Women's Education Society’s SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE, SEMINARY HILLS, NAGPUR Criterion 6 – Governance, Leadership and Management 6.5 Internal Quality Assurance System 6.5.2 The institution reviews its teaching learning process, structures & methodologies of operations and learning outcomes at periodic intervals through IQAC set up as per norms Sr. No. Contents (Documents) 1. Design Report 2. Site Visit Report 3. Construction yard Report 4. Policy for Construction Subject 5. Minutes of Construction meeting
Transcript
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Criterion 6 – Governance, Leadership and Management
6.5 Internal Quality Assurance System
6.5.2 The institution reviews its teaching learning process,
structures & methodologies of operations and learning
outcomes at periodic intervals through IQAC set up as per
norms
Sr. No. Contents (Documents)
1. Design Report 2. Site Visit Report 3. Construction yard Report 4. Policy for Construction Subject 5. Minutes of Construction meeting
DESIGN REPORT
Odd Semester-2018
Womens’ Education Society’s
Smt. Manoramabai Mundle College Of Architecture, Nagpur
Compiled By
Prof. Priya Choudhary( Design Co-ordinator)
Ar. Vaijayanti Hanmante
DESIGN I
Basic Design and Visual Art
Coordinator: Dr. Sampada Peshwe Team:
Section A : Prof.Vishwas Dikhole,Prof. AtulaPatwardhan,Ar.Samruddhi Amte.
Section B : Dr.Ujwala Chakradeo ,Dr.Sampada Peshwe, Ar.Rashmi Thakre
Section C : Ar. Piyusha Rathor , Ar.Nehal Maheshwari
Introduction Basic design provides the framework for understanding design as new language by sensitizing students to the conceptual visual and perceptual issues involved in the design process. In this semester, the students were firstly introduced to the world of design. So, this semester focuses on basic design, which shifts to architectural design in the next semester. The primary objective was to create the foundation of design skills in the students by introducing them to principles of art, aesthetics and design. Students were enriched with the knowledge of visual and graphic skills, creative thinking and imaginative skills. Students were given a preliminary exposure to architectural design vocabulary. Unit I - Development of visual and graphic skills. Unit II - Elements and principles of design. Unit III - Introduction to principles of composition and the role of principles of design. Methodology:
Sr. No. Stages Details
1 Unit I -
Free Hand Line Sketching & Drawing of Natural and man-made objects.
Transformation of Natural objects to Abstract objects through different style of sketching.
Sketching of works of famous architects.
Assignment I- Sketching of Smaller Units
Manmade - Basic Shapes, Natural - Leaf,
Flower, Branch, Animal, Stones etc.
Objective: Development of basic skills
Teachers’ Input: Demonstrations
SECTION A
SECTION B
SECTION C
2 Assignment II- Copy Sketches of Architectural works by well-known artists - Nikhil Choudhary, Milind Mulik, Rendering with pen and ink, D.K. Ching
Objective:To develop understanding of
various sketching styles including conceptual
sketches, their effectiveness, compositional
qualities and applicability.
Teachers’ Input: Power point presentations
SECTION A
SECTION B
SECTION C
3 Assignment III- 2D sheet of Principle of Aesthetics.
Objective: Understanding basics of
composition
Teachers’ Input: Power point presentation on
principles of aesthetics and elements of
design.
SECTION A
SECTION B
SECTION C
4 Assignment IV - Select one composition and then refine it with the help teachers and the knowledge given through the lectures on principles of aesthetics and elements of design. Then render the composition into achromatic, monochromatic, contrast and harmonious color schemes. .
Objective: Understanding
basics of composition
Teachers’ Input: Power point presentation on principles of aesthetics and elements of design.
SECTION A
SECTION B
SECTION C
5 Assignment V- 2D Composition to 3D : Now they have to convert the selected 2D composition into 3D, considering the line as a plane, circle as sphere or cone, square as pyramid and dot as cone
Objective: Understanding the difference
between 2D and 3D.
Teachers’ Input: Demonstration & Discussion.
SECTION A
SECTION B
SECTION C
6 Assignment VII - Exploring Possibilities of Conception of Space – Nine square matrix
Objective: Conceptualization and role of
design elements and principles in expression.
Teachers’ Input: PowerPoint presentation
SECTION A
SECTION B
SECTION C
7 Colour wheel and colour values Inputs – presentation given by faculty on colour theory and various colour schemes Output – innovative colour wheels.
SECTION A
SECTION B
SECTION C
Feedback Students were enthusiastic enough to understand design as a new language. They learnt importance of design and to appreciate design examples from natural and manmade environments. They learnt importance of elements of design like point, line, shape, form, space, texture ,value and color . Introduction to principles of composition like unity, balance, symmetry, scale, rhythm etc were very well grasped by the students. Application of principles of composition were well understood from 2d to 3d. Color theory helped them to render the compositions in 2d and 3d both .Importance of color wheel was well explained to them so that they can understand colour selection rules . Students also attempted innovative colour wheel patterns. The exercise of 9 Square Matrix is the first step into a complex level of design and is predictably bit difficult for the students to understand in the beginning. But as the exercise progressed the students were able to deal with the complexity of the design in an extremely satisfactory way. Students explored different complex ‘words ‘and gave justice to their design .This helped to develop their emotional quotient. SECTION A Achieving Variations in all elevations of all sides in 2d to 3d is key factor to sculpt a 3d model was a guiding approach. Some students attempted to work on one model with two opposite words simultaneously ex. Anger and calm.
W
w Working on Elevations SECTION B Playing with light from various angles can lead to interesting patterns of shades and shadows were main focus while dealing with 3d models.
Playing with light to create interesting shadow patterns SECTION C Interconnection of spaces is an important tool to achieve interesting composition was a guiding factor to work on 3d models.
Introduction Interrelationship of different activities plays an important role in design. This
interrelationship depends upon the nature of activities, their proximity, circulation and
their compatibility. Residential activity is solely for living and has its own guiding factors
at the same time commercial activities has its own requirements in terms of space and
functionality. When these two activities coexist, their interrelationship becomes a distinct
design challenge. Hence in this semester, as the students were aware of residential
activities, a composite activity as major design project was identified to take students
further in understanding of architectural design.
Few buildings demand a solitary space. They are normally composed of a number of
spaces that are related to one another by function, proximity or circulation path. The
students learnt relationship of spaces and creating space for multiple uses.
Studio focuses on “Addressing changing cultural context through architecture”.
Technology has profoundly altered our modes of life. The scientific and technological
inventions have modernized Societies; they have brought about remarkable changes in
the whole system of social relationship and give birth to new ideologies in the place of
traditional ones, which have drastically changed the way of life. Also, urbanization in
society is responsible for structural changes in the pattern of family structure. To some
extend family life is directly influenced by work culture, pattern of interaction, pattern of
communication etc. Today status of women has elevated the in society, now they are
more carriers oriented. This has resulted in change in family structure from joint to
nuclear to single (married but living alone). This give rise to building typology as
“Studio Apartment”
Typology selected for composite activity is Studio apartment with commercial activity in
proximity to each other. The students may design for any one category such as working
women (executive), IT sector, hospital (for patient relatives). The studio Apartment is a
“Newer Concept” which represents smart way of living especially for the future hi-tech,
eco-conscious generation. It is known as Studio Flat which is self-contained and
efficient. Studio apartment is having a large room with activities performing living,
cooking, dining, sleeping and bathing. Essential room found in an apartment without any
barrier of walls or divisions. Whereas restaurant, Gym, Spa, Library is a commercial
place where you can use the service and pay for it.
Aim To make students understand the approach of designing composite activity and understand the spatial relationship between them. Objectives
1. To understand the typology and its specification
2. To develop the understanding of interrelationship of activities and circulation.
3. To design the creative furniture for multiple function in a space by applying
anthropometry.
4. To make students aware of the prime user’s necessities while designing activities.
Site details Three sites were identified for the proposal i.e. 1) Dhantoli – Site for studio apartment of Hospital: 1125sqm- the site is situated in front of
Dhantoli garden towards south side direction abutting 9m wide road on east and south
side direction. Residential area on north and west side.
2) Near central mall: For executive women-1146sqm- the corner site is abutting the 9m
wide Canal road in Ramdaspeth facing the canal and surrounded by residential area.
3) IT PARK : For IT sector - 1143 sq m- the site is abutting 12m wide Gayatri Nagar road
on east side , Persistant on north side and residential areas on the other two sides.
Methodology
SR.
NO.
STAGES DETAILS
1 Group discussion 25TH JULY
Objectives was to develop and understand the lifestyle, space requirements and trigger the discussion based on addressing changing cultural context through architecture. Twelve topics were floated by mentors for the discussion-
1. Impact of social change on requirements and use of spaces
2. Change in cultural and social attitudes in communities has impact on the architecture
3. Effect of built environment on healing 4. Globalization – an issue for change in cultural
trends 5. Role of technological advancement in medical
fraternity 6. Changing role of indian women with cultural
change 7. Dichotomy of responsibility of omen in 21st century 8. Shrinking of residential spaces 9. Home away from home : need of present day
culture 10. Hope and console- role of hospital in long term
treatment 11. Environment plays important role for social
change/ change in life style 12. Impact of it sector on work culture. 13. Architecture is a manifestation and expression of
culture
SECTION A
SECTION B
SECTION C
2
Creative exercise: Form-Deform-Reform Objective was to derive the form of building and developing the plan from it. Students were given the cuboid of size 10x7x18 cm. Students evolved the new form by adding and subtracting from cuboid in the module of 1.5 x 1.5 cm.
SECTION A
SECTION B
SECTION C
3 Site visit and site analysis:
Site analysis was carried out by studying location, orientation, existing natural features and vegetation like trees on site, its topography, views and vistas from and to the site, surrounding land use and traffic on abutting roads and climatic study includes sun path, wind direction, temperature.
SECTION A
SECTION B
SECTION C
4 Precedent study and data collection
Students collected the data regarding areas required and facilitation for residential and commercial activities. They studied the examples of studio apartment from internet and books (book case study) from which they understood concept of zoning and interrelation of various activities, vertical circulation.
SECTION A
SECTION B
SECTION C
5 Design program Students were asked to proposed 12 – 15 appartments on the site with individual unit area not exceeding 45 to 55 sq.m . Also, they have to choose commercial activity on their own which is compatible to function. special emphasis was given on f.s.i. calculation, parking, road networking. On the basis of this students formulated their design program.
SECTION A
SECTION B
SECTION C
6 Concept Evolution Design ideas were generated keeping in mind the main objective of the studio apartment, to have dynamic, interactive, and healing spaces. For this, some students tried to evolve form by mind mapping the words and then graphically interpreting them through 3D &2 D forms. Some tried to play with open spaces and semi-open spaces; some evolved their idea as per their selected site and few from creative exercise. Students worked on 3D study models to develop their form and finalized overall composition and massing.
From the conceptual plans, students finalized their site plan, double line plan with sections. This was an iteration process wherein students prepared at least 3-4 detailed plans to finalize the circulation and overall composition of the site.
