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Thesis Book 1604AA061-SRINATH
Thesis Book 1604AA061-SRINATH
Thesis Book 1604AA061-SRINATH
on
FORMAL
PHOTO OF
THE STUDENT
KOMAKULA SRINATH
16041AA061
under the guidance of
PROF. HARINI
BACHELOR OF ARCHITECTURE
by
CERTIFICATE
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
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
• 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.
• 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 : -
•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.
Evolution of
Area statements
requirements
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).
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
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.
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.
3.3.6 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.
3.3.8 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.
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.
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.
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
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
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
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
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
Computer lab 2 40 80
H.O.D room 1 20 20
Faculty room 6 10 60
Researches 9 10 90
room
Documentatio 1 100 100
n room
TOTAL 650
Computer lab 2 40 80
H.O.D room 1 20 20
Faculty room 5 10 50
Researches 6 10 60
room
Documentation 1 100 100
room
TOILETS 610
4.4.9 Housing
Annual intake =30
Total no. of students =30x2=60
Teacher student ratio =1:5
No. of teacher =12
H.O.D =1, Professors=1, Lecturers =5
Permanent Faculty =9, Visiting Faculty =3
Researches =11
Centre for housing studies
Researches 11 10 110
room
Documentation 1 100 100
room
Computer lab 2 40 80
H.O.D room 1 20 20
Faculty room 8 10 80
TOILETS 910
• 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
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]
6.5 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.
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
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
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
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..
7.3 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:
7.5.2 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.
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.
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.
8.3 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.
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.
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.
Cafe seating
Director’s out door area
dd
CLASSIFICATION OF CORRIDORS :
Page no: 49
spaces.
16041AA061
FIRST FLOOR ANALYSIS :
Ampitheatre
O.A.T
Exhibhition space
GROUND FLOOR
Page no: 51
in ground and first floor only.
Service lobby
16041AA061
SECOND FLOOR ANALYSIS :
of 2nd floor
Entry
CLASSIFICATION OF CORRIDORS :
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 :
CLASSIFICATION OF CORRIDORS :
Page no: 55
View of wide corridor and interaction space.
16041AA061
COMPARETIVE
ANALYSIS
9 COMPARETIVE ANALYSIS OF AREAS
AUDITORIUM
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
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.
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:
e School of Planning and Architecture will provide the below mention department in
undergraduate and post-graduate program of architectural education
Beside this confirmation there are also other justifications which will give strong reason to start the fourth
SPA in Aurangabad City
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.
LVL 6
LVL 0
Section B-B’
LVL 15
LVL 0
Section A-A’
A
N
B’
B
A’
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
FSI - 1
GROUND COVERAGE -50%
HEIGHT RESRTICTION -21M
SITE 1- 42.930SQ.M
10.6 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