Thesis
Short Description
case study...
Description
AIMS & OBJECTIVES:- AIM:-
is to design a institute which is categorically a ashion institute with !any "ers"ecti#es o interactions$ con#enience and %ei'ility OBJECTIVES:-
CASE
ST678:-9it
7elhi
() The design o an o"en and ree learning en#iron!ent which ins"ires creati#e thin+ing) 3earl ,) To To design a ca!"us which is in tune with the "ri!ary "r i!ary o'ecti#e o the institution i)e) to "ro#ide interdisci"linary acade!y and "rogressi#e +nowledge o design 'ut with a ocussed ai"ur ai"u r understanding o an area o s"eciali.ation) /) 0rowth is an ine#ita'le actor in e#ery institution in a country li+e ours) There !ust 'e sco"e or inclusi#e in clusi#e growth Toodesign a ashion institute instit ute in concern concer n with 9it the institution in the uture)
interacti#e S"aces
Engage!ent and grou" wor+ are e1ecti#e or!s o 2earning in ashion course) 3ro'le! sol#ing$ testing one4s ideas against another4s$ and o'ser#ing styles o learning are 'ene5ts o social learning) Colla'orati#e s"aces oster creati#e thin+ing) To To 'e
ydera' ad
CASE ST678 ST678
9I;T < 9E= 7EI
National Institute of Fashion Technology, New Delhi is sponsored by Ministry Textiles, Government of India The Institute is pledged pledged to train promising promising men and and women in in di!erent di!erent "elds of Fashion Industry Depending on the branch of the industry which the trainee desires to ta#e up 3>OJECT 7ETAI2S
$%I&DING T'() &+-TI+N &+-TI+N &I)NT -2.IT)T 1IT) -2)$%I&T %( -2)9IN&%DING $-1)M)NT; (ro=ect 'ear F-2 - 2 G2+%ND +3)2-G) +3)2-G) $-1)M)NT M-BIM%M .)IG.T
* )ducational * New Delhi, .-%/0.-1 * Ministry of Textiles * $3 D+1.I * 44,567 18 MT MT 9: acre; * 4:,5?6 * 4 * @5A * %( T+ 57A +F T.) T+T-& -2)* 45M F2+M T.) G2+%ND &abs
&abs classroom
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classroom Labs
@
E
2OCATIO9
)
The
institute is situated in the au. ?has institutional one It lies on the way to -sian Games 3illage from green par# -ccess is from north east and south west side of the campus Site is irregular in sha"e and is surrounded by classical dance institute, .au 0has housing, Gulmohar par# O>IE9TATIO9
$uilding
is aligned with its long sides along NE and 1) axis, facilitating good exposure to the sun and breee
Di!erent
bloc#s of building complex are placed according to the site lines -ll the peripheral building lines are parallel to the site lines
+penings
for light and ventilation have been sacri"ced for aesthetic considerations than climatic comfort
Eindows
in the academic bloc# have been provided towards NE and 1) resulting in glare and heat in the day
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:
4 ultural society @ Institute +f 1pastics : 1ports Ground ommercial 'ard 5 (etrol (ump 6 ommercial -rea ommunity par#
• The site was a at land and the levels are all
architectHs creation which has charged overall site contours • There is a "ro"er segregation of functions as
N
building bloc#s are places in certain set of ones which is determined by the function character of the building bloc# • Two types of circulation "edestrian and #ehicular • -n inner road leads to the main car par# =ust
outside the main entrance This is where the vehicular trac ends • The pedestrian movement within the campus gives
2)8%I2M)NT1 +F T.) IN1TIT%T) GF * 2eception labs, lecture rooms ,canteen FF * .ead Juarters, lecture room labs ,studios 1F * .ead Juarters, lecture room, labs 1tudios, resource, center TF * .ead Juarters ,lecture room, lab, studios, &G * 1torage, electric room , wor#shop, studios, other utilities.
