NATIONAL INSTITUTE OF DESIGN AT AMARAVATI

A THESIS

Submitted by

SINDHU.A

in partial fulfillment for the award of the degree

of

BACHELOR OF ARCHITECTURE

SCHOOL OF ARCHITECTURE
COIMBATORE INSTITUTE OF
ENGINEERING AND TECHNOLOGY

ANNA UNIVERSITY: CHENNAI 600 025

MAY 2020
 ANNA UNIVERSITY: CHENNAI 600 025

BONAFIDE CERTIFICATE

Certified that this THESIS report ―NATIONAL INSTITUTE OF DESIGN

AT AMARAVATI” is the bonafide work of MISS.SINDHU.A
(714915251041) who carried out the thesis work under my supervision.

SIGNATURE SIGNATURE
AR.K.C.KALAIVENDHAN AR.K.V.ROSHNI
HEAD OF THE DEPARTMENT GUIDE
SCHOOL OF ARCHITECTURE ASSISTANT PROFESSOR
COIMBATORE INSTITUTE OF SCHOOL OF ARCHITECTURE
ENGINEERING AND TECHNOLOGY COIMBATORE INSTITUTE OF
ENGINEERING AND TECHNOLOGY

SIGNATURE

G.TAMILVANAN
PRINCIPAL
 ANNA UNIVERSITY: CHENNAI 600 025

THESIS REPORT

This is to certify that this THESIS Report ―NATIONAL INSTITUTE OF

DESIGN AT AMARAVATI of MISS.SINDHU.A (714915251041), Final
year (Batch 2013-2018) School of Architecture Coimbatore Institute of
Engineering and Technology, Coimbatore has been approved on…………

Submitted for the University VIVA-VOCE Examination held on…………..

INTERNAL EXAMINER EXTERNAL EXAMINER(S)

1.

2.
 ABSTRACT
Education can create awareness and that is the most important sphere for cultivation of a
human being. Institutions is one of the most media's to give education but institutions give
degrees only, knowledge has to be learnt. Since a long time in India advancement of
knowledge was verbal through conversation and arguments. Conversation is one of the most
important aspects to enhance the knowledge.

National Institute Of Design – (NID) is currently educating 10 to 15 students per branch

per course for the industrial section. In this fast world, and as a developing nation with a huge
population, this number is insignificant. There is a need to increase its strength and expand its
requirement and courses; but this can be done up to some extent only. It opens a space to
setup an extension of the main institute to maintain the standard and to reduce the overburden
of the already existing institute.

The rest of the world is growing faster and are spreading their industrial towns, whereas
India with many young talented designers are lagging behind. To present the rich cultural and
traditional heritage of India to the world, we need more world class design education.And
thus keeping the need to have more Institutes of design, I have taken up this project of
National Institute of Design.

Building typology: Institutional building

Client / Ownership: Ministry of Commerce and Industry

Zone: Public – Semi public Zone

Site: The site is located in 50 acres of land in Amravati issued by the state government
 ACKNOWLEDGEMENT

First of all I would like to thank the Almighty and my Parents who were with me

constantly and guiding the right path throughout my studies. I wish to express my gratitude to

all who have helped me throughout my thesis programme.

I gratefully express my gratitude to Ar.K.V.Roshni, assistant professor my thesis

internal guide for her continuous guidance and supervision in my project with innovative

ideas.

I would like to thank our Principal PROF.Ar.G.Tamilvanan for his guidance from

the very early stage of my thesis project with his valuable inputs and for encouraging me

throughout the project and also I thank Head of the department PROF.Ar.K.C.Kalaivendhan

and Ar. Nachikethan B pathanjali, associate professor for their valuable support and

guidance. .

I also thank external panel member Ar.Sai Vivek for his valuable support and great

guidance for doing my thesis project with innovative ideas and designing features.

I wish to thank all the teaching and non-teaching staffs of SOA-CIET for their

support throughout this academic year.

I also thank Mr.Aravind Balaji and Mr.Rohit, Student of National Institute of

Design,Vijayawada and my juniors who have helped me in completing my thesis work.

Sindhu.A
TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION……………………………………………. ..........1

