Institutions

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Institutions

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Institutions

Siddhi Dalicha | A 0619 | Gujarati Samaj in Madurai, Tamil Nadu Exercise 01: House as an Institution

MY HOUSE

SPACE MAJORLY USED BY DAD SPACE MAJORLY USED BY MOM SPACE MAJORLY USED BY US (TWO DAUGHTERS)

Fig 69. Study of their own house 160

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MALOD SEVERAL RELIGIOUS SPACES INSIDE THE HOUSE

GRANDMOTHERS WORKSPACE

OCCUPATIONAL SPACES HOUSEHOLD SPACES RELIGIOUS SPACE

E SEPERATE KITCHES FOR GRAND MOTHER AND DAUGHTER IN LAW.

PRAYING AND DINNER OR LUNCH WERE THE ONLY TIME THEY GATHERED IN THE HOUSE

FOOTWEAR WERE KEPT OUTSIDE THE TEMPLE PREMISE AND THEY ONLY PRAYED AFTER BATHING AND BEFORE DINNER OPEN AND SEMI OPEN SPACES NEAR THE TEMPLE

kitchen living and

bedroom area

SEPERATE TOOLS OF COOKING ACCORDING TO GENERATION

UTENSILS FROM DAUGHTER IN LAW’S SIDE WERE JUST FOR THE DECORATION AND NOT FOR USE

NO WASTE SHOULD BE THERE

praying area

THEY WOKE UP AT 5 IN THE MORNING EVERYDAY space occupied by grandmother space majorly occupied by females space majorly covered by males space majorly covered for storage

Fig 70. Study of Malod house (From RSP) 161

Institutions

TROGLODYTE HOUSES OF MATMATA MOSTLY WOMEN STAYS AT HOUSE AND WORK

MEN GO FOR FARMING FOR THE WHOLE DAY

PEOPLE ARE MOSTLY SUNNI ISLAMIC

PRIVATE ROOMS COURTYARD

CERAMICS AND BERBER CARPETS ARE MADE BY THE WOMEN OF THE HOUSE

Fig 71. Study of other region’s Vernacular Houses 162

ENTRANCE

EVERY CELL IN THE HOUSE HAS DIFFERENT PURPOSE

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Exercise 02: Institutions as carriers of Cultural Messages

Fig 72. Studying various instittutions 163

Institutions

164

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Institutions

166

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Exercise 05: Part-to-Whole Relationship

167

Institutions

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Institutions

Final Design Works

B

C

2.

1.

3.

10

4.

5.

A’ 6.

11.

A

7.

8.

13

9.

12.

C’

B’

170

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Institutions

1.

2.

3.

6.

4 5.

D

FA

C

IP

A S

D

172

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DESIGN STUDIO - V FACULTY: NC, RS, MS

CULTURAL INSTITUTION DESIGN IPSA- RAJKOT A0619 SIDDHI DALICHA DATE: 28.10.2021

173

Institutions

Gaurav Harsoda | A 1119 | Gujarati Samaj in Madurai, Tamil Nadu Exercise 01: House as an Institution

Fig 73. Study of their own house 174

Fig 74. Study of Malod house (From RSP

P)

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Fig 75. Study of other region’s Vernacular Houses 175

Institutions

Exercise 02: Institutions as carriers of Cultural Messages

Fig 76. Study of various Institutions like Modhera Sun temple, Shore temple and Bait ur ruf Mosque 176

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177

Institutions

Exercise 03: Reimagining the Institution

Fig 77. Study of Bait ur ruf Mosque and then redesigning it 178

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Fig 78. Redesigned Proposal 179

Institutions

Exercise 04: Topsy-Turvy

Fig 79. Thinking what is right and wrong in Institutions

180

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Institutions

Exercise 05: Part-to-Whole Relationship

182

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183

Institutions

Final Design Works

184

PROCESS DRAWINGS

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LVL +0.0m

LVL +0.75m

1

3 2

Mithaikadai Ther

u

LVL +1.5m

LVL +0.0m

1. KITCHEN 2. SITTING AREA 3. TOILET

CARE DESI FACU GAU A-11

185

Institutions

CARE-IPSA JOINT STUDIO DESIGN STUDIO - V FACULTY-RS,MS GAURAV HARSODA A-1119

186

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Institutions

Vedanshee Dholariya | B 4219 | Gujarati Samaj in Madurai, Tamil Nadu Exercise 01: House as an Institution

