BIRLA INSTITUTE OF TECHNOLOGY, MESRA PATNA CAMPUS
A REPORT ON ARCHITECTURAL CASE STUDY OF ARCHITECTURE COLLEGE GUIDED BY AR. ASHUTOSH KUMAR THE DEPARTMENT OF ARCHITECTURE BIT PATNA
PRESENTED BY: TEJASH SINGH BARCH/15025/14 9TH SEMESTER
This is to certify that the work presented in the report entitled “THESIS REPORT” in partial fulfilment of the requirement for the award of Degree of Bachelor of Architecture of Birla Institute of Technology Patna is an authentic work carried out under my supervision and guidance. To the best of my knowledge, the content of this dissertation report does not form a basis for the award of any previous Degree to anyone else.
(Ar. Ashutosh Kumar)Department of Architecture Birla Institute of Technology, Patna
The thesis project as mentioned above is hereby approved as a creditable study of project work and has been presented in a satisfactory manner to warrant its acceptance as prerequisite to the degree for which it has been submitted.
(External Examiner -1) (External Examiner -2)
There have been a number of people who have contributed to this Dissertation report, and I would like to thank everyone for their time, effort and help in the making of this dissertation.
I would like to thank Ar. AnamikaNandan (HOD Dep’t. Of Architecture, B.I.T Patna) and Ar. Ashutosh Kumar (Thesis Guide) for their guidance in structuring the contents and figuring out the focus area of study.
MyseniorAnkitKumar&NikhilSolanki forhiscontributionandinformationoverthetopic.
My friends ChandraMauli, Midhat Fatima, Ishita Bhartiya and all my batch mates for their valuable inputs, helps and their presence.
And lastly I’d like to thank my parents for their encouragement and belief in me.
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Figure 1Map of Maharashtra 14
Figure 2Praposed site 14
Figure 3Map of Aurangabad 14
Figure 4Dimension of site 15
Figure 5Angular dimension of site 15
Figure 6Temprature of Aurangabad 16
Figure 7Wind direction of Aurangabad 16
Figure 8Basic organisation of building 22
Figure 9Order of movement 22
Figure 10Louis I khan Plaza 22
Figure 11IIM A on map of India 23
Figure 12IIM A on map of ahmedabad 23
Figure 13Wind direction 23
Figure 14Presipitation in Ahmedabad 23
Figure 15Organisation of building along courtyard to catch wind 24
Figure 16Student Movement inside campus 25
Figure 17Site plan of iim Ahemedabad 25
Figure 18Placemet of hostels and classroom and admin 26
Figure 19Location of servant area 26
Figure 20Built and open area 27
Figure 21Arches with exposed brick 29
Figure 22arches 30
Figure 23Buttreses 30
Figure 24arches and circular opening 30
Figure 25Arches 30
Figure 26Arrangement of classroom 31
Figure 27Inside view of classroom 32
Figure 28Arrangement of classroom 32
Figure 29Exterior view of vikrambhai library 33
Figure 30plan of vikrambhai library 33
Figure 31Plan of dome try 34
Figure 32Figure showing orientation of building 34
Figure 33Inside view of hostel 34
Figure 34courtyard between hostel 35
Figure 35digonal arrangment of hostel 35
Figure 36Transion space between hostel and admin 35
Figure 37lobby area joining classroom 36
Figure 38Landscape in between classroom 36
Figure 39Conceptual sketch by bv doshi 38
Figure 40showing cept at Ahmedabad map 39
Figure 41map showing cept 39
Figure 42Wind direction of Ahmedabad 39
Figure 43Precipitation in Ahmedabad 39
Figure 44Difference in north and south light 40
Figure 45Interrelationship diagram 41
Figure 46Plan showing accessibility in campus 41
Figure 47Plan showing various zones of cept campus 42
Figure 48Sketch showing sketch of studio 44
Figure 49North lighting in studio 45
Figure 50Sitting arrangement inside studio 45
Figure 51Section of Design studio 45
Figure 52Balcony of studio 45
Figure 53Scale marked on wall of cept 45
Figure 54Provision of north light 45
Figure 55Section of master's studio 46
Figure 56Section of library 47
Figure 57Existance of new library building 47
Figure 58Dramatic effect of light inside library through louvers 48
Figure 59soace between skin and core of building 48
Figure 60View of carols in library 48
Figure 61Exterior view of library 48
Figure 62Entrance of campus 48
Figure 63Basement used as jury area 49
Figure 64Central courtyard of cept campus 49
Figure 65Faculty of design plaza 50
Figure 66View of gufa 50
Figure 67Plan of doshi gufa 50
Figure 68Inside view of doshi gufa 50
Figure 69CCa on map of Chandigadh 53
Figure 70Chandigadh on map of India 53
Figure 71Wind direction of chandigadh 54
Figure 72Precipitation and tempraure 54
Figure 73Plan of cca 56
Figure 74View of studio 57
Figure 75View of classroom 57
Figure 76View of corridor 59
Figure 77Section of campus 60
Figure 78Dimension of site 65
Figure 79Angular direction of site 65
Figure 80Praposed site of spa Aurangabad 66
Figure 81Contour and slope on site 68
Figure 82Vegetation map 72
Figure 83Special feature site 82
Figure 84Column detail 83
Figure 85Orientation of site 83
Figure 86Accecibility on site 84
Figure 87Standard for lecture threaten 86
Figure 88Standards for classroom 87
Figure 89Standards for design studio 88
Figure 90Various activity held inside the campus 95
Figure 91View of master plan of campus 96
Figure 92View showing various interaction spaces 97
Figure 93View shoeing entrance to libarary 98
Figure 94Front view of architecture block 98
Figure 95View showing orientation of site 99
Figure 96detail of column detail 100
Figure 97View of steel bracing 100
Figure 98View of jali 100
Figure 99Joinery detail of wooden bracing on wall 101
Figure 100View of wooden bracing 101
Figure 101Front facade detail 101
Institution play an important role in providing platform for education. The environment within the institution is the prime generator for quality in education. Architectural education in some ways is vastly different from other kind of education. It lays more stress on learning by doing and discussing rather than studying by books. “As well said architecture should make us feel different otherwise engineering would be enough” Libeskind , Denial 07/04/2014,interview at The Talks http://the talks.com/interview/daniel libeskind/. The idea of an institutional education gives us a clear picture of the three dominant entities namely teacher, student and class room. The relationship between them is a student comes to classroom to acquire knowledge from the teacher. But in architecture education, it is difficult to define these words as the place of acquiring knowledge, the source of getting knowledge and the absorber of the knowledge is not fixed. The knowledge can be acquired by looking at things, discussing with people, criticizing and appreciating things. The minute details of a planter or washbasin can be the source of learning to a student, therefore in this case the toilet or the open sit out can be the classroom, from where the student acquired knowledge. Since criticism and appreciation are very closely related to architecture, therefore some people can learn from criticising the mistake and appreciating the creativity from the display of works of the student of a junior class. In this case since the student of the senior class learned something out of the work of junior class, so the student of the junior class here becomes a teacher to the student of the senior class. As someone very rightly said that knowledge is not defined to a particular place and time, it can be acquired from anywhere at any time. The time and changing of colour in a chameleon can be predictable, but it is difficult to say which function of an architectural institution can change in what manner to serve as a platform for interaction, the canteen which is defined as a place for fording or the steps to rise the plinth of the building can convert in to a platform for discussion, when a student of any department or a faculty of the institution start reacting looking at the work kept by the side of a student of other department. Therefore here is a situation where the idea of getting knowledge in a classroom does not work. The built form, the environment, every element is taking part in the teaching learning process. It thus becomes questionable whether the whole campus should be within the classroom or the classroom should be within the campus.
Architecture education must facilitate the understanding of time and space of an individual. The changes attention will have to be paid to the learning climate in the school. Research in higher education on the social context of school, department and institution and that student learn as much from the context as their interactions and that student learn as much from the context as their interactions with subject knowledge. What and how they learn is strongly influenced by how they perceive and act out their relationship with their teachers and other students.
Studio tutors who plan to set up learning situations to encourage student reflections, independent and collaboration will undoubtedly have to refine or develop their own skills and reflect on how they work out in teaching practice. This will require school to create framework and opportunity to support the learning and development of architecture tutors.
Architecture education must take in account that it is human endeavour concerned with the physical, social and mental well being of the student as their intellectual growth.
Six points that articulate the general plan of architecture education are:
Learning environments in schools of architecture should be realigned to encourage a more collaborative and supportive culture so that student develop student sensitivity to others and a sense of commuting as well as independence of thought.
The reason for taking up the ‘Architecture College’ is firstly a better understanding of life and environment of architecture student. Secondly the basic scope of designing building using different types of structure to enable student to understand the basic of designing and make them comfortable with the given environment. New colleges have to be established so as to impart the education to the young architect of the upcoming generations so that they can dedicate themselves to create a better living environment of people of India. School of architecture and planning are such institution which keep alive the evident idea of growth and development and equip mankind in creating a better future for themselves and the coming generations. The educations imparted in such institutions not only contribute in development of such individual career but also helps in keeping them abreast with their creative side. To promote such an atmosphere of growth not only of the individual but of the whole nation, more number of self sufficient institutions are required to be set up which area a clear reflection of what they preach and increased participation can thus be expected from the people.
