Computation Previous Next Email Guide Semester Subject Student Name Kaankshi Shah Technical Design IV Ar. Rohit Shintre kaankshi19@aoamumbai.in Studio Conductors Ar. Harshada Shintre Ar. Karan Danda Ar. Amey Ghosalkar Ar. Saurabh Mhatre Ar. Rohit Shintre : : : : : : : : : : : Designing a community centre with an atypical expression, visually and spatially with the same function and common arithmetic modes of addition, subtraction, multiplication and division so developed arrangement and formation of basic shapes. ADDITION: An additive form is derived by addition of one volume over another via spatial tension, edge to edge contact, face to face contact or interlocking volumes to develop a visual trait. MULTIPLICATION: Multiplicity as a function to repeat units in various orientations and surfaces with the same module to develop a collective form from a unit. SUBTRACTION: Subtractive form is a transformation by taking away a volume depending upon the identity to be retained and portion of subtraction. DIVISION: Division as an operation to develop flow and organization with partitions with a dedicated sequence and journey along the spaces.

Margins Previous Next Email Guide Semester Subject Student Name Mahir Mody Technical Design IV Ar. Shripad Bhalerao, Ar. Karan Danda, Ar. Amey Ghosalkar mahir19@aoamumbai.in Studio Conductors Ar. Shripad Bhalerao, Ar. Karan Danda, Ar. Amey Ghosalkar : : : : : : : : : : : The intent of the exercise is to focus on logic building to generate forms using RCC as a material. And to understand the strengths, weaknesses and failure of using such a material. Also we try to understand how the material along with technology has allowed us to move from the conventional forms to more advanced forms, through examples and the described exercise. We were able to design 2 types of structures. One which showcased verticality and the other compression. The said designs were then identified for reinforcement patterns and then a mould created to pour the concrete and place said reinforcement wherever necessary. The final outcome, showcases the shortcomings, when adequate amount of reinforcement is not provided, due to which the structure would have fracture points. Hence, it is imperative to make sure, the correct proportion and grade of concrete is mixed with reinforcement, to make sure the desired form is achieved.

Email Semester Subject Student Name Bhavya Mewada Tech Design V bhavya19@aoamumbai.in Studio Conductors Ar. Saurabh Mhatre, Ar. Harshada Shintre : : : : : : : : : The First Illustration Shows The Representation Of Arata Isozaki’s Style For The Form Which Is Generated Through Addition Mode Of Elements. The Character Of The Facade And The Overall Form Gets Highlighted At Such An Angle. The Textures And Colors Used Brings Out The Connection Of The Spaces And Interlocking Surfaces, And Creates A Common Identity For The Form. The Sciography Creates A Sense Of Volume And Adds A Layer Of Dimension That Otherwise Would Not Be Grasped. The Second Illustration Shows The Representation Of Bernard Tschumi’s Style For The Form Which Is Generated Through Multiplication Mode Of Elements. The Structural System And Planning Is Focused In Foreground And The Lines Moving Creates An Illusion Of Continuity And Sense Of Curiosity In Space. The Color Red Is Focusing The Viewers Perspective To The Form And The Exterior Of The Structure. Previous Next Arithmetic Modes Representation 2

The 8 Previous Next Email Guide Semester Subject Student Name Tasneem Vali Theory of Structures + Architectural Building Construction and Materials II Ar. Hardik Dedhia tasneem20@aoamumbai.in Studio Conductors Ar. K. V. Parmeshwar, Ar. Rohit Karekar, Ar. Hardik Dedhia, Ar. Kanak Kashayp, Ar. Pranay Bhavsar. Ar. Rajesh Shelke : : : : : : : : : : : Through this workshop, a load-bearing structure has been created with the help of curved forms and has no use of verticals. A better understanding was developed of how each loop supports the next and load travel in such a structure from the apex to the body. The concentration of loads at nodes causes failures. If we give support at these points, the failures can be avoided. The model also has a wide base, and the walls are at an angle that gives stability to the form. The various joineries were done with the help of a thread in the process. When rolled, newspapers possess excellent compressive properties. The thicker the roll, the more the strength. It is fascinating how such a flimsy material can carry such loads, nearly six times its weight. Overall, the workshop answered the question of how height is a huge structural challenge. Most of the initial models worked well with less height, but the addition of height led to its failure. A careful and efficient design is needed to identify these points of failure and counteract them. Joineries also play a crucial role in the structure.

