Subject Name: Architecture Design-7

Subject Code:15BAR-1DS41P
Year and Semester: 2018 and semester 7
Studio Coordinator: Ms. Preetha R Sajin
Co-coordinator: Ms. Meenakshi
Faculty per section:
Full time faculty Visiting Faculty
Section A Preetha, Ipsita, UdayBhanu,
Section B Meenakshi, Sobia Gaurav Sanan,
Section C Sheena, Sagar Manjiri, Kshitiz
Section D Ankit, Sourav Anil Nangla

Contact Days / Hours: 2days/4hours

(Monday,Thursday – 1:00pm to 5:00pm )

Subject Outline
Designed by: Ar. Preetha R Sajin (Architect, Urban Planner -Housing)
Associate Professor, SSAA, Ansal University

Aim (as per the course curriculum)

The students will be focusing on aspects of group housing. The students would be working
in terms on a large housing complex. Group housing is a complex subject and it would be
dissected into its built, open and community aspects. The students would be analysing
the special quality and the social network distinctive for each space. By the end of the
semester the students are expected to understand the complexities in services related to
housing.

Teaching Method: (Design Studio tutorials, reviews plus self-directed learning)

The traditional project-based “studio” approach will be followed. Lesson plan will be shared
at the beginning of the semester. There will be a short field trip in or outside the NCR region.
Both passive (lecture, observation, readings, audio-visual, demonstration) and participatory
teaching methodology (group discussion, debates, practicing and teaching each other) will
be adopted. 30% of studio is based on passive learning and remaining 70% is based on
participatory teaching/ learning method.

Each session will begin with a common short (15-30min) presentation made by a faculty who
is specialized on the subject/topic for the day. Concepts and theories would be explained
through visual aid and audio-visual aid. Day agenda will be shared/ discussed and then the
students will go to their respective smaller group. Studio will be following 1:10/ 2:20 ratio so
that students’ work could be constantly being reviewed through the use of desk crits, where
instructors spend the class period speaking to students individually at their desks about their
work. Student work is also reviewed through juries/critiques/reviews. Students will be
working in pairs.

The design studio relies not only on the final “product” of a student’s work but also on the
visible process that a student takes to get to the final product.
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Learning Outcomes
The course aims to give students:
1. Knowledge of current issues associated with housing like affordability, adequacy,
liveability etc
2. An understanding of socio economic aspects of urban housing and modern city
planning process, survey methods and programme analysis techniques.
3. Ability to critique the master-plan, urban regulatory controls, densities and related
concepts
4. Capability to develop a housing design brief, through engagement with a series of
context and the skill to propose spatial, formal, organizational, or material solution to a
given site for housing.
5. Ability to synthesise a design solution which combines appropriate architecture
expression, cultural and social response and fulfils the functional requirement of the
brief.
6. Skill to produce appropriate drawings, models and other media of an architectural
design which explore, test, and express its qualities of space, form, organisation, and
response to physical and other contexts.
7. Skill to integrate appropriate technologies concerning structure, materiality, and
services into the design proposal.
8. Skill to effectively communicate the design or designs through an exhibition
incorporating drawings, models, texts, and other appropriate media.

Approach
The goal of this studio is to explore design strategies for value-based housing by designing
a liveable place for community that creates a balance in people’s live- work-play-eat-shop
(LWPES) aspects.
While designing any place/space for a community, architects normally face two major issues:
 How to create places that responds to the needs of the community and
 How to create spaces that responds to the individual dreams

Through this studio we will be designing ‘A coming together place’ which will be addressing
community on a whole and maintaining the privacy of an individual and their family.

In this studio, we try to reinvent the vertical high-rise typology of housing for a more
sustainable urban future that is focused on creating a liveable place through innovative
forms, technologies and creating an environment that can face the challenges of the future
changes with respect to population growth, climate change, culture, and social changes. This
means the new typology should also take into consideration the cultural and vernacular
traditions of the location. In short, ‘the place’ should inspire the new housing typology –
culturally, socially, economically, and environmentally to maintain the harmony, cultural
integrity and continuity of the urban domain and not blindly ape the western models.

