A STUDY OF BIOPHILIC DESIGN FOR RESTORATIVE LEARNING ENVIRONMENT IN URBAN SCHOOLS by Radhika Modi

CEPT UNIVERSTIY

UNDERGRADUATE THESIS

A STUDY OF BIOPHILIC DESIGN FOR RESTORATIVE LEARNING ENVIRONMENTS IN URBAN SCHOOLS.

RADHIKA MODI UI2413 GUIDE SEEMA ANAND

Introduction

ACKNOWLEDGEMENTS I was first introduced to the subject in the SWS – Biomimicry conducted by Seema Anand and Prashant Dhawan and since then I have been always intrigued to understand the subject more deeply. I am very thankful to Seema Ma'am for guiding me through the thesis with her knowledge and experience and constant support. You have been a wonderful guide! I thank Kireet Patel, Yatin Pandya, Supriya Kukreja, Nitin Raje, Arthur Duff and Suriya Kakani for their insight and discussion during the initial stage of the thesis. Thanks to all the educators – Harsh Kapadia (H.B Kapdaia School), Viral Shah (A-One School) and Naheed Pathan and Anita ma’am (MGIS) for discussing their views about the contemporary schools, approach of teaching and role of learning environment. Thank you Didi, for your unconditional love and support. I hope we discover many many natural landscapes together. Thank you my dear Mom, Dad and Manan for your constant love and encouraging me all along the way. I am blessed to have you. Thanks to all my roommates, friends and colleagues. And last but not the least Pri, Bhoju and Jhanvi for all the support, love and those phone call conversations that ended up in the same line of thought for completely different topics.

Krishna

Introduction

A study of Biophilic design for Restorative Learning environments in urban schools

TABLE OF CONTENT

CHAPTER 3 – Dimensions and Attributes of Biophilic Design for

i. ABSTRACT

ii.

CHILD AND NATURE

iii.

CURRENT SCENARIO

iv.

PURPOSE STATEMENT

RESEARCH AIM

vi.

RESEARCH OBJECTIVES

vii.

SCOPE AND LIMITATIONS

viii. METHODOLOGY

learning environments 3.1 3.2

3.3

ATTRIBUTES OF BIOPHILIC DESIGN 3.3.1 FRAME WORK OF THE STUDY

3.4

ATTRIBUTES CORRESPONDING TO LEARNING ENVIRONMENT (With examples of schools) 3.4.1 NATURAL LIGHT 3.4.2 AIR 3.4.3 PRESENCE OF WATER 3.4.4 PROSPECT AND REFUGE 3.4.5 VISUAL AND NON VISUAL CONNECTION WITH NATURE 3.4.6 KINESTHETIC INFORMATION RICHNESS 3.4.7 NATURAL SHAPES AND FORMS 3.4.8 CONNECTION TO NATURAL SYSTEMS 3.4.9 MATERIAL CONNECTION 3.4.10 NATURAL COLOUR

CHAPTER 1 - The Relevance of Biophilia in Restorative Environments 1.1

NATURE & HOMO SAPIENS

1.2

HUMAN VALUES OF NATURE’S ALLIANCE

1.3

THE BIOPHILIC HYPOTHESIS

1.4

RESTORATIVE ENVIRONMENTS

1.5

EXISTING DESIGN PARADIGM - Reduced Connection With Nature Amid Urban Development

1.6

RESTORATIVE ENVIRONMENTAL DESIGN – The Paradigm Shift

1.7

RESTORATIVE DESIGN AND ENVIRONMENTAL PSYCHOLOGY

1.8

THEORIES

1.7.1 ATTENTION RESTORATION THEORY

1.7.2 NATURE DEFICIT DISORDER

1.9

LOW ENVIRONMENTAL IMPACT DESIGN Towards the Resource Efficient Design

BIOPHILIC DESIGN

1.10 BIOPHOBIA

CHAPTER 2 - Child, Nature And Learning 2.1 ADAPTIVE VALUE OF 9 HUMAN VALUES OF NATURE’S ALLIANCE

2.2 NATURE AND MIDDLE CHILDHOOD AGE CHILD’S DEVELOPMENT

2.2.1 THE 8TH INTELLIGENCE

TOWARDS LIVING LEARNING SPACE DIMENSIONS OF BIOPHILIC DESIGN 3.2.1 NATURALISTIC DIMENSION 3.2.2 ENTICEMENT OF NATURE 3.2.3 VERNACULAR DIMENSION

3.5

SUMMING UP

35 37 38 38 39 40

41 44 46 50 52 58 60 62 70 76 78 82

CHAPTER 4 – Case Study 4.1 FOREWORD 4.2 SECONDARY CASE STUDY 4.3 PRIMARY CASE STUDY 4.3.1 CRITERIA FOR CASE STUDY 4.3.2 ATTRIBUTES AND FRAMEWORK FOR PRIMARY CASE STUDY 4.4 MGIS 4.5 A ONE 4.6 COMPARATIVE ANALYSIS 4.7 INFERENCES 4.8 CONCLUSION 4.9 CONCLUDING NOTE 4.10 WAY FORWARD 4.11 APPENDIX

85 87 95 96 97 98 117 128 130 132 133 133 134

2.3 EVOLUTION OF EDUCATION ENVIRONMENT IN INDIA From under the tree to boxed rooms 2.4 ROLE OF LEARNING ENVIRONMENTS

BIBLIOGRAPHY AND REFERENCES

136

LIST OF FIGURES

139

A study of Biophilic design for Restorative Learning environments in urban schools

i. ABSTRACT Interior environments can create an impact on a person due to its interior elements such as form, layout, color, materials and light. It can have a positive or a negative effect on a personâ&#x20AC;&#x2122;s mood and behavior. Particularly, children are very sensitive to their surrounding environment. In adolescent age, most of their waking hours are spent in school, which often leaves a strong impression on them for a life time. According to the theory of constructivism, a child builds his understanding of the world around him based on his environment. The physical characteristics of the classroom is hence also an outward manifestation of its philosophy.[1] The schools spaces are often a series of boxed classrooms. The schools that were once envisaged as buildings with large playgrounds are now tuning into vertical buildings due to lack of space and rapid urbanization. Urban children spend 90% of their time indoors.[2] The downside of this is our overall loss of connection with nature. A lot of health issues like anxiety, depression and stress are becoming a common problem among kids. Evidence suggests that access to nature and green space provides children cognitive, emotional and physical benefits such as increased ability to concentrate, improved academic performance and reduced stress.[3]

INTRODUCTION

â&#x20AC;&#x153;The centrality of nature in children's learning begins with our origins as a species.â&#x20AC;? - Stephen Kellert Since ancient times, our life has always revolved around natural habitats. Human beings are attracted to natural surroundings; it is in our genetic nature as our ancestors spent major of the time in natural systems. This "affinity towards nature" is called Biophilia. Biophilic design applies these principles of Biophilia to the built environment, incorporating nature back into our life in a deep and fundamental way. It helps explain why we want to escape for a nature trip once in a while; enjoy a walk by the beach, watch the sun rays through dense foliage or simply are fascinated by a sky full of stars. There have been studies that illustrate convincing evidence of the positive benefits of interaction with nature. As the world population continues to urbanize, these qualities of nature integrated interiors are even more crucial. This change in our lifestyle is negatively affecting our health as well as the natural world. Modern society and the educational patterns have indirectly created barriers to children's contact with nature. New research supports constructive measurable impacts of biophilic design on health; strengthening the empirical evidences and raising the priority level of natures connection in design, research and practice.[4] Biophilic design has the potential to transform children's schools and play areas.

[1] Martin. H , (2002). [2] The world of urban child in India, PWC India, (2015) [3] Moore & Wong (1997), Pyle (2002) , Wells & Evans (2003), Louv (2007) [4] Fuller, Irvine, Devine, (2007)

A study of Biophilic design for Restorative Learning environments in urban schools

Introduction

ii. CHILD AND NATURE

iii CURRENT SCENARIO

Nature is a source of enthrallment and engagement for children. It has a deep imprint on their memories. Children have an instinctive attraction to natural environments. They prefer to play in open spaces like gardens, fields or near by wild places like near trees or bushes, in the courtyard or by water bodies like river or lakes as they are much more invigorating then indoors.[5] Natural environments are attractive because they are alive, ever changing and exhibits unfathomable diversity.

A kid today might be able to tell you a detailed description about various topographies but not the last time he or she explored one, or they may be able to talk about pollination of a flower but may not have once observed the budding of a flower. For a whole generation, nature is more of an abstraction than reality.

As Rachel Carson says : “A child’s world is fresh and new and beautiful, full of wonder and excitement. What is the value of preserving and strengthening this sense of awe and wonder, this recognition of something beyond the boundaries of human existence? Is the exploration of the natural world just a pleasant way to pass the golden hours of childhood or is there something deeper? I am sure there is something much deeper, something lasting and significant. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts.” [6] The core reason of human beings affinity with nature begins with our origins as species. Our ancestors spent majority of their time in natural surroundings. They adapted and developed their physical and mental skills through means of nature. Therefore even children who have not been exposed to nature before can relate to it. This association develops into empathy towards natural life when they are nurtured to interact with nature. From an evolutionary perspective, it is said that children need experience with natural spaces reflecting that as biological beings, we have empathy for natural surroundings. It is a fundamental necessity for healthy human development.[7] Children’s access to nature provides an important aspect of growing up, with many adults remembering natural or outdoor environments as the most significant places of their childhood. [8] Natural settings invigorate children’s development in ways not comparable to other means. The beneficial impacts of nature on physical, cognitive and emotional well being in adults lend empirical weight to conclusions for children and nature. However, all aspects of nature are not benign. Natural organisms can also cause negative threats to health and even danger of life. Children need to be protected from the negative aspects but there should also be a difference between necessary protection and over – protection.

[5]Pyle, (2002). [6]Kellert, S.(2012) [8] Malone, Karen and Paul, (2003)

[7]Nabhan and Trimble,(1994)

B Fig. 0: Ahmedabad Land cover -2001(A) and 2011 (B) as per AUDA Report 2014

Children’s life style today is very different compared to the past few generations. They have fewer opportunities that allow contact with nature which was, a normal occurrence in the past through outdoor play. This opportunity has decreased owing to number of reasons such as urbanization, education system and social pressure. Increased urbanization has reduced the natural spaces outdoors. The increased time indoors has provoked recent concerns regarding children’s diminishing contact with nature. Evidence that children are spending more time indoors and less time in nature has sparked research in health and psychological sciences that links child’s decreasing contact with nature to increasing levels of depression, obesity and diabetes.[9] Due to the lack of opportunity for adequate exposure to the natural life, their experiences are predominately are through secondary or indirect modes such as visual images representation. Professor of psychology Edward Reed wrote in his book ‘The necessity of experience’ about the myths of information age and how it has deprived us of sensory stimulation due to lack of primary experiences. He pointed out the post modern acceleration of indirect experiences and proposed the view of Ecological psychology or Ecopsychology which looks at the relationship between humans and natural world. This plunge into extensive use of secondary experiences comes with a risk of depersonalizing human life. The modes of visual representations of natural world such as nature documentaries, TV channels, and other such sources showing exotic life, animals and landscapes condition children to think that nature is not something they can find in their own backyards or surrounding neighborhood but only an faraway place that they may never encounter.[10] This further disconnects them from knowledge and appreciation and affinity towards the natural world. The virtual is being replaced by real. Children’s residential, educational and recreational environments are often very artificial and sensorily deprived. As a result, children’s worlds, limitless in cyberspace, are shrinking in reality. This change in our life style is negatively affecting our health as well as the natural world. Modern society and the educational patterns have indirectly created barriers to children’s contact with nature. [9]Chawla, (2006), Davis, (1999), Hofferth & Sandberg, (2000), Louv, (2007), Pyle, (2002) [10] Sebba (1991)

Introduction

A study of Biophilic design for Restorative Learning environments in urban schools

iv. PURPOSE STATEMENT

viii. METHODOLOGY

The purpose of this research is to identify the aspects of Biophilic design which enhances the experience of learning environment and study how they have been implemented in interiors of schools. The study aims to categorize these aspects in terms of physical and emotional needs that affect children due to the environment of the learning space.

The literature review largely includes topics of Biophilia, Restorative design, Biophilic design and relationship between Child, Learning and Nature. The aspects of Biophilic design have been associated with factors of Environmental Psychology for learning spaces. (CHAPTER - 1 AND 2)

Primary school has been taken as a setting to understand these aspects on children of middle childhood and pre - adolescent age which is roughly 7-15 years. The research is through case study method of qualitative analysis by comparison between a secondary and two primary case studies. v. AIM Identify the aspects of Biophilic design corresponding to learning environments to analyse and evaluate it in urban (primary) schools. vi. OBJECTIVES 1. Study the relationship between Child, Learning and Nature. 2. To comprehend how Biophilic design can be used as a restorative quality which has a positive impact on child’s learning environment. 3. Synthesize methods of implementing the patterns of Biophilic design. vii. SCOPE AND LIMITATIONS 1. Though the study may be appliable for various learning environments, the focus of the case study is only primary schools in urban spaces which do not have large expanse of land to allow interaction with natural surroundings. The primary case studies have been limited to Ahmedabad.

