Architectural Design of Bangabandhu Textile Engineering College
(BTEC)
Introduction
Any educational institute acts as a training ground with an aim to form & foster human relationship. There remains the specific curriculum that guides a student shaping own self with the influence of knowledge within this period of time. The student life appears as most memorable time of one’s life where the process of learning plays a vital role.
Textile Engineering College is such a training ground attempting to build future Textile Engineers of the nation. Since, enriched on this very basic need, there remain huge potentials for the country minimizing poverty through earning foreign exchange on exporting textile goods.
With this dignified aim and aspiration, the college campus has been designed that echo the very basic essence of Textiles i.e. ‘weaving & knitting’ that integrate the campus at every level fostering human relationship. Integration among spaces incorporated by functional needs has been prioritized on planning and finalizing level on the entire campus.
1.1 Background of the Project
Bangabandhu Textile Engineering College, to be recognized as BTEC is proposed by the Government of Bangladesh in the site of Kalihati, Tangail. To expand the textile engineering knowledge & technology among young generation to flourish its potentials among exporting goods, Government has taken this initiative to house this college on the site, famous for the “Tangail Saree” production among the region.
This college is to create opportunities for the students completed Diploma from government accredited Textile Institute, as to acquire B.Sc Engineering Degree within designed program.
1.2 Project Specification
Name: Bangabandhu Textile Engineering College (BTEC)
Client: Government of Bangladesh
Site area: 6 acre
Site location: Kalihati, Tangail
Budget: 28 crore 40 lakh
1.3 Site
The site is within the largest sub district of Tangail district known as Kalihati. The site is divided by a canal from “Jhinai” river; a branch from the Jamuna River meets with the main river on far northern end.
Fig- 01: Map of Tangail district
Source: www.google.com
1.4 Objective of the project
The project on the selected site is best suited to accommodate the relevant functions of BTEC.
The canal, the bamboo trees and sloping ground of the setting is inspiring to create a space for the future textile engineers intended to accentuate the potential of textile field as to build a better Bangladesh through exporting quality products.
The play of texture, color, weaving and knitting process of textiles has the potential to echo the spaces with architectural vocabulary best suited for the entire compound.
1.5 Program
Estimated number of Users for BTEC
| User | Population |
| Students | 320 |
| Teachers | 64 |
| Demonstrators | 24 |
| Staffs | 24 |
| Helping hands | 30 |
| Subtotal | 462 |
Estimated Functional area for UTILITIES
| Function | Area(ft2) | Quantity | Total Area(ft2) |
| Electrical substation | 30’ x 40’ | 1 | 1200 |
| Water treatment plant | 20’ x 40’ | 1 | 800 |
| Water pumping station | 15’ x 20’ | 1 | 300 |
| Steam generation plant | 20’ x 20’ | 1 | 400 |
| Security barrack | 50’ x 50’ | 1 | 2500 |
| Subtotal | 5200 | ||
Estimated Functional area for AUXILIARY functions
| Function | Area(ft2) | Quantity | Total Area(ft2) |
| Library | 50’ x 70’ | 1 | 3500 |
| Gym(locker+shower+wc) | 100’ x 200’ | 1 | 20000 |
| Cafeteria (+kitchen) | 100’ x 160’ | 1 | 16000 |
| Student’s common room | 30’ x 30’ | 2 | 1800 |
| Prayer room | 10’ x 20’ | 2 | 400 |
| Auditorium | 100’ x 120’ | 1 | 12000 |
| Amphitheatre | 1 | ||
| shaheed minar | 1 | ||
| Subtotal | 53700 | ||
Estimated Functional area for ADMINISTRATION block
| Function | Area(ft2) | Quantity | Total Area(ft2) |
| Lounge | 30’ x 30’ | 1 | 900 |
| Account section | 30’ x 90’ | 1 | 2700 |
| Register’s office | 20’ x 20’ | 1 | 400 |
| Deputy Register’s office | 10’ x 15’ | 1 | 150 |
| Assistant Register’s office | 10’ x 15’ | 1 | 150 |
| Director finance | 20’ x 20’ | 1 | 400 |
| Director planning | 20’ x 20’ | 1 | 400 |
| Deputy Director planning | 10’ x 15’ | 1 | 150 |
