CULINARY INSTITUTE FOR TRADITIONAL CUSINE A PROJECT REPORT
Submitted by
SOWMIAN.T.B ( 312917251018 )
in partial fulfillment for the award of the degree of
BACHELOR OF ARCHITECTURE
ANAND SCHOOL OF ARCHITECTURE (AFFILIATED TO ANNA UNIVERSITY-CHENNAI & COA-NEW DELHI)
ANNA UNIVERSITY: CHENNAI 600 025 JULY 2022
ANNA UNIVERSITY: CHENNAI 600 025
BONAFIDE CERTIFICATE Certified that this project reports
CULINARY INSTITUTE FOR
TRADITIONAL CUISINE is the bonafide work of SOWMIAN.T.B who carried out the project work under my supervision. Certified further that to the best of my knowledge the work reported herein does not form part of any other report or dissertation on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate.
SIGNATURE
SIGNATURE
Prof. K. Raju
Ar. Uvapriya C
Director/Principal
Assistant Professor
Department of Architecture
Department of Architecture
Anand School of Architecture
Anand School of Architecture
Chennai
Chennai
Submitted for the viva-examination held on ……………………..
INTERNAL EXAMINER
EXTERNAL EXAMINAR ii | P a g e
ACKNOWLEDGEMENT I first thank god, whose graceful blessings enabled me to complete this thesis project for the fulfillment of my B.Arch degree course.
I convey my heartfelt thanks to the college, especially to our Principal Prof. K. Raju, Director, ASA, for providing the wonderful environment and their support.
I take this opportunity to express my gratitude to our beloved H.O.D, Prof. Manimaran, and thesis coordinator AR. Mohan Raj for rendering there valuable guidance, support, encouragement, and advice to make my efforts and the project successful.
I especially thank my Guide, Ar. UvaPriya B.Arch, for her timely guidance and encouragement.
I am grateful to My parents, My sister ,and my brother who offered great support and encouragement during the thesis.
( SOWMIAN.T.B ) iii | P a g e
ABSTRACT
When people experience a city, it is the food and the architecture of that place that most often have a larger cultural impact. Food and architecture are parallel creative fields due to the ebullient quality of art that exists in them. This synonymous projection was excited to explore a new perspective, one that could inscribe value to our cities and engage a wide range of citizens. The culinary complex acts as a catalyst to activate the surrounding neighborhoods, exemplifying one of the complex urban relationships between architecture and food. The project is going to be a culinary complex that includes a school that teaches culinary arts, demonstration farms, a live kitchen to engage the people, a gastro gallery, and a gastro-museum.
iv | P a g e
BONAFIDE CERTIFICATE…………………………………………………………ii ACKNOWLEDGEMENT……………………………………………………………iii ABSTRACT…………………………………………………………………………..iv TABLE OF CONTENT……………………………………………………………….v LIST OF FIGURE…………………………………………………………………….ix
Table of Contents CHAPTER TITLE PAGE NO. 1 INTRODUCTION ................................................................................................. 1
2
1.1
WHY CULINARY .......................................................................................... 1
1.2
EAT RIGHT INDIA MOVEMENT ............................................................... 1
1.3
WHY THIS PROJECT.................................................................................... 3
1.4
AIM ................................................................................................................. 3
1.5
OBJECTIVE.................................................................................................... 3
1.6
THESIS PROPOSITION ................................................................................ 4
1.7
EXPECTED OUTCOME................................................................................ 4
1.8
AREA OF CONCERN ADDRESSED ........................................................... 4
1.9
SCOPE ............................................................................................................ 4
1.10
LIMITATION .............................................................................................. 4
1.11
WHAT WILL BE THE IMPACT OF THE FOOD HUB ........................... 5
1.12
KEY PROGRAMS ...................................................................................... 5
1.13
METHODOLOGY ...................................................................................... 6
1.14
SURVEY DATA ......................................................................................... 7
LITERATURE STUDY......................................................................................... 9 2.1
3
CULINARY INSTITUTE ............................................................................... 9
2.1.1
TEACHING KITCHENS: ..................................................................... 10
2.1.2
ACADEMIC SPACES........................................................................... 11
2.1.3
COMMON AREAS ............................................................................... 11
2.1.4
DINING HALL ...................................................................................... 11
2.1.5
RESTAURANT ..................................................................................... 11
2.1.6
SUPPORTING SPACES: ...................................................................... 11
2.1.7
KITCHEN CONSIDERATIONS .......................................................... 13
2.1.8
LIGHTING: ........................................................................................... 18
2.2
DESIGN STANDARDS – RESTAURANT:................................................ 19
2.3
DESIGN STANDARDS – LIBRARY: ........................................................ 20
2.4
FOOD STREET DESIGN STANDARDS .................................................... 20
2.4.1
GENERAL REQUIREMENTS ............................................................. 20
2.4.2
FOOD SAFETY AND HYGIENE REQUIREMENTS ........................ 20
CASE STUDY ..................................................................................................... 25 v|Page
3.1
INDIAN INSTITUE OF HOTEL MANAGEMENT (LIVE) ....................... 26
3.1.1
KEY OBJECTIVES OF THE PROJECT : ............................................ 26
3.1.2
NEIGHBOURHOOD ............................................................................ 26
3.1.3
SITE ACCESS ....................................................................................... 26
3.1.4
COURSE OFFERED ............................................................................. 26
3.1.5
KEY PROGRAM................................................................................... 26
3.1.6
PLANS ................................................................................................... 29
3.1.7
WORKING DIAGRAM ........................................................................ 30
3.1.8
BASIC TRAINING KITCHEN ............................................................. 31
3.1.9
QUANTITY TRAINING KITCHEN .................................................... 31
3.1.10
SERVICES ............................................................................................. 31
3.1.11
INFERENCE.......................................................................................... 32
3.1.12
AREA STATEMENT ............................................................................ 32
3.1.13
TNCDRBR COMPARISION ................................................................ 32
3.2
BHAKTI INSTITUTE OF CULINARY ARTS (LIVE)............................... 33
3.2.1
INTRODUCTION ................................................................................. 33
3.2.2
COURSE ................................................................................................ 33
3.2.3
FLOOR PLAN ....................................................................................... 34
3.2.4
KEY PROGRAM................................................................................... 34
3.3
MANIPAL DEPARTMENT OF CULINARY ARTS(NET STUDY) ......... 36
3.3.1
INTRODUCTION ................................................................................. 36
3.3.2
KEY OBJECTIVES OF THE PROJECT .............................................. 36
3.3.3
NEIGHBOURHOOD: ........................................................................... 36
3.3.4
APPROACH: ......................................................................................... 36
3.3.5
KEY PROGRAMS ................................................................................ 36
3.3.6
FORM & MASSING ............................................................................. 36
3.3.7
FLOOR PLAN ....................................................................................... 37
3.3.8
FACILITIES PROVIDED ..................................................................... 38
3.3.9
COURSES OFFERED: .......................................................................... 38
3.3.10
AREA STATEMENT : .......................................................................... 38
3.3.11
CIRCULATION .................................................................................... 39
3.3.12
LANDSCAPE ........................................................................................ 39
3.3.13
SERVICE ............................................................................................... 40
3.3.14
USER CIRCULATION ......................................................................... 40
3.3.15
FURNITURE LAYOUT ........................................................................ 41
3.3.16
BUILDING SERVICES ........................................................................ 41
3.3.17
MANIPAL CULINARY ARTS GALLERY ......................................... 42 vi | P a g e
3.3.18 3.4
PHOTOGRAPHY .................................................................................. 44
BASQUE CULINARY CENTRE- SPAIN ................................................... 45
3.4.1
INTRODUCTION ................................................................................. 45
3.4.2
KEY OBJECTIVES OF THE PROJECT : ............................................ 45
3.4.3
PROJECT SELECTION - INTENT ...................................................... 45
3.4.4
ACCESS ................................................................................................ 45
3.4.5
KEY PROGRAMS ................................................................................ 45
3.4.6
CONCEPT & FORM ............................................................................. 46
3.4.7
CONCEPTUAL DIAGRAM- VOLUME GENERATION ................... 46
3.4.8
PLANNING ........................................................................................... 47
3.4.9
COURSES OFFERED ........................................................................... 49
3.5
KORA FOOD STREET – CHENNAI(LIVE) .............................................. 50
3.5.1
INTRODUCTION ................................................................................. 50
3.5.2
PROJECT SELECTION - INTENT ...................................................... 50
3.5.3
KEY OBJECTIVES OF THE PROJECT .............................................. 50
3.5.4
SITE ACCESS ....................................................................................... 50
3.5.5
FORM & MASSING ............................................................................. 51
3.5.6
SERVICE PROVIDED .......................................................................... 51
3.5.7
LANDSCAPE ........................................................................................ 52
3.6
FOOD PORT -WEST KENTUCKY, USA .................................................. 53
3.6.1
INTRODUCTION ................................................................................. 53
3.6.2
PROJECT SELECTION - INTENT ...................................................... 53
3.6.3
KEY OBJECTIVES OF THE PROPOSAL .......................................... 53
3.7
ALDAR CENTRAL MARKET, ABU DHABI............................................ 55
3.7.1
INTRODUCTION ................................................................................. 55
3.7.2
FEATURES ........................................................................................... 55
3.7.3
CONCEPT ............................................................................................. 55
3.7.4
OBSERVATION ................................................................................... 57
3.7.5
Inferences ............................................................................................... 57
3.7.6
SPACES ................................................................................................. 57
3.8
DILLI HAAT, DELHI .................................................................................. 58
3.8.1
INTRODUCTION ................................................................................. 58
3.8.2
PROJECT SELECTION - INTENT ...................................................... 58
3.8.3
LOCATION & SURROUNDINGS ....................................................... 58
3.8.4
ACCESS ................................................................................................ 58
3.8.5
ZONING ................................................................................................ 59
3.8.6
SITE PLAN ............................................................................................ 59 vii | P a g e
3.8.7
PLANNING & ZONING ....................................................................... 59
3.8.8
CIRCULATION .................................................................................... 60
3.8.9
PEDESTRIAN ACCESS: ...................................................................... 60
3.8.10
SPATIAL FORM ANALYSIS : ............................................................ 60
3.8.11
VEHICULAR ACCESS : ...................................................................... 60
3.8.12
SERVICE AREA ACCESS : ................................................................. 60
3.8.13
FACILITIES PROVIDED ..................................................................... 61
3.8.14
BUILDING HEIGHT ............................................................................ 61
3.8.15
ENTRANCE PLAZA ............................................................................ 61
3.8.16
ENTRY/EXIT ........................................................................................ 61
3.8.17
OFFICES & STORAGE ROOMS ......................................................... 61
3.8.18
CENTRAL PLAZA ............................................................................... 61
3.8.19
SERVICES ............................................................................................. 61
3.8.20
MATERIAL, TECHNOLOGY, AND LOW-COST CONSTRUCTION 62
3.8.21
INFERENCE.......................................................................................... 62
3.9
COMPARATIVE ANALYSIS -1) INSTITUTE .......................................... 63
3.10
SPECIAL STUDY ..................................................................................... 69
3.10.1
DESIGN APPROACH........................................................................... 69
3.10.2
INDIVIDUALIZED DESIGNS ............................................................. 69
3.10.3
FOCUS ON COLLABORATIVE LEARNING .................................... 70
3.10.4
USER-CENTERED DESIGN ............................................................... 70
3.10.5
FLEXIBILITY ....................................................................................... 71
3.10.6
BLENDED LEARNING ....................................................................... 71
3.10.7
TECHNOLOGY .................................................................................... 71
3.10.8
FUNCTIONALITY ............................................................................... 72
3.10.9
ACTIVE LEARNING CLASSROOM .................................................. 72
3.11
4
5
MATERIAL STUDY ............................................................................... 74
3.11.1
Stabilized Rammed Earth (SRE) ........................................................... 74
3.11.2
GREEN ROOF....................................................................................... 76
3.11.3
COMPOSITE BEAM AND COLUMN ................................................ 77
SITE ANALYSIS ................................................................................................ 80 4.1
SITE PARAMETERS .................................................................................. 80
4.2
SITE ANALYSIS .......................................................................................... 81
4.3
SITE DRAWING .......................................................................................... 84
DESIGN DEVELOPMENT ................................................................................ 86 5.1
AREA STATEMENT ................................................................................... 86
5.2
SITE ZONING .............................................................................................. 91 viii | P a g e
5.3
PROXIMITY ................................................................................................. 92
5.4
CONCEPT..................................................................................................... 93
5.5
PRESENTATION SHEET............................................................................ 94
5.6
PHYSICAL MODEL PHOTOS.................................................................. 101
6
CONCLUSION .................................................................................................. 104
7
APPENDIX 1 ..................................................................................................... 106
8
REFERENCE ..................................................................................................... 114
LIST OF FIGURE