1.1 NATIONAL INSTITUE OF DESIGN………………………………………......1

1.1.1 HISTORY AND BACKGROUND………………………………….....1

1.1.2 MANDATE (MISSION,VISION,VALUES)………………………......2

1.2 NEED AND IMPORTANCE OF NID……………………………………….......4

1.3 AIM………………………………………………………………………….........7

1.4 OBJECTIVES…………………………………………………………………….8

1.5 SCOPE AND LIMITATIONS...............................................................................8

1.6 METHODOLOGY……………………………………………………………......8

1.7 CASE STUDIES.....................................................................................................9

1.7.1 LITERATURE STUDY...........................................................................9

1.7.2 LIVE CASE STUDY...............................................................................9

CHAPTER 2: LITERATURE CASE STUDY.............................................................9

2.1 NATIONAL INSTITUE OF DESIGN, GANDHINAGAR...................................9

2.1.1 PROJECT BRIEF....................................................................................9

2.1.2 LOCATION.............................................................................................9

2.1.3 LAND USE..............................................................................................9

2.1.4 APPROACH............................................................................................9

2.1.5 SITE ZONING.......................................................................................10

2.1.6 SITE PLAN............................................................................................10

2.1.7 CONCEPT.............................................................................................11

2.1.8 PLANNING...........................................................................................11

2.1.9 GROUND FLOOR PLAN.....................................................................11

2.1.10 FIRST FLOOR PLAN.........................................................................12

 2.1.11 MATERIALS USED...........................................................................13

2.1.12 WORKSHOPS.....................................................................................14

2.1.13 COURTYARD.....................................................................................14

2.1.14 PARKING............................................................................................14

2.2 PEARL ACADEMY OF FASHION, JAIPUR.....................................................15

2.2.1 PROJECT BRIEF………………………………………………….......15

2.2.2 LOCATION...........................................................................................15

2.2.3 LAND USE............................................................................................15

2.2.4 APPROACH..........................................................................................15

2.2.5 CLIMATE RESPONSIVE PLANNING...............................................16

2.2.6 PASSIVE COOLING CONTROL METHODS....................................18

2.2.7 COURTYARD.......................................................................................19

2.2.8 JAALI....................................................................................................19

2.2.9 INTERIOR.............................................................................................20

2.2.10 ROOF...................................................................................................21

2.2.11 MATERIAL.........................................................................................21

2.2.12 INTERESTING FEATURES OF THE BUILDING...........................21

CHAPTER 3: LIVE CASE STUDY..........................................................................21

3.1 NATIONAL INSTITUTE OF DESIGN, AHMEDABAD..................................21

3.1.1 PROJECT BRIEF.................................................................................21

3.1.2 LOCATION..........................................................................................22

3.1.3 ADJOINING AREAS..........................................................................22

3.1.4 SITE APPROACH...............................................................................22

3.1.5 SITE ZONING.....................................................................................23

3.1.6 SITE PLAN..........................................................................................23

3.1.7 AREA ANALYSIS..............................................................................24

 3.1.8 DESIGN CONCEPT...........................................................................24

3.1.9 GROUND FLOOR PLAN..................................................................25

3.1.10 FIRST FLOOR PLAN......................................................................26

3.1.11 SECOND FLOOR PLAN.................................................................27

3.1.12 CIRCULATION...............................................................................27

3.1.13 ADMINISTRATION.......................................................................28

3.1.14 CONFERENCE................................................................................29

3.1.15 STUDIOS.........................................................................................29

3.1.16 WORKSHOP...................................................................................29

3.1.17 EXHIBITION AREA………………………………………….......30

3.1.18 LIBRARY........................................................................................30

3.1.19 AUDITORIUM................................................................................30

3.1.20 INTERIOR.......................................................................................30

3.1.21 MATERIAL…………………………………………………..........31

3.1.22 LIGHT AND VENTILATION........................................................31

3.1.23 STRUCTURE..................................................................................31

3.1.24 SERVICES.......................................................................................32

3.1.25 PATHWAY......................................................................................33

3.1.26 LANDSCAPE...................................................................................33

3.2 NATIONAL INSTITUTE OF DESIGN, BANGALORE................................34

3.2.1 PROJECT BRIEF..............................................................................34

3.2.2 LOCATION.......................................................................................34

3.2.3 ADJOINING AREAS.......................................................................34

3.2.4 SITE APPROACH.............................................................................34

3.2.5 SITE ZONING...................................................................................35

3.2.6 SITE PLAN.......................................................................................35

3.2.7 CONCEPT.........................................................................................35
 3.2.8 BASEMENT FLOOR PLAN............................................................36

3.2.9 GROUND FLOOR PLAN.................................................................36

3.2.10 FIRST FLOOR PLAN.....................................................................37

3.2.11 SECOND FLOOR PLAN................................................................37

3.2.12 PARKING........................................................................................38

3.2.13 TRANSITION PLACES……………………………………….….38

3.2.14 VERTICAL CIRCULATION.........................................................38

3.2.15 SPATIAL ANALYSIS....................................................................38

CHAPTER 4: DATA COLLECTION...................................................................39

4.1 BUILDING SPACE REQUIREMENTS AND CLASSIFIED INTO.............39

4.1.1 INSTRUCTIONAL AREAS............................................................39

4.1.2 WORKSHOPS..................................................................................40

4.1.2.1 METAL WORKSHOP.......................................................40

4.1.2.2 WOOD WORKSHOP........................................................41

4.1.2.3 CERAMIC WORKSHOP..................................................41

4.1.2.4 TEXTILE WORKSHOP…………………………............42

4.2 STANDARDS..................................................................................................43

4.2.1 ACADEMIC AREA………………………………………..............43

4.2.1.1 CLASS ROOMS...............................................................43

4.2.1.2 STUDIO............................................................................43

4.2.1.3 TEACHING AREA..........................................................44

4.2.1.4 LIBRARY.........................................................................44

4.2.1.5 AUDITORIUM.................................................................45

4.3 OFFICE SPACE STANDARDS....................................................................46

4.3.1 DESK SPACES AND LAYOUTS..................................................46

CHAPTER 5: SITE STUDY..................................................................................47

5.1 NATIONAL INSTITUTE OF DESIGN, AMARAVATI...............................47

5.1.1 LOCATION......................................................................................47

5.1.2 INTRODUCTION............................................................................48

5.1.3 PROXIMITY OF CITY……………………………………............48

5.1.4 SITE ACCESSIBILITY...................................................................49

5.1.5 CLIMATE CONDITIONS...............................................................49

5.1.6 SOIL TYPES....................................................................................49

5.1.7 PRECIPATIONS..............................................................................49

5.1.8 TEMPERATURE.............................................................................50

5.1.9 SUN PATH.......................................................................................50

5.1.10 WIND MOVEMENT.....................................................................50

5.1.11 LANDUSE......................................................................................51

5.1.12 SITE APPROACH..........................................................................52

5.1.13 NEIGHBOURHOOD......................................................................52

5.1.14 CONTOUR MAP............................................................................53

5.1.15 SITE.................................................................................................53

5.1.16 PEDESTRAIN CIRCULATION.....................................................55

5.1.17 VEHICULAR CIRCULATION......................................................55

5.1.18 NOISE..............................................................................................56

5.1.19 VIEWS FROM THE SITE...............................................................56

5.1.20 UTILITIES.......................................................................................57

CHAPTER 6: CONCLUSION.................................................................................58
1.0.INTRODUCTION:

1.1 NATIONAL INSTITUTE OF DESIGN:

National Institute of Design (NID) is a multidisciplinary institute in the field of design

education and research. Its design education programmes have earned their place among the
top 25 European and Asian educational programmes in the world.An experience of more than
five decades in the field of design education, research, application of advanced teaching
methodologies, and unparalleled design research projects have together crowned the National
Institute of Design (NID) with International repute. The institute has been declared as an
Institution of National Importance by the NID Act (No.18 of 2014) and has come into force
with effect from 16th September, 2014.It has been recognized as a Scientific and Industrial
Research Organization by the Department of Science and Technology, Government of India.

The institute offers three main courses, all of which follow semester pattern.

 Graduate Diploma Programme in Design (GDPD)

 Bachelor of Design (B.Des)
 Master of Design (M.Des)

1.1.1.HISTORY AND BACKGROUND

National Institute of Design was instituted at a time when the need for design intervention as
an important catalyst for expanding quality industrial production and enhancing
communication was recognized. Design inputs for the industrial sector was recognized as a
key competency factor for securing and improving the quality of life of the mass of Indians.
Eminent American designers and educationists, Charles and Ray Eames, were invited by the
Government of India to suggest the philosophical, institutional and programmatic aspects of
how design could be harnessed for public good. Their recommendations led to the setting up
of the National Institute of Design (NID) at Ahmedabad in 1961.

On April 7, 1958, Eames presented the India Report to the Government of India. The
Eames‘s Report defined the underlying spirit that would lead to the founding of NID and
beginning of design education in India. The Report recommended a problem-solving design
consciousness that linked learning with actual experience and suggested that the designer
could be a bridge between tradition and modernity. Gautam Sarabhai revived the philosophy
of the Bauhaus design movement which was learning by doing. This unique curriculum and
revolutionary educational philosophy remain part of NID to the present day.Today the
National Institute of Design is internationally acclaimed as one of the finest educational and
research institutions for Industrial, Communication, Textile and IT Integrated (Experiential)
Design. It is an autonomous institution under the aegis of the Ministry of Commerce and
Industry, Government of India and is recognized by the Department of Scientific and
Industrial Research, Government of India as a Scientific and Industrial Research
Organization.From being a single campus institute at Ahmedabad, NID has grown into a
multicampus institute with a national and international profile. NID has two extension
campuses—the Post Graduate Campus at Gandhinagar and the R&D Campus at Bengaluru.
Recently, the new NID‘s have been established at Kurukshetra& Vijayawada.

