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ANNEXURE -01, 02 SUGGESTED CHANGES IN

ARCHITECTURE DESIGN-1, SEM-I ARCHITECTURE DESIGN-2, SEM-II ARTS & GRAPHICS-1, SEM-I ARTS & GRAPHICS-2, SEM-II FROM SESSION 2014-15

PURVANCHAL INSTITUTE OF ARCHITECTURE & DESIGN (766) GIDA, GORAKHPUR, U.P.

PREFACE

Last year i.e. in 2013 in meeting held at GCA, Lucknow, attended by prominent academicians of Architecture in UPTU, We were introduced with renewed syllabus. The key points of reasoning of the renewed syllabus were. 1. Increasing the time period of professional practice from 6 month to a year, in two separate phases. 2. Introduction of Sociology, Research in credit hours, as suggested in new COA handbook. 3. Compressing the syllabus of 4.5 years in 4 years and hence more subjects each year. 4. More theory exams of subjects to maintain the standard of vast UPTU, as some subjects get ignored due to being non exam subjects. After teaching the current syllabus for one semester, we realized the drawbacks of current syllabus, for ex. 1. No space for discussion is any subject, as each subject is over burdened with more topic w.r.t . Time given. 2. Sociology included in haste has haywire reference, as each reference has individual interpretation of sociology and chronology of it. Sociology needs to be taught in relation to architecture and hence requires more discussions per lectures to understand and correlate the points, it is trying to make. Overburdened, unrefined syllabus and references do not allow it to correlate. Given we are also conducting the external theory exam of the same, leaving no room for interpretation and hence a subject which is only a formality, and shall be only taught and dictated for exams. 3. Surveying is over burdened as syllabus is trying to get rid of this subject in first semester itself. It causes issues of too much to cover, in too less credits dedicated to it. Hence less attention given to it by students or faculty. Surveying is now external theory exam due to the point, that faculties do not teach it without pressure of performance, or students do not take it seriously. In both conditions, the arguments of overburdened syllabus, with external theory exam is self defeating and requires a relook, at least by making it more relevant, practical and less burdened. We can start by removing unnecessary topics or making them more concise. 4. Architecture design syllabus is too limited and theory exams make it more limited, last year we proposed for finishing the theory exams of Architecture Design in all years, and replacing that with complete external marks for VIVA, but the point was rebutted due to differences in perception of how juries deal with the individual college projects. Given that juries are always one of us, teaching in one or other colleges UPTU and formerly MTU, why we cannot lay emphasis on jury culture? as it generates enthusiasm in students about their portfolios, which ultimately stays with them for life time, than theory exams, which judges the potential of

students capability in limiting manner, undermining the a great possibility of discussion of 6 months of work of students. 5. There are suggestive changes in subject of Arts & graphics, which shall be referred in Annexure02 part of the paper.

ANNEXURE-01 CURRENT SCHEME OF SYLLABUS B.ARCH. SEMESTER-I, NAR-101, ARCHITECTURE DESIGN-1 S.N. Orientation of students to the profession of architecture. Introduction to basic design and the basic understanding of form and space in architecture. SUB. CODE NAME OF THE SUBJECT
ARCHITECT URAL DESIGN-I

PERIODS
LECT. TUT. PRACT STU.

EVALUATION SCHEMES
SESSIONAL ASSESSMENT C T TOT T A 3 7 100 0 0 ESE TH 75 VIVA 25 TOT 100

SUB TOT

CRED

TH. PAPER DUR.

NAR101

200

6 hrs

Module-1

Orientation to the Architecture Profession

Role of an Architect in the built environment. Building process, Role of other professional in building. A general survey of the changes in habitat in history. Architects act, C.O.A., I.I.A., NASA. Understanding design as to create for a particular purpose and architectural design as to create space exercise in terms of simple drawing and sketching of objects available in nature and surroundings. Form created through lines (columns) and planes (volumes), combination thereof. Additive, Dimensional, Subtractive - exercises primarily through 3-D models of simple geometrics. Simple measurement exercises. Geometrical, Structural, Dimensional, Material, Spatial order through observation of surroundings as well as simple

Module-2

Space and Architecture

Module-3

Form and Transformations

Module-4 Module-5

Scale in Architecture Order in Architecture

exercises in 2-D and 3-D. Exercises in order and transformations of form and space. REFERENCE BOOKS 1. Ching, Francis D. K. Architecture : Form, Space and Order, John Wiley and Sons Inc. 2. Lidwell, William, Holden, Kestina, Butler, Jill, Universal Principles of Design, Rockport Publications, Massachussets.

SUGGESTIONS

Module-1

Orientation to the Architecture Profession

1. Role of an Architect in the built environment. Building process, Role of other professional in building. 2. A general survey of the changes in habitat in history. 3. Architects act, C.O.A., I.I.A., NASA.

