Thesis Book 1604AA061-SRINATH

DESIGN THESIS
on
SCHOOL OF PLANNING AND ARCHITECTURE

prepared by
FORMAL
PHOTO OF
THE STUDENT
KOMAKULA SRINATH
16041AA061
under the guidance of
PROF. HARINI
is submitted for the award of the degree of
BACHELOR OF ARCHITECTURE
by
Jawaharlal Nehru Architecture and Fine Arts University

for the year 2019-2020
SRI VENKATESHWARA COLLEGE OF ARCHITECTURE

86, Madhapur, Hi-Tech City Road, Hyderabad 500 081
JAWAHARLAL NEHRU ARCHITECTURE
AND FINE ARTS UNIVERSITY
SRI VENKATESHWARA COLLEGE OF ARCHITECTURE

86, Madhapur, Hi-Tech City Road, Hyderabad 500 081
CERTIFICATE
This is to certify that this Design thesis, school of Planning and

Architecture carried out by Mr. Komakula Srinath, Roll No
16041AA061,currently in Ffourth Year B.Arch.., in the academic year
2019-2020, in partial fulfillment for the award of the Bachelor’s Degree in
Architecture from Jawaharlal Nehru Architecture and Fine Arts University,
is his/ Bonafide work to the best of our knowledge, and may be placed
before the Eexamination board for its consideration.
THESIS GUIDE THESIS CO-ORDINATOR
Prof. Harini Prof. Chandana
EXTERNAL EXAMINER PRINCIPAL
Prof. Kamini Singh

ACKNOWLEDGEMENT
I would like to sincerely thank my thesis guide Prof. Harini for the immeasurable
guidance and support he has rendered upon me throughout the thesis program. I am
very grateful to him for having confidence in my vision and constantly pushing me
towards it.
I would also like to express my gratitude to our thesis co-ordinator, Prof. Chandana
for organizing the entire thesis program. I would also like to thank Ar. Samar
Ramachandra for having helped me navigate through my thesis. I would also like to
express great appreciation to the faculty at Sri Venkateshwara College of
Architecture for guiding me through the last four years, allowing me to present a
work such as this. I cannot begin to express my gratitude and appreciation for my
friends for the criticism and support they have shown for my work. Last but not the
least, I would like to thank my family, my parents for supporting me throughout the
project.
TABLE OF CONTENTS
Part I : Exploring the Topic

Synopsis ……………………………………………………......1
Part II : Design Investigation

CHAPTER 1
Background study…………………………………… 03
Outcomes…………………... … … … … … … ……04
Conclusion …………………………………………... 08
Data collection … … .. … … … … … … … … ……10
CHAPTER 2
Literature study ………………………………………22
Desktop Study 1 ……………………………………...26
Case study 1 ……………………………………….…31
Case study 2 ……………………………………….…42
CHAPTER 3
Comparative Analysis ………………………………..58
Guidelines and Area Statements …………………...61
CHAPTER 4
Site study ……………………………………………...64
Site surroundings …………………………………….69
Climatological studies ……………………………......70
Part III : Design Translation

SYNOPSIS
1. SYNOPSIS
1.1 Need for study: -
• There is a need of architecture which not only provides education but also to explore
construction techniques and
design methods.
• Coming to schools the campus should be in way, students would like to stay in campus.
• The interaction between students plays a key role in making them to stay in campus
• Interaction between students can be attained can be attained by connecting spaces, as it’s in
our hand to design a campus much likely for students.
1.2 Background study: -
• There are only three SPAs, amongst them SPA was the first one to be established in the year
1941, followed by SPA Vijayawada and SPA Bhopal in the year 2008.
• In 2015, the government proposed to set up fourth SPA in Aurangabad with a budget of Rs 10
crore. This step taken by the government was lauded by the architecture community.
• This proposal will not only change the face of the city but also benefits the students passing
education in architecture field.
1.3 Aim: -
• The aim of this design is to make the campus environment more interactive by linking those
spaces which are divided by walls.
1.4 Objectives : -
1.4.1 Study objectives: -

To design lively spaces to bring interaction among the students and teachers to make the
building an ideal place for education.
1.4.2 Design objectives: -

Rooms can be aligned in way; their walls will not be a total obstruction between them and stop
interaction between those spaces.
•By designing classrooms, in which students doesn’t feel they are not bounded by walls likely to
stay connected to environment, feels much more comfort to them and feel fresh to design.
•To study architectural characteristics and requirements of modern architecture of the city, to
enhance and addition of the new imageability of the city.
1.5 Scope :
•-This study mainly focuses on creating spaces which makes campus much more interesting for
students would like to stay in.
•-This study also deals with reflections of environment with campus.
Topic name : School of Planning and architecture Page no: 01 16041AA061

1.6 METHODODLOGY
Topic selection Synopsis
Literature study Desktop studies
Case studies Comparative analysis
Evolution of
Area statements
requirements
Site documentation &

Selection of site
analysis
Building concept &

Final proposed design
design
Topic name : School of Planning and architecture Page no:02 16041AA061

BACKGROUND
STUDY
2.BACKGROUND STUDY
2.1 Formal learning space:
2.1.1 Introduction:
MIT researchers who assessed their Technology Enabled Active Learning (TEAL) project
found that the deployment of an active learning curriculum in redesigned spaces performed
better than lecturing techniques in a traditional classroom in terms of reducing failure rates and
increasing conceptual understanding (Dori et al, 2003). that the classrooms and curriculum
associated with their Student-Cantered Activities for Large Enrolment Undergraduate Programs
(SCALE-UP) reduced failure rates and contributed to conceptual understanding while improving
class attendance, student attitudes, and problem-solving skills (Buechner et al., 2007; Gaffney
et al., 2009).
2.1.2 How formal and informal learning spaces affect student

consequences:
This report describes a study of the impact of learning space design on student and instructor
behaviour. We investigated learning space features that enable guided inquiry instruction in two
different classrooms, a typical node classroom, and a spoke classroom, the Steelcase Learn
Lab. Students report that group cohesiveness, engagement, task orientation, and cooperation
are encouraged in both classrooms. Both classrooms are not equally satisfactory for the same
types of activity, however. The Spoke classroom best supports and is preferred for group
activities such as case studies, discussions, and debates. The seating offers excellent
sightlines, enabling everyone in the room to easily interact with everyone else as well as see
visual presentations. The seating arrangement in the Node classroom fragments the class into
small study/research groups, making it an ideal environment to apply various well-known small-
group active learning methods such as "Physics by Inquiry" and "Process-Oriented Guided-
Inquiry Learning".
2.1.3 isolated classrooms:

Classrooms being Isolated affects the student’s mental health.
2.1.4 lack of spaces in campus:
Lack of different types of learning spaces.
2.1.5 isolated by boundaries in campus:
A completely solid and closed boundary isolate the inhabitants from their surroundings.
Creating openings in the boundary is a different statement.

3.OUTCOMES
3.1 CONCLUSION FOR FORMAL LEARNING SPACES/INFORMAL LEARNING

SPACE:
The preceding observational analysis has contributed a significantly improved understanding
of how formal classroom space shapes the behaviour of instructors and students who work
within them.
In general terms, we have provided empirical evidence of a causal relationship that can be
stated best in syllogistic terms:
space shapes instructor behaviour and classroom activities.
Instructor behaviour and classroom activities shape on-task student behaviour; therefore.
space shapes on-task student behaviour. Specifically, different classroom types are conducive
to different outcomes: traditional classrooms encourage lectures at the expense of active
learning techniques while ALCs marginalize the effectiveness of lectures while punctuating the
importance of active learning approaches to instruction, but both are effective at producing high
levels of on-task student behaviour.
3.2 EFFECT AFTER REDESIGNING FORMAL TO INFORMAL SPACE:
The redesigned classroom has affected student learning behaviour in terms of the learner
cantered environment, self-directed and independent learning, improved 21st-century skills, and
better peer interaction. Data were collected through questionnaires, observations and focus
group discussions from four secondary schools in Selangor, Malaysia which had redesigned
classrooms. The findings show that the classrooms allow students to enjoy more learner
cantered activities with easy access to technology and learning is more individualized. Having
access to materials online allowed students to view them as many times as they wanted to help
internalize their understanding. Students are also encouraged to be self-directed and practice
self-learning by discussing and

sharing ideas which helped build their confidence. Students reported developing better
information skills, communication skills, negotiation skills, and other 21st century skills. The
redesigned classrooms provide a safe environment for better peer interaction and participation
in learning among students. Students are comfortable to engage in better learning and
understanding in the redesigned classroom with improved levels of motivation and interest.
3.3 OUTCOMES FOR ISOLATION FOR CLASSROOMS:
3.3.1The flexibility of physical arrangement :

