BACHELOR OF ARCHITECTURE

DESIGN THESIS 2020

MAKERS’SPACE

Naishitha
16011AA032

Under the Guidance of

Ar. Samyuktha

JNAFAU School of Planning & Architecture

Mahaveer Marg,Masab tank Hyderabad -028
 CERTIFICATE

DEPARTMENT OF ARCHITECTURE

This is to certify that the dissertation/project entitled

MAKERS’SPACESubmitted by Mr./Ms. Naishitha bearing Hall Ticket No.
16011AA032 on this 19 day of FEBRUARY, 2021 in partial fulfillment of the
requirements for the award of the Degree of BACHELOR OF
ARCHITECTURE of this University is a bonafide work to the best of my/our
knowledge and may be placed before the Examination Board for their
consideration.

Guide Thesis Coordinator

Head of Department of External Examiner

architecture

PRINCIPAL

I
 DECLARATION

I hearby declare that the thesis Entitled “ Makers’space’’ submitted for the
award of degree of bachelor of arcitecture is my authentic effort and
completely is the result of research carried by me.

I declare that to the finest of my information no portion or full of this report has
been replicated or shared by me with any other individual towards submission for
the award of reserch degree or diploma of any university /institute.

Place - Hyderabad Name – Naishitha

Date -19-02-2021 Roll No-16011AA032

Signature

II
 ACKNOWLEDGEMENT

I begin with thanking My Mother and Father and my brother for the Undying
support and care they have bestowed upon me, for me to reach this stage of my
life.

My sincere acknowledgement to my Thesis supervisor, Ar. Samyuktha for her

undying support and time, and guiding me towards the right direction for my
Thesis. Her Guidance and encouragement has helped me evolve and complete
my Thesis.

With deep regards, I sincerely thank the Principal, SPA JNA&FAU,

Prof. Dr.S.Kumar and Prof. CH. Srinivas - Head of the department

Architecture SPA, JNA&FAU.

I am thankful to Asst. Prof., Thesis coordinator, Ar. Samyuktha SPA JNAFAU

for her valuable suggestions during the course.

I wish to express my happiness for the love and affection showered by my

friendsVenkat,Neelima, Roshni, kartik,Vikram,Nickil,Naveen,Monish in
completing my thesis.

I thank my Batch mates for making this tedious process easy and enjoyable.

Name: Naishitha

Signature: ___________

III
 CONTENTS

CHAPTER 1 - SYNOPSIS 2-6

1.1.INTRODUCTION

1.2.NEED FOR THE STUDY

1.3.MOTIVATION

1.4.AIM

1.5.OBJECTIVES

1.6.METHODOLOGY

1.7.LIMITATIONS

1.8.CONCLUSION

CHAPTER 2 - DATA AND LITERATURE 7-21

2.1.MAKERS’SPACE

2.2.TYPES OF MAKERS’SPACES

2.3.MAKERSPACE AND MODERN WORLD

2.4.THE RISE OF MAKERS’SPACES

2.5.HOW MAKER’SPACES CONNECT TO

LEARNING IN HIGHER EDUCATION

2.6.SOME CONSIDERATIONS WHILE DESIGNING

MAKERS’SPACES

2.7.VISUAL CONTROL

IV
 CONTENTS

2.8.ACOUSTIC CONTROL

2.9.LIGHTING

2.10.WAYFINDING & SIGNAGE

2.11.SUSTAINABLE DESIGN

2.12.SAFETY AND SECURITY

2.13.SOCIAL INTERACTION

2.14.ERGONOMICS

2.15.NATURE VS BUILT

CHAPTER 3 -DESIGN CONSIDERATIONS 23-42

3.1.DESIGN AND SPACE REQUIREMENTS IN

MAKERS’SPACES

3.2.TOOLS AND EQUIPMENT

3.3.WORKSPACE

3.4.BUILDING IT YOURSELF

3.5.SAFETY

3.6.TYPES OF CONSIDERATIONS

3.7.GENERAL SPACE

3.8.WOOD WORKING

3.9.METAL WORKING

IV
 CONTENTS

3.10.ELECTRONICS

3.11.TEXTILES

3.12.COMPUTERS

3.13.3D PRINTING

3.14.LASER CUTTING

3.15.CNC CUTTING

CHAPTER 4 44-63

4.0. ARTISAN’S ASYLUM

4.1.INTRODUCTION

4.2.LOCATION

4.3.FLOORPLAN

4.4.FACILITIES

4.5.SPACES AND AREAS

5.0. SOUTH END TECHNOLOGY CENTER

5.1.INTRODUCTION

5.2.LOCATION

5.3.FLOORPLAN

5.4.FACILITIES

IV
 CONTENTS

5.5.SPACES AND AREAS

5.6.INFERENCE AND COMPARITIVE ANALYSIS

5.7.INFERENCE FROM ANALYSIS

CAHPTER 6 -PRE DESIGN ANALYSIS 65-68

6.0.USERS

6.1.WHO CAN USE THE MAKERS’SPACE

6.2.DETAILED CLASSIFICATION

6.3.USERS AND FUNCTION

6.4.FUNCTION

CHAPTER 7 - SITE STUDY 70-78

7.1.SITE LOCATION

7.2.SITE INFOEMATION

7.3.SITE SURROUNDINGS

7.4.SITE ACCESIBILITY

7.5.SITE CLIMATE ANALYSIS

7.6.SWOT ANALYSIS

7.7.FACILITIES

7.8.AREA STATEMENT

7.9.SITE PLAN

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 ABSTRACT

WHAT IS MAKERS'SPACE ?
Makers'space is a private informal institutional building.
It is an open-access space that provides tools, equipment, and space to work,
where people from different educational backgrounds and common interests
can gather to share resources, knowledge, work (individually or
cooperatively) on projects, and build prototypes.

WHY IS IT SIGNIFICANT ?
There are only 10 - 13 makers'spaces for 5,00,000 people in India. With the
significant increase in the number of students pursuing arts and science-based
courses and many more hobbyists, each city should have at least three to four
makers'spaces based on the population and interests.

Makerspaces foster innovation through hands-on experimentation, giving life to

ideas and bringing them to the physical world. It also helps the hardware
startups eco-system in India.

HOW DOES IT WORK?

Makers'spaces can be funded by govt and private organizations. It provides
membership policy, informal classes, events, rentable workspace, open
accessible workshop facilities which are also the major sources of income.

WHO IS IT FOR ?
Makers'space is majorly for students, professionals, hobbyists and hardware
entrepreneurs.
It is a space for the students, professionals, hobbyists who want to learn, create,
make, connect, collaborate, and share knowledge.

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 CHAPTER 1.

SYNOPSIS
This chapter contains introduction to the term ‘MAKERS’SPACE’
 SYNOPSIS
1.1.INTRODUCTION:

A Makers'space is a physical location where people gather to share resources,

knowledge , ideas, work on projects , network and build prototypes.

Makers'space provides tools and space in a community environment.

Makers'space is an inclusive sanctury for nurturing inspiration into

creation

• Makers'space is a private informal institutional building.

• It is an open-access space that provides tools, equipment, and space to

work, where people from different educational backgrounds and common
interests can gather to share resources, knowledge, work (individually or
cooperatively) on projects, and build prototypes.

1.2.NEED FOR THE STUDY:

Every year in India, millions of students graduate in various disciplines with an

abysmal employability rate. Many end up choosing a career unrelated to their
education. Even the ones who manage to get the right job, do not have the
practical understanding. It is evident across many of my peers in engineering and
technology, that take up many mini-projects, projects, thesis, and various
workshops that are just restricted to books and libraries. They do not have a
proper platform to work, lack support and a roof to work.

Makerspace provides a roof, technology, opportunity, materials, knowledge, and

guidance for students to work. This can be revolutionary; building these spaces on
a large scale rather than restricting them to small scale labs in colleges and
universities. A makerspace can foster an ecosystem for various start-ups in
science and technology.

