Architectural Design

How to do Literature and Case study

Checklist for case study
1. Introduction

A general background and context of the school chosen is given.

2. Site Location & analysis

Each site has a unique nature of its own. The purpose for which it is to be used should
be clearly understood. Every site when disturbed takes time to experience the mutual
adjustment of its elements. For example, the flow of water creates a drainage pattern. Many
factors are involved in the analysis of the site. These include the factors above the ground,
below the ground and on the ground, as discussed in the following:

 Geology

 Topography-slope analysis

 Hydrography-streams, lakes, swamps

 Soil – classification of types and uses

 Vegetation

 Wildlife

 Cultural factors : Existing land use – ownership of adjacent property and off-site
nuisance Linkages, Traffic and transit-vehicular and pedestrian circulation on or adjacent
to site, Density and floor area ratio, Utilities – sanitation , water, gas, electricity,
stormwater drainage, Existing buildings, Historic factors – historic buildings and
landmarks.

 Existing land use : This implies a survey of the present status of the land-whether it is
residential, commercial, industrial or recreational. The ownership of the adjacent site will
also affect the land being surveyed.

 Offsite nuisances: Disturbances from outside and around the site have to be studied.
 Visual nuisance elements: Power lines, water tower, certain industrial complexes,
highways, advertisement boards, junkyards(waste dumps), etc., are some examples of
eye-sore elements that have to be taken into account.

 Possible auditory nuisance: Noise produced by heavy automobiles, trains, air traffic etc.
and the surrounding population has to be studied.

 Possible auditory nuisance: Noise produced by heavy automobiles, trains, air traffic etc.
and the surrounding population has to be studied.

 Olfactory nuisance: Dumps, chemicals, other wastes in and around the site have to be
taken care of.

 Safety Hazards: Severe or sudden changes in landform, such as a steep cliff at the edge of
the site have to be noted.
3. Climatic factors

Across a piece of land, the elevation difference, character of topography, vegetation cover,
and water bodies influence the climate of that area. On the other hand, precipitation and
temperature are the major factors affecting vegetation. In cool and temperate climates,
vegetation may be used to block winter winds. The following climatic factors are given :

Climate, temperature, Rainfall, Humidity, sun path, wind speed and direction etc.,
4. Zoning

Zoning includes primary spaces, secondary

spaces, tertiary spaces, connections like passages,
corridors, transition spaces

5. Circulation

Movement patterns, for both vehicles and

pedestrians. Horizontal circulation consists of
elements such as the corridors and lobbies.
Vertical circulation includes elevators, staircases,
ramps etc. The efficiency of the placement of
these services should be analyzed.
6. Organisation

This part lays out study of basic ways the spaces of building can be
related to one another, how they are organized into coherent
patterns of form and space. Spatial relationship, how the are linked,
adjacent spaces are all noted. Check whether the building has
followed any type of organisation, say radial, grid etc.,

7. Form and function

Analyzing the reason behind the form of that particular building

and how it merges with the surrounding environment. Form and

Function go hand in hand. The form of the building should be able to
convey the function of the building. As an example, an institutional
building should not end up looking like a museum
8. User behaviour

Studying the functioning of a particular place, is very important; without which you will not
be able to figure out the requirements and the area that should be allotted for each of the
requirements. Talking to people working at that place, will help you figure out if the
requirements that are provided are adequate and the area that is allotted is sufficient for its
efficient working. The activities of user group are segregated. In our case, the activities of
students of different grades, teaching and non-teaching staffs, supporting staffs and visitors
are listed.

9. Flow chart – proximity chart

After listing the activities the proximity chart of different groups are drawn. This is based on
the daily activities of the different user groups.
10. Open space

Courtyards, playground and other open spaces of the building

are studied to understand how transition occurs, how people
use that space or turn that space into, how formal and informal
that space turns depending upon the usage of space.