Figure 1 Indian cuisine map ( source: mapsofindia.com) .........................1 Figure 2 System chart .................................................................................2 Figure 3 Society ..........................................................................................2 Figure 4 Key program .................................................................................6 Figure 5 survey data pie chart .....................................................................7 Figure 6 Survey data bar diagram ...............................................................7 Figure 7 Kitchen (source: Bucataria unui restaurant de succes (ziare.com)) .................................................................................................9 Figure 8 Classroom ( source: google image .............................................10 Figure 9 Flow chart of grocery ( source: NCHMET ) ..............................13 Figure 10 Range and services ( source: Kitchen Exhaust: Getting It Right – Architecture . Construction . Engineering . Property (sourceable.net) ) ...................................................................................................................16 Figure 11 exhaust ( source: googleimage.com ) .......................................17 Figure 12 Classroom (Source: neufert).....................................................18 Figure 13 Dining area ( source: neufert )..................................................19 Figure 14 Dining area ( source: neufert )..................................................19 Figure 15 Library ( source: neufert ) ........................................................20 Figure 16 case study selection criteria ( source: Author ) ........................25 Figure 17 IHM entrance ............................................................................26 Figure 18 IHM SITE .................................................................................26 Figure 19 ZONING ...................................................................................26 Figure 20 IHM ..........................................................................................27 Figure 21 IHM floor plans ........................................................................29 Figure 22 work flow .................................................................................30 Figure 23 grocery circulation....................................................................30 Figure 24 user circulation-student ............................................................30 Figure 25 user circulation- staff ................................................................31 Figure 26 BTK plan ..................................................................................31 Figure 27 QTK plan ..................................................................................31 Figure 28 Site ............................................................................................33 Figure 29 Bhakthi institute photograph ....................................................33 Figure 30 Floor plan .................................................................................34 ix | P a g e
Figure 31 F&b plan ...................................................................................34 Figure 32 Manipal department of culinary arts view ...............................36 Figure 33 Site plan ....................................................................................36 Figure 34 CONCEPT ................................................................................36 Figure 35 FLOOR PLAN .........................................................................37 Figure 36 Zoning ......................................................................................38 Figure 37 Circulation ................................................................................39 Figure 38 Landscape .................................................................................39 Figure 39 AC line .....................................................................................40 Figure 40 User circulation ........................................................................40 Figure 41 Furniture layout ........................................................................41 Figure 42 Gallery view .............................................................................42 Figure 43 gallery opening view ................................................................42 Figure 44 Museum ....................................................................................42 Figure 45 Gallery photo ............................................................................43 Figure 46 Photograph................................................................................44 Figure 47 Basque culinary centre view ....................................................45 Figure 48 Program ....................................................................................45 Figure 49 Concept .....................................................................................46 Figure 50 Form development....................................................................46 Figure 51 Slope court ................................................................................46 Figure 52 Site plan ....................................................................................47 Figure 53 Plan ...........................................................................................47 Figure 54 Plan ...........................................................................................48 Figure 55 Plan ...........................................................................................48 Figure 56 Section ......................................................................................49 Figure 57 views .........................................................................................49 Figure 58 Kora food street view ...............................................................50 Figure 59 Site ............................................................................................50 Figure 60 Form .........................................................................................51 Figure 61 Plans .........................................................................................51 Figure 62 Kora food street Photos ............................................................52 Figure 63 Food port view..........................................................................53 Figure 64 Program ....................................................................................53 Figure 65 Process ......................................................................................54 Figure 66 zoning .......................................................................................54 Figure 67 Abu dhabi market view ............................................................55 Figure 68 Facade .......................................................................................55 Figure 69 Plan ...........................................................................................56 Figure 70 Section ......................................................................................57 Figure 71 Dilli haat view ..........................................................................58 Figure 72 Plan ...........................................................................................59 Figure 73 Circulation ................................................................................60 Figure 74 Ticket counter ...........................................................................60 x|Page
Figure 75 Plaza .........................................................................................60 Figure 76 Material used ............................................................................62 Figure 77 Corridor ....................................................................................69 Figure 78 ...................................................................................................70 Figure 79 ...................................................................................................70 Figure 80 ...................................................................................................70 Figure 81 ...................................................................................................71 Figure 82 ...................................................................................................71 Figure 83 ...................................................................................................72 Figure 84 ...................................................................................................72 Figure 85 RAMMED EARTH CONSTRUCTION..................................74 Figure 86 RAMMED EARTH FRAME ...................................................75 Figure 87 GREEN ROOF EXAMPLE .....................................................76 Figure 88 Survey pie chart ........................................................................80 Figure 89 Zoning ......................................................................................91 Figure 90 Proximity of block ....................................................................92 Figure 91 Academic block proximity .......................................................92 Figure 92 Gastro gallery proximity ..........................................................92 Figure 93 Admin block proximity ............................................................93 Figure 94CONCEPT .................................................................................93
xi | P a g e
CHAPTER-1 INTRODUCTION xii | P a g e
1
INTRODUCTION
"IF YOU WANT TO SEED A PLACE WITH ACTIVITY.PUT ON FOOD. FOOD ATTRACTS PEOPLE WHO ATTRACT MORE PEOPLE" -WILLIAM H WHYTE.
Figure 1 Indian cuisine map ( source: mapsofindia.com)
"FOOD HOLDS SUCH AN IMPORTANCE IN THE EXISTENCE BUT THERE ARE NOT MANY PLACES DESIGNED WHOLLY DEDICATED TO FOOD" 1.1
WHY CULINARY Food is one of the three necessities that our lives revolve around the most. Food has been the mainstay of human interaction that brings people together and defines usour social and cultural heritage. 1.2 EAT RIGHT INDIA MOVEMENT Eat Right India adopts a judicious mix of regulatory, capacity building, collaborative and empowerment approaches to ensure that our food is good both for the people and the planet. Further, it builds on the collective action of all stakeholders - the government, food businesses, civil society organizations, experts and professionals, development agencies and citizens at large. Furthermore, since foodborne illnesses and various diet-related diseases cut across all age groups and all sections of the society it also adopts a ‘whole of society’ approach, bringing all stakeholders together on a common platform. Eat Right India is aligned to thethe National Health Policy 2017 with its focus on preventive and promotive healthcare and flagship programmes like Ayushman Bharat, POSHAN Abhiyaan, Anemia Mukt Bharat and Swacch Bharat Mission.
1|Page
Figure 2 System chart
Figure 3 Society
2|Page
1.3 ➢
➢ ➢ ➢ ➢
➢ ➢
WHY THIS PROJECT A Culinary is a one-stop destination for everything related to food and food-related activities under one roof. It is not a place that just deals with food as an end product but its entire life cycle. It forms a solid foundation for India’s culinary culture by providing an organized platform for the education, research, innovation, and preservation of Indian cuisine. Urban food acts as a catalyst to activate the surrounding neighborhoods, exemplifying the urban relationship between architecture and food. A culinary for the people of a city Who have never had one, but are open enough to embrace it. Cities being the capital of states are still emerging on the food trends and reached till providing food street. It does require one architectural intervention where multiple things come under a single roof. Revenue generation through culinary tourism be it domestic or international will give a boost to the Ministry of Tourism & Ministry of the food processing industry. Metropolitan cities have more demand for well-equipped infrastructure to impart culinary education.
1.4
AIM ➢ Keeping in mind the disconnect that has developed towards our social relationship with food as a result of urbanization, this thesis aims to propose an experiential programmatic mix centered around food, architecture, and people in the southern part of India. ➢ To incubate small food businesses and cultivate both culinary and cultural happening. ➢ Encourage tourism and public involvement; promote informal events and activities. events and activities.
1.5
OBJECTIVE The goal is to rejuvenate a place and give a place and give a new identity in the city to make it a vibrant social hub for all types of culinary Gastronomical engagements. To provide an efficient master-level plan for all the programs inside the campus. To provide a culinary center That resolves to discover, taste, experience, and research understanding food preparation and the sensory qualities of human nutrition as a Whole. To create a food gallery that exhibits the history, cultural lineage, food trends, customs, and tradition. To provide a fine dining multi-cuisine restaurant to enhance and imbibe Indian flavors to the public.
➢
➢ ➢
➢ ➢
3|Page
1.6
THESIS PROPOSITION ➢ The first time set in the city brings people together to appreciate a diverse mix of food cultures, and social interaction. ➢ Celebrating the cuisines of a place and sensitizing people about healthy eating habits through various demonstrations. ➢ Further, the relationship between architecture, food retail, and the place is to be explored.
1.7
EXPECTED OUTCOME The proposal is to be transformed into a city-level destination for food that spreads knowledge and awareness about gastronomical activities. To create a permeable open space that is versatile and inclusive To increase the revenue. preserve culture through education, manage the food waste within the complex, provide design solutions, and incorporate a culinary center as a new public food plaza in the city. Making the project identity for food culture and keeping up with the spirit of the city-unfolding architecture and food simultaneously.
➢ ➢ ➢
➢ 1.8
AREA OF CONCERN ADDRESSED Creating a vision for the project The food Hub-Architectural intervention with a purpose. ➢ Narrative (a)-Urbanization Rapid urbanization has led to congestion and competition in almost everything. Providing leisure spaces for a fair amount of the public seems necessary. ➢ Narrative (b)-paradigm shift: Changing lifestyle Changing trends and lifestyle requires changing infrastructure for the good Design according to current trends may help it out. ➢ Narrative (c)-culinary Demand This field has risen evidently in today's date Skills and expertise is required hence a center for this may solve that. ➢ Narrative (d)-unhealthy food Commercialization of food is on the rise Giving awareness to people on this and demonstrating healthy practices to the people. 1.9
SCOPE ➢ The project is going to be a culinary complex that includes, a culinary school, a live kitchen, a restaurant, informal markets & a food plaza to engage the public. ➢ The food hub brings together people from diverse backgrounds.
1.10 LIMITATION The biggest challenge is to provide spaces for all kinds of people within the campus 4|Page
1.11 WHAT WILL BE THE IMPACT OF THE FOOD HUB
SOCIAL IMPACT A hub is a place where all walks of people come together having food as the nucleus, this space can become more vibrant and interesting.
ECOLOGICAL IMPACT The present site may lose some native vegetation for construction but can be re-bought and replenished through green practices.
ECONOMICAL IMPACT A food hub is a positive investment in culinary tourism. People from adjacent areas can be employed here, also it can develop other business.
CONNECTIVITY IMPACT OMR has untapped potential to attract many transport-related developments along with other landmarks.
1.12 KEY PROGRAMS The Site will have a mixed-use development with the following components 1. F & B Include existing Food kiosks and restaurants and higher-end restaurants as well as cafes. 2. Budget Hotel- For the three types of people expected on site. The tourists who have come to participate in on-site activities 3. Incubation Kitchen -These kitchens will be on lease for aspiring chefs to start a business more effectively, plug directly into the public market and culinary school on site. 4. Gastro Gallery -Flexible gallery and event space for showcasing south Indian cuisine and the work of the culinary school and incubator kitchens 5. Culinary school – This Will support functions like the incubator kitchens, this will have a public and a private component to spread knowledge related to food as well as courses for those interested in a culinary career. 6. Hostel supporting culinary institute. 7. Exhibition Spaces – These spaces will form an important part of festivals and events. However, this space mostly consists of large open-air theatre spaces with the possibility of setting temporary structures during the fest. 5|Page
Figure 4 Key program
1.13 METHODOLOGY
SURVEY DATA
LITERATURE STUDY
CASE STUDY
SITE ANALYSIS
AREA ANALYSIS
REQUIREMENTS
CONCEPT EVOLUTION
PLANNING 6|Page
1.14 SURVEY DATA As Project is hypothetical survey is conducted to understand user ideas and programmatic mix can be successfully run when it is built. Survey done with 27 people. Below are statistical chart of inputs given by people. Questionnaire sent through google forms. Appendix i consist questionnaire given to people. Appendix ii consist all response pictorial representation.
Figure 5 survey data pie chart
As above survey data public are interested in all food related activity in single roof Which states that project will be successful.
Figure 6 Survey data bar diagram
Above question is to understand author ideology of programmatic mix wheather it will be workout in practical scenario. So far all programs have above 40 % which means public are ready to have such places in there day tot day life.
7|Page
CHAPTER-2 LITERATURE STUDY 8|Page
2 LITERATURE STUDY 2.1 CULINARY INSTITUTE The study and training of cooking in a professional kitchen involve the understanding of a variety of skills. The institution would be provided with a wide spectrum of spaces to serve each of the subjects. The spaces allocated for the curriculum can be segregated into the following functions: Teaching kitchens: Skills kitchen – Provided with individual working stations for training purposes. They can be divided into: - Basic training kitchen - Bakery and Confectionary - Quantity training kitchen - Advanced training kitchen Figure 7 Kitchen (source: Bucataria unui - Bread Art restaurant de succes (ziare.com)) - Cruise Gallery A-la-Carte Kitchen – Acting as professional kitchen for the students to get an understanding of the functioning of a real-time working kitchen. Demo kitchen – A lecture hall provided with a kitchen station, outfitted with suitable visual and audio equipment for demonstration purposes, open to the public. Academic Spaces: Classrooms Library and Computer Lab Administrative: To include faculty offices, operation office for restaurant, conference room, and support space. Restaurant: Full Commercial Kitchen - For daily operations of the restaurant at evenings and weekends. To include all services neceforaoperateration such as dishwashing and prep areas. Dining Room - Tables and seating to support formal dining. To include necessary wait stations and host areas. Hostel: Hostel facilities for boys and girls Supporting spaces like sports. Other: Student lounge Cafeteria Supporting spaces: Cold storage, Dry storage, Restrooms The following norms have been acquired from the National Council of Hotel management.