4 (attern ma#ing lab @ Design studios C classroom : &ecture C presentation room Faculty , reference , ABOUT BUILDING omputer The building covers almost room the entire site leaving very other utilities
3-2I+%1 --D)MI (2+G2-M)1 -2) DI1T2I$%T)D INT+ 3-2I+%1 F&++2 ,T.)' -2)*K 9Fashion design;,9&eather design;,9accessory less green area design; 9Textile design; The plan follows the site 9#night wear design; ,9communication design; , boundary with a setbac# of 9-pparel production;, 6m maintaining its character 9Management ;, 9-pparel production;, Design The opening are designed space; ZONING such that they maintain a visual unity in their form and • The site is basically divided in to three 'asic proportion .ones as evident from the plan • Acade!ic 'loc+ are similar in plan and in -cademic clusters have been
function also, occupies the left portion of the site • Ad!inistrati#e 'loc+ along with canteen and library is in right hand side
grouped together to form units comprising class rooms, labs, common lobby, and service spaces
Di!erent
bloc#s acJuire di!erent shapes and forms depending upon the functions they are accommodating (ermeability of the bloc#s, due to accessibility from all the sides The building bloc#s are concentrated around the sun#en court thus generating activity and creating lively environment CLASSROOMS LABS. ADM.BLOCK TOILETS CAFETERIA KITCHEN RECEPTION HORZ.CIRC. VERT.CIRC. AMPH.+COURT GREEN
;irst %oor
;loor "lan
0round %oor
LANGUAGE AND MODELLING ROOM
2ABS) TOI2ETS ART ROOM EXHIBITION HALL
CLASSROOMS LABS TOILETS ART ROOM
TE TI>7 ;2OO>. Library is
used by all the students and outside people from the industry and profession, for research and reference work
Re!"r#e
#e$%re consists of valuable audio-visual collection of videotapes, slides, CDs and photographs
Re!"r#e
#e$%re also comprises of material collection of te!tile, costumes, "ewellery and other related reference material
EXB. HALL & UPPER LEVEL LIBRAR'
Second %oor
&-11 2++M
' D % T 1 ) 1 ,
%sed for everyday classes supported by &ecture room and lab )ach department has @ for each cluster DimensionK< m x 47 m
(-TT)2N M-0ING &-$. %sed by students while practically Designing, detailing and producing omplete garment )ach department has one lab For 4? to @7 students Dimension L 4@ mt x 47 mt onsists of * 4 Instructing area @ 1ewing area : utting area Fitting area 5 1torage
SEWING AREA
&)T%2) 2++M PATTERN MAKING LAB.
CUTTING AREA
%sed for presentations or lectures )ach department .as 4 for each cluster Dimension K5 mt x 6 mt onsists of * 4 &ecture @ 1eating : lcd unit (ro=ection screen
' D % T 1 ) 1 ,
have been changed without ta#ing into consideration of orientation of the sun , functional aspect has been scari"es for design Total seating capacity is for :77 persons , which is not large enough to hold fashion show, with big gatherings
space - uniJue experience in going through the bridge and watching the court below gives the view of all the happenings in the campus There is a variety of circulation li#e open and glaed three leveled wal#ways , sun#en court having boali open terraces stairways irculation is in the periphery of courtyard.
urved glass glaing gives a reection from outside and creates a aureole Inside architect has made attempt to ma#e the circulation ,as This
a part of the creative environment of NIFT It is mainly designed to accommodate the persons for fashion shows it helps the students to #eep a contact with the changing friends .