Certain attributes were found more relevant to learning environment after observations as well as interviews with educators and students. These attributes were understood through factors such as Genesis of the pattern, Experience of the pattern and methods of Application of the pattern. Each attribute was analyzed individually with examples of Indian schools where the aspect has been effectively implemented. (CHAPTER - 3) The biophilic attributes pertinent to learning spaces were evaluated in a school interior through case study. A secondary case study was chosen which had most of these attributes and smaller horizontal sprawl than it's vertical area. After a review of about 10 schools of Ahmedabad, two primary case sudy were identified which built with different approaches which didn’t have large expanse of land and were located in a dense urban locality in Ahmedabad to understand which of the Biophilic aspects are present and how they have been implemented in the schools. This has been represented through drawings and photographs of the school. (CHAPTER - 4) A matrix was developed through analysis based on observations of the presence and absence of the aspects of biophilic attributes to derive inferences which have been represented through graphs which compare the degree of Biophilic design applied in the school. Conclusions were drawn from the entire body of work on the basis examples of schools for each attribute and inferences from case studies.

2. The scope of the research only takes in regard of the physical environment of the learning space and not the educational philosophy or pedagogy of the school. 3. The research synthesizes methods of application to integrate biophilic design in the space, it is not a comprehensive guideline for application. 4. The evaluation of the study only adherers to scope of design application and doesn’t build upon the domain of psychology.

CHAPTER - 1

The Relevance of Biophilia in Restorative Built Environments

1.1 NATURE & HOMO SAPIENS

The Relevance of Biophilia in Restorative Environments

CHAPTER 1 Fig. 1: Dependence of man on nature

1.1 1.2 1.3 1.4 1.5

NATURE & HOMO SAPIENS HUMAN VALUES OF NATURE’S ALLIANCE THE BIOPHILIC HYPOTHESIS RESTORATIVE DESIGN EXISTING DESIGN PARADIGM Reduced Connection With Nature Amid Urban Development

1.6

RESTORATIVE ENVIRONMENTAL DESIGN - The Paradogm Shift 1.7 RESTORATIVE DESIGN AND ENVIRONMENTAL PSYCHOLOGY THEORIES 1.7.1 ATTENTION RESTORATION THEORY 1.7.2 NATURE DEFICIT DISORDER 1.8 LOW ENVIRONMENTAL IMPACT DESIGN Towards the Resource Efficient Design - Since the last 2 decades 1.9 BIOPHILIC DESIGN 1.10 BIOPHOBIA

Before 200,000 YRS Homo Sapiens began to evolve

125,000 - 60,000 YRS Homo Sapiens moved out of African Savanah

40,000 YRS Oldest known cave paintings

12,000 YRS Humans began cultivating food on large scale 6,000 YRS Invention of the city 400 YRS Idea of mass production 200 YRS Electronic technology 100 YRS Age of Industrialization

Homo sapiens as a species have been a part of nature for over 200 millennia. As bio-centric species, we evolved in the wilderness of nature. We have relied on nature for all our needs such as water, food, shelter in rocks and trees, good light and air. Early humans inhabited the Savannah landscapes in East Africa as hunter – gatherers.[1] In these grasslands with shrubs and trees, we found all the necessities crucial to our growth and proliferation. It is these surroundings that our pre-historic ancestors inhabited throughout evolutionary development. This attachment with the environment became ingrained in our psyche, DNA and brain adaptation.[2]Even when we are detached from nature in today’s time, we feel most connected to ourselves in natural surroundings. This affinity towards nature is known as “Biophilia”.[3] It was only 6000 years ago that dwellings and buildings appeared on the evolutionary scene.[4] Till then, humans majorly depended on these natural resources for survival. The ancient builders constructed shelters, mimicking forms they observed in nature. In fact, natural themes can be found in various forms in our history. The stylized animal and plants in frescoes of Ajanta caves, statues of animals like lions and elephants in ancient Hindu temples and many others over the world such as Egyptian Sphinx, carvings in Greek structures, sculptures of dragons in Chinese pagodas, etc. The building was also integrated with natural elements such as courtyard gardens in Spain, ponds in Egypt, fish bowls in ancient China, bonsais in Japan, hanging gardens in Babylon, etc. This shows that while Biophilia is a newly termed concept, but it is not a new phenomenon, and stems from human intuition and neural sciences.[5] Since the Industrial Revolution, in the past 260 years there has been rapid growth in human population and built environment. We have shifted from the wild to highly mechanized environments and structures which do not encourage including living entities. This in turn has not only degraded our environment greatly

Fig. 2: Timeline of Human Evolution

[1] Gordon Orians and Judith Heerwagen - Savanna Hypothesis, 1986 [2] The Nature Experience and Mental Health, (2009 ). Ministry of the Environment, Oslo. Retrieved from https://www.regjeringen.pdf [3] Wilson, Edward O. (1984). Biophilia. Cambridge: Harvard University [4] Heerwagen (2008) [5] Browning, W. , Ryan, C. , Clancy, J., (2014)

CHAPTER - 1

The Relevance of Biophilia in Restorative Built Environments

but also affected our well being, because over the years we have lived in natural environments. Our mind and body is not attuned to live in indoors for long period of time.

1.3 THE BIOPHILIA HYPOTHESIS

1.2 HUMAN VALUES OF NATURE’S ALLIANCE The affinity towards life is a weak genetic tendency to value nature as a foundation for our physical, material, mental and spiritual well being. This preposition suggests that human identifies and feels personal fulfillment in relationship with nature.

Fig. 4: Biophilia - our affinity towars nature

connections that human beings subconsciously seek with the rest of life” and this tendency might be a

biological need integral to human development. In 1995, biophilia hypothesis was established, bringing together various perspectives on psychological, biological and cultural aspects presenting framework of theory and empirical evidences on the subject that brought world’s attention to the serious consequences on our well being due to estrangement from the natural world. Later 70 attributes of Biophilic design were identified.[8]

One of the dominant aspect of it is material gain from the environment, but it has been proved that we also rely on it influences us cognitively and emotionally. This biophilic need has been revealed in nine basic environmental values.[6]

Fig. 5: Nature is vital to human life and existence

Fig.3 Typology of Human Values for affinity towards nature.

As a ‘weak’ biological inclination, these values can be highly variable and subjective, but its adaptive value is always inherent. Rather than looking at Biophilic needs as a vestige of the now irrelevant past, it can be viewed from the lens of human biology and psychology as an adaptive product for our well being.

We have a physiological and psychological orientation of being attracted towards living systems which is known as Biophilia. The term “Biophilia” was first coined by social psychologist Eric Fromm. ‘Bio’ means living systems or life and ‘philia’ means love. It is - love of life - of acknowledging all that is alive. It was later popularized by biologist Edward Wilson who describes the term in his book Biophilia as “the

Fig.6: Can we plug it in our daily life?

Also, biophilia in the built environment and exposure to nature is especially vital for a child as the period when this contact with nature first occur where the role of nature in child’s development is emphasized particularly for early and middle childhood age.[9] The translation of biophilia as a hypothesis into design guideline of the built environment was introduced in a book in 2008.[10] Recently in 2014, the research paper 14 Patterns of Biophilic Design by Terrapin Bright Green moves from research on biophilic responses to design application as a way to effectively enhance health and well-being for individuals and society.

This inherent ’weak’ link needs to be fostered through experiences, learning for it to be functional and active. If it is insufficiently stimulated and nurtured, they will remain latent and dysfunctional.[7]

[6] Kellert , S. (2002), Experiencing Nature: Affective, Cognitive, and Evaluative Development in Children. [7] Kellert, S. (2005)

[8] Kellert,S. (2005) [9] Kellert,S. (2002) [10] Kellert, Heerwagen & Mador, (2008)

The Relevance of Biophilia in Restorative Built Environments

CHAPTER - 1

1.4 RESTORATIVE ENVIRONMENTS A walk in the woods or by the beach is feels restorative and healing. Often, when mentally fatigued by life issues , we seek these quiet moments around nature where we feel good and connected with ourselves. Even in a built environment, the integration of living

entities has proven to enhance stress recovery and well being.[11]

Natural environment are restorative, yet in today’s time and our day to day lifestyle, we spend most of our time indoors.[12] Can we have indoor environments that bring such an experience? Biophilic design attempts to translate this need into an expression into the built environment. It offers this positive vision of how we can foster meaningful and satisfactory lives through incorporating it in man-made world. In the past, this was never seen as a ‘need’ because human life was never away from the natural environment, for their own benefit. Biophilic design can reduce stress, enhance creativity and clarity of thought, improve our well-being and expedite healing; as the world population continues to urbanize, these qualities are even more important.[13] It focuses on designing spaces that are healing and restorative for human beings as well as nature through integration of natural features such as natural light, ventilation, use of vernacular materials, plantation, biodiversity, etc. in the built environment and nature’s attributes such as information rich and sense stimulating spaces. Yet, it is important to balance between biophilic and biophobic space.

Fig. 8 : Khoo Teck Puat Hospital in Singapore, overlooking the scenic Yishun Pond is an example of how nature has been integrated in the environment. This has increased the recovery rates of patients in the hospital.

Fig. 7: A walk in the nature is restorative

Restorative Environments is a result of Biophilic Design

[11] Salingaros, Nikos A. (2015). Biophilia-Healing-Environments-Salingaros-p, Rome : Terrapin [12] Roberts, T., (2016), We Spend 90% of Our Time Indoors. Says Who? [13] Browning, W.D., Ryan, C.O., Clancy, J.O. (2014)

The Relevance of Biophilia in Restorative Built Environments

CHAPTER - 1

1.5 EXISTING DESIGN PARADIGM

may have compromised on our physiological wellbeing due to isolation from vital emotional supportive system through interaction with natural elements. This has instigated forces of destruction and alienation.

Reduced Connection With Nature Amid Urban Development

The progress of a civilization is often gauged by the distance it has created from nature or how much it has conquered it’s original state. This was believed to be the development of human civilization. This ideology of restraining or destroying our ecology has been supported by prevailing conventional design approach of the human built environment, especially in urban areas. We still rely on natural resources for our basic need such as food, building material, water etc. Instead of fostering a symbolic relation with nature, man started disrupting it with modern technology and engineering achievements. Today 74% of the people live in urban areas in developed nations and is expected to grow rapidly. We are looking at a world growing towards urban scapes.[14] Traditionally, urbanization has relied on subjugating natural variety into monotonous areas, resistant to natural change and unyielding to life often depleting large amounts of natural resources and producing huge amount of waste and pollution. From using our emotional instincts to grow with the nature, we altered our focus to building purely through intellect. “This prevailing paradigm of urban development is neither necessary nor sustainable and constitutes more a design deficiency than an intrinsic and inevitable flaw of modern life.” [15] Over the past few decades with the advent of industrialization, modernistic approach was to standardize buildings irrespective of their context through the use of construction technique using industrialized materials. Modern buildings often didn’t respond to their surroundings. The idea of standardization prevented the buildings to be affected by prevalent geographical conditions such as the effect of wind and light in that particular area. This often resulted in limiting our interaction with environment. With the primary motive to reduce cost and save time, we

Fig. 11 : Minimalistic design appeals to individuals who are uncomfortable with living structures. But erasing information richness sabotages our cognitive process. - Nikos Salingaros, 2015

The flatness of construction of built forms and minimalist built environments also reflects the feeling of aversion from nature. Growing up in a nature deficit world, we have lost the association with nature and continue avoiding it through building sterile and industrial archetype. The spaces are built as boxes to carry out activities rather than sensorial experiences that are restorative. Our biophilic instinct has diminished due to lack of relation with surrounding natural systems and devoid of information richness in our physical environments. As Juhani Pallasma writes, “The inhumanity of contemporary architecture and cities can be understood as the consequence of negligence of the body and senses. The growing experiences of alienation, detachment and solitude in the technological world today… ” [16]

Fig. 9 :Conversion of land into concrete jungles.(City of Mumbai)

“And if you live in a system of boxes, as most people do, you can barely struggle to achieve an effective life.” - Christopher Alexander Lecture at Berkeley, California, 2011

Yet, even today, most people have this instinct to connect with natural surroundings than with man-made world confining them to indoor environment in the quest of material gain. Unfortunately, this prospect of connection with nature, which has been proved essential to our well-being and development, has been diminished in modern times. This decline is a resultant of modern urban life. It has not only caused irreparable damage to the environment but also deprived us of the restorative qualities of nature. Our challenge is how to alleviate the adverse effect of modern built environment and how to integrate nature in our everyday lifestyle to create positive opportunity for its contact among children and adults.

Fig. 10: Such building typologies doesnt correspond to place or time.

[14] POPULATION REFERENCE BUREAU (2009) Human Popluation. Retrieved 4th April 2018 from //www. prb.org/Publications/Lesson-Plans/HumanPopulation/Urbanization.aspx [15] Kellert, S. (2005) . Building for Life - Children and Nature Network Washington: Island Press

[16] Pallasma , J. (2005). Eyes of the Skin . Great Britian: Wiley. (p.17-19)

The Relevance of Biophilia in Restorative Built Environments

CHAPTER - 1

1.6 RESTORATIVE ENVIRONMENTAL DESIGN The paradigm sift Over population, technological advancements, sky-rise buildings, urbanization aren’t terms necessarily related with environmental destruction or seclusion from nature. Yet, the prevailing design paradigm has until now resulted into such outcomes. With the awareness of the damage and imbalance human activities have caused in the life cycles of natural systems, we are now shifting to a more environmental friendly design movement which focuses on restoring their surroundings to its natural order by preventing its further damage and using more sustainable options. We may not be able to recover the damage done but we can save further degeneration. However, reducing environmental destruction alone is an one sided approach which doesn’t sustain itself on its own. There is a need to re-establish and revitalize the positive impacts of nature on human beings in their daily life that people are attached with their surroundings. Social ecologist Stephen Kellert has defined the term ‘Restorative Environmental Design’ which includes minimizing the damage on nature and restoring the positive impacts of nature on human beings which is vital for our well being.

Nature

People

Symbiotic relation of man and nature through positive feedback. Humans beings are a part of the natural environment and what we do to the environment inevitable comes back to us.