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1.3. MOTIVATION:

There are only 10 - 13 makers'spaces for 5,00,000 people in India. With the
significant increase in the number of students pursuing arts and science-based
courses and many more hobbyists, each city should have at least three to four
makers'spaces based on the population and interests.
Makerspaces foster innovation through hands-on experimentation, giving life to
ideas and bringing them to the physical world. It also helps the hardware startups
eco-system in India.
On society today is that many people are disconnected and selfish in their actions,
only interacting with one another in an impersonal manner through screens. The
Internet and evolution of technology beneficial when it comes to collaborating and
accelerating ideas, but this sad observation demonstrates a dark negative side to
the way we interact and socialise in this day and age. It is time to start using our
screens to bring us closer together rather than push us further apart.
Many actions have been monetised meaning there is a lack of desire and time to
perform activities for the common good.

The biggest change I feel makerspace can make on the community is to create an
environment where community sharing can thrive. It is possible to reignite the
value of the commons' (shared local resources).

1.4. AIM:
A major goal for this project is to provide equipment necessary for clients and
small business to allow them to create and make what they need to succeed. The
importance of providing equipment is critical to the success of a makerspace.
Without the proper equipment clients cannot make successful projects. Another
goal for this project is to create a work environment that clients will feel
comfortable with the ability to interact with each other on projects.

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Makerspaces are major hubs for social interactions with builders talking to each
other asking about ways to improve their projects or ideas Most importantly
providing crucial equipment and interactive workspaces will provide the building
blocks for a successful makerspace for anyone who enters the makerspaces

1.5. OBJECTIVES:
To create a space that provides interaction between the makers in the space and
the outside community by fusing their knowledge of social interaction.
To use the skills of space planning and knowledge of materiality to choose the
appropriate locations of machinery.
By incorporating Universal Design into the space will allow everyone to access
rooms equally based on any condition, allowing anyone to make and build.
Most importantly to focus on way finding to ensure that anyone using the space
knows where safezones start and end to guarantee a safe work environment.
To bring public environments where cross disciplinary creative practitioners are
based , with access to traditional and modern manufacturing tools to create
tangible objects . Which form part of the local community acting as a place to
physically bring people together to collaborate and inspire in an environment
harbouring multiple skill sets and endless amounts of knowledge helping enrich
concepts and push the boundaries of achievement

1.6. METHODOLOGY:

The next approach to this problem would be to understand how makerspace is

functioning in the present scenario by desktop studies. Fields that are part of
makerspace under one roof are designers, artists, hobbyists, professionals, etc.
providing required space for each field and connecting each department, bringing
people together and providing a cross- disciplinary collaborative ecosystem. The
existing makerspace is medium- scaled research labs in universities, where
students and faculty work on small scale work and their prototypes.

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There are some workspaces and workshops similar to makerspace across the
country in Bengaluru, Delhi, Hyderabad, etc. providing the students with
accommodation that include dormitories and a canteen. The overall campus
form of makerspace can be created and can be funded by any private institution
or the government.

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1.5. LIMITATIONS:

This project mainly excludes the detailed planning of spaces for. Instead it would
concentrate more on the development and design considerations of spaces.

No cost estimations or feasibility studies of the design is being provided in the

project as it is purely based on the designing aspects in the given context.

Makers'spaces can be funded by govt and private organizations. It provides

membership policy, informal classes, events, rentable workspace, open
accessible workshop facilities which are also the major sources of income.

The demographic groups to take in consideration are a wide range of families

ranging from a 45-year-old mother teaching her 9-year-old son how to build a
bird house to brothers learning how to make a prototype for the next amazing
toothbrush. The demographics of the makerspace can change day by day
Primarily makerspaces attract students and startups who can't afford the
equipment provided in a makerspace. A growing demographic are small startup
companies that aren't large companies that aren't large enough to have their own
space.

So, a makerspace allows them to rent a space by day to operate their business

1.6. CONCLUSION:

There is a huge demand for this kind of space. With the lack of such facilities in
our context, Makerspace can bring a radical change. Bringing people from
multiple fields and creating a collaborative platform.

The maker movement seems to be growing day by day. We believe architecture

can help to alleviate some of the problems with the makerspaces and potentially,
positively affect the movement. Machines fill a space but it is the architecture that
shapes the experience of the users in these spaces. Architecture can assist the
prevalence of a movement and make it permanent.

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 CHAPTER 2.

PRELIMINARY DATA AND LITERATURE

This chapter contains introduction to the term ‘MAKERS’SPACE’
and study of different types of makerspaces.

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 2.1 WHAT is a Makers'space ?

A Makers'space is a physical location where people gather to share resources,

knowledge , ideas, work on projects , network and build prototypes.

Makers'space provides tools and space in a community environment.

Makers'space is an inclusive sanctuary for nurturing inspiration into creation

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2.2 Types of Makers'spaces -
Makers'spaces have taken on several different and unique forms across
around the world. These spaces, while sometimes hard to define, can be
categorized into different types based on their mission.

The missions of makers'spaces can be broken down into four general types:
I. Collaborative : the primary purpose is to provide a rentable and
collaborative workspace where like-minded individuals can work on
projects,
II. Free Education: the primary purpose is to provide universal education
and access to new technologies;
III. Innovation: the primary purpose is to provide a space where
individuals or organizations can create innovative, new ideas,
IV. For Profit : to provide access to tools for a profit.

It should be noted that all makers'spaces usually have some Incorporation

of all four of these ideas in their mission; however, they usually place
emphasize on one over the others. In the remaining chapters we will
differentiate the makers'spaces we study based on these four types

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 2.3
M A K E R S ' S PA C E A N D T H E M O D E R N W O R L D

Makerspaces are a growing service area for many libraries in school, public, and
academic settings. Participants, or makers, can create digital and physical items
in common working spaces using shared equipment and resources. The essential
makerspace elements of makers, tools, space, and shared expertise are also often
joined by a spirit of individual exploration and discovery through creative
One area of balance in makerspaces is in providing
group training on specific creative activities while also offering open lab times in
the makerspace for individuals to work independently or in small collaborative
groups on their projects. This is particularly acute in the academic environment,
where lab spaces (whether for computers, biology, chemistry, engineering, or
nursing) are often imagined for use by classes of students working on an
assignment or project. Can an open, self-directed approach work in an
environment where much learning is encapsulated in semester-long courses and
student learning is assessed by assignments with relatively rigid timelines and
criteria? The alternative, maker focused mindset would allow for tinkering and
play to be utilized by makers as they create and learn

Makerspaces can be a mechanism for encouraging students to experiment and

learn beyond the classroom and outside of the normal structure of their
assignments. Students are encouraged to ex- amine new means of creation and in
doing so they strengthen and apply more broadly the learning they experience in
their courses. The following paper presents a positive case for pursuing an
academic library makerspace and helpful steps to pursue.
.

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2.4 The Rise of Library Makerspaces
Makerspaces have existed in various forms as long as people have been making
items and have needed places to work with tools and equipment. The rise of
makerspaces as a concept began around 2005 with the beginning of Make: magazine
and its promotion of creative projects and methods for making. The magazine’s
publisher also began offering a series of “makerfaires” around the United States and
internationally that showcased the efforts of makers. In the years that followed,
libraries began to host making activities in their programming options and to
establish dedicated makerspaces. Librarians also began to recast some of the
creative activities and devices already present in their buildings as making activities,
such as video and audio capture, large format printing, art-related work- shops,
music recording spaces, and so forth. With an international network of makers
already present and sharing their projects, techniques, and technologies, library staff
members could build on their initial inspirations and develop larger makerspace
programs.
A 2016 survey of library makerspaces by the author sheds some further light on the
state of library makerspaces.2 109 librarians responded to a Web- based survey,
indicating that their libraries either currently hosted makerspaces or were close to
launching makerspaces. Respondents answered 14 questions about their
makerspaces, including their location, what type of library they worked in, how long
their
makerspace had been in place, and what types of making technologies and activities
they offer. Respondents represented libraries from 30 U.S. states and seven other
countries. The majority of respondents came from public libraries (51%), with the
next largest group working in academic libraries (36%). Nearly half of the
respondents’ makerspaces were less than one year old (46%), but 11% had been in
place for more than two full years. The most commonly represented making
activities and technologies .