| 2nd Officer | 10’ x 15’ | 2 | 150 |
| Technical computer room | 20’ x 25’ | 1 | 500 |
| Principal’s room | 20’ x 30’ | 1 | 600 |
| Assistant Principal’s room | 20’ x 20’ | 1 | 400 |
| Store room | 10’ x 15’ | 1 | 150 |
| Toilet | 7’ x 10’ | 2 | 140 |
| Subtotal | 7190 | ||
Estimated Functional area for LAB block
| Function | Area(ft2) | Quantity | Total Area(ft2) |
| Jute processing lab | 40’ x 60’ | 1 | 2400 |
| Electronics lab | 20’ x 30’ | 1 | 600 |
| Testing lab | 30’ x 40’ | 1 | 1200 |
| Computer lab | 20’ x 30’ | 1 | 600 |
| Garment’s lab | 30’ x 40’ | 1 | 1200 |
| Garments cad cam lab | 20’ x 30’ | 1 | 600 |
| Wet processing lab | 40’ x 60’ | 1 | 2400 |
| Physics lab | 30’ x 40’ | 1 | 1200 |
| Chemistry lab | 20’ x 30’ | 1 | 600 |
| Cotton processing lab | 40’ x 60’ | 1 | 2400 |
| Mechanical workshop | 40’ x 60’ | 1 | 2400 |
| Knitting lab | 30’ x 40’ | 1 | 1200 |
| Demonstrator’s room | 10’ x 15’ | 12 | 1800 |
| Toilet(M/F) | 10’ x 20’ | 2 | 400 |
| Subtotal | 19000 | ||
Estimated Functional area for ACADEMIC block
| Function | Area(ft2) | Quantity | Total Area(ft2) |
| lobby/lounge | 20’ x 20’ | 1 | 400 |
| Academic office | 20’ x 20’ | 1 | 400 |
| Medical officer | 10’ x 15’ | 1 | 150 |
| Office superintend | 15’ x 20’ | 1 | 300 |
| Teacher’s room(total) | 50’ x 50’ | 1 | 2500 |
| Teacher’s common room | 30’ x 30’ | 1 | 900 |
| Tea preparation area | 10’ x 10’ | 1 | 100 |
| Teacher’s Toilet | 8’ x 12’ | 2 | 200 |
| Conference room | 20’ x 30’ | 1 | 600 |
| Student counseling room | 10’ x 20’ | 1 | 200 |
| Stationary+record room | 10’ x 10’ | 1 | 100 |
| Store room | 10’ x 10’ | 1 | 100 |
| Classroom | 30’ x 30’ | 16 | 900 |
| Student’s Toilet | 10’ x 20’ | 2 | 400 |
| Debate room | 20’ x 30’ | 1 | 600 |
| Fashion studio | 40’ x 40’ | 1 | 1600 |
| Exhibition space | |||
| Subtotal | 22950 | ||
SITE APPRAISAL
2.1__Site consideration
2.2__Social background
2.3__Built form transformation over time
2.4__SWOT analysis
2.1 Site consideration
The site located at Kalihati, Tangail is surrounded by bare cultivated lands and few temporary huts of the local dwellers. Environmental consideration of the site includes the orientation of the sun, direction of seasonal & regular wind flow as well as the precipitation rate of various seasons.
Fig- 02: Sun path and monsoon wind flow on the site
Source: Author
It is seen that the site on the south side has the main road which will generate noise as well dust, hence a buffer of plantation is required that both climatically supports as protection from glare. The north side with diffuse daylight and quite zone gives opportunity to provide the quite functional spaces over there. West to East side gives a direction towards the canal running on the eastern side of the site. The west side of the site is segregated from its nearby dwelling huts by its thick plantation. This side is as well a quite zone that’s more suitable for placing utility services such that, water treatment plant, water pumping station, electrical substation etc.
The microclimate of the site enhanced fresh air through purifying by the canal as well by the thick plantation all over.
Site and its surrounding plan reveal the topography of the site over time. The site is divided by the canal from Jhinai River which meets with the main river flow i.e. Jamuna both on its western and northern end.
Fig-03: Road network and topography of the site
Source: Author
Fig – 04: Existing site condition.Source: Author
The main road on south side The existing site
The canal on the site Enormous bamboo plants
Fig 05, 06, 07, 08: Different views of the site
Source: Author
2.2 Social background
Tangail district is recently developing though majority of its land is being used for cultivation. This district is well known for its –
· Tangail Tanter Saree
· Household utensils made of bell metal
· Sheetal Pati (Hinganagar & Kalihati Village)
· Bananas (Modhupur gor)
· Jackfruit(Modhupur,Ghatail)
· Porabari Cham-Cham
· Madhupur Pineapple
· An old tree named Tomal at Gupta Brindaban,Ghatail
· Besides weaving there are some brass, pottery and bamboo and cane industries in the district.
