The School Of Life
An enquiry into designing ideal educational environment.
Dadhania Achal | A-0612
Research based design dissertation Indubhai Parekh School Of Architecture, November,2017
The School Of Life
An enquiry into designing ideal educational environment.
Dadhania Achal | A-0612
Research based design dissertation Indubhai Parekh School Of Architecture, November,2017
APPROVAL
V.V. P. SANCHALIT UNDERGRADUATE DISSERTATION
APPROVAL INDUBHAI PAREKH SCHOOL OF ARCHITECTURE V.V. P. SANCHALIT UNDERGRADUATE DISSERTATION RAJKOT OF ARCHITECTURE INDUBHAI PAREKH SCHOOL V.V. P. SANCHALIT The following study isUNDERGRADUATE hereby approvedRAJKOT as credible work on the approved subject, carried out DISSERTATION and presentedINDUBHAI in a manner sufficiently warrant its acceptance as a pre-requisite to PAREKHsatisfactory SCHOOLtoOF ARCHITECTURE The following study is hereby approved as credible work on the approved subject, carried out V.V. P. SANCHALIT the degree for which it has been submitted. RAJKOTto warrant its acceptance as a pre-requisite to and presented in a manner sufficiently satisfactory
INDUBHAI PAREKH SCHOOL OF ARCHITECTURE
the for which it has been submitted. It isdegree understood that by approval, the undersigned does not necessarily endorse or carried approveout of The following study is this hereby approved as credible work on the approved subject, RAJKOT any statement in made, the opinion expressed or conclusion drawn therein andasapproves the study and presented a manner sufficiently satisfactory to warrant its acceptance a pre-requisite to It is understood that by this approval, the undersigned does not necessarily endorse or approve of onlydegree for the and satisfiesashim as to work the requirements laid down bycarried the thesis the forabove which itishas been submitted. The following studypurpose; hereby approved credible on the approved subject, out any statement made, the opinion expressed or conclusion drawn therein and approves the study committee. and presented in a manner sufficiently satisfactory to warrant its acceptance as a pre-requisite to only for the above purpose; and satisfies him as to the requirements laid down by the thesis It is understood that by this approval, the undersigned does not necessarily endorse or approve of the degree for which it has been submitted. committee. any statement made, the opinion expressed or conclusion drawn therein and approves the study only for the above and satisfies him as to does the requirements laidendorse down or byapprove the thesis It is understood that purpose; by this approval, the undersigned not necessarily of
Title: The School of Life
committee. any statement made, the opinion expressed or conclusion drawn therein and approves the study onlyTitle: for theThe above purpose; and satisfies him as to the requirements laid down by the thesis School of Life committee. Studio Co-ordinator and Guide: Prof. Riddhi Shah
Title: The School of Life
Studio Co-ordinator and Guide: Prof. Riddhi Shah
Title: The School of Life Signature Studio Co-ordinator and Guide: Prof. Riddhi Shah Signature Date: Studio Co-ordinator and Guide: Prof. Riddhi Shah Date: Signature Date: Signature
Dadhania Achal, A-0612 Dadhania Achal, A-0612
FOWARD | ACKNOWLEDGEMENTS
This report contains final submission of Semester X, culminating project of Indubhai Parekh School of Architecture Rajkot in Bachelor’s of Architecture course. The featured proposal is an alternative school typology, for the education based philosophies of Madam Montessori, Rudolf Steiner and Sri Aurobindo & The Mother. Although in principle, this is the work of an individual, this proposal has been developed in collaboration with following personnel to all of whom I extensively express my gratitude and thanks to my guide Prof. Riddhi Shah to help me out and guide me through this study, faculties at IPSA who helped me formulate the study in its early stages and my family and friends; Naeem, Deep, Savan G., Shruti, Brinda, Dhruva, Bhargav, Anubhav, Divyang, Mohit, Khushbu K., Anjani, Ajay with whoms support I am able to produce the work in this report.
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PREFACE
Picture this: A wise man. Sitting under a flourishing mango tree. Surrounded by eager minds. The man imparts knowledge and life skills. The man is unbiased and non judgmental. The students are in awe of him; believe him to be the teacher of enlightenment. This is the scene of the first ever classroom. No text books, no air conditioning and no squabbling. Skip a few centuries and we come to the now. The class rooms are over-crowded and the teachers are over worked. “Enlightenment” is just a word in the dictionary. Bags are crammed with books which are poorly drafted and make no sense in teaching a student ‘how to live’. Isn’t that what education was supposed to do? The dictionary meaning of education ‘is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.’ Can any student claim to have learnt that in the beginning years of their education? Can any teacher claim to have been able to teach that? Gone are the days when a textbook didn’t have the answer to the question on the black board. This is the time for cutthroat competition, where education is a business and the students and their parents are “customers”. Everybody wants results but nobody asks the student if he or she feels satisfied with the education that they receive on a daily basis. And even if someone did, the student wouldn’t know because they have no reference to compare! III
TABLE OF CONTENTS
Acknowledgment I Preface III Table of Contents V List of Plates VII Introduction 1 Proposal The Idea of School 5 History in brief 6 Dr. Maria Montessori 8 Ar. Rudolf Steiner 10 Sri Aurobindo & Mother 12 Prakash Nair 14 Case Studies 17 St Xavier’s School, Ahmedabad 18 Shreyas Foundation, Ahmedabad 20 Neev Primary, Bangalore 22 Eklavya Schools, Ahmedabad 24 Comparative Analysis 26 Inferences from study 28
Project Brief 31 Scope & Acivities Site : Rajkot 35 Location & Geography 36 Context & Site features 38 Concept Evolution 41 Conclusion 51 Appendix I | II | III | IV VIII Bibliography XII List of Illustrations XIII
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Plate 1 Draft Plan 50 | 51 Plate 2 Isometric View 52 | 53 Plate 3 Exploded Isometric View 52 | 53 Plate 4 Sections & Wall Section 52 | 53 Plate 5 Model Photographs 52 | 53
LIST OF PLATES
VII
INTRODUCTION
The eminent architect and author, Herman Hertzberger, in ‘Space and Learning’ believes that a space should be a stimulus for learning. Not being told how it should be done, but in the words of Maria Montessori, “learning to do it yourself.” We think of schools and usually, bright classrooms with blackboards come into mind. The students are eagerly gulping what the teacher is trying to feed their brains. May it be a rural or urban setting, students everywhere require a space which allows them to flourish as individuals and yet, be able to work with peers, just like them. This is a place which doesn’t judge the students’ background and the space helps in establishing a relationship with their peers, environment and their surroundings. The traditional models of education are changing and the space needs to be updated as well. According to the BaLA report (GOI, 2010), education today needs to bridge social, regional and gender gaps, with the active participation of the community in the management of schools. (SSA, 2010) Instead of a nurturing environment, schools are becoming a thriving mass of chaos and money-making business strategy. From kindergarten to high school, the definition of a student-teacher relationship has changed drastically and needs ‘mending’. School environments have to be ever-changing and stimulating to create an atmosphere which nurtures a student’s brain, belonging to any age group. With the advent of education for the masses, there were many theorists and educationists who proposed and re-enacted the way schools function and how to re-create a flourishing environment for both the students and the teachers. There exist schools built on the philosophies and ideals of Rudolf Steiner, Maria Montessori, Sri Aurobindo Gijubhai Bhadeka, Jiddu Krishnamoorthy, etc. These educationists changed the conventional meaning of schools and schooling by providing ways of experimental teaching model which allows the student to select what he or she wishes to study and learn. Although, the ideas and origins of each of these theorists are different, they are increasingly broad-minded and relevant even today. The school design today results in an uninspiring learning environment, mass producing students to obey the laws of the society powered by capitalism. The students of primary education (who are barely children) are spending more time closed in an enclosure than spending time at home or just playing in green, open spaces and this may cause an adverse effect on their lives where they tend to become bored or frustrated of the learning environment. In the long haul, this becomes a comfort zone which may not enable the student to cope with educational life further.
