THESIS REPORT ON

“ARCHITECTURE COLLEGE”
2016-2017

SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF

“BACHELOR OF ARCHITECTURE”
OF

SHIVAJI UNIVERSITY, KOLHAPUR

SUBMITTED BY

Mr. RAHUL VASANT BHOSALE

UNDER THE GUIDANCE OF

Ar. G. A. DAPTARDAR.

SHRI. VASANTRAO BANDUJI PATIL TRUST’S

APPASAHEB BIRNALE COLLEGE OF ARCHITECTURE

SANGLI..

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 DECLARATION

I declare that dissertation has not been previously accepted in substance for any
degree and is not being concurrently submitted candidature for any degree. I state
that the dissertation is the result of my own independent investigation/work,except
were otherwise stated.
If any content from my dissertation ,if accepted ,to be available for photocopying
and understand that any reference to or quotation for my thesis will receive an
acknowledgement.

Signature of Candidate
(Mr. Rahul Vasant Bhosale.)

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 SHRI. VASANTRAO BANDOJI PATIL TRUST’S

APPASAHEB BIRNALE COLLEGE OF ARCHITECTURE,

SOUTH SHIVAJI NAGAR, SANGLI -416416.

CERTIFICATE

This is to certify that a terminal project submitted to Appasaheb Birnale College

of Architecture, Sangli affiliated to Shivaji University Kolhapur in partial
fulfillment to requirements for the award of “Degree of Bachelor of Architecture”.

TITLE: ARCHITECTURE COLLEGE.

NAME OF STUDENT: MR. RAHUL VASANT BHOSALE.

GUIDE PRINCIPAL
AR. G.A. DAPTARDAR AR. V. B.SAMBREKAR.

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 ACKNOWLEDGEMENT

This project could not have attained its completion without privilege of work under
the guidance of my guide Ar. G. A. Daptardar and our Principal Ar. Vijay
Sambrekar Sir.

I seize this opportunity to express my depth of gratitude towards him.

I express my sincere thanks to all staff members

I am thankful to all non-teaching staff, juniors and friends for their timely
encouragement and valuable advice and support in keeping my moral high and
lively.

I am faithful my parents for being permanent source of encouragement and

blessing.

INDEX

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CHAPTERS PAGE NO.

1. ARCHITECTURAL EDUCATION 6

2. SYNOPSYS 11

3. BASIC DATA COLLECTION 16

4. COA NORMS 33

5. ANTHROPOMERTY DATA 40

6. DESIGN REQUIREMENTS 44

7. LIVE & NET CASE STUDY 47

8. COMPARATIVE ANALYSIS 51

9. SITE SELECTION 52

10. SITE ANALYSIS 53

11. DESIGN SOLUTIONS 54

12. REFERANCE 55

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INTRODUCTION:

Due to change in social life of people, need of the society with regards to built
environment is changing significantly. As a result we require more houses, public buildings,
hospitals, institutions etc. This change demanded more skilled personnel, particularly architects
to design optimally and help implementing the facilities.

PURPOSE OF EDUCATION:

 Education is about civilization and humanity. Through education we pass on a ritual. It is

a collective effort of generations which make possible advances in arts and science. It
should be directed to the good of the society.
 Education is about the dignity of an individual. Through the process of education we
impart enthusiasm as much as we relate hard information. The genuine exhilaration of
learning forms the basis of the student teacher relationship.
 Education is about entry into a learned community. It is this community which continues
to inspire us and provide us with a peer group.
 Education is a process by which we can enhance our capabilities through information.
The freedom we gain through knowledge is an inner freedom.

WHAT IS AN EDUCATIONAL INSTITUTE:

 An educational institution is an ensemble of buildings, landscape, and infrastructure used

for education.
 It is traditionally the land on which a college or university and related institutional
buildings are situated. It includes libraries, lecture halls, residence spaces and park-like
settings.
 It is a physical expression of various functions such as Academic, Administrative, and
recreational.
 An institution is defined as a self contained architecture composition of separation
university buildings in a park setting with residential accommodation, library, class-
room, etc. for a community of student and teachers.
 An educational institute indicates as area devoted to academic business physically created
by an environment of building and landscape to accommodate efficiently and
functionally the needs of inhabitants related to that area.

OBJECTIVES OF EDUCATIONAL INSTITUTE:

 It should ideally be a quiet, comfortable oasis apart from the normally busy, noisy
congested world, more like a residential suburb or park rather than a city.