The studio theme of this semester is:

Community and Privacy through Tall yet Non-Isolationist Architecture

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Research: Site Studies and Case studies

In this studio, the housing intervention will be done for an existing functional neighbourhood. The team will
collectively decide on the site area to work with and eight adjoining residential sites would be selected for
eight housing design projects. Its extremely important that the site study is beyond the aspects of individual
site. There might be several buildings and land use in the area that might have historical, religious significance
or are significant to the urban memory. Students need to document the various interventions/changes that the
site has gone through and do a detail impact assessment to do further intervention. Students should also do a
detailed study of the demography of the area, socio-economic profile, infrastructure (physical and social), road
and network, transport system, open spaces, existing housing typology, spatial use, housing bye laws and
existing policies and acts.

The intention of this exercise is to make students understand the relevance of space management and make
their design innovation respond to the cultural and social norms of that area.

(This exercise could be carried forward to next semester for the urban scale intervention).

The initial part of the project is for site research (information gathering period) which embraces the local (site
and its immediate surroundings), intermediate (area beyond the site surroundings) and the global (city level)
components to understand the context for design, develop the programmatic brief and generate the design
process to follow.

This part of the project is focussed on learning for the group as a whole with pooling of resources, for
everyone’s benefit. Students not only work in groups of two but also with other groups and come up with
detail documentation and analysis of the area.

After documentation and analysis, the studio focus will be towards deriving the inferences and significance
of various spaces: how the spaces both public and private change over seasons, festivals etc.

Students now in pairs will come up with the programme brief and the housing typology. The programme brief
will be the starting point for the development of the design process for the building designs.

After this stage, students will undertake housing case studies ((local, national, and international) based on
their derived housing typology to understand the services, functioning of that system. Detailed critical
analysis, inferences will be made to start designing the buildings from the micro scale.

Deriving the design brief

Haryana* building code 2017, UDPFI Guideline and masterplan will be studied. Based on the findings from
the site studies and the above-mentioned literatures the group will formulate their design guidelines: the site
area, plot ratio, height, density, functions, community requirements, city requirements, accommodation types
and responsibilities of the building. Your building may have single function or mixed use. Other influential
factors like urban grain, social responsibilities, local climate, cultural factors, financial aspect, aesthetics,
services, etc will also be considered. The students will be expected to have a strong rationale and justification
for strategic decisions made at this derivation stage and once made, you will be expected to adhere to them.
Students are encouraged to explore local architectural and construction paradigms and study the local culture
and living practices to craft an innovative solution for the occupants that is contextual and locally responsive.

Design concept and derivations through models and design iterations:

Once the design guidelines are fixed the students start testing their ideas/ design through models and there
will be a need to produce physical and computer ‘urban-scale’ models. Simultaneously they will be making
iterations at various levels to come up with their final design which will be based on the design brief.

Once the design has finalized. The students start detailing the project.

Final Submission Requirement:

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Students will be expected to produced detail site plan, building plans: basement plan/parking plan, ground floor
plan, typical floor plan, roof plan, relevant sections, all side elevations to explain their design. They will also
produce a final physical model at 1:500 scale and renders (day and night) of the buildings in context. (Advanced
computer skills are thus beneficial for this studio). Students are also expected to produce some technical details
of the buildings that embrace the structural, material, building skin, constructional and any other system that
gives depth to their design.

Students are expected to submit a report documenting the whole semester work and a CD with all digital
work.