The education system needs an overhaul and the role of building an education system should be left in the hands of an educationist. Instead of focusing on knowledge which may find no use in real (read: post school) life, schools should become thriving spaces to teach children to be independent, engaging and possess a lifelong love for learning. The word school derives from Greek σχολή (scholē), originally meaning “leisure” and also “that in which leisure is employed”, but later “a group to whom lectures were given, school”. This thesis seeks to analyze and ‘insert’ the traditional philosophy based education systems into school building design and to bring back the actual meaning of a school in an institution and learning environment.
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INTRODUCTION | PROPOSAL
Aim
To design alternative school model based on philosophies of various educationists.
Objective • To understand the qualities of the space and role of environment in the learning process • To study and understand the nature of the activities for learning and role of built environment in the induction of values to the learner • To design a space for learning with the translation of inferences from the philosophy of educationists Methodology • To identify issues in current learning environments. • To inquiring for philosophy and educationists who talk about learning environment through literature review, interviews and case study of the same which are on such guidelines. • Taking inference via critical analysis, deriving general guidelines (philosophies) which would help design space for learning. • To demonstrate via design, which addresses the problem of educational built environment in an urban context.
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The Idea of School A brief study of school premise and theories of educationists Maria Montessori, Waldorf, Aurobindo & The Mother and Prakash Nair.
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Mark Dudek asks a fantastic question while trying to understand what is the new type of school design. He asks, “What is the relationship between pedagogical visions and spaces for children?” He explains that in this question lies the key to understanding of good school or pre-school architecture. Whilst we want and need schools which respond to immediate requirements of the contemporary society, the schools we build now are also for a future which is hard to predict. Dudek says that “Designers of school buildings need ‘the vision thing’.” Looking back into history, when school buildings were first being designed as ‘institutions for learning’, they were to be places of thriving radical, educational ideas. Since then and now, the degree of radicalism has only increased since it is to become a system of mass education and constantly, needs to reinvent itself to provide more and more educational places of an ever improving quality. School buildings were not given much thought because they were considered a mandatory part of life and thus, there was an uncertainty attached to it. If it is something which is made compulsory for all, does it really need a specific characteristic to set itself apart? If it is so, why? What is so special about a school building? While learning and education was given much importance, the institutions themselves were just that, institutions. They were grand but not relevant to a cause. The idea to develop a skill-based educational system rather than a chalk-to-the-board approach was to evolve in the early 18th century but it wasn’t until a century later when the theorists and educationists developed school and education systems which provided a very creative and visionary solution of how schools should function; that schools should be considered as a program itself and that they become spaces for wholesome education. Four major theorists questioned the very roots of schooling systems and revolutionized the way education would be imparted to individuals. The philosophies of Maria Montessori, Rudolf Stiener, Sri Aurobindo and Jiddu Krishnamurti. A fifth theorist, Prakash Nair is also considered for his influence on the contemporary education scenario.1
Fig. 1. The Victorian School
After, the UK Elementary Education Act was introduced in 1870, the importance of constructing large schools in dense urban settings became increasingly prevailent. Not did the school boards need the new buildings that held the large number of students, emphasis was placed on shaping young children into obedient, healthy workers. This resuted in symmetrical, rigid plans where both sexes had seperate circulation cores. Class Rooms were orthogonal with very tight desks and teachers carried out classes under the “chalk and talk” premise.2
THE IDEA OF SCHOOL | A BRIEF HISTORY
Fig. 2. Impington Village School | Walter Gropius
Fig. 3. Marl School | Hans Scharoun
Arranged across a gardened landscape, the low density complex denotes an urban sprawl, creating a community aspect, contrast to the strict Vctorian school.
Hans Scharoun challanged the conventional school layout where there is an abundance of of standardised class rooms without differentiation between each age group by adapting more tailored, humane approach.
Classrooms were airy and inviting, there was land for school gardens and most importantly, a large amount of community areas were present.
He explored the intrinsinc social nature of the school community in terms of planning and its organisation, pioneering the analogy of cassroom as separate houses, the corridor a communal street, and public space such as the assembly hall as ta townhall.
To Walter Gropius, the village college was opportunity to change the face of rural education. Not only did the school benefit education, it became a community centre for the whole neighbourhood and provide facilitis for the development of the “whole man”. 2
Classroom wings are detached from the main building to make children feel more seperate and autonomous, with outdoor walkways acting as a street and integrated gardens with landscaping. 2
Hertzberger, Herman. Lessons for students in architecture. Rotterdam: Uitgeverij 010, 1991. Print. 2Lee, Jennifer. “Steiner Academy Five Valleys.” Thesis. University of Bath BSc Architecture, 2014. Issuu.com. 14 July 2014. Web. 1 Feb. 2017. 1
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Dr. Maria Montessori believed that the child’s mind is like a sponge, adjusting and digesting information. Everything that occurs in a child’s life has a profound effect on the child and the quality of early experiences is of great importance to a child’s self construction. Thus, she enabled an education system wherein the children learnt from the environment. Montessori made her students capable enough to believe that education is not what the teacher tells you. The Montessori method is based on children’s natural curiosity and desire to learn. All children go through the same developmental stages but the timing for each child can vary. The teacher provides the materials and environment that aid development and is ready to respond when help is needed. In the classroom, everything is child sized, easy to reach, allowing free choice. Children learn to take care of themselves, their environment and each other. The system helps develop important character traits like self discipline, concentration, freedom and independence. The system suggests that children couldn’t be taught to learn but they can be definitely be shown how to learn. The children choose the activities they want to do, when they want to do them. Observing and nurturing each child, the teacher prepares the environment, offers guidance and directs the child’s energy.3
Fig. 4. The House | Classroom
The L-shaped class room creates 3 distinctive, seperate zones Children work in different environments depending on noise and concentration leves required at the time. Working alone | Small Group | Large Table4
THE IDEA OF SCHOOL | THEORIES - MARIA MONTESSORI
A 2 - step floor variation further contributes to the learning zones - children are not forced to work alongside the whole class at the same time. This allows for different activities to happen simultaneously without distraction. Teachers are encouraged to inhabit their classtoom alongside the students.4
Fig. 5. The Front Lawn | Threshold Space immediately outside the classroom - outside security of classroom but still able to feel the sense of belongingness. Teacher still able to observe from inside the class room. A cave where children can work on projects independently.4
Hertzberger, Herman. Lessons for students in architecture. Rotterdam: Uitgeverij 010, 1991. Print. 4Hertzberger, Herman. Space and learning: lessons in architecture 3. Rotterdam: 010 Publishers, 2008. Print.
