DISSERTATION REPORT

Session: 2013-14

“SCALE IN CONTEXT WITH BUILT SPACES”

Undertaken by:
Sakshi jain
Enrollment No.: 09EAAAR044
V Year B.Arch( )

Prof. PRADEEP MITTAL Prof. ARCHANA SINGH

GUIDE COORDINATOR

Aayojan School of Architecture

ISI-4, RIICO Institutional Block,
Sitapura, Jaipur-302022
 DISSERTATION REPORT
Session: 2013-14

“SCALE IN CONTEXT WITH BUILT SPACES”

Undertaken by:
Sakshi jain
Enrollment No.: 09EAAAR044
V Year B.Arch(43 )

Prof. PRADEEP MITTAL Prof. ARCHANA SINGH

GUIDE COORDINATOR

Aayojan School of Architecture

ISI-4, RIICO Institutional Block,
Sitapura, Jaipur-302022
 APPROVAL

The study titled “…SCALE IN CONTEXT WITH BUILT SPACES” is hereby

approved as an original work of SAKSHI JAIN enrolment no. 09EAAAR044 on the
approved subject carried out and presented in manner satisfactory to warrant its
acceptance as per the standard laid down by the university. This report has been
submitted in the partial fulfillment for the award of Bachelor of Architecture degree
from Rajasthan Technical University, Kota.

It is to be understood that the undersigned does not necessarily endorse or approve

any statement made, any opinion expressed or conclusion drawn therein, but
approves the study only for the purpose it has been submitted.

December 2013
Jaipur

EXTERNAL EXAMINER GUIDE:Prof. Pradeep Mittal

Prof. ARCHANA SINGH Prof. K.S.MAHAJANI

CO-ORDINATOR PRINCIPAL

i
 DECLARATION

I, SAKSHI JAIN, here by solemnly declare that the research work undertaken by me,
titled „SCALE IN CONTEXT WITH BUILT SPACES.‟ is my original work and
wherever I have incorporated any information in the form of photographs, text, data,
maps, drawings, etc. from different sources, has been duly acknowledged in my
report.

This dissertation has been completed under the supervision of the guide allotted to
me by the school.

SAKSHI JAIN
V Year B.Arch( 43 )
Aayojan School of Architecture, Jaipur

ii
 ACKNOWLEDGEMENT

I would like to acknowledge my guide prof. pradeep

Mittal for guiding me with the specific direction to
Be followed regarding my study.
I would also like to thank my friends and family Passport Size
Members who supported and suggested me with Photograph

some ideas.i would like to acknowledge the seniors

from my internship office Mr. jayant gunjaria
and jignesh patel who resolved
my querries in an efficient way.

I would also like to acknowledge the coordinator Prof.

Archana Singh for coordinating the research schedule
which supported us to get our research completed
in an efficient manner.

SAKSHI JAIN
V Year B.Arch ( 43)
Aayojan School of Architecture, Jaipur
iii
 CONTENTS

Page No.
Approval i
Declaration ii
Acknowledgement iii
Contents iv-v
CHAPTER 1: INTRODUCTION 1-2
1.1 Criteria of selection 2
1.2 Hypothesis 2
1.3 Aim 2
1.4 Objectives 2
1.5 Scope & Limitation 2

CHAPTER 2: 3-6
2.1 Scale 3
2.2 Types of scale 4-6
2.2.1 Visual scale 4
2.2.2 Monumental scale 5
2.2.3 Human scale 6
CHAPTER 3: 7-16
3.1 Scale Modulation 7
3.2 Factors for modulation of scale 8
3.2.1 Function 9-10
3.2.2 User group 10-12
3.2.3 Psychological impacts. 12-16

Iv
CHAPTER 4: 17-27
4.1 Case Studies
4.1.1 IIM AHMEDABAD 17-18
4.1.2 CEPT AHMEDABAD 19-20
4.1.3 NID AHMENDABAD 21-23
4.1.4 ESI, GADHINAGAR 24-26
Comparative Table Of Case Studies 27

CHAPTER 5: 27-38
5.1 VOLUMETRIC ANALYSIS 27
5.1.1 IIM, AHMEDABAD 28-29
5.1.2 CEPT, AHMEDABAD 29-30
5.1.3 NID, AHMENDABAD 31-32
5.1.4 ESI, GANDHINAGAR 33-34
5.2 Comparative Volumetric Analysis
5.3 Questionnaire/Results 35-38

CHAPTER 6: CONCLUSIONS & RECOMMENDATIONS 39

6.1 Conclusion and recommendations

LIST OF TABLES vi-vii

LIST OF ILLUSTRATIONS
BIBLIOGRAPHY

v
 Scale in context with built spaces

1. INTRODUCTION

“A Great Architect reveals his quality in handling of architectural scale. “Scale is how one
perceives the size of something in relation to something else. Scale of a space has different
aspects for its inhabitancy regarding its psychological and functional aspects. Scale used to
be a major aspect for evolution of a built space in the era of humanism whereas now been
neglected somehow.

