ARCHITECTURAL PORTFOLIO by shivanesh kumar

ARCHITECTURAL PORTFOLIO

CONTENTS RESUME

THESIS: SCHOOL FOR DARKNESS

CAMPUS PLANNING: MIXED HOUSING

INTERIOR RENDERS: RESIDENCE

INTERIOR DETAILS

INTERIOR RENDERS:RETAIL

SHIVANESH KUMAR

architect

WORK EXPERIENCE Intern Designer

CALL ME Rubenius | June 2015 - Dec 2015 As a intern designer I got to work on the furniture details for few projects, working drawings, 3D renders in both residential projects and recreational projects.

Graphic Designer

Interior Designer

Rubenius | Jan 2016 - June 2016 I got to design the official website of rubenius and also have been part of photography team for the firm officially. Have also experience working on few gifs and have created a MP4 format video which was part of a presentation. Rubenius | May 2017 - Sept 2017 Have worked on interiors for few residential and recreational projects from the design end and as well as on execution end. Have also experienced to handle the project.

EDUCATION Under graduation

2012-2017 Marg Institute of design and architecture,Swarnabhoomi (Anna university), Chennai

MOBILE

shivaneshkumar94@gmail.com

E-MAIL

No.2, G-2, Kasturibai street, Choolaimedu,Chennai- 600094

ADDRESS

ABOUT ME Inquisitive Student drawn by the experience qualities of architecture, skilled in research, user centered design development, project presentation, communication and leadership.

SKILLS

AUTOCAD

PARTICIPATIONS Workshops

+91 9840618263

Parametric design workshop (FRACTALS)- Ar. Takbir Fatima.

SKETCHUP

Coastal housing workshop by Artes foundation.

PHOTOSHOP

V-RAY

REVIT

ILLUSTRATOR

Lectures

Brett Steele and Theodore Spyropoulos, AA London- search and research - approach to design. LUMION

Peter Cook - Projects and proposals. Suhasini iyer, Auroville - Architecture at Auroville.

MANUAL DRAFTING

Christopher Charles Beninger - book reading, letters to an architect.

MODEL MAKING

Tezuka - design approach in his projects.

GRAPHIC DESIGN

Raﬁq Azam - his life experience.

PHOTOGRAPHY

BRIEFING

Architects suďŹ&#x20AC;er from 'visual bias': their vision distracts their attention from the other senses .This is my attempt to see beyond the visual. To create a campus that integrates sensory stimulation into the curriculum through the physical environment To provide means for self- guidance through transition spaces, thereby inducing a sense of independence in the students To provide a platform for the students to train and practice in interested ventures Realising that architecture does not stop here. But how do we get started? How do we design buildings with and for our entire body? How do we make a building an experience for all the senses, with attention to the acoustics, the sense of touch and temperature changes? Some of the unique talents of blind: -Heightened senses of smell and touch -Increased conďŹ dence. -Increased sensuality.

OUTLINE OF THE PROJECT:

THESIS: SCHOOL FOR DARKNESS

-Pre-school -Early Academics -Academics -Functional Academics -Life skills -Vocational training -Supoort services -Clinical services

THESIS: SCHOOL FOR DARKNESS

OVERVIEW

Architects suffer from ‘VISUAL BIAS’, their vision distracts their attention from the other senses. This is my attempt to see beyond the visual. But how do we get started? How do we design buildings with and for our entire body? How do we make a building an experience for all the senses, with attention to the acoustics, the sense of touch and temperature changes? To create school for the blind and visually impaired as an enjoyable, interactive environment for the creation, development and exhibition of potential within, in all of its form, while using all the senses in order to comprehent and understand the spaces in which the activities occur. Visual impairment represents a continuum, from very poor vision, to people who can see light but no shapes, to people who have no perception of light at all. The disabled can adapt to any situations, but still we need to provide easy, pleasant, safe spaces for them. Government and designers need to enrich their design to fit the disables’ basic needs. This thesis is about the sense, but more specifically about the architecture’s role in filtering and forming our sensory perception.

