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Exploring the unknown

Vineeth’s teaching philosophy is deeply rooted in the belief that architecture is not just a profession, but a critical field that plays a pivotal role in shaping society. He is passionate about instilling this same sense of responsibility in his students, encouraging them to delve deep into the various facets of architecture and uncover its many implications for society.

As a teacher, Vineeth is committed to fostering his students’ curiosity and creativity, empowering them to explore and experiment with new ideas and approaches. He recognizes that his students are young adults with volatile natures, and believes that discipline and leadership skills are essential to help them achieve their full potential.

Rather than imposing rigid learning goals or strict timelines, Vineeth believes in creating an environment that promotes self-directed learning and personal growth. He designs his subjects as a framework of thought-provoking questions, challenging his students to think critically and engage in deep reflection. Vineeth understands that each student’s learning journey is unique, and he tailors his approach accordingly to help them achieve their goals in their own time.

Drawing on his extensive professional experience, Vineeth emphasizes the importance of design and skill-building in the curriculum. He believes that these subjects are essential for helping students identify their own unique styles and positions, and for keeping up with the latest technological advancements that are transforming the field of architecture. Overall, Vineeth’s teaching philosophy is one of passion, creativity, and deep respect for the critical role that architecture plays in shaping our world.

Master’s thesis

aa school of architecture, London

The thesis rethinks high-density urban housing typologies through the removal of lifts. cores and corridor circulation with the employment of an exterior decentralised sys-tem. This results in a topologically complex, mixed use building typology where circulation allows for a three dimensional networked architecture. By implementing the technology of wireless energy transmission and wireless communication. Lift is capable of allowing spontaneous communication between users of the system. The lift system allows for creating spaces on demand and a distributed energy system, while also collecting solar energy and transferring it wirelessy. Additionally, variation in facade transparency as we well as the distribution and movement of the lifts produces qualitative design effects that are intrinsic to the lifecycle of the building.

Game and architecture

Participatory Design Approach in Architecture

Kutumbakam 2.0 & 3.0 (Semester 7 Studio)

The pandemic in 2020 disrupted the traditional way of teaching and learning architecture worldwide. Students and teachers alike struggled with online communication and limited access to physical spaces. However, a group of students at Avani created a virtual Counter Strike gaming environment that inspired the Game and Architecture studio “Kutumbakam”. This studio explored the potential of meta-world architecture and game strategies to create productive speculative futures for habitation in the virtual world. Students engaged in creative thinking and participatory design processes to develop solutions for social, economic, political, and environmental problems. The studio proved to be a success, with students finding solace in collaborative working during the pandemic. The faculty creatively crafted the design studio as a game with progressive assessments, mimicking game points. The Game and Architecture studio is seen as a paradigm shift in architectural studio pedagogies and is expected to become a strong domain in Metaverse Design at Avani in the future.

Design Studio Faculty :

Ar. Athira B, Dr. Soumini Raja, Ar. Vineeth

Participatory Design : Gaming in Architecture

Communes break down their proposed community structure into kits of parts which then provides a choice of aggregators to build an interface for participants to collaborate and build the community. The objective of this stage is to identify key characteristics of their community and develop modules with built and unbuilt elements that can co-exist. The stage encourages communes to establish relationship between the built modules and community rules in order to determine the assembling strategy.

Spatial Order: Movement Enabled Interaction

Building Spaces for collective living

Design Resource Centre, (Semester 4 Studio)

The relationships between spaces are crucial to the development of social networks. The spatial arrangement influences the informal communication networks that are essential for creativity within organizations. Allen (2000, p. 153) discovered that this type of communication is the most challenging to manage and predict, and it is the most affected by architectural design. Architecture can significantly promote or hinder chance encounters, which are the primary means of communication in a built environment. Social interactions within a designed built environment occur through the successful orientation and navigation of users through spaces. Circulation and spatial organization are critical elements that help in constructing the communicative framework within a designed environment. As a result, the Semester 4 studio is envisioned as a platform to explore and experience how a designed built environment can become an interface for effective communication by designing a space for collective living, setting the premise for social interaction, and exploring the interactions between multiple user group

Design Studio Faculty :