The Museum of Indian Language_B.Arch_Thesis2019 by aashaka.parikh

THE MUSEUM OF INDIAN LANGUAGE

NAVRACHANA UNIVERSITY SCHOOL OF ENVIRONMENTAL DESIGN AND ARCHITECTURE

Thesis on: THE MUSEUM OF INDIAN LANGUAGE A study of the languages of India and its translation into a design proposal for a museum

A thesis submitted to the faculty of the School of Environmental Design and Architecture, in partial fulfilment of the requirement for the degree of Bachelors of Architecture 2018 - 2019

Guided by:

Submitted by:

Prof. Percy A. Pithawala

Aashaka Parikh

Declaration

I hereby declare that the thesis entitled ‘The Museum of Indian Language’ is a record of original work by me under the guidance of Prof. Percy A. Pithawala, at the School of Environmental Design and Architecture, Navrachana University, Vadodara, Gujarat. The references taken from published or unpublished thesis and contribution of others have been acknowledged and clearly mentioned in the thesis.

Aashaka Parikh

In my capacity as guide of the candidate’s thesis, I certify that the above statements are true to the best of my knowledge.

Prof. Percy A. Pithawala

Acknowledgements I am grateful to my parents for believing in me and giving me the freedom to explore my areas of interest. I would also like to thank them and my sister for their constant encouragement and motivation. I am most grateful to my guide Prof. Percy A. Pithawala for sharing his invaluable expertise, knowledge and for his continuous support and motivation throughout this project and this course. I wish to express my sincerest thanks to Professor Gurdev Singh for being an inspiration, and for his continuous guidance and encouragement throughout this project and this course I am grateful to Prof. Pragya Shankar, Ar. Ravi Kashyap, and Prof. Ayaz Pathan for their valuable feedbacks and crits during this project. I would like to acknowledge Prof. Ganesh Devy and Dr. Naval Krishna for inspiring me to carry out furher research on this topic through their knowledge and expertise. I would like to thank Dhruv Shah for being a mentor, sharing his valuable knowledge, expertise and for his continuous motvation throughout the entire course. I would also like to thank Avinash Dehru for his continual support, guidance and encouragement throughout the entire degree course. I would like to thank my friends; Shruti Tilva, for being a constant companion and her encouragement throughout this entire venture; Sapna Maheshwari, for her help in completing this project and her support throughout this course; Ahana Shah, for her valuable inputs in all the projects across the years; and Mansi Joshi for her support throughout the years of this course. I am thankful to all the members and faculty of the Architecture Department throughout my degree course, for their help and support. I also thank my fellow classmates who have supported me throughout this venture.

Abstract As our first instincts, us humans and other living beings strive to communicate with one another and the surrounding, since it is essential for survival. Humans have invented a particular design according to which they communicate and have also continuously advanced this design through time. The use of these complex systems has made the human species different from the rest. There have been many events throughout history which have enabled languages to flourish and other events which have caused their deterioration. The inventions of new methods of communication themselves have diminished the essence that lies in the interactions between people; it has shallowed the depth to which people can connect with one another. As humans invented the technique of writing and reading, we lost communication through expression. Expressions not only convey emotions but also the exact intensity of the emotion, which cannot be achieved using only words. Also, whatever written is likely to be believed by the reader, which is less likely to happen if a person’s expression contradicts their words. Particularly concerning the Indian history, eras such as the Mughal period have allowed arts such as poetry and dance to blossom due to the introduction of a new language – Urdu. However, the British colonization have led to a decline in the use of native Indian languages. Today, as we look at the broader perspectives of world language, we see other factors affecting their survival. The processes of globalization have caused an acceleration in the disappearing of languages in the 20th and 21st century as the economically powerful ones start to dominate the others. The expansions of human territories have led to multi-cultural unions which have filtered the use of languages throughout decades. The following generations only speak of the common language/s between their maternal and paternal side. As a result, the other languages used individually by the parents is rarely passed down (or not taught fully) to the next generation. The increasing use of technology as well by each generation has found ways to achieve communication in a much faster and easier way. These advancements again have caused languages to leave behind traces of their raw qualities which allow people to connect at an emotional level; beyond just transmitting, receiving and collecting information. Before these traces too become completely invisible to the future generations, it is important to record this knowledge since humans have always looked into the past and their roots to understand the process which has led us to this developed civilization and also revive olden techniques to create further innovations.

Introduction

Area of Concern Any knowledge or piece of information stored in the human brain is considered to be a fact (looking at today’s circumstances). If that person has acquired it while reading it in any place, whether it be books or even the internet which is widely used today. Whatever written is considered a form of knowledge if not fact. Humans have always looked back to find references which explain the current operation in any field or subject and/ or give clues for further inventions. All information is documented in a particular language or system of writing which is expected to be understood by human beings. The shift in human language has always been continuous since its own origin. However, humans were still connected to their native languages to a large extent until the past couple of centuries. Unfortunately, a few selected languages have been superimposed over other minor languages due to their political strength or natural causes. This linguicide is very much evident in India currently and is accelerating at a high rate. It is the reason for the deaths of many native languages and dialects which carry bits and pieces of knowledge unrecorded, alive within the human minds. Therefore, it is important to keep a record of these languages and their respective syntax for future generations to always return and decipher the knowledge held within.

Objective The objective of this thesis is to study the history of Indian languages. The current status of the use of native languages and future predictions of these languages using references from the works linguist professors, literary critics and authors. Designing a program (according to the studies mentioned above) for a museum which not only keeps record of the remains of the dead languages and the currently endangered languages of India (for future references), but also incorporates activities which contribute to the revival of olden languages and styles of communication. Creating an experiential space which takes the user/visitor through each era of language and involving them in the events which have occurred throughout history. The users/visitors should also be offered a glimpse of the events predicted for the future., according to the linguist experts and professors.

Methodology Firstly, the origins of communication across the world are studied since they are the foundations of the methods of communication that exist today. Research has been conducted, to understand the progressions in communication throughout different periods. A program is designed simultaneously to convey the understandings of the research to the visitors and users of the building, and to incorporate the activities necessary to prevent the attrition of native languages and preserve the lost ones. Each era is represented in the form of sketches through which experiences of the visitor are visualized and diagrams, which depict the nature of spaces created to achieve the envisioned. The separately created diagrams are layered and weaved together to generate one covering all the different phases of language. The site is analyzed by studying the architectural context, surrounding characteristics, physical factors and other influential parameters such as vistas. The museum designed as a result of the amalgamation of the site factors and the conceptualization of the research and theories of language.

Limitations This thesis focuses particularly on the evolution of the languages of India and only explains the process of the advancement of world languages in general terms. Events in the history of India which have led to the rise or fall of native languages have not been analyzed in detail, more focus is given to the events’ impact on India and ways to encourage the revival of those languages again.

Hypothesis

The native languages and dialects of India are rapidly depleting on daily basis. A Museum is required to store the already extinct or endangered languages. An space which intruiges people and interacts with them can help in the revival of these languages.

Content A. B. C. C.

Acknowledgement .........................................................................................................................................7 Abstract ........................................................................................................................................................... 9 Introduction ................................................................................................................................................. 10 Area of Concern Methodology Limitations Hypothesis Content ..........................................................................................................................................................12

The Journey of Indian Languages......................................................... ...........................................14 The first chapter is a study of the evolution of Language. It focuses on the origins of communication between human beings, its advancements and the predictions of the future of communication according to the studies of literary critics Prof Dr. G.N. Devy, Prof Egenes, Prof A.M. Ruppel and authors such as Yuval Noah Harari and Devdutt Pattanaik. How each aspect of this journey of language can be integrated with the functions of this museum is also explored.

1.1 1.2 1.3 1.4 1.5 1.6 1.7

Origins of Language ....................................................................................................................16 The Importance of Traditions in Language ............................................................................17 Language as Memories ..............................................................................................................18 Development of Scripts .............................................................................................................19 Writing Systems ...........................................................................................................................21 Scripts and Languages of India .................................................................................................23 The Decline of Indian Languages .............................................................................................28

Conceptualization of the Human Experiences of Language ..........................................................30 The Journey of Language is broken down in parts according to the different eras of communication methods. The experience of the visitor through is each aspect of language is visualized and interpreted in the form of sketches. Every phase is analyzed differently and abstracted through diagrams, allowing the museum itself to be an experiential structure which conveys the evolution of Language.

2.1 2.2

Aspects of Language ...................................................................................................................32 Overall Journey of Language .....................................................................................................40

Project Brief ..................................................................................................................................................52 This chapter includes a study of the site in Delhi and the derivation of the requirements for the functional aspect of the museum.

3.1 3.2 3.3 3.4 3.5

Project Introduction ....................................................................................................................54 Programmatic Requirements ....................................................................................................55 Organisational Diagram .............................................................................................................57 Criteria for Site Selection and Proposed Site .........................................................................58 Climatic Conditions of Site ........................................................................................................62

4. Design ............................................................................................................................................................64 The final chapter focuses on the translation of the concept into a functional structure depending on the site analysis and the complete design of the museum.

