Experience is such a teacher which takes

exam first and then teaches……

 Sharing experiences IV:
Teaching design at fourth year level.

By Ar. Priya Choudhary

 “Design is often thought as a
process of synthesis, a process of
putting together things, a process
of combination.”
Christopher Alexander
 Our Architectural Curriculum
SEMESTER 1&2 SEMESTER 3&4 SEMESTER 5&6 SEMESTER 7&8 SEM 9 SEM 10 REGD. PG
10+2 WITH ENGLISH &
MATHS

URBAN & COMMUNITY

WORKING PLANNING
CLIMATOLOGY

PG IN ARCH, PLANNING
DRAWING

FINAL DESERTATION

ARCH. EDUCATION
CLIMATOLOGY
APTITUDE TEST

CONST.

PRACTICAL

REGISTRATION
TRAINING
CONSTRUCTION

SEMINARS
ANTHRO GRAPH.

WITH COA
VISUAL ARTS HISTORY
10+3 ( DIPLOMA IN
ARCHITECTURE)

VISUAL ARTS
HISTORY
BUILDING
APPROPRIATE
SERVICES
TECHNOLOGY
ADV. BLD SER ADV. BLD CONS

ARCHITECTURAL
PRACTICE
 PROGRESSION IN RESIDENTIAL TYPOLOGY

PROGRESSION IN FORM ORIENTED DESIGN

Till third year, we expect the students to be equipped with ability to design and evolve
architectural form , considering the various internal factors such as function, site conditions
(inside plot boundary), structural systems constructional and services requirements etc…..
 SEMESTER 7 DESIGN- VI & VII
&8 EXPERIENCING THE
ENVIRONMENT
OBJECTIVE: 1Yr 2Yr 3Yr 4Yr

Understanding of various urban and rural issues such as scarcity of resources,
sustainable development, urban infill, context, renewal, energy crisis and their implications
on emerging built form and spaces with due importance to functional efficiency.

SEMESTER 7 SEMESTER 8

BLD. LEVEL URBAN LEVEL

1. Understanding URBAN & COMM. PLG
Dealing with
structure and its Urban planning,
SEMESTER 5 & 6

SEMESTER 9 & 10
modification urban design
2. Relationship between
Built and unbuilt
and
3. Materials and their 1 2 3 4 conservation
compatible forms. issues.
4. Ability of form to
express something
Climatic
through its design
compositional qualities
Form oriented
- at building level ADV. BLD CONS ADV.BLDG SER design
The process is not very rigid but it aims at
inspiring students “to think” and “apply”
rather than teaching them “how to think ”
……
 The objectives of design studio at fourth year level are:

1. Architecture is not always what is physical and visible,

but it also has some invisible components, which
contribute to the “total experience” for its users.

2. Interaction between spaces and users; architecture and

its surroundings are important aspects which make
architecture appropriate for its place, time and people
(users)

In fourth year, we expect students to understand impact of external factors (context) on

evolution of architectural form and process to be adopted to incorporate it in evolution of
architectural form …..
Site and its context is introduced first and
not the activity/function….

STUDY OF
CONTEXT

FORMULATION OF
PROGRAMME

EVOLUTION OF
FORM
Process: Study of context (methods adopted for study)

Analysis inferences and conclusions

Programme formulation (Quality and quantity of spaces)

Evolution of architectural form *Study of theories

*Examples-discussions and
Development of visualization deliberations
Exploration of possibilities and thinking *Methods and techniques of
channelisation to lead students to take evaluation, comparison for choice
decisions logically of optimum best solution

Architectural detailing using drafting skills

This stage of evolution of form will be discussed in various design studio

projects with variety of contexts dealt with emphasis on role of teacher in helping
student to visualize and channelise …
Context:
Place Time People
Important external factor because of Important external factor because of Important external factor because of
place…..climate time….. Architectural and people…..Socio-political
cultural heritage economic conditions

Experimentation done: Experimentation done: Experimentation done:

⇒ Climate Responsive Urban redevelopment of Impact of Socio-political and
Architecture, Sri Lanka ⇒ Chitar OLi, Nagpur religious conditions on
2005 ⇒ Kashibai Temple architectural form, Bhutan
⇒ Eco-friendly complex 2007-08
Architecture, Harsil ⇒ R.T.M. Nagpur
Valley, uttaranchal, University
2006 2006-07
⇒ Green Architecture,
office building at
MIHAN 2007
Context:
Place Time People
Important external factor because of Important external factor because of Important external factor because of
place…..climate time…..Architectural and people…..Socio-political
cultural heritage economic conditions

