CTES COLLEGE OF ARCHITECTURE

3rd Year B.Arch. Semester 06 - 2023 – 2024 NOV2023 – APRIL 2024

Project 1 BARC 601 Architectural Design Studio - 6 Hand out 1

Faculty –Anuprita S., Anju B., Manjusha N., Kirti D., Harshada P.

Srujan सृ जन: School for Creative Design Skill

Introduction

“The future belongs to those who learn more skills and combine them in creative
ways.”— Robert Greene

Creativity is the ability to make or produce new things using skills and imagination. The
created output may be intangible, such as an idea, a scientific theory, a musical
composition, or a joke; or a physical object, such as an invention, a printed literary
work, or a painting.

Whereas Design is to invent, plan and develop something with a particular purpose in
mind. The meaning of DESIGN is to create, fashion, execute, or construct according
to plan (planned actions): devise, contrive. Design is not only a self-conscious effort to
propose an aesthetic scheme, but it is a relentless endeavour to achieve the highest
quality of human experience through the crafted objects, built-forms, costumes or a
piece of art.

As we begin articulation on contemporary practice of design and design education

it is important to understand how the knowledge (of design and its methods of
production) was transferred to the new generation of craftsman and artisans.

Design practices, craft traditions in ancient India have been interwoven in her values
set by traditional society prompting conscious and unconscious decisions that
evolved over time to answer the problems articulated in the society and could not be
attributed to one person or a designer. India with its plethora of traditional crafts-skills
and technological skills need to be understood for their unique community practices
of production and how they evolved while they addressed the socio-economic,
cultural and environmental concerns.

In 1857 when Sir JJ school of art was founded, with the intention of institutionalize the
training in arts & crafts, it focused on producing Drawings, Decorative Paintings,
Modelling and Ornamental Wrought Iron Work to aid the then ongoing architecture
work of the British Govt. In 1900, the school offered its first course in architecture and
subsequently from 1923, Ar. Claude Batley brought a paradigm shift in pedagogy by
focusing on architecture & craft tradition of India and was responsible for bringing out
valuable documents such as Jaypore Portfolios.

On the other hand, Classical architecture that originated in ancient Greece and
Rome(from the 5th century bce in Greece to the 3rd century ce in Rome), is
characterized by symmetry & other geometrical orders that is seen in the elements

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such as columns, rectangular windows, and the use of marble etc. For centuries, the
architects, world over have drawn influence from the classical orders in the creation
of the subsequent styles of architecture.

Renaissance period, that is defined from 1400 to 1600, witnessed the reference to the
classical orders and mathematically precise ratios of height and width combined with
a desire for symmetry, proportion and harmony in creating art, architecture and
designs.

Further, the first Industrial revolution that spanned from1760 to about 1820–1840
witnessed the shift from hand-made to machine made production and the
subsequent second Industrial revolution that was marked by the mass production,
assembly line, heavily governed the Design by the process of production with minimal
focus on customisation and user-experience. During this period, the design schools
such as Norwegian National Academy of Craft and Art Industry(1818), United
Kingdom's Government School of Design(1837), Rhode Island School of Design,
USA(1877), were founded with the objectives to systematically train artisans in
drawing, painting, modeling, and designing, that they may successfully apply the
principles of Art to the requirements of trade and manufacture.

20th Century saw the rise of German art school the Bauhaus (German for 'building
house')-1919 to 1933, which attempted the approach to design to unify artistic vision
with the principles of mass production with emphasis on function.

Whereas, the onslaught of computers in 1980s and early1990s and rapid

developments in digital computer hardware and software drastically changed the
way design worked; especially the digital graphic design. Digital design referred to
the imagery created for use in any digital medium, including computers, phones and
tablets.

Contemporary times of the 21st Centuy is further undergoing the transformations in

global production and supply network by integrating automation of traditional
manufacturing and industrial practices, using modern smart technology, the internet
& information. This shift has brought together the technologies like artificial
intelligence, gene editing, to advanced robotics in the realm of design and has
further blurred the lines between the physical, digital, and biological worlds.

Role of Design schools in contemporary times:

Thus, contemporary design practice & education are characterised by applied

creativity, engagement and collaborations with multiple disciplines such as sociology,
economics, biology, planning, design, architecture etc. to state the design problems
collectively and then solve them within the disciplinary boundaries of design.

Design education would comprise of four components viz value proposition, problem
statement, problem solving and production. The most effective and widely employed
practice of design in contemporary world is ‘Design thinking’, which involves detailed
working on problem statement, problem solving and production in human centric
ways. Please refer to the end note.

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National Education Policy (NEP) 2020:

It is heartening that the NEP2020 has laid out certain founding principles for the future
of education in India, which further fosters the required leaning curve that is
complementary for introduction of Design education at early stages of learning.

The key principles that would positively impact Deign education and its four
components viz. value proposition, problem statement, problem solving and
production are:
 fostering the unique capabilities of each student,
 choice of learning trajectories from the early stages of learning,
 not having hard separations between arts and sciences,
 multidisciplinarity and a holistic education across the sciences, social sciences,
arts, humanities, and sports,
 emphasis on creativity and critical thinking,
 imbibing ethics and values like empathy, liberty, responsibility, pluralism,
equality & justice
 extensive use of technology in teaching and learning, a rootedness and pride
in India, and its rich, diverse, ancient and modern culture

Srujan सज
ृ न: School for Creative Design Skill:

Srujan सज
ृ न : The Design centric school is an initiative for the budding students to hone
their creativity & design ability by enhancing their knowledge, skills & attitude for
design at secondary school level, so that in future they could plunge into mastering
the vocation in the desired creative field.