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CA9TEE9 is on ground oor $ut a lac# of in formal space ma#es it more of a lecture room rather , than a canteen the accessibility to the canteen is at far end from the entrance The placement of canteen is understandable , but not itHs environment and functionality The environment in canteen is totally introvert - more open and exible space should have been provided &ac# of proper lighting depresses the
3A>?I90 O"en "ar+ing has been provided for ,@ cars scooters along the paved access to the building +ne side is an#ed by sta! car par#ing and the other by visitors par#ing Co#ered "ar+ing has been provided for (@@cars in the 'ase!ent and light is provided through randomly placed cutouts and glass bric#s on periphery of the internal courts which is now used as multipurpose halls and oces (ar#ing for hostel bloc# is provided on stilts for @5 cars
-2)- -N-&'1I1
INF)2)N)
The idea is to create a relationship between -2)- 1T-T)M)NT +F T.) $%I&DING the built and inbuilt spaces There are evidences of blend of traditional and $-1)M)NT -2)- *KKK 567> 18FT contemporary architecture G2+%ND F&++2 -2)-*KK :@?7 18FT -esthetics are cared for sometimes at the FI21T F&++2 -2)-*KKK @?7 18FT sta#e of comfort if not function 1)+ND F&++2 -2)-*KKK :7 18FT T.I2D F&++2 -2)-*KKK @4:7 18FT The site is well segregated into various ones wrt the functions irculation spaces are minimied to obtain haracteristics of inbuilt spaces a; Form of the eciency in design The un built spaces get formed in buildings* three ma=or parts K the arrival plaa -bstract form with and two inner courts K one with the planer form of a modi"ed #und surface and other with the informal b; (lan form * Irregular amphitheatre and The arrival plaa occurs in front of unsymmetrical the gate way li#e entrance planning Immediately after that, crossing the c; Individual plan form* threshold of the entrance, occurs abstract the courtyard with an interpreted #und This courtyard has many d; Geometry with diversities, high and low platforms, interplay which become the central focal of solid sand space of the institute
,--- 3EA>2 ACA7EM8 O; ;ASIO9< SITE A97 CA22E90ES JAI36> Oaipur is an amalgamation of the ra=put, -2.IT)T M-NIT 2-1T+GI 0%0-1
mughal and several other cultures and is IND%1T2I-& -2)-, O-I(%2 2-O-1T.-N &+-TI+N K 0%0-1 IND%1T2I-& -2)-, O-I(%2also the seat of a generous amount of vernacular tradition 2-O-1T.-N &IM-TI +NDITI+N K.+T -ND D2' &IM-T) ')-2 +F +M(&)TI+N K@77? The challenge to build a progressive design (2+O)T -2)- K@,45,777 sJ ft P : acres institute reJuires addressing the new T+(+G2-(.' K F&-T &-ND generation, contemporary social condition and needs to be inspired by tradition, in order to be inspirational to the contemporary sensibility of the modernKday design student
O6T TE B6I27I90 The entire building is raised above the ground and meters were excavated to create an underbelly The courtyards plan is a simple form where the oor plate is no more than > The minimal places the focus on meters wideaesthetic at any point
The institute is located in a : acre, typical hot and dry desert type climate, in the outs#irts of =aipur in the soulless #u#as industrial area, about @7 #m from the famous walled city
The adverse climate ma#es it a challenge to control the micro climate within the pro=ect, thus incorporating various passive climate control methods becomes a necessity and also reduces the dependence on mechanical the students who inhabit the space and the environmental control measures which are
ACCESS The
CO9CE3T (
main access The pearl academy of to the site is on the fashion, Oaipur is a campus southern side a which by virtue of its design bridge connects the is geared towards creating site to the building an environmentally The lower ground responsive passive habitat oor can also be The institute creates accessed from the interactive spaces for a outside through a highly creative student series of steps body to wor# in whereas the ground multifunctional ones which oor is on the same blend the indoors with the level as that of the outdoors seamlessly site The radical architecture The site is located @7 #ms away from of the city near #u#as the institute emerges from industrial a fusion of the rich O9I90area and can easily be The site is oned with the concept of a fort, as to have external peripheral walls accessed from the and large open courtyard, thus the classrooms, labs and all the academic areas mainaroad
are oned towards the northern side whereas the southern side primarily has the administrative bloc#s The classrooms are located on the northKwestern part of the site whereas the labs are located on the northKeastern part The library and studio rooms are located between the northern and southern ends