Tangail is the home of the weavers of world famous “Tangail Saree” a handloom saree made of both cotton and silk thread having hand worked butti design or all over flowery design or contemporary art motif appreciated, bought, and used by women’s & girls of Bangladesh and Indian origin living all over the world. As Cottage industries Tangail sari is most famous at home and abroad.
In this district, the Main Rivers are jamuna, dhaleshwari, Jhenai, Bangshi, Lohajang, Turag, whereas main occupations are Agriculture 49.53%, fishing 1.05%, agricultural laborer 17.28%, wage laborer 2.53%, weaving 1.68%, industry 1.71%, commerce 9.56%, transport 2.14%, service 6.67%, others 7.85%. Main exports of the district include Jute, pineapple, banana, sugarcane and sari. There are 3865 mosques, 735 temples, 44 churches and two Buddhist temples, one place of pilgrimage and four tombs in the entire Tangail district under Dhaka division.
2.3 Built form transformation over time
Tangail is enriched with heritage of many Mughal built forms and Jaminder baaris , which are left ignored mostly. These built forms echo the spirit of the place with their vibrant quality of color, texture and play of forms as time passed through. It is pathetic to see that over time, the transformation of the built forms in this locality is turning towards the same way as Dhaka city, crowded and green area barely seen.
Fig- 09: Built form transformation till date
Source: www.googleearth.com
2.4 SWOT analysis
Strength:
· Flood protection by canals & rivers
· Enormous green area with balanced eco-system
· Adequate land area for the project
· Availability of bamboo plants
· No vehicular congestion
· Free from air or sound pollution
Weakness:
· Approaching main road adjacent to the site too narrow, approximately 30’-0”
· Land depressed from the main road
· Illegal land acquisition
· Lack of street light and security at night
· Very low population density
· No pedestrian road along the road
Opportunity:
· Availability of local materials
· Heritage: Hand woven saree and “sheetal paati”(mat made of bamboo)
· Passive cooling and heating
· Earth hugging built forms
· Iconic built form of the area
Threat:
· Lack of security
· Unplanned zoning surrounds
· Lack of facilities like shopping malls, recreation parks etc.
The overall SWOT analysis of the site remarks the potential of the site for the intended project.It also assures the factors to be considered with due priority not to agitate the overall space achievement throughout the entire process of developing the project.
CASE STUDIES
3.1__Bangladesh Textile Engineering University (BTEU)
3.2__Textile Research Institute & Engineering School
3.3__East West University (New campus)
3.1 Bangladesh University of Textiles
Location: Tejgaon, Dhaka
Site area: Approximately 10 acre
Objective:
· To understand the zoning and functional relationship of the Textile Engineering College
· To understand the functional requirements and occupancy ratio
· How the spaces must be designed for natural ventilation due to long span of different labs
· The need of integration among spaces of different modules
· Importance of landscape integration within the built forms to break the monotony of heavy machineries oriented works
Fig-10: Site plan of the Bangladesh University of Textiles
Source: www.googleearth.com
Fig-11: Functional relationship and zoning
Source: Author
Fig-12 : Functional requirement and occupancy load
Source: Bangladesh University of Textiles
Fig-13: Different labs and their space quality
Source: Author
Analysis & Findings:
The academic campus area has been studied thoroughly as to have clear idea of the relationship among functional spaces of the required area. The zoning, facilities needed and space requirements has been listed for better understanding.
The central playfield is surrounded by labs and classrooms though the interior classroom and lab conditions are not satisfactory at all. It is not the fault of master planning, rather individual building treatment that separates the positive factors of environs keep away from inside the built forms.
The labs are the most significant part of the Textile engineering Education that provides clear understanding of the theoretical knowledge. Students spend most of their time in these labs with interaction among students and teachers. Each lab is providing demonstrator’s room and storage for the lab works.
The labs are not well ventilated and lighted mostly. Some elements have been tried out to improve these factors recently. Suffocating condition prevails for most of the labs being deep in length and not properly designed.
