1 3 2017 Updated

ARCHITECTURE AS A TOOL ON ENHANCING THE
HUMANINTERPERSONAL RELATIONSHIP
Dissertation submitted in partial fulfillment of the requirements for the
Ninth semester B.Arch course of the
University of Calicut
BATCH 2011 -2016

Guided by: Submitted by:
Asst.Prof.Ashna John Shahna.KC
MES School of Architecture 11BAR1028
MES College of Engineering, S9 B.Arch
Kuttippuram MES SCHOOL OF ARCHITECTURE

MES COLLEGE OF ENGINEERING
KUTTIPPURAM-679573, KERALA
ARCHITECTURE AS A TOOL ON ENHANCING THE INTER PERSONARELATIONSHIP I
MES SCHOOL OF ARCHITECTURE

MES COLLEGE OF ENGINEERING
KUTTIPURAM - 679573, KERALA
BONAFIDE CERTIFICATE
Certified that this Dissertation report titled ARCHITECTURE AS A TOOL ON

ENHANCING THE HUMAN INTERPERSONAL RELATIONSHIP is the bonafide work of
SHAHNA. KC who carried out the work in this school during the period July 2016 to December
2016 in partial fulfillment of the requirements for the award of the degree of BACHELOR OF
ARCHITECTURE of the UNIVERSITY OF CALICUT
GUIDE DIRECTOR AND HEAD OF THE

Asst.Prof. Ashna John SCHOOL
MES School of Architecture Prof. Prasanna. T.K
MES School of Architecture
MES College of Engineering
Kuttippuram
Kuttippuram
ii
DECLARATION
The Dissertation report entitled ARCHITECTUREAS A TOOL ON

ENHANCING THE HUMAN INTERPERSONAL RELATIONSHIP submitted in partial
fulfillment of the requirements for the award of degree of BACHELOR OF ARCHITECTURE
of the UNIVERSITY OF CALICUT is done by me and is not submitted to any other university.
Name: Shahna KC
Register Number: MKALEBC1028
MES School of Architecture

Kuttippuram
iii
ABSTRACT
The study is mainly oriented on finding out how the architecture can influence the human
interpersonal relationships, and finally how to enhance the same using architecture as a tool.
The study areais selected as campuses as it is built environment where many inter personal
relationships are being established between different kinds of people who may not familiar with
each other. The major concern of this study is to find the basic parameters that enhances the
interpersonal relationship and then to identify the architectural parameters influencing the basic
parameters of interpersonal relationship. In order to identify these parameters many books and
journals were examined. For the efficient analysis of campus spaces, the campus spaces where
studied, and classified to categories. The live case studies selected where Lovely professional
university, National institute of fashion technology Bangalore, school of planning and
architecture .The spaces were analyzed and results were found
iv
ACKNOWLEDGEMENT
First and foremost

I would like to thank God Almighty, for always leading me on the path that meant for me.
To my guides Asst Prof. ASHNA JOHN,Asst Prof. ANJALY CHERIYATH for their
valuable guidance and continued encouragement during the course of the project.
I am deeply indebted to Prof. PRASANNA .TK, Director and Head of the Department, M E S
school of Architecture and all other staff members for their whole hearted support and
cooperation.
To my Family who never left medown, and for their whole-hearted guidance; support and
encouragement
To my Classmates, for their valuable advice and commitment to the education in architecture.
I finally thank all those who have directly or indirectly helped me to develop, correct, polish and
improve and in bringing out my project work to the present state.
v
CONTENTS
DECLARATION ................................................................................................................ ii
ABSTRACT ....................................................................................................................... iii
ACKNOWLEDGEMENT ................................................................................................. iv
CONTENTS ........................................................................................................................ v
LIST OF FIGURES ........................................................................................................... ix
LIST OF TABLE ............................................................................................................... xi
CHAPTER 1 ....................................................................................................................... 1
1.1 INTRODUCTION ........................................................................................................ 1
1.2 NEED OF STUDY ....................................................................................................... 1
1.3 AIM ............................................................................................................................... 2
1.4 OBJECTIVES ............................................................................................................... 2
1.5 SCOPE OF STUDY ...................................................................................................... 3
1.6 CONTEXT OF THE STUDY ....................................................................................... 3
1.7 LIMITATION ............................................................................................................... 3
CHAPTER 2 ....................................................................................................................... 4
METHODOLOGY ............................................................................................................. 4
CHAPTER 3 ....................................................................................................................... 6
vi
LITERATURE REVIEW ................................................................................................... 6
3.1. INTRODUCTION ....................................................................................................... 6
3.2 HUMAN INTERPERSONAL RELATIONSHIPS ...................................................... 7
3.2.1. Importance of environmentin interpersonal relationship .......................................... 7
3.2.2.1.Stage theory of relationship development............................................................... 8
3.2.2.2 Field theory of relationship development ............................................................. 10
3.2.3.1. Proximity/propinquity .......................................................................................... 11
3.2.3.2. Interaction and communication............................................................................ 12
3.2.3.3. Behavioral responses ........................................................................................... 13
3.2.4. The campus spaces .................................................................................................. 14
3.2.4. 1.Passive spaces ...................................................................................................... 15
3.2.4. 2. Large gathering spaces ........................................................................................ 15
3.2.4. 3. Small gathering spaces ........................................................................................ 16
3.2.4. 4. Building forecourts ............................................................................................. 16
3.2.4. 5.Discovered spaces ................................................................................................ 17
3.2.4. 6 .Outdoor transition spaces .................................................................................... 17
3.2.4. 7 .Indoor transition spaces ...................................................................................... 18
3.2.4. 8. Indoor spaces ..................................................................................................... 18
CHAPTER 4 ..................................................................................................................... 19
LITERATURE CASE STUDY ........................................................................................ 19

vii
4.1 INDIAN INSTITUTE OF MANAGEMENT ............................................................. 19
(Source: http://archzine.in) ............................................................................................... 19
4.1.1. Introduction ............................................................................................................. 19
4.1.2 Planning aspects ....................................................................................................... 20
4.2 CENTER FOR ENVIRONMENTAL PLANNING AND TECHNOLOGY ............. 24
4.2.1. Introduction ............................................................................................................. 24
4.2.2 Planning aspects ....................................................................................................... 24
4.3 ANALYSIS AND INFERENCE ................................................................................ 28
4.3.1 Indian institute of management ................................................................................ 28
4.3.2 Center for environmental planning and technology................................................. 29
CHAPTER 5 ..................................................................................................................... 30
LIVE CASE STUDY ........................................................................................................ 30
5.1 LOVELY PROFESSIONAL UNIVERSITY ............................................................. 30
5.1.1Passive spaces ........................................................................................................... 30
5.1.2 Discovered space spaces .......................................................................................... 32
5.1.3 Gathering spaces ...................................................................................................... 32
5.1.4 Building forecourts .................................................................................................. 34
5.1.5Indoor space and indoor transition space .................................................................. 35
5.2. SCHOOL OF PLANNING AND ARCHITECTURE ............................................... 36
5.2.1 Fore court of building .............................................................................................. 36