Fig. 6. The Street | Public Space Most important part of of school life - a huge classroom, Central point of the street is a brick block podium which can be extended through a ‘bit of parts’ effectively and extremely felxible space. A place to be heard, to perform, to read, to socialize, to debate, to feel taller.4
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Waldorf education, also known as Steiner education, is based on the educational philosophy of Rudolf Steiner, the founder of anthroposophy. Its pedagogy emphasizes the role of imagination in learning, striving to integrate holistically the intellectual, practical, and artistic development of pupils. Steiner’s division of child development into three major stages is reflected in the schools’ approach to early childhood education, which focuses on practical, handson activities and creative play; to elementary education, which focuses on developing artistic expression and social capacities; and to secondary education, which focuses on developing critical reasoning and empathic understanding. The overarching goal is to develop free, morally responsible, and integrated individuals equipped with a high degree of social competence. Qualitative assessments of student work are integrated into the daily life of the classroom, with quantitative testing playing a minimal role in primary education and standardized testing usually limited to that required for college entry. Individual teachers and schools have a great deal of autonomy in determining curriculum content, teaching methodology, and governance.5
Fig. 7. The First Seven Years - Imitation
From birth to the age of seven, the child learns to stand, to speak, to think. This all happens without the presence of formal education but through a combination of latent ability, instinct and meaningful imitation. Teachers aim to teach children whilst rejecting the erosion of childhood and places an emphasis on play. Children learn though dance and ring games. This is the first step towards ‘developing through play’.6
THE IDEA OF SCHOOL | THEORIES - WALDORF (RUDOLF STIENER)
Fig. 8. The Second Seven Years - Imagination
Fig. 9. The Third Seven Years - Truth, Discrimination and Judgment
The second seven years is marked by the most prominent physical change in a child - loss of their milk teeth, growth in height. At this point. the child is wholl y themselves.
The adolescent child starts to search for the truth and experiences the power of their own thinking.
This is clear when the child develops; they have developed a vivid life of imagination and are ready for more formal learning, such as reading, writing and maths. 6
In the upper school, classes are still abundant with creative activities but the emphasis shifts from developing will and feeling to developing thinking. 6
Education Guide 2016 2016 (15 Mar. 2016): n. pag. Print. 6Lee, Jennifer. “Steiner Academy Five Valleys.� Thesis. University of Bath BSc Architecture, 2014. Issuu.com. 14 July 2014. Web. 1 Feb. 2017. 5
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The learning system developed by Sri Aurobindo and the Mother is a free progress philosophy which has five main principles: the physical, the vital, the mental, the psychic and the spiritual. Though this is not an exact system of knowledge-based education, it allows the student to develop their ideas from scratch. Sri Aurobindo’s system of learning is developed on the belief that nothing can be taught, everything is to be learnt on our own, through our own inclinations. The teacher acts as only a guide, rather than as an instructor. The power of imagination and creativity are strongly emphasised upon and practical, simple solutions to problems are encouraged.7
Fig. 10. Porosity in Circulation Freedom of movement and circulation admist the built spaces gives children a sense of liberty.
THE IDEA OF SCHOOL | THEORIES - AUROBINDO & MOTHER
Fig. 11. Integration with Nature Vegetation and sky is visible from every space integrating the nature and structure.
Education Guide 2016 2016 (15 Mar. 2016): n. pag. Print.
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Influenced by Christopher Alexander’s “Pattern Language”, Prakash Nair and Randall Fielding in “The Language of School Design”, explain why a pattern language is required for schools. Nair believes that while Alexander’s book was revolutionary in explaining how following simple rules of town planning can make living in a city or university better. He seeks to apply the same theory to modern school buildings and in the process, make better schools and also bridge the gap between the principles of learning spaces and the actual sub-standard design of a majority of school facilities. At the same time, Nair mentions that these design patterns are just the beginning for creating a basic school architecture model but shouldn’t be considered as a comprehensive vocabulary for school design, as a whole. Subsequent trials of a design vocabulary will lead to a common ground which can be shared amongst all kinds of educational institutes. In the course of their theory, they ask three important questions and try to provide solutions through the Pattern Language Method: • To what extent do state standards and required curriculums dictate the manner in which school buildings are planned and designed? • Do the facilities created as a result of such external educational forces help or hurt learning goals? • How does the physical design of a school affect the social dynamics of the school community?8
THE IDEA OF SCHOOL | THEORIES - PRAKASH NAIR
Fig. 12. The Ford Model The traditional model can be equated to the factory model or assembly line of the Model-T that inspired it. Although intended to be efficient, it assumes learning is passive, teachers are in control and that every student learns in the same way.
Fig. 13. Crow School
The L-shaped classroom of the Crow Island School designed by Eero Saarinen, Perkins, Wheeler and Will, has the ability to function as a learning studio with multiple activity centers.
Fig. 14. Campfire | Cave | Watering Hole
Campfires are a way to learn from story telling or experts. Caves are spaces for individual study and reflection and creative flow. Watering holes are areas to socialize and create a democratic learning space.
Fig. 15. Learning Suites
Learning studios become flexible and can be combined to create one large learning suite where teachers can collaborate. This irregular plan provides opportunities to support a significant number of learning modalities and flexible spaces.
Nair, Prakash, Randall Fielding, and Jeffery A. Lackney. The language of school design: design patterns for 21st century schools. Minneapolis, MN: DesignShare, 2013. Print.
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Shreyas Foundation - Clustered
Neev Primary School - Clustered
Eklavya Education - Fordist Layout
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Case Studies Criterias are as follows • To understand the relationship of open spaces with core learning spaces. • To understand how interpretation of educationist’s thought have been transformed into built form. • Organisation of classrooms with each other and its relationship with their extensions. • Check on how activites are performed inside the learning spaces.
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various functions of the school – classrooms, offices, library, corridors etc. – without resorting to rigid hierarchies and definitions of space. This creates environment that truly belongs to the children, who need not hesitate to claim any area as their own – corridors double as classrooms, courtyards become
St. Xavier’s, HCP / Ahmedabad In designing the St. Xavier’s Primary School, located within the campus of Loyola Hall, the attempt was to fuse work and play, understood as complementary aspects of the education process. The use of R.C.C. columns on a square grid allowed for a play of open, semi-open and closed spaces to accommodate the various functions of the Site Area - 74000 Sq Mts school – classrooms, offices, library, corridors etc. – without Built Up Area - 6500 Sq Mts resorting to rigid hierarchies and definitions of space.
Scale 1:5000
Designed in early 60’s, this primary school building has us of R.C.C. columns on a square grid allowed for a play o open, semi-open and closed spaces to accommodate th various functions of the school – classrooms, offices, librar Si corridors etc. – without resorting to rigid hierarchies an Bu definitions of space.
This creates environment that truly belongs to the childre who need not hesitate to claim any area as their own corridors double as classrooms, courtyards becom
The result has been an environment that truly belongs to the children, who need not hesitate to claim any area as their own – corridors double as classrooms, courtyards become corridors and a pool with fountains becomes a swimming pool. Paintings, murals and sculptures are an integral part of the simple brick and R.C.C structure, forming a setting for the self-learning process which is crucial for children in their early years. Corridors are the same size as the classrooms, and the various activities possible there do indeed turn them into alternative classrooms. A profusion of landscaped, open to sky courts has made it possible to have an informal and non-sterile environment in the school.
Scale 1:2000 0
Scale 10 1:5000 30
Fig. 16. Relation of built form with site.
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Fig. 17. Figure-ground plan of primary school.
Site Area - 74000 Sq Mts Built Up Area - 6500 Sq Mts
The primary building materials are brick and concrete. Cross-spaced load-bearing columns on a 8M grid have been organized to take the weight of the concrete slabs.9 Scale 1:2000
Fig. 18. Connection of corridor and open spaces.
CASE STUDIES | ST XAVIER’S SCHOOL, AHMEDABAD
Fig. 19. Width of corridor is same as classroom’s.
St. Xavier’s, HCP / Ahmedabad Designed in early 60’s, this primary school building has use of R.C.C. columns on a square grid allowed for a play of open, semi-open and closed spaces to accommodate the various functions of the school – classrooms, offices, library, corridors etc. – without resorting to rigid hierarchies and definitions of space. This creates environment that truly belongs to the children, who need not hesitate to claim any area as their own – corridors double as classrooms, courtyards become
Scale 1:5000
Site Area - 74000 Sq Mts Built Up Area - 6500 Sq Mts
Site Area - 120,000 Sq Mts Built Up Area - - Sq Mts
Scale 1:2000 Fig. 20. Diagram of courtyard admist classroom clusters and its relationship with the same.
