2.4 Configuration of 5 spaces Author

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.

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.

Figure 2.4 Configuration of 5 spaces

CHAPTER – 3

TYPES OF SPACES

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

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.

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.