As shape has to do something with the meaning of individual things, scale has to do
something with the physical sizes and therefore their importance and their meaning in
relation with something else.

Scale is 2 dimensional as well as three dimensional scenario of a built space therefore

heights of a space will also be studied along with their corresponding reasons as well.
Modulation of scale thus contributes to various aspects of a built environment.

Scale modulation is thus followed by functional and psychological effects of the built
space.

Internal heights of a built space contribute to scale to a larger extent which itself is related
to its horizontal dimensions. Every internal height of a designed space has some reason for
its dimensions regarding the comfort to be implemented in that built space. Further those
criteria would be function of that space, its proportionality to the horizontal dimensions,
and thus the psychological impacts of that space.

Changes in internal heights of a space also implements a ‘wow effect’ to the space also
which adds to the efficacy of any built environment.

Architectural scale is predominantly human scale as every space is designed according to

the human dimensions although I have covered the aspect in terms of user group to relate
with today’s terminologies more prominently.

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 Scale in context with built spaces

1.1 CRITERIA OF SELECTION:

 Scale is an essential and inseparable part of architecture.
 Scale which has been a basic parameter for architecture in humanism era needs to
be enlightened further.
 Heights of a built space could be major aspect for inhabitance in a proper way.
 Scale can be major aspect for an inhabitant for its acceptance.

1.2 HYPOTHESIS:
“Scale is an essential parameter for evolution of a built space.”

1.3 AIM:
 To prove that scale is been significant when a built space is being evolved keeping in
mind the visual and psychological impacts of that built space.

1.4 OBJECTIVES:
 To study the significance of scale in architecture
 To study modulation of internal heights of a built space and their dependence on
various criteria.

1.5 SCOPE:
 Scale modulation in built spaces would be studied alongwith their criteria.
 Factors for modulation of scale would be studied.
 Impacts of modulation of scale would be studied.

LIMITATIONS:
 Case studies would be limited to institutional buildings only.
 Case studies would not be done in exact dimensions their proportions would be
studied.
 Height would be taken as a fundamental issue which is further related to length and
breadth of a space.

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 Scale in context with built spaces

2.1 SCALE
Scale means dimension with respect to man’s virtual apprehension, dimension with respect to
relative size. Scale refers to how we perceive the size of something in relation to something else
as shown in fig1 and fig 3 below.It is a proportional relationship between two sets of
dimensions.

Scale has three aspects length, breadth and height. Every space has a reason for its dimensions
and they can be functional reasons or psychological.

Scale is an aspect of architecture which has no predetermined formula for either of its
dimensions. A proper scale of a space reflects the understanding of the architect towards
architecture.

No matter how unimportant or plain it may be, every part of every building has a size. And
so scale, which involves arranging various dimensions in some order with specified reason,
and choosing particular sizes when the option is available, is of great interest to all
architects, and it is very much talked about. But often it is nevertheless not entirely clear
just what scale really is.

Scale can be depicted simply as x-y-z of a space and each dimension is correlated with each
other to some extent if z changes x-y changes to some extent.

Fig.1: showing relativity in scale through circles Fig.2: coordinate axes showing x-y-z of a space.

Fig.3: We understand the size of elements in relation to the other parts or to the whol e of a composition

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 Scale in context with built spaces

2.2 TYPES OF SCALE:

2.2.1 VISUAL SCALE

We perceive and judge the size of something in relation to something else. A thing appears
smaller or larger in relation to the size of other things in its environment.

We perceive the size of a building in comparison to the other structures near it (or human
beings near it) or we perceive the size of elements (such as doors or windows in a building) in
relation to the other parts or to the whole of a composition. We also understand the true sizes
of the buildings when we compare them to standard elements such as residential window units
or modular materials such as bricks.

Fig.4: line segments of the same size appear to be of different lengths based on the shapes that
are placed at the ends.

Fig.5: relativity in external heights

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 Scale in context with built spaces

2.2.2 MONUMENTAL SCALE:

Monumental scale is implemented to express the grandeur and importance of a particular

space. As we perceive the size by comparing with the size of something in its surroundings
the grandeur thus is perceived by comparison too.

It creates a ‘wow’ effect too and implements a surprising factor within the space too.

Monumental scale reminds us of the civic or religious buildings only but the effect of
monumentalism can also be implemented in other buildings also.it can be introduced by
providing a sudden change in heights too. For example, in a residence the living room or
drawing room which expresses your grandeur to the guests could have a greater height than
that of your bedroom.

Fig.6: monumental scale: sudden change in scale creates a “wow factor” to the space.
They also give grandeur to the space.