SECTION A
SECTION B
SECTION C
8 Presentation Drawings Students then prepared final presentation drawings with site plan, floor plans, sections, elevations, detailing of some important area and models. Views were prepared by some students.
SECTION A
SECTION B
9 Models Detailed Models showing fenestrations, shading devices were prepared by students.
SECTION A
SECTION B
SECTION C
Evaluation Criteria: Students were evaluated on the basis of their understanding of-
Overall composition of the masses
Vertical circulation, ramps and connecting spaces such as corridors and lobbies.
Proportions, circulation pattern and hierarchy of spaces
Grouping and segeregation of activities as per public and private needs
Interrelationship of two different activities in design
Feedback SECTION A
Being the first exercise on interrelationship of activities and it was little difficult and time consuming for students to understand the depth of the major problem. But with the help of group discussion held on various issues realted to changing cultural context helped students to understand the topic in detailed. They could come with a list of requirements and design programme of respected category. Some considered climatic conditions and provided design solutions accordingly. Other students focused on activity, shapes and circulation in between and in the process did not pay attention to overall form. It was observed the more time should also be given in developing the entire site like entry and exit to site and building, parking, location and details of toilets and staircase.
To start with creative exercise students did very well and came up with various forms.The students went to the site and responded well in analysing it. Their they could see the natural features like vegetation and other site specific features which actually influenced their design. The book study helped them in understanding the concepts of connectivity between two buldings, road network, parking and site planning.
As usual, idea generation or conceptualisation was time consuming phase. Most of the ideas were generated from creative exercise and mind mapping, then to convert that into a plan form or overall composition was also equally time consuming. The most difficult part was resolving plans with respect to vertical circulation and connectivity through corridors and plinth. Most of the time was spend in understanding the grouping of activities and segregation of residential and commercial spaces. It was observed that more time should also be given in developing the entire site like entry and exit to site and building, parking, location and details of toilets and staircase. Much difficulty was felt in drafting the section. Only few Students could reach up to views, construction and materials details.
SECTION B
The studio was focused on “Addressing changing cultural context through Architecture”. It was complex and, therefore it was simplified and group discussion was organized to get insight into topic and it help students to understand the typology studio apartment its evolution and its need in today’s context.
Creative excersie help the students to visualize the various multistoried forms and their understanding about multistoried building. As the students were designing multistoried building for the first time, it take lot of time to vertical zoning, vertical circulation and placement of service core. They took more time to finalize the plan form. Initially students found it difficult and took more time while working on structural system and vertical section of building but it was resolved after discussion and giving them demonstration. Finally most of the students could draft building section and final output came out well. Climatic study was very well done by students, they did shadow study through sundial and accordingly provided shading devices in building.
Overall the students were exposed to accommodate various activites in smaller area,
construction techniques for multistoried building, placement of service core, use of sundial in design.
SECTION C
The major project was followed by the minor project. This helped students to understand the complexity being added to the design program. In minor project students handled the spaces in and around the staircase as a vertical connector.
In major project the complexity was added with the additional activities for studio apartment. Various issues were derived from the group discussion which proved to be of great benefit to students. This helped them to derive parameters that would help them to take design decisions.
Activities, hierarchy of spaces, required circulation was discussed in detail. The design process was observed to be in two categories. First, few students focused on the derivation of form while others tried to incorporate the issues derived at functional level and then the form. However, both the approach gave successful result because of handling 2D and 3D simultaneously.
Development of site required extra time. Next time few issues like access and exit to the site, parking and site development should have more attention. The creative exercise output was satisfactory. site visit to the chosen plot, connectivity between spaces- horizontal and vertical connectors, road network, parking, toilet details and fire exit staircase details had a satisfactory discussion and implimentation in design.
Next time attention needs to be given to have some extra time for sections and views to be generated after complition of the project.
PROJECT II STAIRCASE AS A DESIGN ELEMENT Duration: 2 weeks
Introduction Staircase is a vital design element in multi-floor buildings, but they can also be a fascinating aesthetic addition. It is an important component of a building providing access to different floors and roof of the building. Staircase not only helps in vertical circulation, but it also forms the most essential elements of the space design, it can be used as a highlighting feature or to add focal point of any space. It is an expression of the designer’s creativity both in terms of material usage, actual space and structure.
Objectives
1. To make students aware of different types of staircase based on geometrical configurations.
2. To make students understand the general guide lines while planning staircase.
3. To understand the design of different type of staircases as per the building typologies and their locations
4. To understand the different types of materials used for staircase.
Methodology
SR.
NO.
STAGES DETAILS
1 Introduction Students were introduced to the staircase as a building element. Emphasis was given on form and type of staircase, the construction technologies and materials used for its appropriateness with respect to the typology. Students collected the technical data and standards for staircases and their types. Issues dealt were space consideration, importance of typology and its occupants, location of staircase, height of building, materials, etc.
SECTION A
SECTION B
SECTION C
2
Precedent study Students were taken to different sites such as Old secretariat building, Archeology office, Pariksha Bhavan, Residence,city survey office and hospital to understand different types of staircases and their materials.
Precedent study emphasized on understanding the existing staircases for different typologies with respect to the issues mentioned in the introduction. 5 Master architect’s approach towards staircase designs and the surrounding condition were studied in detail by students.
SECTION A
SECTION B
SECTION C
3
Selection of building / s for proposed staircase
Existing Sites for proposing a staircase were identified by the students. The building types were residential, commercial, institute, hospital. The selection criteria focused on location, accessibility, circulation, space constraint, potential, aesthetics, visual connectivity etc.
SECTION A
SECTION B
SECTION C
4 Proposals After understanding the present condition of the site, students tried to redesign the staircase. They started with creative exercise and through models they first finalize their form and then worked on architectural details, constructional and material details. The proposals addressed various issues discuss in stage 3. Sheets had location plan of existing sites, location of staircase in the building, supportive photographs, proposed staircase plan, elevation, sections, material details and joineries. 3D Model was prepared in an appropriate scale.
SECTION A
SECTION B
SECTION C
Evaluation Criteria
Manifestation of thoughts through model
Architectural drawings showing material and construction details
Feedback
SECTION A
This minor project of studying staircase lead students to think in a rational way of
staircase use. This helped students to understand staircase as an important building
elements in detailed with all required deign considerations. Since it was just the
beginning of technical work in design, students took time to grasp it and put on sheets.
Much of the focus for minor project was on model than on sheets. So students could not
produces drawings in the form of plan, elevation, sections. But they came with new
innovative ideas in staircase design which was well reflected in their models.
Their sketches,architectural drawings were not at par but models turned out to be good.
SECTION B
The short project has developed the understanding of students regarding staircase as
essential element of the space design and vertical circulation. Initally students faced
difficulty in converterting their form developed through creative exercise into technical
aspects of staircase but then they resolved it with help of study models.
overall students were exposed to design consideration for staircase,technicalities of
staircase and knowledge of materilas.
SECTION C
The minor project was a good guiding factor for students to understand the role of
staircase as an important building element to inetrconnect the vertical spaces. However
the time constraint could not support to bring about profound detailing in the form of
sheets. This exercise was a succesful attempt to teach interralation ship of staircase
with surrounding activities.
.
ARCHITECTURAL DESIGN-IV Semester V
Co- ordinator: Dr. Neeta Lambe Team: Prof. Shriram Marathe, Prof. Pratima Dhoke , Dr. Neeta Lambe, Prof. Shobhana Tembhurnikar, Ar.Ketki Tidke , Prof. Anuradha Bhute, Prof Mrinmayee Tiwari, Prof. Vaijayanti Yadav, Ar. Rita Meshram
Introduction With the wide ranging social and cultural changes, the architecture as a profession is at a juncture where there is an emergence of new order in designing built forms. The norms of the historic and modern architecture need to be revisited to seek the new order appropriate for the changing society. The reference of historical buildings while appropriating the new norms does not attempt to create a new 'past'. It tries to bridge the gap between the past and the future; it tries to construct a mediate way that could forge a link with the past - in order to increase one's awareness of a place's cultural roots. A sense of the past is equally as important as the sense of the future to the built environment. According to this notion, the attachment to the originality of historical buildings becomes a critical issue in designing in historic core. As stated by Ar. Shirish Beri, what is historicity today, was modernity a hundred years back and what is modernity today, will be historicity after hundred years from now. The designs of historic buildings in a certain area and time have been generated by the strong context of local climate, local material, nature, technology and local socio-cultural aspirations. Today’s modernity; the superficial style and expression lack belongingness, cohesiveness and unity. But if one perceives at deeper level, there are always some unchanged characteristics and reference of socio-cultural setup. Designing in historic context has always been challenging in terms of creating appropriate architectural vocabulary. The appropriateness of the design keeping the changing time in mind would address the issue of historicity and modernity. With this as base, the theme identified for this year’s 5th semester design project was Historicity and Modernity. The main objective of fifth semester design projects, minor and major was to study deeper characteristics to understand the historicity and design to address the changing society to understand modernity. For the purpose of study, Mahal as historic core of Nagpur city was identified and studied.
Theory of architecture: In the subject TOA, the theory of Historicity and Modernity was introduced and first assignment was based on this. Students studied the meaning of the terms and tried to identify examples wherein they could explain the theory.
PROJECT I
CONTEXTUAL STUDY OF HISTORIC CORE OF NAGPUR CITY: STUDY OF MAHAL
DURATION:- 3 WEEKS
The minor project was based on the analysis of Mahal as historic core of the Nagpur city and
historic context for the site for major project. Through the study of Mahal, the concept of
historicity and its learning was understood and then the response appropriate to the present
time was given as major project. The minor project was a group study project wherein 120
students were divided into number of groups and each group carried out the primary
survey of the identified area.
Historic Core A city centre is the first settled part of a city, it is the most historical part of the city. A core is the starting point and end point of numerous movements of a city. The core unifies of variety of high level and low level activities and concentrates the characteristics of a wider area and imposes a high degree of social communication. Core represents the most attractive and unique activities. The city’s development is followed by the transformation of its core. There is a high density of structures within a limited space and also high concentration of traffic. Mahal As Historic Core Of Nagpur Mahal is the oldest part of Nagpur, located on the banks of Nag river. Raja Bakht Buland Shah established Nagpur here in 17th century. The Motha Rajwada, residence of the Bhonsle royal family, is located in Mahal (Hence the name Mahal). The city started growing in radial pattern with Mahal at the core. There are many historic temples, mosques and wadas in Mahal along with the remains of the gates to the fortified area. The area has predominantly residential and mixed land use. The area has low rise high density development and represents typical traditional dwelling units and their organisation. The Mahal area has many traditional houses known as wadas which represents the emergent form of socio-cultural and climatic conditions prevailing in the region. The building elements like varandah, projected balconies, courtyard, small openings and sloping roof are still evident in the area. The clustering of the houses to form open spaces and compact layout of houses to achieve mutual shading represents climate responsiveness of the area. The concentric growth around the area, social fabric and the spatial organisation makes it; a historic core. Hence, Mahal was identified as study area to understand the concept of Historicity and Modernity.