11. Lighting and ventilation

One of the important factor in design of buildings for user

comfort. Each space requires its own lighting, natural or
artificial. Methods and techniques involved in bringing light and
air into classrooms (as required) is studied
12. Aesthetics

Façade of the buildings are also studied, in order to know

how it is related to the context and also techniques employed

in implementing them. How the elements or artifacts are

located and how they all are related to the building.

13. Materials

Building materials used in the building , on what basis these materials are
chosen, how it is used in the building, construction techniques are
studied.
14. Structure and Services
The working of Fire Alarm system, HVAC and Water supply
systems should be examined and their space requirements
are to be analyzed.

15. Barrier free environment

Implementation of the Barrier-free architecture for
comfortable access to disabled people. Most public buildings
have mandatory accessibility systems for the disabled.

16. Parking and vehicular traffic

Measure the allotted parking area on site, say for ten cars,
then calculate the average area for each car and compare it
with the areas specified in TSS (Time Savers Standards).
17. Landscape
The landscape involves the design of outside space. This

should be thought about carefully to make an architectural

design complete. Type and characters of vegetation used,

aspects of choosing them are noted.

18. Energy efficiency

Sustainable features employed in the building are noted and selection of that particular
feature, materials used, construction studied are analyzed

19. Inference

20. Sketches
Checklist for Literature study
1. Anthropometrics

The standard

dimensions of

different users

around different

space based on

activities and

typology are noted.

2. Standards and norms

Standards for different type of buildings, different spaces primarily involved, furniture used,
dimensions are all listed. You can get all these information on TSS

3. Guidelines

Guidelines are recommended best practices that aim to set standards in the future

4. By-laws, rules and regulations

Set of rules that must be strictly followed in the buildings are already given by the local
authority. For example, DCR is followed in Chennai which norms gives for set-backs, FSI
of different areas. etc., NBC – National Building Code, is a national instrument providing
guidelines for regulating the building construction activities across the country. It serves as a
Model Code for adoption by all agencies involved in building construction works
 DRUK WHITE
LOTUS SCHOOL
 Project facts
• Location : Shey, Ladakh

• Year of completion : 2001 – Nursery and

Infant courtyard

2004 – Junior school

• Completion due : 2017 (final phase)

• Architect : ARUP Associates

• Client : Drukpa Trust

• No. of students : 650 (rising to 780)

• Site area : 13 hectares

• Floor area : 1200 sq.m

Background

 The school’s aim is to give children from this remote part of India a high-quality, modern
education, whilst engaging with local cultures or traditions.

 Residential accommodations will be built to house students from distant towns and
villages as well as their house parents.

 The overriding goal for the school was to provide fl exible, high-quality teaching spaces
in a sustainable building that takes advantage of local sustainable building materials and
appropriate building technologies (traditional and modern).

 It should become a model for appropriate and sustainable modernization in Ladakh.

Inherent in this goal were the needs to import no energy, maximize the solar potential
of the high desert, and supply and treat all water on site.
Site
 The school is in the village of Shey, close to the River Indus
and its irrigated fields. It is the site of the historic Shey
monastery of Ladakh.

 The school is at the edge of the village, on the main road that
leads from the village to other gompa sites.

 Between the school and the village, a rich cluster of ancient

chortens (the local term for stupas) creates a picturesque
setting.

 Next to the site is another school complex of humble quality.

The site slopes gently to the south, providing the opportunity
for a south-facing settlement.

 Encircled by peaks rising to over 7,000 metres and

overlooked by two important monasteries, the site possesses
a unique sense of place.
Climatic Conditions
 Cold Desert

 Leeward side of the Himalayas

 Summer : -3 to 30 degrees Celsius

 Winter : -20 to 15 degrees Celsius

 Annual precipitation : 10cm (mainly inform of snow)

 Very dry air

 Relative humidity : 6-24%

 High altitude and low humidity

 the radiation level is very high.