9|Page
2.1.1 TEACHING KITCHENS: SKILLS KITCHEN: BASIC TRAINING KITCHEN- The basic training kitchen caters to teaching the fundamental knife skills, cooking techniques, and an introduction to the art of cooking. The kitchen is equipped to accommodate 24 students. The students from the first year are taught in this kitchen. Batch size: : 24 Total desired area required : 1500 Sq. Ft No. of Kitchen : 01 Area required per student : 60 Sq. Ft. Total No. of Work Station : 12 Students per station : 2 students per station Note: Figure 8 Classroom ( source: google image 1. Basic Training Kitchen should be properly well ventilated either by natural or mechanical as per requirement. 2. Kitchen should be well illuminated preferably by using CFL Tubes. 3. All the walls should be tiled up to minimum 7 feet from the floor level. 4. Kitchen Flooring should be non-slippery tiles/Kota. 5. Adequate number of portable fire extinguishers DPC should be provided. 6. First aid kit should be accessible. 7. Separate provision for hand wash for disinfectant and hand dryer to maintain highest level of hygienic standards. 8. Adequate Insects-cutter should be provided at the door. 9. Air curtains should be provided at the door. QUANTITY TRAINING KITCHEN- Also called as the Indian Bounty kitchen, this kitchen is designed to teach the Indian Cuisine, for the students of second year. Here, the students are trained to prepare meals in large quantities and the food prepared here is consumed by the entire student body at the dining area every day. This kitchen should be located beside the dining hall. Batch size : 24 Total desired area required : 1500 Sq. Ft No. of Kitchen : 01 Area required per student : 60 Sq. Ft. Total No.of Work Station: 12 STUDENTS PER STATION: 2 students per station ADVANCE TRAINING KITCHEN- The Advance Training kitchen is designed for the seniors, in third year. Here, different cuisines are explored and the students are trained to work for an A’ la Carte restaurant. The food prepared here is taken to the mock restaurant for the head chefs. Batch size : 24 Total desired area required : 1500 Sq. Ft No. of Kitchen : 01 Area required per student : 60 Sq. Ft. Total No. of Work Station : 12 Students per work station : 2 students per station 10 | P a g e
TRAINING RESTAURANT- The training restaurant is used by the students working at the Advance training kitchen, the restaurant is a mock up of a commercial restaurant. Dining area: 1920 (1440 + 480 Sq Ft for pantry) No. of Covers: 48 No. of Students: 24 Faculty required: 01 BAKERY Batch size: 24 Total desired area required: 1200 Sq. Ft No. of Kitchen: 01 Area required per student: 60 Sq. Ft. Total No .of Work Station: 12 STUDENTS PER STATION: 2 students per station No. of faculty per lab: 01 No. of Lab. Attendant: 01 Duration of Practical: 04 Hours 2.1.2 ACADEMIC SPACES CLASSROOMS-The classrooms are used for the teaching of the theory subjects for students from all the three years. LIBRARY- Area : 1600 Sq Ft DEMO KITCHEN 2.1.3 COMMON AREAS CAFETERIA- Overall size: 500 Sq Ft. No. of students expected at a time: 60-65 2.1.4 DINING HALL The dining hall is usually located beside the Quantity Training kitchen from where the food is prepared from everyday. Total Area: Max. 2300 Sq Ft. Dining area: 2160 sq ft Pantry area: 540 sq ft Duration of meal time: 1 Hour Maximum seating capacity: 200 2.1.5 RESTAURANT The restaurant would be run by the students of the institute and open to the public. Commercial kitchen: The restaurant would be equipped with a commercial kitchen. The following chart shows the basic work flow of a commercial kitchen. 2.1.6 SUPPORTING SPACES: STORAGE- Consideration should be given to specific storage needs for the following: dry goods chilled and frozen foods 11 | P a g e
fresh fruit and vegetables returned/recalled foods packaging material cooking utensils and equipment cleaning equipment and chemicals clothing and personal belongings of staff garbage and recyclable materials OVERALL SIZE : 1000 Sq.Ft. The receiving area should be separated from facilitates washing and wiping before storage – (approx. 200 sq ft.) The following are the important factors that should be taken into account: At Ground floor it is advisable to have following academic and administrative areas: Principal ‘s office Administrative office Accommodation operations Laboratories Multipurpose hall/ auditorium Gas bank Store Generator room Computer room Front office lab. Engineering and Maintenance department Security Advance training kitchen should be along with the training restaurant. Student’s dining room and cafeteria should be along with Quantity food kitchen. Basic training kitchen should be near the basic bakery and bakery and confectionary. All kitchens can be connected with the store by food lift. Every floor should have student’s toilet separately for boys and girls. Separate toilets for academic and administrative staff. Provision of water cooler should be on every floor. Provision of CCTV in common area or as per requirement of the Institute and monitoring system of the same should be located in the Principal/ Administration office. Adequate fire protection in every lab and the general area as per the norms of local authority. Recreational facilities should be provided to the students. Front office and training rest ants should have flooring of designer tiles/ wooden/ verified tiles. Computers labs should have flooring of PVC/tiles.
12 | P a g e
Figure 9 Flow chart of grocery ( source: NCHMET )
2.1.7 KITCHEN CONSIDERATIONS 2.1.7.1 SPATIAL PLANNING: SPATIAL REQUIREMENTS: A well planned kitchen should: Provide adequate storage for raw materials. Provide adequate space for food being prepared. Provide adequate space food awaiting service Provide adequate storage for equipment, utensils, crockery and cutlery. Be efficient and effective in terms of movement of staff, equipment, materials and waste management system in place Food, Oil & Grease (F.O.G) Provide an area for checking in stock. Work Flow: The premises shall be designed so that there is a continuous progression of food from delivery to storage, through to preparation and the finished product, with no cross over to avoid cross contamination. 2.1.7.2 FIXTURES, FITTINGS AND EQUIPMENT Walls & Floors: Practice of sanitizing walls can cause problems when disposing of the sanitizer as this should never go into the drainage. It has been documented that bacteria within three hours have re-colonized on these areas where organic matter has not been cleaned. The use of sanitizer is not recommended as a proper cleaning method, the areas should be thoroughly cleaned, removing all organic matter. Using sanitizer to clean floors and walls is not recommended. A cleaning agent that will remove all organic 13 | P a g e
matter from walls and floors leaving a clean surface with no material for germs to recolonize is advised (new products actually containing bacteria are being designed for this purpose). Sanitizer solution should never enter the drainage network. Touch Surfaces: All touch surfaces e.g. handles, table tops, doors, wash hand basins, switches, cutlery boards should be sanitised using a spray bottle and paper towels, again the removal of all organic matter is paramount. Sanitising of all knives, cooking, drinking utensils should be done in the dishwasher / glass washer. It is advisable that all staff have their own plates, mugs, cups, etc, to help with preventing cross contamination. Any common utensils should be sanitised after each person uses it. 2.1.7.3 WHB Wash hand basins should be positioned in such a way that the water droplets from hand washing, do not come in contact with surrounding work surfaces or any places where gram negative bacteria can colonize. The practice of clean wash hand basins is a cause for concern. The new especially designed Quad wash units will ensure proper hand cleaning / sanitising and greatly reduce the risk of infection. It will also reduce water use, the cost of paper towels and disposal. These units can be fitted with monitors to teach hand washing practice. They can also be fitted with a control unit recording hand wash usage of individual staff. The recording system can be set to register toilet visits and can be used to track staff movements throughout the facility, especially in food production facilities, hospitals, etc. 2.1.7.4 Sinks Sinks should be provided to suit the largest piece of equipment being cleaned. Larger pot sinks may be required to supplement standard sinks.Sinks are required to have water at these temperatures: o Between 46°C - 48°C for washing operations. o Not less than 80°C for sanitising (only where sanitizing takes place at the sink). Adequate space should be provided adjacent to sinks for holding, draining and drying. Janitorial Sink: A janitorial sink with hose connections should be provided for disposal of waste water in a separate room (From floor washing etc.) Dishwashers and Glass Washers: The dishwasher and glass washer need to be able to wash and rinse in one continuous operation and dry rinsed utensils by the end of the cycle. 2.1.7.5 FLOORING Floor Finishes and Serviceability: Floors in food premises must be able to be cleaned effectively and thoroughly, must not absorb grease, food substances or water, harbour pests, and should be laid so as not to cause pooling of water. Following is a list of suitable commercial kitchen flooring surfaces: • Stainless steel with a non-slip profile and welded joints. • Steel trowel case hardened concrete with epoxy sealant. The use of PVC sheets or tiles should be avoided adjacent to hot fat appliances such as deep fryers. It is imperative that all commercial kitchen floors and staff amenities floors have a non-slip surface. These surfaces should meet the requirements of BS EN 13036-4:2011. 14 | P a g e
2.1.7.6 WALLS AND CEILINGS: Walls: The finishes on the walls must be impervious to grease, food particles and water. The finish must be smooth and even. The surface should have no buckles, ledges or exposed fixings The finished surface of the walls must be easy to clean 2.1.7.7
RECOMMENDED FINISHES INCLUDE:
Ceramic tiles with anti-bacterial grout. Stainless steel or aluminum sheet with welded joints and sealed fixings. Laminated plastic sheeting. 2.1.7.8 CEILINGS: The minimum height for a ceiling in a commercial kitchen should not be less than 400mm. This includes ducting, all preparation and storage areas. All ducting should be enclosed above the ceiling to prevent dust and insects collecting and falling in food. The finished ceiling surface must not have any perforation or exposed joints, cracks or crevices. This is to prevent the contamination of food and enable effective cleaning of the surface. This also ensures that the ceiling is pest proof. Suspended acoustic tile ceilings are not permitted in food preparation areas or where food is displayed or served. They are difficult to clean to the required hygiene standards and may harbour dust, grease and insects at the top of the drop ceiling. The wall-to-ceiling junction must be tightly joined and sealed. The junction must be constructed so that no dust, grease Or food particles can collect in the joint. Where a sealant is used in the ceiling joint it must be made of a material that is impervious and washable. 2.1.7.9 GAS BANK: Well laid out distribution lines from gas bank as per the conditions laid down by local Chief Fire Officer and supplying agency or natural gas line as per the specifications of supplying agency. (Canopied cover and wire meshed sides to households) 2.1.7.10 FIRE FIGHTING AND SAFETY: Fire extinguishers - It is recommended that all extinguishers used in the kitchen are suitable for hot oil fires. They should be in a main circulation, preferably along the exit route. They need to be easy to access in a hurry. They should be 100mm high off the floor. Gas suppression systems-A gas suppression system works well. These generally have a pipe system that goes up the wall with nozzles in the range-hood. These are expensive. The use of PVC sheets or tiles should be avoided adjacent to hot fat appliances such as deep fryers. It is imperative that all commercial kitchen floors and staff amenities floors have a non-slip surface. These surfaces should meet requirements
15 | P a g e
of BS EN 3036-4:2011.