Fig. 21. Figure-ground section of primary school. Redrawn from the base drawings procured from HCPDCM, Ahmedabad. 9“HCP Design and Project Management Pvt. Ltd.” St. Xavier’s Primary School. Web. 10 June 2017
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ns on a square grid allowed for a play of n and closed spaces to accommodate the s of the school – classrooms, offices, library, without resorting to rigid hierarchies and ace.
with landscape all around the cluster, hence learning spaces needs to be covered with just slab above on for columns seems as open as it could. Each of the learning spaces are given toilets of their own.
ronment that truly belongs to the children, hesitate to claim any area as their own – avier’s, HCP / Ahmedabad le as classrooms, courtyards become ned in early 60’s, this primary school building has use C.C. columns a square a play of free Spaciouson activity roomsgrid withallowed movable for furniture allow semi-open and closed spaces to accommodate the and flexible movement of children. Children have a choice us functions of in thelanguages, school – classrooms, of work mathematics,offices, generallibrary, knowledge and subjects. Children special subject rooms ors etc. – other without resorting to attend rigid hierarchies and for music, dance, art, craft, pottery work, social and natural tions of space.
Materials used are exposed concrete and
Shreyas Education Foundation, Ahmedabad exposed brick work kotastone flooring. Desingned on the philosphy of madam Montessorri, in late 50’s, it has cluster of few class rooms with landscape all around the cluster, hence learning spaces needs to be covered with just slab above on for columns seems as open as it could. Each of the learning spaces are given toilets of their own.
Scale 1:5000
sciences. There are various other facilities to promote interactive and integral learning.
reates environment that truly belongs to the children, Site Area - 120,000 Sq Mts need not hesitate to claim any area as their own –Vikas Up Area - - Sq Mts Four main sections, collectively called the ShreyasBuilt ors double as classrooms, courtyards Kendra, based on mixed age groups, and notbecome by standards,
Materials used are exposed concrete and exposed brick work kotastone flooring.
are as under:
Shishu: age 2.5 to 5 years Arun: age 6 to 7 years Kesari: age 8 to 12 years Kishore: age 13 to Scale 16 years. 1:2000 There are no more than 35 children with one adult. The Shishu and Arun sections follow Montessori system of learning.
Scale 1:5000
Scale 1:2000 0
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Fig. 22. Relation of built form with site.
Site Area - 120,000 Sq Mts Built Up Area - - Sq Mts
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Fig. 23. Figure-ground plan of kindergarten and primary school.
Children have no examinations until class 5. There are no competitions, rewards or punishments. Children do not pass through closed corridors but move on paths, walkways, through courtyards, under open skies and shady trees.10 Scale 1:2000
Scale 1:2000
Fig. 24. Connection of classroom and open spaces.
CASE STUDIES | SHREYAS FOUNDATION, AHMEDABAD
Fig. 25. Extension of classroom into open space.
Shreyas Education Foundation, Ahmedabad
ool building has use owed for a play of accommodate the oms, offices, library, gid hierarchies and
Desingned on the philosphy of madam Montessorri, in late 50’s, it has cluster of few class rooms with landscape all around the cluster, hence learning spaces needs to be covered with just slab above on for columns seems as open as it could. Each of the learning spaces are given toilets of their own.
ongs to the children, area as their own – ourtyards become
Materials used are exposed concrete and exposed brick work kotastone flooring.
ale 1:2000
Scale 1:5000
Site Area - 120,000 Sq Mts Built Up Area - - Sq Mts
Fig. 26. Diagram of courtyard admist classroom clusters and its relationship with the same.
Scale 1:2000
Fig. 27. Figure-ground section of primary school. Redrawn from the base drawings procured from Kamal Mangaldas, Ahmedabad 10 “Facilities : Class Rooms.” Class Rooms | Shreyas School Ahmedabad | Shreyas Foundation Ahmedabad. Web. 10 June 2017
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canopy. Semi-open spaces on the upper floor overlooks the courtyard on the ground floor .
Neev Primary School, Hundred Hands / Bangalore
Riding on the philosophy of the school, the plan consists of many unlabeled, in-between spaces which are flexible, of various scales and open to different uses. The central yard, Site Area - 4500 Sq Mts an extension to the library, is a tall space, filled with diffuse Built Up Area - 2800 Sq Mts light and enclosed by other smaller, more intimate spaces and staircases. Filled with children during the recesses, these are used in multiple ways.
This school is houses primary education, each ;earning space is a clustered with other leraning spaces , glued by court in the centre, all under single metal canopy.
Scale 1:5000
Semi-open spaces on the upper floor overlooks the courtyard on the ground floor .
These places for congregation, interaction and reflection outside the classrooms form the core of the school.
Scale 1:2000
The performance space on the south west corner is an open pavilion surrounded by landscape both within the site and the adjacent coconut orchards. The simple palette of materials(exposed concrete for the slabs and beams, plaster/paint for the walls and Kota on the floors) is clearly articulated. The grid of the structure is reflected in the flooring using rough Kota inlays.
Scale 1:5000 0
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28. Relation of built form with site. Site AreaFig. - 4500 Sq Mts Built Up Area - 2800 Sq Mts
The central yard is surrounded by other spaces of a more intimate scale and overlook terraces from the first floor. Though all of these spaces are visually connected they are distinct and serve to accommodate different scales of congregation. Their proximity to classrooms, the art room, or other such enclosed rooms affect the nature of these spaces.
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Fig. 29. Figure-ground plan of kindergarten and primary school.
Scale 1:2000
Though completely covered by the metal roof, this internal volume still seems connected to the landscape around and the sky.11 Fig. 30. Connection of classroom and open spaces.
CASE STUDIES | NEEV PRIMARY SCHOOL, BANGALORE
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Fig. 31. Extension of classroom into open space.
Site Bui
Neev Primary School, Hundred Hands / Bangalore This school is houses primary education, each ;earning space is a clustered with other leraning spaces , glued by court in the centre, all under single metal canopy. Semi-open spaces on the upper floor overlooks the courtyard on the ground floor .
Scale 1:5000
Site Area - 4500 Sq Mts Built Up Area - 2800 Sq Mts
Site Area - 100,00 Built Up Area - 13
Scale 1:2000
Fig. 32. Diagram of courtyard admist classroom clusters and its relationship with the same.
Fig. 33. Figure-ground section of primary school. Redrawn from the base drawings procured from Hundred Hands, Bangalore. 11 “Neev Primary School.� Neev. Web. 10 June 2017.
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laboratories from junior to senior school levels, libraries, a science park, gymnasium and an institute for teachers' training. A range of building materials and finishes has been used, including exposed concrete, plastered brick, exterior heritage finishing for the walls and a mix of aluminum & mild
the upper floor overlooks the nd floor .
mary School, Hundred Hands / Bangalore
Eklavya School, HCP / Ahmedabad
is houses primary education, each ;earna clustered with other leraning spaces , Education Foundation trust established in 1997 ourt in Eklavya the centre, all under singleis ametal
School designed in late 90’s has preprimary, junior, middle and senior levels, including a middle school computer laboratory, science laboratories from junior to senior school levels, libraries, a science park, gymnasium and an institute for teachers' training. A range of building materials and finishes has been used, including exposed concrete, plastered brick, exterior heritage finishing for the walls and a mix of aluminum & mild
Scale 1:5000
in the outskirts of Ahmedabad, with 6 buildings covering a total built up area of 12,000 sq m. It is a nursery to class XII, Site Area - 100,000 Sq Mts co-educational, English medium day school, devoted to the Built Up Area - 13,840 Sq Mts spacesallon thedevelopment upper floorofoverlooks the1,000 students. round approximately
on the ground floor .