The arrangement of a smart classroom and its elements should be such that it allows agile
and easy variations in activities, that is, make it possible to change student grouping, the type of
resources being used, use of various types of resources at the same time, ICT and non-ICT, for
different students to carry out different tasks, e.g. searching information, discussing, watching a
video, etc. Therefore, classrooms will be supplied with varied furniture elements to achieve the
flexibility of space arrangement, for instance using movable, rolling desks and chairs, or
stackable, folding chairs, ergonomically spaces, areas for different uses, etc.
3.3.2 Adaptability :
From the idea that every teacher and every class is different, and that space can be adapted
to their needs, the concept of smart classrooms includes the principle of adaptability to the type
and needs of the teacher and of each student. Adaptability must do also with space which
enables the inclusion of students and teachers with special education needs. Therefore,
classrooms will have furniture and objects that help in catering for learning difficulties, such as
the ones impaired students have.
3.3.3 Comfort :
A smart classroom should be a place arranged to comfortably do various activities –reading,
watching videos, playing, listening to music and audios, writing, talking, debating,
experimentation, and so on. Under this principle, elements which enable this well-being should
be included in the learning space for the various tasks to be done for learning, such as
couches, pillows, rugs and carpets, comfortable chairs, Bulletin of the IEEE Technical
Committee on Learning Technology, Volume 15, Number 3, July 2013 20 lecterns, desks and
tables of various types, headsets, right lighting, etc.
3.3.4 Multiplicity :
This principle refers to smart classrooms having features that enable the use of various types
of resources and stimuli. While teaching and learning, the arrangement should enable
possibilities for creativity, reasoning, logical thinking, etc., and it should be adapted as close as
possible to learners’ various needs and learning styles. Thus, it should be an open space
where we can have access to any source of information, either physical or in digital format
particularly.
3.3.5 Connectivity :
The concept of connectivity has a twofold character. On one hand, it is required that the
learning space has good network connectivity, both local and global, to use to the most the
potential of mobile devices. Connectivity should be wireless, and this is fundamental to
maximize physical mobility around the space and comfort in using technology. On the other
hand, beyond digital connectivity there exists social and informational connectivity.

Through networks, students live connected to teachers, friends, family, professionals and many
information sources, both in their immediate surroundings and from distant places. This
connectivity should not be underestimated by teachers, who should explore their possibilities
and evaluate to what extent they can contribute to improving learning space and learning
processes. To some extent, this principle can be linked to the theoretical framework of
Connectivism.
3.3.6 Personalization
Smart classrooms should allow students and teachers to personalize their environment
according to their likes and needs. Therefore, we are not referring to a standard, impersonal,
cold environment, but space which progressively teacher and students should make their own,
personalizing it using activities which support and reinforce learning.
3.3.7 Order / Organization

This is an important principle, even though it is not easy to design, and attain, sustainable
placing, storing, arrangement and rules of use of spaces and resources available. For this
reason, teachers should carefully consider the order and arrangement of spaces and resources
so that these are the most adequate for the learning activities that will take place in their smart
classroom. At times, a chaotic space may foster creativity, but in any case, this chaos should
be controlled and re-oriented whenever necessary. After each activity is over, resources should
be available to another student, another group of students, or a different activity.
3.3.6 Openness
This principle relates to the false and rooted belief that learning takes place only in the formal
space in the traditional classroom, where the teacher presents information and gives a lesson
in a transmissive way. Learning, however, takes place beyond the classroom space, both
physically and virtually, and therefore activities put forward for smart classrooms should
consider these extended learning places and learning times to learn beyond the classroom and
the class times traditionally assigned.
3.3.7 Safety / Security

Learning spaces with heavy technological integration require that hardware and software have
a high degree of security. Smart classrooms will have an arrangement that prevents users from
having physical accidents and will also be safe in terms of access to information and
communication on the Internet from the classroom. Therefore, security systems will be
considered when conceptualizing and designing smart classrooms. In sum, the arrangement,
structure, methodologies, and principles of smart classrooms intend that learning experience
be as likely as people’s learning ways, preferences, and styles, in a natural way and a personal
space; all this through active participation, experimentation, collaboration, solidarity, rapport,
creativity, leadership, and so on..
3.3.8 Conclusion
The structure and arrangement of traditional classroom space do not go with changes that
happened in educational agents, methodology and social context.
Smart classrooms rethink learning space and learners’ expectations about what this space,
along with resources and methodologies, should be like.

The concept of smart classrooms rests on the intersection of three axes: design of its space and
ergonomic; integration of ICT in a functional, invisible, justified and intensive way; and an
innovative pedagogical methodology, based on teaching principles such as collaborative
learning, project-based learning, curricular globalization, students’ autonomy, and educational
co-responsibility.
The design and implementation of a smart classroom should contemplate a flexible structure
adapted to users’ needs, comfortable, with multiple resources, socially and digitally connective,
personalized, tidy, open to its immediate environment and the world, and lastly, safe for its users
and safe in its technological equipment.
3.4 Addition of types of learning spaces in collage:
Most of this post will be about how to create a semi-permanent study area in your dorm
room or apartment. Before we get to that, however, I think it’s good to look at all the different
types of study spaces you (probably) have available to you as a college student
3.4.1The Library
Quiet. Most college libraries, mine included, are divided into different noise level zones. Mine
ranged from “collaborative” (talking at a normal volume allowed) to quiet (whisper only if
necessary) to silent (don’t you dare even cough). I usually went quiet and then put on
headphones to block out extraneous noise.
Spacious. That is, enough room for me to spread out all my books, external mouse, computer,
writing materials, and snacks. Ideally, I would grab one of the common area tables on the first
floor of the library.
Empty. This one was a bit trickier, but I tried to find a place that didn’t have a lot of foot traffic or
other distractions. Because if I was looking up every five minutes to say hi to someone I knew, it
wouldn’t be a very productive session.
3.4.2 Academic Buildings

For the right subject, academic buildings can be great places to study. Some departments even
have study lounges or “labs” devoted to their subject.
For instance, my college had a “math lab” where you could go to work on your math
home work have tutors available to answer any of your questions. There was also a
similar area for all STEM students. If you’re taking a class in one of these disciplines, I
would strongly encourage you to use all the resources the department provides.
Furthermore, studying in an academic building can be very useful when you’re preparing for
exam As Thomas explains in the video below, simulating the test conditions is a great way
to combat test anxiety and boost your recall of information through context deepener memory.
If you can find out where the exam will take place and then do a few study sessions in that
room, it can help boost your exam grades.
3.4.3 Miscellaneous Places In Campus

I won’t spend a ton of time on this one, as I think there are generally better places to study, but I
had some friends who did all their studying in places that were neither the library nor a dorm.
These included places like the student centre lounge, under a tree on the quad, or even the
dining hall. I could never get much serious work done in a place like this (too many distractions),
but if it works for you, then go for it. These can be good places to meet for collaborative work,
though even then I would suggest that a common space in the library would probably be better
since it has a more studious atmosphere.