Thick columns have not been used to sustain the large spans of the labs for visual connections, rather more number of columns are seen. The openings are not designed well enough to provide fresh air and light from outside playfield area adjacent to the ground floor labs.
Overall space allocation of this campus is not integrated and exhibition spaces are left alone. Positive is the master plan holding the play field amidst with clear zoning of the functional areas.
3.2 Textile Research Institute & Engineering School
Location: Krefeld, Germany
Architect: Bernhard PFAU, DUSSELDORF
Date of completion: 1958
Objective:
To understand the zoning and functional relationship of the Textile Engineering College
To understand the functional requirements and occupancy ratio
The need of integration among spaces of different modules
Importance of landscape integration within the built forms to break the monotony of heavy machineries oriented works
The necessity of natural light among lab works due to work pattern
The necessity of privacy and noise barrier of the campus from traffic road
Typical floor plan
View of the main entrance Main entrance deatail
Fig- 14, 15, 16: Different parts of the Textile Research Institute & Engineering School
Source: School Buildings2 1
Detail of Facade View of subsidiary wings, from the garden court
The common corridor View after entry
Fig- 17, 18, 19, 20 : Different parts of the Textile Research Institute & Engineering School
Source: School Buildings2 1
Analysis & Findings:
The academic campus area has been studied thoroughly as to have clear idea of the relationship among functional spaces of the required area. The zoning, facilities needed and space requirements has been listed for better understanding.
The garden court is surrounded by labs and classrooms for better ventilation and natural lighting.
The labs are the most significant part of the Textile engineering Education that provides clear understanding of the theoretical knowledge. Students spend most of their time in these labs with interaction among students and teachers. These labs are separated from classroom blocks for their structural reason of long span, which causes lack of integration with classrooms.
Overall space allocation of this campus has been tried out to merge with nature by introducing courts as to break the monotony of machinery- oriented works.
3.3 East West University (New campus)
Architect: Bashirul Haq
Location: Aftabnagar, Dhaka
Total built area: 4589600 sft
Year of completion: November, 2011
Objective:
Climatic consideration in shaping building envelope
Zoning and space quality for a campus
Building massing and achieving legibility of building function
Fig-21: Floor plans and zoning of different functional areas
Source: Bashirul Haq & Associates
Fig- 22: Massing of different parts of the university
Author: Source: Bashirul Haq & Associates
Analysis & Findings:
· Local material ‘Brick’ has been used for facade treatment with cavity wall for protection from heat gain
· Zoning has been done as per public, semi-public and private areas
· Massing of the building allows the northern breeze to bounce over the courtyard that acts as a nucleus of the entire campus as well functionally
· Formal treatment on facade makes the built form legible as an Educational Institute.
PROGRAM
4.1__ Introduction
4.2__Diagram: Relationship among major functions
4.3__Administrative
4.4__Academic
4.5__Classrooms & Labs
4.6__Library
4.7__Recreational facilities
4.8__Campus ancillary facilities
4.1 Introduction
The total program of this project comprises some major functions regarding- Administrative, Academic, Library, Recreation facilities and Campus ancillary facilities.
The program was primarily provided by the Government authority based on the requirement. The given program has been further questioned, rationalized and modified as per the demand of this project.
The intended programs of the college have been arranged within 5different blocks that are connected through the circulation corridors.
Fig 23: The entire campus label of Blocks
Source: Author
4.2 Diagram: Relationship among major functions Legend
Ground floor 1st floor
2nd floor 3rd floor
BLOCK-01 comprises of-
ADMIN OFFICE ENTRY LOBBY GYMNESIUM
MULTI-PURPOSE CORRIDOR LEADS TO BLOCK-02 CAFETERIA
HALL
BLOCK-02 comprises of-
GARMENTS GARMENTS KNITTING
LAB CAD/CAM LAB LAB
CORRIDOR
CLAS S
JUTE PROCEESING COTTON
LAB PROCESSING LAB CLASS
BLOCK-03 comprises of-
LIBRARY LIBRARY
TEACHER’S EXHIBITION
LOUNGE TERRACE
CORRIDOR
ACADEMIC STUDENT’S
OFFICE COMMON ROOM
BLOCK-04 comprises of-
PRAYER ROOMS CLASSROOMS
CLASSROOMS
CORRIDOR
WET PROCESSING WATER TREATMENT CLASSROOMS TESTING LAB
LAB & STEAM PLANT
BLOCK-05 comprises of-
PHYSICS LAB CHEMISTRY LAB
FASHION DESIGN CORRIDOR GRAPHICS DESIGN
STUDIO STUDIO
ELECTRICAL LAB MECHANICAL
ELECTRIC LAB
SUBSTATION
4.3 Administrative
Administration section comprises space for-
Registrar office – 750sft
Accounts section-600sft
Planning department-450sft
Financial department- 600sft
Technical control room-300sft
Functional area + circulation area + waiting area = 2700 + 810 + 2500 = 6010 sft
The administration section is housed in Block-01 which is the entry block since the functions are more of public interest due to tuition fees, information providing etc. Administration section controls the entire educational framework of the college; hence it is necessary for the functions to be allocated close to the public zone of the college campus.