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Digital technologies such as video and image editing, computer programming,
and animation are very common among library makerspaces, but activities ending
in physical products like 3D printing or arts and crafts were also well represented.
The last item in the list, tinkering, may point toward the presence of independent
experimentation with products and items to see how they work and to learn
through troubleshooting them.

The concept of a Makerspace has evolved, currently being understood as a space

for people to practice the idiomatic term Making, which is to tinker or fabricate.
Broadly put, Makerspaces are environments where individuals use technologies to
Make physical artifacts within a community of fellow Makers.

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2.5 HOW MAKERSPACES CONNECT TO LEARNING IN
HIGHER EDUCATION

The hands-on nature of makerspaces, whether focused on digital or physical

creation, does contribute to individuals learning skills, software, and the
processes involved. But is making a useful activity in the higher educational
setting?
A pair of theories about learning has been identified in the maker literature to
explain the impact of producing items on students’ understanding of related
concepts and the value of making to the strengthening and diversity of this
understanding. The learning theory of constructionism, developed by Seymour
Papert, suggests that problem-based learning exercises are an excellent way for
students to build and reinforce their knowledge. As learners encounter a problem
to solve, they are driven to create an answer. This creation may be just a mental
model that helps the learner understand the subject matter, but if it is a physical
or virtual creation it makes a stronger impact on the learner.8 Makerspaces
provide resources that students can use to solve problems through creation, and
also offer guidance and examples of products to inspire the learner to deeper
understanding.
Henry Jenkins’ concept of participatory culture allows students to play multiple
roles in the creative process, gaining understanding from each perspective. The
idea is to move students from serving only the role of consumers of information
or media, and into the role of creators. Not only does this provide students with
the freedom to shape their own visions into products, but it also allows them to
grow in their skills at their own pace, and to have guidance from and
collaboration with more experienced creators. The learner can become the
teacher, and grow in understanding through explaining what they know to others.
There is power in having an environment where students can see and share the
work of their own hands.

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Makerspaces can also be a venue for learning specific types of skills relevant to
fields of study in higher education. They can be practical laboratories to learn
concepts related to STEM (science, technology, engineering, and mathematics)
fields. Several colleges and universities have built makerspaces with equipment
aimed at prototyping architectural or engineering designs. In other cases, students
in biomedical engineering or other scientific fields have created items to use in
simulating body functions or treating medical conditions.10 In a more
interdisciplinary vein, other schools are opening makerspaces for the purpose of
stimulating innovation and developing students’ skills as entrepreneurs.11 Students
may develop a market- able product in the space, or may set forth on a new career
or area of research thanks to an interest they discovered.

2.6 Some Considerations When designing a Makerspace

There are some decision points related to providing making opportunities that can
help guide the planning process. These issues represent both initial starting points
and later transitions that the library staff can choose to make with the makerspace.
Some are fairly binary options, and others should be seen as a sliding scale.
Will it be clean or dirty? Or both? The makerspace can feature making that is
primarily low-impact in terms of messes made (such as digital image or audio
production), or it can involve carpentry or laser cutting, with many scraps left on
the floor. Or, with the right space, it could involve both types of activities.
Will it be an open lab, or just for classes and workshops? There might be time set
aside for anyone to come into the space and work on a project, and then times
where the maker- space is reserved for a class project or a work- shop. This is a
balance between the norms of the environment that the makerspace is serving (for
instance, if there is a high interest in having classes meet in the makerspace) and
the Maker Movement freedom of letting makers tinker and try projects on their
own (with support).

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Will it be regularly staffed, or checked/maintained as needed? Depending on the
type of equipment available, or the level of expertise needed to use it there may be
a need to only open up the makerspace when it can be staffed. On the other hand,
perhaps it can be open more often without staff on hand, which makes the
operation of the makerspace less of a drain on the human resources of the library.
Will it be noisy? Noise can come from equipment or from enthusiastically
collaborating makers, but it is something to consider when choosing space and
noting its proximity to areas using for quiet contemplation.
Will there be a dedicated space, or mobile making? Perhaps the makerspace will
be a room or corner of the library that is clearly demarcated, with equipment,
furniture, and resources situated and ready to use. An alternative arrangement
would be to have maker activities and gear packed up and ready to pull out for
workshops, or to take on the road to classrooms or other locations on campus.
Will all making be done in-house, or will technologies circulate? Academic
libraries may already circulate a lot of creative equipment, from cameras to
laptops to video and audio recording devices. There could be more maker-focused
equipment that circulates, from hand tools to 3D scanners.

2.7.Visual Control:
Incorporating visual control into a makerspace can benefit members and future
members of the facility. Creating viewing areas outside of each workshop to allow
guests to see what's happening without entering the workshop. These viewing
areas can consist of glass wall partitions that allow for easy sightlines for anyone
in the space. Having these viewing areas allows employees to give tours of the
facility with potentials clients to allow them to observe workshops to see if they
want to enroll in a membership. Controlling these spaces and creating a balance
between what the public can see and cannot will be based on the proposed
program. Keeping a wall between the hall and workshop will create a safety
barrier to stop curious kids from wondering off.

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2.8.Acoustic Control:
Makerspaces produce a large amount of sound output. Sounds can accumulate from
saws cutting plywood to members hammering projects together. The buildup of
sounds can make a makerspace feel overwhelming and uninviting. To fix this problem
the propose makerspace will incorporate the principles of ABC acoustics. By
absorbing sound by using products to absorb sound energy that hits them to reduce
unwanted sound energy from hard surfaces such as glass and concrete. 13 This can be
achieved by using fabric wrapped panels throughout the facility to absorb and
blocking sound from travelling to other spaces. The introduction of vertical barriers
between the noise source and listener that blocks sound travelling from one to the
other . The higher the barrier, the more effective the result. Creating sound proof
partitions allows for blocking and preventing sound from traveling. Covering
unwanted sounds with computer generated random sound that covers or masks
unwanted noise and makes conversation and noise more difficult to hear and
comprehend.'s Including soft music throughout the makerspace to distract the viewer
from background sounds. Incorporating ABC principles to the propose makerspace
will create a quiet and calming environment for members to focus and work on their
projects.

2.9.Lighting:
Makerspaces utilize a variety of different lighting strategies to ensure safety and work
efficiency. The balance between artificial and natural lighting can vary in makerspaces,
but this only depends on how designers manipulate lighting within the space. Natural
lighting in a makerspace can bring calming and even lighting to build. While artificial
can help with having more of direct lighting sources to help a member to see details.
Experts have said a typical workshop should have an evenly lit space of 50 to 100 foot
candles depending on the age of those using the space, 50fc for members 25 and
younger and 100fc for older members. This amount of lighting allows for all members
to build comfortably. It is important to keep workshops well-lit to ensure safe use of
machinery and of dangerous equipment. Considering the height in which the lighting
is hung from the viewer while working at a workstation. Ambient lighting should be
used for overall lighting while individual task lighting will be used when needed.

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2.10. Wayfinding & Signage:
Wayfinding methods in the propose makerspace is critical to the safety and
wellbeing of every member in the facility. The proposed makerspace will be
stretched among several floors of one building, circulating viewers throughout the
space is important. Indicating paths through the space to allow for easy
transitioning from each floor. Using a bold pattern with a bright color highlights
the importance and draws the viewers eye. Creating a smooth and simple path
throughout the makerspace will allow for easy moment through workshops and
lounges in the facility. The signage in a makerspace is very important to safety.
Having clear labeled signs on equipment and entrances to spaces inform members
on how to correctly use equipment and given space. The signage within the
makerspace needs to be at a correct height to allow for all members to view it. For
room signage the minimum height the sign can be at is 45" and the maximum is
60" from the floor. 16 Along with being at the correct height the sign itself should
have a bold font with
braille written below for patrons who are blind. For overhead signage the physical
sign cannot hang below 80" from the floor while signs that project from the wall
cannot protrude over 4" from the wall with a minimum of 27" from an entrance.17
Having the signage at the correct height ensures that all guest and members will be
safe circulation throughout the facility.