Restorative environment design can be divided into two parts.[17] 1) Low environmental impact design – To restrain and diminish and damage done on environment and mankind due to modern development. 2) Positive environmental impact - Nurture positive relation between nature and mankind. Restorative environment design can be described as regenerative design which is healing, revitalizing and restorative. Not only do we need to diminish the damage done due modern design approach but we also need to foster positive connections between man and nature.

To establish a more symbiotic and less destructive relationship between environment and humanity, needs a new approach itself towards planning, design and construction. It has to percolate through multiple levels of decision making process that build human spaces such as town planning, architecture, interiors, landscape, waste and water management. Only when there is change at all levels can we truly have a sustainable and substantial impact. This is possible through restorative thinking and design. We can restore this connection to nature by creating healthy and comfortable spaces where nature is present in its many forms, as scenery, as plants, shapes, lights, sounds, materials and scents. Biophilic design aims at strengthening this connection between humans and nature. “Restorative environment design seeks to repair the relationship between nature and humanity in a world increasingly marred by environmental impoverishment and social and psychological alienation.” [19]

LOW ENVIRONMENT IMPACT DESIGN + BIOPHILIC DESIGN =

RESTORATIVE ENVIRONMENTAL DESIGN

This ‘Regenerative design’ requires an ecological world view, shifting focus from objects to relationships.[18]

[17] Kellert , S. ,Heerwagen & Mador (2008) [18] Bruno, D. (2015). Beyond Sustainability – Biophilic And Regenerative Design In Architecture European Scientific Journal, Portugal.

[19] Bruno, D. (2015). .Beyond Sustainability – Biophilic And Regenerative Design In Architecture European Scientific Journal, Portugal.

The Relevance of Biophilia in Restorative Built Environments

CHAPTER - 1

1.7 RESTORATIVE DESIGN AND ENVIRONMENTAL PSYCHOLOGY THEORIES

These phenomenons take place so often yet discretely in everyday life. They offer momentary

fascination that relaxes the mind restoring our ability to concentrate for longer period of time. It

The psycho physiological restorativeness that makes us feel good by being in nature has been the subject of inquisitiveness of many researchers since the Biophilia Hypothesis was established by Edward O. Wilson in 1980’s. The theory that bring out the evidence of healing effect of nature on us is Attention Restoration Theory by Kaplan and Rachel in 1989.

concludes that such properties of environment can be psychologically (attention and emotion) as well as physiologically (stress, anxiety) restorative. 1.7.2 NATURE DEFICIT DISORDER

Addressing the concern of children spending more and more time indoors, Richard Louv talks about ‘Nature-Deficit-Disorder’ in his book Last Child in the Woods (2008) where he asserts that children in urban and suburban areas are losing direct contact with nature leading to mental and social discrepancies. The research by Human-Environment Research Laboratory at the University of Illinois proves that the children with ADHD have showed significant reduction in the systems when exposed to nature.[22]

A more recent study on nature and child development was the subject of research by Richard Louv which asserts that childhood has shifted indoors and children are losing connection with nature. It includes a parallel research which suggests that natural surroundings minimize the symptoms of Attention Deficit Hyperactivity Disorder (ADHD). These theories have inspired research towards restorative design that supports that natural environment are more therapeutic than constructed urban environments.

Supporting studies also suggests benefits like increased creativity and improvement in cognitive as well as social skills when the child in engaged in nature.

1.7.1 ATTENTION RESTORATION THEORY

Attention restoration theory (ART) has its roots in environmental psychology. This theory is developed by Rachel and Stephen Kaplan in 1980’s in the book The experience of nature: A psychological perspective. It examines why a person feels more mentally tired in a constructed environment compared to being in natural surroundings or outdoors.[20] As per the theory, urban city lifestyles which revolves around being exposed to long hours of digital technology, information overload, excessive work and study in indoors – demands constant concentration of the mind, wearing it down more quickly. This results into mental fatigue causing stress, anxiety, irritation and negativity.[21] ART suggests that our mind revitalizes when exposed to natural surroundings which offers ‘soft fascinations’ that require ‘effortless attention’ such as rustling of leaves, shimmer of light on water, sound of wind gushing through openings, etc.

Theory ATTENTION RESTORATION

THEORY

[20] Kaplan, R.; Kaplan, S. (1989). The Experience of Nature: A Psychological Perspective. Cambridge University Press. [21] Bell, P.A.; Greene, T.C.; Fisher, J.D. (2001). Environmental Psychology, Fifth Edition. Harcourt College Publishers.

NATURE DEFICIT DISORDER

Key Idea

Key concept

Relevance for design

Mental fatigue is caused by excessive directed attention and attentional capacity can be restored by engaging in effortless attention

Directed (Voluntary) attention - attentional deficit, Effortless attention, restorative experience

Include green spaces for effortless attention within environments which demand excessive and constant direct attention

Loss of direct contact with nature leading to mental and social problems

Exposure to nature daily heals ADHD among children

Integrate experiences of nature in daily life through blurring the line between indoors and outdoors

[22] Louv, .(2008). Last Child in the Woods . London: Atlantic Books.

The Relevance of Biophilia in Restorative Built Environments

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1.8 LOW ENVIRONMENTAL IMPACT DESIGN:

Towards the Resource Efficient Design since the last two decades.

“Biophilic design is not about greening our buildings or simply increasing their aesthetic appeal through inserting trees and shrubs.

The first objective - low environmental impact aims to mitigate and the adverse effects of modern development on natural systems and human wellbeing. It involves energy-efficient design, using renewable sources of energy such as – solar systems, hydro power, wind energy, etc. avoid destruction of natural habitats, minimize wastage and polluting materials, maximize use of available sources such as rain water harvesting, using degradable materials, etc.

Much more, it is about humanity’s place in nature, and the natural world’s place in human society...”

This acknowledgment of how much the built environment has been degraded depleted and disturbed the functioning of natural systems prompted the development of sustainable and green design movement. Catalyzed by the launch of a new green building rating system, LEED (Leadership in Energy and Environmental Design) in 1998 grew significantly in the early 2000s. However, in the last two decades the design movement has taken momentum towards energy-efficiency movement prompted by the policies that provides cost benefits on its implementation. More than aiming for a sustainable design approach, the focal point shifted to obtaining LEED points. Though this is a part of the goal, it is not a holistic approach. Also research suggests that it wasn’t necessary that LEED certified buildings always performed what it was aimed for. [23]

(Kellert et al., 2008: page 7)

“Design a building that’s a net exporter, producing more energy than it needs to operate and becoming fecund, giving back. . . . [Why not, they ask, design] a building like a tree? - one that produces food and energy, creates no adverse wastes, and fosters beauty and diversity.” - As McDonough and Braungart Though admirable, McDonough and Braungart’s concept of ecological health needs to be extended to include a greater emphasis on human experience, incorporating the recognition of how much people’s physical and mental well-being depends on their contact with nature.[24] Unfortunately, low environmental impact design has become the primary approach of sustainable design and development today. Cutting edge technology that is low impact inevitably becomes obsolete over time. Without positive benefits and associated attachment to the building and places, people rarely exercise responsibility to keep them in the long run. Low - environment- impact with objectives of minimizing harm to systems – but fails to recognize long term sustainability of restoring and enhancing people’s positive relation to nature in the built environment, which is biophilic design.

Although essential and challenging, low environmental impact only addresses the technical requirements of the building it doesn’t fully take note of issues of human occupants. Prevailing approaches to conventional, and also sustainable, design seldom recognizes the human need for nature as an integral dimension of people’s well-being.

Fig. 12 : Is only green enough?

[23] Turner & Frankel, (2008)

[24] Kellert, S. , Calabrese E. (2015). The practice of Biophilic Design . Washington: Island Press.

The Relevance of Biophilia in Restorative Built Environments

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1.9 BIOPHILIC DESIGN

This doesn’t imply that we replicate or copy-paste natural elements in built environment, but rather suggests that it can be a natural archetype. Biophilic design also doesn’t mean few potted plants and pictures of flowers, birds and animals placed here and there. The aim is that feel connected and one with the

Biophilic design focuses on positive impact on human experience in built environment. Biophilic need is the association towards the natural world which is inherently deep-rooted in us.

living breathing life and ecosystem around us which also nurtures us emotionally, intellectually and spiritually.

Biophilic design begins with a simple understanding of how the built environment affects the human experience and well- being and in turn, the natural environment. It is the initiative of designing buildings

Contrary to the idea of low-environment impact which aims to reduce the negative impact of the human footprint on nature. In our ever changing world, low-environment impact innovation will become redundant and be discarded over time if humans don’t connect with nature with a positive connotation. The general human tendency is that we care for something only when we are attached to it. If we are emotionally or intellectually attached to our built environment, surrounding landscape and connected ecosystem, based on our emotional values, we will rarely need the motivation to sustain them.

and landscapes that sustains a more harmonious bond between humanity and the nature. It aims to bring us closer to natural surroundings that we have cut off in the built environment which not only as positive effect on us, but also sensitizes us to deal with nature in a more sustainable way. This can also be connected to our biological values of affinity towards nature that are mentioned before. The relation with nature for Utilitarian, Dominionistic and Scientific value, all of which gave birth to Humanistic value, i.e. the attachment towards nature. It is an approach of the past, neglected and forgotten which is rediscovered because of realizing the need of connection to nature and the evidence of negative impacts of well-being because of its absence.

However, biophilic design doesn’t advocate the

preference over low-environment impact design but rather completes it and makes it truly sustainable.

“ Biophilic design is viewed as he largely missing link between prevailing approaches to sustainable design”. [25]

The biophilic needs have been identified and serve as a guideline for design application. It can work at various scales and levels in a built environment. These principles can be used for a city, community, architecture, interiors or product design. While these may not be the only needs but they are tools to enhance positive experience of a place due to the natural ‘ingredient’. Biophilic design can be integrated inside-out; from landscapes, architectural form, facades, interior spaces to decoration. It is not limited to horizontal or vertical expanse of space. We may not be able to spend enough time in natural settings, but we can at least try to substitute it with natural stimulations in the built environments. Fig. 13 Commercial office,158 Cecil Street, Singapore

renovated with a Biophilic deign concept

[25] Kellert, S., Heerwagen, J. , Martin, M. (2012). Biophillic Design. New Jersey: Atlantic Books.: John WIley & Sons.

The Relevance of Biophilia in Restorative Built Environments

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1.10 BIOPHOBIA Though nature is our vital source of survival, it is not free from danger. As humans have a tendency to affiliate with nature, we also have a predisposition to be afraid of natural hazards risking our survival. This

fear, anxiety or aversion towards nature is known as Biophobia. For example, most people even today are

afraid of snakes and spiders. This response is a product of our evolution in a natural setting where humans were constantly susceptible to threats such as poisonous plants and animals, wildlife predators and natural hazards. This ‘fear’ was also a tool of survival, and hence it also gave us a strong instinct of what aspects posing threats could be destroyed and what needed to be avoided.

Fig. 14: OPHIDIOPHOBIA is the official term used to describe an intense or irrational fear of snakes.

Biophobia is can also seen in built environments. For

example we usually prefer well lit spaces compared to dark and dingy areas. The reason for this response can be traced back to per-historic times when we relied only on natural light for vision which oriented us for all major activities necessary for survival. Today we have evolved into super intelligent species and most of the past hazards don’t threat us anymore yet, we have increased our distance from natural environments. Fundamentally, humans are a biological entity. We best adapt in surroundings filled with life. Many people have picked up Biophobia due to little or no exposure to nature.[26] They have always been in ‘sterile’ environments and hence feel an aversion to biophilic qualities that is so innate to living organisms

Fig. 15 Emergence of a clinical language cut off from nature in working, living and learning spaces

[26] Salingaros, Nikos A. (2015)

Child, Nature and Learning

2.1 ADAPTIVE VALUE OF HUMAN VALUES OF NATURE’S ALLIANCE

Child, Nature and Learning

2.1 ADAPTIVE VALUE HUMAN VALUES OF NATURE’S ALLIANCE 2.2 NATURE AND MIDDLE CHILDHOOD AGE CHILD’S DEVELOPMENT 2.2.1 THE 8TH INTELLIGENCE

2.3 EVOLUTION OF EDUCATION ENVIRONMENT IN INDIA From under the tree to boxed rooms

CHAPTER 2

The human values start developing in child from an early age while they are exposed to outdoors, especially during play. During middle childhood age roughly around six to twelve years, which is the second stage of development, they form basic ideas about nature and gain an elementary understanding of the natural world. Middle childhood marks a time developing humanistic, symbolic, and aesthetic values of nature.[1] They began to explore unfamiliar territories such as backyard, neighboring parks and get engaged and involved more in discovering newness than preferring to stay in closed indoor settings.

2.4 ROLE OF LEARNING ENVIRONMENTS

Table 1: Nine adaptive value of human values o nature’s alliance, Kellert, S. (2005)

Fig 15: Examples of children with acts suggesting human values such as Humanistic, Utilitarian, Scientific, Aesthetic and Moralistic [1] Kellert, S. (2005) . Building for Life - Children and Nature Network (p. 77). Washington: Island Press

Child, Nature and Learning

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2.2 NATURE AND MIDDLE CHILDHOOD AGE CHILD’S DEVELOPMENT Childhood is an age when the body and mind is constantly in the process of change. The child is known by their constant inquisitive nature. The more information rich surrounding they are exposed to the more they want to know about the various things in it. This quality among a child builds knowledge and eventually leads to their development Middle childhood and Pre-adolescent is roughly the age between 7 to 15 years. During this primary school age they become more capable of making their own choices. They develop enough cognitive ability to understand the surrounding context, interpret it, and make their own meaning of it. They are on a process of self experimentation to find those capabilities, explore their curiosities and imbibe creativity to harness unstructured learning. When a child is exposed to outdoor spaces, they acquire knowledge of life systems and are able to apply it into day to day life. They tend to actively perform, participate and engage in activities in a suitable atmosphere. This kind of learning needs time, freedom of possibilities, sense stimulating environment and ample space.

