SANIKA CHARATKAR
EDUCATION: 2015-2020
Balwant Sheth School of Architectu Bachelor of Architecture (B.Arch) C.G.
2013-2015
Smt.Lilavatibai Podar Senior Secon
Indian School Certificate (ISC)- 98.00%
2004-2013
Smt.Lilavatibai Podar Senior Secon
The Indian Certificate of Secondary Ed
2003-2004
Prathamesh High School,Mumbai
SKILLS: SOFTWARE
An architect with a strong inclination towards spatial explorations.
ADVANCED:
Autocad
Photoshop
Illustrator
InDesign
Revit
Grasshopper
Sketch-
BASIC
My work follows themes of reinevention, experiments and conceptual metaphors. As a fresh graduate, I am seeking a work opportunity to apply my skill sets and enhance my exposure in the field as a JUNIOR ACHITECT.
3ds Max
MANUAL:
Hand Drafting
Model Making Sketching
FABRICATION:
Laser Cutting
Wood Work
M.S Welding
WORK EXPERIENCE: 2020:
reD Architects: Internship
2019:
PERSONAL INFORMATION: 2019: 2019:
Volunteer at U&I (Non-profit Organis Teaching English & Communication
+91 9833728025
302, Nova ‘B’ Ackruti Niharika Complex, Saiwadi , Andheri (East) Mumbai-400069
Teaching Assistant at NMIMS Balwa Pottery and sculpting
D.O.B - 19/08/1997
c.sanika19@gmail.com
Tricone Design and Build Contractor Freelance: 3D-Modeling
2018:
Volunteer at Chal Rang De: Re-painting Khar Koliwada
INSTALLATION AND EXHIBITIONS: 2016: 2018: 2020:
Self Organising Patterns in Nature:
Design workshop :Argentine ant Intera
Kalaghoda Art Festival 2020 : Knigh
Awarded Certificate of Merit
INDIA Design Week-Delhi
ACHIEVEMENTS & COMPETITIONS:
ure,NMIMS Mumbai .P.A- 3.60 / 4
ndary School , Mumbai
%
ndary School , Mumbai ducation(ICSE)- 91.67%
n
-up
g
2015:
Maharashtra Association Of Schools of Architecture (MASA)
Rank-1
2018-2019:
Member of the BSSA Multimedia team
2017:
Intra-College Esquee Competion 2017: Juhu Market Space
2017:
Awarded 2nd Place
FOAID Wood is Good Competition :
Awarded 2nd Place
2018:
If:Ideas Forward Design Competition 24H : 27th Edition Knowledge
2018:
Intra-College Esquee Competion 2018:Playscapes Awarded 2nd Place
Rhino
DOCUMENTATIONS:
MS Office
2015: Vray
PremierPro
2016:
Pottery C.N.C Routing
3d Printing
rs ,Mumbai
ant Sheth School of Architecture
sation) :
actions
ht In Shining Armour
Aurangabad:
Sketching
2016: 2017:
Jodhpur & Jaisalmer:
Documenting Elements of Architecture Measure drawing Jodhpur streets
Banaras and Allahabad:
Measure drawing Banaras Ghats
Ahmedabad:
Measure drawing Mangaldas Ni haveli, Sabarmati Aashram
2017:
2018:
Menawali, Maharashtra:
Measure drawing ,documenting Nana Phadnavis wada and Menawali Village settlement
Spain, Portugal:
Documenting Public spaces
2019:
Hong Kong:
Understanding enabling spaces in Housing estates and public spaces
PERSONAL INTERESTS: Swimming
Badminton
Dancing
Travelling
Photography
Films and Documentaries
LANGUAGES: English
Hindi
Marathi
CONTENTS
01
AUTISM AWARE DESIGN
02
THE FRINGE
03
CHAOTIC EMERGENCE
04
WALKABLE NEIGHBOURHOODS
05
COMPETITIONS
06
INSTALLATIONS
07
WORKING DRAWINGS
DISSERTATION RESEARCH AND DESIGN PROJECT SEMESTER 9-10
ARCHITECTURE DESIGN STUDIO SEMESTER 7
ARCHITECTURE DESIGN STUDIO SEMESTER 7
URBAN DESIGN STUDIO SEMESTER 8
INTERNSHIP
THESIS
01
AUTISM AWARE DESIGN
Autism
Originating from the Greek word ‘Autos’, autism refers to the ‘self’, isolated from social interaction and withdrawn into a solitary world. Autism, or autism spectrum disorder (ASD), encompasses a broad range of conditions characterized by challenges with social skills, repetitive behaviour, speech and non-verbal communication.
Originating from the Greek word ‘Autos’, autism refers to the ‘self’, isolated from social interaction and withdrawn into a solitary world. Autism, or autism spectrum disorder (ASD), encompasses a broad range of conditions characterized by challenges with social skills, repetitive behaviour, speech and non-verbal communication.
NEED
LACK OF ACCEPTANCE
SCOPE & LIMITATION:
OR MENTAL 1 in HEALTH
enablin
Since mental health consists of an array of varried group of people, a user group th 80% feel excluded from their community. (ASD) 160 individuals haveDISORDER. Autism Worldwide.
60% feel lack of representation 1 in 68 have Autism in India 1 in every 8 children are diagnosedIt can be established that there Is a need for spaces to 85% Of adults with autism AUTISM SPECTRUM with Autism. be analysed and reassesed soareasnotto makepaidspaces more in full-time Originating fromemployment the Greek word ‘Autos’, autism refers to the ‘self’, India has the top 5% of Autistic Cases. Autism, or autism spectrum disorder (ASD), encompasses a broad DISORDER enabling and conducive for all. MORE INCLUSIVE. repetitive behaviour, speech and non-verbal communication.
61% Of these want to work
TRIAD OF IMPAIRMENT
DIFFICULTY IN INDEPENDENCE
NEED
nsists of an array of varried group of people, a user group that is most identified with it is AUTISM SPECTRUM COMMUNICATION
1 in 160 individuals have Autism Worldwi 1 in 68 have Autism in India 1 in every 8 children are diagnosed Independantly RESIDENTIAL with Autism. IMAGINATION With family INTERACTION members/partner INSTITUTES of world. Autistic Cases. India the top Originating from the Greek word ‘Autos’, autism refers to the ‘self’, isolated from social interaction and has withdrawn into a5% solitary THERAPY CENTRES
n the city
tution
CTRUM
SCHOOL
Supported residence
Autism, or autism spectrum disorder (ASD), encompasses a broad range of conditions characterized by challenges with social skills, With parents or gaurdians repetitive behaviour, speech and non-verbal communication.
NEED
io
LACK OF ACCEPTANCE
LACK OF FACILITIES
DIFFIC
80% feel excluded from their community. People atindividuals random in the city 60Response: Schools - 2,70,000 CENTRES 1 in 160 individuals have Autism Worldwide. SCHOOL 60% feel lack of representation How react Autism to 450 If you were to interact with How often come Would you be comfortable per institution 1 do inpeople 68 have inindividuals Indiado you them in public spaces? across someone with sharing space with Autists? Autists more often would you Current avg capacity- 40 per institution feel comfortable around them? Autsim? 1 in every 8 children are diagnosed RESIDENTIAL 85% Of adults with autism No INSTITUTES with Autism. are not in full-time paid employment India has the top 5% of Autistic Cases. Maybe THERAPY
hey feel in a public spaces?
