AAKANCHCHA RAJ ARCHITECTURE PROTFOLIO - teaching portfolio

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ACADEMIC + PROFESSIONAL + TEACHING

PhD Dissertation Work in Kansas City

CONTENT 01

LEARNING GARDEN

02

INTERIOR DESIGN

03

RESEARCH PROJECT

04

TEACHING PORTFOLIO

ARCHITECTURE PROJECT

INTERIOR PROJECT

GIS RESEARCH

PROFESSIONAL

YEAR:

2016-17

TYPE:

ARCHITECTURE PROJECT

LOCATION:

NAYA RAIPUR, CHATTISGARH, INDIA

This project aims to create an environment that fosters personal growth and development, not just in terms of financial or subjectspecific knowledge, but also emotional intelligence and selfcontrol. It is located in Naya Raipur, the new capital of Chhattisgarh, and is part of the master plan for a 286-hectare Socio-Cultural Hub in Sector 24 of the city.

The goal is to encourage people to visit at any time and provide them with a space to learn, apply, and observe core concepts in order to grow personally. The Socio-Cultural Hub will be situated in the central part of the city, adjacent to Central Park, and will be an opportunity to bridge the gap between knowledge and human development.

REDESIGNING LEARNING SPACE AS RECREATIONAL ACTIVITY AREA

LEARNING GARDEN 01

LEARNING GARDEN

LEARNING GARDEN

SITE SURROUNDING

DERIVATION OF SPACES FROM USER ANALYSIS 19 18

01

17 16 11

09

02

12

15

13 14

20

08

75,2

35,23

137,8

137,26 50,51

186,3

SITE AREA: 20.45 ACRE

10 159,34

03

395,92

04 PROPOSED LRTS LINE TO BE CONSTRUCTED IN PHASE III

09

05

06

07

LEGENDS:

STAGE 02 Central Void Space was created to make courtyard

STAGE 03 Creating access point in the site by dividing the block

STAGE 04 Adding another access point and dividing the structure into 3 parts

STAGE 05 Reshapping the spaces as per the visual access

STAGE 06 Adding connecting Blocks and shopping area

STAGE 07 Finalizing the basic form of the Complex

STAGE 08 Adding green Roof to give a sense of Continuing the park into the Structure

01. CHHATTISGARH COMMERCIAL COMPLEX (CBD) 02. RETAIL COMPLEX (CBD) 03. OFFICE COMPLEX 04. PNB BANK 05. APEX BANK 06.NTPC WRII HQ 07. VAN DHAN BHAWAN 08. CENTRAL BOULEVARD 09. CENTRAL PARK 10. WATER FOUNTAIN 11. ENVIRONMENT CONSERVATION BOARD 12. HOUSING BOARD HEAD OFFICE 13. PRAVYAS BHAWAN 14. NRDA INTEGRATED COMMAND AND CONTROL CENTRE 15. CHHATTISGARH SAMVAD 16. CHHATTISGARH PROFESSIONAL EXAMINATION BORD 17. TIMES SQUARE 18. ARANYA BHAWAN 19. YOJNA BHAWAN 20. EXISTING VILLAGE IN

0 50

USER ANALYSIS

STAGE 01 Round massing was done to represent no boundaries

100

200

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LEARNING GARDEN SITE PLAN

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LIBRARY BLOCK

LIBRARY BLOCK

FORM EVOLUTION

GROUND FLOOR PLAN

STAGE 01 Obtaining mass from main concept

STAGE 02 Creating void for ventilation

STAGE 03 Creating cutout for maximum light penetration

STAGE 04 Adding access to the inner courtyard space

STAGE 05 Defining the green roof and cantilever for library

STAGE 06 Adding green roof to the sloping verandah

FINAL FORM

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PRACTICAL TRAINING

LEARNING BLOCK

FORM EVOLUTION

STAGE 01 Obtaining mass from main concept

GROUND FLOOR PLAN

STAGE 02 Dividing space into three zones as per legends

LEGENDS

ART AND DANCE CLASS

STAGE 03 Obtaining mass from main concept

STAGE 04 Dividing space into three zones as per legends

LITERATURE AND LANGUAGE EXHIBITION AND ADMIN

FINAL FORM

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AUDITORIUM AND SHOPPING COMPLEX GROUND FLOOR PLAN

ELEVATION NORTH

ELEVATION EAST

ELEVATION SOUTH

ELEVATION WEST

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LEARNING GARDEN 3D VIEWS

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1 7'-52"

