1.

INTRODUCTION

1.1 AIM
To design an Institute of Design that caters various professional fields and develops
idea of campus planning for educational strategies and to incorporate concept of
interactivity within it.
To serve as a catalyst for various industries and attract students for higher
education.

1.2 OBJECTIVES
To understand the ideology of Campus design with respect to spatial planning and
site planning.
Understand the ideology of a campus in a built form.
Study site and climate responsive design methods.

1.3 SCOPE AND LIMITATIONS

BUILDING TYPOLOGY – Institutional
No. of users – 800
Site area – 30 acres

1.4 METHODOLOGY
1.4.1 PRECEDENT STUDY
• Identify the design brief
• Literature study – study of topics related to thesis topic
• Case study – spatial planning, building character, material usage of relevant
institutes
• Identify and Selection of site
1.4.2 ANALYSIS
• Site analysis
• Spatial analysis/requirements
• Standards and guidelines

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1.4.3 DESIGN
• Zoning and spatial planning-satisfying the function
• Creating spaces with more interaction and connectivity.

2. LITERATURE STUDY

2.1 DESIGN STANDARDS

LITERATURE TOPICS :-

SPATIAL REQUIREMENT
ZONING IN INSTITUTION
FIRE SAFETY REGULATIONS
STANDARDS

SPATIAL REQUIREMENTS :-
SECURITY
ADMIN
CLASSROOMS AND WORKSHOPS ( FOR EACH
DESIGN FIELD)-FASHION DESIGN , INTERIOR DESIGN ,
PRODUCT DESIGN , GAME DESIGN , WEB DESIGN
LIBRARY
AUDITORIUM
DISPLAY AREA/EXHIBITON SPACE
COMPUTER LAB
PRINTING ROOM
MATERIAL STORE
TOILETS
PLAY AREA
CANTEEN
PARKING
HOSTEL (BOYS & GIRLS) – ROOMS , TOILET, WARDEN
ROOM AND OFFICE , CANTEEN , VISIOTR’S ROOM ,
COMMON ROOM , WORKSPACE
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SPACE ALLOCATION SCHEME

Fig 2.1.1 Space allocation in an Institute

Fig 2.1.2 Shematic layout of campus facilities

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 Entrance area and foyer with central facilities used as circulation space
connecting horizontal and vertical movement.

Teaching area occupy -10 to 20% of the space.

Classrooms require- 50-60sq.m

Oversize classrooms require -85sq.m

Lecture halls require - 100-200 sq.m

AUDITORIUM

Fig 2.1.3 Auditorium Circulation

The auditorium is frequently used as a center for community affairs .
Areas that support production, such as stagecraft, band room, choral room, storage,
dressing rooms, and restrooms, should be located to give rapid and convenient access to
the stage .

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DRAWING ROOM

Fig 2.1.4 Tiers in a Live drawing studio Fig 2.1.5 Arrangement in

drawing room
Drawing table of size up to A0 size (92x127 cm).
SPACE for each students required – 3.5 to 4.5 sq.m
North facing studio for natural lighting is preferable .

CLASS ROOM

Fig 2.1.6 Arrangement in a classroom

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 Fig 2.1.7 Furniture size
Generally , classrooms have 20- 60 seats.
The space required pr student is 1.9-2.0 sq.m
Width of table -1.2 -1.8 m
Depth of table - 0.60 m.

Major factors to be considered in designing a classroom are the following:

1.Seating and writing surface

2.Sace and furnishings for the lecturer
3.The use of wall space, including chalkboards, screens, size and location of windows,
etc.
4.Coat racks, storage, and other
5. Acoustics and lighting
6. Heating and air conditioning
7. Aesthetic considerations

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LECTURE ROOM
Larger lecture theatres for central lectures are preferably accommodated
in auditorium buildings, and smaller lecture theatres for specialist lectures
in institute or seminar buildings.

Amount of space per student to be seated – 75 cm x 60 cm.

Lecture halls for 100 to 800 seats will have height of 3.5m.

Fig 2.1.8 Standard shape of a lecture room

Fig 2.1.9 Seating arrangement in a Fig 2.1.10 Seating arrangement in a 15cm

flat lecture room Step lecture room

Amount of space per student to be seated – 75 cm x 60 cm.

Lecture halls for 100 to 800 seats will have height of 3.5m.

LIBRARY
Libararies perform various range of functions in the society.

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Academic libraries obtain , collect and store literature for education and research
purposes.

In academic libraries reference rooms are provided and also loan can be obtained
from closed stacks.

Fig 2.1.11 Minimum free spacing in reading area

Fig 2.1.12 Minimum distance between tables

Fig 2.1.13 Minimum distance between Fig 2.1.14 Shelf unit height
Aisles

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5 to 6 shelves – max height of 1.8m.
Shelf aisle – not more than 3m. Circulation space should be >1.2m wide.
Spaces between shelves should be at least 1.3m to 1.4m.