Fig 24: Location of Administration zone in Block- 01
Source: Author
4.4 Academic
Academic section comprises space for-
Principal- 500 sft
Assistant Principal- 300sft
Academic office- 400sft
Office super- 300sft
Stationary& Record room- 100sft
Conference room- 400sft
Student counseling room- 200sft
Store room- 100sft
Tea prep+ Helping hand-200sft
Teachers lounge- 2200 sft
Functional area + circulation area = (3250 + 2850) sft = 6100sft
The academic section is placed on the middle block of the campus, i.e. Block- 03 for ease of movement and control of the entire campus.
Fig 25: Location of Academic zone in Block- 03
Source: Author
4.5 Classrooms & Labs
Classroom area (each): 25’-0” X 30’-0” = 750sft (including lockers)
Total number of class rooms: 15
Total area allocated for classrooms = 11250sft (including lockers)
There remain 12 different Labs in this Textile Engineering College such as-
Jute processing Lab: 50’-0” X 60’-0” = 3000sft
Cotton processing Lab: 40’-0” X 60’-0” = 2400sft
Knitting Lab: 30’-0” X 40’-0” = 1200sft
Garments Lab: 30’-0” X 40’-0” = 1200sft
Garments CAD/CAM Lab: 20’-0” X 30’-0” = 600sft
Wet processing Lab: 40’-0” X 60’-0” = 2400sft
Testing Lab: 30’-0” X 40’-0” = 1200sft
Electronics Lab: 20’-0” X 30’-0” = 600sft
Physics Lab : 30’-0” X 40’-0” = 1200sft
Chemistry Lab: 20’-0” X 30’-0” = 600sft
Computer Lab: 30’-0” X 60’-0” = 1800sft
Mechanical Workshop: 40’-0” X 60’-0” = 2400sft
Total area allocated for Labs = 18600sft
The classrooms and labs have been arranged into Block-2, 4 & 5 together rather on separate zoning. This assures the significance of both practical & theoretical learning simultaneously. Size of classrooms assure teacher, student ratio as such teachers can communicate with each & every students efficiently.
Fig 26: Location of Class rooms & Labs in Block- 03, 04 & 05
Source: Author
4.6 Library
The library of the entire campus has been housed in Block-03; which is the central block among 5total blocks. It is housed within 2nd and 3rd floor taking total area of 8200sft. This library acts as a resource centre providing resources other than only books for advanced learning.
Fig 27: Location of the Library in Block-03
Source: Author
4.7 Recreational facilities
Recreational facilities comprises of-
Multi-purpose Hall: 14500sft
Gymnasium: 10500sft
Cafeteria: 9000sft (including kitchen & outdoor sitting)
Student’s common room: 1800sft
Debate club: 1000sft
Amphitheatre (open to sky): 9500sft
Total area for Recreational facilities: 46300sft
The area allocated for recreational facilities of the campus is as such that can meet the demand of the locality to some extent. Since, the surrounding residential areas lack recreational spaces that can be mitigated through using the campus after the academic curriculum gets end.
This can keep the campus robust as well earn revenues through renting multi-purpose, gymnasium etc. Rather keeping the college campus a dead zone after classes end, inviting the public who lacks breathing space in this region while encouraging about importance of textile engineering field in context of Bangladesh is a scope to explore.
Hence, these facilities have been provided in the nearest block to the road which s Block-01, that ensures privacy for the students while meeting the academic programs on those areas.