W-01 4'-8"

UTILITY AREA

W-03

10'-8 3 4 " X 11'6 12"

1 6'-74"

1 4'-12"

3'

1 8'-24"

3 8'-104"

1 2'-114"

1 11'-104" 1 104"

4'-4"

GUEST BEDROOM

1 11'-62"

1 18'-114"

1 5'-112"

1 2'-114"

W-02

11'-10" X 11'6 12"

KITCHEN AND DINING SPACE 18'-11 14 " X 8'10 3 4 "

V-01

1 11'-104"

7'

6'-7"

3 3'-54"

MAIN ENTRANCE

LOBBY SPACE

4'

3'-6"

D-02 D-02

4' WIDE

TOILET 02

WASH BASIN

11'-10" X 11'6 12"

3 3'-94"

5"

3'

2'

1 2'-04"

3'-6"

3'-4"

1 9'-14"

9'-1"

D-01

D-02

D-03

3 2'-24"

15'

living

11'-10 14 " X 17'-0 14 "

1 12'-74" 1 2'-94"

1 7'-04"

1 17'-22"

TOILET 01

10'-10 14 " X 15'

1 15'-22"

GUEST BEDROOM

1 17'-04"

12'-7 12 " X 11'1 12"

17'-11"

1 11'-12"

D-03

kids BEDROOM

1 2'-92"

SD-02

BALCONY 02

3 12'-104" 1 3'-52"

1 5'-114"

V-01

1 3'-64"

W-01

1 11'-104" 2'

1 7'-104"

2'

SD-01

BALCONY 01

YEAR:

2015-16

TYPE:

INTERIOR PROJECT

LOCATION:

BANGALORE, INDIA

As a designer, I have undertaken various personal interior projects aimed at renovating small-budget residences and enhancing the liveliness of spaces. The objective of these projects was to create open and inviting spaces that could alleviate the feelings of confinement in limited interior spaces. By utilizing creative design solutions, I aimed to infuse playfulness and warmth into these homes, providing a fresh and rejuvenating atmosphere.

Through these projects, I honed my skills in budget management, space planning, and creative problem-solving to deliver unique and personalized interior designs that met the needs of my clients while staying within their budget constraints.

INTERIOR DESIGN FOR A CLIENT IN KARNATAKA

INTERIOR DESIGN 02

TV UNIT DETAIL LIVING ROOM

WALL UNIT 01 3D RENDERS

WALL UNIT 01 A 1'

1'

8"

OPEN SHELF

16MM PLY WITH FINISH AS PER ARCHITECT (WHITE LAM.)

16MM PLY WITH FINISH AS PER ARCHITECT (BLACK LAM.)

16MM PLY WITH FINISH AS PER ARCHITECT (BLACK LAM.)

16MM PLY WITH FINISH AS PER ARCHITECT (WHITE LAM.)

16MM PLY WITH FINISH AS PER ARCHITECT (WHITE LAM.)

1'

3'

OPEN SHELF

16MM PLY WITH FINISH AS PER ARCHITECT (WHITE LAM.)

1'

1'

OPEN SHELF

1'

1' X 1' X 8" BOX FOR SHOWCASE

A'

WALL UNIT 1

WALL UNIT 1

WALL UNIT 1

ELEVATION

SECTION A

WALL UNIT 1

VIEW 01

WALL UNIT 1

ISOMETRIC

VIEW 02

WALL UNIT 02 3D RENDERS

WALL UNIT 02 B 8"

8"

1'

OPEN SHELF

16MM PLY WITH FINISH AS PER ARCHITECT (BLACK LAM.)