3.5 Outcome for isolating boundaries:
3.5.1 Role of boundaries in defining a space

The architectural boundary is considered a term implying division, separation of space, yet it is
also used to imply notions of spatial perception. Architecture equips people with tools to regard
their surroundings in many ways. To build a wall means to set a boundary to define space. A
completely solid and closed boundary isolate the inhabitants from their surroundings. Creating
openings in the boundary is a different statement. The inner space is open to outer space. The
movement between the two is free and nothing is blocking the sight in either direction. allows a
view to the outside from the inside and vice versa. The choice of the boundary relates to the
context of the place and the character of the space, that the designer wants to create. The
boundary must allow passage between the inside and the outside spaces. The most interesting
phenomenon is when the definition of the boundary itself is being questioned. It can be done in
the form of a window, a door or an opening. And those openings create the transitional space
between in and out. Those openings challenge the role of the boundary, they protect the user
from the outer space, but they no longer create the strict separation between the inside and the
outside space.
3.5.2 Types of boundaries

Strong boundaries:
That marks the desire or need of clear detachment between interior and exterior, thus the
interior becoming a safe space; the communication with the outside is highly controlled and
filtered, defining the individuality of the spaces it disconnects/connects.
Diffuse boundaries:
Weak, blurry, that emphasizes the communication facilitated through the boundary, the
continuity and overlapping of inside and outside space.
Spatialized boundaries:
As intermediary places that assume a specific, negotiation function; they are hybrid places that
combine (sometimes even contradictory) characteristics of the neighboring spaces, developing,
however, their particularities, continuously subjected to redefinitions and responding to changes
and impulses coming from both directions.
To make the passage from boundary to boundary-space, analyzing the theoretical coordinates
which led to the elaboration of concepts like intermediate space or other spaces.
3.5.3 Ways to link two spaces of different functions:

It’s natural to think two separate entities with a strict boundary in between. But linking indoor and
outdoor spaces – even if it’s only a tiny garden or terrace – can help an interior feel larger. With
the exterior connection to the house, your eye sees further, and a garden-facing room appears
larger.
When you get it right, you are more likely to spend your days with the doors open, enjoying lots
of daylight and fresh air. Pulling off this clever trick doesn’t have to mean a huge spend, either.
3.5.4 Introduce more glazing

Boost the glazed elements at the back of the room and you’ll make both garden and sky view
part of the room. You may be able to add roof lights to an existing space and they can be
designed into an extension. More costly is a glass roof, and if you’re ready to push the boat out,
glass beams can reduce the indoors-outdoors barrier further Consider installing windows with
garden views if the house’s original design skimped on these; it’s often achievable under
permitted development but check your circumstances with local planners. Windows can create
an unexpected view of a garden feature or landscape, so use glazing as a frame.

3.5.5 lose the wall
For maximum connection to your outside space, swap a solid wall for the one you can see
through using contemporary glazed doors. I fold doors with narrow framing are a popular choice
for creating a seamless indoor-outdoor link, with many styles, colors, and sizes available.
However, other options could offer a better solution for your needs. If the aim is to introduce
more natural light, sliding doors are also worth considering. With fewer mullions, they let in more
sunlight, and, as they can only be opened half the width of bi-folds, they offer a good comprise if
you just want half of the back of the house opened to the garden. Think about how much of a
link you want to create: do you need a 6m opening in the back of your house, allowing the wind
to blow all your stuff around? French doors work well on period properties, and they let in twice
as much light like a window, while Art Deco or warehouse-style Cristal windows work well as a
pair of doors between glazed side panels
3.5.6 Choose materials carefully:
Incorporating finishes outside that are usually regarded as choices for indoors, and vice versa
effectively blurs boundaries between the two areas. Alternatively, paint garden walls and fences
in shades often used inside – just make sure it’s an exterior paint or stain suitable for your
surface. You can also put wall tiles on planter boxes outside
3.5.7 Design the spaces as one

Building on to your home? Consider the addition and the garden as one space, design
accordingly, and they’ll inevitably feel more connected. Bench seating could extend from indoors
to out, for example, while kitchen worktop might be positioned in a run that carries straight on
from inside the extension to form an outdoor kitchen. Built-in raised planters in the same
material as the extension will also make two distinct areas into one harmonious whole.
3.5.8 Surround yourself with plants

Adding greenery where the house meets the garden is a clever way to merge the two for a
space-stretching impression. If you want to take this approach from the inside, position plants by
the window. Sizeable specimens are essential but think about the shape and density of foliage
to maintain views and keep light coming in – palm-like or spiked leaves can work a
treat. Outside, bring garden planting close to the house to make the two spaces feel like one.
Build raised beds to window height so plants are at eye level when you’re seated at a table or
on the sofa or choose tall planters.
3.5.9 Create an outdoor room:

Take the living room into the garden to make your home feel bigger all summer. Furnishing the
exterior space as you would the indoors makes it feel like a continuation: think supportive
upholstered sofas and armchairs. Made-for-outdoors lounge seating will stand up to garden life,
and you can pick from a corner sofa that will zone the living area or create sociable groupings
with sofas and chairs facing or at a right angle. Gather seating around a coffee table or
introduce side tables to keep drinks to hand. Consider adding an outdoor rug, too: opt for pattern
and you can give the seating space a decorative twist as well.
3.5.10 Add a pergola right outside

A pergola or other structure built on to the house is a simple way to give the impression of an
outdoor room that extends your house. The vertical element will help define the space in a way
a terrace or deck alone can’t achieve, and it can introduce welcome shade that’s either created
by the design of the structure itself or the plants grew up it .

DATA COLLECTION
4.DATA COLLECTION
The School of Planning and Architecture had a modest beginning in 1941 as a Department of
Architecture of Delhi Polytechnic.
It was later affiliated to the University of Delhi and integrated with the School of Town and
Country Planning which was established in 1955 by the Government of India to provide
facilities for rural, urban and regional planning.
On integration, the School was renamed as School of Planning and Architecture in 1959.
Recognizing the specialized nature of the fields in which the School had attained eminence, in
1979, the Government of India, through the then Ministry of Education and Culture, conferred
on the School of Planning and Architecture the status of "Deemed to be a University". With this
new status, the School had broadened its horizon by introducing new academic and extension
programs and promoting research and consultancy activities. It was recognized as "An Institute
of National Importance under an Act of Parliament" in 2015.
Recognizing the specialized nature of the fields in which the School had attained eminence, in
1979, the Government of India, through the then Ministry of Education and Culture, conferred
on the School of Planning and Architecture the status of "Deemed to be a University".
With this new status, the School had broadened its horizon by introducing new academic and
extension programs and promoting research and consultancy activities. It was recognized as
"An Institute of National Importance under an Act of Parliament" in 2015.
The School has taken lead in introducing academic programs in specialized fields both at
bachelor’s and master’s levels, some of which are even today not available elsewhere in India.
Human habitat and environment being the basic concern of the School, the spectrum of
academic programs is being continuously extended by providing programs in new fields and
emerging areas for which facilities are not available, yet, anywhere else in the country.
In India, there are a total of three Spas’, the first one started in Delhi than in Bhopal and newly
in Vijayawada.
4.0.1 COURSES OFFERED IN SPA’S
School offers planning, architecture, and design courses both at undergraduate and
postgraduate levels. While the Bachelor of Architecture course is one of the oldest in the
country, a highly successful Bachelor of Planning course was started in 1989. Besides, the
School offers 10 postgraduate programs and 2 undergraduate programs along with the doctoral
programs run by all the departments of studies
3.1’Undergraduate courses
3..2,Postgraduate courses
3.3,Doctoral Programme
3.4,E-courses

4.1 UNDERGRADUATE COURSES
4.1.1 Bachelor of Architecture

The curriculum is structured for five years and is divided into two stages.
he first stage consists of three years of full-time study followed by practical training in
professional offices or at construction sites for 20 weeks
The second stage consists of full-time study for one and a half years, whereby each student is
required to write a research-based dissertation, prepare for a seminar and present a design
thesis along with the advanced level of compulsory and elective theory courses.
4.1.2 Bachelor of Planning

Bachelor of Planning is a 4-year full-time undergraduate course.
Upon graduation, the students are recruited as professional planners in town and country
planning offices throughout the country.
These include specializations such as housing, landscape architecture, transport planning,
architectural conservation, environmental planning, urban design, etc.
4.2. POST GRADUATION COURSES
All post-Graduation programs are for 2 years.