Fig 80. Study of their own house 188

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Fig 81. Study of Malod house (From RSP) 189

Institutions

Fig 82. Study of other region’s Vernacular Houses 190

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Exercise 02: Institutions as carriers of Cultural Messages

Fig 83. Study of various Institutions 191

Institutions

Fig 84. Study of various Institutions 192

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Exercise 03: Reimagining the Institution

Fig 85. Study of MIT Chapel, USA and then redesigning it 193

Institutions

Exercise 04: Topsy-Turvy

Fig 86. Thinking what is right and wrong in Institutions

194

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Exercise 05: Part-to-Whole Relationship

195

Institutions

196

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Institutions

Final Design Works

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DUM C

1 A'

11

2

B'

10

9

3

5

A

8

7

4

B

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Market Community gathering/ Exibition Kitchen Store Washarea Washroom Library Court Workshop Stage Amphi

6

Ground floor plan 9 8509.7

C'

IPSA-CARE JOINT STUDIO B-4219 Vedanshee D. Faculty- RS, MS

199

Institutions

DUMPYARD

C

A'

11 B'

10

8 A

B

C'

EMPTY LAND

200

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Workshop

Community gathering

Kitchen

Court

Section AA'

Workshop

Court

Library

Washroom

Section BB'

201

Institutions

Hemang Nathvani | B 5619 | Gujarati Samaj in Madurai, Tamil Nadu

OWN HOUSE

Exercise 01: House as an Institution

Fig 87. Study of their own house 202

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203

Institutions

MALOD RSP HOUSE

Fig 88. Study of Malod house (From RSP) 204

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205

Institutions

TRADITIONAL HOUSES FOR GALO TRIB

Fig 89. Study of other region’s Vernacular Houses

PLAN OF TRADITIONAL HOUSE OF GALO TRIBE

206

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BE

207

Institutions

Exercise 02 and 03: Institutions as carriers of Cultural Messages and Reimagining the Institution

TER LIBRARY USA

Fig 90. Studying various instittutions

208

EXETER LIBRARY USA

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EXETER LIBRARY USA

209

Institutions

MODHERA SUN TEMPLE ALFRED HIGH SCHOOL

MODHERA SUN TEMPLE SALK INSTITUTE

210

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RE IMAGINING THE INSTITUTE

RE IMAGINING THE INSTITUTE

RE IMAGINING THE INSTITUTE

RE IMAGINING THE INSTITUTE

Fig 91. Studying various instittutions and redesigning it 211

Institutions

Exercise 04: Topsy-Turvy Worst condition of institute - library SECRET READING SPACE

CD/DVD CATALOUGE

BOOK STACKS AND CARRELS

E LIBRARY

BOOK STACKS AND CARRELS

E LIBRARY

STAFF ROOM

MULTIPURPOSE HALL DANCING ACADEMY

BOOK STACKS AND CARRELS

CONSTRUCTION AREA/ EXPERIMENT ZONE

BOOK STACKS AND CARRELS

AV ROOM

Can't viewable inside from entrance Difficult entry Very less natural light inside Need artificial light whole day

COPYING ROOM

WORKING AREA

STORE

E LIBRARY

E LIBRARY

LIBRARIAN OFFICE

Computer desk at harsh sunlighted Seating in hot wave and dry area

SECRETARY OFFICE MALE TOILET

FEMALE TOILET

ARCHIVIST OFFICE

PERIODICAL INDEX AREA

CIRCULATION DESK

MANAGER OFFICE

WORST CONDITION OF INSTITUTE INSTITUTE - LIBRARY

DS V

FACULTY-RS,MS DATE:26-8-2021

B-5619_HEMANG N. 0

1

2

5

10M

IPSA-RAJKOT

-NON COMFORTABLE ROCKY SURFACE FOR USERS -VERY TIGHT WORKING SPACE MORE THEN 1 ENTRANCE

READERS HAVE TO NEAR NOISY AREA LIKE AV ROOM & WORKING AREA

READERS HAVE TO BEAR DISTURBANCE OF VISITORS

TOILETS ARE AT FRONT VISIBLE FROM ENTRANCE VISITORS HAVE TO CROSS IT

READER HAVE TO SEAT IN DARK SPACE OR ARTIFICIALLY LIGHTED SPACE

-SPACES NOT ACCORDING TO ANTHROPOMETRY READERS HAVE TO SEAT IN GROUP

NO DIFFERENT SECTION

Fig 92. Thinking what is right and wrong in Institutions

DS V

FACULTY-RS,MS DATE:26-8-2021

B-5619_HEMANG N. IPSA-RAJKOT

212

Puzzle like confusing space Less lighted space No guiding space Very hot and arid space not comfortabl All space far from each other,users hav More then 1 entrance , can't managabl