This year Sem 6 design project focuses on creating a school- SRUJAN (Srujan=
creation) which is based on four pillars viz. value proposition, problem statement,
problem solving and production. The school’s pedagogy, curriculum, courses and
methods of teaching and learning would imbibe the above four pillars and would
impart the design education through its complementary built environments & spaces.

Value proposition – Learning of Indian knowledge system, equity, environment etc. –

Seminary halls, lecture rooms

problem statement- Multidisciplinary, Collaborative spaces for deliberations &

ideation – Studios, exhibitions for participatory learning

problem solving- spaces of experimentations & evaluation of ideas – Studios, Labs,

workshops, advanced technology enabled spaces,

production – testing the ideas and prototyping – Lab, workshops, live sites, industry
collaborations, entrepreneurial learnings.

Students are advised to use design thinking process to arrive at the built-form, spaces,
material and construction methods.

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Programme

1. Admin and staff Area –

 This will comprise of all the staff rooms, principal and vice principal room,
Administration office including toilets and dining facilities

2. Classrooms-

 The classrooms are 16 in number considering the seating capacity of 40 students

comfortably. The toilet block of girls and boys should be planned along with the
drinking water facility.

3. Mandatory spaces

 These spaces will include Science Lab for dedicated Physics, Chemistry and Biology,
social /Geo Lab. Computer lab and library for the students. Medical room for the
emergency needs to be planned.

4. Design activity spaces –

 Ceramic lab
 Sculpture lab
 Photography studio
 Film Studio
 Audio Visual room
 Metal Workshop
 Carpentry workshop - Wood Carving
 Computer 3d robotics lab
 Digital Fabrication lab – Robotic arm, 3_D printers etc.

5. Activity room

 Music
 Performing arts
 Art and craft – Indian craft , Painting , paper mache etc
 NCC /Scout room
 Farming
 EVS

6. Ancillary Spaces
 Multipurpose hall – which will be used for indoor games and small gatherings or class
activities
 Auditorium of 750 capacity which will be used for event of school and can be rented
out for other outside people.

7. Open spaces and landscaped spaces

 The basket ball court , badminton court , volley ball court , running track , OPEN GYM
should be provided for the physical fitness and outdoor playing activity of students.

Refer the attached area programme in detail for area requirement.

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About the Site

Site for the proposed creative design skill is in Nerul sector 28, Navi Mumbai. The Site
measures 122 meters by 100 meters. The major access road is 15 meter wide on
southwest side of the site. The Site has very gentle slope towards the road from
northwest side.

The site is surrounded by football ground on southeast side and barren land on other
side. The Jewel of Navi Mumbai and Nerul gymkhana are the landmarks around the
Site.

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Studio Objective
● To understand the site context while designing.
● To explore the spaces which will foster creative design.
● To understand Space planning for educational facilities.
● To understand integration of building Services with structure.
● To design a space responsive to environmental & ecological context for sustainable
development
● To understand the juxtaposition of open, semi-open & enclosed spaces in the built form.

Design considerations
● To design a space keeping Sustainability into consideration.
● Account for sustainable measures like water conservation, energy conservation and
inclusion of sewage treatment plants/garbage disposal/ water treatment plans for
recycling water/ alternate energy tapping mechanisms especially solar heating and
energy producing solutions etc.
● It has to have solar & wind passive considerations/ processes.
● The design has to respond to the urban context- such that the built form integrates into the
existing urban fabric.
● To consider Materiality while designing

Design methodology/process
Case study and data collection-
At the outset, it is emphasized that the students do a substantial amount of research
by means of data collection and case study and create a data bank. –
Site analysis-
Site analysis would involve the in-depth socio-economic study of the location. In-
depth study of site features such as topography, vegetation, traffic pattern and
climatic conditions.
Ideation –
At the beginning of the design process, ideation stage is envisaged where students
will be generating broader concepts based on-site analysis, case studies and building
requirements. It will enable them to find their expressions through keywords, collage,
film, emotion, culture, rationale, or theme.
Massing –
Massing offers rationale to the design process. Zoning & planning analysis will feed into
the massing study, which will be represented by 3D models.
Design –
The concepts generated through the ideation process and the learning from Massing
study together will give stimulus to the design process. Here students would use the
models, sketches, sections, elevations & 3D views as methods for exploration.

References for case study

1. National Institute of Design City: Ahmedabad
2. UID — Unitedworld Institute of DesignCity: Gandhinagar
3. Industrial Design Center (IDC) — IIT Bombay City: Mumbai
4. IDDC, IIT-Delhi City: Delhi
5. Centre for Product Design and Manufacturing(CPDM), IISc City: Bangalore
6. Department of Design- IIT Guwahati City: Guwahati
7. MAEER’s MIT Institute of Design City: Pune
8. Srishti School of Design City: Bangalore
9. DSK International School of Design City: Pune
10. Raffles Millennium International City: Mumbai
11. Symbiosis Centre of Design City: Pune
12. Pearl Academy City: Jaipur, Mumbai, Noida, Delhi
13. GD Goenka School of Fashion & Design City: Sohna

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END NOTES

Design Thinking:

Design thinking is also an iterative, non-linear process which focuses on a

collaboration between designers and users. It brings innovative solutions to life
based on how real users think, feel and behave. This human-centered design
process consists of five core stages Empathize, Define, Ideate, Prototype and Test.
Each stage going through rigorous efforts as listed in figure 2 to ensures that user at

the end of the cycle obtains the solution he deserves.

The figures above clearly illustrate the design thinking process that starts with
empathising or understanding the user, defining the challenges or problems, Ideating
the solution for the problem, making the prototypes or mock-ups and testing them
with the user and again understanding people and so the design evolution continues.