SPA is a premier organisation for architecture and planning education in financial budget of 2018 it was announced to establish a SPA in Aurangabad District of Maharashtra. This School is committed to produce best architect & planners of the nation to take up the challenge of physical and socio environmental development of the country. The institute got a piece of land under the BAMU University campus. The basic aims to establishing SPA Aurangabad are
To create centre of excellence for imparting quality undergraduate, postgraduate, doctoral and postdoctoral education in Planning and architecture.
To create a cadre of high calibre faculty member who will be devoted to teaching, research and consultancy in all disciplines that deal with planning and Architecture.
To be socially responsible institution providing research feedback to the government for physical development of human settlements.
The master plan of SPA Aurangabad will be planned on integrated basic comprising of academic, administrative, research and traning,consultancy,library,workshop,canteen,residential,sports,building along with the required infrastructure like water supply, sanitation, expression of electricity, solid waste management, firefighting , etc. to provide a high quality environment for student, academic, administration other staff.
2.1 LOCATION BAMU University Campus, Aurangabad, Maharashtra.
km.
mean temperatures in Aurangabad range from 17 to 33 °C, with the most comfortable time to visit in the winter October to February.
of the rainfall occurs in the monsoon season from June to September. Average annual rainfall is 710 mm.
site comes under BAMU university which is already a educational area which has various privilege for building and institutional campus. Aurangabad is rich in Architectural history with many ancient monuments structures. Growing need for new development in rapid developing state there is need for such institute in region.
institutional area,
a calm and silent environment to study.
quite green, environment friendly and less polluted.
water body.
hypothesis roam around the making architecture for architect and learning out of the class.
can a physical attribute contribute to creation of environment of learning, Development of typology.
To
of
in a college of
of
Landscaping and site planning is the main one aspect which makes a boring college into a living being, so landscaping is one the major scope of work which can be exhibited through Site plan and landscape details.
Designing interactive classroom and studios is one of the main aspects of college, so it can be exhibited through the integrated designs and plan.
Space integration is also a major scope of work and can create a dead space into a living space which can be presented through circulation and movement pattern.
Natural Lighting and open space is also one of the major design aspect and scope of the project. These scopes of work can identifies the limitation of work.
Creation of an inspiring environment conducive to architecture.
need for synthesizing knowledge and technology dealing with built environment.
To understand spaces through case studies and data analysis.
to environment and local climate.
use of available resources.
Extent of innovation incorporated to minimal use of conventional source of energy.
To make energy efficient, eco friendly and a barrier free environment.
To carefully design spaces so as to bring about interaction among the student and teachers and make the building an ideal place for education.
will be done according to the site, requirement and functions.
incorporating the climatic considerations as area is prone to drought.
institute should be so as like reflecting the culture of the architecture.
design should be a careful fusion with the surrounding university campus.
To study the architectural and design aspects of the college
To study the students experience in the college.
Literature and document study of college, about their design aspects.
Observation of student’s life in college.
Internet, Secondary data and Literature Study
Case study, Questionnaires and Observations.
To study the design requirements in college especially in architectural college.
To study the techniques and impacts of spaces in college.
Literature study requirements in college with architectural needs.
Case study and Literature study of architectural college and studios.
Analysis of different techniques and their impact of open and enclosed spaces.
Case study of open and closed spaces in college campus.
Whether you’re looking at houses, shopping centers, factories or skyscrapers, chances are an architect was involved in creating the designs. If you’re looking for a college major that will allow you to mix subjects like math and business while also praising your keen design eye, you might want to consider taking on a major in architecture.
What is an architecture?
Architecture is a mix of art, science, math and business so it requires you to have a robust background in a variety of subjects. It also requires a five year course of study rather than the standard four years for an undergraduate degree.
College of architecture: It provide course for Bachelor in architecture to students, with learning through formal syllabus and informal activities and interaction.
A architecture collge building should provide opportunity for students for various types of learning. Where students observe and gain knowledge practically. For this we should create space for interaction at different levels:
Student student interaction
Student villagers interaction
Citizens student delegates’ interaction
Thus there arises a need for a school where the students can discover, integrate, articulate and apply knowledge.
The thesis project revolves around the aim of the architecture college that can enhance the visual learning through implementation of architectural elements in the design.
Louis Kahn’s designs are characterized by powerful, massive forms; IIMA building is no exception. He used simple, platonic forms and compositions to great effect, giving the 66 acre campus (now known as the heritage campus as another campus was later built across the road) a rare quality. The integration of spaces and making segregation between served and servant places and making various interactional spaces and use of structural and geometrical pattern through the campus.
CEPT university one of the best planning and building construction techniques used in it that visually contribute learning among students through its façade, building infrastructure. Moreover the CEPT have very interesting interacting spaces that allows students to take part in various community and other interactions. It has been also good example of using building envelope so as to reduce heat gain through its building orientation. These ideas will help this thesis project to learn these techniques and should be taken in consideration.
Chandigarh college of architecture is a well known name in the field of architectural education, conceived and designed by the master architect Le Corbusier himself in 1962.The school is known for its academic excellence and has set many examples in the field of architecture education located in ‘city beautiful’, the school is known for producing architect who are competent and enthusiastic in the professional field.
Led by space scientist Dr. Vikram Sarabhai and an eminent industrialist and philanthropist Shri Kasturbhai Lalbhai, and proactively supported by the then Chief Minister of Gujarat, Dr. Jivraj Mehta, and a group of enlightened individuals set up IIMA in 1961. This group ably wove together a coalition of five actors the governments at the centre and the state, local industrialists, the Ford Foundation and the Harvard Business School, to establish the foundations of the Institute.
A rising centre of education, information technological and scientifical industry, Ahmedabad remains cultural and commercial heart off Gujrat and much of western India.
Courses of study The focus is upon Business administration, or finance, economics another aspects of the specialized curriculum of business management.
Description of the campus The entire campus comprises of school building, student housing, and artificial lake (not built yet) and management development centre the institute undertake the post graduate program and fellow programs in mangment.Beside these there are many part time courses in the field of management.
It accommodates student capacity of 500, with initial hostel facilities for 200 and staff housing for 30 expendable to 60.Plans for establishing these institution were intendent in 1961.
Objective To improve the decision making skills and administrative competence of practicing mangeers.to assist organisation in solving their management problem by providing consultancy services.
Nature of Campus The master plan of campus is divided in two parts:
The institutional complex with library, administration faculty blocks, school building dome try.
The Residential area for faculty and clerical staff.
IIM Ahmedabad was established on 11 December 1961 with the active support of the Government of India, the Government of Gujarat, Harvard Business School, and prominent members of Indian industry. The physicist Vikram Sarabhai and businessman Kasturbhai Lal bhai, both natives of Ahmedabad, played pivotal roles in setting up the institute. The institute's Kasturbhai Lal bhai Management Development Centre and a Kasturbhai Lal bhai Chair in Entrepreneurship are named in his honour. The management educator Ravi J. Matthai and several other Ahmedabad based industrialists also played a major role in its creation.
For Lois I khan, an institution was a centre activities of men and a realm within which talents inside the people may be developed and exercised.
Louis I khan’s believe in “men and institution” was one subsequent idea which profoundly influenced IIM (Le Corbusier & Louis I khan)
“a realm of space may be connected by ways of walking and wondering is protected kind of walking (which) you consider a high spaces together with low spaces and spaces where people can sort to find the places where they do what they want to do”.
Khan had in his mind
Figure
organisation
building
of movement
The site is located on the outskirts of university area of Ahmedabad. The site ages are bound by roads on 3 sides and large maiden on North west edge.
Latitude 23.0317° N Longitude 72.5345° E
Figure 11IIM A on map of India
Figure 12IIM A on map of ahmedabad
The climate of Ahmedabad is very harsh: summer are extremely hot while the winters are very cold dough short .It has a moderate rainfall and prevailing wind direction is generally south west.
Ahmedabad has a hot, semi arid climate with marginally less rain than required for a tropical savanna climate. There are three main seasons: summer, monsoon and winter. Aside from the monsoon season, the climate is extremely dry. The weather is hot from March to June; the average summer maximum is 43 °C (109 °F), and the average minimum is 24 °C (75 °F). From November to February, the average maximum temperature is 30 °C (86 °F). The southwest monsoon brings a humid climate from mid June to mid September. The average annual rainfall is about 800 millimetres (31 in).
The three elements the school, dometries and faculty of residences was group to take advantage of the available winds, to provide as much unentrapped breeze through the building as possible the academic block was places at the central part of site towards the north west edge the housing areas take up the rear portion of the site and are also approached from minor road and lanes.
While designing for the institute Khan referred to the examples of ‘Royal Fort’ and ‘Palace at Lahore’ the ‘Red fort at Delhi’ and the palaces of ‘Fatehpur Sikri’ in which court was used for ventilation. Khan talked of school building as a “building within a building one open to the sun the other to living”. He also used the terms “shade, closeness, building hugging building” for the institute. “So the system is fundamental to that of porches the exterior is given to the sun, and the interior is where you live work and study”.
Figure 15Organisation of building along courtyard to catch wind
The above concept has influenced the basic location of the activity on site .The academic block was placed in the central part of the site toward the North West edge. The housing area are in the rear portion of the site and approach from minor road and lanes.