1.1.2.MANDATE(MISSION,VISION,VALUES)

The mandate for NID is to offer world-class design education and to promote design
awareness and application towards raising the quality of life by and through

 Education to create design professionals of excellence to help meet India's diverse

design needs. To train design trainers for other design and design-related institutions
and positions in the 21st century as global leaders in Design Education and Research
by recognising the changes in economic and business environment nationally and
globally.
 Ensuring the expansion in the number of quality design professionals and faculty,
through existing and new institutional mechanisms.
 Becoming a repository of design knowledge, experience and information on products,
systems, materials, design and production processes related to traditional as well as
modern technologies.
 Encouraging the design of products and systems of everyday use in a spirit of restless
search for indigenous design solutions by focusing on affordable design for the
masses.
 To undertake fundamental and applied research to create cutting edge knowledge in
the areas of design especially those concerned with user understanding and trends.
 To help place designers in key sectors of national need for benchmarking of standards
of design education and practice, and encouraging 'thinking global and acting local'.
 To offer integrated design consultancy services and cutting edge design solutions
providing practice opportunities to students as well as a revenue stream to the
institute.
 Providing design inputs from the point of view of using design as an integrating force
in varied areas like science, technology, management etc. to raise quality of life
through well designed products, services, processes, systems, etc.
 To humanise technology and integrate the physical with the virtual and digital worlds
through better information and interface design.
 To provide design intervention for craft, handloom, rural technology, small, medium
and large scale enterprises, and outreach programmes for capability and institution
building and sustainable livelihood, employment opportunities and economic growth.
 This vision acknowledges that higher education in design will have greater
responsibilities to meet the needs of society both in India and abroad. We must be
prepared to accept this challenge so that we can continue to lead advances in
educational and technological innovation, creative expression and design led problem
solving. At the same time NID anchors itself to cultural strengths of India and fosters
strategic design linkages of innovation and entrepreneurship with the various sectors
of industry.
 NID will also have to identify opportunities for newer linkages across institutional,
national and cultural boundaries in order to create newer opportunities for the
development of people and industry. As the external environment changes, NID must
reshape existing programmes or initiate new programmes to maintain or gain
leadership positions.
 NID has taken five decades of pioneering hard work by the academic community at
the institute to develop a system of education which lays more emphasis on learning
than on mere instruction. Over a span of the last 50 years, the institution has made it a
point to lay emphasis on learning and to pursue innovation led designs through the
development of the mind and skills of designers. This technique has motivated
students to perform better and has given them an edge over other design professionals.
The institute's client servicing team facilitates students in getting involved with real
life projects, which in turn adds value to the upcoming professionals giving them a
taste of actual situations.
1.2.NEED AND IMPORTANCE OF NID

WHAT IS DESIGN? WHAT DESIGN CAN DO?

Design is a perfect response to bind people together and to elevate human life through
harmonious synchronization of needs and solution. Design is something that makes business
and social sense at the same time. In the present and forthcoming scheme of things design
certainly has a very important role to play by helping companies and societies to accept and
adapt to the changing climate and to capitalize on the change by turning it into an
opportunity.

Fig : 1.1 Fig : 1.2 Fig : 1.3

DESIGN AS A STRATEGY FOR DEVELOPING ECONOMY

 Design can stimulate developing countries from "technology-stagnation".

 ―Design‖ talents within the country are essential to absorb the continuous flow of new
technologies from developed countries and adapt them to local conditions of
manufacture.
 Design can help in bringing out products to satisfy cultural and social needs of our
population.
 Design can play a vital role in searching for alternatives and innovating usable
products (Eco Friendly), making use of new energy sources.
 Information and communication design can play a significant role in social, cultural
and scientific education of the masses.
GEOGRAPHICAL DISTRIBUTION OF DESIGN INDUSTRY

Fig : 1.4 Source:Indian DesignReport

It can be seen that the major concentration of design companies is in four urban areas viz.
Mumbai, Delhi, Bangalore and Pune. All these four cities are industrially active and are home
to the majority of well-known Indian companies.The presence of leading design education
institutions in these cities is also another reason for concentration of design companies in
these cities.
DESIGN INDUSTRY STATISTICS

Source:Indian DesignReport

Fig : 1.5

Even though the domains of architecture, interior and landscape show a small number of
design companies, the reality may not be so. Similarly industrial design and graphic design
companies appear to be skew about 45% of the design companies, which is also not the case.
The reason for this is, that the majority of survey respondents were from graphic and
industrial design firms and more so from industrial design firms
DESIGN EDUCATION

Source:Indian DesignReport
Fig : 1.6

 Fashion and Animation tops comparative student enrollment within design.

 Animation is growing at a very fast rate primarily for two reasons. The first reason is
establishment of animation as a viable career option and second being the abundance
availability of animation education in cities of all sizes.
 Similarly, for Fashion Design it is the availability of instruction in this area in all
geographies.
 Fashion and Animation has seen a tremendous growth in urban and semi urban areas
where institutes are offering certificate and diploma courses.

1.3.AIM

To design a world class Institute of design at Amaravathi that will provide an open and free
learning environment which inspires creative thinking.
1.4.OBJECTIVES

• To study about the characteristics and space requirements of various departments of

the institute to design and understanding methods of design education.

• To design a site responsive campus

• To design an open and free learning environment which inspires creative thinking.

1.5.SCOPE AND LIMITATIONS

The actual proposal consists of Administrative blocks,various departmental blocks, student

quarters,auditoriums,Open amphitheatre,library,exhibition halls,faculty quarters,staff
quarters,guest house,parking facilities to satisfy the all requirements of all user groups.

Tofocussing on designing of Master plan for the 50 acre campus and designing ofdetailed
administrativeblock, academic core (departmentblocks, workshop
blocks,amphitheatre,library,auditorium,exhibition halls) and required services.
1.6.METHODOLOGY

Fig : 1.7
1.7.CASE STUDIES

1.7.1. LITERATURE STUDY

 National Institute of Design,Gandhinagar,

 Pearl Academy of Fashion,Jaipur.

1.7.2. LIVE CASE STUDY

 National Institute of Design,Ahamedabad,

 National Institute of Design,Bangalore.

2.0.LITERATURE CASE STUDY:

2.1.NATIONAL INSTITUTE OF DESIGN,GANDHINAGAR:

2.1.1.PROJECT BRIEF:

 Architect: SenKapadia& Banker Architects

 Site Area: 16 acres
 Built Up Area: 16,137 sq. m (approx.)
 Established in: 19th July 2004

2.1.2.LOCATION:

National Institute of Design is a post graduate campus, an extension campus of the parent
institute in Ahmedabad, located in Gandhinagar bypass road near Infocity which is one of the
leading global ITeS Outsourcing hub in Gandhinagar.

2.1.3.LAND USE:

The NID Gandhinagar campus is surrounded by

Information and Library Network Centre in north side,
DAIICT in west side, commercial building in south side
and vacant land in east side.

Fig : 2.1 Land use

2.1.4.APPROACH:

There are two main approaches for

entering the campus

 West gate to the institute

block which is proposed to be the
main entrance to the campus from
DAIICT Road.
 South gate to the hostels and
faculty residences which is presently
the main entrance to the campus
fromGandhinagar bypass Road.
Fig : 2.2 Approach
2.1.5.SITE ZONING:

Fig : 2.3 Site Zoning Fig : 2.4

The campus is divided into 4 zones.