“Come forth into the light of things, Let nature be you teacher.” - William Wordsworth

Nature is important to children’s development in every major way—intellectually, emotionally, socially, spiritually and physically.[4] Assuming that the human affinity for nature is partially genetically encoded as a product of our having evolved in a natural rather than an artificial world - the importance of childhood must be recognized as the period when this contact with nature first occurs. Although critical for attempting to understand the developmental importance of childhood contact with nature, these questions have received surprisingly little scholarly attention. [5] Nonetheless, children’s affective, cognitive, and evaluative development appears to have suffered greatly from reduced direct contact with the natural environment due to increasing habitat degradation, biodiversity loss, declining open space, urban sprawl, pollution, and shifts in familial and community patterns.

Based on empirical studies of children’s interactions with nature, as psychologist David Sobel concluded (1993, p. 159): “Middle childhood is a critical period in the development of the self and in the individual’s relationship to the natural world.[2] Moreover, as Wallace Stegner (1962, p. 21) stated, “These experiences can become deeply etched in the child’s mind at this age, There is a time somewhere between five and twelve, when an impression lasting only a few seconds may be imprinted for life.” [3] Nature is constantly changing and hence it provides with new opportunities every time compared to artificial objects or manmade space making it an irreplaceable and unparallel source of learning. Nature is a unfathomable source of information at all scales. The old banyan tree is the heart of the Sanjeevan Primary school, Panchgini designed by Ar. Shirish Beri. The structure is built with punctures, conserving all the existing trees of the site. Source: Beri, Shirish. (2013.) Spaces Inspired by Nature.

[2]Sobel, D. (1993). Children’s Special Places (p. 159) . Detroit: Wayne State University Press. [3]Kahn, P. , Kellert, S. (2005) . Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations (p. 134) .Cambridge: The MIT Press

[4] Benefits of Connecting Children with Nature, NC State University, College of Design. [5] Kellert, S. , Kahn, H. (2005) . Building for Life - Children and Nature Network Washington: Island Press

Child, Nature and Learning

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2.3 EVOLUTION OF LEARNING ENVIRONMENTS IN INDIA : From under the tree to boxed classrooms

2.2.1 THE 8TH INTELLIGENCE

Traditionally, intelligence of a child or adult was measured on the basis of I. Q test, which could only quantify cognitive or intellectual intelligence. However, this approach was very limited and didn’t justify our different capabilities of children.

In prehistoric times, the focus of learning was overall development of child and their learning environment was their own surroundings and community. The content of education, though on religious base consisted various facets of physical, cognitive, emotional and moralistic development. Children were sent to Gurukul’s during middle childhood age which was located in the forests or secluded from the city life. This Gurukul system was the oldest form of public school centers in India.[8]

Howard Gardener, a professor at Harvard University developed a theory of multiple (seven) intelligence namely linguistic, musical, spatial, kinesthetic, etc. Recently, he added an eighth intelligence called “naturalist - intelligence”. This included the ability to identify different species and vegetation and classify it. Though, this ability was always common in the past, due to change in our lifestyle and less interaction with nature, this ability has decreased. A child may have several or all kind of intelligence in various degrees. Charles Darwin, Rachel Carson, Edward Wilson are few examples of this time.[6] Fig. 17: Traditional Eduation

However as the population increased under the Gupta Empire, centers of urban learning started emerging. Education was based on religion,particularly Hindu and Buddhist school of thought was established. Temples became centers for imparting education during 12-13th century. The Buddhist education

Fig. 18 Nalanda University

Fig. 16: The Eight Intelligences identified by Howard Gardner

Fig. 19 Madrasas in Mosque

The roots of this ideology of understanding nature as a tool for brain development is also seen in many education philosophers such as Montessori, John Dewey, Mahatma Gandhi, Tagore and Krushnamurti. They believed that education is deeply rooted in one’s immediate surroundings and natural environment. Nature is children’s teacher. They emphasized that the relationship of man with nature advocated education for harmony, freedom and self-expression.[7]

[6] Louv, .(2008). Last Child in the Woods . London: Atlantic Books. [7] http://shodhganga.inflibnet.ac.in/bitstream/10603/23700/7/07_chapter%203.pdf

Fig. 20 St. Mary’s Anglo-Indian Higher Secondary School established in 1839 at Chennai, Tamil Nadu.

centers were urban institutes of learning such as Taxila. Cities such as Varanasi and Buddhist center at Nalanda became hot spots for education. This line of thought shifted from religious teaching to fundamental teachings common for all. During the advent of Islam, the education system was governed under their influence. It included traditional madrasas or maktabs which functioned as elementary schools. It encouraged education in groups rather than individual teaching. These buildings were often attached to a mosque. With the end of Mughal rulers, education based on religion ended and Madrasas and Paathshalas closed down. It caused an educational vacuum in the Indian Society. The western Missionaries entered to fill this. They attempted to spread Christianity in India. The East India Company under the British rule in India was given a provision for western education development. Institutionalized centers called ‘schools’ developed during the British Invasion. This system provided secular education for all. By 1980-82, 916 primary schools were established.[9]

[8] Chaudhary, N. , Kapoor, S. , Negi B. (2016) Alterity, Values, and Socialization [9] History of Education in India, https://www.revolvy.com/main/index.php

Child, Nature and Learning

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This was also the Industrialization Revolution period in India. The industrial practice turned into an archetypal shift with industrial style – with the core as mechanical aesthetics and frugal design even in school buildings. The motive of education shifted

With an increase in birth rate and population explosion, the education system took a different turn. A dense network of educational institutions was woven in the urban fabric of the city.

from overall development of the child to train them into laborers to survive in the urban lifestyle.

Schools built during the late 1800’s and mid 1900 also largely followed a standardized module where classrooms consisted series of rows with benches and desks to accommodate as many students as possible. Due to population explosion and migration of people from villages to cities, the student population increased immensely. This design strategy was to provide education for the increasing number of children in urban cities, though it resulted into buildings that were congested and uncongenial.[10]

Tagore set up a University as Shantiniketan, West

Fig. 21: Horace Mann’s plan for the one-room schoolhouse, 1938, from Weisser 2006

Also, importance of nature for child’s development was discovered in scientific terms through research done with better light conditions, variable ventilation and access to outdoor views. This resulted in improvement of child’s social, emotional and cognitive development.[13]

Early school buildings have been described by an academic researcher as, “almost universally, badly located, exposed to the noise, dust and danger of the highway, unattractive, if not positively repulsive in their external and internal experience.”[11] It was criticized that school buildings, especially in urban cities were dwindling children’s inherent keenness for learning and creativity. As Rabindranath Tagore describes his experience of schooling, he compares school spaces similar to prisons. Increasing numbers of educators began to believe that other dimensions of the physical environment might have an impact on students’ behavior and attitudes.[12] In the pre-independence era, figures like Mahatma Gandhi, Raja Ram Mohan Roy, Rabindranath Tagore, J.D Krishnamurti, etc brought notable development. Gandhiji in the Scheme of Basic Education mentioned in his book ‘Harijjan’ stated that all children within the age group of 6 – 14 should be provided free education. As the world’s largest democratic country, India strived to provide education to all children without any discrimination on basis of caste, creed, gender, religion or difference in social or economic strata.

[10] http://shodhganga.inflibnet.ac.in/bitstream.pdf [11] Barnard, (1842), as quoted in Weisser, (2006) [12] Weinstein, A. (1979).

Fig. 23: Teaching at Shantiniketan. Tagore founded the school in 1901

Bengal where learning was once again preferred to be conducted under the skies in the shades of the trees. He believed that learning needs to happen in the open natural surroundings which is a continuous source of inspiration. Up till now the primary modes of teaching were only visual and auditory, but he encouraged that learning needs to be holistic and multi-sensory. This ideology is also be noted in influential educational philosophers across the world like Maria Montessori and John Dewey.

Fig. 22 : Affordable Private school in Hyderabad

“The highest education is that which does not merely give us information but makes our life in harmony with all existence.” - Tagore

In the late 20th century, the need for change in School design was recognized across the nations. Yet, many schools in India till now follow the western ideology of teaching and built environment. There have been many reforms and in the education system and environment and still strives towards betterment. “The decline in children’s experience of nature will not change until a fundamental shift occurs in the attitudes and practices of developers, designers, educators, political leaders, and ordinary citizens.” [14]

[13] Kahn, P. , Kellert, S. (2005) . Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations.Cambridge: The MIT Press [14] Kellert, S. , Kahn, H. (2005) . Building for Life - Children and Nature Network Washington: Island Press

Child, Nature and Learning

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2.4 ROLE OF LEARNING ENVIRONMENTS Learning is a constantly ongoing process. We have the ability to comprehend and adapt to our surroundings in order to learn new things. It is not limited to a specific space and time. Human beings have the ability to learn through their experiences and reflections. The school is an institution which embodies the spirit of learning. School buildings are silent teachers that provide situations and conditions to support learning process. Institutions like schools established for formal education aim to foster specific higher level of learning in terms of knowledge of various aspects, communication skills, ability of comprehension and its application in daily life. Educators need an environment that supports this learning. The space has a significant impact on the learning which reflects the educational philosophies and aims of the system. This physical translation of ideology into space is termed as ‘built pedagogy’ by Torin Monahan. The physical environment can be a powerful learning tool itself. Even nuances like the quality of light or in the furniture arrangement of the classroom affects learning process. For example- a linear or a grid layout will result to be more teacher-centric while a circular layout will be more student-centric. Bright and well illuminated classrooms have been proven to improve productivity and performance among the children.[14] All these dimensions affect the interior spaces. The physical environment manifests cues to response of people in the space such as welcoming, lively, dull or boring. The physically comforting and appealing space motivates children towards better performance. The relationship between learning and space has to be addressed in school design. Educational environments shape the children of tomorrow and hence it is the responsibility of the educators as well as the architects and designers to consider it critically. The manifestation of the built environments is the physical expression of the ideology and the values imbibed in a human being.

“An environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences” “ Overall, one of the most important goals of the design is to serve as a catalyst for inspiration for the students, teaching staff, and surrounding community members.

- Maria Montessori

The architecture not only functions as a marker in the landscape, it is also a testament to how local materials, in combination with creativity and team-work, can be transformed into something significant with profound lasting effects. “ ~ Francis Kere

Fig. 24 Nature as a Learning Environment

KASUGAI CITY, AICHI PREFECTURE, JAPAN: KACHIGAWA KINDERGARTEN This play net connects a second-storey balcony with a tree. Designed by Tokyo’s Environment Design Institute, it lets kids climb and scramble, developing their motor skills without fear of falling. In Japan, kindergartens with natural space often include other features such as wildlife ponds that are used in science class.

[14] Louv, .(2008). Last Child in the Woods . London: Atlantic Books.

Dimensions and attributes of Biophilic design for learning environment

3.1 TOWARDS LIVING LEARNING SPACES

Dimensions and Attributes of Biophilic design for learning environment

3.1 3.2

3.3

3.4

TOWARDS LIVING LEARNING SPACE DIMENSIONS OF BIOPHILIC DESIGN

3.2.1 NATURALISTIC DIMENSION 3.2.2 ENTICEMENT OF NATURE 3.2.3 VERNACULAR DIMENSION

ATTRIBUTES OF BIOPHILIC DESIGN 3.3.1 FRAME WORK OF THE STUDY OF BIOPHILIC ATTRIBUTES

ATTRIBUTES CORRESPONDING TO LEARNING ENVIRONMENT (With examples of schools) 3.4.1 3.4.2 3.4.3 3.4.4 3.4.5 3.4.6 3.4.7 3.4.8 3.4.9 3.4.10

3.5

CHAPTER 3

The primary modes of learning in a school are visual, auditory and kinesthetic. They support the formation skills and cater to the intellectual, emotional and moral development. According to a study by Ngee Ann Polytechnic, (2001) approximately 25% learn through discussion and information exchange through speaking and listening, 35% of student population learn and understand information through seeing and 40 % through experience based learning.[1]

NATURAL LIGHT AIR PRESENCE OF WATER PROSPECT AND REFUGE VISUAL AND NON VISUAL CONNECTION WITH NATURE KINESTHETIC INFORMATION RICHNESS NATURAL SHAPES AND FORMS CONNECTION TO NATURAL SYSTEMS MATERIAL CONNECTION NATURAL COLOUR

SUMMING UP

Percentage of preference of students modes of learning

Though many people have a preferred mode, every person learns through all three of these modes in different degrees. Learning is more of an experiential process than a cognitive one. Jean Piaget describes that a school should equally focus on emotional and social needs of a child as much as intellectual need. Todayâ&#x20AC;&#x2122;s school often only

concentrates on the intellectual need. The physical characteristics of learning environment can affect emotional and physical needs and also enhance the intellectual learning. The influence of space and

activity has been studied from both psychological and physical perspectives in the field of environmental psychology which suggests that environments can

provide experiences that stimulate senses and encourage learning.[2] This is explored under the topics as Physiological and psychological comfort, Inspiration and Motivational impact of a space and Place attachment.[3] Physiological and psychological comfort is a precondition for efficient intellectual development. When the body and mind are relaxed and fresh, it performs better. Inspiration and motivation or the Stimuli makes the space pleasing, stimulating and information rich, which enhances the learning experience backdrop and invigorates the mind. Place attachment develops an [1] Kopec D. (2012). Environmental Psychology for Design [2] Vincent J. , Mary, E. (2016) Journal of Learning Spaces Volume 5, Number 1. Psychology of Learning Spaces: Impact on Teaching and Learning [3] Diana, O. (2006) . Learning spaces. Chapter 2. Challenging Traditional Assumptions and Rethinking Learning Spaces . Educase : Michigan.

