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SCHOOL OF PLANNING AND ARCHITECTURE: VASANT KUNJ 2019
Contents
1 CHAPTER-1-LITERATURE REVIEW ........................................................................... 4
1.1 INTRODUCTION TO THE TOPIC ........................................................................... 4
1.2 INSTITUTIONS.......................................................................................................... 4
1.3 ARCHITECTURE ...................................................................................................... 4
1.4 AUTONOMOUS UNIVERSITY .............................................................................. 4
1.4.1 AS PER MINISTRY OF HUMAN RESOURCE AND DEVELOPMENT
(MoHRD) ........................................................................................................................... 4
1.5 BIOPHILIC ARCHITECTURE.................................................................................. 5
1.6 HISTORY OF ARCHITECTURE .............................................................................. 5
1.6.1 INTRODUCTION OF ARCHITECTURAL INSTITUTIONS IN INDIA ......... 5
1.6.2 SCHOOL OF PLANNING AND ARCHITECTURE (S.P.A) ............................ 6
1.6.3 TYPES OF UNIVERSITY ACCORDING TO MoHRD .................................... 7
1.7 JUSTIFICATION FOR NEED OF TOPIC ................................................................. 8
WHY ARCHITECTURE INSTITUTE? ............................................................................... 8
1.8 WHY SCHOOL OF PLANNING AND ARCHITECTURE ? ................................... 8
1.9 WHY BIOPHILIC DESIGN ? .................................................................................... 8
2 CHAPTER-2-THEORATICAL FRAMEWORK ............................................................ 11
2.1 MOTIVATION ......................................................................................................... 11
2.2 AIM ........................................................................................................................... 11
2.3 OBJECTIVE.............................................................................................................. 11
2.4 SCOPE ...................................................................................................................... 12
2.5 LIMITATIONS ......................................................................................................... 12
2.6 METHODOLOGY .................................................................................................... 12
2.7 LIST OF CASE STUDIES ........................................................................................ 13
2.7.1 CHANDIGARH COLLEGE OF ARCHITECTURE ........................................ 13
2.7.2 CENTRE OF ENVIRONMENTAL PLANNING & TECHNOLOGY (CEPT)
............................................................................................................................18
2.7.3 YALE ARCHITECTURE BUILDING, NEW HAVEN, CONNECTICUT ..... 26
3 CHAPTER-3-INTRO TO SITE & ANALYSIS .............................................................. 38
3.1 SITE ANALYSIS ...................................................................................................... 38
3.1.1 LOCATION:- ..................................................................................................... 38
3.1.2 SITE ACCESSIBILITY:- .................................................................................. 38
3.1.3 SITE ORIENTATION:-..................................................................................... 38
3.1.4 CLIMATIC CONDITIONS:- ............................................................................ 39
3.1.5 APPLCABLE BYE-LAWS BY MPD2021:- .................................................... 40
3.1.6 SITE SURROUNDINGS:- ................................................................................ 41
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3.1.7 CULTURE :- ...................................................................................................... 45

3.1.8 SITE APPRECIATION ..................................................................................... 45
3.1.9 SWOT ANALYSIS ........................................................................................... 46
3.1.10 AREA REQUIREMENTS:- .............................................................................. 46
4 CHAPTER-4-CONCEPT & ZONING ............................................................................ 48
BIOPHILLIC DESIGN .................................................................................................... 48
CONTEMPRORY ARCHITECTURE ............................................................................ 48
REFERENCES – ..................................................................................................................... 50
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LIST OF FIGURES
Figure 1. 1 Types of Institutional Building ................................................................................ 6
Figure 1. 2 Universities in India ................................................................................................ 8
Figure 2. 1 Methodology.......................................................................................................... 12
Figure 2. 2. Location Map of CCA, Chandigarh ..................................................................... 13
Figure 2. 3. Climate of Chandigarh ......................................................................................... 14
Figure 2. 4. Site Plan of CCA .................................................................................................. 14
Figure 2. 5. Floor Plan of CCA ................................................................................................ 15
Figure 2. 6. Area Analysis ....................................................................................................... 16
Figure 2. 7. Section and Elevation ........................................................................................... 16
Figure 2. 8. Location of CEPT, Ahemdabad ........................................................................... 18
Figure 2. 9. Climate of Ahemdabad ......................................................................................... 19
Figure 2. 10. Site Surroundings of CEPT ................................................................................ 19
Figure 2. 11. Site Plan of CEPT ............................................................................................... 20
Figure 2. 12. Movement Along the Site ................................................................................... 21
Figure 2. 13. Ground Floor Plan of CEPT ............................................................................... 22
Figure 2. 14. First Floor Plan of CEPT .................................................................................... 22
Figure 2. 15. Second Floor Plan of CEPT ............................................................................... 22
Figure 2. 16. Fourth Floor Plan of CEPT................................................................................. 23
Figure 2. 17. Fifth Floor Plan of CEPT ................................................................................... 23
Figure 2. 18. Staff Block of CEPT ........................................................................................... 23
Figure 2. 19. Administrative Block.......................................................................................... 24
Figure 2. 20. Sections & Elevations of CEPT ......................................................................... 25
Figure 2. 21. Location of Yale Architecture Building ............................................................. 26
Figure 2. 22. Site Surroundings of Yale Architecture Building .............................................. 27
Figure 2. 23.Site Plan of Yale Architecture Building .............................................................. 28
Figure 2. 24. Second Basement of Yale School....................................................................... 28
Figure 2. 25. Basement of Yale School ................................................................................... 29
Figure 2. 26. Ground Floor Plan of Yale School ..................................................................... 29
Figure 2. 27. Second Floor Plan of Yale .................................................................................. 30
Figure 2. 28. Third Floor Plan of Yale..................................................................................... 30
Figure 2. 29. Fourth Floor Plan of Yale ................................................................................... 31
Figure 2. 30. Fifth Floor Plan of Yale ...................................................................................... 31
Figure 2. 31. Sixth Floor Plan of Yale ..................................................................................... 31
Figure 2. 32. Seventh Floor Plan of Yale................................................................................. 32
Figure 2. 33. Eight Floor Plan of Yale ..................................................................................... 32
Figure 2. 34. Sections of Yale .................................................................................................. 33
Figure 2. 35. Services of Ground & First Floor of Yale .......................................................... 34
Figure 2. 36. Services of Second & Third Floor of Yale ......................................................... 35
Figure 2. 37. Services of Fourth & Fifth Floor of Yale ........................................................... 35
Figure 2. 38. Services of Sixth & Seventh Floor of Yale ........................................................ 36
Figure 2. 39. Services of Basement of Yale............................................................................. 36
Figure 3. 1. Location of Site .................................................................................................... 38

Figure 3. 2. Site Orientation ..................................................................................................... 38
Figure 3. 3. India Earthquake Zone ......................................................................................... 39
Figure 3. 4. Wind Direction ..................................................................................................... 39
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Figure 3. 5. Sun Path ................................................................................................................ 39