 The Institute zone, consisting of all the workshops, laboratories, classrooms, lecture
rooms, studios, offices, resource center, showrooms, etc.
 The Residential zone, consisting of student hostels and faculty residences.
 The Interaction zone (Convocation plaza) consisting of auditorium, OAT, design
showroom, etc. Old academic zone which is presently serving as carpentry workshop,
gymnasium, music.
2.1.6.SITE PLAN:

Fig : 2.5 Site plan

2.1.7.CONCEPT:

The campus seems to evolve along an organic river flow, the river being the main access
road, and its tributaries - the involving pedestrian routes. The outer street having a series of
landscaped and variable built forms, whereas an inner street will be north-lit route with
fountains and open spaces. The internal street provides connectivity to various academic
disciplines and is interspersed with foyers and courtyards for spontaneous informal
assembling, which are covered with landmark signage and display potentials.

2.1.8.PLANNING:

The master plan evolved as a dense linear layout with central street, suggestive of traditional
shaded and interactive streets of Ahmedabad and many other medieval towns. The main
institute building comprises of classroom, labs, studios and administration areas which is in
northern zone. This is counter balanced on southern edge with landscaped slopped
embankments of units with people functions such as design shop, design gallery and
auditorium.
2.1.9.GROUND FLOOR PLAN:

Fig : 2.6 Ground floor

plan

Fig : 2.7 Connectivity of spaces

The plan follows the profile of the site along east-west direction maintaining its character.
The ground floor consists of administration, classrooms and studios, labs, faculty chambers,
library and knowledge management centre. It also has a sunken table tennis court provided
with steps. Planning is done around 3 atriums to allow ample light and openness to the
building. Entrance has a large foyer which reflects the grandness of the building. It is also
provided with ramp which leads to the upper floors for easy movement of display boards.
2.1.10.FIRST FLOOR PLAN:

First floor consists of all kinds of labs like digital lab, MAC lab, historic process lab,
mechatronics lab and studios like LAD studio and photography studio. It also includes colour
dark room and black & white dark room. It also has various other services like shooting floor
and equipment store.

Fig : 2.8 First floor plan

Fig : 2.9 Connectivity of spaces

2.1.11.MATERIALS USED:

 R.C.C. frame structure with steel columns supporting the atrium roof.
 Stone grit kota chips finish is used in the outer facade of the building.
 Granite & marble flooring in entrance foyer and circulation space.
  Plain cement floor finish in classrooms & labs.

Fig : 2.10 Fig : 2.11

2.1.12.WORKSHOPS:

The workshop space is shared by both 1st yr. and 2nd yr. students. As the interaction
between them is necessary to develop the imagination skill for the students. The ideas shared
by them are incorporated in their design works.

2.1.13.COURTYARD:

Two courtyards, one large and one small. The large courtyard is partially covered and gives
openness to the whole interior. Roof of the same creates a play of Iight and shadow, a
wonderful design element. The daylight filtered in patterns fall all over the interior. The roof
is intentionally inclined a bit so that the whole daylight can be captured. From morning to
evening, Iight falls first over the knowledge centre, then to the ground. The second courtyard,
rich in greenery gives the whole atmosphere a cool and open feeling. It also accounts for
lighting and ventilation.

Fig : 2.12 Fig : 2.13

2.1.14.PARKING:

Parking for about 40 cars in academic zone through west gate and 13 cars parking in
residential zone through south gate. Sufficient parking for 2 wheelers provided.

2.2.PEARL ACADEMY OF FASHION, JAIPUR:

2.2.1.PROJECT BRIEF:

 Architects: Morphogenesis
 Location: Jaipur, India
 Project area: 11,745 Sq m
 Project year: 2008

2.2.2.LOCATION:

The institute is located in a typical hot, dry, desert type climate on the outskirts of Jaipur in
the soulless Kukas industrial area, about 20 kilometres from the famous walled city.

2.2.3.APPROACH:

Fig : 2.14 Approach

The site is approached by frontal approach from Jaipur engineering college road.

2.2.4.SITE ZONING:
 Fig : 2.15 Zoning

The Site contains only academic block and parking is near by the entry.
The institute creates interactive spaces for a highly creative student body to work in
multifunctional zones which blend the indoors with the outdoors seamlessly.

2.2.5.CLIMATE RESPONSIVE PLANNING:

UNDERBELLY:

The entire building is raised above the ground and a scooped out under belly forms a natural
thermal sink which is cooled by water bodies through evaporative cooling.

Fig : 2.16 Underbelly plan Fig : 2.17

This under belly which is thermally banked on all sides serves as a large student recreation
and exhibition zone and forms the anchor for the entire project. During the night when the
desert temperature drops this floor slowly dissipates the heat to the surroundings keeping the
area thermally comfortable.
STEP WELL:

The scooped-out, shaded underbelly forms a natural thermal sink by way of a water body
called a step well.This under belly which is thermally banked on all sides serves as a large
student recreation and exhibition zone and forms the anchor for the entire project.During the
night when the desert temperature drops this floor slowly dissipates the heat to the
surroundings keeping the area thermally comfortable.

Fig : 2.18 Fig : 2.19

FIRST FLOOR PLAN:

The First floor consists of reception area, admin area,studios,classrooms,lecture theatres,

resource centre,labs and library.

Fig : 2.20 First floor plan

SECOND FLOOR PLAN:

Fig : 2.21 Second floor plan

The second floor consists of exhibition area,studios,classrooms,labs and resource centre.All

the paths are linear around the open courts and its connected by means of staircases.

2.2.6.PASSIVE COOLING CONTROL METHODS:

 Morphogenesis was able to develop two passive-cooling control methods to keep the
work spaces and courtyards cool at 27 degrees Celsius even when it is 47 degrees
Celsius outside.
 First, the entire building is elevated off the ground, sucking air in around the edges of
the building which is eventually released up through the open-air courtyards.
 A large stepped well in the centre of the building also plays a role in lowering the
temperature of the air as it enters under the belly of the building.
 Fed by recycled water from the on-site sewage treatment plant, the well creates a
cooler microclimate through evaporation.

Fig : 2.22 Section

2.2.7.COURTYARD:

Fig : 2.24
Fig : 2.23

The traditional courtyards take on amorphous shapes within the regulated form of the
cloister-like periphery.This curvilinear geometry is generated through a computerized shadow
analysis that tracks the precise movement of the sun through the day and across the
seasons.Open courtyards allow sufficient day lighting inside studios and classrooms. The
self-shading courts on the internal areas help to control the temperature of internal spaces.

2.2.8.JAALI:

 The building is protected from the environment by a double skin which is derived
from a traditional building element called the ‗Jaali‘ which is prevalent in Rajasthan
architecture.
 The double skin acts as a thermal buffer between the building and the
surroundings.The density of the perforated outer skin has been derived using
computational shadow analysis based on orientation of the façades.
 The outer skin sits 4 feet away from the building and reduces the direct heat gain
through fenestrations.
 Drip channels running along the inner face of the Jaali allow for passive downdraft
evaporative cooling, thus reducing the incident wind temperature.

Fig : 2.25 Fig : 2.26

2.2.9.INTERIOR:

 The site-excavated - two stories of classrooms, studios and offices that are raised
above this void.
 The inner, amorphous-shaped courtyards provide ample daylight to classrooms and
studio space, reducing the need for artificial light.
 Open and glass-walled walkways surround these undulating blocks, which define
openings to the lower level.
 The second storey projects out above the first level and both are clad in non-uniform
panels attached to a metal frame.

