DISSERTATION Year: 2021-22 Batch No. 19
Interaction spaces: Different spaces for interaction
Undertaken by: Abhishek Jangid Enrollment No.: 17E1AAARM40P005 V Year B.Arch. (A)
Prof. PUSHPAK BHAGWATI GUIDE
Prof. ARCHANA SINGH COORDINATOR
Aayojan School of Architecture ISI-4, RIICO Institutional Block, Sitapura, Jaipur-302022
APPROVAL The study titled “Interaction spaces: different spaces for interaction” is hereby approved as an original work of Abhishek Jangid, enrollment no. 17E1AAARM40P005 on the approved subject carried out and presented in manner satisfactory to warrant its acceptance as per the standard laid down by the university. This report has been submitted in the partial fulfillment for the award of Bachelor of Architecture degree from Rajasthan Technical University, Kota. It is to be understood that the undersigned does not necessarily endorse or approve any statement made, any opinion expressed or conclusion drawn therein, but approves the study only for the purpose it has been submitted. December 2021 Jaipur
Prof. K.S. MAHAJANI EXTERNAL EXAMINER
PRINCIPAL
Prof. ARCHANA SINGH COORDINATOR
i
DECLARATION I, Abhishek Jangid here by solemnly declare that the research work undertaken by me, titled ‘Interaction spaces: different spaces for interaction’ is my original work and wherever I have incorporated any information in the form of photographs, text, data, maps, drawings, etc. from different sources, has been duly acknowledged in my report. This dissertation has been completed under the supervision of the guide allotted to me by the school. Further, whenever and wherever my work shall be presented or published it will be jointly authored with my guide. Abhishek Jangid V Year B.Arch. (A) Aayojan School of Architecture, Jaipur
CERTIFICATE This is to certify that the research titled, Interaction spaces: different spaces for interaction is a bonafide work by Abhishek Jangid of Aayojan School of Architecture, Jaipur. This research work has been completed under my guidance and supervision in a satisfactory manner. This report has been submitted in partial fulfillment of award of BACHELOR OF ARCHITECTURE degree from Rajasthan Technical University, Kota. This research work fulfills the requirements relating to the nature and standard laid down by the Rajasthan Technical University. Prof. Pushpak Bhagwati Guide Aayojan School of Architecture, Jaipur ii
ACKNOWLEDGEMENT I feel extremely grateful upon completion of my research work. il take this opportunity to thank everyone, without whose support, discussion and assistance. This report would not have been possible without their contribution. First of all I would like to acknowledge and extend my gratitude to my dissertation guide, Prof. Pushpak Bhagwati for his intriguing ideas, constant support and supervision throughout the research. I am grateful to my college and Prof. K.S. Mahajani principal of Aayojan School of Architecture, for providing a conductive college environment and the proficient faculties which made dissertation a fruitful learning process. I also thank the Dean of Academics, Prof. N.S. Rathore for providing me the opportunities to embark on this journey and move forward with this subject matter. I would thank my coordinator, Prof. A.S. Rathore. In every phase of this journey, her valuable inputs and guidance that I have been able to complete my dissertation. I also thank my friends (Dhruv, Dhananjay, Himangi & Aditya) and my family for their constant support and affection. And lastly of course, the internet and the online library resources for all the valuable archives and information that exist and could be gathered in the times of secondary source research.
Abhishek Jangid V Year B.Arch. (A) Aayojan School of Architecture, Jaipur
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ABSTRACT Architecture is a solution for every type of building. Through our design ideas, we can improve people's mental states and difficulties. The aim of the research is to extract the spatial design aspects of informal learning spaces in order to explore how they affect students' preferences in terms of how they utilise the spaces and what they do inside them. The goal of this research was to look at the impact of physical environment on student involvement and community. An interactive space is a physical or virtual area where people assemble and collaborate, such as a social community, online web-based media, or other gathering places. Interactive spaces in institutions are very important in now a days to gather and interaction for the students. Informal learning spaces play a significant role in enriching student experiences in learning environments. Using a literature study to collect data and observations from research papers. Four parameters were found as having an impact on the interactive quality of space. A campus's physical environment serves as the background for learning and social interactions. These interactions result in involved students, which help with the development of community, and vibrant communities on campuses contribute to student persistence and academic achievement. The research concludes with recommendations for appropriate outdoor and indoor interaction spaces based on the fact that appropriate designing and planning of different outdoor and indoor spaces for interaction have a direct impact on user’s behaviour as well as building and its surroundings, as stated in the hypothesis.
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CONTENTS Page No. Approval
i
Declaration
ii
Certificate
ii
Acknowledgement
iii
Abstract
iv
Contents
v-vi
List of illustrations
vii-x
List of tables
x
CHAPTER 1: INTRODUCTION
1-6
1.1 Background of the study 1.2 Criteria of selection 1.3 Research questions 1.4 Hypothesis 1.5 Aim 1.6 Objectives 1.7 Scope & Limitations 1.8 Methodology
CHAPTER 2: INTERACTION SPACES
7-16
2.1 Introduction 2.2 Need and importance of interactive space 2.3 Factors Affecting the interaction spaces
CHAPTER 3: TYPES OF INTERACTION SPACES 3.1 Types of spaces 3.2 Interactive spaces in institutional building 3.3 Role of courtyard v
17-34
CHAPTER 4: CASE STUDIES
35 – 61
4.1 Manav sadhna centre, Ahmedabad 4.2 Deepalaya school,gusbedhi,haryana 4.3 Roy McMurtry youth centre 4.4 The orphan, Netherlands
CHAPTER 5: ANALYSIS OF DATA
62 – 65
5.1 Analysis of case study data 5.2 Analysis of survey data
CHAPTER 6: CONCLUSION AND RECOMMENDATIONS
66 – 70
6.1 Conclusion 6.2 Recommendations
GLOSSARY OF TERMS
xi
BIBLIOGRAPHY
xii- xiii
ANNEXURES
xiv-xvi
vi
LIST OF ILLUSTRATIONS S. NO.
