Architecture Design Studio - 6 - Housing
Housing in urban areas are mostly bylaws driven. these bylaws are very generalised and not specific to area, location or climate zone. Design design are based on such non relevant bylaws. User perspective or demands are generally neglected in such scenarios. Students will be encouraged to question existing bylaws and redevelop new set of regulation based on their understanding, site context and climate. Second aspect of housing is user. Students will be asked to list down various expectation from users point of view. Based on user demand, student will be asked to design without consideration of bylaws.
Architecture Design Studio - 6 - Housing
Housing in urban areas are mostly bylaws driven. these bylaws are very generalised and not specific to area, location or climate zone. Design design are based on such non relevant bylaws. User perspective or demands are generally neglected in such scenarios. Students will be encouraged to question existing bylaws and redevelop new set of regulation based on their understanding, site context and climate. Second aspect of housing is user. Students will be asked to list down various expectation from users point of view. Based on user demand, student will be asked to design without consideration of bylaws.
Architecture Design Studio III
Designing for the People
Public Spaces are built through intense negotiation, contestation, and collaboration. The culture of architectural production in many parts of the country continues to be collaborative and involves individuals as well as collective groups with specific spatial skills as co-producers of space and key players in place making spaces.
The role of design is difficult to articulate, let alone remunerate or value in such dynamic contexts. As a result, designers often find their place in serving the elite sector of society as this position allows a more comfortable valuing and understanding of service and position.
International discourse of architectural design in the last decade has acknowledged participation as an element of the design process and the role of the designer as the creator of potentialities of co-production of spaces.
Definitely, This studio shall expose students to the methods of understanding processes of co-production in an existing built environment, introduced tools to visualise, analyse and communicate these processes for their applicability.
This studio shall directly focus on variation but subjective program specific studio rather than typical site/built-up. Regardless, the studio shall definitely have flexibility to choose the site, programmes, activities as well as preferred design environment for the students, along with restrictions and limitation to the typicality of built masses.
For this reason, the studio shall be framed around the key question:
1. how and where design engages in this complexity ?
2. Can a space be designed and developed for the public without typical sense of just building it up ? – (with the thought of openness and minimalism)
3. Can a space become a place making space even with the all-inclusive approach ?
Overall pathway of the studio shall focus on the Responsive design fundamentals, collaborative approach and the narration of the specific program with inclusive methodology.
Concluding main objective
When it comes to develop a core space in any urban area, that is surrounded by households and commercials, It becomes mandatory for any designer to keep the space breath out for that specific urban area as well as for those specific people around. And when it comes to develop a space for public, then of course, the place making concepts and activities based on multi-purpose approach comes on priority than only the typical built mass.
These are the core objective this studio will perform.
Professional Practice - Semester 9
COURSE DESCRIPTION
Architecture both defines and is defined by social, cultural, political and financial constraints: this is where the discipline and the profession of architecture meet. This mutual influence occurs wherever interventions in the built environment are considered and can be strengthened or undermined by the many ways in which the practice of architecture can be undertaken. The more informed we are about the factors that control what can be made, the concerns that those who ask us to make designs have and the ways in which we can choose to work, the greater the opportunities to propose and make appropriate architectures.
This course develops, deepens and questions the professional practice themes introduced in Intermediate School and encountered in Year Out work experience and integrates these comprehensively and critically with design and design considerations. It is also intended to provide an informed basis for the next stage of professional experience.
The course is provided through a series of 16 lectures, seminars and discussions that consider key issues relating to the professional, political, legislative and financial contexts of design and construction, together with examples of and strategies for conventional and unconventional models of practice in preparation for the next stages of work experience and professional qualification.
Architectural Design Studio VI
Studio Description
The course equips students with fundamental skills that are critical to design housing in the practice of architecture. The idea of the studio is to understand designing of places for community and privacy. This studio will also help students to make spaces that can respond to the needs of the community for joyful livable places of interaction and how to respond to the dreams of individuals to provide for a joyful livable place of their own. The studio aims at introducing principles and processes; sequence of exercises emphasizing development of basic skills, ideas, and techniques used in the design of mass housing projects. This studio will also explore materials and structures that can give architectural meaning to the forms.
