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Kampus kao krajolik

Campus as a Landscape

STUDENTSKI DOM JEDAN SVEUČILIŠTA THAPAR, PATIALA, PANDŽAB, INDIJA_THAPAR UNIVERSITY STUDENT RESIDENCE ONE, PATIALA, PUNJAB, INDIA | arhitektonski ured_architectural office MCCULLO-UGH MULVIN ARCHITECTS | u suradnji s_in collaboration with DESI-GNPLUS ASSOCIATES SERVICES, DELHI | investitor_client SVEUČILI-ŠTE THAPAR_THAPAR UNIVERSITY | bruto površina_gross floor area 30 200 m² | realizacija_completed year 2017 | glavni izvođač_main con-structor GANNON DUNKERLEY & CO. LTD. | fotografije_photographs by CHRISTIAN RICHTERS/VIEW

A rhitektima je povjeren program koji je uključivao širi prostorni plan i nekoliko pojedinačnih zgrada

na lokaciji Sveučilišta Thapar, odnosno projektiranje i izgradnju (u suradnji s uredom DesignPlus Associates Services iz Delhija) niza ikoničnih sveučilišnih zgrada koje bi kampusu dale prepoznatljivost i povezale ga u kohe-rentnu cjelinu. Sve nove zgrade projektirat će uredi McCullough Mulvin i DesignPlus Associates Services. Program je obuhvaćao dvije grupe studentskih domova (koji su podijeljeni na muške i ženske, kao što je u Indiji uobičajeno) – jedan kapaciteta 2000 studenata (Studentski dom jedan), a drugi za 500 studenata (Studentski dom dva) – koji trebaju sadržavati kantinu, veliki središnji obrazovni centar s novom knjižnicom, blok dvorana za predavanje i zgradu računalnih znanosti. Ostali projekti uključuju sportski centar, novu gostinjsku rezidenciju, Venture Lab – laboratorij za stvaranje i inovacije u suradnji s industri-jom – te smještajne objekte za zaposlenike. Zgrade će biti razmještene širom kampusa. Projekt predstavlja jedin-stveni eksperiment, duboko ukorijenjen u vrijeme i pro-stor, odnosno u proces gradnje i ideje koje su se razvijale u višegodišnjem razdoblju. Patiala je dio plodne pandžapske ravnice. U državi Pan-džab ravan teren nije sinonim za nedostatak identiteta – njezin identitet temelji se na manjim prirodnim prila-godbama i antropogenim intervencijama: rijekama, odvod-nim kanalima, gradovima i cestama ispred kulise šare-nila zemlje. Specifičnost se odnosi na modulacije tlocrta i niskog presjeka te povišene zemljane nasipe obliko-vane iz okolnog tla. Planine se uvijek nalaze u pozadini, poput daleke granice na mjestu nabiranja zemlje. Odabir

T he architects were given both an overarching mas-terplan brief and several specific building briefs for

the Thapar University site – to design and construct (with DesignPlus Associates Services, Delhi) a series of iconic university buildings which would distinguish the campus and draw it together into a unified plan. All the new buildings will be by McCullough Mulvin and DesignPlus Associates Ser-

vices. The specific brief included two sets of student residences (which are divided, as is typical in India, into male and female residences) – one for 2000 students (Student Residence One) and one for 500 (Student Residence Two) – which need to include can-teen facilities, a large central Learning Centre to incorpo-rate a new library, a block of lecture theatres and a com-puter science building. Other projects include a Sports Cen-tre, a new Guesthouse, a Ven-ture Lab – for creating and innovating in partnership with industry, and staff accommo-dation. The buildings are to be located across the campus. The project is a unique experi-ment, deeply embedded in time and space, construction and ideas extending over a number of years.The Patiala site is a section of fertile Punjab plain. In Punjab, flatness is not synonymous

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lokacije je namjeran; parcela sveučilišta ravna je i pra-vokutna, s gustom šumom eukaliptusa duž jedne od nje-zinih duljih stranica. Mnoge zgrade – obrazovne i rezi-dencijalne – sagrađene su u labavom rasteru temeljenom na cestovnoj mreži od njezine uspostave 1950-ih. Postojeće zgrade uglavnom su samo-stojeći volumeni okruženi praznim prostorom. Neke od njih ističu se svojom arhitek-turom; najranije građevine na lokaciji nastale su po uzoru na Chandigarh. U procesu izgradnje između objekata je ostala značajna količina slobodnog prostora, sa sre-dištem razvoja na istočnom