Figure 3. 6. Temperature .......................................................................................................... 40
Figure 3. 7. Precipitation .......................................................................................................... 40
Figure 3. 8. Physical Character of Site .................................................................................... 41
Figure 3. 9. Available Resources ............................................................................................. 42
Figure 3. 10. Visual Comfort at Site ........................................................................................ 43
Figure 3. 11. Site Relief Map ................................................................................................... 43
Figure 3. 12. Site Surroundings ............................................................................................... 44
Figure 3. 13. Aravalli Bio-diversity Park..................................................................... 44
Figure 3. 14. Site ...................................................................................................................... 44
Figure 3. 15. The Grand Hotel.................................................................................................44
Figure 3. 16. DLF Promenade.................................................................................................. 44
Figure 3. 17. Topography of Site ............................................................................................. 45
Figure 4. 1 Concept .................................................................................................................. 48

Figure 4. 2 Bubble Diagram..................................................................................................... 49
Figure 4. 3 Zoning Plan ........................................................................................................... 49
LIST OF TABLE
Table 1 Summary of Literature Review..................................................................................... 9
Table 2. Area Statement ........................................................................................................... 46
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1 CHAPTER-1-LITERATURE REVIEW
The chapter consist of literature review on orphanage. This section provides a
descriptive information about history , role, characteristics of orphanage and statement
to the problems for the same.
1.1 INTRODUCTION TO THE TOPIC
Nearly two thousand years ago, the Roman architect Vitruvius wrote that architecture
should provide firmness, commodity, and delight. It is the definition of “delight” that
still troubles us today. This is especially so on college campuses. Many who try to give
voice to what it is that brings delight in a building or an arrangement of buildings may
mention the design, the placement on the site, the choice of building materials, the
ornamentation, or the landscaping.
1.2 INSTITUTIONS
 "A campus is the mirror of a college or university's soul, reflecting its history, its
culture and image, its management style, and even its future. It tells all who visit it
how it thinks about itself and the way it expects others to judge it. " -JERRY
SERACUSE
 A University is an institution of higher (or tertiary) education and research which
awards academic degrees in various academic disciplines. Universities typically
provide undergraduate education and postgraduate education. – TOM WILHSONS
1.3 ARCHITECTURE
 "Architecture is full of romantics who think that even relatively small changes to
the built environment create the aspiration for a better society." - Mark Wingley
 "Architecture is too complex for just one person to do it, and I love collaboration."
– Richard Rogers.
 "Architecture is the art and science of making sure that our cities and buildings
actually fit with the way we want to live our lives: the process of manifesting our
society into our physical world.” - BjarkeIngels.
 "Architecture is unnecessarily difficult. It's very tough." - ZahaHadid.
1.4 AUTONOMOUS UNIVERSITY
 “University autonomy, specifically in reference to academic approach, staffing,
internal decision-making, and financial practices, in combination with proper
funding, is likely to enable universities to produce graduates with better
competencies and to enhance both the quality and quantity of research output. In
turn, improved graduate competencies and university research output contribute to
labor productivity and economic innovation. Increasing autonomy for universities
should be a high priority for policymakers.” – Jo Ritzen
1.4.1 AS PER MINISTRY OF HUMAN RESOURCE AND DEVELOPMENT

(MoHRD)
Autonomous colleges should fulfil the objectives of the National Education Policy
(1986-92).
All Colleges under Section 2(f) & 12(b) of the UGC Act are eligible under the
Scheme. Criteria for identification of institutions for grant of autonomy are as
follows:
a. Academic reputation and previous performance in university examinations and its
academic/co-curricular/extension activities in the past.
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b. Academic/extension achievements of the faculty.

c. Quality and merit in the selection of students and teachers, subject to statutory
requirements in this regard.
d. Adequacy of infrastructure, for example, library, equipment, accommodation for
academic activities, etc.
e. Quality of institutional management.
f. Financial resources provided by the management/state government for the
development of the institution.
g. Responsiveness of administrative structure.
1.5 BIOPHILIC ARCHITECTURE
 Biophilia is defined from the Greek root meaning love of nature –Erich Fromm in
1964
 The biophilia hypothesis taken together with the positive physiological effects on the
human body and brain observed during contact with nature have led many to suggest
that biophilia could actually be used and applied to different sectors of the built
environment and human life in order to improve health, well-being, and productivity.
The application of connecting humans to nature within the manmade world has been
termed biophilic design. –Abbey Lerner in 2016.
1.6 HISTORY OF ARCHITECTURE
Since the dawn of humanity, we have been observing and practising architecture.
ancient human civilization gives us proof of the presence of architecture in this world.
Architecture is one of the prime and important elements of the development of
civilizations.
Food, cloth and shelter are three primary needs of human, the History of Architecture
starts where the started searching for shelter, later they started building their own
dwellings. Although the house is the prime structure used by humans, later on, the other
buildings like a town hall, gathering buildings, library etc. were introduced to the
civilization and along with houses, these buildings became the prime buildings of
civilization.
In India, God is treated as a supreme body and is devoted more than king and god were
treated with supremacy in Architecture also, for that Temples were built and became
the prime building in the civilization.
1.6.1 INTRODUCTION OF ARCHITECTURAL INSTITUTIONS IN INDIA

The antecents of contemporary architecture and architecture and architectural education
in india go back about 200 years during the period of colonization in India, british
started building iconic and supreme buildings in India such as Courts, Palaces,
Parliament house and cantonments etc. they use their architectural feature while
designing these building. But , as the year pass by british architects got inspired by
Indian architecture and invented new style which is known as “Indo-sarcenic
architecture”
In late 19th century people of India tried to study in the field of architecture along with
british and gain education in Architecture field, for this the first Architecture college in
India and Asia “Sir J.J. School of Architecture was established in 1913.Provision of
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quality education in field of architecture. Sir J.J. School of Architecture was the only
college in India providing Architectural education in India.
As year passed the scope of architectural education increase which increase the demand
of Architectural institutions in India. After Independence the major Architectural
institutes were established in India some of them are CEPT Ahemdabad, IIT
Kharagpur, rachnasansad and many more but of them is School of Planning and
Architecture, Delhi established in 1941 that is prior independence which is National
Institute for Architectural education in India like IIT‟s.
1.6.2 SCHOOL OF PLANNING AND ARCHITECTURE (S.P.A)

School of Planning and Architecture (SPA) are a group of autonomous public institute
for higher education under ministry of Ministry of Human Resource Development,
Government of India. There are 3 listed SPA in India among which the first and the
oldest one is SPA Delhi (SPA–D) established in 1941 and newer one SPA Bhopal
(SPA-B) and SPA Vijaywada (SPA-V) both established in 2008.
Each SPA is autonomous and exercise independent control over its day-to-day
operations. However, the administration of all SPA‟s and the overall strategy of
SPA‟s are overseen by the SPA council. The SPA council is headed by India‟s
Minister of Human Research Development and consist of the chairpersons and
directors of all SPA‟s and senior officials from MHRD.
Figure 1. 1 Types of Institutional Building
TYPES OF INSTITUTIONAL BUILDING
NURSERY PRIMARY SECONDARY COLLEGE UNIVERSITY