REMARKS 1. Too theoretical ,limited to classrooms knowledge of individual, shall be rather addressed in more practical and participative manner i.e. Exposure to architecture through case studies in books and live tours analysis. Exposure to architects and their works. Buildings, practices, site visits, meeting architects. 2. General survey of changes in habitat in history. Too big a topic to cover in one module i.e. General survey of habitat in history means covering entire specimen of built environment of ages, which is impossible to cover and hence redundant in single module. Shall be removed from this part of syllabus in FY, sem-1. Rather this topic shall be introduced in spirit as. a. Exposure to architecture with typology. b. Exposure to architects and their works. c. Developing a language vocabulary, visualization.

Module-2

Space and Architecture

1. Understanding design as to create for a particular purpose and architectural design as to create space exercise in terms of simple drawing and sketching of objects available in nature and surroundings. 2. Form created through lines (columns) and planes (volumes), combination thereof.

REMARKS 1. Unclear language, but interpretation comes out to be. Establish relationships in Architecture Design with nature and objects. Architectural Design and its Purpose. Architecture Design and its relationship with creating Space. Exercises in form of simple drawings, sketches of objects in nature to establish the relationship as above. 2. Rather this module can be articulated as simply as. Human activities and their relationship with spaces. Understanding the human body in space Exercises in form of drawings, models and sketches to understand and articulate.

Module-3

Form and Transformations

1. Additive, Dimensional, Subtractive - exercises primarily through 3-D models of simple geometrics.

REMARKS 1. Why there is a biased emphasis on singular way of understanding/teaching a particular problem of extension of spaces in design, i.e. spaces and volumes as geometries? 2. This method regularizes and minimizes the scope of exploring design in many other ways of exploration, taking away multiple possibility of addressing an issue in design. 3. Colleges shall be allowed to develop their own ways of understanding and articulating spaces in Architecture design than standard method as suggested in current syllabus.

4. This suggested method when combines with external theory exams, becomes a baggage and creates a monotonous pattern/portfolio all across for U.P. students and faculties, undermining their capability and individuality of interpreting, evolving ways of design at college level.

Module-4

Scale in Architecture

Simple measurement exercises. Geometrical, Structural, Dimensional, Material, Spatial order through observation of surroundings as well as simple exercises in 2-D and 3-D. Exercises in order and transformations of form and space.

Module-5

Order in Architecture

REMARKS

1. Above syllabus changes sum up all the other issues and topics mentioned in module 4-5 and need not to be repetitive and shall be left the colleges to address them as they think their individual methodology or philosophy is.

SUMMARY
1. The Architecture Design 1 syllabus currently addresses design as an examination subject and hence a constricted point of view in organizing the syllabus i.e. the balance is heavily tilted towards identifying issues and methods which can be judged in limited period of exam. 2. The objective of current modules in Architecture Design-1 are to create a summarized studio work which can be judged and solved in theory examination, hence it throws away the unlimited possibility of Architecture portfolio of 6x10 months of focused, coherent and continuous work. Focus on theory exam in Architecture Design jeopardizes the effect and possibility of jury on the portfolio of 6 months. 3. Examination of Architecture Design causes shift in focus from studio to exam hall with almost equal distribution of marks in internal evaluation as well as external theory exam, and hence limits the possibility of studio exploration. 4. More emphasis on juries from different colleges encourages the possibility of equalization of standards in longer period of time and opens the individual college methodology to external feedback. Currently the balance is maintained in the syllabus in conservative way and it does not allow UPTU to become more than sum of its constituent colleges. Students do not take building of portfolio or design sheets as seriously due the unbalance caused theory external examination. 5. It is to be noted that Architecture students jobs depend on the design portfolio, which can be only encouraged with more emphasis on jury culture than theory exams.

SUGGESTED SCHEME OF SYLLABUS B.ARCH. SEMESTER-I, NAR-101, ARCHITECTURE DESIGN-1


Orientation of students to the profession of architecture. Introduction to basic design and the basic understanding of form and space in architecture.

S.N.

SUB. CODE

NAME OF THE SUBJECT


ARCHITECT URAL DESIGN-I

PERIODS
LECT. TUT. PRACT STU.

EVALUATION SCHEMES
SESSIONAL ASSESSMENT C T TOT T A 3 7 100 0 0 ESE TH 00 VIVA 100 TOT 100

SUB TOT

CRED

TH. PAPER DUR.

NAR101

200

--

NAR-101 Achitectural Design-1 Credits-6 Teaching Hours Studio- 72 periods of 50 minutes duration -60 hours Sessional marksInternal- 100 Understanding the human body in space Activities and their relationship with spaces Scales and proportions Developing a language vocabulary, visualization Exposure to architecture, Exposure to architects and their works Buildings, practices, site visits, meeting architects Sessional work based on the above. External VIVA- 100

CURRENT SCHEME OF SYLLABUS B.ARCH. SEMESTER-II, NAR-201, ARCHITECTURE DESIGN-II Introduction of human activity and spaces required for activities. Introduction of basic building components and their dimensions. To appreciate the elements in architectural design of single unit built-up structures. SUB CODE NAME OF THE SUBJECT
ARCHITECTU RAL DESIGNII

S.N.

