Third year Design Studios Presentations 02.07.2024.pdf

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1. THIRD YEARADStudio
Presentations
Choice Based Design Studio | Architectural Design II | 2024-2025 | 2
nd
July 2024

2. Syllabus
2

3. CourseObjectives as per Syllabus
3

4. 4

5. 5

6. Common CourseObjectives for all Studios
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7. Common CourseObjectives for all Studios
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8. Studio Red
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The other C…

9. Studio Red
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The academic C ontext:
•Academic projects are almost always framed around some context –
culture, heritage, location, religion, art/ craft
•An appropriate response to this context assures an interesting design!
•Quite often, there is no strong existing context. How do we make projects interesting in this case?
In practice:

10. Studio Red
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CONCEPT
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Studio theme: The other C oncept:
Also an academic obsession, but without clear definition or framework
A topic of confusion among students and faculty both!

11. Studio Red
3
CONCEPT
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Questions we have all had:
•What can be called a concept? What doesn’t qualify as concept?
•Does something as basic as response to climate/ surroundings, also qualify as a concept?
•Is it necessary to have a concept? Are buildings without a concept, uninteresting?
•How are concepts generated?

12. Studio Red
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CONCEPT
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Architectural Concept
Any idea that you start your
design with.
Conceptual Architecture
Uniqueness of the idea has
more value than its practicality
Eisenman: House VI, master bedroom
Our intent
Ideation techniques
Mind Maps & Random Combination
Manipulative verbs/ SCAMPER
Idea Matrix
Sources of Inspiration
Architectural ISMs
Teaching philosophies
Personal memories or experience
Fantasy or narrative
Mimesis
Geometry
Abstract Art

13. Studio Red
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CONCEPT
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Project: A residential learning facility
•An Ashramshala for tribal children in Melghat
•A CBSE RESIDENTIAL SCHOOL NEAR PUNE
Why? – Because this is as neutral as it gets! There are no context-based clues to design

Makes generating a concept even more difficult and interesting

14. Studio Red
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CONCEPT
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Project Specifics: Space requirements
Learning infrastructure – opportunities for informal learning besides the formal setup of
classrooms, labs, library, hobby rooms etc.
Community formation – living spaces for students and staff
Open space program – Spaces for games, recreation and performance

15. Studio Red
7
7
CONCEPT
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What you will learn (COs):
Elaborating the Built - Developing a built-up area program based on anthropometric studies
Defining the Unbuilt - Envisaging outdoor activities and defining their spatial requirements
“Using” Site Analysis – Identifying & adopting inherent design clues
Dealing with contours – Modifying contours; negotiating gradient using steps, slopes & retaining walls
Conceptual Basis – Framing your own question, deriving a concept via ideation techniques, using
non-architectural ideas/ concepts as a source of inspiration
Theoretical Basis – Applying ideas like Gestalt Theory, Sense of Enclosure, Sequential Experience
Architectural character & language – Form, façade articulation, building elements and details

16. Studio Red
8
CONCEPT
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Studio Methodology
We expect you to kick-off your design proposal from any aspect other than circulation/ bubble diagrams.
We shall help you develop your own concept.
We shall not document all case studies at the beginning of the semester. We shall consult different case
studies at varied stages of design throughout the semester for specific aspects unknown to us.
Study models will be used to generate the site plan.
Theory content would be covered as far as possible as hands-on workshops, not as lectures!
You shall be ready with a workable set of drawings already by 12 weeks. The next 4 weeks shall be
spent on developing architectural character, landscaping, rationalising structure, and services layouts.
There shall be small, independent, marked exercises covering every stage that will lead to evolving
your final design. Skipping a class would mean that a particular aspect of your design would be
neglected.

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CONCEPT
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Studio Policy
There will be no assigned groups & mentors. You are expected to consult everyone and we will give
you suggestions based on our varied expertise and experience, which may be contradictory. Finally,
you decide how you want to further your design.
There will be several pin-up presentations. You are expected to comment on everyone’s work. We
want you to develop the skill of talking about architecture and giving & receiving positive feedback.
We shall follow the schedule rigorously. You would be expected to keep pace with the studio because
there is a lot to cover!