viii
5.2.2 Gathering spaces ...................................................................................................... 37
5.3. NATIONAL INSTITUTE OF FASHION TECHNOLOGY ..................................... 39
5.3. 1.Introduction ............................................................................................................. 39
5.3.2 Front porch ............................................................................................................... 40
5.3.2 Passive spaces and discovered spaces...................................................................... 41
5.3.3. Gathering spaces ..................................................................................................... 41
5.3.4. Outdoor transition spaces ........................................................................................ 43
5.4. ANALYSIS ................................................................................................................ 45
5.5 INFERENCE............................................................................................................... 48
CHAPTER 6 ..................................................................................................................... 50
REFERENCES ................................................................................................................. 50
INDEX .............................................................................................................................. 52
ix
LIST OF FIGURES
Figure 1 Methodology......................................................................................................... 4
Figure 2 Fields of relationship formation ......................................................................... 10
Figure 3 Passive space ...................................................................................................... 15
Figure 4 Large gathering ................................................................................................... 15
Figure 5 Small gathering space ......................................................................................... 16
Figure 6 Building forecourt .............................................................................................. 16
Figure 7 discovered space ................................................................................................. 17
Figure 8 Out door transition space .................................................................................... 17
Figure 9 Indoor transition space ....................................................................................... 18
Figure 10 Indoor space...................................................................................................... 18
Figure 11master plan IIMB ............................................................................................... 19
Figure 12 Pedestrian pathway ........................................................................................... 20
Figure 13 vehicular pathways ........................................................................................... 20
Figure 14 semi open transition space ................................................................................ 21
Figure 15window openong to the out door courtyard ....................................................... 22
Figure 16transition space .................................................................................................. 22
Figure 17Inter connection of blocks ................................................................................. 23
Figure 18Master plan ........................................................................................................ 25
Figure 19Outer passage space of studio block .................................................................. 26
Figure 20Main entry pathway ........................................................................................... 26
Figure 21Collegial spaces ................................................................................................. 27

x
Figure 22 Painted walls and Neem tree planted................................................................ 27
Figure 23 Master plan of LPU .......................................................................................... 30
Figure 24 Visual and physical connectivity of passive space ........................................... 31
Figure 25 Passive space associated with academic block ............................................... 31
Figure 26 Discovered space .............................................................................................. 32
Figure 27 Gathering spaces ............................................................................................... 32
Figure 28 main activity hubs, location of mall and market .............................................. 32
Figure 29 Market area ....................................................................................................... 32
Figure 31 Gathering courtyard .......................................................................................... 33
Figure 30Large gathering space OAT............................................................................... 33
Figure 32 Formal front porch ............................................................................................ 34
Figure 33 Visual and physical connectivity ...................................................................... 34
Figure 34 Connectivity through the formal transition garden .......................................... 34
Figure 35Formal transition garden.................................................................................... 34
Figure 36 Informal garden near academic area ................................................................. 34
Figure 37 Class room ........................................................................................................ 35
Figure 38 Indoor transition spaces .................................................................................... 35
Figure 39 building Frond yard ......................................................................................... 36
Figure 40 Entrance and trees around the built .................................................................. 37
Figure 41 Canteen associated with leisure activities ........................................................ 37
Figure 42 Central OAT ..................................................................................................... 38
Figure 43 Master plan NIFT ............................................................................................. 40
Figure 44 Frond porch ...................................................................................................... 40

xi
Figure 45 Passive space .................................................................................................... 41
Figure 46 Central OAT ..................................................................................................... 41
Figure 48 Canteen space ................................................................................................... 42
Figure 47 Schematic section through main entrance ....................................................... 42
Figure 49 Spiral stair case connecting upper floors with ground level............................. 43
Figure 50 Vehicular entry ................................................................................................. 43
Figure 51 Indoor transition space ..................................................................................... 43
Figure 52 Outer transition space ....................................................................................... 43
Figure 53 spaces of expression ......................................................................................... 44
LIST OF TABLE
Table 1 Essential elements of interpersonal communication/interaction ......................... 13
Table 2 Properties of pedestrian pathways ....................................................................... 28
Table 3 Analysis ............................................................................................................... 47

ARCHITECTURE AS A TOOL ON ENHANCING THE INTER PERSONARELATIONSHIP I
CHAPTER 1
1.1 INTRODUCTION
The relationship between architecture and the human being has been studied by many
eminent architects and psychologists, and the questions that arise when exploring this
relationship are more than merely finding the proper dimensions and placements within
architectural space to accommodate a person and their behaviors within.
My concern about the psychological impact of physical environment on a person is a
result of my education in architecture till date. Studies show that the architectural elements
constituting the physical environment of a person have much to do with human response and
behavior, and thus affect the interpersonal relationships between people.
Human interpersonal relationships are complicated psychological entities, which can be

determined or established by reasons such as proximity, interaction, personality, etc. Being a
social creature, humans require healthy interpersonal relationships to be established and
sustained. The environment as a whole that we live in, frame us and influence us to an extent.
Being architects, serving humanity by creating the physical environments to live and socialize in
is part of our duty as professionals. Thus, investigating the built environment and elements that
influence the health and sustenance of human interpersonal relationships is of great importance.
Further, common themes that influence and enhance these relationships within the domain of
architecture and built space have to be considered.
1.2 NEED OF STUDY
Presumably a good architect these days is one with profound understanding of human
behavior and emotions that are to be expressed and encouraged within the environment he
constructs. If this were accepted it would seem like a good case for architectural psychology.
(Terence Lee, A.A.Q., July 1969)

ARCHITECTURE AS A TOOL ON ENHANCING THE INTER PERSONAL RELATIONSHIP 2
Architects have a social responsibility to serve the physical and mental needs of people
they design spaces for. Further, it is known that human interaction is highly influenced by the
environment we live in. Therefore, it should be ensured that the physical contexts - the
environments that are designed - fulfill these needs and provide a positive impact on the users.
According to basic psychology, man, as a social creature requires healthy interpersonal
relationships as a basic mental need and it is an inevitable requisite for human life to succeed.
Therefore, it becomes necessary to analyze the common themes of the physical and
architectural settings that influence the relationships between humans.
1.3 AIM
To study how built space can influence the interpersonal relationship between humans, and to
investigate how architecture can be used as an instrument to enhance these relationships in the
context of the campus setting.
1.4 OBJECTIVES
1. To study the role of architecture of a built space in enhancing interpersonal relationship
between people.
2. To study the context considered, i.e., the campus and its spaces.
3. Identifying the influencing architectural parameters of the environment in the selected context
of campus.
4. Study the impact of parameters on interpersonal relationship in the campus spaces

1.5 SCOPE OF STUDY
1. Understand the influence of architecture in enhancing interpersonal relationship in campus
environments.
2. Study the different architectural elements of built space enhancing the inter personal
relationship.
1.6 CONTEXT OF THE STUDY
Humans acquire many relationships during the course of life, through various situations. Apart
from familial relationships that begin at home, connections between people start off from various
environments. The campus environment is selected as the contextual basis of this study.
Educational campuses are the venues were many relationships are formed and developed,
between people of varied backgrounds, culture, etc. and usually irrespective of these factors.
Further, most educational campuses are planned physical environments, therefore are suitable
contexts to offer an insight into the factors concerning interpersonal relationships that are
considered in planning built spaces.
1.7 LIMITATION
1. As interpersonal relationship is a vast psychological discipline of which all the influencing
parameters are not yet studied, this study is limitedly based on two basic psychological concepts
: The Development Theory Of Interpersonal Relationship and The Field Theory Of Development
Of Relationship
2. Due to the vastness of the study and the unsubstantial allocated time, the study is limited to the
context of the campus environment, and is based on quantitative and qualitative analysis.
3. Due to the subjectivity of the topic, the study is limited to a certain set of parameters.
CHAPTER 2
METHODOLOGY
Figure 1 Methodology
Source: Author
This research was carried out to find out how the architecture and the physical
environment we make influence the physiological factors of human inter personal relationship.
To begin the study secondary data collection regarding the interpersonal relationship was done
and the basic parameters influencing the relationship were found out. Considering the most
accepted basic parameters of interpersonal relationship enhancement, the selected parameters are
interaction and communication, proximity, and behavioral responses. The architectural
parameters that influence the basic parameters were then identified and listed down, and
limitedly shortlisted based on the repeated and most important parameters. These parameters are
Degree of openness and closure

Connectivity and access
Visual connectivity and axes
Spatial scale
Zoning and personal distances
Acoustical properties
Comfort
Effect of nature.
For studying the context many campus spaces are also studied from literature and
common themes were identified in campus design that may influence the interaction happening
in the spaces. Further, main types of campus spaces were also identified. The types of spaces
identified were passive spaces: large gathering spaces, small gathering spaces, building
forecourts, discovered spaces, outdoor spaces and indoor spaces. Following this, case studies and
surveys were done. The live case studies selected were Lovely Professional University, National
Institute of Fashion Technology, and School of Planning and Architecture .By analyzing the
observations and the data collected, results are obtained.