TITLE
SOURCE
PAGE NO
CHAPTER - 1 1.1
Situation of Street children
https://en.wikipedia.org/w 02 iki/Street_children_in_India
CHAPTER - 2 2.1
illustration depicting the
Hyperactivated Place of
effect of physical
Connection
09
interaction 2.2
Influence of thermal
Author
11
in.pinterest.com
14
Author
16
comfort 2.3
Role of light in different spaces
2.4
Configuration of 5 spaces
CHAPTER - 3 3.1
Outdoor spaces
in.pinterest.com
21
3.2
Informal study area
in.pinterest.com
22
3.3
Outdoor classroom
in.pinterest.com
23
3.4
Campus entrances
in.pinterest.com
24
3.5
Sports area
in.pinterest.com
25
3.6
Major plaza
in.pinterest.com
26
3.7
Courtyard
www.archdaily.com
27
3.8
Sunken courtyard in
www.archdaily.com
28
Circular courtyard of palace www.archdaily.com
28
American Institute of Indian studies at Gurgaon 3.9
of Charles V
vii
3.10
Air movement in hot humid
www.archdaily.com
30
30
climate 3.11
Social interactive space
www.archdaily.com
3.12
Use of water in courtyard of
www.researchgate.net/fig 32
Islamic architecture
ure/ Different-types-ofcourtyard
3.13
Landscaping elements in
www.researchgate.net
33
www.researchgate.net
34
www.re-
36
Islamic courtyard 3.14
D/H combination of courtyard
CHAPTER - 4 4.1
View of site
thinkingthefuture.com 4.2
Different view of site
www.re-
36
thinkingthefuture.com 4.3
4.4
Site context of manav
www.re-
sadhna
thinkingthefuture.com
Architectural plan
www.re-
37
38
thinkingthefuture.com/ manav-sadhna-by-yatinpandya 4.5
Courtyard view
www.re-
38
thinkingthefuture.com 4.6
Plan
www.re-
39
thinkingthefuture.com 4.7
Sections of the site
www.re-
40
thinkingthefuture.com 4.8
Isometric view of site
www.re-
40
thinkingthefuture.com 4.9
Central open court
www.archdaily.com
viii
41
4.10
Use of Corridor
www.archdaily.com
41
4.11
Semi covered area
www.archdaily.com
41
4.12
View of the site
www.deepalaya.org
42
4.13
Location of the site
www.deepalaya.org
43
4.14
Site plan
www.deepalaya.org
44
4.15
Different views of the site
www.deepalaya.org
44
4.16
View of the primary school
www.deepalaya.org
45
4.17
Plan of the primary school
www.researchgate.net
46
4.18
Hospital plan
www.researchgate.net
47
4.19
View of hospital
www.deepalaya.org
47
4.20
Plan of the secondary
www.researchgate.net
48
school 4.21
View of secondary school
www.deepalaya.org
48
4.22
Boy’s dormitory plan
www.researchgate.net
49
4.23
View of Boy’s dormitory
www.deepalaya.org
50
4.24
Girl’s dormitory view
www.deepalaya.org
50
4.25
plan of girl’s dormitory
www.researchgate.net
51
4.26
View of the centre
www.archdaily.com/4403
52
5/roy-mcmurtry-youthcentre-kleinfeldtmychajlowycz-architects 4.27
Site plan
www.archdaily.com
54
4.28
Different views of the site
www.archdaily.com
54
4.29
Admin block plan
www.archdaily.com
55
4.30
Academic block plan
www.archdaily.com
55
4.31
View of the site
in.pinterest.com
55
4.32
Hostel block plan
www.archdaily.com
56
4.33
Worship centre plan
www.archdaily.com
56
4.34
View of indoor space of
in.pinterest.com
56
in.pinterest.com
56
centre 4.35
View of open area ix
4.36
Isometric view of plan
www.archdaily.com
57
4.37
Geometry Shape plan
www.archdaily.com
58
4.38
Sketch of the building shape www.archdaily.com
58
4.39
Water feature in planning
in.pinterest.com
58
4.40
Zoning plan
www.archdaily.com
59
4.41
View of courtyard
in.pinterest.com
59
4.42
View of the building block
in.pinterest.com
60
4.43
Key map of the project
www.archdaily.com
60
4.44
Circulation plan in building
www.archdaily.com
61
Chapter- 6 6.1
Outdoor seating area
in.pinterest.com
68
6.2
Provision of opening for
in.pinterest.com
69
ventilation 6.3
Use of courtyard
in.pinterest.com
70
6.4
Use of landscape element
in.pinterest.com
70
LIST OF TABLES S. NO.
TITLE
SOURCE
PAGE NO
Chapter - 1 1.1
Methodology
Author
06
Chapter - 5 5.1
Analysis of case study
Author
63-64
5.2
Analysis of survey
Author
65
x
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION
CHAPTER – 1 INTRODUCTION
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION THESIS TOPIC DEVELOPMENT CENTRE FOR STREET CHILDREN, JODHPUR 1.1 NEED OF THE STUDY The issue of street children has grown into a prominent research topic around the world. Children end up on the streets as a result of unstable families and other factors that make life difficult for them. Alcoholism, low salaries, substance misuse, divorce and separation, bad connections, and the death of parents are all characteristics of such households. These children encounter obstacles such as a lack of early childhood education, safe drinking water, nutritious food, enough clothing, and competent medical care. The children labour in low-wage jobs such as motels, newspaper hawking, and car washing, where they are underpaid and harassed. As a result, these youngsters are more susceptible to illnesses like waterborne sickness, HIV, and psychological anguish. India is one of the countries dealing with the problem of street children, who number 18 million and are concentrated primarily in the cities of Kolkata and Bombay. As a result, some project proposals seek to build a plan for rehabilitating 1,000,000 street children in India for a period of two years using sustainable initiatives such as early childhood education, early, and good nutrition.
Figure 1.1 Situation of street children
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION WHAT EXACTLY ARE STREET CHILDREN? Street Children are individuals who work and live on the streets, parks, pavements, bus stops, railway stations, and public locations with the sky as their roof and are under the age of 18. They are divided into three types: According to the UNICEF: Children of the Street Family: These are the children of a family that is/was living on the streets. These youngsters also accompany their parents to roadside rest stops, footpaths, and railway stations. Youngsters on the Street: These are the children that spend the entire day or night on the streets and rarely come home. Children of the Streets: They are totally homeless. They have no family or relatives to whom they may turn. They are all self-sufficient. Street children are a distinct group with unique issues that do not apply to other youngsters. Some of their problems on the streets are as follows: 1. They have no one to look after their requirements 2. They have to fend for themselves because they are on the street. 3. The street quickly eliminates childhood and the child becomes a youth. 4. The child then has to cope with the problems and stress of the adult world. 5. They are unskilled and lack the necessary education for any option. 6. As a result, the majority of them work odd occupations such as-rag picking, shoe shining, unlicensed porter in hotels and tea shops, begging, and pimping. 1.2 CRITERIA OF SELECTION •
To improve their emotional, social, and physical well-being.
•
To inspire people to work for self-occupation.
•
To offer a safe and secure environment for street children. 3
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 1.3 RESEARCH QUESTIONS:
•
What are the types of interaction on campus?
•
Is there an effect of architecture on interactions spaces?
1.4 HYPOTHESIS: Design of indoor and outdoor spaces for wholistic development of street children have a direct impact on their behaviour.
1.5 AIM:
•
The purpose of this dissertation is to examine and comprehend the current state of user-interactive places on campus, as well as to suggest further methods to improve them.
•
The goal is to discover how institute design influences the learning environment on campus and what instructors and students can do in their own schools to achieve an ideal learning environment.
1.6 OBJECTIVES:
•
To have a better understanding of how interactive spaces (for users) would affect the campus.
•
To understand the factors which attracts these interactions.
•
To include climate and responsive design elements/features into the designing.
•
To figure out how these places might be redesigned to make them far more participatory on campus. 4
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 1.7 SCOPE AND LIMITATION:
•
The study will emphasize the connection between the different spaces in functional, perceptual & cultural aspects to make those spaces more lively.