4.1 4.2 4.3 4.4 4.5 4.6

Design Process ..............................................................................................................................66 Implementation of Concept on Site .........................................................................................70 Shift in Structural Grid .................................................................................................................76 Design Overview............................................................................................................................90 Design Layouts...............................................................................................................................94 Design Models................................................................................................................................121

D. E.

Bibliography .................................................................................................................................................125 List of Figures ...............................................................................................................................................126

The Journey of Indian Language

‘O Brihaspati, when in giving names they first set forth the beginning of Language, Their most excellent and spotless secret was laid bare through love, When the wise ones formed Language with their mind, purifying it like grain with a winnowing fan, Then friends knew friendships – an auspicious mark placed on their language.’ - Translated by Woodword Roger, Rig Veda

1.1 Origins of Language Languages have existed ever since the birth of any living being on the planet. Every species has a way of communicating with one another as it is essential for survival. However, the means of expression have evolved over the years mainly as we have seen for the human species. It is almost as if one form of communication has reincarnated into another creating different eras. Entire civilizations have been formed through interactions amongst humans and the exchange of ideas and concepts. Therefore, language can be the foundation for the structure of human kind as it exists today. It is important for humans to stay connected to this root system in order to evolve further in a sustainable way.

Figure 1.1.1 A map marking the different early civilizations across the world

Humans stored information in only their brains for millions of years. Information was passed on from one brain to another in many different ways. Centuries ago hunter-gatherers used to communicate through sign language, they used to warn each other of dangerous animals by imitating the animals’ actions and facial expressions using not only their faces but also hands, legs and entire body movements. Sign language is therefore considered to be one of the oldest languages that the human race possesses. People also learnt how to use their tongues along with other parts of their mouth to replicate sounds of the surrounding environment including animals, birds and sounds of wind and water. Unfortunately, these tribal languages are threatened and their numbers are heavily declining over the decades.

Figure 1.1.2 An illustration of harmony between humans and the surrounding nature

Today as we look at these methods of communication from a distance, they seem chaotic and unorganized, however they could be the simplest way of communication in that era; infact, there could even be a system which we are unaware of today. It can possibly be the origins of early syntax (the set of rules, principles and processes which govern the structuring of a sentence) 16

The aim of the Musuem of Indian Langauge, is to create awareness of the different aspects of communication amongst people. How the Museum will incorporate the following information into its design and functions is described here.

1.2 Importance of Traditons in Language Prof. Dr. G. N. Devy, a literary critic and cultural activist, believes that the ancient ways of communication have given rise to traditional forms of art that exist today. For example, hand and leg movements, and their various patterns have evolved into the different styles of dancing; and the sounds and rhythms in nature have given birth to music. Eventually dance, music, drama and many more kinds of art became a medium of telling stories of the past and passing them on from generation to generation.

Figure 1.21 An illustration of a female dancer dancing to the tunes of a sitar.

The Museum of Indian Language is an experiential building, where the visitors encounter different kinds of spaces as they circulate vertically and horizontally. Every individual will have their own perspective of each space and their own interpretation of the journey of language from the ‘beginning’ till today. A different and vision of the future of languages will also be predicted by different people

Gradually storytelling grew to be one of India’s primary traditions and during the Vedic period it served as entertainment between rituals. One of the most famous stories celebrated is Ramayana. Nomads and travellers used to recite tales of Ramayana and spread them across India and other parts of the world. This is was the oral way of communication, which is said to be one of the initial methods. Knowledge was passed on from ‘Guru’ (teacher) to ‘Shishya’ (student) and parent to child by narrating stories, songs and shlokas. The receiver repeats what is being said (by the teacher), understands it and remembers it. This verbal passing of knowledge led to different versions of stories (such as Ramayana), since nobody recites what they have heard in the exact manner and everyone’s experience of living through the tale are different. Sage Valmiki who was the first composer of Ramayana, has claimed to witness the described events through his participation in tale, which is different to that of Vyas and thus their perspectives being different. Nomads and other tribes around the world still practice storytelling and other activities such as dancing, singing and drama as their day-to-day activities; however, their numbers decline rapidly.

Figure 1.2.2 An illustration of students gaining knowledge from their guru through the oral method of communication 17

1.3 Language as Memories These raw forms of communication are what keep our ‘heritage’ alive. The word heritage in today’s context is associated with culture and tradition however, in Latin the word ‘Herit’ means space for land owned by people and therefore heritage is what is taken by the new generation from the old and moving forward. In the today’s time memories are taken from ancestors, rather than land specifically, and keeping them alive. Traces of these memories are seen in future developments so that the essence of our roots is not forgotten. Thus, Prof. Devy considers these ancient nomadic languages (in their raw forms) to be memories and not just methods of transferring knowledge and information. Ar. Jaimini Mehta too agrees with the idea of traditions playing an important role in civilization as he says: “Traditions are a form of tacit agreements among members of a community and involve creation and preservation of significance” He also believes that it is when traditions are fossilized, they become orthodoxic; if they are kept alive, they will guide people and their designs. The ancient philosophies and day-to-day activities have helped in designing the character of spaces in all kinds of buildings, whether they are palaces, temples or even small residents. The character of space is governed by the roles that are played by each member of the family. For example, a potter’s house will be of very different characteristic to a painter’s house, as potters require large spaces and all their activities are integrated with the entire family and the process of pottery entirely governs the utilization of different kinds of spaces. Whereas, painting is created by only one person and they require one particular space for the task. Kings, such as Akbar, have designed their own palaces according to the tasks mainly carried out by his queen whether it be praying or resting.

The design of this museum aims to keep traditions alive by creating spaces which allow people to experience and participate in activities such as theatre or puppet shows where old folk stories could be acted out, or recited through classical music and depicted through dance. Workshops which give hands-on experience, such as pottery, weaving and other traditional crafts can be conducted.

Figure 1.3.1 Plan of a potter’s community designed according to the day to day functions and activities of each member in the house 18

1.4 Development of Scripts If the traditional arts are the best ways to grow then why were these systematic languages invented? Yuval Noah Harari in his book ‘Sapiens: A brief history of mankind’ describes the three primary reasons for humans to invent language. Firstly, the capacity of a human brain is limited; there is only so much information that a person can remember, even one who has an extraordinary memory. (For example, a doctor might be able to name all the bones in a human body but not the details of all the cases he has handled in the last say fifty years of his career.) Secondly, each human has a limited lifespan, they eventually die, and brains die with them. It is definitely possible to pass on information however, there is a high chance of the information being altered or bits of it being lost after a few transfers, as explained previously using the example of Ramayana. The third limitation of the human brain is its ability to store and process only certain types of information. (Hunter-gatherers only used to remember what was essential for survival, for example which fruits were poisonous, in which area they were found or what tree gives which fruit at a particular time of the year and the whereabouts of dangerous wild animals. What they did not need to remember is the exact number of fruits each tree gives every blooming season, and they didn’t need to keep track of the exact number of dangerous animals in each type every few months.) This is the kind of information the brain is not used to storing and processing – numbers.

Figure 1.4.1 Earliest Scripts 19

Due to the Agricultural revolution, more hunter-gatherers and nomadic tribes started becoming settlers where there was fertile soil for farming and enough area for a small shed. Gradually these communities grew to become larger societies and forests became villages. Keeping track of mathematical data was important; the total number grain produced per village and per family had to be recorded every year. Down the line to maintain large kingdoms, one had to record information about incomes and possessions of each family for tax collection; debt recovery, exemptions etc. Since the human brain is not equipped to process these many numbers, entire townships and their systems would collapse, therefore the Sumerians invented a system for recording information outside their brains called ‘writing’.

Figure 1.4.2 An Egyptian sketch of a farmer ploughing the field, using animals and tools 20

1.5 Writing Systems The writing system was advanced from the time people drew symbols to depict objects, communicate with one another and portray events of the past. For example, was the symbol for sun and was used to show the mountains.

Figure 1.5.1 Agricultural information and calculations recorded on a clay tablet

These symbols have developed into different scripts around the world such as Kharoshti, Pali, Prakrit and Brahmi in India, Hieroglyphics in Egypt and Latin through which English and other European languages have risen. However basic words used in everyday life have could have developed similarly across the world. Researchers agree that Latin and Sanskrit are connected since these following basic words are evidently similar in their pronunciation, leading to the modern languages such as Hindi and Urdu being similar to western languages as well. Drawing

Symbols

Letter

Figure 1.5.2 A diagram showing how drawings have converted into the chinese script

Figure 1.5.3 A table showing similarities between the eastern and western languages

English

Latin

Greek

Sanskrit

Mother

māter

mētēr

mātár-

Father

pater

pitár-

Brother

frāter

phreter

bhrātar-

Sister

soror

eor

svásar-

House

domus

dām21

Author Yuval Noah Harari’s book of Sapiens shows that the first scripts invented were partial rather than full scripts, since humans only felt the need to record larger numbers. A partial script only records what falls out of the regular spoken language. A full script on the other hand, is a system that can express almost everything which can be spoken for example, stories and poetry. The Sumerian script is said to be one of the oldest scripts – a partial script (along with other mathematical scripts). Some cultures had partial scripts which were so different that experts refuse to even consider them as scripts, since they were not written on clay tablets or pieces of paper. One example is the use of quipus. Quipus worked by tying knots on cords to record large mathematical data, such as tax records of large kingdoms. Each quipu consisted of many different colored cords made from wool or cotton. Knots were tied in different places of each cord, so the whole quipu could contain thousands of knots. Quipus were very efficient and were used in many parts of South America and Spain.