Experimentation done: Experimentation done: Experimentation done:

⇒ Climate Responsive Urban redevelopment of Impact of Socio-political and
Architecture, Sri Lanka ⇒ Chitar OLi, Nagpur religious conditions on
2005 ⇒ Kashibai Temple architectural form, Bhutan
⇒ Eco-friendly complex 2007-08
Architecture, Harsil ⇒ R.T.M. Nagpur
Valley, uttaranchal, University
2006 2006-07
⇒ Green Architecture,
office building at
MIHAN 2007
 CONTEXT ….PLACE ( CLIMATE AND TOPOGRAPHY)
1 –ARCHITECTURE AS A RESPONSE TO CLIMATE AND TOPOGRAPHY .
Study and Site at Columbo, Sri Lanka

An Educational Tour

2. Climate study and 3. Case study and Compilation 4. Evolution of built forms
1. Selection of site
analysis of chosen sites of data collection during study
and site planning

Analysis of form and Modifications as per the results of microclimate analysis Detailing of levels And design of special features
microclimate Re-analysis of form imparting local identity
generated.
GIVEN…
BUILT UP AREA :1000SQ.MTS THE
USE OF BUILDINGS:INSTITUTIONAL

MODEL…COMPOSITION OF SPACES AND

MASSES TO CONSUME 1000 Sq.m.

ANALYSIS OF FORM AND MICROCLIMATE

GENERATED

Documentation of shadows using sundial MODIFICATIONS TO FORM AND

REANALYSIS…
 • Allocation of activities

The analysis gave a base to the allocation of activities according to the conditions suiting the respective
ones. Areas requiring shade, sun, partly shade- partly sun etc. was assigned activities accordingly.

Plans, Elevations and sections detailed out as

per the activities allocated to the form.

• Detailing of levels and plans

Being a contoured site, the levels, access, opens spaces, transitional spaces etc were detailed out on the site
plan with help of various sections various elements enhancing the design were integrated at his stage.

Detailed sections

• Special features ( local climate responsive elements)

Elements like pergolas, colonnades, false walls, sky lights, roof forms etc. were detailed out keeping in view the local and traditional features used both in Sri Lanka as well
as in Mumbai.
EXPERIENCING THE ENVIRONMENT
2 –ECO- FRIENDLY ARCHITECTURE, HARSIL VALLEY, UTTARANCHAL.
Study and Site at Harsil Valley, Uttaranchal
An Educational Tour to Dharali and Mukhawa villages in Uttaranchal

Study –
group work

1.Study of environmental attributes 2. Settlement pattern 3. Urban spaces in accordance

with socio-cultural requirements

5. Traditional housing planning, material 6. Architectural details : construction 7. Tourism pattern: tourist inflow and
and technology techniques and building elements resulting floating population
into a architectural vocabulary
 EXPERIENCING THE ENVIRONMENT
1 –ECO- FRIENDLY ARCHITECTURE, HARSIL VALLEY, UTTARANCHAL. Contd.

Planning and
design

1. Identification of objectives 2. Identification of sector for future development 3. Identification of

for future development with justification Tourism, Small scale Industry , infrastructure facilities and
Education facilities and Community centers their appropriate location:

9. Architectural details in terms

of floors plans, sections
and elevations
Use of alternative techniques for
8.Final master services
plan Details of construction
5. Analysis of positive and 6. Comparative study of existingtraditional and techniques and building
4.Formation of
negative impacts on environment conventional construction techniques in terms of elements resulting into a
master plan for
due developmental proposals- their eco-friendliness on the basis of identified architectural vocabulary
development of two
modifications in master plan to parameters. which would be in
villages with reduce negative impacts accordance with the
identified sector as 7. Formulation of architectural design guidelines
existing one
catalyst for future developments
The project helped students in understanding of evolution of
contemporary vernacular architecture and role of architect in its evolution.
Here, the role of architect need not be of that of a decision maker but that
of an advisor

Architecture need not be

always monumental….
3 –GREEN ARCHITECTURE: Design of MADC office building in SEZ of
MIHAN project, Nagpur

ISSUES…TO BE DEALT WITH

• Superficial understanding and applications: generic

solutions.. Inherent and inbuilt
• Westernized outlook:
• Prioritization of decisions: importance to
decisions which affect energy consumption the
most
• Emphasis on centralization :be natural..
decentralized and evolutionary
3 –GREEN ARCHITECTURE