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 Scale in context with built spaces

2.2.3 HUMAN SCALE:

Human scale refers to the size of a form when compared with our own human size. Human
dimensions and scale have a determinative effect both in our perception and also in our
creation of buildings and spaces. Human scale in architecture is based on the dimensions
and proportions of the human body.

We can understand the dimensions of a space better, when we compare that to our human
dimensions. How big a space is relative to the size of the average human being is said to be its
scale.

But human scale just doesn’t has dimensional aspects but this can be explored with t he other
aspects of human being that is no of people accommodated in a space, feelings to be
implemented and the user group(age group).

Fig.7: modular by le Corbusier

Fig.8: contradiction in scales of spaces .

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 Scale in context with built spaces

3.1 SCALE MODULATION:

Scale within a built space is been modulated depending upon the various factors which
leads to the evolution of a built space in an efficient manner.

Scale is a three dimensional aspect of a space which is related to all three axes of a space i.e.
length, breadth and height.

There have been theories regarding its modulation .Ceiling height of a built space is
probably related to its length and breadth regarding the proportions of that space and also
the social distance between two persons in a room. Spaces with different spaces have
different character.

“A building in which the ceiling heights are same is virtually incapable of making people
comfortable.”

Varying the ceiling heights continuously throughout the building, especially between rooms
which open into each other, so that the relative intimacy of different spaces can be felt then
the mere fact are that the varying ceiling heights, allows people to move from high rooms to
low rooms, and vice versa, according to the degree of intimacy they seek.

Fig.9: modulation of scale/heights

Fig.10: ceiling height variety-from pattern language.

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 Scale in context with built spaces

3.2 FACTORS FOR MODULATION OF SCALE WITHIN A BUILT SPACE:

There are various factors for the modulation of scale of spaces which affects the character of the
space in various manners. When a person standing in a room, the function would be something
which would complement his activity, feelings would be compl ementing his emotions and comfort
too and to some extent these impacts would also be governed by the user group he belongs to.

These aspects are moreover interrelated with each other. (Refer fig. no.)

Likewise if a classroom is to be designed for a kid of 5 yrs. The obvious activities of that space would
be playing, sitting, crawling and studying etc. that would scale the horizontal dimension of the space
and as the space is to be used by a kid the height should complement his feelings too.

So here the user group is the kid, function is playing and studying, while feelings would be security
and freedom altogether.

So dese aspects do not have any predetermined formula they just have a correlation between them.

In detail, function is related to the no. of people the space it is going to accommodate and the
activities performed depending upon the user group and their concerned feelings too.

SCALE

USER GROUP
FUNCTION SPACE

FEELINGS
Fig.11: interrelationship between various factors with scale and further space.

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 Scale in context with built spaces

3.2.1 FUNCTION:

Function of a space depends upon the activities occurring in that space and also the no. of
persons it’s going to accommodate. If a room is accommodating a large no. of persons then
a low ceiling height space would act as claustrophobic space while the same space with
lesser persons would be the appropriate one.

Function should not be confused with the requirements; a volleyball court has double height
that’s the requirement of the space not the function. Function would be depicted by the
activities, no of people it is going to accommodate etc.

In this case it would be a vice versa situation for the space and the no. of people.

The activities going to take place in a space also complements the height of that space.

Suppose it’s a workshop area with lots of fumes and dust evocating then a low height
suffocated space would not deal with its activities. Whereas if it’s a bedroom then a low
ceiling height would definitely be more prominent than a high ceiling height space.

Cathedrals, mosques, and most other large churches were deliberately designed to not only
house many congregants, but also to elevate the ceiling to such height that will inspire, if
not awe, the people there, and thus, a definite psychological aspect of the design does exist.

Fig.12: different heights for different functions Fig.13: section from a house

Fig.14:different heights for different type of spaces.

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 Scale in context with built spaces

FUNCTION

SCALE/ NO. OF PEOPLE

ACTIVITIES TO ACCOMODATE
HEIGHT

REQUIREMENT

Fig.15: interrelationship between various factors and function and with scale/height

3.2.2 USER GROUP

Scale in architecture can make you feel small and helpless like a child, or make you feel large
and powerful like a giant. Scale is depicted by height dominantly.in this section age group
using the space is been considered. A child in a high ceiling height space would feel
differently than an adult. If we take example of any school in general, we should not ignore
the fact that the primary users are children.

Scale is not merely an issue of size. It is also one of perception. What does the scale of the
architecture do to the feelings or understanding of the user?

Every space has a feeling implemented which is further associated with user type of the
space. As every user group has different zone of comfort likewise if a space is to be designed
for a kid or an aged person it will have a different persona than that of a space designed for
an adult.

Too often in school design we deny the fact that the primary users are small children, and
the design of the building reflects the same qualities of an adult oriented office building.