18. Studio Red
10
CONCEPT
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Workshops/ Site visits/ Tours/ Guest lectures
Visit to a residential school near Pune as a programmatic case study
Visit to a local campus (non-school) to understand aspects of open space character like sense of
enclosure, sequential experience, views/vistas/panoramas/ vantage points
Studio workshop to understand campus planning typologies based on Figure Ground, Placemaking
and Linkage through book case studies
Studio workshop on understanding Psychrometric Chart and deriving passive climate control
strategies through Climate Consultant Software
Guest lecture – to be decided

19. Studio Red
11
CONCEPT
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Prerequisites to choosing this studio
Enjoy working with your hands – models, sculpture, painting, sketching etc.
Read, reflect and discuss texts that may be handed out to you occasionally.
Devote 2 hours a week as library time, to increase your architectural repertoire.
Basics of AutoCAD & SketchUP

Be ready to work with ambiguity; experiment, fail and retry!

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CONCEPT
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Merely having a concept is not enough…
It takes rigorous effort to translate it to Architecture!
Key Takeaway

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CONCEPT
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Assessment Criteria:
Total internal marks = 125
Short project of 2 days (12 hours) = 20
Major project – Residential school = 105
Pre-design stage = 30
Design stage = 35
Final Submission = 40

22. Studio Red
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CONCEPT
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THANK YOU

23. StudioYellow
1
studio theme
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National Institute of Design,Pune
Designing campus in Urban setting

24. StudioYellow
2
studio theme
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About the project
What is NID?
NID in India is known for cultivating top design talent, specializing in
industrial and product design.
It promotes student innovation in product improvement and technical
solutions.
NID emphasizes a holistic approach to design, integrating creativity,
technology, and social responsibility. It offers undergraduate,
postgraduate, and doctoral programs, fostering a culture of excellence,
innovation, and interdisciplinary collaboration.
The aim of the studio is to design The Design institute
where architecture should reflect its era while
embodying timelessness, with its character defined
by the relationship between function and
Experiences.

25. About the project
Key focus areas
Experiential Design
Design a center that
only teaches but
also empowers in
form of spaces and
accessibility.
Climate:
Design approach
focusing on the
comfort of user and
responding to
climate for building
efficiently
Collaborative spaces:
Create fluid spaces
that collaborate
with learning and
practical
experiences.
Evolve and adapt:
Spaces for future
needs should be
considered and the
centre should
evolve with time.

Studio Yellow
3
studio theme

26. StudioYellow
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studio theme
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Studio Objective
•To understand campus design in
urban setting?
•To understand what Makes a campus?
•To design a campus that become an
experience in a Lifetime
•To Design a campus through user’s
perspective and need

27. StudioYellow
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studio theme
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Studio Objective
•To demonstrate impact of
climate, orientation, passive
cooling strategies in planning of
campus
•To demonstrate the application
of organizational principles of
campus planning in the
proposed design.
•To define Architectural character &
language using Form, façade
articulation, building elements and
materials

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studio theme
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Studio Objective
•To design Built scape| Hardscape |
Softscape
•To understand Placemaking - how
the in-between spaces within the
campus can become a memorable
experience for the students
•To design collaborative learning spaces

29. StudioYellow
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studio theme
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•Studio will be conducting a study to identify
patterns in a campus setting, drawing on the
methodologies of
Christopher Alexander's "Pattern Language"
&
Yatin Pandya’s “Elements of space-making.”
Studio Methodology
•Visit to Bengaluru is planned to understand
campus panning in urban setting, Experience the
campus and apply the learnings in design
process
•Interaction with renounced architects from
Bengaluru about their architectural practice and
experiences
(Tentative tour cost will be between Rs.35000-40000 based on approval and actual cost)

30. StudioYellow
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studio theme
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•Site is located at Sus Road near Abhinav College.
Site
•Total Space Program-5670 Sq.mt