NOISY NEIGHBOUR AREA

Design Studio-V

WORKING ROOM

AV ROOM

FEMALE TOILET

CARD CATALOUGE

BOOK STACKS

BOOK STACKS CARRELS

CARRELS

BOOK STACKS

SEMI OPEN CARRELS

CARRELS

SEMI OPEN CARRELS

CARRELS

BOOK STACKS

BOOK STACKS

BOOK STACKS

HOUSING

d area,

le for readers ve to walk more from difficult passage le from one space

CD/DVD CATALOUGE

MALE TOILET

REFRENCE DESK

CARRELS

REFRENCE DESK

CARRELS

CURRENT PERIODICAL

Reading chambers are very dark,very less ventilated,horror and disturbing space

HOUSING

BOOK STACKS

BOOK STACKS

SCI FICTION SECTION CIRCULATION DESK

STAFF ROOM

COPYING ROOM

PERIODICAL INDEX AREA

PERIODICAL INDEX AREA

ARCHIVIST OFFICE

MANAGER OFFICE

STORAGE

GOOD CONDITION OF INSTITUTE INSTITUTE - LIBRARY

DS V

FACULTY-RS,MS DATE:26-8-2021

B-5619_HEMA 0

Narrow bookstacks,with less light and less ventilated

SING LE ENTRANCE FOR BETTER MANAGMENT

READER CAN SEAT SEPERATELY WITHO UT DISTURBANCE

READER CAN SEAT IN NATURALY LIG HTED SPACE

READERS DO N'T NEED TO SEAT NEAR NO ISY AREA LIKE AV RO O M & WORKING AREA

TO ILETS ARE AT LAST END NO T VISIBLE FRO M ENTRANCE VISITO RS NEED NO T TO CROSS IT

READER CAN SEAT BY THE WAY THEY WANT SEPERATE,G RO UP,ENCLO SED,OPEN

1

2

5

10M

Q UITE NEIG HBO UR AREA

Non connected to outside space More hidden pockets

DS V

FACULTY-RS,MS DATE:26-8-2021

DIFFERENT SECTION

B-5619_HEMANG N. IPSA-RAJKOT

DS V B-5619_HEMANG N.

213

IPSA-RAJKOT

Institutions

Exercise 05: Part-to-Whole Relationship 1.BUYING AND SELLING SPACE

2.FOOD JOINTS

WALKING PASSAGE

3.SPACE FOR COMMUNITY GATHERING CLOSE SPACE

SERVICE ROAD OPEN SPACE

SHOPS DIFFERENT TYPES OF SELLING SPACE ACCESS ROAD

SEMIOPEN

• CENTRAL WALKING PASSAGE HAVE VIEW OF ALL SPACE FROM ANY POINT,ALL SPACE HAVE VISUAL CONNECTION • PERSON HAVE TO PASS THROUGH ALL SELLING SPACES • SERVICE ROAD AT BOTH SIDE DIRECTLY CONNECTED TO MAIN ROAD CENTRAL WALKING PASSAGE