FACULTY ROOM

Fig 2.1.15 Spatial area required for academic staffs

Offices for academic staff :
Professor – 20-24 sq.m
Lecturer – 15 sq.m
Assistants – 20 sq.m

TOILET

Fig 2.1.16 Types of WC mounting

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 Fig 2.1.17 Types of Mounting Urinals

Wall mounted units are preferable for hygiene reasons and convenient cleaning.
Deep flush WC’s reduce odours.

Table 1 Space required for bathroom and WC units

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DORMITORY

Fig 2.1.18 Bed arrangements in Dormitories

The student room is the smallest element and the basic space in the housing facility.
The area of a double room varies between 145 and 250 sq ft .
W – wardrobe B - Bed
SC - Storage Cabinet BC - Book Cabinet
D1 - Drawing Table

LABORARTORY

Fig 2.1.19 Space arrangement in labs or workshops

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2.2 ABOUT THE PROJECT
NID is a design school in Ahmedabad. It functions as an autonomous body under
the Department of Industrial Policy and Promotion, Ministry of Commerce and
Industry, Government of India.

NID is recognised by the Department of Scientific and Industrial Research under

Ministry of Science and Technology, government of India, as a scientific and
industrial design research organisation.

NID is accorded as "Institute of National Importance" by Act of Parliament, under

the National Institute of Design Act, 2014.

Design field is the growing need for designers. Campus will help the growth of
needs of design industries and also attract students. Design institute is important to
encourage the designing field.

NID has been proposed in various cities in India namely , Kurukshetra , Vijaywada ,
Jhorat and Bhopal.
The construction has begun in Kurukshetra , vijaywada and Jhorat while in Bhopal it
will take time due to he governments budget.
Thus this project is a live proposal in Bhopal with area of 30 acres

Table 2 Percentage of designers in various field of design

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The design domains are coming up fast and soon the numbers will increase considerably
in these domains. It would happen faster for fashion design and animation as compared
to others.

Table 3 Percentage of student enrollment in various design fields

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.

ANIMATION DESIGN

It is expected that the production budget for animated movie will increase from USD
2million- USD 2.5million to USD 5 million-USD 7.5million. The average realizations for a good
animation movie will increase to USD7.5million - USD12.5 million.
It is being estimated that the Industry is set to grow at a CAGR of 27% to reach USD1163
million by 2012.
The education segment is projected to have the maximum growth rate of about 40% per
annum.

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FURNITURE DESIGN

Furniture designers create the designs that people use as furnishings in residential and
commercial properties throughout the world.
Furniture design is a blend of multiple disciplines & is much like fashion design, as the
materials, textiles, metals, etc. used to make a piece of furniture can be comparable to
materials used to make a piece of clothing. Furniture design also is much like architecture
in that the furniture must prove stable and safe.

GRAPHIC DESIGN

Graphic design is the process of visual communication which combines words, images
and ideas to present the information to the audience. A graphic designer is a specialist in
solving the problems associated with visual communication. The potential of graphic
design covers areas ranging from social communication to corporate communication
and branding.

CAMPUS PLANNING
Campus planning has traditionally involved the art of providing an appropriate physical
setting for colleges and universities, through the thoughtful arrangements of land uses,
building grounds, landscape, pedestrian and vehicular system and in recent years also
those procedures and policy determinations, such as building material, which affect the
long range building environment.

Typically, it is an air view of the campus as it would appear when the building and open
spaces were completed, the landscape matured, and the infrastructure working. The
drawing would be overlaid with a phasing diagram, showing the sequence of events
major projects that led up to completion. The plan would be accompanied by supporting
documentation that explained the plan’s functional rationale, as well as the reasoning
that undergrids its aesthetic expression

All campus plans are campus designs elemental when they are shaped essentially by
locational decisions and advanced when they depict the desired future three

14
dimentionally in either case as creative works, such plans are best prepared with design
methods that are open and co-operative with strong client involvement unshadowed by
ephemeral styles or fashioned paternalistically by the arrogance of the aesthetically self
initiated.

Few designs commissions provide challenge than preparing campus plan. Academic
institutions explain a society’s inheritance understand present conditions and indent, the
future their physical form scare charged with symbolic meaning, as well as being unique
functional architecture.
Campus plans may be divided into two categories.
1. Those that guide development on existing sites
2. Those prepared for a new campus

For a campus plan to be appropriate it must reflect genuine, detailed, institutional

distinctions such as missions, goals and objectives, maturity and geographical location.
Searching out, clarifying and articulating those characteristics that distinguish one
institution from another is thus an essential beginning point in campus planning. The results
can be summed up in an institutional profile.

