CAKA (College of Architecture Kabul, Afghanistan

AN ARCHITECTURAL DESIGN THESIS REPORTON

COLLEGE OF ARCHITECTURE, KABUL, AFGHANISTAN(CAKA)

Submitted to University of Pune in partial fulfillment of therequirements for the award of the graduate degree of :

BACHELOR OF ARCHITECTURE (B. ARCH)

ByNajeebullah Rasuli

Project Guide Ar. Vaishali Latkar

S.T.E.S. Sinhgad College of Architecture, PuneUniversity of Pune

April 2012

First of all I would like to thank almighty Allah who has blessed me and has given me the strength and guided me throughout all phases of my life.I would like to dedicate this thesis to the people of Afghanistan who are giving value for education specially in the field of Architecture and who are taking part in the making of such dream to come true. The people who suffer a lot for the lake of education in the field of Architecture and I hope in the future they will shine towards making a better development and life for themselves and I hope this project would be the first step to achieve their goals in the future.

The Architectural Design Thesis project “College of Architecture, Kabul, Afghanistan (CAKA)” would not have been possible with out support from the Institute “Sinhgad College of Architecture, Pune”. I am thankful to all the staff of our college for their support and guidance throughout the duration of this project.I would like to convey my sincere regards and thanks to Ar. Vaishali Latkar , my thesis guide for her valuable guidance throughout the project. I would also like to thank Dr. M. V. Telang and Ar. Banani Banerjee for their guidance and support at different phases of the project.I would also like to thank Ar. Rajeev Kulkarni and Prof. Aniruddha Jogalekar for their guidance and debate towards my success in my thesis project.I am very grateful towards C & M Architects, Auroville Pondicherry, Sheril Castellino and Pino Marchese for giving me the opportunity to train under them and also for encouraging and guiding me in my thesis project.I am very thankful to Administrative department of CEPT University, Ahmedabad and IPSA College of Architecture, Rajkot for giving me useful information about my thesis case studies and my design thesis project. I would also like to thank Shobha mam for helping me with all the books provided for my thesis project.

Last but not the least I would like to thank my parents, family and friends for their continuous support and guidance without whom this project would not have been completed.

ACKNOWLEDGEMENT

INTENT

A final year architectural project is supposed to be the culmination of the learning process of an architectural student. For every student it is the final milestone for the academic journey and the same holds true for me with a slight difference. Unfortunately it is the zenith of our architectural senses when our mind is at its creative and sensitive best as everything that we learn during this phase of our life helps us gain a practical perspective to the so called “wild imagination” of an aspiring architect. Things that we might feel were unrealistic start seeming possible and real as we start looking at striking that balance required between creativity and possibility. In other words, we become responsible and start thinking responsibly.

The so called difference talked about earlier refers to the final milestone of the academic journey which from my point view is rather a starting point for the journey that the ending point. We could rather say that standing at this junction we could analyze and learn from the mistakes in the past and rectify them in order to start off the journey called life for which we have been preparing all these years.

I too would like to take this opportunity to judge myself in comparison to the years that have gone by and implement the knowledge gained from the teachers, seniors and friends as this knowledge would in turn help me in channelizing my career the way I would want it to be and see what would it be that could contribute to the practical world from whatever I have learnt.

A final year architectural project is a step by step process and even a never ending one as no matter whatever we do one’s own self would always feel that there would be scope for even more and even better this even so because we are the ones who get to choose our own topic and hence there is a sense of attachment towards the project because of which we wish for it to be perfect. the extent of involvement in clearly reflected from the extent one goes in handling all the possible challenges one would meet during the actual execution of the project and thus it brings out flair as aspiring architects as we end up trying to strike a balance between the real and virtual world.

I understand that the solution cannot be achieved in one go as with every stage. The work needs to be reviewed in order to check it for every possible discrepancies which needs to be addressed then and there by surrounding it with appropriate details and solutions and frankly speaking all this just doesn’t end here. It has a much stronger and deeper meaning as every individual is highly responsible for shaping his own future but we as architect influence life of others also to a certain extent.

CONTENTS

1. Introduction………………………………………………………………….…………..12. Architectural Education……………………………………………………………….2-43. Synopsis…………………………………………………………………….….…………44. Case studies

CEPT University, Ahmedabad………………………………………………..……...5-8Mahindra United World College, Pune………………………………………..…....9-13The Korean National University of Cultural Heritage……………………………14-18School of Architecture Seoul National University……………………………..…..19-24

5. Comparative Analysis of Case Studies………………………………………......…25-276. Data Collection………………………………………………………………….…....28-337. Design Program…………………………………………………………….………...34-368. Site Analysis…………………………………………………………………….……37-399. Design Solution………………………………………………………………..……...40-4810. Bibliography/ references………………………………………………….………….49-50

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.

INTRODUCTION

PURPOSE OF EDUCATION

WHAT IS AN EDUCATIONAL INSTITUTE

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.

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 INSTITUTESIt 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.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.

SELF INTERPRETATION OF AN INSTITUTIONA campus should be a place where a student is confronted with realities of living and working with other people in an environment that provides a wide variety of conditions for the best kind of relationships.A campus should be a place where people can come from diff. parts of city to join in a particular place for seeking education.It should be a place where people can put their ideas, suggestions, thoughts to make a better future.A campus is a place where everyone learns how to behave with each other and how to behave with surroundings.In a campus one as a student and other as a teacher can make a second family other than his actual family.A campus should create a study environment for everyone who comes for learning.A campus should include all the facilities for studying and other activities such as sports, cultural activities, any types of functions, meetings and seminars.A campus should have residence for guests and visitor who temporarily want to stay for the purpose of works.A campus should have a strong administrative staff to co-operate with each other everyday and lead the students to a certain hope.A campus should be perfect from every aspects.

FACTORS OF A GOOD INSTITUTIONALBUILDING

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.

INTRODUCTIONARCHITECTURE COLLEGE CAMPUS,

KABUL, AFGHANISTAN1Najeebullah Rasuli Architectural Thesis SCOA

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.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.

ESSENCE OF ARCHITECTURAL EDUCATION

ARCHITECTURAL EDUCATION GOALSThe 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 acquireconfidence 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 chosentasks 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 INARCHITECTURE SCHOOLSThe 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.

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.

Architectural EducationARCHITECTURE COLLEGE CAMPUS,


PRESENT STATUS OF ARCHITECTURALEDUCATION IN INDIAIndian 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.

Materials

Constructio

n Methods

Design

Theory

Sustainabilit

y

Design

ProjectSite

Planning

Building

Technologie

s

Client’s

Needs

Structure

ARCHITECTURE COLLEGE CAMPUS,KABUL, AFGHANISTAN

3Najeebullah Rasuli Architectural Thesis SCOA

ROLE OF ARCHITECTURE COLLEGES IN EDUCATIONAL INSTITUTIONS -HISTORICAL BACKGROUNDThe college of architecture started in Kabul, Afghanistan after the Kabul University was established by Russians. In Kabul university there are different departments for every field of study right from department of Engineering till department of Arts and Science and department of Architecture which all lessons are taught in Persian with Russian systems. Since architecture department doesn’t have a separate campus for itself but still it has reputation in Afghanistan and all over the world. Before civil war and independence the architecture was taught by Afghan, and Russian faculties. Not only architecture but all the fields were the same in learning and teaching.After Kabul university, soon an other university was designed and constructed by the help of Russians and other countries for the development of education in Kabul. Poly Technique University of Kabul is the second largest and well known university of Afghanistan having all departmental branches right from medical and engineering till arts. Later on the department of architecture was also established in various field of study.

NEED OF ARCHITECTURE COLLEGE INPRESENT SCENARIOAfter war and total destruction of major cities such as Kabul people and governmental bodies decided to redevelop the entire cities thus the need for design and construction came into existence by establishing architecture and other colleges.New colleges have to be established so as to impart the education to the young architects of the upcoming generation so that they can dedicate themselves to create a better living environment for people of Afghanistan.Schools of art and architecture are such institutions which keep alive the evident idea of growth and development and equips mankind in creating a better future for himself and the coming generations. The education imparted in such institutions not only contribute in the development of an individual career but also helps in keeping them abreast with their creative side.To promote such an atmosphere of growth, not only of the individual but of the whole nation , more number of self sufficient institutions are required to be set up which are a clear reflection of what they preach and an increased participation can thus be expected from the citizens.

ARCHITECTURE COLLEGE

ARCHITECTURE

LANDSCAPE ARCHITECTURE

INTERIOR DESIGN

BUILDING CONSTRUCTI

ON

REGIONAL AND CITY

PLANNING

TOWNSHIP PLANNING

ARCHITECTURAL EDUCATION GOALSFollowing are the main goals set for the training of an Architects:-The need for the 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 nor formal education, and sound training.

