Author: Suraj Sanikatta Site Location: Bengaluru Institute: Nitte Institute of Architecture Advisor: Ar. Amrit Narkar
The cities are expanding for accommodating demands. Institutions are established for the functioning of these cities. It becomes important to use land as a resource optimally as in the process of expansion we are depleting nature’s footprint in the peripheries of the cities and compromising on the green footprint inside it. Institutions occupy a lot of space but only operate for around 8 hours, leaving it unused for 2/3rd of the day. The attempt of this project is to do programmatic interventions to these institutions and house other upcoming institutions instead of making new campuses thus generate new purpose to the space for remaining hours supporting the core institution. The design allows the space to transform according to the intended purpose while fostering a learning environment that blends the tones of climate, sustenance and its stakeholders. Thus, directing its vision towards reduced carbon footprint and a lighter burden on the environment. Reprogramming and designing of the institutions can significantly optimize the use of land in future city designs.
Author: Dia Vohra Site Location: Rajgir, Bihar Institute: R V College of Architecture Advisor: Ar. Anup Naik, Ar. Meeta Jain, Ar. Mehul Patel, Ar. Nagaraj Vastarey, Ar. U Seema Maiya
Rajgir faces rapid urbanization, driven by large institutions, but locals struggle to adapt. Bihar’s low employment and literacy rates, especially among women and children. When the men of the family leave for seasonal work and they are left behind in the villages. In this context, our proposed Rural School Module aims to create a more inclusive educational environment by introducing a unique mother-and-child learning program. This program is designed to enhance local women’s learning and skill-building opportunities while engaging them in their children’s education. Building a community through exploring different modules of Learn Spaces, Learning through Play, Nature, and Community. Building a sustainable center that allows the village to rebuild and add to the nearby villages. While using locally available materials by local labor to help the locals enhance the skill of earth, bamboo, and stone found in and around the site. The response to the climate conditions and the change of seasons to the change of spaces found in the school increases the change and variation of learning spaces. Architecture is a canvas of knowledge and growth, that allows the local community to come together and build learn and innovate.
Author: Sahadbin Abdul Latheef Site Location: Kozhikode, Kerala Institute: Avani Institute of Design Advisor: Prof. Sam Charles
This thesis explores the profound influence of architectural design on young minds (3yrs – 10yrs old), concentrating on primary school children within Kattangal’s Spring Valley School. The project envisions an alluring preschool section, seamlessly melding contemporary concepts with the existing structure. The primary objectives encompass the promotion of children’s well-being, the harmonious fusion of old and new divisions, and the establishment of a strong connection between learning spaces and the surrounding natural environment that encourages learning through play. The research methodology involves comprehensive community engagement, site analysis, and scholarly investigations. The core design concept involves the strategic vertical stacking of architectural masses, incorporating discreet service spaces. This approach facilitates unimpeded mobility and ample recreational zones, addressing potential congestion concerns. The material palette, tailored to climatic considerations and ease of construction, adds a distinctive touch to the project’s practicality. Also, the child-centric interior design, evoking a playful realm, conceals technical complexities. Capitalising on the site’s favourable physical attributes and Kattangal, Kerala, India’s culturally diverse and engaged community, the project endeavours to cultivate a dynamic and inviting learning environment. The end result aspires to holistically nurture young minds through inventive spatial configurations, that accommodate climatic variations while embracing the locality’s vibrant social fabric.
Author: Mohd. Fauzan Glasswala Site Location: Mumbai Institute: Rizvi College of Architecture Advisor: Ar. Fatema Master
Massive urbanization has triggered extensive development and redevelopment, encouraging the construction, reconstruction, and demolition of numerous built structures and affecting the occupants of those structures. Consequently, this has resulted in a large amount of waste generation, the extensive use of natural resources, and the creation of pollution that poses a negative impact on the environment. The thesis “FROM NO WHERE TO NOW HERE” comprehensively explores the environmental impact of current construction practices, proposing alternatives for a carbon-free, waste-free future. It culminates in a proposal to construct Mori Public School in Mahim using eco-friendly techniques, minimizing environmental impact during construction, demolition, and occupancy. This initiative serves as a case study, prototype, and module, championing sustainable alternatives in architecture. The project draws insights from literature and case studies to outline a sustainable design framework with guidelines and a material inventory, embracing an integrated approach. The framework’s application in designing Mahim Mori Road Municipal School is detailed in the provided content. The ultimate goal is to nurture a carbon-free, ecologically sound environment, ensuring enduring ecological well-being.