PARTICIPATORY PLANNING:
For a campus plan to be effective it must be prepared through a process, that involves
those who use the campus and those who are responsible for its physical development
management operations.
PROGRAM FOR THE CAMPUS PLAN:
The program for the campus plan should begin with the reaffirmation or formulation of the
college or university’s missions, and the articulate the goals and objectives that will help
the institution accomplish those ends.
IDEAL CAMPUS:
1. A community where a student is guided and get trained in the first stage of a living
task of self - education in addition to skills in training and subjects of related fields.
2. A campus is a city on small scale but not commercial. It is for research work and
training.

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 3. A campus must be clearly, unified cluster of buildings with intimate pedestrian open
spaces providing a unique environment, for studying and living. It should be quiet,
comfortable and humane.
4. A campus includes a single, unified community of individuals of different
experience, living, working and studying together to assimilate knowledge, improve
skills and develop character.
5. A campus should also provide quiet and private hostel rooms students can
withdraw to study, meditate and rest.

PATTERN OF ORGANISATION
1. This organization involves grouping of different functions and departments in
different places.
2. Growth is easily manipulated. Reinforcement of internal communications within the
units in fits management convenience and corresponds to boundaries of
maintanence and control.

CLUSTERED
1. Spaces are grouped according to their physical type or requirement. Thus libraries,
classrooms, parking lots are classified together.
2. Respond better ways to shifting load.
3. Human scale is lost in bigger campuses.
4. Desirable interaction is lost leads to specialization of form and activity for different
uses and functions.

LINEAR
1. Linear organization involves grouping of functions about a central axis or a parade.
2. University of both has the administrative and social buildings compactly organized.
3. Interaction is increased at the common spaces for contact.
4. Clear sense of direction prevails in this pattern of organization.
5. Central core cannot be identified.
6. Proximity between the different blocks is lost.

RADIAL
Radial organization is a refined forms of linear organization.
A central core is formed and other functions are organized about it.

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 There is closer proximities between the blocks.
Central core can be identified.
In case of growth, the core needs to be shifted.
Increased level of interaction in the core.

BHOPAL BYELAWS
BHOPAL MUNICIPALCORPORATION – BUILDING BYELAWS
MADHYA PRADESH BHUMI VIKAS RULES

EDUCATIONAL BUILDINGS

WIDTH OF MEANS OF ACCESS (M) LENGTH OF MEANS OF ACCESS(M)

12.0 200

15.0 400

18.0 600

24.0 ABOVE 600

PATHWAYS
The approach to the buildings from road/street or internal means of access shall be,
through paved pathway of which not less than 1.5 meters provided its length is not more
than 30 meters.
ACCESS PATH/ WALKWAY
Access path from plot entry and surface parking to a building entrance shall be minimum
of 1800 mm. wide having even surface without any steps.
ADDITIONAL PROVISIONS FOR BUILDINGS OTHER THAN RESIDENTIAL BUILDINGS
For building other than residential the following additional provisions of means of access
shall be ensured :-
(a) The width of the main street, on which the building abuts shall not be less than 12
meters and one end of this street shall join another street of width not less than 12

17
 meters;
(b) The approach to the building and open spaces on its all sides up to 6 meters width
and the layout for the same shall be done in consultation with Fire Authority of the
city.
(c) The side open space shall be kept free of obstructions and shall be motor-able;
and
(d) Main entrance to the plot shall be of adequate width to allow easy access to the
fire engine and in no case it shall measure less than 4.5 meters.
(e) The entrance gate shall fold back against the compound wall of the premises, this
leaving the exterior access way within the plot free for movement of fire service
vehicles.
(f) If main entrance at boundary wall is built over, the minimum clearance shall be 4.5
meters.

SETBACK
FRONT – MIN 15 M
SIDES – MIN 6 M
REAR – MIN 6 M
SUNSHADES OVER WINDOWS AND VENTILATORS
(a) No sun-shade shall be permitted over the road or over any drain or over any
portion outside the boundaries of the site below a height of 2.8 meters from the
road level;
(b) (b) Sunshades provided above a height of 2.8 meters from the ground level shall be
permitted to project up to a maximum width of 60 centimeters of the road over
which they project exceeds 9 meters in width; and
(c) (c) No Sunshade shall be permitted on roads less than 9 meters width or on roads
having no footpath.
FAR
Educational building - 1.00
HEIGHT LIMIT
The height and numbers of storeys shall be related to floor area ratio, open spaces
and the width of the street opposite the plot as per details given below :-
(a) the maximum height of building shall not exceed one and half times the width of

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 road abutting plus the front of open spaces.
(b) if a building abuts in two or more streets of different widths, the building shall be
deemed to face such street as has the greater width and the height of the building
shall be regulated by the width of that street and may be continued to this height
to a depth of 24 meters along the narrower street
(c)
Educational building - Ceiling height 3.6 meters for all regions: in cold region 3 Meters.
HOSTELS in educational institutions the minimum size of a habitable room for single person
shall
be 7.5 square Meters.