with a lack of identity – its identity is connected with small natural adjustment and man-made changes – rivers, drain-age, towns, and roads set against the colours of the earth. The particularity relates to plan and low sectional adjust-ment, banked earth, raised causeways, formed from the earth around it; the mountains always stand in the back-ground, a distant boundary, where the earth folds up. The choice of space is man-made; the enclosed university site is flat and rectangular, with a dense eucalyptus forest down one of the longer sides. Many buildings – educational and residential – have been constructed in a loose grid based around a road network since its foundation in the 1950s; the existing buildings are mainly stand-alone blocks sur-rounded by open space. Some of them are architecturally distinguished; the earliest buildings on the site derive from Chandigarh models; the construction has left a great deal of open space between elements, with the main focus of

dijelu. Lokacija novih građe-vina – posebno studentskih domova jedan i dva te cen-tra za učenje – odabrana je u dogovoru s investitorom. Projektantski postupak podrazumijevao je pozicio-niranje novih građevina koje bi ujedinilo kampus, a njih međusobno povezalo natkri-venim stazama koje isključuju automobile i preusmjeravaju kretanje prometa izvan lokacije. Obrazovni centar smje-šten je na istočnom dijelu kampusa i tvori ikoničan ulaz. Glavni studentski dom smješten je u zapadnom dijelu, uvlačeći glavnu trasu kretanja prema tom dijelu parcele,

development at the eastern end. The location of the new buildings – particularly the student residences One and Two and the Learning Centre – were decided upon in a discus-sion with the client.The design response was first to locate the new buildings in such a way as to unify the campus and develop a pedes-trian covered walkway between them – excluding cars and reversing the circulation pattern of the site. The Learning Centre is positioned towards the Eastern end of the campus and forms an iconic gateway; the main student residence is located at the Western end, pulling the main route down to that end of the site; the second, 500 bed Student Resi-dence Two, is positioned between them. The other facilities (and the existing buildings) stand along this route through

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a drugi dom za 500 studenata smješten je između njih. Ostali servisi (i postojeće građevine) postavljeni su uz tu trasu u prirodi i tako omogućuju studentima i zaposleni-cima da se kreću kampu-som Patiala na radikalno nov način te zaštićeni od vremen-skih prilika uživaju u blago-datima prirode. Koncept vrta

nature, offering students and staff the opportunity to pro-gress through the Patiala campus in a radically new way, protected from the weather and enjoying all the amenities of nature. The garden concept is extended through the devel-opment of the covered walkway and into the courtyards of all of the buildings – the site is linked by nature. The approach to the architecture is to consider the whole

tlocrt karakterističnog kata

typical floor plan

tlocrt razine platoa

podium level plan

tlocrt prizemlja

ground floor plan

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oblikovanjem stjenovitih uzvisina i zasjenjenih dolina – a zatim ih povezati prolazom. Izražena svijest o okolišu – omogućavanje rashlađivanja i sjene, kao i uklopljene refe-rence na indijske arhitektonske modele i zatvorene vrtove, predstavljali su važne stavke u projektantskim odlukama. Studentski dom jedan sastoji se od sedam tornjeva L tlocrta u kojima je smješteno 2000 studentskih soba, kao i zajedničke prostorije. One tvore svoju vlastitu geometriju, različito su orijentirane unutar pravokutnih zatvorenih vrtova – ozelenjenog rajskog vrta – istražuju horizont poput atraktivnih šahovskih figura na ploči, povezane platoom koji zaklanja recepciju, teretanu i prostore za blagovanje koji se nalaze ispod. Na plato vode dva golema stubišta.

provision of cooling and shade, as well as embedded refer-ence to Indian models of architecture and walled gardens, were important in the design decisions.The Student Residence One consists of seven L shaped tow-ers rising from the ground to provide 2000 student rooms and common room spaces; they make their own geometry, facing different directions of the compass within a rectangu-lar walled garden – a planted paradise – questing, exploring the horizon like handsome chess pieces on a board – linked by the podium which shields the reception, gym and dining spaces below. A giant staircase leads from the ground at either end. A first-floor walkway enables social connections; when the planting is complete, it will be like walking through a forest canopy. Each block is a clipped rectangle on plan with a courtyard indent; leading from the entrance within

each block, a sequence of dou-ble height common rooms is interlinked across the section. Outward facing bedrooms have screened balconies. Phase 1 is complete, providing accommo-dation for 1200 students (when complete the building will be 30 000 m2). Student Residence Two is about making and forming

izgradnjom natkrivenih šet-nica proširen je na dvorišta svih zgrada – parcela je pove-zana prirodom. U projektantskom pristupu cijeli se kampus tretira poput krajolika i od njegovih građevina nastoji se stvoriti ekspre-sivna prirodna geografija – evocirajući i proširujući prirodu

campus as a landscape and to make a new and more evoc-ative natural geography out of the constituent buildings – evoking and extending nature to form rocky heights and shaded valleys – then creating a route through them from one end to the other. Strong environmental concerns – the