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  Institution ought to be a closely knit, unified cluster of buildings with intimate pedestrian
open spaces providing a unique environment for living and studying.
 A good institutional building should provide area where student may congregate
informally for discussions and rest or where they can gather in large number to watch or
participate in sports and other physical activities.
 It encourages all kinds of interactions in student activity centers. It furnishes place
literary, artistic, musical and dramatic occasions to culturally enrich the university
community as a whole.

FACTORS OF A GOOD INSTITUTIONAL BUILDING:

 An institutional building is a manifestation of value and attitude. Hence there should be

maximum opportunities for communication and interaction.
 The building should be regarded as a community asset and an investment in the quality of
community life.
 The spaces in the school building should be flexible, so that they can be adapted to
different uses at different times. It should be kept busy with a variety of activities by
different users which can happen at different times of the day.
 The building design itself should encourage the art of looking, listening and responding
spontaneously the building should speak a new language, evolve a new direction which a
common man can understand.
 In the school building the students should find an example of competence, innovations,
and inspirations.
 The building design must reflect the policy of the institution to foster flexibilities and
awareness required to adequately respond to the over changing life long process of
learning.
 The building itself must be a workshop for students to study design, construction and
encourage them to develop creative as well as technical abilities in a student.
 The building should be one that can be easily maintained and produces minimum
maintenance costs.
 The building must be designed for adaptability, where informal teaching as well as
relaxation outside the classroom should be possible.
 Besides teaching and learning areas, the building should provide adequate socializing
areas, exhibition area, cafeterias, entrance halls etc. are great meeting places and they
need to be carefully designed for informal exchanges.

ESSENCE OF ARCHITECTURAL EDUCATION:

 Observation being the key generator of creative action, architectural education must
unfold the inherent beauty of this phenomenon. To start with, it must help self
observation and discovery of the individual which when extended must be able to
understand the society in all its hues.

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  Architectural education must facilitate the understanding of time and space of an
individual.
 Architectural education must recognize the self as an ultimate design expression-
functionally, structurally and formally amongst other innumerable design expressions that
exist in nature, all held together so very tenaciously in an intricate balance.
 Architectural education must equip individuals to see and dissect the common energy
sources and vocabularies of different, worked on manmade classical forms of expression
like poetry, music, dance and of course architecture. An understanding of integration of
all human expressions results from this.
 Architectural education must take into account that it is a human endeavor concerned
with the physical, social, and mental well- being of students as well as their intellectual
growth.

Six points that articulate a general plan for architectural education are:-

 Creative thoughts.
 Clear thinking.
 Natural ability and learned Skills.
 The issues before society.
 Data collection.
 The careful establishment.

EMBEDDING CHANGE ACROSS SCHOOLSOF ARCHITECTURE:

The changes, attention will have to be paid to the learning climate in the schools. Research in
higher education on the social context of learning stresses that learning is situated in the context
of schools, departments and institutions, and that students learn as much from the context as their
interactions with subject knowledge. What and how they learn is strongly influenced by how
they interpret the social context and in particular how they perceive and act out their
relationships with their teachers and other students.
Studio tutors who plan to set up learning situations to encourage student reflection, independence
and collaboration will undoubtedly have to refine or develop their own skills and reflect on how
they work out in teaching practice. This will require schools to create framework and
opportunities to support the learning and development of architecture tutors. If tutors do
introduce such changes to their teaching practices, they will need to devise ways to obtain
feedback from students about these changes as they occur, and to evaluate them and make
informed improvements.

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ARCHITECTURAL EDUCATION GOALS;

 The need for new educational approaches capable of dealing with holistic problems in
holistic context.
 The need for synthesizing knowledge and technology dealing with built environment.
 The need to equip students with knowledge, skills and experience in order that they may
acquire
 confidence to design and build spaces that will last for several years.
 The need for post graduate programs to prepare students to be able to succeed in the
chosen
 tasks and to undertake line of study for acting as specialists, consultants or researchers.
 The need for comprehensive learning system embracing formal and non-formal
education, sound practical training and experience for working with maximum efficiency.

THE LEARNING CLIMATE IN ARCHITECTURE SCHOOLS ;

The knowledge, attitudes, skills and values that architectural students acquire during their
undergraduate years are formed as much by the social culture of the school and the manner of
teaching and learning in that school, as by the specific formal content of their courses. There is
currently a perceived gulf between the learning in architectural schools and the realities of
professional life.
In order to bridge that gulf and to meet the challenges posed by practice and lifelong learning, it
may be necessary to re examine not only the educational processes but also the relationships that
exits in the school between learners and learners and teachers. The learning climate may have to
be realigned around different relationships- those more relevant to the future profession, and in
particular those that emphasize the importance of communication, collaboration and self
reliance.