Facilities have been designed by HCP for schools at preprimary, junior, middle and senior levels, including a middle school computer laboratory, science laboratories from junior to senior school levels, libraries, a science park, gymnasiumScale and1:2000 an institute for teachers’ training. A range of building materials and finishes has been used, including exposed concrete, plastered brick, exterior heritage finishing for the walls and a mix of aluminum & mild steel fenestrations.12
Scale 1:2000 Scale 1:5000 0
10
Fig. 34. Relation of built form with site.
Site Area - 100,000 Sq Mts Built Up Area - 13,840 Sq Mts
30
0
5
15
Fig. 35. Figure-ground plan of kindergarten and primary school.
Scale 1:2000
Scale 1:2000
Fig. 36. Connection of classroom and open spaces.
CASE STUDIES | EKLAVYA EDUCATION, AHMEDABAD
Fig. 37. Arrangement of furniture inside classroom.
dred Hands / Bangalore
Eklavya School, HCP / Ahmedabad
ducation, each ;earnher leraning spaces , l under single metal
School designed in late 90’s has preprimary, junior, middle and senior levels, including a middle school computer laboratory, science laboratories from junior to senior school levels, libraries, a science park, gymnasium and an institute for teachers' training. A range of building materials and finishes has been used, including exposed concrete, plastered brick, exterior heritage finishing for the walls and a mix of aluminum & mild
r floor overlooks the
Scale 1:5000
Site Area - 100,000 Sq Mts Built Up Area - 13,840 Sq Mts
Scale 1:2000
Scale 1:2000
Fig. 38. Diagram of courtyard admist classroom clusters and its relationship with the same.
Fig. 39. Figure-ground section of primary school.
Redrawn from the base drawings procured from HCPDCM, Ahmedabad. 12 “HCP Design and Project Management Pvt. Ltd.” Eklavya Foundation. Web. 09 June 2017
25
St Xavier’s - Clustered
St Xavier’s, Ahmedabad
Shreyas Foundation, Ahmedabad
Classroom is a square volume of span 8 meters on both side as illustrated in fig. 38. with linear arrangement of furniture faving single wall.
Among the 3 typologies of the classrooms in this campus designed by different esteemed architects illustrated here in fig. 39 is the one designed by Kamal Mangaldas, the classroom is a spaces enclosed with a deck which rests on for column making it totally transparent.
Each of such class is organised in cluster and 3 or 4 of then open in the extension which also doubles as a corridor having same dimensions as of the classroom making it the place of play for children.
Neev Primary School, Bangalore
Located within densely vegetated environment each of such classrooms offer view on all sides and vegetation cuts of heat and direct sunlight making it an ideal environment of play for children.
Eklavya Education Foundation, Ahmedabad 8000
Comparatively having a considerably less land cover than other referenced cases here, classrooms house similar number of children in them. Each of such class is organised in cluster and 3 of then open in the extension which acts as supporting space for group activites between different classrooms and such cluster opens up to central court suitable for the activities which involves whole of school at the same time.
Classrooms here have different organisations for different age groups and house the similar number of children as rest of the school referenced here. Each classroom here is arranged in linear direction stacked upon each other and have corridor on one side which then connects to the large singular court.
COMPARATIVE ANALYSIS Fig. 40, 41, 42, 43. Analysis of dimensions and organization of classroom in each of the case.
8000
Shreyas
s - Clustered St Xavier’s - Clustered
0
000
Shreyas Foundation - Clustered - Clustered Shreyas Foundation - Clustered Shreyas Foundation
6600
8000
8000
Neev Primary School - Clustered Primary School - Clustered Neev Primary School -Neev Clustered
10000
10000
8400 8000
6600
6600
8400
10000
8000 8000
Eklavya Education Fordist Layout Eklavya Education - Fordist Layout Eklavya- Education - Fordist Layout
8400
8400
8400
8400
8000
Redrawn from the base drawings procured from the HCPDCM, Ahmedabad, Hundred Hands, Bangalore & Kamal Mangaldas, Bangalore.
7200
7200
7200
27
Fig. 44. Diagram showing hierarchy of spaces.
Healthy Lighting Ventilation
INFERENCES FROM CASE STUDIES
Extensions to the core learning spaces which aid in their process of learning. Indistinctiveness between ancillary spaces (circulation corridors, toilet, etc) and spaces of play. Flexibility in interior layout of learning spaces. Looking into spatial relationships to develop social relationships.
Stimulating
Community and Solitude
Adaptable
Elements of surprise Colour and nature Transparency and visual connection Connection to nature
Social and community spaces Space for socialization Refuge/Private spaces
Flexibility Welcoming and familiar
29
Project Brief Activity types and their relationship.
31
Brief The project scope is to explore the application of the philosophies, the school would serve a student population of 800 students. It shall provide education to students from 2 to 19 years old through 3 major components.
Pedagogies
Structure Kindergarten Primary Section Secondary section Activities Farming Gathering and Interaction
School Architecture
Commons Classrooms
Pedagogies
Pedagogies
Outdoor learning Fig. 45. Implication on area program.
Kindergarten (215 Children)
Primary & Middle Section (350 Children)
Secondary Section (200 Children)
Classrooms: Includes sink, large counter area, storage cabinets. Moveable dividers are desired within the space and between space. Dedicated activity area within the classroom.
Classrooms: Includes sink, large counter area, storage cabinets, varying work surface heights. Moveable dividers are desired within the space.
Classrooms: Includes sink, large counter area, storage cabinets, varying work surface heights. Moveable dividers are desired within the space.
Common learning spaces: Spaces common to a group of classrooms,a ble to absrob a variety of pedagogical approach.
Common learning spaces: Spaces common to a group of classrooms,a ble to absrob a variety of pedagogical approach.
Common learning spaces: Spaces common to a group of classrooms,a ble to absrob a variety of pedagogical approach.
Specialized function spaces: Dance and music rooms
Outdoor learning spaces: Each classroom to have connected outdoor play space. Inlcude had and soft seating and sand pits.
Labs: Physics, Chemistry labs and biology labs.
Outdoor Play Areas: Each classroom to have connected outdoor play space. Inlcude had and soft seating and sand pits. Library/Resource Centre
PROJECT | COMPONENTS | AREA SCHEDULE
Workshops: For clay Modeling and crafts. Music and dance: Rooms designed keeping acoustics in mind.
Workshops: For wood work and metal work. Music and dance: Rooms designed keeping acoustics in mind.