1. study
1. Understanding of
“Green
Architecture”
2. Levels at which
concept of
“Green” can
be
incorporated:
2. Case study and
Compilation of data
collection during
study

3. Site analysis and understanding the user 4. Evolution of built forms and site planning Model making: assigning a north, scale to model:

Analysis of form and Modifications as per the results of microclimate analysis Detailing of levels And Material and techniques, design of
microclimate Re-analysis of form openings, formulation of architectural vocabulary,
generated. services
GIVEN…
BUILT UP AREA :10,000SQ.MTS
THE USE OF BUILDINGS: OFFICE
 Interaction with Ar. Vinod Gupta

Feedback:
The design project with the adopted methodology has made students aware and
conscious about ……
•The sustainability approach in evolution of built form has to be inherent aspect of
decision making.
•As far as energy efficiency in built environment is concerned; the solutions are
always simple and simple solutions are more effective than the applied, superficial
and hi-tech approach.
•A comparative evaluative approach is what required for arriving at ultimate solution.
PROGRESSION
• PROGRESSION IN DEALING DESIGN PROJECTS CONCERNING CONTEXT
CLIMATE…METHOD RECOMMENDED BY CENTER FOR ENVIRONMENTAL STUDIES , BHARTI VIDYAPEETH , PUNE WAS USED
• ENVIRONMENT…NOT ONLY FORM BUT USE OF MATERIALS AND
TECHNOLOGY…. MAKING IT ECOFRIENDLY
• FORM, MATERIALS AND TECHNOLOGY IN HI TECH BUILDINGS WHERE
QUALITY OF ENVIRONMENT IS IMPORTANT FOR PRODUCTIVITY…ISSUE OF
ENERGY EFFICIENCY….
Context:
Place Time People
Important external factor because of Important external factor because of Important external factor because of
place…..climate time…..Architectural and people…..Socio-political
cultural heritage economic conditions

Experimentation done: Experimentation done: Experimentation done:

⇒ Climate Responsive Urban redevelopment of Impact of Socio-political and
Architecture, Sri Lanka ⇒ Chitar OLi, Nagpur religious conditions on
2005 ⇒ Kashibai Temple architectural form, Bhutan
⇒ Eco-friendly complex 2007-08
Architecture, Harsil ⇒ R.T.M. Nagpur
Valley, uttaranchal, University
2006 2006-07
⇒ Green Architecture,
office building at
MIHAN 2007

PROGRESSION…. CONTEXT ENCOMPASSING PLACE AND TIME

CONTEXT ….PLACE AND TIME (ARCHITECTURAL AND CULTURAL HERITAGE)
1 –HERITAGE CONSERVATION AND URBAN REDEVELOPMENT 2005 – 2006

Objective was to make students understand that urban areas are constantly exposed to changes,
including architecture.

Symbiotic relationship between the surrounding area and the heritage site

Areas identified - CHITAR OLI, RAJGHAT, RASTRASANT TUKDOJI MAHARAJ UNIVERSITY
CAMPUS

GANDHI
SQUARE CENTRAL
AVENUE

KELI
RESERVE
BAUGH
AAKASHWANI BANK SITABULDI ROADUE
SQUARE SQUARE FORT
HIGH INDORA
TO CHHINDWADA
SQUARE BADKAS
COURT
SQUARE
TO DELHI

LAW
COLLEGE GOREWADA
LAKE
CHITAR OLI
SQUARESQUARE TO KAMPTEE

GANDHI
SQUARE

PHUTALA
LAKE BADKAS
RAILWAY STATION

CENTRAL AVENUE
SQUARE
TO AMRAVATI
NAGPUR
UNIVERSITY
CAMPUS
CHITAR
OLI
KASHI BAI
TEMPLE
KASHI BAI
COMPLEX
JHUMMA
AMBAZARI
LAKE KASTURCHAND
LAKE TEMPLE
PARK
NAGPUR
MEDICAL
COLLEGE
COMPLEX &
DHAREMPETH SQUARE
RAILWAY
SQUARE
STATION
RAJ GHAT
AIRPORT TO UMRED

RAILWAY NEW
MAHARAJ SHUKRAVARI
LINE BAYDYANATH
BAUGH ROAD
TO MUMBAI SQUARE
CHTRAPATI NAG
SQUARE LOKMAT RIVER
R.T.M NAGPUR SQUARE

UNIVERSITY
CAMPUS
CONTEXT ….PLACE AND TIME (ARCHITECTURAL AND CULTURAL
HERITAGE)
1 –HERITAGE CONSERVATION AND URBAN REDEVELOPMENT 2005 – 2006

Study –
group work
(KASHIBAI
TEMPLE
COMPLEX)

1.Delineation of area 2. Historical background and its evolution 3. Data collection and analysis w.r.t. land use, land value,
ownership, economic status, activities and architectural character
and present condition.