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2.11. Sustainable Design:
While researching sustainable design methods and practices it was shown that
makerspaces utilize a large amount of electricity and a large amount of material
waste. The proposed makerspace will ensure a lower energy consumption by
incorporating natural sunlight through windows and skylights to minimizes the
use of lights during the day. Also, installing onsite solar panels to either the roof
or site to absorb sunlight to power the facility. Members will be encouraged to
recycle materials that were either leftovers or never used to reduce the amount of
thrashing ending up in landfills. Providing recycling containers throughout the
facility to recycle plastic bottles and other recyclable goods. Throughout the
demolition phase of construction all debris will be sorted and sent to their
corresponding recycling centers to be reused. Both LEED and WELL

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2.12.Safety and Security:
The security and safety of all members in the proposed makerspace is of first
priority for the designer. Having access to equipment that can cause harm if is
placed in the wrong hands has to be secured in a manner that is not uninviting
Facilities include a card reader system to only allow members and employees into
the building. Workshops and labs also include card scanners to ensure member
safety while using the facility. Within the workshops there needs to be a standard of
safety practices. Keeping a define separation between what is consider "clean" and
"dirty" spaces. Clean spaces meaning spaces that have little to no use of chemicals
or machinery that creates dust or debris. Dirty spaces arespaces that use chemicals
and heavy machinery because they have the proper ventilation systems to keep the
room safe for individuals. The simple and most crucial safety precaution is
providing the correct safety training to all members and staff. This will ensure all
members know how to use equipment correctly, locate first aid, and to act if there is
an emergency. Incorporating safe zones throughout the facility to inform the
members when and when it is not safe. This can be as simple as a painted line on the
ground indicating your located in a safe zone. These safe zones allow for members
to work without having protective gear on like safety glasses or gloves. Employees
of the facility have to be trained to enforces theses safety guidelines to ensure an
overall safe environment for members

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2.13.Social Interaction:

Social interaction is one of the most crucial aspects of a makerspace. Providing an

atmosphere that promotes interaction is important to the growth of the facility.
Creating spaces where members can meet with other members to discuss projects
or to just discuss what happened last weekend. It is important that this space is
available to all members the facility. Specifying furniture that allows for easy
interaction for example having collaborative seating options from sectionals to
multiple chairs grouped together. Hosting members only events throughout the year
to bring all members together allowing for members to meet other members they
might not see when they are working. This interaction allows for a community
feeling in the facility and makes members feel welcomed in. Most importantly
providing events that are open to the public to bring in people that might not know
what a makerspace is and to expose them to what they provide to the community in
hopes of gaining new members.

2.14.Ergonomics:
When creating a space for anyone to be able to access one needs to take into
consideration the needs of the different patrons from the disabled to elderly. With
this in mind all the furniture pieces will have integrated ergonomic aspects to keep
the user comfortable and able to focus on the task at hand. Aspects of ergonomic
design are a variety of seating and tables that are height adjustable and adjustments
to conform to the user's needs. Having the proper height for all equipment and
being able to adjust to the needs allows for a safe environment and the well being
of the patrons.

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2.15.Nature vs. Built:

Creating a makerspace that incorporates both nature and the built environment can
be tricky due to factors of location and site, but it can be done. Providing
workstations that are located near or around windows allows people to take a break
and stare out a window. Allowing for one to stare out a window allows to self-
reflect in what they are doing and to relax the mind to continue working. The view
doesn't have to be desirable, but just a view that allows to observe things happening.
Creating an outdoor workstations or areas for members to escape the loud
machinery and dusty indoors is even more desirable. Members immersing
themselves into nature. Allows for members to enjoy weather and the fresh air while
also bringing additional inspiration. Incorporating operable windows to allow for
members to bring fresh air into the workspace is a simple and cost-effective way of
bringing nature in. All of these factors have a common theme of biophilia. Biophilia
is a human tendency to interact or to be immersed with forms of life in nature.
Incorporating biophilia design throughout the makerspace will create a relaxing and
stress-free environment for members to create new products and inventions

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 CHAPTER 3.

DESIGN CONSIDERATIONS
.
3.1.DESIGN AND SPACE REQUIRMENTS IN MAKERSPACES

Each section of this document covers a particular Makerspace module or

specialization and includes a description, notes on safety, considerations such
as space or utilities, and lists of tools and materials appropriate to be used
with the tools.

The working environment of the space

creating the foundation for a safe,
Workspace
comfortable and clean working
environment

Tools and materials common among

General and across modules that are useful on
a wide range of projects
Woodworking Working primarily with wood
Metalworking Working primarily with metal
Using electricity from the basics of
circuit design through more advanced
Electronics
microcontrollers, robotics other
electromechanical creations
Working with flexible materials such
as cloth, vinyl, leather, rope and string,
T extiles
including soft circuits and wearable
electronics
The hardware and software necessary
Computers for modern planning, design and
fabrication
Additive manufacturing ability known
3D Printing as 3D printing which allows makers to
create detailed, complex objects

The requirements for a laser cutter,

which would provide the ability to cut
Laser Cutting
and etch materials quickly and with
high precision

The requirements for Computer

Numerical Controlled (CNC)
CNC Cutting
machines, which accurately cut and
sculpt various materials

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Lists of equipment, tools, and materials constitute the bulk of this document.
These lists include the common name of each tool, general pricing information,
and often a more specific description of what kind of tool would work best in this
context. We welcome feedback on our recommendations. Lists are arranged by
price/performance allowing you to choose cost and capabilities that match your
space.
We have chosen tools and materials specifically for young people ages 14 to 18
working within a shared environment like a Makerspace. The tools are generally
easy to maintain. We avoid listing parts that are easily lost or broken. We also try
to take into account that these tools might be used by smaller hands with less
strength than an adult, while still wanting to choose tools which work reliably.
The lists are broken down by Tools & Equipment and Materials & Parts.

3.2. Tools & Equipment covers the tools for this module. The number of
each tool is estimated for a group of up to 25 students to work simultaneously.
This list is further broken down into:

Safety: the equipment necessary for safe operation of the tools.

Accessories: support items for the tools, including storage and maintenance
materials.

Consumables: items needing regular replacement such as hot glue sticks, saw
blades, etc.
Materials & Parts lists the generally most common and useful materials to keep
on hand that can be broadly useful for projects, using the recommended tools.
The quantities are the suggested useful amount for a wide range of projects and
will need occasional replenishing depending on use.

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Basic The recommended equipment and materials to introduce this module
into your Makerspace. We selected items that keep the cost low while making
sure that the tools are the most useful and the materials are easy to work with.
Intermediate This level allows Makers to create more ambitious projects and
work with a wider range of materials with greater precision. In most modules
the Intermediate tools and materials are added to the Basic set allowing a
space to advance over time. When an identical Item is listed twice, additional
numbers are suggested for an Intermediate space.
Class Size
The tool count, workspace size, and material totals are for a typical class of 25
students. When outfitting your space, add or subtract equipment appropriate to
your class size. Consumables and upkeep costs are estimates for 25 students
using the space for 70 to 100 hours. This is roughly a semester of two 2-hour
sessions per week, plus some individual extracurricular time.

3.3.WORKSPACE

Create a safe, comfortable and creative space for making by individuals and
teams.

3.4.BUILDING IT YOURSELF
Many elements of the workspace such as workbenches, storage, shelving, and
whiteboards can be made for significantly less money, and sometimes more
sturdily, than buying ready-made. This has the advantage of engaging students
in meaningful acts of creation while tamping down your overall startup budget.

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3.5.SAFETY
The workspace needs to be organized and spacious enough to provide enough
room to move around working makers freely and without danger. Keep clear all
pathways to tools, exits, and safety equipment. Make it easy to remove trash and
debris regularly. Provide adequate ventilation and lighting. Everyone should
know where the first aid kits and fire extinguishers are. Drop cords can quickly
become a work and tripping hazard, so place outlets around the perimeter of the
room and/or drop them from the ceiling for each work area. Similarly we
generally discourage the use of power strips with the exception of a few specific
modules listed below.