4.READING OR LEARNING SPACE

SEMIOPEN

READING SPACE

OPEN

• ALL SPACES ARE SEPERATED FROM EACH OTHER • DIFFERENT TYPES OF PLACES FOR DIIFERENT ACTIVITY

6.PLACEMENT

LANGUAGE LAB

TEACHING CENTER

5.COMMON SPACE HOUSING

INSTITUTE

GARDEN/SMALL GATHERING SPACE BOTH ARE SEPARATE FROM GARDEN AND PATH LIKE BARRIER

214

SERVICE ROAD

SITTING DIFFERENT SPACE UNITS

• CENTRAL BIG SPACE FOR SITTING • ALL SPACES ARE VISIBLE FROM EVERYWHERE

SEMI OPEN SITTING • DIFFERENT TYPES OF SPACES FOR ALL WHEATHER

4.SITE PLAN

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215

Institutions

216

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DN

TRADITIONAL CLOTH STORE

EMPLE

STORE STORE

WALKING PASSAGE

WALKING PASSAGE

TR AR ADIT IN TIFA ION S A ST TRU CTS L OR ME & E NT S

E AM RN LO NA P ITIO HO AD YS TR ER & WELL JE S

NT

BO ST OK OR E

WALKING PASSAGE

KITCHEN

STORE

2 WHEELER PARKING

WASHING

CULTURE GATHERING SPACE AT LOWER FLOOR

217

Institutions

Final Design Works

218

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SITE ANALYSIS - CLIMATE DATA,AREA STATEMENT

LOCATION - MADURAI

CLIMATE ANALYSIS

MAX. TEMPERATURE 37 DEGREE

AVERAGE HIGH HUMID AREA

MIN. TEMPERATURE 19 DGREE

LARGE OPENING PERMENANT

HOT AND HUMID CLIMATE

PROVISION FOR AIR

HARSH SUNLIGHT FROM SOUTH

LARGE PROJECTION TO AVOID

AND WEST

DIRECT SUNLIGHT

SOUTH WEST TO NORTH

NEED MORE CROSS VENTILATION AND

EAST WIND DIRECTION

MORE SEMI OPEN SPACE

AREA STATEMENT

219

Institutions

B'

ram 4th

hina Pu

Lane

A ram

Navarat

hina Pu Navarat

A'

B'

LVL

LVL

= 0.00

M LVL

=+

nad

am

wR

Ne

LVL

ad

G TIN SIT T SPO FOR EET STR KET M MAR0.80 =+ LVL

M

=+

0.30

0.30

M

TH

PLIN

PLIN

DUMPYARD

TH

LVL

=

+ 0.30

M

D PIT SAN + 0.00 =

M TH

PLIN

LVL

G TIN SIT THS PLIN

LVL

=+

PLIN

PLIN

PAR

G TIN SIT T SPO FOR EET STR KET M MAR+ 0.80 = LVL

M

LVL

TH

TH

APE

= 0.00

M 0.80 G TIN SIT T SPO FOR EET STR KET MAR

=+

M

PLIN

T

Ro

LVL

0.90 =+

0.30

TH

TH M PLIN 0.65 =+ LVL

M

LVL

=+

1.00

LVL

=+

0.85

G TIN SIT THS M PLIN

2

M

R LE EE G WH RKIN PA

TH

PLIN TH

PLIN

LVL

=+

0.65

M

TH

G TIN SIT T SPO FOR EET STR KET M MAR+ 0.80 = LVL

LVL

=+

0.30

PLIN

M

LVL

=+

1.00

M

TH

PLIN

ING HER GAT AL TUR M CUL CE 0.90 M SPAX 15 =+ LVL 15 TH

PLIN

TEMPLE

LVL

=+

1.00

M

G

KIN

PAR TH

PLIN

ING

OAD

G UNL DIN RM LOA TFO PLA

HOUSING

G

KIN

PAR

Vacant Land HOUSING

Mithaikadai Theru

PARKING

A'

HOUSING

COMMON PLOT HOUSING

HOUSING

N

SITE PLAN HOUSING

B

Old Rice Mill

DS V 0 5 10

220

20

50M

FACULTY-RS,MS

GUJARATI SAMAJ - MADURAI HEMANG N. B - 5619 IPSA - RAJKOT DT - 29/10/2021

Design Studio-V

Section AA'

Section BB'

SERVICES UNDER FLOORING

LVL = + 9.00 M

0 5 10

INVERTED BEAM

20

50M

LVL = + 9.00 M

CLERESTOREY WINDOW

RCC BELT AS SILL OF WINDOW LEARNING SPACE

SEMIOPEN PASSAGE LEARNING SPACE

SKIRTING

PARAPET

LIBRARY

OPEN TERRACE

LIBRARY

SEMIOPEN PASSAGE

MOULD

LVL = + 4.80 M

RCC SLAB

LVL = + 4.80 M

RCC BEAM

N LOUVERED WINDOW

GROCERY STORE

SEMIOPEN PAASAGE

PLASTER GROCERY STORE

BRICK WALL MOULD LVL = + 1.30 M

FLOORING

RCC SLAB

MALE TOILET

MALE TOILET

OUTSIDE PASSAGE

DN

LVL = + 1.30 M

PCC

Section II'