4.2.1 Master of Urban design
This degree program exposes the students to various theories and experiments that architects,
planners, social and behavioural scientists apply within the broad historical, social and political
contexts.
4.2.2 Master of Design (Industrial Design)
The evolution of the profession of Industrial Design, however, is rooted in the industrial
revolution of the late 19th to 20th century, whereby industrially manufactured products were to
attain humane and artistic attributes.
The primary aim of the program is to foster a wholesome design experience through an
interdisciplinary process of teaching and training.
4.2.3 Master of Panning in specialization in various courses are Environmental
Planning, Housing, Regional Planning, Transport Planning, Urban Planning,
Master of Building Engineering and Management, Master of Landscape.
4.3. DOCTORAL PROGRAMME

PhD in Architecture (Delhi)
PhD in Physical Planning (Delhi)(Vijayawada)
PhD in Regional Planning (Delhi)
PhD in Environmental Planning (Delhi)
PhD in Housing (Delhi)
PhD in Transport Planning (Delhi)
PhD in Urban Design (Delhi)
PhD in Architectural Conversation (Delhi)
PhD in Industrial Design (Delhi)
PhD in Building Engineering and Management (Delhi)

4.4 INTAKE OF SPA
AREAS REQUIRED FOR SPA for undergraduate program
Department name no.of students Duration of Total of no, of

intake/year course students in the
department
B.Arch. 120(40x3) 5 600
B. Planning 40 4 160
Architectural 20 2 40
Conversation
Industrial Design 30 2 60
Urban Design 20 2 40
Building 40 2 80
engineering and
Management
Landscape 30 2 60
Architecture
Environment 20 2 40
Planning
Housing 30 2 60
Regional 20 2 40
Planning
Urban Planning 40 2 80
Transport 30 2 60
Planning
TOTAL NO. OF 440 1320

STUDENTS

4.4.1 .B. ARCH
Annual intake = 120(40x3)
Total no. of students = 120x5=600
Teacher student ratio = 1:8
No. of teachers = 75
H.O.D =1, Professor =21, Lecturers= 44
Permanent Faculty =45 , Visiting Faculty = 30
Units Area/unit(sq.m) Area (sq.m)

Studio(40/class) 15 200 3000
Arts & graphics 1 250 250
centre
Material testing 1 150 150

lab
Surveying & 1 150 150
levelling lab
Climatology lab 1 150 150

Acousitc lab 1 200 200
Workshop 1 250 250
Project room 1 200 200
H.O.D room 1 20 20
Faculty rooms 44 10 440
Conference 1 100 100
room
Visiting faculty 1 50 50
room
Store & toilets 100

TOTAL 5060
4.4.2 B. PLANNING
Annual intake = 40
Total no. of students =40x4=160
Teacher student ratio=1:8
No. of students = 20
H.O.D =1, Professors=2, Asst. Professors=6, Lecturers =11
Permanent Faculty =12, Visiting Faculty=8

Units Area/Units(sq. Area(sq.m)
m)
Studio(40/class) 4 200 800
Special subject 1 100 100
Centre for spatial 1 200 200
planning
H.O.D eoom 1 20 20
Faculty rooms 11 10 110
conference room 1 100 100
Visiting faculty 1 30 30
room
Store & toilets 100
Display room 2 40 80
Department 1 250 250
library
Academic record 1 100 100
& model store
Resource centre 1 100 100
Computer centre 2 100 100
TOTAL 2290
4.4.3 Architectural conversation

Annual intake =20
Teacher student ratio =1:5
No. of teachers =8
H.O.D =1, Asst Professors =3, Lecturers = 4
Permanent Faculty =6, Visiting Faculty =2
Researches =10
Centre for conversation studies

Units Area/unit(sq Area(sqm)
m)
Studio 2 100 200
Computer 2 40 80
Lab
H.O.D room 1 20 20
Researchers 10 10 100
room
Documentatio 1 100 100
n room
TOTAL 650
4.4.4 Industrial design

Annual intake = 30
Total no. of students = 30x2 =60
Teacher student’s ratio=1:5\
No. of teachers =12
H.O.D =1, Professors =1, Asst. Professors =5, lecturers =5
Permanent Faculty =9, Visiting faculty =3
Researches =10
Centre for industrial design
Units Area/Units(sq Area(sqm)

m)
Studio 4 100 400
Computer lab 2 40 80
H.O.D room 1 20 20
Faculty room 8 10 80
Researches 10 10 100
room
n room
Store & 100
toilets
TOTAL 880

4.4.5 Urban design
Annual intake =20
Teacher student ratio = 1:5
No. of students =8
H.O.D =1, Asst, Professor =3, Lecturers =4
Permanent Faculty=7, Visiting Faculty =1
Researches =9
Centre for research in Urban design
Units Area/unit(sqm) Area(sqm)
Studio 2 100 200
H.O.D room 1 20 20
Researches 9 10 90
room
n room
TOTAL 650
4.4.6 Building engineering and management

Annual intake =40
No. of teacher =13
H.O.D =1, Professors=1, Asst. Professor =5, Lecturers =6
Researches =11
Centre for analysis and system studies

Units Area/Units(sqm) Area(sqm)
Studio room 4 100 400
H.O.D room 1 20 20
Researches room 11 10 110
Documentation 1 100 100

room
Store & toilets 100

TOILETS 940
4.4.7 Landscape architecture

Annual intake =30
No. of teacher =12
H.O.D =1, Professors=1, Asst. Professor =5, Lecturers =5
Researches =10
Centre for studies in landscape Architecture

H.O.D room 1 20 20
room
room
Store & toilets 100
TOILETS 790

4.4.8 Environment planning
Annual intake =20
No. of teacher =8
H.O.D =1 , Professors=3, Lecturers =4
Researches =6
Centre for environmental studies
H.O.D room 1 20 20
Researches 6 10 60
room
room
Store & toilets 100
TOILETS 610
4.4.9 Housing
Annual intake =30
No. of teacher =12
H.O.D =1, Professors=1, Lecturers =5
Researches =11
Centre for housing studies

H.O.D room 1 20 20
room
room
Store & toilets 100

TOILETS 790
4.4.10 Regional planning

Annual intake =20
No. of teacher =7
H.O.D =1, Professors=3, Lecturers =3
Researches =7
Centre for Regional Development studies

H.O.D room 1 20 20
Researches 7 10 70
room
room
Store & toilets 100
TOILETS 610

4.4.11 Urban planning
Annual intake =40
No. of teacher =16
H.O.D =1, Professors=2, Lecturers =7, Asst. Professor = 6
Researches =11
Centre for Urban Studies
H.O.D room 1 20 20
Researches room 11 10 110
documentation 1 100 100

room
Store & toilets 100
TOILETS 910
4.4.12 Transport planning

Annual intake =30
No. of teacher =12
H.O.D =1, Professors=1, Lecturers =5, Asst. Professor = 5
Researches =10
Centre for Transport design

H.O.D room 1 20 20
room
documentation 1 100 100
room
Store & toilets 100
TOILETS 800
4.4.13 Common facilities

Lecture theatre for an undergraduate course
Lecture theatre for Postgraduate course
Total undergraduate academic area= 7350+1000=8350
Circulation = 30% of 8350=2505
Total undergraduate Academic Area=10855sqm
Total postgraduate academic area= 8385
Circulation = 40% of 8385=2515
Total Postgraduate Academic Area=10900sqm
Units Area/Units(sqm Area(sqm)

)
Capacity 20 3 25 75
Capacity 40 6 50 300
Capacity 80 1 100 100
Capacity 20 1 150 150
TOTAL 625

LITERATURE STUDY
5. ARCHITECTURAL STANDERDS
Experiment benches suitable for laboratory work shoved

if possible. be interchangeable units on castors and
must toe provided with a PowerPoint. Projection
screens and boards can be designed as segmented.
coned wall or simply hued to a gal ended. Wall
blackboards are usually made up of 01 several sections
which can be moved up and down manually or
mechanically. They can be designed to thee down
beneath the protection area. Blackboards on wheels can
also be considered.
5.1 Acoustics end lighting

The sound should reach each member of the audience
with equal &collude without any echo. Suspended
ceilings for reflection and absorption. Rear walls