PERIODS
LECT TUT PRACT. STU.

EVALUATION SCHEMES
SESSIONAL ASSESSMENT C T TOT T A 3 7 100 0 0 ESE TH 75 VIVA 25 TOT 100

SUB. TOT

CRED.

TH. PAPER DUR.

NAR-201

200

6 hrs

Module-1

Anthropometrics Studies

Module-2

Living Spaces and Building

Module-3

Building Design

Studies and introduction to human dimensions and functions, Space-activity relationships, Measure drawings of simple living units. Measuring, Drawing and dimensioning of simple building components. Designing for basic functions of human beings, e.g. living, eating, sleeping, cooking etc. Design of mono-cellularunit/structure on a level plane, Designing of simple activity spaces, Designing of multiple but simple activity spaces involving primarily horizontal circulation.

SUGGESTED STUDIO EXCERCISES Small space structures such as Kiosks/Small shops, Milk booths, Bus shelters, Petrol pumps, Gazebo, Florists shop, Entrance gates, Exhibition stalls, ATMs, Chowkidars hut etc. REFERENCE BOOKS 1. Ching, Francis D. K. Architecture : Form, Space and Order, John Wiley and Sons Inc. 2. Lidwell, William, Holden, Kestina, Butler, Jill, Universal Principles of Design, Rockport Publications, Massachussets. 3. Neufert Architects Data, Blackwell Publishing. 4. Donald Watson and Michael J. Crosbie, Time Saver Standards for Architectural Design, Technical Data for Professional Practice, McGRAW - HILL.

SUGGESTION Module-1 Anthropometrics Studies 1. Studies and introduction to human dimensions and functions, Spaceactivity relationships, Measure drawings of simple living units.

REMARKS 1. This topic is too limiting to word anthropometrics meanwhile we already suggested in Architecture design-1 that space activity shall be covered in Semester-1. 2. Measure drawing of simple living unit takes away the possibility of design interpretation and experimentation to simple drafting exercise, without taking note that Semester-1 is entirely dedicated to build drawing and dimension skills in certain ways. 3. Measure Drawings of simple living units is focused on taking theory exam to check capability of students in drawing, dimensioning of rooms in living environment. This is too limiting and does not inspire any progressive portfolio, rather a consistent monotonous work by entire class or entire UPTU. 4. The current concern of complexity of dwelling in form of dimensioning and human use can be addressed/interpreted in more progressive fashion like. a) Addressing object & context. b) Architecture as environment.

Module-2

Living Spaces and Building

1. Measuring, Drawing and dimensioning of simple building components. 2. Designing for basic functions of human beings, e.g. living, eating, sleeping, cooking etc.

REMARKS 1. This exercise again gets into same domain of dimensioning the building component, given that whenever well design and draw an activity inhibited in a space itll require dimensioning. So why we need to state the dimensioning as key word, given we can address a more complex issues, while also addressing the issue of teaching dimensions in Architecture design. 2. The following issue shall be addressed in more open manner, while teaching more issues related to understanding built environment for ex. Addressing the same issues under. a) Architecture in context. b) Architectural insertions, documentation, site visits, documentation through text, photography, drawings, computers.

Module-3

Building Design

1. Design of mono-cellularunit/structure on a level plane, designing of simple activity spaces, designing of multiple but simple activity spaces involving primarily horizontal circulation.

REMARKS 1. The scale of design problem shall not addressed through mono-cellular or simple activity space, rather it shall be done through allowing more errors from established, through design experimentations. The limitation is again aimed at theory exams and hence limits itself to questions one can put in theory exams. 2. The limiting the problem to mono-cellular or horizontal space is waste of 6 month of studio into something pre expected and hence kills the possibility of individual work culture, letting the hours in studios go waste into doing something repetitive. Making the subject more of dictation than experimentation. 3. Well suggest that to address the issue of drawing and designing, the module shall be addressed as. a) Design exercises Designing of space for small groups and minor activities with reference to climate, site conditions and user requirements.

SUMMARY 1. This whole emphasis on doing what is already established, well known and safe is regressive and undermines the interpretation of Architectural knowledge by young minds. It only disseminates what is known through years and is not catching up with how new world is looking at things. 2. The current syllabus does not prepare First year students to more experimentation in later years, as it gives limited tools being used for many years, and are outdated. 3. First year is most important year in Architecture (UG) and it shall be made more in relevance to achieve futuristic goals than protecting the perception of knowledge, which is non-existing as per current realities. 4. The syllabus undermines capability of millions of students in state of U.P., by taking them in less innovative direction.

