MINNA BANSAL minnabansal@gmail.com

[ ARCHITECTURE PORTFOLIO ]

Casa Nina, Saligaon, Goa

t a b l e o f c o n t e n t s

• academic programmes and

workshops……………………………………………………………………………………..15

United Nations Academic Impact Programme –

Montego Bay, Jamiaca ........................................................................................................................................................ 16

Arches, Vaults and Domes training course, Auroville ..........................................................................................................19

• archi tectura l des ign ………………………………………………………………….. . . . . . .04

• basic des ign………………………………………………………………………………….20

• sketches….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

• photography………………………………………………………………………………….25

Community housing at Sagar, Karnataka............................................................................................................................. 05

Entertainment Plaza at Baner, Pune ....................................................................................................................................08

Residence for writer, Baner, Pune ........................................................................................................................................11

Beachside resort, Anjarle .....................................................................................................................................................13

Landscaping of a residential society ....................................................................................................................................14

• curr icu lum v i tae………………………………………………………………………….. . . . .03

c u r r i c u l u m v i t a e

minna bansal

• c o n t a c t d e t a i l s

address: E-5 Green Acres, Salunke Vihar Road, Wanowarie, Pune – 411048

email: minnabansal@gmail.com

mob: 9922923345

• n a t i o n a l i t y : Indian

• b i r t h : 7th July, 1993 I Chandigarh,India

• l a n g u a g e s : English, Hindi

• p r o f i l e :

I am an architecture student currently in the fourth year, seeking an internship in an

architecture office in order to gain work experience, continue learning about design and

architectural practices and further my theoretical and practical skills.

• a r e a s o f i n t e r e s t :

Social architecture I Alternative construction materials I Placemaking and Urban

Design I Heritage conservation I Education design

• e d u c a t i o n :

bachelor of architecture: currently pursuing at Dr. B.N. College of Architecture, Pune

anticipated graduation - 2016

XII HSC Board: Fergusson College, Pune I Score 81.3% I 2011

X ICSE Board : St. Mary’s School, Pune I Score 95.8% I 2009 I 2nd position in Pune

• d r . b . n . c o l l e g e o f a r c h i t e c t u r e , u n i v e r s i t y o f

p u n e , m a h a r a s h t r a

• s o f t w a r e s :

AutoCad I Google Sketchup I Photoshop I CorelDraw I Basics of Rhinoceros I Microsoft

Office

• a c a d e m i c d e s i g n p r o j e c t s :

Year 1 – Kindergarten school,Pune I Community centre,Pune I Beachside resort, Anjarle

Year 2 – Residence for writer, Pune I Cultural centre at Goa

Year 3 – Entertainment Plaza, Pune I Heritage centre at Pondicherry

Year 4 – Community housing, Karnataka

• a c a d e m i c p r o j e c t s i n p r o g r e s s :

Urban intervention of the Mahabaleshwar region

Waterfront development along Bhairoba Canal, Fatimanagar, Pune

Research paper on the ‘Impact of built form in early chiildhood learning environments’

• w o r k s h o p s :

Arches, Vaults and Domes Training Course, Auroville I 9th June – 21st June 2014

INTACH Bamboo Craft workshop I 2015

INTACH Tambat (Copper) Craft workshop I 2014

Survey and documentation of heritage structures in Pune, under INTACH I 2011

• a c h i e v e m e n t s :

Magazine and Publication Head at BNCA I 2014-2015

Certificate of Appreciation for ‘Class Representative of First Year .B.Arch. (Gen)’ for the

Academic Year 2011-2012

Trinity International Examinations Board, Trinity College London:

Certificate of Distinction, Grade I Speech and Drama I 2003

Certificate of Distinction, Grade II Choral Speaking I 2004

Certificate of Merit, Grade III Speech and Drama I 2006

• i n t e r e s t s : Writing I Illustration I Reading I DIY I Travel I Photography

Created and currently authoring a blog titled ‘Sanguine Stories’

www.minnabansal.blogspot.in

• U n i t e d N a t i o n s A c a d e m i c I m p a c t P r o g r a m m e ,

J a m a i c a I May – June, 2014

Design of a prototype for schools in Jamaica using recycled shipping containers – This

project involved preparation of design proposals, visit to Jamaica, presentation of designs

to Barracks Road Primary School and presentation at United Nations headquarters, New

York. The accepted proposal has received funding and is currently underway.