5.2 Related additional spaces
Each lecture theatre should have an ancillary room, with no fixed function which can also
be used for storage. In lecture theatres where animal experiments are Performed sufficient
space for preparation should be provided. It should be on the same level and close to the
stage. The standard minimum size of a rectangular shaped lecture theatre' 02-0.25sq.m/seat;
for trapezoidal shape: 0.15-0.18sq.m/seat for scientific and pre-clinical lectures: 0.2-
03sq.m/seat.
Spaces for storage and service rooms are essential for the proper running of a lecture theatre
complex. a service room for the technical staff servicing the equipment in the lecture theatres,
a service room for cleaners. storeroom for spare parts, light bulbs. Fluorescent-light tubes.
chalkboards. clothes etc. Minimum room size 15sq.m. overall space requirement for ancillary
rooms al least 50-60sq.m. Clothes lockers and WCs, a rough estimate for both together 0.15-
0.16sq.m/seat as a guideline.
5.3 Basic room requirement for all subjects
Department ( open shelf ) libraries :

Capacity for 30000 – 200000 books on open
shelves
Bookspace- 3
Bookcases with 6-7 shelves,2m high (reach
height)
Distance between bookcases 1.50 – 1.60 m
Space required 1.0 – 1.2 sq.m / 200 books
Reading spaces :
Width 0.9 – 1.0 m/depth 0.8 m
Space required 2.4 – 2.5 sq.m per space

5.4 Basic equipment
Drawing table of dimensions suitable for A0 size ( 92 x 127 cm ) ; fixed or adjustable
board 2,5, - 7 . drawings cabinet for storing drawings flat, of the same height as a drawing
table, the surface can also be used to put things on – 2. A small cupboard on castors for
drawing materials, possibly with filing cabinet, is desirable – 2 +11 – 12 . Adjustable height
swivel chair on castors. Drawing table, upright boards, adjustable height or usable as a flat top
for putting things on, drawing cabinets for hanging drawings or storing flat, suitable for A0 at
least – 9 – 10 . each workplace should have a locker
5.5 Drawing studios

depending on the size of the drawing table – 1
Natural lighting is preferable and so a north-
facing studio is best to receive even daylight. For
right-handed people, it is best if illumination
comes from the left – 3. Artificial light should be at
5001x, 10001x ( from mounted drawing lamps or
linear lamps hung in variable positions above the
long axis of the table ) at the drawing surface.
Rooms for life drawing, painting, and modelling:
Accommodated if possible in the attic facing north
with large windows ( 1/3 – ¼ of floor space) and,
if necessary, additional top lights.

5.6 Rooms for sculptors and potters
Large space for technical equipment such as potters wheels, kilns and pieces of work, also a
storeroom, plaster room, etc.

DESKTOP STUDY
CEPT
6.DESKTOP STUDY
CEPT UNIVERSITY
• 6.1.Introduction
• CEPT University, formerly the Centre for Environmental Planning and Technology, is an
academic institution located near university area in Ahmedabad, India offering undergraduate and
postgraduate programs in areas of natural and developed environment of human society and related
disciplines.
• one of the best examples of spatial planning with interesting pathways. Cept. university was started in
1962 under the Ahmedabad education society and was actively supported by Kasturba Alibhai a
leading industrialist and philanthropist. the school broke away from the conventional teaching courses .
the concept changed from architecture as the technical discipline to architecture as a design discipline.
about the college :- center for environmental planning and technology
• 6.2 Location and surroundings
• Gujarat university area , Ahmedabad architect : B.V.doshi area of site :12.5 acre centre for
environmental planning and technology
• Cept. University latitude :23° 2' 14" n longitude :72° 33' 0" e centre for environmental planning and
technology.
• Approach main access on the northern side two entrances on the southern side which is an
internal access two entrances on the western side site the site is located in the Kasturi Bhai
Alibhai campus in navarangapura ,Ahmedabad ,Gujarat… it lies within a zone occupied by
other educational institutions this cept. university is located at the edge of the educational
zone, so it is also immediately proximal to some residential zone…. topography the general
slope is towards the north western corner center for environmental planning and technology.
• proximity the site is 11.9kms from airport 7.7kms from railway station 6.3kms from bus stand 3.1kms
from Indian institute of management(iim) 6.4kms from Sabarmati riverfront 1.1kms from passport
office 1.1kms from university of Gujarat 230mts from amrit school of management l.m college of
pharmacy adman ni Gufa centre for environmental planning and technology

• 6.3 Climate
• Ahmedabad has a hot, semi-arid climate (kipper climate classification: bsh), 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 average minimum is 13 °c (55 °f), and
the climate is extremely dry. cold northerly winds are responsible for a mild chill in
January. the southwest monsoon brings a humid climate from mid-june to mid-
september. the average annual rainfall is about 800 millimeters (31 in), but infrequent
heavy torrential rains cause local rivers to flood and it is not uncommon for droughts to
occur when the monsoon does not extend as far west as usual. the highest temperature
in the city was recorded on 18 and 19 May 2016 which was 50 °c (122 °f).
Climate data for Ahmedabad (1981–2010)
Mont
• h Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Year
Reco
rd 36.1 40.6 43.9 46.2 50.0 47.2 42.2 40.4 41.7 42.8 38.9 35.6 50.0
high (97.0 (105. (111. (115. (122. (117. (108. (104. (107. (109. (102. (96.1 (122.
°C ) 1) 0) 2) 0) 0) 0) 7) 1) 0) 0) ) 0)
(°F)
Daily
20.2 22.5 27.6 31.7 34.3 33.1 29.7 28.5 29.2 28.5 24.8 21.4 27.6
mea
(68.4 (72.5 (81.7 (89.1 (93.7 (91.6 (85.5 (83.3 (84.6 (83.3 (76.6 (70.5 (81.7
n °C
) ) ) ) ) ) ) ) ) ) ) ) )
(°F)
Reco
rd 3.3 2.2 9.4 12.8 19.1 19.4 20.4 21.2 17.2 12.6 8.3 3.6 2.2
low (37.9 (36.0 (48.9 (55.0 (66.4 (66.9 (68.7 (70.2 (63.0 (54.7 (46.9 (38.5 (36.0
°C ) ) ) ) ) ) ) ) ) ) ) ) )
(°F)
Mea
n
mont
hly s 287. 274. 277. 297. 329. 238. 130. 111. 220. 290. 274. 288. 3,01
unshi 3 3 5 2 6 3 1 4 6 7 1 6 9.7
ne
hour
s
Source 1: India Meteorological Department (record high and low up to 2010)[85][86]
Source 2: NOAA (sun and humidity 1971–1990),[87] IEM ASOS (May record high)[88]

6.4 Orientation:
6.5 Design
Architects philosophy is to elimination of classroom feeling ii. architecture without barriers iii.
integration of open spaces iv. ease of interaction between various departments.. center for
environmental planning and technology.
Features the building is set back 100ft from the main road and is covered by trees to create
the cool atmosphere inside the campus and is hardly visible from the main road… creation of
a proper working environment facilitating faculty and students to have free scope to learn and
teach anywhere……. exposed local materials for low cost, easy expansion and maintained…..
the design is intended to be close to nature and experiment the designing skills, play with,
levels etc..,the site was undulated and gave opportunity to play with levels…… there are
incline skylights on top of the studios, perpetually letting in natural light into the spaces….. the
studio spaces have bay spaces facing the exterior, creating semi-private spaces which are yet
totally open to the exterior spaces where the individual can be alone with nature even in the
environment of a studio….. center for environmental planning and technology.