Mathematics and Language are both essential subjects for the functioning of humans today. They have been interconnected through the art of scripts, however as stated previously, some people recorded calculations without using written scripts such as the quipus. Unfortunately, the quipus have become extinct and the use of abacus is declining at a high rate. The museum can incorporate the learnings of these systems as part of the program to enhance the it’s contribution to the revival of olden languages and techniques. This will also improve the participation and involvement of the visitors.

Figure 1.5.4 A sketch of a man holding a quipu 22

The prime languages steadily divided and formed their own respective scripts and set of grammatical rules. This era, where one could clearly distinguish between different languages, organized the way in which people communicated and preserved knowledge. People soon started to leave behind the raw and organic methods which required humans to use their senses and physically be involved in both sending and receiving information. Reading and writing became and still continues to be increasingly popular where people have to only use their minds to understand and process the information. The museum intends to provide visitors with both environments:

1.6 Scripts and Languages of India Latin, Hieroglyphics and the scripts of Indian languages such as Sanskrit are full scripts. Sanskrit, is a highly evolved language however, according to author Devdutt Pattanaik, it holds no script of its own. It was written down in Pali and Prakrit first and then in Brahmi which branched out into many different versions such as Siddham, Sharda and Grantha. (It is said in Jain tradition that Sage Rishabh passed on the first script to his daughter Brahmi thus introducing the Brahmi script). Similarities in terms of meanings of words, are not only found between Pali and Sanskrit but also Pali and many Buddhist scripts used today, such as Singhalese and other Sri Lankan languages. Prakrit too, has been divided quite structurally for people to form several other languages based on their form and background. For example, Dramili was spoken by forest-dwellers and Avanti was spoken by cheats and rogues. Traces of ancient symbols are evident in the initial Brahmi Scripts and even the Tamil scripts which people use till today. These scripts further evolved into modern scripts such as Devanagari, and Urdu since the nineteenth century.

1. Raw, natural spaces which require humans to be aware of the surrounding and engage in activities 2. Spaces which are organized and, in some way, restrict your actions and choices but also show the vastness and depths of ancient and existing languages.

Figure 1.6.1 A table showing the name ‘Ram” written in many of the scripts of India 23

As explained previously, Devdutt Pattanaik writes: ‘The brahmins resisted putting down Sanskrit in writing and preferred the oral tradition (shruti). It was the Buddhist and Jain scholars who chose the written word over the oral word…...in Pali and Prakrit’ Using the example of Ramayana, he explains the timeline of the evolution of Indian languages. ‘The story of Ramayana was transmitted orally for centuries, from 500 BCE onwards, reaching its final form in Sanskrit by 200 BCE.’

IMAGE

Figure 1.6.2 A timleine of the Ramanayas written in different languages 24

Prof Devy’s research has revealed that Pali is a language in which initially (for a breif period of time) there were no tenses other than the present tense; the past tense, future tense and other tenses were introduced later on. This means that people spoke in terms of ‘what is’, what exists at that moment. Prakrit too is a language which is said to respect the rawness and the present situation of nature. The etymology of the word ‘Prakrit’ shows that it is derived from ‘prakrta’ which means natural or original, and/or it is derived from the word ‘prakriti’ which means ‘making or placing before or at first, the original/natural form or condition of anything, original or primary substance’.

The idea of conversing in the present tense is still respected in Sanskrit, in the form of shlokas. Most shlokas convey what exists, they do not have a tense other than the present thus indicating the conveyance of the ‘universal truth’ which exists from the beginning of time till the end. These studies prove that Pali was the ‘Language of Truth’, since by speaking Pali humans were contemporaneous, they were a lot more aware of their surroundings and situations. Compared to today’s situation, people were more connected to and conscious of the truth; today people seem to be lost in a sea of existential crisis. As time passes people have to dig deeper and deeper to find the truth. It is believed that not just the use of ancient languages, but also ancient practices help in bringing people closer to the truth; helping them in realizing the core and crux of all tangible and intangible objects can be understood. Devdutt Pattanaik states: Figure 1.6.3 An image of a document written in Pali

‘….. one has to align the language heard (stories) with the language performed (rituals) and the language seen (symbol). All dissonances have 25

Scholars agree that the main aim of chanting Sanskrit shlokas is to unify people. The chanting generates energy from within the body and its waves are amplified in a ripple effect, reaching out to other people from the source point. As people gather, they focus on the present moment by concentrating on their own rhythm of speech and breath thus uniting with the ‘truth’.

Figure 1.6.4 Sketch of a group of people in meditation

Sanskrit is a very refined language. It has been carefully composed to respect a constant set of rules or patterns while both speaking and writing. Prof. Egenes, in his book Introduction to Sanskrit, explains these rubrics: ‘A syllable in Sanskrit is classified as either laghu (light) or guru (heavy)……The classical Sanskrit found in Hindu scriptures such as the Bhagavad Gita and many texts are so arranged that the light and heavy syllables in them follow a rhythm, though not necessarily a rhyme’ There is also a particular technique in which this language is meant to be spoken. Prof. A.M. Ruppel in The Cambridge introduction to Sanskrit, describes the system of sounds in Sanskrit: ‘[The] order of Sanskrit sounds works along three principles: it goes from simple to complex; it goes from the back to the front of the mouth; and it groups similar sounds together...... Among themselves, both the vowels and consonants are ordered according to where in the mouth they are pronounced, going from back to front.’ One rudimentary example of this system is the chanting of “Om”. The rule for chanting ‘Om” is to sense or believe that the sound is being created from inside the navel region starting with ‘O’. The origin point of the sound gradually travels upwards to finish at the edge of the mouth with the ‘m’ sound with closed lips. 26

As part of the program, it important for the museum to incorporate activities which support the essence of Indian Language. Gathering spaces should be created and occupied by traditional performances and activities. Spaces should be dedicated to the practices of yoga and meditation. This way the museum, and therefore the languages remain interactive and connected to the people.

The transmission of knowledge has always been vital in the Indian tradition. Mythological stories such as the Ramayana and Mahabharata do not end with just the victory of heroes, but the transmission of knowledge from the person who dies to the victor of the war. Each event described the Bhagavad Gita focuses more on the knowledge communicated between people (whether it be in the form of advice, a person’s thoughts and perspective or the revelation of the truth) rather than the end result. The methods of knowledge transfer have ‘progressed’ in a way, throughout these centuries, however, these methods themselves have led to the loss of the vernaculars. Thus, the ancient knowledge gradually lost its essence in its raw form, which is perhaps the reason for those activities and languages to not be a part of daily practices.

Figure 1.6.5 An illustration showing the process of transfering knowledge from Ravan’s ten heads to Ram’s brain before Ravan dies

The museum aims to introduce traditional activities of arts and crafts as part of the program, which are an amalgamation of many subjects. Each part of India is unique as it holds its own rich culture and heritage yet blending with the rest. Each of these cultures should be celebrated by the center creating awareness of the existing diversity amongst the people. The museum can be completely dedicated to one state or part of India for a certain period of time. Various artists of that place should be invited and honored for the revival of such activities.

As explained earlier, scripts were initially introduced to record mathematical information. That method however was exploited (one can say) as humans started recording not only numerical data but other information such as events and stories of the past. This led to a decline in the use of the oral methods of passing on information which had the ability to create memories in people’s minds. Orally reciting events led to discussions and different perspectives were exchanged; more questions were raised which led to more knowledge being passed on. By reading scripts people were not able to interact and justify their own arguments as they used to during conversations. This was the first transformation experienced in history of languages even though the methods of communication had ‘progressed’. Other experts argue that the use of scripts and languages have provided opportunities to explain more complicated concepts and ideas which cannot be expressed using symbols or actions. One such example is explaining spiritual ideas or the notion of God or a supreme being, which are subjective and personally experienced by each individual. These thoughts or feelings can be described to others using words. 27

1.7 The Decline of Indian Languages Along with inventions of new communication techniques, the colonization of India has also led to the diminution of historic languages of India. While some rulers’ influence brought in new opportunities for the development of literature in India, others led to the undermining of the Sanskrit system. The succession of Islamic rulers: Arabs, Turks and Mughals, indigenously gave rise to new languages such as Urdu, as their native languages (Persian and Arabic) merged with the Indian languages such as Sanskrit and Hindi. This expansion has majorly contributed to (if not caused) the rise of new styles of poetry, music and dance along with calligraphy and art.