Section GG' PCC EARTH

Section II'

SECTION JJ'

OUTSIDE PASSAGE

VEGETABLE STORE LVL = + 1.30 M

OPEN TERRACE

J

G

G

LVL = + 1.00 M UP

3.7 X 9 M

DN

SITTING PLINTHS

OPEN TERRACE

J

VEGETABLE STORE LVL = + 1.30 M

SITTING LVL = + 0.85 M PLINTHS

3.7 X 9 M

TRADITIONAL CLOTH STORE 3.7 X 9 M LVL = + 1.30 M

E

E'

GROCERY STORE STORE STORE

E

E'

E

E'

I

I'

I

SITTING TABLES LVL = + 1.00 M

WALKING PASSAGE LVL = + 1.15 M

I'

WALKING PASSAGE LVL = + 1.15 M

LIFT

M

WALKING PASSAGE LVL = + 1.15 M

M

MALE TOILET

MEINTANANCE STORE

BOOK STOR 3.5 X 3.7E

GROCERY STORE

TRAD ARTIF ITION INSTR ACTS AL STOR UMEN & 3.5 X 3.7E TS

LIFT

G'

LEARNING SPACE

E STOR

J'

G

G' LADIES ROOM MALE TOILET

G'

J' STORE

FEMALE TOILET

KITCHEN STORE

O.T.S.

OUTSIDE PASSAGE

KITCHEN LVL = + 1.30 M

DISABLE TOILET

DISABLE TOILET WASHING LVL = + 0.90 M

LIBRARY

First Floor Plan

FIRST FLOOR PLAN

GROUND FLOOR PLAN

LVL = + 1.00 M

Ground Floor Plan

DS V

SITE MODEL 0 0.5 1

2M

FACULTY-RS,MS

GUJARATI SAMAJ - MADURAI HEMANG N. B - 5619 IPSA - RAJKOT DT - 29/10/2021

221

Institutions

A' B'

New Ramnad Road H'

LVL = 0.00 M

SITTING SPOT FOR STREET MARKET LVL = + 0.80 M

SITTING SPOT FOR STREET MARKET LVL = + 0.80 M

LVL = 0.00 M

SITTING SPOT FOR STREET MARKET LVL = + 0.80 M

SITTING SPOT FOR STREET MARKET LVL = + 0.80 M

LVL = 0.00 M UP

UP

LVL = + 0.30 M

SAND PIT LVL = + 0.00 M LVL = + 0.30 M

LVL = + 0.30 M

LVL = + 0.30 M

PLINTH LVL = + 0.65 M

PLINTH

LVL = + 0.30 M

PLINTH LVL = + 0.65 M

PLINTH

PLINTH

PLINTH

PLINTH

PLINTH

LVL = + 1.00 M

PLINTH

LVL = + 1.00 M

LVL = + 1.00 M UP

D'

DN

PLINTH

PLINTH

H

LVL = + 0.90 M

PARAPET

SITTING PLINTHS

SITTING LVL = + 0.85 M PLINTHS

D

3.7 X 9 M

TRADITIONAL CLOTH STORE 3.7 X 9 M LVL = + 1.30 M

TEMPLE

UP

VEGETABLE STORE LVL = + 1.30 M

E F

E'

F' GROCERY STORE

STORE STORE

SITTING TABLES LVL = + 1.00 M

WALKING PASSAGE LVL = + 1.15 M CULTURAL GATHERING SPACE 15 X 15 M

C

LIFT

S

MEINTANANCE STORE

PLINTH

WALKING PASSAGE LVL = + 1.15 M

PLINTH E

OR

ST

G

2 WHEELER PARKING

NT

ME NA OR AL ON OP ITI SH AD RY TR LE & WEL M JE 3.7 7X

TR AR ADITI IN TIFAC ON ST AL ST RU TS 3.5 OR ME & NT X 3.7E S M

LIFT

LVL = + 0.90 M

BO ST OK 3.5 OR X 3.7E M

C'

WALKING PASSAGE LVL = + 1.15 M

G' LADIES ROOM FEMALE TOILET

MALE TOILET

KITCHEN STORE

O.T.S.