THE LEARNING CLIMATE IN SCHOOLS OF ARCHITECTUREThe knowledge, attitude, skills and values that architectural students acquire during their undergraduate years are formed as much to 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 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 INSTITUTIONSThe past pattern of architectural education basically was shaped by the Russians about 40 year ago. They brought knowledge of architecture into our country by starting it from scratch like designing and construction of their on embassy in Kabul. Soon after they designed and constructed much more buildings like telecommunication building in the heart of the city.After a huge change in the field of architecture they built a university called Kabul Education University which has still many fields for study including architecture. And after years of successful completion as the knowledge of architecture was increasing and due to a massive progress in this field they decided to have a second college of architecture which is called Kabul Polytechnic University. This university is having architecture in different field of study as mentioned bellow:Department of ArchitectureDepartment of Hydraulic Department of Architectural ConstructionDepartment of Dam EducationDepartment of Bridge TechnologyDepartment of Plumbing, sanitation and DrainageDepartment of Landscape ArchitectureDepartment of Interior Design

Now as European and American companies invest in Afghanistan specially in Kabul for the development of country.Some countries like Japan, South Korea, India, Turkey they take part in Educational fields and they play a very important role in educational progress by constructing colleges, institutes, and universities or from other side they provide educational facilities such as fellowships or scholarships for the recent graduates. And the people co-operate with these external forces to develop as fast as they can specially in the field of architecture and engineering for fast growth and development.

Architectural Education



CHALLENGES FOR ARCHITECTURALEDUCATIONFirstly, students should develop more effective communication and interpersonal skills, so that they are better able to appreciate, understand, engage with and respond to the needs of clients and users. Secondly, students should acquire a foundation in team working in order to prepare them for cross disciplinary working relationships that characterize professional life Thirdly, there is the challenge of preparing students for changing society where knowledge is growing at a rapid rate and the needs of society and the construction industry are continuously evolving. For this students will need to acquire skills and attitudes that are transferrable across context and enable continuous lifelong learning. They need to learn how to learn in order to manage their ongoing learning in relation to their future goals. Lastly, learning environments in schools of architecture should be realigned to encourage a more collaborative and supportive culture so that students develop sensitivity to others and a sense of commuting as well as independence of thought.

AIMTo analyze and understand the essential architectural design qualities of space in a college of architecture and to design the college of architecture.

OBJECTIVESTo understand spaces through case studies and data analysis.To carefully design spaces so as to bring about interaction among the students and teachers and make the building an ideal place for education.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 the contemporary society.It should ensure an environment suitable for moulding young designers of good quality. The design should have enough freedom so that it can keep itself away from external pressure.The design should be potential to explore the art of architecture as a cultural experience and as a critical medium and ultimately as a form of knowledge.

REASON FOR SELECTION OF PARTICULARTOPICAs an architecture student I feel that the school where an architecture student spends 5 most valuable years of his life studying has a direct influence on his career.Intelligence, creativity, sensitivity, and a thorough 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 achieve the above qualities.Thus after being an architecture student for 4 years I felt that there is a need to prepare professionals with ethical standards based on genuine concern for improving the quality of life of individuals and society.Thus there arises a need for a school where the students can discover, integrate, articulate and apply knowledge. My aim is to what they exactly want and help them mould themselves in that particular field.On the other hand there isn’t any such architecture college in Kabul to have modern system for teaching or a modern environment for study thus the aim is to have an architecture college with full equipped from facilities to educational system and to be equal with an architecture college’s standards.

SCOPE OF STUDYThe scope to study college of architecture would be limited to the study of various departments of architecture and planning department at undergraduate as well as post graduate level.It would include the curriculum of architecture studies for the degree of B. Arch.It would include the curriculum of planning for the degree of B. Plan.It would include the curriculum for masters in architecture for a degree of M. Arch in various departments.It would also include the curriculum for masters in planning department.

SCOPE OF DESIGNSchool of planning and architecture is a big institute and developing a 34000 sq.m campus in itself is a big task. The scope of my design would basically concentrate on the overall master planning of the campus of architecture institute.Therefore few areas would not be detailed and will just be marked for future development Areas which will be detailed out are:- Undergraduate degree course for Architecture (B.Arch) Postgraduate degree course for Architecture (M.Arch) Hostel blocksStaff residence Sport Facilities WorkshopsAuditoriumCanteenCafeteriaPlaygrounds

The design should have no feeling of restriction for the exchange of ideas and the faculty and the students should have freedom to teach and learn anywhere apart from classrooms.It should provide diverse and comprehensive educational opportunities for aspirants to serve the society as responsible and creative professionalsTo establish an attitude of fife long learning, to prepare professionals with ethical standards based on genuine concern for improving the quality of fife for individual and society.

METHODOLOGY Live Case studies:CEPT University, Ahmedabad, GujaratMahindra United World College, PuneBook Case Studies:School of Architecture, Seoul National university, S KoreaThe Korean National University of Cultural Heritage, Buyeo, South Korea

With the reference of above mentioned case studies, derivation of the design requirements based on analysis of spaces and facilities provided in each of the establishments

Architectural Education

CASE STUDIES

CASE STUDIESARCHITECTURE COLLEGE CAMPUS,

KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA

CEPT University, AhmedabadMahindra United World College, Pune

The Korean National University of Cultural Heritage, Buyeo, South KoreaSchool of Architectural Seoul National University, Seoul, South Korea

CENTRE FOR ENVIRONMENTAL

PLANNING AND TECHNOLOGY UNIVERSITY

(CEPT UNIVERSITY) AHMEDABAD



School of Architecture was established in 1962 for teaching undergraduate programs by professor B.V. Doshi. Thoughts came to develop a campus for offering programs related to planning, building and construction technology, interior design, landscape architecture, and environmental issues. School of Planning was established in 1972 and offering programs related to urban, regional planning & environmental planning. School of Building Science and Technology was developed in 1982. School of Interior Design in 1991. Programs such as Urban Design, Landscape Architecture, Construction, Project Management, and Structural Design according to the need were added to the schedule. CEPT ( center for environmental planning and technology ) was established by Ahmedabad Education and it was registered in 1994 as a separate public charitable trust.

To become a Resource Centre in the service of the state, industry and society. To synergize and facilitate work/study environment for students and the faculty. To encourage inter-institutional collaborations in India and abroad. To create an environment for creativity and innovations.

CEPT, AHMEDABAD

INTRODUCTION

MISSION

The Ahmedabad Education Society (AES), a premier educational body started in 1962 with the starting of School of Architecture. The School of Planning was established in 1972 with financial support from the governments of India (MHRD) and Gujarat and Ford Foundation. The School of Building Science and Technology and School of Interior Design were established in 1982 and 1991 respectively with grant-in-aid from the government of Gujarat. The state government also supports the School of Architecture through grant-in-aid.

HISTORY

Initially CEPT was established and run by Ahmedabad Education Society. In 1994, a separate trust and a society — CEPT Society — was formed. CEPT is registered as a Society and Public Charitable Trust.Since inception CEPT operated as an autonomous academic institution free to develop its academic programmes and award its own diplomas at the end of programmes of study recognized by the state of Gujarat and the All India Council of Technical Education (AICTE). From 2002 to 2005, CEPT had been affiliated to the Hemachandracharya North Gujarat University at Patan. Consequently, the students completing programmes at CEPT were awarded bachelor’s and master’s degree. CEPT became a university by the Gujarat State Legislature Act of 2005 with effect from April 12, 2005. It has been recognized by the University Grants Commission under Section 2(f) of the UGC Act, 1956 in February 2007. The university is recognized as Scientific and Industrial Research Organization by the Department of Scientific and Industrial Research

CEPT University has a fortunate variety of offerings concerning human habitation and its environment. This has led to a great variety of human resources, with different areas of specialization, and equally committed students desirous of pursuing professional disciplines.Search for a methodology that will address the issues of compartmentalized knowledge, values orientation and social relevance led the school to a unique experiment recently in which students from different streams and stages of their learning come together for a three-week Interactive Studio in their course of study.The approach for the workshop is as under: A common theme of societal importance is chosen. Lead faculty from every faculty proposes a studio based on such a theme, preferably having common or related sites of study. Multidisciplinary faculty teams are formed to conduct each of the Studios. While the studios are conducted by CEPT faculty members, invited guest faculty make special contributions. A programme of relevant lectures is evolved. A shared final presentation is arranged at the end. Documentation and publication of the work comes out as a CEPT publication.