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emotional connect to the space and evolves a sense of student ownership which also results into positive response among people towards their environment and supports learning. When nature is integrated through biophilic design in the built environment, these factors can be efficiently achieved which motivates children towards better performance and well being. With the understanding of Biophilic Design Physiological and psychological comforting spaces can be brought in by integrating the Naturalistic dimension which includes the elements of nature in space. The Stimuli can be achieved by stimulating the enticement towards nature or mimicking qualities of nature and Place attachment can be achieved by incorporating the vernacular dimension.

Dimensions and attributes of Biophilic design for learning environment

3.2 DIMENSIONS OF BIOPHILIC DESIGN These dimensions of biophilic design consists of attribute such as: 1) Naturalistic Dimension – Treating Light, Air, Water and Greenery – based on inherent human affinity from nature. 2) Enticement of Nature - Stimulating natural features through Visual and non- visual connection to nature, imbibe Information richness and emulate Shapes and forms. 3) Vernacular Dimension – Connection to natural surroundings, Material Connection and Use of colours to develop the feeling of Association leading to place attachment. These dimensions have been derived from Kellert’s book which lead to the achieve the spirit of the place in a built environment.[4] 3.2.1 Naturalistic Dimension

Table. 2: Combining subjects of Environmental Psychology with dimensions of Biophilic design

The naturalistic dimension includes direct experience of environmental features of nature. Natural Light, Ventilation and Water are basic properties of nature which occur in varying degrees depending on the location, climate and time period. Generally, the possibility of direct experience of nature is very limited in indoors but it can be tweaked to get the essence of it in indoors. The dynamic character of nature of changing forms adapting to shifting conditions of surrounding atmosphere can be experienced by creating spaces that respond to the changing light conditions, weather and are climate responsive. This approach has also been mention by Architect Frank Lloyd Wright as ‘Organic Design’ whose designs often responds to the surrounding context and is complimented by extensive views of nature.

“Enhancing natural lighting and ventilation can profoundly affect occupant well-being, including health, motivation, morale, and other aspects of physical and mental well-being and satisfaction.”[5] Other natural features can be brought in by landscaping that includes plantations, soil, water and biodiversity. This increases our interaction with nature and restores our affinity towards it.

[4] Kellert , S. ,Heerwagen & Mador (2008) Biophilic Design: The Theory, Science and Practice of Bringing Buildings to Life [5] Deborah, K. (2015) . Creating healthy schools: identifying the positive impacts of practicing sustainable interior design in education facilities. ,

Dimensions and attributes of Biophilic design for learning environment

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The sight, sound, and even smell of water often exert positive psychological effects.[6] These attributes incorporated in a space makes it pleasing and comforting over a long period of time. Children are generally fond of natural settings because of these features, although it must be noted that some have aversion to aspects like dirt, insects or dirty water. The space must provide opportunity for interaction but avoid aspects that have a general dislike.

This interplay and identification generate the spirit of the place. The environment acquires the attributes of a place through the fusion of the natural and human order.” [8]

3.2.2 Enticement of Nature The enticement of nature in interiors can be brought in by providing views to natural surrounding. It can be stimulated through emulating the natural features such as the natural patterns and process like organic growth, fractal patters, textures, shapes and forms. The shapes and forms found in nature are a result of its adaptation over time. We have an aesthetic appeal for it due to our genetic disposition as our ancestors evolved in natural surroundings. We find the nature information rich as due to its naturally occurring complex structure and highly developed systems. Our preference of natural construction is also because it is a stimuli for multiple sense. These factors can be touched, seen, heard and sometimes even tasted. 3.2.3 Vernacular Dimension Vernacular design responds to the surrounding ecology, social culture and history of the area. This develops a feeling of being rooted to our origins by creating a sense of belonging to a specific space and time. The meaning of such spaces becomes much more than a brick and mortar when there are emotions attached to a space. This can be brought in built environment by nurturing nature into space, by using natural materials that are distinctive to the locality and show signs of the ‘patina of time’ and also by using tones of earthen colours which are reminiscent of a natural setting that brings in the spirit of the place. Contemporary design often eliminates these factors with a very rational approach which overlooks the emotional aspect. This has been described as a feeling of ‘placelessness’ by Edward Relph as the “weakening of distinct and diverse experiences and identities of places”.[7]

Enticement: Quality of being attractive

The vernacular dimension refers to aspects of nature that bring an emotional connection to the space. The direct experience of nature also helps us understand natural processes which we relate to ourselves such as growth and aging. We develop an innate connection to buildings and landscape that exhibit this property. 3.3 ATTRIBUTES OF BIOPHILIC DESIGN Biophilic attributes are the means of achieving biophilic dimensions in a space. This is through identifying the natural aspect that affects human beings in a positive manner and restores our connection with nature. Stephen Kellert has identified 70 such attributes in the book which are derived from recognizing the quality of nature and its relationship in built spaces.[9] They have been further analyzed by Kellert along with Elizabeth Calabrese (Practice of biophilic design, 2015) as direct and indirect experiences of nature and human – nature responses in built spaces. These attributes have been categorized as Nature in Space, Natural analogues and Nature of space patterns by Terrpin Bright Green which combines scientific research on the restorative quality of the biophilic design with a brief guideline for its implementation in built environment.[10] Here, they have been categorized as biophilic attributes corresponding to the topics of environmental psychology for learning paces that improves the learning experience. Though these attributes are human centric and have impact on all age groups, the specific effect on children has been highlighted through related research in the corresponding subject.

As Rene Dubas (1980) says: “People want to experience the sensory, emotional and spiritual satisfactions that can be obtained only from an intimate interplay, indeed from an identification with the places in which they live. [6] Alissa C (2016). Human Psychological Response to and Benefits of Interior Water Features) [7] Kellert, S. (2012) Pg -60

[8] Rene, D (1980) [9] Browning, W.D., Ryan, C.O., Clancy, J.O. (2014) [10] Kellert , S. ,Heerwagen & Mador (2008) Biophilic Design: The Theory, Science and Practice of Bringing Buildings to Life

Dimensions and attributes of Biophilic design for learning environment

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3.3.1 FRAME WORK OF THE STUDY OF BIOPHILIC ATTRIBUTES The frame work of the description of attributes is in the following manner: GENESIS Recognizing the existence of the pattern in our daily life and establishing its connection with the biophilia hypothesis.

ATTRIBUTES CORRESPONDING TO LEARNING ENVIRONMENT To improve to well-being and experience of children (and others) in learning space (and built environments).

The biophilic attributes have been categorized to the corresponding topics for school environment as shown below:

EXPERIENCE The effect of the attribute on humans, especially children is mentioned and supported by scientific research and empirical evidences for physiological and psychological benefit. The context of its manifestation can be generic (all built environments) but is more focused on learning spaces. It elaborates on how it feels in such a space and also notes point of considerations. APPLICATION The connection between natural and built environment is articulated to define possible ways to implement the pattern. These have been listed from working with the pattern of 14 Principles of Biophilic Design[11] and other application methods from personal experiences. This list however is not exhaustive but only indicative to the potential options. EXAMPLE An example of Indian schools are taken to understand how the attribute has been implemented in that particular school which has been referred from a secondary source. Criteria for selecting the example were that, that particular attribute is most prominent in the design. Though it is noted that there are overlaps with many other attributes as well. Indian cases have been selected to establish similar climate condition, social context and approach towards learning spaces. These examples are also a precursor to identify elements of design that result into effective implementation of the attribute for the case study.

PHYSIOLOGICAL AND PSYCHOLOGICAL COMFORT

MULTI SENSORY STIMULI

PLACE ATTACHMENT

Elements of nature

Enticement of Nature

Spirit of the place

1. NATURAL LIGHT

5. VISUAL AND NON VISUAL CONNECTION WITH NATURE

8. CONNECTION TO NATURAL SYSTEMS

2. AIR 3. PRESENCE OF WATER 4. PROSPECT AND REFUGE

6. KINESTHETIC INFORMATION RICHNESS

9. MATERIAL CONNECTION 10. NATURAL COLOUR

7. NATURAL SHAPES AND FORMS

[11] Browning, W. , Ryan, C. , Clancy, J., (2014)

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“I felt my lungs inflate with the onrush of scenery—air, mountains, trees, people. I thought, “This is what it is to be happy.” - Sylvia Plath, The Bell Jar

PHYSIOLOGICAL AND PSYCHOLOGICAL COMFORT Elements of nature 1. NATURAL LIGHT 2. AIR 3. WATER 4. PROSPECT AND REFUGE

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was carried out in 1999, studying 2000 students in classrooms with daylight and students in classroom without daylight. The former group of students performed better in academic tests by 25% compared to the latter. Light has always been an important aspect of school design. Young children spend significant

NATURAL LIGHT

portion of their day inside education buildings and must be exposed to a full-spectrum of light (Red to blue). Fig. 25 : Play of Light and Shadow at Sarkhej Roza, Ahmedabad

Indirect natural light and a variety of full spectrum light enhance learning experience.[13] The benefits of natural light can be enhanced by modulating sunlight, particularly by cutting off glare and harmful or unwanted radiations.

GENESIS We are fascinated by simple natural phenomenons such as light filtering through foliage of a tree, reflections of light from water and shifting shadows of light. This shows that natural light, in its own dynamism and diffusion has a deeper feeling associated with it. The quality and measure of illumination also affects the perception of comfort in a particular space. Well lit spaces are usually preferred in comparison to dark and dingy spaces. This preference echoes to the fact that humans largely relied on vision to navigate, for procuring resources and evading danger. EXPERIENCE Light can not only be perceived, but can also be felt through its warmth. It orients us to the time of the day, weather and season and is also crucial for our biological functioning such as providing Vitamin D and secretion of serotonin and melatonin which sets our ‘internal clocks’. The balance of these compounds in our body is connected with sleep quality, mood, depression and alertness.[12] Light is fundamental to our health and well being. A space with dynamic, filtered or diffused light conveys expressions of time and movement that incite connection between inside-outside. Lighting has also been proved to affect mood and productivity among people. Research shows improvement in student performance in classrooms that had better daylight than in classrooms which didn’t. According to a research by Heschong Mahone Group which

[12] Kandel et al., (2013)

A balance of natural and artificial light is found to be important for learning spaces for adequate illumination depending on the time and duration of the school. The standard lux level in classroom should

be 240-300 lux and 100 lux in transition areas like corridors and passages for sufficient visibility. Fig. 26: Light filterng through trees

APPLICATION

The standards for flux levels for illumination are specified as design guidelines, but there is more to light than it allowing us to see three - dimensional imagery and depth of perception. This doesn’t imply negligence of addressing technical aspects lighting but rather adds another layer with a positive implication to it. overhang operable window

direct light

diffused light

Fig: 27 Diffused naural light at IIM, Ahmedabad Fig: 28 Application of diffused light.

When natural light cant be brought in artificial light can be stimulated similar to changing daylight colours with subtle yellows in morning, blues during midday and reddish tones in evenings.

Fig: 29 Controlled light and overhangs

Fig: 30 External light shelves allow deeper diffused light penetration indoors

The variability in natural light can be achieved by filtering and diffusion of light, operable windows, roof over hangings and manipulating through play of light and shadow

Control light can be brought in through light shelves, window tinting, reflected light of surfaces, retractable awnings or adjustable blinds

[13] Alana S. Pulay, (2010), Awareness of Daylighting on Student Learning in an Educational Facility. https://digitalcommons.unl.edu

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Other research suggests that variability air flow and

AIR

temperature can also lead to better student performance.[15] The ideal temperature range for students is identified as 72o – 80o Fahrenheit.[16]

However, polluted air and high wind velocity and extreme temperature difference must be avoided.

Fig. 31: Hawa Mahal, Jaipur A

GENESIS The gentle flow of breeze by the sea or on a hill top is invigorating. Air is not only essential for our survival but it can feel calming and restorative. Fresh air flow with gentle movement is the most preferred quality of air.

E D B

34oC

27oC

Fig: 34 Application of indoor ventilation and thermal variability

EXPERIENCE Air flow or ventilation is also related to humidity and temperature in the space. We perform in an efficient way (biologically, physically and mentally) when the physical environment is suitable to our body temperature. Moving air is always preferred over

stagnant air. Variation in airflow and temperature comfortable temperature range make keep us fresh and healthy. Many historic buildings incorporated this in the structure, since natural air was the only source of ventilation then. This has been replaced by artificial ventilation and HVAC systems. Though these systems have been designed to make indoor spaces more comfortable, they try to minimize the variability in the atmosphere to achieve a constant temperature suitable to human beings.