THESIS: SCHOOL FOR DARKNESS

SITE SELECTION AND ANALYSIS Statistics show that the populationn of children with visual impairment is quite high in Tamilnadu. Among the major urban centers of the state, Chennai has adequate facilities for the education and treatment for the same. The second upcoming urban center in Tamilnadu is Coimbatore, with the lack of a well-equipped school for the visually impaired.

SUN AND WIND PATH

206

224

m 12

I AV

The site chosen is strategically located in close proximity to the Coimbatore- Avinashi road. It islocated in an institutional hub of the city with suďŹ&#x192;cient facilities around. Coimbatore has a tropical wet and dry climate. The mean temperature ranges from 35.9o C to 29.2o C and the mean minimum temperature ranges from 24.5o C to 19.8o C.

Site

I SH NA

AD RO

NOISE ZONE

Mixed Use Commercial

LAND USE MAP

Residential I AV

Institutional

AD RO I SH NA

Industrial Water body

Site Restaurants/ Cafe Recreational

PROXIMITY MAP

LANDSCAPE ELEMENTS

Transportation Education Health Care Centre Banks/ ATM

IN AV

HI AS

AD RO

NON-PERIODIC tilings tile the plane in a non-repeating manner but can also tile it in a regular periodic manner. Non-periodic tiling are all the tilings that are not periodic. Aperiodic tilings are non-periodic tilings whose tiles can’t be re-arranged in a periodic manner.

DESIGN DEVELOPMENT

THESIS: SCHOOL FOR DARKNESS

SPATIAL ZONING

Academic Block Vocational Training Administration Social Entrepreneurship Staﬀ Quarters Dormitory Outdoor Space

-1160 sq.m -920 sq.m -300 sq.m -500 sq.m -320 sq.m -1795 sq.m -880 sq.m

TE IVA PR

NE ZO

MI SE

IC BL

NE ZO

B PU

LIC

NE ZO

I AV

RY ITO RM

FQ AF ST

N EE NT E CA IC IC M E FF AD .O C M A RE L P AT NA HI HE IO NG RS T A NI IT EU H C N I P RE VO TRA AM EP TR G EN IN RK PA

IT EX

‘L’ tiling systems provide a rich source of aperiodic tilings. A set of tiles that forces a ‘L’ structure to emerge is said to enforce the aperiodic structure. These ‘L’ tilings are necessarily non-periodic, in precisely the same manner.

RY TO

I RM

S ER RT UA Q F AF ST L G NA IN IO AIN AT TR C VO

A AC

HI AS

Y TR

Out of overall site 6 acres that is 24281sq.m. 40% is built up area that is 9712 sq.m. 10% of site area is dedicated to OSR. Site zoning is done according to public and private zone.Semi public zone act as a buﬀer zone between public zone and private zone. Private zone includes dormitory, kitchen, dining and private quarters of staﬀ.

AD RO

S ER RT UA

AD RO

IN AV

A set of tile-types (or prototiles) is aperiodic if copies of these tiles can form only non-periodic tilings. The Penrose tilings are the best-known examples of aperiodic tilings. ;

I SH NA

N EE NT

C MI DE

F OF

HE IT PH AM

E IC

RE AT

IN AV

HI AS

AD RO

THESIS: SCHOOL FOR DARKNESS

SIE PLAN ACADEMIC BLOCK

STAFF-QUARTERS BLOCK

DORMITORY BLOCK

A concept which covers all predicted disabled issues in a multisensory approach the whole design. Discovering positive impacts of sensory experiences helps extract salient features of beneďŹ cial environments, which can serve to inform future design goals. Gathering information on the senses can be applied speciďŹ cly to the architectonic qualities of a space, thereby providing a framework for future applications to follow. Architectural elements used here are touch,texture, furniture, reverberation rate, water. The senses are mediators between people and the environment, the information we receive and how our brains process it; they tell us about natural phenomena, warn us of danger, and provide us pleasure.