31. StudioYellow
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studio theme
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•Attendance is mandatory for all scheduled studio sessions. Students must attend a minimum of 80% of the sessions
to be eligible for a passing grade.
•Students are expected to arrive on time. Late arrivals of more than 15 minutes will be marked as absent.
•Active participation is crucial. Students are expected to engage in discussions, provide feedback, and collaborate with
peers during studio sessions.
•3 consecutive absentee will lead to suspension from studio.
•Marking Policy-Each studio will carry marks which will be considered in progressive marking.
•Final Marking-Progressive 60 and Final Portfolio 40
Studio working policy

32. Studio Green
WTTaRC
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wildlife transit treatment
and rehab center
maharashtra

33. Studio Green
2
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WTTaRC
Project Introduction
The Wildlife transit treatment and rehabilitation centre is a pioneering facility dedicated to
the preservation and protection of local wildlife and natural habitats.
Located in an earthquake-prone zone on the fringe of a protected forest in India, the
center is designed to seamlessly integrate with the natural landscape while ensuring the
highest standards of safety and sustainability.
It features state-of-the-art facilities for wildlife rehabilitation, scientific research, and
environmental education, promoting a deep understanding of biodiversity and
conservation.

34. Studio Green
3
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WTTaRC
Design Considerations
Site located in seismic prone zone
Zone 4 (Severe intensity zone)
And Part of a UNESCO World Heritage Site
By incorporating these design considerations into the planning and execution of the Wildlife and
Nature Conservation Centre, the project can effectively fulfill its mission of conservation, education,
research, and community engagement while respecting and enhancing the natural environment.
Natural Habitat Integration
integrate seamlessly with the natural
habitat and surrounding
environment.
Aesthetic and Cultural Sensitivity
architecture that respects and enhances the
natural beauty of the site, using materials and
forms that complement the surroundings

35. Studio Green
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WTTaRC
About the proposed project
The proposed design project aims to establish a Wildlife transit treatment and rehabilitation centre in
an earthquake-prone area on the fringe of a protected forest in Maharashtra. This project integrates
sustainable architectural practices with advanced seismic design strategies to create a facility that
promotes wildlife rehabilitation, scientific research, environmental education, and community
engagement
The project would primarily create a designed built environment to
•Establish a resilient transit treatment centre for wildlife species, ensuring their safety and
rehabilitation
•The project would be a space where sustainable architecture meets seismic resilience
•Educate and inspire visitors about biodiversity conservation through immersive exhibits and
educational programs
•space where community engagement flourishes, fostering partnerships and empowering local
stakeholders to participate in conservation initiatives and sustainable practices.

36. Studio Green
3
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WTTaRC
campus
planning
aesthetics
building materials
seismic design
site and context
landscape design

37. Studio Green
3
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WTTaRC
PROJECT DETAILS
Design Challenges and Strategies
•Seismic Safety
•Evaluation of design for safety
•Negotiating contours
•Environmental Impact
•Wildlife and Human Safety
•Sustainable Design and Energy Efficiency
•Vernacular construction
BRIEF AREA PROGRAM
•Administrative and Visitor Facilities
Visitor Center
•Wildlife Rehabilitation and Care Facilities
Veterinary Clinic
Animal Quarantine Area
•Research and Conservation Facilities
•Animal Enclosures and Habitats
•Infrastructure and Support Facilities
•Outdoor and Recreational Spaces
Area : Approximately 6000 sq mt.
Site : Koynanagar

38. Studio Green
3
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WTTaRC
DESIGN PROCESS
Design process has been called
the most misunderstood part of
being an architect
yet the creative process
must almost always be done
within a definitive timeline and
for a finite earning (marks)
Every successful design, each successful work is
infused with the design architect’s personal and
unique approach to the design process, his
recognition of the complexities and
contradictions of the process, and his disciplined
conviction and sincere passion in support of the
realization of the design.