[14] Kaplan,(1995)

- Reflective and light coloured roof or cool roofswhich use solar reflective surfaces to attain lower roof temperature can be used to achieve ambient roof temperature. A - Windows and doors can be provided for bringing in air and placed to allow cross ventilation. B

Fig.32: Passive cooling stratergy implemented in Hawa Mahal, Jaipur (smaller to larger openings in interior)

The results of several studies of learning environments correlates with this feature resulting to positive impact. According to the Attention Restoration Theory (mentioned in 1.4.1) by Stephen Kaplan, natural air movement like a gush of wind once in a while is a ‘soft fascination’ which diverts the attention momentarily from constant attention. This contributes to improve concentration for a longer period of time.[14]

APPLICATION The intent of the feature is to allow scope of variation and movement of air in the built space. It can be achieved naturally or artificially. Also the use of energy efficient sources should be preferred that do not pollute the air as it inevitable affects all life on earth. Here are some of the aspects to achieve air flow and its variability :

green roof green curtains Fig. 33 : Variability of air through louvered windows and passive cooling through ceiling in Lycée Schorge Secondary School by Kere Architecture, Africa

- Elements like courtyards, wind towers, air tunnels, jalis, etc. passive cooling methods can be integrated in build spaces. C - Option of air conditioning allows maintaining the comfortable range of temperature in extreme climate but it is unnecessary use or extreme uses is not healthy. It should allow modes to change the thermal temperature. D - Even shading of buildings and open spaces, green walls and green roofs can create a significant difference in indoor room temperature. E

E Green curtains can reduce the indoor temperature.

[15] Elseyadi, 2011 [16] Stuart, Curtis, 1964; Pilman 2001

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EXAMPLE OF SCHOOL

NATURAL LIGHT AND AIR

ANALYSIS OF ASPECTS OF THE ATTRIBUTES

Example: Delhi Public School

Architects: Khosla Associates Location: Bengaluru, Karnataka, India Project: Year 2013

ASPECTS OF NATURAL LIGHT

1. Sun Light

(Full Spectrum light)

2. Diffused Light (Modulating light to cut glare)

3. Light and Shadows (Contrast depicting changing light)

4. Reflected Light (Reflections on surfaces such as coloured glass/ mirrors/ water ) Fig. 35.1: Terracota Jali on both sides of classrooms

5. Light pools as areas

Fig. 35.2: Play of light and shadow in Corridors

(Space created with a space)

6. Light as warmth

(Felt through warmness/ heat)

Fig. 35.3: Pergola enclave

EXAMPLE OF APPLICATION IN SCHOOL DESIGN

ASPECTS OF AIR

Openings

Ventilation and Thermal Variability

Windows

Ventilation and Thermal Variability

Jalis/ Screens

Passive cooling and cross ventilation

Transparency

Courtyards Orientation

___ Ventilation and Thermal Variability Wind Direction for Ventilation

Fig. 35.4: Central courtyard with stairs

The brief of the school was to design playful, cost effective, warm and welcoming school environment for children that is filled with natural light and ventilation. Horizontal pergolas in circulation areas and vertical terracotta jalis were placed on both sides of the classrooms to allow light and cross ventilation. This was done after considering the daylight conditions and sun direction and it resulted in creating fascinating patterns of light and shadow throughout the day. As the temperature of Banglore is suitable for open and semi-open spaces, the courtyards are created which allow natural light and air flow in the entire building. The central courtyard has become the soul of the building

OVERLAPS WITH KINESTHETIC INFORMATION RICHNESS NATURAL SHAPES AND FORMS MATERIAL CONNECTION NATURAL COLOUR

35.1

35.3 35.4

35.2

Fig. 36 .Site plan of DPS, Banglore

* As per the data from https://www.archdaily.com/384790/dps-kindergarden-school-khosla-associates

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PRESENCE OF WATER

tranquility, and lower heart rate and blood pressure from exposure to water features; improved concentration and memory restoration induced by complex, naturally fluctuating visual stimuli; and enhanced perception and psychological and

physiological responsiveness when multiple senses are stimulated simultaneously.[18]

Fig. 37

Midtown water tunnel in NYC

GENESIS The sound of gentle waves crashing the beach feels calming. A bath is always refreshing. These instances show that we relate to water more than it just being a basic need for our survival. Since pre historic times, the importance of water has been known. Human civilizations have been built on the banks of rivers. EXPERIENCE Our existence has always revolved around source of water. Even though we donâ&#x20AC;&#x2122;t rely on immediate connection to water source now, especially in urban areas but even today, we find presence of water body rejuvenating and satisfying. We love to see, hear and even feel water. Being near water results in reduced

APPLICATION

Fig. 38: And when it rains, our first instinct is to pull out our hand to feel the rain drops!

stress, increased feelings of tranquility, lower heart rate and blood pressure.[17]

People often wish to have properties with a view to water body or design indoor spaces and gardens that integrate water features through fountains, water walls, ponds, etc. Clean, gently flowing water is preferred and found pleasing over turbulent or dirty water is disliked and averted. Also, moving water is preferred compared to still water. These responses maybe due to the of the similarity of the characteristics of river water and an inherent fear of turbulence.

Fig. 41: Learning medium

Fig. 42: Utilitarian

A multi sensory approach towards incorporating the presence of water is found to be more beneficial. Reflections of water and views to water sources also enhance the experience and affinity towards the space.

Connection to water can be brought in built spaces by - integrating water bodies, fountain, water walls, aquariums.

Exposing to water systems, rain water harvesting and cooling systems like water copper pipe, etc. that brings awareness about water in the built spaces.

ASPECTS OF PRESENCE OF WATER

POSSIBLE APPLICATIONS IN SCHOOL DESIGN

1. Touch

Fountains, water sources, water channels

2. Sound

Moving water Fountains, Water walls,etc

Fig. 39 : Indian Institute of Management by HCP Design, Ahmedabad, India

The Presence of Water pattern has evolved from research on visual preference for and positive emotional responses to environments containing water elements; reduced stress, increased feelings of

[17] Alvarsson, Wiens, & Nilsson, 2010; Pheasant, Fisher,Watts et al., 2010; Biederman & Vessel, 2006). Retrieved from Patterns of Biophilic Design, (2014),Pg-12

Fig. 40: Multi Sensory

3. View

Water bodies, reflections of water, Aquaria

[18] Browning, W.D., Ryan, C.O., Clancy, J.O. (2014). 14 Patterns of Biophilic Design, (2014), Pg-32

Dimensions and attributes of Biophilic design for learning environment

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Children also prefer these qualities of prospect and refuge in learning environment. Prospect through transparency and visual access of the can bring recognition of the surrounding activities and makes one conscious of being a part of a larger group while it also connects formal and informal learning spaces.

PROSPECT AND REFUGE

Fig. 43: Ahmedabad Textile Mills Association, Ahmedabad designed by Le Corbusier.

GENESIS People prefer to walk on the edges or perimeter or boundaries rather than the open spaces.[19] An example through analyzing a situation is - if we were to sit at a spot in a desolate land with one tree, one would prefer to locate themselves near it, than a place which has no association (Fig: 44). This is due to our pre-disposed tendency as social beings to seek refuge. Contrary to this, from indoors we would prefer to have a view to the same piece of land compared to a populated land (Fig: 45). This refers to liking of prospect. Cave spaces are also an example of prospect and refuge. Humans have evolved in adaptive response to the complementary control benefits of prospect and refuge.[20]

Fig. 47 : Lycée Schorge Secondary School by Kere Architecture - Wooden screens have been utilized to form a transparent fabric system that wraps around the classes to enclose immediate informal gathering spaces outside the classrooms

Being a part of the larger whole is reassuring and satisfying. These contradicting complimentary

conditions are preferred because they provide a sense of association and opportunity and yet make us feel secured in our comfort zone.

Fig. 44

APPLICATION Prospect - Orienting furniture layout towards openings such as windows or corridors.

- Using transparent materials where feasible to provide visual access towards outdoors.

Fig. 45

EXPERIENCE Even in indoor spaces, the place around the windows is the most popular. This visual preference and spatial response has been researched in fields of environmental psychology, cultural anthropology and architectural design. This pattern of choosing a place

Fig. 48.1: Working zones created with indoor outdoor connectivity.

that provides safety but also has the opportunity to be connected towards outside is identified as Prospect and Refuge.

A space with good Prospect allows opportunity to feel connected. It provides space for curiosity, exploration and mystery by playing with the depth of field. Far – off views of the surroundings vision feels connected and gives awareness of the spaces around. On the other hand, Refuge suggests a protective setting that feels safe and secure. Yet refuge wouldn’t be accomplished in an entirely closed space which doesn’t have excess towards outdoors visually or physically.

[19] Salingaros, 2005, pg-32-33 [20] Kellert, S. (2008) , Practice of Biophilia.

Prospect areas like corridors also increase possibility of social interaction which is an important part of development. On the other hand refuge spaces are required for focused or personal work like solitary reading or thinking. These spaces can be temporary and flexible which can be created when needed.

Refuge - Defining a physical territory in a larger expanse of space. - Creating transition spaces that connect inside – outside. - Providing flexibility in furniture elements that can be changed as per requirements. This can be done by adding roll down screens, plantations, etc.

Fig. 48.2: At - The Hive, Student Hub at

Nanyang University, Singapore.

- The level of privacy can also be modulated by changing light levels of different areas of a space.

Fig. 46: Prospect and Refuge

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EXAMPLE OF SCHOOL

PROSPECT AND REFUGE

ANALYSIS OF ASPECTS OF THE ATTRIBUTES

Example: Toddlerâ&#x20AC;&#x2122;s Den

Architects: AndBlack Studio and RGA Location: Ahmedabad, India Project: Year 2015

ASPECTS OF PROSPECT

1. Transparency and depth of field (Awareness of surrounding)

2. Indoor - outdoor connections ( Transition spaces )

ASPECTS OF REFUGE Fig. 49.1: Modulations of the ceiling from outdoors

Fig. 49.2: Quality of spaces formed from indoors

3. Bounded Areas (Territorial demarcation - within a larger space - Sense of ownership )

4. Cacoon spaces ( Private corners )

5. Sense of protection (Safety and security) Fig. 49.3: Caccon spaces in classrooms

Fig. 49.4: Connectivity to other places and outdoors

The Toddlers Den is a Kindergarten school following Reggio Emilia approach of teaching which is more interactive and hands on. The mound which is a wok space for toddlers has a fluid form which creates high and low ceilings for different experiences under a single roof. The space opens out to a play area creating the feeling of prospect. All the areas are linked through a corridor with transparent glass on both sides. This allows the child to be aware of the surrounding and also arouses a feeling of being a part of the larger whole. The classroom furniture is designed for group learning by providing smaller settings in the area. Also, refuge spaces are created by cocoon spaces are created through furniture elements, niches and portable tents which provide a private corner for the child for reading.

EXAMPLE OF APPLICATION IN SCHOOL DESIGN

Both sides of the classrooms are transparent which allow vision to reach to the surroundings. The classrooms are arranged on the periphery of the building which open out directly to outdoors. EXAMPLE OF APPLICATION IN SCHOOL DESIGN

The spaces are broken down into smaller divisions to provoke group activities The furniture elements provide private corners in classrooms Though the spaces open outdoors, there is glass on all sides which protect the space during undesirable atmosphere

OVERLAPS WITH AIR VISUAL AND NON VISUAL CONNECTION WITH NATURE KINESTHETIC INFORMATION RICHNESS NATURAL SHAPES AND FORMS MATERIAL CONNECTION

*As per data retrived from Schools website http://www.todden.com and understandings from visit and interview with the teacher.

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“The stimulation of sense leads to an emotional response, which in turn, leads to a higher form of living.”

MULTI SENSORY STIMULI Enticement of Nature

-Kuller, 1973 5. VISUAL AND NON VISUAL CONNECTION WITH NATURE 6. KINESTHETIC INFORMATION RICHNESS 7. NATURAL SHAPES AND FORMS

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VISUAL AND NON - VISUAL CONNECTION TO NATURE

Fig. 52: Aroma of flowers used in aroma therapy.

Fig. 50: Green School, Bali

GENESIS “A walk in nature is invigorating and healing due to its constant interaction of all sense modalities.” [21] The multiplicity and variability of the natural world is so profound that it is said to be the most information rich environment that involves all senses. Even a simple leaf has the quality to engage various senses such as - feel the texture of its veins, experience its smell and sometimes even taste.

“Sensation is the way that humans experience and interpret the world.” - Kopec, 2012

Fig. 53: Bird feeders in community areas or attached from windows.

EXPERIENCE AND APPLICATION Other features that involve sensory variability and add to the information richness of the space can be achieved through sounds, aromas and textures. It also makes us feel connected to the outdoors.

Leaf

See Visual access of nature is sense stimulating as nature captures our attention lightly, shifting our attention momentarily which offers a positive stimuli. It works as a positive distraction that relieves us. Proximity to, views of, and daily exposure to natural settings increases children’s ability to focus and enhances cognitive abilities.[22] Openings connecting indoors and outdoors captures information about the surrounding and awareness of conditions in the surroundings that make us feel connected and safe.

Viewing nature from a period of 5-20 minutes before an activity that needs concentration can be relaxing and restoring. This is physiologically related to our body condition as views of nature triggers pleasure receptors of the visual cortex of brain leading to recovery, relaxation and also affects blood circulation and heart variability.[23]

[21] Pallasma , J. (2013) [22] Wells, (2000) [23] Brown, Barton and Gladwell, (2013)

Rock

Bark of a tree

Sand

Smell Smells can be a powerful sensation which invigorates the mind and can also bring a feeling of nostalgia. Natural smells of flowers, herbs, natural oils, etc have been used for healing and aroma therapies. Such smells when infused in the atmosphere an exert a positive impact on people. [22] Sound Natural sounds like chirping of birds, rustle of leaves, sound of water, etc. when exposed in an unstructured pattern can create soft fascinations. Artificial sounds like that of machines, vehicles and construction or man-made noise sounds are often disturbing. The effect of noise in learning environments can be distractive and disturbing. This can be avoided by integrating effective acoustic solutions. Even plantation can help absorb noise and allow occurrence of natural sounds. Natural sounds can also be stimulated artificially through recorded audio. Touch Natural textures are a result of structural complexity and natural forces. Most of the elements exhibit variability and depth of texture compared to artificial materials which is an expression of growth, weathering and time. Responsive touch of surfaces such as sand, dirt, water is more engaging for a child than a static surface. Even activities like playing with pets are a responsive experience of touch which is an effective learning for a child about responses and fostering.