6.6 Positioning of the buildings :-
The buildings are placed orthogonally with respect to the sides of the site and hence along
the cardinal points. keen observation in plan reveals that buildings are oriented in such a
passion that to avoid the harsh sun light. it only allows the light but not the hot sun to the
interiors during mid day when the sun is high. as we see, the buildings are placed according
to the sun direction, the south faced of the buildings has long projections and on the north
facade of the building has small projections…… Centre for environmental planning and
technology
6.7 Role of environment :-
The buildings are placed away from the main road with trees at the midst of road and
building site. they are acting as barriers that reduce the Nosie pollution from the road. these
trees covers the view of the building from outside center for environmental planning and
technology
6.8 Spaces and Activities :-

1. classrooms 2. studios 3. labs 4. library 5. workshop 6. indoor play area 7. outdoor play
area 8. faculty cabins 9. admin block 10. toilets 11.canteen 12.stationary stores center for
environmental planning and technology.
LEVEL 1
fa101 - march landscape studio f
p 102 – plan 1st year
fp102 – plan 1st year
un101 – auditorium
un102 – library expansion
un103 – server room
un104 – computer lab
un105 - studio centre for
environmental planning and
technology

LEVEL 2
fa201 – b.arch 2nd year studio
fa202 – m.arch specilization
fa203 – m.arch 1st year studio
fa204 – m.arch 2nd year studio
fp201 – m.plan 2nd year fp202 –
m.plan 2nd year
un201 – cue un202 – library
un203 – admin area
un204 – reception
un205 – electricity room
un206 - president cabin un207-
un222- faculty cabin
un223 – meeting room
un226 – teaching assistant cabin
un227 – it node faculty copier
centre for environmental planning
and technology
LEVEL – 3
fa301 – b.arch 4th year studio
fa302 – b.arch3rdyear studio
fa303 – b.arch 1st year studio
fp301 – m.plan 2ndyear rpm
fp302 – m.plan 2ndyear ep
fp303 – b.plan 1st year
fm301 – fm studio
un301 – seminar room
un302 – library
un303 -un323 – faculty cabins
un324 – empty room
un325 – empty room centre for
environmental planning and
technology
Basement the basement is a multi-purpose space.it is a very active spaces of the campus.
On one side of the basement rising contours can be seen, and on the other side steps
towards the central courtyard…. thus the north and south walls have been avoided.
Numerous activities are performed here like cultural programs, fests and exhibitions, indoor
games etc.., center for environmental planning and technology
Design features:-
All buildings are oriented in the north-south direction…….
Open spaces on the north and south side respectively allow fresh air to ventilate the built
structures the open spaces and the shaded once merge with the landscape………. The
open spaces is linked to the office and library area workshop and canteen…..
The areas are very lively and dynamic

CASE STUDY -1
SPA-DELHI
7.CASE STUDY 1 :SCHOOL OF PLANNING AND ARCHITECTURE,DELHI
7.1 Introduction :
The School of Planning and Architecture had a modest beginning in 1941 as a Department of Architecture
of Delhi Polytechnic. It was later affiliated to the University of Delhi and integrated with the School of Town
and Country Planning which was established in 1955 by the Government of India to provide facilities for ru-
ral, urban and regional planning. the School was renamed as School of Planning and Architecture in 1959..
7.2 Site context :

The campus Is located at SPA delhi is located at 4, Block B, Beside State Bank Of India lndraprashta
Marg, IP Estate, New Delhi.The campus is surrounded by both commercial, buildings and IT offices, and
walkable distance of 400m from the ITO metro staion ,two stides of site is covered by roads so that all types
of services all available .The major landmark for the campus is ITO building The topography of new delhi
lies around 200 to 300 meters above the sea level. The low altitude Yamuna flood plains provides an excel-
lent scope of agriculture, as it is co ered v.4th the fertile alluvium brought by the riverYamuna and deposited
here during the frequent floods.
7.3 Climate :
The climate is subtropical, with a very mild and sunny winter, a very hot season from mid-March to mId-
June (before the monsoon), and a muggy and ram summer due to the monsoon.
7.4 Orientation:
7.5 Design analysis :

7.5.1 Pros :
- Corridors facing south are covered by glass wall those help in reducing the heat in corridors on sunny
days in delhi.
- Every room has enough amount of natural light.
7.5.2 Cons :
- Less circulation space then required.
- Less interation spaces.
- Direct light into studios.
- No aesthetic view.
- Less requirement of staircase.
- Less corridor width, just of 1.2m.

7.6 Location :
SPA delhiIs located at 4, Block B, Beside State Bank Of India, lndraprashta Marg, IP Estate, New Delhi,
Delhi 11002,this campus is devided into two blocks Architrcture block and Planning block. this covers a total
area of 14393 sq.m/3.5 Acres.

Ground floor analysis :

First floor analysis :

Secound floor analysis :

First floor analysis :

Secound floor analysis :

CASE STUDY -2
SPA-V
8 CASE STUDY 2 :SCHOOL OF PLANNING AND ARCHITECTURE,VIJAYAWADA
8.1 Introduction :
The School of Planning and Architecture campus at Vijayawada was a two-stage open competition held in
2011-2012. The student housing was completed in June 2017 and the Institution building was inaugurated
in August 2018.
The School of Planning and Architecture, Vijayawada , attempts to make the campus an institutional
centre in the city of Vijayawada. The institutional building is a platform for debate, exchange and
dissemination and becomes a deep gateway and an interface to the entire campus. The Institute draws on
the austere ideologies from Brutalism as a form of expression as a response to the extreme climate and
positions it contextually in Vijayawada.
8.2 Site content

The campus located at Survey No.4, 4, ITI Rd, Krishna Nagar, Vijayawada. The campus is surrounded
by both commercial, residential and mixed group buildings, so that all types of services all available and
also ESI hospital is also located near to the campus. The topography of Vijayawada is flat, with a few
small to medium-sized hills. The Krishna River runs along with the city.
These hills are part of the Eastern Ghats cut through by the Krishna river. Three canals originating from
the north side of the Prakash am barrage reservoir, Uluru, Bandar and Rives, run through the city.
8.3 Climate :
The summers are hot and humid, and the
winters are moderate. In the summer months
, the climate of Vijayawada is dominated by
the scorching heat which gets hotter with
every day and level of humidity also rises.
Summer months in Vijayawada stretches
from April to June. The temperatures during
these months range from 17-degree centigrade
to 45-degree centigrade. The climate of
Vijayawada is very humid and during the
summer months, the humidity rises to 68
per cent.In the winter season, the climate of
Vijayawada is moderate and very cool and
pleasant. The temperature ranges between
10-degree Centigrade and 30-degree Centigrade.
8.4 Orienation :
The campus is located at the entrance of the
site as it will be easy for assess ability.
The main entranceof the campus facing
the main road.
Northeast – the entrance of site and placement
of campus in the site.
Southeast – Placement of hostels
Northwest – Space left empty.

8.5 Site locatiion :
SPA Vijayawada is located at Survey No.4, 4, ITI Rd, Krishna Nagar, Vijayawada, Andhra Pradesh.
The campus covers the total area of 9.535 acres. The campus is located near to the
Vijayawada Railway Station, it takes 15mins from the railway station to reach Campus.

8.6 Design :
The design demonstrates a scale akin to a public building on the outside and the inside exploresv the
didactic nature of space by creating a humane scale apt for an engaged student community. The large
volume is punctured by voids, creating a rhythmic play of light and shadows which allows the building
to respire; thus, yielding spatial patterns that perform as a scaling device. The intent was to create
The design focuses on the diversity of individuals and the vastness of a community and creates Interd-
ependent programs that offer a multitude of interactive spaces that would be beneficial for a
community experience. Our ideas stem from an interest in developing interrelationships in which
students would participate in a non-hierarchical nature of the exchange.
The middle section of the building is a ‘Stilted Platform’ that allows for student activity. This zone is a
reminder of the traditional courtyard that anchors common public and community programs.
This ‘Universal zone’ is occupied by faculty, students, administrators and visitors enabling
non-programmed exchange.

8.7 Climate resonsive elements in design :
Diagram, North-South Section: “The form of the building is a direct response to the hot and humid
climate of Vijayawada, which enables shading and cross ventilation. North-light sections for studios
along withinsulation of the roof and landscaping create responsive configurations”.
Shadow Patterns: “The massing of the building creates a shaded environment in

and around the building throughout the day which is appropriate for a hot – humid
climate”.
Sections showing preference of north light

The relationships between three sections -The Parasol, Concourse and the Platform have been struc
tured into a three-dimensional constellation that is informed by movement and varying levels of privacy
of diverse programs.
PARASOL- The top most section of the building houses the morning programs
Staircase located quit opposite to the register office.