•
Scope of dissertation involves understanding various outdoor and indoor interactive spots in an institution.
•
To design spaces for 4-18 age groups.
•
The capacity of the centre limited to 400-500 person for design.
5
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 1.8 METHODOLOGY: Selection of topic Interaction Spaces: different spaces for interaction
Hypothesis statement Design of indoor and outdoor spaces for wholistic development of street children have a direct impact on their behaviour. . Framing Aims and objectives
Objective 1
Objective 2
Objective 3
Objective 4
To have a better
To understand
To include
To figure out how
understanding of
the factors
climate and
these places might
how interactive
which attracts
responsive design
be redesigned to
spaces (for users)
these
elements/feature
make them far
would affect the
interactions.
into the
more participatory
designing.
on campus.
campus.
Internet, books, and research paper
Internet, books, research paper, survey and case study
Internet, books, research paper and case study
Internet, books, and research paper
Analysis
Table 1.1
Conclusion and recommendations
6
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION
CHAPTER – 2 INTERACTION SPACES
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 2.1 INTRODUCTION An interactive space is a physical or virtual area where people assemble and collaborate, such as a social community, online web-based media, or other gathering places. The term "interactive space" refers to any location, whether open, closed, or semi-open, that promotes a large number of people to participate in social contact. Other than being functional as circulatory routes for the building, the designs of these spaces is considered very important by building designers for reasons of aesthetics, health and comfort, and as emergency exit routes in the event of fire.
2.2 IMPORTANCE OF INTERACTIVE SPACES Interactive spaces in institutions are very important in now a days to gather and interaction for the students. interactive spaces in institutions are highly vital for students to assemble and engage. This reality is pressuring higherups to improve connection in order to create a more participatory workplace. Students' interaction experiences are influenced by social interactions such as debate, discussion, and group work. Students might benefit from group talks in which they exchange knowledge or learn new material. Transitional spaces exist in both outdoor and interior areas, functioning as both a buffer space and a physical link between the two environments. Apart from serving as circulation channels for the building, building designers value the aesthetics, health, and comfort of these areas, as well 8
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION as their ability to serve as emergency evacuation routes in the case of a fire. Among the most significant concerns of architectural programming and architectural design performance are students' social behavior in educational facilities, their social contacts, and gathering spaces.
figure 2.1 Illustration depicting the effect of physical interaction
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 2.3 FACTORS AFFECTING THE EXTENT OF INTERACTION Many variables play a key part in defining if a place is engaging socially, Le... invites people to meet, to communicate, to share talents, to experience. Or only to gossip. 2.3.1 THERMAL COMFORT Thermal comfort is a state of mind that reflects contentment with the thermal environment and is evaluated subjectively. The THERMAL COMFORT is determined by: -Air temperature -Surface temperatures -Humidity -Absence of draughts Thermal comfort and social interaction Thermal Comfort: The THERMAL COMFORT is experienced through a number of conscious exchanges between the two. Physiological: The way our bodies operate with our surroundings and interact with it. Physical: major environmental factors (air temperature, humidity, air motion, surface temperature of the room). Socio Psychological: the feeling as a whole and the sort of social environm ent in which we live (for example, whether we're exhausted, stressed, joyful) The Physiological aspect Regulations in our bodies strive constantly to offset our warmth trade with climate, by speeding up or hindering our pulses to change our blood stream and direct warmth: shuddering when too cold to create heat: perpetuating more when too warm to think about reducing skin 10
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION temperature due to dissipation. A pleasant interior environment limits the efforts our bodies need to do in order to maintain a healthy energy balance at their internal hat level. The socio psychological aspect Currently, a person's enthusiastic attitude, mentality, tiredness, and so on will all influence his climatic experience. Desires have an essential part in how someone interacts with the real world: you can expect a nice seaside and a chilly mountain hotel, but observation is more likely to be affected by the warm history. Additional environmental factors Loudness or luminosity can, for example, impact warm observation and result in an increased feeling of overheating. The physical aspect Thermal energy (hot or cold) is transferred by conduction, radiation and convection in the physical environment. Drive is the movement of energy through a strong floor or barrier, for example. Convection is an energy transfer from a strong gas to a nearby fluid (air or water). In addition, the energy transferred from a surface, such as a radiatar, is radiation.
Behavioural Physical factor Social
Physiological effect
Cultural Personal Indirect influence
Thermal comfort
Psychological effect direct influence
Figure 2.2 Influence of thermal comfort
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 2.3.2 DEGREE OF ENCLOSURE The term 'enclosure' refers to any element of a structure that physically divides the exterior from the inside environment. It is sometimes referred to as the 'building envelope,' however the term 'enclosure' is regarded more accurate. The degree of confinement creates closeness and spatial comfort. The higher the level of spatial comfort, the higher the level of footfall.
2.3.2.1 Dictional Implied Space - A single line of sight as well as a single line of circulation - The prominence of the area and its sensation of confinement from the entrances is diminished as a result.
2.3.2.2 Implied Asymmetric Space -The least amount of enclosure -It is more connected to its environment, which makes it a more attractive space.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 2.3.2.3 Blocked sight line Because the sight line from every entry to the area ends at a structure, the space seems totally contained as one arrives.
2.3.2.4 Whirling Squares Variations in the facade or the layout of the buildings might generate subspaces within the greater space on purpose.
2.3.2.5 Complete enclosure Because this volume is completely enclosed, the user's direction is inward.
The placement of building blocks influences how the user approaches the block. Unbuilt areas should be surrounded by the built in order to attract more people to the built while also ensuring that the unbuilt is well used by the same user group. 13
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 2.3.3 ROLE OF LIGHT Light is the soul of architectural design. Activity can help us to see, to know where we are and what is around us. Beyond exposing things to view and feel, light models those items to improve visuals and help us identify the physical world. Light generates emotional responses. Natural light, commonly known as daylight, is the source of light. There must always be room for natural light; even when artificial light is designed, people want it to seem like natural light.
Figure 2.3 Role of light in different spaces
• Lighting has a significant impact on how people see and understand architecture. Whether it's daylighting or fake lighting, light enables people to notice surfaces, shades, and different sorts of rooms, assisting engineering to achieve its goal. It is critical to remember three critical aspects of building illumination• Aesthetic Efficiency • Function
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION
People's behaviour and emotions are influenced by light. It has the potential to make people happier. When designing lighting for a place, designers must consider the individuals who will be working in that space. Even the lighting appears to be extremely functional. The placement of an aperture influences how natural light enters and illuminates a room's shapes and surfaces. Keeping in mind that no glare should be created, both should be given with natural light, both outdoor and indoor.
The relationship between light, space, and humans Light is vital to space and important to human well-being, and it is essential to the success of any structure. Human behaviour, health, comfort, and mood are all influenced by light quality. Light, space, and humans all have an influence on and interact with one another. Light requires space to illuminate; light requires space to receive it; and light inside space changes human experience. They are related in the same way that individuals require bread and a place to sleep.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 2.3.4 CONNECTIVITY & LOCATION OF SPACES Space should be interrelated, fascinating and interrelated studios, galleries, gateways, and outdoor areas. For longer periods, you cannot sit alone or isolated. Communication and spatial transfer are needed.