CHAPTER 3
LITERATURE REVIEW
3.1. INTRODUCTION
The scientific study of the human mind and its functions, especially those affecting behavior in a
given context is known as psychology. Architects serve the human being by creating the
environment to accommodate a person and all aspects regarding him. So it is important to study
about the relationship between Psychology and Architecture
As the human being and architecture are engaged with each other and the former adapts
to the latter, the right balance between the two is necessary. As we explore this balance, the
question soon becomes about the interplay: finding where the two meet, exchange, and influence
one another.
In order to design buildings with a sensuous connection to life, one must think in a way
that goes far beyond form and construction.1
That means even if we are creating the physical environment for one to adapt with, we
have to think about aspects other than the construction, form and such physical elements.
Architecture strengthens the existential experience, the one's sense of being in the world,
and this is essentially a strengthened experience of the self. Instead of mere vision, or the five
classical senses, architecture involves several realms of sensory experience which interact and
fuse into each other.2
Thus Architects have to expand the range of what a space can do when it comes to
adaptation between building and occupant. The interplay between freedom and control is
1
Thinking architecture, Peter Zumthor
2
The Eyes of the Skin, JuhaniPallasmaa
becoming more fluid and dynamic; and for an occupant, exploration may be carried out in
renewed and innovative ways.
However, it is key to remember that the relationship between architecture and the human body is
as much about being still as it is about movement whether that be physically, emotionally
or spiritually.
So the relationship between human being and psychology is established. Since architects
contribute to the environment to adapt in, it has to be made in such a way that all the aspects
regarding human beings are considered.
Human interpersonal relationship is one such psychological aspect we have to deal with.
3.2 HUMAN INTERPERSONAL RELATIONSHIPS
According to Berscheid and Ammazzalorso (2004), the concept of a relationship refers to

two people whose behavior is interdependent in that a change in behavior in one is likely to
produce a change in behavior of the other. There are two types of relationship friend and mate
of which relationship levels varies accordingly though the stages
In friend relationship these levels are acquaintance, casual friend, good friend, and best
friend where as in mate relationship acquaintance, casual date, steady date, fianc, spouse.
Human relationship is a discipline having parameters of psychology, environment,
religion culture, etc. Architects - serving for humanity- have to consider the enhancement of
human relationship within the domain of architecture, and also search the built environment to
explore the common themes influencing the health and continuation of the relationships.
3.2.1. Importance of environmentin interpersonal relationship
Environment: Factors physically external to the person; Provides opportunities and social
support (al, 2002)
Source: Glanz et al, 2002, p169.
According to Parraga, Environment refers to factors that can affect a persons behavior.
There are social and physical environment. Social environment include family friends, etc,
whereas physical environment includes size of a room, ambient temperature, availability of

certain food. Environment and situation provides the frame work for understanding behavior.
Glanz says that the situation quoted by Parraga is itself refers to cognitive or mental
representation of the environment that may affect persons behavior. Situation is the persons
perception of the place, time, physical features and activity. (al, 2002)
Thus it is evident that the three factors environment, people, behavior are constantly
influencing each other.
In the study of interpersonal relationship, the influence of environment or the context
(in psychology) is proven with no doubt.
3.2.2. Theories of interpersonal relationship development
There are many theories regarding interpersonal relationship development .Widely
accepted two theories among are the Stage theory of relationship development and Field
theory of interpersonal relationship development.
3.2.2.1.Stage theory of relationship development
Stage theory of interpersonal relationship development says that an interpersonal
relationship is developed through stages this is proposed by famous psychologist George Levinger,
First Stage Acquaintance
Acquaintance refers to knowing each other. To start relationship individuals need to
know each other well.
Two individuals might meet at some place and instantly hit it off. People feel attracted to
each other and decide to enter into a relationship.
Common friends, social gatherings, same organizations also help people meet, break the
ice, get acquainted with each other and start a relationship.
Second Stage The Buildup Stage

This is the stage when the relationship actually grows. Individuals are no longer strangers
and start trusting each other.
Individuals must be compatible with each other for the relationship to continue for a
longer period of time. Individuals with similar interests and backgrounds tend to gel with each
other more as compared to individuals from diverse backgrounds and different objectives.
The buildup stage in a relationship is often characterized by two individuals coming
close, being passionate and feeling for each other.
Third Stage Continuation Stage
This is the stage when relationship blossoms into lasting commitments. It is when people
after knowing each other well decide to be in each others company and tie the knot.Trust and
transparency is essential for the charm to stay in relationship forever.
Fourth Stage Deterioration
Not all relationships pass through this stage. Lack of compatibility, trust, love and care
often lead to misunderstandings and serious troubles in relationship. Individuals sometimes find
it extremely difficult to adjust with each other and eventually decide to bring their relationship to
an end.
Compromise is an integral part of every relationship. Individuals failing to compromise
with each other find it difficult to take the relationship to the next level.
Fifth Stage The Termination Stage
The fifth and the last stage is the end of a relationship.
Relationship terminates due to any of the following reasons
Death of any one partner

Divorce
Separation
An ideal relationship results in lasting commitments and marriages whereas there are
some relationships which do start on a positive note but end abruptly.
3.2.2.2 Field theory of relationship development
Kreckhoff Davis propose that inter personal relationship enhances by entering a series of
fields and they are
Field of available
Where we have a possibility of initial interaction
Field of approachable
This field exists within the field of available where we have some more proximal level of
approachable
Field of reciprocals
This is the field inner to the approachable and here there is two persons exist in
relationship
Figure 2 Fields of relationship formation

(Source: Author)
Considering these theories the main three basic parameters that influences formation of
an interpersonal relationship are
1: Proximity
2: Interaction and communication
3: Behavioral responses
3.2.3. The basic parameters of interpersonal relationship
3.2.3.1. Proximity/propinquity
According to the psychology of relationship physical proximity increases the
attractiveness of a person as a result of continues exposure that happens. A theory called the
mere exposure effect states that people tend to become attracted to novel stimuli if it was
repeated over and over again.
Leon Festinger, Stanley Schechter
The theory was first crafted by psychologists Leon Festinger, Stanley Schechter, and Kurt
Back in what came to be called the Westgate studies conducted at MIT.
Friends in the Dorm: The Power of Proximity
There is a saying that you can choose your friends, but not your family. However, it
may be that your choice of friends isnt totally within your conscious control either. In a classic
study of friendship formation, researchers asked nearly 300 MIT dormitory residents to list their
closest friends. The researchers then looked at where the listed friends lived in the dorms.When
someone lived one door away, there was a 41% likelihood they were listed as a close friend. As
the number of doors increased, that likelihood decreased such that those living four doors away
had only a 10% likelihood of being listed as a close friend. This study demonstrates the
importance that proximity, or being physically near others, has on relationship formation.
Festinger, L., Schechter, S., & Back, K. (1950). Social pressures in informal groups; a study of
human factors in housing. Oxford England: Harper.
Study showed that in the housing for married students, the person from the next door
often called as a friend
Person most often named as a friend lived next door.
3.2.3.2. Interaction and communication
The studies on organizational behavior show that Communication, and interaction plays a pivotal
role in all types of relationships whether it is personal or professional. Feelings must be
expressed and reciprocated in relationships. Individuals need to communicate with each other
effectively for better understanding. Two people in love must interact with each other on a
regular basis through various modes of communication. The recipient must understand what the
sender intends to communicate and vice a versa. Clarity of thoughts is essential in relationships.
When we are considering the quantitative aspects of our interpersonal interactions, the
fact that interpersonal communication takes two people means that it is indivisible. Without the
second person, interpersonal communication is impossible. Thus, the parties to interpersonal
communication are a duo: a couple, a pair, or perhaps adversaries. From an interpersonal
perspective, even groups of three or more individuals are viewed as composites of dyads,
effectively serving as the foundations for separate pairings and potential coalitions. Without a
dyad, a relationship does not exist, and without a relationship, there is no interpersonal
communication. This means that if one person withdraws from the relationship, then that
relationship terminates-at least for the time being or until the connection between them is
reestablished. The qualitative aspect of interpersonal communication is another story.
We measure the quality of an interpersonal relationship along a range, with intimate