The land allocated for IIM A was situated on the western side of the river which was a developing part of new Ahmedabad in 1962.The site was situated near the village of ‘Bastrapur’ and was adjoining to the developing academic institution of Ahemdabad.About 66 acers of flat pasture land which belong to ‘Kasturbhai lal Bhai’ was allotted for to the construction of the building of IIM A (the academic blog plus the housing ) faculty ,staff and servants)).Today it is surrounded by Gujrat university campus. The Ahmedabad textile and industrial research association (ATIRA),the physical research laboratories(PRL, the Ahmedabad municipal association (AMA),and smaller residences and commercial centers.Also India spaces research organization (ISRO)and Nehru foundation Campuses are located in its gradual context.
The organization of the complex is govern by the nature of activity. The more public activity like administration, faculty office and to some extent library. Have been places towards the outer side with direct public approaches, while the classrooms being private nature, from the inner wing and behind classrooms come dometry for student. The classroom are related to the dometries as a church to a monestry.It is built at the edge of educational complex, so as to maintain connection outside. Separate access is provided for institutional complex and residential area. The main complex is a rectangle with the teaching wing on the southern side, faculty cabins and faculty administration office to the north and library to the east. In the heart of this complex is open plaza. The main complex is an organization of courts, light wells and services related to main function the student dometry are located very close to the main complex.
The campus has been planned according to the above requirements in mind.
The three building the administration block and the faculty the classroom block and the library define the edges of the vast plaza.
According to kan served spaces include areas which include the human activity a servant spaces include the spaces for mechanical devices, toilet and other services. He also says that service, servant spaces just can’t not be neglected or placed between partitions. They should form their own identity and form the structure itself.Servent spaces are merged very nicely to the served spaces. The servant block of the classroom are includes the services, vertical circulation and the meeting porch. Thus it is not only the service area but the gathering area.
1
2.
of
Old Campus 6 132 New Campus 18 2697 Toilet(Per Floor Male+ Female) 4 100
Faculty Cabin 90 2940 Faculty Library 1 624 Toilet(Per Floor Male+ Female)x4 8 240
Blocks 15 19710 Rooms 600 12200 Toilet(Per Unit) 60 3375
Type II Blocks 3 4225 Rooms 120 2775 Toilet(Per Unit) 24 352
5 Library 1 2671 Toilet 2 98
6 Administration Block Area 2 4128
Post graduate Program Office 1 75 Fellowship program in management(FPM) 1 75 Electrical Office 1 75 Security office 1 75 Admission Office 1 75 Drawing Office 1 15 Dispatch Office 1 15 Housekeeping office 1 75 Audio Visual Office 1 75 Estate Supervisor’s office 1 50 Alumni Office 1 75 Placement Office 1 75
Dining area for students 1 411.5 Kitchen area for Student 1 142.3
area for Staff 1 411.5 Kitchen area for Staff 1 142.3
8
Staff House Type I 12 2430
Staff House Type II 8 13572
Staff House Type-III 4 678 Faculty Quarter 58 13366 Transit Quarters 20 3393 Married Student Quarter 4 1074
(sq.m) No. of
per
Old Campus 132 360 2.2
Campus 2697 500 5.3
2940 90 16.4
Type I 19710 600 32.8
II 4225 120 35.2
4170 73 6.75
2671 600 4.4
Dining area
Dining area
411.5 300 4.5
411.5 300 4.5
Staff 282.4 50 2.2
type I(Per Unit ) 84 42.6 Staff type II(Per Unit) 66 16.6
Quarter(Per Unit) 230 57.6
(sq.m)
For the campus of IIM Ahmedabad, Khan used exposed brick and concrete as a construction material. This theme of brick technology. In its load bearing walls and brick arches spanning spaces from walls above, gave the campus a certain rhythm. It is through the complex that khan made the various building answerable to each other even through the scale of the house, the school and the dormitory was different. The circular openings in the walls was a result of an understanding of the order of construction.
The exterior mansion walls are in fact sun screens which cuts the glare that comes through these circular openings.
The main building of the campus are organized around a large rectangular plaza. Repetitive forms are placed on either side of the long axis of the plaza and the library is placed at the termination of this axis.
He made a strict distinction between community spaces and private spaces.
The size of the opening and corridors that surrounds the plaza are chosen to express the size of the institution.
Thus khan’s initial response to India was climate and it was this that led him to use of large voids in solid masonry construction.
The idea for ‘seminar classroom ‘comes from the Harvard Business School. The emphasis on learning through participation and discussion demanded a classroom that created a suitable environment.
The classroom are designed “case” method that is the student are given particular situation and are required to explain other how they would solve the problem. Therefore classroom needs more spaces for discussion. Louis Khan Created and made it as a series of semi circular steps orienting students towards each other as well as the teacher.
This created a sense of group participating together, instead of standard lecture room. The method of instruction were developed aiming at an all round development of the student and to actively involve him in the academic processes, so that learning becomes a part of thinking apparatus of the students.
The classroom block consists of six units held together by a single double height corridor space. The corridor to the classroom acts as a place of informal discussion between students and faculty, students and students. This also becomes the entry exit lobby to the classroom.
Within the classroom itself, the space is broken into sub-spaces by creating alcove like spaces near the entrance points and a distinct place for a teacher. Light was taken indirectly by triangular light wells on either sides of the room, so that there are no direct visual connection to the outside creating an extremely
Strong sense of and ‘inside’ an inner center.Towards the plaza, the individual classrooms are concealed by the continuous façade of the corridor in order to maintain the institutional scale of the plaza. But towards the dormitory each units of classroom blocks is expressed as a separate mass, linked by semi open balcony like spaces.
The library, the classroom and seminar room and the dormitories form the core function of the institution as expressed in the organization. The faculty cabins and the residences form the peripheral area. The core areas represent the living centre for the institution. Life in the institution revolves around these areas. The library is a place individual with his book and his workplace and the light plays an important role in the library.
The library becomes the centre of the institution. From here it radiates relationships to the collective realms of the institution. It directly addresses the entrance court and the student entry.
The basic spatial of the library is of two separate blocks each housing separate activities linked by stairwell. The front block is the public area. The rear block is taken up by stack area. The rear block is taken up by stack areas and reading rooms. The stair well is an important elements in the block and acts as a both linkage element and a separator between the two constituent blocks of the library. The library can be perceived as a sequence of layer of spaces creating a gradual transition from the open plaza to the inner most part of the library.
The first layer consists of the terrace overlooking the plaza. From here one reaches the second layer the entrance to the library flanked on two sides by lightwells.The third layer is the large public reading area a double height volume. Next comes the stairwell and finally comes the slack areas and reading rooms. This layering of activities represents a hierarchy of
public to private spaces at the same time reflects khan’s approach to the harsh sun of the city creating a gradual transition between the inside and outside.
The main concept of the campus begins with the planning of the dormitory blocks which were to housed 300 student’s. “The group of 15 dormitory blocks was connected like a string of beads placed one behind another”.(LOUIS I KHA & LE CORBUISER)
The dormitory becomes the extension of work space. It is concerned around the idea that seminars are the integral part of the way of life of students.
The living areas are disposes into two levels one closer to school on a raised plinths which is intimate and internal and the other at the edges, large and outward oriented. The lower dormitories contains clubs house in them. The upper dormitories have streets running throughout them
The plan of each dormitory consists rectangular rooms opening into a triangular porch facing a square and that square function as a service area. The cells open out into garden by means of balcony which also acts as shade during day time. They provide option to complete closure or opening as relevant for day and night, summer and winter. The entrance to stairway is in the triangular porch. The portion of each dormitory house becomes a transitional space where living and learning meet.
The single dormitory block consists of the student three at each. Each floor of a single under floor accommodates a community of ten student in the common room is also served by pantry entrance of service spaces.
The orientation of each room and the north blocks in the direction of the prevailing wind of summer season. The cells opens on the garden courts through the depth of the edges. They provide options of complete summer and winter.
The gaps between the structures renders the block porous for passage of breeze.
These aspects have been a consideration in the generation of the dormitory block.
The dormitory buildings are among the most masterly done pure geometric forms. Each dormitory is a cubic block, three storey and has two wings of individual rooms set at right angles, separated by vertical slot, forming an L shaped on the west and south that creates shadowed common spaces for informal meeting. The upper levels house the cells and the ground opens to the opportunities of porches or covered walkways, single or double height .The tower-like services blocks is placed on the north east corner of each dormitory ,its corners opened with narrow slots, so that it facades appear to stand free of one another. A diagonal wall, pierced by large circular openings and joined at its midpoint to the services tower, forms the outer edge of the triangular common room, with semi circular staircase at its centre. The three floors of bedrooms are placed overran open ground floor, formed by the massive semi circular arches and battered buttresses supporting the bedroom wall above.
The planar wall is buttressed in one direction, and braced by concrete floors in the other walls, lateral formations of these is the basis of the dormitory construction. The cell unit generates the base dimension of the block. The walls are made of solid brick masonry and floors of concrete. The stairs out of concrete, illustrates its co existence with the brick wall on which its landing has its bearing.
The basic unit of dormitory wall expresses an integral coexistence between appropriate structural forms, made out of brick and concrete.
