THE INTERWEAVE - DESIGNING AN INCLUSIVE SPACE

SJB SCHOOL OF ARCHITECTURE AND PLANNING (Affiliated to Visvesvaraya Technological University, Belgaum, Karnataka)

BGS Health & Education City, Dr. Vishnuvardhan Road, Kengeri, Bengaluru - 560060

THE INTERWEAVE

DESIGNING AN INCLUSIVE SPACE

A Thesis Project Report

Submitted in partial fulfilment of the requirements for the award of the degree of Bachelor of Architecture

by Visvesvaraya Technological University - Belgaum

Submitted by Sumedha Mukherjee 1JA15AT068 th 10 Semester, B. Arch Submitted on: 08th August 2020

SJB SCHOOL OF ARCHITECTURE AND PLANNING BGS Health & Education City, Dr. Vishnuvardhan Road, Kengeri, Bengaluru - 560060

CERTIFICATE This is to certify that the thesis entitled "THE INTERWEAVE- Designing an inclusive space” is a bonafide work done by SUMEDHA MUKHERJEE, Register Number 1JA15AT068, in partial fulfilment of the requirements for the award of BACHELOR OF ARCHITECTURE of Visveswaraya Technological University, Belgaum, during the year 2020-2021.

THESIS COORDINATORS

DEAN

PROF Ar. SHILPA MADANGOPAL B. Arch, M. Arch, (PhD) SJB SCHOOL OF ARCHITECTURE AND PLANNING

PROF Dr. M.N. CHANDRASHEKAR B. Arch, MURP, MS (NYU), PhD SJB SCHOOL OF ARCHITECTURE AND PLANNING

ASST. PROF Ar. PRAVEEN DONGARE B. Arch, M. Arch SJB SCHOOL OF ARCHITECTURE AND PLANNING

GUIDE:

INTERNAL EXAMINERS:

EXTERNAL EXAMINERS:

Ar. ARUNA SUJIT Principal Designer and Co-Founder SDeG Architects, Bangalore B. Arch, M. Arch Visiting Assoc. Prof, SJBSAP

1. Name:

1. Name:

Signature with date

Signature with date

2. Name:

2. Name:

Signature with date

Signature with date

DECLARATION

I, Sumedha Mukherjee am a student registered for the course Bachelor of Architecture batch 2015-2020 in SJB School of Architecture and Planning recognized by the Council of Architecture (COA) and affiliated to VTU. I hereby make the following declarations: I am aware that infringement of copyright is an offense. I pledge that the work submitted for thesis is individualistic, where I have mentioned explicitly otherwise. I have followed the required conventions in referencing ideas and thoughts of others.

I understand that the University may take disciplinary action against me if there is any uncertainty on the originality of my work or that I have failed to acknowledge the source of extracted ideas and words.

This document is submitted as a partial fulfillment in the academic year 2020-2021 for the degree Bachelor of Architecture at SJB School of Architecture and Planning, VTU, Karnataka, India.

Signature of the student.

INTRODUCTION TO THESIS

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ACKNOWLEDGEMENT This project is very dear to my heart for various reasons and the success and final outcome of this project required a lot of guidance and assistance from many people and I am extremely privileged to have acquired this all along the completion of my project.

It is my radiant sentiment to place on record my best regard, deepest sense of gratitude to my mentor Ar. Aruna Sujit (Principal Designer and Co-Founder SDeG Architects Bangalore and Visiting Faulty at SJB SAP) for her constant support, encouragement and strong guidance throughout the semester despite the Covid-19 crisis.

I wish to express my thanks to Dean of SJB School of Architecture and Planning, Prof. Dr. M. N. Chandrashekar for his invaluable assistance and support.

I also take this opportunity to thank our thesis studio coordinators Prof. Praveen Dongare and Prof. Shilpa Rao Madan Gopal for their precious time and continued efforts.

I express my deepest gratitude to Ar. Akshatha Naik and Ar. Aziz Rajani for their contribution in helping me structure my thesis at the initial stages.

This project would not be possible without the special guidance of the experts- Mrs. Meera Ravichander (Principal, ASHA AWWA School) for taking the time to explain to me about the school and allowing me to document the space. Dr. SS Meera (Doctor and Asst. Prof, NIMHANS) and Ms. Akhila Girimaji (Speech Therapist and Audiologist, NIMHANS) for giving me in depth clarity on the subject.

Special thanks to the teachers who were part of the thesis committee Ar. Sachin Shetty, Prof. Bhagyalaxmi M, Prof. Gisha Joy and Ar. Sujay K. I express my gratitude towards Ar. Vagish Naganur, Prof. Vishwa Udachan and Ar. Michelle Deepa V for their valuable inputs.

I would like to acknowledge the guidance by Ar. Sanjay Kumar (Project Architect, DesignHaaus Pvt. Ltd), who took the time to provide me with constructive criticism.

I am indebted to all the members of the faculty of SJB School of Architecture & Planning for they never fail to inspire me.

I am grateful for the motivation and help I have received from my dear friends, classmates and seniors.

Most importantly I am grateful for the love and support I have received from my Mother, Father and my dear brother.

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TABLE OF CONTENT CHAPTER - 1 : INTRODUCTION TO THESIS

2

1.1 INTRODUCTION 1.1.1 THESIS STATEMENT 1.1.2 BACKGROUND 1.1.3 UNDERSTANDING CHALLENGES FOR PWIDD’S ACROSS CRITICAL LIFE STAGES 1.2 SYNOPSIS 1.2.1 AIM 1.2.2 OBJECTIVE 1.2.3 METHODOLOGY 1.2.4 SCOPE AND LIMITATIONS 1.2.5 PROJECT JUSTIFICATION 1.2.6 EXPECTED OUTCOME

1 1 1 2 4 4 4 4 5 5 6

CHAPTER - 2 : CASE STUDY

7

2.1 GENERAL INFORMATION 2.2 SELECTION CRITERIA 2.3 SCOPE OF STUDY 2.4 VITAL CASE STUDY 2.4.1 BASED ON SITE SELECTION 2.4.2 BASED ON ARCHITECTURAL CHARACTER 2.4.3 BASED ON SITE SELECTION (LIVE STUDY) 2.5 CRITICAL ANALYSIS AND OBSERVATIONS

8 8 8 9 9 13 17 22

CHAPTER - 3 : LITERATURE STUDY

23

3.1 GENERAL INFORMATION 3.2 USER DOMAIN 3.2.1 CLASSIFICATION OF NEURODEVELOPMENTAL DISORDERS 3.2.2 SEVERITY OF THE CONDITION 3.2.3 NEUROTYPICALS 3.3 FEATURES OF AN AUTISM FRIENDLY ENVIRONMENT 3.4 COLOUR THEORY 3.5 BEHAVIOUR AND ATTRIBUTES

24 24 24 26 27 28 30 31

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CHAPTER - 4 : ARCHITECTURAL RESEARCH

33

4.1 RELEVANCE 4.2 STUDY 4.3 OBSERVATON AND ANALYSIS

34 34 40

CHAPTER - 5 : SITE SELECTION AND ANALYSIS

41

5.1 SITE SELECTION PROCESS 1.1 5.2 SITE OPTIONS 5.3 SITE IMAGES 5.4 SITE AND CONTEXT 5.5 SITE ANALYSIS 5.6 SITE INFLUENCES 5.8 EDGE CONDITION 5.9 BYE-LAW AND REGULATIONS

42 43 44 45 46 47 50 51 53

CHAPTER - 6 : DESIGN PROGRAMME

60

6.1 DEVELOPMENT OF DESIGN PROGRAMME 6.2 AREA STATEMENT 6.3 PROXIMITY CHART AT INDIVIDUAL BLOCKS/SPACES LEVEL

61 62 63

CHAPTER - 7 : CONCEPT DEVELOPMENT PROCESS

64

7.1 SHAPE & VOLUME ANALYSIS 7.2 CIRCULATION ANALYSIS (A COGNITIVE MAP) 7.3 CIRCULATION DEVELOPMENT 7.4 RESPONSE TO USER GROUP / DESIGN RATIONALES 7.5 ZONING

65 67 68 69 71

CHAPTER - 8 : ARCHITECTURAL DEVELOPMENT

72

8.1 DESIGN DEVELOPMENT PROCESS 8.2 MASTER PLANNING PROCESS AND DEVELOPMENT 8.3 FORM AND MASSING 8.4 PROPOSED MASTER PLAN & SITE SECTIONS