Aim To study of historic core to understand the concept of Historicity Objectives
1. To identify parameters that define historicity of a place through literature study
and primary survey
2. To identify issues related to changing socio-cultural framework.
3. To identify unchanged characters and need to carry forward it while addressing
the changing demands of the society.
Studio Moalitides Minor project was a group study project. There were 15 groups with 8 students in each group. Primary Study
Historical background of Nagpur
Social survey
Preparation of base map
Study of traditional built forms
Study of dwelling types
Study of Mixed typology (Residential+ commercial)
Study of religious structures
Study of Palaces/wadas
Study of Institutional buildings
Study of Commercial buildings
Study of Street pattern and street facades
Spatial organisation: study of grouping of built forms
Study of Hierarchy of open spaces
Study of Typical building elements
Study of new constructions coming up
Study of construction techniques adopted
Detailed study of edge of the identified site for major project.
Site model
Discussion with Prof. Snehal Shah, Ahmedabad An exhibition was set up for Prof. Snehal Shah. He discussed the study output with students and the theory of historicity and modernity. With identified site for major project, he explained how the students can approach to the design and interpret the learning’s of the historic core through their design. It was a good learning moment for all of us.
______________________________________________________________________ PROJECT II
AYUSH KENDRA, MAHAL, NAGPUR
Duration: 12 weeks
Introduction Mahal being the historic core of the Nagpur city, has many layers of historicity. Being hub of activities, there are many institutional, commercial and residential built forms which are testimony of the evolved architecture of the region. The Bhosala palaces, temples, wadas, hospitals, schools and many markets are located in Mahal area. With the rapid development, commercialisation and the changing society, these spaces become many a times redundant or they get neglected in the course of the time. New building typologies, new built forms which satisfy the changing needs of society are becoming dominant and in the process, the traditional and historic character of the core is losing its essence. Intervention in such an area is always challenging with respect to the evolved architectural vocabulary. The issues of Historicity and Modernity become important here and design approach to deal with such a situation needs more objectivity and appropriateness rather than going for the prevailing trend of design. With this in mind, the major project was identified as AYUSH KENDRA, wherein the traditional medical therapies which need to be revived and which were part and parcel of the historic times was designed as intervention in historic core. The Ministry of AYUSH was formed on 9th November 2014 to ensure the optimal development and propagation of AYUSH systems of health care. Earlier it was known as the Department of Indian System of Medicine and Homeopathy (ISM&H) which was created in March 1995 and renamed as Department of Ayurveda, Yoga and Naturopathy, Unani, Siddha and Homoeopathy (AYUSH) in November 2003, with focused attention for development of Education and Research in Ayurveda, Yoga and Naturopathy, Unani, Siddha and Homoeopathy. The site for the Kendra was identified in Mahal area which was initially a palace of Gond Raja and then it was used as Ayurvedic Hospital by the then Governor of C.P. & Berar, Shri Mangaldasji Pakwasa on 13th Feb 1949. The main objective of the Ayush Kendra
was considered as development and research-training centre with the facility of outpatient department and accommodation facilities for guests. Aim To design in an historic context retaining its character and social fabric. OBJECTIVES
1. To study existing context in terms of its character and social fabric as
observations from survey( Minor project)
2. To understand various approaches of design intervention in a historic context
3. To integrate modernity in existing historicity.
4. To design for AYUSH Kendra in historical context.
The site The site identified is in the heart of the Mahal area on Killa road and accessed through an old dilapidated gateway. The site has total approx. area of 6800 sq.m. and has few structures existing. Three built structures have historic value namely, a stone plinth , a marble fountain and a brick fort wall. At one corner of the site, the wada is located which is habitable. There are 3-4 full grown trees and other trees on site. Only one road from the north side provides access to the site.
Methodology
S.No. Design Stages
Description
1. Learning from the study of the context and site visit,
Observations and inferences in terms of the identified parameters were discussed and presented in the form of the sheets
SECTION A
SectionB
Section C
2. Site analysis Analysis in terms of historic elements and natural elements present on site, orientation, access points , viewpoints etc
SECTION A
SECTION B
SECTION C
3. Understanding of AYUSH , precedent study and framing of Design program
Activities for AYUSH, its relationship, space requirements, nature of spaces, data collection, framing of design program
SECTION A
SECTION B
SECTION C
4. Design approach and conceptualisation of the form.
Justification of the identified design approach and conceptualization of form
After initial study of the activities of AYUSH Kendra and site visits, varied design
approaches were identified; out of which following design approaches were discussed
with students. Students then worked on the evolution of the concept on the basis of the
approach identified.
DESIGN APPROACHES
Retain the historic elements on site as it is and design in tune with the
existing context( Fort wall in Brick masonry, marble fountain and stone
plinth)
Retain the historic elements on site as it is and design without referring to
the existing context.
Remove the historic elements on site and design in tune with the existing
context.
Remove the historic elements on site and design without referring to the
existing context.
The design concept being the initiation and very important part of an Architectural design was encouraged among students. It was felt that this was the right time where some added inspiration and thoughts for improvisation was needed. World renowned Architect , Mr. Shirish Beri was invited for a Three day Design Workshop for his critical review over the students idea of concept and concept evolution from 16th August to 18th august 2018
Sr.No. Design Stages
Description
4. Design approach and conceptualisation of the form.
Justification of the identified design approach and conceptualisation of form
SECTION A
SECTION B
SECTION C
5. Sketch Designs Zoning, open spaces, semi open spaces, circulation areas, Design of the entire scheme,
SECTION A
SECTION B
SECTION C
6. Architectural Drawings Design of level plans, sectional elevations, views, site plan
SECTION A
SECTION B
SECTION C
7. Detailing Detailing in terms of the material used, landscaping, elements used etc.
SECTION A
SECTION B
SECTION C
Evaluation Criteria 1. Innovation in terms of idea generation
2. Composition of plan form
3. Preciseness in circulation and activity detailing
4. Graphical representation
5. Detailing
Feedback SECTION A Designing in a historic site requires sensitivity; complete understanding of the surrounding and the logical approach for the response. It was a bit challenging design brief that we have given for this semester. The approaches discussed in the studio were ranging from merging with the surrounding to the complete contrast but being a site with historic and natural elements, emphasis was given more on the respecting the site context. Through inputs relevance of such past traces was highlighted and students were encouraged to retain the elements on site and evolve the concept with it. So there were no designs with complete contrast and even very less designs with demolition of existing elements. As we started with theory of historicity and modernity, initially, students were not able to explain their identified concept with this theory but because of Ar. Shirish Beri’s workshop, students then could able to talk about their concept. The students could able to derive spatial organisation as response to the historic core but in terms of expression of the built form, students didn’t respond. Through this design, students learnt the importance of the surrounding context and they understood the derivation of the learning’s from the historic site,. We have succeeded in
making students sensitive towards the site and the identification of the thinking approach. SECTION B The project started with study of Mahal area, which was also considered as a minor project. Initially the students had some issues related to the presentation, but after getting inputs through two reviews the final drawings came out good. To start with proposal as a major project the students were stuck up, as the issues to be tackled needed some in depth knowledge. But after identification of the approaches which could be adopted as their concept, they got a direction to proceed. The ideas were more clarified with the workshop with Ar. Shirish Beri wherein they got inputs regarding his design approaches. The overall working in the studio was at slow pace but the inputs they got in the internal jury helped them and they came out with resolved designs for the final University Viva. SECTION C Architectural intervention in the form of ‘Ayush Kendra’ in a area like Mahal which has traditional and historic character was quite challenging, after drawing the inferences from the study area, students opted for different approaches, which helped them in developing their concept. Students took time in resolving their concept in the design project, integrating the activities of the Ayush Kendra, few students did work out with appropriate building materials and construction techniques. Periodical juries did help them in resolving their design project , few students had modern approach where the form was in stark contrast with the surrounding to some extent the form and the function were properly integrated. In general the students need to work upon detail sections and elevations and the structural system reflecting the building materials and its construction techniques. Improvement on working with software is required in order to enhance presentations.
ARCHITECTURAL DESIGN – VI Semester VII
Coordinator: Dr. Priya Choudhary
Team:
Prof. Vijay Munshi, Dr. Priya Choudhary, Prof. Anuradha Tikkas, Prof. Medha Pophale, Prof. Madhuri Thakkar, Prof. Poornima Deshpande, Prof. Priyanka Sambare, Prof. Namrata Tharwani, Prof. Nidhi Gandhi.
PROJECT I CHANGING CULTURAL CONTEXTS AND THE ROLE OF RECREATION/ENTERTAINMENT IN THE AGE OF NETWORK SOCIETY Duration: 14 Weeks
Introduction
Recreation and entertainment have multiple meanings based on individual perceptions. Our view of recreation as a social phenomenon and community involvement is influenced by our cultural systems. Recreation and entertainment are personal experiences in modern life for the physical, social, emotional, intellectual and spiritual benefits they provide. Recreation and entertainment have multiple meanings based on individual perceptions. Our view of recreation as a social phenomenon and community involvement is influenced by our cultural systems. Recreation and entertainment are personal experiences in modern life for the physical, social, emotional, intellectual and spiritual benefits they provide. This century is already experiencing new challenges, opportunities and approaches to the recreation mosaic. The former traditional models of parks, gardens, restaurant and hotels are changing in many communities and definitions of recreation are soon becoming a subject of controversy. Watching a movie, playing with kids, mowing a lawn, downloading music, writing a book from an individual perspective could be a means of recreation. Theorists also struggle to define these types of experiences! Beyond its value as a social and cultural form, recreation also provides major personal benefits in terms of meeting physical, emotional, philosophical and other important health related needs of participants. In broader sense, the re-created life of a nation as a whole reflects its fundamental values and character.