PRESENT STATUS OF ARCHITECTURAL EDUCATION IN INDIA :

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Indian present pattern of education was basically shaped over 50 years ago in the early forties
and only partially evolved with time but in a hesitant and half- heartened manner The public
perception of an architect in the forties and fifties was not clear and he was thought to be
someone who was called in to dress up structures designed by engineers devoid of aesthetic
values and imagination. This perception gradually changed to viewing architects as creators of
beautiful buildings. The need of an architect was further strengthened with the emergence of
varied building complexes set in a scheduled time frame and financial and space limits. The
architectural education tended accordingly, to reflect a bias towards building needs The
education has by and large failed to adequately respond to the fast changing needs of the country
as a whole.

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SYNOPSYS

1. INTRODUCTION.

2. AIM.

3. OBJECTIVES.

4. SCOPE.

5. METHODOLOGY.

6. CONCLUSION.

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INTRODUCTION:

Architecture has been defined as the art or science of design construction, style appearance of
any structure character . In a restricted sense it may be termed as fine art. A method of erecting
an edifice characterized by peculiarities of ornamentation and design especially pleasing to the
eyes.Architecture has been defined in one English decision as one who possesses with due regard
to aesthetic as well as practical consideration adequate skill and knowledge to enable him.

 To originate.

 To design and plan.

To arrange for and supervise the erection of such building or other works calling for skill and
design in planning.

Architecture provides a sense in harmony with the environment while promoting health and well
being enriching lives aesthetically and spiritually.

The word “ARCHITECT” is derived from the Greek word “ARCH” meaning chief and the word
“TEKTON” meaning carpenter or builder .

He is an artist to a major extent as his works require taste ,skill, technical learning and ability of
high rare kind along with business acumen .

Architect create a legacy that reflects and symbolizes culture and tradition.

Architect have spent their daily lives. This makes the architecture one of the most influential
professions in today’s society.

Architecture is a profession still developing in India. Day by day this profession is getting more
or more reorganization by people.

Times have changed and with people’s outlook towards architecture has also changed to a lot of
extent. Today’s people’s are spending money on their houses , offices their interiors which they
would not have ten year back . We are living in rapidly changing world and so we need people
with the imagination to create the buildings and cities. Our society needs to keep peace with
progress.

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Today’s rapidly hanging dynamic age of hi-tech industrialization and urbanization has taken it
toll on the cities where vast population is running towards and crowding them for their livelihood
.All these people need a good environment to stay in.

AIM:

 A campus for architecture requires spaces that can simulate the mind, places that rather
than evoking an end, become part of a process making them multi-valent.

 To understand spaces and highlight various design aspects and design parameters on the
basis of analytical understanding of spaces.

 To carefully design spaces so as to bring about interaction among the students and the
building an ideal place for education for all.

 The school should produce students who will assume leadership roles in shaping the
built environment . They should be able to answer the challenges posed by contemporary
society.

 To develop capabilities to recognize and deal with the relationship among contemporary
concepts, emerging trends , and increasing potentials of the profession.

OBJECTIVES:

 To identify formal and informal space where different types of interaction take place.

 To formally analyze the use and requirement of space.

 The objectives of designing the school is to proper utilize the space around the campus.

 The campus should be comfortable and creative for future architects.

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  The students achieve all things from space around campus and implement it in their
tireless work & enjoyment creating that work.

 In a today world due to science or technology , the campus should be modern.

.

SCOPE:
 From the every beginning of the shelter it has always been one of the basis need of life
and today’s world of urbanization every city and town seems to be growing as its own
place.

 As an architect’s role, it is not only to provide comfortable space as a whole which is

facing a problem of overcrowding and population.

 As an architectural student I feel that the school where an architectural student spends 5
most valuable years of his life studying has a direct influence on his career.

 Intelligence , creativity, sensitivity, and a thought knowledge of the arts and science are
essential for achieving distinguished architecture and the school plays a major role in
providing the right kind of ambience to the above qualities.

 So it is very important that the school provides him/her with the right kind of the
education so as to establish an attitude of life long learning and to prepare professionals
with ethical standards based on genuine concern for improving the quality of life of
individual and society.

 Thus there arises a need for a school where the students can discover, integrate, articulate
and share knowledge. A school with proper environment and interaction among the
students and which will enable them to find out they exactly want and help them mould
themselves in that architectural field.

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METHODOLOGY:

D
T
A
O
N
Y
E
S
A
C
A
T
O
H
M
I
L
R
E P
R
U
T
O
D
E
L
O
C O
I
T
E
Y
G
O
L
R
V
I W
I Y
D
U
T
S
N

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CONCLUSION:-

 The campus have comfortable and creative for future architects.