Fig : 2.27 Fig : 2.28 Fig : 2.29

2.2.10.ROOF:

Roof receives significant solar radiation and plays an important role in heat gain/losses day
lighting and ventilation.Hence the entire roof surface is covered with inverted earthen pots. it
is also an insulating cover of still air over the roof.

Fig : 2.30 Fig : 2.31 Fig : 2.32

2.2.11.MATERIAL:

The materials used for construction are a mix of local stone, steel, glass, and concrete chosen
keeping in mind the climatic needs of the region while retaining the progressive design intent.

2.2.12.INTERESTING FEATURES OF THE BUILDING:

 The Pearl Academy of Fashion, Jaipur by virtue of its design is geared towards
creating an environmentally responsive passive habitat.
 The institute creates interactive spaces for a highly creative student body to work in
multifunctional zones which blend the indoors with the outdoors seamlessly.
 The radical architecture of the institute emerges from a fusion of the rich traditional
building knowledge bank and cutting edge contemporary architecture.Incorporating
various passive climate control methods becomes a necessity and also reduces the
dependence on mechanical environmental control measures.

3.0.LIVE CASE STUDY:

3.1.NATIONAL INSTITUTE OF DESIGN,AHAMEDABAD:

3.1.1.PROJECT BRIEF:

 Architect: Gautam Sarabhai & Charles

 Site Area: 20 acres
 Built Up Area: 27,488 sq. m (approx.)
 Established in: 1961

3.1.2.LOCATION:

National Institute of Design is a design school in Ahmedabad, located in Paldi in the new city
area on the west bank of river Sabarmati, near the SardarPatel Bridge.

3.1.3.ADJOINING AREAS:

The NID campus is surrounded by the Sabarmati River on one side, market on the second
side, school on the third side and residential area on the fourth side. These buildings bear no
particular style of architecture.
 Fig : 3.1 Landuse
3.1.4.SITE APPROACH:

The site measured about 20 acers. The site is 4 kms away from railway station and 3 km
away from bus stop. From the main gate the institute is hidden behind the thick foliage and is
only visible once we enter the main gate.

Fig : 3.2 Approach

3.1.5.SITE ZONING:

The Site has been zoned from the main access in a hierarchy of Interaction > Educational >
Recreational > Residential. Keeping in mind that Education being the major activity on site, it
is placed near the main entrance for easy access & without disturbing the privacy of other
areas. The shape of the site is such that it divides the site into two parts. The site is sloping
towards the Sabarmati River.
 Fig : 3.4
Fig : 3.3

3.1.6.SITE PLAN:

Fig : 3.5 Site plan

3.1.7.AREA ANALYSIS:

Fig : 3.6 Area analysis wrt Site Fig : 3.7 Area analysis wrt
area Builtup area

3.1.8.DESIGN CONCEPT:

The plan of NID resembled the Sanskar Kendra in certain aspects like, using structural grid of
columns and freeing the ground for public activities. Other similarities between the two built-
forms were the use of precise geometry evolved on the basis of module, the idiom of exposed
materials brick with horizontal concrete bands, and the expression of the courtyard.Also the
structural braces used in Sanskar Kendra - a double set of columns, was also repeated in the
NID, where workshops and studios were structurally separated to control noise and
vibrations.

Fig : 3.8 Fig : 3.9

3.1.9.GROUND FLOOR PLAN:

Fig : 3.10 Ground floor plan

Double glazing between the studios and the workshops enables students to literally see what
is actually happening on the production floor. The main block which consists both the
academic and administration departments is placed on the eastern part facing the river. A
feeling of informal atmosphere has been achieved with a low ceiling for a large open
entrance.

Fig : 3.11 Hierarchy of spaces Fig : 3.12 Connectivity of spaces

3.1.10.FIRST FLOOR PLAN:

Fig : 3.13 First floor plan

Disorganized and there areal courtyard at different levels which creates flexible spaces inside
the building. No clear definition of access corridors. Academic block feels like a complex and
part ion fully made with aluminum. The main circulation on the first floors is through a long
and narrow passage at the center. The passage is single height narrow linear space.

Fig : 3.14 Hierarchy of spaces Fig : 3.15 Connectivity of

spaces
3.1.11.SECOND FLOOR PLAN:

Fig : 3.16 Second floor plan

The courtyards, functionally conceived as open spaces to segregate between two diverse
functions of 'seminar rooms' or 'classrooms' and 'workshops' or 'laboratories' spatially created
light wells for the dark ground spaces.

Fig : 3.18 Connectivity of

Fig : 3.17 Hierarchy of spaces
spaces

3.1.12.CIRCULATION:

Vehicular movement is restricted only till the entrance for the visitors. But it is possible from
residential areas to academic block. Besides, service entries are provided for the various
workshops.
Horizontal circulation: The movement pattern develops on the ground floor through the court
like spaces that developed under the structural grid. One is made to experience the receding
columns in perspective on the way to canteen. The main circulation on the first &second
floors is through a long and narrow passage at the center. The passage is single height narrow
linear space.

Fig : 3.20 First floor plan

Fig : 3.19 Ground floor plan

Fig : 3.22 Fig : 3.23

Fig : 3.21 Second floor plan

The triple height staircase marked with platforms at different levels and that gives a very
impactful experience. Its major function is to formalize the entry to auditorium on the second
floor. The second staircase has been placed in the rear most court, which is used as secondary
preference and it is also a triple height staircase. Spiral stairs have been provided as a means
of connecting workshop to the studios.

3.1.13.ADMINSTRATION:

At the G.F, separated from the rest of academic areas. 4 ½‘‘ brick wall and wooden partitions
provides flexible spaces for the staff.
3.1.14.CONFERENCE:

Placed between the exhibitions and faculty cabins.This seating act both for formal
discussions & informal area for faculty members.

3.1.15.STUDIOS:

All studios have been designed specially depending on the specific requirement of the
courses. All of them are on the external walls and well-lit with natural light. The studios have
informalness of the working methodology which is very important basic of the design
education. There are well maintained permanent exhibitor spaces both sides of the design
street, separate spaces have been provided for separate disciplines.

Fig : 3.24 Fig : 3.25

3.1.16.WORKSHOP:

All workshops have North-South orientation. Workshops of wood and metal have double
height clearance. There are sliding panels starting from skirting to sill height which provide
sufficient natural light and also helps merging the mechanical interior with outside skirts. Due
to large openings there is good light and ventilation. Moreover these are connected to open
courts which further provides light and ventilation and also acts as outdoor work areas.

Fig : 3.26 Fig : 3.27 Fig : 3.28

3.1.17.EXHIBITION AREA:

Exhibitions in glass walls. Used to display the latest products by the institute, display of
posters & other written materials regarding achievements of the institute in various fields in
order to tell the visitor what this institute is all about. Light filtering into the semi dark ground
floor area, creating the play of light and shadow.

3.1.18.LIBRARY:

The library has a lounge with open book-stacks for browsing and a separate area for quiet
study.Garden terraces attached to the library overlook the river to the north.
Library is easily accessible for students and faculty. It is located at the middle floor of the
building.