As discussed in the previous chapter there are three ways by which on gains knowledge:
Learning from the teacher it is formal discussion within the classroom with the teacher.
Learning by himself, on his own (library) it can take books, references, magazines, etc . . . . It is a space where students, faculties from where information, knowledge can be updated.
Learning by interacting with his fellow students and teachers (informal discussion) it is a learning activity that happens outside the classroom. It can be a in between space where discussion between student and student, teacher and student happens. It can be a place between living and learning.
The organization of transition spaces is governed by the institution of learning containing formal and informal parts. The transition spaces of living and learning activates reflect the institutional character.
The diagonal steps that lead to the entrance of the block sate the important by breaking away the geometrical character.
The learning activates like classroom and library are connected by long corridors which overlooks to Louis I Khan plaza as shown in the image below
Organized along rigid axis with double volume, the corridors are extremely formal, through broken intermediate spaces as shown in the figure.
Hierarchy of different functions and spaces. The scale and massing gives a monumental feeling of spaces. Classroom corridors and courts are most active spaces. Louis I Khan plaza is most interesting space .Louis Khan Plaza is most interesting space due to its scale and gradually, used the gathering and convocations. ‘Passage in front of library is used as a viewing space for plaza. Canteen and auditorium are not well integrated in to design being a later addition. Nature is lacking in design, given peripheral place.
The founders of the School of Architecture had a most daring and unusual perception of their task. They emphasized learning rather than teaching, and saw the place of learning as one where there were no boundaries, no hierarchies and a complete atmosphere of free and unhampered inquiry. Naturally, they thought of a campus that demonstrated and facilitated that outlook. This exhibition documents a dual movement: a search and for a model of education, and the simultaneous search for an architecture appropriate to the idea of learning. It is rare that there is such a close relation between programmatic development and architectural evolution. CEPT is fortunate to have been such a process [where] the same minds think of the quality of an institution and its architectural form. In the 50 years between 1962 and 2012, the School of Architecture grew into CEPT University, and its founders, many faculty members and students played an active role in designing and making the campus. All this was done under the direction of Balkrishna V. Doshi, founding member, first Director, Dean Emeritus as well as Architecture of the Campus Planning, under the banner of his architectural practice known at various times as Vastu Shilpa, Stein Doshi Bhalla Architects and Sangath.
The school of Architecture sponsored by Ahmedabad Education Society (AES) and was establishment in 1962 on the land of AES in the neighbourhood of Gujrat University. A decade after that the school of Planning was also established on the same campus. Later in 1982, school of building Science and technology was accommodated and in 1991 school of interior design was established. Sister institutions like visual art centre, kanorial centre for arts are also incorporated within the campus. A study cell was also established within the campus which deals in studies and consultancy of ruler and urban planning and professional there upon.
1.2.Architect View
School was designed by Ar.B.V Doshi who had the following underline principal in his mind to interrupt ‘SCHOOL’ as an open space. A feeling of ‘NO RESTRICTION’ to the exchange of idea. ‘CLASSROOM SENSE’ must be all over, outside as well as inside the building. Emphasising ‘an open flexible space’ with hardly any doors. ‘Exposed local materials ‘for minimum cost, easy expansion and maintains. ‘North Light’ in the studios to trap maximum glaze free natural light. Doshi tried to activate the spaces between with variety of spaces and ‘interlocking platform.
The campus is located of 5 acers of land in academic atmosphere within the vicinity of prime educational institutions in the Navaranganpura area of the historic city of Ahmedabad.
Figure 41map showing cept
Figure 40showing cept at Ahmedabad map
The climate of Ahmedabad is very harsh: summer are extremely hot while the winters are very cold dough short .It has a moderate rainfall and prevailing wind direction is generally south west.
Ahmedabad has a hot, semi arid climate with marginally less rain than required for a tropical savanna climate. There are three main seasons: summer, monsoon and winter. Aside from the monsoon season, the climate is extremely dry. The weather is hot from March to June; the average summer maximum is 43 °C (109 °F), and the average minimum is 24 °C (75 °F). From November to February, the average maximum temperature is 30 °C (86 °F). The southwest monsoon brings a humid climate from mid June to mid September. The average annual rainfall is about 800 millimetres (31 in).
Figure
in Ahmedabad
Overall extent about 19.5 acres, measuring about 300 mts north south and about 150 meters east and west in the roughly rectangular with extension on the eastern side at northern and southern ends for bicycle parking and on the southern side (Hussain Doshi Gufa)
Bordered by wide arterial road on western side smaller public approach road on northern side. Cricket field at eastern side internal access road on the southern.
Accessed from main access from northern side to entrance on the southern side to entrance on the southern side.
The general slope is towards the north western corner. The northern side is undulated with dips and ‘moulds’ endings in a deep dispersion at the northern western corner. The northern edge drop down from the road level and rises in the parts to form the mound with ‘ravines’ in between plains in a low flat basin from which it rises again to a more extensive plain which has one further low mounds rising along a portion of the eastern edge.
A look of the sun path diagram for the northern hemisphere would show that insulation is constant in the North and south. South being subject to direct radiation through the day while north receives sky reflection different light. The east and west side are exposed to radiation during the former and later part of the day respectively. The parallel walls, forming as they do, an open tube of space, are predominately aligned North south, effectively closing off the east and west sides. While north, being the side providing the most favourable lightning condition for nearly all activates in general, is ‘welcome’, South characterised by constant insolation is preferably shaded from welcome as a source of warm, shallowly angled radiation radiation during the chilly days of winter. Such characterisation is reflected in the gesture made/stances taken by the building. The North side is heightened to allow more North light in while the south side is kept low t shield from the harsh direct radiation .This results in a configuration with ‘double height North side and a ‘single height ‘south side. Such differentiation of height in section leads to polarisation of the combined volume, emphasising the direct ally set out by the parallel walls in plan.
Figure 44Difference in north and south light
Faculty rooms have been placed quit far from studio leading to lack of proper interaction between the faculty and the student. Lack of spatial hierarchy and interconnection upon different infrastructure facility. All the main infrastructure facility are loosely placed at various places in the campus thus it lacks order in their inter relationship and inter connection. Lack for toilet for the student is yet another point to be notices also the position of toilet is such that a student from extreme end studio need to pass through a studio to reach the toilet.
The circulation within the building is very complicated with lots of level changes and staircases at different level. The internal staircase lacks natural light in many places spiral. Stairs are used are widely uncomfortable for daily use. The corridors are less and short length. All the places within are visually interconnected.
The circulation with in this the campus is pedestrians. The vehicular access is restricted along the periphery of the campus. There are lot of trees within the enclosed spaces from where all the building are accessed which provide ample shade and comfort.
Parking Facility has been provided adjacent to the entry by the provision of an open space. Two wheeler parking is also provided near the Doshi Gufa. The entry to School of architecture is through a split staircase which leads to the second level of the building.
Informal approach to the school from the main road, school building is set back around 100 from the main traffic road.to get claim quite atmosphere within the centre. To promote better interaction, pedestrian access have been given from all around the site. Doshi wished the public to wonder and it was the sense of invention that lead him to solution of interlocking. Wide stepped shade walk ways and platform at the entrance serves as interlocking common spaces for in formal gathering exhibition of arts. The narrow roots running from north side can be compared to the tight alleyways leading into an old Ahmadabad ‘pol’ or urban quarter, after a constricted entrance the space expands into a precinct equivalent of an old city square or ‘chowk’ the courtyard.
The staircase entrance to the studio block is very interesting and inventing. The space bond by straight and angled parapet with access to the upper and lower level. The parking area is an un paved area with no designated space for car and two wheeler parking to the space is enough for parking. All other area is connected through pedestrian walkways or payment usual of brick tiles.
The complex consist of two main wings. The main wing on the north side has the studio and lecture room for all the three schools architecture, planning and science & technology with their own service facility. In the other wing the ground floor is the administration, office of the dean, director and faculty rooms there is library on the ground floor and below it is the auditorium the building has steeped section with facilitates area movement. Deep apparatus proved on the south side shade the interior from the glare and heat. Funnel spaced entrance on the south faces designed to direct the breeze through the building all these building from the central court. There is canteen on the North West facing the court. There are two main lawn, in front of the main wing & rear side of the administration.
Studios
858.6 21.4
648 16.2
234
324
198.72
216.03 5.4
2473.35
226.8
94.5
263.25
263.25
324
1703
2874.8
315
486
198.72
89.28
53.46
448.65
94.5
2010.51
Name Number
halls
Room
3 315.9
321.7
257.3
45
1101.9
Oriented North South, are spacious double height volumes, soliciting north light and pleasured south breeze. The opening on the south wall are received enough with the balcony so as to cut south sun and make room for ventilation.
These balcony although small, makes good relaxing space for student and the direct linkage with outside.
Studios over look studios below, one knows what happening in other studios, also during night the image can be seen on north light plans.
48Sketch showing sketch of studio
Circulation through studio which although interaction but quite disturbing.
The duplex studio does not offer the lower studio any visual connection with outside.
A horizontal scale both feet and meter are marked on the concrete band, in each studio, so that student can have an idea physical measurements.
Studios are so planed so that drafting is done under double height area and lecture, discussion under single height area.
Moveable furniture’s drafting tables, plans (use to display and as partitions) arranged as per personal preferences.