39. Studio Green
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WTTaRC
STUDIO POLICY / CONDITIONS
•attendance is amandatory
•Precedent Studiespart of progressive marking
•Integration of allied subjects
•Hands on study models at different stages
•Timebound activities and submissions
•Evaluation at regular intervals
•Expert evaluation, peer evaluation
•Mentoring System
•Use of LMS
Minor project : To prepare students for upcoming design paper
Site visit / case study tour if any : at additional cost to be borne by the students
Theory classes , Subject specific
lectures as and when required
DESIGN SCHEDULE
TUESDAY : 10:30 am onwards
Friday : 8:30 am onwards

40. Studio Blue
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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
FORM BASED STUDIO
To link an Idea, Form and Material for design and development of a built environment
Looking at Form and Function

41. Studio Blue
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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS

42. Studio Blue
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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
BIODIVERSITY HOTSPOT
The Western Ghats or the Sahyadri Mountain range is a mountain
range that lie’s roughly parallel to the west coast of India covers an
area of 160,000 km2, traversing the states of Karnataka, Goa,
Maharashtra, Gujarat, Kerala, and Tamil Nadu. It is a UNESCO World
Heritage Site and is one of the eight biodiversity hotspots in the
world!

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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
The Western Ghats include a diversity of ecosystems ranging from tropical wet evergreen forests to montane grasslands
The chain’s forests, which are older than the Himalayas, influence the Indian monsoon weather pattern.

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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
Approximately 245 million people live in the peninsular Indian states that receive most of their water supply from
rivers originating in the Western Ghats.

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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
At least 325 globally threatened (IUCN Red Data List) species
occur in the Western Ghats.
Image retrieved from :-https://www.borrbo.com/outings/Yana-Caves

46. Studio Blue
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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
Illegal hunting
Human-wildlife conflicts
Extraction of fuelwood and fodder
Extensive felling for plantations of cash crops
Irresponsible and hazardous adventure tourism

Challenges of environmental degradation and unregulated adventure tourism

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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
Site
@JOG FALLS SHIMOGA DISTRICT
KARNATAKA

49. Studio Blue
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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
The Western Ghats Interpretation Centre aims to be a centre of education and biodiversity preservation for hikers
trekkers rafters scientists and visiting enthusiasts. By offering comprehensive resources and engaging exhibits, the
centre will enhance visitors' understanding of the Western ghats region. It will provide resources for researchers,
educators, climbers, and tourists, promoting a deeper understanding of the Western ghats ecosystem
This will be a campus design with three clusters
Interpretation Center for tourists, trekkers and scientists
Endurance and Fitness certification Center
Biodiversity Research Center of Botanical Survey of India
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50. Studio Blue
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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
This form based studio intends to advance students’ knowledge and skills towards the following goals:
To link a Idea, Form and Material for design and development of a built environment .
To introduce the architectural design tools offered by the computational environment.
To understand the design process that these tools have enabled in the architectural design .
To explore the generation of varied formal expressions through exploration of metaphors
To understand the necessary material and structural representation needed to build non standard form
The studio is based on the translation of Idea, Form and Material, the three words not understood as separate silos ,
but the three seamless notions through which architecture comes into being
Conception, Design And Construction. These three coalesce into architectural concepts (or ‘ideas’), that provide the
backbone of the built environment.
This studio uses Digital Tools and Operations (DTO) for exploration of forms, and applies them in broader contexts
Tools used are
Rhinoceros 7/8
Sketchup
Grasshopper ( Optional)
50

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CONCEPTION, DESIGN AND CONSTRUCTION ENABLED THROUGH DIGITAL MEDIUMS
INSTRUCTIONAL MISSION AND GOALS
The main instructional mission of the proposed pedagogic experiment was to advance students’ knowledge and skills
towards the following goals:
To link a Idea, Form and Material for design and development of a built environment
this studio uses Digital Tools and Operations (DTO), and applies them in broader contexts of developing a Non standard
form
To introduce the architectural design tools offered by the computational environment.
To brainstorm and emphasize on the newly emerged design methods made possible by the computational environment
for generation of forms .
To explore the generation of multiple formal expressions through these tools for architectural pedagogy.