SUGGESTED SCHEME OF SYLLABUS B.ARCH. SEMESTER-II, NAR-201, ARCHITECTURE DESIGN-II Introduction of human activity and spaces required for activities. Introduction of basic building components and their dimensions. To appreciate the elements in architectural design of single unit built-up structures. SUB CODE NAME OF THE SUBJECT
ARCHITECTU RAL DESIGNII

S.N.

PERIODS
LECT TUT PRACT. STU.

EVALUATION SCHEMES
SESSIONAL ASSESSMENT C T TOT T A 3 7 100 0 0 ESE TH 00 VIVA 100 TOT 100

SUB. TOT

CRED.

TH. PAPER DUR.

NAR-201

200

--

NAR-201 Achitectural Design-2 Credits-6 Teaching Hours Studio- 72 periods of 50 minutes duration -60 hours Sessional marksInternal- 100 External VIVA- 100

Addressing object & context. Architecture as environment. Architecture in context. Architectural insertions, documentation, site visits, documentation through text, photography, drawings, computers. Design exercises Designing of space for small groups and minor activities with reference to climate, site conditions and user requirements.

ANNEXURE-02 NAR-105, ARTS & GRAPHICS I Objectives of the curriculum, as stated in the handbook : 1. Introduction to art and appreciation of art and its philosophies 2. To familiarization with principles and theories and graphic and architectural composition. 3. Development of art and graphic skills. Remarks: Module 1 - Philosophy of Art. 1. It states its aim of introducing relevance of art to life in general through topics such as art and artist, art and society, art and religion and art and mysticism. It picks and favours only some of the many aspects of life where art intersects them. 2. Eg. Art and religion, Art & Mysticism. Instead we suggest a broader and a general introduction of art. Its relevance in other fields and its significance in mans life, be it ethics, politics, aesthetics, its socio-cultural symbolism, and etc. would address the issue of orientation in a much clearer way. 3. To better acquaint the students with the philosophical aspect of art, it would be a better idea to general introduction of art where factors in; instead of intimating students with a detailed ism of in art. Module -2 Appreciation of Art. 1. Again we see a contradiction in the stated objectives of the curricula and the prescribed approach. The primary aim of appreciation of arts is (as understood by us ), to encourage the students to develop their own visual vocabulary and to develop a critical attitude, a consciousness and a sensitivity towards several of the socalled vocabularies existent in art forms. Keeping this in mind, restriction of art to just painting and sculpture ( we know that one form of art can inform the other forms and often how different forms come together ,and anyways the mentioned forms of art are no longer the dominant forms of art in contemporary times) may hamper a proper orientation towards art. Module -3 Art in Architecture 1. The title suggests one thing and asks us to dwell upon something quite different. Psychological & emotional aspect of aesthetics aspects which might be better addressed in the philosophical module. 2. Furthermore the title has been left unaddressed.

Module -4 Theory of Design. 1. There already is a better subject Architectural drawing and Architectural Design to teach the elements of design such as line, direction, shape, size The topic is piecemeal if at all considered at its best. 2. The theoretical part of the subject (Module-4) and the drawing plates part have not been integrated well. E.g. Plates like drawing lines , joining points, drawing curves are meant to be taught in Architecture Drawing. 3. Graphics & Arts, the two should be addressed as two separate subjects, the infringe upon each other space as per current syllabus. The Reference given for the subject , viz., a) Contemporary Art by Julian Stallabrass He presents an argument on contemporary art which is of much more advanced level to be introduced as an introduction to art in the syllabus he talks about different forms of contemporary art such as installation art, etc and their underpinnings like socio-political messages etc. and furthermore his discussion is mainly limited to very recent art movements mainly 90s and beyond. Secondly never does he introduce these arts or attempts to define them. b) Art History by Dana Arnold Similarly Dana more discussing art gives a detailed discussion on its lacunae in narrative of art , such as absence of female gender, dominance of white race, relationship between visual and verbal language, etc. The above mentioned references hardly serve to orient a student of architecture towards art. They are rather a mature discussion on art and its aspects. Our suggestion is The Story of Art by E.H. Gombrich which is a standard reference worldwide as an introduction to art.

SUMMARY To have theoretical evaluation of Arts is to miss the point and makes it redundant. The course is so structured that it seeks to develop more verbal skills than visual (graphical skills). The Arts & Graphics subject is equally about doing it and knowing it, and it shall be better evaluated in form of VIVA than a theory examination. It will help students to create more work in relation to what they are studying than studying them for purpose of external examination of three hours. The credits given in Arts & Graphics are insufficient to address issues of Arts & Graphics and shall be minimum increased to 4 rather than 3 credits per week. The one extra credit can be taken from surveying subject.