SUSHANT SCHOOL OF ART AND ARCHITECTURE
Ansal University was established in 2012 under the Haryana Private Universities Act 2006. Located in the heart of Gurugram, India’s largest hub of National and Fortune 500 companies. We have eight schools offering programmes in Architecture, Design, Law, Management, Hospitality, Engineering, Health Sciences and Planning & Development.
Established as the flagship higher education institute of the Chiranjiv Charitable trust in 1989, Sushant School of Art and Architecture has positioned itself as one of the Best Architecture Colleges in India. Innovation in education; International Positioning Socially relevant education in architecture. With an aim to make and teach architects who are sensitive, have a strong work ethic, are articulate and confident, and contribute positively to the society, the pedagogic and research emphases of the School include: ‘heritage’, ‘sustainability’ and ‘art and aesthetics’ and ‘hands-on learning’.
H . E . A . T
(HABITAT. ECOLOGY. ARTICULATION. TECTONICS)
The Third Year is envisaged as a comprehensive experience of the discipline in design and professional knowledge, interspersed by a range of subjects – humanistic, environmental and technological. Following a methodology of integrated introduction to the environmental, social, and programmatic parameters, the design studios focus on:
Understanding Context – tangibles & intangibles, that inform and form the conditions, that are essential to emergence,generation and evolution of the built habitat.
Ecology posits that all entities – animate as well as sedentary, are bound together in complex systems of energy and information exchange: ecosystems. This studio aims at design of architectural forms within specific contextual ecology through understanding and integration of performative parameters such as energy processing, climate responsiveness and sustainable factors into the design process.
Programmatic understanding and development, Aesthetic comprehension (formal as well as compositional) and Experiential structuring (linear/non-linear) of the architectural elements layered with the an ‘ideological’ position, to enable emergence of meaningful spatial articulations for the user.
Detailed development and refinement of architectural design as informed by the contemporary technology and the technique; the knowledge of structural systems, enclosure systems, material systems and the process of construction.
Assemblage versus monolithic form, surface versus mass, iconicity and image, tectonics and materiality, constitute a range of concerns in the architectural design work this year. Following the pedagogical trajectory delineated for the third year, the first term delved into the process driven ‘bottom-up’ methodology that primarily focused on deliberations around Habitat and Ecology as the principal examinations. The second term of the third year situates Articulation and Tectonics as the primary discursion. Architectural Design 6 aims engagement in design articulation, systems & tectonic evaluation and professional knowledge. Whilst the students productively embrace novelties and differences in the production of architectural constructs, they explore formal architectural stratification, and provide clear responses / designs that illustrate an understanding of human needs, values and adaptive reactions to the heterogeneous urban morphologies. In preparation for Advanced Studios and the independent Thesis Project, Architectural Design 6 extends to develop positions and stretch the discursive engagements that appropriate a ‘mini’ thesis in the disciplinary domain and the contextual responsibilities of the unit.