• r e l a t i v e s t u d y p r o g r a m

Year 1 – Study and documentation of the settlement of Anjarle, Konkan coast

Year 2 – Study and documentation of traditional architecture of Saligaon, Goa

Year 3 – Study and documentation of the heritage boulevard town, Pondicherry

Year 4 – Study and documentation of Sagar, Karnataka

[ A R C H I T E C T U R A L D E S I G N ]

Horse stables, Fatima Nagar, Pune

c o m m u n i t y h o u s i n g i n s a g a r , k a r n a t a k a

A R C H I T E C T U R A L D E S I G N – I V ( 2 0 1 4 )

CONCEPT:

I used the concept of ‘Inclusive Design’ . Instead of stacking and grouping units of the same area

together, I developed ‘clusters’ which included three or more typologies together, with the thought that

typologies of varying areas would draw users of varying needs, thus encouraging residents to interact

with neighbours of different age groups, occupations and economic backgrounds.

The existing structures in Sagar all had private backyards, but lacked interactive open space.

Considering this I included a hierarchy of open spaces – Each unit has its own private open space,

groups of clusters together have semi-private interaction spaces and finally, there is a large community

ground for all the residents of the area.

ASSIGNMENT: To design a low rise, high density housing scheme for the town of Sagar, Karnataka addressing their need for common interaction spaces, children’s play areas, parking needs and poor light and

ventilation in the existing infrastructure, while being sensitive to the existing urban fabric and architectural heritage of the town.We had to design a total of 200 dwelling units, with 4 basic typologies varying in area. A

combination of residential and mixed-use typologies were to be used.

AREA DISTRIBUTION:

Total built-up area : 21420

sq.m.

Adding 12% for circulation

etc: 23904 sq.m.

Type Nos. Area sq.m

60 sq.m. 28 1680

90 sq.m. 78 7020

120 sq.m. 42 4920

150 sq.m. 52 7800

Distribution of tenements by height Distribution of tenements within the clusters Built-Unbuilt space Heirarchy of open spaces

Mixed-use tenements

located along periphery

Recreational space

alongside lake

Amenities and school

located such that it is

accessible to the rest of

the community without

disturbing residents

Connected

green belts

with a

direct line

of sight

towards

the lake

SITE PLAN

N

SITE ELEVATION

5

m i x e d - u s e c l u s t e r EACH MODULE OF CLUSTER CONSISTS OF THREE TENAMENTS WITH ONE SHOP EACH: 60sq.m, 90sq.m and 120sq.m (including area of the shop)

I provided courtyards as buffer space between the residences and shops, which serves as a private open space for each house as well as a back entry to the shop. The tenement on the first floor has a private

terrace. A common terrace on the first floor acts as semi-private community interaction space

FIRST FLOOR PLAN: 120 sq.m. tenement on first floor –

shop on ground fl.

Community terrace

GROUND FLOOR PLAN: 60 sq.m and 90 sq.m tenements with shops located

on ground floor

A A

B B

C

C

D

D

SECTION A-A

SECTION B-B SECTION C-C SECTION D-D

6

60 sq.m.

r e s i d e n t i a l c l u s t e r

EACH MODULE OF CLUSTER CONSISTS OF 6 TENAMENTS - 150 sq.m. ( 2 nos.), 120 sq.m (1 no.),

90 sq.m. (2 nos.) and 60 sq.m. (1 no.)

I developed a mixed tenement cluster to allow people from different walks of life to live next to each other,

interact and learn from each other. It allows joint families to live close to each other while still having

separate spaces. Large families, young couples, elderly residents all have a choice of their convenience

These clusters are further arranged to form a bigger cluster with a central open space. This creates a

place for children to play safely under parental supervision. Open staircase blocks encourage them to

become interaction spaces and also increase security, as strangers can easily be identified

90 sq.m.

120 sq.m.

150 sq.m.

B

B

A A

SECTION B-B SECTION A-A

CLUSTER PLAN

7

e n t e r t a i n m e n t p l a z a a t b a n e r , p u n e

A R C H I T E C T U R A L D E S I G N – I I I ( 2 0 1 3 )

CONCEPT:

Since there was a vast

number of activities to be

incorporated, my main focus

was to study the adjacency of

activities and arrange them

such that retailers, customers

and visitors were equally

benefitted.