Figure 1.7.1 An image of a text written in Urdu

Another colonial impact is caused by the British rule over India. This however, has led to the demoralization of the Indian cultures and traditional languages. Prof. G.N. Devy’s book ‘After Amnesia’ explains that the British rulers felt “it was their historic duty to ‘educate’ India” and ‘civilize’ their ways. The British system divided all knowledge into individual subjects. That was their way of handling the immense amount of information and collective memories that existed in all these centuries. The Indian way of remembering all the information was rather different; the knowledge was complete when many subjects and activities were integrated and coexisted harmoniously. For example, as a child learnt the art of pottery from his/her parents, he/she simultaneously, learnt the types of soil available, each of their properties, the ratios of raw materials mixed together with water, the optimum temperature and time required for the pots to be baked, and also how to construct a small kiln. There is no doubt that British delivered knowledge of great value and made India familiar with many different thoughts and ideas however, it did not encourage the merging of or exchange between Indian and European knowledge. This led to Indian intellectuals being discouraged resulting a decline in the use of Indian languages and the practices of traditional arts. Prof G.N. Devy writes: 28

‘The aim of the British educators of India was purely pragmatic. The aim was not to ‘educate’ Indians so that they become cultural equals of the British. It was to educate Indians just enough to make them ‘useful’ to the empire. However, the culturally demoralized Indian intellectuals were willing to accept British culture as superior to the decant Indian culture, and so had no difficulty in embracing the ‘fairness’ of British education, administration and law. This acceptance led to the belief that European culture was an ‘open system’, and that participation in it on a basis of mutual exchange was possible if the intellectuals met the minimum requirement of excellence. This wishful idea of participation and exchange needs no countering in the light of the continuing and one-sided dependence on western ideas available to India through English language’ As said earlier, the new ‘developments’ in language themselves have caused the decline in use of olden languages which encourage more interactions and memories to be created. Technology is another major invention which has discouraged the act of storing memories in the brain and conveying them orally or through physical activities. What used to be part of a person’s minds is now in stored in small chips without any personal emotions, opinions or arguments. One of Prof. G.N. Devy’s theories say that in the future humans and the world in fact, is going to be in the state of aphasia. Memories are going to be evaporated leaving no trace of personal emotions as technology will be ahead of us and start to takeover the human minds leaving the brain ‘hollow’...

Conceptualization of the Human Experiences of Language

Within infinite myths, lies an eternal truth Who sees it all? Varuna has but a thousand eyes Indra, a hundred You and I, only two - Pattanaik Devdutt, Culture

2.1 Aspects of Language The entire Journey of Language between humans can be divided into different aspects. All the ‘eras’ of language can be compared to each other using these set aspects. These aspects listed chronologically are: • The Line of Truth • Initial Methods of Communication • Transition from the Ancient Methods of Communication • Structuring of Language • Realisation of the Present - The Truth • The fall of Language leaving traces • State of Aphasia Aspects 1. The Line of Truth

The idea that truth exists; and it is a continuous phenomenon. Humans however, are not able to realise it (or rather not as much as the ancient times according to some beleifs). During the ancient times humans spoke the “truth” through their activities and use of languages such as Pali and Prakrit. Today however, humans are lost in search of new forms of communication, bringing themselves further away from ‘reality’.

2. Initial methods of Communication

These ways were complex but grounded at the same time. Humans had very interesting methods of communicating in the past, they required the use of many of the five senses simultaneously. These methods were raw which required physical involvement to provide as well as understand information such as hand gestures and facial expressions. The simplicity of their lifestyle and the rawness of their communication helped them stay connected to the ‘Truth’.

3. Transition from Ancient Methods of Communication

The communication system started to change as the agricultural revolution and the construction of empires required information to be physically stored rather than mentally. This lead to the invention of numerical and partial scripts which had certain rules and regulations. Information was stored in an orderly fashion. Later on, as those scripts evolved into full scripts the rules and regulations had multiplied too, leading to the use of grammer

Space Interpretation

Diagram

This sketch is an imagination of the the path or area representing the line of Truth. As one progresses further into the building the path becomes narrower, almost disappearing into a vanshing point

The path of the Truth is harder to find further along the site, as it starting getting buried deeper underground. It almost becomes a lost space.

Figure 2.1.1a (left) A sketch of the imagination of the space representing the Line of Truth Figure 2.1.1b (right) A diagram represeting the Line of Truth

The spaces representing the ancient methods of communication should be natural, raw and free flowing, the way humans used to communicate freely.

This diagram shows how the spaces are chaotic, harder for a human of today’s world, to comprehend. The space is free in with a lost sense of direction.

Figure 2.1.2a (left) A sketch of the imagination of the space representing the initial methods of communication Figure 2.1.2b (right) A diagram representing the initial methods of communication

This is an imagination of how the raw and chaotic spaces become more organised and start to have a sense of direction.

This diagram shows the transition between raw spaces and organised spaces. The chaos reduces and the space gradually starts becoming more orthogonal.

Figure 2.1.3a (left) A sketch of the imagination of the space representing the transition from the ancient methods of communication Figure 2.1.3b (right) A diagram representing the transition from the ancient methods of communication 35

Aspects

4. Structuring of Language

As scripts were invented, the ad hocness reduced (in one way) since grammer divided the languages into the different tenses and so on. The languages also further branched themselves into other languages and dialects which had their own set of rules. The humans were no longer physically involved in the transmission of knowledge as much; they abided to a certain set of rules and used mostly speech or writing to transmit information

5. Realisation of The Present The Truth

Intellectuals believe it is essential for humans to soon realise the importance of the present and thus become aware of the truth. A spiritual space which is able to unite people and create an environment to understand and practice the methods to acheive this sense of awareness is required.

6. The Fall of Language leaving Traces

There were many events throughout history (such as the British reign) which have led to the fall of Indian Languages, leaving behind only ruins and impressions. This is continuously happening in today’s time as well with the help of technology. It has played a huge part in creating easier methods of storing knowledge that exist today. Making communication faster has become a priority rather than understanding the languages themselves. Humans are still aware of the essential rules of language but are also breaking them where needed to for their convinience, creating new forms of language while burying the older ones.

7. State of Aphasia

The time after the ‘evaporation’ of memory from the brain, when humans do not keep knowledge in their brains but use technology instead to store what will remain to be merely processed or processible information. Humans will be at a position from where the truth will only be ‘visible’ as a dot as opposed to an infinite element in the ancient times

Space Interpretation

Diagram

This is an imagination of the space representing the era after languages were structured. The space is organised, again a possibility for humans to get confused due to the grid.

This diagram represents how spaces gradually become orthogonal in nature and form a grid, since language had a set proper rules and grammer.

Figure 2.1.4a (left) A sketch of the imagination of the space representing the transition from the ancient methods of communication Figure 2.1.4b (right) A diagram representing the transition from the ancient methods of communication

A large gathering space is required with a similar characteristic to the spaces representing the initial methods of communication

This diagram represents how the central space is the core of the entire site Figure 2.1.5a (left) A sketch of the imagination of the space where people gather to ‘realise the present hence the Truth” Figure 2.1.5b (right) A diagram showing the central space acting as a core

This sketch shows the how spaces start to lose its orthogonal nature as the languages start to deplete.

This diagram represents the traces of the grid left as the languages start to become endangered Figure 2.1.6a (left) A sketch of the imagination of the space representing the fall of languages and its traces Figure 2.1.6b (right) A diagram showing the the traces of language left after its depletion

This sketch represents how the Truth is seen as merely a dot amongst the particles of language, left as ruins after its extinction

After the complete extinction of languages, there is no memory left and all that remains is a void. Figure 2.1.7a (left) A sketch of the imagination of the space representing the state of Aphasia Figure 2.1.7b (right) A diagram showing the the void left after the extinction of languages 39

2.2 The Overall Journey of Language The transition of language and the changes in methods of communication are very much evident since ‘the beginning’. The whole journey of language is divided into the parts created, as new methods of transfering information are invented. However, these parts also merge into each other creating an evolutionary journey. This journey of Language can be analysed using differet methods, such as: •

Using Prof. G.N. Devy’s analysis and considering Languages to be Memories This model shows each cube as a particle or store of memory. Initially these particles come together in a systematic way as languages are developed to record these bits of memory using a set of rules. They then start to scatter away from each other as the use of these languages start to decline.

Figure 2.2.1a (left overlap) A model representing the theory of perceiving language as particles of memories

•

Considering languages to be a set of individual rules called Grammer.

This model shows how the nature of communication changed from being chaotic (as humans today perceive it) to being organised with a given sense of direction

Figure 2.2.2a (left overlap) A model representing the theory of perceiving language as a set of rules

•

Mapping the the complexity of languages for humans This model shows the communication initially being wide spread . Gradually a sense of direction is created as languages start to develop; but then these spaces become fragment into smaller areas creating a labrynth which can confuse a person

Figure 2.2.3a (left overlap) A model representing the theory of perceiving language as particles of memories 40

Initial Methods of Communication

Development and Structuring of Language

Traces of Language and State of Aphasia

As writing systems are invented, memories are recorded on different mediums such as paper or tablets along with the brains. Therefore, they start to disperse.

The increasing use of different mediums to store memories leads to the memories being completely scattered as they start to ‘evaporate’ from the brain

Language as particles of Memories All memories are stored in only the brain of a human being and therefore they are grouped together and interlinked.

Figure 2.2.1b (right overlap) A diagram representing the theory of perceiving language as particles of memories

Language as a set of rules The ancient techniques used to communicate were an amalgamation of various methods which is why they did not have a set of written rules.

Gradually as different languages are invented, a complex system is formed which helps in identifying the different languages and using them in an orderly fashion.

The different languages can be identified clearly due to their individual set of rules however some of them start to deteriorate as others over-power them.