For the growing generation of young people, recreation and leisure have taken new meanings of adventure, risk, excitement and fulfilment as they seek to balance technology and recreation. They represent a potentially rewarding and important form of human experience and constitute a major aspect of economic development and government responsibility today. Though the concept is not new, but quite ancient to mankind and have been either condemned or valued, except that there is almost an universal acceptance of the value of recreation. Over the past decades, sophisticated technologies have played a key role in providing new and indispensible forms of recreation. Speculations of reliance on such gadgets will have become an obsession for some and yet for some the “cyberworld” environment would take the place of “face - to - face” social contact! As the entire world experiences its most serious economic decline after years of sustained growth, decisions about what government can do, should do and what citizens are willing to pay for, needs to be seriously addressed. The city of Nagpur with a very diversified historical background and harbouring a cosmopolitan environment would be the model for experimenting on these challenges. With no presence of any dominant and significant background where recreation and leisure is concerned, Nagpur’s social, cultural and political aspirations were not a source of inspiration for integrating the community development. The initial model of recreation has failed to incite the citizens and largely confined to only provision of services and facilities. The city is in an anticipated mode of transformation where the entire citizens would be benefitted through cultivation of organisational and professional language that is interactive, community focused and politically and socially responsible. Michael Porter said the “strategy is playing a different game to your competitors” In other words, every city needs to find ways to be unique, and to develop an interesting profile that lends it a recognition. The panel discussion is a precursor to a design studio project for semester VII of B. Arch course of SMMCA. Nagpur. The studio project is titled as "CHANGING CULTURAL CONTEXTS AND THE ROLE OF RECREATION/ENTERTAINMENT IN THE AGE OF NETWORK SOCIETY" Baud-Bovy and Lawson (2002) have definitions for leisure, recreation and recreational activities: • Leisure is free time available to the individual when the disciplines of work, sleep and other basic needs have been met. It is time which can be used in ways determined by the individual’s own discretion. Basic needs include essential cooking, shopping, housework, childcare and hygiene. Work includes travel time to and from work. • Recreation covers broadly any pursuit taken up during leisure time other than those to which people have a high commitment (overtime, second job, home study and various maintenance jobs around the house). Tribe (2005) adds that recreational pursuits include home-based activities such as reading and watching television, and those outside the home including sports, theatre, cinema and tourism. • Recreational activities are broadly grouped by Baud-Bovy and Lawson (2002) into six categories, taking into account their nature and the types of facilities used.
• Tourism: visiting for at least one night for leisure and holiday, business, professional or other tourism purposes (Tribe 2005)
Learning Objectives:
The objective was to prepare students for the intended design project, Changing
Cultural Contexts and the Role of Recreation/Entertainment in the Age of Network
Write up of current trends and future possibilities 2. Analyzing trends of recreation in your own city (Mapping of such spaces and activities and understanding infrastructure required for the same) 3. To Identify examples of futuristic recreation spaces from around the world
Expected output in the form of scrapbooks
26th June
3 Stage II Introduction to Design
27thJune
4 Stage III
Study about Recreation
1. Study of existing development and proposal of future trends. 2. Existing socio economic demographic characteristics 3. existing trends of recreation and existing spaces of recreation of the city 4. Survey of needs, aspirations of locals about recreational facilities. 5. Current trends of recreational facilities all over the world. 6. proposals in tier two cities like Nagpur 7. Identified activities to be proposed in recreational hub in Nagpur.
Expected output in the form of Sheets
28th& 29th June, 9th July
SECTION A
SECTION B
SECTION C
4 Stage IV Deisgn Program Formulation
Formulating design programs – Age wise activities
- Children, - Young
Adults - Middle
Age Adults Senior Citizens
Expected output in the form of Sheets
11th July
SECTION A
SECTION B
SECTION C
5 StageV PANEL DISSCUSSION
preparation of questions to initiate panel discussion, understanding of user interface
- 14thJuly
A panel discussion was conducted on 14th& 15th of July 2018 for the students of Fourth Year Seventh Semester students. Eminent personalities from various fields participated in the panel discussion. The panelists included Ar. HimanshuBurte (Mumbai), Ar. Snehal Shah (Ahmedabad), Ar. PusyamitraLondhe (Mumbai), Ar. Vikash Chandra (Delhi), Dr. MilindApte (Psychologist, Nagpur), Mr. Manoj Bali (Nagpur), Mr. ShaileshPatil (Mumbai) and Dr. UjwalaChakradeo. The panel discussion was a precursor to a design studio project for semester VII of B. Arch course of SMMCA. Nagpur. The studio project was titled as "CHANGING CULTURAL CONTEXTS AND THE ROLE OF RECREATION/ ENTERTAINMENT IN THE AGE OF NETWORK SOCIETY" It was a very fruitful discussion which helped the students a lot in their understanding of the design studio, and it also helped them in finding a direction to proceed further. The program was followed by a one day workshop on the 15th July 2018 by Ar. HimanshuBurte (Mumbai), Ar. Snehal Shah (Ahmedabad), Ar. PusyamitraLondhe (Mumbai), Ar. Vikash Chandra (Delhi).The objective of the workshop was to help the students to formulate their design programs. The event was organized by the design team - Ar. Vijay Munshi, Ar. PriyaChoudhary, Ar. AnuradhaTikkas, Ar. MadhuriThakkar, Ar. MedhaPophale, Ar. PoornimaDeshpande, Ar. PriyankaSambare and Ar. Nidhi Gandhi.
6 Stage VI Review of selected students groups by panelists.
Output in the form of sheets
14th& 15th July
7 Stage- VII
Discussion of Study Tour
Output in the form of sheets
6th Aug
Location – Bangalore, India Focus – Entertainment & Recreation Spaces
Aim The aim of the visit for the students to document different types of recreational spaces allowing them to formulate their design program. The various places visited by the students were Rangoli Metro Art centre, Indian Music Experience, U.B. City Mall, National Gallery of Modern Art, RaddisonBlu Hotel, Hard Rock Café, M.G. Road, Freedom Park, Toits Brewery, LalBaug Botanical Garden. The trip was for 4th year and the number of students was 80. The study tour was conducted from 24th of July to 27th of July 2018. The main objective of the study tour was for the students to understand the economic, cultural and political functions of a space. The modes of Transport, traffic movement, circulation to the site and inside the site, Zoning of the spaces, Scale and Proportion, form & massing etc. It was a very productive study tour where the students got a proper understanding of how recreational spaces work. It also helped the students to formulate their design programs.
8 Stage VIII
Site Analysis
Site Identification, Site Analysis and Final Design Program (Group Work)
Output in the form of sheets
8th ,9th ,10th Aug
SECTION A
SECTION B
SECTION C
9 Stage IX Concept Development
Identify spatial qualities to be adopted,
Sheets of programme, Concept with quality and quantity of spaces , site model
20th, 21st Aug
SECTION A
SECTION B
SECTION C
10 Stage X Site planning, site analysis, climatic studies,
Sheets of site plan,
23rd& 24th Aug
SECTION A
SECTION B
SECTION C
11 Stage XI Presentations with respect to Landscape details, Site Services, Facades etc.
Presentation by faculty
- 12th Aug
12 Stage XII Final plans, sections & elevations, 3D views.
Discussions, teacher-student interactions
Constructional details, service/core details, architectural expression, 3-D views and models
24th Aug
SECTION A
SECTION B
SECTION C
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Stage XII Architectural detailing
Final sheets, plan, elevations, sections, views, models, etc.
24th Sept-28th Sept
SECTION A
SECTION B
SECTION C
Evaluation Criteria:
Changing Cultural Contexts and the Role of Recreation/ Entertainment in the Age of Network .
Feedback
SECTION A It was an experiment which was conducted this year, regarding having the design output in groups of four students. After intense discussions with the students about their ideas of recreation, the design program which was formulated was an innovative one to an extent. It was observed that the students had put in a great effort by upgrading their work after each review and the number of sheets which included the detailing also was a welcoming gesture. The overall performance on part of the students was an indeed satisfactory one with each group member participating in the final presentation. The model too was a more refined improvisation of the earlier one. This semester definitely was a revolutionary one, particularly for the students! SECTION B
Since it was a group work, students were expected to do individual work as well. The intention behind conducting group work was to make them aware to work in a consortium. The objective behind it was to understand the work culture when they are the part of any other architectural office. The methodology which we experimented was to make them understand the mission behind the brief. It was discussed with each group which led to innovative design programme with interesting typologies like sports Library, freedom fighter museum, cultural museum of Maharashtra, cinegallery, onsenbath etc. Hence the comprehensive site plan with details was achieved. In site plan, students incorporated various aspects such as parking, road layout, walkways, focal points ,entry exists, services ,orientation ,etc. Pauravi and group worked out the design with respect to structural proposal. Paradhi and group worked out innovative design programme but could not translate into workable design. Natasha and group worked out form and spaces in three dimensions. Manasvi and group came up with the innovative focal concentrated design of Tower which became the highlight of their design with the detailing. In every group there were elements of surprise which made their design challenging. It took time for all the groups members to understand the true strength of TEAM WORK ,but it was not too late they till the end continued to work together and were able to produce architectural details like services, landscape, construction which was appreciated.
SECTION C
The project helped students understand many tangible, intangible aspects of designing. Also it helped them understand ‘design is a team work activity and it needs lot of minute detailing of the thought.
The innovations explored in terms of design process include:
Scrap book: Scrap book format was used for submission of short project which was a summer assignment. It lead to some interesting outputs.
Group work: it seemed to have helped in improving the overall performance as attendance was good and students could detail out design to greater extent with better output in terms of model and detailed sheets.
The innovations in terms of learning objectives:
Social survey: to assess the needs of the society
Assessment of the existing scenario of recreation in Nagpur
Understanding of intangible aspects and its interpretation into the physical form
We try to incorporate many things out of the complete spectrum of the design activity in this design studio, yet this time due to the nature of the project and the way we tried to evolve the design process with lot of innovations; we could explore the complete spectrum of the ‘design activity’ including, research, ideation to evolve new design thought, exploration of new forms and spatial experience with logical justification and then the detailing of the design thought for all services, structure, lighting, landscaping etc.
It’s not claimed that we were quite successful in the implementation of the design studio with all these innovations but it at least prepared students better for their thesis, where they individually have to do it all for their project. At least not as individual, but as a group, they have an experience of working on the complete spectrum.
There are certain issues in evaluating group work and doing justice to each student in terms of allowing marks with respect to the quantum of work. We evolved methods to do so but that might not have been implemented successfully. But at the end of the day, evaluation is just a system requirement and not the primary objective.
Secondly, there were issues regarding the detailing of the design thought. We gave certain inputs from time to time and also encouraged the use of physical and virtual modelling to explore the possibilities. Use of softwares is gradually improving the possibilities of form explorations.
Sujata Godbole
Stamp
DESIGN REPORT
Even Semester-2018
Womens’ Education Society’s
Smt. Manoramabai Mundle College Of Architecture, Nagpur
Compiled By
Prof. Priya Choudhary( Design Co-ordinator)
Ar. Vaijayanti Hanmante
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DESIGN I
Semester I
Coordinator: Dr.Sampada Peshwe
Team:
Section A : Prof. Atula Patwardhan, Ar. Samruddhi Amte, Ar.Rashmi Thakre
Section B : Prof. Vijay Munshi, Prof. Madhura Rathod, , Ar. Priyanka Sambare,
Section C : Dr. Sampada Peshwe, Ar. Piyusha Rathor, Ar.Madhuri Deshpande
This was the very first time of the first year students when they handled architectural design. The major project of this semester was not just “my house “but it was ‘My Weekend House. The difference between the two was specially focused with the help of discussions and other assignments like their own house documentation and anthropometry. The project demanded to concentrate on handling spaces in terms of connecting them with respect to users, activities, their needs, purpose and function. It also demanded to address the challenges of site setting because usually one prefers to have it located outskirts and cherish being around the natural topographical elements i.e. undulating land i.e. Contours, water bodies and vegetation . Thus the importance of Context was conveyed in very simple manner. 2d and 3d composition of site context was a major output. Scale and orientation showing north of Site Design (To the scale) was also emphasized. Conceptualising and visualising the spaces were introduced to them with the help of creative exercise like “interlocking of planes’ 3d, and Simple/Complex Fraction, 2d composition. The “site” got further emphasized when they were guided to locate their creative 3d output of weekend home in the best “setting “ to avail maximum benefits from it in terms of daylight, Wind and Landscape elements .