This brief was also our first

introduction to fire safety

norms, basements and

mechanical and engineering

services.

ASSIGNMENT: Multiplexes or multi-activity structures are the modern version of public spaces in a city, offering mass entertainment, recreational

opportunities, shopping and cultural education experiences for all age groups, classes and ethnicities. The given task was to design an entertainment

hub in a manner that it recreates vibrant public city life by including a mix of activities appealing to a variety of users.

Cinema (400)

Waiting Lobby

Art Gallery

Food stalls with

eating plaza

Cafeteria

Gym and Sauna

Cinema (40)

Cinema (250)

Retail

Bookstore

Bowling Alley

Squash Courts

Admin

Gaming Arcade

FIRE EXIT

AHU + ELEC ROOM

RESTROOMS

CIRCULATION

ATRIUM

ADJACENCY DIAGRAMS G

2

1

3

LEGEND

SITE PLAN

LIFT LOBBY

SECTION A-A SECTION B-B

N

8

A

GROUND FLOOR PLAN

6 7

8

9 10

11

C

1 2 3

4

5

C

A A

B B

FIRST FLOOR PLAN SECOND FLOOR PLAN

12 13

14

THIRD FLOOR PLAN

1. Retail shops

2. Bookstore

3. Art gallery

4. Food stalls

5. Eating plaza

6. Gaming arcade

7. Bowling alley

8. Cafeteria

9. Administration

10. Squash courts

11. Gym and sauna

12. Cinema 40 capacity

13. Cinema 250 cap.

14. Cinema 400 cap.

Fire escape

Lift lobby AHU and

Elec room

Washrooms

ACTIVITY DISTRIBUTION:

SECTION C-C

9

w o r k i n g d r a w i n g 10

Ground floor plan:

CONCEPT: Often, the setbacks of a plot are not given very much importance and tend to become neglected,

seldom used areas with expanses of blank walls. My intention in this design was to try and incorporate the

setbacks and surrounding spaces in a manner which feels inclusive, providing a purpose to every niche,

instead of merely a space that occurs beyond the building edge. I have attempted to achieve this by means of

an angular, irregular plan.

In terms of massing, I tried to create levels by using different ceiling heights and storeys, to create interesting

vistas for the users as well as passers-by.

r e s i d e n c e f o r w r i t e r , b a n e r , p u n e

A R C H I T E C T U R A L D E S I G N – I I ( 2 0 1 2 )

ASSIGNMENT : To design a bungalow residence for a client profile of your choice, consisting of 4 family members.

Carpet area given : 160 sq.m.

My chosen user profile consisted of: - A biologist father who enjoys pottery

- Mother who is a writer, working from home

- Son who is a student with an interest in reading

- and an aunt who is a sports doctor

As the requirement of the mother was to work from home, her study space became a necessary part of the brief

Dining opens out to barbeque

pit and deck area

GROUND FLOOR; Kitchen+Dining, Living room, Master bedroom with bathroom, Study for writer, Powder room

The study for the writer has an independent access from outside, making it a convenient office space and for meetings, without disturbing the activity of the rest of the house.

It has an adjacent patio and garden space in the corner for writing and contemplation outdoors

.

Side elevation

Section A-A

Setback used for kitchen, laundry

activities and pottery studio

Patio adjacent to study Parking under cantilevered

roof Main entry

Tool shed,

pottery

equipment

store

N

11

Section B-B Section C-C Front Elevation

Kitchen space has a deck and barbeque pit adjacent for social gatherings. The backyard, accessible from kitchen and master bedroom has a pottery studio and utility area. The cantilevered roof acts as a parking shade.

First floor plan: It has two bedrooms with a common terrace

12

CONCEPT:

Anjarle is a small, serene settlement with a simple lifestyle and a pristine beach

practically untouched by tourists. This simplicity is reflected in their structures and there

is a general character of the vernacular Konkan architecture. Thus, the materials used

in my proposal too are natural and locally available – red laterite, bamboo, thatch and

clay tiles, so as to blend in with the character of the town.