A studio space for the Masters in Planning program on campus was proposed in an area haphazardly subdivided as consultancy offices, with an underutilised scope for light and ventilation from the existing architectural conditions. As a foremost and necessary act of de cluttering, all the existing subdivisions are rejected and the north south facades are opened up with views respectively to the lawns and adjacent thoroughfare. The system for openings, thoughtfully employed, is that of lightweight and easy to maintain aluminium sections in combination with fixed glass and louvers to ease connectivity, ventilation, light and also to include the future possibility of replication in other locations around the existing buildings on campus.
In terms of space organisation for the studio, the course module needed five clusters housing 20 students each, with a space for teaching, discussions and working space for students. Echoing the existing geometry, the four larger modules are bunched together symmetrically with the central aisle leading to the research module at the eastern end.
Within each teaching cluster is organised a teaching board that also acts as a space divider, a large discussion table in the central space and individual work desks on the periphery with wall mounted pin up boards. The suspended lighting system is simply worked out following the geometry and
layout of each cluster.
The act going to read is one reflection and its one you connect to artefact of the book. In research the best library are one which created very interesting spaces the spaces who were calm.
The location of the library building location is very parietal it’s kind of building through which we can walk through and use as a short cut. The building has a free design as it can be accessed through all side of the building.
In the design of the library building there is wide and broad spectrum of spaces. The unique building has 12 interactive spaces spanning 6 levels.
It also has 3 'skins' that are nestled into each other the outer skin, the middle glass layer and the central core. Which helps in modulating the temperature and humidity
The height of the book stack is 2.4 m height it allow creation of smaller rooms and mezzanine for private room and intimacy.
On the upper levels there are 2 floors one at +4m and another at +8 meters.
These are the levels where building engage itself with nature, on the upper level there is verandas space under the library which allow creation of spaces which allow student to work into the small group.
At the -4 level there are large Carrols (boxes) which have a private space for group of students.
At the 8 level it’s very quiet as there is no connection to the outside and we have large table surrounded by stacks of books with services.
The one more prominent feature of the building was the structural elements where all integrated in the book core stack which create a sense of confusion as we are so low with level but none of the structural elements are visible.
The design element was the skin of the building as the skin of the building was left independent so as to respond to the climatic condition. The lover are self configurator’s and comes with different setting to configure light and wind inside the building
Students here have the choice to study in small groups and engage with the environment on the upper levels or read in quietude in the underground portals.
The entry to the complex is through a long axis which ends up in a facing a blank wall. One is forced to turn, go down a flight of brick paved steps rising up ever so slowly towards the framed entrance to the library. On the right side ids the double stored studio block perpendicular to the axis of the library.
The main administrative block is approached by an informal and indirect approach thus emphasis the change in direct approach thus emphasizing the change in direction and the informal nature of the campus.
The small structure of the wood workshop and the T.V room, which helps in containing spaces.
The building forms are arranged around a courtyard which can be accessed from all the side with open spaces flowing into each other through well designed transition spaces.
The entry to the individual building provide from the common court around which the building are arranged.
Vehicles are restricted to the parking space provided at the periphery while the campus is pedestrianized.
The basement and the central courtyard are the most likely multipurpose spaces. The building is raised up from ground. But here the spaces underneath is active and multi functional, designed for sun protection and exposure to breeze. In form a link between raised lawn of the north with sinking activity of the south. The basement is used for occasional theory classes/discussion, exhibitions, competitions, cultural program, indoor games. Decorated with the painting the space gives a very intellectual and artistic ambience.
The Courtyard is an area of great interaction because all the entrance of blocks open to it .It houses the canteen spill over , volleyball and basketball courts , temporary workshops and students council room structure an open air theatre and physical experimental space of students. Informal seating is provided all around the court like under trees and other temporary structure for user social interaction as well as relaxed intellectual discussion. The atmosphere in the Courtyard is quite lively. An open air theatre, is such planned that it forms a place not only for performance but also for discussions. Since a single canteen is provided, which is to be used by students of architecture, planning, landscaping, art, interior, it forms the core of institute for interaction and exchange of ideas.
The plaza in the block is one of the most active places in the campus. It is double heighted and has two parallel walls on which art installation are done. This can be considered as an inspiration from Le Corbusier’s free Floor plan.
To enhance the cave like feeling of gallery, the contours of the site were retained, rather than being leveled. The gently undulating surface of the earth can still be perceived beneath the thin concrete floor slab poured over it.It’s a common gathering space and art exhibitions are held in the complex and within a newly constructed art gallery within the Gufa complex.
The building has simple horizontal lines and merges well with the site. Architectural elements are well expressive of their functions. Entry is very inconspicuous and a few garden steps lead to the lowest level. T visual linkage between different studios is well achieved by staggering the block. Studios on the same floor are well linked and create a lot of interactions. The concept of barrior free teaching learning process is well achieved by creating study environment in the court, outside the building through landscaping.
The Courtyard promises freedom of movement and is very well linked up with the rest of the building. The building are well oriented to allow light and ventilation. The overall planning of the campus is based on central courtyard with built masses on three sides and thick green belt on fourth side which gives the desired protection from the hazards of the university main road.
The courtyard and the basement circulation has been designed as open and on a very large scale whereas the circulation inside the building is very restricted one as available area has been used for maximum utilization of space and compactness of design
The basement has been designed as multifunctional space. It is a very active space of the campus as one side of it are the rising contours that protect it from the road there by helping it create its own environment and on the other side are the combination of steps leading to another active space of the campus i.e. the central courtyard.
Theory classes of architecture students are held in this space .The flexible furniture helps in several, seating congestion and attract students from other areas. Climatic comforts have achieved by shade but lack of audio and visual privacy makes this space a bit “unfit for the stated use.
The audience sits on the steps and creates an environment of free interaction.
The circular Kota stone raised floor and moreover the variation in flooring materials makes the space symbolic of cultural dance area.
Festivals space becomes the most active one during the festivals and as it symbolizes invitation and informality various other activities such as exhibition, workshop, jam sessions, quiz etc. demand the use of this space.
The space undemanding forms an image of a lobby which is very disturbing considering its other uses.
The design studios are designed in a manner of factory with north south axis for the studios as each studio receives sufficient natural light from the north and breeze penetration is facilitated from the south side. The duplex section of the studio has been designed for easy communication between two studios and the surrounding space but he same time are at some time audio visual disturbing too.
The Chandigarh College of Architecture was established as part of the ‘Chandigarh Project’ the most significant and daring experiment in architecture and urban planning of the 20th century. As such, the driving force and mission of the college is also to fulfil the same ethos.
Located in the Educational Zone of the city, the Chandigarh College of Architecture (CCA) was established on 7th August 1961 at the behest of Le Corbusier. The College is housed in a sprawling campus of 9.5 acres and has separate hostels for boys and girls. It offers a Bachelor of Architecture program of five years duration with an annual intake of 40. The college is affiliated to Panjab University, Chandigarh and its B.Arch. course is approved by the Council of Architecture, India. CCA is a premier institution having highly qualified Architect educators most of whom are having post graduate qualifications.
To make its mark at the national as well as international level, the college uses ‘the Chandigarh Experiment’ as an open text book for its teaching philosophy and methodology. It draws heavily upon from the work done by the great master architect planner and his associates. As the growth of the city is an on going process, the college uses every opportunity to take up real / live situations in the city to undertake studies, analyse them and use conclusions drawn from such ‘live’ case studies of architecture and urban planning.
Concept can be understood from the design of main building. The use of north light concrete roof with an open lawn as a central courtyard and minimal openings on the west wall indicates the climate as a reason behind the design Long. Corridors with squarish built form gives resemblance to the Character of Chandigarh city.
CCA aims at developing its unique inherent potential and location and to inspire, support, sustain and continue academic programs whereas professionals trained in the tradition of modernism ushered in by the incomparable master could extend the frontiers of creativity in the pursuit of serving the family of man efficiently, comprehensively and beautifully. The Chandigarh college of architecture (CCA) was established on 7th August 1961 and was up as a part of the great ‘Chandigarh experiment’ to impart education in architecture.
Chandigarh college of architecture is a well known name in the field of architectural education, conceived and designed by the master architect Le Corbusier himself in 1962.The school is known for its academic excellence and has set many examples in the field of architecture education located in ‘city beautiful’, the school is known for producing architect who are competent and enthusiastic in the professional field.
The campus is located over 8 acres of land in an academic atmosphere and forms a part of Punjab engineering college campus in sector 12,Chandigadh.Tgrough the college stands alone as a school of architecture its near to capital complex and easily accessible
The college is situated on vidhya path sector 12D Chandigarh, INDIA. The campus is housed at the Punjab Engineering College Campus, Sector 12 in Chandigarh. CCA is widely spread in 5 acre (20,000 m2) campus with its own cricket ground, basketball court, volleyball court and a gym. The boy’s hostel is located 250 yards (230 m) at the back and the girl’s hostel is located in adjacent sector 11.
Chandigarh has a humid subtropical climate characterised by a seasonal rhythm: very hot summers, mild winters, unreliable rainfall and great variation in temperature (−1 °C to 46 °C OR 30.2 °F to 114 °F). The average annual rainfall is 1110.7 mm. The city also receives occasional winter rains from the Western Disturbance originating over the Mediterranean Sea.