The School Of Life, Rajkot (Area Schedule) looolo
Learning
Function
Activity
Nature
User-type
No. of user
No. Spaces
Classrooms (225 Students)
Self Study, Group Work,Briefing
Divided into modules (Age 3-4, 5 and 6)
Toddlers,Children
25 80
Library/Resource Centre
Activity Spaces Kindergarten Administration
Staff Room Toilet Co-ordinator/Head's room Dispensary
Book Section Reading Area Story Telling Staff / Storage Art & Crafts Music Dance/Drama Food Lab 10 seater
Toilet Services
Classrooms(200) Learning Acitvity
Administration Services
Learning
Acitvity
Secondary
Administration
Services
Administration
Shared Facilties
Staff Room Toilet Co-ordinator/Head's room Toilet Drinking water Store
Classrooms(200) Design Labs(Physics + Chemistry + Biology) Art & Craft Dance Workshop Staff Room Toilet Co-ordinator/Head's room Toilet Drinking water Store
Reception + Lobby Principal/Director Vice-Principal Management Office Records Storage Pantry Toilet Dispensary Stationary Universal Toilet
Miscellaneous Library/Resource Centre Auditorium Conference Room Caferteria / Dining hall Kitchen Sports
Self Study, Group Work,Briefing Self Study, Group Work,Briefing Art & Crafts Sculpture & Modeling Music Dance/Drama Carpentry workshop 20 seater
Self Study, Group Work,Briefing
Toddlers,Children Adult
Individual/Group Work
Toddlers,Children
3 30 30 30 30 15 2 at a time 1 3
Total Area (Sq M)
Built form type
9
75
675
Semi-Open/Closed
1 1 1 1 1 1 1 1 1 2 1 1
125 75 30 20 50 50 75 50 50 10 20 20
Group Individual Individual Group
Adult/Children
Individual
Children
4
5
Children Adult
1 1
2 5
Drinking water Store
Classrooms(200)
Primary
1 module + 5 Extra
Net Area (Sq M)
Adult
Divided into modules (Age 7, 8, 9 and 10) Divided into modules(Age 11, 12, 13 and 14) Children
Group Individual Individual Individual
Adult
Divided into modules (Age 15,16,17 and 18)
480 480
8
60
1 1 1 1 1 1 1 1 4 2 4
100 75 75 75 75 40 10 20 50 2 5
2150.2
480
30
3
120
Model making 20 seater
30 30 30 20 2 at a time 1
1 1 1 1 2 1 2 2 4
120 120 120 40 10 20 50 2 5
Guest/Parents waiting
1 1 1
Work Storage
Book Section Reading Area Staff / Storage Capacity 600 Capacity 50 Capacity 1000
224
Built up
Experiments, briefing
Closed
Open Closed
M-2 Urinal + 1WC W-2 WC
1 Toilet Block Attached to 2 Class rooms with Child urinal and WC Each Water kiosks
2.5 Sq M per student, Includes sink, large counter area, hard seating, soft seating, works surface with different levels, book shelves, storage cabinets, movables furniture. Closed
70
1654 496.2
60
Adult
400
Total Circulation 30 %
8
Semiopen/Closed
Semiopen 30
60
30 30 30 30 30 20 2 at a time 1
Children Children Adult
100
1664
25
2.5 Sq M per student, 10 Book per student
Children are taught to cook basics
Built up
25
Group Individual Individual Individual
225
1280 384
8
Closed
Library Keepers/Book Storage
Total Circulation 30 %
25
Children Children Adult
250
Remarks 3 Sq M per student, Includes sink, large counter area, hard seating, soft seating, works surface with different levels, book shelves, storage cabinets, movables furniture.
M - 2 Urinal + 1WC & 2WB F - 2WC & 2WB Semiopen Open Closed
M - 4 Urinal + 2WC & 4WB F - 4WC & 4WB Water kiosks
2.5 Sq M per student, Includes sink, large counter area, hard seating, soft seating, works surface with different levels, book shelves, storage cabinets, movables furniture. Closed
720
80
124
Total Circulation 30%
1404 421.2
Built up
1825.2
100 40 30 30 10 3 2 25 25 2
267
Semiopen Open Closed
M - 4 Urinal + 2WC & 4WB F - 4WC & 4WB Water kiosks
10 books per students= 1500 books Children
150 600 50 1000
1 1 2 1
300 750 100 450
1701
Total Circulation 30%
1968 590.4
Built up
2558.4
TOTAL With circulation
6306 8197.8
33
The Site : Rajkot Study includes Geography & Location
35
Geography Rajkot is located at 22.3°N 70.78°E.[13] It has an averWage elevation of 128 metres (420 ft). The city is located on the bank of Aji River and Nyari River which remains dry except the monsoon months of July to September. The city is spread in the area of 170.00 km². Rajkot is situated in the region called Saurashtra in the Gujarat state of India. The significance of Rajkot’s location is owing to the fact that it is one of the prime industrial centres of Gujarat. Rajkot has a central location in the area called the Kathiawar peninsula. The city is located within the Rajkot district in Gujarat. Rajkot city is the administrative headquarters of the district of Rajkot. The district is surrounded by Bhavnagar and Surendranagar in the east, Junagadh and Amreli in the south, Morbi in the north and Jamnagar in the west. Climate
1 2 3 4
Rajkot has a semi-arid climate, with hot, dry summers from mid-March to mid-June and the wet monsoon season from mid-June to October, when the city receives 590 mm of rain on average. The months from November to February are mild, the average temperature being around 20 °C, with low humidity.13
5 6 7
Fig. 46. Diagram showing location of different schools in rajkot city, each dotted ring shows distance of a kilometer from the centre.
RAJKOT | CONTEXT AROUND THE SITE
Site Located near Nyari dam reservior, site is ideally located on the rapidly growing part of the city and is very well connected to the city via different modes of transport.
Kalawad Road VVPCollege
Site has seasonal water stream which flows through the northern part of the 5.5 hactre site becoming an vital element of design. Built around the site is very scarce, with farms all around the site making it a very peacefull and natural environment, ideal for educational purpose. However, site has little or no trees and are all babool trees, but other types of trees can be grown.
Site
There are existing check dams on the site regulating the flow of water through site. Access to site is convinient as it has road on all its periphery.
Nyari Reservoir
Fig. 47. Diagram showing major landmarks near the proposed site.
Image Source - Google Earth Pro 7.1 dated 7/3/17 13 Accuweather.com. Rajkot. 2017
37
This fig. 48 shows the scarceness of the built in the neighbourhood. Farms around the site and barren land on east side of the site. Farm Storage
Site has 3 main adjacent roads, all 3 of them vehicular, 24 meters, 18 meters and 9 meters respectively. Which is helpful to the site as it gives access to all the parts of the site saving us from space wasted in circulation inside the site.
Active farms
Appartment Storage rooms
Site Area 5.6 hectares
Barren Land
School Residences
Scale 1:2000
Fig. 48. Diagram showing site surroundings, buildings in vicinity and site area. 0
SITE | CONTEXT, CIRCULATION, FEATURES
5
15
The site has seasonal water stream going through it, originating from the land adjecent to it by accumulation of rain water from around the vicinity. This stream then flows to the nyari overflow which is 800 meters away from the site. almost 400 meters of length is covered by the site. There are two checkdams regulating the flow of water on site. During Summers only deeper parts of the site has water, and by rains it increase its level by a almost a meter and covers a bit more space in the site.
Scale 1:2000
Fig. 49. Diagram showing seasonal stream passing through the site. 0
Redrawn from the base Image from Google Earth Pro 7.1 & Rajkot DP 2031
5
15
39
Concept Evolution
41
0
Fig. 50. Initial responce to site.
EVOLUTION | DIAGRAMS
5
Fig. 51. Site Zonning and Circulation.
Not to Scale
15
Initial response to the site was to place core learning activites hence placed near the stream gives provision of direct access to it. Idea is to connect all the activity places providing freedom of movement to the children and helps them explore their peers. Exercise was done in order to have maximum sides of class room active hence diagonal organisation of classroom has been worked out.
Fig. 52. Sketches of organisation os activity spaces.
Keeping the built orientation north-south it allowed to open up directly to the stream and corridor to the south having done that all the services were kept on the southern side cooling down the inner main activity place.
Fig. 53. South to North - Service to main Activities.
43
This diagrams shows the idea of how grounds can be modulated in order to create playful spaces which gives a larger set of opportunities to the children and a wider variety of experiences to help them learning concepts of lessons (for life) and help them develop their physical abilities and advocate wholesome growth of him/herself. Such modulations also help climatically if oriented in the appropriate direction and terraces which are generally a huge chunk of unsused space, can be actively integrated as the play space for the children which inturn helps exploring wider use of space.
Fig. 54. Different Activities in Concept section.