1'

1 2'-102"

1'

1'

1' X 1' X 8" BOX FOR SHOWCASE

1'

1'

OPEN SHELF

WALL UNIT 1

1'

OPEN SHELF

INDIVIDUAL box

B' WALL UNIT 2

WALL UNIT 2

ELEVATION REV NO. DESCRIPTION

--

SECTION B DATE

-

WALL UNIT 2

ISOMETRIC

WHITE DOVE DESIGN

#538, BG Road, Gottigere,

NOTE: * THESE FURNITURE WALL MOUNTED * 16MM PLY TO BE USED. * 1MM LAMINATE TO BE USED FOR EXTERIOR FACE OF THE FURNITURE * 0.8MM LAMINATE TO BE USED ON THE INNER FACE OF THE FURNITURE * COLOUR OF LAMINATE AS PER SPECIFIED.

WRICK ASH STUDIO

69/1, Kashinath Dutta Rd.

WALL UNIT 2

VIEW 01

WALL UNIT 2

VIEW 02

PROJECT NAME:

SCALE: DATE:

DRAWN BY

CHECKED BY

INTERIORS- MR. SAI RAM HEGDE

NTS 09/02/22

WA

WA

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INTERIOR ELEVATION CHILDREN’S BEDROOM

1 12"

3 2'-84" 1 1'-22"

3 2'-84" 1 1'-22"

NOTE: * 16MM PLY TO BE USED. * 1MM LAMINATE TO BE USED FOR EXTERIOR FACE OF THE FURNITURE * 0.8MM LAMINATE TO BE USED ON THE INNER FACE OF THE FURNITURE * COLOUR OF LAMINATE AS PER SPECIFIED.

1 1'-42"

1'-10"

1 1'-42"

1 12"

C'

C

GUEST BEDROOM WARDEOBE

SECTIONAL PLAN BB'

GUEST BEDROOM WARDEOBE

3D VIEW

D'

1 11'-104" 1 3'-114"

1 3'-114" EQ

EQ

EQ

1 3'-114" EQ

EQ

1'-10"

EQ

SHUTTERS TO BE MADE WITH 16MM PLY WITH 1MM FINISH AS MER DESIGN ON EXTERNAL FACE AND 0.8MM FINISH ON INTERNAL FACE

LOFT

2'

1 1'-102" 1 1'-114"

SHUTTERS TO BE MADE WITH 16MM PLY WITH 1MM FINISH AS MER DESIGN ON EXTERNAL FACE AND 0.8MM FINISH ON INTERNAL FACE

A'

LOFT

A

SHELF

8"

HANDLE DETAIL AT DETAIL A

SHELF

EQ

COAT HANGER

SHELF EQ

SHELF

1 12"

3 2'-84" 1 1'-42"

1 12"

1 1'-22"

DUMMY

3 2'-84" 1 1'-22"

5'

5'

HANGER CABINET

9'

1 3'-34"

MIRROR

1 4'-72"

SHELF

1 1'-42"

10"

B

10"

6"

B'

1'-3" SHELF

EQ EQ

DRAWER

3.5"X1.5" SKIRTING

HANDLE DETAIL AT DETAIL A

3.5" SKIRTING

1 32"

SHELF

1 32"

DRAWER

1 1'-82"

SHELF

3 2'-14"

SHELF

DRAWER

HANDLE DETAIL AT DETAIL A

DRAWER

DRAWER

7' E'

GUEST BEDROOM WARDEOBE

D'

GUEST BEDROOM WARDEOBE

SECTION DD'

REV NO. DESCRIPTION

SECTION EE'

DATE

WHITE DOVE DESIGN

#538, BG Road, Gottigere,

PROJECT NAME:

SCALE: DATE:

DRAWN BY

CHECKED BY

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INTERIOR ELEVATION CHILDREN’S BEDROOM

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YEAR:

2016-17

TYPE:

GIS RESEARCH

LAB:

LAB- GEOG-558

At the University of Kansas, I gained practical experience in using raster and vector data for Geographic Information Systems (GIS) applications. I worked on a variety of projects related to spatial analysis, such as mapping and geocoding data for visual interpretation.