SCHOOL
Source: MoHRD, India SCHOOL SCHOOL
1.6.2.1 NURSERY SCHOOL

A preschool, also known as nursery school, pre-primary school, playschool or
kindergarten, is an educational establishment or learning space offering early
childhood education to children before they begin compulsory education at primary
school.
1.6.2.2 ELEMENTARY SCHOOL OR PRIMARY SCHOOL
Elementary school is a school for students in their first school years, where they get
primary education before they enter secondary education. The exact ages vary by
country. In the elementary schools usually have 6 grades with pupils aged between 6
and 12 years old, but the age can be up to 10 or 14 years old as well.
1.6.2.3 SECONDARY SCHOOL OR HIGH SCHOOL
Secondary schools typically follow on from primary schools and lead into vocational
and tertiary education. Attendance is compulsory in most countries for students
between the ages of 11 and 16.
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1.6.2.4 COLLEGE
A college is an educational institution or a constituent part of one. A college may be a
degree-awarding tertiary educational institution, a part of a collegiate or autonomous
university
1.6.2.5 UNIVERSITY
An autonomous university typically refers to a university that exercises independent
control over its day-to-day operations and curriculum. It is generally associated with
universities or institutions and implies that the sponsoring state does not have control
over academic matters of the school.
1.6.3 TYPES OF UNIVERSITY ACCORDING TO MoHRD
1. Central University - A university established or incorporated by a Central Act.

2. State University - A university established or incorporated by a Provincial Act or by
a State Act.
3. Open University - A University which imparts education exclusively through
distance education in any branch or branches of knowledge.
4. Private University - A university established through a State/ Central Act by a
sponsoring body viz. a Society registered under the Societies Registration Act 1860, or
any other corresponding law for the time being in force in a State or a Public Trust or a
Company registered under Section 25 of the Companies Act, 1956.
5. Deemed University - An Institution Deemed to be University commonly known as
Deemed University refers to a high-performing institute, which has been so declared by
Central Government under Section 3 of the University Grants Commission (UGC) Act,
1956.
6. Institute of National Importance - An Institution established by Act of Parliament
and declared as Institution of National Importance such as All Indian Institute of
Technology (IIT), National Institute of Technology (NIT).
7. Institute Under State Legislature Act - An institution established or incorporated by a
State Legislature Act such as Nizam‟s Institute of Medical Sciences, Hyderabad; Sri
Venkateswara Institute of Medical Sciences, Tirupati; Sheree-Kashmir Institute of
Medical Sciences, Srinagar; Indira Gandhi Institute of Medical Sciences, Patna; Sanjay
Gandhi Post Graduate Institute of Medical Sciences, Lucknow.
8. Other Institute – An institution not falling in any of the above category but
established through State/ Central Act and are empowered to award degrees e.g.
National Institute of Fashion Technology established through an Act of Parliament.
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Figure 1. 2 Universities in India
Source: www.ugc.ac.in
1.7 JUSTIFICATION FOR NEED OF TOPIC

WHY ARCHITECTURE INSTITUTE?
 As an architecture student I have experienced that in every education campus the
faculty of architecture is located of a single floor with typical four studios, staff
rooms, library, a hall and classrooms. This decrease the exploration of ideas and scope
of creativity and also the students have to share their residential units with the
students of other faculty
 There is a need of an architectural institute which not only provides education but also
to explore construction technique, design method, etc. and such institute are few in
northern India.
 Architecture is the stream where hand, heart and mind should work all together in
presence of nature.
1.8 WHY SCHOOL OF PLANNING AND ARCHITECTURE ?
 SPA is premier institute in India in Architecture field and one of the oldest institutes
in India and mostly preferred by any student pursuing Bachelors , Masters and
Doctorate degree in architecture field.
 As SPA provides vast topic for selection to pursue Masters and Doctrate degree in
architecture .
1.9 WHY BIOPHILIC DESIGN ?
 The site for new campus of SPA Delhi is proposed in the central reserve which
consist of rich natural vegetation of flora and fauna
 Architecture is a hectic and extremely tough course so a relaxing and calming or self
healing architecture can enhance the students productivity and imagination.
 The site itself portrays some landscape features such as small canyons, natural water
body and woodlands. So it‟s important to retain the site in it‟s original posture.
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Table 1 Summary of Literature Review
S.NO AUTHOR TOPIC INPUT OUTPUT CONCLUSION

1 JO RITZEN University Government Increased university autonomy This research paper
autonomy: policy: contributes to graduates‟ aims to discuss the
Improving Autonomy and competencies and university pro‟s and con‟s of
educational funding research output. autonomy of
output institution it also
Effects of University autonomy is portraits how it is
autonomy and limited in many countries, important in
funding on primarily due to political improvising student‟s
university opposition output.
performance
2 Dr. K.M. Joshi INDIAN The nature of The responsibility of financing This paper aims to
HIGHER privatization in higher education is shared by deliver how higher
EDUCATIO higher education both public and privatesector education system
N: SOME in India contribute to indian
REFLECTIO economy and also the
NS The equity contribution from
related issues in various sectors.
Indian higher
education
3 Dr. Sumanth CURRENT Academic Higher Education today, the three major areas,
S. Hiremath SCENARIO Standards and belongs to the Highest Bidder for instance: The
OF HIGHER Need of World- Quality of Education
EDUCATIO Class Quality The Affordability of
N IN INDIA: Higher Education,
REFLECTIO Education Ethics in Education
NS ON
SOME Making Higher
CRITICAL Education
ISSUES Affordable
4 Younis Higher Growth of Higher education in India has The economic

Ahmad Sheikh Education in Higher expanded very rapidly in the success of the states
India: Education Sector last six decades after is directly determined
Challenges in India independence yet it is not by their education
and equally accessible to all. India systems.
Opportunities Opportunities in is today one of the fastest
Higher developing countries of the
Education world with the annual growth
rate going above 9%.
5 Abbey Lerner Higher Physiological 72% said they felt more alert It also decreases the
Education in Effects of and productive. chances of sickness
India: Biophilia • 88% said having direct in the work place as
Challenges views and access to the beings can connect
and Health benefits interior gardens improved with nature and help
Opportunities and comparative their senseof wellbeing. them to heal
analysis • 75% said the building‟s clear naturally.
glass design has increased
their sense of connectionwith
colleagues.
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6 Kaitlyn Gillis A Review of WHAT IS A BRIEF STUDY ON This review paper