Figure 10 Range and services ( source: Kitchen Exhaust: Getting It Right – Architecture . Construction . Engineering . Property (sourceable.net) )
PROVISION FOR ESCAPE: The design of any commercial kitchen must allow: • Safe & convenient movement about the workplace • Safe egress from the workplace in an emergency • Safe access to any part of the workplace • Provision must be made for safe routes out of the building in case of fire or other emergencies. • Where no point on the floor is more than 20m from an exit, only one exit is required, otherwise at least two exits are required. • The unobstructed height of the path of travel to an exit must not < 2400mm. • The unobstructed width of the path of travel to an exit must not be <1000mm. • Adequate supply of clean air must be provided and maintained within a commercial kitchen. • Simplest form of ventilation is natural, involving the use of windows, doorways, vents and skylights. • Exhaust hoods should be placed above cooking equipment and have the ability to capture and contain the airborne waste matter produced by cooking equipment • Air conditioning unit is usually required in larger commercial kitchens where natural ventilation does not provide a consistent temperature 2.1.7.11 VENTILATION An effective commercial kitchen ventilation system requires ‘air balance’, in which the exhausting of fumes, smoke, grease and steam is balanced by the introduction of fresh, clean air. In busy kitchens where people are generally working close together there is a need for some form of controlled ventilation and air conditioning. The kitchen exhaust system is an essential part of the cooking process. The presence of fumes, smoke, grease, steam and vapours pollutes the atmosphere, may interfere with food flavours and aromas, and cause distress to staff. 16 | P a g e
Natural Ventilation: An adequate supply of clean air must be provided and maintained within a commercial kitchen using gas. The simplest form of ventilation is natural, involving the use of windows, vents and skylights. These should allow sufficient airflow to maintain a healthy working environment. All vents should be screened to prevent flies and be rodent proof. If no replacement air by natural or mechanical means, the ventilation will suck the air from the restaurant drawing in the warm air / cool air from the restaurant increasing the running cost. Replacement air provides the airflow required by exhaust systems. If replacement air doesn’t come into the room, then the exhaust hood may not capture and contain airborne cooking waste due to the reduced airflow. This could allow cooking odours and waste air to escape into the dining area. If there is no replacement air in kitchen, when using gas appliances, lack of replacement air can cause the gas burners to go out because of lack of oxygen. Considerable care should be taken where doorways and windows are used for natural ventilation that fumes, dirt and rodents from surrounding premises are not drawn into the kitchen. Make up Air distribution: Air that is removed from the kitchen through an exhaust hood must be replaced with an equal volume of makeup air Following ways: • DIFFUSERS • INTEGRATED HOOD PLENUM
Figure 11 exhaust ( source: googleimage.com )
17 | P a g e
2.1.8 LIGHTING: Adequate and properly designed lighting is essential in a commercial kitchen for staff to efficiently do their tasks including cooking, cleaning, food preparation and presentation The recommended luminance level for a commercial kitchen’s general working area is 160 lux. For food preparation, cooking and washing areas the luminance should be 240 lux. Dessert presentations and cake decorating require 400-800 lux DESIGN STANDARDS – LECTURE HALLS / CLASSROOMS: Classrooms are environments and spaces that must provide: (1) the most effective learning environments based on desired pedagogy; (2) an environment designed to enhance a student’s ability to understand, observe, and participate in active learning; (3) an environment that is comfortable for students and instructors as well as durable, reliable, and easy to maintain; and (4) a room that is easy for faculty and student equipment operators to use through standardization of controls, layouts, and equipment. Major factors to be considered in designing classrooms are the following Seating and writing surfaces Space and furnishings for the lecturer The use of wall space, including chalk boards, screens, size and location of the windows, etc. Facilities for projection and television Coat racks, storage and other conveniences Heating and air conditioning Aesthetic considerations Classroom seating: The seating arrangement is the most important feature in determining the size and shape of the classroom. Seating Figure 12 Classroom (Source: neufert) arrangement in a classroom / lecture hall should provide all the students with good view of the chalk board. Close- packed seating arrangements are mot most desirable. No person shall have to pass more than six others to reach an aisle. Hence 14 persons in a row between aisles is an absolute maximum. In the case of lecture halls / classrooms with an overhead projection systems, seating should be arranged in such a way that every student should be able to view the screen legibly. The screen should be set in an angle of 10-15’ tilted. The aisle space should be minimum of 1.2 m for easy movements. 18 | P a g e
2.2 DESIGN STANDARDS – RESTAURANT: Spaces for eating and drinking have to be looked at from two points of view, that of the customer, and that of the proprietor. The customer will choose a particular establishment, not only because it sells food or drink but because it also sells: – somewhere to entertain a guest in peace: as in good restaurants. Seating Areas and Table Arrangements: There are significant differences in seating arrangements depending on: • Types of customer: price level, expectations • Type of establishment: selfservice, waited service, counter Seating • Grouping: table sharing, flexibility of arrangement • Room characteristics: shape, obstructions, windows Furniture Falls into Four Categories: • Fitted counters or bars • Fixed tables, usually pedestal or cantilevered • Movable tables with legs Figure 13 Dining area ( source: neufert )
Figure 14 Dining area ( source: neufert )
19 | P a g e
2.3 DESIGN STANDARDS – LIBRARY: The library space types are the areas where bound paper documents, film, or magnetic media are stored. A library space type may include both open and closed storage systems, and can be applicable to file rooms and other dense storage of material in conditioned office environments. Libraries are assumed to be general purpose, and may include display spaces and reading, meeting, and electronic workstations, as defined by the desired level of access to materials being stored. There are seven broad types of library space: 1. Collection space 2. Public electronic workstation space 3. User seating pace 4. Staff work space 5. Meeting space 6. Special use space 7. Non-assignable space
Figure 15 Library ( source: neufert )
2.4
FOOD STREET DESIGN STANDARDS 2.4.1 GENERAL REQUIREMENTS 1. The street food vendors shall be registered under Food Safety and Standards (Licensing and Registration of Food Businesses) Regulation 2011. 2. FSSAI Registration number and Food Safety Display Board (FSDB) should be displayed on the cart/ kiosk (Annexure 1). 2.4.2 FOOD SAFETY AND HYGIENE REQUIREMENTS 2.4.2.1 PERSONAL HYGIENE The street food vendor should observe the following: a) All food handlers shall remain clean, wear washed clothes and keep their finger nails trimmed. clean and wash their hands with soap/ detergent and water before commencing work and every time after touching food or using toilet. 20 | P a g e
b) Person cooking, handling or serving food should use hand gloves and aprons, where necessary. He shall wear head gear and cover his mouth while at work. c) All food handlers should avoid wearing loose items that might fall into food and also avoid touching or scratching their face, head or hair. d) Eating, chewing, smoking, spitting and nose blowing shall be prohibited within the food handling premises. e) The person suffering from infectious disease shall not be permitted to work. f) Non-infected cuts and wound should be completely by a waterproof dressing that is firmly secured and routinely changed. 2.4.2.2 LOCATION AND FACILITIES a) Street food stalls should be located in clean, ventilated and non-polluted areas. They should be freely accessible with adequate by space between stalls. b) Stalls/ carts/ kiosks should be covered to prevent contamination of food. c) The surfaces of the Vending carts which come in contact with food or food storage utensils shall be built of rust and kept in clean and good condition. They shall be protected from sun, wind and dust. When not in use, food vending vans shall be kept in clean place and properly protected. d) Working surfaces of vending carts shall be clean. hygienic, impermeable and easy to clean (like stainless steel) e) Waste bins should be covered and made of material which could be easily cleaned and disinfected, f) Sanitation facilities with water should be provided for vendors and customers at safe distance away from the food handling area at the stalls. g) There should be appropriate hand washing facilities with clean water, soap and other cleaning agents and the facilities provided should be kept clean and hygienic. 2.4.2.3 STREET FOOD HUB a) provide adequate space for the orderly placement of vendor stalls for food handling, preparation, storing and service. b) allow for the orderly flow of materials and goods in and out of the centre as this will help to avoid possible sources of food contamination. c) allow for the proper placement of client facilities such as toilets, hand washing and eating facilities and be so located or arranged as to prevent sources of food contamination. d) provide suitable and sufficient areas for solid waste storage and for the cleaning, washing and sanitization of crockery and appliances so located as not to contaminate food. e) have a smooth-cement or glazed tile floor, equipped with properly placed floor drains for the purpose of removing surface water and to facilitate cleaning and sanitizing. f) have clean and well maintained food preparation area g) have smooth. light colored, non-absorbent and easy to clean walls/ structures h) have windows covered with shatter proof glass and a wire mesh. i) have sufficient and properly placed lighting to facilitate food preparations, handling, storage and service. j) there should be a proper hand wash facility in the food preparation area. 21 | P a g e
k) have smoke hoods above cooking ranges to exhaust fuel and cooking gases, smoke and fumes from the street food centre to the external environment. This however may not be mandatory. l) provide for the ample supply of potable water with adequate facilities for its store. m) provide an appropriate drainage system for waste disposal. 2.4.2.4 CLEANING AND SANITATION a) Stalls and work surfaces should be kept in an adequate state of repair so as not to contaminate the food via such physical hazards as chipping surfaces, loose nails or breakages, among others . b) Wiping of utensils shall be done with clean cloth. Separate cloths shall be used for wiping hands and for clearing will not be used for cleaning surfaces of tables c) Utensils shall be cleaned of debris, rinsed, scrubbed with detergent and washed under running tap water after every operation. d) Dishwashing/ utensil cleaning area should be separate and away and from food preparation area. e) Floor of the kitchen and slab to be cleaned everyday. f) Adequate waste drainage facility to be there to avoid contamination. 2.4.2.5 WATER SUPPLY AND QUALITY a) Water used for cleaning, washing and preparing food shall be potable in nature. b) Quality of water should be monitored at three collection in containers and at usuage points 2.4.2.6 PEST CONTROL a) Every vendor should at all times take appropriate measures to keep his/her stall free from pest to prevent contamination of the food. b) Contamination of food with pest control materials such as pesticides and with fuel detergents etc. should be prevented. Any contaminated food should be appropriately disposed of. 2.4.2.7 EQUIPMENT a) All equipment, including containers, should be made of materials that do not transmit toxic substances, odour or taste, are not absorbent and will not result in food contamination, are resistant to corrosion and capable of withstanding repeate and disinfection. b) All equipment. appliances and food cutting surfaces should be kept clean and should be cleaned before and after daily operations and immediately after being used to handle raw food. Only food safe cleaning agents, detergents etc. should be used. c)The utensils, cutlery, crockery, equipment etc. should be made of food grade material, should be cleaned regularly and should be kept in good condition. 2.4.2.8 RAW MATERIALS/INGREDIENTS AND PACKAGING a) Raw food should be thoroughly washed in potable water before cooking. b) To avoid cross-continuation, raw and cooked food should be handled separately. For this, separate sets of knives and cutting boards should be used. If this is not possible, knives and cutting boards should be washed after every use. c) All raw materials, ingredients and packaging used should conform to FSSAI standards. d) Ice should be made only from potable water. 22 | P a g e