Figure 2.2.2b (right overlap) A diagram representing the theory of perceiving language as a set of rules

Complexity of Language The ancient techniques used for communication did not have a particular set of rules and humans communicated using mediums which were at their convinience therefore communication for them was simpler than it is today.

As grammer is introduced and languages start dividing, each language forms their own set of rules, therefore the complexity increases. Humans have to first understand these set of rules to use the language in any way.

The decreasing use of native languages due to natural causes and the influence of more powerful languages has led to a reduction in the total number of languages.

Figure 2.2.3b (right overlap) A diagram representing the theory of perceiving language as particles of memories 45

•

Looking at Language in relation to the notion of the Truth This model shows how the path of Truth is widespread initially; then it gradually becomes narrower and starts getting buried deeper into the ground. The layer of the basic evolution of language (as perceived by people today) is overlapped with the notion of the Truth). Initially the methods of communication are informal and chaotic which gradually develops into a formal and organised structure. Gradually that grid starts to fade away as languages start depleting

Figure 2.2.4a (left overlap) 2 models representing the notion of ‘Truth’ and it with the layer of the evolution of language

The layer of the central core (representing initial languages such as Pali, Prakrit and Sanskrit which held the aim of uniting people as a whole to the present (the Truth) through traditional activities such as dance, msuic and meditation

Figure 2.2.5a (left overlap) Model representing showing the addition of the layer of the central core

The plan of this model shows how the spatial nature changes as one progresses from one end to another according to the entire journey of language.

The elevation of the model shows how spaces are grounded at first and as languages start to develop they move away from the ground going further away from the ‘Truth’

Figure 2.2.6a (left overlap) Plan (top) and elevation (bottom) of model representing the entire evolution of language 46

Initial Methods of Communication

Development and Structuring of Language

Traces of Language and State of Aphasia

Language in relation to the notion of ‘The Truth’ Communication is grounded and connected to the ‘Line of Truth’

As language develops, communication methods start to detach from the ‘Truth’

The line of truth has narrowed to being almost negligable and communication systems have risen above completely detached from it Figure 2.2.4b (right overlap) A diagram representing the ‘Line of Truth’ and its relation to the development of Langauge

Communication is informal initially which helps in developing traditional activities

Language starts to develop in a formal way with a strict set of rules and grammer, creating an organised method of communication

The depletion of Language starts leaving behind only traces and ruins of the grammer.

Figure 2.2.5b (right overlap) A diagram representing the entire journey of Language

Initially the spaces are informal, raw and surrounded by the nature. This gradually changes to the spaces being surrounded by man-made structures.

The man-made structures start to become stronger and the raw spaces start to get buried along with the ‘Line of Truth’

The man-made structures too start to deplete and ruins remain as languages start to become extinct

Figure 2.2.6b (right overlap) A diagram representing the entire journey of Language sectionally 51

The Museum of Indian Language Project Brief

There is no word without meter, nor is there any meter without words. - Natya Shastra

3.1 Project Introduction Information about the various different languages of India is scattered throughout the country and even the world. Infact, most of the Vedic scriptures and Vedas are still kept in the British Museums. This scattered information needs to be gathered and organised so that it is easily relatable and available to the public. As explained earlier, it is important for the public to be aware of the languages and methods of communication that used to or continue to exist in India. To acheive this, one common institution is needed where the people are able to access the required existing information. New Delhi being the capital city of India, is already home to many National Museums, Institutions and monuments such as, The National Gallery of Modern Art (NGMA), The National Museum of Natural History, Bhartiya Vidya Bhavan, and the Indian Constitution Memorial. The National War Museum too is currently proposed by the government. The Museum of Indian Language is a hypothetical design project to be located in Delhi, India, considering the Indian government to be the client. The Museum becomes an institution where information about the different languages is not only stored or displayed but can also be taught to the public through regular lecture series’ inviting students, professors of Language and Linguistics and other intellectuals. Research facilities are provided to such users which include libraries and computer labs. The museum has regular (day-to-day) activities taking place such as yoga and meditation. The museum becomes and active institute as it can be a host to workshops and other events which involve performances of classical music, dance and drama.

Figure 3.1.1 Sketch of lecture 54

Figure 3.1.2 Sketch of library

Figure 3.1.3 Sketch of peformance

3.2 Programmatic Requirements Detailed Programmatic requirements for Museum of Indian Languages in New Delhi. Approximate footfall per day = 200 people Maximum capacity of the Museum = 500 people Sr No.

Program

Approx Area (sqr. mts.)

Entrance/Exit and Security Area

Administration

620

Visitor’s Amenties

400

Study Center

550

Library

1075

Main Exhibitions and Public Functions

12300 Total 15030

Entrance/Exit and Security Area

Sr. No. Program

Area (sq. mts.)

Security Points

Reception/Information

Washroom

Store

Natural Light

Public/Staff Accessibility

Climate Control

Natural Light

Public/Staff Accessibility

Climate Control

Total 85

Administration

Sr. No. Program

Area (sq. mts.)

Reception

Staff Offices

400

Personal cabins

(3)

(90)

Accounts Offices

(4)

(50)

Curatorial Team

(10)

(100)

Visiting Staff

(10)

(40)

Housekeeping

(5)

(20)

Landscape Team

(4)

(100)

Board Rooms

100

Pantry Area

Storage

50 Total 620 55

Visitor’s Amenities

Sr. No. Program

Area (sq. mts.)

Shop (including storage)

150

Cafe (including kitchen)

200

Washroom

Circulation (10% of total)

Natural Light

Public/Staff Accessibility

Climate Control

Natural Light

Public/Staff Accessibility

Climate Control

Natural Light

Public/Staff Accessibility

Climate Control

Natural Light

Public/Staff Accessibility

Climate Control

Total 400

Study Center

Sr. No. Program

Area (sq. mts.)

Seminar Halls (including storage)

300

Research Lab (with Projector area)

200

Washroom

50 Total 550

Library

Sr. No. Program

Area (sq. mts.)

Reception and Office

Main Library

500

Children’s Library

200

Interpretation Room

Archival Area

250 Total 1075

Exhibition and Public Functions

Sr. No. Program

Area (sq. mts.)

Permanent/ Temporary Exhibitions and Workshop Space

10300

Storage

100

Conservational Lab

200

Auditorium

800

Open - air Theatre

600

Meditaional Space

300 Total 12300

3.3 Organisational Diagram

interpretation room

digital library

public library

reception

staff offices board rooms

archival area

reception

meditation spaces

research labs security open -air theatre

seminar halls

auditorium

temporary exhibit cafe

permanent exhibit shop conservation lab

Figure 3.3.1 Organisational Diagram of the Programmatic Functions Figure 3.2.1 - 3.2.7 Table of Programme Requirement

3.4 Criteria of Site Selection and Proposed Site

The selected site, for the Museum of Indian Languages, in New Delhi is located in the extended part of the Central Hexagonal grid around India Gate. It is one of the few ‘un-built’ plots in that region and therefore the site has to be dealt with in a way that responds appropriately to the strong surrounding context. Along with the NGMA it can be a cultural institution with a ‘public’ character. The site as shown in Figure 3.4.1, has been selected according to the following criteria:

• The proposed site is in the heart of the city and can therefore be easily accessed by the local public and outsiders.

• The site in close proximity to several metro stations (making access to the site easier, as shown in Figure 3.4.2): Janpath Central Secretariat Patel Chowk

• The site is also in close proximity to The Delhi Railway Station and The Delhi Aiport Metro Station, making it easier for outsiders to access the museum

• The site is surrounded by National Instituttions such as the Bhartiya Vidya Bhavan and The National Gallery of Modern Art thus attarcting visitors who are students, teachers and professors.

• The site is aligned to the primary road ‘KG Marg’ and the tertiary road ‘Jaswant Singh Road’ making vehicular access to the site easy and also providing the opportunity to offer additional vehicular and pedestrian services to the public without burdening the existing vehicular system.

Figure 3.4.1 Aerial view of Delhi around India Gate and location of Site 58

Transport and Road Network Metro Line Railway Line Road Site Boundary

Figure 3.4.2 Transport and Road Network around the Site

Larger Context of Site 1. Site 2. Bhartiya Vidya Bhavan 3. Jawal Lal Nehru Academy of Language 4. Indian Council of Historical Research & Lalit Kala Academy 5. Proposed Site for National War Museum 6. Indira Gandhi Center for the Arts 7. National Museum 8. National Gallery of Modern Art

Figure 3.4.3 Buildings in the larger conext of site

2 1

7 8

Immediate Context of Site 1. Site 2. Asia House 3. Bhartiya Vidya Bhavan 4. Indian Constitution Memorial 5. India Baha’i House

2 1 4 5

Figure 3.4.4 Buildings in the immediate context of Site 59

Site History and Evolution

Year 2000 The site is a property of the Indian government. It used to be occupied by army baracks.

Figure 3.4.5 Aerial view of the site in the year 2000

Year 2012 By the year 2012, demolition of the Baracks had started. The surrounding context remains the same

Figure 3.4.6 Aerial view of the site in the year 2012

Year 2015 By the year 2015, the last barack was demolished. Comparing this photograph with the previous one, it is seen that the site is filled with vegetation in merely a few months. Therefore, it can be deduced that the soil in that area is extremely fertile.