Psychologica BIOPHILIC ELEMENTS SUCH AS focused on the three
l Literature DESIGN? Biophilic design
on the Health NATURAL LANDSCAPE categories as
and DIFFERENT AND ECOSYSTEM proposed
Wellbeing ELEMENTS OF by Stephen Kellert
Benefits of BIOPHILIC NATURAL GEOMETRY and Elizabeth
Biophilic DESIGN Calabrese in “The
Design DIRECT OR INDIRECT Practice of Biophilic
CURRENT EXPERIENCE OF NATURE Design”.
TRENDS IN AND SURROUNDINGS Psychological, peer
BIOPHILIC reviewed literature
DESIGN CULTURAL END supporting the
ECOLOGICAL benefits of Biophilic
ATTACHMENT TO THE design was
PLACE searched for through
the lens of restorative
environments.
7 AmitaSinha Architectural Degenerate Art, One would think that old texts The prevailing
History In Degenerate such as those of Fergusson paradigmis being
India: Architecture and Brown would be challenged by what
A Post- gathering dust on library has been dubbed as
Colonial Post-Colonial bookshelves, but both authors „saffronisation‟, i.e. a
Perspective Historiography have been reprinted, and search forindigenous
Brown's books have gone origins of ancient
Architectural through multiple reprints. Indo-Aryanculture,
History in and reinterpretation
Design of historic eventsfrom
Education the Hindu point of
view.
8 S.P. Rayjada Application VastuShastra, (1) Examination and Selection Works of Architects
of Ancient Basic Principles, of Site: - BhuPariksha. and Engineers from
Indian Construction, (2) Orientation:-DikNirnaya. Ancient India derived
Principles of Strength and (3) Planning of various principles of
Architecture Earthquake component:-Padavinyasa construction and
and Safety, Site (Vastu architecture based on
Engineering Planning Purusha Mandala) experience,
in Modern (4) Proportion and observation of natural
Practice Fundamental Measurement of building:- phenomena and
Concept of Manna andAyadi. considering social
Vastu Used In (5) The aesthetics of the and cultural aspect of
Construction building: - Bhulambamana India.
and The Science orChanada.
Behind Them
Ar. Present Architectural The gap today, between Formal architectural
9 MustakeemRa Scenario of education in education and profession is education as we
za Khan Architecture India awesome. Many schools of know it today was
Education In architecture have sprung up in introduced by British
India Govt. Policy for the recent times and a shortage in India in the late
architecture of able teachers is being nineteenth century.
education in experienced. The aim of
India starting the
architectural
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Architecture and education in India

its associative was to produce
programs assistants in the
established British
Architectural firms in
India.
10 Sharanabasap Present Issues in Indian After education, tour to all the Higher education in
pa CB Scenario of Higher places in India and world as India has undergone
Architecture Education far as possible with the rapid development
Education In System cooperation of government is after post-
India necessary so that one can independence era.
New Direction understand about people, Every society gives
of Higher culture, arts, literature, importance to
Education in religions, technological education because it
India. developments and progress of is a panacea for all
human society in the world. evils
Status of
Academic
Research Studies
2 CHAPTER-2-THEORATICAL FRAMEWORK
This chapter consists of the need, motivation, aim, objective, scope and limitation of the
project. It also comprises of methodology to achieve the objective of the project. It also
includes the live and literature case studies on orphanages.
2.1 MOTIVATION
India has only 50,000 registered architects as against the requirement of 5,00,000.
“With the current growth of commercial &residential spaces we‟re not producing
architects”. Says vijayshrikrishna, president, COA. ON 200+ Architectural colleges in
India, the number of private colleges are five times higher than the govt.institution
which are just 38-43.The intake is limited to 40-80 per school and each year around
3,500 architect‟s passout“It‟s not shortageof colleges but also about the quality. The
architecture education must need the profession, and not the way round,” insists
NeerjaTiku, Former Head, Department of Architecture,SPA-D, New Delhi. This
shortage of autonomous institutions in architecture is a concern in architectural field
.which is also attracting attraction of MoHRD which influenced govt. to set up more
autonomous institution of architecture all across the india . as we all know SPA-D is
one of the first institute providing education in art and architecture since 1941 . It‟s on
of the most prestigious institutions for education of architecture in india. The new
proposed campus at vasantkunj attracted my interest
2.2 AIM
To design an institutional building focusing on the relationship between humans and
nature which integrates the proximity between indoor and outdoor spaces.
2.3 OBJECTIVE
 Biophilic approach towards building and interconnection between humans and nature.
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 To evolve a sense of connection with building by using exposed services and various
construction details which therefore obtains an environment for better understanding
of the course.
 Eco-Sensitive development of site and site resources.
2.4 SCOPE
The total area of the site is 20.04 acres. Zoning will be done for the academic block and
campus amenities& design will be prepared for the same. The design part includes the
following drawings :
 Site plan
 Landscape plan
 Floor plans
 Elevations & sections
 Circulation plan
 Spaces for building services will be provided in the plans.
2.5 LIMITATIONS
 Structural design
 Estimation & costing
 Layout plans for building services will not be covered.
2.6 METHODOLOGY
The method adopted to achieve the aim and objective of the project.
Figure 2. 1 Methodology
Source: Author
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2.7 LIST OF CASE STUDIES

This includes live and literature case studies on Architecture institutions.
1. Live case studies:-
 Chandigarh College of Architecture
 Centre of Environmental Planning & Technology
2. Literature case studies:-
 Yale university
2.7.1 CHANDIGARH COLLEGE OF ARCHITECTURE

Chandigarh College of Architecture was established on 7th August 1961 and was set
up as a part of the great “Chandigarh Experiment” to impact education in
Architecture.
CCA is a college imparting education and research in field of architecture. It covers
the north-western region of India including the states of Punjab, Haryana, Himachal
Pradesh, Jammu & Kashmir as well as the union territory of Chandigarh.
2.7.1.1 LOCATION: –
The exact cartographic co-ordinates of Chandigarh are 30.74°N 76.79°E
Figure 2. 2. Location Map of CCA, Chandigarh
Source: Google Earth

2.7.1.2 SITE APPROACH
 Bus Station - Sector-17 ISBT (5kms)
 Railway Station - Chandigarh Railway Station (12 kms)
 Airport - Chandigarh Airport (26 kms)
 Bus Stop - PEC (400 mtrs.)
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2.7.1.3 ABOUT PROJECT

 Architect -- L e Corbusier
 Type of Building – Educational
 Established – 7th August ,1961
 Location – Sector 12 , Chandigarh
 Site Area – 20,000 Sq.mt. (5 acre)
 Total Built up Area – 13,570 Sq.mt.
 Ground Coverage – 12%
 FAR _ 0.4
2.7.1.4 ABOUT THE SITE-
The site is located in sector 12 which was planned as an intellect zone meant for
educational complexes. Punjab engineering college , post graduate institute of medical
science and Punjab university along with CCA is located in sector 11 and sector 12 on
vidya path , Madhya marg , and vigyan path respectively.
2.7.1.5 CLIMATE
This includes the climate of CCA, Chandigarh.
Figure 2. 3. Climate of Chandigarh
Source: India Meteorological Department
 The average annual rainfall is 1110.7 mm.

 Chandigarh has a humid subtropical climate characterized by a seasonal rhythm: very hot
summers, mild winters, unreliable rainfall and great variation in temperature (−1 °C to 46
°C OR 30.2 °F to 114 °F).
 The city also receives occasional winter rains from the Western Disturbance originating
over the Mediterranean Sea.
2.7.1.6 VEGETATION
Most of Chandigarh is covered by dense banyan and eucalyptus plantations. Ashoka,
cassia, mulberry and other trees flourish in the forested ecosystem.
2.7.1.7 SITE PLAN-
Figure 2. 4. Site Plan of CCA
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Source: Google Eart
2.7.1.8 FLOOR PLANS

Figure 2. 5. Floor Plan of CCA
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LOWER GROUND A
LIBRARY NORTH
Courtyard
Circulation
Labs. & Library
Amenities
Studios
Faculty cubicals
STUDENT’SACTIVITY Administration
Washrooms
Canteen
A’
Source: CCA Library
2.7.1.9 AREA ANALYSIS

Figure 2. 6. Area Analysis
Courtyard 784sq.mt.
Courtyard Circulation 810sq.mt.
Circulation Labs.& Library 1110sq.mt.
Labs & Library Amenities 1375sq.mt.
Amenities Studios 1032sq.mt.
Studios
Faculty cubicles 576sq.mt.
Faculty cubicles
Lecture Rooms 473sq.mt.
Lecture Rooms
Administration 210sq.mt.
Source: Author Washroom 90sq.mt.