e) Packaged food ingredients should be used within expiry dates/ best before date. 2.4.2.9 HANDLING AND STORAGE OF FOOD a) Adequate number of racks shall be provided for storage of articles of food, with clear identity of each commodity. Proper compartment for each class shall also be provided wherever possible so that there is no cross-contamination. b) All food should be covered protected against dust and dirt. c) Storage area should always be clean and well lighted d) Food should be stored in clean and hygienic containers. e) Separate containers and separate storage space for vegetarian and non vegetarian foods, raw & cooked food should be ensured. f) Where a food is to be served hot, it should be maintained at a temperature above 65*C, keep hot food hot and cold food cold. g) Use separate knife, chopping boards, etc. for veg and non veg changed at regular basis. h) Cooked food should be kept in a hygienic place and if not consumed within 2 hours. 2.4.2.10 Code book for reference 2491 : 1998 Food hygiene — General principles Code of practice 4303 Code for hygienic conditions in fish industry: (Part 1) : 1975 Pre-processing stage (first revision) (Part 2) : 1975 Canning stage (first revision) 5059 : 1969 Code for hygienic conditions for large scale biscuit manufacturing units and bakery units 5401 Microbiology — General guidance for enumeration of coliforms: (Part 1) : 2012/ Colony count technique (second ISO 4832 revision) 2006 (Part 2) : 2012/ MPN technique (second revision) ISO 4831 :2006 5402 : 2012/ General guidance for the ISO 4833 : enumeration of micro-organisms —2003 Colony count technique at 30°C (first revision) 5403 : 1999/ Method for yeast and mould count ISO 7954 : of food stuffs and animal feeds (first 1987 revision) 5404 : 1984 Methods for drawing and handling of food samples for microbiologicalanalysis (first revision) 5837 : 1970 Code for hygienic conditions for soft drink manufacturing units 5839 : 2000 Food hygiene — Code of practice for manufacture, storage and sale of icecreams (first revision) 5887 Methods for detection of bacteria responsible for food poisoning: (Part 1) : 1976 Isolation, identification and enumeration of Escherichia coli (first revision)
23 | P a g e
CHAPTER -3 CASE STUDY 24 | P a g e
3
CASE STUDY
Case study selection criteria The case studies were chosen to understand these broad subcategories 1. Planning and Zoning 2. Programmatic Mixes and Areas 3. Spatial responses 4. Functioning
Figure 16 case study selection criteria ( source: Author )
25 | P a g e
3.1 INDIAN INSTITUE OF HOTEL MANAGEMENT (LIVE) Location: 4th Cross St, Cit Campus, Taramani, Chennai Site Area: 10.3 Acres Built-Up Area: 17725 Sqm Architects: Ar. Murthy Year: 1963 Building Typology: Institutional Affiliated To Nchmet, Funded By Ministry Of Tourism. Figure 17 IHM entrance Total Student Intake: 700 Approx PROJECT SELECTION - INTENT The main motto of this project was to understand the functioning of a government-based institute with a large number of intakes and how is it different from a standalone culinary college. 3.1.1 KEY OBJECTIVES OF THE PROJECT : • To fulfil the culinary needs of Chennai, which lacked one. • To provide a standalone college for culinary and hospitality-related studies. 3.1.2 NEIGHBOURHOOD • Situated among the educational departments set up by the government. Surrounded by landmark buildings (Institutes) • Nearest bus stop: Tidel park stop (750m); Taramani stop (1.5km) • Nearest Train station: Thiruvanmiyur MRTS
Figure 18 IHM SITE
3.1.3 SITE ACCESS • Only one main access from Rajiv Gandhi IT express highway 4th cross street. It has both entry and exit on the same side. • • • • •
3.1.4 COURSE OFFERED Figure 19 ZONING (B.Sc.) in Hospitality & Hotel Administration. Craftsmanship Course in Food Production & patisserie Craftsmanship Course in Food & Beverage Service Diploma in Bakery & Confectionary Diploma in Food & Beverage Service
3.1.5 KEY PROGRAM • (1) Training Restaurants I & II, Bakery | & II • (2) Housekeeping I & lI 26 | P a g e
• • • •
(3) Laundry (4) Front Office Lab (5) Computer Lab (6) Library and adequate classrooms Figure 20 IHM
Annexure block
Boys hostel
Main block
courtyard in the main block
Entry porch
LOBBY/FRONT OFFICE
Annexure block
LIBRARY
COMPUTER LAB
27 | P a g e
F&B SERVICE LAB
HOUSE KEEPING LAB
BAKERY
DIPLOMA KITCHEN
BAR
STUDENT DINING
LAUNDRY UNIT
HALL
ADVANCED TRAINING KITCHEN
CRAFT KITCHEN
QUANTITY T.K
28 | P a g e
3.1.6 PLANS Figure 21 IHM floor plans
ANNEUXURE BLOCK GROUND FLOOR PLAN
FIRST FLOOR PLAN
MAIN BLOCK GROUND FLOOR PLAN
FIRST FLOOR PLAN
ANNEUXURE BLOCK MODEL
MANI BLOCK MODEL
29 | P a g e
3.1.7 WORKING DIAGRAM
Figure 22 work flow
3.1.7.1
GROCERY CIRCULATION
Figure 23 grocery circulation
3.1.7.2
USER CIRCULATION -STUDENTS
Figure 24 user circulation-student
30 | P a g e
3.1.7.3
USER CIRCULATION – STAFF & VISITORS
Figure 25 user circulation- staff
3.1.8 BASIC TRAINING KITCHEN Basic training kitchen is for first-year students where they learn their cutting skills in case of kitchen training and in housekeeping they learn about the chemicals that are used for cleaning different surfaces. Figure 26 BTK plan
3.1.9 QUANTITY TRAINING KITCHEN Quantity training kitchen is for second-year students where they learn their cuisine skills in case of kitchen training and in housekeeping they learn about the linen and other clothing varieties. 3.1.10 SERVICES Use of solar-powered street lights, Figure 27 QTK plan green Breakout spaces shaded Pathways WATER SUPPLY By tanker lorry- 22 lakhs per month and groundwater for cleaning purposes. FOOD SUPPLY (Daily & weekly basis - contract) GAS BANK- To be situated in a separate built volume beside the building with groundlevel openings. BIOGAS PLANT (waste management)50 kg - used for small works . ELECTRICITY YARD-Transformer/ metre & switchroom/ generator. PARKING - sufficient covered 2 wheeler parking provided for visitors & students. 4 wheeler parking provided only for staff & VIP 31 | P a g e
3.1.11 INFERENCE Incorporating cooking spaces and learning spaces in a more efficient manner. Cooking spaces and classrooms are placed in a mixed fashion. Many kitchens do not have commercial exhaust systems. Fewer spaces for recreational activities inside the campus. 3.1.12 AREA STATEMENT Lobby - 30sqm Canteen - 50sqm Office - 60sqm Laundry - 45sqm Principal + PA - 40sqm Housekeeping lab - 165 sqm HOD - 25sqm Store - 35sqm Classroom - 80sqm Guest rooms - 25sqm Basic training kitchen (2) - 140 sqm Training lab for front office Advanced training kitchen(3) - 150sqm 30sqm Quantity food kitchen (3) -120sqm Computer lab - 185 sqm Bakery kitchen(2) - 80sqm AV room - 25 sqm Confectionery kitchen - 30sqm Dining hall - 140sqm Training restaurant(2) - 200sqm Examination hall - 280 sqm
3.1.13 TNCDRBR COMPARISION
32 | P a g e
3.2
BHAKTI INSTITUTE OF CULINARY ARTS (LIVE) 3.2.1 INTRODUCTION Site location: 2nd main road, JRC colony, LIC colony, Pammal, Chennai-600075 Built-up Area: 2340 sqm Year: 2002 Building typology: Institutional Affiliated by: IGNOU, MSME skill development The neighborhood is in the form of commercial, Institutional, and Public spaces. The institute faces towards 10 feet road. The noise from the traffic is a Figure 28 Site drawback for this institute since there are no trees to buffer. This institute currently admits a total of 150 students with approximately 50 students per batch. Hospitality activities like table manners juggling, utensil usage and handling, bedroom art activity, and management are taught in the food and beverage service studio Whereas the Production studio is for performing, cooking, and presenting food-related activities. The zoning map of Gasto Culinary Institute shows the workflow and transition from public spaces to semi-public spaces; semi-public spaces to semi-private spaces; and semiprivate spaces to private spaces, by restricting the people flow to certain spaces of the institute that is mainly intended for the students. 3.2.2 COURSE DIPLOMA IN FOOD PRODUCTION -12 MONTHS DIPLOMA IN BAKERY AND CONFECTIONERY -12 MONTH ADVANCE DIPLOMA IN FOOD PRODUCTION -24 MONTH CERTIFICATE COURSE IN BAKERY -6 MONTHS CERTIFICATE COURSE IN INDIAN CUISINE -6 MONTH CERTIFICATE COURSE IN TANDOOR -6 MONTH CERTIFICATE COURSE AS A PANTRYMAN -6 MONTH Figure 29 Bhakthi institute photograph
ENTRANCE
LOBBY OR FRONT OFFICE
STAFF ROOM
FOOD AND BEVERAGE PRODUCTION LABORATORY 33 | P a g e
HOUSEKEEPING LAB
BOARD ROOM
CLASSROOM
3.2.3 FLOOR PLAN
Figure 30 Floor plan
Spaces Provided in food and beverage service laboratory:Server room, Bar Counter, Buffet corner, Dining spaces 3.2.4 KEY PROGRAM The spaces are segregated to accommodate a student strength of 150 in total with at least 10 staffs Lobby with Front office
Figure 31 F&b plan
34 | P a g e
HOD Room Counseling Room Staff Room Waiting Area Classrooms Library with Internet access Food and Beverage Service Laboratory Food and Beverage Production Laboratory Housekeeping Service Laboratory Computer Lab Pantry Audio Visual Classroom Service Areas Toilets
35 | P a g e
3.3
MANIPAL DEPARTMENT OF CULINARY ARTS(NET STUDY) 3.3.1 INTRODUCTION Location: Manipal, Karnataka Climate: Tropical Site Area: 4. 7acres Year: 2018 Building Typology: Institutional Affiliated To: MAHE Accreditation: IFCA No Of Floors: 04 Figure 32 Manipal department of culinary Total Student Intake: 150 arts view 3.3.2 KEY OBJECTIVES OF THE PROJECT • To provide a world-class training school for chefs. • To exhibit the cultural and heritage values of the cooking field through a gallery. • Trying to provide first of its kind standalone degree for culinary arts 3.3.3 NEIGHBOURHOOD: Manipal is a locality of Udupi city,5 km from the center of Udupi Karnataka. Surrounding land use: Institutional, Residential, Commercial. 3.3.4 APPROACH: Main access - Udupi - Agumbe Hwy in the south. It has both entry and exit on the same side. Perampalli Nekkar Krishnadasa Marga in the west. 3.3.5 KEY PROGRAMS Culinary Gallery, Bakeries, Kitchen Labs, Classrooms, Admin Spaces, Library New block area: 602 sqm Old block area: 1200 sqm Hostel area: 1936 sqm 3.3.6 FORM & MASSING
Figure 33 Site plan
Figure 34 CONCEPT
36 | P a g e
3.3.7 FLOOR PLAN Figure 35 FLOOR PLAN
37 | P a g e
3.3.8 FACILITIES PROVIDED ADMIN (Principal's Office, Staff Room) ACADEMIC (Kitchen lab, Classroom, Bakery, Confectionary) MISCELLANEOUS (Library, Multipurpose hall, Culinary museum) SERVICES (Dry+Cold Storage, Ahu, Electrical Room) CIRCULATION (Lift + Staircase) BASEMENT (Locker, Changing rooms, Kitchen Cleaning Team, Canteen, storage) Figure 36 Zoning
3.3.9 COURSES OFFERED: BA in Culinary arts - 3yrs (90) PG diploma in culinary arts- 1YR (30) M.sc in Nutrition and applied Dietetics 2yrs (30) 3.3.10 AREA STATEMENT : Girls Changing Room -2 Sq.m Boys Changing Room -17 Sq.m AHU room -15 Sq.m Electrical Room -7 Sq.m Cutlery Storage -20 Sq.m Butchery & Meat Storage -135 Sq.m Dry + Cold Storage -25 Sq.m Staff Room -20 Sq.m / 40 Sq.m Principal Office -20 Sq.m Hot Kitchen Lab -128 Sq.m Bakery -135 Sq.m Confectionary -25 Sq.m Classroom -128 Sq.m Multi-purpose Hall -135 Sq.m Library + Culinary Gallery -65 Sq.m
38 | P a g e
3.3.11 CIRCULATION
Figure 37 Circulation
3.3.12 LANDSCAPE
Figure 38 Landscape
39 | P a g e
3.3.13 SERVICE
AC DUCT LINE
Figure 39 AC line
3.3.14 USER CIRCULATION
Figure 40 User circulation
40 | P a g e
3.3.15 FURNITURE LAYOUT CLASSROM
LIBRARY
BAKERY+OVEN ROOM
CONFECTIONARY
Figure 41 Furniture layout
The library is used for the exhibit of the museum as well
After the product is made in the culinary bakery, it is confectionary
3.3.16 BUILDING SERVICES Parking amenities: no designated parking Bike parking Provision provided outside the campus. Car Parking for outsiders & Students is not allowed Security: security cabin at the entrance gate Playground facilities: no playgrounds provided. The marena sports complex is used Gas supply: through gas bank located behind the gas supplied through gas pipes to the workstation. Air conditioning (HVAC): AHU located on every floor Power supplies and electrical rooms: Generator yard located on the rear side of the building.electrical rooms present on every floor Fire safety: Fire exit stairs at the rear end; fire extinguishers provided in kitchens and corridors. 41 | P a g e
Solid waste disposal: waste is collected from the kitchen, bakery, and confectionery in a dump truck and sent for vermicomposting. Solar panels/geysers: used for hot water Staircase, lifts, ramp: one main staircase near entrance. 3.3.17 MANIPAL CULINARY ARTS GALLERY India's first living culinary arts museum. OPENED: April 2018, Vikas Khanna (founder & curator of the museum) - an internationally renowned chef & co-host on famous television cooking reality show Master Chef India. The museum offers insights into how food was stored and cooked, and the metals used to make the vessels. "This museum is helping utensils get a second Figure 42 Gallery view chance to live," says Khanna, who hopes to house 10,000 objects in the museum. Being part of the new Department of Culinary Arts building has the shape of a giant pot, similar to the ones found in Harappa. The Udupi cuisine influenced the culinary arts museum. The gallery is spread approximately over 25,000 sqft. Museum of Culinary Arts exhibits nearly 2,000 Figure 43 gallery opening view objects on display. Museum offers insights into how food was stored and cooked, and the metals used to make the vessels. The artifacts also reflect ancient wisdom. It is a unique blend of cultural artifacts. 'Sadly, India does not have even a single museum to house utensils and other Figure 44 Museum appliances to show the culture, heritage, and hospitality of our country" – curator. The concept of the museum owes its development to the many museums in the United States of America (US). With the great heritage of Udupi, combined with the large number of Indian and International students residing and around Manipal, it was very apt for the college to create a museum for today's Indian youth and the International visitors to understand the rich culinary heritage of India. The Museum is a myriad collection of stone, metal, and wooden culinary equipment from the bygone eras; most of which have been replaced by modern gadgets today.The collections include materials from all over India - right from Jodhpur to Mysore and Gujarat to the Northeastern states. It is a unique blend of cultural artifacts that reflects ancient wisdom.
42 | P a g e
THE GALLERY’S UPSTAIRS Display the collection of both within the glass shelves and over the counters. An array of food containers, tiffin boxes, colanders, graters and scrapers, pounders and grinders, spice boxes, oil containers, teapots, pans, and steamers are laid out neatly. THE TOPMOST FLOOR Contains kitchen equipment used for cooking especially for large gatherings all arranged aesthetically. A room displays the collections which are delicate and rare.