Figure 2.4 Configuration of 5 spaces
Three typically distinct ways for combining five clean areas with essential diagrams showing their availability. The levels of interaction between persons utilising the venues will probably alter with such differentiations. How much security can be ensured, organisation, work monitoring and customization are depending on these plans in their entirety.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION
CHAPTER – 3 TYPES OF SPACES
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 3.1 DIFFERENT SPACES IN ARCHITECTURE There are different spaces in architecture as follow: Private space Public space Semi private and public spaces Enclosed and open spaces Private space A certain group uses private areas. Activities in private spaces with activities in public and semi-spaces are totally different. Private spaces are residential dwellings. Semi private and public spaces The spaces relate to private and public-looking areas. In other words, not everyone in the community uses them owing to their functions as homeowners can freely use yard areas. Open spaces Open spaces are those which are covered by ceilings and walls (if any) in all directions. Outdoor spaces are generally semi and public areas and only open spaces are considered balconies and private courtyards. The most crucial base for social interactions is open spaces. In basement which is known as the natural open area before building each style of architecture has been developed. No one can accept long-term residence in confined and artificial space. Enclosed space There are numerous factors, such as architectural hierarchy and the present connection between an individual and a group, which interferes with the development of volumetric composition by environmental
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION problems (such as light and ventilation and the physical state of a city). In enclosed areas of the vernacular architecture there are usually some locations as focal points or certain pathways as a particular axis. This axis helps individuals to reach the Centre of the plan from the start to the end.
INTER RELATIONSHIP BETWEEN INTERACTIVE SPACES AND RECREATION The link between interactive places and recreation is directly proportional; the more the recreation area is effectively built for its intended purpose an d surroundings, the more recreation will take place. An individual enters an interactive location such as a park for leisure, and the more pleasant the surroundings he finds, the more recreation occurs for him. Interactive spaces may take many different shapes and serve a variety of purposes. These spaces can either directly or indirectly function as a recreational are a for visitors or users. An interactive space serves as a recreational location, but a recreational space is not always an interactive space. This means that an interactive space is unquestionably a source of recreation because it is already designed for that purpose, whereas a recreational space, such as a flat ground, can be used for recreation such as playing but does not qualify as an interactive space.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION TO UNDERSTAND HOW INTERACTIVE SPACES HELP TO DEVELOP THE OVERALL PERSONALITY OF STUDENT. campus's physical environment serves as the context for learning and soci al interactions. These contacts result in involved students, which aid in the development of community, and vibrant communities on college campuses contribute to student persistence and academic achievement. Through encounters in outdoor spaces, student organization offices, academic facilities, and recreational places, students build important connections with their classmates. The physical areas promote connection and aid in the facilitation of campus engagement. A campus's natural and manmade surroundings impact how students find, build, and sustain community. Learners are motivated by well-designed learning rooms. Learning spaces that give a simple and attractive setting to work or study in will encourage engagement in learning and persuade a desire to continue activities outside of timetabled sessions. It is critical to involve learners in parts of the design. This demonstrates that learners may measure their level of influence over the learning environment and their own learning.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 3.2 INTERACTIVE SPACES IN INSTITUTIONAL BUILDING 1.Outdoor spaces/ Green spaces These spaces are appeared to have in common is that natural components such as trees, bushes, grass, streams, and water bodies create the limits of these areas, partially or completely shutting off the presence of adjacent structures or roadways. Seating, observing, sunbathing, sleeping, and other activities that occur in these natural areas appear to be important in relieving stress among students, professors, staff, and visitors. Just as the city as a whole needs green space to act as its lungs, so do urban campuses.
Figure 3.1 Outdoor spaces for interaction
2.Outdoor study area/Informal Common turf areas, as well as those adjacent to buildings, can provide excellent spaces for informal outdoor study between courses or for discussions that might be distracting in the library or classroom. Too many people, no space to sit, glare from the sun and buildings on papers and books, noise from automobiles, outside diversions, pedestrians, and no
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION place to write or lean on are all factors that prevent outdoor study. Places for outdoor study and reading will find higher use in suitable seasons if they are properly placed, detailed, and supplied.
Figure 3.2 Informal study space
Location consideration 1. Near key building entrances, where students may study between classes or during lunch break while remaining near to their home base or in familiar area, but away from significant foot traffic. 2. Locations away from the noise and distractions of automobile traffic or parking lots 3. Semi-enclosed patios or terraces near libraries or schools that provide an option to reading indoors. 4. Out-of-the-way locations near significant pedestrian traffic flows 5. Areas under huge, mature trees that form a subspace. A bench design that allows a group of individuals who don't wish to communicate to each other to sit and study is acceptable.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 3.Outdoor Classroom Outdoor classrooms are spaces that give the location, design, and facilities needed to hold lessons in a more formal environment. These areas may be associated with a large classroom structure or a cluster of smaller classroom buildings that are within reasonable walking distance.
Figure 3.3 outdoor classroom
Location Consideration1. Within easy walking distance of many smaller classroom buildings or near bigger classroom structures. 2. Locations free of the noise and distractions of automobile traffic or parking lots. 3. Out-of-the-way locations near major pedestrian traffic flows and within walking distance of big classroom buildings or a cluster of smaller classroom buildings. 4. Areas beneath huge, mature trees that generate subspace.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 4.Campus Entrances Students, professors, employees, and visitors come on campus via vehicle, public transportation, foot, or bicycle. Each campus entrance has its own personality, reflecting the major means of access, whether foot, car, or bus. Pedestrian campus entrances should be situated where significant numbers of people come on foot and should create comfortable subspaces for waiting, dining, informal study, perusing notices, and picking up newspapers or fliers. Major and smaller entrances are critical sites for readable, well-lit campus maps. A separate study should be performed to identify and create campus entrances, as well as to integrate gathering place design features where suitable.
Figure 3.4 Entrance Plaza for interaction
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 5. Sports Spaces on the other hand, sports space plays an important role in the formation of recreational spaces and are used as significant places for students to connect and gain motivational inspiration through games, as well as these spaces provide the players and viewers the message of working in team spirit. Sports also aid in the development of a student's personality and the revival of an individual's health.
Figure 3.5 Sports area for interaction of children
6.Major Plaza Just as every traditional village or small town has a common green or town square, each campus community appears to require a location where friends can gather, bands can play, displays can be set up, rallies can be held, and people can come to watch other people or simply rest between classes. The nature of these locations varies considerably across the country and throughout, from grassy areas to hard-surfaced areas. Plazas provide a public space for monuments or acknowledgment, as well as a chance to combine education culture with the campus physical layout. A big green area must not appear vacant while not in use, but a hard
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION surfaced place does. Subtle use of planting, pavement, seating, and other landscape features is required to create a place suitable for big meetings but does not look vacant at other times.