Canteen 145sq.mt.
2.7.1.10 SECTION & ELEVATIONS

Figure 2. 7. Section and Elevation
Page 16
SECTION AA’
EAST SIDE ELEVATION
WEST SIDE ELEVATION
NORTH SIDE ELEVATION
Source: CCA Library SOUTH SIDE ELEVATION
2.7.1.11 INFRENCES
1.Optimum use of sunlight by using roof lights and curvilinear roof is used for capturing
north light.
2. Perforated pre-cast concrete blocks were used to cut down the south sun and was
effectively used to create a pattern on flooring.
3.Ventilation is from small windows. Present on the outside walls. The north side
windows were large and near the ceiling.
4. curvilinear roofs help in evenly lighting of corridor and internal spaces.
2.7.1.12 DE-MERITS-
1. Even the small ventilators on south side causes glare in the studios in day time.
2. The uneven spacing of a faculty rooms create very awkward relationship between
students & faculty.
3. Courtyard is the only interaction space in the college.
4. Courtyard that might have been exploited for natural lighting has not been used for
such purpose
Page 17
2.7.2 CENTRE OF ENVIRONMENTAL PLANNING & TECHNOLOGY

(CEPT)
In 1962, The school of architecture was founded under the auspices of Ahmedabad
education society. Space was allocated to the school within the LD College of arts.
Balkrishnavithaldasdoshi and his colleagues developed spaces, forms and details
which would put this building on the world map of architectural excellence. The
tradition of thinking of indoor as well as outdoor spaces as usable for teaching reflects
the underlying philosophy of a learning environment where nothing was boxed into
hard categories; an environment open in both spirit, use as well as physical form and
such philosophies hold good till date.
 One of the best example of spatial planning with interesting pathways.
 The concept changed from architecture as the technical discipline to architecture
as a design discipline.
2.7.2.1 LOCATION
Figure 2. 8. Location of CEPT, Ahemdabad
Source: Google Images
2.7.2.2 SITE APPROACH

 BUS STATION - SATADHAR CHAR RASTA brts. (4kms)
 RAILWAY STATION - AHMEDABAD RAILWAY STATION (6.6kms)
 AIRPORT - SARDAR VALLABHBHAI PATEL AIRPORT (13kms)
 BUS STOP - DADA SAHIB NA PAGLA (20mts.)
2.7.2.3 ABOUT PROJECT
 ARCHITECT- B.V.DOSHI
 TYPE OF BUILDING – EDUCATIONAL
 ESTABLISHED – 1962
 LOCATION – KASTURBHAI LALBHAI CAMPUS, UNIVERSITY ROAD
NAVRANGPURA, AHMEDABAD, GUJRAT, 3800089
 SITE AREA – 45,000 Sq.mt. (12 acre)
 TOTAL BUILT-UP AREA – 15,570 Sq.mt.
 GROUND COVERAGE – 25%
 FAR -1.8
Page 18
2.7.2.4 ABOUT THE SITE
2.7.2.5 CLIMATE
Figure 2. 9. Climate of Ahemdabad
2.7.2.6 VEGETATION
The flora in gujrat include one of the largest dry deciduous forests in the western region of
india, including trees like teak, boswella serrate, anogeissuslatifolia , diospyros, etc.
2.7.2.7 SITE SURROUNDINGS
Figure 2. 10. Site Surroundings of CEPT
Source : Google Images
Page 19
2.7.2.8 SITE FEATURES
2.7.2.9 SITE PLAN

Figure 2. 11. Site Plan of CEPT
P- PARKING
C-CAFETERIA
FA-FACULTY OF ARCHITECTURE
FP-FACULTY OF PLANNING
FT- FACULTY OF TECHNOLOGY
FD- FACULTY OF DESIGN
U01- CAFETERIA
U02- STORES
U03- PRINT SHOP
U04-KANKORIA CENTER OF ARTS
U05- HUTHEESING ART CENTER
U06- SCIENCE CENTER
U07- CEPT WORKSHOP (OLD)
U08- HUSSAIN DOSHI GUFA
(AMDAVAD NI GUFA)
U09- G.I.D.C. BHAWAN
Source: CEPT Library
Page 20
2.7.2.10 MOVEMENT ALONG THE SITE

Figure 2. 12. Movement Along the Site
PEDESTRIAN
VEHICULAR
ENTRIES
Page 21
2.7.2.11 INTERNAL PLANNING

Figure 2. 13. Ground Floor Plan of CEPT

Figure 2. 14. First Floor Plan of CEPT

Figure 2. 15. Second Floor Plan of CEPT
Page 22
Figure 2. 16. Fourth Floor Plan of CEPT

Figure 2. 17. Fifth Floor Plan of CEPT

Figure 2. 18. Staff Block of CEPT
Page 23
Figure 2. 19. Administrative Block
Page 24
2.7.2.12 SECTIONS& ELEVATIONS

Figure 2. 20. Sections & Elevations of CEPT
Page 25
2.7.2.13 INFERENCES
1.A wonderful example of biophillic design which connects the indoor and outdoor spaces
and let the users to inhale the outdoor spaces.
2.Noglastic use of north sun light which adds beauty to the double hieghted studios.
3. Double hieghted studios and mezzanine creates a interaction between the users.
4. South light have been used optimally to reduce heating effect.
5. Maximum use of easily available material that is concrete and bricks.
6. It‟s a good example of site reconnaissance and effective development of countored site.
7. Strong visual connenction and accidental interaction spaces made it more beautiful.
2.7.2.14 DE-MERITS
1.Even the school of architecture is spacious and well ventilated, it is too dark at the day
time also.
2.The whole building is at different levels, and very few ramps were made which makes the
circulation
in the campus difficult for differently abled.
2.7.3 YALE ARCHITECTURE BUILDING, NEW HAVEN,

CONNECTICUT
One of the earliest known examples of Brutalist architecture in America is Paul
Rudolph's Yale Art and Architecture Building in New Haven, Connecticut, an
imposing, fortress-like building that juxtaposes masses of textured concrete with
layers of steel-framed glazing.
Brutalism historically frequently used to build educational building, high rise housing
and shopping malls.
Completed in 1963, the building is formed of intersecting volumes of bush-
hammered concrete. Smooth concrete and glass horizontal elements are supported by
a sequence of towers that protrude above the roof in a series of turrets.
2.7.3.1 LOCATION
Figure 2. 21. Location of Yale Architecture Building
Page 26
2.7.3.2 SITE SURROUNDINGS