Figure 45 Gallery photo
43 | P a g e
3.3.18 PHOTOGRAPHY
Figure 46 Photograph
44 | P a g e
3.4
BASQUE CULINARY CENTRE- SPAIN 3.4.1 INTRODUCTION The Basque Culinary Center located in the Basque region of Spain is a culinary institution started by Mondragon University and a group of chefs as a research, training, and innovation project, aimed at improving the culinary sector. Location: San Sebastian, Spain Site Area: 15000 Sqm Built-Up Area : Architects: Vacuum Architecture Year: 2011 Status: Built Building Typology: Educational Affiliated To: European Higher Education Area No Of Floors: 05 Total Student Intake: 700
Figure 47 Basque culinary centre view
3.4.2 KEY OBJECTIVES OF THE PROJECT : • To Provide world-class research facilities for people in the gastronomic field. • To integrate research & innovation into Graduate degree. • To develop in the sectors of cooking with the idea of combining with service, management, science, and culture. 3.4.3 PROJECT SELECTION - INTENT The main motto of this project was to understand the functioning of an international institute and how some new spaces like research and innovation activities influenced the spaces. And also to study vertical spread. The building is situated on a hillside in a challenging contoured site. The site is steep with sharp contours around. Instead of cut and fill, the building is built along with the contour in harmony without disturbing the context. 3.4.4 ACCESS The slope is used to organize the functional programs from top to bottom. The public areas are located on the access floor (upper floor), where the users arrive and then have to descend to lower levels where they have learning spaces. • • • • • •
3.4.5 KEY PROGRAMS Research & innovation lab Classrooms Training Kitchens Restaurant/café Auditorium Sensory Analysis Classroom
Figure 48 Program
45 | P a g e
• Photo and Video post-production workshop • Other workshop areas. 3.4.6 CONCEPT & FORM Metaphor - Gastronomy and Architecture; the "dish that becomes the support of Gastronomy" and the "architectural floor structures that become again the support of the activity".
Figure 49 Concept
Five shifting bands bordering each floor conceal wrap verandas which allow panoramic views. It has green roofs. The form is derived both from the steepness of the place as well as the concept that mimics untidy dish plates stacked one above the other. 3.4.7 CONCEPTUAL DIAGRAM- VOLUME GENERATION
Figure 50 Form development
CONCEPTUAL DIAGRAM- SLOPE COURT CHARACTER
Figure 51 Slope court
46 | P a g e
3.4.8 PLANNING The plan is U-shaped with a central courtyard and a bridge above the courtyard to connect different wings. CIRCULATION The spaces are arranged along the central circulation path along with the courtyard. From a functional point of view, circulation between zones is in a summarized way. It can be divided into three groups (Academic area, Practise area, Research area). LEVEL 0 - SERVICE FLOOR LEVEL 1 - ADMIN / GENERAL AREA LEVEL 2 - ACADEMIC & PRACTICE AREA LEVEL 3 - PRACTICE AREA LEVEL 4 - ACADEMIC AREA LEVEL 5 - RESEARCH AREA SITE PLAN
Figure 52 Site plan
Figure 53 Plan
Level 0 Kitchen compressor, Boiler room Thermal power plant Electrical room Bms
Level 1 Admin & office Kitchen Exhibition Central hall 47 | P a g e
Bringing together vertically, all the spaces about the gastronomic practice area, such as changing rooms, precooking kitchens, and access to actual cooking areas such as raw kitchens, the interconnection between them is straight & simplified despite the complicated form.
Figure 54 Plan
LEVEL 2 Kitchen Student dining Workshop Auditorium Library Staff room Director room Lounge
LEVEL 4 Theory kitchen Classroom Student clothing Common area
Figure 55 Plan
LEVEL 3 Warehouse Changing room Training kitchen Production kitchen Supporting kitchen Wash
LEVEL 5 Sensorics area Prototype room Camera room Sensory classroom Discussion room Laundry
48 | P a g e
3.4.9 COURSES OFFERED Bachelors in Gastronomy and Culinary Arts. Master's Degree in Gastronomic Sciences Master's Degree in Food Tourism Master's Degree in Advanced Cookery Specialisation Course in Avant-Garde Culinary
Figure 56 Section
KITCHEN: Kitchens use stainless steel working tables for fire resistance and easy cleaning purpose; all the pipes and exhaust are neatly concealed. LIGHTING AND VENTILATION: Massive openings are provided & a big courtyard to bring in light towards the inner edge of the building.
Figure 57 views
49 | P a g e
3.5
KORA FOOD STREET – CHENNAI(LIVE)
3.5.1 INTRODUCTION Kora Food Street is the first-of-its-kind, modern food street market, bringing together a huge selection of delicious and authentic gourmet food in a fun, entertaining, and lively environment. Entirely constructed out of a re-fashion shipping container. LOCATION: ANNA NAGAR, Figure 58 Kora food street view CHENNAI SITE AREA: 0.5 ACRES BUILT-UP AREA: 500 SQM OWNER : Mr. Rajasekhar Kora YEAR: 2018 BUILDING TYPOLOGY: RECREATIONAL NO OF SHOPS: 30 FOOTFALL: 2000 3.5.2 PROJECT SELECTION - INTENT To study how food and commercial activity go hand in hand To study the function of a food street and other aspects involved in it. 3.5.3 KEY OBJECTIVES OF THE PROJECT • To provide a food-related community amidst the busy area. • To bring the feel of a restaurant in a street food-like experience. • Adaptive ReUse of Containers. 3.5.4 SITE ACCESS Only one main access from 2nd avenue main road Anna Nagar. It has both entry and exit on the same side.
Figure 59 Site
50 | P a g e
3.5.5 FORM & MASSING Size of each container - 2.5m x 8m.
Figure 60 Form
Used Containers after 7-8 years lose their true strength but it does have a structural importance Stacking is used here to efficiently use given space. SPATIAL ZONING- Food Shops Placed in an L Formation Opening Towards the street to activate the edges. Necessary Services areas like storage, Toilet & Admin are given at proximity distance. 3.5.6 SERVICE PROVIDED Water Tank, Gas Connection, Exposed Electrical Lines, Kitchen exhaust, Dump yard .Parking is sufficient when the public crowd visits on weekdays. on weekends they become congested. Proper spaces are allocated for parking. (CAR: 40 APPR; BIKE: 80 100 APPR) Figure 61 Plans
GROUND FLOOR PLAN
FIRST FLOOR PLAN
51 | P a g e
3.5.7 LANDSCAPE Being in an Urban Fabric it does not contain greenery in and around the site. No formal landscaping element was added. Very less built space is occupied to provide the vacant land facility for Parking and to host food festivals monthly design.
Figure 62 Kora food street Photos
52 | P a g e
3.6
FOOD PORT -WEST KENTUCKY, USA 3.6.1 INTRODUCTION The West Louisville Food Port operates as more than the typical food hub with the addition of several key programs that serve and provide for all stages of the food chain, from farming to processing by providing a much-needed infrastructural connection between farmers and suppliers and the growing demand for local food. LOCATION: WEST LOUISVILLE, USA SITE AREA: 23 ACRES ARCHITECTS: OMA YEAR: 2015 Figure 63 Food port view STATUS: PROPOSAL BUILDING TYPOLOGY: MIXED-USE 3.6.2 PROJECT SELECTION - INTENT The main intent of studying the proposal is to understand how the project influences the neighborhood and what aspects of urban design are considered while designing the project 3.6.3 KEY OBJECTIVES OF THE PROPOSAL • Community-like facility to support farmers and agricultural industry. • To transform the dead tobacco plant factory into a lively urban food hub. • To activate the surrounding neighborhoods & bridge the gap between food & architecture Figure 64 Program
ACCESS POINT The site is surrounded by major roads on 4 sides. So more floating crowd. 5 entries are there All the different programs have separate entry and exit.
53 | P a g e
Figure 65 Process
Figure 66 zoning
54 | P a g e
3.7
ALDAR CENTRAL MARKET, ABU DHABI 3.7.1 INTRODUCTION Abu Dhabi's historic Central Market is to be transformed into a dynamic new quarter with markets, shops, offices, apartments, and hotels. One of the oldest sites in the city, Central Market will be a reinterpretation of the traditional marketplace and a new civic heart for Abu Dhabi. Total developed site area: 6.89 L sq m Site area 9.6 acre Commercial Retail Space 25,000 sqm (100 Shops) Office Towers Residential, Retail & Restaurants / Cafes Height of Tower 378 M Underground parking lots 1600 Built : Open - 70 % : 30 % Figure 67 Abu dhabi market view
3.7.2 FEATURES The project comprises a combination of lower-rise, ecologically sensitive levels of retail, roof gardens forming a new public park - and three towers, with generous underground parking. Pushed to the corners of the site to maximize the ground plane, the cluster of towers creates a striking new urban landmark. 3.7.3 CONCEPT The Central Market is one of the oldest areas in Abu Dhabi. Foster and Partners wanted to respect that, by making a shopping complex that does not evoke the commercial banality of the shopping mall. Instead, the Aldar Central Market is a grid-like new landmark, comprised of intimate alconies, alleyways, and courtyards and topped with three iconic tower.
Figure 68 Facade
55 | P a g e
Figure 69 Plan
Connections on Ground Floor and Public Realm The Building looks both inwards as well as outwards. An active Street Edge is created with shops lined towards the outside pedestrian edge of the Main arterial Roads. The axes form punctures in the buildings, and the pedestrian is led naturally inside the building. 56 | P a g e
3.7.4 OBSERVATION 1. A Grid Iron layout has been used, this is similar to the streets of Bazaars 2. Strong axes that cut through to ensure permeability of form at human scale 3. A Core is easily locatable as it forms a node within The grid layout. Inferences: Strong Axes create a good movement at the human scale. The presence of Nodes in the form of Plazas become relief Spaces in a street like Arrangement of Bazaars Sense of Permeability Is important for a Public Space in an Urban context. Creating Usable Leisure Spaces on Terraces Not only reduces heat gain from the roof but also gives an active Public Space.Terrace spaces are used as Public Spaces and Parks. Compact spaces to reduce heat gain. Glass panels are used to mark the axes. Terraced Massing to create a sense of continuity 3.7.5 Inferences The terrace spaces have also been subdivided into smaller spaces. There is a constant effort to reduce the scale of spaces, this makes a space more habitable, especially for arid climates.
Figure 70 Section
3.7.6 SPACES Unlike a commercial mall, the public spaces are meant for visitors to utilize as they would a park- to relax, read, enjoy the sun, socialize- not just a place to rest tired feet from marathon shopping. The building, which occupies two city blocks, has incredible sliding walls and roofs, which cut energy costs by promoting as much natural ventilation and light as possible.
57 | P a g e
3.8
DILLI HAAT, DELHI 3.8.1 INTRODUCTION The Dilli Haat is an open aircraft bazaar cum food plaza that aims to sustain and preserve the rich heritage of India, providing an ambiance of the traditional market for more contemporary needs. (Indian Food, Craft and cultural activities). Dilli Haat Is Visualized As A Showpiece Of Traditional Indian Culture - It Is Made To Project The Cultural Aspects Of Different States Of India In Collaboration With State Tourism Corporations. LOCATION: KIDWAI NAGAR, OPPOSITE INA MARKET, NEW DELHI SITE AREA: 6 ACRES, APPROX. (100M x 300M) BUILT-UP AREA: 3190 SQM GROUND COVERAGE: 12% ARCHITECTS: PRADEEP SACHDEVA, DESIGN ASSOCIATES Figure 71 Dilli haat view YEAR: 1993 TYPOLOGY: COMMERCIAL, RECREATIONAL RUN BY: DELHI TOURISM & TRANSPORTATION DEVELOPMENT CORPORATION (DTTDC) 3.8.2 PROJECT SELECTION - INTENT • To study the requirements and variety of displays in a heat. • To study the circulation, connection of spaces, and the services provided. • To study the traffic management within and outside the haat. • To study the various types of temporary as well as permanent structures 3.8.3 LOCATION & SURROUNDINGS The surrounding of this place is majorly residential. Within the vicinity of 3km, there is INA market, AIIMS Campus, and Sarojini market. All these serve as tourist spots which welcome a lot of people both local and worldwide. 3.8.4 ACCESS The rectangular plot has direct access from Sri Aurobindo Marg.
58 | P a g e
3.8.5 ZONING
Figure 72 Plan
3.8.6 SITE PLAN
3.8.7 PLANNING & ZONING The rectangular heat welcomes its users through a large open entrance plaza. The hierarchy in a spatial organization is such that the space transcends from being purely public to being a semi-public space & ends with a more private space. As a result, the spatial program of the plaza is followed by a linear spine of movement flanked by stalls on both sides in cluster patterns showcasing the local and the regional crafts of India. To transform Dilli Haat into a successful public experience, the food plazas and a performance arena culminate this spatial journey. The food zones that flank as networks on both sides of the spine after the roundabout has a medium level of visual connectivity and integration. Few shops are placed at a higher level making the shopping zone more private. The use of curved pathways along with linear ones brings about dynamic movement.