Fig. 54: Tactile textures in nature.

“We remember one place over another - as a result of memory and emotion which are tied with one or more of our senses: touch, smell, sight, sound and taste. “ - Yi-Fu Tuan, Space and Place The Perspective of Experience

Fig. 51: Visual connection can also be achieved by reflection.

* Example of school combined with Connection to natural system.

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KINESTHETIC INFORMATION RICHNESS

isolation and exteriority. The sense of estrangements and detachments is often evoked by the technology.” [24]

We experience space through one or more senses. It is proved that environments that stimulate multiple

senses lead to a stronger impact on the experience and memory of the space. We are able to recollect

the information in that surroundings also more accurately. “Regardless of our prioritization of the eye, visual observation is often confirmed by our touch.” [25]

Fig. 55: Carvings in Rani Sipri Mosque, Ahmedabad

GENESIS Nature displays a highly complex structure of organized information. We see such intricate details in our outdoor surroundings so commonly that we also expect to see such finer details in built environment. Our ancestors were attuned to this in the natural surroundings and its integration can also been seen in in the form of intricate carvings and paintings in historic monuments. EXPERIENCE Information rich elements give us knowledge about surroundings or an activity, but achieves this silently or in the background. This quality relies more on vision as a medium to recognize initially, but it goes beyond imagery (which often missing in today’s minimal design strategy). People find information rich

This is also the reason why education is shifting towards a more multi-sensory and kinesthetic learning than just through audio and visual learning.

Other non visual features that involve sensory variability and add to the information richness of the space can be achieved through sounds, aromas and textures. It can also stimulate the natural environment and feel connected with the outdoors.

Fig. 56 : 15th Century carvings in Jain Temple of Ranakpur, Rajasthan.

The difference between information rich environment that is restorative and stimulating versus on that is overwhelming with information overload must be noted.

“Humans like all other animals, not only relied upon their senses but also on the memories associated with certain sensations of for survival.” - (Rossano, 2003)

environment stimulating whether it is in built or natural environment provided that it has ordered complexity which can be easily comprehended. We

APPLICATION

The emphasis of this attribute overlaps with stimulating natural shapes, forms and patterns and connection to natural systems as they provide ‘positive distractions’ for the mind and engage multiple senses to enhance the experience of the space.

feel disconnected from this sensory rich experience in the modern – industrial archetype that either lacks details or is unorganized into a chaotic background that is hard to comprehend. The prevailing design paradigm emphasizes on how the space looks than how it feels. It relies on the hegemony of visual perception as a measure to analyze a space. Even architectural and interior

spaces are designed and analyzed on the basis of ‘Gestalt Principals’ that are evaluated through vision. “The dominance of the eye and the suppression of the other senses tends to push us into detachments,

Hegemony: Dominance over something

This can be done through Providing provisions that exposing structure of the building. encourage sharing and exchange of knowledge Using natural geometries such as even without physical fractals, intricate details in furni- presence. ture elements or soft furnishings.

Using multiple textures that are cohesive or compliment each other.

[24],[25] Pallasma , J. (2005). Eyes of the Skin . Great Britian: Wiley.

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NATURAL FORMS AND SHAPES

symmetry and ordered repetition of organized pattern reflects gravitation and stability while purely orthogonal surfaces can feel flat and uninteresting. Anthropomorphizing To attribute human qualities to non human items in terms of form, shape and dimensions.

Fig. 57 : View of ceiling of Sagradia Familia by Antoni Gaudi at Barcelona, Spain.

GENESIS The most evident difference found in the structure of natural and man made environment in terms of shape and form is that most things in nature are curvilinear, sinuous and flowing; while most things in modern construction are made with straight lines. Curved forms are so common in nature that it is almost impossible to form an exact straight line. Since our evolution, we have spent major of our time in natural surroundings, and our senses are accustomed to see these organic forms of nature. Also the diversity is incomparable. For example, all vegetation has leaves yet they vary in size, shape and structure depending on the kind of plant or tree and its surrounding condition. EXPERIENCE The natural environment exhibit curved forms created as a consequence of tectonic forces. Its shape, pattern and texture are due to the structure of biological component and natural forces that define the form of the matter. They are a resultant of its adaptation for survival overtime. For example, the branching in a tree occurs where it finds the optimal location for the process of photosynthesis where it can maximize the exposure to sunlight and minimize the distance of carrying fluids to the leaves. There is diversity and variety in all forms since each outcome is a reaction of the pertinent actions. Highly organized and complex details can be found in all aspects of nature, which gives a multi-sensory experience. Since we have been accustomed to see such complexity of forms, they appear aesthetically pleasing and make us feel connected due to our inherent association. The

The dimensions and proportions of a space affect the spatial experience as - attractive or aversive - and can evoke an emotion or influence change in human behavior . The geometry and ratios similar to our

body structure feels more pleasing have also been used to derive proportions of buildings.[26] Natural patterns such as Fibonacci series or the golden ratio and fractal patterns are found in numerous living

organisms . Mathematical proportions found in nature are found in ancient buildings all over the world which enhance the sanctity of the place.

Fig. 58 : Golden Ratio in a sunflower

Fig. 60. The organic and curvaceous stairs, mosaics, railing details - Hotel Tassel in Brussels, by Victor Horta

However, straight lines, surfaces and cuboidal volumes have become the language of modern architecture. They can feel organized yet, unfamiliar and isolated. This increased preference may be because they are easier to plan, design, build and deliver in the short period of time with the industrial materials and construction. These environments often result into sensory deprived spaces â&#x20AC;&#x153;We react poorly to structures that are not fractal: smooth or shiny objects or surroundings create alarm. This discomfort occurs because their minimalism contradicts the fractal structures and patterns we are used to experiencing in natural environmentsâ&#x20AC;?.[27]

Fig. 61: Space with rectilinear lines. (Bauhaus style)

Fig. 59: Organic forms have movement of life

Yet it is important to note that curves in the environment that are unbalanced can be unsettling. Also an overdue of curves or complex patterns can be overwhelming or intimidating. APPLICATION This attribute suggest stimulation of natural features rather than duplicate actual natural forms in indoor spaces. This strategy is successful when they are practical to use and provide to serve the function in response to the context and not merely for decoration of ornamentation. Some of the ways to

stimulate natural features are Natural shapes, forms, structure of patterns, flexibility and variability.

[26] Green , C. (1995) , All That Glitters: A Review of Psychological Research on the Aesthetics of the Golden Section [27] Salingaros, (2012)

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The form and clarity of environment

Structure of Patterns

Generally, a straight line refers to clarity and stability while curved line denotes to motion and playfulness. Orthogonal and rigid lines can feel lifeless and monotonous over time while the curves bring in softness and liveliness to the space. Large open spaces in curvilinear form feel welcoming while inclusion of smaller curves can minimize the harshness and make the place feel more natural. Use of curves where they do not fit can however beset even more than a straight line. Even an organic environment however can be given clarity by adding straight lines there.

Fractals

Fig. 62: ATMA Auditorium in a converging form which feels inviting and encompassing.

Fig. 64: Fractal pattern in the Mumbai Airport Terminal T2.

Examples of this patterns can be found in nature are nautilus sea shells, ferns, broccoli, crystals, veins of leaves, breakage pattern of rocks, etc. Fig. 65: Unending pattern of fractals found in Broccoli

Curvy shapes fit better and more naturally together with soft materials like furniture and soft furnishings than hard materials. For example, pleated curtains, cushioned sofas and pillows soften a space with Euclidean geometry.

Variability and Flexibility

Shapes : In organization and structure Biomorphy

These are forms that bare similarity to an organic form derived from an aspect of nature such as plant life, animal life or geology. This may or may not have a resemblance to any subject but is more of an abstraction that provokes an identity of a similar thing in nature. It is often an intuitive design due to our fascination of the rational construction or the aesthetic appeal of natural objects known as Biomorphy.[29] The natural geometries are also abstracted into defined shapes such as Circle, Rectangle, Triangle,etc. Spaces or elements designed in such pure forms also hold the sanctity of a place. Spatial organization of elements in such arrangements also affects social behaviors. For example, a circular layout or a round table will direct towards conversations and everyone is given equal value, while a rectangular layout will direct towards one subject and might result into separate conversations among the users.

[29] Feurestein, (2002).

Fractals are geometric subdivisions on a surface or a structure in hierarchical order of varying scales.[30] A fractal pattern can be observed at various scales in nature i.e from form to internal structure. It is a repetitive pattern that is scale-free. They repeat the basic design with slight variations. Even looking at these patterns can reduce mental stress.[31]

Fig. 66 : Repetation with variability that creates new forms.

Fig. 67 : The structure and construction of the bookshelf can also be variable and flexible.

Fig. 63: An example of Biomorphy - Bahai Lotus Temple, Delhi designed by Faribarz Sabha in 1986

These structures often include repetition of pattern with a slight degree of variation. They are diverse mutations of the same matter. For example, each and every snowflake is different even though they are formed in the same condition; no two leaves are same even in a single tree. Similarly, built environments should also be customized and personalized according to the needs of the people and the situation. Certain degree of flexibility can also be observed in nature. Natural subjects adapt to situations for its survival diverting from its natural course. This aspect of flexibility and adaptation to surrounding can also be integrated in built spaces. Hence, natural forms and patterns can be used at various scales in a built environment; from structure, form and construction of the building to spatial organization, furniture layout to soft furnishings. Spaces should be designed such that it responds to the surrounding context, and function of the building.

[30] Taylor, Richard,(2011) [31] Vyzantiadoua , M.A (2006) , The application of fractal geometry to the design of grid reticulated shell structures.

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EXAMPLE OF SCHOOL

NATURALISTIC SHAPES AND FORMS AND INFORMATION RICHNESS

Example: Nirma Vidhya Vihar

ANALYSIS OF ASPECTS OF THE ATTRIBUTES ASPECTS OF NATURAL SHAPES AND FORMS

Architects: Apurva Amin Architects Location: Ahmedabad India Project: Year 2010

Free flowing forms of - Bridges, Staircase and Screens guiding circulation movement

2. Shape

Art installations - inverted tree, shapes inspired from vegetation in jali and 2D pattern on mosaic walls

(Natural geometry/ Biomorphy)

Fig. 68. 2: Invigorating pattern of metal jali and mosaics on the wall.

1. Form

(Organic or free flowing)

Fig. 68. 1: Landscaping and puzzle facade

EXAMPLE OF APPLICATION SCHOOL DESIGN

3. Structure of Pattern (Fractal patterns)

4. Variability and Flexibility

Fractal pattern in the filigree of metal screens, pattern created on mosaic wall between colours ___

(Options for changing organization that adapt to the need)

Fig. 68. 3: Play of shadow of the facade below the suspended bridge.

Fig. 68. 4 : Organic form of the elements highlighted

Nirma Vidhya Vihar has been designed to create learning environment that invigorates the young minds to develop new explore new possibilities. Quite contrary to the conventional approach towards school design consisting of boxed classrooms and mundane linear corridors, here the geometry of elements has been combined with free flowing forms and direct movement and rectilinear forms that define functional spaces. An elliptical staircase compliments the organic form of the suspended bridges which connect all main spaces like classrooms and assembly hall. Vistas towards the large expanse of landscape outdoors can be accessed through both sides of the built form. The puzzle shaped cut outs in the facade of the building also creates a play of light and shadow during the day. Elements such as wall murals, art installation inspired from nature have been incorporated in the built form to establish an association with the natural environment. The filigree of metal screens in a fractal pattern add to the sensory stimuli. These elements bring liveliness in the space and prod the children to explore and be aware of their surroundings.

KINESTHETIC INFORMATION RICHNESS

EXAMPLE OF APPLICATION SCHOOL DESIGN

1 Sensory Variability

The play of light, views toward outdoors, use of different textures and materials, playful art installations and instances that trigger social interactions contribute to a sense stimulating environment.

(Environment that invigorates multiple sense)

2. Ordered Complexity (Organized into comprehendable pattern)

The different textures and materials blend together in a cohesive whole. Also repetitions of colours and materials in different places bind the space visually.

OVERLAPS WITH

Elliptical staircase representing organic dynamism

Mural with mosaic pattern on a curved wall

Sculptures of monkeys along curved wall that also acts as railing for the staircase

Cut out of an inverted tree in the compound wall of the school

NATURAL LIGHT

VISUAL AND NON VISUAL CONNECTION WITH NATURE

PROSPECT AND REFUGE

CONNECTION TO NATURAL SYSTEMS

MATERIAL CONNECTION

*As per data from https://www.archdaily.com/345048/nirma-vidyavihar-apurva-amin-architects

Dimensions and attributes of Biophilic design for learning environment

CHAPTER - 3

“ Architecture means to visualize the genius loci or the spirit of the place; and the task of the architect is to create meaningful places, whereby he helps man to dwell...This is done by creating buildings which gather the properties of the place and help people to know how they belong to a place.” -Christian Norberg-Schulz Genius Loci: Towards a Phenomenology of Architecture 1980

PLACE ATTACHMENT Spirit of the place 8. CONNECTION TO NATURAL SYSTEMS 9. MATERIAL CONNECTION 10. NATURAL COLOUR

Dimensions and attributes of Biophilic design for learning environment

CHAPTER - 3

CONNECTION TO NATURAL SYSTEMS

Exposure to nature has been found to affect stress levels of all age group including the youngest members of the society. Even with the advent of

technology and depleting access to natural settings, children in their tender age prefer outdoor spaces. This was studied by (Moore, 1986) in a research conducted in an urban school where they were asked to draw their favorite place. It was found that 96% of the children participating in the study drew images of parks, gardens, play areas, zoos and other outdoor places.[33]

Fig. 69

This is the most obvious implication of biophilic design which suggests that built environments should not stand in isolation but rather merge and mingle with the surrounding systems

Fig. 72: The central courtyard of the school is build around the trees and all common activites are conducted here in Sanjeevan Vidyalaya, Panchgani By Shirish Beri & Associates.