C2ASS >OOM A97 ST67IO >OOM Total of classrooms and : studio rooms is provided for the campus The classrooms are located on the northKwestern part of he campus and are all grouped together on the ground oor The studio rooms are located between the administrative and academic bloc#s as an interloc#, @ on the ground oor and one in the southern side on the "rst oor -ll the classrooms and studio rooms have proper lighting and ventilation lighting is primarily di!used through the =ali wor#, helping the building stay at amiable temperature the classrooms and studio rooms have modern furniture arrangements designed with student comfort in mind o the classrooms and studios also have pro=ectors and smart boards the studios have arrangement for @ students to be seated in one des# whereas the classrooms have single seat arrangement The studio rooms have glaing on two sides, which caused excessive heat entering into the bloc# thereby curtains and blinds have now been provided for he heat to be toned down
A7MI9IST>ATIO9 The
administration bloc# is located on the southern side of the campus and consists of the director < the registrar, the chairman < counselor < course leaders rooms the rooms have ample day lighting and ventilation
LIBRARY
2i'rary is located as a 'loc+ 'etween the northern and southern "art o the ca!"us) The li'rary has gla.ing on all sides and has sucient daylighting) an area or 'ag storage is "ro#ided at the entrance) The li'rary has a #ery unusual sha"e which has 'een or!ed ater #arious studies or "ro#iding "ro"er shade in the courtyard and eternal s"aces) the li'rary has (( stac+s with 'oo+son 'oth sides$ outr (@ seater ta'les are "ro#ided on one side and D our seater ta'les are "ro#ided GARMENT CONSTRUCTION LAB :
The gar!ent construction la' is used to stich gar!ents) it has sewing !achines o di!ension / F G ( ( @ G )It also has a #ariety o di1erent !achine to stich "atterns and a stea! iron o di!ension D , G , H G ) the la' also has a "i"ing !achine and !anneuins) la' also has loc+ers to store gar!ents) PATTERN MAKING LAB
The "attern !a+ing la' is !ainly used to trace "atterns) It consists o wooden ta'les o di!ension ( nD D( ( (H the ta'les also ha#e storage s"ace 'eneath it) the la' also
CI>C62ATIO9 A97 I9TE>ACTIO9 The building is connected through corridors, about @ 5 m wide movement is free and clear and is also used as a display gallery at various points The circulation pattern promotes interaction as well, with a no of ones provided for the same staircase is provided at all four sides for vertical movement The scheme relies on self shading sliver courts to control the temperatures of internal spaces and open stepped wells while allowing for sucient day lighting inside studios and class rooms The courtyard also acts as an active interaction space and the stepped well acts as an active area for shows , ramp wal#s, etc ma#ing the space lively 1+I-& .%$1 1M-&& G2+%( 1)TTING1 (-I2ING (2+O)TQ$-1)D &)-2NING +MF+2T-$&) INDI3ID%-& -2)-1
Formal interaction is done in class rooms seminar rooms, sta! rooms ,libraries etc Formal spaces are focused on Faculty development
A9A28SIS onuence of modern adaptations of traditional indoKIslamic architectural elements, given the nature of an institution, budgetary constraints on the pro=ect, necessitated the use of cost e!ective design solutions to #eep within the price points set by the client and yet to be able to achieve the desired functionality and e!ect is a remar#able achievement The interactive spaces in college which has been very successfully incorporated using various parts of the college such as open courtyard, social hubs , from classroom to stairwell thus ma#ing the building a prime successful example institutes and architecture I9;E>E9CE
The design and facilities of the campus complement the ideology of the pearl academy of fashion R a cutting edge design institute with a sustainable approach The pearl academy of fashion is an exemplar of an inclusive architecture which intends to accommodate all the heritage values while positioning it within the contemporary and architectural paradigm The beauty of the campus is that the buildings help in containing the spaces and creates external spaces and platforms, which act as extensions into the
9I;T < 87E>ABA7 &I)NT K NIFT K -2.IT)TK 1-NO-' M+.) , MIND 1(-) -2.IT)T1 &+-TI+N KM-D.-3(%2 , N)-2 .IT). IT' , 87E>ABA7 &IM-TI +NDITI+N &IM-T) K.+T -ND D2' &IM-T) ')-2 +F+M(&)TI+N * 4>>5
The classrooms, labs and library are oned to overloo# onto the inner courtyards, so that the noise form the high trac outside doesnSt e!ect the rooms the south western and southReastern side masses ma=or porting of building bloc#s comprising of the classrooms and labs ACCESS:
The main access to the site is through two entry points on the southRwestern side of the site the entry leads to SITE 7ETAI2 K T.) -M(%1 I1 D)3)&+()D +N - an entrance court which further leads to the large court 5 -2) 1IT) IN .'D)2-$-D T.) from where various bloc#s are oned 1IT) I1 .IG. +N +NT+%2 ;>O9T ;AA7E T.) D)1IGN I1 &IM-T) 2)1(+N1I3) E.I. F+2M1 T.) The external wall is divided into grids of sie 6mx6m, M-IN +N)(T +F T.)D)1IGN which reveals poc#ets of colors in various sectors, which T.)2) I1 +N&' +N) -((2+-. 2+-D T+ T.) 1IT) +N forms a strong design element the complimentary Inter gradations of solids and voids creates a vivacious 1K E 1ID) picture, +N NK E 1ID) K +()N 1(-) the grey walls add drama to the whole composition +N NK) 1ID) K +FFI)1 2)1ID)N)1