Inspiration for the overall character and form of the cottages, as well as other structures

was derived from the abstraction of a seashell

b e a c h r e s o r t , a n j a r l e , m a h a r a s h t r a

A R C H I T E C T U R A L D E S I G N – I ( 2 0 11 )

AREA REQUIREMENTS:

1.Cottages 6 nos – 25 sq.m each

2.Dining Area – 35 sq.m

3.Kitchen – 25sq.m

4.Reception – 30 sq.m

5.Souvenir shop – 30 sq.m

6.Restrooms – 40sq.m

ASSIGNMENT: To design a small beachside resort in the context of the small town of

Anjarle, Maharashtra, located along the Konkan coast, based on our observations and

study during a visit to the settlement.

View of cottage – the spiral form allows a better view of the ocean, as well as access to sea breeze

- The dining, reception and

souvenir shop are located

away from the cottages, to

allow privacy and quiet

- The cottages are staggered in

plan to allow sea view for

each. They have a common

waterbody.

Stepped dining allows a view of the sea at every level

Enlarged plan of cottage

Top view - Cottage

Site section 1

Views in multiple directions

from the bedroom

Site plan

1..

2..

3...

6..

5.

4.

N

13

l a n d s c a p i n g f o r a r e s i d e n t i a l s o c i e t y

L A N D S C A P E D E S I G N – I I I ( 2 0 1 4 )

I proposed a total of 27 species of native plants in the planting policy, including foliage and flowering trees, creepers, groundcover, etc.

The colour palette I opted for was a

complementary colour scheme of yellow and

purple with neutrals like white to complement. The

hardscapes, compound walls, etc. are again

neutrals like grey stone to allow the colours to

stand out

Slopes and drains have been managed to redirect

surface drainage to permeable surfaces to allow

seepage into the ground.

LANDSCAPING PLAN

SECTIONS

SLOPE ANALYSIS

HERBARIUM

PLANTING POLICY

14

[ A C A D E M I C P R O G R A M M E S A N D W O R K S H O P S ]

Auroville Earth Institute, Pondicherry

U n i t e d N a t i o n s A c a d e m i c I m p a c t P r o g r a m m e - J a m a i c a

D E S I G N O F P R O T O T Y P E F O R S C H O O L S I N J A M A I C A U S I N G R E C Y C L E D S H I P P I N G

C O N TA I N E R S ( M AY – J U N E 2 0 1 4 )

In May 2014 I participated in the United Nations Academic Impact Programme,

along with 7 other students from my architecture institute. The project was in

collaboration with BNCA, United Nations, Barracks Road Primary School in

Montego Bay, Jamaica, Ministry of Education, Jamaica and Tourism Ministry of

Jamaica.

There were two aspects to our study: 1.Ecotourism in Jamaica 2.Reúse of

shipping containers to design a portion of Barracks Road Primary. I was

responsible for the second, along with two classmates.

PROCESS:

We worked on several conceptual designs before our visit to Jamaica as per

the brief given to us. On arriving there, we presented our ideas to the principal

and teachers at Barracks Road school and officials of the Ministry of Education.

One proposal was finalised. We then proceeded to customise our design to site

requirements under the guidance of our professor and a professor at an

architecture course in Jamaica. The project has received funding and its

implementation is currently underway.

We also had an appointment at the UN Headquarters, New York, where we

presented our work to the heads of the UNAI Programme. It was well received.

Proposed site in Barracks Road Primary: The current structures were to be relocated, making room for the new

design proposal

SHIPPING CONTAINER AS AN EDUCATIONAL TOOL: Using containers

to design a school which essentially serves as a three-dimensional text

book.

INTEGRATION OF LEARNING SPACES AND PLAY SPACES: Using

containers for design of both study and recreational spaces such that they

merge.

When containers are used to construct play spaces, children may look at the

classroom container also as a place for playing, thus maintaining their

interest in learning.

CREATING A HOLISTIC AND STIMULATING LEARNING

ENVIRONMENT WHERE STUDENTS LEARN EQUALLY WITHIN AND

BEYOND THE CONFINES OF THE CLASSROOM: Learning cannot be

limited to text books and the shipping container can be used extensively to

teach outdoors.