 Dust storms are common in afternoon

 Soil is thin , sandy and porous

Planning concept

 The basic form of Mandala, the Buddhist spiritual symbols

is a square grid representing the sacred space secured by
protective walls

 The mandala has been an integral part in the planning of

monasteries in Ladakh. Hence, their sacred spaces are
woven into the framework of this nine – square grid

 Thus, combining the concept of the mandala and the key,

the school becomes a seamless junction, where education
and spirituality come together to create a tranquil
atmosphere well turned for a child’s development
Planning concept
 The traditional nine-square mandala figure, surrounded by an outer ring that is
concentric with the central circle.

 The outer ring will be formed by low walls, eight stupas and newly-planted willow trees.

 The underlying symbolic geometry, which is not apparent on the ground, seems to be
used more as an organisational tool than for its 6 symbolic meanings.

 When stripped of their local connotations, the eight-spoked dharma wheel (representing
Buddhist teachings) and the nine-square mandala (symbolising the inner and outer
worlds of the subjective and objective realms) present universally valid configurations for
design and planning.

 In this project, they give formal discipline to the plan and provide an efficient
configuration for the distribution of services.
Planning
 Single-storey buildings are arranged like a small
village or monastery in contrast to the open
desert landscape.

 The master plan is composed of two main parts:

the daytime teaching area, organised on a nine-
square grid, and the residential spine with dining,
organised along the south-north axis.

 At its highest point the spine culminates in a

temple structure – a building in the local
vernacular that is outside Arup’s design brief.

 At the centre of the nine-square grid, the

assembly courtyard is conceived as a place where
the whole school community can congregate.
Response to physical constraints
 The buildings in the daytime teaching area are
turned 30° from the south towards the east to
benefit from the morning sun.

 All other buildings face south, so as to maximise

solar benefit throughout the day and store heat
for evening and night-time use.

 Water is distributed through a solar-powered

system located close to the western perimeter
of the site.

 This infrastructure, referred to as the ‘energy

centre’ on the plans, contains the water
borehole, water pump and the solar panels and
batteries.
Response to physical constraints
 The design of the toilet facilities also responds to the scarcity of water. Adapting and

improving on the traditional dry latrine, these structures are solar-assisted to help

natural ventilation and waste recycling.

 The complex is isolated from the main road by a surrounding wall and accessed from

two locations.

 The main entrance and bus drop-off to the south give pedestrian access to the daytime

teaching areas and the residential spine rising up the slope towards the north.

 A service road from the west gives direct access to the northern end of the residential

area, as well as to the water and energy infrastructure (energy centre).

 Materials
 Granite walls with a mud core were stable and well insulated.

 Trombe walls made of ventilated mud brick and granite cavity walls
with double glazing are used.

 The roofs are constructed of local poplar rafters, willow sheathing

topped with mud and rock wool and the weather skin is sand and
aluminium sheets.

 Soil from the site was used in the roof construction and the mud
bricks for the inner wals were hand made .

 The granite blocks of the exterior wall are formed and finished from
stone found on the site or gathered from the surrounding boulder
field.

 Nearby monastery plantations grew the willow used in the roof

construction
Structures
 The key aspects governing the structural design were
earthquake loading, durability and appropriateness. The
structure, with its straightforward yet elaborate form,
has been designed to be clearly legible to the students
as they move through the school.

 Walls : The buildings have cavity walls, with granite

blocks jointed with mud mortar for the outer leaf and
traditional mud brick masonry for the inner leaf. Interior
surfaces are finished with clay. This gives increased
thermal performance and durability compared to the
mud brick walls commonly used in the region.
Structures - Roofing
 The Ladakhi-style heavy mud roof is supported by a timber
structure independent of the walls to provide earthquake
stability.

 Heavy timber portal frames provide the primary structure;

massive wooden joists support a traditional clay ceiling
insulated with mineral wool.