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 Scale in context with built spaces

USER
GROUP

SCALE/ FEELINGS
ACTIVITIES
HEIGHT

REQUIREMENT
Fig.16: interrelationship between various factors and user group and with scale/height

Fig.17: showing the dependence of various elements with the user group and then scale of that
space.

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 Scale in context with built spaces

Fig.18: scale of a space designed according to a kid

3.2.3 PSYCHOLOGICAL IMPACTS:

Scale follows feelings to be implemented in a built space.These feelings further are related
to the user group using the space and the activities to be taken place. The feelings been
considered in this study would be:

 Freedom or confinement
 Intimate or social
 Interactive and Inviting spaces

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 Scale in context with built spaces

FEELINGS

SCALE/ USER GROUP

ACTIVITIES
HEIGHT

NO.OF PEOPLE TO
ACCOMODATE
Fig.19: interrelationship between various factors and user group and with scale/height

Now each factor would be considered in detail with examples:

FREEDOM/CONFINEMENT:

If we consider a room of say 10’ height and 8’x5’ as horizontal dimensions and two different
persons belonging two different user groups would behave differently coz a kid may feel
confined in such space but an adult could feel free.

That would further depend upon the activity being performed in that space ,if the same
room was for some indoor sport the kid may feel free and the adult with the same feelings
as earlier.So each of the aspects are correlated with each other.

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 Scale in context with built spaces

Fig.20: disproportionate scales lead to claustrophobic spaces.

INTIMATE OR SOCIAL:

The scales of spaces are related with the social distance between people in a room and
therefore directly related to their relative feeling of intimacy and non-intimacy.

Now the ceiling height of space has a bearing on social distance in following way:

The height of ceiling appears to affect the apparent distance of sound sources from the
hearer. Thus under a low ceiling sound sources seem nearer than they really are, under a
high ceiling they seem further than they really are. Since the sound is an important cue in
the perception of distance between people (voice, footsteps, rustle and so on.)This means
that the ceiling height will alter the apparent distance between people. Under a high ceiling
seem further apart than they really are.

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 Scale in context with built spaces

Fig.20: varying ceiling height with the no of people going to accommodate in a space and the
social distance between them.

ROOM

ENTRANCE
LOBBY

Fig.21: section of a public building showing the variation in height with the social distance
between people.

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 Scale in context with built spaces

Fig.22: schematic diagram demarcating the intimate and social distances.

INVITING SPACES:

Any contrast of scale between two spaces creates emphasis on either of the two that
further leads to an inviting space. That’s why the entrance lobbies are kept at larger scale
than other spaces to get an inviting space.

All these factors you can now relate to some extent; entrance lobbies are kept at larger
scale to accommodate more no. of people where the social distance is greater as compared
to other spaces and thus the space becomes inviting too.

Fig.23: inviting double height spaces; entrance lobbies.

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 Scale in context with built spaces

4. FRAMEWORK: All the case studies have been done on institutional buildings in which these
factors have been studied with their reasons. The cases studied have different user group and
different functions and feelings were studied in relation to these factors.

Cases studied are: IIM AHMEDABAD, CEPT AHMEDABAD, NID AHMEDABAD AND ESI SUGHAD.

4.1 CASE STUDY 1: IIM, AHMEDABAD

Approach to the case:

 The interplay of scale on the basis of certain factors.

 Psychological impact of the spaces.

Limitations with this case:

 Only academic and admin. Block were studied.

 Transitional spaces were studied.

Factors under which study was done:

 Function:
Academic and admin areas were studied and as observed they were having different
heights. The no of persons to be accommodated in both the cases were different.the
activities being carried out in both the spaces were different and accordingly the
heights were different.

 User group:
The user group using the spaces were different so as the heights were different.

 Feelings:
The double heighted space complements the feelings of the user group using the
space.

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 Scale in context with built spaces

ACADEMIC BLOCK
ADMIN. BLOCK

Fig.24: different heights for academic and admin block.

Fig.24: classroom in academic block Fig.24(a): different heights for academic and admin block.

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 Scale in context with built spaces

4.2 CASE STUDY 2: CEPT, AHMEDABAD

Approach to the case:

 Variations in scale and their reasons to be different were studied on the basis of all
the factors.

Limitations with this case:

 Only academic and admin. Block were studied.

 Transitional spaces were studied.

Factors under which study was done:

 Function:
Academic and admin areas were studied and as observed they were having different
heights. The no of persons to be accommodated in both the cases were different.
The entrance courts were having double heights, and then the studios were having
lower heights than the entrance courts and other spaces were having different
heights.

 User group:
The user group using the spaces were different so as the heights were different.

 Feelings:
The double heighted space complements the feelings of the user group using the
space.

3 3 3

2 2

1
1. ENTRANCE COURT (ADMIN. BLOCK)
2. ENTRANCE COURT (ACADEMIC BLOCK)
3. STUDIOS
Fig.25: GROUND FLOOR PLAN

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 Scale in context with built spaces

Fig.26: different heights for entrance court and sit out space above.