INTERACTIVE STUDIES

Centre for Sustainable Environment & Energy Centre for Excellence in Urban Transport Centre for Industrial Area Planning & Management Centre for Urban Equity Centre for Communication & Holistic Development Centre for Training & Development Climate Change Adaptation & Resource Centre Centre for Conservation Studies Design Innovation and Craft Resource Centre (DICRC) Centre for Research, Development and Consultancy

CENTERS OF STUDIES

No restriction on exchange of ideas and thoughts through informal environment Provision for flexible spaces which can be used in a multifunctional manner Strong connectivity between spaces making the school as an open space with no doors at all providing working environment which ease for faculty and student to teach, learn, and interact

DESIGN FEATURES

Ahmedabad Climate is hot, humid and dry with moderate rainfall. Temperature range from 45 degree in summer and in winter to minimum of 10 degree.

AHMEDABAD CLIMATE School of Planning School of Architecture School of building science and technology School of interior Design

SCHOOLS IN CEPT

North Entrance

Ent. Walkway

North Lawns

Central CourtyardSchool of Architecture andSchool of PlanningWood Workshop andStudents’ Council Room

Library and Reading roomAdministration offices andFaculty Rooms

Campus Development office

Stationary Store

Copy Shop and Telecom

South LawnSchool of Building Science and Technology

Material Testing Lab

South Entrance

Hussain Doshi Gufa

Herwitz Gallery

School of Interior Design

Textile Workshop

Community Science Center

DIS Plaza

Visual Art CenterKanoria-Center for ArtPainting &Print MakingK.C.A. Administrative Office

Sculpture Studio

CanteenBuilt Up Area: 8000 Sq.mSite Area: 36421.70 Sq.m

Architect's Philosophy:1. Elimination of classroom feeling2. Architecture without barriers3. Integration of open spaces4. Ease of interaction between various departments


6Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD

LOCATIONThe Campus is locate in 5 acres of land in the Navrangpura area of the historic city Ahmedabad.

India Map

Location: AhmedabadYear of Construction: 1961Building Type: Educational InstituteConstruction Type: Exposed Brick and ConcreteClimate: tropical, hot and dry in summer

Table tennis court between classes

CEPT, AHMEDABADARCHITECTURE COLLEGE CAMPUS,


DESIGN FEATURES• All buildings are oriented in the north-south

direction.• Open spaces on the north & south side

respectively allow fresh air to ventilate the built structure.

• The open spaces and the shaded once merge with the undulating landscape.

• The open spaces is linked to the office and library area , workshop and canteen.

• These areas are very lively and dynamic.

VARIOUS FUNCTIONALDEPARTMENTS AT CEPT faculty of architecture faculty of technology faculty of technology management faculty of design faculty of arts and humanities faculty of planning and public policy faculty of geometrics and space applications faculty of applied management faculty of infrastructure systems faculty of sustainable environment faculty of doctoral studies faculty of landscape studies

Entrance


8Najeebullah Rasuli Architectural Thesis SCOA CEPT, AHMEDABAD

Openings for Natural Light and Ventilation

Open Spaces for interaction and gathering

Central Courtyard for Playing Cricket and other sports

Amphitheatre for seminar and presentations

Full Height window openings

Double heighted classroomsInterested open spaces as Landscape for

campus

Design of the openings to gain the max. sun shine and

ventilation

Operable windows for classrooms

LONGITUDINAL SECTION

CLASS ROOMS ELEVATION

North Light inside of classroom

Table Tennis Court

MahindraUnited world college



The internet tower on the hill overlooking the College provided broad-band access for the first time in early 2000; the swimming pool opened in 2002; a new student house opened in 2005 and work commenced on developing the college grounds as a bio-diversity reserve in 2006. The range of subjects offered has been increased with the introduction of Philosophy in 1999, Music in 2001, Film Studies in 2003 and both Human Rights and Theatre Arts in 2006.After 1967, under the presidency of Lord Mountbatten, new colleges were founded to give more people access to the UWC approach to global education. In 1971 the United World College of South East Asia was established in Singapore, followed by the UWC of the Pacific in Canada in 1974. Under the presidency of Prince Charles, four more UWCs were inaugurated: 1981 in Swaziland, 1982 in Italy and in the United States and 1988 in Venezuela. The pace accelerated with the foundation of three colleges within five years: Hong Kong I 1992, Norway in 1995, and India in 1997, thus raising the number of colleges to ten. The eleventh and twelfth colleges, in Costa Rica and Bosnia & Herzegovina, were opened in 2006. The thirteenth opened in September 2009 in Maastricht, Netherlands. A fourteenth college, UWC Spain has received preliminary approval for opening in September 2013 in Cantabria, Spain.

MAHINDRA UNITED WORLD COLLEGEPUNE

UWC Mahindra College is truly an international community: our students come from around 50 different countries and from widely diverse backgrounds. Our campus is a living and learning experience, with the classroom being only the starting point. Our goal is to enable students to learn a positive but critical approach to problem solving, and to think globally while acting locally. We are a community built on trust and respect, and we believe that the best way to learn personal responsibility is by learning to handle freedom. Students in UWC Mahindra College represent many different nationalities. Austria, Bangladesh, Belarus, Belgium, Bahrain, Bhutan, Botswana, Brazil, Cameroon, Canada, China, Colombia, Costa Rica, Czech Republic, Denmark, Ecuador, Finland, France, Germany, Guatemala, Hong Kong SAR, Hungary, India, Indonesia, Israel, Japan, Kenya, Lesotho, Malaysia, Maldives, Mauritius, Mexico, Mongolia, Nepal, Netherlands, Nigeria, Norway, Poland, Portugal, Saudi Arabia, South Africa, South Korea, Slovakia, Spain, Swaziland, Sweden, Switzerland, Tibet, Turkey, UAE, UK, USA, Venezuela, Vietnam, Zambia, Zimbabwe. And must of them are scholars which take scholarship from their country and come to India for study

UWC makes education a force to unite people, nations and cultures for peace and a sustainable future. UWC believes that to achieve peace and a sustainable future, the values it promotes are crucial: International and intercultural understanding, Celebration of difference, Personal responsibility and integrity, Mutual responsibility and respect, Compassion and service, Respect for the environment, A sense of idealism, Personal challenge, and Action and personal example.

The college's 170-acre campus is nestled in the Sahayadri Hills, between two river valleys: the Mula and the Pauna. And college educational part is totally separated from the residential and hostels thus, there is also separate guest houses for the visiting faculties and parents and the design of the campus is as such that it gives diversity and increases its aesthetic with the surrounded fauna and flora . The interconnectivity of each block is well maintained by the architect.

INTRODUCTION

HISTORY

MISSION

DESIGN FEATURES

PUNE CLIMATE Pune’s climate is hot and humid and with heavy rainfall during monsoon and a moderate coldness in winter but summers are hot. The heavy rainfall starts after June and July because during these months in Pune the hotness has the maximum temperature

Permission to build and open a UWC in India was granted by the Government in 1993 and construction began just two years later. With the first phase of buildings completed, the College welcomed the pioneer group of 87 students and 11 faculty in September 1997. The early days saw the College at work with the second phase of construction in progress with the Multi-Purpose Hall completed just two weeks before the pioneers sat for their IB examinations in May 1999. The years that have passed since these early days have seen some key developments of both the infrastructure and the educational programme.

Light towers receive light along with the movement of the sun

The Amphitheatre uses steps to linkthe multipurpose hall to the academic quadrangle



Academic Quadrangle

Multipurpose Hall

Multipurpose Hall

Academic Quadrangle

Library

Science Center

Administration

Catering Center

Art Center

Mahadwara

Security

Toilet Block


ARCHITECTURE COLLEGE CAMPUS,KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA

LIBRARY

ACADEMIC QUADRANGLE

ART CENTER

ADMINISTRATION


View of the Mahadwara from theadministrative building

North facing studio windows provide

Light and views in the art center

11


RESIDENTIAL ZONE

AERIAL VIEW OF THE ACADEMIC AREA

STEPS AT THE COMMON ROOM AT THE RESIDENTIAL CLUSTER


12

ARCHITECTURE COLLEGE CAMPUS,KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA Mahindra

United world college

The library twists a light atrium into thecenter of the structure

Three wings of the Art Center

Academic quadrangle reflecting theGigantic mountains at the backdrop

Interior view of the administrativeBuilding enveloping the outdoor garden Primordial beings swallow other beings