Figure 3.4.7 Aerial view of the site in the year 2015 60

Current status of the Site. Many of the trees on the site have been cut down and this is what remains of the vegetation.

Figure 3.4.8 Aerial view of the current status of the site

Photographs of the Site and its Surrounding

Figure 3.4.9a & b (top) Photographs of the site boundary Figure 3.4.9c & d (bottom) Photographs of the the buildings directly seen from the site

Site level The site is flat however, if the road level is considered 0.00m then the site level is +0.90m

Site activities Food vendors have encroached into the site so that the footpath is left for the public to use

Site context The round-about adjacent to the site has a mosque in the center of it

Site context The property of the Asia house shares a common boundary wall with the site. 61

3.5 Climatic Conditions of Site

The climate of Delhi can be classified as an overlap between sub-tropical and semi-arid. This means that Delhi experiences a large difference in temperatures between summers and winters. Extremely hot summers, cold winters and humid rains are experienced throughout the year.

Sun-Path Dial After studying the Sun-Path of Delhi it is deduced that the best orientation for any building to be placed is the East-West orientation, to protect the interior space from extreme heat during the peak summer months May and June, and to let maximum indirect North light into the building

Figure 3.5.1 Sun Path Dial for New Delhi

Maximun and Minumum Monthly Average Temperature The temperatures are maximum during the months of April to July. The building needs to let in minimum sunlight during these months and maximum during the winter months of November to February.

Temperature (Deg Celcius)

40 35 30 25 20 15 10 5 0 Jan

Feb

Mar

Apr

May Jun Months

Jul

Aug

Sep

Oct

Nov

Dec

Figure 3.5.2 Graph showing average temperatures of Delhi

Figure 3.5.3 Graph showing the average rainfall in mm throughout the year

250 200 Rainfall (in mm)

Monthly Rainfall The heaviest rains fall between July and September upto almost 230mm. Therefore, it is best if the site uses maximum vegetation as ground cover.

150 100 50 0

Jan Feb Mar Apr May Jun

Jul

Aug Sep Oct Nov Dec

Months

Wind Velocity There is not much variation in the speed of the winds throughout the year. The speed is the highest during the rainy months of June and July

36 33 30 27

Velocity (mph)

24 21 18 15 12 9 6 3 0

Figure 3.5.4 Graph showing the average wind velocity throughout the year

Ground Temperature Ground Temperature is maximum during the months of June and July, it is the same time as maximum rainfall. Therefore, it is best if the site has maximum vegetation as ground cover

Figure 3.5.6 Graph showing the average ground temperature throughout the year

Nov Dec

Annual

Aug Sep Oct Nov Dec

Annual

Direction

Figure 3.5.5 Graph showing the average wind direction during summer

Aug Sep Oct

Months

100

Temperature (Deg Farenheit)

Wind Direction A tree cover or a water body on the east and west is beneficial to keep the site cool during summer.

Jan Feb Mar Apr May Jun Jul

80 70

60 50

Jan Feb Mar Apr May Jun Jul Months

The Museum of Indian Language Design

‘That which transcends measurement is best understood by measuring, hence comparing. Measuring is human delusion (maya), and comparing, divine play (leela).

- Devdutt Pattanaik, Ramanayana versus Mahabharata

4.1 Design Process

The development of the design for the project can be segregated into several layers. Initially the entire site is considered to be the museum. All the aspects of Language, as identified and illustrated in Chapter 2 are translated onto the site using a layering system. Secondly the organisational diagrams are layered onto the site, which include: • The chronological order of the emergence of Indian Languages (illustrated in chapter 1) • New organisational diagrams according to the site analysis (illustrated in chapter 4) • The functional organisational system (illustrated in chapter 3), Thirdly, the layers have resulted in a basic form of the museum which is detailed out later through chapter 4, explaining the spatial qualities of spaces throughout the musuem, the structural systems used as well as the materials, with the help of design layouts, sections details and views

Figure 4.1.1 Aerial View of Site and its boundary 66

Figure 4.1.2 A sketch as a result of the overlap of many layers to form functional spaces

The following diagrams explaining how each of the following parameters will act on site (in plan and sectionally as well):

The notion of the ‘Truth’

The notion of the truth is defined by a set path along a particular axis which runs throughout the site

The gathering space which unites people falls on the axis representing the ‘Truth’

The grid starts to visibly divide further as a person progresses further into the site

Different grids are superimposed in various ways as one progresses into the site

Syntax to Grammer

Public and Private Spaces

The functions at the start of a visitor’s jouney and the central axis are public and they are green areas

Lighter to Darker Spaces

The central axis is naturally lit, the intensity of the light gradually reduces towards the edges 68

The section through the axis shows how the spaces gradually start moving deeper into the ground

The ground representing the Truth gradually starts moving away from the new man-made structures

The functions on the ground are open for the public; the privacy levels increase as one travels vertically

Figure 4.1.3 a,b,c Diagrams representing the notion of ‘Truth’

The person (visitor) gradually starts losing ground connect as he progresses further into the building

Figure 4.1.4a,b,c,d Diagrams representing shift from syntax to grammer

Figure 4.1.5a,b, Diagrams reprenting public and private spaces

Figure 4.1.6 Diagram reprsenting light and dark spaces 69

4.2 Implementation of Concept on Site 1. Location of Roads and Trees on Site Firstly the exact location of all trees on the site is marked and the adjacent roads are mapped to determine the accessibility to the site

Figure 4.2.1 Location of Trees

2. Defining the probable Axes The location of trees on site determine the major axes created for circulation and the boundaries for gathering spaces due to their circular nature

Figure 4.2.2 Creating of Axes 70

3. Layer of Syntax A basic widespread 10 x 10 meter grid is introduced on site which represents the early systems and set of rules used for communication

Figure 4.2.3 Introducing grid to site

4. Drawing possible boundaries for Spaces The location of trees and the axes strictly govern the nature of spaces initially.

Figure 4.2.4 Determining nature of Spaces 71

5. Organisation and Shifting of spaces Axes of spaces are shifting to hence allow the shifting of the original grid within the spaces in the next layer

Figure 4.2.5 Diagram representing shift in spaces

Model showing the shift in spaces with the orginal syntax grid (before introduscing the a in the structural grid)

Figure 4.2.6 Model representing shift in spaces 72

Figure 4.2.7 Sketch showing shift in spaces

Figure 4.2.8 sketch showing evolution from natural to man-made structures

4.3 Shift in Structural Grid Everytime a new language is invented, the rules of the olden language are changed or altered to create a new set of rules. There are many ways in which rules can be changed to create a new system. The first grid represents the basic set of rules (syntax) which is used for the use of any language. This matrix chart shows the exploration of the ways in which the syntax grid is altered. SYNTAX

CHANGE IN RHYTHM OF GRID

SUPERIMPOSITION OF ANOTHER GRID

Figure 4.3.1 A matrix showing ways of altering a grid 76

HORIZONTAL DISPLACEMENT

VERTICAL DISPLACEMENT

DISPLACEMENT ON BOTH THE AXES

ROTATION AT 30 DEGREES

ROTATION AT 45 DEGREES

Superimposition of another grid bound by a volume

Here different ways in which a separate volume (possibly held by its own individual grid) interacts with the old grid SMALLER GRID INTERACTS WITH A LARGER GRID

LARGER GRID INTERACTS WITH A SMALLER GRID

ROTATION AT 45 DEGREES

ROTATION AT 30 DEGREES

Figure 4.3.2 A matrix showing ways in which two different grids interact 77

Figure 4.3.3 Model showing the shift in grid throughout the site

Figure 4.3.4 Model showing the shift in grid across the main blocks 79

Figure 4.3.5 Sketch showing organisation of display of languages

Figure 4.3.6 Tree diagram of the invention of the main Indian Languages 83

Figure 4.3.7 Imagination of the central axis - decending into the gathering space

Figure 4.3.8 Imagination of the central axis - passage of ‘truth’’

4.4 Design Overview

At the pedestrian entry (north east of the site), the journey of languages begins depicting the olden time. The spaces and circulation are fluid in nature. There is an amalgamation of many structural materials.

Figure 4.4.1 Pedestrian Entry of Site

The movement starts to become restricted as one progresses towards the main building (administration area). The variety in construction materials starts to decrease.

Figure 4.4.2 Entry to main Building

Figure 4.4.3 Towards exit/Vehicular entry

The movement of the visitor is completely restricted to only one narrow passage (defined by an array of columns) towards the exit/vehicular entry of the site.

Figure 4.4.4 Exhibition passage

The narrow passage which holds engraved scriptures of the Indus Civilizaion and the Gupta Script. There is no service core to the space since those languages are buried and some remain undeciphered too. 91

There is a shift in the axis with the entry to the main building (between the temporary and permanent exhibition) from the North-East of the site representing the change from syntax to grammer.