Fig 28: Location of recreational facilities in Block-01
Source: Author
4.8 Campus ancillary facilities
Among ancillary facilities, the need includes-
Electrical substation: 30’-0” X 40’-0” = 1200sft
Water pumping station: 10’-0” X 15’-0” = 150sft
Water treatment plant: 20’-0” X 40’-0” = 800sft
Steam generation plant: 10’-0” X 25’-0” = 250sft
Rather segregating the supporting functions, incorporating them to the relevant major functions has been followed for efficiency.
Legend
Electrical substation
Water Treatment plant,
Steam generation plant &
Water pumping station
Fig 29: Location of ancillary functions in Block-04 & 05
Source: Author
The position of water treatment plants has been as such the wastages out of the processes can be managed through the rear space kept inaccessible for the students.
4.9 Summary
The functional areas has been arranged as such to fulfill the requirements of the Textile Engineering College while enhancing the efficiency and management of the overall system.
CONCEPTUAL STAGE & DESIGN DEVELPOMENT
5.1__Introduction
5.2__Conceptual study
5.3__Dev I
5.4__Dev II
5.5__Dev III
5.6__Dev IV
5.7__Dev V
5.8__Dev VI
5.9__Dev VII
5.10__Summary
5.1 Introduction
The design, from its conceptual stage gets shape through continuous modification to adjust itself with the ground, the functional requirements and peripheral issues. The development phases are accordingly described, where each of them adds value on enriching the ultimate design state tried to achieve through this process.
5.2 Conceptual study
The initial conceptual ideas begins with-
Textiles as basic human need: Protection, comfort and screening of environs
Textiles as play of colors, motifs, textures
Textile begins with the basic process “Weaving” & “Knitting” of yarns
For the site itself, adds ingredients for beginning the design-
Serene site with water channels and lush green: passive cooling, earth-hugging built form
Renowned site for Taater saari and Sheetal pati (made of bamboo)
The design of the college campus through further study was initiated with the notion:
“Together we stand, divided we fall”
Alike each yarn integrating the rest of others on a weaving and knitting process, the design attempted to weave the different parts of the campus while knitting the serene setting within.
Fig-30: The basic weaving pattern
Source: www.google.com
Fig-31: A sample of local textile (warp-Silk, weft-Jute)
Source: ‘Exportable handloom products of Bengal’ 2
Integration among-
1. Landscape
2. Circulation
3. Functional spaces
4. By means of-
5. Water body(the existing canal on the site)
6. Plantation
7. Terrace
8. Courtyards
9. Bridge/pathways
10. View corridors
11. Skylights
12. Circulation (vertical & horizontal)
5.3 Dev I
The basic weaving pattern through study came up with the basic themes for transformation into campus planning and massing of the built forms such that-
plan simple ,where section and elevation is achieved through continuous connection
Alternative layers of connections (yarns)
· Overlapping and interlocking connections to form the whole
· On this phase of development, carrying out the concept into an efficient college campus required exercises to explore how best to suit the concept into a buildable state.
Fig-32, 33, 34, 35 : Exploring the formal expression of basic weaving pattern
Source: Author
Fig-36, 37: Exploring the formal expression of basic weaving pattern
Source: Author
The exercises carried out to establish and clear understanding of the advantages and disadvantages on expressing the conceptual theme into functional spaces for the college campus.
5.4 Dev II
On analyzing the formal expressions of weaving pattern, one option was tried out focusing on the complex pattern of weaving while observing at an angle of 180degree.
Fig-38: Plan of initial stage of zoning
Source: Author
Fig-39, 40: Study model of phase-02
Source: Author
Through this phase the simplicity and bold functional formation of basic weaving pattern was understood. Further development carried out through more simplified pattern that would not create functional and circulation complexities like this one.
5.5 Dev III
In this phase more simple, formal and transparent orientation of massing was explored. Here, to transform the concept into formal expression, more exercises were carried out those results in an integrated form with the site as well as functional requirements.
Fig-41: Exploring the formal expression of basic weaving pattern
Source: Author
Fig-42: Formal expression of concept into zonal plan
Source: Author
5.6 Dev IV
The simple plan begins with its functional establishment, when the consideration of overall massing took place.
The basic unit of the college is classrooms where, for a Textile Engineering College the Labs have major significance. Through study it reveals the need of skylight for the labs with increasing depth where continuous windows cannot help much.