In the student center ceiling murals

The administrative building reflects thearchitectural language of the campus

Coffered triangles span the sixThousand square feet multi purpose hall

The Academic quadrangle is penetrated atits four cardinal quadrants by portals

Pathways creating hierarchy in the building structure in the academic area

13

NUCH,Buyeo, South Korea


It took about 5 years to complete the Korean National University of Cultural Heritage. Given the size of the school, despite the number of buildings and divers functions, five years is a relatively long period. This was to meet the requirements for a new university such as buildings and external spaces that were needed in stages. Thus, the difference between the first constructed buildings and finally completed buildings is around 4 years. The campus had to cope with several difficulties.In case of the student union building, its purpose has to be converted to accommodate minimum administrative and dining functions like a library and a cafeteria temporarily but its function was recovered when all the construction work in the campus was done. The dormitory continued to be added by a certain unit. The massive layer-shaped plaza was developing like a tree stem according to the addition of buildings and finalized to be open at the end as if it implied the growth process.The development and transformation of each building was underway without a hitch under the prepared plan on the whole and parts. During the lengthy construction period, places and spaces that were not intended were constructed. Case in point: the route pattern. This was also a result of a change and addition to the initial program. Encountering this situation, I feel once again that architecture is as organism. In this regard, the campus is still under construction and such a growth and change will take place forever.

the climate is relatively moderate, while precipitation numbers are relatively large. The average yearly temperature is 12.3 , the ℃average temperature in January is 0.4 , the average in August is ℃24.6 , and the average yearly precipitation is 1275mm.℃

NUCH was established as a national four-year institution of higher education in 2000 by the Cultural Heritage Administration. The University was conceived to nurture a workforce equipped with specialist skills, knowledge and expertise that would contribute to the national effort to preserve and develop the rich, invaluable tradition and culture bequeathed to Korea by its long history.

As a higher educational institution committed to providing systematic educational programs on the preservation, management and utilization of the nation’s cultural heritage, NUCH aims to contribute to the preservation and development of the cultural heritage by producing world-class specialists armed with supreme competitiveness and on-site experience in the various areas concerned.

Department of Traditional ArchitectureDepartment of Traditional Landscape ArchitectureDepartment of Cultural Properties ManagementDepartment of Traditional Arts and CraftsDepartment of ArchaeologyDepartment of Conservation Science

Location: Buyeo CitySite Area: 160302 sq.mBldg Area: 13587.24 sq.mGross Floor Area: 32641.93 sq.mBldg Coverage Area: 8.48%Gross Floor Ratio: 18.17%Bldg Scale: Ground + 3 storey + basementStructure: R.C.C.Exterior Finishing: Face Brick, Exposed Concrete, Pair Glass

INTRODUCTION

KOREAN NATIONAL UNIVERSITY OF CULTURAL HERITAGE BUYEO,

SOUTH KOREA

HISTORY

MISSIONCORE DEPARTMENTS

BUYEO CLIMATE

VISIONThe Korean National University of Cultural Heritage promotes its student in the field of Archeology, art and craft traditionally, conservation science and traditional architecture to preserve the cultural heritage of nation and to extend it to the world by enriching and maintaining the style and method of preservation.Though the city itself has a rich cultural heritage the need arises for NUCH to teach its student about this.

14


Circulation

Lecture Facilities

Library

Administration Facilities

Student’s Center

Student’s refreshment rooms

Teaching Staff’s House

South Entrance

Northeast Entrance

President Official Residence

NORTH ELEVATION-1

SOUTH ELEVATION-1

NORTH ELEVATION-2

SOUTH ELEVATION-2

Dormitory

NUCH,Buyeo, South Korea 15


Circulation

Class Rooms

Studio

Resting Room

Gallery

Work Field

Training Field

1 1 1

1

2

2

2 2

2 2 22

2

3

3

3

4

4 4

5

55

6

7

6

Storage7

8 8

8

Office8

Microfilm Room9

9PC Room10 10 11Stack & Reading Room11Computational Room 12

12

Courtyard13

13

14

Post Office14

15

Bank15

Deck16

16

17

Pond17

GROUND FLOOR PLAN

External View of Resting RoomExternal View of Classrooms



Circulation

Class Rooms

Studio

Resting Room

Gallery

Work Field

Training Field

1

2

3

4

5

6

Storage7

Office8

FIRST FLOOR PLAN

SECOND FLOOR PLAN

1 1 122 23 3 3

5

5

4 6

7

8

Microfilm Room9

PC Room10

98

10

External View



NUCH,Buyeo, South Korea

SECTION-1 SECTION-2

SECTION-3 SECTION-5

18

MISIONSCHOOL OF ARCHITECTURE,SEOUL NATIONAL UNIVERSITY

SEOUL, SOUTH KOREA

As part of a project to create various structures and spaces for the School of Architecture at Seoul National University, the frame of '-scape' is applied. The establishment of '-scape' means a combina tion of several programs that were extended from the land itself. In addition, '-scape' can be varied by merging with a so-called Research-Scape. Spaces as '-scape variations act as whole frames to meet the purposes of diverse programs, sites and spatial character, not just to be recognized as a code. Under the basic Floating + Landscaping structure, concepts such as Landscape Podium, Transformational Linear Structure, Environmental Linear Event Court and Multi-purpose Media Corridor were applied.The idea of Landscape Podium was introduced to achieve wholeness of the site. The concept, Nature Connection, is realized, in which access and connection is possible in all directions of the site. This is to reproduce the original nature of Mt. GwanAkSan. Moreover, this is an environmental code penetrating between laboratories in the lower part, the parking lot and the mass for research in the upper part. This space, comprised of natural codes, is linked to public places neces sary for the college such as the gym, rest place, concession stand and lobby and constitutes an open site. The Landscape Podium cre ates a three-dimensional nature by taking a podium shape along the slope rather than a single level. On this Landscape Podium, four lin ear masses are constructed for research purposes. A Transformational Linear Structure is proposed to produce an external space of a combination of a courtyard and a Linear Exterior Space and ultimately to maximize environmental efficiency. The optimal exterior skin (glass) dimension and interior one-sided corridor system offer natural lighting, ventilation and visual landscaping. The linear research space provides a systematic environment for research, based on flexibility and variability.

Seoul lies in the border region between a humid subtropical and humid continental climate, depending on the definition. Summers are generally hot and humid, with the East Asian monsoon taking place from June until July. August, the warmest month, has an average temperature of 22.4 to 29.6 °C (72 to 85 °F) with higher temperatures possible. Winters are often relatively cold with an average January temperature of -5.9 to 1.5 °C (21.4 to 34.7 °F) and are generally much drier than summers, with an average of 28 days of snow annually.

As a higher educational institution committed to providing systematic educational programs on the preservation, management and utilization of the nation’s cultural heritage, NUCH aims to contribute to the preservation and development of the cultural heritage by producing world-class specialists armed with supreme competitiveness and on-site experience in the various areas concerned.

Department of ArchitectureDepartment of Architecture EngineeringDepartment of Interior DesignDepartment of Landscape ArchitectureDepartment Urban Design

SEOUL CLIMATE

CORE DEPARTMENTSINTRODUCTION

ARCHITECTURE COLLEGE CAMPUS,KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA Data Collection

HISTORY1946 "Seoul National University Seolchiryeong "in Architectural Engineering, Seoul National University was established by1948 Nine hard industrial vocational school teachers to teach Science and Engineering at the University of rigid nine older (Gongreungdong)1952 Away from the United Nations University, Busan Exhibition in Dongreungdong four independent cross-training1953 Master new (first Masters: Yunjeongseop)1954 After the war, an armistice Korea to return to campus Gongreungdong.1973 Doctoral new (first Dr. Junamcheol)1975 'Architectural Engineering' and 'Architecture" name to the reorganization.1978 Department of Education and the construction industry absorbed major consolidation / Civil Engineering majors participate in new1979 Gwanak campus to campus automatically before Gongreungdong 35 (1980 completion).1998 New urban design collaborative process (Department of Architecture, Global Environmental Systems Engineering, Landscape Architecture, and Graduate School of Environmental Studies)2002 Architecture (5 years) and Construction Engineering (4 years) separated by major2006 Gwanak campus automatically before 392007 Architecture Training Certification (KAAB), Construction Engineering Education Certification (ABEEK) obtained

19

School of Architecture,Seoul National University

ARCHITECTURE COLLEGE CAMPUS,KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA Data Collection 20


Seoul National University Campus

South Korea MapSeoul Map

School of Architecture

Location: SeoulSite Area: 3889.01 sq.mBldg Area: 4398.54 sq.mGross Floor Area: 26439.53 sq.mBldg Coverage Ratio: 0.06%Gross Floor Ratio: 0.34%Bldg Scale: 3 storey below ground + Five storey above groundStructure: R.C.C.Exterior Finishing: Wood Louver, Exposed Concrete, T24 Transparent Pair Glass,Interior Finishing: Access floor P tiles,T35 Autoclaved Cement Extrusion Panel