We might take this forward (the urban study part) to the next semester to do non-housing urban
intervention……

This lesson plan has been prepared by taking the reference of

- Mumbai Architecture Design Brief, developed by Prof Antony Wood, College of Architecture, Illinois
Institute of technology, Spring semester 2009; and
- MIT Architecture Design Studio-1 brief ‘Community and Privacy – Building in Earth texture’ for MArch
students by instructor Jan Wampler, Fall 2011

Weekly Schedule

WEEK DATE LECTURE TASK/ Deliverables

Week1 - Week 2 Introduction to the studio theme, lesson plan Field work: Site visit
(class starts)
02/08/2018 -
06/08/2018
Week 2  Common Lecture/Presentation on survey Field work: Site research/documentation
09/08/2018 methods and analysis techniques to the Students need to document the various
students interventions/changes that the site has
 Clarification of doubts gone through. Study of Demographic
profile of the area, socio-economic
profile, infrastructure (physical and
social), road and network, transport
system, open spaces, existing housing
typology, spatial use, housing bye laws
and existing policies and acts.

Week 3 Review of the Documented work by the group Desk crit/ group crit.
13/08/2018 faculty. Continue with the field work if gaps are
identified in the documented work.
Week 3 Final presentation on site research/ Pin up presentation/Assessment
16/08/2018 documentation work by students
Week 4  Discussion on current issues and lecture on Working in class in pairs where the
20/08/2018- socio economic aspects of urban areas, city instructors spend the class period
23/08/2018 planning process etc will be through visual aid speaking to students individually at their
and audio-visual aid. desks about their work.

 Site analysis and inference generation though

discussion
 Detail impact assessment to do further
intervention
Week 5 Site Analysis, detail impact assessment and Pin up presentation/ assessment
27/08/2018 inference Review
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Week 5 Developing the programme brief and housing Working in class in pairs where the
30/08/2018 typology instructors spend the class period
speaking to students individually at their
desks about their work
Week 6 Holiday
03/09/2018
Week 6 Midterm-1 assessment (site research, site Cross review: Pin up presentation/
06/09/2018 analysis, impact assessment, inference assessment
generation, programme brief and
justification of the housing typology
chosen for further study and designing)
Week 7 Incorporating the changes suggested and Making a report from the presentation
10/09/2018 refining/ fine tuning the research under the guidance of their faculty
Week 7 Holiday
13/09/2018
Week 8 Presentation by faculty on housing typologies, Final report submission on site study,
17/09/2018 housing issues/ challenges, affordability, analysis, inference, and programme
adequacy, livelihood factors and various brief submission
interventions and scheme
Case studies; students will undertake housing Filed work: housing case study:
case studies ((local, national, and location, accessibility, detailed
international) based on their derived housing demography study, socio-economic
typology to understand the services, study, housing condition, housing
functioning of that system. design, material and technology used,
infrastructure available (physical and
social), facilities, surroundings, open
space, roads and network,
Week 8  Detailed analysis, inferences from the case Working in class in pairs where the
20/09/2018 study instructors spend the class period
 Comparing the primary case study with the speaking to students individually at their
secondary case study and generating desks about their work
inferences.
Week 9 Case study presentation by students Pin up presentation/Assessment
24/09/2018
Week 9  Lecture and discussion on Haryana* building  Case study report submission after
27/09/2018 code 2017, UDPFI Guideline and masterplan incorporating all changes
 Formulate the design guidelines: the site suggested.
area, plot ratio, height, density, functions,  Working in group of 10/20 to
community requirements, city requirements, formulate the design guidelines
accommodation types and responsibilities of with the help of their instructors
the building.
Week 10 Presentation on Design guidelines (draft Pin up presentation/ assessment
01/10/2018 master plan) by students Brainstorm exercise: Comparing and
Combining all the design guidelines/
master plan and come in consultation
with all design faculty and come up with
one unified master plan

Week 10  A short class on how to develop architecture Working in class in pairs where the
04/10/2018 Design concepts: Audio video presentation instructors spend the class period
followed by discussion and lecture. speaking to students individually at their
 Developing the concept and design process desks about their concept

