7 VIEWS

LIST OF FIGURES

Figure 1Map of Maharashtra Figure 2Praposed site Figure 3Map of Aurangabad Figure 4Dimension of site Figure 5Angular dimension of site Figure 6Temprature of Aurangabad Figure 7Wind direction of Aurangabad Figure 8Basic organisation of building Figure 9Order of movement Figure 10Louis I khan Plaza Figure 11IIM A on map of India Figure 12IIM A on map of ahmedabad Figure 13Wind direction Figure 14Presipitation in Ahmedabad Figure 15Organisation of building along courtyard to catch wind Figure 16Student Movement inside campus Figure 17Site plan of iim Ahemedabad Figure 18Placemet of hostels and classroom and admin Figure 19Location of servant area Figure 20Built and open area Figure 21Arches with exposed brick Figure 22arches Figure 23Buttreses Figure 24arches and circular opening Figure 25Arches Figure 26Arrangement of classroom Figure 27Inside view of classroom Figure 28Arrangement of classroom Figure 29Exterior view of vikrambhai library Figure 30plan of vikrambhai library Figure 31Plan of dome try Figure 32Figure showing orientation of building Figure 33Inside view of hostel Figure 34courtyard between hostel Figure 35digonal arrangment of hostel Figure 36Transion space between hostel and admin Figure 37lobby area joining classroom Figure 38Landscape in-between classroom Figure 39Conceptual sketch by bv doshi Figure 40showing cept at Ahmedabad map Figure 41map showing cept Figure 42Wind direction of Ahmedabad Figure 43Precipitation in Ahmedabad Figure 44Difference in north and south light Figure 45Interrelationship diagram Figure 46Plan showing accessibility in campus Figure 47Plan showing various zones of cept campus Figure 48Sketch showing sketch of studio Figure 49North lighting in studio Figure 50Sitting arrangement inside studio

Figure 51Section of Design studio Figure 52Balcony of studio Figure 53Scale marked on wall of cept Figure 54Provision of north light Figure 55Section of master's studio Figure 56Section of library Figure 57Existance of new library building Figure 58Dramatic effect of light inside library through louvers Figure 59soace between skin and core of building Figure 60View of carols in library Figure 61Exterior view of library Figure 62Entrance of campus Figure 63Basement used as jury area Figure 64Central courtyard of cept campus Figure 65Faculty of design plaza Figure 66View of gufa Figure 67Plan of doshi gufa Figure 68Inside view of doshi gufa Figure 69CCa on map of Chandigadh Figure 70Chandigadh on map of India Figure 71Wind direction of chandigadh Figure 72Precipitation and tempraure Figure 73Plan of cca Figure 74View of studio Figure 75View of classroom Figure 76View of corridor Figure 77Section of campus Figure 78Dimension of site Figure 79Angular direction of site Figure 80Praposed site of spa Aurangabad Figure 81Contour and slope on site Figure 82Vegetation map Figure 83Special feature site Figure 84Column detail Figure 85Orientation of site Figure 86Accecibility on site Figure 87Standard for lecture threaten Figure 88Standards for classroom Figure 89Standards for design studio Figure 90Various activity held inside the campus Figure 91View of master plan of campus Figure 92View showing various interaction spaces Figure 93View shoeing entrance to libarary Figure 94Front view of architecture block Figure 95View showing orientation of site Figure 96detail of column detail Figure 97View of steel bracing Figure 98View of jali Figure 99Joinery detail of wooden bracing on wall Figure 100View of wooden bracing Figure 101Front facade detail

45 45 45 45 46 47 47 48 48 48 48 48 49 49 50 50 50 50 53 53 54 54 56 57 57 59 60 65 65 66 68 72 82 83 83 84 86 87 88 95 96 97 98 98 99 100 100 100 101 101 101

CHAPTER – 1 INTRODUCTION

SCHOOL OF PLANNING & ARCHITECTURE, AURANGABAD

1. INTRODUCTION

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.

1.1 BACKGROUND

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:

 Creative thoughts  Clear thinking  Natural ability and learned skills  The issues before society  Data Collection  The careful establishment

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.

MATERIALS SITE PLANNING

CONSTRUCTION MATERIAL DESIGN PROJECT

DESIGN THEORY SUSTANABILITY

BUILDING TECHNOLOGY

CLIENT NEED

STRUCTURE

1.2 NEED

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.

1.3 PROJECT DESCRIPTION

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. SITE DESCRIPTION

2.1 LOCATION - BAMU University Campus, Aurangabad, Maharashtra.

Figure 1Map of Maharashtra Figure 3Map of Aurangabad

Figure 2Praposed site

2.2 ACCESSIBILITY –

 Through Bus Terminal of Aurangabad its 5.5 km.  Through Railway Station of Aurangabad its 8 km.  Through Airport of Aurangabad its 10 km.

2.2.1 ACCESS ROADS – Two roads one major and one minor connecting, with width of major road- 13mts & minor road – 6mts.

2.3 DIMENSION-

Figure 5Angular dimension of site Figure 4Dimension of site

The total plot area is 51 acres.

Figure 6Temprature of Aurangabad Figure 7Wind direction of Aurangabad

Annual mean temperatures in Aurangabad range from 17 to 33 °C, with the most comfortable time to visit in the winter –October to February.

-Most of the rainfall occurs in the monsoon season from June to September. Average annual rainfall is 710 mm.

2.5 Site Context –

The 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.

2.6 Pros of the site-

 Located in the institutional area, giving a calm and silent environment to study.  The area is quite green, environment friendly and less polluted.  The site has a nearby water body.

3. HYPOTHESIS OF THE PROJECT

My hypothesis roam around the making architecture for architect and learning out of the class. How can a physical attribute contribute to creation of environment of learning, Development of typology.

To analyse and understand the essential architectural design qualities of spaces in a college of architecture and to design college of architecture.

5. SCOPE OF THE PROJECT

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.

6. OBJECTIVES

 Creation of an inspiring environment conducive to architecture.  The need for synthesizing knowledge and technology dealing with built environment.  To understand spaces through case studies and data analysis.  Responsiveness to environment and local climate.  Effective 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.

7. LIMITATIONS

 Design will be done according to the site, requirement and functions.  Carefully incorporating the climatic considerations as area is prone to drought.  The institute should be so as like reflecting the culture of the architecture.  The design should be a careful fusion with the surrounding university campus.

OBJECTIVE HOW TO ACHIEVE IT TOOLS

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. Literature study requirements in college with architectural needs. Case study and Literature study of architectural college and studios.

To study the techniques and impacts of spaces in college. Analysis of different techniques and their impact of open and enclosed spaces. Case study of open and closed spaces in college campus.

CHAPTER-2 CASE STUDY

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.

SELECTION CRITERIA

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.