 The timber frames project beyond the double-glazed

windows, providing supports for sunshades and trellises for
future planting.
Landscaping and Water infrastructure
 The school courtyards, measuring 36 x 24 metres
each, are made up of a series of spaces defined by low
walls where children can sit and play.

 The outdoor areas have been designed to allow each

of the classrooms to extend outdoors.

 A water point is provided for wet-play, and deciduous

trees are planted for shade.

 The planting required a sound water infrastructure.

 As water is a limited resource, its conservation and

distribution constitute a major influence shaping
developments in this region. A solar-powered pump
provides additional irrigation water to the whole site
and to the vegetable gardens.
Landscaping and Water infrastructure
 In traditional communities there are distinct
riparian rights that limit the amount of water
that can be used for irrigation. Networks of
channels define landholdings and shape the
landscape within the valley. Learning from
these landscapes, the master plan included a
water distribution and irrigation system.
 Potable ground-water is drawn from a
borehole by a solar-powered pump and
delivered by gravity to a site that would
otherwise be desert.
 Wastewater from domestic uses is filtrated
via an underground pipe system along tree
lines that shade and green the otherwise
bleak high mountain desert environment.
Energy efficient features
Passive Solar Heating:
 The classroom buildings are oriented 30° east of true south
 Clerestory and view windows provide daylight to the classrooms
 The composting VIP latrine uses solar assisted stack ventilation for drying and odor
control. an elongated east-west axis to assure early morning warm up. The high desert
climate provides abundant sunshine all year, even during the winter months when -30° C
(-22° F) temperatures are reached.
 Trombe walls made of ventilated mud brick and granite cavity walls with double glazing
are used to provide evening heating in the dormitories.
 All the buildings in the residential area are oriented on a true north-south axis to
maximize solar gain. Small wood stoves are provided for back-up heating.
 The solar-assisted latrines have a solar wall that faces directly south for maximum solar
gain.
Passive solar heating
 The classroom buildings are oriented 30° east of true south

 Clerestory and view windows provide daylight to the classrooms

 The composting VIP latrine uses solar assisted stack ventilation for drying and odor
control. an elongated east-west axis to assure early morning warm up. The high desert
climate provides abundant sunshine all year, even during the winter months when -30° C
(-22° F) temperatures are reached.

 Trombe walls made of ventilated mud brick and granite cavity walls with double glazing
are used to provide evening heating in the dormitories.

 All the buildings in the residential area are oriented on a true north-south axis to
maximize solar gain. Small wood stoves are provided for back-up heating.

 The solar-assisted latrines have a solar wall that faces directly south for maximum solar
gain.
Energy efficient features
 Superinsulation : The roofs are constructed of local poplar
rafters, willow sheathing topped with mud and rock wool and
felt insulation. The weather skin is sand and aluminium sheets.

 Air locks. : The entries to the classroom buildings are all air
locks to act as a buffer between the winter cold and the
warm interiors.

 Daylighting : The classrooms are designed for optimum

daylight. In the wider Nursery and Kindergarten Building, the
light from the direct solar gain windows is balanced by
toplighting from north- and south-facing clerestories and a
splayed ceiling. No electric lighting is typically used in the
classrooms.
Energy efficient features
 Natural ventilation : All the rooms have well-shaded operable windows that allow
natural cross-ventilation that provides a cool, glare-free, high quality teaching
environment.

 Migration : The courtyards between the classroom buildings are subdivided into
smaller spaces appropriate for teaching during mild sunny days. The buildings and trees
provide shade and wind protection to these spaces.
Energy efficient features
 Solar Energy is used for a number of purposes like day-lighting, direct heat gain through
the windows & to induce ventilation through the Trombe walls

 Solar electricity is generated and used for a number of purposes.

 Besides providing electricity for general lighting at night, computers also run on solar
electricity.

 The latter is also used to run the water pump that pumps water from a depth of about
30 metres. Solar water heaters are used to heat the
PV panels water required for washing purposes


 .