communication at one end and impersonal communication at the opposite end. The more
personally we interact with another person, the more interpersonal our relationship becomes.
When we engage in interpersonal communication, our goal is to treat one another as genuine
persons, and to respond to each other as unique individuals with whom we create a distinct
relational culture, not as people merely playing roles. The essential elements of interaction and
communication are shown in below table. From this table we can analyze that excluding the
other factors such as people, messages, etc; there are elements such as context i.e. environmental
factors, also effect the communication. And it is obvious that Architecture constitute to the
environment (context as per the psychological term)
Table 1 Essential elements of interpersonal communication/interaction (Source:

communicationtheory.org)
3.2.3.3. Behavioral responses
The human behavioral responses are one of the other basic factor of human interpersonal
relationship. Behavioral responses are in turn affected by the emotions and feelings. As per
Aaron Walt in his book Designing for emotion, he find the human being as a complex being
having distinct personalities, emotional baggage, and unique dispositions, and even then Beneath
disparate personalities and perspectives lie universal psychology principles common to all
humans. These principles are invaluable tools in our quest to design for emotion. Then he quotes
as Darwin said
The same state of mind is expressed throughout the world with remarkable Uniformity;
and this fact is in itself interesting as evidence of the close similarity in bodily structure and
mental disposition of all the races of mankind.

Then he observed what Darwin had to convey through his words really was
Were born ready to express pain, joy, surprise, anger, and other emotions. Emotion is
an essential survival tool. Its how we communicate our needs to our caregivers, and later in life,
its how we build beneficial relationships. Though we develop verbal language as we mature,
emotion is our native tongue from the moment we enter this world. It is the lingua franca of
humanity.
Walter concludes by defining the human nature as-

Humans have evolved physically, so too have our brains, to naturally select the most
advantageous instincts and behaviors that will keep our species alive. We call these instincts
human nature. Theyre the Rosetta stone that offers insight into why we behave the way we
do
To study the identified basic parameters, influencing architectural parameters are found
out are listed below
Connectivity and physical access
Visual connectivity and axes
Degree of openness and closure
Special scale
Proxemics
Effect of nature
Comfort ability
Acoustical properties
Zoning
3.2.4. The campus spaces
The context taken for the study to conduct is campus. Hence the spaces of campus are identified
.the type of campus space are the following
3.2.4. 1.Passive spaces
Figure 3 Passive space (Source: slide share.com)
Encourage serenity, reflection and quite study through the use of landscaping,
water, art etc.
These areas tend to be framed by buildings and/or mature landscape.
Spaces are typically screened from the noise of active areas and adjacent streets
and may be designed to accumulate views of landmarks
3.2.4. 2. Large gathering spaces
Figure 4 Large gathering (Source: collegedekho.com)
Often the defining structure of a campus and its most visible landscape features.
Commonly located in the most active areas of campus.
Framed by buildings, perimeter roads or significant natural features
3.2.4. 3. Small gathering spaces
Figure 5 Small gathering space (Source:www.facilities.upenn.edu)
Serve a more intimate audience.
Typically located in quite areas framed by buildings.
Used for class meetings, cultural presentations, social purposes etc. Social purposes
include;
Meeting points, waiting for classes, chatting with friends, temporary celebration, group
study, relaxation, having lunch etc.
3.2.4. 4. Building forecourts
Figure 6 Building forecourt (Source: slide share.com)
Allows transition between outdoor and indoor campus spaces.
Most often located at the main entrance to a facility and adjacent to high traffic
pedestrian corridors
3.2.4. 5.Discovered spaces
Figure 7 discovered space (Source: slide share.com)
The important of discovered the discovered space is different to each individual

These places may vary greatly throughout the campus
Do not require a significant amount of land-even a comfortable bench near a
flowering hedgerow may qualify-and thus may be located throughout the campus
3.2.4. 6 .Outdoor transition spaces
Figure 8Outdoor transition space (Source: Author)
Considered an integral part of the campus built and outdoor environment. Mainly used
for transition
Place for comfortable setting and walking, for sitting and for conversation.
3.2.4. 7 .Indoor transition spaces
Figure 9 Indoor transition space
(Source: Author)
Corridor, stair spaces in the interior of the campus. Place for comfortable setting and walking,
for sitting and for conversation
3.2.4. 8. Indoor spaces
All indoor spaces like classrooms libraries staff rooms etc
Figure 10 Indoor space(Source:

Author)
CHAPTER 4
LITERATURE CASE STUDY
4.1 INDIAN INSTITUTE OF MANAGEMENT
(Source: http://archzine.in)
4.1.1. Introduction
The Indian Institute of Management, Bangalore is located at Bannerghatta road in

Bangalore, was designed by celebrated architect B.V Dhoshi. It is established in 1973 and
completed in 1983.IIMB is categorized in the type of public business school, and have strength
of ~1000 students and 110 academic staffs. The IIMB is a 54,000 sqm complex, built on a 100-
acre campus, is based on the design of the town of FatehpurSikri, laid out by Akbar in the
16th century and this is achieved by linking a net work of corridors, interactive courtyards and
external spaces allowing for future extensions.
The master plan comprised of academic zone, hostels, faculty residences, recreational
spaces, MDC block, MHU block and services. But the study area includes only academic zone,
hostels and recreational spaces.
Figure 11master plan IIMB:

4.1.2 Planning aspects
A .Connectivity and circulation
The connectivity among blocks is done with networks of route which are vehicular and
pedestrian. The pedestrian pathways are of defined, and undefined type and may be of long rout
and short route the long route pathways among the series of courtyards and gardens
Defined pathway is paved by stone and non defined pathway is modulated by users as short cut
way for easy accessibility.
Circulation meansact as connecting joints to
surrounding environments and provides a sense of
direction to significant spaces by integrating and
organizing different places and elements which
include gateways, individual gardens, buildings etc
and the choices of movement path allow the individual
freedom of relating in ones own way. The trees along Figure 12 Pedestrian pathway(Source:
http://archzine.in)
the path through the courtyards provide shade and
protection from sun and rain, and create an interactive
environment as well as create a microclimate.
Along with the tree canopies that provide the
welcoming environment the activity spaces like small
nursery gardens, Green wall-bounded verandahs,
furniture production and maintaining workspaces Figure13vehicular pathways
(Source:.vishfulthinking.com)
create active spaces and also break the monotony. The
vehicular organization dominates over the pedestrian as there are not much seating spaces,
shading devices lights and lamps are provided along with the pedestrian pathways compared to
the parking lots and vehicular pathway
B. Built -open spaces
BV Doshi while talking about the thoughts on this design says the importance of
interaction in the journey of education. And he says how the planning itself contributes to the
journey. Keeping this in to the mind while we analyzing the planning, combination of
courtyards, connected to corridors, connected to build fabric and these high corridors we can
understand that how interaction spaces and creative environments influence the educational well
being and social well being. These space are sometimes open, sometimes partially covered with
skylights, sometimes only pergola structures which allow a sense of feeling of partially inside
and outside. The administration building, library, academic zone all are connected by long
corridors, courtyards and gardens, but it doesnt look like long due to the gardens and open
spaces in between.
Figure 14 Semi open transition space (Source: iimb.ernet.in)
The sun become part of the architecture here because the quality of light is inconsistent
and allows the freedom for light and shadow to play together. This play of light and shadow
create a lively space. All these corridors differ from one another-change in light, change in
openings, change in skylights therefore one will never get the same feeling if we walks through
these spaces in different times/ days because the sun will change the direction therefore the
breeze also. Another advantage of these connecting corridors is during unexpected rain in
Bangalore climate, one can still walk under the shade and he is still in the open. So the pergola
columns, walls, and the open networks together create porous connections. Visual connection
ensure a healthy relationship between open spaces and built fabric in IIMB, whether it is tangible
or not, the outside scenery provide a mood for relaxing, enjoying and being mentally
comfortable.
Figure 15 window opening to the outdoor courtyard (Source:

iimb.ernet.in)
All the classrooms in academic block have a courtyard and every place see out of the
window there is a garden this allows the students and staffs to feel the nature. Similarly in hostel
block the new and old buildings are connected by bridge at upper level, encouraging interaction
with occupants and adding the efficiency of floors. In the managing development center, the
open spaces and building are connected by arcades, facilitating fresh air circulation, visual and
physical interaction with nature etc. All these
visually enhance connectivity throughout the
campus.
The campus is organized into smaller to
Figure 16transition space
(Source: iimb.ernet.in)
larger open spaces to promote interaction between occupants in a single building to persons from
different buildings, as well as outside. This is varying from collegial rooms orient towards outer
gardens to smaller and larger gathering areas, outdoor dining areas, Amphitheater, balconies,
open staircase of water tank, recreation ground etc Gardens provide opportunities for gathering
and activities from surrounding Ground-level buildings, and the pedestrian as well as vehicular
path around these spaces encourage these activities, simultaneously the intensive use of
circulation paths are generated by the same. Collegiality promotes activities in spaces and
encourages some level of social interaction in all the outdoor spaces from larger gathering to
individual relaxing.
C. Collegial spaces
The campus is organized into smaller to larger open spaces to promote interaction
between occupants in a single building to persons from different buildings, as well as outside.
This is varying from collegial rooms orient towards outer gardens to smaller and larger gathering
areas, outdoor dining areas, Amphitheater, balconies, open staircase of water tank, recreation
ground etc Gardens provide opportunities for
gathering and activities from surrounding
Ground-level buildings, and the pedestrian as
well as vehicular path around these spaces
encourage these activities, simultaneously the
intensive use of circulation paths are generated by
the same. Collegiality promotes activities in
spaces and encourages some level of social
interaction in all the outdoor spaces from larger
gathering to individual relaxing.
Figure 17Inter connection of blocks(Source: www.Slide

share.com)
4.2 CENTER FOR ENVIRONMENTAL PLANNING AND TECHNOLOGY
4.2.1. Introduction
School of architecture was established by professor BV Doshi in 1962 with missions like
To become a resource center in the service of state industry and society.

To synergize and facilitate work / study environments for students and faculties
To encourage inter institutional collaborations
To create an environment for creativity and innovation
The motto was 'gnanamvignanamsahitam', meaning 'knowledge with science and spirituality',
today CEPT has grown into an autonomous university offering 3 under-graduate and 14 post-
graduate programmes. School of Interior Design was founded by Ms. Krishna Shastri, a student
of B.V. Doshi in 1991. At CEPT, efforts are made to instigate and improvise the sensitive and
aesthetic dimensions of the students. Faculty and students together bring about a healthy and
inspiring environment which results into volatile creativity. Students here, are exposed to a wide
range of related studies starting from photography to music to crafts to religion to environment
and culture, and are also encouraged to improvise and innovate in all the fields. The fully
equipped workshop enables them to experiment and make things on their own. 'Student
exchange programs' give them insights on global perspectives.
4.2.2 Planning aspects
A .Master plan
Master plan for the campus comprises lawns, walkways, central courtyard wood workshops
architecture and planning block, admin block faculty rooms, library, textile workshop, stationary
store, school of interior design, material testing lab etc. all the built blocks are arranged around
the central court. And it is connected with the lawn areas. The orientation of building in the north
south direction and the large open spaces placed in the northern end southern end make the
whole campus well airy and comfortable in the harsh weather. And the arrangement of the spaces
is in such anorder that all the built spaces act as an integral part of the environment
The concept behind this design is that student of architecture must be surrounded by
beauty and art, so that he/she develops into a well rounded creative person, sensitive to the
emotional, spiritual, cultural and aesthetic dimensions. This philosophy is epitomized in the
campus design itself, with built and open spaces forming a harmonious whole with nature,
interspersed with sculptures, installations art works, The levels are articulated to create subtle
demarcation of spaces.
Figure 18Master plan :( www.Slide share.com)

B .Connectivity and circulation
The environment created here is highly informal and
connected through a series of multifunctional spaces through
which the students can interact with each other as well as the
environment
The long bay outer to the studio is creating a semi
private spaces where one can spend alone with nature and it let
the light and air to inner studios. It enhances the visual
connection between spaces and thus turns the indoor spaces as
an integral part of the outer environment. Figure 19Outer passage space of studio
block (Source: cept.ac.in)
The long bay outer to the studio is creating a semi private
spaces where one can spend alone with nature and it let the light
and air to inner studios. It enhances the visual connection
between spaces and thus turns the indoor spaces as an integral

Figure 20 Main entry pathway (Source:
part of the outer environment. cept.ac.in)
The main entry to the complex is through a long axis
pathway which ends up in facing a blank wall. Coming to the
point one would forced to turn, go down flight of an interactive
brick paved steps and turn then again to enter the main wide Figure 21 1nteractive areas (Source
:college dekho.com)
flight of steps leading up to the library. This forms the main axis.
The levels are articulated to create subtle demarcation of spaces. These levels make
individual niches to rest someones eye on special areas and blank walls.
C .Collegial spaces
The campus spaces are designed to enhance the
creative learning. So collegiality is a main functional
aspect of the building. It is rare that there is such a
close relation between programmatic development
and architectural evolution. CEPT is fortunate to have
been such a process [where] the same minds think of
the quality of an institution and its architectural form.
Some walls are used to express the ideas of students.
This campus is of rich biodiversity inside its site.
Shaded trees in and around the campus create shade Figure 21Collegial spaces(Source: slide share .com)
and a comfortable environment to the outdoor activities. Student activities are distributed in and
around the campus alike.
The Neem trees provide a perpetual