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3.6.TYPES OF CONSIDERATIONS
Large workbenches allow makers to work comfortably while allowing them to
build cooperatively.
Keep it tidy: shelves give participants a place to keep their projects when they’re
not in the space, and there are supplies for cleaning up when done.
We recommend a sealed concrete floor.

Basic: 1000 square feet or more. (For 25 makers)

Intermediate: 1200 square feet or more. (For 25 makers) A sink is preferred
but not required.

3.7.GENERAL SPACE
Outfit a workshop with tools for cutting, fastening, shaping, marking, measuring,
taking apart, and putting together a large variety of maker projects.
Safety
The tools listed are safe when used responsibly. All power tools should be used
after training and with supervision, and only by students who have the strength
to control the tool.
Wear safety glasses when...
working with any power tool
Hammering and working with any tool that could possibly
generate flying debris.
Working with chemicals that can splash or create fumes.

Wear respirators (masks) when sawing, sanding, working with aerosols, or any
other tool that creates airborne particles.
Wear ear muffs or foam ear plugs when working with power tools or regular
hammering.
When using any power tool long hair should be tied up, and loose clothes and
jewelry should be secured.

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• CONSIDERATIONS
These tools take from a few seconds to a few minutes to learn to use.
These tools support the capabilities of other modules.
The materials are non-specialized and can be worked easily with the tools in
this
module.
Several feet of open wall [or a tool magazine or foldout organizer (as
above)] are needed to store tools.

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• 3.8. WOODWORKING

Wood is a fantastic material—cheap, durable, attractive, renewable, and readily available

in many standard sizes. This module builds on the General module’s most basic tools to
cut and shape wood allowing higher precision, greater complexity, and larger projects.

Safety
The safety equipment from the General tool module will provide adequate protection for
this module.
Splinters and cuts are the most common injuries when working with wood.
Wear safety glasses and gloves at all times.
Wear respirators while sanding.
When working with power tools, wear hearing protection.
Secure long hair and loose clothes to keep them from getting pulled into the tools.

CONSIDERATIONS

Woodworking tools take a few minutes to learn to use safely.

Basic Woodworking recommendations include the hand tools, both powered and
unpowered, to handle many projects including building workbenches, shelving and other
workspace equipment.
Intermediate Woodworking recommendations add more power and specialty tools to
tackle more ambitious projects with more precision.
Stationary power tools such as the drill press and scroll saw should have their own
dedicated space.

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TOOLS AND EQUIPMENT

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3.9. METALWORKING

Make everything from delicate jewelry to durable, heavy-duty projects. These

tools can create stable platforms for robots or the finest chainmail. They can be
used to make attractive metal project cases or to build replacement parts for cars,
bicycles and other machines.
Safety
Working with metal typically requires working with tools that apply a lot of force
or a lot of heat. Using these tools safely requires attention to the tool and the
surrounding work area. Take special care needs to prevent harm from flying
debris, not only for those who are using the equipment, but also for anyone near
the work area. Dedicate a space clear of flammable materials for tools that
generate heat such as torches and welders, as well as tools that generate sparks
such as grinders. Isolate welding areas with welding shields to prevent eye
damage to those nearby and to contain any flying debris.
For most activities, the gloves, masks, safety glasses and hearing protection from
the General Tools module will protect the makers adequately. However, when
working with a torch or welder, use more serious safety equipment. A torch
requires heat-resistant gloves and goggles specifically for torch work. Welding
requires full body protection including a face shield, welding gloves, and a
sleeved bib to protect clothes, high-top shoes, and pants without cuffs. Use a
mask to prevent inhalation of metal fumes.
Considerations
The Basic level focuses mostly on hand tools and smaller projects while the
Intermediate level adds more power tools and a welder, dramatically increasing
the scale and capability of projects.
Most tools take a few minutes to learn to use. Welding, brazing, and soldering
each take at least half an hour to learn safety and basic fundamentals.
Ventilation for working with torches or welders.
Intermediate: 120+ square feet with concrete floor.

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TOOLS AND EQUIPMENT

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3.10. ELECTRONICS
Learn about electricity, electronics, integrated circuits and microelectronics. Read
and create schematic diagrams and troubleshoot circuits.
Submodule:
Microcontrollers & Robotics
Microcontrollers allow makers to create advanced electronics and
electromechanical systems including robots. The Microcontrollers & Robotics
submodule adds the capability to build and experiment with robotics,
microcontrollers, and other electromechanical creations. The capability of this
module is largely limited by mechanical construction, and benefits from the
capability that other modules offer, especially metalwork. The basic selection of
materials is for simple robots that are capable of following lines or avoiding
obstacles. The intermediate selection adds more advanced functionality allowing
competition-ready robots.
Safety
Electronics at this level are low-power and safe. The tip of a soldering iron heats
to about 400oF, hot enough to cause burns and should be handled attentively.
Under normal soldering conditions, solder containing lead poses no health risk,
though makers should be encouraged to wash their hands after a long period of
handling leaded solder. Lead- free solder is available but not recommended
because the flux core gives off much more toxic fumes, is more corrosive to
soldering tips, requires higher soldering temperature, and is generally harder to
work with. Any kind of soldering generates fumes from the flux core of the solder,
so ventilate the area.
Considerations
Solder less breadboards allow makers to quickly and nondestructively explore
circuits while soldering allows makers to assemble circuits more permanently,
either from kits or original designs.
The equipment here can be quickly set up when needed and easily stored when
not in use.

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TOOLS AND EQUIPMENT

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3.11.TEXTILES
Work with cloth, vinyl, leather, yarn and other flexible materials. Quilt, knit,
crochet, and knot. Sew, repair, and alter clothes. Create home decor, utility
(aprons, gloves, tool belts, etc.), jewelry. With additional tools, create furniture,
fiberglass, soft circuits and other projects.

Submodule: Soft Circuits

The materials in the soft circuits module allow makers to explore the world of
wearable electronics with the addition of lights, sensors and microcontrollers to
create clothes that react to the world around them. Having access to the basic
Electronics module vastly expands the capability of this module.

Safety
Sewing is generally a safe activity with very little risk of more than a small prick
from a needle.
Steam irons do get hot enough to cause burns. Sergers have blades that can cut a
careless finger.
Sewing machines and sergers both have enough power to put a needle through a
finger when used carelessly.
There is no danger of shock from the soft circuits submodule because they are
very low power.

Considerations
The Basic level equipment could be quickly set up and put away when not needed,
while the Intermediate level would have a dedicated worktable for larger projects.
The Intermediate level allows makers to work with a wider range of materials and
adds a serger which cuts and sews at the same time easily creating professional
seams as well as decoration.
Basic requires two grounded outlets, while intermediate needs three grounded
outlets.
For the Intermediate level we recommend a 6' x 3' area for a sewing table.
Soft Circuits submodule requires access to computers. (See Computers below.)
Time to set up and learn the basic use of a sewing machine is half an hour.
Time to set up and learn the basic use of a serger is an hour.

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TOOLS AND EQUIPMENT

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3.12.COMPUTERS
Access information as well as digital tools to design, create, and collaborate on
projects. Program robots and use other programming tools. Add a printer to
produce patterns, designs, decorations, and explanatory materials.
Along with Internet access, computers offer access to reference information,
project ideas, expert help, instructional videos and safety information as well as
data files to modify or replicate with digital fabrication tools. Documenting and
sharing projects is an important part of making. Adding cameras and access to
blogging tools accelerates the process.

Introduce the practice of ergonomic workstations to your students. Make sure that
they don’t hunch over their work, and that they get up frequently to stretch and
assume a healthy posture again.
When using the Internet, students should be careful not to disclose identifying
information such as their city, school, address, phone number, email address, or
real names.
Operating Systems
In general any operating system (Windows, OS X, Linux) is acceptable. If the
space is associated with another organization with computers, such as a school or
library, we recommend you use what the organization supports. One exception is
if you are using an Epilog laser cutter, the software required to operate it is
Windows only. In addition, some professional engineering tools are Windows
only.
Considerations
Compared to the Basic level, Intermediate has more powerful computers
capable of running more advanced software. Screens are larger to make design
easier, and the Intermediate setup has a larger format printer allowing makers to
print larger plans and full-size patterns.
Computers are absolutely necessary for working with digital fabrication tools
such as 3D printers, laser cutters and CNC machines.