Figure 4.4.5 Temporary exhibition to Permanent exhibition

The common area between the amphitheatre, auditorium, exhibition space and library allows visitors to view the entire structure and its variations in terms of the structural grid and materials

Figure 4.4.6 Common area

Figure 4.4.7 Main Library

Figure 4.4.8 Exit/Entry to main building from South West

There is a shift in the axis of the spaces between the children’s library and the main library. A change in the rhythm of the structural grid also occurs, signifying the grammatical complexities in language

Towards the exit of the main building, there is a shift in the axis of the space. The construction materials have transformed from the natural materials to man-made materials such as steel, concrete and glass. 93

4.5 Design Layouts List of Drawings: Plans: • Plan at level -3 mts • PLan at level - 1.5 mts • Plan at level + 1.5 mts • Plan at level + 4.5 mts • Plan at level +7.5 mts Sections: • Section AA’ • Section BB’ • Section CC’ • Section DD’ • Section EE’ • Section FF’ • Section GG’ • Section HH’

(longitudinal site section) (longitudinal site section) (cross section) (cross section) (cross section) (cross section) (cross section) (cross section)

Detail Sections: • Detail Section A (Amphitheatre and Meditation Area) • Detail Section B (Display of Gupta Scripts Passage) • Detail Section C (Permanent Exhibition Block) • Detail Section D (Conservational Lab) • Detail Section E (Computer Lab) • Detail Section F (Auditorium)

Functions: 1. Display of Sanskrit Scriptures 2. Display of Gupta Scriptures 3. Display of Prakrit Scriptures 4. Display of Pali Scriptures 5. Meditational and Yoga Space

1 2.

1. 5. 2

3. 3

Plan A Level - 3 mts Scale: 0m

Functions: 1. Archival Area (Restricted Library) 2. Conservational Laboratory 3. Washroom 4. Amphitheatre 5. Display of Scriptures: • Grantha • Kalinga • Kadamba 6. Display of Indus Civilization Scripts

1 6.

6 1. 4. 5

3 2.

Plan B Level - 1.5 mts Scale: 0m

11.

10.

15. 14

14.

13 5 4.

5. 3.

B’

7. 1

1. 6

Functions: 1. Pedestrian Entry 2. Security Cabin 3. Cafeteria 4. Washroom 5. Service Entry to Cafeteria and Landcape + Maintenance Office 6. Reception and Administration 7. Washroom 8. Landscape maintenance and equipment area 9. Housekeeping equipment area 10. Pantry 11. Exhibition of Kharoshti Scripts 12. Temporary Workshop and Exhibition Space 13. Security Cabin 14. Vehicular and Pedestrian Entry

A’

13.

12.

Plan C Level + 1.5 mts Scale : 0m

H’

G’

F’

E’

D’

C’

Functions: 1. Permanent Exhibition Space 2. Washroom 3. Permanent Exhibition and Displays for Shop 4. Waiting Area 5. Auditorium 6. Children’s Library 7. Main Library

7 6

12mt road

K.G. Marg

2 2.

Plan D Level + 3 mts Scale: 0m

101

Functions: 1. Display on the fall of Indian Languages 2. Interpretation Room 3. Display Screen 4. Seminar Hall 5. Washroom

2 1

Plan E Level + 3 mts Scale: 0m

103

Section AA’ Scale: 0m

Section BB’ Scale: 0m

105

Section CC’ Scale: 0m

Section DD’ Scale: 0m

107

Section EE’ Scale Scale:- 1:500 0m

Section FF’ Scale: 0m

109

Section GG’ Scale: 0m

Section HH’ Scale: 0m

111

Detail Section A : Amphitheatre and Meditation Space Scale - 1:100

113

Detail Section B : Display of Brahmi Scripts Passage Scale - 1:100

Detail Section C : Permanent Exhibition Space Scale - 1:100

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Detail Section D: Conservational Lab Scale - 1:100

Detail Section E: Computer Lab Scale - 1:100 117

Detail Section F: Auditorium and Display of Indus Civilization Scripts Scale - 1:100

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4.6 Design Models

Figure 4.6.1 Model showing entry towards cafeteria and admin area

Figure 4.6.4 View of model showing spaces between temporary exhibition and cafeteria

Figure 4.6.2 Model shwoing entry towards the passage of Truth (display of Gupta script)

Figure 4.6.3 Model showing archway towards temporary and permanent exhibition space

Figure 4.6.5 Model view showing structural grid of library and exhibtion blocks

Figure 4.6.6 Top view of model showing the central axis and the main gathering spaces along it. 121

Figure 4.6.7 Model showing top view of thoroughfare of the museum 122

Figure 4.6.8 Top view of model showing nature of spaces and structure of the Museum 123

Bibliography Devy, G.N., Lecture on After Amnesia, Laxmi Villas Palace, Vadodara Gujarat Devy, G.N. After Amnesia, Tradition and Change in Indian Literary Criticism, Orient Blackswan Privat Limited, 2017 Dr. Naval Krishnan, Banaras, India, Conversation Harari, Yuval Noah, Sapiens, A Brief History of Humankind, Penguin Random House UK, 2011 Pattanaik, Devdutt, Sita, An illustrated retelling of the Ramayana, Penguin Books India, 2013 Pattanaik, Devdutt, Culture, 50 insights from Mythology, Harper Collins, India, 2017 Pattanaik Devdutt, Shiva to Shankara, Giving form to the formless, Harper Collins, Indus Source Books, 2017 Pattanaik Dev dutt, Ramayana versus Mahabharata, My playful Comparison, Rupa Publications, 2018 Singh Rana P.B. Banaras Making of India’s Heritage City, Cambriidge Scholars Publishing, 2009 Gengnagel, Jorg, Vizualised Texts: Sacred Spaces, Spatial Texts and the Religious Cartography of Banaras

Website: https://www.ancient.eu/The_Vedas/ https://www.ancient.eu/Sanskrit/ Website https://en.wikipedia.org/wiki/Sanskrit https://en.wikipedia.org/wiki/Vedic_Sanskrit_grammar https://en.wikipedia.org/wiki/Sanskrit_grammar Website: https://www.jagranjosh.com/general-knowledge/list-of-ancient-indian-scripts-1532423847-1 https://www.jagranjosh.com/general-knowledge/list-of-ancient-indian-scripts-in-hindi-1533644734-2 https://www.jagranjosh.com/search/ancient-script-of-india_general-knowledge https://www.jagranjosh.com/general-knowledge/list-of-the-books-and-authors-in-ancient-india-1473931789-1 https://www.jagranjosh.com/general-knowledge/history-of-ancient-india-a-complete-studymaterial-1464928278-1 https://www.jagranjosh.com/general-knowledge/list-of-vedic-literature-sacred-hindu-scriptures-1467374263-1 https://www.jagranjosh.com/general-knowledge/summary-of-indus-valley-civilization-harappacivilization-1474977771-1

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List of Figures

Figure 1.0 - Chapter 1 Cover Page Source - Author Figure 1.1.1- Map marking the Early Civilizations of the World Source https://www.google.com/search?biw=1366&bih=576&tbm=isch&sa=1&ei=QA8rXc-EH5awrQHD6o-gCA&q=the+ ephemeral+civilization&oq=the+ephemeral+civilization&gs_l=img.3...162593.186671..187544...8.0..0.258.388 9.0j29j1......0....1..gws-wiz-img.......35i39j0j0i67j0i24j0i10i24.93-waU3UUW8#imgrc=1VNgVwh2Ep6u7M: Figure 1.1.2- An illustration of harmony between humans and the surrounding nature Source Book - Culture, 50 insights from mythology by Devdutt Pattanaik Figure 1.2.1- An illustration of a female dancer dancing to the tunes of a sitar. Source https://www.vectorstock.com/royalty-free-vector/playing-and-dancing-vector-2974063 Figure 1.2.2- An illustration of students gaining knowledge from their guru through the oral method of communication Source Book - Sita, An illustrated retelling of Ramayana Figure 1.3.1- An illustration of students gaining knowledge from their guru through the oral method of communication Source Thesis - Crafting Clay - Inquiry into Craft, its process and Crfat Design Collaboration by Sapna Maheshwari Figure 1.4.1- Indus Civilization scripts engraved on a clay tablet Source https://www.indiatoday.in/india/north/story/indus-valley-script-numerical-not-a-language-claimshistorian-839258-2015-05-24 Figure 1.4.2 - An Egyptian sketch of a farmer ploughing the field, using animals and tools Source https://en.wikipedia.org/wiki/Ancient_Egyptian_agriculture#/media/File:Maler_der_Grabkammer_des_ Sennudem_001.jpg Edited by - Author Figure 1.5.1 - Agricultural information and calculations recorded on a clay tablet Source Book - Sapiens A brief history of mankind by Yuval Noah Harari Figure 1.5.2 - A diagram showing how drawings have converted into the chinese script Source https://www.mcislanguages.com/blog-post/breaking-down-chinese-on-chinese-language-day/