“Although Rudolph‟s design had its defenders, many saw the building‟s
hulking forms and rough textures as abrasive. Since its completion, the iconic
building has dominated the downtown commercial district over which it
presides”
Figure 2. 22. Site Surroundings of Yale Architecture Building
YALE ART AND ARCHITECTURE BUILDING
YALE BUILDINGS
PUBLIC BUILDINGS
GARDEN
ROADS
2.7.3.3 ABOUT THE PROJECT

Rudolph envisioned the building as a teaching tool, peppering his Modernist castle
with fragments of history: plaster casts of Assyrian reliefs and Parthenon friezes; Le
Corbusier‟s Modular measure; original Louis Sullivan gates; and locally salvaged
Ionic capitals. Incorporated with remarkable self-confidence despite the
contemporary sway of Bauhaus ahistoricism, many of these items have been
preserved or restored.
2.7.3.4 CLIMATE
TEMPERATURE- Over the course of a year, the temperature typicallyvaries from -
4°C to 28°C and is rarely below -12°C or above 31°C.
PRECIPITATION- The probability that precipitation will be observed at this location
varies throughout the year. Precipitation is most likely around February 10, occurring
in 45% of days. Precipitation is least likely around September 11, occurring in 34% of
days.
Page 27
SNOW- The likelihood of snow falling is highest around February 1, occurring in 24%
of days. The season in which it is relatively likely for snow to fall spans from
November 26 to April 7.
HUMIDITY- The relative humidity typically ranges from 64% (mildly humid) to 96%
(very humid) over the course of the year, rarely dropping below 26% (dry) and
reaching as high as 100% (very humid).
WIND- Over the course of the year typical wind speeds vary from 0 m/s to 7 m/s (calm
to moderate breeze), rarely exceeding 10 m/s (fresh breeze).
2.7.3.5 SITE PLAN
Figure 2. 23.Site Plan of Yale Architecture Building
Source: Google Earth
2.7.3.6 FLOOR PLANS

Figure 2. 24. Second Basement of Yale School
Page 28
Figure 2. 25. Basement of Yale School

Figure 2. 26. Ground Floor Plan of Yale School
Page 29
Figure 2. 27. Second Floor Plan of Yale

Figure 2. 28. Third Floor Plan of Yale
Page 30
Figure 2. 29. Fourth Floor Plan of Yale

Figure 2. 30. Fifth Floor Plan of Yale

Figure 2. 31. Sixth Floor Plan of Yale
Page 31

Figure 2. 32. Seventh Floor Plan of Yale
Figure 2. 33. Eight Floor Plan of Yale
Page 32
2.7.3.7 SECTIONS
Figure 2. 34. Sections of Yale
Page 33
2.7.3.8 SERVICES
Figure 2. 35. Services of Ground & First Floor of Yale
Page 34
Figure 2. 36. Services of Second & Third Floor of Yale
Figure 2. 37. Services of Fourth & Fifth Floor of Yale
Page 35
Figure 2. 38. Services of Sixth & Seventh Floor of Yale
Figure 2. 39. Services of Basement of Yale
Page 36
2.7.3.9 INFRENCES
 Heavy columns and textured use of exposed concrete creates a visual texture to wall
which shows variable texture with the changing daylight.
 For the project team in 2006, the task was imposing: restore a controversial,
commanding piece of American architectural heritage while introducing new
infrastructure and sustainability measures. To honour the Modernist cult figure
Rudolph had become after he designed this monument to the architecture
department that defined them.
 Rudolph envisioned the building as a teaching tool, peppering his Modernist castle
with fragments of history: plaster casts of Assyrian reliefs and Parthenon friezes;
Le Corbusier‟s Modular measure; original Louis Sullivan gates; and locally
salvaged Ionic capitals. Incorporated with remarkable self-confidence despite the
contemporary sway of Bauhaus ahistoricism, many of these items have been
preserved or restored.
Page 37
3 CHAPTER-3-INTRO TO SITE & ANALYSIS

This chapter consist of the analysis of site and concept.
3.1 SITE ANALYSIS
Site analysis consists of location, orientation, physiography, visual linkages and
accessibility of site. It also consists of zoning regulation applicable on the site.
3.1.1 LOCATION:-
The site is located at Vasant Kunj, New Delhi.
Figure 3. 1. Location of Site
3.1.2 SITE ACCESSIBILITY:-

 MAHIPALPUR BUS DEPOT - 4.6 kms
 PALAM RAILWAY STATION -10.4kms
 IGI AIRPORT - 8 Kms
 SHOPPING CENTRE , NELSON MANDELA MARG - 800 mtrs
3.1.3 SITE ORIENTATION:-

Figure 3. 2. Site Orientation
Page 38
3.1.4 CLIMATIC CONDITIONS:-

Figure 3. 3. India Earthquake Zone

Figure 3. 4. Wind Direction
Source : Google Image

Figure 3. 5. Sun Path
Page 39
Figure 3. 6. Temperature

Figure 3. 7. Precipitation
3.1.5 APPLCABLE BYE-LAWS BY MPD2021:-

 PERMISIBLE LAND USE : EDUCATIONAL
 APPROACH ROAD : 12mtrs. WIDE SERVICE ROAD
 MAXIMUM GROUND COVERAGE : 30%
 PERMISIBLE F.A.R. : 120
 PERMISIBLE HEIGHT LIMIT : 37mtrs.
 SETBACKS
FRONT - 15mtrs.
SIDE - 12 mtrs.
REAR - 12mtrs.
 PARKING STANDARD :
1.33 E.C.S./ 100sq.mt. OF FLOOR AREA
 E.C.S. TO BE PROVIDED IN OPEN @ 23sq.mt./CAR
Page 40
 E.C.S. TO BE PROVIDED IN MULTI LVL. @ 30sq.mt./CAR

 E.C.S. TO BE PROVIDED IN BASEMENT @ 32sq.mt./CAR
3.1.6 SITE SURROUNDINGS:-

 VEGETATION:-
From a barren piece of land in 2004 to a lush-green sanctuary hosting birds,
mammals, reptiles, rare ayurvedic plants, butterflies and other insects, the
Aravalli Biodiversity Park is the most incredible ecological transformation
that Delhi has seen so far.
Spread across 692 acres of land, the park in VasantVihar is currently hosting
20 distinct forest communities (group of tress).
In approximately eight years, since the plantation began in 2005, the
biodiversity park has become a home for over 1,000 different species of
plants, 190 species of birds, 90 species of butterflies and over a lakh species of
insects and 24 species of reptiles.
 SOIL TYPE AND CONDITIONS:-