Through these projects, I learned to manipulate raster data, which is typically used for continuous, gridded data like satellite imagery and terrain data. I also worked with vector data to represent discrete, geometric features like buildings, roads, and land boundaries. My experience in GIS has enabled me to analyze spatial patterns, identify relationships, and make informed decisions based on the results of the analysis.

GEOGRAPHIC INFORMATION SYSTEM (GIS) MAPPING

RESEARCH PROJECT 03

01

RESEARCH PROJECT COMMUNITY PROFILE

A community profile for the Sunset neighborhood in Lawrence, Kansas involves identifying community issues, attitudes, and assessing the social, physical, economic, and environmental conditions and trends. Sunset is a desirable residential area with several strengths, including its location, walkability, public transit, proximity to institutions like schools and parks, younger age group of residents, good wages, higher sense of belonging, length of residency, and low criminal activity. However, some improvements can be made, such as promoting diversity in terms of race and working class, encouraging public transit usage, offering more community activities and activities for different age groups, providing a physical fitness center like a gym, a medical facility like hospitals, and a community center.

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03

04

RESEARCH PROJECT WATER LEVEL ANALYSIS As part of my lab work for GEOG 558 in GIS class, I have gained experience in using different interpolation methods to analyze water level data.

Specifically, I have worked with the IDW and Kriging methods to measure the change in water surface over 20 years using data provided by the Kansas Geological Survey for the years 1997 and 2017. Through this project, I learned that the Kriging method is more accurate due to its use of a semi-variogram to create a prediction surface and validate the model with cross-validation. I also learned to identify areas with higher errors using the standard errors provided by the method. I used the Kriging prediction map to create a raster map, which helped me identify well points with minimum errors. This analysis provided valuable insights into changes in water surface over time and could inform future planning and resource management decision.

RESEARCH PROJECT FUNGUS DIFFUSION MODEL As part of my academic coursework, I completed GEOG 558, which included a laboratory segment aimed at developing skills in spatial analysis methods for mapping surface water and analyzing water-related environmental issues. In the lab, I utilized GIS software to learn various techniques such as map algebra, multi-criteria evaluation, terrain analysis, spatial statistics, and spatial interpolation. I applied map algebra to create models that combine spatial datasets for analyzing surface water and environmental issues. With multi-criteria evaluation, I ranked the suitability of specific areas based on a weighted scoring system.

Using elevation data, I analyzed topography through terrain analysis. I also identified spatial patterns and relationships in data through spatial statistics. Finally, I utilized spatial interpolation to estimate values in areas where data was missing, based on nearby areas.

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05

RESEARCH PROJECT IVANHOE NEIGHBOURHOOD ANALYSIS During my graduate summer research at The University of Kansas, under the supervision of Professor Marie-Alice L’Heureux, I conducted a study on the Ivanhoe neighborhood. The research involved mapping minor home repairs in the neighborhood and analyzing the relationship between the investment made and the market value of the neighborhood. The success and failure of the BRITE program, which provides qualified single-family homeowners with the opportunity to repair 60% of external repairs and 40% of internal repairs, were also evaluated for the years 2007-2011. By examining the data, we sought to better understand the impact of the program on the neighborhood and its residents.

This research aimed to provide insights into the effectiveness of the program and to identify any areas for improvement to better serve the com-

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YEAR:

2015-19

TYPE:

TEACHING PORTFOLIO

LOCATION:

BARODA, INDIA

I have taught various theory subjects, including Sustainable (Green Studio) and Contextual Design Studio. In the Sustainable (Green Studio), I motivated and inspired students to design sustainable built environments that were appropriate for diverse sites in different climatic zones of India.

The course focused on building envelopes, promoting lateral thinking, and creating sustainable spaces.

In the Contextual Design Studio, I emphasized the importance of designing structures that co-exist with the existing built form and harmonize with the site.

I also had the honor of leading a group of eighty students, accompanied by another colleague, on a field trip to Rajasthan. The trip focused on conducting measure drawings that enabled students to gain handson experience in documentation and work at different scales. This endeavor introduced them to the rich cultural heritage of Western India. My extensive teaching experience has enabled me to impart knowledge and expertise to students and helped them develop their creativity, critical thinking, and problem-solving skills.