KITCHEN LVL = + 1.30 M

DISABLE TOILET

DISABLE TOILET WASHING LVL = + 0.90 M

LOADING UNLOADING PLATFORM

LVL = + 1.00 M

LVL = + 1.00 M

PARKING

PARKING

GROUND FLOOR PLAN DS V

FACULTY-RS,MS

N

GUJARATI SAMAJ - MADURAI HEMANG N. B - 5619 IPSA - RAJKOT DT - 29/10/2021

B

222

A

0

2

5

10M

Design Studio-V

B'

A' DN

LVL = - 1.90 M

D'

D

LVL = - 3.20 M

PLINTH

PLINTH

LVL = - 3.50 M

LVL = - 3.80 M E

LVL = - 4.10 M F

E'

F' LVL = - 4.40 M

LVL = - 4.70 M

LVL = - 5.00 M

PASSAGE

PASSAGE

LVL = - 5.00 M

CULTURAL GATHERING SPACE 15 X 15 M

C'

LVL = - 5.00 M

STAGE LVL = - 4.20 M

C

LIFT

VIP ROOM

LIFT

LVL = + 0.90 M

LVL = - 4.60 M ELECTRIC ROOM LVL = - 4.60 M

BACKSTAGE ENTRY WAITING AREA

PLINTH

PLINTH

LVL = - 4.20 M

GREEN ROOM

GREEN ROOM

STORE

LVL = - 4.20 M

LVL = - 4.20 M DRESSING ROOM

DRESSING ROOM LVL = - 4.20 M

LVL = - 4.20 M

BASEMENT FLOOR PLAN

B A A'

B'

LVL = 0.00 M

H' SITTING SPOT FOR STREET MARKET LVL = + 0.80 M

LVL = 0.00 M

SITTING SPOT FOR STREET MARKET LVL = + 0.80 M

PLINTH

PARAPET

SITTING SPOT FOR STREET MARKET LVL = + 0.80 M

SAND PIT LVL = + 0.00 M

LVL = + 0.65 M LVL = + 0.30 M

LVL = + 0.90 M

H LVL = + 0.80 M

LVL = + 0.30 M

PLINTH LVL = + 0.65 M LVL = + 0.30 M

LVL = + 0.30 M

LVL = + 0.30 M

PLINTH

PLINTH

PLINTH

PLINTH

LVL = + 1.00 M

D'

SITTING SPOT FOR STREET MARKET

PLINTH

LVL = + 1.00 M

LVL = + 1.00 M

OPEN TERRACE

D

OPEN TERRACE

PLINTH

PLINTH

RELIGIOUS/CULTURAL ACADEMY AREA 6.5 X4.3 M

TEMPLE

LEARNING LAB 6.5 X 4.3 M

F

REFRENCE DESK COMPUTER DESK

PLINTH

PLINTH

OPEN TERRACE

G

G' CARRELS

E'

LVL = + 5.50 M

PERIODICAL INDEX AREA

CIRCULATION DESK

LIFT

LVL = + 0.90 M

E

F'

PERIODICAL INDEX AREA

LVL = + 5.50 M

CULTURAL GATHERING SPACE 15 X 15 M

C'

PLINTH

PLINTH

CARRELS

CARRELS

C

LIFT

2 WHEELER PARKING

N

CARRELS

0

2

5

10M

OPEN TERRACE

OPEN TERRACE O.T.S. STORE

B

A

DS V

FIRST FLOOR PLAN

FACULTY-RS,MS

GUJARATI SAMAJ - MADURAI HEMANG N. B - 5619 IPSA - RAJKOT DT - 29/10/2021

223

Institutions

SECTION AA'

WALL OF SAURASHTRA

SECTION BB'

SUZUKI GSX750F

SACS

SUZUK

I

SECTION CC'

DS V 0

224

2

5

10M

FACULTY-RS,MS

GUJARATI SAMAJ - MADURAI HEMANG N. B - 5619 IPSA - RAJKOT DT - 29/10/2021

Design Studio-V

SUZUKI GSX750F

SACS

SUZUKI

SECTION DD'

