CHANDIGARH COLLGE

OF ARCHITECTURE
SARANGI NAIR
17AR09
INTRODUCTION
• College of Architecture, Chandigarh was designed by Le Corbusier in 1962.
• The college is present near the capital complex and is easily accessible from the city.
• This college gives degrees in bachelor’s Course of architecture.
• The concept of the building is derived from the traditional courtyard style architecture.
• The form is rectangular and from which a central
space is extracted forming a central courtyard
surrounded by building on all 4 sides
MASTER PLAN
PLANNING AND LAYOUT
• The planning is introvert in nature.
• The studio and classrooms have been grouped
together around a Rectangular courtyard.
• There are two doubly loaded corridors originating on
two ends of the building which Lead from the entrance
to the studios and class rooms.
• The facilities like library, museum, common room, dark
room and Administration and faculty rooms are on
both sides of these corridors.
• These corridors are poorly connected to the courtyard
through four small openings.  The design studios are
on the northern side of the building. Entrance hall is a
long rectangle in shape.
• The Courtyard has not been well linked with rest of the
building.
 FLOOR PLANS

MAIN ENTRY

N
ELEVATIONS
LINKAGES
• There has been no thought of linking studios
and the relationship between different classes
is quite poor.
• Architect has failed to link the courtyard in an
active manner with rest of the building.
• As a result, it is a passive & a dead space.
• Corridors and courtyards are poorly linked.
Some faculty rooms are very close to studios
while, others are far away.
• Thus, a varying nature of relationship has been
generated between students and faculty.
• There is little room for inter-faculty interaction
corridors which are major circulation arteries
of the building help circulation in a very
uninteresting and boring manner.
CIRCULATION
The site has two entrances.
One major entrance is towards the
south east .Used as both
pedestrian and vehicular entrance.
The other in north east. This is for
the students coming from the
hostels .
The entry to the College Building is
through west
There is an entry porch in this direction
.
The pathways in the building are linear
and is in a grid fashion.
The circulation pathway appears to be
narrower in width. This narrow path
squeezes out the students into the
courtyards enabling interactions and
discussions.
OPEN SPACES
• Courtyard is the only open space in the college which is well linked to the rest of
the college. It is a grassy lawn, used by students to relax during their spare time.
There is a large garden the south side of the college which is linked through
entrance hall the
INTERACTION
• Closed nature of study spaces. courtyard is only interaction space in the college.
• Interaction and exchange of is which forms a very important part of
architectural education has been slightly overlooked by the architect.
• The uneven spacing of faculty rooms create very awkward relationship between
students & faculty.

LIBRARY
Centrally air-conditioned library with
approx. 15,000 titles in architecture and
related fields.
Teaching aids like audio and videocassettes
are also available.
WORKSHOP
• The college workshop caters to the need of ‘hands on’ experience in handling
of building construction tools and model making.
• It has facilities including machines and trained personnel in the fields of
carpentry, metal work and model making.
INTERIOR SPACES
• The studios are quite spacious and they
are separated by low height walls.
• The doubly loaded corridors are dull
spaces. The studios and the workshop
are intercepted columns in the middle.
• Now days, further partitions have been
put in studios to divide them into
subspaces.
• The walls are whitewashed while the
ceiling have left of bare concrete.
• On the whole, there has been no
attempt to create interesting spaces by
the architect
SERVICES
• Electricity transfer from transformer to poles and then to the MCB .
• Safety measures regarding electricity are taken into consideration
• Water is store in a water tank from submersible pump and govt. water
supply.
• Two water coolers are provided at the two corners of the corridor.
ROOF DETAILS
Curvilinear roofs are
provided to capture light into
the building.
These roofs have small
arched windows in
intermediate distance.
These roofs are also made of
bricks .
LIGHTING AND VENTILATION
• The classrooms, studios are other spaces deeper on
north lights for their lighting. The lighting is good
during day time.
• Courtyard that might have been exploited for
natural lighting has not been used for such
purposed.
• Ventilation is from small window, which are present
on the outside walls. The north side windows are
large and near the ceilings.
MATERIALS
• BRICK HAS BEEN USED AS PRIMARY
BUILDING MATERIAL FOR THE
• ENTIRE COMPLEX WALLS, COLUMNS.
• BRICK ARCHES HAVE BEEN USED FOR
WIDE SPANS.
• USE OF CONCERETE HAS BEEN
RESTRICTED TO FOUNDATIONS, FLOOR
• SLABS, AND TIES FOR ARCHED
OPENINGS.
ARCHITECTURAL FEATURES
• An internal courtyard has been design with a stage which is well
connected to the corridor of main entrance and internal
corridor.
• There is open space in the front of the canteen where the
sitting arrangement is done very well.
• Sculpture are placed such a way that they create point of
attraction. Football ground, cricket pitch and basketball are
provided in the college
• Curvilinear roofs with glass windows captures light into the
building.
• Colorful front façade showcasing primary and neutral colors is
provided which is acting place marker.
• The brick work done in the building is creative and aesthetically
appealing.
• Doubly loaded corridors
ANALYSIS AND INFERENCE
• PLANNING AND LAYOUT – The planning is done in a compact and introvert manner. Students are encouraged to
interact and thus creating a lively atmosphere.
INFERENCE – Planning must be done accommodating all the spaces in the design brief and according to design
programme. It should be done so as to provide enough privacy between the student-faculty spaces at the same
time enabling discussions.

• CIRCULATION – Circulation is in grid layout and is simple yet efficient. The narrower corridors can cause crowding
in certain places however this in turn forces the students into the central courtyard giving them a more open and
free space to hangout.
INFERENCE – Circulation should be free flowing and efficient. Complicated circulations should be avoided if
possible. The circulation spaces should also have sufficient lighting and ventilation.

• LANDSCAPE AND RECREATION – The central courtyard is the distinctive feature of this building with its collection
of locally available plants. There is a extensive lawn in the south side of the building ie the entrance. Both of
these spaces adds an aesthetic value to the overall building. It also creates a peaceful and serene atmosphere.
There is not much of a recreation zone to be found here, rather spaces that enables extracurricular activities.
INFERENCE – The landscape can be designed to provide aesthetic and visual appeal. Locally available plants are
preferred due to ease in availability and maintenance. Landscape can create a better atmosphere throughout the
campus.
ANALYSIS AND INFERENCE
• ARCHITECTURE FEATURES – The internal courtyard and the stage is one of the distinctive feature of the building.
The majority of building is made up of bricks. Curvilinear roofs are provided to capture light. Doubly loaded
corridors are provided.
INFERENCE – The architecture features should be provided with respect to site context. It can be used to define a
building’s style. It can also be used as passive design strategy.

• FORM – The form of the building is rectangular with a central void space acting as a courtyard. It allows light and
wind into the building. However the it is said that this corridor space is not effectively used.
INFERENCE – Form must be able to harness wind and light sufficiently. It should be aesthetically as well as
functionally relevant. It should be design accordingly to apply passive design strategies.

• FUNCTIONAL ANALYSIS – The classrooms are spacious enough. The positioning of staffrooms and studios do
not offer maximum efficiency in circulation and privacy. Except the courtyard, there aren’t many spaces that
provides open areas or zones for student interactions in the campus.
INFERENCE – The campus should be able to satisfy the design brief and programme. The usable spaces should
be sufficient for the number of people in the campus. Campus should try to create a learning atmosphere
within itself.