changing pattern of light and shade. The steps in
fact become external activity hubs with students
using the levels for reading, organizing informal
discussions, performances or even for simply lazing
around.
Figure 22 Painted walls and Neem tree planted
(Source:wordpress.com%2Fworkshops-images)
4.3 ANALYSIS AND INFERENCE
4.3.1 Indian institute of management
IIMB Has various circulation pattern varying as per vehicular or pedestrian paths,
having characteristic common of being long, narrow defined non defined etc.
Considering pedestrian path only, they may be
PEDESTRIAN
Defined Non defined
Makes for easier connectivity This often unpaved pathway
between parts of campuses that have provide short-cuts, for
Improves its character quick accessibility between
by being lined with streetlights blocks.
and with appropriate signage. This highlights its character of
They are often paved pathways giving an individual the
that have public amenities of freedom to traverse paths in his
dustbins, mirrors and humps at own way.
definite locations.
Table 2 Properties of pedestrian pathways
The open spaces here are spacious with a comfortable and cool environment with shading
trees which make it comfortable for resting and recreation. However, lack of street
furniture reduces the use of these pedestrian friendly paths.
At the same time, surface modulation provided act as for comfortable seating places at
some areas.
Inner spaces are made comfortable for having by provision of inner courtyards that allow
fresh air circulation and natural light.
Interstitial spaces are made well defined and attractive with natural landscape that
enhance the use of open spaces through increased visual and mental quality characterized
by the material, color, and scale of the building that also blends with nature.
Although each space has a character of its own, it maintains a level of comfort.
All the open spaces have a character of their own, made better by variations in the play of
light which creates interest among users of all age groups.
IIMB has a strong visual and physical connection of built to open, that encourages
liveliness among areas.
Changing views and vistas on travelling along long routes is allows breaking of boredom
and offers an interesting walk for users.
Greenery is a major part of building so the concept of blending with nature produces a
healing environment for mental distress, tension etc.
4.3.2 Center for environmental planning and technology
The campus spaces are connected by open interaction spaces, where students are exposed
to nature and creative activities
The workshop spaces and outdoor activity spaces enhance the learning environment.
The steps provided here are wide
Passages are directed accordingly to make the user unconsciously direct through the
interactive areas.
The campus open spaces provided here are
North lawn,
South lawn
Transition courtyards
And central courtyards
The main concept of the campus is the students must to be in a space where learning can
be done unconsciously .it should not be teaching spaces.
All the built spaces are the part of the surrounding nature either by the wall less nature or
by the maximum openings
The tree covering ,building orientation and maintained the open area of north and south
direction make a comfortable environment
The wall less, door less class rooms and the interactive activity space provided in
between the academic areas make the campus live.
CHAPTER 5
LIVE CASE STUDY
5.1 LOVELY PROFESSIONAL UNIVERSITY
Lovely Professional
University (LPU)is a private semi-
residential university in North
India created under the Punjab
State Private University Act 2005
and recognized by UGC LPU
offers around 200 programmers
and courses at diploma, under-
graduate, graduate, post graduate,
and doctoral levels. The university
has more than 25,000 students
from all over the India and from
abroad
It is situated on the National

Highway-1, at the entry
of Jalandhar City. The university
offers residential facilities
separately for boys and girls.
Figure 23 Master plan of LPU (Source: www.lpu.in)
5.1.1Passive spaces
-The campus contains a number of passive spaces. Most used passive spaces is the space
which is more proximal to the academic zone .Large campus open spaces among is divided into
small micro environment .Above this the connectivity visual and physical access etc. enhances
the physical proximity of space
Figure 24 Visual and physical connectivity of passive space (Source: Author)
The above figure is the tomb space that designed for the owner placed in a garden and is
a main passive space of campus as interactive activities
observed here is too small. The shaded trees of the edge
provide venue for interaction and communication which
may lead to form an interpersonal relationship .now when
considering the interpersonal interaction. Main interaction
in passive spaces is away from the circulation and in shaded Figure 26 Passive space associated with
academic space
places .This space
(source: Author)
is a little more
crowded in evening time. Seating spaces provided in the
garden associated with tomb having very little shade,
and less seating spaces and thus observed less activities
Figure 25 passive spaces associated with
formal front porch compared to other passive space of campus. Passive
(Source: Author) spaces associated with academic spaces are more
crowded with activities
5.1.2 Discovered space spaces
The discovered spaces of the campus are near to the

academic block and differ for each individual. Small nooks
and corners of gathering spaces immediate to the academic
area are the major discovered spaces. The main factors of
consideration are informality of space and comfort Figure 27 Discovered space
ability. (Source: Author)
Privacy is also another key factor.
5.1.3 Gathering spaces
-There are many planned interactive spaces, and
communication spaces in the campus provided as gardens, Figure 28 Gathering spaces

(Source:.scholarslearning.com)
OAT, gathering spaces, indoor studio spaces, etc.
Many spaces like shopping mall, indoor studios, clinic, class

rooms, verandahs, corridor spaces, office rooms etc. are the
places where a lot of interaction takes place Figure 29 main activity hubs, location of mall
and market (Source:.scholarslearning.com)
The shopping mall and the open bazaar spaces

provided in the central region of the campus are areas of
major interactions and activities. The main
garden spaces provided in between the blocks
are with seating spaces that invite the pass byers
through, to sit and chat. The physical characters
Figure 30 Market area (Source: Author)
that improve the quality of interaction,
connectivity, cohesiveness, openness and closure, the application of elements and principles are
done in proper way in the campus. Well connected spaces, with the consideration of visual and
physical axis are provided.
Figure 31 Large gathering space OAT

(Source:.scholarslearning.com)
Proximity in placing the blocks is one of the reasons that help in creating the propinquity
effect. Here the building planning and the zoning, is like;
The residential buildings are separately situated and placed in a distance from the
academic and admin block, all engineering blocks are separately situated and interactive spaces
placed among them. Large patches of green is divided in to small micro environment .and
gardens mad active by placing seating spaces in appropriate spaces
Figure 32 Gathering courtyard (Source: Author)

5.1.4 Building forecourts
Building forecourts of this campus can be classified to
Figure 33 Formal front porch(Source: Author)

three types and they are mainly
A. Formal front porch
This is a large scale garden that act as the main campus
front porch. The visual connectivity and physical access

Figure 34 Visual and physical
connectivity(Source: Author)
here are too formal and the garden patches are also formal.
Seating spaces and shaded trees are provided on edges. The
physical setting regulates the activities happening here
B. Formal transition garden
The physical setting of the porch is too much formal

Figure 35Formal transition garden
here. And the arrangements of patches of trees are also
formal here .The circulation pattern through this area is well defined
by the defined pavers. The physical setting achieved consciously
restricts the activities happening here.
C. Informal garden
Informal garden of campuses are near to academic space

Figure 37
Connectivity through the
positioned immediate to the built blocks and it act as the spaces formal transition garden
for a lot of interactive activities .there are shaded trees and seating
spaces ,activity spaces etc. Here interactive activities are
encouraged by the physical setting Figure 36 Informal garden near

academic area (Source: Author)
Thesense of placeis here, achieved by the openness and closure, the iconic form of the
building, the physical attributes of color texture and elements of architecture. The academic
blocks are of exposed brick and having some unifying characters like size and shape of opening,
building form and character.
Main admin blocks are somewhat different from the academic spaces designed. And the
campus open spaces even have to convey different senses and statements so that we can feel the
micro environmental difference with each open patches of green.
The sense of closure is diluted at some places by broken walls provided directour eyes
unknowingly towards an entirely different visual of an entirely
different space
5.1.5Indoor space and indoor transition space
Indoor spaces having interaction are mainly studios, class
rooms, Staff rooms etc. The areas which are not well lit, and of
Figure 38 Indoor transition spaces
more closure dont have not much interaction. Some closed, indoor
(Source: Author)
interactive zones are avoided by the students when they have
open air green spaces are at approachable distance with needed
privacy. The accessible central courts and terraces of academic
block are not used. There is no stair wall for some spaces so as to
enhance visual connection.The planning of the campus is done as
a response to the ethical, climatologically aspects. There are Figure 39 Class room
(Source: Author0
long corridors in between wide built blocks which are hence not
well lit and so students avoid such spaces