The Aravallis are rich in minerals and mining in the hill range for red badarpur
sand, silica, quartz and other stones has been on for decades. These materials
are always in demand for building activities and construction in and around
Delhi.The land under Aravalli Biodiversity Park was once a site for mining.
Martha Shinde (Scindias) had a mining lease for the 2.3 km² area. They
plundered out whatever they could. For years Shinde exploited forest
resources including minerals, mica, sand, stone, rocks and water. Land, which
once was covered with a dense forest, soon turned into pits and hillocks. A
rangeland with native grasses has been developed and a systematic planting
program is carried out and every year native trees and bushes are planted to
remove unwanted weeds, i.e. Prosopisjuliflora. A conservatory of butterflies,
orchidarium and fernery has been developed.
Figure 3. 8. Physical Character of Site
Source : Author
Page 41
Figure 3. 9. Available Resources
Source: Author
SILICA STONE
Silica minerals make up approximately 26 percent of Earth‟s crust by weight and are
second only to the feldspars in mineral abundance. Free silica occurs in many
crystalline forms with a composition very close to that of silicon dioxide, 46.75
percent by weight being silicon and 53.25 percent oxygen.
QUARTZITE STONE
Quartzite is a metamorphic rock made almost entirely of the mineral quartz. Quartzite
begins its geologic life as sand grains, perhaps on a beach, desert dune, or riverbed.
Over time, the sand grains become compressed and stuck together to form sandstone.
If the sandstone gets buried ever more deeply underneath layers of rocks, it gets hotter
and more compressed. With enough heat and pressure, the sand grains lose their
original shape and fuse to their neighbors, forming a dense, durable rock.
ALLUVIAL
Alluviul is typically made up of a variety of materials, including fine particles of silt
and clay, and larger particles of sand and gravel. The deposits often contain valuable
ores known as placer deposits. Alluvium often contains valuable ores such as gold and
platinum and a wide variety of gemstones.
BADARPUR SAND
Badarpur Sand or Known as Stone Dust these days are widely used in building
construction. Stone Dust (Badarpur Sand) is a substitute for River Sand which is
manufactured by crushing either granite or basalt rock using 3 stage crushing process
by some companies.
Page 42
Figure 3. 10. Visual Comfort at Site
Source: Author
Figure 3. 11. Site Relief Map
Source: Author
Page 43
Figure 3. 12. Site Surroundings
Source : Author
Figure 3. 13. Aravalli Bio-diversity Park Figure 3. 14. Site
Source: Author Source: Author

Figure 3. 15. The Grand Hotel Figure 3. 16. DLF Promenade
Source: Author Source: Author
Page 44
Figure 3. 17. Topography of Site
Source: Author
3.1.7 CULTURE :-
The Ridge area comprises fractured weathered quartzite rocks that have developed
cracks over millions of years of their evolution. Thanks to very little alluvium soil
over these rocks, rainwater seeps down in its most pristine form here.
The Aravali Bio diversity Park is formed out of degraded land reclaimed from the
business house of Scindias who had a mining lease for the 2.3 sq.km area. This means
that anything that can be plundered out of the forest/earth including mica, sand and
water have all been taken out. So instead of the sprawling forest the ridge was once,
we have land pockmarked by pits and hillocks with "VilayatiKeekar" growing all
over, thanks to the areal seeding done by the forest department.
3.1.8 SITE APPRECIATION

The site is a typical Aravali hill terrain. Shaped in a circle segment, the site is
bounded by the circular main road one side and the private hotel property on the one
side. A low height boundary wall all along demareates the rear of the site. The site is
free from encumbrances and accessible from a vast frontage. There is a significant
depression gorge almost in the middle of the site, rendering the buildable use of the
gorge – portion a considerable challenge. Currently, the gorge is thickly vegetated,
mostly with trees and interspersed with Aravali Shrubs. The gorge at its deepest
pointcould be as much as 8m from the flatted portion.
Rest of the site can be apprised in three distinct typologies. The flat part in the front
along the road is maintained clear of shrubs. The second typology of the site portion is
gently contoured, at present covered with trees and shrubs. This could possibly be the
natural site drainage profile and may be an interesting design challenge for creating
informal built form settings as a part of academic campus. The third typology of the
site is a contoured portion, a rather aravali hill topography, interspersed with boulders
and the rock formations. This portion may require a considerable innovation to utilize
the site for buildable purpose posing cost and design efficiency challenges.
Apparent site geology is rocky formations and extensive presence of mica. This
aspect would be a key structural consideration. Site falls within the flight path of civil
air traffic approaching airport. Thus, maximum height restrictions and the noise on
account of low flying aircrafts would have to bs addressed while planning envelope
and the overall height of the building block.
Source :DPR for Vasant Kunj Campus, SPA, New Delhi
Page 45
3.1.9 SWOT ANALYSIS

 STRENGTH
a) The design would be such that it uses natural slopes provided on site and
maximum utilization of geographical features.
b) The site is located near posh residential areas and indiragandhi international
airport.
c) Natural vegetation and locally available material would be interesting to
design with.
d) Site is approachable from three two sides with a service lane , hence
accesibility is maximum.
e) The canyon will act as breathing lung to the campus if left untouched.
 WEAKNESS
a) The canyon divides the site into two unequal part which decreases the
accesibilty along the site
b) The site lies in a mining zone so some of the overburdened patches can be
seen exploitation of top soil and natural resources can be experienced.
c) Contours ranging between 252 mtrs. to 265 mtrs. makes is challenging for
differently abled.
 OPPORTUNITIES
a) The site is rich in natural vegetation which places an opportunity to evolve the
site on the concept of biophillia.
b) The site is north-south alligned which adds to site planning.
 THREATS
a) Untreated sewage degrades the quartzite stone.
b) “vilayatikeekar” is naturally occuring tree on the site which degrades the soil
quality.
3.1.10 AREA REQUIREMENTS:-

The table comprises of the area statement of the project.
Table 2. Area Statement
S.NO. TYPE BUILDING / BLDG. TOTAL BUILT UP

DEPARTMENT PROGRAMING AREA (SQ.M.)
1. Academic 08: U.G. Block U.G. Architecture 20,210
Studies
U.G. Planning Studies 7,655
Labs & Workshops 5,500
11: P.G. Block P.G. Departments 19,275

Labs & Workshops 500
2. Common 06 : Central Library Library 2,100
Resources Large Lecture Hall 180
(Grdflr)
04: Computer Centre GIS & Remote

Sensing Ctr
Page 46
Computer Centre 2,095
01: Auditorium & Auditorium 3,065

Resource Center
Large Hall 485
Documentation + 1,350
Publication Dept
Building Materials + 1,620
Products Museum
05 : Gallery Student Work Gallery 405

3. Campus 13: Students Commons Cafeteria 365
Amenities Common area 110
Needs Store 60
Sports Facilities 1,085
Students Facilities 1,050
Campus Facilities 310
Senior Staff+Faculty 30
Dining
Staff Dining 60
Kitchen & Pantry 50
4. Administration 03: Administration Administration 1,500
5. Utilities 22: Service block 250
21a: Guard House 1 15
21b: Guard House 2 15
6. Residential 15: Student Hostel 15a: Student Housing 9,275
15b: Faculty Housing 1,240
15c: Guest Housing 250
16: Student Hostel 16a: Student Housing 4,615

16b: Faculty Housing 1,315
16c: Guest Housing 250
GRAND TOTAL 87,075

Source : DPR for Vasant Kunj Campus, SPA, New Delhi
Page 47
4 CHAPTER-4-CONCEPT & ZONING