7.7 Usage of space based on time :

8.8 Amenities :

GROUND FLOOR ANALYSIS
Cafe seating
Director’s out door area
dd
Communication space for staff

FIRST FLOOR

Communication space for staff Director’s out door area Cafe seating
CLASSIFICATION OF CORRIDORS :
Topic name : School of Planning and architecture

-All registration offices and caffetaria
are place in this floor.
-Each floor has 4 lifts, 2 on each sides.
-Every intermediate roof of below floor
has been used as communication
Page no: 49
spaces.
Projection of slabs on south

to provide shade
Photo session space at entry
16041AA061
FIRST FLOOR ANALYSIS :
Ampitheatre
O.A.T
Exhibhition space
GROUND FLOOR

Exhibhition space O.A.T
CLASSIFICATION OF CORRIDORS : Ampitheatre

-Exhibhition space,workshop,labs and all aminities which need easy axis
from the entry but comes under private space are placed in this floor.
-All aminities excluding studios,lecture halls and faculty spaces, are placed
Page no: 51
in ground and first floor only.
Service lobby
16041AA061
SECOND FLOOR ANALYSIS :
Gathering space north side for faculty

SECOND AND THIRD FLOOR
of 2nd floor
Entry

Entry
of 2nd floor Gathering space north side for faculty

-This floor in only for faculty .
-Open spaces are provided only on north side of the floor, as to keep the floor shaded.
Page no: 53
-This floor is covered on all side by iron panel , which acts as shading devices and stopes
to allow direct light
- Even though 4th and 5th floors are extends outside and acts as chajjas for 2nd and 3rd
floor on all sides.
16041AA061
FOURTH FLOOR ANALYSIS :
Informal lecture room A4

View of A6
FOURTH FLOOR

View of A6 Informal lecture room A4
-This floor is totally filled with studios and lecture halls.

-Instead of using direct light from south,mostly north light
is prefered for studios.
-Where there is no possibility of north light, light from
voids of floor is used.
Page no: 55
View of wide corridor and interaction space.
16041AA061
COMPARETIVE
ANALYSIS
9 COMPARETIVE ANALYSIS OF AREAS

10 COMPARITIVE ANALYSIS AND FORMATION OF DESIGN GUIDELINES :

FINAL AREA
STATEMENTS
11FINAL
FINALAREA
AREASTATMENTS
STATEMENTS
U.G.DEPARTMENT OF ARCHITECTURE = 5YEARS, ANNULAL INTAKE = 40 STU-
DENTS,TOTAL STRENGTH = 200, TOTAL STAFF = 20, TOTAL POPULATION
=200+20+11(NON-TEACHING STAFF)=231
No. Name No. Individual Area Area in sq.m
1 Studio 10 200 2000
2 Computer Lab 1 225 225
3 Faculty Rooms 2 1000 2000
4 Toilets As.per.req
TOTAL AREA 4225
U.G.DEPARTMENT OF PLANNING = 4YEARS, ANNULAL INTAKE = 40 STUDENTS,TOTAL

STRENGTH = 160, TOTAL STAFF =16, TOTAL POPULATION = 160+16+10(NON-TEACH-
ING STAFF)=186
No. Name No. Individual Area Total Area in Sq.m
1 Studio 6 200 1200
2 Faculty Rooms 2 2000 2000
3 Toilets As.per.req
TOTAL AREA 3200
P.G.DEPARTMENT OF ARCHITECTURE = 2YEARS, ANNULAL INTAKE = 20 STU-

DENTS,TOTAL STRENGTH = 240, TOTAL STAFF =16, TOTAL POPULATION =
240+48+1(NON-TEACHING STAFF)=300
No. Department Name years Intake Total
1 Department of Architectural 2 20 40
conversation
2 Department of Urban Design 2 20 40
3 Department of Landscape and 2 20 40
Environmental Planning
4 Department Of Housing 2 20 40
5 Department of Industrial Design 2 20 40
6 Department of Digital Architecture 2 20 40
No. Name No. Individual Area Total Area in

sq.m
1 HALL type 1 2 800 1600
2 HALL type 2 4 150 600
3 HALL type 3 2 72 144
TOTAL AREA 2340

RESEARCH BLOCK -THE ARES BELOW MENTIONED ARE APPLICABLE TO ALL DEPART-
MENTS
No. Department Name no. Area in sq.m
1 Central Library 1 425
2 Survey Lab 1 50
3 Digital Imaging 1 100
4 Model Making 2 400
5 Art Studio 1 300
6 Sports Store 1 35
7 Environmental Workshop 1 50
8 Climate Lab 1 50
9 Material Meusium 1 150
10 Material testing and structures lab 1 50
11 Worskshop area 2 250
12 Data centre 1 50
13 Stationary 1 200
14 cafe 1 350
TOTAL AREA 2460
AUDITORIUM
No. Name no. Area in sq.m

1 Seating Space 1 875
2 Stage 1 75
3 Green rooms 2 100
4 A.H.U 1 30
5 Audio and video room 1 25
6 VIP Lounge 1 30
7 Anchor Stage 1 15
TOTAL AREA 1150
HOSTEL FOR BOYS AND GIRLS
No. Name no. Individual Area Final Area in sq.m

1 Waiting room 1 225 225
2 Reading room 1 500 500
3 Common room 3 80 240
4 Single bed rooms 50 12 600
5 Double bed rooms 10 24 240
6 Triple bed rooms 5 28 140
TOTAL AREA 2 3890

ADMINISTRATION
No. Name no. Area in sq.m

1 Waiting lounge 1 25
2 Principle Cabin 1 42
3 Offices 1 200
4 Pantry 1 20
5 Director Room 1 300
TOTAL AREA 602
BUILT UP AREA = 17867 SQ.M
CIRCULATION SPACE = 25% OF TOTAL BUILT UP AREA

TOTAL BUILT UP AREA = 22333 SQ.M

SITE STUDY
12 SITE PROPOSAL :
12.1 Location and surroundings :
-The site is in the North-West part of Aurangabacd city Dr. Babasaheb Armi
-The site is isolated trom the City and is in area soun or educati o purpose.the Uniersity is
-surrounded with hilis from West to North with slope toward South-East direction.
12.2 Accessibility
-Bus Stend-Dr.Babasaheb Ambclkar University is athe distanceof 2.3km with travel distance of 10min from
Central Bus Stand of Aurangabad
-Railway Station-University is at 5.7km with travel distance of 15min from Aurangab ad Railway Station
Airport-University is at 12km with travel distance of 30 min from Aurangabad.
SITE AREA 17.7ACRES
The site lis located on the west side in uniwersity cams on tootsteps of agobabkdi.Other Aistitutional
buildiniglmearby is National nstitute of tronics on South and on opposite Side of Site.while Department
of Management Sciencpepartmerit of Pyics on East de Department of Chemical technology and Mork-
shop nthe North side.The site is located to two major Hi stonical monument that are Bibika Maigbara
and Soneri Mahalwhich follow Architerctural feature of Mughal Architecture.A large open space is gur-
rauinding Bibi ka Magbara and e Uniwersity is separated withis historical site W belt oaf sidential area
frormn North to South site Also.there are other Wcant lands reserved for propos tor o ther universitics
STRENGTH WEAKNESS OPPURTUNITY WEAKNESS

No vechular traffic site is on slop of hill, site topography can be clumping of rain
rainwatrer passes through used in design water on site