Figure 3.6 Role of major plaza
3.3 ROLE OF COURTYARD The "Courtyard" typology has existed in our nation for thousands of years, dating back to the Indus Valley civilisation. Courtyards served as the focal point of a settlement, strengthening internal relationships while keeping the outside separate; it served as a protective barrier against the elements, enemies, and animals, encouraging social interactions and becoming an important interface for all communal activities. Courtyards have been observed in many sorts of structures, whether commercial, residential, institutional, recreational, or industrial; they serve as a source of air movement, illumination, and give thermal comfort to a residence by functioning as a heat radiator in summers and an absorber in winters.
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Figure 3.7 Courtyard
Courtyard design may be split into three major categories: climatic considerations, socio-cultural aspects, functional and aesthetic aspects. The climatic factors will involve the utilization of sunlight, ventilation, and water, among other things. The socio-cultural components will include social interaction within the courtyard and interaction with the street, cultural use, religious or mythological belief, various living styles, activity radius, and courtyard affordability, among other things. The functional aspects will cover all courtyard functions except the climate, such as acoustics, circulation, landscaping, and so on, while the aesthetic aspects will include the sense of enclosures, the use of crafts, the façade treatment of enclosures, and so on.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 3.3.1 TYPES OF COURTYARDS 3.3.1.1 Based on levels There are three types of courtyards based on their vertical plane location: ground level, sunken courtyard, and raised courtyard. 0.The sort of courtyard to be chosen will be determined by the location, climate, and other variables, and their size and proportion should be worked out accordingly.
Figure 3.8 Sunken courtyard
3.3.1.2 Based on shape Throughout the history of courtyards, circular, polygonal, rectangular, square, and organic shapes have been employed. Because of the practicality of the building, the limitations of structural innovation, and the less flexibility of the material, rectangular or square forms were the most popular among the people. Because to technology advancements and material breakthroughs, the constraint of structure has been lifted, and all sorts of shapes are now feasible in the twenty-first century, depending on the necessity.
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Figure 3.9 Circular courtyard
3.3.2 CLIMATIC ASPECTS OF COURTYARD 3.3.2.1 Sun light The climate has an essential part in determining the size, proportion, and direction of the courtyard in order to enable the appropriate sunshine to create a comfortable environment within the structure. The size of the courtyard for natural light will be determined by the location's latitude. The closer one travels to the equator, the lower the width need is since the sun achieves a higher orbit. Due to the low orbit of the sun, the width of the courtyard is more necessary towards the poles of the globe to allow natural day light to penetrate. The height of the courtyard is required greater for the equator, and the height may be gradually lowered towards the poles. The notion of multi-story housing is appropriate for the equator to provide shade in courtyards, whereas low-rise building is necessary for poles.
3.3.2.2 Ventilation Courtyards are a very efficient option for creating comfort conditions in hot desert locations where the temperature difference between day and night is considerable. During the day, the air becomes warmer and lighter owing to the high temperature outside, but the temperature inside the courtyard
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION remains lower, thus the air becomes denser and cooler in comparison to the outside air. This colder air enters the rooms via the courtyard, while the heated air exits via the rooms. The outside air grows cooler at night owing to the lower temperature and density of the air; yet, the building remains warm, thus the courtyard air becomes lighter.
Figure 3.10 Air movement in hot humid climate
The outside air enters through the rooms and is expelled through the courtyard, creating a comfortable environment. In hot, humid weather, heavy air from outside enters the rooms and exits the courtyard both during the day and at night.
3.3.3 SOCIO-CULTURAL ASPECTS OF COURTYARD 3.3.3.1 Social interactive space The courtyard functions as an extension of the classroom or any space in the morning and as a living area in the evening to entertain visitors. A place for all students to engage, with the goal of encouraging the function as a unit. When the weather is nice enough for outdoor exercise, this is a good place to outdoor activity.
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Figure 3.11 Social interactive space
3.3.3.2 Size and proportion Psychological variables also influence the size and proportion of courtyards; various sociocultural groups have varied feelings of confinement, resulting in varying degrees of introversion. Due to introversion, Arab courtyards have a narrower width of D/H-1/2 or less, but Canadian courtyards have a wider width of D/H-3 or more.
3.3.4 FUNCTIONAL AND AESTHETIC ASPECTS OF COURTYARD 3.3.4.1 Accessibility and circulation The courtyard reduces the amount of space needed for circulation and makes the structure more compact.
3.3.4.2 Use of water in courtyard Water is the element utilized in courtyards in hot dry areas, particularly in the Middle East, and this effect can also be observed in India. In hot arid locations, the moisture content in the air is low, therefore the use of water
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION supplies moisture to create a comfortable environment within the home. Water is utilized in both stagnant and dynamic flowing water features, such as fountains and cascades
Figure 3.12 Use of water in courtyard
3.3.4.3 Acoustics The acoustics of a courtyard may be worked out based on the geography and culture of the site; certain cultures accept greater noise, while others cannot take even the tiniest disturbance. The length and width of the courtyard should be at least twice as large as the maximum height for an acoustically feasible noise reduction device.
3.3.4.4 Dust control In a desert region, the courtyards might function as dust collectors. To avoid a dust storm outside, the doors to the classroom and residential room's may be left open in the courtyard. The courtyard's pavement
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION materials may gather dust, therefore it should be cleaned on a regular basis. In the arid environment, the prison on the courtyard walls is also utilized to minimize dust. 3.3.4.5 Landscaping Throughout the years, Islamic and Japanese architecture have used landscaping as a key component in courtyard design. The landscape served not just an aesthetic or religious purpose, but it was also employed to generate microclimates in these areas. Trees, bushes, hedges, flower beds, and other landscape features may be used. The trees also cast shadows on the walls and the ground, resulting in microclimate conditions.
Figure 3.13 Landscaping elements in courtyard
3.3.4.6 Proportion for the feeling of enclosure The relationship of viewing distance to height as viewed from the frontal perspective determines the feeling of enclosure. When the angle produced by D/H-1 reaches 45 degrees, it is referred to as a complete enclosure. If D/H=2 and the angle created is 30 degrees, this is referred to as a threshold enclosure; if D/H=3 and the angle formed is 18 degrees, this 33
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION is referred to as a minimal enclosure; and if D/H-4 and the angle formed is 14 degrees, this is referred to as a loss of enclosure. Varying regions, cultures, and conditions necessitate different D/H ratios, therefore the amounts shown above should only be used as recommendations. The enclosures are undermined by gaps between the walls, sudden changes in cornice height, and a wide range of façade elevations. In an Arab courtyard, D/H-1/2 or less is appropriate, but in a Canadian courtyard, D/H=3 or 4 is appropriate.
Figure 3.14 D/H combination of courtyard
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CHAPTER – 4 CASE STUDIES
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 4.1 MANAV SADHNA CENTRE, AHMEDABAD
Architect - Yatin Pandya Site area - 1200sqm Children strength – 300
Figure 4.1 View of the centre
Every Saturday since 1990, a group of young volunteers inspired by Gandhian principles has gathered beneath the branches of a tree in the Gandhi Ashram to play with street children.They fed the kids a nutritious lunch and taught them about basic hygiene by clipping their nails and washing them. Manav Sadhna, built by Ar. Yatin Pandya, is a rehabilitation centre for street children as well as slum children living nearby. This Centre is one of the greatest examples of architecture blending with practicality on such a little plot of land.