THESIS: SCHOOL FOR DARKNESS

ACADEMIC BLOCK PLAN

SECTION EYE CLINIC

CORRIDOR

EYE CLINIC

CORRIDOR

SENSORY GARDEN

CLASSROOM

CORRIDOR

CLASSROOM

THESIS: SCHOOL FOR DARKNESS

SENSORY GARDEN PLAN

PATHWAY STONE BENCH

Understanding the senses is the ﬁrst step in sensory design. Sensory reactions decode an experience at a particular time in a particular space. They link is physiologically to the present and connect us through memory to the past. John Zeisel tells us, “If you understand how people’s brains and minds… have developed over time to respond to physical environments, then environments designed to support these capabilities as well as tasks, activities, and user needs, will contribute to people’s quality of life, creativity, and survival”. The senses are mediators between people and the environment, the information we receive and how our brains process it; they tell us about natural phenomena, warn us of danger, and provide us pleasure.

PEBBLE PATH PLANTATION WATER BODY PLANTS STONE PAVERS GRASS PAVEMENT

As you walk into the garden, the first thing that strikes you is the smell – a heady mix of mint, rosemary, basil, thyme, davana and sweet marjoram. So this is a herbal garden! But, move on and you realize the place is a pot pouri of odd-shaped plants. There’s bamboo grass under a peepal tree; a fruit-laden desi almond tree alongside a flowering pomegranate. The smooth pebbles of the inverted ‘T’ at the entrance and the corners indicate a change in direction when you step on them. The Braille board to the right spells out the topography of the garden. It tells the children how to walk about by themselves. In each block, smaller pebbles and mat strips indicate the presence of more Braille boards on stands along the edge of the path. The boards offer information on the botanical, English and local names of the plants, family and economic importance as well as biodiversity and the need for conservation.

BRIEFING

The call for new urbanism had led to the formation of smarter towns, yet not decongesting the cities. At present, the scenario is too intimidating on one side with a huge housing shortage and on the other side lack of proper utilization of resources. Research had proven this demand could be tackled by eďŹ&#x192;cient use of resources (land) with necessary transport infrastructure and by providing a good mix of housing. An enthusiastic developer is willing to develop on this site aqcuired by TNHB, a mixed income housing with supporting recreational amenities. The agenda of this housing studio would aim at creating a brewed design that focuses mainly on modules at an intimate scale, blocks at an architectural scale and planning at an urban scale.

CAMPUS PLANNING : MIXED HOUSING

Site Location â&#x20AC;&#x201C; Site area 30 sqm 40 sqm 80 sqm 100 sqm -

Sholinganalur 13.94 acres 5% of the calculated FSI 20% of the calculated FSI 40% of the calculated FSI 5% of the calculated FSI

CAMPUS PLANNING: MIXED HOUSING

30 sq.m Studio type apartment to ďŹ t the growing needs of bachelors in the present site condition. It would be with a common mess facility with an individual work and rest space.

HIGH INCOME GROUP HOUSING PLAN

40 sq.m The ďŹ rst module to be designed is for a single family with a foyer, living, dining, kitchen with no powder room. This would on one hand meet the basic requirement of a smaller family as well as being a rental outlet for a couple of bachelors.

FUTURE EXPANSION

OSR

80 sq.m Possibly a smaller two-bed apartment or a larger single bed apartment with a foyer, drawing, dining, kitchen, utility and bedrooms with a powder room. 100 sq.m A service apartment with stack of 3 rooms with a common kitchen cum dining facility, bath and W.C. It may or may not include a smaller collective or workspace.

FUTURE EXPANSION

EXIT

ENTRY

120 sq.m A luxurious two-bed apartment with a foyer, drawing, dining, kitchen, utility, informal living and bedrooms with a powder room & servant entrance.

ENTRY

200 sq.m A contemporary villa type residence/ duplex/ penthouse with a foyer, drawing, dining, kitchen, utility, informal living, pooja, bedrooms with attached toilet, powder room & servant space and entrance.

CAMPUS PLANNING: MIXED HOUSING

HIGH INCOME GROUP HOUSING PLAN

CENTRE LINE

section line

SECTION

ELEVATION

CAMPUS PLANNING: MIXED HOUSING

section line

ELEVATION