52. Studio Blue
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JIUZHAIGOU INTERPRETATION CENTRE AN D VISITOR SERVICE FACILITIES
FOCUS ON VARIOUS FORMAL EXPRESSIONS
FACILITATION FROM THE TUTORS
Image: Courtesy of THAD

53. Image: retrieved from :- https://www.archdaily.com/993815/chaohu-natural-and-cultural-center-change-architects
Studio Blue
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54. Studio Blue
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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
FOCUS ON PROCESSES FOR EXPERIMENTATION
Image retrieved from:- https://www.archdaily.com/993815/chaohu-natural-and-cultural-center-change-architects

55. Studio Blue
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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
CRADLE MOUNTAIN VISITOR CENTER
FOCUS ON VARIOUS FORMAL EXPRESSIONS
IAMGE RETRIEVED FROM :- https://northwesttasmania.Com.Au/location/cradle-mountain-visitor-information-centre

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FACILITATION FROM THE TUTORS
Special exposure to the tool based designing of non linear structures using Rhinoceros/grasshopper(optional)
Students who do not have exposure to Rhinoceros will be given a 5 day training session on each Friday( July – August first
week)between 2 to 4 pm post design studio
Exposure to the craft of building Non linear spaces
Lecture on use of ferrocrete for construction on shell structures by experts
CASE STUDY VISITS AS ONE DAY EXCURSIONS AROUND PUNE
FOR EXPERIENCING NON LINEAR/NON STANDARD ARCHITECTURAL WORKS

57. Studio Blue
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THE WESTERN GHATS INTERPRETATION AND ADVENTURE HUB @JOG FALLS
TREK( Optional)
One day trek closer to Pune to understand the ecology of Western Ghats
Total cost component inclusive of all one day tour
and trek is total 3500Rs/- only

59. Studio Blue
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Evaluate a studio brief to formulate, consolidate, and synthesise an individual project brief
Understanding design precedents as selective presentation of a case that has a unique lesson to teach
Using various design precedent as case based reasoning that represents relations between the design problem, a solution
concept and its manifested form.
Demonstrate an ability to translate a design ambition through metaphors into a design idea recognize and manipulate the
interplay between form, function structure, and materiality in 3D spaces;
conceive original design solutions that endow spaces with utilitarian, aesthetic, and affective value
Show developed critical understanding of aesthetics, visual and contextual qualities relevant to the design response
Communicate the design using a set of graphic techniques and verbal presentation skills appropriate to the level of study
BROAD COURSE OUTCOMES

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SnoBro
ad
Assignment Nature of Task Marks % Broad Course Outcomes Assessment Criteria
1 Word-Idea-Design
Matrix
Individual- use of
metaphors for design
10% Choosing the metaphor to carry ahead as
design ambition
Populating the matrix- maximum-
minimum
2 Choosing and
analysing the
design precedent
for case based
reasoning
Individual- selection
of case studies and its
analysis
15% Choosing Precedent studies based on
metaphor/ analogies,
Learn the art of analysing design
precedents for the process of evolving
design and individuality of approach
Parity between design ambition and
critical understanding of contribution
of case studies to the design idea
3 Design
Development
50% To explore "forms" based on
metaphors/analogies with the help of
softwares using initiative to explore
alternatives, showing the flexibility of
ideas Independently optioneer and
rationalize outputs of algorithmic script
and make an informed design decision to
obtain workable plans, sections and
elevations
Flexibility & originality Qualitative
diversity of the design idea beyond the
precedent
Elaboration of the idea
Does the design display structural
understanding and validate buildability
Amalgamation of built form with
landscape
(refer explanation of these criteria in next
slide)
4 Documentation Individual - 25% Develop appropriate graphic skills and
presentation techniques to explain the
content of the design
Diligently incorporating the gained
skills to the maximum to make the
design process evident

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Assessment Criteria for the Design Development
Flexibility & originality (go out of the common)
Has the student made an attempt to go out of the common for development of forms or a design idea (attempt at
using 3d modelling software for design conception and development)
Is the form original
Qualitative diversity of their design idea beyond the precedent .
This will be assessed by akiness/likeliness between source (Precedent )and Target ( Students own design)
Elaboration (Advancement of an Idea)
During the design development stage, the design will be assessed to see the elaboration, expansion and
transformation of the concept idea (functionally appropriate, climate responsive, shows attributes of campus
planning)
Does the design display structural understanding , does the design validate buildability
Do the students have structural understanding shown via a computational/analogue model
Amalgamation of built form with landscape
Does the structure relate to the landscape in section and perspectives along with the site plan

62. Studio Blue
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Thank You!