Fig. 55. Modulation of ground.
Fig. 56. Ground modulation acts as play area for children.
EVOLUTION | DIAGRAMS
Fig. 57. Concept diagram for integration of nature and learning.
Integration of nature and built environment in such a way that they seemlessly communicate with each other.Each space of the school must act as a space to be inspired from, to play with, to contemplate to. Hence intervation must be as transparent as it could get. 45
Acitvity room has been divided into 3 sub activities where children can play explore on their own and has large counter beside the sand pit with tree in it, each of such room has bathroom attached to it.
EVOLUTION | DIAGRAMS & FIRST DRAFT
Fig. 58. Isometric view of Kindergarten.
Fig. 59. View showing built from the north western side.
0 1 2
4
0 1 2
4
Fig. 60a. Section through primary classrooms.
Fig. 60b. Section through kindergarten.
47
Fig. 61. Spatial organisation of service and server space.
Fig. 62. Broad walkway between classrooms acts as spillovers and space for gathering.
Fig. 63a,b,c. Conceptual section of how soil can be retained thorugh inverted beam and service running through it.
EVOLUTION | DIAGRAMS & DESIGN DEVELOPMENT
Fig. 64. Initial layout using the systems mentioned previously.
49
Fig. 64. Axonometric view of Kindergarten. Fig. 65a,b. Views of Kindergarten administration and from the administration respectively. Fig. 64.
Fig. 65a
EVOLUTION | DIAGRAMS & DESIGN DEVELOPMENT
Fig. 65b
Conclusion
Final Design Drawings
51
53
APPENDIX I | II | ST XAVIER’S SCHOOL, AHMEDABAD | SHREYAS EDUCATION
IX
1
2 2150
4300
3' 2150
4
5
2150
Up
4300
6
7
FFL:-450mm
4300
8
4300
10'
4300
11
2150
2150
4400
4600
D5
D5
2650
002
Single office cubicle
FFL:+00mm
Single office cubicle
2000
001
W5
D7
3680
003
D5
locker
125
D1
closed storage
closed storage
W3
FFL:-450mm
open to sky courtyard
3400
water body
3200
C
04
4650
D5
D7
004
4450
closed storage
closed storage
closed storage
W6
4400
011
009
007
D7
006
FFL:+00mm
D10
D7
D6
closed storage
3250
1950
D6
B
3000
005
4400
7600
D5
W11
closed storage
FFL:+00mm
W5
2550
125
W5
closed storage
Reception counter; refer to detail 102(15)01
7830
ladder racks
white board
ladder racks
easel
ladder racks
easel
D10
W7
1600
D1
3400
W1
1000
seating detail; refer to detail 102(16)01
4100
landscape slope downwards
012
FFL:+00mm
D2
Art room sink; Refer detail 102(16)01
1000 x 1000 x 1600 tank for landscape
D8
023
UP
1
3200
6600
full height storage
01
3400
FFL:+00mm
W7
full height storage
FFL:-450mm
34
E
008
6600
D3
8400
full height storage
D3
F.H.C
D
FFL:-450mm
01
FFL:-450mm
white board
55
F
D10
closed storage
closed storage
cubby units
cubby units
8400
8400
55
7800
D1
seating detail; refer to detail 102(16)01
34
14
2530
3700
4100
9200
Line of roof above
D9
W5
Rammed earth; refer to detail 102(11)
full height storage
bag rack
bag rack
bag rack
open book display unit
open book display unit
open book display unit
open book display unit
open book display unit
open book display unit
open book display unit
open book display unit
open book display unit
open book display unit
open book display unit
open book display unit
open book display unit
full height storage
open book display unit
open book display unit
FFL:-450mm
018
D2
55
BOOK DISPLAY UNIT
9000 34
6600
F.H.C
open book display unit
open book display unit
6600
D10
3500 D6
3400
open book display unit
open book display unit
3400
W8
full height library rack
open book display unit
open book display unit
016
open book display unit
3600 015
open book display unit
full height library rack
03
open book display unit
D6
017
02
full height storage
full height built in storage
librarian table
bag rack
FFL:+00mm
12700
FFL:+00mm
FFL:+00mm
white board
9725
W8
L
6600
020
W3
D1
3200
3400
FFL:+00mm
2900
open to sky courtyard 3500
FFL:-450mm
D8
3200
full height storage
014
6600
FFL:+00mm
K
FFL:+00mm
6600
6600
full height storage
3400
4100
D8
W1
M
Line of plinth edge
D10
2500 D10
W7
02
9000
BOOK DISPLAY UNIT
7800
D2
FFL:+00mm
D08
W1
7800 white board
Shaft
N
V1
03
W7
019
W4 D08
Shaft
FFL:+00mm
Staircase; refer to detail102(05)02 Rail detail; refer to detail 102(12)03
34
2900
34
white board
full height storage
white board
6600
500
55 55
8400
021
full height storage
D5
BOOK DISPLAY UNIT
BOOK DISPLAY UNIT
022
14
34
D10
FFL:+00mm
W7
D6
white board
J
FFL:-150mm
W4
H
H'
open to sky courtyard
6600
870
6600
013
6600
FFL:+00mm
55
G G'
W1
BOOK DISPLAY UNIT
1
UP
full height storage
3400
D10
1500 x 2000 x 1500 tank for landscape
Shaft screen; refer to detail 102(17)01
10
2150
FFL:+00mm W6
D5
Staircase; refer to detail 102(05)01 Rail detail; refer to detail 102(08)02
9
2150
FFL:-450mm
A A'
Shaft screen; refer to detail 102(17)01
8'
4300
A
Reception screen, Ramp; refer to 102(19) 04
3
2150
V1
FFL:-450mm
FFL:+00mm
FFL:-450mm
Staircase; refer to detail 102(05)04. Rail detail; refer to detail 102(08)01
A
NOTES: 1. All dimensions are in mm unless mentioned otherwise 2. This drawing is the sole property of 'Hundredhands' and cannot be reproduced in any form without the consent of the architects 3. Only written dimensions are to be followed 4. All drawings must be read in conjunction with relevant structural drawings 5. In case of any differences between architectural and structural drawings, the dimensions on the architectural shall be considered for reference
SCHEDULE OF OPENINGS - DOORS
SCHEDULE OF OPENINGS - WINDOWS LINTEL LVL 2100
NO DESCRIPTION D01 Door and double shutter windows set in a MS frame
OPENING SIZE (1000x2100)+(2200x1400)
SILL LVL 0
NOS. 3+8
NO W01
DESCRIPTION Double shutter windows ( Fixed glass & Mosquito net ) set in a MS frame
SIZE SILL LVL 700 (1350x1400) + (3200x1400)
D02 Door and double shutter windows set in a MS frame D03 Door and double shutter windows set in a MS frame
(1000x2100)+(1600x1400)
0 0
2100
3+2 2+1
W02
Double shutter windows ( Fixed glass & Mosquito net ) set in a MS frame Double shutter windows ( Fixed glass & Mosquito net ) set in a MS frame Double shutter windows ( Fixed glass & Mosquito net ) set in a MS frame
1320X1400
2100
D05 Door set in a MS frame D06 Flush door set in a MS frame
1000x2100
0
2100
6
W05
Sliding Window set in a MS frame
2480x1400
1000x2100
0
2100