Fig-43: Comparing Lab without and with skylight on BTEU
(Bangladesh Textile Engineering University, Tejgaon, Dhaka)
Source: Author
Hence, the importance of provision for skylight into lab blocks were established and the massing of the college decided to be staggering in form that allows skylight for the lab blocks as well keeps a harmony to the adjacent canal running along the site. Integration among different blocks was thought to be carried out by view corridors as well.
Fig-44: Transformation of conceptual plan into formal massing
Source: Author
5.7 Dev V
This phase of development carried out by the final zoning among major functions. As well maintaining the connections among different blocks through circulation, as knitting both indoor & outdoor was a major consideration to break the monotony of machinery –oriented lab works.
Fig-45, 46: Transformation of formal massing into schematic form
Source: Author
Fig-47: Establishing connectors within the schematic massing
Source: Author
5.8 Dev VI
This phase initiated with the shadow pattern study on extreme cases to check if the desired pattern is achieved through the massing formation. Knitting the indoor & outdoor spaces throughout the campus as well carried out by sketchy ideas.
September 7.30am October
June 2.00 pm December
May 4.00 pm September
Fig-48: Shadow pattern study
Source: Author
Connecting the land with the running canal within the campus
Enhancing the knitting of landscape elements by space formation
Indoor to outdoor relationship on cafeteria
Fig- 49, 50, 51, 52: Sketches of the knitting space formation
Source: Author
5.9 Dev VII
Knitting the indoor and outdoor spaces to make the campus woven within its setting, options were tried out to achieve the best suited solution according the functional need.
Fig-53, 54, 55, 56: Establishing the knitting space formation
Source: Author
Fig-57, 58, 59: The total campus massing on final phase
Source: Author
5.10 Summary
To echo the very basic essence of Textiles, i.e. weaving & knitting, the studies have been followed that results in a campus, deeply rooted to its surrounding. Through the consistent development phases, the college campus gradually gets into the shape that is woven within its indoor & outdoor spaces where human relationship forms & fosters.
FINAL DESIGN
6.1__Plans
6.2__Elevations
6.3__Sections
6.4__Perspective views
6.5__Photographs of model
6.6__Summary
6.1 Plans
Fig 60: Ground floor plan on the entire campus.Source: Author
Fig 61: First floor plan.Source: Author
Fig 62: Second floor plan
Source: Author
Fig 63: Third floor plan
Source: Author
Fig 64: Roof plan
Source: Author
6.2 Elevations
Fig 65: South Elevation
Fig 66: East Elevation
Fig 67: North Elevation
Fig 68: West Elevation
6.3 Sections
Fig 69: Section through the entry block facing South.Source: Author
Fig 70: Longitudinal section of the entire campus facing the eastern canal.Source: Author
Fig 71: Cross-section through the library block.Source: Author
6.3 Perspective views
Fig 72: The Entry to the college campus.Source: Author
Fig 73: The Playfield between block-01 and 02.Source: Author
Fig 74: The Amphitheatre between block-01 and 02.Source: Author
Fig 75: Looking towards the court between block-01 and 02 from the amphitheatre
Source: Author
Fig 76: The central courtyard.Source: Author
Fig 77: Looking towards the canal from the Labs (block-04 & 05)
Source: Author
Fig 78: The bridge ways act as interactive zone knitting human relationship
Source: Author
Fig 79: Each bridge ways ended up by vertical circulation enhancing vertical knitting continuance
Source: Author
6.5 Photographs of model
Fig 80: Looking towards the eastern canal.Source: Author
Fig 81: The entire campus of the Textile Engineering College
Source: Author
6.6 Summary
This chapter illustrates the final design state over 11weeks development from a very basic concept of “Knitting & weaving” for the campus design. The drawings are provided as such to have an overall idea about the finally achieved design for the Textile Engineer College campus at Kalihati, Tangail.
CONCLUSION
The campus for the Textile engineering education at Kalihati, Tangail has been designed not only to serve the students, rather the community as well. Though the site is surrounded by marshy lands, in near future it is expected converted into residential zone, when this campus would act as a robust breathing space for the community while enhancing proper educational environment through building the future of tomorrow within its simple, yet integrated space formation amidst the natural serenity.
References
1 School Building 2 by Karl Otto, page-74 to 77
2 Exportable Handloom Products of East Bengal by Ministry of Handloom & Textiles Government of East Bengal
Bibliography
Otto, Karl (1965)
School Building2
LIFFE books ltd , London