Revamping and reusing of shipping containers for school utility in a creative,

innovative and viable manner

OBJECTIVE:

GOALS AND GUIDELINES WE SET OURSELVES DURING THE DESIGN PROCESS:

Final Proposal: Using one 40 foot container and one 20 foot container as a library and reading room respectively

LEFT: The school finalised our proposal for a library and reading space

using two containers, as this is what they required. We made

modifications as per their requirements resulting in the proposal on the left Site plan

16

The lower 40 ft container serves as a

small library. The upper container can

be used as a quieter area for reading

and self study. Bookshelves placed

along one side only utilise the rear wall

facing a wall, allowing the other face to

have large windows for natural light

and ventilation.

Considering the hot and humid climate

of Jamaica we suggested two roofing

methods to reduce the heat gained by

the container: 1. A green roof 2.

Double roof (sloping)

Currently, the school has acquired one

40 ft container and will expand as

budget allows.

Above: Initial design of the library and reading area which was shortlisted

for the final project.

In order to make maximum use of the container itself, we proposed

designs where the walls themselves could open out to maximise space,

while acting as shades. At the end of the day, the container could be

closed, sealed and transported to a different place easily.

Containers used to create play equipment and assembly space

Containers used for dining and canteen area

Containers used for single classroom: Two or more

containers could be used together to create classrooms of the

desired size and integrate the outdoors as well.

1. BNCA team with Mr. Ramu

Damodaran, Chief, UN Academic

Impact Secretariat and his team, at

UN HQ, New York.

2. BNCA team with students from the

University of West Indies

3. Students at Barracks Road Primary

18

The concept of making both play

spaces as well as classrooms and

academic environments with

containers was with the intent that

children start looking at their

classroom with the same excitement

they view their play equipment with.

Learning should be equivalent to play,

and we believe the surroundings play

an important role.

1. 2. 3.

Fortunately, the project received

funding and was covered in the local

Montego Bay newspaper.

Conceptual school campus using containers

a r c h e s , v a u l t s a n d d o m e s c o u r s e , a u r o v i l l e

TWO WEEK THEORY AND HANDS-ON PROGRAMME – 9TH JUNE – 21ST JUNE (2014)

WEEK 1: We were introduced to the various forms, construction techniques and materials

used in the construction of arches, vaults and domes and studies principles of stability.

WEEK 2: We participated in a hands on workshop where we constructed structures with CSEB blocks based on the techniques

and methods demonstrated to us

Drawings prepared for optimisation of stability of a pointed arch and calculating

the pattern of masonry

1.

1.Pointed dome 2.Building arches 3.Levelling courses of a dome 4.Dome building 5.Stepped CSEB blocks of pointed dome

6.Beginning of vault construction 7.Arch 8.Semicircular vault 9.Pointed arch 10.Cloistered dome

2. 3. 4. 5.

6. 7. 8. 9. 10..

19

[ B A S I C D E S I G N ]

Clay sculpture – Transformative Verbs

a b s t r a c t i o n :

Transform an existing image to various degrees of abstraction

Mediums used: Coloured pencils, watercolour, poster paint, acrylic paint

e x p l o r i n g m e d i u m s :

Fabrication of model made using Rhino

Plasticine model made during a ‘Transformative

Verbs’exercise:

List down ten tangible and intangible verbs

and use them to modify plasticine into a final

abstract sculpture

Clay vessels

21

s t o p m o t i o n a n i m a t i o n :

g r a p h i c d e s i g n :

BRIEF: To design a game for the differently abled

I adapted the game Scrabble to make it friendly to the visually

impaired.

The game board consists of raised tactile shapes and surfaces to

represent the instructions in the game.

The letter tiles have enlarged lettering as well as letters and

figures in Braille

Mediums: Foam core board, paper, beads of different sizes

BRIEF: To make a short film using the word travel in a

‘ridiculous’ context.

I made a stop motion film using paper and photographs as my

medium. The storyline revolves around a character called Mr.

Stash and his adventures around the world.

YouTube link:

https://www.youtube.com/watch?v=06D45m_npdU

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SOFTWARE: CorelDraw

22

[ S K E T C H E S ]

24

[ P H O T O G R A P H S ]

Barracks Road Primary School, Jamaica

e v e r y d a y

“And above all, watch with glittering eyes the whole world around you because the greatest secrets are always hidden in the most unlikely places“

- Roald Dahl.

26

t r a v e l

“Little by little, one travels far” – J.R.R. Tolkien

27

The more that you read, the more things you

will know. The more you learn, the more places you’ll go. – Dr. Seuss