The western disturbances usually bring rain predominantly from mid December till end of April which can be heavier sometimes with strong winds and hails if the weather turns colder (during March April months) which usually proves disastrous to the crops. Cold winds usually tend to come from the north near Shimla,
capital of Himachal Pradesh and from the state of Jammu and Kashmir, both of which receive their share of snowfall during wintertime.
The site is 3.5 acres in area. The college building has been located corner to have space for play fields. The Built form is tilled so as to get south orientation (help capture prevailing winds.)
East west opening (narrow to reduce radiation)
North side Unique roof form to capture north light.
South side Hallow concrete blocks for both light and air.
The approach to the college I through V3, Vaidya path. The site have 2 entrances. One major entrance towards the south east. This entrance is used for both the pedestrian and the vehicular entrance. The other entrance is towards the north east .This entrance is used by the student coming from hostels.
S.NO
Circulation(horizontal
7337.39
4150
Faculty Room 4427.93
Admin/accounts 3748
Canteen 3555.81
Toilet 1795.89
Area 20468.06
Total Area (sq.ft) Area/student(sq.ft)
1 Studios 5 12579.5 61.8
2 Lecture Halls 4 1349.83 9.75
3 Multipurpose hall 1 1432.6 7.16
Labs 1 2146.75 53.6
Computer Room 1 857 21.4
Photography Cum Dark Room 1 391.57 9.70
Art Room 1 1206.46 30.10
Toilet 1 g +1 b 936
The planning is introverted in nature. The studios and classroom have been grouped together around a rectangular courtyard. There are doubly loaded corridors orienting on two ends of the building, which lead from the entrance to the studios and classrooms. The facilities like library, museum, common room, dark room, administration and faculty room are on the both side of the corridors These corridors are poorly connected to the courtyard d through four small openings. The design studios are on the northern side of the building’s entrance hall is long and rectangular in shape .As such there is no order or
Connectivity of different sections..
fixed seating.
with thermos frieze panels on the rear wall and glass wool and jute lining on side walls. In case of two adjacent lecture rooms double glazed glass panels are fixed on the top of part ion walls, which allows north light and cut off disturbances.
Newly constructed this is centrally air conditioned, with clearly demarcated spaces for periodicals, reference, general reading and issue/return counter.
is dived into these levels ground, mezzanine and basement
Diffused north lighting in reading areas.
out in slabs so that the librarian can have full control over the library.
plant room is given an access from the reference section.
The basic aim of the courtyard planning is for the purpose of light and ventilation and a platform interaction among the various functions lined around it
The courtyard is rectangular in plan and well used in winter. It is a short cut passage way to library.
The courtyard is bounded by exposed brick walls ion there three sides, the fourth side is bounded by glazed wall. Stage on the north of the court is used for cultural programs.
There are four corridors running all along the court. The corridors are 5’ 0” in width and doubly loaded except at on place
The two corridors running from south to north are bounded by various activates likes lectures, theatres, auditorium, stores etc.
The corridors are the main circulation arteries and induces interaction among the teachers and students.
In spite of the uninteresting nature of the studios one aspect which is quite remarkable is the varying nature of relationship generated by the location of faculty rooms.
At some places faculty rooms have been placed conveniently closed to the studios whereas at some places, they are at a distance.
This is bound to generate mixed sort of reactions of student towards faculty as it seems to be faculty member practically all over the building although the faculty member complain of physical conectictivity.
The building is quite un noticeable from the main approach road, seems to merge with ground.
It has a horizontal skyline with concrete jails dominating the front façade, an astatically sound composition is produced by the shadows on the precast grills.
A geodesic dome erected by the student in front of the college is the focal point from the approach road, but as one enters into the main gate, the bright and brilliantly painted, mural inscribed in the porch is the dominating and inviting entrance.
Rain water is drained out though projecting gargoyle a simple and clear play pf forms
The entrance lobby is quite intrusting with free standing brick piers having display of student’s works and a wall of glass panelled concrete grills. The concrete grills also cast interesting shadow patterns.
On the left side of the lobby is the reception and on the right side is the auditorium
Overlooking the lobby is the courtyard, which acts as a platform for interaction among the students.
The corridors are enclosed, doubly loaded, and are narrow in proportion to their volume.
Before the studios, the corridors open a bit wider to accommodate student.
The building sits on a angle of about 45 degree to the geometry of the site in order to take in ample amount of north light. The 8 13 acres piece of flat land is situated in campus of Punjab University. The plot is surrounded by road along the four sides.
Brick facades on the three sides surround the open space. The space plays suitable role in retaining students in their free hours. The cement platform of canteen raised earthen land and tree give variety of play to the landscape. Dotted with shading tree and student made sitting furniture add to the intimacy and utility of the space.
The space requirement as it stands at present seems more or less adequate but as future provision has been proposed the internal circulation may pose congestion problem also in certain areas like library etc. is bound to occur which may result in deteriorating the environment.
Architect’s philosophy has been very successfully transformed in to build form to create desire environment and the impulses. However at places philosophy has overruled functions like circulation through studios.
The low height volume with approx. 10’ roof houses some of spaces divided by non load bearing wall. The architectural system provides provision suitable scheme with above three components sop that the system is selves solves many problems i.e. lighting flexibility provision of future expansion and strong open spaces with its facades. The provision of natural lighting by the section of roofs minimizes the window areas on the facades.
The movement along the movement along the elongated vestibule not only provides an impressive entry but the perforations on the walls also render an active dialogue with outer and inner spaces. The numerous wall with in the vestibule support the slab; provide access to other corridor and place for notice boards.
The lecture halls have high degree of habitability. The functional aspects include right amount of ambience, stepped sitting, suitable built in furniture and minimum nominal disturbance. More over the half fit nicely in the given architectural system.
Lecture halls provide with steps render an easy and proper sitting position while taking lectures. Provision of one door and slit widows at the back accounts for a very disciplined and destruction free environment.
CCA has large and voluminous studio with pleasant amount of ambience. The studio is large enough to accommodate lecture chairs, drawing boards stands and individual lockers.
Relevance to topic The primer institute imparting education in the field of the art and architecture with the appropriate work atmosphere created through architectural spaces.
The school provides education in architecture
Location Ahmedabad Chandigarh
Site Planning Semi formal Planning Formal Planning Planning can be formal & semi formal.
Site Zoning Building evolved around a central open space with smaller courtyards
Parking Vehicular segregation at the main entrance in north and south pedestrian campus
Entrance Paved pathways shaded by trees with lawn on both side .No direct entry Secured entrance
Building evolved around a central open space
Vehicular parking inside outside campus is provided
No such pathways leading to main entrance
Open Spaces Planed formal courts Planned formal central courts with informal spaces for sitting ad gathering
Light & Ventilation North south orientation of building with large opening permitting ample of sunlight inside
North south orientation of building with large opening permitting ample of sunlight inside
Building evolved around a central open space with smaller courtyards
Vehicular parking can be either inside or outside of the campus premises.
Formal entrance with landscaping to merge with the surrounding .Secured entrance.
Open spaces could pleasure for gathering &studies in campus premises.
Bigger opening along the north south the north south axis are functional in allowing natural light in the interior spaces & for cross ventilation.
Building Services Located inadequate on the passage as leakage is taking place in the areas a below
Building services are maintained properly in all over the building blocks
Administrative Area Separate administrative block Office and administrative areas are connected with and within the academic blocks
Separate administrative block proves functional Lobby Lobby is interpreted in the form of double heighted amphitheatres or courtyards
Library Central library building with well integrated spaces.
Lobby interpret ate in the form of long passage
Library with ample natural light coming inside
Provision of lobby as a separate space is not necessary. It can be in the form of open courts.
Library to be designed efficiently to encourage self learning.
Classrooms Open classroom with visual contact between two classrooms
Classrooms don’t have visual contact and they are beside ach other
Classroom to be designed in accordance with the open spaces to allow visual as well as physical interaction
Staff Room Provided in the central administrative block
Staff rooms are provided in the academic quadrangle to easily reach to the classrooms
Staff rooms to be provided in the administrative building but near to classes.
Stair case & circulation core
Articulated cantilevered open staircase but inadequate sunlight
No staircase provided Staircase to be made interesting and well lit to make circulation lively in the building.
The site is in the North West part of Aurangabad city in Dr. Babasaheb Ambedkar University. The site is located from the city and is in area sound for educational purpose. The University surrounded with hills from West to North with slope towards South East direction
The proposed site is West side to the main building of BAMU, the total site area which is allotted by the Govt. of Maharashtra is 35.26 acres .The site is surrounded by one major at north and one minor road at west side of the plot. The South west edge of the site touches with sangita colony. The proposed site is polygonal in shape and have curvy edges at the north end of the site.
Bus Stand Dr .Babasaheb Ambedkar University is at the distance of 2.3 Km with travel distance of 10 mins from Central Bus Stand of Aurangabad.
Railway Station University is at 5.7 km with travel distance of 15 min from Aurangabad railway Station.
Airport University is at 12km with travel distance of 30 min from Aurangabad domestic Airport.