Fig : 3.29 Fig : 3.30

3.1.19.AUDITORIUM:

Auditorium is placed on the second floor, its capacity is about 230 people, it could be directly
approached by main staircase from the foyer, but due to its location it‘s become a private
entry it is fully air conditioned and used for cultural program, lecture, display, etc.

3.1.20.INTERIOR:

A feeling of informal atmosphere has been achieved with a low ceiling for a large open
entrance space. Materials in exposed form thus provided under lit surface giving a feeling of
intimacy. An informal set up of reception and waiting space with informal rural kinds.
3.1.21.MATERIAL:

Fig : 3.32 Fig : 3.33

Fig : 3.31

The external cladding is prefabricated and consist of heat resisting glass in metal frames in
workshops and in rosewood frame in studios.Precast concrete production is performed on
ground level.

3.1.22.LIGHT AND VENTILATION:

The campus has been designed taking into consideration the hot and dry climate of
Ahmedabad. The activities are so planned that they spill over into inward looking spaces.
The courtyard are a result of this and it remains the building in the shadow for most part of
the day.

Fig : 3.34 Fig : 3.35

Winds from the riverside are captured in the studios and workshops from the terraces due to
adjustable glazing. Spill over spaces Features like water bodies with jails are used to filter the
cooled air flowing over the water and passed in interiors. Pockets of vegetation blend with the
structure on the exterior as well as interior which helping to lower the temperature. Large
trees protect the building from surface glazing and courtyards from excessive heating.

3.1.23.STRUCTURE:

Organization of spaces is done using a square grid refer , which further gets subdivided into a
grid and has been followed throughout. Column spacing on the ground floor is 6.15 meters
(center to center). The workshop floor consists of a grid of waffle beams 2.05 meters (center
to center) apart, with precast RCC shells. Low level celling referat the entrance creates the
informal working space. Material in (brick & concrete) exposed form thus providing under lit
surface which gives feeling of intimacy.

Fig : 3.36 Fig : 3.37

Fig : 3.38 Fig : 3.39

3.1.24.SERVICES:

Electric light fixtures are an integral part of the light-weight overhead grid suspended from
the roof beams. The fixtures have been so designed that additional tube lights can be fitted if
greater illumination is required.Electric fans are also suspended from the overhead grid.A
channel is maintained between the squares.Under-floor electric wiring is laid in these
channels.Fire escape stair case is provided at the certain intervals. The use of brick in roof-
shells as in floor-slabs was suggested on account of the prevailing shortage of cement in the
country. The external cladding is pre-fabricated and consists of heat-resisting glass in metal
frames in the workshops and in rose-wood frames in the studios.
 Fig : 3.40 Fig : 3.41 Fig : 3.42

The use of brick in roof-shells as in floor-slabs was suggested on account of the prevailing
shortage of cement in the country. The external cladding is pre-fabricated and consists of
heat-resisting glass in metal frames in the workshops and in rose-wood frames in the studios.

3.1.25.PATHWAY:

Pathways are narrow linear pedestrian path lined with trees on either side which keeps the
pathway cool. The pathway is of hard ground and edges are defined by paved edge in brick.

‘‘‘
Fig : 3.43 Fig : 3.44

3.1.26.LANDSCAPE:

Landscape forms an important part of site. The building is bounded by an extensive green
lawn on one side & trees, shrubs, etc. on the other which encourage free movement through
it. Trees are planted along the periphery of the building which provides shade along the
walkways in the ground floor. The building is partially visible through the foliage of trees.
One side of the monument has been converted into the back drop for the open amphitheatre,
which has become an area for many informal gatherings, features, seminars and cultural
performances.
 Fig : 3.45 Fig : 3.46

3.2.NATIONAL INSTITUTE OF DESIGN,BANGALORE:

3.2.1.PROJECT BRIEF:

 Architect: Karan Grover & Associates

 Site Area: 2 acres
 Established in: 31st March 2006

3.2.2.LOCATION:

National Institute of Design is an R & D campus, an extension campus of the parent institute
in Ahmedabad, located in Off Tumkur Road, Bengaluru.

3.2.3.ADJOINING AREAS:

The NID Bengaluru campus is surrounded by Central Govt. Institutes , Central

Manufacturing Technology Institute (CMTI) , Indian Plywood Industries Research &
Training Institute (IPIRTI) & Indian Institute of Science (IISc).

3.2.4.SITE APPROACH:

Site has HMT road passing along its west edge, which is the only approach road. Site is
accessed through an electrically operated gateway with a security cabin. The entry is located
on the NW corner of the site. The road leads to the building entrance and car park. There is
no separate entry for services. Site is having contours and is surrounded by dense green areas
completely.
3.2.5.SITE ZONING:

The Site consists of a Single Block which consists of OAT & Water Body. No other
amenities are provided at the Site as the area is only 2 acres. The various spaces are at
Building Level.

Fig : 3.47 Landuse Fig : 3.48 Zoning

3.2.6.SITE PLAN:

Fig : 3.49 Site plan

3.2.7.CONCEPT:

The Building is in Circular Oval Shape with Central round corridor. The block consists of
various wings which serve as different uses or spaces assigned. It is a Multi Level Building
which raises from basement all along the circular corridor in Sloppy manner. The OAT in the
center with waterbodyact as a void in the building.

3.2.8.BASEMENT FLOOR PLAN:

Fig : 3.50 Basement floor plan

All the services like pump room,UG Sump are placed on the basement floor.

3.2.9.GROUND FLOOR PLAN:

Fig : 3.51 Ground floor plan

 The forms are subtle curvilinear and are planned along east west axis.The building is
divided into separate induvidual modules connected with a circular path. The built forms
largely face the north taking advantage of the best natural light at the same time exposing the
building to minimal heat.The workshop in the ground get lighting from skylight.

3.2.10.FIRST FLOOR PLAN:

Fig : 3.52 First floor plan

The 4 modules/units would be accessed from the central ‗Forum‘, the defence related
product design center is located under the central forum like a bunker/catacomb with a
landscape of skylights above.

3.2.11.SECOND FLOOR PLAN:

Fig : 3.53 Second floor plan

 The width of the various academic blocks is kept such that there is sufficient penetration of
natural daylight. Between every block is a landscaped courtyard.
At the heart will be a ‗Forum‘ – A central amphitheatre and water body, which will
become the stimulating center connector - the interface between the public exposition spaces
and the privacy of the academy.

3.2.12.PARKING:

The two wheelers are parked on the side of the building.The facilities provided are not
sufficient and adquate in case of future expansion of the campus

3.2.13.TRANSITION SPACES:

The corridor spaces in the building are very directional and well connected.These spaces are
made interesting with play of different levels which are accessible by ramps and steps.
These allow access to allow all the rooms along the corridor path and the basement also.

Fig : 3.54
Fig : 3.55
3.2.14.VERTICAL CIRCULATION:

All the vertical circulation areas are painted with bright colours and has the view of
courtyard with pool which gives lively experience and pleasant feel.