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• 3.13. 3D PRINTING
Create complex 3D shapes from plastic or other materials. Extrusion-based 3D
printers build objects by squeezing out thin layers of plastic, one on top of the other.
Many different kinds and colors of plastics can be used, including ABS (the same
plastic used by LEGO) and PLA (a biodegradable plastic). There is even glow- in-the-
dark material! Add other items such as windup motors to create motion or other
interesting capabilities.
Safety
3D printers are generally very safe. The print extruder does heat to several hundred
degrees and should not be touched. There will be a slight "hot plastic" smell when
printing with ABS plastic. It's non-toxic but can be an irritant and the printer should
be placed in an open area or near ventilation.
Considerations
You need a minimum 24" x 24" of dedicated table or desk space.
If buying a kit, you’ll need 12-16 hours and skills in assembly and soldering.
Certain models may require a computer to operate the printer.
A 3D printer requires a grounded outlet.
3D printing is not a particularly fast process. Speed almost entirely depends on the
volume of plastic needed for the
project. For example, a small whistle is mostly hollow and will print in around 5
minutes, while larger pieces can easily
take hours.
The output of extrusion printers often requires a bit of cleanup by hand after
printing.
While a computer is not required to print, makers will need access to one to create
or download the files for printing.
Advanced printers can have more than one print head (extruder) that can print in
multiple plastics at the same time. This allows printing in multiple colors or printing
with more than one material in an object. When one material is water-soluble much
more complex shapes can be printed. One example would be printing a wheel on an
axle with water-soluble material separating them. When the material is dissolved the
wheel can

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spin freely on the axle.
In lieu of a full 3D printer setup, consider sending your students’ work to service
bureaus like Shapeways and Ponoko. They can print with more detail and in other
materials such as metal, ceramics, and in full color. Price depends on material and the
volume of the object.
It takes 1 to 3 hours to learn to use and maintain 3D printer. Initial setup and
calibration takes several hours. It takes around 10 minutes to learn to solder, an hour
to become proficient at using an oscilloscope, and about 15 minutes to master the rest
of the tools.
Compared to the Basic level, the Intermediate level has higher-quality and easier-to-
use soldering irons, encourages more complex projects including robotics, and
suggests more advanced tools for troubleshooting and problem solving.
If upgrading from the Basic Electronics level, you can use the temperature- controlled
soldering irons to either replace or augment the pencil irons in the Basic level.
Provide grounded outlets for each power strip.
Ventilate the work area while soldering.
The Robotics and Electromechanics sub module and Intermediate level require access
to computers. (See Computers below.)

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3.14.LASER CUTTING
Quickly and accurately cut complex shapes from flat materials such as paper,
wood, acrylic, cardboard, and felt. Then assemble these flat cutouts to create 3D
structures if you’d like. Or etch designs into the surface of materials.
Safety
The primary risk when using a laser cutter is of fire within the cutter itself. The
laser cutter should never be run unattended, as even a small fire can cause costly
damage to the equipment. A CO2 or halo fire extinguisher should be accessible
near the cutter. Both halo and CO2 extinguishers can be used to quench fires
without causing more damage to the laser cutter.
A secondary risk is of fumes. As the laser vaporizes material, gases are released.
If the cutter cannot vent to the outdoors then use a comprehensive filter. While
most recommended materials do not release hazardous gases, they can still cause
irritation.
Unapproved materials such as vinyl and PVC release chlorine gas when laser-cut.
Chlorine is very toxic and also corrosive. It will damage your health and the laser.

Considerations
Space: Minimum 60" x 60"
Power: 3 grounded outlets.
A computer is required to create designs and to manage the laser cutter.
Laser cutting and etching can be done directly by makers or can be submitted to
a supervisor to cut outside of class time.
It takes up to an hour to learn the basics of laser cutter use. Since conceptually it
works much like a printer, students often understand its uses more quickly and
easily than those of a 3D printer.
Learning to fully maintain a laser cutter will take several hours. Training to use a
laser cutter includes selecting material that can be safely and effectively cut,
creating patterns on the computer, choosing the correct settings to cut effectively,
as well as care, maintenance, and calibration of the laser cutter.

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41 | P a g e
3.15.CNC CUTTING
Computer Numerical Control (CNC) routers allow precise control of rotating cutters
that can cut, carve and shape a wide variety of materials in three dimensions. This
differs from a laser cutting in two ways: it carves two- or three- dimensionally, and it
cuts a wider range of materials and thicker materials.
Safety
A CNC router is still a router, so the same precautions apply, including wearing
hearing protection for everyone in the area and safety glasses to protect from flying
debris. Most CNC routers have an open frame, making it possible for fingers, loose
clothing, long hair, etc. to get caught in the gantry.
Considerations
Minimum of 60" x 60" desktop or bench-top space.
Power: a grounded outlet
For casual use, a wet-dry vacuum can be used to collect dust. Install a dedicated dust
collection system if you expect heavy use.
Some models may require a dedicated computer to use. A variety of 2D and 3D
software can be used to generate cutting patterns.
CNC routers may come as kits and require a number of hours to assemble and
calibrate.

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 CHAPTER 4.

DESKTOP STUDIES
 ARTISAN’S ASYLUM

4.0. MAKERS'SPACE
DESKTOP STUDY 1

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 ARTISAN’S ASYLUM

4.1. INTRODUCTION :

Artisan's Asylum was founded in 2010 by Gui cavalcanti , a robotic engineer.It

is a non-profit organization furnishing education, tools, workspace, and
community to empower dedicated fabricators, including hobbyists, artists, and
early stage entrepreneurs, to create on large or small scale. It serves the
Somerville and global creative makerspace community, the arts, and the
innovation economy with the goal of making the world a place where sincere,
creative individuals are able give form to their ideas..

Artisan's Asylum is setup like a warehouse. so, there is a lot more open space
rather than subdivided rooms. The space is divided within the open space is by
use of cubicles. There are some rooms setup for larger tools and
40% od the space is rentable space for individual and group studios and desks ,
some palletes and shelving available as rental storage.

LEARN - classes and Tool training

MAKE - using Tools and Equipment

4.2.LOCATION :
Artisan’s Asylum is located in the center of the somerville, Massachussets,USA.
Somerville a densly populated area . which has highest number of
insitutions .There are about 63 art schools in the radius of 10km from Artisan’s
Asylum.

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 46 | P a g e
4.3. FLOOR PLAN
EXIT
EXIT
EXIT
ENTRY
 PRIVATE AREA

Private area is individual rentable space . It is set up to serve individual. Because

of this the cubicles end up supporting tools and storage to various degress ,
completely dependent on the individual occuping the space.

There are aboot 309 internal partitions

The individua; partitions are three typed Cubicles of 50 Sfft
Cubicles of 100 sft
Enclosed room of 1600 sft.