Week 11 Design Concept and design derivations Students’ work reviewed through the
08/10/2018 through site planning and zoning use of desk crits
Week 11  Presentation on design concept, site planning  Pin up presentation/Assessment
11/10/2018 and zoning (with iterations)  Students start testing their ideas/
 Expressing the concept through models and design through physical models
design iterations
Week 12 Models and design iterations Working in class in pairs and students
15/10/2018 (physical and computer based ‘urban-scale’ work will be reviewed using desk crit.
models).
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Week 12 Midterm-2 assessment (Case study Cross review: Pin up presentation/

18/102018 inferences, building guidelines and master assessment
plan regulations, design guidelines,
design concept, site planning, design
iterations, models)
Week 13 Detailing the project Students will be working in class and
22/10/2018 Lecture (audio-visual) on services, material, and instructors spend the class period
technology speaking to students individually and
Ground floor plan clarifying their doubts at their desks

Week 13 Ground floor plan, Grid plan, Typical floor
25/102018 plan
Week 14 Ground floor plan/s, typical floor plan,
29/10/2018 basement plan, sections, elevations
Week 14 Presentation by students on the above work
1/11/2018
Week 15  Presentation by expert faculty regarding
05/112018 technical details of the buildings that embrace
the structural, material, building skin,
constructional and any other system that
gives depth to a housing design
 Students implement these into their design
Students will be working in class and
instructors spend the class period
speaking to students individually and
clarifying their doubts at their desks
Students will be working in class and
instructors spend the class period
speaking to students individually and
clarifying their doubts at their desks
Pin up presentation/Assessment
Students will be working in class on all
technical details and instructors spend
the class period speaking to students
individually and clarifying their doubts at
their desks

Week 15 Final presentation on detail site plan, building Pin up presentation/Assessment

08/11/2018 plans: basement plan/parking plan, ground
floor plan, typical floor plan, roof plan,
relevant sections, all side elevations and
details of the buildings that embrace the
structural, material, building skin,
constructional and any other system that
gives depth to the design
Week 16 Final model: site model (block model), detail Work in class on model and report
12/11/2018 and building model and compiling all data (case instructors spend the class period
15/11/2018 studies, design and design guidelines, design speaking to students individually and
concept, site planning, zoning, designs clarifying their doubts at their desks
drawings) into a report format
Week 17 Internal final (final presentation after Cross review: Pin up presentation/
19/11/18 incorporating all correction suggested by assessment and report submission
the juror on 8/11/18 + final model+ report)

Deliverables
In this studio, the housing intervention will be done for an existing functional neighbourhood.
The team will collectively decide on the site area to work with and eight adjoining residential
sites would be selected for eight housing design projects. It’s extremely important that the site
study is beyond the aspects of individual site. There might be several buildings and land use
in the area that might have historical, religious significance or are significant to the urban
memory. Students need to document the various interventions/changes that the site has gone
through and do a detail impact assessment to do further intervention. Students should also
do a detailed study of the demography of the area, socio-economic profile, infrastructure
(physical and social), road and network, transport system, open spaces, existing housing
typology, spatial use, housing bye laws and existing policies and acts.

The intention of this exercise is to make students understand the relevance of space
management and make their design innovation respond to the cultural and social norms of
that area.
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Summative Assessment Components and Criteria

Assessment 1 Pair Site research, site analysis, 30 percent week 6 Learning Outcomes
impact assessment, inference of total 1-4
generation, programme brief mark
and justification of the housing
typology chosen for further
study and designing, report
Assessment 2 Group/pair Case study inferences, building 30 percent week Learning Outcomes
guidelines and master plan of total 12 3-8
regulations, design guidelines, mark
design concept, site planning,
design iterations, models, report
Assessment 3 Pair Final presentation on detail site 40 percent Week Learning Outcomes
plan, building plans: basement of total 17 1-8
plan/parking plan, ground floor Mark
plan, typical floor plan, roof plan,
relevant sections, all side
elevations and details of the
buildings that embrace the
structural, material, building
skin, constructional and any
other system that gives depth to
the design, final models and
report
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Rubric for Participation and Group Work

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Sample Rubrics for the final assessment

Plagiarism

What is Plagiarism?