59 | P a g e
3.8.8 CIRCULATION
Figure 73 Circulation
3.8.9 PEDESTRIAN ACCESS: From the entrance to the plaza up till the end of the complex, the circulation is entirely pedestrian. The pedestrian movement is linear along the central spine. This linear movement is diverted through softscape and by use of ramps and steps, the monotonous oblong space gets a vivid character. Circulation In Front Of Shops Is Through A Verandah Covered Arcade 1.5m Wide. 3.8.10 SPATIAL FORM ANALYSIS : Unidirectional ending with congregational space (OAT). Central spine with branching (shops aligned along the perimeter) gives a shopping street character. Peripheral pores - Service entry Ease/access - common entry Curved pathways - dynamic slow movement Figure 74 Ticket counter Linear pathways - fast movement. The shops are predominantly on ground level. They have shaded corridors The permanent structures brick masonry Administrative areas - stone masonry. 3.8.11 VEHICULAR ACCESS : The public vehicular movement is restricted making the Haat vehicle free and also intending that the people walk the entire stretch of the Haat visiting all the shops. 3.8.12 SERVICE AREA ACCESS : The service entries(two) are provided at various Figure 75 Plaza points on the site's periphery. 60 | P a g e
3.8.13 FACILITIES PROVIDED Entrance Plaza Admin (ticket Counter, Office, Conference Hall) Bank/atm Transport Office Craft Stalls, Shops (permanent / Temporary) Food Court Multi-Cuisine Dining Hall Performance Area Toilets, Stores And Services 3.8.14 BUILDING HEIGHT single story - 3m ht; storeroom and admin office is a double story - 6m. FOOTFALL Dilli Haat was conceptualized for 1000 to 2000 people per day. It however witnesses up to 5000 people on weekends or holidays and about 3000 on weekdays. 3.8.15 ENTRANCE PLAZA • It is a raised congregational platform having a pedestrian entrance from both N/S ends that block vehicular access. • The open entrance plaza has ticket counters, ATMs, and landscaped areas with seating. • The presence of landscape areas makes the plaza more heart-warming. Sandstone columns of varying heights represent the entrance. • • • •
3.8.16 ENTRY/EXIT The site has 2 entries and exits (10m & 7m wide) with a security checkpoint. Consists of ticket counter of 10m x 2.5m with 6 booths 1.2m wide each, alongside two ATMs. Consist of 2 offices of 5mx5m of Dilli tourism for inquiry purposes. Supported with security check-in of 2mx2m. Attached with administration dept 10mx3m approx.
3.8.17 OFFICES & STORAGE ROOMS The administrative offices (ticket counter, office, conference room) and storage rooms are shielded away from the public view and do not lie in the main circulation path - placed to the west of the entrance. 3.8.18 CENTRAL PLAZA The entrance plaza opens into an axial spine bringing about the central gathering plaza. It has permanent and temporary shops on either side. 3.8.19 SERVICES • The public toilets are built around open courtyards to keep them clean & odorfree. • Backup generating units are provided. • The area drains are connected to stormwater drains, • Natural light and ventilation for the kitchens & exhaust fans also provided. 61 | P a g e
• Water efficiency ensured by 2 bore wells 3.8.20 MATERIAL, TECHNOLOGY, AND LOW-COST CONSTRUCTION • Earthen Pots With Mud Phuska – Insulate Against Heat Over Which Brick Tiles Are Laid. • Jaali Parapet Walls • Jaali In Shop Walls For Ventilation
Figure 76 Material used
3.8.21 INFERENCE Even a plain rectilinear space can be made vivid by use of levels, landscape, and integrating between built and unbuilt spaces effectively. Change or shift in direction of movement brings about interest and variety in space. Since the shops are aligned along the east-west axis and have shaded corridors, the harsh direct sunlight experienced in Delhi is minimized and made comfortable with such shaded areas. The use of local construction materials reduces costs. The spine concept is used very efficiently. Every kitchen has its gas and water supply. Every food stall has a different style of seating and shade.
62 | P a g e
3.9
COMPARATIVE ANALYSIS -1) INSTITUTE
63 | P a g e
64 | P a g e
65 | P a g e
66 | P a g e
2) FOOD STREET
67 | P a g e
68 | P a g e
3.10 SPECIAL STUDY OPEN SPACES AND INTERACTION SPACES How does architecture and physical space influence learning and training • Many changes are taking place in education new learning styles new rules of Technology and new learner requirements have led people involved in training to tackle new challenges. • Trainers are amazing a more active and images style of spaces engaging with learners and exploring more and varied educational strategies. • Changes one is very relevant and related to the role of space in education space and environment are more important than ever and play an important role in the learning process. • Many students claim that environmental impacts are often barriers to behaviour change directly related to the way in which we learn And can be formal or informal especially given that the process of learning is moving outside the Classic training room with the entire environment becoming a new learning space. • The active learning Ecology treats learning as a combination of pedagogy environment and Technology the fundamental fillers for creating more active and experimental training session 3.10.1 DESIGN APPROACH • Development in Learning Space Design • A Balanced Design • Approach Individualized Designs • Focus on Collaborative Learning Current trends in higher education point to an increasing reliance on digital scholarship and communication. And while technology is at the center of improvements to the transmission of a vast and constantly-expanding body of information, physical interaction in real time is an Figure 77 Corridor invaluable component in the learning process 3.10.2 INDIVIDUALIZED DESIGNS When it comes to learning spaces, one size does not fit all. In order to embed educational programs within the spaces that will help students succeed, a deep and focused study of the particular institutional mission and its core values is necessary. Develop a specialized approach to learning space distribution, layout, and design with each client, focusing on the unique aspects of that institution’s academic goals and educational philosophy. This sensitivity is achieved by carefully reviewing a college or university’s mission, understanding its distinctive history, gaining familiarity with its degree programs and 69 | P a g e
course offerings, and meeting with administrators, students, and instructors to understand expectations for learning spaces. 3.10.3 FOCUS ON COLLABORATIVE LEARNING Increasingly, the modern classroom is comprised of teams of students working together on projects that cross traditional academic boundaries. The success of these new learning communities relies on collaboration between groups of students and the fluid interaction am ongst these groups and their instructors. Collaboration takes many forms. Groups working together towards common ends may benefit from a range of working group scales, from upwards of ten individuals to as few as two or three, depending on particular project goals and the aims of the Figure 78 instructor. Because of this wide range of possible team sizes, spaces purpose-built for active learning must take into consideration a wide range of seating and teaching permutations. The ability for groups to organize in different configurations necessitates a degree of flexibility both in fixed infrastructure as well as mobile furnishings and interactive surfaces. Our planning work establishes a range of staging options for each room and guards against obsolescence by anticipating future developments in the ways active learning techniques are deployed. DESIGN CONSIDERATION • User-Centered Design • Flexibility • Fostering Connections • Blended Learning • Technology Functionality
Figure 79
3.10.4 USER-CENTERED DESIGN Simply put, learning spaces are meant to allow students to perform to their highest and best potential and to minimize superfluous distractions. The room and its accoutrements are provided to support learning and teaching and should be secondary to pedagogical pursuits. Figure 80 when students and instructors enter a new, state-of-the-art classroom for the first time, they are struck by the number of devices, screens, and controls at their fingertips.
70 | P a g e
3.10.5 FLEXIBILITY Mobile furniture is only one ingredient in creating an environment supportive of active learning. The educational model must be calibrated to take advantage of the benefits of dynamic group-based learning spaces. A number of well-known manufacturers have become adept at marketing entire lines of furniture based on the premise that mobility translates into successful active learning space. Chairs and tables outfitted with casters and available in a range of styles and sizes allow for Figure 81 a wide range of combinations – from traditional rows in lecture settings to pods of grouped tables and chairs that permit group work of varying scales. Instructors and students are now interfacing in increasingly informal ways and doing so in settings that resemble dynamic, small group discussions that blur the distinction between teacher and learner. The spaces that accommodate this sort of interactive learning model must provide reconfigurable furniture layouts and a variety of presentation surfaces that are easily viewed and shared. 3.10.6 BLENDED LEARNING New scholarship on the effectiveness of teaching in the classroom indicates that utilizing class time to actively engage in assignments has more beneficial impact when coupled with a thorough review of course content outside of class . Historically, instructors have presented material to their classes when meeting together and then assigned additional work to be performed outside of the classroom to bolster what was reviewed as a group. Figure 82 Blended learning reverses that order. Once students have gained familiarity with a topic, the class assembles and actively works through problem sets collaboratively, bringing what had once been individual assignments back within the learning space, to be solved amongst groups. 3.10.7 TECHNOLOGY The presence of technology in today’s classroom is a given. However, technically sophisticated equipment and software can become a barrier for users trying to access a learning space’s suite of digital tools. Careful integration of systems, and regular trainings, are keys to the successful implementation of digital teaching and learning strategies.
71 | P a g e
3.10.8 FUNCTIONALITY Figure 83 Functionality translates to a range of choices for students related to furnishings, accessibility, comfort, and flexibility. Learning environments, whether new or renovated, should offer a maximum return on investment and allow users of today and tomorrow to be supported in the space. To accommodate all participants comfortably, and to ensure the safety and welfare of those using educational facilities, the design of active learning spaces requires consideration of a wide range of physical parameters. As noted, students often bring their own equipment with them, and each item must be accounted for in the selection and layout of furniture. Careful planning ensures that each proposed use of the space can be hosted without putting stress on the room or disquieting users. CATALOG OF SPACES Active Learning Classroom Entrepreneurial Hubs Event Space Faculty Offices Group Study Room Laboratories Lecture Room Maker Space Meeting Room Music Room Seminar Room Distributed User Seating
Outdoor Learning Spaces 3.10.9 ACTIVE LEARNING CLASSROOM A space built around flexibility and reconfigurable seating layouts. Active learning spaces provide the ability to stage a number of dynamic group settings for participatory learning and supplement analogy teaching techniques with digital technologies.
Figure 84
72 | P a g e
73 | P a g e
3.11 MATERIAL STUDY 3.11.1 Stabilized Rammed Earth (SRE) The main problem associated with the durability of the rammed earth primarily external surface protection, water resistance, shrinkage and strength which can be averted by adding a stabilizer ( cement, lime or pozzolan ). Stabilizer speeds the construction process, improves durability, allows thinner walls and requires less of a surface treatment. Stabilised rammed earth walls need little added protection but are usually coated with an air-permeable sealer to increase the life of the material. They require no extended eaves, no regular coats of lime wash and they don't fall down when they get wet. Consequently, when considered in the longer term, i.e. the life of the building, cement stabilised earth walls are far better, safer and require less energy than unstabilised earth walls or walls built using other stabilisers. "Stabilised Rammed Earth is not perfect but it is the best environmental solution for building walls that is available at the moment.' ADVANTAGES OF RAMMED EARTH CONSTRUCTION - ENVIRONMENT FRIENDLY - Greatly reduce amount of Carbon - THERMAL PERFORMANCE - Maintain thermal comfort inside building. COST EFFECTIVE: In using soil from site can reduce cost. no transport is reduced. if soil from outside it cost around RS 2055 sq/cu. when compare of convention material it is 60% cheaper. - LOW MAINTENANCE AND FAST CONSTRUCTION - FIRE RESISTANCE AND ACOUSTICS RESISTANCE
Figure 85 RAMMED EARTH CONSTRUCTION
74 | P a g e
Figure 86 RAMMED EARTH FRAME
75 | P a g e
3.11.2 GREEN ROOF Green roof is an environmental, social and economical use of the building roof. Green roofs may be installed at any height with an access provided for its maintenance. The planted spaces, Figure 87 GREEN ROOF EXAMPLE may be used to provide human enjoyment and environmental enhancement or energy savings for the users. Broadly, they can be catogorised into two types : 1. Roof gardens : are installed for the access and enjoyment of people. They are also costly to build, require intensive maintenance and are heavy in weight due to the deep soil profiles. 2. Green roofs : are lightweight with thin soil profiles and minimal maintenance requirements. They are cheaper to construct as they are installed for environmental performance and visual improvement only. Classification Green Roof Systems Traditional roof gardens restricted the planting to containersand planters or used a layer of ordinary soil spread on the roof.The contemporary roof greening systems are however much advanced as they use organic matter instead of soil for the plant growth. The modern green roofs are categorized by the substrate or growing media depth There are three types of systems - intensive (deep), semi-intensive (moderate depth) and extensive (shallow) Finally, small niches are dug into the subtrate and saplings are planted. The remaining functioning and the maintainance of the plants remain similiar to regular gardening. Working Mechanism After the construction of the roof slab, several layers of water- proofing are applied in order to ensure that there is no leak Of dampness in the future. To further assist an easy drainage system, floor drain trays are often installed which help channel the water in a predetermined location. Another way of doing this is through the use of network of pipes which are more flexible and agile, Once the waterproofing is done, layers of geotextile fabric is applied. This helps the soil and other medium on top of it, retain their place even water runs through them. Furthermore, layers of engineered soil - soil with a variety of mixes for the desired plant species and variety - are laid on top. This becomes the substrate or the growing medium for the plants Finally, small niches are dug into the subtrate and saplings are planted. The remaining functioning and the maintainance of the plants remain similiar to regular gardening. 76 | P a g e
3.11.3 COMPOSITE BEAM AND COLUMN This technique is extensively used in Auroville since 1993. U-shaped CSEB are reinforced with reinforced cement concrete. Reinforcements vary with the span, but the rod diameter cannot exceed o 12 mm for the Auram blocks 290 & 295 and @ 16 mm for the Auram blocks 240 & 245. The U blocks are used as lost shuttering, but they also help the compressive strength of the beam. Hence it becomes a composite technique as the reinforced concrete work in tension and the U block works in compression. The concrete cast in the U shape is normally 1 cement: 2 sand: 4 gravel 1/2'. The vertical mortar in between the U blocks is cement sand mortar CSM 1:3 of 1 cm thick77 | P a g e
ness. Three types of beams have been developed: Triple height beams (1 U blocks downwards, 1 plain block in the middle, 1 U block upwards) The bottom part of the beam is cast first in a reversed position. After 1 month it is returned and the incomplete beam is lifted with a lot of care and the rest of the beam (plain block in the middle and U block on top) is done in situ in. - The maximum span for a triple height beam will be limited to 3 m with 2 steel bars . 12 mm on the top and 2 steel bars o 12 mm on the bottom. @ 6 mm stirrups are laid in the thickness of the vertical mortar to link the ten-sile and compressive bars of the beam. Note that this triple height beam is rarely precast fully on site as it is too heavy to lift. - The horizontal mortar joint is with cement sand mortar CSM 1: 3
78 | P a g e
CHAPTER 4 SITE ANALYSIS 79 | P a g e
4 4.1
SITE ANALYSIS SITE PARAMETERS
As per survey data Sholinganallur site is selected due to its developing and more public circulating around site this site is selected Figure 88 Survey pie chart
Location Site surrounding Site image
Near Sholinganallur junction Commercial, Residential & institutional
Site coordinates Area Land use Topography Existing Vegetation on site Access to site Road width Traffic pattern Possible entry/exit Daily market Bus stop Railway Station Hospital Police station Bank/ATM Institution
12.900225, 80.225491 42609 sqm (10.5 acre) Institution Flat Few trees are there in front of site site is accessible from perumbakkam main road 15m 2 way traffic North side of site 12 km chrompet ulavar Sandhai 50 m- Sholinganallur junction bus stop 10 km tambaram railway station 2 km- Chettinad hospital 200m sholinganalur station 100m Indian overseas bank Mohammed sathak AJ school of architecture metro water IT corridor Sewage treatment in Sipcot Has a rich mixed use development. commercial & institutional commodities in the 1 km radius.