School of Architecture- View


21


Circulation

Fitness Room

Snack Bar

Lobby

Lounge

Laboratory

Conference Room

1

2

3

4

5

6

Study7

Office8

Sunken9

GROUND FLOOR PLAN

21

3

45

6

65 5

6

7

78

7

9


22


Circulation

Study RoomsLaboratory

Seminar

officeHall

1

2

3

4

5

6 Equipment Room

1

1

1

1

2 2

223 3

2

4

5

6

TYPICAL FLOOR PLAN

SECOND FLOOR PLAN

6

5

4

33

7 Recess Room

7

2 2

22

1

8

1

112

8 Conference Room

8

FIFTH FLOOR PLAN

2

2

2

1

1

9 HVAC

9

5

6


LEGEND

23


SECOND FLOOR PLAN


SOUTH ELEVATION

NORTH ELEVATION

SECTION

EAST ELEVATION

SECTION

24

ARCHITECTURE COLLEGE CAMPUS,KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA Comparative Analysis

COMPARATIVE ANALYSISCEPT University, Ahmedabad

IPSA College of Architecture, RajkotThe Korean National University of Cultural Heritage, Buyeo, South Korea

School of Architectural Seoul National University, Seoul, South Korea


TOPIC CEPT, AHMEDABAD MAHINDRA COLLEGE

NUCH, BUYEO, SOUTH KOREA

SCHOOL OF ARCHITECTURE,

SEOUL, SOUTH KOREA

CONCLUTION

Relevance to Topic

The premier institute imparting education in the field of art and architecture with the appropriate work atmosphere created through architectural spaces.

Creating open spaces for gathering, sharing ideas and suggestion related to social life and academic talks.

Providing skills such as architecture, landscape

architecture, fine arts, dance, music and other facilities.

The school provides education in Architecture and Engineering Architecture which co-relates with construction and knowledge about civil.

Location

Ahmedabad, Gujarat, India Pune, Maharashtra, India Buyeo, South Korea Seoul, South Korea

Site Planning Semi formal planning Semi Formal Planning Formal Planning Formal Planning Planning can be formal, semi-formal or informal.

Site ZoningBuildings evolved around a central open space with smaller courtyards.

Sport field and open spaces are created in between with canteen for serving.

Open spaces away from the building blocks and only water pond is provided.

No such open spaces but small landscaped areas are made in building block.

Buildings evolved around a central open space with

smaller courtyards.

ParkingVehicular segregation at the main entrances in North and South. pedestrian campus.

Parking for 2 wheeler and 4 wheeler are together with one entrance way

Vehicular parking inside and outside campus is provided for two and four wheelers.

Parking is provide totally outside of the school due to lake of space for parking.

Vehicular parking can be either outside or inside of the campus premises.

EntrancePaved pathways shaded by trees with lawns on both sides. No direct entry. Secured entrance.

Paved walkways and pathways with landscaped on both sides. Secured entrance from the front.

Paved pathways for circulation in campus and less landscape for the pathways due to growth.

No such pathways leading to main entrance but building entrance from front and rare to reach to school.

Formal entrance with landscaping to merge with the surrounding. Secured

entrance.

Open spaces Planned Formal courts Planned informal open spaces with central court.

Informal open spaces for gathering and sit-out.

No such open spaces but entrance lobbies are created as a small open spaces.

Open spaces could bring pleasure for gathering and study in campus premises.

Allocation

Evolved Evolved Evolved Evolved

Planning to be done in a way to allow possibility for future expansion.

Comparative Analysis 25





SEOUL, SOUTH KOREA

CONCLUTION

Connectivity

Different buildings for different streams not connected directly but by courtyards and amphitheatre.

Academic block is connected with multipurpose hall and administrative block. Single building block.

Different departments are connected with open courtyard and pathways for connectivity.

Single building block.

Different buildings for different streams helps in defining the circulation pattern easily.

CanteenLocated separately but visually connected from the open spaces.

The canteen is connected with other blocks through pathways.

Located separately but visually connected from the open spaces.

It has a snack bar room in the ground floor only.

Should be in proximity with the learning zone and have interesting open areas surrounding it.

Circulation

Free flowing workspaces with visual contact maintained in the open areas as well as within two classrooms. Limited use of doors.

Circulation is maintained through pathways and connections between each blocks such as admin and academic area.

Workspaces have a properly circulation within each other but visual contact is not seen between classrooms.

Workspaces have a properly circulation within each other but visual contact is not seen

between classrooms.

Free flowing workspaces providing possibility for interaction amongst students.Clarity of circulation pattern necessary.

Spatial PlanningHierarchy of spaces maintained keeping the intact the concept of free flowing spaces.

Connectivity of spaces within building blocks are maintained by the concept of free flowing.

Concept of free flowing can be seen in all over the campus within building blocks.

Connectivity is maintained through landscape areas as it creates interaction and gathering among all the students.

Buildings to be designed in accordance with the open spaces and interactive areas to create a productive work atmosphere.

Climate Compatibility

Exposed brick construction helps in countering the hot and dry climatic conditions.Open areas shaded using the height of the building or by natural means. North-South orientation of buildings.

Due to hot and humid climate in Pune wide open areas are created with proper landscape for free circulation of air and the whole building blocks are created with stone load bearing walls

Due to cold and dry climate narrow pathways have building’s shade for pedestrian in the summer and open spaces are facing to sunshine is created for winter purposes.

Due to cold and dry climate small landscaped areas are created for gathering and interaction building blocks.

Use of construction technique based on climatic response to create habitable spaces.

Structural SystemLoad bearing brick walls with R.C.C framework and coffered R.C.C slab. G+2 Structure.

Load bearing structure out of stone and the building are G+1. multi purpose hall has a coffered RCC slab.

Load bearing brick walls with exposed concrete finishing has a RCC frame work. G+2 structure.

RCC framework structure with exposed concrete finishing for exterior walls and use of wooden louvers for windows.

Building height to be restricted to G+2 max. to prevent the built structures from overshadowing the open areas and as it is favorable for an educational institute.






SEOUL, SOUTH KOREA

CONCLUTION

Light & Ventilation North-South orientation of building with large openings permitting ample of sunlight inside.

Light and ventilation comes through full heighted windows to classrooms.

Openable louvers are created for light and ventilation to come inside of classrooms.

Openable louvers for light and ventilation are provided.

Bigger openings along the North- South axis are functional in allowing natural light in the interior spaces and for cross ventilation as well.

Building ServicesLocated inadequately on the passages as leakage is taking place in the areas below.

plumbing runs through ducts and they are concealed and a good concealed wiring.

Building services are maintained properly in all over the building blocks

Building services are maintained properly in all over the building blocks

Service core to be positioned strategically in proximity to the users and care of proper ventilation to be taken into account

Administrative Areas Separate administrative block.

Office and admin. Areas come immediately after the main entrance and then reaches to academic block.

Office and administration areas are connected with and within the academic blocks.

Office and administration areas are connected with and within the academic part.

Separate administrative block proves functional in undisturbed functioning of the administration

LobbyLobby is interpreted in the form of double heighted amphitheatres or courtyards

In every building block the lobby is designed.

Double height is not maintained for the lobbies due to climatic reason.

Entrance lobby has a double height feature and it has been seen from above floors

Provision of lobby as a separate space is not necessary. It can be in the form of open courts.

Library Central library building but lack of natural light.

Library with ample Natural light coming inside.

Library with ample Natural light coming inside.

Library with less Natural light coming inside.

Library to be designed efficiently to encourage self-Learning.

ClassroomsOpen classrooms with visual contact between two classrooms.

Classrooms are side by side with end facing to courts and a central court yard and a water body

Classrooms don’t have visual contact and they are beside each others.

Classrooms don’t have visual contact and they are beside each others.

Classrooms to be designed in accordance with the open spaces to allow visual as well as physical interaction.

Staff Room & Ladies Room

Provided in the central administrative building.

Staff rooms are provide in the academic quadrangle to easily reach to the classrooms

Provide beside the office room and conference room.

Provide beside the office room and conference room.

Staff rooms to be provided in the administrative building. However a separate room can be provided near the classrooms

Staircase & Circulation Core

Articulate cantilevered open staircase but inadequate sunlight.

staircase are provided with ample natural light.

Staircases are provided indoor and outdoor with ample natural light.

Staircases are only provided inside of the building blocks with inadequate sunlight.

Staircase to be made interesting and well lit to make circulation lively in the building.



DATA COLLECTION


BASIC HUMAN DIMENTIONSDimensions And Space Requirements In Accordance With Normal Measurements And Energy Consumption.

Space Requirements Of Various Body Postures

BUILDING FOR DISABLE PEOPLEAn environment for disable people needs to be designed to accommodate wheelchairs and allow sufficient space for moving around in safely.