ERACTION
Uncomfortable
comfortable
No
Very rarely
Uncomfortable
61% Of these want to work Maybe
Never
In W
W
Regularly
SURVEY: Existing scenario DIFFICULTY IN INDEPENDENCE
Not affected by it
comfortable
Occationally
Response: Caregivers
THERAPY CENTRES
dividuals in the city
Response: Peo
SCHOOL Is there infrastructure
Supported residence How do they feel in a public spaces?
designed for people of special needs?
ion
er institution
Yes
Yes
RESIDENTIAL INSTITUTES
How do people react to them in public spaces?
Independantly With family members/partner
Yes
How often do you across someone Autsim?
COMMUNITY: Social inclusionUncomfortable INCLUSION With parents or gaurdians CONNECTION: Emotional inclusion Uncomfortable comfortable
Includes.
scenario
GATED
Uncomfortable
No
INTEGRATED
How do they feel in a public spaces?
CONTRIBUTION: Intellectual inclusion Not affected
Occation
by it COMPREHENSIVE: Physical inclusion TRIAD OF IMPAIRMENT
Response: People at random How do people react to OFHow often do you come INCLUSIVE TYPES SOCIETY them in public spaces? across someone with Autsim?
Would you be comfortable sharing space with Autists?
INHERENT ISSUES
Attitude comfortable
Towards Inclusion
Uncomfortable
Very rarely
Uncomfortable
Not affected by it
Uncomfortable
Very rarely
Maybe
No
If you were to interact with Autists more often would you feel comfortable around them?
IMPACT OF Non-Inclusivity:
Maybe
Never Physical Mental Regularly Sensorial
Occationally
No
Yes Yes
Depression
Social Norms
EXCLUSIVE
SEGREGATED LACK OF INTEGRATED SOCIAL
SOCIAL
INTERACTION
INCLUSIVE
IN In
DISORDER
5%
INSTITUTES Autisticcharacterized Cases. by challen India has thea broad top range of Autism, or autism spectrum disorder (ASD), encompasses of conditions repetitive behaviour, speech and non-verbal communication. repetitive behaviour, speech and non-verbal communication.
OF IMPAIRMENT TRIAD IMPAIRMENT an array ofOF varried group
of people,NEED a user group that is most identified with it is AUTISM SPECTRUM LACK OF ACCEPTANCE
NEED LACK OF FACILITIES Survey LACK OF FACILITIES SURVEY: Existing scenario
LACK OF ACCEPTA DIFFICULTY IN INDEPE DIFFICULTY 80% feel excluded fro COMMUNICATION 1 in 160 individuals have Autism Worldwide. 80% feel ex COMMUNICATION THERAPY 1 in 160 individuals have Autism Worldwide. THERAPY 60% feel lack of representa 60 Schools60- 2,70,000 in the city SCHOOL Schools - 2,70,000 in India the Caregivers cityCENTRES CENTRES Response: SCHOOLOthers 60% feel lack 1 inindividuals 68 haveindividuals Autism in Supported residence Parents Caregivers Support 1 in 68 have Autism in India 450 individuals per institutionper institution 450 individuals Is there infrastructure How do they feelDid in ayou public How do people react t Do you believe there is infrastructure Do you believe there infrastructure have any prior 1 inper every 8designed children areisdiagnosed designed for people of of special 1 in every 8 children are diagnosed 85% Of ad spaces? them in public spaces 40 institution Current avg capacitydesigned for individuals of special for individuals knowledge about Autism? Originating from the Greek word ‘Autos’, autism refers to the ‘self’, isolated from social interaction and withdrawn into a solitary world. 40 perspecial institution Current avg capacityIndependantly with Autism. MAGINATION INTERACTION Independa needs? are not in ful needs? needs?RESIDENTIAL No. of Individuals surveyed :250
M
Autism,IMAGINATION or autism spectrum INTERACTION disorder (ASD), encompasses awith broadAutism. range of conditions characterized RESIDENTIAL by challenges with social skills, With family members/p With fami employment INSTITUTES INSTITUTES of Autistic Cases. has the top repetitive behaviour, speech and non-verbalIndia communication. of Autistic Cases. India hasYes the top
5%
5%
61% Of the
With parentsUncomfortable or gaurd With pare
comfortable
NEED
LACK OF ACCEPTANCE
OF FACILITIES LACK 1OFinFACILITIES SURVEY: Existing scenario SURVEY: Existing scenarioNo 160 individuals have Autism Worldwide. THERAPY THERAPY hools60 - 2,70,000 in the city CENTRES SCHOOL 1 inindividuals 68-Response: have Autism ininIndia Caregivers Response: Schools 2,70,000 individuals theCaregivers city CENTRES
Uncomfortable
DIFFICULTY IN INDEPENDENCE 80% feel Uncomfortable excluded from community. Not affected DIFFICULTY IN their INDEPENDENCE
60% feel lack of representation
by it
Response: Response: People at random People at Supported residence SCHOOL Supported residence dividuals per institutionIs there infrastructure do they feel public do people react to 450 individuals per institutionIs there infrastructure How often you often comedo you Would you Howindoa they feel inHow a public areHow diagnosed How do people react to doHow come designed for people of for people of 85% Of adults with autism designed spaces? them in public spaces? across someone with sharing sp spaces? your aquaintance feel Does your aquaintance feel How often do you come them in public spaces? across someone with avg capacity-withDoes Autism. Independantlyare not 40needs? institution Current avg capacityin full-time paid TYPES OF SOCIETY special needs? RESIDENTIALdiscomfort discomfort inper anspecial external in an external across someone with Independantly Autsim? Autsim? With family members/partner RESIDENTIAL employment of Autistic INSTITUTES Cases. India has the top With familyAutism? members/partner environment? environment?
1 in every 8 children 40 per institution 5% Yes
INSTITUTES
Yes
comfortable
61% Of these want to work
With parentsUncomfortable or gaurdians Uncomfortable With parents
comfortable
Uncomfortable
DIFFICULTY IN INDEPENDENCE Not affected
VEY: SURVEY: Existing scenario Existing scenario
he city nse: Caregivers
No
THERAPY CENTRES
Response: Caregivers
Uncomfortable
No
Uncomfortable
by it
Response: Supported residence
SCHOOL
or gaurdians
Very rarely
Uncomfortable
N
Very rarely Never
Never
Regularly Not affected by it
Occationally
Regularly
Occationally
People at random Response: People at random
infrastructure How do they feel in do a public How do peopleHow react If you were How often you come Is there infrastructure Would you be Would comfortable How they feel in a public dotopeople react to do How often do you come you be comfortable EXCLUSIVE SEGREGATED d for people ofWhat INTEGRATED you believe is the cause do people react to them in aacross Would you be comfortable designed for do people of spaces? them in How public spaces? Autists mor across someone withsomeone sharing space with Autists? spaces? them in public spaces? with sharing space with Autists? TYPES OF SOCIETY Independantly TYPES OF SOCIETY needs?special needs?for this discomfort? Public space? Autsim? sharing space with Autists? RESIDENTIAL feel comfortI Autsim? With family members/partner
ution
INSTITUTES
Yes
comfortable
With parents Uncomfortable or gaurdians Uncomfortable
comfortable
Uncomfortable
No
No
Uncomfortable
Uncomfortable
Not affected by it
Uncomfortable
No
Very rarely
Neverrarely Very
Never
Regularly
Regularly
Maybe
Maybe
No
AttitudeINCLUSION Towards INCLUS Inclusion Includes. Includes
Y
Not affected by it
Occationally
Yes
Occationally
Yes
Response: People at random
y feel in a public How doEXCLUSIVE people react to If you were to interact with HowSEGREGATED often do youSEGREGATED come Would you be comfortable EXCLUSIVE INTEGRATED Intent to create Do you them feel safe leaving him/her across How many hours do theyspace spendINTEGRATED in Autists? Autists If youmore wereoften to interact paces? in public spaces? wouldwith you someone with sharing with INCLUSIVE S OF SOCIETY INCLUSIVE Social TYPES unaccompanied OF SOCIETY outside of the Asist or Educational spaces? special individuals more often, INCLUSIVE feel comfortable around them? Autsim? house? would you be Norms comfortable? spaces No
INHERENT COMMUNITY: Social inclus COMMUNIT ISSUES INCLUSION Maybe Attitude Towards INCLUSION CONNECTION: Emotio Attitude Towards CONNEC
Uncomfortable
comfortable
Very rarely
Uncomfortable
Never
RESULTS IN Inclusion
Regularly
Inclusion Includes.