The contour site needs to be addressed sensitively, Site reconnaissance became an
important factor while dealing with such site as it is rich in fauna and geographical
features. The canyon and the contour can play an important role while designing. It
needs to be conserved in order to maintain the original taste of site. It‟s an institute of
national importance which attracts people from different background and imperials from
different field. Contemporary architecture is a form of construction that embodies the
various styles of building designs stemming from a wide range of influences.
Contemporary architecture cuts away from the modern architecture of the late twentieth
century by including eco-friendly features and embracing all kinds of creativity. Most
elements of contemporary architecture are borrowed from the modern architecture
movement of the early and mid-twentieth century. This includes clean lines and neatness.
However, contemporary architecture allows for free-flowing form, creativity, and
extensive use of curved lines.
Figure 4. 1 Concept
Source: Author
BIOPHILLIC DESIGN
Biophilic Design is an innovative way of designing the places where we live, work,
and learn. We need nature in a deep and fundamental fashion, but we have often
designed our cities and suburbs in ways that both degrade the environment and
alienate us from nature. The recent trend in green architecture has decreased the
environmental impact of the built environment, but it has accomplished little in the
way of reconnecting us to the natural world, the missing piece in the puzzle of
sustainable development.
Biophilic design is incorporating nature into our built environment and designing
inspirational and restorative places that connect humans to their surroundings.
BIOPHILLIA is not merely lush green garden and extended landscape or roof garden
but it is a method to increase proximity to indoor outdoor spaces.
CONTEMPRORY ARCHITECTURE
Contemporary architecture isn‟t an architectural movement. Architectural movements,
like the Baroque, Futurism, or Modernism, are always associated with a precise
historical period. An architectural movement is a particular architectural choice that
claims to act as the precise reflection of a society.
Since contemporary architecture is not an architectural movement, it is not subject to
this constraint. It is not a school of thought. This means that contemporary
architecture can offer a multitude of architectural choices, provided that they stand out
from what is normally done. However, the high level of variety doesn‟t stop some
common traits from being observable within contemporary architecture. This is what
we will examine now.
Page 48
Figure 4. 2 Bubble Diagram
Source: Author
Figure 4. 3 Zoning Plan
Source: Author
Page 49
REFERENCES –
J.Ritzen , March2016 , UNIVERSITY AUTONOMY , GERMANY , 10/10/18 , 18:00hrs
J.K.M., INDIAN HIGHER EDUCATION: SOME REFLECTIONS, BHAVNAGAR,
18/10/10, 20:00hrs
Sumanth : S. Hiremath, 2017, CURRENT SCENARIO OF HIGHER EDUCATION IN
INDIA: REFLECTIONS ON SOME CRITICAL ISSUES , KARATAKA , INIDA ,15/10/18,
09:00hrs.
S. Younis Ahmad, 2017, Higher Education in India: Challenges and Opportunities, UJJAIN,
18/10/18,20:30hrs.
L. Abbey, Higher Education in India: Challenges and Opportunities, U.S.A., 19/10/18,
08:00hrs.
G. Kaitlyn, A Review of Psychological Literature on the Health and Wellbeing Benefits of
Biophilic Design, GUILDFORD, 19/10/18, 09:30
S.Amita, Architectural History In India: A Post-Colonial Perspective,
U.S.A.,19/10/18,10:30hrs
S.P. Rayjada, Application of Ancient Indian Principles of Architecture and Engineering in
Modern Practice, Surat ,Gujrat, 19/10/18, 12:10hrs
K.MustakeemRaza,2017, Present Scenario of Architecture Education In India, Haryana,
India,19/10/18, 13:00 hrs.
Sharanabasappa CB,2017, Present Scenario of Architecture Education In India,
KARNATAKA, 20/10/18, 12:00hrs.
Open Street Map (2019), www.climatedata.org, temperature, accessed on 13/02/2019 ,
11:45pm
Open Street Map (2019), www.climatedata.org, wind direction, accessed on 13/02/2019 ,
11:50pm
Open Street Map (2019), www.climatedata.org, Annual Rainfall, accessed on 13/02/2019 ,
11:58pm
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SCHOOL OF PLANNING AND ARCHITECTURE: VASANT KUNJ 2019

3.1.7 CULTURE :- ...................................................................................................... 45

Figure 3. 1. Location of Site .................................................................................................... 38

Figure 3. 5. Sun Path ................................................................................................................ 39

Figure 4. 1 Concept .................................................................................................................. 48

1.4.1 AS PER MINISTRY OF HUMAN RESOURCE AND DEVELOPMENT

b. Academic/extension achievements of the faculty.

1.6.1 INTRODUCTION OF ARCHITECTURAL INSTITUTIONS IN INDIA

1.6.2 SCHOOL OF PLANNING AND ARCHITECTURE (S.P.A)

TYPES OF INSTITUTIONAL BUILDING

NURSERY PRIMARY SECONDARY COLLEGE UNIVERSITY

1.6.2.1 NURSERY SCHOOL

1.6.3 TYPES OF UNIVERSITY ACCORDING TO MoHRD

1. Central University - A university established or incorporated by a Central Act.

Figure 1. 2 Universities in India

1.7 JUSTIFICATION FOR NEED OF TOPIC

S.NO AUTHOR TOPIC INPUT OUTPUT CONCLUSION

4 Younis Higher Growth of Higher education in India has The economic

6 Kaitlyn Gillis A Review of WHAT IS A BRIEF STUDY ON This review paper

Architecture and education in India

2.7 LIST OF CASE STUDIES

2.7.1 CHANDIGARH COLLEGE OF ARCHITECTURE

Source: Google Earth

2.7.1.3 ABOUT PROJECT

Figure 2. 3. Climate of Chandigarh

Source: India Meteorological Department

 The average annual rainfall is 1110.7 mm.

Source: Google Eart

2.7.1.8 FLOOR PLANS

2.7.1.9 AREA ANALYSIS

Source: Author Washroom 90sq.mt.

2.7.1.10 SECTION & ELEVATIONS

EAST SIDE ELEVATION

WEST SIDE ELEVATION

NORTH SIDE ELEVATION

Source: CCA Library SOUTH SIDE ELEVATION

2.7.2 CENTRE OF ENVIRONMENTAL PLANNING & TECHNOLOGY

Source: Google Images

2.7.2.2 SITE APPROACH

2.7.2.4 ABOUT THE SITE

Source: Google Images

Source : Google Images

2.7.2.8 SITE FEATURES

2.7.2.9 SITE PLAN

FT- FACULTY OF TECHNOLOGY

FD- FACULTY OF DESIGN

U03- PRINT SHOP

U04-KANKORIA CENTER OF ARTS

U05- HUTHEESING ART CENTER

U06- SCIENCE CENTER

U07- CEPT WORKSHOP (OLD)

U08- HUSSAIN DOSHI GUFA

U09- G.I.D.C. BHAWAN

Source: CEPT Library

2.7.2.10 MOVEMENT ALONG THE SITE

Source: CEPT Library

2.7.2.11 INTERNAL PLANNING

Source: CEPT Library

Source: CEPT Library

Source: CEPT Library

Source: CEPT Library

Source: CEPT Library