In the rented residential sector, access via corridor is the most common layout. This enables large numbers of angles and corners to be avoided; a straight main corridor is preferable. The entrance area should be of an appropriate size. The minimum area of entrances halls is 1.50x1.50m & 1.70x1.60m for a porch with a single leaf door.single disabled people need more space than those in shared households. In apartments, recommended minimum areas for living rooms with dinning area are: 22 sq.m for one person and 24 sq.m for two to four people; 26 sq.m for five and 28 sq.m for six. The minimum room width is 3.75m for one or two person and for 4.75m for four or 5 person who are disabled.

28


BRIEF ON TECHNICAL COLLEGESThe 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.mSmall classrooms – 45 to 50 sq.mOversize classrooms - 85 sq.mBuilding requirements, furnishings and fittings basically the same for general school centers and comprehensive schools.

TYPICAL ZONING FOR TECHNICAL COLLEGETotal area of 25 sq.m per full time student.Total area of 10sq.m per part time student.College buildings as per rules 2-3 storey high in exceptional cases.Workshop building are only single story.

THE LECTURE HALLSMajor factors to be considered in designing a lecture room are the following:Seating and writing surfacesSpace and furnishings for the lecturerThe use of wall space, including chalkboards, screens, size and location of windows, etc.Facilities for projection and televisionCoat racks, storage, and other conveniencesAcoustics and lightingHeating and air conditioningAesthetic considerationsSpace for keeping drafting materials.Space for Keeping Bags.Space for Circulation.

BRIEF ON LAYOUT OF COLLEGESMain 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: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.

SPACE REQUIREMENTAs 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.

29


SEATING ARRANGEMENTSSeating in lecture theatres can be combined units of tip-up or swing seats, backrest and writing ledge (with shelf or hook for folders), usually fixed. (1) & (3)Seating arrangement depending on subject, number of students and teaching method:slide lectures, electro- acoustic systems on a gentle rake; surgery, internal medicine, physics on a steep rake. View curve calculated using graphic or analytic methods.(4)-(5).

LECTURE HALL’S OBJECTIVESLecture halls are places of social and personal interaction, where learning takes place and where creative thinking is encouraged. The primary objective of the design team is to achieve the best possible arrangement of architectural elements and teaching facilities so that both teaching and learning is maximized. Design of lecture theatres and teaching spaces requires a balanced relationship bet. architectural/Construction skills and teaching/AV disciplines. The objective of the design team should be to optimize the 'function' of space, by clearly identifying all performance requirements and allowing for these needs in the design stage. Ancillary support spaces (i.e. lobbies, lecture halls) should be serviced by the primary telecommunication distribution system/infrastructure in the building. Lecture halls require the greatest design input and in which is usually found the greatest complement of audiovisual facilities. Lecture halls are generally single function spaces with fixed seating and writing furniture on a tiered or sloping floor surface. Each seat should have a clear unobstructed view to the lecturer and all boards and screens located on the presentation wall. Natural lighting is not desirable in lecture halls.

30


DRAWING STUDIOVarious space requirements for technical subjects including Architecture and Art Academics.Basic Requirements:Drawing table of dimensions suitable for A0 size(92cm x 127cm) fixed or adjustable board. Drawing cabinet for storing drawings flat of the same height as drawing table, surface can also be used to put things on. A small cupboard on castors for drawing materials, possibly with filling cabinet is desirable. Adjustable height swivel chair on castors, drawing tables, upright board, adjustable height or usable as flat boards when folded down. Each workplace should have a locker.Drawing Studio:Each space requires 3.5-4.5 sq.m, depending on the size of drawing table.Natural light is preferable and so a north tight facing studio is best to receive even daylight. For right handed people it is best if illumination comes from the left.Artificial light should be at 500lx , with 1000lx(from mounted drawing lamps hung in variable positions above the long axis of the table) at the drawing surface.Rooms for life drawing , painting and modeling:accommodated if possible in the attic facing north with large windows and, additional top lights.Rooms for Sculptors and potters:Large space for technical equipment such as potters’ wheels, kilns and pieces of work, also storeroom, plaster room, damp room, etc.

DIMENSIONS FOR COMPUTER LAB.Sizes for the desk and chairs in computer lab. The eye distance from computer to human eye and other necessary precautions during drafting and designing.

31


OFFICE SPACESThumb Rules for Planning the Office Spaces:width of the primary Circulation path within the space must not be less than 2M, the secondary and tertiary paths must not be less than 1.5M and 0.75M respectively.The planning and the layout must satisfy a particular functional need, such as screening, divisions (partitions) stacking or storage etc. . Furniture arrangement must be such that the people at their work station must have clear visibility and adequate space around their desk.

SPACES FOR FURNITURES IN OFFICEMany furniture systems in contemporary offices are still designed according to standards in use since 1980. in addition furniture units such as simple work tables and desks that incorporate filing systems are still used. Because of the increasing use of VDUs and keyboards, European standards for workstations specify a surface height of 72cm high.

SPACES FOR FURNITURES IN OFFICE

32


LIBRARYLibraries perform a range of functions in society. Academic libraries, for example, obtain, collect and store literature for education and research purposes, and are usually open to the general public. Public libraries provide communities with a wide choice of more general literature and other information media, with as much as possible displayed on open shelves. The functions of academic and public libraries are often combined in a single library in larger towns.

LIBRARY SHELVESThe shelves for elders and children are different due to the height of the person who uses the shelves and also shelves units are less for small children.

33

ARCHITECTURE COLLEGE CAMPUS,KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA Design Program

DESIGN PROGRAMME


BACHELOR OF ARCHITECTURE

BACHELOR OF ARCHITECTURE (diploma in Interior Design)

Room Type Area Derivation(sq.m) No. of Rooms Total(sq.m)

Design Studio

Area per student=2.5sq.mNo. of Students= 40Circulation area=1sq.m per st.Area=2.5x40+40=140sq.mRound off= 150sq.m

5 Studios5x150 750

Lecture Room

Area per student= 1.5sq.mNo. of students=40Circulation area=1sq.m per st.Area=1.5x40+40=100sq.mRound off=100sq.m

5 Lecture Halls5x100 500

Exhibition Area 200sq.m as per Norms 1 200

Computer Center 1.5x40 tables=60sq.m 1 60

Common Workshops

Assuming 20 students using workshop at a time 100sq.m as per Norms+50sq.m storage50 sq.m for storage

300+50 350

Common Library As per design/Requirement 1 300

Auditorium As per design(for min 460 person) 1 1040

Total 3200sq.m


Design Studio

Area per student=2.5sq.mNo. of Students= 40Circulation area=1sq.m per st.Area=2.5x40+40=136sq.mRound off= 150sq.m

2 studios2x150 300

Lecture Room

Area per student= 1.5sq.mNo. of students=40Circulation area=1sq.m per st.Area=1.5x40+40=100sq.mRound off=100sq.m


Total 500sq.m

BACHELOR OF ARCHITECTURE


Director’s office. Min. 30sq.m as per Neufert 1 30

Director’s Asst. Min. 30sq.m as per Neufert 1 30

Clerk’s Office Min 30sq.m as per Neufert 1 30

Conference Room Min. 60sq.m as per Neufert 1 60

Record Room Min. 30sq.m as per Neufert 1 30

Reception As per design/Requirement

Waiting Lounge As per Requirement 1 30

Toilets As per Requirement 3 85

Admin. office 150sq.m(as per case studies) 1 150

Maintenance office 50sq.m(as per case studies) 1 50

Store 20sq.m 1 20

Total 515sq.m

ADMINISTRATION

34


OFFICE FOR ACADEMIC AREARoom Type Area Derivation(sq.m) No. of

RoomsTotal(sq.m)

Principal Min. 30sq.m as per Neufert 1 30

Professors Min. 15 sq.m as per Neufert 10 150

Lecturers Min. 15 sq.m as per Neufert 10 150

Assistants Min. 15 sq.m as per Neufert 4 60

Academic Coordinator Min. 25 sq.m as per Neufert 1 25

Printing/ Xerox Min. 25 sq.m as per Neufert 1 25

Toilets As per Requirement 2 75

Total 515sq.m

MASTER OF ARCHITECTURE


Design Studio

Area per student=2.5sq.mNo. of Students= 25Circulation area=1sq.m per st.Area=2.5x25+25=87.5sq.mRound off= 100sq.m

4 Studios4x100 400

Lecture Room

Area per student= 1.5sq.mNo. of students=25Circulation area=1sq.m per st.Area=1.5x25+25=62.5sq.mRound off=70sq.m


Adequate Toilets As per design - -

Total for all three majors 680sq.m

Master of Architecture in Urban DesignMaster of Architecture in Building Design

PARKING

2 Wheeler’s 1.2 100 120

4 Wheeler’s 13.2 60 792

Total 912sq.m

HOSTELSRoom Type Area Derivation(sq.m) No. of Rooms Total(sq.m)