BATHROOM AND WATER CLOSETS HEIGHT

The height of a bathroom or water closet measured from the surface of the floor to the
lowest
point in the ceiling (bottom of slab) shall not be less than 2.2 Meters.
The size of a bathroom shall not be less than 1.5 square Meters.
The floor area of water closet shall be 1.1 sq.m with a minimum width of 0.9 m.
If bath and water closet are combined, its floor area shall not be less than 2.4 sq.m with a
minimum width of 1.2 Meters.
The area of W.C. with wash basin shall not be less than 1.3 sq.m.

MEZZANINE FLOOR
It shall have a minimum height of 2.2m
The aggregate area of mezzanine floor in a building shall in no case exceed 1/3 of the
plinth area of the room in which it is provided.
PARAPET
Parapet walls and handrails provided on the edges of roofs terraces, balcony or
verandah shall not be less than 1.05 meters in height from, the finished floor level.
BOUNDARY WALL
Height of min 2.4m is permitted by Authority.

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Table 4 Community facilities and other requirements

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STAIRCASE
Width of steps
Educational buildings-up to 24 m in height - 1.5 Meters
More than 24 m in height - 2.0 Meters
The landing width shall be a minimum of twice the staircase width plus 15 centimeters.
Minimum Tread
The minimum width of tread shall be 30 centimeters. (without nosing)
Maximum Riser
The maximum height of risers shall be 15 centimeters and these shall be limited to 15
numbers per flight.
Head Room
The minimum head-room in a passage under the landing of a staircase shall be 2.2
Meters.
The minimum clear head-room in any staircase shall be 2.2 Meters.
FIRE ESCAPE OR EXTERNAL STAIR :-
(a) Fire escape shall not be taken into account in calculating the evacuation me of a
building.
(b) All fire escape shall be directly connected to the ground.
(c) Entrance to fire escape shall be separate and remote from the internal staircase.
(d) The route to fire escape shall be free from obstructions at all times, except a doorway
leading to the fire escape which shall have the required fire resistance.
(e) Fire escape shall be constructed of non-combustible materials
(f) Fire escape stairs shall have straight flight not les than 75 cm wide with 15 cm treads
and risers not higher than 19 cm.
The number of risers shall be limited to 16 per flight.
(g) Handrails shall be of a height not less than 90 cm.
PARKING :-
For parking of vehicles for handicapped people the following provisions shall be made:-
(a) Surface parking for two car spaces shall be provided near entrance for the physically
handicapped persons with maximum travels distance of 30.0 meter from building
entrance;
(b) The width of parking bay shall be minimum 3.6 meter ;

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(c) The information stating that the space is reserved for wheel chair users shall be
conspicuously displayed;
(d) Guiding floor material shall be provided or a device which guides visually impaired
persons with audiable signals or other devices which serves the same purpose shall be
provided.
SANITATION REQUIREMENTS:- FACULTY/STAFFS
Table 5 Sanitation requirements for staffs

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Table 6 Sanitation requirements for students

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 3.CASE STUDY
3.1 Literature Case study

3.1.1Case study 01- HONG KONG INSTITUTE OF DESIGN , Hong Kong

LOCATION : KING LING ROAD , TSEUNG KWAN, HONG KONG

ARCHITECT : THOMAS COLDEFY & ISABEL VAN HAUTE & P AND T GROUP
ARCHITECTS

AREA : 42000 SQ.M

PROXIMITY

The building is located in Tiu Keng Ling area , to the north-eat of Hong Kong
Island , in the Sai Kung district.

Fig 3.1.1.1 Proximity

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SITE PLAN

Fig 3.1.1.2 Access Diagram to Site

The building is located in the heart of the area. It provide the community with a
meeting place by making its sports areas and auditoriums available at the
same time, it will bring an energy to the social life of the area by the presence
of 4,000 students within the campus, the numerous exhibitions and activities
organised around the urban space it has created.

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 Fig 3.1.1.3 Hong Kong institute of Design

Activity there is mainly residential and commercial, nature is also present for the site is
surrounded by green hills . The institute is solicitious of environment and local context.
Bold , Ambitious and Open to outside.
The base of the building, the giant “ urban lounge “ favours meetings and exchanges,
whilst taking advantage of internal and external green spaces and views of the
countryside.

Concrete, glass and steel, three classic materials are implemented for a radical
architectural process.
The steel, processed into a white trellis, is used as a structural skin for both the inside of the
platform and the outside of the towers.
The glass of the platform gives it great permeability which strengthens the sensation of
tension between the architectural elements.

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Fig 3.1.1.4 Materials used in Hong Kong Institute

Fig 3.1.1.5 Section Of Hong Kong Institute

The project offers spatial reinterpretation of its built-up city context, where social
interactions are teeming in the various bases of the buildings where as they disappear
27
vertically; the extra height provided by one part of the programme allows one to
envisage interactions on different levels and creates new connections with the ground.