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The importance of Visual Connection with “outside” was also a part of the process to evolve final plan forms. The input on presentation drawings was also a part of the programme. Learning Objectives:
1) To understand the difference between “my house” and ‘weekend house”. 2) To understand the terms like users, activity chart, function, purpose, design program etc 3) To convey the importance of contour site setting through scaled model making. 4) To understand how to assign activities of weekend home in the creative exercise
(Composition of planes in 3d).
5) To study the importance of visual connection between interiors and surrounding.
METHODOLOGY
Sr. No. Stages Details
1 Study of Anthropometry:
Study of students own dimensions in various postures were documented with proper sketches. This exercise helped the students to understand the optimum space requirement for a human being in various postures FEEDBACK The students understood the human dimensions and required space for single person in various postures.
2 Single Activity
Documenting a single activity was the task given to students. They identified one activity like Xerox shop or ice-cream parlor and documented that activity by taking measurements of the shop, photographs and sketching. Through this short exercise, the basic understanding of design elements, design principles, relationship of human scale and proportion to space requirements was developed gradually amongst the students; which helped students in architectural design projects. FEEDBACK The students understood the space required for a single activity accommodating a group of
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4 to 5 people Architectural language and understanding architectural experience was new for first year students. The exercise detailed out to take students gradually from known to not so known. Spaces within the house and activities are commonly known to them; but are to be analyzed with architectural viewpoint. On the basis of this experience, a new week end house was to be designed. At the beginning of project, discussion on the students' own house regarding the location of their house, character of their neighborhood, family structure, occupation of family members, identification and analysis of pros and cons of the existing spaces in their house, My house - A study • Understanding the relation between the space and the activity. • Study of furniture - types, dimensions. • Circulation space within the room and within two activities. • Study of quality of spaces within house. • Understanding significance of openings
3 Designing a Rain Pavilion
The students learnt about Study of Known Spaces and Briefing about the location plan, ways and methods to represent existing house. A short Assignment of Rain Pavilion was introduced to students. They have to choose the suitable site for their Pavilion. Teachers also worked for the Site model and Rain Pavilion model. This was a completely new exercise for them. The students first of all were
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made to understand the concept of space and feelings with respect to the word “Pavilion”and later we associated the design with human psychology and scale.The attempt was successful and the resultant models were good output in 3d.
4 Designing a Weekend Home
In second semester in Design-ii. Introducing sloping site and designing a weekend home was a Challenge for students and for teachers as well. We all tried to make a sloping site with natural Vegetation, water body/stream/trees stones etc. which helped the students understand the site and context. And how to show the slope or contours the teachers tried also hard to make our models. This was major project which began with an interesting creative exercise “Interlocking of planes’ in which seven to eight planes were interlocked horizontally and vertically to make a creative
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composition. This output triggered their raw minds and its footprint was used to evolve a plan form step by step. A small exercise of simple and complex fractions was also introduced wherein the students learnt how to join the different shapes with each other .In this way they learnt to connect spaces . Students also received special inputs about climate and climate responsive design too. A small presentation regarding how orientation and roof pattern differs according to climate was its objective.
DESIGN SHEET SIMPLE COMPLEX FRACTIONS
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SECTION A
7
8
9
SECTION B
10
11
SECTION C
12
13
Evaluation Criteria:
Students were evaluated on the basis of their thoughts, creative exercise, and 3d
models of site. Orientation of the study model on site and its logical reasons played a
major role in evaluating the design.
FEEDBACK
SECTION A
The students were told to pen down their thoughts regarding their ideas of weekend
home. Focus was given on how a weekend house is different from their regular home.
The importance of user, activities, function, purpose ,aesthetics etc played a mojor role
in getting best possible design solution. The methodology adopted was to derive a plan
form from creative exercise of interlocking of the planes worked successfully . The
drawing and drafting and the presentation techniques taught were imbibed by the
students and the out put was satisfactory.
SECTION B
Unlike the other sections our approach went hand in hand with the creative exercise ie
interlocking of the planes. We had given freedom to the students to select any
personality of their choice for whom they would design the weekend home.They learnt
the technique of Mind Mapping to arrive at their characteristics. Later they related their
personality traits to the spaces created for them . The overall form and the ambience
generated was outcome of deep analysis of the nature and personality of the user
SECTION C
SectionC focused on concept of GENIUS LOCI where the site and the setting played
an important role. We completely believed that the essence of the design dépends on
spirit of the place .Students worked on their design after selecting best probable location
in the context. They evolved their design after placing their study model in the context.
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DESIGN III
Semester IV
Coordinator: Dr. Neeta Lambe
Team:
Section A : Dr. Neeta Lambe, Ar. Sarika Joshi, Ar. Nehal Maheshwari
In third semester, the students have learnt the varied aspects of architectural design especially impact of socio-cultural setup of the region, climate of the region and the character of the built spaces mainly residential spaces so evolved. The students were aware of the relationship of more than one activity, their circulation, and area requirements of different activities and how to tackle the hierarchy of open spaces. With this background, we started the fourth semester. In this semester, students were introduced to some more complexities of design like designing on sloping site as Major design project. Apart from other challenges of designing, designing on sloping site itself is a big architectural challenge. We had identified Youth Club as building typology to be designed on slopes. The students were given more freedom to design their own design program. Minor design project was also related to the Youth club design. The students were asked to design and detailed out an activity as temporary activity or transition space while designing Youth Club. Here, freedom was given for identification of activity, its location in the site, material used and it’s detailing. A youth club as building typology was identified for designing on sloping site as it provided opportunities for students to play with masses and voids on the given gradient.
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Aim To make students understand the approach of designing through sections on sloping site. Objectives 1. To expose students to challenges of sloping site designing. 2. To make students understand how to design through sections. 3. To make them understand slope analysis techniques. 4. To make them understand the relationship of built and un-built spaces.
Site details
Identified Site is located on the foothills of seminary hills near helipad opposite W.C.L.
head office, sharing the boundaries of the Gondwana Club on north and C. P. Golf
Course on east direction with area of 14500 sq.m , abutting 12 m wide road on south
side and 9 m wide road on west side. The level difference between the highest and
lowest contour is 8 m. Sparse vegetation with rocky out crop within the site were the
special features.
METHODOLOGY
SR. NO. STAGES DETAILS
1
Creative exercise: Objective was to derive the form of building by drawing section on the given slope first and the developing the plan from it. Students were given the slope in the ratio of 1:7 (height 7 M and length 70 M). two to three options were made and then one of it was finalized.
SECTION A-
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SECTION B
SECTION C-
2 Site visit and site analysis:
Analysis of existing natural features like trees, direction of slope, views and vistas from and to the site, directions, surrounding land use and traffic on abutting roads and their relation are carried out by the students.
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SECTION A -
SECTION B –
18
19
SECTION C-
20
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3 Data collection Students collected the data regarding climate, construction techniques on sloping site, function of retaining wall, manipulation gradation on slope, etc. data collection regarding areas required and facilitation for activities like eating areas, kitchen, sports activities etc.
SECTION A
22
SECTION B
SECTION C
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4 Precedent studies and site visit They studied the examples of Youth club/club/activity on sloping site from books (book case study) from which they understood zoning and interrelation of various activities, circulation and movement between them and the way levels were managed and the way the section is designed. They were taken to C. P. club for live case study from which they could understand the placement of various blocks on the site and the road network connecting each one, space requirement for each activity etc.
SECTION A
24
SECTION B
25
SECTION C
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5 Design program The number of users given as ranging between 500 to 550. Students prepared their own design program. They formulated the area required and circulation pattern from furniture layout. Activities identified were related to sports areas, spaces for get-together, exhibition areas, some academic activities etc.The total built up area is ranging from 1800-2200 sq.m.
SECTION A –
SECTION B –
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SECTION C –
6 Concept Evolution Design ideas were generated keeping in mind the main objective of the Youth Club, as interaction, to have dynamic spaces, motivational spaces. For this, some students tried to evolve form by mind mapping the words and then graphically interpreting them through 3D & 2 D forms. Some tried to play with open spaces and semi-open spaces, some evolved their idea from the natural features existing on site like location of trees and rocky outcrop.
SECTION A -
28
SECTION B –
29
SECTION C-
7 Study Models The concept was evolved with 3D massing of the identified building blocks. Site models showing the contours were prepared in classes and by placing the blocks on it , they tried to finalise their plan form and overall composition of massing.
From the conceptual plans, students finalized their site plan, double line plan with sections. This was an iteration process wherein students prepared at least 3-4 detailed plans to finalize the circulation and overall composition of the club. Sections were prepared repeatedly to understand the levels in sections.
9. Presentation Drawings Students then prepared final presentation drawings with site plan, all level plans, sections, elevations, detailing of some important area and models. Views were prepared by some students.
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SECTION A
33
34
SECTION B
35
36
37
SECTION C
38
39
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Evaluation Criteria: Students were evaluated on the basis of their understanding of-
Overall composition of the masses
Managing slope and levels through steps, ramps and connecting spaces such as corridors and courtyards
Proportions, circulation pattern and hierarchy of spaces
Grouping and segeregation of activities as per public and private needs
Interrelationship of two different activities in design
FEEDBACK: SECTION A:
Being the first exercise of sloping site, creative exercise proved very diffiuclt for students to
understand.
The students responded well in analysing the site. They were taken to the site along with the
entire design team . They could actually go into the site and had the experience of being on the
site. Their they could see the natural features like vegetation and rocky outcrop on the site
which actually influenced their design. Most of the students tried to keep the natural features
undisturbed and plannined their blocks accordingly . The site visit to C. P. Club was really very
helpful in understanding the concepts of connectivity between two buldings, road network and
site planning.
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As usual, idea generation or conceptualisation of the Youth Club was time consuming phase.
Once, the idea is generated, then to convert that into a plan form or overall composition was
also equally time consuming.
The most difficult part was resolving plans with respect to various levels and grades and
connectivity through corridors and plinth. Most of the time was spend in resolving the levels on
the site. most of the students conceptualise the form of youth club initially and then they
negotiated the levels on site. Other students focused on activity, shapes and circulation in
beteen and in the process did not pay attention to overall form. It was observed the more time
should also be given in developing the entire site like entry and exit to site and building, parking,
location and details of toilets and staircase. Much difficulty was felt in drafting the section but it
was resolved after live demostration on how to draw the appropriate section by the faculty. Only
few Students could reach up to construction and materials details.
SECTION B:
The students were dealing with site for the first time and that to a slopping site. The design of
youth club incorporated multiple group of activities; they had a hard time to group the activities
and to interconnect the cluster simultaneously dealing with the slopes.But after many efforts,
many of them could resolve the planform and the final portfolio came out well beyond our
expectations.