 Provided accurate spaces at accurate place.
 Giving the freedom for education beyond the barrier.
 Planning to be done in a way to allow possibility for future expansion.
 Different buildings for different streams helps in defining the circulation pattern easily.
 Canteen should be in proximity with the learning zone and have interesting open areas
surrounding it.
 Free flowing workspaces providing possibility for interaction amongst students.
 Clarity of circulation pattern necessary.
 Buildings to be designed in accordance with the open spaces and interactive areas to
create a productive work atmosphere.

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BASIC CATA COLLECTION…

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MINIMUM STANDARDS OF ARCHITECTURAL

EDUCATION REGULATIONS 2015

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ANTHROPOMETRY DATA

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BASIC HUMAN DIMENTIONS:

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 Space Requirements Of Various Body Postures

BRIEF ON TECHNICAL COLLEGES :

The type of college depends on regional and local factors, so that it is not really possible to give
absolute sizes for systems. The figures cover both part time and full time students; as an
approximate guidelines, depending on the area served. at least 10sq.m of site per part time
student and 25sq.m per full time student should be provided. Ensure a good shaped site and the
possibility of extension. Arrangement on the site, type of construction and building design
depends on the sizes of the spaces that can be accommodated on several levels( classrooms for
general subjects, specialist subjects, administration) and those which cannot- areas of non-
academic work like workshops or sports areas. College buildings are as a rule , 2-3 storey, higher
only in exceptional cases. Workshop buildings with heavy machines or frequent deliveries are
single storey.

Access:- Entrance area and foyer with central facilities used as circulation space connecting
horizontal and vertical movement as in general school centers or comprehensive schools.
Teaching areas are divided according to the type of teaching and their space requirements.
General purpose teaching areas occupy 10-20% of the space.

General classrooms – 50 to 60 sq.m

Small classrooms – 45 to 50 sq.m

Oversize classrooms - 85 sq.m

Building requirements, furnishings and fittings basically the same for general school centers and
comprehensive schools.

THE LECTURE HALLS:

Major factors to be considered in designing a lecture room are the following:

 Seating and writing surfaces

 Space and furnishings for the lecturer
 The use of wall space, including chalkboards, screens, size and location of windows, etc.
 Facilities for projection and television
 Coat racks, storage, and other conveniences

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 Acoustics and lighting
 Heating and air conditioning
 Aesthetic considerations
 Space for keeping drafting materials.
 Space for Keeping Bags.
 Space for Circulation.

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SPACE REQUIREMENT:

As we have different subjects for teaching their spaces and requirements for that is also different.
Such as theoretical and practical subject with their workshops are may be separate or joined or
they are bigger than the actual size of classrooms for theoretical subjects and the reason is due to
need of space for work and circulation in practical time.

TYPICAL ZONING FOR TECHNICAL COLLEGE;

BRIEF ON LAYOUT OF COLLEGES:

Main lecture theatre, ceremonial hall, administration, dean's office, students' union building.
Also libraries, refectories, sports facilities, halls of residence, parking.

 Technical facilities for central services supply.

 Boiler room, services supply.
 Subject-specific teaching and research facilities.
 Basic facilities for all subjects:

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Lecture theatres for basic and special lectures, seminar and group rooms (some with PC
workstations) for in-depth work. Departmental libraries, study rooms for academic staff, meeting
rooms, exam rooms, etc.

Subject-specific room requirements:

Technical/artistic subjects, e.g. architecture, art, music, etc.: rooms for drawing, studios,
workshops, rehearsal and assembly rooms of all kinds.

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DESIGN DRAFT

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DESIGN DRAFT :

REQUIREMENTS:-

SECURITY CABIN-……………………………….. 15 SQ.M.

ENTRANCE FOYER - ………………………………. 30 SQ.M.

RECEPTION & WAITING- …………………………. 30 SQ.M.

PRINCIPAL CABIN-………………………………….. 40 SQ.M.

ANTI CHAMBER- ……………………………………. . 25 SQ.M.

TOILET- ……………………………………………….. 5 SQ.M.

DIRECTOR OFFICE- ……………………………… 40 SQ.M.

ASS. DIRECTOR…………………………………… 15 SQ.M.

CONFERENCE ROOM…………………………….. 100 SQ.M.

ADMIN OFFICE-…………………………………… 40 SQ.M.

CLERK OFFICE-…………………………………….. 20 SQ.M.