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Group 01 Group 02 Group 03 Group 04 Group 05 Group 06 Read More Group 01 Implicating Shephard Read More Group 02 Implicating Old Blind Priest Read More Group 03 Implicating Archaeologist Read More Group 04 Implicating Industrialist Read More Group 05 Implicating Jill Read More Group 06 Implicating Jack SHEPHARD_WITNESS STATEMENTS OLD BLIND PRIEST_WITNESS STATEMENTS ARCHAEOLOGIST_WITNESS STATEMENTS INDUSTRIALIST_WITNESS STATEMENTS JILL_WITNESS STATEMENTS JACK_WITNESS STATEMENTS NEWSPAPER ILLUSTRATION MAP The team worked on the orientation project for a spectacular and hectic journey of ten days. It started with some ice-breaking interactive games that helped the students to open themselves to this new World. Initially, we discussed a nursery rhyme all were well-versed with: Jack and Jill. "Jack and Jill went up the hill, To fetch a pail of water, Jack fell and broke his crown, And Jill came tumbling after." Suspiciously, there is no solid conclusion to what happened with Jack. We can call this nursery rhyme the tip of an iceberg for this project. "So when Jack and Jill went up the hill, And Jill came tumbling down, who knows what happened up there, That Jack was never found." To start solving this mystery, a set of criteria was introduced, scripted by the TA's. These were - 1) suspect statements 2) newspapers of the village 3) illustration of the village and 4) witness statements The students built factually supported stories and framed the characters assigned to them. They were on a path with an unknown destination with various conflicting ideas and mindsets. Watching movies like Wreck-It Ralph, Sherlock, Rashomon, and Vantage Point helped the students broaden their vision and streamline their thought processes through interesting in-depth discussions with their faculty. They also learned about subjective narrations and factual elements and how to break away from popular notions and stereotypes. It was an atypical style of learning which was hard to grasp at first, but in retrospect, all the dots joined to reveal a deep meaning. After finishing suspect allocations and building up narratives, the students created an entire world around them through observation and putting up the pieces of facts together. Large chunks of information were boiled down to the rhyme's essence through Identification and Elimination and converted to a story. The story was translated into a rhyme again to preserve the poetic spirit. The students identified Actions, Reactions, and Interactions between characters in the rhyme, conveying it in the form of visuals. Each group created five abstract representations of their verse, which resulted in exciting outcomes. During Abstractions, the students learned how to think out-of-the-box, using a limited set of mediums. All of these abstractions were in charcoal. The visual representations of Actions, Reactions, and Interactions were converted into performative pieces using a PLANE as the interface. Through brainstorming and improvisation processes that seemed endless, the groups concluded in high spirits. WOW! It has been a long journey. It taught to detach one from their artworks and be capable of incinerating them to start from scratch. To summarise the project's process, it was "building narratives through three-fold abstractions", i.e., a story, visual representation through drawing, and performative pieces. The team worked on the orientation project for a spectacular and hectic journey of ten days. It started with some ice-breaking interactive games that helped the students to open themselves to this new World. Initially, we discussed a nursery rhyme all were well-versed with: Jack and Jill. "Jack and Jill went up the hill, To fetch a pail of water, Jack fell and broke his crown, And Jill came tumbling after." Suspiciously, there is no solid conclusion to what happened with Jack. We can call this nursery rhyme the tip of an iceberg for this project. "So when Jack and Jill went up the hill, And Jill came tumbling down, who knows what happened up there, That Jack was never found." To start solving this mystery, a set of criteria was introduced, scripted by the TA's. These were - 1) suspect statements 2) newspapers of the village 3) illustration of the village and 4) witness statements NEWSPAPER ILLUSTRATION MAP SHEPHARD_WITNESS STATEMENTS PRIEST_WITNESS STATEMENTS INDUSTRIALIST_WITNESS STATEMENTS ARCHAEOLOGIST_WITNESS STATEMENTS JILL_WITNESS STATEMENTS JACK_WITNESS STATEMENTS The students built factually supported stories and framed the characters assigned to them. They were on a path with an unknown destination with various conflicting ideas and mindsets. Watching movies like Wreck-It Ralph, Sherlock, Rashomon, and Vantage Point helped the students broaden their vision and streamline their thought processes through interesting in-depth discussions with their faculty. They also learned about subjective narrations and factual elements and how to break away from popular notions and stereotypes. It was an atypical style of learning which was hard to grasp at first, but in retrospect, all the dots joined to reveal a deep meaning. After finishing suspect allocations and building up narratives, the students created an entire world around them through observation and putting up the pieces of facts together. Large chunks of information were boiled down to the rhyme's essence through Identification and Elimination and converted to a story. The story was translated into a rhyme again to preserve the poetic spirit. The students identified Actions, Reactions, and Interactions between characters in the rhyme, conveying it in the form of visuals. Each group created five abstract representations of their verse, which resulted in exciting outcomes. During Abstractions, the students learned how to think out-of-the-box, using a limited set of mediums. All of these abstractions were in charcoal. The visual representations of Actions, Reactions, and Interactions were converted into performative pieces using a PLANE as the interface. Through brainstorming and improvisation processes that seemed endless, the groups concluded in high spirits. WOW! It has been a long journey. It taught to detach one from their artworks and be capable of incinerating them to start from scratch. To summarise the project's process, it was "building narratives through three-fold abstractions", i.e., a story, visual representation through drawing, and performative pieces.

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