SEGREGATION & Occationally EXCLUSIVITY Yes
Not affected by it
mfortable
INHERENT ISSUES
Maybe
No
Includes.
CLUSIVE EXCLUSIVE SEGREGATED SEGREGATED INTEGRATED Intent INTEGRATED to create Intent to create Social INCLUSIVE Does he/she engage in social teaching usually entail? Social INCLUSIVE What does their INCLUSIVE INCLUSIVE interactions? spaces
Norms
spaces
Yes
Physical
CONTRIBUTION: In CONTR Mental
Perceived Sensorial COMPREHENSIVE COMP Control
What is your reaction to a special individual?
Norms
SOCIAL BARRIERS
SOCIAL BARRIERS
IM COMMUNITY: Social inclusion AUTISM AWARE DESIGNNonCONNECTION: inclusion Inaccessible envIn Physical PhysicalEmotional A
INHERENT ISSUES
INHERENT ISSUES
Attitude Towards Attitude Towards INCLUSION IN RESULTS IN RESULTS Inclusion Inclusion Anatgonistic attit SEGREGATION & Mental Mental SEGREGATION & Includes. D Difficult to perciv Sensorial inclusion CONTRIBUTION: Intellectual Sensorial Perceived Perceived In EXCLUSIVITY Inflexibility EXCLUSIVITY Control Control
Intent to create nt to create TED INTEGRATED NCLUSIVE INCLUSIVE spaces spaces
SELF-SUFFICIENCT COMPREHENSIVE: THERAPEUTIC Physical inclusion
D
Social
INCLUSIVE Norms
Social Norms
LACK OF SOCIAL
LACK OF SOCIAL
INTERACTION INTERACTION
How do they feel in a public
How do people react to
If you were
How often do you come
Would you be comfortable Ma UncomfortableUncomfortable Uncomfortable Uncomfortable N comfortable comfortablecomfortable comfortable No designed for people of diagnosed spaces? them in public spaces? more across someone with sharing space with Autists? Autists 1 in every 8 children are diagnosed Very rarelyVery rarely Very rarely Very rarely Never 85% OfUncomfortable adults with autism special needs? Never Never Never Uncomfortable Uncomfortable Uncomfortable 85% Of adults with autism feel comforta Autsim?
with Autism. India has the top
INTERACTION Yes
Cases.
No
No
No
are not in full-time paid
5% of Autistic Cases. employment
Uncomfortable Uncomfortable Uncomfortable NoUncomfortable Uncomfortable
are not in full-time paid Regularly Regularly Regular Regularly employment Not affected Not affectedNot affected Not affected Occationally Maybe Occationally Occationally Yes by it Of by it by it byOccationally it Nothese want to work
61%
61% Of these want to work
comfortable
Very rarely
Uncomfortable
Never Regularly
ITIES
Uncomfortable
No
THERAPY CENTRES
SCHOOL
TYPES OF SOCIETY per institution Supported
Yes
Supported residence
er institution
ty- 40
Ye
DIFFICULTY IN INDEPENDENCE Occationally
Types ofOFEnvironments OF SOCIETY TYPES TYPES SOCIETY TYPES TYPES OF SOCIETY OF SOCIETY 70,000 individuals in the city DIFFICULTY IN INDEPENDENCE
Not affected by it
COM INCLUSION INCLUSION INCLUSION INCLU C
Independantly With family members/partner
RESIDENTIAL INSTITUTES residence
With parents or gaurdians
Independantly With family members/partner
Includes. Includes. Includes. COMMUNITY: SocialInclud inclusi
INCLUSION Includes.
CONNECTION: Emotion
CONTRIBUTION: Int
isting scenario
givers
ure e of
COMPREHENSIVE EXCLUSIVE SEGREGATED EXCLUSIVE EXCLUSIVE EXCLUSIVE SEGREGATED INTEGRATED SEGREGATED SEGREGATED INTEGRATED INTEGRATED INTEGRATED Response: People at random INCLUSIVE INCLUSIVE INCLUSIVE INCLUSIVE With parents or gaurdians
HowEXCLUSIVE do they feel in a public SEGREGATED How do people react toINTEGRATED If you were to interact with How often do you come Would you be comfortable spaces? them in public spaces? across someone with INCLUSIVE sharing space with Autists? Autists more often would you feel comfortable them? Autsim? INHERENTaround INHERENT INHERENT INHERENT ISSUES
Uncomfortable
comfortable
Attitude Towards Very rarely Inclusion
Uncomfortable
onse: People at random
Not affected by it
Uncomfortable
ISSUES
INHERENT Towards Attitude Attitude Towards Attitude Attitude Towards Towards ISSUES Maybe NoInclusion InclusionInclusion Inclusion
Physical Mental Sensorial
Occationally
Yes
Yes
If you were to interact with ften do you come Would you be comfortable Autists more often would you s someone withIntent sharing space with create toIntent createtoIntent to Intent create toAutists? create Social Social Social them? Social INCLUSIVE feel comfortable around Autsim? Intent to create INCLUSIVE INCLUSIVE INCLUSIVE Social
IETY
INCLUSIVEspaces spaces spacesspaces spaces
Maybe No ry rarely RESULTS IN RESULTS IN RESULTS IN IN Never RESULTS RESULTS IN SEGREGATION & SEGREGATION & SEGREGATION SEGREGATION & & SEGREGATION & Regularly
te
N
Norms Norms NormsNorms No
Norms
SOCIAL BARRIERS
SEGREGATED
Yes
INTEGRATED
D LACK OF SOCIAL SOCIALINTERACTION SOCIAL SOCIAL SOCIAL BARRIERS BARRIERSBARRIERS BARRIERS
INTE
Includes.
Anatgonistic attitude
Anatgonistic attit Anatgonistic attitude Anatgo
Difficult toDifficul perciv Difficult to percive/understa CONTRIBUTION: Intellectual inclusion Difficult to percive/understand Perceived Perceived Perceived Perceived Inflexibility Inflexibility InflexibilityInflexib Yes ControlControlControl COMPREHENSIVE: Physical inclusion Control vi
INCLUSIVE
seclud INHERENT
ISSUES AUTISM AWARE DESIGN
AUTISM AWARE DESIGN AUTISM AWARE DESIGN AUTISM AUTISM AWARE AWARE DESIGN DESIGN
Attitude Towards Inclusion
LA S
poo COMMUNITY: Social inclusion INCLUSION Maybe CONNECTION: Inaccessible envi inclusion Inaccessible enviornment Inacces Inaccessible Emotional enviornment
Perceived EXCLUSIVITY EXCLUSIVITY EXCLUSIVITY EXCLUSIVITY EXCLUSIVITY Control
Occationally
IMP
Physical Physical Phy Non-I Maybe Mental Mental Me Sensorial Sensorial Sen
Never
Regularly
ISSUES No ISSUES
IMPACT OF Non-Inclusivity:
Physical Mental Sensorial
COMMUNITY: THERAPEUTICSocial inclusion INCLUSIVE SELF-SUFFICIENCT THERAPEUTIC INCLUSIVE Depression SELF-SUFFICIENCT SELF-SUFFICIENCT SELF-SUFFICIENCT THERAPEUTIC THERAPEUTIC THERAPEUTICINCLUSIVE INCLUSIVE INCLUSIVE INCLUSION SPACE CONNECTION: Emotional inclusion SELF-SUFFICIENCT
Includes.