Author: Hinal Patel Site Location: Pondicherry Institute: SAL School of Architecture Advisor: Ar. Parth Lavti
The project intends to design the campus of School of Planning and Architecture, Pondicherry within the Pondicherry University by Re-thinking a campus that provides adequate living and learning environments. The central idea lies in enhancing the learning environments by establishing a strong relation between space and place, energized from the rich cultural / natural heritage and rural landscape of Pondicherry. The spatial organization of campus is into five zones: Academic, Central, residential, sports, and public having distinct identity and creating a sense of continuity and harmony, Incorporating biophilic design, participatory design, and smart systems. The design contemplates diverse nature of spaces such as social and community spaces, flexibility of spaces, and functionality of spaces through network of pathways, courtyards, and green spaces, considering various aspects such as light, temperature, landscape, and sustainability that influence students’ learning. The campus of the S.P.A, Pondicherry is envisaged to integrate form, function, climate, culture, and context. A place where architecture is not only taught but also practiced and celebrated. So, the project envisions a campus that fosters creativity, collaboration, and culture that reflects the values and vision of architectural education and practice in the contemporary context.
Author: Pranav Khandve Site Location: Wagholi, Pune Institute: Dr D Y Patil School of Architecture Advisor: Prof. Shubhada Chapekar
R-URBAN schools are innovative educational institutions that combine the principles of sustainability, urban agriculture, and community engagement. The term “RURBAN” stands for “rural-urban” and signifies the integration of rural and urban elements within these schools. R-URBAN schools aim to address the pressing challenges of urbanization and environmental degradation by promoting sustainable practices, fostering ecological awareness, and empowering communities. These schools go beyond traditional academic learning and adopt interdisciplinary and experiential approaches to education. They provide students with hands-on experiences in sustainable practices, such as organic farming, waste management, renewable energy, and water conservation. By engaging students in practical activities, R-URBAN schools encourage critical thinking, problem-solving, and a deeper understanding of environmental and social issues. Community engagement is a central aspect of R-URBAN schools. They actively involve local communities, residents, and organizations in their initiatives. By collaborating with the community, R-URBAN schools promote shared responsibility, social cohesion, and sustainable development at the grassroots level. They serve as hubs for knowledge exchange, capacity building, and the empowerment of individuals and communities to create sustainable and resilient urban environments. R-URBAN schools are not just educational institutions; they are catalysts for positive change. By integrating sustainable practices, urban agriculture, and community engagement, these schools contribute to the development of environmentally conscious and socially responsible citizens who can actively participate in building sustainable urban communities. Through their innovative approaches and holistic vision, R-URBAN schools play a vital role in addressing the challenges of urbanization, fostering environmental stewardship, and promoting sustainable living in India and beyond.
Author: Shivam Rawat Site Location: Delhi Institute: University School of Planning and Architecture, Guru Gobind Singh Indraprastha University (USAP) Advisor: Dr. Neeraja Lugani Sethi
In today’s time with the emergence of the Internet and digitalization of the books and information, this has enormously influenced the manner in which we consume information. With the developments of new methods and types of media, the traditional role of a public library is to question. The significance of the physical collection within a certain environment versus a quick Internet search at any given point of time within any environment, questions the sustainability of a public library and the resources it offers.
This project proposes a new typology for a public space – re-imagining the existing image of Public Libraries in the social realm and mixing it with collaborative co working spaces help to develop active and lively spaces in the community making it a 24×7 lively space.
The infinite loop gives a seamless experience to the user by interconnection of varied spaces, blurring the difference between the exterior and interior surroundings. The design is developed on the basis of the Activity Analysis Mapping which was conducted on the site and ensuring that the most interesting and dominant footfall section of the Site catches onto the most interesting functions and views and increase the utilization of this project.
Author: Raghav Krishnappa Ramesh Site Location: Bangalore Institute: School of Planning and Architecture (SPA Delhi), New Delhi Advisor: Prof Tanuja BK, Prof Vikas Kanojia
The design seeks an inquiry into the idea of production of space and nature while exploring the theory of “Uneven development” in the city of Bangalore. In theory, rapid urbanisation and road networking alter the dynamics of the ecosystem, and the negative impacts are felt by the urban poor and the larger ecological gestalt. This mode of development does little to help a large number of blue-collar/informal labourers who depend on local means of production. What began as an antithesis to the idea of “uneven development” transitioned into understanding the value of a “geographical void”. Can these voids be revitalized to serve as a more significant catalyst to stitch the broken urban fabric of the city? To revitalize the depleting lakes of the city, the first step lies in addressing the issue at the source: the stormwater drains. A major part of the design seeks to revitalize the adjoining stormwater drain by proposing a number of recycling workshops and organic urban farms. The Center for knowledge and Excellence is designed as an Integrated Public Amenity, one which provides equal learning opportunities for varied user groups. The Public library component of the design is placed in correlation with the neighbouring school premises to increase the targeted footfall. Other community-based functions like seminar halls and Open source classrooms are placed toward the community park to encourage users from the neighbourhood to use the centre. The design makes use of contemporary and local materials like exposed concrete, brick cladding and chappadi stone. Given the modest climate of Bangalore, the centre makes use of open courtyards to create smaller microclimates which helps cool the building naturally. Overall, the design seeks to create a solution which can give back to the city as much as it claims as its birthright. The thesis aims at uncovering an alternative approach to the theory of the production of space and nature while reinventing the conventional idea of an Urban Hub.