SECTION C:
Students learned how to design on sloping site. And students were asked to prepared their own
design program for youth club which help them in under standing about the activities, their
relationship ans space requirement. Initially students found it bit difficult to understand the
sloping site and also they have to retained all natural features on site. They took time to finaliz
the plan form and resolve the sections on sloping site.
Overall the students were exposed to challengesand to design youth club on sloping site.
ISSUE – Details of construction techniques and sections couldn’t be worked out by
most of the students.
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PROJECT II: TEMPORARY STRUCTURE ON THE YOUTH CLUB SITE
Duration: 2nd week of March to 3rd week of March 2018
Introduction: Students selected the location for erection of temporary structure/transition spaces/roofing for certain activity spaces within the campus of the Youth Club site. They themselves identified the use of the space from their site plan of club. Studio objectives
1. To identify the activities as semi-open spaces and to give a character to these.
2. To give insight to the students about various materials and their construction techniques used in the construction of temporary structure
3. To understand how materials change the formal characteristic and the expression .of building
4. Explore various non conventional building materials to derive a form 5. Understanding regarding the concept and its manifestation.
METHODOLOGY:
SR. NO. STAGES DETAILS
1 Identification of suitable activity
Students identified one of the activities from their design program which could be a temporary structure/ transition space/certain activity like eating space, exhibition space parking lot, coffee shop, etc.
SECTION A
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SECTION B
44
SECTION C
2
Concept evolution by mind mapping and rapid sketching
Keeping the use in mind, students did mind mapping and rapid sketching to evolve the form. Two of the words and sketches were selected and developed, out of which one was discussed and finalized.
SECTION A
45
SECTION B
SECTION C
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3 Model making Interesting 3D compositions and models were made by the students
SECTION A
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SECTION B
SECTION C
48
4 Architectural drawings Students made Plans, elevations, sections and models to explain their theme.
SECTION A
SECTION B
49
SECTION C
50
5
Detailing on material, construction techniques
Discussion on space development , landscaping, Materials, were discussed
SECTION A
SECTION B
51
SECTION C
52
Evaluation Criteria:
Logical concept evolution
Manifestation of thoughts through model
Architectural drawings showing material and construction details
FEEDBACK
SECTION A:
Since the minor project had much freedom to express their thoughts, students came up
with innovative concepts. rapid sketching was enjoyed the most as it boosted them to
sketch without taking time to think. That exerecise helped students trigger the design.
Most of the students could connect their design with major project . Their sketches,
architectural drawings were not at par but models turned out to be good.
SECTION B:
The short project was a temporary structure on the same slopping site. Students came
out with varied innovative ideas and worked out the material and construction details as
well. Students connects their design with major project .
SECTION C:
The main focused of minor project was on form of temporary structure, its construction
Details and use of material to it.
Students were worked on various forms for different activities throuugh models. Models
were very attractive. They faced some problems at the time of construction detailing,
sosome students atter their forms.
Overall students learned different materials and their construction details for temporary structures and how the materials can be used differently.
The short project of ‘Club House’ is an extension of the long project of ‘High-end Luxury
Housing’, thus, sharing its site with luxury housing. Club house was introduced as an
independent structure having built-up area of 250-300 sq.m. The intention was to make
student conduct thorough site analysis to justify its location within 9500 sq.m site.
Accessibility, visibility, form (especially roof form), segregation of visitors were some of
the critical aspects considered during introduction of the project. The concept
development and design program need to respond to the varied users.
The students had to conduct preliminary site studies, context study and analysis for long
project before working for short project.
Learning Objectives:
To understand the role of allied activity related to housing and within the
complex.
To equip students to contextualizing their design
54
To provide freedom to explore the form and particularly roof form
Site Details:
The site is located on the southern side of
North Ambazari (EW Metro Corridor). Area
of the site is 9746.13 Sq.M. It has access
from three sides; 15m wide west side and
12 meter wide East and south side roads
METHODOLOGY:
Sec A
Sr. No. Stages Details
1 Introduction to the topic Club house Introduction to the term Club house. Types of club house. Understanding role of club houses in gated communities. Developing design program. All users.
2 Finalizing program and concept . Integrating built form with surrounding
Form evolution emphasis on roof form as it could be viewed from the apartments
3 Finalization of Design. Placing on the site
Contextualizing the design. Location, orientation and form w.r.t. apartment blocks.
55
56
METHODOLOGY
SEC C
SITE DETAILS
The Site for this project is the same as for the long
project which is located in Gandhi Nagar. It is the part of
long project.
The existing conditions of site were studied in
depth. After identifying the potentials and
problems with the site, the detailed area
calculations were done. Based on the area
calculations and the site zoning requirements,
understanding of bye laws, TOD rules etc; the
detailed site plan was worked out. In the site
plan, the location of the club house and its
accessibility was primarily decided. Based on
that, the club was designed. The area of club
was restricted upto 300 sq. mts.
METHODOLOGY
Sr. No. Stages Details
1 Introduction to the topic of Club House and
site.
Different types of club
houses were introduced
and role of club house in
housing projects. Concept
development and
standards of different
activities.
2 Program & concept finalization In Concept formation, it
was discussed that the
form should respond to the
requirement of birds eye
57
view.
3 Integration of built form with the surrounding The requirements of
privacy were responded
through site planning.
4 Design Finalization Initial design of the club
was done and kept aside.
After the detailed design of
the apartments, the site
plan was refined, modified
and hence in many cases
the club design was also
modified to a great extent.
Its location changed and
hence the design of the
club evolved. So design of
the club, and apartments
both happened as to and
fro process and though
they were treated as two
independent projects and
evolved simultaneously.
58
Evaluation Criteria:
The form of club house was modified to respond to the privacy and connectivity of
clubhouse. The setback, distance between clubhouse and adjacent apartment was
discussed in tem of site services like fire safety and vehicular movement.
FEEDBACK
Section A
‘Club-house’ design has set a good example for students to understand that all designs
are part of the larger context and no design works in isolation and particularly when it
shares site with other activities. Although, the footprint was very small as compared to
the site; after siting of apartment blocks the changes were carried out in the later phase
of design. The re-design of club house right from its location to form was volunteered by
students themselves.
Many students have innovated with the form through models or through Revit views.
The program for club-house was designed by students keeping in mind the needs of the
site users. The students have integrated exiting natural features of the site like trees in
59
their design. The shadows of the trees were used placing the outdoor activities of the
club-house.
Section C
The club designed by students was very rudimentary design but the design innovations
in terms of connectivity and segregation from apartments; was majorly focused. It was
discussed often and creating a space associated with buildings where there can be a
little privacy, was emphasized. Innovations in roof forms were another focus but barring
few exceptions, there was not much experimentations by the students.
Landscaping of the club surroundings was also another important design aspect, but
again, many students didn’t put much effort in this regards. The time was short but still,
it was possible to do as the design programme was quite simple.
Since initial time, given for club was used for site plan evolution, the time actually
allotted for club design was shortened. This process of to and fro design succession
from site plan to club design, again to site plan, apartment design, site plan and back to
club , needs to more rigorously worked out ; if such a project is taken up next time.
This semester we worked on a rare project of Transit Oriented Development. The
corridor along Nagpur metro was studied during the vertical studio project. The potential
sites for development were identified by the students. Three sites were selected along
the corridor for each section. The site areas ranges between 9000-10000 sq.m.
The project was introduced keeping in mind multiple design complexities. The first
complexity was an urban infill project, thus, with a very dominant context. The second
complexity was to create a high-end luxury apartment which needs to be iconic by itself.
Thus, creating a landmark within the urban context. The third complexity was to
understand, interpreting and manifestation of the term ‘luxury’ in design. The other
issues were to make students equip with building and site level services along with use
of appropriate structural system. Formulating of design program for apartment and club-
house, detail area calculations and incorporating the TOD bylaws were some of the
critical focus of design.
Learning Objectives:
1. To integrate Building services i.e. staircases, lifts, fire escape staircase, ducts, shafts,
toilets, HVAC, automation systems, electrical, plumbing in design evolution
2. To understand impact of Building byelaws and regulations and town planning norms
on design. To equip students for area calculation
4. To address to site context and to integrate it with the design proposal.
5. To incorporate architectural expressions through Structural Innovations, space
organization, flexibility and functionality of spaces, circulation, zoning, scale,
proportions, massing, etc.
6. To understand site services like entrance/exits, fire escape, parking, site drainage,
water storage, security,
61
METHODOLOGY:
Sec A
Sr. No. Stages Details
1 Introduction to the topic. Site visits and analysis, study of data collection
A presentation and interaction on Luxury apartment. Library study and documentation. Meeting with concerned persons & interactions through questionnaire. Discussions in the studio and study sheets
62
2 Compilation of data. Minimum 10 photographs of luxury
Library/net/site visits/questionnaire,etc Preparation of documented sheets with floor plans, elevations, sections.
3 Rules & regulation, area calculations
Finalisation of data to be implemented in main design, considerations, criteria to be evolved based on area
63
calculation and precedent study
4 Design program, concept and form evolution, site planning & development, area calculations, occupancy per floor, area/floor plate
Concept evolution with due consideration to quality of built and open spaces, parking, vertical zoning, views and privacy
64
5 Site planning, site sections, Design of unit Plans
Constructional details, service core details, fire prevention,3d views, models
65
6 Architectural detailing, Site services detailing, sketches, views to authenticate the design
Final architectural plans, elevations, sections, views, models, etc.
66
Site Details:
Site Area: 9682 Sqm
FSI: 3.5
67
METHODOLOGY:
SEC B
Sr. no Stages
Description Inputs Expected Output
Duration
1 Stage I
Introduction to the topic,
CURRENT TRENDS OF luxury living, precedent study sheets
Discussions and Case Study sheets
68
69
2 Stage II
SITE Analysis and FSI calculations
70
3 Stage III
Site zoning and design programme
Site zoning and deciding the location of club house
DESIGN PROGRAMME, AREA CALCULATIONS
71
R E V I E W II
4 Stage-IV
Designing of Club house Sheets of club house
72
5 Stage V
Unit plan of a flat and floor plate composition
Sheets of unit plans and floor plate
73
R E V I E W IV
6 Stage VI
Podium level design
Discussions, teacher-student interactions
Sheet presenting details of activities at podium level
74
:
75
7 Stage VII
Architectural detailing
Final sheets, plan, elevations, sections, views, models, etc.
76
77
78
79
80
SEC C
Site Details:
The Site for this project is located in Gandhi Nagar.
Total Site Area = 10,281 Sqm,2.54 Acres, 1.02 Ha.
FSI= 4.
METHODOLOGY:
Sr. No. Stages Details
1 Introduction to the topic. Site Visits and analysis, data collection study.
Presentation and interaction with the students on luxury apartment. Took students to the high end luxury apartment of Nagpur. Also students did site inventory and analysis.