The site is located on the west side in university campus on footsteps of Gagobaba Tekdi.Other institutional building nearby is National Institute of Electronics on South side and on opposite side if site, while Department of management Science, Department of Physics on east side, Department of Chemical technology and workshop on the North side.
The site is located to two major Historical monuments that are Bibi ka Maqbara and Soneri Mahal which follow Architectural feature of Mughal Architecture. A large open space is surrounding Bibi ka Maqbara and the University is separated with this historical site with belt of residential area from North to South site.
Also, there are other vacant land reserved for other colleges as the BAMU is spread in area of 750 acres.
The granite rocks have given rise to red as well as black cotton soils. Major part of the city has deep black soil derived from the trap rock. A mixture laterite and black soil is encountered in the eastern parts together with sandy soil along river banks. Most of the hill tops are bare or covered with coarse gravel while low lying area accumulates clay and loam. The massive basalt is a dark to black rock having very small to medium grained texture. The sculpture has very carefully avoided the massive trap flows while carrying the caves at Aurangabad. Minerals of economic importance are not reported in the city.
Compact coarse sand to 10’ 12” and rocky land below coarse sand is the middle of the site and compact coarse sand to 3’ 4” rocky land below coarse sand is in east side of the site and at the border of North west side.
Fig Figure showing various patches of soil
Fig Pin drop showing site laying in type of soil
Most of the region is covered with deep black cotton soil derived from the Deccan trap volcanic rock. However, the soils vary greatly in texture and depth. The deep black soils are found along the river banks of Godavari, Manjara, Purna, Dudhana and Penganga and their tributaries and the soil is capable of retaining moisture. The soils are, however, course, shallows and relatively poor, along the hill slopes and at the foots of the hills. The major portion of the region is covered by medium black soil. The medium and deep soil in the region is rich in plant nutrients
The district comprises of varied topographic features and landscapes consisting of high hills and plains and low lying hills. Most of the hill ranges are located in the northern part of the district. The hills near Verul in Khuldabad taluka are part of these ranges which extend to Chawaka ranges and Aurangabad hills. The Satmala range encompasses several hills overlooking the Tapi valley. From west to east they are Antur (826 m amsl), Satonda (552 m amsl), Abasgand (671 m amsl) and Ajantha (578 m amsl). The Satmala hill (493 m amsl) from which name of the range is derived, is situated north to Kannad town. The district is a part of the Deccan Plateau. In general, the slopes in the district are towards south and southeast. The average elevation of the district is in the order of 500 m amsl. Within it there are flat topped hill ranges extending over wide area and also hills separated by broad valleys. Major part of the district falls in Godavari basin with a small area in north eastern parts falling Tapi Basin. The major river in the district is the Godavari with its tributaries namely; Purna, Dudhna and Shivna rivers. The other important tributaries are Sukna, Khelna, Kham, Gulathi, Shivbhadra and Girija rivers. Depending on the drainage and geomorphology, the district has been divided into 52 watersheds.
The proposed site has a topography with maximum elevation of 579 metres and lowest of 567 metres. The site has a hill in north direction. And the site plays in the valley region with sloppy ground running towards the south west direction of the site.
The longitudinal and the latitudinal sectional profiles show that the site has a slope topography in the direction of North East with a maximum slope of 4.5% to 2.3% and 8.1% to 1.9% of average slope.
Fig Showing the drainage pattern of city
Fig Showing the drainage direction of site
The nearest water treatment plant is the Kham river point where the sewage of BAMU campus and nearby residential area flows through is drained out. The proposed site has a slope of 1.5% to 1.2% in the South West direction which can be used for all drainage purpose related to the project.
The proposed site of Aurangabad which comes under the seismic zone 2 is under minimum intensity seismic risk with zone factor of 0.10, maximum horizontal acceleration experienced by structure in this zone is 10% of gravitational acceleration.
Fig Showing the seismic zones of India
The major part (95%) of the district constitutes a sequence of basaltic lava flows (Deccan Trap) while alluvium occupies a small portion. There are two distinct hydrogeological units in the district i.e. fissured formations (different units of basaltic lava flows) and porous formations (isolated patches of alluvial deposits). The occurrence and movement of ground water is controlled by variation in water bearing properties of these formations
The proposed site has seasonal water tribunal resource on the site, it is situated on the Satmala range near the Kham River but the river is only seasonal most of the period of the year it’s in dried up situation. The major requirement of the water is fulfilled by the government dug well.
Fig Various surface water sources in city
Fig Seasonal river map of BAMU campus.
The Depth to water level recorded Khuldabad taluka OF Aurangabad District pre monsoon ranges from 2 m to 5 m metres below ground level (mbgl) , and in post mansoon rainfall it is 5 m to 10 m. During premonsoon period, rise in water levels has been recorded was in ranges between 0.08 and 0.79 m/year. Fall in water levels has been observed was ranges between 0.03 and 2.48 m/year.
Fig- Pre monsoon depth of water
Fig Post monsoon depth of water
The concentrations of all the parameters except nitrate in most of the samples are the within maximum permissible limit of the BIS standards Overall, it can be concluded that the ground water quality in the wells monitored in the district is affected because of high NO3 concentrations.
The existing condition of the site is shown in the figure, the site has a dense vegetation on the northern side of the site and barren land on the south eastern side of the site, vegetation of bushes (Aerva javanica) at North West side of the site, and heavy vegetation of trees of neem at the northern side of the site.
Ramling Wildlife Sanctuary and the adjoining region comprises hills and hillocks which support rich tropical dry deciduous and scrub vegetation. During our floristic explorations, thirteen taxa of flowering plants were recorded which are new to the Marathwada region.
Annual mean temperature in Aurangabad range from 17 degrees C to 33 degrees C with the most comfortable time to visit in the winter October to February. The highest maximum ever was recorded was 46 degree C and the climate is Hot and Dry with Semi arid climate.
The maximum temperature of Aurangabad ranges from 32* C to 41* c with peak temperature of 41* C, while the minimum temperature ranges 18* C to 29* C with peak temperature 29* C. The average temperature ranges from 28* C to 36* C with peak temperature 28* C.
The precipitation is observed month of June, July, August, September and October with maximum precipitation of 31cms in month of September.
The humidity is maximum 79 % in month of September and maximum cloud cover is 65% in month of July.
The maximum wind speed is measured in months of May, June and July with speed 15.9 mph, 16.3mph and 16.6 mph respectively and ranges between 7.4 mph and 16.6 mph. While the average wind speed is at its maxima in month of June and July with speed of 12.8 mph and ranges between 5.1 mph and 12.8 mph.
In the year 2006, the agriculture area is 24.449 Sq.Km, simultaneously there is barren Land 21.74 Sq.Km The barren Land has increased due to various reasons, one of them is, increase in industrialization after 1982 as Aurangabad council converted into Aurangabad Municipal Corporation, consequently settlement area also increased.
The proposed site at the junction of road going towards SAI sports authority and pedagogy department, which is less traffic zone The site is situated inside the BAMU University campus and have less affection due to outside traffic.
Aurangabad is one of district of Maharashtra in India. There are 9 Talukas, 1,356 villages and 16 towns in Aurangabad district.
As per the Census India 2011, Aurangabad district has 7, 51,915 households, population of 37, 01,282 of which 19, 24,469 are males and 17, 76,813 are females. The population of children between age 0 6 is 5, 32,659 which is 14.39% of total population.
The sex ratio of Aurangabad district is around 923 compared to 929 which is average of Maharashtra state. The literacy rate of Aurangabad district is 67.65% out of which 74.35% males are literate and 60.38% females are literate. The total area of Aurangabad is 9,821.54 sq.km with population density of 212 per sq.km.
Out of total population, 56.23% of population lives in urban area and 43.77% lives in rural area. There are 14.57% Scheduled Caste (SC) and 3.87% Scheduled Tribe (ST) of total population in Aurangabad district.
The study of occupational structure of town the current study shows, the workers are engaged in cultivation, agricultural labour, households, industry and other works. Total population of Aurangabad city is 2,98,937. Out of this, 79,917 people recognized as working force. That means, work participation rate of Aurangabad city is 26.73 percent. Out of total workers, about 1285 workers were identified as cultivators, 1762 as agricultural labours. Most of the workers were found in other workers category. Marginal workers were 2701 having the share of 0.90% to total population of the city. Non workers population was found 219020 which shares 73.27% to total population. It clearly shows that, non working population in the Aurangabad city is very large. Because, people from all over the Marathwada region migrating to Aurangabad especially for educational and residential purpose. This leads to increase the non working population in the city.
Aurangabad city is rich in historical monuments as it has very vast historical background it has heritage sites of Ellora and Ajanta caves, Mughal buildings like Bibi ka Maqbara, Tomb of Aurangzeb at Khultabad, Fortification wall and gates, Deogiri fort at Daulatabad, etc. Aurangabad city is the large tourism hub in Maharashtra state. This gives Aurangabad city a distinct Architectural feature.
Located on the North West side of Aurangabad near Khultabad at 39 km from Aurangabad, it is a World Heritage site by UNESCO featuring Buddhist, Hindu and Jain monuments from 600 1000 CE period. The main attraction here is the Kailash temple carved out from a single mountain.