Studio Objectives
1) To understand the complexities of providing shelter for people from different socio-economic background in close proximity to each other in urban areas.
2) Sensitize students about land scarcity and expose them to different typologies of high density housing.
3) An understanding of ‘whole to part & part to whole’ would be developed through the studio.
4) Expose the students to the challenges of bigger scale site planning involving a group of buildings.
5) Exposing students towards architectural exploration keeping housing guidelines as one of the parameter.
Studio Methodology
1) Orientation towards housing terminology and its parameters.
2) Developing an understanding of ‘incremental housing’.
3) Study of different housing projects designed by masters.
4) Understanding types of community and their need.
5) Design development:
a) Program formulation
b) Site delineation & analysis
c) Site planning & unit design
d) Demonstration of final out come
Building Environmental Technology I
Site and sustainability is one of the many determinants of climate responsive built form. This course focuses on the science of climate and the first but most important parameter to achieve maximum comfort in building, i.e. ‘selection and analysis of the site’. This course gives an overview of climatic parameters and various climatic zones, site parameters and equip students to design climate responsive architecture using various tools and techniques.
The desire for creating sensitivity towards sustainable built environment, one needs to design buildings based on effective analysis done for the site and to provide thermal comfort with minimal adverse impact to the built environment. This course introduces the concepts of sustainability aspects at site and equips the student with tools for climate responsive design to achieve maximum sustainability.
This course is organized in two parts. First, to learn the climatic parameters & to define climatic zones and second, to analyse site with various sustainability parameters. This includes selection of site, site assessment and Site planning, characteristics of sites, topography, landscape, solar access, geology and seismic data, soil types, soil textures and structural stability, air movement pattern, role of immediate context etc.
Students will analyse given sites in India. All exercises during the course will be related to literature study and design development. In defining climatic zones, students overlay analysis of climate data using manual techniques. In site and sustainability, with each stage of various parameters, the student will analyse the site and check the efficacy of sustainable parameters.
Architectural Design studio lll
Course Description
Biophilia virtually means that the love of nature, and therefore the plan behind biophilic style is to embrace the very fact that humans have an instinctual ought to connect with nature. In design, Biophilic style brings components of nature into indoor and concrete environments. It may be as easy as filling an area with houseplants, or as complicated as planning a whole urban landscape around biophilic principles. Ideology behind the studio would concentrate on understanding the idea of Biophilic style and examine its potential application to public buildings .The course equips students with information and understanding of area coming up with in terms of integration of nature and built environment . The studio introduces a full vary of subject field concepts and exploration of style through use of various building materials and techniques. Students can develop style and structure skills by understanding the importance of merging nature with design and its impact on humans. This course uses drawings, scale models and details to demonstrate their knowledge and skills.
Key words:- Biophilic design, Public buildings, built environment,
Research Methodology
Why research? The American writer Zora Neale Hurston described research as “formalized curiosity” –
“poking and prying with a purpose”. Such formalized curiosity can be both fun and useful. It can inspire
architectural creativity and prevent expensive mistakes before they happen. Most importantly, it can help
practising architects understand the lived experience of the built environment in order to improve the
outcomes of their design.
Planned as a prequel to the Fifth-Year thesis, this course aims to demystify the elements of design and
research enquiry in architecture. From the uses of case studies to conducting interviews to visual
ethnography and observation, this course will clarify the elements of qualitative primary and secondary
research. It will connect the foundations of research inquiry and methods to the variety of knowledge
needs that come up in architecture practice. It will equip students with the ability to maximize learning
about the built environment, through the use of literature review and case studies.
Building Construction V
This studio aims to transmit the art of preparing a complete and accurate annotation required at the project's execution. To understand an approach to design and drawing in reference to building material assemblies, construction system and building technology. Along with this, services play a vital role in the overall Design Resolution and representation of design. So Inclusion of Intent through construction documents (Architectural working drawing and detailed drawing), understanding the various parameters of construction (AWD) for execution, correlating and coordination inputs from various consultants - these all will also be the core part of this curriculum.
The construction studio focuses on the design and execution of toilets and kitchens.