4. Study of heritage site in terms of typical

architectural character, features and 6. Aim of redevelopment , objectives
reasons for those and prioritization

7. Identification of infrastructure
5. Reasons for deterioration and loss of
facilities and their appropriate
physical and visual linkages
location:
 Major highlight: A panel discussion was
organised at the department, the
participants being
Ar. Kiran Kalamdani, Conservation
Architect, Mr. Kinhikar, Chairman
Heritage conservation Committee, Ar.
Pradyumna Sahasrabhojanee,
planner, Mrs. Shobha Phanshikar,
Conservation Activist, Prof. Andhare

The issue is very complex and in such cases, teachers may expose to limited
viewpoints. Hence to expose them to varied viewpoints and channelise thinking, a
panel discussion was organized.
A master plan to establish symbiotic relationship between the site and
surroundings is developed which focused on socio-cultural developments which
intern bring economic gains. The identified infrastructure was then detailed out in
terms of architectural design.
Context:
Place Time People
Important external factor because of Important external factor because of Important external factor because of
place…..climate time…..Architectural and people…..Socio-political
cultural heritage economic conditions

Experimentation done: Experimentation done: Experimentation done:

⇒ Climate Responsive Urban redevelopment of Impact of Socio-political and
Architecture, Sri Lanka ⇒ Chitar OLi, Nagpur religious conditions on
2005 ⇒ Kashibai Temple architectural form, Bhutan
⇒ Eco-friendly complex 2007-08
Architecture, Harsil ⇒ R.T.M. Nagpur
Valley, uttaranchal, University
2006 2006-07
⇒ Green Architecture,
office building at
MIHAN 2007

PROGRESSION…. CONTEXT ENCOMPASSING PLACE AND TIMEAND

PEOPLE
 Study –
CONTEXT ….PLACE ,TIME AND PEOPLE group work
1 –SOCIO-POLITICAL AND RELIGIOUS SETUP AND ITS IMPACT ON ARCHITECTURE
OF BHUTAN:DESIGN OF NEIGHBOUHOOD NODES

1: Study of existing 2: Settlement pattern

socio-political setup
and economic 3. study of Bhutanese architecture w.r.t. building
conditions with its typologies such as Lhakhang, Dzong and
history Monastries.

6. Conclusions in the form of

characteristic features of Bhutanese
architecture

7. Formulation of architectural design

guidelines for future developments

5. iconic architecture and variations in building elements such as walls, columns, roofs,
openings , colour ands symbolism w..r.t typologies
4. New developments and proposals by Ar.
Christopher Benninger
 CONTEXT ….PLACE ,TIME AND
1 –SOCIO-POLITICAL AND RELIGIOUS SETUP AND ITS IMPACT ON
ARCHITECTURE OF BHUTAN : DESIGN OF NEIGHBOUHOOD NODES

Planning and
design

1. Identification of URBAN VILLAGE FOR WHICH

NEIGHBOURHOOD NODE IS TO BE DESIGNED 2. SITE ANALYSIS

4. Architectural details in terms of floors plans, sections and elevations

Details of construction techniques and building elements resulting into a
3. EVOLUTION OF BUILTFORM architectural vocabulary which would be in accordance with the existing
one
 The essence of Bhutanese architecture : composition of positive and
negative spaces and their proportions;
formed the basis for new compositions to be derived for a
neighbourhood nodes.

In the proposed master plan for Thimpu, by Ar. Christopher Benninger ; there are 8
proposed neighbourhood nodes, which will serve the new democratic capital
Thimpu and its hinterland. The architectural character of these new NODES would
become the trendsetter for the further new developments to come up after it
becomes democratic country.
PROCESS ADOPTED….for EVOLUTION
OF FORM AND THE ROLE OF TEACHER
IN IT…….
Making student explore options full of conflicts,
contradictions and confusion
then….Leading student from
Ambiguity , confusion to clarity
Irrationality to rationality

Making the architecture appropriate to place, time and people…..

developing a sense of social, moral and ethical responsibility

amongst students towards their designs.

THANK YOU