Fig 3.1.1.6

This “diagrid” system in steel offers excellent lateral rigidity supporting both the floating
platform and the framework of the escalator which spans a length of 60m.

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Fig 3.1.1.7

Landscaped extrusion of the ground, directly linked to the urban environment on two
levels – a common space and at the same time an external gallery – is characteristic of
Hong Kong infrastructures.

INFERENCE :

Use of Different materials. Interactive spaces for students that improve the environment
for studying. Infrastructure facility available for students.

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 3.1.2 Case study 02 - KANSAS SCHOOL OF ARCHITECTURE , PLANNING AND DESIGN

LOCATION : MANHATTAN , USA

ARCHITECT : BNIM & ENNEAD ARCHITECTS
AREA : 17290 SQ.M

Fig 3.1.2.1 Kansas School Of Architecture and Design

The building design creates a sense of place for AP Design and supports a new
curriculum that trains future leaders to reconnect the act of design to making
through inter-disciplinary collaboration and a focus on direct fabrication.

The design maximizes opportunities for communication and cross- fertilization of ideas

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between AP Design Departments.

Studios, crit spaces, exhibition areas, collaboration pods, and faculty offices are arranged
around an axial three-story atrium, the “collabora- tion corridor,” to foster a rapid
exchange of intellectual and technical knowledge.

Fig 3.1.2.2 Crit Space for students

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Fig 3.1.2.3 Lecture hall in Colllege Of Kansas

Fig 3.1.2.4 Workshop spaces at Kansas

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Fig 3.1.2.5 Ground Floor Plan of Kansas Institute

Fig 3.1.2.6 First Floor Plan of Kansas Institute

33
The project also introduces new research laboratories and vertically- integrated studios
that comprise a 24-hour “Design Information Commons,” a new feature to a re-configured
Weigel Library.

INFERENCE :

Interactive spaces between students of ewh departtment.

Seperate studio and crit spaces .
OAT for students to to study in a better environment

3.2 LIVE CASE STUDY

3.2.2 CEPT UNIVERSITY , AHMEDABAD

CENTRE FOR ENVIRONMENTAL PLANNING AND TECHNOLOGY(CEPT) WAS

ESTABLISHED IN 1962 UNDER AHMEDABAD EDUCATION SOCIETY.

THE DESIGNED IS INFLUENCED FROM LOUIS KHAN AND LE CORBUSIER’ S DESIGN

IDEAS.

LOCATION : AHMEDABAD

ARCHITECT : B.V.DOSHI

AREA : 12.5 ACRES

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Fig 3.2.1.1 Cept Site location

The site surrounded by gujarat university , school of engineering and applied science , mg
science institute.

The site is located in kasturbjai lalbhai campus , a suburb in ahmedabad. it lies in a zone
with other educational institutions.

It is roughly rectangular in shape , with extensions on eastern side and northern side and
southern ends.

FEASIBILITY :

6.7 KM FROM AHMEDABAD RAILWAY STATION

7.1 KM FROM AHMEDABAD BUS STAND
12.0KM FROM AHMEDABAD AIRPORT

CAMPUS CONSIST OF 4 SCHOOLS :

SCHOOL OF ARCHITECTURE
SCHOOL OF PLANNING
SCHOOL OF BUILDNG SCIENCE AND

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TECHNOLOGY
SCHOOL OF INTERIOR DESIGN

STUDENT INTAKE :

B.ARCH – 30
M.ARCH –20(EACH DISCIPLINE)
B.ID-30
M.PHIL-20

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Fig 3.2.1.2 Cept Site Plan

ACCESS :

Main access on northern side

Two entrance from southern side
Two entrance from western side

The built form starts with pair of parallel walls.

The repeated wall structres can be observed in the building .

Overall planning is done with built masses on one side with central courtyards.

The building design incorporates thermal comfort.

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STUDIOS AND CLASSROOM SPACES WITH LARGE AMOUNT OF NATURAL LIGHTING

38
OAT / DISPLAY AREA

Fig 3.2.1.3 FLOOOR PLANS OF DIFFERENT BLOCKS AT CEPT

The school of building science and technology displays further divergence from
established language.

The act of sinking in into ground floor to remain consistent with floor levels.

Inclusion of framed structure and optimization of structural members, reduced wall

thickness and beam depths affirm the utility aspect.

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Fig 3.2.1.4 Section showing North facing Glazing

DESIGN FEATURES :

The campus building is setback 100 ft from road and is shielded by trees .

The buildings are located orthogonally with respect to site according to the cardinal
directions.

The design is intended to be close to nature.

The loosely held open spaces are interconnected and filled with landscape.