3.2.15.SPATIAL ANALYSIS:

 The central greenyards acts as a foyer which includes a small OAT for 100 people.
 The circular connecting the induvidual blocks gives a feel of openess on both sides
because of the presence of green yards inbetween the blocks.
 This space brings in diffused light and also serves as an interaction space.
  The greenyard inbetween the blocks brings in light and proper cross ventilation is
allowed for all blocks.

Fig : 3.56 Fig : 3.57

Fig : 3.58 Fig : 3.59

4.0.DATA COLLECTION:

4.1.BUILDING SPACE REQUIREMENTS ARE CLASSIFIED INTO:

INSTRUCTIONAL AREA: This includes classroom, studios, laboratories including

computer center, workshops, and library instructional resource production center and
exhibition hall/auditorium.

ADMINISTRATIVE AREAS: It comprises of principal‘s room, staff room, accounts office

and conference, confidential room, and reception lounge.

AMENITIES: This includes student and staff rooms, indoor games, sports and recreation
center, N.C.C, N.S.S, canteen, cooperative store, and dispensary and alumni association.

4.1.1.INSTRUCTIONAL AREAS:

The requirements for instruction of different types of classroom, lecture, tutorial, and drawing
would depend on the curriculum structure. The breakdown of the curriculum in terms of the
instructional time of each type of instructional activities has therefore to be determined
initially.

CLASSROOMS AND STUDIOS:The unit area to be provided could be stated on a room

wise basis. Rooms for bigger class sizes requiring smaller unit area and room for smaller size;
a higher unit area following are the desirable & minimum norms. Norms (in sq. m / student)

4.1.2.WORKSHOPS:

4.1.2.1.METAL WORKSHOP:

PURPOSE:

 Demonstrating, guiding, evaluating by teacher, shop floor activities related to skill

learning, assembling, dismantling, fabricating, erecting etc. by
students.Experimenting, investing, discussing, measuring, and testing by students.
 The space requirements of laboratories varies from one laboratory to another.The
major determinants are the number of students working at a time and the size of the
equipments.
 In some cases the first factor is the basis and in other in which the equipments are of
large size, equipment is the deciding factor.
 Norms of 4-8 per student and 15 in special cases are therefore applied and area of
each laboratory determined applying to the norms relevant to that particular
laboratory.

ACTIVITIES:

 Processes include designing & construction with sheets, wires & tubes, welding,
soldering & casting.
 Design & construction of jewellery may require the addition of stone settings
&colouring. Additional activities in this include procedures for lapidary (cutting &
polishing stone) & metal enamelling (fusion colour to metal in a kiln).
PHYSICAL REQUIREMENT:

 Certain precautions are to be taken & should be exercised in planning.

 Welding & hot metal casting should be set aside in an alcove with hardened concrete
floor. Special gas jets may be installed for fine soldering.
 Enamelling involves the use of acids, kilns & blow torches, hence the area where the
enamel is applied & dried should be apart from other areas to prevent spreading metal
dust or jarring enamels that are drying.

Fig : 4.1
4.1.2.2.WOOD WORKSHOP:

Fig : 4.2

4.1.2.3.CERAMIC WORKSHOP:

ACTIVITIES:

Clay is worked by several methods including hand modelling, throwing on potter‘s wheel &
casting. After pieces have dried, they are fired to form bisque, glazed & fired again. A
comprehensive program includes clay preparation, forming techniques, decorating, fire
procedures & glaze formulation.Mould making is an activity related to pottery
reproduction.Casting of clay in ceramic moulds is a repetitive process which relates more to
commercial manufacturing.

PHYSICAL REQUIREMENT:

 Work area for designing, forming & glazing. However, kilns which generate large
amount of heat should be separated from general work area.
 Materials often come in large containers so storage rooms should be convenient to
service entrance.
 Room surfaces should be non-porous & easily cleaned. Sloped floors with drain are
desirable. Storage for drying of pottery is required in an area separate from general
work spaces.
 Electric kilns generate low amount of heat & may be used for bisque & low fire
glazing.
 Gas kilns are high heat units used for high fires & are in demand where more
sophisticated programs are offered.

FURNISHING EQUIPMENT :
Major items of equipment includes: wedging boards, kiln carts, electric ceramic kilns, gas
ceramic kiln, enamel kilns, portable clay storage cabinets, damp proof cabinets, drying
cabinets, potter‘s
4.1.2.4.TEXTILE WORKSHOP:

ACTIVITIES:

Loom weaving, tapestry work, batik, tie-dye, macramé, soft sculpture, banners, fabric
collages, needle point, stitchery & sewing.

PHYSICAL REQUIREMENT:

 The general work area should be flexible to allow frequent changing needs.
 Some activities will require a permanent set up such as floor looms & sewing
machines & these may be installed in alcoves.
  The predominant arrangement will be one of movable worktables & counters which
can be adapted for a variety of crafts.
 Storage should be provided within common room.

FURNISHING EQUIPMENT:

The basic furnishings consist of workbenches, tables & stools. Much of the specialized
equipment is portable. Foot powered looms occupy considerable floor space when in
operation but may be moved & stored when not in use. Table looms, rug looms & tapestry
frames can be utilized on table tops & stored when not in use. Heavy duty sewing machines
are essential in a textile program.

4.2.STANDARDS:

4.2.1.ACADEMIC AREA:

4.2.1.1.CLASS ROOMS:

Fig : 4.3
Fig : 4.4
Normal area : 50-60

Small class rooms : 45-50

Oversize class rooms : 85 sqm

Open plan class rooms : 100-200 sqm

4.2.1.2.STUDIO:
Each space requires 3.5 – 4.5 sq.m, depending on the size of the drawing table.Natural
lighting is preferable and so a north facing studio is best to receive even daylight.

4.2.1.3.TEACHING AREA:

Class rooms & seminar rooms: 0.65 sqm / student

Audio-visual facilities: 0.5 sqm / student

Laboratories - 1.8 sqm / student

Fig : 4.5 Fig : 4.6

4.2.1.4.LIBRARY:

The area required for a simple reading/work place is 2.5sqm for a PC or individual work
place greater than or equal to 4sqm.

• Max.reach height of book shelves is 1.8m.

• Narrow aisle is 1.3m and normal width between two shelves is 2.3m.
• Circulation rotes should be > 1.2m.
• There should be a minimum of GO cm between two tables.
MINIMUM DISTANCE: Fig : 4.7

Narrow aisle: 1-1.3m

Circulation route: 1.5-1.8m

Normal width: 2.3-2.5m

Length: 3m

Height: 1.8m

Fig : 4.8 Fig : 4.9

4.2.1.5.AUDITORIUM:

• Good view without head movement, but slight eye movement of about 30 degree.
• Good view without head movement, but slight eye movement of about 60 degree.
• Maximum perception angle without head movement is about 110 degree.
 • Maximum distance of last row from the proscenium line is 24m.

Fig : 4.10 Fig : 4.11

STAGE AND SECONDARY AREAS:

Stage area is the playing area plus walkways.

Stage proportions are developed from the lines of vision from the auditorium.

STORAGE AREAS:

20-25% of playing area is required as the storage area.

PERSONNEL ROOMS:

The personnel rooms are placed on either side. Women to the left and men to the right.

CLOAK ROOMS:

Minimum 4m per 100 visitors.