Rentable space = 15697 sft ( 4784 sqm )

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4.4.FACILITIES

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 2

1
1
1

1. ELECTRONICS SHOP

1. Soldering station
Total area = 453 sft
2. DVM
3.Oscilloscope
4.Stereo Microscope
5. Magnifier 2. JEWELLERY SHOP

1. Annealing pans
2. Buffing Machine
3. Hydraullic Press
4. Forming tools

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 4
3

3. BIKE SHOP

1. Drill press
2. Bench vise
3. Hand held tools
4. Bike rack

4. FIBER ARTS

1. Sewing machine
2. Overlock machine
3. Iron

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 6

5. MACHINE SHOP

1. Metal shear
2. Scroll saw
3. Horizontal bandsaw
4. Finger brake

6. WOOD WORKING

1. Lathe
2. Worktop sander
3. Band saw
4. Table saw

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 7 8

7. CNC

1. CNC Router

8. METAL SHOP

1. Metal shear
2. Scroll saw
3. Horizontal bandsaw
4. Finger brake

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 10

9 . PRINTMAKING SHOP

1. CNC Router Total area = 1098 sft

10. RAPID PROTOTYPING SHOP

1. Vinyl cutter
2. Laser cutter
3. 3d printer
4. Computer

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 4.5.SPACES AND AREAS

SPACES AREA ( SQM)

Digital fabrication 41.8
Screen printing 25.1

Welding shop 133

Manchine shop 91.6

Woodworking shop 161.9

Jewellery 42.1

Paint room 33.2

Bicycle shop 64.1

Electronics 42.1

CNC 102

Loading dock 70.6

Multipurpose room 122.1

Social Area
78.9

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5.0.SOUTH END TECHNOLOGY
CENTER

MAKERS'SPACE
DESKTOP STUDY 2
 SOUTHEND TECHNOLOGY CENTER

5.1.INTRODUCTION :

• South end Technology center is a small fab lab for the residents and local
community people . It is ventured by TCC 9Tech city corporation ) AND MIT
( Massachusetts Institute of Technology ).
• The fundamental purpose of the fablab is to enable to become producers of
knowledge and sharers of ideas and information.
• It provides low cost access and training in most aspects of computer related
technology and their applications

• It is neatly tucked on the lower level of an apartment in a middle class

neighbourhood .

LEARN - classes and Tool training

MAKE - using Tools and Equipment

5.2.LOCATION :

South end technology center is located in the center of the southend, boston ,USA.

BUILDING TYPE : INSTITUTIONAL

LOCATION : SE,BOSTON
AVERAGE NO: OF USERS : 80 - 100
140 SQM
TOTAL BUILTUP AREA : 198 SQM
TOTAL SITE AREA : 10 HRS
WORKING HOURS : 7 DAYS A WEEK
NO: OF DAYS OPEN : STUDENTS,ENGINEERS,
FREQUENT USERS : DESIGNERS,HOBBYISTS

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 5.3.FLOOR PLAN

1.TECHNOLOGY LAB
5.4.SECTION

Housing

Fablab

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5.4.FACILITIES
 1 2

1. COMPUTER LAB

1
1. Mac computer 2

2. AUDIO

1. Mac computer

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 3

3. FABRICATION LAB

1. Mac computer
1
2. 3D Printer 2

3. CNC Router
4. Soldering
5.5.SPACES AND AREAS

PER
MAX NO: OF
SPACES AREA PERSON
OCCUPANTS
AREA
computer lab
42.7 SQM 30 1.42

Fabrication lab 42.3 SQM 8 5.2

Others 39.4 SQM 50 0.7

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5.6.INFERENCE AND COMPARITIVE ANALYSIS
 Southend
SUBJECT Artisan's Asylum INFERENCE
Technology center
BUILDING TYPE Makers'space is considered as an institutional
Institutional Institutional building
LOCATION somerville - (81,562 southend-(24,577), Center of the city , Accesible by art institutes.
people), U.S.A Boston
MAX NUMBER OF 100 - 500
USERS 500 ( 0.6%) 80 - 100 (0.4%)

TOTAL BUILTUP AREA According to standard norms for institutional

3716 sqm 140 sqm
building , maximum 40% of the builtup area
should be considered.
TOTAL SITE AREA
12246 sqm 198 sqm

WORKING HOURS 14 Hrs (10AM-12AM) 15 Hrs (7AM-10PM) Extended working hours upto 15 hrs
PER PERSON AREA 7.4 sqm 1.4 sqm
RELAVENT BUILDINGS - - Institutions
FREQUENT USERS Students, Professionals,Hobbyists,Hardware
Artists,Engineers,Designers,
Students,Artists,Designe entrepreneurs
Hobbyists
rs,Engineers
NO: OF DAYS OPEN 7 Days a week 7 Days a week Everyday
Once we consider smaller age group there is a
USER AGE GROUP bigger scope of having more crowd.
15 - 45 20 - 45
RANGE

MAJOR FUND SOURCE Organizations, GOVT or Private organizations

Memberships,Orginizations
Memberships

Woodworking shop
Woodworking shop Computer lab

Metal shop
Metal shop Fabrication lab

CNC
Bicyce shop Tech lab

Fiber arts
CNC Audio

Jewellery shop
Fiber arts Education

Rapid prortotyping lab

Jewellery shop
FACILITIES
Electronics shop
Rapid prortotyping lab

Printmaking shop
Electronics shop

Education
Machine shop

Workshops
Printmaking shop

Education

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 5.7. INFERENCE
BUILDING TYPE :
Considering , Artisan;s Asylum and South end technology center , the building
being institutional and private
Makers’space is considered as private institutional building.

LOCATION :
Artisan’s Asylum is located in a densly populated area . In which 63% are art and
science institutes. It is expanding at rapid pace from 9000sqf in 2010 to 40,000 sft
in 2019.
Southend technology center has been running succesfully from past ten years. Due
to the demand , they are looking for expansion, in terms of people and services.
Both the makers’spaces are in the center of the city and are accesible to art and
science institutes.
This information says that , Makerspace in India has a bigger scope . Because there
are more number of people who are studying art , science based courses and more
hobbyists.

BUILTUP AREA AND SITE AREA :

According to the standard norms for institutional building , maximum 40% of the
builtup area should be considered.

WORKING HOURS:
Makerscape is accesible to students,employees etc.. It has extended working hours
upto 15 hrs. Timings can escallate as per the demand.

USER AGE GROUP :

Artisan’s Asylum - 15 to 15 yrs - 500 people
Southend technology center - 20 to 40 yrs - 100 people.
When high school students are added , there are more number of people. which
means , once we consider smaller age group there is a bigger scope of having more
crowd

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 CHAPTER 6.

PRE DESIGN ANALYSIS.

 6.0.USERS

6.1.USER GROUPS

User groups are majorly classfied into three types

 MEMBERS
 VISITORS
 INTERNAL WORKERS

MEMBERS

Members are the users who are major part of makers’space who can access
frequently or occationally.

 STUDENTS
 PROFESSIONALS
 HOBBYISTS

VISITORS MEMBERS
Students Students
Hobbyists Hobbyists
Professionals Professionals

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 6.3.WHO CAN USE THE MAKERS’SPACE ?

S.no STUDENTS PROFESSIONALS HOBBYISTS

1 Architecture Architect Leather work

2 Furniture Furniture designer Fiber , textile crafts
3 Jewellery Jewellery designer Ceramic crafts
4 Accessory Accessory designer wood crafts
5 Fashion Fashion designer Stone crafts
6 Textile Textile designer Metal crafts
7 Product Product designer Mixedmedia crafts
8 Sculpture Sculpter
9 Pottery Pottery artist
10 Ceramics Ceramics artist
11 Printmaking Printmaking artist
12 Blacksmithing Metal artist
13 carpentry Wood artist
14 Fabrication and
Fabricator
welding
15 Medical 3d generalist
16 Engineering 3d modeler
17 Art director
18 Creative director
19 Electronic artist
20 Costume designer
21 Interior designer
22 set designer
23 prop maker

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The functions of the makerspace are divided into three major classifications.

These three classifications have extremely varied functions.

1. STUDY
2. PROCESS
3. OUTPUT

STUDY PROCESS OUTPUT

Non members of makers’space will have access to study zone based on their intrest.
Where as process and output zones, being the core of makers’space. These
zonesare mainly accessed by the members of the makerspace.

6.4.DETAILED CLASSIFICATION

STUDY PROCESS OUTPUT

Learning Hands-on prototyping Finished product
Information Sampling Display
Testing

STUDY: INFORMATION
Learning 1.Library
1.Classes
2.Workshops
3. Group collaboration
4. Individual space
6.4.USERS AND FUNCTION FLOW

VISITORS MEMBER
MEMBER S I.W
S I.W
MEMBER MEMBER
STUDY PROCESS OUTPUT
S I.W S I.W
VISITOR
SMEMBERS MEMBER MEMBER
INETRNALWORKERS(I. S I.W S I.W
W)

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6.5 FUNCTION DIAGRAM

FUNCTION DIAGRAM

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CHAPTER 7.