1 2 . 3 J U S T I F I C AT I O N A B O U T S I T E :
School of Planning and Architecture (SPA) is one of the National Prime Architectural Institute in India it was
first building was constructed and established in Delhi in 1941 as SPA-D and its new two college was con-
structed and established in Bhopal as SPA-B and in Vijayawada as SPA-V both in 2008. Its fourth branch is
proposed in Aurangabad, Maharashtra as SPA-A (School of Planning and Architecture — Aurangabad)
In 2015 it was declared by Indian Central Government and Government of Maharashtra to propose next
SPA in Aurangabad and selected its site in Marathwada University of Aurangabad. It after Delhi, Madhya
Pradesh and Andhra Pradesh, Maharashtra got a privilege to host the prime architecture institute in India.
The Architectural education in Maharashtra is quite developed and it is more active in the west Maharash-
tra region in city of Pune, Mumbai, etc. Despite this there is need of a certain prime institute to develop the
architecture education in the state of Maharashtra. School of Planning and Architecture will become the
center of advance architectural education for whole Maharashtra state.
The building will itself follow the architectural principles and traditional concepts to keep intact the architec-
tural belief and will enhance the beauty and Architectural heritage of the city
School of Planning and Architecture is nationally acclaimed as one of the best education and research cen-
tre for Architectural and planning field under the Central Government of Maharashtra.
School of Planning and Architecture offers professional educational program at

Bachelors and Masters level with two faculty stream and 10 departments.
The proposal of (SPA-A) School of Planning and Architecture will be set up in
Aurangabad, in Dr. Babasaheb Ambedkar Marathwada University over an area about 13Acre. The campus
will provide education 750-800 undergraduate and post-graduate students with 100 teaching and assistant
teaching staff with total population of 900 people.
1 2 . 4 C I R C U L A T I O N B Y G O V E R N A M E N T:

The proposal of (SPA-A) School of Planning and Architecture will be set up in
Aurangabad, in Dr. Babasaheb Ambedkar Marathwada University over an area about 13
Acre. The campus will provide education 750-800 undergraduate and post-graduate
students with 100 teaching and assistant teaching staff with total population of 900
people
e School of Planning and Architecture will provide the below mention department in
undergraduate and post-graduate program of architectural education
1. Bachelor’s Degree in Architecture — Intake 40 (5 years)

2. Bachelor’s Degree in Planning — Intake 40 (4 years)
3. Master’s Degree in Architecture — Intake 20 (2 years)
4. Masters in Architectural Conservation
5.Masters in Urban Design
6. Masters in Landscape and Environmental Planning
7.Masters in Housing
8. Masters in [adustrial Design
9. Masters in Digital Architecture
Beside this confirmation there are also other justifications which will give strong reason to start the fourth
SPA in Aurangabad City
1. As seen in Maharashtra the prime National University/Institute are VNIT in Nagpur

region IITs in Mumbai region, COEP and other institutes in Pune region while Central
Maharashtra region does not have any renowned National university , Aurangabad is thecenter of Marath-
wada region and Maharashtra also, There are only 3 Architecture colleges for whole Marathwada region
which are insufficient to serve education for whole region resulting the students have to go to other cities or
sometimes out of state for quality education in Architecture.
2.As there is no any prime National Institute in Marathwada University there is no

development of the other institutes under University which lowers down its value. And
SPA is a prime National institute in India, if it is proposed in Aurangabad then not only
Architecture colleges, but also other institute under the University will develop
simultaneously.
3. Also, Aurangabad is situated at the center of Maharashtra state and is at equal distance from major cities
of Maharashtra and Aurangabad is recognized under smart city
development proposal of Central Government.
4. Aurangabad has rich historical background and heritage structures but lack in modern marvels and mod-
ern Architecture and the imageability of city not only depend on its historic architecture but also depend on
its modern architectural development.
5. SPA will not only satisfy the educational purpose of the Maharashtra state but also willenhance the im-
ageability of the city and give a new modern landmark to the city andstate.

1 2 . 5 S I T E A L L O T E D B Y G O V E R N A M E N T F O R S PA - A

1 2 . 6 S I T E D E TA I L I N G :
LVL 6
LVL 0
Section B-B’
LVL 15
LVL 0
Section A-A’
A
N
B’
B
A’

1 2 . 7 S I T E A N A LY S I S :

1 2 . 8 A D VA N TA G E S A N D D I S A D VA N TA G E S O F S I T E :
VIEW OF GOGABABA HILLS
VIEW OF OPEN LAND

AND VEGETATION
VIEW OF BACK SIDE
SERVICES
BACKSIDE OF INSTITUTE PLEASENT VIEW OF

OF ELECTROINIS PLANTATION.

1 2 . 9 S TAT U T O RY B U I L D I N G C O D E S :
The site is located on the footstep of Gogababa tekdi the site Area is 71,777sq.m .
The site is devided into two parts by kacha road passing through and has a dead end to a Tem-
ple is North-West direction.
The kacha road passing through the site is the proposed University Internal road for acces to
proposed institutes in future which will be 9m wide. Thus , the setbakc on the road side is 6m
and on other sides it is 4.5m

12.9 BUILDING AREA, FSI, HEIGHT RESTRICTION AND GROUND
COVER:
FSI - 1
GROUND COVERAGE -50%
HEIGHT RESRTICTION -21M
SITE 1- 42.930SQ.M
10.6 ACRES
SITE 2- 17,236 SQ.M

4.2 ACRES
By deducting the area of setback, the buildable area of site 1 is 42,930 sq.m and
ste B is 17236sq.m. Thus, the buildable area is 60,116 sq.m
The permisiiable FSI is 1 and Ground coverage is of 50% of site and maximum height is 21m

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DESIGN THESIS

SCHOOL OF PLANNING AND ARCHITECTURE

is submitted for the award of the degree of

Jawaharlal Nehru Architecture and Fine Arts University

SRI VENKATESHWARA COLLEGE OF ARCHITECTURE

SRI VENKATESHWARA COLLEGE OF ARCHITECTURE

This is to certify that this Design thesis, school of Planning and

THESIS GUIDE THESIS CO-ORDINATOR

Prof. Harini Prof. Chandana

EXTERNAL EXAMINER PRINCIPAL

Prof. Kamini Singh

Part I : Exploring the Topic

Part II : Design Investigation

Part III : Design Translation

1.1 Need for study: -

1.2 Background study: -

1.4.1 Study objectives: -

1.4.2 Design objectives: -

Topic name : School of Planning and architecture Page no: 01 16041AA061

Topic selection Synopsis

Literature study Desktop studies

Case studies Comparative analysis

Site documentation &

Building concept &

Topic name : School of Planning and architecture Page no:02 16041AA061

2.1 Formal learning space:

2.1.2 How formal and informal learning spaces affect student

2.1.3 isolated classrooms:

Topic name : School of Planning and architecture Page no: 03 16041AA061

3.1 CONCLUSION FOR FORMAL LEARNING SPACES/INFORMAL LEARNING

3.2 EFFECT AFTER REDESIGNING FORMAL TO INFORMAL SPACE:

Topic name : School of Planning and architecture Page no:04 16041AA061

3.3 OUTCOMES FOR ISOLATION FOR CLASSROOMS:

3.3.1The flexibility of physical arrangement :

Topic name : School of Planning and architecture Page no: 05 16041AA061

3.3.7 Order / Organization

3.3.7 Safety / Security

Topic name : School of Planning and architecture Page no:06 16041AA061

3.4 Addition of types of learning spaces in collage:

3.4.2 Academic Buildings

3.4.3 Miscellaneous Places In Campus

Topic name : School of Planning and architecture Page no: 07 16041AA061

3.5.1 Role of boundaries in defining a space

3.5.2 Types of boundaries

3.5.3 Ways to link two spaces of different functions:

3.5.4 Introduce more glazing

Topic name : School of Planning and architecture Page no: 08 16041AA061

3.5.7 Design the spaces as one

3.5.8 Surround yourself with plants

3.5.9 Create an outdoor room:

3.5.10 Add a pergola right outside

Topic name : School of Planning and architecture Page no: 09 16041AA061

4.0.1 COURSES OFFERED IN SPA’S

Topic name : School of Planning and architecture Page no:10 16041AA061

4.1.1 Bachelor of Architecture

4.1.2 Bachelor of Planning

4.2. POST GRADUATION COURSES

All post-Graduation programs are for 2 years.

4.3. DOCTORAL PROGRAMME

Topic name : School of Planning and architecture Page no: 11 16041AA061

AREAS REQUIRED FOR SPA for undergraduate program

Department name no.of students Duration of Total of no, of

B.Arch. 120(40x3) 5 600