detaljni presjek

detail section

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Šetnica na prvom katu omo-gućava društvene veze; kada ozelenjavanje bude dovršeno, nastat će dojam šetnje kroz krošnje šume. Svaki blok u tlocrtu podrezani je pravo-kutnik s izdubljenim dvori-štem. Od ulaza svakog bloka, niz zajedničkih prostorija dvostruke visine u presjeku je međusobno povezan. Spa-vaonice okrenute prema van imaju zasjenjene balkone. Dovršenjem faze 1 stvoren je smještaj za 1200 studenata. Nakon dovršetka, zgrada će imati površinu 30 000 m2.Studentski dom dva temelji se na stvaranju i oblikovanju vrtova – on uklapa postojeće studentske domove stvara-jući po prvi puta koherentan i cjelovit plan s četiri građe-vine u sklopu mirisnog vrta u lokalnoj tradiciji. Nova zgrada je skriveni vrt, ima pravilnu vanjsku geometriju sa zajedničkim sadržajima u prize-mlju te spavaonicama i zajedničkim prostorijama na etaži iznad. Prizemlje sa zajedničkim sadržajima je providno, ovdje vanjski svijet prodire u dvorište. Gornje etaže sa spa-vaonicama relativno su zatvorene arhitekturom snažnih horizontalnih podnih ploča i diskretno umetnutih sjenila. Unutar dvorišta ova se forma razlaže i rastvara na orga-ničan način stvarajući raznolikiji i prirodniji vrt sa zajed-ničkim prostorijama koje izlaze u prostor. Obrazovni centar (60 000 m2) sličan je Studentskom domu jedan u tome što su mu blokovi također povezani platoom (i prostorom za okupljanje u prizemlju), ali je karakterom bitno različit; sadrži tri velike, kamenom obložene gra-đevine – knjižnicu, zgradu za računalne znanosti i blok za predavanja – te tako tvori kompozitnu skulpturalnu grupu crvenim kamenom zaodjevenih volumena, vidljivih iz svih dijelova kampusa. Ta će skupina biti prvo što se primi-jeti pri dolasku u Patialu i postati simbolom Sveučilišta. Ona istovremeno evocira indijski dvorac, planinske oblike i dio prirodne topografije. Dramatični izdubljeni unutarnji

gardens – it harnesses the existing student residences, developing for the first time a coherent overall plan with four buildings within a perfumed garden in the local tradition. The new building is a hidden garden; it has a regular exter-nal geometry with common facilities at the ground floor and bedrooms and common rooms above. The ground floor with common facilities is see-through; the exterior world pen-etrates to the courtyard here. The upper bedroom levels are relatively closed in character, with an architecture of strong horizontal floor plates and discretely inset screens; within the courtyard, this form breaks down and opens out in an organic way, creating a more varied and natural garden with common rooms projecting into the space.The Learning Centre (60 000 m2) is similar to Student Resi-dence One in having blocks linked by a podium (and a gath-ering space/facilities at ground level) but is quite different in nature – comprising three major stone-clad buildings – Library, Computer Building and Lecture Block – thus form-ing a composite sculptural group of red stone-clad volumes, visible from across the campus; this grouping will be the first image on arrival to Patiala and come to represent the University, redolent at once of an Indian castle, of the form of the mountains, and a piece of natural geography. The dramatic hollowed-out internal spaces of the three blocks open into an under-podium space which becomes the cen-tre of the University.

prostori tri bloka otvaraju se u prostor ispod platoa koji postaje središtem Sveučilišta. Riječ je o arhitekturi čvrstih geometrijskih formi izvedenoj u jednom materijalu – izmjenično pune i porozne ovojnice protežu se duž piranezijevskih blokova na suncu. Jedi-nice Studentskog doma jedan izvana su pokrivene crve-nom jail ovojnicom od staklenim vlaknima ojačanog betona bojom usklađenog s crvenim agra pješčenjakom. Uzorak na sjenilima izveden je iz tlocrta građevine. Horizontalniji Studentski dom dva izveden je u istom materijalu, ali u srebrnoj boji. Unutarnje je dvorište sa svojim konzolnim zajedničkim prostorijama potpuno drugačije i obloženo bijelom žbukom. Obrazovni centar izveden je u crvenom agra pješčenjaku, a u unutrašnjosti su korišteni vidljivi beton, žbuka i drvo.

This is an architecture of solid geometric forms made with single materials – alternately solid and penetrable screens running across Piranesi-like blocks in the sunlight. Student Residence One units are cov-ered externally with red GRC jail screen colour matched to red agra sandstone – the screen pattern is derived from

the plan within the building. Student Residence Two – more horizontal – is finished in the same material, but in silver; the interior courtyard is completely different, with its pro-jecting common rooms – and is complete in white plaster. The Learning Centre is finished in red agra sandstone with interiors of raw concrete, plaster and timber.