ELEVATION HH' DN

UP

DN

LVL = - 1.90 M OPEN TERRACE LVL = - 3.20 M

SITTING PLINTHS

LVL = - 3.50 M

SITTING LVL = + 0.85 M PLINTHS

SITTING PLINTHS

SITTING LVL = + 0.85 M PLINTHS

3.7 X 9 M

TRADITIONAL CLOTH STORE 3.7 X 9 M LVL = + 1.30 M

LVL = - 3.80 M

OPEN TERRACE

VEGETABLE STORE LVL = + 1.30 M

LEARNING LAB 6.5 X 4.3 M

LVL = - 4.10 M

GROCERY STORE

LVL = - 4.40 M

ACADEMY AREA 6.5 X4.3 M

STORE

LVL = - 4.70 M

STORE

SITTING TABLES LVL = + 1.00 M

WALKING PASSAGE LVL = + 1.15 M

PASSAGE LVL = - 5.00 M

LIFT

LIFT LIFT

LIFT NT ME NA OR AL ON OP ITI SH AD RY TR LE & WEL M JE 3.7 7X

LVL = - 4.60 M ELECTRIC ROOM LVL = - 4.60 M

BACKSTAGE ENTRY WAITING AREA GREEN ROOM

S

MEINTANANCE STORE

LVL = - 4.20 M

GREEN ROOM

STORE

LVL = - 4.20 M

LVL = - 4.20 M

WALKING PASSAGE LVL = + 1.15 M

LVL = - 4.20 M

ST

DRESSING ROOM

LIFT

COMPUTER DESK

E

OR

DRESSING ROOM

PERIODICAL INDEX AREA

CIRCULATION DESK

VIP ROOM

PERIODICAL INDEX AREA

TR AR ADITI INSTTIFAC ON AL ST RU TS 3.5 OR ME & NT X 3.7E S M

STAGE LVL = - 4.20 M

LIFT

SITTING TABLES LVL = + 1.00 M

WALKING PASSAGE LVL = + 1.15 M

BO ST OK 3.5 OR X 3.7E M

LVL = - 5.00 M

REFRENCE DESK

LVL = - 5.00 M

PASSAGE

OPEN TERRACE

CARRELS

CARRELS

LVL = - 4.20 M

CARRELS

CARRELS

LADIES ROOM FEMALE TOILET

MALE TOILET

KITCHEN STORE

O.T.S.

KITCHEN LVL = + 1.30 M OPEN TERRACE

OPEN TERRACE

DISABLE TOILET

DISABLE TOILET

O.T.S.

WASHING LVL = + 0.90 M

BASEMENT FLOOR

GROUND FLOOR

FIRST FLOOR STRUCTURAL PLAN DS V 0

2

5

10M

FACULTY-RS,MS

GUJARATI SAMAJ - MADURAI HEMANG N. B - 5619 IPSA - RAJKOT DT - 29/10/2021

225

Institutions

226

Design Studio-V

227

A c k n o w l e g e m e n t s

People who were a part of this Journey!

We are grateful to Ar.Vijaykumar Sengottuvelan (Director), Ar.Judith Belinda Laura T (Head of Department) from C.A.R.E and Ar. Kishor Trivedi (Director), Ar. Devang Parekh (Dean and Principal) from IPSA for giving us this opportunity to conduct a Joint Studio in online mode and explore a possibility of different level collaborations.

We are thankful to Ar. Ramalingam Natrajan; Professor and Design Chair at C.A.R.E., Ar. Vignesh Chandrasekaran, as well as Ar. Kartikeya Chhaya for their interim discussions with the students on this uniquely structured studio.

We would like to acknowledge many people who were with us in this journey of exploration; Ar. Shabitha P, Ar. Jothimani, from C.A.R.E and Ar. Brinda Shah, Ar. Gaurav Vadher, Ar. Swati Khmbhayata, Ar. Raj Mandaliya from I.P.S.A. - Riddhi, Manasvi

C.A.R.E. Team

Ar.Ramalingam Natarajan (Professor and Design Chair)

Ar.Vijaykumar Sengottuvelan (Director)

Ar.Judith Belinda Laura T (HOD)

Ar.Dr.Shabitha P

Ar.Jothimani P

IPSA Team

Ar.Kishor Trivedi (Director)

Ar.Devang Parekh (Dean and Principal)

Ar. Brinda Shah

Ar. Gaurav Vadher

Guest Lecturers

Ar. Vignesh Chandrasekaran

Ar. Kartikeya Chhaya

Ar. Swati Khmbhayata

Ar. Raj Mandaliya

Indubhai Parekh School of Architectuire Saurashtra University, Rajkot