Water supply Sewage Neighbourhood Surrounding building
80 | P a g e
4.2
SITE ANALYSIS
81 | P a g e
82 | P a g e
83 | P a g e
4.3
SITE DRAWING
84 | P a g e
CHAPTER 5 DESIGN DEVELOPMENT 85 | P a g e
5 5.1
DESIGN DEVELOPMENT AREA STATEMENT Spaces
Administrative Block Guard room. Guard's Toilet Porch. Reception & waiting. Meeting room. Principals Cabin. Principals Toilet. P.A. Office. Admin Officer's Office. Record & Stationary. Multipurpose hall Admin Office.
Staff Champers. Staff Dining. Pantry A.H.U.
Toilets.
Academic Block Basic Training Kitchen Advanced Tr. kitchen Quantity Tr. kitchen Continental Kitchen 1 Dining Hall Indian Kitchen Meat Fabrication
standards (NCHMCT)
case studies sqm
capacity Inference sqm sqm
20 56 28 5 14.0 28 75 150 46
12 2.2 70 60 100 30 5.5 18 18 50 250 20
2 2 1 1 1 1 1 1 1 1 1
24 4.4 70 35 100 30 5.5 18 18 75 210 20
56
77
1
77
23 10 15
1 1 1
23 10 15
2wc8sqm 1wc, 2urnl,24m 1wc,1wb
1
15qm/Person
1wc for 25m 1 urinal 21m,45m 1 wc for 15f total carpet area
6sqm/student 6sqm/student 6sqm/student 6sqm/student 6sqm/student 6sqm/student 6sqm/student
774.9
150 100 100 250 150 140
1 1 1 1 1 1 1
180 150 100 100 250 150 140 86 | P a g e
Veg Fabrication Bakery Storage Confectionary Halwal Cuisine Theatre Linen Room Class Room (For 20) Class Room (For 40) Class Room (For 60) Lock Room (Gs+Bs) Quality Control Lab Library Computer Lab H.O.D's Cabin H.O.D's Toilet Staffroom Pantry Students Toilet
6sqm/student 6sqm/student
130 140
1 1
6sqm/student 6sqm/student
90 70 150 50 30 55 85 100 50 200 200 10 2 40 56 1.5
1 1 1 1 5 4 3 1 1 1 1 2 2 1 1 10 7
1.1sqm/student 1.1sqm/student 1.1sqm/student 130 140 112 10 1.8 5sqm/staff 25% of dining 1wc for 40m 1wb for 60m 1 urinal for 20m 1 wc for 25f 1 wb for 40f total carpet area
1.5
10 7 7
130 140 60 90 70 150 50 150 220 255 100 50 140 130 20 2 55 10 10 7 10 7 7 2933
culinary gallery total carpet area Hostel facilitiy 50% total intake Double occupancy Rooms(Boys) Double occupancy Rooms(girls) Hostel superintendent Toilet for boys Bath WB WC Urinals Common hall
1400
15 sqm per room 16 sqm per room 60 1/8 boys 1/8 boys 1/8 boys 1/25 boys 100
25 25 25 8
30
450
30 2
450 120 50 12.5 37.5 10 100 87 | P a g e
Toilet for girls Bath WB WC Common hall
1/6 girls 1/6 girls 1/6 girls 100 total carpet area
Staff residential block Type-1 2BHK Bedroom-1 Bedroom-2 Living room Dining room Kitchen toilet Type-2 1BHK Bedroom-1 Living room Kitchen toilet Total carpet area(8 unit in each type) Restaurant VEG RESTRAUANT AND KITCHEN NON VEG RESTRAUANT AND KITCHEN MIXED MULTICUISINE RESTRAUANT LIFT & LOBBY Toilet.
1wc/50m 1urinal/50m 1wb/50m 2wc/50f 2wb/50f Total carpet area
29 29 29
58 14.5 43.5 100 1446
15 12 21.6 12 9 2.6
1 1 1 1 1 2 Total
15 12 21.6 12 9 5.2 74.8
12 15 6 2.6
1 1 1 1 Total
12 15 6 2.6 35.6 883.2
650
750 850 50 3 3 3 2 2 2313
Vertical farming 88 | P a g e
Research room Seminar Rooms with demonstration areas Storage Staff facilities Green house areas Preparation areas for planting harvesting area Packaging Attached outlets for produce Café with attached reading room Total carpet area Food street walk in- food court for 10 people
30
3
90
45 15 50 100 100 50 25 25
4 3 1 5 1 3 3 2
180 45 50 500 100 150 75 50
50
1
50 1290
1.5 sqm/person
45
675
15
150
20
100 20 945
Stand alone food kiosk with outdoor open to sky seating 10 small coffee shop, ice cream parlours, takeaways 5 loading and unloading area Total carpet area AUDITORIUM BACK STAGE AND RESTRROM STAGE SEATING AREA STORAGE PROJECTOR ROOM AHU
2 total carpet area
105 190 180 25 75 17 592
Total plinth area = carpet area + 30% Carpet Plinth area Area Blocks sqm 30% sqm Administrative Block 775 232 1007 89 | P a g e
Academic Block Culinary Gallery Hostel Staff accomadation Restaurant Vertical Farming food street AUDITORIUM Total build up area built up area recreational space/ interactive space,parking future development and OSR site area
2933 1400 1446 883 2313 1290 945 592
880 420 434 265 694 387 284 178
3813 1820 1880 1148 3007 1677 1229 770
11040
3312 21255
16350 5.3
4.5 1 10.5
90 | P a g e
5.2
SITE ZONING
Figure 89 Zoning
91 | P a g e
5.3
PROXIMITY
Figure 90 Proximity of block
Figure 91 Academic block proximity
Figure 92 Gastro gallery proximity
92 | P a g e
Figure 93 Admin block proximity
5.4
CONCEPT
Figure 94CONCEPT
93 | P a g e
5.5
PRESENTATION SHEET
94 | P a g e
95 | P a g e
96 | P a g e
97 | P a g e
98 | P a g e
99 | P a g e
100 | P a g e
5.6
PHYSICAL MODEL PHOTOS
101 | P a g e
102 | P a g e
CHAPTER 6 CONCLUSION 103 | P a g e
6
CONCLUSION
Food and shelter place the main role in human life. My design tried to protect the food of the region with architecture. Moving to the future is development but what it cost you is most important. Health needs more important than other things. People's minds have developed over years. Their choices are not made on their everything is controlled by marketing and advertisements. For good things also people need advertisement. To promote healthy and traditional food I have designed a space to promote healthy and traditional food habits. Behavioral change is important to bring people to a healthy diet. Architecture can give the correct solution for it. Proper utilization of the benefits and more public awareness in this regard can change our environment drastically soon if all the processes are followed. For the best benefit, the building orientation and the climatic condition of the site should also be necessary to consider while designing green buildings besides incorporating plants into the design. I hope that there is few draw backs in mixed use of institution and commercial space but controlling public movement. I hope that the few drawbacks of technologies should be overcome soon and more options to plant integration into the buildings should draw the builder's attention. Integrating Landscape and natural building material promote great connection with nature and people. Thus I can have a better environment as well as a better future for our next generation.
104 | P a g e
CHAPTER 7 APPENDIX 105 | P a g e
7
APPENDIX 1
QUESTIONAIRE Thesis survey-Reimaging food and architecture This is Sowmian, final year student of B.Arch. This survey is to solely, help me through my thesis study part only. It would be very helpful if you could spend a few minutes on answering the possible questions. Thank you ! 1. Email * 2. Which age group do you belong to? * 15-25 26-35 36-45 46-55 above 55 Other: 3. What is your Occupation? * Employed Student Self-employed Retired 4. What level of a foodie are you? * I sometimes eat outside I frequently hang out with my friends for food I like different variety of food would love to explore that field I am a food maniac 5.In your opinion, as a resident of Chennai, which area do you think would be more suitable for a food hub? * Sholinganalur OMR Tambaram 6. Are you interested to have a place in your city which has all the food-related activities under one roof? * Yes No Maybe 7. If yes what are all the activities/programs would you love to see inside this foodhub * Check all that apply. Food gallery Catering school Multi Cusine restaurants food street vertical farming Live cooking kitchen Food market food street below question are for people said yes for food street 8.If yes then is it? Necessity Only for celebration 9.When will you like to go? Check all that apply. Weekday Weekend 10. Which time would you like to visit? Check all that apply. 7am-9am 9am-11am 11am-1pm 1pm-4pm 4pm-7pm 7pm-10pm 106 | P a g e
11.Who will you take with you? Check all that apply. Friend Colleague Family
Alone
12. How much time will you spend? Check all that apply. 10-20 min 30 min 1 hour More than hour food gallery 13.If yes then is it? Necessity Only for celebration 14.When will you like to go? Check all that apply. Weekday Weekend 15. Which time would you like to visit? Check all that apply. 7am-9am 9am-11am 11am-1pm 1pm-4pm 4pm-7pm 7pm-10pm 16.Who will you take with you? Check all that apply. Friend Colleague Family Alone 17. How much time will you spend? Check all that apply. 10-20 min 30 min 1 hour
More than hour
107 | P a g e
APPENDIX 2 RESPONSE FOR QUTIONAIRE
108 | P a g e
109 | P a g e
If yes for Food street
110 | P a g e
If yes for food gallery
111 | P a g e
112 | P a g e
CHAPTER 8 LIST OF REFERENCE 113 | P a g e
8
REFERENCE 1. SOCIAL LIFE OF SMALL URBAN SPACES - WILLIAM H WHYTE 2. EATING ARCHITECTURE - FOOD AND SPACE 3. RESTAURANT & BARS - TASCHEN 4. MUSEUM & GALLERIES - MICHAEL CROSBIE 5. NEUFERT STANDARDS 6. TIME SAVERS STANDARDS-BULIDING TYPES-2 EDITION 7. TNCDRBR RULES 8. IHM NORMS 9. https://issuu.com/vmdoarchitects/docs/learning_spaces_book_singles 10.http://www.updc.utoronto.ca/re/Planning_Resources/Campus_Planning_Principle s.html 11.https://www.pppinindia.gov.in/documents/20181/21751/IIPDF_GuideLines_2013 .pdf 12.http://bis.org.in/sf/nbc.asp 13.https://www.behance.net/gallery/4382439/Culinary-Art-School-of-Asheville 14.https://aasarchitecture.com/2015/02/food-hub-master-plan-by-oma.html/ 15.https://assets.kpmg/content/dam/kpig/in/pdf/2016/1 1/Indias-food-service 16.https://cdn.s3waa.go.i/s313f3cf8c531952d72c5847c4183c6910/loads/2018/06/20 18062923.pdf 17.https://www.behance.net/gallery/7345563/Gdansk-Culinary-Centre 18.https://issuu.com/ankurgautam5/docs/final_research_ppr_one_book 19.https://www.archdaily.com/search/all?q=culinary%20arts%20center%20&page= 5
114 | P a g e