1 locker per 4 person‘s toilets.

4.3. OFFICE SPACE STANDARDS:

Minimum area per person - 3.7 sqm to 4.2 sqm

Additional space for visitors - minimum 1.8sqm

4.3.1. DESK SPACES AND LAYOUTS:

Distance from back to front of desks in a row - 900-1370

Aisle width: 1.5m (large office)-0.9m (normal)-0.75m (minor)

5.0.SITE STUDY: Fig : 4.12

5.1 NATIONAL INSTITUTE OF DESIGN-AMARAVATI:

5.1.1 LOCATION:

Location:-Amaravati, Guntur ,Andhra Pradesh.

Amaravati is the temple town, situated on River Krishna bank in Andhra Pradesh. It is
located 32 km from Guntur and 39 km from Vijayawada in Andhra Pradesh on the right bank
of river Krishna .Amaravati is one of the few places where the river flows north instead of
south or east. This has been considered auspicious

.
Fig : 5.1 Location map
5.1.2. INTRODUCTION:

As the upcoming capital of Andhra Pradesh, Amaravati is envisioned to be a city of world-

class standards with a vision of increasing Andhra Pradesh‘s prominence in the world.
Commercially well connected with the business hubs in the surrounding districts of Guntur
and Vijayawada, geographically blessed and enriched with a distinct culture.
Adding feather in the cap of capital Amaravati, the National Institute of Design, Vijayawada,
which is presently running its temporary campus on the premises of AcharyaNagarjuna
University in Guntur, is planning to shift to its own premises to come up in Amaravati region
in a sprawling 50 acre land allotted by the state government.

5.1.3.PROXIMITY OF CITY:

India‘s key economy generangcies namely Chennai, Bangalore, Hyderabad, Visakhapatnam

and Jagdalpur all lie within a radius of 300-400 km.

5.1.4.SITE ACCESSIBILITY:

Fig : 5.2 Proximity

The Proposed bus stand can be easily accessible for the institution than the existing bus stand
which is at inovolu.TheRailway station nearby the krishnacanal.Helipad accessibility is
available nearby the site.
5.1.5.CLIMATIC CONDITIONS:

Amaravati Climate is classified as Trophical.The Summer are much rainier than the winters.
The average annual temperature is 28.6 deg C in Amaravati.

5.1.6.SOIL TYPE:

In Sector-131 (i.e,) The Site

experiences the predominant Soil
type of Guntur which is Black
Cotton Soil.

Fig : 5.3

5.1.7.PRECIPITATION:

Precipitation is the lowest in

January, with an average of
1 mm. The greatest amount
of precipitation occurs in
July, with an average of 186
mm.

Fig : 5.4
5.1.8. TEMPERATURE:

At an average temperature of 34.2

°C, May is the hottest month of
the year. The lowest average
temperatures in the year occur in
December, when it is around 24.0
°C.

Fig : 5.5
5.1.9.SUN PATH:
High radiation on the southern side at
noon and at eastern side at morning

Sun path at high angle sun, north to E-

W axis. Glare free daylight is most
easily available on north facade as
5.1.10: WIND MOVEMENT:
minimal solar radiation will fall at high
angle.

Fig : 5.6

5.1.9.WIND MOVEMENT:

The wind rose for Amaravati shows how many

hours per year the wind blows from the indicated
direction.
Wind is blowing from SE to NW
5.1.11. LANDUSE:

Fig : 5.8 Fig : 5.9

The site has its longer axis on the north-south direction and the shorter axis on the east-
west direction.

At present,there are vacant land around the site and Vellore institute of technology on the
southern side of the site.Road passes through site which is made by user for their comfort.
VIT is under construction so, people working in construction yard use this road .

In the proposed master plan,recreational zone on the western and southern side and
commercial zone on the eastern side of the site.

Building should take advantage of the recreational zone.Gathering zone can be placed on
the western and southern side.

5.1.12:SITE APPROACH:

Fig : 5.10
 The site is approached by Mangalagiri railway station and Inavolu bus stand.

The site is approached from the road E8(Towards Mangalagiri,towardsIbhrahimpatinam

and towards Rayapudi).

5.1.13:NEIGHBORHOOD:

Fig : 5.11

The Capital complex is 4km from the site,the commercial area are 1.2km from the
site,Tullur is 3.6km from the site and VIT is 1 km from the site.
5.1.14: CONTOUR MAP:

Slope towards north side its 4m

high from mean sea level.it is
almost flat land.

Building on high ground to avoid

drainage problems and protect it
from water run off.

Fig : 5.12

5.1.15: SITE:

Fig : 5.13
  Total Area of site : 50 acres (202125 sq.m)

Maximum FSI : 1.5

Maximum plot coverage : 40%

Maximum number of floors in

 Institutional building : 2-4floors

Minimum floor height : 3mMaximum Floor to Floor

 Height ground floor : 5m

Floor to floor height :4m

 Parking :1 Parking Lot per 20 staff and student population

Open space reservation is not mandatory as per as Amaravati zoning regulations.

5.1.16: PEDESTRAIN CIRCULATION:

The pedestrian circulation on the Inavolu

road and Ibrahimpatinam road are have
circulation because of the commercial zone
and VIT.

The pedestrian circulation is moderate at

Rayapudi road.

So,the pedestrian entry can be given at the

west side of the site.

Fig : 5.14
5.1.17: VEHICULAR CIRCULATION:

The vehicular circulation is heavy at the

junction which connects Mangalagiri road
and Ibrahimpatinam road because of the
commercial zone.

The vehicular circulation is moderate at the

Rayapudi road.

So,the vehicular entry can be given at the

western side of the site for Academic and
eastern side for Residential.

Fig : 5.15
5.1.18: NOISE:

Noise is high at the junctions around

the site because of traffic

So,Building should be located far

from the road noise as much as
possible.

Fig : 5.16
5.1.19:VIEWS FROM THE SITE:

Open views to recreational

spaces which creates positive
views.So Studios can be
oriented on this side.

Screened view on the

north(Institutional zone),So
parking can be given here.

Fig : 5.17

5.1.20: UTILITIES:

Fig : 5.18 Water supply map Fig : 5.19 Electricity map

Fig : 5.20 Sewerage map Fig : 5.21 Fig : 5.22

 By considering the utility line for the site service area has to be planned and zoned. Water
supply for the site is nearby east zone of the master plan. Sewerage is towards west side of
the site. Gas filling station is nearby after the institutional zone.

6.0 CONCLUSION :

This above project National institute of design is the government proposed project which
will be very supportive and a good revenue generator for the state since it is located in
emerging capital Amaravati .Students will get a practical knowledge on this field since
workshops ,design innovation center are located in the same compound. To enhance the
creative thinking of the user ,each and every space is designed.By doing this project I have
got knowledge about design fields and how they process. The above design is designed to my
fullest knowledge .

REFERANCE :-
Francis D K Ching, architecture, form, space, and order, third edition, New York: John
wiley,2007
Kevin lynch, site planning. MIT campus,Cambridge,10984
Kanvide, achyut, campus design in India, American year book,1969
Edward.T.Q, site analysis, Architectural Media,1983.
http://www.nid.ac.in/library/orientation.