73 76 78 80

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8.5 PROPOSED DETAILED DESIGN (FLOOR PLANS, ELEVATIONS, SECTIONS, VIEWS, ARCHITECTURAL DETAILS) 8.6 SITE VIEWS

CHAPTER - 9 : BIBLIOGRAPHY

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LIST OF FIGURES Fig 1-a: Neurorehabilitation (Neurodevelopmental Disorders, n.d.) ............................................1 Fig 1-b:The various difficulties faced by PwIDDs ..........................................................................2 Fig 1-c: Challenges faced by PwIDDs, (Dasra, 2019) .....................................................................3 Fig 1-d: Methodology ..................................................................................................................4 Fig 1-e: Percentage of various disabilities (Dasra, 2019) ..............................................................5 Fig 2-a: Aerial View of Champalimaud Center for the Unknown ..................................................9 Fig 2-b: Zoning...........................................................................................................................10 Fig 2-c: Axis of divergence .........................................................................................................10 Fig 2-d: Access ...........................................................................................................................10 Fig 2-e: Images of Champalimaud Center for the Unknown (Associates, 2011)..........................11 Fig 2-f: Plan of Champalimaud (Associates, 2011)......................................................................12 Fig 2-g: Visual Connection .........................................................................................................12 Fig 2-h: Curved walls .................................................................................................................12 Fig 2-i: Schematic plan...............................................................................................................13 Fig 2-j: Views of De Zeester, source (https://archello.com/project/de-zeester) .........................14 Fig 2-k: Plan...............................................................................................................................15 Fig 2-l: Section ...........................................................................................................................15 Fig 2-m: Schematic plan (Author, 2020) .....................................................................................16 Fig 2-n: Image of ASHA School ...................................................................................................17 Fig 2-o: Schematic plan of ASHA school (Author, 2020) .............................................................18 Fig 2-p: Barrier free environment ..............................................................................................18 Fig 2-q: Furniture for children with PwIDD ................................................................................19 Fig 2-r: Images of ASHA School ..................................................................................................21 Fig 3-f: Acoustic flooring ............................................................................................................29 Fig 3-f:Direct and Indirect lighting .............................................................................................29 Fig 3-f:Acoustic Ceiling ..............................................................................................................29 Fig 3-f:Double Glazed window ...................................................................................................29 Fig 3-f:Indirect Artificial light .....................................................................................................29 Fig 3-f:Magnetic Doors ..............................................................................................................29 Fig 3-g:ASD friendly palette .......................................................................................................30 Fig 4-a:Site Plan of Maya Somaiya Library .................................................................................35 Fig 4-b: Section..........................................................................................................................35 Fig 4-c: View 1 library ................................................................................................................36 Fig 4-d: View 2 of library............................................................................................................36 Fig 4-e: View 3 of Library ...........................................................................................................36 Fig 4-f: Construction Detail ........................................................................................................37 Fig 4-g: 32mm Brick tile Laying ..................................................................................................37

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Fig 4-h: Aerial view of Parasol ...................................................................................................38 Fig 4-i: Views of Parasol .............................................................................................................39 Fig 5-a: Deccan Herald Article....................................................................................................42 Fig 5-b: Images of Site, Photograph by (Author, 2020) ...............................................................45 Fig 5-c: Temperature and Precipitation Chart ............................................................................47 Fig 5-e: Climate analysis ............................................................................................................47 Fig 5-d: Wind rose chart ............................................................................................................47 Fig 5-f: Edge-Built ......................................................................................................................51 Fig 5-g: Edge-Road.....................................................................................................................51 Fig 5-h: Edge-Water ..................................................................................................................51 Fig 5-i: Site and Context ............................................................................................................52 Fig 5-j: Schematic site and context sections...............................................................................52 Fig 5-k : Offset with respect to road width (author) ...................................................................53 Fig 5-l : Maximum height of building w.r.t. road width (author) ................................................53 Fig 5-m : Setback area (author) .................................................................................................54 Fig 5-n : Setback for irregular site(author) .................................................................................54 Fig 6-a: Proximity chart .............................................................................................................63 Fig 7-a: Macro Zoning ................................................................................................................71 Fig 7-b: Interconnected Zoning ..................................................................................................71 Fig 7-c: Illustrated Zoning ..........................................................................................................71 Fig 8-a: With reference to Page 69 7.3 CIRCULATION DEVELOPMENT .......................................73 Fig 8-b: Detailed zoning .............................................................................................................76 Fig 8-c: Masterplan 1 (Conceptual stage)...................................................................................76 Fig 8-d: Masterplan 2 (Conceptual stage) ..................................................................................76 Fig 8-e: Schematic Section 1 (Conceptual stage) ........................................................................77 Fig 8-f: Schematic Section 2 (Conceptual stage).........................................................................77 Fig 8-g: Schematic Section 3 (Conceptual stage) ........................................................................77

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LIST OF MAPS Map 2-a: Location of Champalimaud Centre for the unknown (Google, n.d.)

Map 2-b: Location of De Zeester Map 2-c: Location of ASHA school Map 4-a: Location of Maya Somaiya Library (Google, n.d.)

Map 4-b: Location of Parasol Map 5-b: Landuse map of Bangalore (Ulsoor) Map 5-a: 3D representation of site (Author, 2020)

9 13 17 35 38 46 46

LIST OF TABLES AND GRAPHS Table 2:1 22 Table 3:1 26 Table 3:2 (Author, 2020) 31 Table 4:1 40 Table 5:1- Minimum front setbacks for all types of buildings with respect to road width 53 Table 5:2- Minimum Setbacks for All types of Building (except Industrial Building) with respect to the height of the building 53 Table 5:3- Parking Requirements for Various Uses 55 Table 6:1: Area statement 62 Table 7:1 (Author, 2020) 69

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LIST OF ABBREVIATIONS AND ACRONYMS

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SL NO

ACRONYM

MEANING

1

PwIDDs

2

NDD

Neuro-developmental Disorders

3

ASD

Autism Spectrum Disorders

4

IDD

Intellectual Developmental Disorders

5

ADHD

People with Intellectual and developmental disorders

Attention deficit hyperactivity disorder

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CHAPTER - 1 :INTRODUCTION TO THESIS

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1.1 INTRODUCTION Neuro - Developmental Disorders are a group of disorders in which the development of the central nervous system is disturbed. This can include developmental brain dysfunction, which can manifest as neuropsychiatric problems or impaired motor function, learning, language or non-verbal communication. They are also called as persons with intellectual and developmental disorders (PwIDDs).

(Neurodevelopmental Disorders, n.d.)

1.1.1 THESIS STATEMENT

Fig 1-a: Neurorehabilitation (Neurodevelopmental Disorders, n.d.)

Too often individuals with a feeble mind are labelled and isolated from the general society.

These isolations may be in the form of barriers created psychologically, socially, economically, politically and technologically. Consequently, there is a need for an inclusive approach to break these barriers and create heterogenous communal spaces.

Barriers mean any obstacles that prevent them from fully participating in all aspects of society and their abilities to move independently (Steinfeld & Maisel, 2012). These barriers are visible and invisible. Visible barriers include architectural barriers, such as stairs which prevent people with mobility devices from using them and seniors who have a fear of slipping and falling from using stairs. Invisible barriers include attitudinal barriers, such as behaviors and perceptions that discriminate against PwIDDs. (Wong, 2006)

1.1.2 BACKGROUND A History of Neglect – As people with intellectual and developmental disabilities (PwIDDs) were perceived to be less capable of contributing to the economy, they were neglected by families and not viewed as productive members of the community. “Scientific

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approaches such as Darwinism that emphasized the ‘survival of the fittest’ also reinforced this attitude. This justified state efforts to segregate ‘feeble minded’ persons from mainstream society.”

This influenced the institution-based support for the PwIDDs in the form of asylums, special schools etc. instead of community-based support. Even though in the recent times group homes and shelter homes are introduced it still underlines its homogenous nature Following the years of their education through special schools, these individuals (above the age of 18) invariably rely on their guardians for all their needs, in spite of the fact that the mild and moderate cases of the disorders can be coached to perform simple-manual-tasks that provide them with remuneration.

Fig 1-b:The various difficulties faced by PwIDDs

1.1.3 UNDERSTANDING CHALLENGES FOR PWIDD’s ACROSS CRITICAL LIFE STAGES 1. Birth and Early Childhood: The human brain experiences growth in early childhood and children typically develop motor, social and cognitive skills before they turn five. Delays in achieving developmental milestones (ability to roll over, sit, walk, or talk) may be early signs of IDD. If these delays are diagnosed and treated, it could significantly improve the child’s developmental trajectory.