TEACHING PORTFOLIO 04 MODEL CREDITS: MOHAMMED ALI

01

TEACHING PORTFOLIO

CONTEXTUAL STUDIO

CONTEXTUAL STUDIO | 4TH SEMESTER

STUDENT’S WORK

As an instructor, I guided students in a school design project that presented a unique challenge: the site located near a college of architecture had large boulders. The design program called for the creation of open spaces within the school campus while also considering the context of the existing topography and boulders. To help students succeed in this project, I motivated them to approach the task with a blend of creative problem-solving and critical-thinking skills. Through my guidance, they were able to develop a design that seamlessly integrated the boulders into the school campus, resulting in a functional and beautiful space. This project gave my students practical experience in balancing programmatic requirements with site constraints and the importance of understanding the context in design.

CREDITS: ACHAL DODIA, 4TH SEMESTER ROLE AND RESPONSIBILITY: ASSISTANT PROFESSOR, STUDIO COORDINATOR, GUJARAT TECHNOLOGICAL UNIVERSITY CO FACULTIES: Dipali Kulkarni, Hiten Chavda,Prachi Panvalkar

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CONTEXTUAL STUDIO STUDENTS WORK

CREDITS: MOHAMMED ALI, 4TH SEMESTER ROLE AND RESPONSIBILITY: ASSISTANT PROFESSOR, STUDIO COORDINATOR, GUJARAT TECHNOLOGICAL UNIVERSITY CO FACULTIES: Dipali Kulkarni, Hiten Chavda,Prachi Panvalkar

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02

TEACHING PORTFOLIO

SUSTAINABLE STUDIO

SUSTAINABLE STUDIO

STUDENTS WORK

SITE 01: PIRAM ISLAND

SITE 02: SHIMLA

I was an instructor for a design project that involved two different sites - one in Shimla, India with a cold and humid climate, and the other on the island of Priam, India with a humid and warm climate. The task was to design an Institute that considered the climatic factors of each location, and I encouraged students to develop their design concepts from these factors. This resulted in the creation of built forms that were adaptive to the climatic responses of each site while also considering contextual responses. Throughout the project, I provided guidance and support to the students in developing a holistic approach to design that integrated both climatic and contextual factors. By doing so, the students were able to create sustainable and functional designs while gaining a deeper understanding of the interplay between design and the environment. The project received positive feedback as it allowed students to apply theoretical knowledge to practical applications in real-world contexts.

CREDITS: ZEEL D DODIA, 4TH SEMESTER ROLE AND RESPONSIBILITY: ASSISTANT PROFESSOR, STUDIO COORDINATOR, GUJARAT TECHNOLOGICAL UNIVERSITY CO FACULTIES: Dipali Kulkarni, Hiten Chavda,Prachi Panvalkar

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SUSTAINABLE STUDIO

SUSTAINABLE STUDIO

STUDENTS WORK

STUDENTS WORK B' C

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PUTE COM OM RO

VICE L'S CIPA PRIN OM RO

X1000 1500 ROOM SS CLA

E A G S S P A ING

WAIT C

852 LVL 852 LVL

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849 LVL

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SHO

850

849

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D'