The wide steps for the vertical transition acting as a space for casual interaction and informal
chitchats as they are comfortable considering the light and ventilation coming through the half
wall landing spaces provided
Classrooms are isolated from the central corridor and having opening from the other side to
exterior. And thus natural light is not that prominent in the class rooms.
5.2. SCHOOL OF PLANNING AND ARCHITECTURE
School of planning and architecture is situated in the capital city of India Delhi. It is established
in1941 as the department of architecture of Delhi technological university. In 1959 merged with
school of town and country planning
5.2.1 Fore court of building
A portion of frond yard is converted to interaction space
by providing seating spaces, under the shady trees
The canteen situated near this space influences the
activities here
The front porch of campus is comparatively small in Figure 40 building Frond yard
(Source: author)
scale even though having provisions for casual study,
interaction, and socializing. A lot of shady trees are there and so as to provide comfortable space
for interaction and communication. The surface modulations are sometimes turned out as the
seating spaces.
Here the transition from public to private is suddenly
occurring to the user, as it is acting as the main entry
and the front porch to the campus
The area is cool and shady. And it is completely
informal in nature. Campus area is too small and thus

Figure 41 Entrance and trees around the built
all the outdoor spaces are in an around the building
(Source: author)
masses and proximity is attained. Open spaces are
planned in such a way that the user can attach themselves to an island of their own by the natural
setting itself the spaces of interaction in this campus has perceived as identifiable territory
5.2.2 Gathering spaces
The main interaction oriented
spaces of the campus are the canteen
and the open air theater.
Canteen space in the college is in the
ground floor of the campus having an
outdoor Interactive area near to it. This
area provide a island of individual
spaces for interaction

Figure 42 Canteen associated with leisure activities
The corner space of the canteen is an
(Source: author)
activity corner having table game
facilities
The students have freedom to express and to communicate here.

The surrounding ambience of trees and green enhances the cool and comfort inside the canteen
The OAT is arranged centrally to the built masses and to the parking space.
It is a space visually and physically accessible from the campus indoors
There is a cool ambience as the trees lining the boundary
space.
Even after the space having comfortable physical ambience
in any climate for interaction, the space near the canteen is
used by most of the interaction
The open air theater is arranged centrally to the built masses
and to the parking space.

Figure 43 Central OAT
It is a space visually and physically accessible from the (Source: author)
campus indoors
There is a cool ambience as the trees lining the boundary space.
Even after the space having comfortable physical ambience for interaction, the space near the
canteen is used by most of the interaction

5.3. NATIONAL INSTITUTE OF FASHION TECHNOLOGY
Source: http://college.globalshiksha.com
5.3. 1.Introduction
National Institute of Fashion Technology was set up in 1986 under the aegis of the Ministry of
Textiles, Government of India. It has emerged as the premier Institute of Design, Management
and Technology, developing professionals for taking up leadership positions in fashion business
in the emerging global scenario
Source: http://www.admissionnews.com/
NIFT is a campus located along the 27th main road, Bangalore. The master plan facilitate
administration block, faculty rooms, class rooms, computer rooms, boys and girls hostel,
library, amphitheater, canteen, auditorium all associated in a single block, parking and play
grounds are provided adjacent to vehicular route.
The path ways and outdoor interaction spaces has visual identity, by its shape and size, and by
providing lawn spaces and green shady trees the Physical setting made comfortable the
vehicular pathways in and around the campus
Figure 44 Master plan NIFT
(Source: author)
5.3.2 Front porch
Frond yard act itself as the front porch and it is of small scale .The sudden transition from
the public zone to the private occurringhere. The convex phase of the exterior create a diverging
feel .The stair starting from the entry point leads to corridor space and then descending to the
OAT. Here the stair with wide flights gives a
visual continuity.Front porch has no enough trees
and interactive spaces providedsmall open spaces
provided with comfortable informal physical
setting are the venues of more intimate activities
and casual interaction
Figure 45 Frond porch
(Source: author)
5.3.2 Passive spaces and discovered spaces
As the campus has less plot area than built up area, main circulation is around the building
perimeter.
Open spaces present in the campus are the front court, backyard and the spaces shaped by
building blocks.
Discovered spaces of campus are mostly interior to the curvy built structure.
Figure 46 Passive space
(Source: Author)
5.3.3. Gathering spaces
Open air theatre of the campus is the main
campus open space provided at the centre of
the built spaces
The central OAT is rather an expression

Figure 47 Central OAT
space than an interaction space, (Source: Author)
It is the visual focus of all the built, as the paved steps and the lack of trees, make the open space
to stand out from the vertical built masses
Not comfortable in harsh weather as there is not much shade
The survey report says that students avoid this space
for personal interaction
The area visually connected and physically proximal
to the main entry and the entrance corridor area is
the activity concentrated areas of the OAT
The whole campus is an association of various
blocks comprised into a single block, and each block

Figure 48 Schematic section through main entrance
is connected through circular open stairs. Literally (Source: Author)
the open spaces present in the campus are the front
court, backyard and the spaces shaped by building blocks.
Figure 49 Canteen space
(Source: Author)
Canteen space associated with the campus is an open to air space which is vertically
connected by upper floors by a stair and positioned so as to ensure the easy accessible from all
the blocks of campus
It is separated from the academic, administrative blocks by the
seclusion attained by the curvy linear form
5.3.4. Outdoor transition spaces
The accessibility to the building is governed by open circular
staircases rather than defined paths. This circular stair cases
increases the visual and physical connection with all the

Figure 50 Spiral stair case
connecting upper floors with
surrounding spaces, and also make the outdoor interactive spaces ground level(Source: Author)
physically proximal to the indoor academic spaces
The corners and nooks here posses a high value of sense of place
as they provide a venue for communicating the ideas, thoughts
These spaces provide a venue for personal interaction, expression

Figure 51 Vehicular entry(Source:
Author)
of ideas, and communication
Pedestrian and vehicular entry is same in the outdoor so the
interaction around the building is much low considering the
interior
5.3.5. Indoor transition spaces Figure 52 Outer transition space

(Source: Author)
Most of the casual communication and interactions of the
campus occurring in indoor transition spaces. The corners and
space formed by building accessible from the indoor
Figure 53 Indoor transition space

(Source: Author)
transition space directly comprises most of the campus discovered
spaces for the friend groups
Indoor transition spaces are the venue for expressing thoughts, and
ideas of the students. And thus these areas are communicative
itself Figure 54 spaces of expression
(Source: Author)
5.4. ANALYSIS
Table 3 Analysis
5.5 INFERENCE
informality of space by its natural setting is one of the prime consideration for the space
selection for casual interaction
interaction spaces inside the campus have limited activities comparing outside the
campus
The interaction spaces associated with the academic zone, is more used by the users to
interact and communicate with each other than campus open spaces, like the front porch
and ,formal garden spaces
The users of the outdoor space is mainly from the adjacent blocks which is physically
been accessed fast whereas visual connection is even if persisted from the blocks around
it.
Even if the main gathering areas are used occasionally, the students prefer their nearest
accessible informal spaces for their immediate activities like club gathering, reunion etc.
Some closed, dark indoor interactive zones are avoided by the students when they have
opened to air green spaces are at approachable distance with needed privacy provisions
The activity generating spaces or the spaces fulfilling the necessity of life are the spaces
that are used by groups irrespective of the distance, visual and physical axes etc. So by
provision of such spaces the mere exposure, can make further interaction and thus to
enhance the relationship
The articulated spaces, such as verandahs, staircase and passages are used as chatting
space for upper story students

The accessible central courts ,and terraces of academic block are not used if there is a
chance of external attention
The garden is divided to many patches, and accordingly to the feeling of privacy,
openness and closure the activity pattern visibly changes.
Small outdoor spaces encourage some level of social interaction, and enhance the
relationship from large gatherings.
The quality and quantity of outdoor campus spaces increase the interaction, thereby the
enhances the interpersonal relationship
The activities in and around the space defines the space , and such activities enhances
the identity of the space
Informal setting and Comfort are the two main aspects to make an interaction space
more active
Proper lighting, visual connection etc has ensured safety and security. of any space
Insufficient streetscape elements, inflexible spatial arrangements, lack of climatic control
affect the individual needs and space selection
Freedom ,informality ,comfort, aesthetical pleasure are the key aspects associated with
the interaction spaces that lead to interpersonal relationship
Shaded area, Area that are easy to access, Areas which are physically proximal to the
academic spaces , with sitting facilities, spaciousness, and areas to view people passerby/
nearby/ neighborhood buildings Are more chosen by the students
The users need verity of spaces for various kind of interaction, the front porch, were the
public interfere formally, not promoting casual interaction.