2. Education: All children between the ages of 6-14(including children with IDD) are entitled to free and compulsory education under India’s Right to Education Act and the Sarva Shiksha Abhiyan (SSA) scheme. Yet, limited efforts have been made on the grounds to ensure that children with IDD have access to suitable, quality education for their comprehensive development. Limited training to teachers/ special educators in schools.

3. Employment: The government aimed to skill half a million persons with disability by 2018 under the National Action Plan for Skill Training of Persons with Disabilities. However,

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‘person with disability’ are not homogeneous group due to the negative perceptions around their capabilities. PwIDDs are least likely to obtain employment without targeted assistance and support. Disability focused government schemes do not mandate IDD-friendly workspaces leading to limited economic opportunities for PwIDDs. 4. Adult Support Services: As adults, PwIDDs may require rehabilitative support, guidance to access government entitlements as well as assistance for independent living. Yet, without finances and the legal right to inherit property, PwIDDs lack access to these services and are often left helpless after their parents’ demise. Private assisted living facilities are unaffordable.

(Dasra, 2019) The Lack of awareness and sensitivity in the community.

“People are only interested in the intellectual disability when they have an experience of disability. It is always the parents who have to advocate. For disability to become a mainstream discussion there needs to be a shared understanding. I would like to see all the disabilities come together, create a resource poop and share best practices” (Poonam Natarajan, 2019)

Fig 1-c: Challenges faced by PwIDDs, (Dasra, 2019)

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1.2 SYNOPSIS 1.2.1 AIM The project aims to address the gap between the neurotypicals and the PwIDDs in order to shape a more inclusive environment for all. Through economic empowerment these individuals will also provide with the opportunity to learn, develop, adapt and interact with the neurotypicals in an inclusive environment.

1.2.2 OBJECTIVE • • • •

To help enhance the skills of the individuals, solutions that works for them and their unique circumstances.

The intervention intends to address the individuals social and economic well-being.

To create an environment where the individuals feel a sense of belonging.

“Simulating the real world, should make the transition to the real world that much less intimidating.” (Christopher N. Henry, 2011)

1.2.3 METHODOLOGY The data required to understand the necessary economic and social support systems along with the design dialogue can be studied and examined in three stages- assessment and observation of adults with IDD, interviews with experts and assessment of the general public and their behavior associated with the IDD.

Fig 1-d: Methodology

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1.2.4 SCOPE AND LIMITATIONS SCOPE The design dialogue is the most important part of this project hence, the scope would be to explore the spatial designing in terms of masterplan and internal layouts.

Emphasis will be laid on the ways in which the interweaving of spaces between the abled and the disabled could be done in order to underline the heterogenous nature of the project.

The project would also seek to understand ways of empowering the individuals socially, economically and psychologically.

LIMITATIONS Since the project focuses on the inclusivity in public spaces, the focus would include the severe and profound cases of disorder since they would need constant medical support.

The project does not contain the deep analysis of structural system and structural details as these are not the main aspects of design. The project also would not include the costing and estimation.

1.2.5 PROJECT JUSTIFICATION One in every eight children in India aged 2 to 9 years has a neuro-developmental disorder.

These disorders include Intellectual disability, Autism Spectrum Disorder, Attention Deficit Hyperactive Disorder, etc.

Fig 1-e: Percentage of various disabilities (Dasra, 2019)

Since the disability can occur individually or in comorbidity, the intensity of the disorder is classified as Mild, Moderate and Severe/Profound. (Girmaji, 2020) These individuals often feel unconfident and vulnerable to exploitation and are disturbed by being alone. Even though there are group homes or shelter homes to support them but they often lack freedom thus desire independency.

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The weight of prejudice against PwIDDs means that they often worry about how people look at them in the street. They find themselves being categorized as an outcast on social grounds. Many public spaces where people congregate (like cinemas, football grounds, theatres, courses in colleges etc.) cost money that they do not have. (Chris Wood, 2014) In view of that, there is a need for spaces that can break these barriers and greet various crowds, and provide the PwIDDs with an opportunity for economic and social empowerment.

1.2.6 EXPECTED OUTCOME It is critical to foster an inclusive and supportive environment to ensure positive life outcomes for PwIDDs across all stages. Currently, there are key gaps that need to be addressed by stakeholders (including the government, academia, communities and social workers) to empower PwIDDs and ensure their social, economic and political inclusion.

In the architectural perspective the project aims to create a space that amalgamates into the urban scape as an urban insert.

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CHAPTER - 2 :CASE STUDY

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CASE STUDY

2.1 GENERAL INFORMATION The research is approached in terms of case studies to achieve and in depth, multifaceted understanding of the complex subject in its real-life context. In this chapter, the study would provide light to the various aspects of design ranging from macro level planning, the spatial character, the materiality and the program requirements.

2.2 SELECTION CRITERIA The different selection criteria were based on the different design requirements, scale of project, site of the project and their relevance to the thesis subject and other architectural aspects. The three key outlines are as follows: 1. Based on site selection and context - Champalimaud Centre For the Unknown, Lisbon 2. Based on the architectural character - De Zeester ‘The Starfish’, Netherlands 3. Based on program definition - ASHA School (Centre For Differently Abled Children), Bangalore 4. Based on geometry and function (to be discussed under Ancillary topicARCHITECTURAL RESEARCH) - Maya Somaiya Library, India & The Metropol Parasol, Spain

2.3 SCOPE OF STUDY Architectural aspects such as concept evolution, site planning, zoning, circulation pattern is covered. In order to frame out the design requirements, the activity pattern, design capacity and program requirements are also studied.

For the materiality study structural aspects such as structural detail, materials and services are also integrated part of the study.

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2.4 VITAL CASE STUDY 2.4.1 BASED ON SITE SELECTION CHAMPALIMAUD CENTRE FOR THE UNKNOWN, LISBON Location Lisbon, Portugal Architects Charles Correa Associates Area 50000.0 m² A research and diagnostic center for people grappling with real problems like cancer, brain damage and going blind SITE AND CONTEXT: The site, where the river meets the Atlantic Ocean, is steeped in history. It is the site where Henry the Navigator, Vasco de Gama and other great Portuguese left on their journeys into the unknown—a perfect metaphor for the discoveries of contemporary science today, Correa points out. (source: Archdaily)

Map 2-a: Location of Champalimaud Centre for the unknown (Google, n.d.)

Fig 2-a: Aerial View of Champalimaud Center for the Unknown

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CASE STUDY

PLANNING FEATURES: The site embraces two buildings, the first containing research laboratories and treatment rooms, and the second housing an auditorium and exhibition area.

Central pathway leading towards two monolithic stone sculptures and an outdoor amphitheatre.

Glass tubular bridge connects the two buildings together. it uses the highest levels of contemporary science and medicine to help people with cancer, brain damage and going blind.

Fig 2-b: Zoning

Architecture as sculpture. Architecture as beauty. Beauty as therapy.”. (Associates, 2011)

Here the site helps utilize the surrounding Nature as therapy. “The WATER around us.

The SKY above. The healing presence of RAIN FORESTS. All these are therapies for the patients.”

Fig 2-d: Access

Fig 2-c: Axis of divergence

The site and its location influence the form of the building and each of the three parts of the site converge at the center with a public plaza.

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SITE IMAGES:

View 1

View 2

View 3

View 4

View 5

View 6 Fig 2-e: Images of Champalimaud Center for the Unknown (Associates, 2011)

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PLAN:

Fig 2-f: Plan of Champalimaud (Associates, 2011)

INFERENCES: • Large windows and glass panels are used which increase the visual connectivity throughout the space. This enables the user to get a sense of orientation.

Fig 2-g: Visual Connection

•

It has curved circular forms giving the users a sense of direction.

Fig 2-h: Curved walls

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2.4.2 BASED ON ARCHITECTURAL CHARACTER DE ZEESTER ‘THE STARFISH’, NETHERLANDS Location Noordwijk, Netherlands Architects Marlies Rohmer Area 10,000 m²– 30,000 m² SITE AND CONTEXT: De Zeester (‘The Starfish’) is an extension to the residential care center for persons with a mental handicap on the Willem van der Bergh Site in Noordwijk.

Map 2-b: Location of De Zeester

ARCHITECTURAL FEATURES: De Zeester (‘The Starfish’) is an extension to the residential care center for persons with a mental handicap.

A compact, directionless, self-contained building with flexible use potential.

The robust column structure with a 7.2 m grid. The generic spaces may be configured for use in various ways.

The outdoor spaces and facility areas can provide for overflow or for alternate uses (e.g. additional group spaces).

Fig 2-i: Schematic plan

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At the same time, the building opens up visually to its environment: the surrounding landscape is effectively drawn in under the overhangs.

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IMAGES:

View towards balcony

Central stairway view 1

Central stairway view 2

Rosette Windows

External View 1

External View 2 Fig 2-j: Views of De Zeester, source (https://archello.com/project/de-zeester)

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PLAN: The building’s compactness is intended to enhance the sense of shelter and intimacy of scale.

The central circulation space is minimal.

A double-height collective space with a skylight forms the striking center of the building. Long, continuous corridors are avoided.

Fig 2-k: Plan

On the first floor, a restaurant links to the central hall with which it shares a panoramic view of the surrounding country.

Fig 2-l: Section

The group spaces on the first floor have adjoining terraces in the form of enclosed patios.

These are protected by a tall parapet, for the clients with the greatest disabilities cannot be allowed to leave the building.

There are only two types of window opening in the building; the double doors which open outwards into the outdoor spaces, and the pattern of ceramic porthole windows which are spread uniformly over the whole facade.

An interesting detail is that the ceramic ‘rosettes’ that frame the portholes are hand-made by mentally handicapped workers. The 275 rosettes all show slight differences in color and shape.

1 2 3 4 5 6

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GROUP ROOM RELAXATION ROOM PANTRY OUTDOOR SPACE ISOLATION CELL

7 8 9 10 11 12

‘SOEZELRUIMTE’ OFFICE STAFF KITCHEN RESTAURANT CANDLE MAKER CENTRAL HALL

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INFERENCES: • The central hall and the enlarged staircase make the space feel extroverted and inviting.

• The abundant landscaping around the building acts as spillover spaces for activities

Fig 2-m: Schematic plan (Author, 2020)

•

The high parapet walls on the overhangs makes the space feel more contained.

• The multiple rosette portholes as windows could trigger typophobia in some.

•

With its warm brick façade, campus-like layout, green spaces and comforting wood-paneled interior provide a sense of tranquility.

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2.4.3 BASED ON SITE SELECTION (LIVE STUDY) ASHA SCHOOL (CENTRE FOR DIFFERENTLY ABLED CHILDREN), BANGALORE Location Founder Area Year

Shivanagar, Bengaluru Army Wives Welfare Association (AWWA) 6 acres (approx.)

1993

The ASHA school for the differently abled children, Bangalore handles multiple disabilities. In several cases children have more than one disability which makes the task of managing and training of these children even more challenging.

SITE AND CONTEXT: The school is a part of a located in a defense area on Dispensary road, near Ulsoor lake, Bangalore.

Map 2-c: Location of ASHA school

Fig 2-n: Image of ASHA School

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PROGRAMS AND PLANNING: The institute includes Flexible classroom spaces, and multiple therapy spaces likePhysiotherapy, Speech therapy, Sensory therapy, Yoga and Music therapy.

1 Entry 2 Classrooms 3 Aqua Therapy 4 Auditorium 5 Play Area 6 Vocational Training 7 Mock House 8 Greenhouse 9 Gazebo

Fig 2-o: Schematic plan of ASHA school (Author, 2020)

•

• •

•

The Campus is widely spread along a large area which allows the children to move freely without feeling a sense of barrier All the built structures are limited to a single level so as to provide maximum accessibility.

The campus includes plenty of pause points that allows the children to process all the information and feel more grounded while moving from one space to another.

The project has successfully trained a number of students and many of them are now employed at various vocations, mainly hospitality.

Fig 2-p: Barrier free environment

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FEATURES DEDICATED TO THE STUDENTS: • The institute includes Flexible classroom spaces, and multiple therapy spaces likePhysiotherapy, Speech therapy, Sensory therapy, Yoga and Music therapy.

• The furnitures are customised for the physically disabled as well Fig 2-q: Furniture for children with PwIDD •

The classrooms have a more flexible approach to the teaching.

•

Gadgets are also customised to sensitise the children with their functioning.

VARIOUS PROGRAMS INCLUDED: The List of Skills taught

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SITE IMAGES:

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PROGRAM IMAGES: Skill development spaces

Model house for independent living skills:

Fig 2-r: Images of ASHA School

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CASE STUDY

2.5 CRITICAL ANALYSIS AND OBSERVATIONS Table 2:1

CASE STUDY Champalimaud Centre For the Unknown, Lisbon

OBSERVATIONS • • • •

De Zeester ‘The Starfish’, Netherlands

• • • •

DESIGN TAKEAWAYS

Curved Geometry Physically and visually connected through an access Water and Greenery serve as elements that add to the serenity of the site Welcoming the public through the built into the public water front

•

Rigid geometry Compact design Opens up to nature for therapy Central Skylight for natural lighting apart from small and multiple windows on the facades

•

• •

•

•

ASHA School (Centre For Differently Abled Children), Bangalore

•

• •

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Includes all required tools(programs) necessary to shape a child with certain disorders into certainly capable adults Simulating the real world in a generic way Sense of being barrier free due to the loosened planning

•

• •

Directionality and orientation are key aspects Site selection to be influenced by the presence of nature The blend of the spaces may be achieved through an urban insert

Approach to the building isn’t as welcoming as the grand entrance inside, thus would be restricting.

The compact design helps create a safe space for the individuals while the open green space liberates them.

Good lighting without glare to be considered Skill based programs would also help young adults to further train for employment No room for public interacted other than guardians.

Molding the barrier in a way to invite the public yet give the individuals a sense of safety

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CHAPTER - 3 : LITERATURE STUDY

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LITERATURE STUDY

3.1 GENERAL INFORMATION This in-depth research would try to comprehend through three phases, understanding the user domain, study of relevant information from pre-existing reports for behavioral study and finally translation of this data in terms of architecture or spacial character.

3.2 USER DOMAIN The user domain would be classified into two larger sets- people with neurodevelopmental disorders and the neurotypicals. The is important since the project seeks to create an inclusive environment with the understanding of the two.

3.2.1 CLASSIFICATION OF NEURODEVELOPMENTAL DISORDERS It is important to note that Individuals may have at least one co-occurring neurodevelopmental disorder, for example, individuals with ASD also have a high prevalence of ADHD and intellectual disability.

AUTISM They are a group of developmental disabilities that can cause serious, and even chronic, socialization, communication and behavioral problems. The way in which these changes are manifested varies greatly from one child to another, hence referring to a "spectrum" or "continuum of disorders,” meaning that there are different ways in which the symptoms of this type of disorder appear and the severity of symptoms varies from case to case. The clinical profile is neither uniform nor absolutely demarcated; it oscillates ranging from high to low affect, varies with time, and is influenced by factors such as the degree of associated intellectual ability or access to specialized support.

People with ASD process information in their brain differently than others and they develop at different rates in each area. They present with clinically significant and persistent difficulties in social communication (marked difficulty in nonverbal and verbal communication used in interactions, lack of social reciprocity and difficulty developing and maintaining peer relationships appropriate to their developmental level), stereotypical motor or verbal behavior, unusual sensory behavior, and excessive adherence to routines and ritualistic patterns of behavior and limited interests.

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ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) ADHD is the most commonly diagnosed mental disorder of children. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors interfere with school and home life.

It is characterized by the presenting symptoms of inattention and /or impulsivityhyperactivity. Subtypes appear based on whether the predominant symptom is attention deficit, hyperactivity-impulsivity, or both equally.

The principal manifestations of each of these areas are: Inattention: - Lack of attention to detail and committing careless mistakes.

- Difficulty sustaining attention in tasks or at play.

- Is easily distracted by extraneous stimuli.

- Does not seem to listen when spoken to directly.

- Neither follows instructions nor completes tasks.

- Has difficulty organizing tasks and activities.

- Avoids, to the furthest extent possible, tasks that require sustained mental effort.

- Is careless in daily activities.

Hyperactivity: - Cannot sit still or fidgets with hands and feet.

- Gets up in situations in which he or she should remain seated.

- Excessive energy.

- Runs around or climbs excessively in inappropriate situations (in adults, feelings of restlessness).

- Difficulty playing quietly or calmly engaging in leisure activities.

- Talks excessively.

Impulsivity: - Begins to answer a question before hearing the end of it.

- Has difficulty waiting for his/her turn.

- Interrupts or meddle in other’s activities.

INTELLECTUAL DISABILITY (ID) ID is not a specific medical disorder like pneumonia or strep throat, and it is not a mental health disorder. People with ID have significantly below average intellectual functioning that is severe enough to limit their ability to cope with one or more areas of normal daily living (adaptive skills) to such a degree that they require ongoing support. Adaptive skills may be categorized into several areas including

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LITERATURE STUDY

Conceptual area: Competence in memory, reading, writing, and math Social area: Awareness of others' thoughts and feelings, interpersonal skills, and social judgment Practical area: Personal care, task organization (for work or school), money management, and health and safety.

People with intellectual disability have varying degrees of impairment, classified from mild to profound. Although fundamentally impairment is caused by the decreased intellectual functioning (typically measured by standardized intelligence tests), the impact on the person's life depends more on the amount of support the person requires.

For example, a person who has only mild impairment on an intelligence test may have such poor adaptive skills that extensive support is required.

3.2.2 SEVERITY OF THE CONDITION Table 3:1

MILD • •

•

Majority of people with ID are classified as mild, These individuals are slow in areas of conceptual development and social and daily living skills.

They can learn practical life skills which allows them to function in ordinary life with minimal levels of support.

MODERATE •

•

These individuals can take care of themselves, travel to familiar places in their community and learn basic skills related to safety and health.

They require moderate monitoring and training.

SEVERE / PROFOUND • •

•

•

These individuals cannot live independently They require close supervision and help with self-care activities.

They have very limited ability to communicate and often have physical limitations.

Supportive services are provided in medical institutions and social settings such as group homes.

Thus, the project would only accommodate the moderate and mild conditions.

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3.2.3 NEUROTYPICALS “Neurotypical” is a newer term that’s used to describe individuals of typical developmental, intellectual, and cognitive abilities.

Neurotypical individuals are often described in relation to individuals with autism, so they may have: • • • •

no problem interacting with peers or having conversation no noticeable speech delays as children no sensory issues, such as not being able to tolerate crowds, loud noises, or being too hot or too cold the ability to adapt to change

(Herdfortshire, n.d.)

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LITERATURE STUDY

3.3 FEATURES OF AN AUTISM FRIENDLY ENVIRONMENT The following are targeted towards people with autism but most of the features also overlap with the IDD and ADHD. These features only add to the inclusive nature of the project.

Wayfinding: • • •

Clear geography Curved Walls (Image 3.2) Colour coding (Image 3.1) Image 3. 4

Circulation • • • •

No corridors (Image 3.4) Eliminate running opportunities Spaces for socializing and being alone Consider proxemics and space requirements (Image 3.3)

Calm and simple spaces • • •

Good Acoustics- in ceilings, walls and doors (Fig 3-a,b,d) Carpet Flooring (Image 3.9) No confusing textures (Image 3.6)

Image 3. 4

Quiet Rooms • •

Essential for calming (Image 3.9) Can double for alternative use

Colours • • •

Image 3. 4

No stimulating colours (Image 3.4) Consider colours in daylight and artificial lighting conditions (Image 3.8) No orange and red (quiet colours only)

Image 3. 4

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Lighting • • • • •

No flickering fluorescent light Hidden or indirect lighting preferred Glowing environment Dimming facilities Consider coloured

Image 3. 9

Security • • •

Magnetic locks (no risks of being locked inside) Recessed hinges or pivots Minimize doors to outside

Image 3. 9

(Christopher Beaver, 2010)

Image 3. 9 Fig 3-f: Acoustic flooring

Fig 3-f:Direct and Indirect lighting

Image 3. 9

Fig 3-f:Acoustic Ceiling

Fig 3-f:Double Glazed window

Fig 3-f:Indirect Artificial light

Fig 3-f:Magnetic Doors Image 3. 9

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LITERATURE STUDY

3.4 COLOUR THEORY Colour has a symbolic meaning that is recognized by the subconscious, which affects the flow and the amount of energy in the body (Pile, 1995). Colour can be used to enhance, highlight and differentiate areas within a building and raise awareness of pertinent features.

Colours can also psychologically influence emotions, they are divided into two categories which are warm and cool colours. Colour between these two categories of groups can be names as “intermediates”. In the Psychology color schemes taken from Oswald color wheel system, it can be clearly seen that warm color is culminated in orange and cool color is culminated in turquoise (BH).

The warm colors, such as red, yellow and orange give an exhilarating, exciting and stimulating feel. Cool colors which are green and blue give calming psychological effect, peaceful which purple brings depressing effects. Whites give the effect of clean, open and bright which black gives the effect of heavy, formal and unpleasant. (Birren,1961) (MN Al-Ghin¹ - 2016 - ijern.com) According to a research lead by Kingston University, London (Christopher Beaver, GA Architects, 2010), The challenging colours like orange and red are avoided while quiet and pastel colours are preferred. The finish of these colours on surfaces like walls are floors are to be slightly textured so as to not create any glossy surfaces with harsh reflections. The colours shown in Fig1234 are deemed to be preferred by PwIDDs according to the same research.

Fig 3-g:ASD friendly palette

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3.5 BEHAVIOUR AND ATTRIBUTES Table 3:2 (Author, 2020)

EMOTION AND BEHAVIOUR

REPRESENTATION OF SPACE

DESIGN DIALOGUE

Intimidated by loud geometries and spatial stimuli

A moderately stimulating environment.

Play of patterns, colors, light and shadows.

Experience disorientation and confusion

A legible space.

(With limited choices)

Need a sense of safety

Coherent and predictable spaces

Lack of independence

Control. empowerment by giving them the ability to alter and interact with spaces

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LITERATURE STUDY

Risk of self-injury

Restorative.

Elements to function therapeutically

Weak at cognitive processing

Wayfinding. Sense of direction.

Feeling of restrain and Confinement.

Barrier free environment yet with a sense of supervision.

Face discrimination and segregation and are thus Socially isolated

Inclusivity as and urban insert that encourages social interactions and communal activities.

Anxious when moving from place to place without having the time to process all the information

Harmony of spaces with certain points of pauses can make this journey smoother.

They can feel stressed if they aren’t in a familiar space.

Repetition of elements can provide a sense of ease.

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CHAPTER - 4 :ARCHITECTURAL RESEARCH

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ARCHITECTURAL RESEARCH

4.1 RELEVANCE In view of the literature study, curves when placed on a vertical plane (i.e. walls) provide an improved sense of directionality and are a vital part of the design process therefore the special topic would cover the prospects of a curve when placed on a horizontal plane (i.e. a floating roof).

The representation of curves on a horizontal plane would be through the understanding of a parametric structure.

4.2 STUDY MAYA SOMAIYA LIBRARY, SHARDA SCHOOL (Castro, 2018) Location Kopargaon, Maharashtra, India Architects Sameep Padora & Associates Area 5750 ft² Year 2018 Alluding to the impetus that children have towards landscape over a building the architects imagined the library building to be a formal extension of the ground plane. A place inside for study and a place above for play. (Castro, 2018)

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SITE AND CONTEXT: The site chosen for this small addition of a children’s library within a school in rural Maharashtra, was a sliver between existing buildings and the school boundary, a site that almost implied a linear building footprint to adjust the program for the chosen site.

Map 4-a: Location of Maya Somaiya Library (Google, n.d.)

PLAN AND SECTION: The inspiring spatial experience hopes to be a magnet to attract students and other residents from the nearby settlements after school hours.

Fig 4-a:Site Plan of Maya Somaiya Library

The library interior has varied spatial & seating systems, a floor stool system towards the edges for a more intimate study area and towards the center, tables and stools for collaborative study.

Fig 4-b: Section

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ARCHITECTURAL RESEARCH

IMAGES:

The library lies at the intersection of a student’s daily routine, it became a pavilion accessed from multiple sides with students potentially engaging with books while traversing through the library or over it.

Fig 4-c: View 1 library

The self-structured window bays are striated profiles for increased stability with economical window section sizes.

Fig 4-d: View 2 of library

The roof is a self-supporting structure with large spans and no supporting columns.

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STRUCTURAL ASPECT:

Fig 4-f: Construction Detail

The design principles range from the Catalan Tile Vaulting system to the compression ring detail.

The construction technology for the project also makes a case to reexamine the age-old binaries of the global and local as being in opposition. The regional or the local within the South Asian paradigm typically manifests within strict formal constraints of the style in memory. This is often at the expense of material efficiencies.

The vault - parametric structure is designed and developed through a software called Rhino Vault and then executed with three layers of brick tile and mortar.

Fig 4-g: 32mm Brick tile Laying

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ARCHITECTURAL RESEARCH

THE METROPOL PARASOL, SPAIN (Frearson, 2011) Location Seville, Spain Architects J Mayer H architects Year April 2011

A giant latticed timber canopy as part of their redevelopment of the Plaza de la Encarnacíon in Seville, Spain. The Metropol Parasol is a public plaza that includes schemes for an archaeological museum, a farmer’s market, an elevated plaza, and bars and restaurants, all contained beneath and within the parasol structure making it the new contemporary urban center.

Fig 4-h: Aerial view of Parasol

SITE AND CONTEXT: In April of 2011, Jürgen Mayer Hand Arup teamed to complete their solution for Seville’s central square – an architecture that brings a contemporary spirit to such a historical and traditional space.

Map 4-b: Location of Parasol

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IMAGES: Its role as a unique urban space within the dense fabric of the medieval inner city of Seville allows for a great variety of activities such as memory, leisure and commerce. A highly developed infrastructure helps to activate the square, making it an attractive destination for tourists and locals alike.

Realized as one of the largest and most innovative bonded timber-constructions with a polyurethane coating, the parasols grow out of the archaeological excavation site into a contemporary landmark, defining a unique relationship between.

Fig 4-i: Views of Parasol

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ARCHITECTURAL RESEARCH

4.3 OBSERVATON AND ANALYSIS Table 4:1

MAYA SOMAIYA

PARASOL

TAKE AWAY

MATERIALITY Three layers of innovative bonded Compressed laminated timber 32mm Brick tile timberwith ferro cement with cement constructions with a mortar polyurethane coating FUNCTION Library

SCALE Small

Public Plaza

Plaza

Large

Moderate

GEOMETRY A seamless blend Floating parametric Blend with the ground from the ground structure

STIMULATION Low

High

POROSITY A solid mass with Highly porous zero porosity on its surface

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Low

The project seeks to use a combination of exposed framework ab

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CHAPTER - 5 : SITE SELECTION AND ANALYSIS

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SITE SELECTION AND ANALYSIS

5.1 SITE SELECTION PROCESS

.

Census 2001 has revealed that over 21 million people in India as suffering from one or the other kind of disability.

This is equivalent to 2.1% of the population. Among the total disabled in the country, 12.6 million are males and 9.3 million are females.

Fig 5-a: Deccan Herald Article

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Karnataka, Kerala and Tamil Nadu have a higher prevalence of mental disorders. The project is best suited for an Urban context.

BANGALORE, CHENNAI AND COCHIN are the 3 important Urban centers of the above-mentioned states.

According to the National mental health survey of India 2015–2016 8% of people in Karnataka have mental illness, urban areas to be most affected.

Bangalore with a population of 8.1 million is the booming urban centre of Karnataka. In comparison to Cochin (0.6 million) and Chennai (7.4 million),

SITE SELECTION CRITERIA •

•

•

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The site must cater to the extroverted nature of the project and act as an “urban insert”.

Natural resources like a water and vegetation would support the program and enhance the visual experience.

An added benefit would be to have special schools in its vicinity thereby sharing resources.

ARCHITECTURAL THESIS | SJB SAP

SITE SELECTION AND ANALYSIS

5.2 SITE OPTIONS OPTION 1: PROS CONS The site is exposed to It is a military area. festive public gatherings.

The site is significantly The project can be away from the lake. clubbed with the existing organisation.

The ground may not be utilised completely

OPTION 1

OPTION 2: PROS

CONS

The site is an intermediate The intersection may between the lake and the disturb the program in the residential area site and vice versa.

Has potential to be a The intersection would landmark at the intersection also lead to inevitable increase in traffic.

Presence of a dhobi ghat.

OPTION 2

OPTION 3: PROS

CONS

Visually well connected to May require the lake expansion

road

Forms an island between the residential area and the The entrance is limited to lake the road side only.

Good accessibility.

OPTION 3

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SITE OPTION 3 fit all the parameters for the site selection.

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5.3 SITE IMAGES

Fig 5-b: Images of Site, Photograph by (Author, 2020)

• • • •

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The site is in level with the road.

Low traffic density Easy and clear access to the site from Murphy road Footpath is too narrow.

ARCHITECTURAL THESIS | SJB SAP

SITE SELECTION AND ANALYSIS

5.4 SITE AND CONTEXT LOCATION: Halsuru, Bengaluru, Karnataka.

COORDINATES: 12°58'41.0"N 77°37'14.9"E CONNECTIVITY: • • • •

900m from Trinity Metro Station 1.9km from ASHA AWWA School 2.0km from MG road 3.2km from Indiranagar Metro Station

ULSOOR LAKE

SITE 2 ACRES

Map 5-a: Landuse map of Bangalore (Ulsoor)

Map 5-b: 3D representation of site (Author, 2020)

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PROXIMITY CHART:

5.5 SITE ANALYSIS CLIMATE: • • • •

Tropical savanna climate Distinct wet and dry seasons Enjoys moderate climate throughout the season Occasional heat waves

Fig 5-d: Climate analysis

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Fig 5-c: Temperature and Precipitation Chart

Fig 5-e: Wind rose chart

ARCHITECTURAL THESIS | SJB SAP

SITE SELECTION AND ANALYSIS

MICRO STUDY:

ACCESS to Site

TRAFFIC DENSITY around the Site

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CONTOURS around Site

VEGETATION in and around Site

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SITE SELECTION AND ANALYSIS

5.6 SITE INFLUENCES (Author, 2020) VEGETATION INFLUENCE Built mass distribution

VIEW QUALITY To site

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CLIMATE INFLUENCE Built mass orientation

VIEW QUALITY From site

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5.8 EDGE CONDITION

The Road | The Murphy road is the primary access to the site. By redefining the public movement into the site, it can act as an urban insert.

Fig 5-g: Edge-Road

The Water Body | Abutting the site is the Ulsoor lake which is a crucial element to the site due to its therapeutic presence.

Fig 5-h: Edge-Water

The Built | On the eastern edge of the site there are multiple residential units.

A green corridor between the activities inside the site and the private residential area is essential

Fig 5-f: Edge-Built

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SITE SELECTION AND ANALYSIS

Fig 5-i: Site and Context

The site has an existing slope of 1m which could be emphasized to form a sense of spatial hierarchy and accentuate the view towards the lake from the eastern edge of the site.

Fig 5-j: Schematic site and context sections

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5.9 BYE-LAW AND REGULATIONS ZONING REGULATIONS 2031 (Authority, May 21, 2018) Table 5:1- Minimum front setbacks for all types of buildings with respect to road width

•

The front setback or the building line (as defined in Table 5:1) whichever is higher shall be considered as the front setback of the building. Also, no portion of the building shall project, either below the ground or above the ground beyond the building line.

•

Setbacks and Distance between Buildings: The maximum height of the building shall not exceed 1.5 times the width of abutting road plus the front setback, subject to the requirement of front open space of a maximum of 16 m.

•

In the case of corner plots, both the sides facing the road shall be treated as front side and regulations applied accordingly.

Table 5:2- Minimum Setbacks for All types of Building (except Industrial Building) with respect to the height of the building Fig 5-k : Offset with respect to road width (author)

Fig 5-l : Maximum height of building w.r.t. road width (author)

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SITE SELECTION AND ANALYSIS

The following constructions may be permitted within the setback area without affecting the required driveway around the building as prescribed in these regulations: i. ii.

Fig 5-m : Setback area (author)

vii. viii. ix. x.

xi. xii.

xiii. xiv. xv. xvi.

Pump room; Generator with outdoor acoustic enclosure (within permissible noise level) and iii. the height of the exhaust pipe should be 3 m above the neighboring building iv. adjacent to the generator or as prescribed by the Competent Authority; v.

Watch man's cubicle not more than 4 sqm at the entry/ exit point and fire vi. control room (maximum 4 m x 4 m) (no setback

from the boundary); Sump tanks below the ground level; Sewage Treatment Plant below ground level; Solid waste drying yard/ organic waste converter; Children's play area; In case of irregular plots, except the front setback, the side and rear setbacks at any critical point shall not be less than 75% of the setbacks prescribed in Table 5:2 subject to a minimum of 6 m for buildings above 15 m height.

Transformer / power substation (no setback from the boundary is required if permissible under the rules of Competent Authority) and other services; a. Any other ancillary utility services Fig 5-n : Setback for irregular provided for the building; site(author) Open well and bore wells; R.C.C. ramps for vehicular movement around the building up to a width of 6 m may be permitted to be constructed within the setback for the vehicular movement around the building and for entry to the parking areas within the building

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PARKING Table 5:3- Parking Requirements for Various Uses

• In case of mixed-use buildings or buildings of different uses in a property are developed, the parking requirements for different uses shall be computed as per the area provided for a particular use.

• For all buildings, at least 5% of the parking bays shall be mandatorily provided with the facility of battery-operated charge points.

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SITE SELECTION AND ANALYSIS

FAR AND GROUND COVERAGE •

•

•

Floor area ratio (FAR) means that the quotient obtained by dividing the total covered area of all floors by the area of the plot. Floor area includes the mezzanine floor also.

In case, any private built property is included within the boundary of PSP use and if the owner can establish that the ownership of site vests with him/her, the land use adjoining the site shall be assigned to the site in question(to be decided by the Authority only).

Ancillary uses to the main use shall not exceed 20% of site area.

PROVISIONS FOR DIFFERENTLY-ABLED, ELDERLY PERSONS AND CHILDREN (Urban Development Department, 2017) Applicability - These regulations shall be applicable to all buildings and facilities used by the public such as educational, institutional, assembly, commercial, business, mercantile buildings and group housing constructed on plots having an area of more than2000Sq.m. It shall not apply to private residential buildings.

Buildings to adopt barrier free guidelines as notified by the State Government Buildings to be designed for Ambulant Disabled People.- Higher Secondary School, Conference Hall, Dance Halls, Youth Centres, Youth Clubs, Sport Centres, Sport Pavilions, Boat Club Houses, Ice Rinks, Bowling Centres, Swimming Pools, Police Stations, Law Courts, Courts Houses, Sport Stadiums, Theatres, Concert Halls, Cinemas, Auditoria, Small Offices (the maximum plinth area 1400 Sq.m) Snack Bars, Cafes and banqueting rooms (for capacity above 50 dinners).

Note: a. In sport stadiums provisions shall be made for non-ambulant spectators (small wheel chair) b. @ 1:1000 up to 10,000 spectators and @ 1:2000 for spectators above 10,000. c. In Theatres, Concert Halls, Cinemas and Auditoria provisions shall be made for nonambulant spectators (Small Wheel Chairs) @ 1/250 up to 1000 spectators and 1/500 for spectators above1000.

Site development - Level of the roads, access paths and parking areas shall be described in the plan along with specification of the materials.

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Access Path / Walk Way - Access path from plot entry and surface parking to building entrance shall be minimum of 1800mm wide having even surface without any steps. Slope, if any, shall not have gradient greater than 5%. Selection of floor material shall be made suitably to attract or to guide visually impaired persons (limited to coloured floor material whose colour and brightness is conspicuously different from that of the surrounding floor material or the material that emits different sound to guide visually impaired persons; hereinafter referred ‘o as ‘guiding floor material’. Finishes shall have a non- slip surface with a texture traversable by a wheel chair. Kerbs wherever provided should blend to a common level.

Approach to plinth level - Every building should have at least one entrance accessible to the differently able and shall be indicated by proper signage. This entrance shall be approached through ramp together with the stepped entry.

(1) Ramped Approach: Ramp shall be finished with non-slip material to enter the building. Minimum width of ramp shall be 1800mm with maximum gradient 1:12. Length of ramp shall not exceed 9.0 metre having 800mm high hand rail on both sides extending 300mm beyond top and bottom of the ramp. Minimum gap from the adjacent wall to the hand rail shall be 50mm.

(2) Stepped Approach: For stepped approach size of tread shall not be less than 300mm and maximum riser shall be 150mm. Provision of 800mm high hand rail on both sides of the stepped approach similar to the ramped approach.

(3) Exit/Entrance Door: Minimum and clear opening of the entrance door shall be 900mm and it shall not be provided with a step that obstructs the passage of a wheelchair user. Threshold shall not be raised more than 12mm.

(4) Entrance Landing: Entrance landing shall be provided adjacent to ramp with the minimum dimension 1800mmx2000mm. The entrance landing that adjoins the toped of a slope shall be provided with floor materials to attract the attention of visually impaired person's (limited to coloured floor material whose colour and brightness is conspicuously different from that of the surrounding floor material or the material that emits different sound to guide visually impaired persons. Finishes shall have a non-slip surface with a texture traversable by a wheel chair. Kerbs wherever provided should blend to a common level.

Lifts - Wherever lift is required as per bye-laws, provision of at least one lift shall be made for the wheel chair user with the following cage dimensions of lift recommended for passenger lift of 13 person’s capacity of NBC 2016, BIS. Section 4.9.3 Table no1-Desirable Lift size Clear internal width 1100 mm Clear internal depth 2000 mm Entrance door width 900 mm

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SITE SELECTION AND ANALYSIS

(a) A hand rail not less than 600mm long at 1000mm above floor level shall be fixed adjacent to the control panel; (b) The lift lobby shall be of an inside measurement of 1800 mm x 2000 mm or more; (c) The time of an automatically closing door should be minimum 5 seconds and the closing speed should not exceed 0.25 m/ sec; (d) The interior of the cage shall be provided with a device that audibly indicates the floor, the cage has reached indicates that the door of the cage of entrance/exit is either open or closed; and (e) Graphic/Braille signage, as per the Harmonized Guidelines, shall be provided in the lift lobby.

Toilets - One special W.C. in a set of toilets shall be provided for the use of differently able with essential provision of washbasin near the entrance for the differently abled. (a) The minimum size shall be 1500 mm x 1750 mm; (b) Minimum clear opening of the door shall be 900mm and the door shall

swing out; (c) Suitable arrangement of vertical/horizontal handrails with 50mm clearance from wall shall be made in the toilet; and (d) The W.C. seat shall be 500mm from the floor.

Refuge - An alternative to immediate evacuation of a building via staircases and/ or lifts is the movement of disabled persons to areas of safety within a building. If possible, they could remain there until the fire is controlled and extinguished or until rescued by the fire fighters. (a) It is useful to have the provisions of a refuge area, usually at the fire protected stair landing on each floor that can safely hold one or two wheelchairs; (b) Hand Doorways with clear opening width of 900 mm and regular compliance; and (c) Have an alarm switch installed between 900 mm and 1200 mm from floor level.

Proper signage (1) Appropriate identification of specific facilities within a building for the differently abled persons should be done with proper signals; (2) Visually impaired persons make use of other senses such as hearing and touch to compensate for the lack of vision, whereas visual signals benefit those with hearing disabilities. Signs shall be designed and located so that they are easily legible by using suitable letter size (not less than 20mm high); (3) For visually impaired persons, information board in brail should be installed on the wall at a suitable height and it should be possible to approach them closely;

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(4) To ensure safe walking, there should not be any protruding sign which creates obstruction in walking; (5) Public Address System may also be provided in busy public areas; (6) The symbols/information should be in contrasting colour and properly illuminated because people with limited vision may be able to differentiate amongst primary colours; and (7) International Symbol Mark for wheel chair be install

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DESIGN PROGRAMME

CHAPTER - 6 : DESIGN PROGRAMME

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6.1 DEVELOPMENT OF DESIGN PROGRAMME The program is developed through three stages of the project, i.e., Literature case study, case study and the site study. This is done in order to understand the program best suited for the user and the site.

The literature study defines the skill-based programs like workshops.

The case study defines the therapeutic spaces needed for user’s well-being.

The site defines the programs that incorporate nature as an inclusive part.

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DESIGN PROGRAMME

6.2 AREA STATEMENT Table 6:1: Area statement

CHARACTER

INTROVERTED

SL NO 1

Support (Counselling) rooms

2

Workshop- Art

3

EXTROVERTED

GENERAL

CAPACITY

UNIT

PROPOSED TOTAL AREA(sqm) AREA

5

15

75

20

1

150

150

Workshop- Carpentry

10

1

180

180

4

Workshop- literacy

10

1

180

180

5

Workshop- rhythm

10

1

180

180

6

Speech therapy

10

1

200

200

7

Occupational therapy

15

1

150

150

8

15

1

250

250

15

2

150

300

10

Vocational Training- Gardening Vocational Training- Computer Science Sensory Training- Physio Therapy (Yoga)

15

1

150

150

10

Information center

1

100

100

11

Restaurant / Café

50

1

150

150

12

Multipurpose Hall (Silent party)

60

1

250

250

13

Souvenir shops

6

20

120

14

Temporary market space (stall)

10

10

100

15

Library

1

300

300

16

Art Gallery

1

300

300

17

Auditorium

1

400

400

18

Public Plaza

1

19

Park of Silence

1

20

Toilets

50

400

21

Storage and Maintainace Waste Management (STP, disposal)

9

AMBIVERTED

SPACE

22

25 350

4m,4f

TOTAL AREA

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8

1 3935

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6.3 PROXIMITY CHART AT INDIVIDUAL BLOCKS/SPACES LEVEL

Fig 6-a: Proximity chart

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CONCEPT DEVELOPMENT

CHAPTER - 7 : CONCEPT DEVELOPMENT PROCESS

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7.1 SHAPE & VOLUME ANALYSIS source: (Author)

The site would primarily include ground level structures for ease of access

The floor area may be increased on the horizontal planes

Increasing number of floor plates may not be advised.

However, the volume can be increased.

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CONCEPT DEVELOPMENT

A playful interaction of porous and non-porous volumes would create a stimulating experience.

The height and volumes of spaces may be gradually changed in order to create a more seamless transition.

The spatial configuration may introduce more opening to create a sense of invitation.

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7.2 CIRCULATION ANALYSIS (A Cognitive Map) source: (Author)

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CONCEPT DEVELOPMENT

7.3 CIRCULATION DEVELOPMENT source: (Author)

SITE

1 | Phase of movement Through the three phases of zoning the project acts as an URBAN INSERT

2 | Blending the Phases The two curves represent the programs converging into a culmination in the centre.

3 | Circulation A central path between the two curves provides an access to the curated mix of programs within the three phases 1JA15AT068 | SUMEDHA MUKHERJEE

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7.4 RESPONSE TO USER GROUP / DESIGN RATIONALES Table 7:1 (Author, 2020)

DESIGN DIALOGUE

CONCEPT MODEL

A moderately stimulating environment.

Play of patterns, colors, light and shadows.

The model attempts to create a stimulating environment without overpowering the user’s interaction with the space A legible space. (With limited choices) The clear visual segregation of one space from another

Coherent and predictable spaces The model is a concurrence of multiple elements that resemble an overall appearance of a cube

Control. empowerment by giving them the ability to alter and interact with spaces The sense of sense of control is exhibited by the manual alteration of space

Restorative.

Elements therapeutically

to

function

The smooth element that balances with the surrounding provides a sense of calm.

Whereas, the sharper elements in the model would deter the peace of mind.

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CONCEPT DEVELOPMENT

Wayfinding. Sense of direction.

The curves of the wall create a sense of direction

Barrier free environment yet with a sense of supervision.

The framework maintains the sense of supervision while providing a barrier free space

Inclusivity as and urban insert that encourages social interactions and communal activities.

The model tries to emphasize inclusivity within the social construct

Harmony of spaces with certain points of pauses can make this journey smoother.

The gradual change of shape can provide a sense of harmony between spaces

Repetition of elements can provide a sense of ease.

In the model, the represents repetition

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material

choice

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7.5 ZONING

Fig 7-a: Macro Zoning

Fig 7-b: Interconnected Zoning

The Macro Zoning included 3 main zones – Extrovert zone (Blue), Introvert zone (Pink) and the Ambivert zone (Purple). The Extrovert and the Introvert zones were interweaved with the help of the Ambivert zones.

The Micro Zoning included the sub category of program under each of the zones and are as shown in Fig 7-c.

Fig 7-c: Illustrated Zoning

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ARCHITECTURAL

CHAPTER - 8 : ARCHITECTURAL DEVELOPMENT

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8.1 DESIGN DEVELOPMENT PROCESS source: (Author).

SITE

The design development process was done across stages of understanding the user groups and the context.

1

2

3 4 | Porosity Further encouraging free movement through the public edge of the site, while the private edge will be compact and uniform.

Fig 8-a: With reference to Page 68 7.3 CIRCULATION DEVELOPMENT

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ARCHITECTURAL

5 | Transition

6 | Grounded

Stimulation of the real world, making the transition to the real world much less intimidating for the PwIDDs.

The water body along with the green-scape placed around the user allows them to feel connected with the earth. A sense of being centred and balanced.

7 | Pause points

8 | Access

Pauses are necessary when moving between spaces, It gives them an opportunity to pause and control the amount of incoming information

The vehicular movement is pushed to the back of the site allowing the pedestrians to move freely on the public edge

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8 | Soft Edge Boundaries can be confining thus by softening or blurring the edge a sense of liberation can be felt

9 | Coalesce The draping element that weaves all the spaces together in the site.

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ARCHITECTURAL

8.2 MASTER PLANNING PROCESS AND DEVELOPMENT source: (Author)

Fig 8-b: Detailed zoning

Fig 8-c: Masterplan 1 (Conceptual stage)

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Fig 8-d: Masterplan 2 (Conceptual stage)

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Fig 8-e: Schematic Section 1 (Conceptual stage)

The process of design started with the concept of a ‘mound like structure’ over the necessary programs, which would provide the sense of feeling grounded.

Fig 8-f: Schematic Section 2 (Conceptual stage)

The mound was then starting to over-shadow the original function of the project thus attempts were made to reduce the coverage of the mound to limited areas

Fig 8-g: Schematic Section 3 (Conceptual stage)

Further the programs started to blend with the design of the mound in reduced areas in order to provide a legible difference between the public extroverted spaces and the private introverted zone.

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ARCHITECTURAL

8.3 FORM AND MASSING source: (Author)

1| The built form represented with two large curves

2| The addition and subtraction in areas as per requirement and zoning

3| Emphasis on volumes as per the program requirements

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4| Segregation of areas with allocation of buffer spaces

5| Introduction of levels on the ground plane in order to emphasize the hierarchy of the zones and for a better visual access to the abutting lake.

6| Detailed division of spaces and development of the form.

The mound was then draped onto this mass.

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ARCHITECTURAL

8.4 PROPOSED MASTER PLAN & SITE SECTIONS

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8.5 PROPOSED DETAILED DESIGN (FLOOR PLANS, ELEVATIONS, SECTIONS, VIEWS, ARCHITECTURAL DETAILS)

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ARCHITECTURAL

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ARCHITECTURAL

8.6 SITE VIEWS

1 | Birds Eye View from South West corner

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BIBLIOGRAPHY

CHAPTER - 9 :BIBLIOGRAPHY Associates, C. C. (2011, Jun 03 ). Champalimaud Centre for the Unknown. Retrieved from Archdaily: https://www.archdaily.com/140623/champalimaud-centre-for-theunknown-charles-correa-associates Author. (2020). The Interweave - Architectural Thesis 2020. Bangalore.

Authority, B. D. (May 21, 2018). Revised Master Plan for Bengaluru - 2031 (Draft) .

Bangalore.

Castro, F. (2018). Maya Somaiya Library. Retrieved from Archdaily: https://www.archdaily.com/903713/maya-somaiya-library-sharda-school-sameeppadora-and-associates Chris Wood, 2. (2014). Private and public spaces of hope in architecture and art therapy. Retrieved from ATOL: Art Therapy Online: http://journals.gold.ac.uk/index.php/atol/article/view/367 Christopher Beaver. (2010). Designing environments for children . www.autismeurope2010.org.

Christopher N. Henry. (2011). Designing for Autism: The 'Neuro-Typical' Approach.

Retrieved from Arch Daily: https://www.archdaily.com/181402/designing-forautism-the-neuro-typical-approach Dasra. (2019). Count me In. Bank of America. Retrieved from www.dasra.org Frearson, A. (2011). Magazine. Retrieved from DeZeen: https://www.dezeen.com/2011/04/26/metropol-parasol-by-j-mayer-h/ Girmaji, D. S. (2020, January 17). Assistant Professor, NIMHANS, Bangalore. (S. Mukherjee, Interviewer) Google. (n.d.). Google maps. Retrieved from google.

Herdfortshire, U. o. (n.d.). Understanding Intellectual Disability and Health. Retrieved from http://www.intellectualdisability.info/diagnosis/articles/autism-spectrumdisorders Neurodevelopmental Disorders. (n.d.). Retrieved from neurorehabilitation/disorder: https://www.neuronup.com/en/neurorehabilitation/disorder Poonam Natarajan, E.-C. N. (2019). Count me In. Bank of America, Dasra.

Steinfeld & Maisel, p. (2012). Wong.

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Urban Development Department, G. o. (2017). Karnataka Municipalities Model Building Bye-Laws 2017. Bangalore: Government of Karnataka.

Wong, H. L. (2006). Architecture without barriers - Design Thesis, pg40.

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