OUTPUT
81
2 Rules & Regulations, Area Calculations Data were finalized which is to be implemented in design, considerations for the design.
3 Creative Exercise Volumetric Study
4 Design program Concept and form evolution, site planning & development, Area calculations, Occupancy per floor, area/floor plate
Concepts were evolved with quality and quantity of spaces & site planning.
82
5 Site Planning, Site Sections, Design of unit plan
Constructional details, service core details, fire prevention, 3d views, models
OUTPUT
83
Models
84
FEEDBACK
Section A
The complex design with certain issues like consumption of FSI (4) was not possible
due to restriction of number of floors to 15. Thus the project lost its practical feasibility.
The norms of TOD were considered and taken as the base for all design decisions. The
services; both building and site level were rigorously discussed and understood by the
students. The way services contribute to enhancing the notion of luxury was witnesses
in all the designs. The structural complexity and appropriate application of systems was
evident in most of the design. Most students have proposed parking at two levels .The
design of ramps, parking bays, entry –exits are resolved.
The floor plans have been worked-out several times to reach to the level of
appreciation. Design of floor plate, service cores, podium level plans, built-unbuilt
spaces are detailed out. All users like apartment owners, visitors, maids, and drivers
were discussed during studios and to some extend reflected in design.
Design lacks in certain aspects like detailing of gateways, entrance lobbies, and form of
the building. The objective of designing a landmark or iconic building is unfulfilled due to
lack of time and incorrect approach. The models were not used as a medium to
enhance design but were mere fulfilment of submission requirements.
Revit was effectively and extensively used compared to the previous batches to prepare
views and details.
Overall, site level issues played a dominant role rather than we had anticipated, due to
which the building blocks were placed closely culminating into issues of privacy to
remain unfocused.
Section B
The design problem “ High Rise Luxury Living” was introduced with the motive to make
the students aware of the real life challenges and the problems associated and the
methodologies adopted to deal with them. When the problem was introduced, the
students very enthusiastically have responded by making site models doing all the
mandatory calculations perfectly and clearing their doubts. Then they were told to first
visualize a strong concept and the ideology behind luxury living. Site visit was
conducted to make students understand these concepts. Some came up with invariably
good sketches to authenticate their concepts and took a step further by formulating a
design programme where in they tried to generate spaces based on the program. As
the site chosen was in Ramdaspeth area which is highly developed and within the metro
corridor, with Lendra park on one side and canal road on another, they first needed to
get thoroughly acquainted with the site. This was followed by a model making process
by all the students actively participating in the model making. They understood the
strengths and the weaknesses of the site and then went ahead with zoning spaces on
the site. Some students went ahead by formulating a concept and then working out their
85
programme, followed by zoning, circulation and then designing the plans along with 3-d
modeling. While others conceived the design first, arrived at a concept and then worked
out the plans and elevations, simultaneously working on 3d views and models. At every
stage of design, it was insisted to produce a model and sketches were made the
primary need to justify their concepts and designs. Most of the students were fascinated
with some random and futuristic shapes. Some have done justice to those by blending
their plans, elevations and views along with it, while some have compromised with their
designs to achieve a regular goal. The overall performance of the students was good.
They gave main emphasis on internal planning as it was high end housing. Two third of
the time was spent in internal planning so the time devoted for elevations and sections
was quite less, which reflected in the drawings of elevations and sections. The overall
site planning, circulation, site services were well designed. Students need to work more
on detail sections and elevations. Positions of windows, openings to balconies, ducts,
sizes of lifts were the neglected parts in student’s designs. Elevations were monotonous
from bottom to top. Some of the students designed good terrace level plans but the
sections need to be worked on. The students have tried their best to achieve some
innovative designs, while still articulating good elevations and three dimensional forms.
Section C
The scale of the project was too large for girls to handle. They understood very well the
services and circulation between various activities. Maximum studio time was utilized for
the working of the floor plans as a result they got very less time to work on elevations
and sections. At the end the plans were very well resolved and workable. They
established the good relationship of built and unbuilt spaces which can be seen in site
plan and its development. The open areas in the site plan were well designed in spite of
site constraints. Club was the short project which is the part of high end luxury housing
apartment required modifications at the end of long project. Timely inputs were given to
the students regarding site development, area calculations, etc. Roof forms for club
house were not worked out in detail. Overall students developed the understanding
about the various aspects of the design.
Though, lot of inputs on services design were given and students did detailing of site
level services and building level services; still there was a need to have more coherent
and focused designs, to avoid discrepancies and get correct applications in the designs.
Also, there was a difficulty faced by students in area calculations. In spite of repeatedly
discussing the area calculations, students didn’t put the correct detailed area
calculations on the sheets. More efforts will be needed in this regards, in future.
Integration of Revit software helped students to a great extent in the 3D visualization;
since the project massing was extensive.
86
Access to Podium for regular users, visitors etc, landscaping of the podium was
discussed but again barring few exceptions; many missed on defining these
accessibility requirements correctly.
The entrance lobby on ground floor for visitors was not worked out properly.
Parking layouts were not worked out properly by considering the columns and core
areas.
Luxury, as a focal point of the project was not addressed properly with respect to
entrance to site, building, lobbies etc.
The aspect of elevation design in terms of composition of solids and voids was not
given due time and importance.
Although student struggled with the design since the site being small as compared to
the volume of the built form to define the luxury.
Sujata Godbole
Stamp
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Criterion 6 – Governance, Leadership and Management
6.5 Internal Quality Assurance System
6.5.2 The institution reviews its teaching learning process,
structures & methodologies of operations and learning
outcomes at periodic intervals through IQAC set up as per
norms
Site Visit Report
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Site Visit/ Field Visit/ Industrial Visit 2018- 2019
Report on Field visit to NEERI (2018-2019)
Site visit for semester - 3rd Semester, Year - 2nd Year
Location/ address - National Environmental Engineering Research Institute(NEERI), Anji Square,
Near Haldiram, Wardha Road, Samarth Nagar East, Nagpur, Maharashtra 440015
o To study long span structures and its manufacturing process
Outcome – Students understood the basics of long span structures , construction techniques
and other techniques
Photograph – photographs were not allowed to be taken
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE
LAD College Campus, Seminary Hills, Nagpur
Report on industrial visit to UTI , Nagpur
• Site visit for semester – IVsem (II year)
• Location / address – Uti ,Nagpur
• Subject- Design
• Subject coordinator- Ar. Sujata Godbole .
• Date of site visit- 10TH February 2015
• Duration-One day
• Number of students -
• Names of accompanied faculties -
• Objective of site visit:
o To study cutting and carving of stone and Making of various tiles out of stone.
• Outcome – students learned the different techniques where they were told about how to
cut stones and how their carving is done with various tools to do so.
• Photograph -
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Report on Site visit to J.D College, Katol road, Nagpur
Site visit for semester – VI Sem (III Year)
Location / address –J.D College
Subject-Spatial analysis
Subject coordinator-Ar.Ketki Tidke .
Date of site visit- 14th February2015
Duration- One day
Number of students - 106
Names of accompanied faculties - Ar.Ketki Tidke , Ar.Samruddhi Amte.
Objective of site visit:
To understand the spaces designed for an institute.
To understand the spatial quality and the ambiance of those spaces
To study the elements of transition spaces.
Outcome – Student understood role of space and transitions through spaces.
Photographs -
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Criterion 6 – Governance, Leadership and Management
6.5 Internal Quality Assurance System
6.5.2 The institution reviews its teaching learning process,
structures & methodologies of operations and learning
outcomes at periodic intervals through IQAC set up as per
norms
Construction yard Report
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Construction yard activity
Academic session 2018-19
As a part of the college’s ‘Experiential Learning Process’ construction yard activity is organized every year. In this construction yard activity students designed the structures as well as became the hands that built the structures. Theme of this activity is related to their construction syllabus. This activity was planned for 2days. Students of 1st, 2nd, 3rd and 4th year were involved in this activity. A vertical division of students into four groups was created among the classes to foster interaction among the classes.
This year activity was carried out separately for 4th year students as they had to join office for training in 8th semester. It was organized on 12th & 13th Oct 2018. Students participated actively and completed the entire task given to them. This year students made scale models hyperbolic paraboloid, RCC conoid, Space frame module, folded plate dome.
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
For Remaining years 1st , 2nd, & 3rd year activity was carried out on 18th & 19th Dec.2018 during archiventure, the task was assigned to all 3rd year students to design Brick work, first year students helped them in execution of design.
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Construction yard activity
Academic session 2017-18
As a part of the college’s ‘Experiential Learning Process’ construction yard activity is organized
every year. In this construction yard activity students designed the structures as well as became
the hands that built the structures. Theme of this activity is related to their construction
syllabus. This activity will be planned for 2days. Students of 1st, 2nd, 3rd and 4th year were
involved in this activity. A vertical division of students into four groups was created among the
classes to foster interaction among the classes.
This year activity was carried out separately for 4th year students as they had to join office for
training in 8th semester. It was organized on 6th & 7th Oct 2017. Students participated actively
and completed the entire task given to them. This year students made scale models of Geodesic
For Remaining years 1st , 2nd, & 3rd year activity was carried out on 19th & 20th Dec.2017
during archiventure, the task was assigned to all 3rd year students to design Brick jalli work, rat
trap bond and vault in ferrocement, and first year students helped them in execution of design.
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Construction Yard Activity
Academic session 2015-16
At Smt.M.M.College of Architecture Construction Yard Activity is one of the important activities
of the academic year. In this construction yard activity students get hands on experience to
handle the materials and build the structure. The faculty endeavors to generate unique tasks
every year so that students face and resolve new challenges. The faculty in-charge of the
activity was Ar.Sujata Godbole , Ar.Sneha Bodhankar and Faculty of 2nd year and 1st year
construction subject.
The design task this year was to construct long span structure for 4th year and brick piers, brick
jail. Brick domes for 1st & 2nd years. This activity for fourth year was conducted on 16th & 17th
Oct 15. The fourth year students constructed long span structures such as Geodesic dome,
lamella dome, cyclocidal barrel vault and hyperbolic paraboloid structure. For Remaining years
1st , 2nd, & 3rd year activity was carried out on 18th & 19th Dec 15. during archiventure A
vertical division into ten groups was created among the classes of first and second year to
foster interaction. Each group identified which type of structure they wanted to build and were
involved in execution of each and every stage of structure right from making of true scale
drawing, making the layout, transporting the materials to respective locations and actually
building the structure. The activity was conducted under the supervision of the in-charge
faculty and expert masons.
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Construction yard activity
Academic session 2014-15
As a part of the college’s ‘Experiential Learning Process’ a unique series of experiments was conducted
at Smt. Manoramabai Mundle College of Architecture, Nagpur. The usual practice is that architects
design on paper and the designs are brought to life on site by the skilled and unskilled workforce. In this
construction yard activity students designed the structures as well as became the hands that built the
structures. The faculty in-charge of this activity was Ar. Sujata Godbole and Ar. Sampada Peshwe.