Fig.27: entrance to the library block Fig.28: entrance to the studio block

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 Scale in context with built spaces

4.3 CASE STUDY 3: NID, AHMEDABAD

Approach to the case:

 Variations in scale and their reasons to be different were studied on the basis of all
the factors.

Limitations with this case:

 Only academic and admin. Block were studied.

 Transitional spaces were studied.

Factors under which study was done:

 Function:
Academic and admin areas were studied and as observed they were having different
heights. The workshop areas were having different heights while those of the
classrooms and the entrance courts and admin areas.

 User group:
The user group using the spaces were same

 Feelings:
The double height entrance courts were given to sense a feeling of inviting to the
blocks.

Fig.28(2) courtyards

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 Scale in context with built spaces

1. Courtyard
2. Semi-covered foyer
3. Faculty cabins
4. Labs
5. Studios
6. Prototype display
7. Board room
8. Administration
9. Account dept.
10. Toilets
11. Passage
12. Exhibition
13. Aquarium
14. Fountain
15. Online education
16. Faculty tea area
17. Showroom
18. Purchase & store
19. Project room
20. Store room
21. Xerox
22. Exhibition space
23. Ex. Directors office
24. Electric room
Fig.29: GROUND FLOOR PLAN

1. Workshops
2. Labs
3. Faculty cabins
4. Studios
5. Classrooms
6. Darkroom
7. I.T. Centre
8. Library
9. Store room
10. Animation camera room
11. Sound room
12. Editing room
13. Toilet
14. Store
15. O.T.S
16. Offset printing
17. A.V centre
18. New media
19. Preview room
Fig.30: FIRST FLOOR PLAN

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 Scale in context with built spaces

Fig 31: Different heights for admin and the workshops above.

Fig 31(a): Different heights for admin and the workshops above.

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 Scale in context with built spaces

4.4 CASE STUDY 4: ESI, SUGHAD

Approach to the case:

 Variations in scale and their reasons to be different were studied on the basis of all
the factors.

Limitations with this case:

 Entrance courts and lecture halls are studied alongwith the rooms.
 Transitional spaces were studied.

Factors under which study was done:

 Function:
Academic and admin areas were studied and as observed they were having different
heights. The no of persons to be accommodated in both the cases were different.
The entrance courts were having double heights, and then the lecture halls were
having lower heights than the entrance courts and other spaces were having
different heights.

 User group:
The user group using the spaces were same.

 Feelings:
The double height space complements the feelings of the user group using the
space.

Fig.32: view of model of ESI

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 Scale in context with built spaces

1
3
2

1. ENTRANCE PORCH
2. LECTURE HALL
3. CORRIDOR
Fig. 33: GROUND FLOOR PLAN

Fig. 34: NORTH EAST ELEVATION

Fig 35:SOUTH EAST ELEVATION

Fig 36: Section

through entrance
court.
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 Scale in context with built spaces

Fig 37: Double height entrance court.

Fig 37(a): Double height entrance court.

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 Scale in context with built spaces

CRITERIA OF CASE 1:IIM A CASE 2: CEPT A CASE 3: NID A CASE 4:ESI A

DISTINCTION

TYPE OF MANAGEMENT ARCHITECTURE DESIGN SANITATION

INSTITUTION &ENVIRONMENT

FUNCTIONS FORMAL FORMAL+INFORMAL FORMAL+INFORMAL FORMAL +

LEARNING LEARNING LEARNING INFORMAL
LEARNING

USER GROUP MAJOR:20-35YRS MAJOR: 18-30YRS. MAJOR: 18-30YRS. MAJOR:35 PLUS

MINOR:45PLUS MINOR:45PLUS MINOR:45PLUS MINOR:BELOW 25
STUDENTS STUDENTS STUDENTS FARMERS

LOCATION AHMEDABAD AHMEDABAD AHMEDABAD GANDHINAGAR

TYPE OF MONUMENTAL HUMAN,VISUAL HUMAN,VISUAL, HUMAN,VISUAL

SCALE MONUMENTAL
OBSERVED
TABLE 1: case data collection and their comparison

5. ANALYSIS:
The way of analysing the heights of various cases is that the spaces of different heights with
their concerned reasons have been flipped and their functionality and feelings have been
analysed.

The conceptual models have been made and the spaces have been flipped.

5.1 VOLUMETRIC ANALYSIS:

VOLUME = AREAXHEIGHT
Analysis will include: keeping the volume constant and the height would be changed.

Keeping the volume constant and changing the ceiling heights of the spaces has changed the
character of the space. Now it is to be examined is the space still can be efficiently used by how it is
now.
IS the space for the same function, no. of people and user group using the space w hich is further
related to the psychological impacts also.