O3E9 S3ACES The main focus of the building is the central amphitheatre the court is well shaded thereby ma#ing outdoor activity interaction possible The outdoor circulatory space is also well shaded using pergolas the circular steps of the entrance court o!ers a place for viewing portfolios and interaction C2ASS>OOM: -ll classrooms either open to amphitheatre or to garden area classrooms have ample lighting and ventilation as the loc#ers act as the bu!er space to class rooms and labs )ach classroom is with balconies classrooms have occupancy of :7 students A67ITO>I6M The auditorium with a capacity to hold about :577persons boasts of a very dramatic e!ect created by the slits in the roofs It can hold ramp as well CO6>TS1mall courts are provided in between various classes to create an informal atmosphere The landscaping has been done -ND the courts are well shaded CA9TEE9anteen is nonK- with capacity of 457 persons 1hape of canteen is 2 Facility of - and non - guest rooms are also provided in the upper oors - small gym is also
C>ITICA2 A9A28SIS • The bloc#s are in simple geometry of cubes relation and courts as well • )very space is interactive in nature • The pergolasS ,stepped courts and interactive corridors ma#e campus live • Eater body responds to climate • oncrete bloc#s for wall roofs prevent heating of internal spaces than outer in
great extent • (roper natural light arrangement to various studios ,lecture halls labs • 1lits are also given for natural light • atKwal# space is =ust enough for holding inKhouse fashion parades or rehearsal
OVE>A22 I9;E>E9CE Interactive
space can be anywhere in the building but to create it in right place is
important Informal
learning spaces do not belong to any one department or school within the university ,they belong to the campus community Flexibility
in designing a space provides connectivity to each area of interactions
The
space is a reection of the spirit and culture in the campus with a great atmosphere of interaction, informal discussions and learning limate
is very much responsible for the interactions to ta#e place
1cale
of the building or the part of spaces created is -nother factor in which interactive design is dependent In
each and every one of institute spaces can be created to To promote healthy interactions, discussions and 1ocialiation The
corridors to be transferred into classrooms belonging to the students themselves by ma#ing them much wider and providing them with alcoves overloo#ing the gardens They
would become places where fellows meet each other and where the student
IM(&)M)NT-TI+N ntrances )ntering a college or university building should create a sense of excitement about learning The entrance is the "rst point of contact between the institution and its clients and will establish the prevailing culture for visitors Its next priority is to o!er clear, accessible information about the institution and what can be achieved there -n entrance area will also need to provide welcoming, secure environment, T )-.ING 1(-)1 establishing the capability of the institution General teaching spaces have been to cater for in itsthe learners L dominated last century by one type of design* tutorKfocused, oneKway facing and presentational, with seating arranged in either a % shape or in straight rows Technologies have subseJuently been added
T++&1 FIT F+2 (%2(+1) %se of technology in itself does not ensure e!ective teaching or learning, but it can extend the reach and exibility of what the institution o!ers 1+I-& 1(-)1 )merging designs place emphasis on one highKJuality social space as a central focal point in the building, which caters for the needs of all users of the building L visitors, sta!, learners and potential learners of all abilities The area is both a public facility providing meals and refreshments, and a place where learners and sta! can meet for short discussions Eireless enabled, it is not set apart from learning L student services may also be located ad=acent to this space to ta#e advantage of its widespread use &earnersS views are #ey to getting the
&evel height of a man The seating space and a 1hading device for this (articular space
•Integrate circulation and par#ing
1ymbolic identity )ach campus is a symbol It is a symbol of the Juality of education, it is a symbol of civic pride, and it is a symbol for all the alumni The scale of a campus demands that the symbolic identity be strong and consistent For "rstKtime visitors, campus symbols are critical in Eay "nding and orientation For the everyday student, faculty, and sta! member, these symbols are subconscious reminders and
1upport multiple campus entries that convey an appropriate civic and institutional image for the campus reate a cultural corridor that #nits together elements of the campus &andscape and buildings are eJual partners in de"ning the symbology of the campus oordinate pedestrian circulation systems and busy street crossings reate a concept for future open space and building development that reinforces the
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