The project was to design and build informal seating areas around the coffee kiosk located in the college
campus. These seating areas would also be used as informal outdoor teaching spaces. The designated
area for construction around the kiosk is full of teak trees and students were encouraged to address the
presence of trees and to design with the trees as focal points or vital elements in their design.
This activity was Conducted on 6th & 7th Feb. 2015. The design task was assigned to all 4th year students
and four best designs were selected. The selected students were designated as leaders of the groups.
Students of 2nd, 3rd and 4th year were involved in this activity. A vertical division into four groups was
created among the classes to foster interaction among the classes. Three groups worked on the
execution of the informal seating areas whereas the remaining group worked on roofing of the seating
areas.
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Students had come up with very interesting design solutions. The final constructed seating area, with its
dynamic roofs, has created its own distinct identity and has become a favorite haunting place of the
students.
Roof Patterns Developed by Students
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
Policy for Construction Subject
4.4 Construction The policy to deal with this subject at all levels will focus on equipping students to understand the basic principles so that this knowledge is appropriately applied for design evolution and detailing.
Objective ▪ Developing understanding of construction techniques, through knowledge of evolution. ▪ To make students aware of principles of construction. ▪ To make students aware of technical knowledge of structure, materials, and construction. ▪ To equip the students through experiential learning. ▪ To make students aware of latest technical knowhow and preparing students to meet the demands of the fast-developing construction industry.
Construction policy to emphasize upon ▪ The study of architectural and structural geometry. Architectural geometry will include study of Conic section, Platonic solids, Archimedean solid, Forms such as Synclastic and Anticlastic. ▪ Material Science will include study of physical, chemical and structural properties as well as aesthetics, applications, limitations etc. ▪ Study of Connections, junctions, joints and fasteners (Detail blow-up in the form of Plates/ sketches/ models.) ▪ Construction technology, process & principles of construction. Use of teaching aids in class to explain particular topic Complexities of geometry, materials and techniques will increase at different semester and over the successive years. Basic principles of structure are integrated with the construction.
4.4.2 Teaching Programme ▪ Every subject teacher to prepare a teaching plan for the semester. ▪ Teaching program should include the description of module, stating the contents, objectives, and process.
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
▪ Teaching program will also include the time required for completion of each module. Assignments related to each topic and form of output should be stated (whether plates, sketches, tutorials, models etc,). ▪ It must include teaching aids to be used by teacher to explain the particular topic. If faculty is taking any creative exercise, he/she should explain its purpose and nature of exercise. ▪ Teaching plan should include list of reference books.
4.4.3 Content development and teaching ▪ More stress on interactive teaching rather than on audio visual (preferably 70:30 ratio). ▪ A3 sketch books should be made compulsory to all students across 5years in construction and sketches in pencil only. ▪ Students will be equipped through Experiential learning by • Visiting various under construction sites (preferably for each topic), • Construction workshop or yard activity & • With help of teaching aids (Zoom tool kit, Curtain wall assembly, False ceiling assembly, Scale models of doors & windows, Samples of materials - conventional as well as advanced). ▪ Holistic way of teaching. ▪ Emphasis should be given on drafting. ▪ While evaluation of plates, faculties must solve difficulties of students through one to one interaction. ▪ Each faculty will prepare all the topics. ▪ At the end of the semester evaluation of teaching plan will be compulsory to understand the gaps in plan.
Teaching Programme
• Every subject teacher has to prepare a teaching plan for the semester.
• Teaching programme should include the description of module, stating the contents, objectives, and process.
• It will also include the time required for completion of each module. Assignments related to each topic should be stated and form of output (whether plates, sketches, tutorials, models etc,).
• It must include teaching aids to be used by teacher to explain the particular topic. If taking any creative exercise, explain its purpose and nature of exercise.
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
SEMINARY HILLS, NAGPUR
The format for teaching programme can be as follows:
Topic Time required for completion
Teaching methods Active/ passive
Active Passive
Model making
Site visit
Creative exercise
ppt Audio visual
Interactive teaching
4.4.4 Frame work of Assignments: ▪ Assignments related to each topic should be stated and form of output (whether plates, sketches, tutorials, market surveys of materials, models etc,) should be clearly mentioned. ▪ Faculty should clearly mention about contents, and what is expected from students. ▪ Questionnaires should be prepared for site visit. Students will answer questions and submit on the same day. Credits will be given to site visit. ▪ Faculty should give format for market surveys. ▪ A balance should be achieved between all the assignments as per the topics and their weight age. ▪ There will be no submission of plates, but drawing studio will be conducted. Students will work on sheets during the class itself. ▪ Policy can be slightly altered as per the semester’s requirement as well as students. ▪ Late submission will not be accepted Assignments should be evaluated as follows:
Sketch book Model Site Visit Tutorials Market Surveys(material)
Quality of Sketches
Scale & Proportion
Que. Regarding visit
No. of questions
Format for surveys
Proportion Material
Women's Education Society’s
SMT. MANORAMABAI MUNDLE COLLEGE OF ARCHITECTURE,
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4.4.5 Evaluation ▪ Two sessionals would be conducted, in which drafting question will be compulsory (wherever applicable) to give practice to students. ▪ Student’s progress can be monitor through frequent tests. ▪ Assessment procedures will be informed to every student. Evaluation Scheme
S.No. %
1 Attendance 20
2 Plates, Models, Sketch book, tutorials 20
3 Site visit 10
4 Test 40
5 Viva 10
4.3.6 Modalities for Site Visit:
▪ Office should be well informed about site visit three four days prior to the site visit, so that
arrangement of buses can be done easily.
▪ Questionnaire for site visit and its no. of copies as per the strength of students should ready before
the site visit.
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Minutes of Construction Meeting hetd on 3d May Zlfi * 1.00pm held at-
Smt. Manoram'abai Mundle College of Architecture, seminaryHills, Nagpur.
Agenda for Meeting :- Overview of last semester and discussion of next semester teaching.lplan. ,
* The meeting was chaired Principat Dr.Ujwata Chakradeo &
Construction Chair -Ar. Mahesh Mokha
Sujata G6dbole Coordinator for construbtion subject assisted them.
Most sf the construction subject teachers were Present'
Observations of Second sem. To l0th sem. as iniormed by construction faculties were as
follows: , -First Year - Overview of last semester
I) Practicals of brick masonary were conducted in class through brick kit.
2) Model of door made out of timber had hetped students to understand the door properly and for
3) Combined glasses were oonducted and drafting was done separately as per the sections.
4) models were used for explaining frame and load bearing structures.
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Second Year * Overview of last semeiter:
l) Site Visits {, Market Survey were conductea io, major topics like Timber & Aluminium.
More importance was given to market survey.
2) Medium of teaching was through black board and no power point presentations werB used.
3) Question banf was given to students and 2 sessional papers were conducted.
4) As per the,Bol6y Separate sketch book was maintained by students which were evaluated at
the end of each topic.
5) In order to improve the speed of Drahing, target of 40 min. was given to students to
complete the one sheet for certain topics.
Third Year: Overvierv of last semester:
lf Section wise'c'lasses were taken u, p., tt , policy.
2) Presentations on various cladding materials were given to students, In this topic students were
asked to document works of Architect (famous) lvhere they have used cladding.
,l*g* survey for Materials was conducted.
4) As most of the topics were theory topics site visits were organized (Visit to CSV Wardha &
Through ACCE workshoP)
5) As topics were theory based - writing the answers were a bit difficult, therefore for certain
topics notes were given to students.
6) Input frorn teachers was missing for high rise models'
7) Sequence oftopics to be revised. '
8) PPT's were used for certain topics'?,
-Fifth Ydar : Overview of last semester:
l) Unit of ,,Addtion and Alterations" which was purely based on drafting, was completed in
Januaiy with an intention that students woutd finish this topic earlier and submit Plates; so that
they are free to work for thesis. Accordingly students submitted their portfolio and we assessed
them and displayed their marks. 1
2) Reshu?fled main teachers between Sec.A, Sec.B, & Sec.C. so that students gets a chance to
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3) Joint ilas, was taken by Mokha sir to solve difficulties.
4) Medium of tdaching was through black board and power point preseffiations were used.
5) Fundamentals of students were clear:
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Following decisions were taken in meeting:
r More emphasis will be given to Market survey. Teachers will first brief students what is
expected from market survey,.what type of information they have to gathered, and format6 of market survey tea.
r Creativgapproach should be use for detailing'
. Feedback should be taken from student.
?r Student-teacher relation is important.
. i sessionals to be conducted only fo, construction, Best of2 not to be told to the students.
r ACCE'workshop will be conducted in December. Prior to workshop, ACCE people will. be infofmed about our requirements and accordingly it will be planned.
r Site visits to be conducted on Saturdays other than teaching hours.
r Importange of materials to be imbibed in first year itself,
r Site visit should be in smaller groups of 80/40.
. Sitd visit to brick kiln ('Paul's Brick Factory') can be planned'
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r Geometr! of conic section can be included in the first year.
. Syllabus for final year to be corppleted as early as possible as students need to
concentrate on thesis'
r This year Students will work on thesis from 1" of September for 2 months and then start
with construction.
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euestionnaires should be prepared fbr site visit. Students will an3wer questions.and
suhrnit on rhe same day. Credi:tl wiill 'begiven to'site visit. No- of site visit will be
finalised at the beginning of the semester.
fvlrr1thl'f meetings to be conducted with Ar. Mokha sir for giving feedbaok of the topics
taught' -,,*-,
Shutfling of main teachers will be comptrlsory ior 2''d, 3'd and 4th years.
c For each semester there will be a cs,sstruction co-ordinat<lr'
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. sMT. MANSRAMABAI MUNDLE gSLLEGE oF ARcHtrEcruRE,\;r.: sEMTNARY HlLLs, NAGPUR
Minutes o-f Meeting held on 16j,une 2015 at l.Oopm held at::*
Srnfftano,ralma:bai Muudle Co'lhge of Ar,chiteotu e, semina'ry
Hills, Nagtffiir.
Agenda for l{eeting :- Discussion on construction policy document'
The meeting was chaired Ar. Mahesh Mokha ancl Sujata GodboleCoordinator for construction
pubject
All constructidrr suh.iect teachers were present'
=Fot lowin g points*'ere di scussed :
1) Ail the teachers were infonned about policy document of constructjO:,1ubjeet.1f,c:hange
in evaluation scherne. It was collectively deeided that everyotre will fo'llow guidelines
giveri in document for teaehing the sarne'
2y.-r*itwas dwided that all rhe years ex,lept*qy$h year they will condrlet,,sombine theorV'
class and studio separate'ly as per the seetions'
f l e"rmy*ar w i t l, con duct iheory rug,,gtraio sup,qtrye[ as. ny *re two s€etions.
+i eiitf* rtass ooordinators rvitl keefrJho reogrds of 5ubrtissions,andtattondanse'
5i il;i;;rt* on rt *.tS wiU be done Uy'ienioo'^u well as.iunior te hers.