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 Scale in context with built spaces

5.1.1 CASE 1: IIM A

The admin,workshop and studio areas have been shown in different colors which will be
depicted in the module which can be taken as a sectional zoning also(Refer fig.
49,50,51,51(A)).
The case is been analysed by interchanging the heights of academic and admin block and
then the latter module been compared with the former one.
2x

2x
y

x x
y

Fig 38: original module Fig 39: module 1

x x

2x

2x
y

ACADEMIC AREA
Fig 40: module 2 Fig 41: module3
CORRIDORS
ADMIN AREA

Fig 42: different heights for different functions; entrance having a double height

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 Scale in context with built spaces

Fig 43: different heights for different functions; flipping of these heights have been done in the modules.

5.1.2 CASE 2: CEPT, AHMEDABAD

The case is been analysed by interchanging the heights of entrance court and the balconies
have been interchanged and also the with the height of the studios .
The entrance court,sit out and studio areas have been shown in different colors depicted in the
module which can be taken as a sectional zoning also(Refer fig. 38,39,40,41)

2x

x
Fig 39: module 1
Fig 38: original module

Ba l cony/sit out
Entra nce court/circulation a reas
Studi os
Fig 40:module 2 Fig 41:module 3

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 Scale in context with built spaces

Fig 48: these heights have been interchanged in the modules.

Fig 48(a&b): these heights have been interchanged in the modules.

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 Scale in context with built spaces

5.1.3 CASE 3: NID,AHMEDABAD:

In this case the courts are studied.the entrance court has a double height,the workshop areas have a
double height awhile the admin areas and the classrooms have a low height.

The admin,workshop and studio areas have been shown in different colors which will be depicted in
the module which can be taken as a sectional zoning also(Refer fig. 49,50,51,51(A)).

ADMIN AREA
ENTRANCE COURT
WORKSHOPS
CLASSROOMS

Fig 49: original module Fig 50: module 1

ENTRANCE COURT
CLASSROOMS

Fig 51: original module: Fig 51(A): module 1

Double height giving a wow effect If the double height was not given

ACADEMICS (LABS, WORKSHOPS, STUDIOS) : DOUBLE HEIGHTS

ADMINISTRATION (FACULTY CABINS, ACC. DEPARTMENT): SINGLE HEIGHT
EXHIBITION (INDOOR, OUTDOOR) :SINGLE HEIGHT

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 Scale in context with built spaces

Fig 53: classrooms

Fig 54: workshops having greater hei ght than that of the classrooms

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 Scale in context with built spaces

5.1.4 CASE 4: ESI -SUGHAD, GANDHINAGAR

In these case the areas analysed were the entrance court,lecture halls and the rooms.the entrance
court is implemented with double height and the other spaces have a low height.

Module 1: if the entrance block is rotataed at 90 degrees the height would redece to its half almost
and the area would increase.the rooms are also rotated at 90 where the area desreased and the
height got increased to this extent as shown in fig56.
Module 2:the height of the entrance court is reduced keeping the areas same and that of the lecture
hall the height is increased keeping the area sane.

Fig 55: original module Fig 56: module 1

Where volume is kept constant while
height have been changed

ROOMS
ENTRANCE COURT
LECTURE HALL
Fig 57: module 2;where only heights are changed.

Fig 36: Section through entrance court.

Fig 35:SOUTH EAST ELEVATION

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 Scale in context with built spaces

Fig 58: picture showing modulation of heights in the spaces.

Fig 59: corridor leading towards entrance court having lower height than that of the entrance court.

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 Scale in context with built spaces

5.3 QUESTIONNAIRE:

SURVEY UNDER RESEARCH: SCALE IS AN ESSENTIAL PARAMETER FOR EVOLUTION OF A

BUILT SPACE.

AGE:
PROFESSION:

Q.no.1 on what criteria’s do you decide the heights of any space in your design?

a) Function of that space b) user group (age) using the space

c) Psychological impacts d) all of above

Q.no.2 Due to what reasons you would give a high CEILING height in your design?

a) Function of that space b) user group (age) using the space

c) Psychological impacts d) all of above

Q.no.3 Do you design keeping in mind the heights according to the function, activities,
user group & feelings to be implemented within that space?

a) Yes b) no
c) Sometimes

Qno.4 you will feel intimate in a…..?

a) High ceiling height space b)low ceiling height space

b) Depends on its function d) both a & b.

Qno.5 you will attain concentration in a…..?

a) High ceiling height space b)low ceiling height space

c) Depends on its function d) both a & b.

Qno.6 you will attain sacredness in a…..?

a) High ceiling height space b)low ceiling height space

c) Depends on the user group d) depends on function

Qno. 7 To make space more inviting you will give…?

a) High ceiling height space b)low ceiling height space

c) Depends on the user group d) depends on function

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 Scale in context with built spaces

QUESTIONNAIRE RESULTS:

 On what criteria would you decide the heights of any space?