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Figure 1.5.3 - A table showing similarities between the eastern and western languages Source Book - The Oxford Introduction to Proto-Indo-European and the Proto-Indo-European World by James Mallory and Douglas Adams Edited by - Author Figure 1.5.4 - A sketch of a man holding a quipu Source Book - Sapiens A brief history of mankind by Yuval Noah Harari Figure 1.6.1 - A table showing the name ‘Ram” written in many of the scripts of India Source Book - Sita, An illustrated retelling of Ramayana Figure 1.6.2 - A timleine of the Ramanayas written in different languages Source Book - Sita, An illustrated retelling of Ramayana Figure 1.6.3 - An image of a document written in Pali Source https://en.wikipedia.org/wiki/Prakrit#/media/File:Suryaprajnapati_Sutra.jpg Figure 1.6.4 - Sketch of a group of people in meditation Source - Author Figure 1.6.5 - An illustration showing the process of transfering knowledge from Ravan’s ten heads to Ram’s brain before Ravan dies Source Book - Sita, An illustrated retelling of Ramayana Figure 1.7.1 - An image of a text written in Urdu Source Website - https://en.wikipedia.org/wiki/Islamic_calligraphy#/media/File:Folio_from_a_Qur’an_(Mamluk_dynasty). jpg Figure 2.0 - Chapter 2 Cover Page Source - Author Figure 2.1.1a - A sketch of the imagination of the space representing the Line of Truth Source - Author Figure 2.1.1b - A diagram represeting the Line of Truth Source - Author Figure 2.1.2a - A sketch of the imagination of the space representing the initial methods of communication Source - Author Figure 2.1.2b - A diagram representing the initial methods of communication Source - Author

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Figure 2.1.3a - A sketch of the imagination of the space representing the transition from the ancient methods of communication Source - Author Figure 2.1.3b - A diagram representing the transition from the ancient methods of communication Source - Author Figure 2.1.4a - A sketch of the imagination of the space representing the transition from the ancient methods of communication Source - Author Figure 2.1.4b - A diagram representing the transition from the ancient methods of communication Source - Author Figure 2.1.5a - A sketch of the imagination of the space where people gather to ‘realise the present hence the Truth” Source - Author Figure 2.1.5b - A diagram showing the central space acting as a core Source - Author Figure 2.1.6a - A sketch of the imagination of the space representing the fall of languages and its traces Source - Author Figure 2.1.6b - A diagram showing the the traces of language left after its depletion Source - Author Figure 2.1.7a - A sketch of the imagination of the space representing the state of Aphasia Source - Author Figure 2.1.7b - A diagram showing the the void left after the extinction of languages Source - Author Figure 2.2.1a - A model representing the theory of perceiving language as particles of memories Source - Author Figure 2.2.1b (right overlap) - A diagram representing the theory of perceiving language as particles of memories Source - Author Figure 2.2.2a - A model representing the theory of perceiving language as a set of rules Source - Author Figure 2.2.2b - A diagram representing the theory of perceiving language as a set of rules Source - Author Figure 2.2.3a - A model representing the theory of perceiving language as particles of memories Source - Author

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Figure 2.2.3b - A diagram representing the theory of perceiving language as particles of memories Source - Author Figure 2.2.4a - 2 models representing the notion of ‘Truth’ and it with the layer of the evolution of language Source - Author Figure 2.2.4b - A diagram representing the ‘Line of Truth’ and its relation to the development of Langauge Source - Author Figure 2.2.5a - Model representing showing the addition of the layer of the central core Source - Author Figure 2.2.5b - A diagram representing the entire journey of Language Source - Author Figure 2.2.6a - Plan (top) and elevation (bottom) of model representing the entire evolution of language Source - Author Figure 2.2.6b - A diagram representing the entire journey of Language sectionally Source - Author Figure 3.0 - Chapter 3 cover page Source - Author

Figure 3.1.1 - Sketch of lecture Source - Unknown Source Edited by - Author Figure 3.1.2 - Sketch of library Source - https://www.google.com/ search?rlz=1C1NDCMenIN730IN730&biw=1366&bih=576&tbm=isch&sa=1&ei=TP4_ XdfrPJi5rQHAiZbAAQ&q=person+reading+in+library+sketch&oq=person+reading+in+library+sketch&gs_l=img. 3...36471.37210..37546...0.0..1.159.747.0j6......0....1..gws-wiz-img. Edited by - Author Figure 3.1.3 - Sketch of peformance Source - http://www.chezfred.org.uk/chat/PreviewImages/20060311NoelleW_0125.jpg Edited by - Author Figure 3.2.1 - 3.2.7 - Table of Programme Requirement Source - Author Figure 3.3.1 - Organisational Diagram of the Programmatic Functions Source - Author Figure 3.4.1 - Aerial view of Delhi around India Gate and location of Site Source - Google Earth Edited by - Author

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Figure 3.4.2 - Transport and Road Network around the Site Source - Google Earth Edited by - Author Figure 3.4.3 - Buildings in the larger conext of site Source - Google Earth Edited by - Author Figure 3.4.4 - Buildings in the immediate context of Site Source - Google Earth Edited by - Author Figure 3.4.5 - Aerial view of the site in the year 2000 Source - Google Earth Figure 3.4.6 - Aerial view of the site in the year 2012 Source - Google Earth Figure 3.4.7 - Aerial view of the site in the year 2015 Source - Google Earth Figure 3.4.8 - Aerial view of the current status of the site Source - Google Earth Figure 3.4.9a & b - Photographs of the site boundary Source - Author Figure 3.4.9c & d - Photographs of the the buildings directly seen from the site Source - Author Figure 3.5.1 - Sun Path Dial for New Delhi Source - http://encomenda.oasrs.org/media/2016/09/regulamento.pdf Figure 3.5.2 - Graph showing average temperatures of Delhi Source - http://encomenda.oasrs.org/media/2016/09/regulamento.pdf Figure 3.5.3 - Graph showing the average rainfall in mm throughout the year Source - http://encomenda.oasrs.org/media/2016/09/regulamento.pdf Figure 3.5.4 - Graph showing the average wind velocity throughout the year Source - Climate Consltant Figure 3.5.5 - Graph showing the average wind direction during summer Source - https://www.weatheronline.in/weather/maps/ city?WMO=42182&CONT=inin&LAND=II&ART=WDR&LEVEL=162&MOD=tab Figure 3.5.6 - Graph showing the average ground temperature throughout the year Source - Climate Consltant

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Figure 3.5.6 - Graph showing the average ground temperature throughout the year Source - Climate Consltant Figure 4.0 - Chapter 4 cover page Source - Author Figure 4.1.1 - Aerial View of Site and its boundary Source - Google Earth Edited by: Author Figure 4.1.2 - A sketch as a result of the overlap of many layers to form functional spaces Source - Author Figure 4.1.3 a,b,c - Diagrams representing the notion of ‘Truth’ Source - Author Figure 4.1.4a,b,c,d - Diagrams representing shift from syntax to grammer Source - Author Figure 4.1.5a,b, - Diagrams reprenting public and private spaces Source - Author Figure 4.1.6 - Diagram reprsenting light and dark spaces Source - Author Figure 4.2.1 - Location of Trees Source - Author Figure 4.2.2 - Creating of Axes Source - Author Figure 4.2.3 - Introducing grid to site Source - Author Figure 4.2.4 - Determining nature of Spaces Source - Author Figure 4.2.5 - Diagram representing shift in spaces Source - Author Figure 4.2.6 - Model representing shift in spaces Source - Author Figure 4.2.7- Sketch showing shift in spaces Source - Author Figure 4.2.8- Sketch showing evolution from natural to man-made structures Source - Author

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Figure 4.3.1 - A matrix showing ways of altering a grid Source - Author Figure 4.3.2 - A matrix showing ways in which two different grids interact Source - Author Figure 4.3.3 - Model showing the shift in grid throughout the site Source - Author Figure 4.3.4 - Model showing the shift in grid across the main blocks Source - Author Figure 4.3.5- Sketch showing organisation of display of languages Source - Author Figure 4.3.6 - Tree diagram of the invention of the main Indian Languages Source - Author Figure 4.3.7 - Imagination of the central axis - decending into the gathering space Source - Author Figure 4.3.8 - Imagination of the central axis - passage of ‘truth’’ Source - Author Figure 4.4.1 - Pedestrian Entry of Site Source - Author Figure 4.4.2 - Entry to main Building Source - Author Figure 4.4.3 - Towards exit/Vehicular entry Source - Author Figure 4.4.4 - Exhibition Passage Source - Author Figure 4.4.5 - Temporary Exhibition to Permanent Exhibition Source - Author Figure 4.4.6 - Common Area Source - Author Figure 4.4.7 - Main Library Source - Author Figure 4.4.8 - Exit/Entry to main building from South West Source - Author

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Figure 4.6.1 - Model showing entry towards cafeteria and admin area Source - Author Figure 4.6.2 - Model showing entry towards the passage of Truth (display of Gupta script) Source - Author Figure 4.6.3 - Model showing archway towards temporay and permanent exhibition space Source - Author Figure 4.6.4 - View of model showing spaces between temporary exhibition and cafeteria Source - Author Figure 4.6.5 - Model view showing structural grid of library and exhibtion blocks Source - Author Figure 4.6.6 - Top view of model showing the central axis and the main gathering spaces along it. Source - Author Figure 4.6.7 - Model showing top view of thoroughfare of the museum Source - Author Figure 4.6.8 - Top view of model showing nature of spaces and structure of the Museum Source - Author

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The Museum of Indian Language_B.Arch_Thesis2019

Articles inside

4.5 Design Layouts

4.6 Design Models

2.1 Aspects of Language

2.2 Overall Journey of Language

1.6 Scripts and Languages of India

1.7 The Decline of Indian Languages

1.5 Writing Systems

1.4 Development of Scripts