Exposed local materials for low cost , easy expansion and maintenance.

INFERENCE : POSITIVE

No feeling of restriction-place for learning and teaching anywhere

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More use of interaction spaces like basement , courtyard, corridors .

All blocks are easily accessible .

Exposed brickwork that helps to reduce heat and gives fresh learning environment.

NEGATIVE :

Oil in courtyard makes the atmosphere around dusty.

No ramp for physically challenged to access.

Studios on southern part of campus experience glare due to sunlight.

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 3.2.3 NATIONAL INSTITUTE OF DESIGN , AHMEDABAD

The national institute of design (nid) is a design school in ahmedabad , india.

The institute functions as an autonomous body under the department of industrial policy
and promotion, ministry of commerce and industry, government of india.

NID is accorded as "institute of national importance" by act of parliament, under the

national institute of design act, 2014.
The government of india set up the national institute of design in 1961.

Design team : charles and ray eames , gautam sarabhai

It offers courses for both under graduation and post graduation.

Fig 3.2.2.1 NID site location

The site is surrounded by tagore hall , divan ballubhai school , sabarmati river front event
centre , rajnagar society.

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FEASIBILITY :

4.8KM FROM RAILWAY STATION

2.7KM FROM BUS STAND
12.7KM FROM AIRPORT

STUDIOS :

FILM AND VIDEO COMMUNICATION ; PRODUCT DESIGN ; EXHIBITON DESIGN ; CERAMIC

AND GLASS DESIGN ; TEXTILE DESIGN ; FURNITURE DESIGN ; GRAPHIC DESIGN AND
ANIMATION DESIGN

MATERIALS :
PRECAST RCC , EXPOSED BRICK WORK FOR OVERALL STRUCTURE .

FLOORING CONSISTS OF SQUARES OF TWO MODULE LENGTH CAST IN CEMENT (PATENT

STONE).

SITE AREA : 20 ACRES (APPROX).

BUILT UP AREA : 27,500 SQ.M

COURSE STRUCTURE :

B.DES – 4YEARS
M.DES – 2.5 YEARS

INTAKE PER YEAR – 100 STUDENTS PER YEAR

INTAKE PER DESIGN FIELD – 12 TO 15 STUDENTS

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Fig 3.2.2.2 NID SITE PLAN

The site is along the sabarmati river.

The site is divided into three parts – admin zone , institutional zone , residential zone
hostel entry can be accessed from road and from backside of the campus.

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 Table 7 INFERENCE OF SPATIAL AREA AT NID

SPACES AREA(APPROX)
STUDIO/LAB – 4 82 SQ.M
TEXTILE DESIGN LECTURE ROOM – 1 24 SQ.M
DYEING STUDIO - 1 72 SQ.M

GRAPHIC DESIGN STUDIO/LAB – 1 70 SQ.M

STUDIO/LAB – 1 80 SQ.M
PRODUCT DESIGN CLASSROOM - 1 24 SQ.M

CERAMIC & GLASS STUDIO/LAB – 1 80 SQ.M

CLASSROOM - 1 24 SQ.M
DESIGN
FURNITURE & STUDIO/LAB – 1 80 SQ.M
CLASSROOM - 1 24 SQ.M
INTERIOR DESIGN
STUDIO/LAB – 1 82 SQ.M
EXHIBITION CLASSROOM - 1 24 SQ.M
DESIGN
FILM &VIDEO STUDIO/LAB – 1 85 SQ.M
COMMUNICATION

.Fig3.2.2.3 GROUND FLOOR PLAN OF NID

45
Fig 3.2.2.4 FIRST FLOOR PLAN OF NID

Fig 3.2.2.5 SECOND FLOOR PLAN OF NID

46
EXPOSED BRICK WORK WITH RCC BAND AS EDGES

FLOORING DONE WITH CEMENT MODULES

47
48
DESIGN FEATURES :

Landscaped areas that are used for informal gathering projected platforms that act as
sitouts and workspace for students.

Separate access from groundfloor to workshops.

Ancient monument like structure at amphitheatre that acts act as backdrop for the stage.

INFERENCE : POSITIVE

Exposed brick and concrete work reduces heat and cools the building spaces.

Vertical zoning : admin/official department at ground floor ; educational spaces on upper

floors.

SIte zoning is horizontal.

Separate spiral staircase that reaches studio spaces directly from ground floor.

NEGATIVE

No-clear identification of access corridors

Dyeing studio is not connected to textile lab and makes it difficult for the students.

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 3.2.4 INDIAN INSTITUTE OF MANAGEMENT , AHMEDABAD

The IIM campus is a large institutional and housing campus in Ahmedabad.

It was designed by american architect Louis I Kahn.

The site is provided little in terms of immediate urban context

And the design folllows from a reconsideration of educational campus in

response to act of learning.

A series of intermediate or transition spaces mediate the connection between different

functional requirements and creates opputunities for social interaction.