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X1000 1500 ROOM SS CLA

WAS

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ANC

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851 LVL

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853 LVL 852 LVL

853 LVL

856 LVL

855 LVL

ON EPTI

ARY

REC

LIBR

854 LVL

856

847

846

845

844

843

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X1000 1500 ROOM SS CLA

852 LVL

842

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0 0 3 0

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852 LVL

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856+3 LVL EXHIBITION

856+OO LVL 855 LVL 854 LVL 853 LVL 852 LVL 851 LVL 850 LVL

L IBRARY

WORKSHOP + LABORATORY

S E C T I O N D-D

853 + 6 LVL 849 + 4 LVL

853 LVL

849 LVL

CLASSROOM

AMPHITHEATRE

CLASSROOM

S E C T I O N C-C 853 + 6 LVL 853 + 4 LVL

853 LVL

WASH

CLASSROOM

849 LVL

AUDITORIUM

CLASSROOM

S E C T I O N B-B

845 + 16 LVL

853 + 6 LVL 854 + 4 LVL

CAFETARIA

CIRCULATION TUBE

ENTRY PORCH

WAITING

ADMINISTRATION

HOD ROOM

854 LVL 853 LVL

849 LVL AMPHITHEATRE

BIOME

845 LVL

S E C T I O N A-A

CREDITS: ABHISHEK PATEL, 4TH SEMESTER ROLE AND RESPONSIBILITY: ASSISTANT PROFESSOR, STUDIO COORDINATOR, GUJARAT TECHNOLOGICAL UNIVERSITY CO FACULTIES: Dipali Kulkarni, Hiten Chavda,Prachi Panvalkar

CREDITS: SHAH RIKEN M, 3RD YEAR,5TH SEMESTER ROLE AND RESPONSIBILITY: ASSISTANT PROFESSOR, STUDIO COORDINATOR, GUJARAT TECHNOLOGICAL UNIVERSITY CO FACULTIES: Dipali Kulkarni, Hiten Chavda,Prachi Panvalkar

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KUMBHA PALACE

03

TEACHING PORTFOLIO

TEACHING PORTFOLIO

STUDY TOUR

STUDY TOUR

As a part of my teaching, I was part of site visits to historical palaces such as Amber Fort and the golden city of Jaisalmer in Rajasthan, India. The purpose of these visits was to educate students about the architectural response to harsh hot and dry climates in terms of scale, open spaces, built-up ratio, and other climatic considerations. The students also gained insight into the importance of privacy and security for users. Additionally, the visit to Jaisalmer enabled students to understand the street patterns and the adaptation of architectural elements in the elevation to keep the openings and streets shaded.

Overall, these site visits enhanced the student’s understanding of climatic responses in architecture and contextual design.

A

A'

AMBER FORT LONGITUDE SECTION

RANG MAHAL

THE ZENANA

DIWAN-E-KHAAS [SHEESH MAHAL]

GANESH POL DIWAN-I-AAM

CHAND POL

0

10

20

30

40

50

CREDITS: CLASS WORK, 4TH SEMESTER ROLE AND RESPONSIBILITY: ASSISTANT PROFESSOR, STUDY TOUR COORDINATOR, PARUL UNIVERSITY CO FACULTIES: Maulik Hajaris, Mitali Shah, Priyank Shah, Harshit Sadh

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04

TEACHING PORTFOLIO

TEACHING PORTFOLIO

ARCH 100

ARCH 100

The studio encouraged creativity and imagination through poetics and abstraction, pushing students to explore architecture’s artistic and expressive dimensions.

Emphasis was placed on technical skills like freehand drawing, orthographic projection, computer basics, and materials exploration. By mastering diverse representation techniques, students developed critical thinking and visual communication skills, laying a strong foundation for their architectural journey.

CREDITS Ryan Looney, Raven Loo, Jeena Ahmed ROLE AND RESPONSIBlity: LECTURER, KU, ARCH 100

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04

TEACHING PORTFOLIO ARCH 100

The studio focused on form-making through forces and folded planes, emphasizing

pattern, repetition, and rhythm. Precision and iterative model-making were key to refining designs, while structure and interdependency ensured functionality.

Students honed skills in documenting progress and using drawings to effectively convey concepts.

04

TEACHING PORTFOLIO ARCH 100 Students were tasked with designing a functional art gallery and studio that met program requirements and adapted to site conditions. The project uniquely integrated form models from the bending, blending, and breaking design methods, encouraging creativity early in the process. This exercise challenged students to balance functional principles with innovative design approaches, fostering distinctive and thoughtful outcomes.

CREDITS Ryan Looney, Raven Loo, Nick Botkin ROLE AND RESPONSIBlity: LECTURER, KU, ARCH 100

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(785)-979-2669

aakanchcharaj@gmail.com

https://www.linkedin.com/in/aakanchcha/