ACADEMIC COORDINATOR…………………….. 40 SQ.M.

SUB STAFF OFFICE-……………………………….. 20 SQ.M.

COMMON TOILETS - …………………………… 40 SQ.M.

RECORD ROOM- ………………………………… 50 SQ.M.

PROFESSORS CANIB- ………………………….. 5 SQ.M. EACH.

LECTURERS CABIN- ……………………………………. 3.5 SQ.M. EACH.

STUDIO- ………………………………………………….. 160 SQ.M. PROVIDED.

CLASSROOM - …………………………………………….100 SQ.M. PROVIDED.

M.ARCH CLASSROOM- …………………………………..100 S.M. PROVIDED.

STUDENT ACTIVITY SPACE…………………………….

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GENTS COMMON ROOM -……………………………….. 25 SQ.M.

LADIES COMMON ROOM- ………………………………..25 SQ.M.

STATIONARY SHOP…………………………………………25 SQ.M.

\XEROX & PRINTING- ………………………………………25 SQ.M.

MODEL MAKING WORKSHOP- …………………………...60 SQ.M.

CARPENTARY WORKSHOP- ……………………………… 60 SQ.M.

METAL CRAFT WOEKSHOP- ………………………………60 SQ.M.

EXHIBITION HALL- …………………………………………100 SQ.M.

COMPUTER LAB- ……………………………………………125 SQ.M.

LIBRARY …………………………………………………… 360 SQ.M.

AUDITORIUM- …………………………………………… 800 SQ.M.

STORE ROOM ……………………………………………. 30 SQ.M.

PLACEMENT OFFICE- ………………………………….. 50 SQ.M.

PLACEMENT COORDINATOR- …………………………… 50 SQ.M.

EXAMINATION ROOM- ……………………………………... 40 SQ.M.

CHIEF SUP. OF EXAMINATION……………………………. 20 SQ.M.

SEMINAR HALL- ……………………………………………… 80 SQ.M.

REPROGRAPHY SECTION- …………………………………50 SQ.M.

ELECTRICAL LAB - ……………………………… 60 SQ.M.

CLIMATOLOGY LAB- …………………………… 60 SQ.M.

SURVEYING LAB- ………………………………… 60 SQ.M.

ACOUSTICAL LAB- ………………………………. 60 SQ.M.

MATERIAL TESTING LAB- ……………………… 60 SQ.M.

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PLOTTER ROOM ……………………………………25 SQ.M.

MODEL STORE …………………………………….. 50 SQ.M.

CANTEEN- ………………………………………… 250 SQ.M

TENNIS TABLE ROOM- ………………………… 80 SQ.M.

CAMPUS CLINIC…………………………………. 10 SQ.M.

DRUG HOUSE……………………………………… 20 S.M.

FIRST AID ROOM- ……………………………….. 10 SQ.M.

CONSOLING ROOM- ……………………………..10 SQ.M.

SWIMMING POOL- ……………………………… 90 SQ.M.

FILTRATION ROOM- …………………………… 15 SQ.M.

CHANGING & WASHROOM- …………………. 30 SQ.M.

CONSRTUCTION YARD- ……………………….280 SQ.M.

INDOOR GAMES- ………………………………..

INTEREACTIVE SPACES- …………………….

STUDENT ACTIVITY SPACES- ………………..

TOTAL =

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 LIVE CASE STUDY- 1.

BRICK COLLEGE OF ARCHITECTURE, PUNE

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 LIVE CASE STUDY- 2.

R.V. COLLEGE OF ARCHITECTUER, BANGLORE.

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 NET CASE STUDY- 1.

CENTRE FOR ENVIRONMENTAL PLANNING AND

TECHNOLOGY UNIVERSITY

(CEPT UNIVERSITY)

AHMEDABAD

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 NET CASE STUDY- 2.

SCHOOL OF ARCHITECTURE,

SEOUL NATIONAL UNIVERSITY

SEOUL, SOUTH KOREA

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COMPARATIVE ANALYSIS

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SITE SELECTION

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SITE ANALYSIS

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DESIGN SOLUTION

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SITE PLAN-

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GROUND FLOOR PLAN-

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FIRST FLOOR PLAN-

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SECTIONS-

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ELEVATIONS-

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VIEWS:-

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VIEWS:-

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BIBLIOGRAPHY:-

 WWW. GOOGLE.COM.
 NEUFERTS- ARCHITECTURAL STANDARDS BOOK
 COUNCIL OG ARCHITECTURE HAND BOOK
 WWW.COA.GOV.IN
 WIKIPEDIA.
 3D WAREHOUSE.

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