Figure 4.2 different views of site depicting the role of courtyard and light
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION Role of the Activity Centre – The Multi-Purpose Activity Centre functions as an informal school for young children, as well as providing evening education for adults. It functions as a training facility and an activity centre. Workshop for the Production of Handcrafted Goods Women's and the elderly's products.
IMMEDIATE CONTEXT Jeevan Tirth A Children's Center in Juna Vadaj to Develop Children's Cultural Values. It is managed by Manav Sadhna NG. Rudra mahila udyan kendra Providing Women with Vocational Training and Employment Opportunities
Figure 4.3 Site Context
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION ARCHITECTURAL PLANS
Figure 4.4 Architectural plan of the centre
Figure 4.5 Courtyard view
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION Architectural expressions – •The plan is c-shaped, with a central courtyard serving as the building's main breathing area, as well as a multifunctional space. •non-programmatic spaces, such as those formed around a tree. •Corridors are essential components of the Centre. •The expanded plinth serves as a semi-covered chamber for the events, and many informal activities take place on the otla.
Observations The whole feeling of the place is really inviting and pleasant; the scale and feel of the building are ideal for a homeless youngster. In this Centre, this youngster feels protected, secure, and joyous.
Figure 4.6 Plan
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Figure 4.7 Sections of the site
Design Observations: Inner Spaces are linked to the outside world by a visual connection. The semi-open space provides the possibility of in-out space Such introverted places assist the kid in growing and learning confidence. Students may appreciate and feel the difference in different sorts of materials utilized the area. The extended plinth is a key component of the structure, connecting the entire structure as a whole single unit.
Figure 4.8 Isometric view of the site
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For the most part, sporting activities take place on the central open court, which gives the Centre an airy feel. The middle court is shady throughout the day, making it ideal for youngsters. Figure 4.9 Central open court
The corridor here serves as the center's backbone, connecting all activities and leading to the central courtyard. This plinth is used for a variety of activities such as dance, painting, art and crafts, and so on. Courtyards are particularly essential in such Centres.
Figure 4.10 use of corridor for circulation and also for central activity
Figure 4.11 Semi covered area for circulation and shading
Semi-covered areas or extended plinths play an essential role in carrying out non-formal activities in such a Centre. These are spill-out areas that allow you to extend the function and open up the space
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 4.2 DEEPALAYA SCHOOL, GUSBEDHI, HARYANA Architect- Ar. Ranjit p. john Target groups-Orphans, street children, village children Immediate surrounding- Gusbethi village Distant surrounding- Patuka village, sohna,
Figure4.12 Site entrance view
It is a registered charity, deepalaya has been operating since 1979 to help the socially and economically marginalized become self-sufficient. deepalaya is an iso 9001:2008 certified NGO and operates in delhi, haryana (mewat and gurgaon district), uttar pradesh (saharanpur) and uttarakhand (almora district). deepalaya's institutional care center was established in 2000 to help Delhi’s Street children. today, the project is home to 33 girls and 58 boys, all from challenging situations. some of them were found languishing on railway platforms, while others are victims of child abuse, children of lifetime convicts, hiv aids patients or sex workers.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION Education – primary school till 1st and secondary school till 8th vocational training computer usage (including MS office and the internet). English and interpersonal skills, beautician, tailoring. the course as divided into three levels - basic, elementary and advanced.
Locationvillage gusbethi, sahsola patti, block tavru, kmp expressway, Haryana
Figure 4.13 location map
Approach- the site can only be accessed through road via nh248a, nh48 or kamla manesar-palwal express public amenities such as the hospital block were located near the road, while private blocks are available away from the buffer noisy roads. 43
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION SITE PLAN
Figure 4.14
View - A
View - C
View - B
View - D
Figure 4.15 Different views of the site
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 1. Primary school plan
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It includes Classrooms for Nursery to 1st standard.
•
It has typical two floors-Ground floor and First floor.
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Ground floor-9 Classrooms, 1 Staffroom, 1 Toilet, 1 Store
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First floor- 10 Classrooms, 1 Toilet
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Entrance to the area leads to the +0.2 m plinth level. Plan is in the shape of an L, and classrooms along the ramp corridor are organized in an easy accessible corridor Block on the eastern side was created for subsequent courses but space is utilized as a room for the generator and for colder water.
Figure 4.16 Different views of the school
Observations• Use of Veranda and courtyards. • Providing large openings. • Providing large transitional spaces. • Overall site has open plan with higher degree of open spaces in comparison of built spaces.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION
Figure 4.17 Plan
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 2. Hospital plan It was designed for the villagers and resident students with all necessary furnishings and equipment, but not due to lack of therapists and doctors in the field. While the area is periodically used for health camps, information programmes such as 'Educating girls and women in reproductive health and child health'
Figure 4.18 Plan
Figure 4.19 View of hospital
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 3.Secondary school plan It includes Classrooms for 2nd to 8th std Ground floor - 6 Classrooms, 1 Staffroom, 2Toilet, 1 Office
Figure 4.20 Plan
Figure 4.21 Different views of school classroom
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 4.Boy’s dormitory It includes Dormitories and Vocational Training Dormitory capacity - 100 boys 10beds in each room - 10m X 6m Entrance Foyer leads to Reception which further connects to Continuous Corridor and Multipurpose courtyard used for seating and playing Ramp adjacent to courtyard leads to first floor which breaks the monotony.
Figure 4.22 Plan
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Figure 4.23 Different views of dormitory
5.Girl’s dormitory plan it is been used as Hostel block for girls Dormitory capacity - 100 Girls 8 beds in each room Entrance Foyer leads to Continuous Corridor and Multipurpose courtyard used for seating and playing. Steps adjacent to courtyard leads to first floor which breaks the monotony
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION
Figure 4.24 Different views of dormitory
Figure 4.25 Plan
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 4.3 ROY MCMURTRY YOUTH CENTRE, CANADA Architects: Kleinfeldt Mychajlowycz Architects Area: 20438 m² Year: 2009
Figure 4.26 Entrance of centre
The facility provides educational, recreational, and rehabilitative activities aimed at reducing the probability of reoffending among young offenders while also holding them accountable for their acts. The youth centre’s local community includes more than 300 staff employees, volunteers, family members, and guests. The new youth centre’s innovative curriculum requires equally innovative architectural design and construction. The youth justice Centre will provide a cutting-edge programme model that encourages rehabilitation, education, vocational services, and counselling based on best practices.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION The building is outfitted with a full complement of security and surveillance equipment, as well as IT infrastructure and communications systems. The programme is designed to accommodate juvenile offenders, including boys and girls, ages 12 to 17 or older if convicted under the YCJA, with different risk levels and needs categories.