Social Norms
Increase independence Comprehensive Care
LACK OF SOCIAL
CONTRIBUTION: Intellectual inclusion INTERACTION Life quality Social interaction
SPAC
SOCIAL
BARRIERS Emotional Regulation Progressive skill development COMPREHENSIVE: Physical inclusion
poor health INTERACTION Increase independence Life quality Social Social interaction Increase independence Life quality Increase Increase independence independence Life quality Life qualitySocial interaction Social interaction interaction Comprehensive Care Care Care Emotional Regulation Progressive skill development Comprehensive Care Emotional Regulation Progressive skill development Comprehensive Comprehensive Emotional Emotional Regulation Regulation Progressive Progressive skill developme skill deve Inaccessible enviornment
Anatgonistic attitude AIM: Difficult to percive/understand Perceived To understand and Integrate the built environment into theInflexibility prevalence of individuals of Control violence AIM: E AIM: AIM: AIM: special needs,so as to create enabling spaces. COMMUNITY To understand and Integrate the built prevalence of individuals of To understand and built into theinto prevalence individuals Toarchitectures understand ToIntegrate understand andthe Integrate and Integrate theenvironment built the as environment built environment into the intoof prevalence the prevalence ofofindividua of indiv Essentially based on role within theenvironment community a beacon ofthe needs,so asneeds,so to create enabling spaces. fundamental comprehensions establish common grounds specialspecial needs,so as to that create enabling spaces. special special needs,so as to as create to create enabling enabling spaces. spaces. secluded community INHERENT IMPACT OF for interaction between various sects. Essentially based on architectures role within the community as a beacon Essentially based on architectures role within the community as a beacon of a beacon Essentially Essentially based based on architectures on architectures role within role within the community the community as asofa beacon of of ISSUES
ON & TY
fundamental comprehensions thatNon-Inclusivity: establish common grounds fundamental comprehensions that establish grounds fundamental fundamental comprehensions comprehensions thatcommon establish that establish common common grounds grounds for interaction between various sects. for interaction between various sects. for interaction for interaction between between various various sects.sects. Physical
AUTISM AWARE DESIGN Mental
violence
Intent
secluded community
To Understand and integrate the built Environment into the prevalence of individuals of special needs, so as to create enabling spaces. Essentially based on Architecturs role within the community as a beacon of fundamental comprehensions that establosh common grounds for interaction between all segments of the society.
INCLUSIVE SPACE
Social interaction Progressive skill development
INDIVIDUAL
INTERACTION
to the prevalence of individuals of
mmunity as a beacon of on grounds
COMMUNITY
AUTISM AWARE DESIGN
SELF-SUFFICIENCT
THERAPEUTIC
INCLUSIVE
SPACE
Increase independence Comprehensive Care
Life quality Emotional Regulation
Social interaction Progressive skill development
AIM: To understand and theHEALTH built environment into the prevalence of individuals of DESIGNING FORIntegrate MENTAL special needs,so as to create enabling spaces. Essentially based on architectures role within the community a be beacon ofthat there is an Thusas it can established It canneed be for established there Is a need f ardent an ENABLING that SPACE.One that fundamental comprehensions that establish common grounds be analysedcanand reassesed as to make is INCLUSIVE.It be accessed by all, so partially regulated by thresholds. for interaction between various sects. enabling and conducive for all. MORE IN SCOPE & LIMITATION:
ADVANTAGES Since mental health consists of an array of varried group of people, a user group that is most identified with it is AUTISM DISORDER. (ASD)
AUTISM SPECTRUM DISORDER TRIAD OF IMPAIRMENT
COMMUNICATION
Originating from the Greek word ‘Autos’, autism refers to the ‘self’, isolated from social interaction and withdrawn into a s Autism, or autism spectrum disorder (ASD), encompasses a broad range of conditions characterized by challenges with s repetitive behaviour, speech and non-verbal communication.
NEED 1 in 160 individuals have Autism Worldwide. 1 in 68 have Autism in India
LACK OF ACCEPTANCE
80% feel excluded 60% feel lack of repres
SPACES
ACCOMODATI COMFORTING WELL-BEING
Enabling Spaces
To truly enhance human well-being, building design needs to move beyond optimising single parameters such as temperature and humidity, to more holistic approaches that take their cues in health-supporting human behaviours. • Environmental Factors • Physical Accesibility • Sensory Stimuli
• Temperament • Stress • Needs • Fear
COMFORT
EMOTIONAL
PHYSICAL
• BELO • CONF • SAFE • PHYS SOCIAL
BIOPHILIC
• Interactions • Cognitive assumptions, Abilities ARCHITECTURE•• Learning Way finding
Biophilia is humankind’s innate biological connection with nature. It helps explain why crackling fires and crashing waves captivate us; why a garden view can enhance our creativity; why shadows and heights instill fascination and fear; and why animal companionship and strolling through a park have restorative, healing effects. Nature In The Space , Natural Analogues ,Nature Of Space Biophilia may also help explain why some urban parks and buildings are preferred over others.
IMPACT Biophilic Architecture
Health advantages: Cognitive Functionality and Performance • Cognitive functioning encompasses our mental Nature in the Space Patterns agility and memory, and our ability Nature in the Space addresses the direct, physical and ephemeral presence of nature in a space or place. HIGHER SELF-ESTEEM,EMPATHYto think, learn and output either logically or This includes plant life, water and animals, as well as breezes, sounds, scents and other natural elements. creatively. INCREASED LONGEVITY BETTER EMOTIONAL REGULATION • Physiological Health and Well-being. Common examples include potted plants, flowerbeds, bird feeders, butterfly gardens, water features, SKILLS fountains, aquariums, courtyard gardens and green walls or vegetated roofs. The strongest Nature in the Space experiences are achieved through the creation of meaningful, direct connections with these natural elements, particularly through diversity, movement and multi-sensory interactions.Nature in the Space encompasses seven biophilic design patterns:
14 PATTERNS OF BIOPHILIC DESIGN
PSYCOPHYSICS OF SPACE
1. Visual Connection with Nature. A view to elements of nature, living systems and natural processes.
2. Non-Visual Connection with Nature. Auditory, haptic, olfactory, or gustatory stimuli that engender a deliberate and positive reference to nature, living systems or natural processes.
Physical interpretation of experiences, with the space and other users.
THEORIES:
3. Non-Rhythmic Sensory Stimuli. Stochastic and ephemeral connections with nature that may be analyzed statistically but may not be predicted precisely.
APPLEYARD THEORY:
4. Thermal & Airflow Variability. PHYSICAL Subtle changes in air temperature, relative humidity, airflow across the PERCIEVED skin, and surface temperatures that mimic natural environments. ENVIRONMENT
space
ENVIRONMENT place
atmosphere 5. Presence of Water. A condition that enhancesambience the experience of a place through seeing, hearing or touching water.
PHYSICAL AXIAL VIEW SPACIAL CONFINEMENTS
PERCIE SENSE OF
ORIENTATI
Spatial Perception Physical interpretation of experiences, with the space and other users. JAHN GHEL : Life between Buildings, Cities for People How to regulate the magnitude of engagement through orientation and arrangement of elements in space.
APPLEYARD THEORY:
In the way of understanding an environment there are overlapping sequences of visual and cognitional impressions. It correlates subjective, but yet universal sequence of experiences, these also influcences perception.