CHAPTER 6
REFERENCES
Books
Pallasma. 2005. Eyes of the skin. Britain. John Wiley& sons ltd.
Lynch. Image of the city. 1960. Cambridge. MIT press.
Akin. 1987. Psychology of architectural design. Pion Ltd.
Journals
Jive n &Larkham, J. 2003:68. Sense of Place, Authenticity and Character: A

Commentary: Journal of Urban Design, Vol. 8, No. 1, 6781, and
Lopez, Rachelle (2010) "Sense of Place and Design," Focus: Vol. 7: Iss. 1, Article 16
Bhonsle, D.Kirti. 2010,30-362010,30-36. Thresholds in Architecture: Design thought:
architecture - Time Space & People, June
Festinger.L, Schechter, S., & Back, K. (1950). Social pressures in informal groups; a
study of human factors in housing. Oxford England: Harper.
Brand, Jay L. Physical Space and Social Interaction / 04.09
Gifford, Robert.Steg, Linda. &Rester Joseph P.2011.Environmental psychology.Martin-
IAAP Hand book of Applied Psychology
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http://study.com/academy/lesson/environmental-ethics-human-values-definition-impact-
on-environmental-problems.html
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http://www.slideshare.net/korzolek/chapter-1-interpersonal-
communication?qid=0011dc73-8614-4070-a31c-
2fdf9d579337&v=default&b=&from_search=3
https://www.rug.nl/staff/e.m.steg/giffordstegreser2011.pdf
http://www.hwdsb.on.ca/janetlee/files/2011/01/The-Environmental-Impact-of-
Humans.pdf
http://www.lehigh.edu/~mhb0/EnvtoPerson.pdf
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ors_508.pdf
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INDEX
5.2 Survey questionnaire

1. The most you are goanna miss it space of your college for friends hang outs?
2. The place you spend with your friends doing your favorite activity?
3. The most effective communication space?
4. Any space of your collage that you have to suggest like; it would be better if it is made
or planned like so and so? And why?
5. A space in the campus that made you tell your friend I dont want to go there with
you? And why?
6. The other department friend meet usually there at
7. What would you suggest for your favorite place if there is an upgrade planned?
8. The value attached to your favorite hangout space
a) Privacy
b) Comfort
c) c)freedom
9. In the following spaces, what would be your preference if these spaces are at same
distance from your class for a private chat of your gang?
a) An open courtyard of no enclosure feeling
b) Open spaces having island interactive spaces
c) Open spaces having considerable privacy by natural setting of trees and bushes,
benches, etc.
d) Indoor interaction spaces
e) Articulated spaces like verandahs, passages, stair case
10. What may be the prime reason of the following that offered you friends from other
department if any?

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ARCHITECTURE AS A TOOL ON ENHANCING THE

BATCH 2011 -2016

Asst.Prof.Ashna John Shahna.KC

MES School of Architecture 11BAR1028

MES College of Engineering, S9 B.Arch

Kuttippuram MES SCHOOL OF ARCHITECTURE

MES SCHOOL OF ARCHITECTURE

Certified that this Dissertation report titled ARCHITECTURE AS A TOOL ON

GUIDE DIRECTOR AND HEAD OF THE

The Dissertation report entitled ARCHITECTUREAS A TOOL ON

MES School of Architecture

First and foremost

ABSTRACT ....................................................................................................................... iii

LIST OF FIGURES ........................................................................................................... ix

LIST OF TABLE ............................................................................................................... xi

1.1 INTRODUCTION ........................................................................................................ 1

1.2 NEED OF STUDY ....................................................................................................... 1

1.3 AIM ............................................................................................................................... 2

1.4 OBJECTIVES ............................................................................................................... 2

1.5 SCOPE OF STUDY ...................................................................................................... 3

1.6 CONTEXT OF THE STUDY ....................................................................................... 3

1.7 LIMITATION ............................................................................................................... 3

LITERATURE REVIEW ................................................................................................... 6

3.1. INTRODUCTION ....................................................................................................... 6

3.2 HUMAN INTERPERSONAL RELATIONSHIPS ...................................................... 7

3.2.1. Importance of environmentin interpersonal relationship .......................................... 7

3.2.2.1.Stage theory of relationship development............................................................... 8

3.2.2.2 Field theory of relationship development ............................................................. 10

3.2.3.1. Proximity/propinquity .......................................................................................... 11

3.2.3.2. Interaction and communication............................................................................ 12

3.2.3.3. Behavioral responses ........................................................................................... 13

3.2.4. The campus spaces .................................................................................................. 14

3.2.4. 1.Passive spaces ...................................................................................................... 15

3.2.4. 2. Large gathering spaces ........................................................................................ 15

3.2.4. 3. Small gathering spaces ........................................................................................ 16

3.2.4. 4. Building forecourts ............................................................................................. 16

3.2.4. 5.Discovered spaces ................................................................................................ 17

3.2.4. 6 .Outdoor transition spaces .................................................................................... 17

3.2.4. 7 .Indoor transition spaces ...................................................................................... 18

3.2.4. 8. Indoor spaces ..................................................................................................... 18

LITERATURE CASE STUDY ........................................................................................ 19

4.1 INDIAN INSTITUTE OF MANAGEMENT ............................................................. 19

(Source: http://archzine.in) ............................................................................................... 19

4.1.1. Introduction ............................................................................................................. 19

4.1.2 Planning aspects ....................................................................................................... 20

4.2 CENTER FOR ENVIRONMENTAL PLANNING AND TECHNOLOGY ............. 24

4.2.1. Introduction ............................................................................................................. 24

4.2.2 Planning aspects ....................................................................................................... 24

4.3 ANALYSIS AND INFERENCE ................................................................................ 28

4.3.1 Indian institute of management ................................................................................ 28

4.3.2 Center for environmental planning and technology................................................. 29

LIVE CASE STUDY ........................................................................................................ 30

5.1 LOVELY PROFESSIONAL UNIVERSITY ............................................................. 30

5.1.1Passive spaces ........................................................................................................... 30

5.1.2 Discovered space spaces .......................................................................................... 32

5.1.3 Gathering spaces ...................................................................................................... 32

5.1.4 Building forecourts .................................................................................................. 34

5.1.5Indoor space and indoor transition space .................................................................. 35

5.2. SCHOOL OF PLANNING AND ARCHITECTURE ............................................... 36

5.2.1 Fore court of building .............................................................................................. 36

5.2.2 Gathering spaces ...................................................................................................... 37

5.3. NATIONAL INSTITUTE OF FASHION TECHNOLOGY ..................................... 39

5.3. 1.Introduction ............................................................................................................. 39

5.3.2 Front porch ............................................................................................................... 40