Boys Hostel

Each room min. 28sq.m as perNorms. Toilet+Bath+Kitchen8sq.m=36sq.m per unitNo. of Students in one room=3No. of units=60

4848x36 1728

Girl’s Hostel

Each room min. 28sq.m as perNorms. Toilet+Bath+Kitchen8sq.m=36sq.m per unitNo. of Students in one room=3No. of units=

3232x36 1152

Kitchen/Dinning As per design min. 600sq.m 1 600

Guest Room 20 sq.m 6 120

Warden office 20 sq.m 2 40

Total 3640sq.m

STAFF RESIDENCE


Faculty units As per design min. 30sq.m 12 780

Staff units As per design min. 30sq.m 12 780

Total 1560sq.m

35


1Najeebullah Rasuli Architectural Thesis SCOA Design Program ARCHITECTURE COLLEGE CAMPUS,

KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA Design Program

Grand Built up Area= 12000 Sq.m

STUDENT ACTIVITIES ZONE

Room Type Area Derivation(sq.m)

No. of Rooms Total(sq.m)

Students Activity 1 100 300

Lounge - 1 20

Consoling Room - 1 25

First Aid Room - 1 20

Table Tennis - 1 100

Gym - 1 100

Swimming pool - 1 350

Tennis Court - - -

Volleyball Court - - -

Indoor Football - 1 350

Open Air Amphitheater - - -

Adequate Toilets - - -

Total 1265 Sq.m

Room Type Area Derivation(sq.m)

No. of Rooms Total(sq.m)

Electrical Transformer 25sq.m 1 25

Generator Room 10sq.m 1 10

Stationary Shop 20sq.m 1 20

Laundry 20sq.m 1 20

Store 25sq.m 1 25

Common Clinic 20sq.m 1 20

Adequate Toilets 5sq.m 1 5

Total 125Sq.m

MAINTENANCE

36

Site AnalysisARCHITECTURE COLLEGE CAMPUS,


SITE ANALYSIS



AFGHANISTAN AT A GLANCE Afghanistan is a landlocked state in the mountains of south-central Asia, sharing borders with Pakistan to the southeast and Iran to the west.

KABUL AT A GLANCE Capital Kabul spelt Caubul in some classic literatures, is the capital and largest city of Afghanistan. It is also the capital of the Kabul Province, located in the eastern section of Afghanistan. It is an economic and cultural centre, situated 5,900 ft above sea level in a narrow valley, wedged between the Hindu Kush mountains along the Kabul River. Kabul's main products include fresh and dried fruit, nuts, Afghan rugs, Leather and sheep skin products, domestic clothes and furniture, and antique replicas. Kabul is over 3,500 years old.

Turkmenistan, Uzbekistan, and Tajikistan lie across the northern frontier, and China lies to the northeast at the end of the narrow eastern panhandle called the Wakhan corridor. Afghanistan is at the heart of southern Asia's great mountain belt. The Hindu Kush and neighboring ranges cover eastern and central Afghanistan.

AFGHANISTAN LAND

AFGHANISTAN CLIMATE

AFGHANISTAN’S OTHER ISSUES Capital: The capital ‘Kabul’ is named after a river in the southeast.People: 29,897,000. 40% Pashtun, 25% Tajik, 25% Hazara, and 10% Uzbek and Turkman.Language: Pashtu and Dari are the official languages.Religion: 75% Sunni Muslim and 25% Shiite Muslim.Government: Afghanistan has a permanent government since the defeat of the Taliban in 1992.Economy: The main industrial activity is the manufacture of woolen and cotton textiles. Afghanistan is the largest producer of the opium poppy used in the production of heroin.

Afghanistan has a Cold and Dry Climate as below:-Average minimum temperatures in Afghanistan: -10 deg.Average maximum temperature in Afghanistan: +31 deg.Average rainfall/ precipitation (mm): 84 mmRelative humidity (%): 67%Average wind speed in Afghanistan: 2

The great mass of the country is steep-sloped with mountains, the ranges fanning out from the towering Hindu Kush (reaching a height of more than 24,000 ft/7,315 m) across the center of the country. There are, however, within the mountain ranges and on their edges, many fertile valleys and plains. In the south, and particularly in the southwest, are great stretches of desert. Although most of the land is dry.

KABUL DEMOGRAPHYThe population of Kabul has fluctuated since the early 1980s to the present period. It was believed to be around 500,000 in 2001 but since then many Afghan expats began returning from Pakistan and Iran where they had taken refuge from the wars. The Kabul metropolitan area has a population of about 3.9 million inhabitants these days. The wider Kabul province, which also includes rural areas, has a population of around 4.9 million people, while the Kabul city's population makes almost 80 percent of the total provincial population.

KABUL CLIMATEKabul has a semi-arid climate with precipitation concentrated in the winter (sometimes falling as snow) and spring months. Temperatures are relatively cool compared to much of Southwest Asia, mainly due to the high altitude of the city. Summer has very low humidity, providing relief from the heat. Autumn features warm afternoons and sharply cooler evenings. Winters are cold, with a January daily average of −2.3 °C. Spring is the wettest time of the year, though temperatures are generally amiable. Sunny conditions dominate year-round. The annual mean temperature is 12.1 °C.

EDUCATION IN KABUL Public and private schools in the city have reopened since 2002 after they were shut down or destroyed during fighting in the 1980s to the late 1990s. Boys and girls are strongly encouraged to attend school under the Karzai administration but many more schools are needed not only in Kabul but throughout the country. The Afghan Ministry of Education has plans to build more schools in the coming years so that education is provided to all citizens of the country.Universities in Kabul:American University of AfghanistanKabul UniversityKabul Medical UniversityPolytechnic University of Kabul (Kabul Polytechnic)Higher Education Institute of KarwanKaboora Institute of Higher EducationRana Institute of Higher EducationBakhtar Institute of Higher EducationKardan UniversityDawat UniversityNational Military Academy of Afghanistan

DEVELOPMENT IN KABUL New Kabul Master Plan.City of Light.

37

Red-crossBuilding

DefenseBuilding

South Koreanvocational

training center

Ministry of EducationAfshar Branch

Political & Social ScienceUniversity of Kabul

PoliceAcademy

Khoshal KhanHigh School

SiloBuildings

PolytechnicUniversity



KABUL DIVISION

College Site

City Outskirt

City Center

Connections between City and Outskirt

Kabul is one of the thirty-four provinces of Afghanistan. The capital of the province is Kabul City, which is also Afghanistan's capital. The population of Kabul province is 3.5 million people as of 2009. almost 80 percent of people live in the urban areas and the rest, 20 percent live in rural areas. Kabul City has a population of 1,925,548 which 25% is Pashtun, 25% is Hazara, 45% is Tajiks, 2% is Uzbek, 1% is Balochi, 1% is Turkmen and 1% is other tribes.

KABUL DIVISION

KABUL PROVINCEKabul province is made up of 14 districts. Bagrami, Chahar Asyab, Deh Sabs, Guldara, Istalif, Kabul, Kalakan, Khaki Jabbar, Mir BachaKot, Mussahi, Paghman, Qarabagh, Shakardara, Surobi.

KABUL CITY POPULATIONPASHTUNSTAJIKS

HAZARASUZBEKS

BALOCHISTURKMENSOTHERS

TRANSPORT SYSTEM IN KABULKabul has Local Bus Routes which are leading to everywhere in the city. Private cars and Bikes are predominant for transport in Kabul but you can find taxis for transport too.

MALE FEMALE RATIO IN KABUL CITY0–14 years: 44.5% (male 7,064,670; female 7,300,446)15–64 years: 53% (male 9,147,846; female 8,679,800)65 years and over: 2.4% (male 394,572; female 422,603)

MALE FEMALE RATIO IN KABUL

No. of MalesNo. of females

CITY OUTSKIRT AND THE PROPOSED SITE

SITE POLYTECHNICUNIVERSITY

KABULUNIVERSITY

KABUL CITYCENTER

People who want to come to proposed site from City Center would be reaching within 25 minute by car or by two wheeler from adjoining road to Afshar. It will take 15 minutes to reach from Kabul University to the proposed site via University road. As it clear polytechnic university is very near to and people can reach to it by walking within 5 to 7 minutes. Two main roads, one which comes from City Center will reach to the proposed site directly and another one is called Sillo Street which is leading to the side and several secondary roads are reaching and ending to Afshar Main Road from Khoshalkhan.