Kahn had developed a monumental language with forms and large openings .

Fig 3.2.3.1 Site plan of IIM

The site is located along the western fringe of Ahmedabad. It was a remote area at that
time .

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The design attempts be a self contained instituitional campus with school , student
dormitories , and staff housing.

The various buildings of the campus thus act as microsm – a city in a city.

The site was flanked by two major transport arteries.

Fig 3.2.3.2 Spatial organisation of different building types

The school , the dormitory and Housing relate to one another in an hierarchial order.

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Fig 3.2.3.3 Instituition block at IIM

The main school space provides for a third space to mediate between two programmatic
requirrements.

The student dormitory space offer the best exposure of concept of meeting place. Each
four storey block has a conventional large common space on the ground floor where
students can socialize and discus.

On the upper floor the private rooms of students are separated from the commonly
served areas.

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Fig 3.2.3.4 Dormitory block at IIM

INFERENCE :

The idea the design is not only focused on providing for individual facilities but also
contains the fundamental requiremnts of an instituition in developing learning process.

The design takes a stance that learning takes place not only in classrooms but also in
other places of social gathering.

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3.3 INFERENCES: Table 8 Live Case study analysis

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 4.SPECIAL STUDY

EXPRESSION THROUGH ARCHITECTURE

4.1 GENERAL STUDY

Architectural expression is a wide term covering not only the inner purpose of a building or
a group of buildings.
It is an expression and indication of total building with materials ,mode of construction
which contribute to aesthetic apparance.
Expression improved with development in technique.from cave dwellings to huts and lake
side dwellings.

Fig 4.1.1 Flowchart of expression through architecture

Architectural expression can be in any means in a building structure . It can be expressed

through the facade of a building ,interior spaces or any means of expression in walls ,roof
, floor etc.
In the past, technological limitation and possibilities of structure have been a source of
architectural inspiration.
Today, the limitations have disappeared and possibilities in structural sphere have
increased to such an extent that these have become the major compelling forces
influencing expression.
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Architectural expression improved with the development techniques and materials

Fig 4.1.2 Development of architectural expression through forms

In earlier periods ,the architect has to cater the needs of individuals and built
palaces,mansion etc.

At present , Architect has to compete expression to the growth, progress and culture of a
generation.
The architect has to act as a coordinator, as a man of vision and professional
competence.

Expression through architecture emphasizes form, abstraction, repudiation of modernist

rationalist ideals, and the traditional classical box.

In India ,converting Hindu temples to mosques by using defaced materials from existing

temples, had its distinctive influence on architectural expression .

4.1.1 EXPRESSION THROUGH FORM

CHICAGO SPIRE

ARCHITECT : SANTIAGO CALATRAVA

Inspired by themes taken from some images of nature or reality and for this twisting
skyscraper , the structure was taken inspiration from imaginary smoke spiral coming from
a campfire near the Chicago River.

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Fig 4.1.3 Form Development of Chicago spire

MALMO’S TURNING TORSO

ARCHITECT : SANTIAGO CALATRAVA

Turning Torso is mixed-use residential tower in Malmö’s Western Harbor, as a symbol of

revitalization of an important urban area. The idea originates from the Turning Torso
sculpture Calatrava himself did years prior.

Fig 4.1.4 Form Development of Malmo’s Turning torso

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4.1.2 EXPRESSION THROUGH CULTURE

PARLIAMENT BUILDING , KUWAIT

ARCHITECT : JORN UTZON

Expression of culture and identity can be in the means of planning or exterior treatment.

Attempts by foreign architects to express cultural identity in architecture .

Utzon’s scheme most prominently features a public colonnade of soaring, thin piers that
support a graceful, draped concrete roof over an open plaza.

Fig 4.1.4 PARLIAMENT BUILDING , KUWAIT

BALLYGUNGE RETAIL , KOLKATA

ARCHITECT : ABIN DESIGN STUDIO

The ornamental expression featured here is not a return of ornament nor it is nostalgic.
It is the way in which the ornamental is carried out. It is shown in building plan and formal
expression and marks the cultural experience today.

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4.1.3 EXPRESSION THROUGH MATERIALS

WALT DISNEY CONCERT HALL,CALIFORNIA CONTEMPORARY MUSEUM FOR

ART , NEVELAND

Architects such as Zaha Hadid, Frank Gehry, and Moshe Safdie, to name a few, have
challenged the idea of using steel merely to construct a building skeleton and have

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instead created innovative and fluid structures that allow the material to take center
stage.

INVESTCORP BUILDING, UNITED KINGDOM KAUFFMAN CENTRE OF

PERFORMING ARTS,KANSAS

4.1.4 EXPRESSION THROUGH EMOTIONS

IMPERIAL WAR MUSEUM , MANCHESTER

ARCHITECT : DANIEL LIBESKIND

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Housed in an iconic aluminium clad building, representing a globe shattered by
conflictBuilt exhibition space gives powerful voice to the extraordinary experiences of
ordinary people forced to live their lives in a world torn apart by conflict.