Located in the North of Aurangabad district in Sillod district at 99km from Aurangabad, this is also a World Heritage Site by UNESCO have 29 rock cut Buddhist cave monument date from 2nd Century to about 480 or 650 CE. The paintings of Ajanta is world famous
This fort is also known as Devagiri and was constructed in 14th Century and is about 16 km of North West of Aurangabad City, this historical fort was built by first Yadava king Bhillama V, in 1327 famously remained the capital under Tughlaq dynasty and was constantly known to shift the capital from Delhi to Daulatabad and Daulatabad to Delhi, this is one of the unconquered fort in India and is famous for its unbreakable security and maze to distract enemies to enter the fort
It is in Aurangabad in North West side. It is commissioned by Aurangzeb sixth Mughal emperor in the memory of his first wife Dilras Banu Begum, it is similar to that of Taj Mahal in Agra the mausoleum of Aurangzeb’s Mother Mumtaz Mahal. it is also name as Dakkhani Taj.
One of the things that made Aurangabad stand out from several other medieval cities in India was its 52 “Gates”, each of which had a local history or had individual linked with it, due to which Aurangabad is known as “City of Gates” Out of these 52 gates only four and nine gates have survived .The name of these gates is Badkal Gate, Delhi Gate, Paithan Gate, Mecca or Makai Gate, Khas or Jalna Gate, Kaala Darwaza, Roshan Gate.
The recommended safe soil bearing capacity is 500 kN/m2. (Refer Geotechnical Report). The footings for columns and shear walls will be sized based on this soil bearing capacity. The type of foundation shall be open (isolated or combined) footings. The depth of foundation shall be up to hard strata or 1.5m from natural ground level, whichever is more. All footings shall be located below the grade slab at the lower ground level. For adjacent footings at different levels, clear horizontal distance between the footings shall be at least twice the difference between the bottoms of footings. If required, plumb concrete shall be used to raise the level of lower footing. The location of the tie beams between the footings and the lower basement slab shall be determined as per the following: Tie beam shall be provided if the distance between top of footing and bottom of raft (unsupported length of column) is more than 5.0m. The soil type proposed to be used in analysis as per Table 1 of IS 1893 (Part 1): 2002 is Type II Medium Soils.
84Column detail
Aurangabad region come under a Hot and Dry region and temprature fall is less in seson of winter as the lowest temprature is 17 degree.Their is requirment of less contact to direct sun in the region as the region experience a extreme summer and is affected by seviour drought situation.The sun path follow the rout from west to east via south.The wind direction of the prevaling wind in region for the maximum time remains towards South west.
The design considration of the building requires then orientation of the building in irection of North west as it will obstruct the direct sun exposer in afternoon time,and use of lovers will help to cath the prevaling wind on the site.
of site
The basic reson for providing access from the discripitive position of the site is to facilitate the orientation of the building which is the basic design consideration.
The plus point for the access from the point as the point have less prone to vehicular traffic and benificial for movment of the traffic.
The service entry point road is having least amount of traffic movment and will allow segregation of circulation within the premises.
To design a certain building we need to follow the minimum standards. Mentioned below are some standards required for architecture are lecture theatre, studios and class room.
The institute consists of basic spaces like administration, gathering spaces like plaza, garden, working spaces in form of studios, workshops, classrooms, research labs, construction yards, etc. and residential areas like hostel and dining hall, with recreational areas like sport’s complex and auditorium and refreshment area like canteen and student area.
area must have common facilities which is shared by all office staff and principal and non teaching staff. It should be accessible to all the workers of administration area and visitors can access the reception area directly. All data of institution should be available here and it will be enclosed to administration head office.
space and locker should be isolated and not accessible to all accept the office worker.
type of studios for different departments.
studio must have enough working space, storage area, display area and area for interaction.
studio must have intake of fresh air and north light.
size may vary according to number of user and department.
area which is permanently lit with the daylight.
area should be accessible to librarian and under his/her supervision students and faculty should refer the data.
room should be outside the library.
and Achieves shall be accessible to librarian only and for student and faculty in special case.
information area should be provided separately.
library should be placed separately.
students can access the lab at a time.
lab should be air conditioned as the server room needs to be cool all the time.
hardware storage should be accessible to lab in charge and it should be places near his/her cabin.
should be two type of exhibition one permanent and temporary exhibition.
exhibition should display the work of previous academic year.
might be a room or a large space.
area should be easily accessible to the visitors.
exhibition area should be place near workshop and studio
common jury area should be provided near to studios so that during jury it will be easily accessible to all.
space shall be placed near the studios.
of space may change according to nature of workshop.
space should be more.
1000 seat capacity.
will have all required space in auditorium criteria.
shall be semi covered space with appropriate volume so when they gather, the space does not seem congested.
of indoor games and gymnasium.
span structure to accommodate more courts of sports.
shall be common gathering space.
shall be a common gathering space.
shall have open and semi open space.
shall also be connected with sport
Institution play an important role in providing platform for education. The environment within the institution is the prime generator for quality in education. Architectural education in some ways is vastly different from other kind of education. It lays more stress on learning by doing and discussing rather than studying by books. “As well said architecture should make us feel different otherwise engineering would be enough” Libeskind , Denial 07/04/2014,interview at The Talks http://the talks.com/interview/daniel libeskind/. The knowledge held inside cluster of spaces with easy reach to all facilities can be achieved inside a circle of surrounding various formal and informal spaces.
“Cluster in a modern version of cloistered university town with all facilities within easy reach”
The circle formation of the overall master plan is a clear and strong image signifying knowledge held in the greater circle of life.
A crescent moon kite form of the ‘wau’ sites balance in the circle resulting in a harmonious whole.
The circle is a universal form, transcending all knowledge and unifying them to a whole.
Positioning the three faculties and the great hall and library complex around a central radial core reinforces the concept while creating a strong beginning to develop a ‘sense of place’ that will be important in guiding the architectural development of the university.
The basic form development of the site was done to give emphasis on knowledge held inside the circle.
As an architecture college the basic development of blocks where done using basic architectural elements like ‘symmetry, datum and rhythm’. The use of ‘mass and void’ and ‘water bodies’ is done to influence the micro climate.
The functions are placed to have separate vehicular entries from these the pedestrian pathway are placed to achieve a pedestrian free movement within the site.
The common facilities are placed between the hostel and the institution so that it becomes elements to bind the two function and to achieve gradual transition from one space to the other.
The plan was laid out in the form of a traditional chakra, or wheel of knowledge, and additional faculties still to come will help complete this circle.
The campus is laid out in concentric circles, the central library, resource and multimedia centre situated on the innermost ring, flanked by the medical faculty and the science and information technology faculties on either side. On the opposite side of the radial plan lies the administration complex and great hall, connected by an imposing, glazed cylinder that rises through the roof like a deafening crescendo.
A circular network of roads connects the faculties, library complex and administration building around a central plaza comprising green fields and a reflective pond.
The basic nature of the university campus to achieve most of interactive spaces or informal and formal gathering spaces, as architecture education is all about exchanging of ideas and preserving from surrounding areas. A series of informal spaces are designing as along the central library, along the water body, chabutra, contours. All the interactive spaces are covered with trees to provide a natural shading from sunlight.
One of the first things to be seen when entering the campus, this grand space, articulated through the roof. This emphasis on social interaction is highlighted by, yet not confined to, the design of the library, resource and multi media centre. Separate floors are all fed by the central core, which is flooded with natural light from an extensive skylight overhead. The library’s broad, sweeping staircases at the heart of this are shared by all students in the complex, before they branch off to reach individual reference areas.
The orientation of both the blocks have been done towards north so as to gain maximum amount of natural lighting through the building, the façade of building have been made through Glass fibre reinforced concrete jali to get a natural insulation from the extreme sunlight of summer of Aurangabad. A sloped roof with void in between is also provided to resistance to heat insulate through roof.
The open nature of the library complex and administration building’s core areas ensures that this sense of light and space is emphasised inside as well as out. However given the local tropical climate, the conundrum of how to maximise the natural light without attracting excessive solar gain.
“While the campus buildings do have some traditional climate driven architectural elements, such as overhung roofs, other approaches used to combat temperature extremes are more contemporary,”
“Here an even temperature is achieved partly through the reflective nature of the skylight, partly through strategically set louvers near the skylight that allow rising hot air to escape, and lastly through the open, walk through nature of the base of the building that admits fresh air up into the interior,”
“Similar principles were also used on the central structure in the administration building, although most enclosed areas of the campus are fully air conditioned.”
Grc jali of high strength, alkali
as well as provide adequate
Times of india Website. Retrieved from www. timesofindia.indiatimes.com https://timesofindia.indiatimes.com/city/aurangabad/City to host premier architecture institute/articleshow/46616148.cms
Architecturelive Website. Retrieved from www.posts.architecturelive.in http://www.posts.architecturelive.in/b-arch-thesis-centre-artarchitecture mohammad suhail/
Architecturebrio Website. Retrieved from www.posts.architecturebrio.in http://architecturebrio.com/projects/school of planning architecture 25#sthash.8A1Dt6Kg.Lg0Ys7cs.dpbs
Scribd Website. Retrieved from www.scribd.com https://www.scribd.com/
Issuu Web Site. Retrived from www.issuu.org https://issuu.com/
Wikipedia Web Site. Retrieved from www.wikipedia.gov https://en.wikipedia.org/wiki/Aurangabad,_Maharashtra.