 Due to what criteria do you give double heights in any space?

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 Scale in context with built spaces

 Do you design keeping in mind these criteria?

 To make a space inviting you will give a…?

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 Scale in context with built spaces

 You will attain intimacy in a space having?

 You will attain freedom in a space having?

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 Scale in context with built spaces

6.1 CONCLUSION AND RECOMMENDATIONS:

Through this study we conclude that scale has various dimensions to cover for a space to
evolve. It’s not merely just about the terms or formulae likewise monumental, visual or
human scale It has various aspects which modulate its dimensions which further affect the
comfort level of the inhabitant. Predominantly it has function of a space, its proportions,
user group and feelings associated with it.

Mathematically scale has three dimensions length, breadth and height where height is
further related to the horizontal dimensions of space. The height is modulated through
these criteria i.e. function, feelings and user group using the space, meanwhile the
horizontal dimensions also get modulated accordingly.

Amongst these which factor is going to dominate depends upon the requirement of the
space, suppose if a space is to be designed for a kid firstly user group then its feelings and
then the functional aspect would be concerned.

So it can be stated that ‘scale is an essential parameter for evolution of a space’ but it’s
not just about the proportions, it’s about the functions and feelings to be implemented in
that space.

RECOMMENDATIONS:

After this study it would be recommended that the space should not be just designed
keeping in mind the areas and basic requirements they should be evolved with a sense of
‘factors affecting the scale of a space’.

Scale should be considered as three dimensional aspect i.e. length, breadth and height
where height is modulated according to the factors (functions, feelings and user group using
the spaces) and further it is related to horizontal dimensions of a space.

So that the space is not just a inhabitable room but it’s an experience for an inhabitant to
live.

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 Scale in context with built spaces

LIST OF FIGURES:
Fig.1: showing relativity in scale through circles
Fig.2: coordinate axes showing x-y-z of a space.
Fig.3: We understand the size of elements in relation to the other parts or to the whole of a composition
Fig.4: line segments of the same size appear to be of different lengths based on the shapes that are placed at the ends.
Fig.5: relativity in external heights
Fig.6: monumental scale: sudden change in scale creates a “wow factor” to the space.They also give grandeur to the space.
Fig.7: modular by le Corbusier
Fig.8: contradiction in scales of spaces .
Fig.9: modulation of scale/heights
Fig.10: ceiling height variety-from pattern language.
Fig.11: interrelationship between various factors with scale and further space.
Fig.12: different heights for different functions
Fig.13: section from a house
Fig.14:different heights for different type of spaces.
Fig.15: interrelationship between various factors and function and with scale/height
Fig.16: interrelationship between various factors and user group and with scale/height
Fig.17: showing the dependence of various elements with the user group and then scale of that space.
Fig.18: scale of a space designed according to a kid
Fig.19: interrelationship between various factors and user group and with scale/height
Fig.20: disproportionate scales lead to claustrophobic spaces.
Fig.20(a): varying ceiling height with the no of people going to accommodate in a space and the social distance between them.
Fig.21: section of a public building showing the variation in height with the social distance between people.
Fig.22: schematic diagram demarcating the intimate and social distances.
Fig.23: inviting double height spaces; entrance lobbies.
Fig.24: different heights for academic and admin block.
Fig.24(b): classroom in academic block
Fig.24(a): different heights for academic and admin block.
Fig.25: ground floor plan
Fig.26: different heights for entrance court and sit out space above.
Fig.27: entrance to the library block
Fig.28: entrance to the studio block
Fig.29: Ground Floor Plan
Fig.30: First Floor Plan
Fig 31: Different heights for admin and the workshops above.
Fig 31(a): Different heights for admin and the workshops above.
Fig.32: view of model of ESI
Fig. 33: Ground Floor Plan
Fig. 34: North East Elevation
Fig 35: South East Elevation
Fig 36: Section through entrance court.
Fig 37: Double height entrance court.
Fig 37(a): Double height entrance court.
Fig 38: original module
Fig 39: module 1
Fig 40: module 2
Fig 41: module3
Fig 42: different heights for different functions; entrance having a double height

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 Scale in context with built spaces

Fig 43: different heights for different functions; flipping of these heights have been done in the modules.
Fig 48: these heights have been interchanged in the modules.
Fig 48(a&b): these heights have been interchanged in the modules.
Fig 49: original module
Fig 50: module 1
Fig 51: original module: Double height giving a wow effect
Fig 51(A): module 1: If the double height was not given
Fig 53: classrooms
Fig 54: workshops having greater height than that of the classrooms
Fig 55: original module
Fig 56: module 1
Where volume is kept constant while height have been changed
Fig 57: module 2;where only heights are changed.
Fig 58: picture showing modulation of heights in the spaces.
Fig 59: corridor leading towards entrance court having lower height than that of the entr ance court.