SITE STUDY
 7.1.SITE LOCATION

HITEC CITY is a suburb of Hyderabad, Rangareddy district, India.

• It is noted as a centre of information technology activity. The heart of this
area is called HITEC City which has the highest concentration of IT/ITES
establishments in the city
• HITEC CITY has transformed from a small, rocky village in the early 1990s into
a modern IT
and BPO hub.
•It has made its mark on the city map by having the highest concentration
of IT/ITES companies in Hyderabad city.
• It also has become the preferred meeting place, with many international
conferences and meetings taking place at Hitex Convention Center and Hotel
Novotel, Hotels like Westine , Lemon Tree, Trident and other business hotels in
surrounding areas like Banjara Hills and Jubilee Hills has enhanced the value of
Madhapur over the last decade.
• This suburb is also home to National Institute of Fashion Technology
(NIFT),[3] Sri Venkateshwara
college of Architecture: Sri Venkateshwara college of Arts and pharmacy
college, Manthan
International School and CGR International school, which are leading new
International Schools in Hyderabad.
• Major landmarks
• Shilparamam Auditorium, Arts and crafts centre
• State Gallery of Arts
• HITEX Convention Centre
• Fortune Towers
• Mind Space campus
• The site has two main roads with good vehicular movement

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 7.2.SITE INFORMATION

INTRODUCTION

The site sits in the heart of the city which can be easily accessed by
architecture colleges , design colleges etc..
LOCATION:17°26'09.6"N 78°22'49.0"E

Silpa Gram Craft Village, HITEC City, Hyderabad

SITE AREA: 36421.7 SQM
LAND FORM: THE PLOT IS A FLAT SURFACED.
VEGITATION: NO VEGITATION
SOIL CONDITION:
TWO TYPES OF SOILS
SAND CLAY LOAMS AND RED LOAMS.
ROCKS: NO ROCKS FOUND.
CLIMATIC CONDITIONS: HOT AND DRY CLIMATE (ARID CLIMATE)
WHILE THE
NIGHTS ARE COOL AND BREEZY.
TEMPERATURE:THE AVERAGE ANNUAL TEMPERATURE IS 34.47°C.
HUMIDITY - 55%.
PRECIPITATION: AVERAGE IS 5.36 INCH. THE ANNUAL MONSOON
RAINFALL IS FROM JUNE TILL SEPTEMBER.
WINDS: PER YEAR THE WIND BLOWS FROM THE INDICATED
DIRECTION.
EXAMPLE SE: WIND IS BLOWING FROM SOUTH-EAST(SW) AND SSE
TO WEST

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 7.3.SITE SURROUNDINGS

1. NOVARTIS
2. JP MORGAN TOWER
3. SALAPURA SATTIVA KNOWLEDGE CITY

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 7.4.SITE ACCESIBILITY

1. ARCHITECTURE COLLEGES

Sri Venkateshwara College Of Architecture -1.6Km Vaishnavi

School Of Architecture and Planning -3.2Km

Maestro School of Planning and Architecture 6.7 km

JNIAS School of Planning & Architecture 9.7 km

Jawaharlal Nehru Architecture and Fine Arts University 11.5km

Auroras Design Academy 10.4km

2. DESIGN COLLEGES

INIFD[International Institute Of Fashion Design] 2.4km

National Institute of Fashion Technology 2.6km National
Institute of Design 7.0km

Indian Design Center 4.8km

Hamstech College of Creative Education 10.5km

A I A - Aesthetic of Interiors Academy 11.3km

JD Institute of Fashion Technology 12.0km

BUS STOPS
InfoTech - 350m
Opp Raheja Mind Entrance - 800m

Lumbini Avenue - 850m

Raheja Mindspace Junction - 950m
Cyberabad Police Commissioner Office
1.8Km

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7.5.SITE CLIMATE ANALYSIS

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 7.6. SWOT ANALYSIS

• Close proximity of public transport and amenities

STRENGTHS • Well connected to city

• Easily accesible to art,archiitecture,design,engineering
students,professionals,employees

The land cost is highly expensive in hitech city.

WEAKNESS Being a non profitable buiding , Makerspace should

seek funds from the govt and privte companies for
the initial cost.

A sustainable interactive space can be designed

OPPORTUNITIES due to vast area of the site
which could be one of it’s kind.

The other part of the plot not being used could be

THREATS developed into high rise comercial buildings which
might affect the micro climate of the site

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 7.7..FACILITIES

CNC LAB WOOD LAB METAL LAB TEXTILE LAB

Router Saws Milling tools Sewing machine

Desktop routers Planers Drilling tools Serger

Mallets Grinding tools Fabric printer
Jackplane Abrasive cutter Steam press
Sanders Drills Manniquin

Cutting tools Hammer

Surfacing tools Saws

Lathe Chisels
Scriber
Dot punch
Sandblaster

DIGITAL
PRINTING ELECTRONIC
3D LAB PROTOTYPING
LAB S LAB
LAB
Soldering
3D printer A4 printers vinyl printer
station

Soldering
3D metal printer A2 printers Uv flatbed printer
Accessories

3D scanner Plotter Multimeter Foam cutter

A3 printers Oscilloscope Laser cutter
Glue gun
Tools
Consumables

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 7.8.AREA STATEMENT

TOTA
TOTAL TOTAL TOTAL L
FACILITIES FACILITIES
AREA USERS AREA USER
S

STUDY PROCESS
CLASSES 280 40-50 ADMIN 85
WORKSHOPS 350 40-50 STAFFROOMS 120 10
LIBRARY 442 60-70 MATERIAL SHOP 130
DIGITAL
8 145
HELPDESK PROTOTYPING
WAITING 20 LASER LAB 75 4 -- 8
UV LAB 35 4--8
PRE PROCESS VINYL LAB 35 6--10
HELP DESK 10 100 CNC LAB 200 10--20
WAITING 50 150 WOOD LAB 250 45--55
STAFFROOMS 120 METAL LAB 250 45--55
FURNITURE SHOP 140 TEXTILE LAB 150 30--35
CLOACK ROOM 35 3D LAB 190
OPEN WORKING 1 315 100 3D PRINTING LAB 75 7--14
OPEN WORKING 2 170 3D METAL LAB 75 6--18
CLOSED WORKING 40 PRINTING LAB 170 30--35
8 TABLE 60 8 ELECTRONICS LAB 200 35--40
OUTDOOR TESTING
40 6 300
6 TABLE SPACE
INDOOR TESTING
12 2 75 30
2 TABLE SPACE
4 TABLE 20 4 KITCHEN AND PANTRY 100
OFFICE 35

KITCHEN 60 OUTPUT
STORAGE 90 ADMIN 20
PANTRY 50 WAITING 30
SEMI OUTDOOR
300 100-120 95 20-30
SEATING PATENT ROOMS
VIP LOUNGE 95 10--15
INTERACTION AREA 280 150 EXHIBITION 505 80--100
RECREATION AREA 170 50 KITCHEN 35
OPEN CAFETERIA 150

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7.9. SITE PLAN

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 REFERENCES

https://www.informalscience.org/sites/default/files/Litts
_2015_Dissertation_Published.pdf
https://issuu.com/neuarchitecture/docs/makerspace
https://fabfoundation.org/resource-folder/pdfs/Weinmann_
Masters_Thesis.pdf
https://bookstack.artisansasylum.com/books/design-and-planning
https://digscholarship.unco.edu/dissertations/441/
https://www.diva-portal.org/smash/get/diva2:897440/FULLTEXT01.pdf
https://issuu.com/samasiri/docs/thesis_512_sam_asiri_295831_layout_

https://digital.library.unt.edu/ark:/67531/metadc955091/
https://escholarship.org/content/qt5j3859cf/qt5j3859cf.pdf

http://erepository.uonbi.ac.ke/handle/11295/153007
https://www2.stetson.edu/creative-arts/tag/makerspace/

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