KHOJ [PASSING BY]

Client

Competition Entry

Year

2021

Location

Bangalore, India

There is always a question about whether the studio based learning in architecture colleges is enough for professional practice or something needs to be rethought about it. The curriculum at architecture schools often focuses on teaching students to think like design directors and to make choice based on aesthetic value & theory.

Undoubtedly the current courses in architecture schools makes the students skillful at conceptual levels but the real world is a whole new different thing.

Designing in real world is more about understanding the client’s needs & vision, considering the budget, social trends, giving priorities to the context, about working with different agencies & so on.

THE NEED

Finding ways to better integrate both education and practice is of paramount importance because doing so will better equip students and emerging professionals to step into practice with confidence and set them up for success.

If we can incite architecture and design students to step outside their own worlds and teach them to think more about the real world implications of their work, we’ll not only better prepare them for professional environments but will teach them to be more creative and to expand the boundaries of architecture and design even further.

Site Location
Site Area
Margins
No. of Floors permitted
Max Ground Coverage
Basement

Bangalore , Karnataka( India )
3 acres
All Sides 6 MTS
G + 8
60% of total site area
6 MTS below ground

Bangalore, the capital of Karnataka is the second fastest growing metropolis of India. The bustling cosmopolitan city is also known as "Silicon Valley" of India for being a major IT hub of the nation.

CITY CENTRIC STUDY | Results of constant spatial and population growth

Garden city no more
Self-sufficient building requirement
Reduced green and public spaces
Rising pollution
Declining sources of water

ABOUT SITE

THE GIVEN

Architecture is not only a form of visual art but also a form of spiritual, emotional, illustrative, and theoretical art. And as said by Van Gogh, The best way to learn any art form is by observing and practicing.

Keeping in mind the above-mentioned thoughts, the built form was divided into 4 stages to effectively engage learners emotionally, physically, and intellectually with the professionals, leveraging both conscious and unconscious attainment of knowledge. They ensure that explicit knowledge is integrated into implicit knowledge in a way that makes it useful and persistent.

These four stages are SET, EXPLICIT LEARNING, IMPLICIT LEARNING and REFLECT.

SITE CONCEPTUALIZATION

A B S T R A C T I O N
D I S T O R T I O N
F R A G M A N T A T I O N
A B S E N C E O F G R A V I T Y
P L U R A L I T Y
A L E A R N I N G T O O L

The Malevich brought with himself a Russian avant-garde art movement called 'Suprematism' which unveiled to the world that with a simple set of colors and geometries one can express the pure feeling of abstraction and weightlessness. He used to believe that art was meant to evoke pure feelings and no longer cares to serve the state and religion.

This composition is being characterized by four principles of Malevich's work i.e. abstraction, distortion, fragmentation, and the absence of gravity. It breaks away from the masses around the site and creates a weightless fragmented outer geometry which appears to float against the gravity. It allows us to be free from the burden of the architectonics.

TETE-A-TETE

“Tête-à-tête” literally means “head-to-head” in French, and the seating creation allows just that. Its S-shaped, serpentine form encourages two people to face each other and engage in conversation, yet still be visually tied to their surroundings.

The thought behind creation of such a furniture that can engage people in intimate conversations, led to the development of a module that works on a similar phenomenon.

ABOUT THE MODULE

The module is divided in such a way that the professionals and students can have their own personal spaces, but still stay tied/ connected through an inclined semi private area (the reflect stage) to encourage a collaborative and higher practical sharing of knowledge.

The students also get easy access to the informal areas of implicit spaces like offices, through this inclined semi-private area i.e THE REFLECT STAGE.

RESHAPING THE MODULES

as per the need of the spaces and its position in the built form

FURNITURE USED IN REFLECT STAGE

to augment communication and intimacy between professional and students