LIST OF TABLES:

TABLE 1: case data collection and their comparison

TABLE 2: Comparative analysis of the cases.

BIBILIOGRAPHY:

BOOKS:
Pattern Language: John alexander
Analysing Architecture
Architecture-Form, Space and Order-D.K Ching
Le Corbusier-Analysis Of Form
Intentions In Architecture
The Modular,Le Corbusier
Scale In Architecture, Charles W Moore

Dissertation report by:

Shipra Jain, scale follows function

SITES REFERRED:
Ceiling%20Height%20Variety%20%20%20The%20Best%205%20Years.htm
Place%20Advantage%20%20Applied%20Psychology%20for%20Interior%20Architecture%20 -%20Sally%20Augustin%20-
%20Google%20Books.htm
Week 5 lecture series
Re thesis:architecture,form,space and psychology

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CRITERIA OF COMPARISON: FUNCTION/ACTIVITY/NO. OF PEOPLE FEELINGS USER GROUP
Refer fig no. page no.
IIM A:  Activities-Acadblock: sitting chatting.  The double height corridors give the  The user group for both the blocks
ORIGINAL MODULE Admin block: just a passage feeling of freedom and a formal social are different and thus the feelings ACADEMIC BLOCK(CLASSROOMS)
 No. of people accommodating are space. change in respective manner. CORRIDORS
more in academic block than the  The low heights in the admin block  Academic block: freedom ADMIN BLOCK
admin block. are confined and less inviting.  Admin. Block: confinement

MODULE 1  Activities: same  The corridor which is flipped will  same

evolve with a loose space.
 Proportions lost but more intimate
space it would be.

MODULE 2  Activities: same but not functional.  Students could feel confined in low  admin:lost and social
height corridors but more interactive  academic: confined
 Admin block can be a lost space.

MODULE 3  Activities: same but not functional  Same reaction as in module 2  admin:lost and social
 academic: confined

Refer fig no. page no.

CEPT A
ORIGINAL MODULE  Entrance court: interacting space &  Entrance court: inviting & interactive  Design institute is more of a informal BALCONY/SIT OUT
passage.  Balcony: intimate space to think institution and informal users which ENTRANCE COURT/CIRCULATION
 Balcony : thinking & overlooking alone leads to informal spaces with a feel of STUDIOS
 Studio: informal learning and drafting  Studio: freedom freedom within them. PANEL ROOMS

MODULE 1
 Activities: same  Entrance court: less inviting  same
 Balcony: out of proportion and
insecure space for one person to sit
and think

 Activities: same  Studio’s : less freedom more  same

MODULE 2 confinement with a formal space

MODULE 3  Panel room: display and presentation  Loose space  same

of works

TABLE 2: COMPARITIVE ANALYSIS OF CASE 1 AND CASE 2

CRITERIA OF COMPARISON: FUNCTION/ACTIVITY/NO. OF PEOPLE FEELINGS USER GROUP
Refer fig no. page no.
NID A:  Activities-Admin.Block:passage anf formal  The double height entrance  The user group for both the blocks
ORIGINAL MODULE offices :feeling of inviting. are different and thus the feelings ADMIN AREA
 Workshops:experiments,carpentry  The low heights in the admin change in respective manner. ENTRANCE COURT
workshops with fumes and dust block : less inviting.  Academic block: freedom WORKSHOP
 studios;informal sitting spaces  Height of the studios:informal  Admin. Block: confinement CLASSROOMS/STUDIOS
 entrance court:inviting cum interaction space
MODULE 1  Entrance court:not inviting  Same as above
 Activities: same  Workshop:confined,would not
support the activities.
 Admin area:lost space

ORIGINAL MODULE  Entrance court:inviting and  Entrance court:interactive space for

 Entrance court:inviting and interaction space giving a wow effect students.

MODULE 1  Entrance court :neither  Entrance court:not interactive

 Activities: same interactive nor inviting with no forstudents.
wow effect.

Refer fig no. page no.

CEPT A
ORIGINAL MODULE  Entrance court: interacting space & passage.  Entrance court: inviting &  Design institute is more of a informal
 rooms : sleeping/resting interactive institution which leads to informal ENTRANCE COURT/CIRCULATION
 lecture hall: informal learning  rooms: intimate space to think spaces with a feel of freedom within Lecture hall
alone them. ROOMS
 lecture hall: freedom
MODULE 1
 Activities: same  Entrance court: less inviting  same
 Lecture hall: out of proportion
and insecure space for one
person to sit and think

 Activities: same  rooms : less freedom more  same

MODULE 2 confinement with a formal
space

TABLE 3: COMPARITIVE ANALYSIS OF CASE 3 AND CASE 4: