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SPACE, IDEOLOGY AND INSTITUTION: NIFT PANHKULA

BACHELOR OF ARCHITECTURE

DEEPSHIKHA SINHA
Sch. No. 2010BARC014

SCHOOL OF PLANNING AND ARCHITECTURE, BHOPAL


NEELBAD ROAD, BHAURI, BHOPAL (MP) - 462030
MAY 2015
INTRODUCTION
The author is designing NIFT(National Institute of Fashion Technology), Panchkula.

NIFT is looked upon as a creative field. Apart from generating fashion designers, NIFT is also
responsible to produce skilled craftsmen, managers and effective communicators.
The field of fashion 'technology' works in collaboration of many central and su bsidiary systems, this
necessitates for it to encourage diversity and interactions among different branches.
Unlike MBA or literature studies, this college environment needs a ' learning by making' approach
where learners are made to participate in the practical works besides being taught theories.
And most important of all, any college arena and especially this field requires an environment that
endows the inhabitants an opportunity to self-reflect and contemplate.

OWNERSHIP / DEVELOPER
The campus is under the ownership of State Government, Haryana and Ministry of Textiles, Central
Government.

SCOPE OF WORK
Learning spaces in the main academic building with administration sections, auditorium and faculty
areas. Limiting to these, hostel areas, staff residential areas and other facilities-spaces are NOT
included.

SITE INFORMATION
The site is a 10 acre land outside the main Panchkula city (as by 08.01.2015).
Surrounding plots are witnessing scattered townships and recreational areas that are still in its
designing or pre-construction phase.
The last venture to the site by the author witnessed majorly barren land in the immediate
surroundings of the plot
LIVE AND LITERATURE CASE STUDIES

Background live case-studies - NIFT Gandhinagar, CEPT Ahmedabad, I.P.S.A. Rajkot, DA-IICT
Gandhinagar, Nirma University – Architecture Department.

Literature Case Study - Pearl Academy, Jaipur and FIT, NY

Live Case Studies - NIFT Delhi, NIIFT Mohali, NID Ahmedabad

BASIC FUNCTIONAL REQUIREMENTS


Total number of students - 670
Number of Faculty - 39
Support Staff - 50 (appx.)

Space Requirements-
Classrooms, Studios, Laboratories, Seminar area, OAT, Research Centre, Incubation area, NIFT's
Designer Shop, Handloom/Handicraft centre with displays, Auditorium for 920, Administration areas,
Offices, Store room, Faculty areas and lounges.

The college is going to have following departments (with different functions and typology of space)-
 School of Design
 School of Fashion Management
 Centre of Languages, Humanities, Basic Sciences and Sciences
 Centre for Industry, Artisans and Craftsmen

DESIGN CONCEPT

Simultaneously,
Background study for the project:

In this age of post-compulsory education with a modern-form of gurukul system, NIFT institutes are
desired to
 disseminate and facilitate fashion education in India
 to strengthen and promote state and local crafts on International platform
 to act as research hubs at primary and professional level
 to be a treasurer of rich cultural and historical background of India
Basic theories

1. Interactions: Interaction will lead to collaboration and inspiration


There needs to be interactions at all levels.
Student <---> Faculty
Professional<---> Student
Faculty<--->Professional
Student<--->Student
Faculty<--->Faculty
Note : the interaction only quotes important constituents of the learning e nvironment. There are
other factors and people who might be giving an experiential quality to the learning environment
varying from person to person.
2. These interactions, primary to the learner may be in the form of visual and verbal contexts
3. First step of interaction is collision.
4. Environment should be such that it gives an opportunity to collide with people, places and items.
5. Think or realize: To create something new or even to find solutions to questions a breathing space
is needed that acts as a buffer between all the experiences and responding with a solution (this is
subjective to individuals based on place and time).

6. These physical or mental spaces that render the opportunity to self -reflect and contemplate are
often based on spaces seeking solitude or interaction.

7. Curiosity to grow: Hierarchy in a segment of events generate a curiosity to know 'what's next?'
Similarly there should be’newness’ to the spaces next received to maintain inquisition in the
learner's mind.

8. What is primary? : With the growth, it becomes necessary to know what's the very basic. The
environment should be such that it re-iterates to the learner that "this is the primary environment
you have to be for", and "these are the skills that are to be contained".

Hence, the concept…


To work on this thesis, very basic points that will lay down the concept for designing NIFT Panchkula
is outlined in two lines-
1. Spaces should encourage collision (visual and verbal)
2. Spaces should be such that render the learner an opportunity to recreate his/her own space in the
existing context (conventional and unconventional)

Design Strategy
Spaces as Interaction Points
Spaces offering a range of quality like public to private, quiet to lively, sober to vivid…
Examples of Objective Areas of Interventions –
Stairwells: In a
college campus,
staircases are one of
the celebrated spaces
where students are
seen sitting, chatting,
of course moving etc.
These should be
designed in such a
manner that
optimum conditions
of light, ventilation and space is met, so that the feeling of celebration could be emphasized. The
author would prefer staggered staircase placements instead of aligning them vertically (thereby
forming a stairwell!).

Corridors: Corridors are vital spaces that provide transition from one space to another. Dimensions
of corridors define typology of interaction it encourages (closed group, open ended etc.)
Is it necessary for them to bear a singular character? Should corridors be demarcated by only one
wall or it can have more than one directional walls? ...

Level Differences : Difference in levels provide varying level of visual collisions

Varying ceiling heights:


Mismatched ceiling heights provide
variety in sense of enclosure

Classroom : Now class’ROOM’ signifies what? Are rooms


meant to be cuboid? Can we change the number of walls of a
room?
There are some functions that a class has to support and an
environment to build around the learners

Innovative interactive spaces

And others… And others…