JAMES LANG THEORY OF EMOTION:
This theory suggests that when you see an external stimulus that leads to a physiological reaction. Your emotional reaction is dependent upon how you interpret those physical reactions
CASE STUDY TO UNDERSTAND THRESHOLDS AND THEIR IMPACT ON THE PERCEPTION OF A SPACE:
1. Worli Koliwada 2. BDD Chawl 3. Juhu Vile Parle Scheme
4. Northern School 5. S.P.J Sadhna School 6. Autism Aashram Hyderabad
Inference
Design Theories
DESIGN THEORIES:
Since autism is a spectrum with each individual exhibiting a different sensory profile with variant response to
DESIGN stimuli,THEORIES: the studies generate different, and sometimes conflicting, design guidelines for each sensory profile examined. THE SENSORY DESIGN MODEL
AUDITORY
THE SENSORY DESIGN MODEL STRUCTURE STRUCTURE BALANCE
ARCHITECTURAL ATTRIBUTE ARCHITECTURAL ATTRIBUTE
BALANCE DYNAMIC DYNAMIC QUALITY QUALITY
AUDITORY
CLOSURE PROPORTION CLOSURE SCALE PROPORTION ORIENTATION SCALE ORIENTATION SYMMETRY RHYTHM SYMMETRY HARMONY RHYTHM HARMONY COLOUR LIGHTING COLOUR ACOUSTICS LIGHTING TEXTURE ACOUSTICS VENTILATION TEXTURE VENTILATION SEQUENCE PROXIMITY SEQUENCE ROUTINE PROXIMITY ROUTINE
VISUAL VISUAL TACTILE TACTILE
SENSORY IMPACT SENSORY IMPACT
OLFACTORY OLFACTORY PROPRIOCEPTIVE PROPRIOCEPTIVE
AUTISM ASPECTSS DESIGN INDEX These strategies and their consequent design index aim at one simple objective- to alleviate the autistic users’ sensory overload and provide him AUTISM ASPECTSS DESIGN INDEX or her means to manage it when it occurs, in order to open a window of opportunity for learning, social interaction and general skill development.
These strategies and their consequent design index aim at one simple objective- to alleviate the autistic users’ sensory overload and provide him or her means to manage it when it occurs, in order to open a window of opportunity for learning, social interaction and general skill development. GENERAL DESIGN STRATEGIES : that were found to have a positive effect on autistic behaviour1. The general reduction of sensory input through manipulation of the built environment GENERAL DESIGN STRATEGIES that were found to have a positive effect on autistic behaviour2.. The organization of space to: allow for predictability 1. The The provision general reduction through manipulation of the built environment 3. of space of to sensory mitigate input sensory overload 2.. The organization of space to allow for predictability 3. The provision of space to mitigate sensory overload
1. ACOUSTICS:
Ranked as the most influential feature of the sensory environment affecting
1. autistic ACOUSTICS: behavior. By reducing noise level and echo in educational environments
attention spans, response timesfeature and behavioral temperament are all improved by Ranked as the most influential of the sensory environment affecting 60% autistic behavior. By reducing noise level and echo in educational environments attention spans, response times and behavioral temperament are all improved by 2. SPATIAL SEQUENCING 60% It requires that areas be organized in a logical order” “Spaces should 2. SPATIAL flow from one SEQUENCING activity to the next” through one-way circulation without distraction It requires that areas be organized in a logical order” “Spaces should flow from one activity to the next” through one-way circulation without distraction 3. COMPARTMENTALIZATION: Aims at defining and limiting the sensory environment of each activity by Each includes a “defined function and withlimiting consequent sensoryenvironment quality. Aims at defining the sensory of each activity by organizing a classroom or a building into compartments Each includes a “defined function with consequent sensory quality.
3.organizing COMPARTMENTALIZATION: a classroom or a building into compartments No
4. ESCAPE SPACE:
No
It is a partitioned or a crawl space, located in a quiet part of 4. ESCAPE the room, and SPACE: which is sensory neutral with minimal stimuli” It is a partitioned or a crawl space, located in a quiet part of the room, and which is sensory neutral with minimal stimuli”
5. TRANSITION SPACE:
It helps the user recalibrate his senses while moving from one level of
5.stimulus TRANSITION SPACE: to the next. These could take the form of a distinct node or a full
room It helps the user recalibrate his senses while moving from one level of stimulus to the next. These could take the form of a distinct node or a full room
6. SENSORY ZONING
on
inclusion ion linclusion inclusion
7. SAFETY
l inclusion
It proposes that when designing for autism, spaces should be organized in 6. SENSORY ZONING accordance to their sensory quality, rather than the typical architectural approach of that functional zoning. Spaces shouldspaces be grouped stimulus It proposes when designing for autism, shouldinto be high organized in as physical therapy low stimulus speech therapy and computer skills accordance to their and sensory quality, rather than the typical architectural approach of functional zoning. Spaces should be grouped into high stimulus as physical therapy and low stimulus speech therapy and computer skills
It is more of a concern for children on the autistic spectrum, using
7.fittings SAFETY to protect them from hot water and avoiding sharp harmful
CASE STUDY:
edges or corners. It is more of a concern for children on the autistic spectrum, using fittings to protect them from hot water and avoiding sharp harmful edges or corners.
AIM: ToSTUDY: understand the nature of spaces in institutions designed for Autists. Also determine their magnitude of INCLUSIVITY. CASE
Site Analysis Cannosa sp. school
AADAPT CENTRE for Inclusivity
MAHIM STATION
10min
10mins. 5min.
BANDRA STATION
5min.
LOCATION : BANDRA WEST
AADAPT CENTRE (formerly the spastic society of India) Centre for inclusion Founded in 1974 , ADAPT’s Bandra centre offer inclusive education, therapy (occupational, physio and speech), counseling, home management and pre-vocational training to over 200 children. AIM: • To ensure that children with multiple disability are provided education • To introduce a new model of treatment that looks after the holistic development of the child, combining education, treatment and socio- economic development. • To develop an assessment and early intervention procedure for at-risk children • To develop inter-disciplinary rapport • To develop home management techniques, to empower and train parents to implement effective programmes at home. • To ensure that children are prepared for regular schools as in inclusive schools • To prepare for mainstreaming into society and community • To move to skills development preparing for inclusive employment
THE SITE IS ALSO IN CLOSE PROXIMITY TO SEVERAL EDUCATIONAL INSTITUTES, ASSIST CENTRES, OLDAGE HOMES AND HEALTHCARE CENTRES , THUS INCREASING THE SURE GROUP FOR THIS ENABLING SPACE.
UNDERPASS TO PROMENADE
TOWARDS SV ROAD
TOWARS BANDRA STATION
MAIN ACCESS VIA K.C MARG
SUNPATH TREECOVER FIGURE GROUND
AREA TEMPORARILY ASSIGNED FOR METRO PRCAST FACILITY FOOTBALL TURF LOWRISE RESIDENTIALS TRUCTURES
TEMPORARY BUILT MASS (SLUMS)
LAND USE
EDUCATIONAL INSTITUTES HEALTHCARE CENTRES ASSIST CENTRES
LARGE UNSHADED BARREN AREA
RANG SHARDA AUDITORIUM MHADA GROUND
AADAPT INSTITUTE WORLI SEALINK PROMENADE BMC FOOTBALL TURF
WORLI SEALINK ROUTE
ALI ALYAVAR SCHOOL FOR DEAF AND DUMB
ACTIVITY ANALYSIS
WALKABILITY ANALYSIS
POSSIBILTY TO WALK • Inacessible footpath • Limited access from surrounding areas
INTERESTING TO WALK • Cars parked along the footpath • Walled properties
REASON TO WALK
COMFORTABLE TO WALK • Inaccesible footpath • Main road to walk surrounded by parked cars • Lack of shaded street • Lack of light at night
POSSIBILTY TO WALK • Inacessible footpath • Limited access from surrounding areas
INTERESTING TO WALK • Cars parked along the footpath • Car dump yard
REASON TO WALK • Rangsharda Auditorium and hotel • Bombay Art society • Football turf
COMFORTABLE TO WALK • Inaccesible footpath • Main road to walk surrounded by parked cars • Lack of shaded street • Lack of light at night POSSIBILTY TO WALK • Inacessible footpath • Limited access from surrounding areas • Main road to walk surrounded by cars
REASON TO WALK • Rangsharda Auditorium and hotel • Bombay Art society • Football turf
INTERESTING TO WALK • Cars parked along the footpath • Car dump yard • Walled properties
COMFORTABLE TO WALK • Inaccesible footpath • Main road to walk surrounded by parked cars • Lack of shaded street • Lack of light at night
POSSIBILTY TO WALK • Accessible footpath • Limited access from surrounding areas • Unobstructed path
INTERESTING TO WALK • Cars parked along the footpath • Car dump yard • Shaded area
REASON TO WALK • AADAPT • Rangsharda Auditorium and hotel • Bombay Art society • Football turf • Leisure
COMFORTABLE TO WALK • Accesible footpath • Visual connect to the street and residential area • Shaded by trees • Lack of light at night
THE
SOCIO-FUGAL INSTITUTE
for individuals of special needs (Autists), designed as a
EXISTING TYPOLOGY Socio-Fugal Institute
part of a public space.
RECREATION
EXPERIENCE CENTRE INTERACTIVE SPACES
MANAGEMENT
NEIGHBOURHOOD
SOCIO-CULTURAL ENGAGEMENT
LEARNING
CARE PLAY
LEARNING
TRAINING
CARE
MANAGEMENT
SOCIO-CULTURAL ENGAGEMENT
SENSORY GARDEN
NEIGHBOURHOOD
RECREATION
T AC
SS PA
I
VE
SOCIO-CULTURAL ENGAGEMENT
LA Y
ENGAGEMENT CENTRE
OURCES RES
SOCIO-CULTURAL ENGAGEMENT
RNING SPACE LEA S
PASSIV E
RE
PLA Y
T EN EC NC IE
T
EX PE R
ARE CENTRE Y/C AP R HE
PL
AY
IV
E
P
VOCAT IONAL
NEIGHBOURHOOD
MONTESSORI SCHOOLING It is a child-centered educational approach based on scientific observations of children. Montessori’s method has been used for over 100 years in many parts of the world. The Montessori method views the child as the one who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared learning environment. It attempts to develop children physically, socially, emotionally and cognitively.
Infancy Physical Independence
Childhood Social Independence
Adolescence Cognitive Independence
Maturity
Adulthood
Academic Independence
Skills development
ONE WAY CIRCULATION FOR MINIMAL CONFUSION
+ STRONG PERSPECTIVE
ENHANCED PREDICTABILITY
DIFFERENT GRADES OF INTERACTION AND GRADUAL VISUAL CONNECT
Form Development The project can proposed as a Public Private Partnership between AADAPT, Rangsharda (Social), BMC football ground (Sports) and MHADA ground + Bombay exhibition society ( cultural) , thus integrating these functions.
4
ZONING
1
EXISTING
5
CIRCULATION
2
CONNECTING THE INSTITUTE
6
TERRAIN
3
SPLITTING THE MASS
7 The final form is developed to orient the Learning spaces towards the Northern Light .The depressed areas create a shaded region and encapsulate the sea breeze. The design is wide spread with minimal built mass and more open greens.It is only a 1 to 2 storey structure to make sure it does not overpower the promenade view and blends with the surrounding structures.
MASSING
Modules
GROUND LVL. PLAN
THRESHOLDS EXHIBITION SPACE SKILLS STUDIO
CORRIDOR
CAFE
DISABLE FRIENDLY AUDITORIUM
LEARNING SPACES RESOURCE CENTRE LEARNING SPACE
CLASSROOM ESCAPE SPACE JUNCTION
SECONDARY LIBRARY
PRIMARY LIBRARY
SENSORY GARDEN
CLASSROOM SEMI-PLAY JUNCTION
CLASSROOM SEMI-PLAY STAFF JUNCTION
LOWER GROUND LVL. PLAN
SECTION AA’
SECTION BB’
Concept:
EXISTING SCENARIO:
INTENT : To establish a pull towards the water . While pushing out the land.Thus increasing the land water interaction . The water-front can be looked at as a buffer connecting the 2 regions.
CURRENT SCENARIO: Lack of interaction with the water CONNECTIVITY CONNECTIVITY
LAND
LAND
WATER
WATER
LAND
LAND
When the water itself acts as a buffer ,accessibility becomes difficult.Thus the space eventually becomes redundant.
When the Buffer is very small, that region is stressed due to lack of space to accomodate the influx from land.
WATER
When the buffer is an amalagamation of both water and land proportionately. It connects the two as well as acts as a breather.
INTRUSION STROKES: From regulated towards unregulated.
LAND + WATER STROKES:
a.1
a.2
a.3
a.4
CREATING A FRINGE CONDITION
b.1
SOFTWARE: Illustrator
b.2
b.3
b.4
b.5
b.6
b.7
Form Development:
c.1
c.2
c.3
1. LAND & WATER STROKES DEVELOPED BASED ON SITE
4. PROGRAMATIC MASS DEVELOPMENT
c.4
c.5
3. MODULATIONS BASED ON WATER CURRENTS
2. STROKES EXTRUDED
5. MASS SCULPTED AND WIND FLOW
BASED ON VANTAGE
c.6
6.
VOIDS CREATED FOR NATURAL LIGHT AND VENTILATION
INTERNAL DESIGN STRATEGY Staggered levels for better visual connect
Over looking balconies
Chamfer for maximized view
Separate levels for view of the hotel interior as well as the exterior. ROOM CORRIDOR
ROOM CORRIDOR
ROOM CORRIDOR
SOFTWARE: Rhino+ illustrator
MAZGAON
UMERKHADI
INDIAN SEAMAN’S HOSTEL
TRAN
SPOR
T GOD
TRAN
SPOR
T GOD
OWNS
SURA
T GOD
YUSUF MEHER ALI ROAD
SURA
OWNS
T GOD
STOR
OWNS
AGE G
MASJID BUNDER WEST
OWNS
ODOW
MASJID BUNDER EAST
NS
SITE PLAN
GROUND FLOOR PLAN
FIRST FLOOR PLAN
SECOND FLOOR PLAN
THIRD FLOOR PLAN
FOURTH PLAN
A’
B
B’
A KEY PLAN
SECTION AA’
MDF ,ACRYLIC & MOUNT BOARD LASERCUT
Concept: Self organising patterns in dadar flower market Dadar flower Market is a region of intense trade and commerce prevailing over a comparatively small area.This narrow strip of road adjoining the Dadar Station on the west end and is primarily occuppied by flower whole-salers, along with it other trades and goods associated with it.This small space is used by the vendors, their goods, drop off trucks,daily commuters from the station ,buyers and the vehicular traffic. This influx of activity over a short period of time develops pressure in this area.Thus resulting in the emergence of Self Organising Patterns of Movement and occupancy ,such that it can cater to all in the most efficient way possible.
SERIES A: MOVEMENT OF PEOPLE FROM STREETS TO SHOPS a.6
a.5
a.1
a.8
a.9
a.2
a.10
a.3
a.12
a.11
a.13
a.15
a.14
a.16
a.7
SERIES A: SHOP UNITS
a.17
a.18
a.19
a.20
a.21
a.22
b.3
b.4
b.5
b.6
SHOP UNITS SHOP UNITS
SERIES B:DISTORTION DUE TO PRESSURE
b.2
b.1
SERIES D: PRESSURE DUE TO DIFFUSION
SERIES C: DIFFUSION
c.2
c.3
d.1
d.2
d.3
SERIES E: PLANAR DISTORTION
e.1
e.2
SOFTWARE: GRASSHOPPER
e.3
e.4
e.5
e.6
e.7
Site: Andheri East Railway Station PROGRAMME: In the current scenario,the site is a sterile land locked by highly active metro and railways station on either sides. It is also adjoined by the Andheri Busdepot. The metro station is connected by a meagre netwoork of skywalks that does not suffice the influx of people. It is desolated from the ground and barely comes to use.The commuters rather prefer to walk at the road level where they have access to ammenities such as shopping food and other diurnal activities on the go. This results in the ultimate clutter of roads,as the same is used by the vehicular traffic as well. Thus this structure adresses these issues, primarily by creating a space , that links the railway, metro station and bus depot.It provides formal and informal spaces for the commuters to relax and sit-outs where interaction can flourish . There are retail spaces and cafes introduced as well which can cater to the needs of the people on their way of commute.The space is extremely vast, thus creating a vent for th release of the pressure from the 2 metro, railway and bus station.
Design Strategy:
Pressure originating from the stations
SERIES F:
f.1
f.4
f.2
f.3
f.5
f.6
SERIES G:
g.1
g.2
g.4
g.5
g.3
g.6
SERIES H
h.1
h.2
h.3
GROUND LVL. PLAN at 0.00M
FIRST PLAN FIRST FLOOR LVL. PLAN at +3.45M
N
SECOND LVL. PLAN at +6.45M
THIRD LVL. PLAN at +12.45M
N
A
Section & elevation
A’
CONNECT TO THE ANDHERI SKY WALK
RETAIL SPACES
INFORMAL SITOUTS
FORMAL SITOUTS EATERIES
SOFTWARE: Rhino + Photoshop
CONNECT TO THE ANDHERI METRO STATION
Cafe
THIRD LVL.
Gathering Space
at +12.45M
Private Sit-out Gathering Space
SECOND LVL. at +6.45M Cafe
Retail
Gathering Space
FIRST LVL. at +3.45M
Lodge
GROUND LVL. at 0.0M SOFTWARE: Rhino + Photoshop + illustrator
Bus Stop
SEM.8
04 WALKABLE
NEIGHBOURHOOD Walkability in a neighbourhood can be ideantified based on two primary headers- Reason to walk & Comfort to walk. Such neighbourhoods not only ensure a healthy living for an individual but also make the community more cohesive and engaging. It adds public spaces in the region, reduces traffic clutter and enhances social life. This idea is explored through the study of pressure systems.The pressure recieved by a given ammenity in relation to other physical features is analysed.Based on this proposals are made redistribute this pressure and optimize the ammenities throughout the site. Thus, amounting to a self sufficient walkable neighbourhood.
Urban Design Studio
Location: I.T Park
Malad East
Dindoshi . S.V. Rd
Sanjay Gandhi National Park
Gokuldham Colony Santosh Nagar W.E.H Goregaon East Aarey Colony
The site is located in Goregaon east. It is adjoined by the Sanjay Gandhi National park on the east and north, Film-city in the south and residential colonies on the west. The site is primarily Residential. AREA: 2.4 Km. Sq.
Goregaon Film City
Slime Mold Theory: Without a brain, Physarum makes decisions by committee. The plasmodium is a single sac but it behaves like a colony. Every part rhythmically expands and contracts, pushing around the fluid inside. If one part of the plasmodium touches something attractive, like food, it pulses more quickly and widens. If another part meets something repulsive, like light, it pulses more slowly and shrinks. By adding up all of these effects, the plasmodium flows in the best possible direction without a single conscious thought. It is the ultimate in crowdsourcing.
When presented with oat flakes arranged in the pattern of Japanese cities around Tokyo, brainless, single-celled slime molds construct networks of nutrient-channeling tubes that are strikingly similar to the layout of the Japanese rail system.
Slime mold foraging: Public amenitites Slime mold growth-start point
Public amenitites
The food for the slime mold is the public amenitites in the area around
The final design minimizes road length and path distances and is robust to edge deletion
Simulate flow: only grow and maintain high-usage pathways
Mobility: 15-20 mins
15-20 mins
20-25 mins
20 mins
10-12 mins
7 mins
45 mins
Goregaon Station (E) -3.8 km Malad Station (E)- 3.2 Km Dindoshi Bus Depot- 1.7Km
50 mins 30mins
Walkability on site: With every 1% increase in the slope,the probability of pedestrian movement reduces by 10%.The net increase in the site level is 18mts. The slope along the foot hill is relatively mild where maximum pedestrian movement is observed.While in the uphill regions,people gather solely around amenities.
Downhill DISTANCE
DISTANCE
Uphill
3:00
6:00
9:00
12:00
TIME
15:00
18:00
21:00
00:00
3:00
6:00
9:00
12:00
TIME
15:00
18:00
21:00
00:00
BUILT USE
POPULATION DENSITY
HIGH DENSITY
LOW DENSITY
Understanding Walkability In Relation To Amenities :
1. Existing Nodes (where ammenities are mainly situated) are identified
2. Walking radius of 200m is created around the nodes. The radius is varried to accomodate the relative slope.
3. Accordingly, additional ammenities and speheres of influence are proposed.
WEIGHTAGE/USAGE ON A DAILY BASIS(0-100) TRANSPORT: 1. Bus stop RETAIL: 2. Convenience store 3. Supermarket 4. Restaurant MEDICAL CARE: 5. Clinic 6. Pharmacy FINANCIAL: 7. Bank 8. Post office 9.ATM SOCIAL AND CULTURAL: 10. Gym 11. Library 12. Community center EDUCATION: 14. Middle school 15. Primary school 16. Kindergarten
4. Scale of the junction is determined.
5.Nodes are categorised based on function.
GREEN SPACES: 17.Waterfront 18.Nature trail: a. Parks and gardens b.Butterfly parks c.Greenhouse planting d.Workshop spaces f. Amphitheatre h.Cycling track
90
100 80 65 40 60 40 20 80
80 80 60 100 100 100
Pressure Study: START POINT : AMMENITIES SPHERE OF INFLUENCE: 200m (Walkable Distance)
EXISTING PRESSURE ON AMMENITIES
UNI-DIRECTIONAL PRESSURE
BI-DIRECTIONAL PRESSURE
TRI-DIRECTIONAL PRESSURE
The distribution of ammenities on the site is very sparce. This region being primarily residential, there is a large demand for them. This results in a larger amount of pressure on the existing few ammenities. Which arent sufficient to cater to its large population. Thus, there is a need for uniform distribution of pressure and make the ammenities acessibe to all within the walking radius of 200m.
Plan Development:
1. Site is divided into grids of 200m which is based on the comfortable walking distance
2. Existing nodes are retained and new nodes are added based on the grid for accesisble distance.
4. Secondary and tertiarry connections are added.
5. Nodes are redistributed in-accordance to the category of ammenity assigned and the pressure it would recieve.
SOFTWARE: Grasshopper + illustratoe
3. A path is charted to connect all the nodes
6. Pressure system is mapped
Form Development: RELEASE POINTS AND NODES DETERMINED.