ABOUT SITE The location is an existing 40-hectare institutional campus surrounded by agricultural areas. The surrounding neighbourhood is now single-family suburbia homes outside of Toronto's broader city. With the exception of two buildings that were retained and restored as part of the youth centre, the property was cleared of an existing women's jail. Eight additional buildings have been constructed to the property to serve 192 young offenders, 32 boys and 32 girls, ages 12 to 17. The youth centre’s local community includes around 300 staff employees, volunteers, family members, and guests. The Campus is surrounded by a public park with a culturalized landscape that includes a bio-swale, pond, mature trees, hundreds of young trees, and a new streetscape.
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Figure 4.27 Site plan
These are meant to foster a good attitude toward public use of regional suburban roadways. Both in terms of creating a healthy public awareness of the institution's values and inhabitants' sense of their role in society. The guarded part of the property has a Campus morphology, reflecting the Centre's Education principles. The garden wall is defined by contiguous structures, infill board-formed concrete, masonry panels, and Corten steel panels. The proposal is a reversal of the current institutional setup. The famous freestanding prison wall dissolves into the façades of the buildings of the youth centre, defining the transition from public to private spaces.
Figure 4.28 Views of the site
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION ADMIN BLOCK
Figure 4.29 Plan
ACADEMIC BLOCK
Figure 4.30 Plan
Figure 4.31 Admin block view
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION HOSTEL BLOCKS
Figure 4.32 Plan
WORSHIP CENTRE
Figure 4.33 Plan
Figure 4.34 Natural lighting and artificial lighting in hostel Figure 4.35 view of the central ground block
Observations – • Courtyard is surrounded by all 4 sides in which different activities take place and also provide visual connectivity and physical connectivity too. • Double heighted windows with skylight for natural lighting and wind turbine ventilation. • Natural light is kept in mind in academic area as majority work needed natural light.
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4.4 THE ORPHAN, NETHERLANDS Architect: Van Eyck Location: Amsterdam, Netherlands Function: residence for orphans or childrens from broken families Capacity: 125 youths (4-20 years old) 30-40 staff members. Project year: 1955-60
Figure 4.36 Orphan centre view
SELECTION CRITERIA It's a residence project for orphans, as it's design achieved privacy and served the needs of children's in deferent ages girls and boys. Also, he connected zones with courtyard and corridors, but still have their own privacy.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION CONCEPT Using main geometrical shapes that kids play with, and connecting them with each other
GEOMETRY As the building consists of several shapes that do range in; scale & location. These shapes are useful as they come together to help & define spaces. Square shapes are like grid structure for the building which is enhanced by 90-degree angles of squares & rectangles. All shapes complement each other & help forming the concept of building's design.
Figure 4.37 Geometry Shape plan
Figure 4.38 Sketch for the building
Figure 4.39 Water body feature
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION MAIN ZONING GROUND FLOOR It's organized according to; people living there and orphans. The space is organized into. living & playing spaces, that are adjoins through circulation. PRIVACY is achieved in this project, also FLEXIBILITY
Figure 4.40 Zoning plan of the centre
Figure 4.41 Courtyard for interaction and ventilation
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION SPACES A. Girls room 14-18 B. Boys room 10-14 C. Children room 4-6 D. Girls room 10-14 E. Children room 2-4 F. Festival hall Figure 4.42 Indoor daylighting through roof
Figure 4.43 Key map of the centre
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION CIRCULATION Transition here between different spaces is articulated, through defining views or moments which allows for people to view the destination ahead of them, also the place from they came from, but at the same time he made sure not to make any location more important than other. Circulation & Interaction is achieved here between different age groups in inviting kids to mix and enjoy the company of each other.
Figure 4.44 Circulation plan
Observations – • The centre is planned with open areas surrounded by courtyards that provide visual connectivity and physical connectivity too. • Double heighted windows with skylight for natural lighting and wind turbine ventilation. • Courtyard act as interaction space and it is well connected to different spaces of the centre.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION
CHAPTER – 5 ANALYSIS OF DATA
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION
5.1 ANALYSIS OF DATA PARAMETERS
CASE STUDY 1 MANAV SADHNA CENTRE, AHMEDABAD
CASE STUDY 2 DEEPALAYA SCHOOL, HARYANA
CASE STUDY 3 ROY MCMURTRY YOUTH CENTRE, CANADA
CASE STUDY 4 THE ORPHAN, NETHERLANDS
LOCATION OF SPACE & CONNECTIVITY
The spaces are organised in a linear path.
THERMAL COMFORT
Large openings, verandas, and courtyards act as transitional spaces.
Open planning of spaces. Each Space has its own set of unbuilt space.
Thermal comfort is provided by large windows and the provision of open places for gathering.
The spaces are organized in a linear path.
Higher windows with double heights are offered for good ventilation.
Every space is provided with open and semi open space.
Thermal comfort is provided through large windows, large openings, earth construction, and the provision of open places for gathering.
ANALYSIS
INFERENCE
In each of the four cases, a different planning strategy is used. In all four examples, the mix of built and unbuilt areas transforms the unbuilt space into a social gathering space
Clustered layout with a combination of built and unbuilt areas improves the user experience and provides more opportunities for social gathering and interaction.
Large windows, earth construction, and open/semi-open spaces are offered in all four cases to enable thermal comfort and spillover places for further gatherings.
Thermal comfort may be provided by large openings, earth construction, and the use of verandas and courtyards as linking spaces.
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PARAMETERS
CASE STUDY 1 MANAV SADHNA CENTRE, AHMEDABAD
CASE STUDY 2 DEEPALAYA SCHOOL, HARYANA
CASE STUDY 3 ROY MCMURTRY YOUTH CENTRE, CANADA
CASE STUDY 4 THE ORPHAN, NETHERLANDS
DEGREE OF ENCLOSURE
Unbuilt areas have a low degree of enclosure since they are surrounded by built spaces on all side
In compared to developed areas, the overall layout of the site is open, with a higher degree of open space.
Unbuilt space does not Majority of open space is hinder visual surround by built space connectivity to built any from one side. space. There is a high degree of enclosure of unbuilt spaces since the transition between unbuilt spaces takes place through activity spaces.
ROLE OF LIGHT In open spaces Natural light is kept in mind in workshop spaces because the majority of work requires natural light
Natural light and artificial light are given in open, semi-open, and closed spaces, according on the type of space.
Open, semi open, and closed areas are provided with the provenance of natural light, and artificial light according to type of space.
Natural light is considered in open places.
ANALYSIS
INFERENCE
Case study 1 has a low degree of enclosure, but the other three have a higher degree of enclosure with unbuilt spaces surrounded by built spaces.
Enclosed spaces with a higher degree of enclosure. Unbuilt areas that are surrounded by built spaces on at least three sides also create a good sense of interaction with built space.
Based on the kind of space, a combination of open, semi-open, and closed spaces with a combination of natural and artificial light is provided.
Natural or artificial light is used for interaction in outdoor gathering spaces.
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5.2 ANALYSIS OF SURVEY
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION
CHAPTER – 6 CONCLUSION & RECOMMENDATION
INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 6.1 CONCLUSIONS
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Interactive spaces play an important role in students' lives by allowing them to actively participate in the activities that take place in these spaces, which are sometimes simply recreated in a passive form.