The theft of ideas (such as the plots of narrative or dramatic works) or of written passages or works,
where these are passed off as one's own work without acknowledgement of their true origin; or a
piece of writing thus stolen.

-- The Oxford Dictionary of Literary Terms. 2008. Oxford University Press.

Common Forms of Plagiarism

• Copying directly from others without acknowledgement of the original source
• Using ideas or rephrasing text from without acknowledgement of the original source
• Using charts, tables, pictures or diagrams from others without referencing
• Reusing some parts of your previous work
• Submitting other people’s work as your own

How to avoid plagiarism?

• Use your own ideas.
• Paraphrase + give proper credit to the original source.
• Use quotation marks when using exact words from other authors + give proper credit to the original
source.
• Organise and track your sources and materials
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Recommended Text (Reference Book)

Torres, S. (2002). Architectural Identity in a Globalized World: Harbourside Park Building Envelope and Urban
Room, A case study: Thesis report for Master of Advanced Studies in Architecture
ABEL, C. (2000). Architecture & Identity; Responses to Cultural and Technological Change. Architectural
Press. Oxford. Second Edition. ISBN: 0750642467
EISELE, J. & KLOFT, E. (eds) (2002). High Rise Manual: Typology & Design, Construction & Technology.
Birkhauser. Germany. ISBN: 3764302747
Chermayeff S, Alexander C. (1965) Community and Privacy: Toward a New Architecture of
Humanism, Anchor Books; Anchor books No. A 474 edition (1965)
SCHITTICH, C. (ed.) (2004) High Density Housing, in Detail: Concepts, Planning, Construction. Edition
Detail. Birkhauser, Munich. ISBN: 3764371137

Suggested videos

The Playspaces of Aldo van Eyck with Denisa Kollarova and Anna van Lingen
https://www.youtube.com/watch?v=WWgPiW2mYQc

Architecture Short Course: How to Develop a Design Concept

https://www.youtube.com/watch?v=k4dVgbuxBAw&vl=en

Post-industrial dynamics and urban housing- Hugo priemus, Delft University of technology
https://unhabitat.org/post-industrial-dynamics-and-urban-housing-hugo-priemus-delft-university-of-
technology/

Tech This: Top Trends in Construction Industry

https://www.makaan.com/iq/living/tech-this-top-trends-in-construction-industry

Simple ideas to innovative buildings: Alok Shetty at TEDxMuscat 2013

https://www.youtube.com/watch?v=C2yjTmk6dX8

Recommended Databases
JSTOR Full Text
Web of Science Full Text
These and other databases can be found in http://libguides.lib.xjtlu.edu.cn/architecture

Studio Policies/Expectations
Studio runs from 1:00 pm to 5:00 pm.
We will do our best to be on time and expect that you will too. This is an upper level studio;
we expect in-depth, independent research and high-quality productions. We expect class time
to be used to its fullest in both group and individual activities— particularly because of the
quantity of work and tight deadlines we have programmed for this course. Because of the peer
learning associated with the studio environment, your attendance—and participation—is
expected during all classes, unless you’ve notified the instructor in advance. Please let us
know if you’re sick, out of town, etc. We will begin each class with a brief meeting during which
lectures, reading discussions, announcements, questions and answers, etc. will take place. A
seminar/discussion component is a key feature of this class and reading and writing will be
required. It’s expected that you will come to class with readings assigned for that day
completed, with questions, comments, and responses to that reading. This is NOT a lecture-
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style class, and everyone is expected to take an active role in discussions. You should plan
on using desk crits as a means to discuss both research process and design product.
Late Work
All assignments are due in their entirety at the time specified at the beginning on each project.
All work submitted late (even if it is only five minutes after the due date) will be penalized
according to the following scale: submitted within 24 hours after due date will be reduced 10%;
submitted within 48 hours after due date will be reduced 20%; and submitted within 72 hours
after due date will be reduced 40% of the total possible points allocated for the particular
project.