SHAREDOPEEN SPACES IDENTIFIED
EXTRUDING THE BLOCK,ORIENTING THE DIRECTION OF PRESSURE RELEASING TOWARDS THE NODES.
PRESSURE DETERMINING THE LOWER AND HIGHER REGIONS IN THE EXTRUSION.PUBLIC NODES ACT AS GREATER PRESSURE RELEASE POINTS.
BUILDING TYPOLOGY
LOW INCOME HOUSING
STAGE 1: PLOTS ON SITE ARRANGED IN THE DIRECTION OF THE PULL.
STAGE 2: BUILT FORMS EXTRUDED
MIDDLE INCOME HOUSING
STAGE 3: BUILT FORMS LEVELED IN ACCORDANCE TO THE PULL AND SO AS TO RETAIN THE VANTAGE.
STAGE 4: BUILDING TERRACES AND FLOOR HTS. ADJUSTED TO ACCOMODATE THE DISPLACED DENSITY. HIGH INCOME HOUSING
SOFTWARE: Rhino + Illustrator
DENSITY ZONING
AMMENITIES DISTRIBUTION
SMALLER RELEASE POINTS- LIKE GARDENS INSIDE THE BUILDING COMPLEX.
E
EN
OP
EN
RD
GA
AC SP
SMALLER RELEASE POINTS- LIKE GARDEN INSIDE THE BUILDING COMPLEX. PE
DE
ST
RI
AN
BR
ID
CAR
PA
G RKIN
INF
GE
OR
GE RID NB RIA EST PED
RELEASING PRESSURE AS IT STARTS REACHING THE WATERFRONT
MA
FINAL RELEASE POINT AT THE WATERFRONT WITH VARIOUS KINDS OF OPEN AND GREEN SPACES AND OPEN AMPHITHEATRES AND COMMUNITY SPACES
LS
EA TIN
GS
PA C
E
ING
CAR
ST
RE
ET
8M
WID
E
INFO
COMMUNITY SPACES
SMALLER RELEASE POINTS
RMA
L SEA TING
K PAR
SPA
CE
AMPHITHEATRES
FOOD STALL
INFORMAL SEATING
FOOD STORE DAIRY STATIONERY CLINIC
CYCLING TRACKS
SMALLER RELEASE POINTS- LIKE GARDENS INSIDE THE BUILDING COMPLEX.
SAND PITS PLAYGROUNDS
MARKET
SMALLER RELEASE POINTS- LIKE GARDENS INSIDE THE BUILDING COMPLEX.
ALL AMENITIES AT A WALKING DISTANCE FROM THE HOUSING UNITS, HENCE MAKING IT A MORE WALKABLE UNIT.
ALL AMENITIES AT A WALKING DISTANCE FROM THE HOUSING UNITS, HENCE MAKING IT A MORE WALKABLE UNIT. THERE IS A CERTAIN EXTENT OF PLAY AND RELEASE OF PRESSURE ON THE WAY TO THE AMENTITIES AND FROM ONE POINT TO ANOTHER.
THE FINAL RELEASE POINT THE WATERFRONT, ACTS AS THE FINAL RELEASE OF PRESSURE.
K
G TRAC
CYCLIN
SEATING SPACES
SAND PITS
HIGH INCOME HOUSING ST
RE
MIDDLE INCOME HOUSING
ET
8M
WALKI NG
AN INFORMAL GATHERING SPACE- AT THE WATERFRONT
TRAC
KS
WID
E
WALKI NG
SMALLER RELEASE POINTS- LIKE GARDENS INSIDE THE BUILDING COMPLEX.
TRAC
KS
SAND PITS
AN INFORMAL GATHERING SPACE- AT THE WATERFRONT
CYCL
ING TR
ACK
CYCLING TRACK ALONG THE WATERFRONT
HAVING A MIXTURE OF DIFFERENT TYPOLOGIES OF HOSUING UNITS, PLACED NEXT TO EACH OTHER. THIS HELPS DISTRIBUTING THE PRESSURE ON THE WHOLE SITE AND BRINGS ABOUT MORE INTERACTIONS.
WATERFRONT CONDITION. BEING THE FINAL RELEASE POINT IT HAS VARIOUS OPEN SPACES AND COMMUNIT GATHERING SPACES OR SPACES FOR ONE TO BE ALONE.
THE BUILDINGS GET THERE FORM FROM THE NODE PRESSURES THAT ARE ACTING ON THE PLOT .
OVERCOMING THE SLOPE TERRAIN AND MAKING THE AREA WALKABALE WITH THE HELP OF SMALLER ELEMENTS LIKE STAIRCASES AND PLAYSCAPES
PULL SEEN- FORMED BY THE NODEWHICH IS PRESENT IN BETWEEN AND HOW EACH PLOT GETS A DIFFERENT PRESSURE, IN RELATION TO ITS DENSITY, NODES AND OPEN SPACES IN THE AREA.
NS G
T T, S
D S.
S
SPACES FORMED AND BUILDING VARITIONS IN ACCORDANCE TO THE PRESSURE AND PULL POINTS
THE SPACE BETWEEN TO PLOTS AND SHOWING HOW THE PLOTS INTERACT WITH EACH OTHER AND OPEN UP TO THE STREETS. AT THE SAME TIME THE PRIVACY OF THE PEOPLE IS MAINTAINED.
PLOT B
PLOT A
PLAY SPACES AND GATHERING POINTS PRESENT ON THE WAY TO YOUR AMENITIES. SEATING SPACES AND INFORMAL RELEASE POINTS.
SECTION - ROAD EDGE CONDITION
OPEN SPACES ON TERRACES- WHICH CAN BE USED AS GARDENS OR FARMING SPACES.
OPEN SPACES ON TERRACES- ACT AS INFORMAL GATHERING AND COMMUNITY SPACES- ADDING A CHARACTER TO THE LIFESTYLES OF THE PEOPLE LIVING THERE.
SECTION - BUILDING FORMS DEFINED BY THE PRESSURE POINTS
27th Edition : Ideas Forward 24h Competition
GROUP: Sanika Charatkar, Aadita Vyas , Henna Gala
ARGENTINE ANT INTERACTIONS Argentine Ants have one of the most complex social organisation systems.This system doesnt originate from any higher level decision-making but is a part of a biologically programmed cycle. Without any higher level coorgination , they manage to interact via pheromones. Many species of ants communicate via pheromones as they lack the presence of compound eyes. It helps each individual gather information from its local environment without reference to the global structure. The colony’s answer to external challenges result from the integration of the partial information gathered by each individual through a sophisticated network of interqactions PROCESS
GROUP: Sanika Charatkar , Ashutosh Lohana ,Sakshi Moondra ,Salloni Buddhadev ,Ginie Gala
ISOMMETRIC
PLAN
2-10 February 2019
KNIGHT IN SHINING ARMOUR Merit Cerďż˝ďŹ ed
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PROCESS:
GROUP: Sanika Charatkar, Aadita Vyas, Anuj Modi, Charmil Shah, Henna Gala, Shaishav Satra, Siddhi Zaveri, Viraj Chauhan
WORKING DRAWINGS PROJECTS:
1. KING’S MANSION RESOR
2. RESIDENTIAL BUNGLOW
3. INDIA DESIGN WEEK INS 4. COCOON PROJECT
5. PARUL GUPTA INSTALLA
S
RT
W, VILE PARLE
STALLATION
ATION COLLAB.
PROJECT: KING’S MANSION RESORT SITE ENTRANCE LAYOUT
EXTERIOR ELEVAT
TION PROPOSAL
GYMNASIUM PROPOSAL
INDIA DESIGN WEE
EK INSTALLATION
SANIKA CHARATKAR c.sanika19@gmail.com +91 9833728025