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There is a connection between the surrounding environment and an individual, which is indirectly responsible for ensuring that the conversation proceeds in a healthy and comfortable manner.
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Informal spaces for students to interact with one another are the benchmark for a student to explore himself in a casual way, and through friendly appreciations, an individual gains confidence, which contributes to his personality development.
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Proper landscaping and informal sit outs within the gathering area play an important role in encouraging students to visit these areas for group gatherings.
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Informal spaces provide an environment in which students have a sense of ownership and are more free to interact, and this fruitful interaction leads to an increase in an individual's confidence level.
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Creating interactions among students is not an impossible task, and all parties involved should strive to accept the changes and challenges of a more challenging future.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION 6.2 RECOMMENDATION The recommendations aim to establish a favorable atmosphere for the interactive space so that the research may use it effectively to increase the quality and standard of interaction level. Based on the issues discovered, the following recommendations are made. •
Interaction happens when people participate in active involvement within an interactive space. Interactive spaces should be built to facilitate active engagement rather than passive engagement.
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Elements such as the space's quality and cleanliness, the dependability and usefulness of its technology, the colors on the walls, floors, and furniture, art work and images, and the type of signs all contribute to communicating a message to users.
•
Another strategy to support and encourage higher levels of contact outside the classroom is to have basic and comfortable seats in walk ways and corridors where academics and students are likely to meet.
Figure 6.1 Outdoor seating area and walk ways
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION • For the full potential of any interactive space to be fulfilled, there must be spaces not just where students wish to be, but also where students are inspired to participate in interactive activities. • All users of an interactive space should be able to access it, feel comfortable in it, and live in it • The design of interactive spaces should take into account student access to comfort components such as food and drinks. • The transition spaces are halls, corridors, and foyers that link to other building areas. The transition zones should have seats where people may relax and speak without disrupting the flow of the pedestrian route. •
We should try to provide these types of opening for more lighting and ventilation.
Figure 6.2 Provision of opening for ventilation
• Some interactive spaces feature both indoor and outdoor areas. • Outdoor features include a courtyard, an Amphitheatre, a park, and an open-plan area.
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Figure 6.3 Use of courtyard in designing
• Planting shade trees and offering seating areas makes these areas more usable, and students like to spend there before going inside for class.
Figure 6.4 Use of landscape element
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION GLOSSARY OF TERMS Psychological distress - It is a state of emotional suffering associated with stressors and demands that are difficult to cope with in daily life. The lack of effective care for and difficulty in identifying psychological dis- tress is frustrating for patients and health professionals alike. Waterborne diseases - these are the illnesses caused by microscopic organisms, like viruses and bacteria, that are Ingested through contaminated water or by coming in contact with feces. Transition spaces - Transition in Architecture is defined as the connecting in-between spaces. It is a change of space from one state to another, and architectural spaces are incomplete without transition spaces. This transitional space will be a connection between both macro and micro level structures. Thermal Comfort - Thermal comfort describes the human satisfactory perception of the thermal environment. It refers to a number of conditions in which the majority of people feel comfortable. Rehabilitation - Rehabilitation is care that can help you get back, keep, or improve abilities that you need for daily life. These abilities may be physical, mental, and/or cognitive (thinking and learning). Passive engagement - means a solution is created to be used as easily as possible to acquire a benefit with minimal learning or behavior modification required.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION BIBLIOGRAPHY Bal, B., Mitra, R., Mallick, A.H., Chakraborti, S. and Sarkar, K., 2010. Nontobacco substance use, sexual abuse, HIV, and sexually transmitted infection among street children in Kolkata, India. Substance use & misuse, 45(10), pp.1668-1682.
Sen, A., 2009. Street children in India: a non-government organization (NGO)-based intervention model. Journal of Developmental & Behavioral Pediatrics, 30(6), pp.552-559 Sthapak Swasti, Bandyopadhyay Abir, Courtyard houses: An overview, Recent Research in Science and Technology 2014, 6(1): 70-73 ISSN: 2076506. Das Nibedita, Courtyards Houses of Kolkata: Bioclimatic, Typological and Socio-Cultural Study, M.Arch thesis, Kansas State University Manhattan, Kansas, 2006. Xu Ping, Feng-Shui Models Structured Traditional Beijing Courtyard Houses, Journal of Architectural and Planning Research, 15:4 (Winter, 1998). Agustina, I., & Beilin, R. (2012). Community gardens: Space for interactions and adaptations. Procedia - Social and Behavioral Sciences, 36, 439 – 448.
Ayuba, S. H., Abd Manaf, N., & Hamzahc M. R. (2014). Leadership: Communicating strategically in the 21st century. Procedia - Social and Behavioral Sciences, 155, 502 – 506.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION Ciolfi, L., Fernström, M., Bannon, L.J., Deshpande, P., Gallagher, P., McGettrick, C., Quinn, N., & Shirley, S. (2007). The Shannon Portal installation: An example of interaction design for public places. in IEEE Computer, 40(7), 65-72. Aptekar, L. (1994). Street children in the developing world: A review of their condition. CrossCultural Research, 28(3), 195–224. doi:10.1177/106939719402800301 Bajpai, A. (2006). Child rights in India: Law, policy and practice (2nd ed.). New Delhi, India: Oxford University Press. Chikarmane, P. (1996). Street identity. Indian Journal of Social Work, 57(1), 33–38. Ministry of Statistics and Programme Implementation. (2012). Children in India 2012 – A statistical appraisal. New Delhi, India: Government of India. Retrieved from http://mospi.nic.in/sites/default/files/publication_reports/Children_in_India_ 2012-rev.pdf Chopra, G. (2015). Child rights in India: Challenges and social action. New Delhi, India: Springer.
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INTERACTION SPACE: DIFFERENT SPACES FOR INTERACTION ANNEXURES 1. Have you ever visited any NGO/Rehabilitation centre for Street children? * Yes
No
2. If yes, please write the name of the centre (if no, please write none) *
3. Which space do you prefer for interaction? * Indoor
Outdoor
4. Space provides a good sense of learning community * Agree
Strongly agree
Neutral
disagree
Strongly Disagree
5. How should be the working space be visibly connected? * Direct
Indirect
6. How should be the working space be accessible? * Direct
Indirect
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7. How would you rate the quality of shading in open spaces as an important factor to increase the interaction? *
1
2
3
4
5
6
7
8
9
10
8. What kind of light do you prefer? * Natural
Artificial
Both
9. Is it important for that you and your space to be connected to the outdoors/nature? *
Yes
No
10.If yes, how? * Physically
visually
both
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11.How would you rate the thermal comfort of space as an important factor to increase the interaction? * 1
2
3
4
5
6
7
8
9
10
12.How would you rate the Role of courtyard in building as an important factor to increase the interaction? *
1
2
3
4
5
6
7
8
9
10
13.How would you rate these spaces are also plays an important role in building for the interaction? (1 is least important - 5 is very important) * 1 Campus entrances Outdoor study area/informal Outdoor classroom Outdoor spaces/ green spaces Sports spaces
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2
3
4
5