NATURAL FEATURES OF THE SITEThe proposed site has several features such as the slope of the site isn’t that much steep from south to north it has a slope of 5m overall thus, this slope can help in the system of water piping and water flow. The existing trees are only on edges of the site and different kind of shrubs can be seen within site footprint. Some existing temporary structures be brushed aside for reasonable campus planning. The site itself is longitudinal towards north-south so ample of sunlight's can be used for Planning during winter season. The site has a four lane road infront and two secondary road each at both side of the proposed site. And the whole site is bounded by a boundary wall for protection.

SITE IMMEDIATE SURROUNDINGS

SITE REQUIREMENTSDue to lack of trees in the proposed site we have to use the existing trees in a proper design manner or to plant new trees, shrubs and other necessary plants for the site landscaping. On the other hand the site doesn’t have much contour for design purpose so that while designing, for elevation treatment we need to give certain height by creating raised platform for each block of buildings.The site should have a proper circulation road network inside to reach to every point of the design and should have service road separately.

38



ROAD NETWORKS TO THE SITEThe Red, Green, and Black lines are the roads which are coming from City Center to the proposed site the only difference is that the black line crosses from Kabul University on the way and then reaches to the site longer than two other roads. The Blue line road comes from Khoshalkhan residential blocks and the Brown line road is the only road which comes from Dashte Barchi and crosses on the way from Kote Sangi Chowk. Finally the Gray line road comes from Qhargha.

Site

City Center

KabulUniversity

Polytechnic

University

WIND DIRECTION OF THE SITESummer:The wind blows from North-east to the South-west during summer therefore it is a great feature of the site that it is stretched from North to South and max. winds can be caught through the East facade of the site.

SUN PATH DIAGRAM FOR THE SITE

During Summer the sun is in 83 degree angle to the site and sun rises from east to west but during winter the angle of sun changes to 32 degree angle thus, if we want to catch the sunlight we have to design the openings facing to 32 degree angle in winter. Due to cold climate in Kabul during winter the effect of sunrays is very less so that if openings are bigger in size we can catch more light and warmness. no trees should be planted infront of sunlight which are preventing the sunlight to come inside the buildings. As we can see we can have north light through openings which allow to come inside.

Winter:During winter the wind blows from West to East during Moring and Night but in the afternoon and evening the direction changes from South-west to the North-east. But it is totally opposite in summer

NORTH LIGHT OF THE PROPOSED SITEAs we can see the north is up so the maximum north light comes from above and we can catch north light by providing windows or openings which are facing to and let the north light comes in especially for the classrooms which the need is necessary. Position of buildings should be in such a way to catch maximum north light not opposite or in a direction to get less.

SITE DIMENSIONS

SITE TOPOGRAPHY

N

Typology Enclosure description

Canyon

The site doesn’t have any Canyon feature thus, there isn’t any need for cutting & filling

GrassyBowl

The site doesn’t have this feature for landscaping.

Flat land withGrass or

exposed soil

This feature is very useful for campus design and planning.

Undulating land with mix

vegetations

The site isn’t undulating with less vegetations at boundaries

Densely vegetated flat area or bowl

The site is only densely flat vegetated on the boundaries

Dry flat land with less

vegetation

Dry flat land with less vegetation is another feature.

Uneven land with steep

ditches or slop

The site slope is very less and site doesn’t have any steep ditches.

SITE TOPOGRAPHY

NThe contour lines indicate 1M rise from south to north thus the whole slope of the site is negligible because it is a total 7M slope in 530M long distance thus, the site is flat and no steep slope.

N

132 m258 m

The site is 530 m long from south to north and 248 m long from east to west. The site parts vary but it has a four lane road in front which is 30 m wide and two adjacent road which are 12 m.

39



DESIGN SOLUTION

ConceptARCHITECTURE COLLEGE CAMPUS,


DESIGN CONCEPTThe concept of the design is about the 5 major tribes in Afghanistan and their population distribution over the land. It starts from PushtoonsWho are the majority whichCan be the academic blockAnd other smaller tribes areDedicated to the admin.Block in front of the siteWhich are imposing theWhole college status.Here according to the distributionThe Uzbeks are the block for Master studies and Hazaras can be the open interactive areas for the whole campus planning and the other two left can be the residence blocks such as boys and girls hostels and staff residence.

The entire site after the main road from South to North has been separated by three basic and essential zones. The first one is the public zone which the whole academic blocks are to be placed over this zone. The second and immediate zone after public zone is Semi private zone which in this zone the student activity such as sports block, canteen and open amphitheater is situated over this land. The final and the last is private zone which the staff quarter, boys and girls hostels are in this zone for their privacy which has to be given for them during the academic time and during living.

SITE ZONING

The red color indicates the public zone, the blue indicates the semi private zone, and the green color is the private zone

MapHindu kush mountain

Altitude

As the altitude rises from southern part of Afghanistan to northern part the temperature is rising from hot to cold and thus the land topography is increasing even from south to north same is the case for the site which has 7 m high slop from south side of the site to the north part of it

As map describes the entire land is mountainous and Kabul city is situated between the mountains.

Schematic site section showing the slop which rises from lower part which is south and increases towards the upper part which is north. And same due to site slope the height of the buildings are also increasing which gives a arising elevation to the entire design.

On the right the diagram shows the distribution of building blocks and their connectivity with each other and open landscaped areas for interaction.The schematic diagram starts from vehicular parking then it connects to the admin having a landscaped area for itself. The connectivity of B. Arch. M. Arch with the workshop block is obvious. Then it reaches to open plaza in front of student activity zone and the private area such as hostels and staff quarter has their on separate landscape part for themselves.

The parking is situated at both side of the main pedestrian access and the vehicular access had been changed from the main road to the secondary side road due to rush hour of traffic on the four lane road. And the service entry is also provided from side road near to the canteen for materials supply.

Consider the height of the building blocks from south to north according to site slope.

As the academic blocks such as B. Arch and M. Arch are connected together by a connecting bridge and in between the computer lab and common library is situated to be used by both the departments.Play grounds are designed for interaction and girls hostel is totally separated by staff quarter due to security given to both the hostels.The auditorium is kept near to open plaza and near to academic block for approaching and it has been given a separate way from the vehicular way for extra functions to be held in auditorium.The workshop is design in such way that it is reaching to service road and it is near to academic block but the noise problem is solved by planting trees as buffer for the classrooms.

40

Site planARCHITECTURE COLLEGE CAMPUS,


Site plan with surroundingsSite plan with surroundings, aerial view

Main road The south Korean vocational training institute.

Red Cross building KabulCampus view

41

Ground floor PlanARCHITECTURE COLLEGE CAMPUS,

KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA 42

First floor PlanARCHITECTURE COLLEGE CAMPUS,

KABUL, AFGHANISTAN Najeebullah Rasuli Architectural Thesis SCOA 43

Sections and viewsARCHITECTURE COLLEGE CAMPUS,


Terrace View

Connecting Bridge between academic blocks

Amphitheater view

44

Sections and ElevationsARCHITECTURE COLLEGE CAMPUS,


Section EE

Section BB

Section AA

Auditorium Cut section

45

Detailed PlansARCHITECTURE COLLEGE CAMPUS,


Main entrance to Academic Block

Entrance to Admin. And officesEntrance Play GroundUnderground water tank

46

Detailed PlansARCHITECTURE COLLEGE CAMPUS,


Auditorium and Sport facility Block

Canteen and Cafeteria

47

Detailed Plans and viewsARCHITECTURE COLLEGE CAMPUS,


M. Arch Block with the Library and Computer Lab at 1st floor

Hostel view

Workshop block at ground floor

Staff Residence View

View of canteen cafeteria, boys and girls hostel, sport facilities, staff residence and Auditorium from top with the play grounds and site landscape and surroundings.

48

ReferencesARCHITECTURE COLLEGE CAMPUS,


The following resources were referred for completion of this architectural thesis project :-

Books from Sinhgad College of Architecture Library : -

Building Services - S.M. Patil.Theatres and Halls (New Concepts in Architecture & Design) - Meisei Publications.Architecture - Form , Space & Order - Francis D.K.ChingEducational Facilities - The Images Publishing Group Pvt. Ltd.The Architect's Handbook - Quentin Pickard, Blackwell Publishing.University Builders — Martin Pearce.Neufert Architect's Data - Bousmaha Baiche& Nicholas Walliman, Blackwell Publishing.Time Saver Standard for Building Types - Joseph De Chiara & John Hancock Callender, McGraw Hill Publishing.Campus ArchitectureCampus and Community

Books from C.E.P.T Library :-

National Institute of Design - Acc.No. D 4/5.Reflections on Design - Acc. No. A 745.4.Understanding C.E.P.T Campus - Shrikrishnan Iyer.

Websites:-

www.google.comwww.cept.ac.inwww.nid.eduwww.wikipedia.com

49