4.2 INFERENCE :

The character of present day architecture must obviously be the reflection of the
environment effected by progressive advancement in accordance with the march of
time.

The advances in technology, the new materials processed and placed on the market
and the progress in industrialisation and methods of prefabrication influence architectural
expression.

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 5.SITE STUDY

5.1. SITE INPUTS

Bhopal is the capital city of Madhya Pradesh. It's one of India’s greenest cities.
Bhopal is known as the City of Lakes. There are two main lakes, the Upper Lake and the
Lower Lake.

Bhopal district is almost 80% urbanized with most people living in the city of Bhopal.
It is the administrative and political nerve centre of the state. Nestled in beautiful
surrounding of lakes and hills, it’s surrounded by forests and poor agricultural land.
It is the 17th largest city in the country.

According to the 2011 census, the population of the Bhopal city (the area under Bhopal
Municipal Corporation) is 1,798,218.

Bhopal has more than 550 state-sponsored schools, which are affiliated to the Madhya
Pradesh Board of Secondary Education (MPBSE). In addition, there are five Kendriya
Vidyalayas in the city, affiliated to the Central Board of Secondary Education (CBSE).

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SOURCE : BHOPAL CITY DEVELOPMENT PLAN Under JNNURM

BHOPAL LANDUSE MAP

AREA : 285 SQ.KM

SOURCE : TOWN AND COUNTRY PLANNING , BHOPAL

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 BHOPAL TOURIST MAP

Bhimbetka Caves are about 35 kilometres from Bhopal city. They have evidence of
dwellings of pre-historic man during the Paleolithic era.

Regional Science Centre is a science museum located on the picturesque Shyamala Hills.
It houses about 300 science exhibits in ‘Invention’ and ‘Fun Science’ galleries

CLIMATE ANALYSIS

The city enjoys a moderate climate. The rainy season lasts from mid June to September,
the winter from November to February, and summer from March to June. October sees
the transition from rainy to the winter season.

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Winds are predominant from the west and southwest during the monsoon. The presence
of the lakes and hillocks create numerous and varying microclimates.

5.2 SITE ANALYSIS

The proposed NID is located in Bhopal .

It is proposed by the Ministry Of Industry and Commerce, Govt Of India.
Bhopal is the home of many universities and highest number (Fifteen) of Institutions of
National Importance
Bhopal is home to the largest number of Institutes of National Importance in India, namely
IISER, MANIT, SPA, AIIMS, NLIU and IIIT.
The site is located 10 km outside the main city.
NID is declared as Institute Of National Importance and the cities in which NID are located
is also declared as city of national importance.

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SITE LOCATION

The site comes under government land and it is surrounded by private land.

As per the landuse the site in agricultural zone of Bhopal district.

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5.3 SITE INFERENCES

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5.4 SITE ZONING

Site zoning is done in a way that the site is divided into different zones namely , institutional
block , hostle block , staff housing , admin area , and common amenities.

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 6. CONCEPT

Best education happens in the best environment .

How is a best environment created ??

A campus genrally shows that it is a learning space only inside four walls

But opening out of learning areas are very few in educational institutions . In recent times
there are various campuses that are evolving with space to openout .

Thus the main concept of this campus is to open out and give exposure to students where
they feel comfortable and enthusiastic in their learning process.

Interaction between students is important in todays education world as students need to

expose their feelings and thoughts.

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 7. DESIGN PROPOSAL

Fig 7.1 SITE PLAN

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INSTITUITION BLOCK

Fig 7.2 Ground floor Plan

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Fig 7.3 First floor plan

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Fig 7.4 Second floor plan

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SECTION CC
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 8. BIBLIOGRAPHY

1. Achyut Kanvinde and H James Miller , Campus Design in India , Experience of A

Developing Nation
2. Snehal Y Damugade and Tejas B Pingale , Campus Planning (report submiited in
November 2017 )
3. Prof.Johannes Kinster , Fourth Edition Neufert’s Architects’ Data , January 2012
4. Joseph De Chiara & John Callender , Time Saver Standards for all Building types , 2nd
edition 1987.
5. Vikram Kirloskar , India Design report 2015.
6. Charles and Ray Eames , The India report , National institute of Design April 1958
7. Achyut p Kanvinde , Architectural Expression edited in 1959.
8. Yasser Mahgoub , Architecture and the expression of cultural identity , May 2017.
9. Bhopal Municipality , Madhya Pradesh Bhumi Vikas Rules , 1984.
10. Architecture + Design , Redefining Architecture for Education , July 2017.
11. Kevin Lynch , Site Planning Third Edition

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