6+3
700x1400
(750x2100) +(750x300)
2100
3
Window with fixed glass set in a MS frame
300x2100
D08 Door in MS frame D09 Double leaf door set in a MS frame D10 Double leaf door set in a MS frame with fixed glass on either sides
0 0
2100
4+1
W06 W07 W08
Single shutter windows ( Fixed glass & Mosquito net ) set in a MS frame
D07 Flush door set in a MS frame + ventilation above
Fixed Glass vision panel set in a MS frame
1800x2100
0
2100
1
W09
Double shutter windows ( Fixed glass & Mosquito net ) set in a MS frame
0
2100
8+4
W10 W11 W12
Double shutter windows ( Fixed glass & Mosquito net ) set in a MS frame Sliding Window set in a MS frame Double shutter windows ( Fixed glass & Mosquito net ) set in a MS frame
W13
Sliding Window set in a MS frame
4100x1400
(1000x2100)+(1000x1400)
3500x2100 2100x2100
750x2100
VENTILATORS V1 V2
Top hung ventilator with fixed glass set in a MS frame
2550X600
1500
2100
Top hung ventilator with fixed glass set in a MS frame
700X600
1500
2100
4 1
W03 W04
LINTEL LVL 2100 2100
NOS. 4+3 2
700 700
2100
700
2100
700
2100
700
2100
00
2100
1800x1100
700
2100
5+6 2+2
4100x1400 3500x1400
700
2100
1
700
2100
1450X1400 2600X1400
700
2100
3 1
700
2100
2
-
2100
2
3700x1400 3200x1400
2 2+1
REVISIONS DATE NO
DESCRIPTION
01
30.06.2015
Masonry, door-window, staircase updated
01
30.06.2015
Masonry, door-window, staircase updated
STRUCTURAL CONSULTANTS:
P.H.E CONSULTANTS :
MANJUNATH & CO. #236, 5th Cross, K.G. Nagar Bangalore - 560019. PH: 080 26616601
PRISM CONSULTANCY 135/2, 11th CROSS, FIRST FLOOR, MALLESWARAM, BANGALORE - 560 003 TEL - 080-23449432 / 2356 0141 E-mail ID: prismconsultant@gmail.com E-mail ID: prismconsultant@yahoo.co.in
PROJECT MANAGEMENT CONSULTANT:
ELECTRICAL CONSULTANTS:
3 2+1
APPENDIX III | IV | NEEV PRIMARY SCHOOL, BANGALORE | EKLAVYA SCHOOL, AHMEDABAD
JOB TITLE:
NEEV PRIMARY SCHOOL
DRAWING TITLE: General Arrangement Plans Plans at 1350mm level
Yemalur, Bangalore
ARCHITECTS:
LS CONSULTANTS
# 278, 100 FEET ROAD, 5TH BLOCK, 3RD PHASE,BSK 3RD STAGE, BANGALORE-560085 PH:91-080-26690268/290 E-mail : lsconsultants@gmail.com
Room Index 001 Reception 002 Faculty lounge 003 Faculty head 004 PYP Coordinator 005 Staff toilets 006 Staff toilets 007 Meeting room 008 Art room 009 Pantry 010 Store room 011 Electrical room 012 Classroom 013 Classroom 014 Classroom 015 Dining 016 Washroom (G) 017 Library/AV room 018 Washroom (B) 019 Classroom 020 Classroom 021 Classroom 022 Services 023 Pavilion
HUNDREDHANDS
9/2, Madras Bank Road, Bangalore - 1 PH: 91-80-25593605 / 25593606
STATUS: SCALE: PROJECT NO: DATE:
GFC 1:100 @ A1 102 10.09.2015
DRAWN BY: SREEKANTH PROJ. ARCH.: SREEKANTH CHECKED BY: BIJOY DWG NO.:
102(01)01
REV NO:
R4
XI
Norberg-Schulz, Christian. Genius loci: towards a phenomenology of architecture. New York: Rizzoli, 1980. Print. Khanna, Surbhi. “School Built Environment and Spaces, Its Relationship to Education - Study of physical manifestation of educational ideology.” Thesis. IPSA Rajkot, n.d. Print. Badheka, Gijubhai, and Suraj Prakash. Divaswapna. Delhi: Prakashan, 1999. Print. Hertzberger, Herman. Space and learning: lessons in architecture 3. Rotterdam: 010 Publishers, 2008. Print. “Rishi Valley Education Centre - School.” Rishi Valley Education Centre - School. Web. 22 Jan. 2017. Sharma, Richa, comp. STUDY ON IMPACT OF BaLA (BUILDING as LEARNING AID) IN STATE OF GUJARAT. Rep. Gandhinagar: Gujarat National Law U, 2012. Print. Yorganciogu, Derya. Steven Holl: A Translation Of Phenomenological Philosophy Into The Realm of Architecture. Thesis. The Graduate School Of Natural And Applied Science of Middle East Technical University, 2004. Web.19 Jan. 2017. “SARVA SHIKSHA ABHIYAN MISSION.” SARVA SHIKSHA ABHIYAN MISSION.Web. 22 Jan. 2017. Learning Outcomes at Elementary Stage. Rep. Sarva Shiksha Abhiyan, 16 Jan. 2017. Web. 22 Jan. 2017. Gupta, Sahil. School for alternative education. Rep. Delhi: 2016. Issuu. 15 June 2016. Web. 7 Feb. 2017. “Waldorf education.” Wikipedia. Wikimedia Foundation. Web. 07 Feb. 2017. Walls, Clare Healy. Montessori in a nutshell: a brief introduction to Maria Montessori, her philosophy, and method of education. Ireland: Hello Montessori, 2007. Print. “People’s Palaces: The Golden Age of Civic Architecture.” Neo - Classical. BBC 4. London, 14 Sept. 2010. Television. School building design: Asia: The Institute, Colombo, 1972. Print. “History of Waldorf Education.” Association of Waldorf Schools of North America -> Waldorf Education -> Rudolf Steiner & the History of Waldorf Education.Web. 10 Feb. 2017. Waldorfpeninsula. YouTube. YouTube, 06 Dec. 2013. Web. 10 Feb. 2017. TEDxTalks. YouTube. Montessori = creativity unleashed | Judi Bauerlein | TEDxLivermore, 26 Jan. 2015. Web. 09 Mar. 2017. Eric Munsell. YouTube. YouTube, 27 Jan. 2009. Web. 09 Mar. 2017. “Views On Learning Philosphy - Sunil Handa.” Personal interview. 16 Feb. 2017. “Kamal Mangaldas’ view on learning Environment.” Personal interview. 15 Feb. 2017. Nair, Prakash, Randall Fielding, and Jeffery A. Lackney. The language of school design: design patterns for 21st century schools. Minneapolis, MN: DesignShare, 2013. Print. Branzi, Andrea, and Giulio Ceppi. Reggio children: children, spaces, relations: metaproject for an environment for young children. Milan: Domus Academy Research Center, 1998. Print. Lee, Jennifer. “Steiner Academy Five Valleys.” Thesis. University of Bath BSc Architecture, 2014. Issuu.com. 14 July 2014. Web. 1 Feb. 2017.
BIBLIOGRAPHY | ILLUSTRATION CREDITS
Cover Illustration By Author Fig. 1 to 9 Lee, Jennifer. “Steiner Academy Five Valleys.” Thesis. University of Bath BSc Architecture, 2014. Issuu.com. 14 July 2014. Web. 1 Feb. 2017. Fig. 10 to 17 By Author Fig. 18 & 19 “HCP Design and Project Management Pvt. Ltd.” St. Xavier’s Primary School. Web. 10 June 2017. Fig. 20 to 29 By Author Fig. 30 & 31 “Neev Primary School.” Neev. Web. 10 June 2017. Fig. 32 to 35 By Author Fig. 36 & 37 “HCP Design and Project Management Pvt. Ltd.” Eklavya Education. Web. 10 June 2017. Fig. 38 to 45 By Author Fig. 46 & 47 Redrawn from the base Image from Google Earth Pro 7.1 & Rajkot DP 2031. Fig. 48 to 65 By Author
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