GENESIS “A space with a good connection with Natural Systems evokes a relationship to a greater whole, making one aware of seasonality and the cycles of life.” [32] As social being, we desire companionship of other living beings. We cannot live in a healthy state of mind in isolation for a long period of time. The experience of caring for a plant, animal or other human beings is often refreshing, relaxing, joyful and even enlightening. We associate with plants and animals as we rely on it since our inception as a source of food, protection and companionship. This symbiotic relation nourishes us and in turn also supports the natural environment, ecology and local biodiversity. EXPERIENCE We prefer a space that seems more natural because it feels good. It is not just the aesthetic appeal but also an innate consciousness that natural space will be more healthier than something artificial. Greenery, Soil, Water and Biodiversity are few factors that connect us with a larger ecosystem. Even a single tree affects various factors like improving the oxygen level, providing food and shelter, exchange of nutrients in the soil and fosters biodiversity,etc. Increasing biodiversity at the macro level also increases biodiversity at the microbial level even in the indoor which gives our body better immunity by providing microbes that are required for our body.

The integration of nature in built environment fosters place-based relationships to the surrounding geography and ecology which eventually becomes the part of our culture. We relate and understand our biological changes as well as social relationships by observing natures patterns and processes. Such Fig. 70: We enjoy company of other living things in our daily life.

Fig. 71: Falling Waters, by Flank Lloyd Wright

[32] Walker ,J. (2015), Biophilic Urban Acupuncture: The Importance of Biophilia in Urban Places.

Also, according to a study on naturalizing schools outdoor learning environment, children who experience diverse natural settings in their school grounds are more active, more aware of the nutrition value of food and more creative. [34]

exposures to nature can be even momentarily and leave a lasting impression one’s mind. The integration of plants, views of outdoor sky and landscape, exposure to living and breathing life also increases place attachment and value of the built-environment. People with access to nearby natural settings have been found to be healthier overall than other individuals. The longer-term, indirect impacts (of nearby nature) also include increased levels of satisfaction with one’s home, one’s job and with life in general.[35] This has been recognized by many architects and designers over time. Evidence of benefits of integrating ecology in built environments such as workplace, hospitals education, housing, etc have proved that it has a restorative quality. Also, it can be noted that properties with close proximity to landscapes and ecosystems such as grasslands, wetlands, water bodies or hill stations are more preferred and are considered to be more expensive and exclusive than spaces which are deserted from all surrounding natural systems. [33] Moore, (1986) [34] Bell and Dyment, (2006) [35]Kaplan and Kaplan, (1989), p. 173

Dimensions and attributes of Biophilic design for learning environment

CHAPTER - 3

APPLICATION Natural systems can be integrated in built spaces in two ways – by providing sufficient opportunities for outdoors views which allows us to be aware of the natural phenomenon’s like shift of day to night, change of weather from sunny to rainy, change of seasons like a tree in blossom or its withering or simply see the birds flying in the sky. The other way can be through integration of more complex systems such as integration of plant and animal life inside the built environment, exposure to sustainable systems like rain water harvesting or solar power generation which increases the level of awareness of the natural systems. Some of the options have been explained as follows:

When isolated from its biophysical context, even buildings of spectacular human engineering do not sustain life for a long period of time. Ecosystems are rich in biodiversity and affect a range of ecological systems such as hydrological cycles, pollination, decomposition, etc. Self-sustaining ecosystems in built environment can be designed through strategic development that not only sustains the environment but also enhances the quality human life. Also participation in maintaining it brings awareness and attachment with nature as well is connection among people.

Animals The relationship between humans and animals has always been integral to our evolution from utilitarian values like food and transport to humanistic values like need of companionship. Children find animals one of the most amusing and interactive creatures.

Vegetation, Landscapes and Ecosystems Vegetation is one of the most effective ways to bring in life indoors. Flowering plants especially add to the vibrancy and softness in the environment. “ The presence of plants can reduce stress, contribute to physical health, improve comfort and enhance performance productivity.” [36]

Fig. 75: How often we see them tapping on the aquarium glass to see the response of the fishes!

However, placement of few potted plants here and there or scanty plantations seldom has much positive effect. Vegetation in constructed environment needs to be abundant , ecologically connected and native rather than exclusive – that it acts as a reminder of

the local culture and suits the surrounding and easy to maintain.

We enjoy playing and taking care of pets and often build a close emotional attachment with them. Their integration within built environments is challenging, especially in public buildings but can be achieved by designing gardens, aviaries, aquaria, feeders and green roofs that allow biodiversity to be in contact with the built spaces. A frequent contact with animal life is more impactful then isolated encounters.

Contact with animal life should include variety of species if feasible. Fig. 73: View of entrance into PNR Deaf and Dumb School, Bhavnagar

It can be achieved through vertical plantations, live walls, facade greenery such as ivy walls or creepers, green roof with organic vegetation that also provides for food, thermal insulation, adds biodiversity and also acts as a learning experience. Landscapes surrounding the building add to the

visual access. But buildings can also integrate landscapes within - such as grasslands in courtyards, water bodies and building around trees. Landscapes similar to African Savanna are generally more preferred.[37] Though this is more feasible when there is ample space.

Fig. 74: Integration of landscape and surrounding Savanah like landscape in Nirma Vidya Vihar school, Ahmedabad

[36] Kellert, S. , Calabrese E. (2015). The practice of Biophilic Design . Washington: Island Press. [37] Gordon Orians and Judith Heerwagen - Savanna Hypothesis, (1986)

Dimensions and attributes of Biophilic design for learning environment

CHAPTER - 3

EXAMPLE OF SCHOOL Example: Ekya Early Years

Architects: Collective Project Location: Bengaluru, Karnataka, India Project: Year 2014

CONNECTION TO NATURAL SYSTEMS and VISUAL AND NON - VISUAL CONNECTION TO NATURAL SYSTEMS

ANALYSIS OF ASPECTS OF THE ATTRIBUTES ASPECTS OF CONNECTION TO NATURAL SYSTEMS

The school is surrounded by dense plantations on all sides. Areas of ( Plentiful Greenery) extensions for play and circulation area created around trees, plants and grasslands. 2. Biodiversity and Ecosystem The landscaping includes various (Effect on Macro to micro level) natural settings such as forest like areas, manicured gardens, water bodies, sand pits,etc. which cultivates biodiversity due to variety of ecosystems

1. Vegetation

3. Animals

(Increases awareness and fosters Interactive learning)

Fig. 76: Site plan of Ekya Early Years

The main aim of the school was to bring in nature in the building to provide constant interaction between students and the environment. The school follows Montessori system and believes that this experience which is becoming rare is most crucial to the process of learning. Previously a watch factory, the industrial building was converted to a preschool by refurbishing the other shell of the building and by binging in ample natural sunlight and ventilation in the classrooms. The spaces were constructed with real or artificial features of nature to stimulate its connection throughout the building. The peripheral areas were also designed to accommodate gardens and water bodies.

ASPECTS OF VISUAL AND NON - VISUAL CONNECTION TO NATURE

1. Visual

(See views of the natural features in the surrounding)

EXAMPLE OF APPLICATION SCHOOL DESIGN

As the windows open out to the peripheral green areas, it gives visual access to natural surroundings

The varied natural settings integrated with the school spaces increases the (Unstructured pattern of sounds occurrence of sounds of birds and of nature as soft fascinations ) animals.

(Natural smells that are pleasing and healing)

4. Haptic ( Feel of natural textures and responsive touch)

Fig. 77.2 Sculptures of animals in the lawns for childâ&#x20AC;&#x2122;s play.

The extensive vegetation also nests birds, insects and animals like squirrels. Sculptures of different animals have been placed in the landscape to make it feel more natural and interactive.

2. Auditory

3. Olfactory

Fig. 77.1 Classrooms extending towards outdoor natural surrounding

EXAMPLE OF APPLICATION SCHOOL DESIGN

The direct access to vegetation and plantation also spreads natural smells in the atmosphere - (Like the smell of rain of flowers)

The grasslands and plantation allow the haptic experience of nature.

OVERLAPS WITH PRESENCE OF WATER

AIR

PROSPECT AND REFUGE

* As per data from https://www.archdaily.com/589918/ekya-early-years-kanakapura-road-collectiveproject

Dimensions and attributes of Biophilic design for learning environment

CHAPTER - 3 The tactile sensations from various textures and patterns found in nature inspire experiences and memories through touch. - (Kopec, 2012)

MATERIAL CONNECTION

Fig. 78 : Green School, Bali - The entire school is made of bamboo obtained from the surroundings by local craftsmen.

GENESIS Life around us is constantly in flux. The natural processes reflect the dynamic forces of time such as growth and aging, for example - a sapling turns into a tree, the process of budding of a flower which turns into fruit. We associate with the processes of change in our self and can relate it with natural process. Saplings are often planted with the birth of a child and it is compared with their growth. ‘Age, Change and Patina of time’ makes things feel real and we develop an attached to it as it grows with us. “Natural material stimulates the stresses and the challenges of survival over time.” [38] It is a satisfying quality to see something grow and mature overtime.

Fig. 81: Green School, Bali is entirely made from bamboo which is available in the local context.

Juhani Pallasma critics the way materials are used in the modern times in his book Eyes of the Skin, “the flatness of today’s construction is strengthened by a weak sense of materiality” and referring to the plastic material says that the idea of age less perfection is a phony concept”. On the other hand locally available materials reflect the regional ecology. Use of indigenous and vernacular materials builds a positive relation with local environment, creates a sense of place and is also is energy efficient for manufacture and transport. It also reflects historic and cultural value of the place. Vernacular architecture is seen as buildings that connect to the space they belong. This preference of using natural materials is decreasing because of issues of maintenance and availability of resources.

Fig. 79: Nature is ever changing. Cycle of life continues at all levels.

APPLICATION

EXPERIENCE Natural materials also exhibit diversity and process of change. They reflect the occurrence of changes over a period of time and wear and tear of aging. A natural material will have diversity, marks of growth, a particular texture and smell. Even if an exact copy of a natural material was created - it is not convincing as the real material because of these properties. Materials like wood, stone, bamboo, etc. allow our sight to sense through the surface and to veracity of the matter. They even engage multiple senses. The less preference or dislike of artificial materials in comparison is because they do not show variability or the essence of time. Excessive use of scale less glass sheets, Plastics, Synthetic fibers, enameled metal, etc. makes us feels isolated over time.

Fig. 80: Door made of wood and metal showing the patina of time - in pol house, Ahmedabad

Material connection can be brought in interior spaces through using weathering and naturally aging materials that bring a sense of passage of time.

Climate responsive design addresses the rational use of material that are native to the surrounding.

Natural material like local wood, stone, bamboo, mud, metal, etc and soft furnishings like cotton, leather, silk can be used to highlight features or in areas that are more approachable.

[38] Kellert, S. , Calabrese E. (2015). The practice of Biophilic Design . Washington: Island Press.

Dimensions and attributes of Biophilic design for learning environment

CHAPTER - 3

NATURAL COLOURS

The use of natural materials directly results into visual perception of natural colours. But if that is not feasible, earthen colours and tones can be layered on materials to bring in warmth and effect of Biophilia. GENESIS We find vivid colour combinations in nature that mesmerizes us. The changing colours of the sky, the rainbow painted across the sky or the beauty of the peacock are just few of the spectacular examples of colours in nature. Colours naturally attract us - in some way or the other. Not only have humans, even animals, birds, aquatic creatures, insects all have preferences for particular colors. EXPERIENCE Colours have known to affect us deeply. Humans evolved in natural surroundings with views to rock, earth, water etc. and colours of natural environment are found pleasing even today. Colours have been a crucial factor for humans in locating food, water and other resources.

colours can be challenging. It has been found that when people are exposed to excessively bright colours a long period it has negative influence.

Fig. 82 Fig. 84 Use of overly bright and contrasting colours

APPLICATION Holistic approach of the colour theory and colour palette from nature can be beneficial in designing interior spaces. Effective use of colour can be healing and restorative. A balance of muted tones along with vivid colours can be by taking examples of nature. - Climate responsive design addresses the rational use of materials. - Use of native materials creates landscapes that resembles the surrounding. - Material connection can be brought in interior spaces through using weathering and naturally aging materials that bring a sense of passage of time. They can be used along with industrial material to have lower maintenance and yet achieve material connection. - Natural material like local wood, stone, bamboo, mud, metal, etc and soft furnishings like cotton, leather, silk can be used to highlight features or in areas that are more responsive and approachable.

Fig. 83: Corresponding colour palette of the image above. (Fig.82)

Effective biophilic application includes more muted tones (earth tones). Though using natural colour doesnâ&#x20AC;&#x2122;t emphasize on using only green.

Colours of vegetation, water, desert, and mountain are equally important and can be used as colour schemes to establish connection to the natural environments.

The psychological impact of colours has been long recognized and is used in interior design, advertising, and marketing. Colours influence our mood and behavior. With the advent of artificial and bright colours in the modern time, the use of effective

Fig. 85: Colour palette from scenaries

Fig. 86: Colour palette from vegetation/ fruits and flowers

Fig. 87: Colour palette from surrounding landscapes

Dimensions and attributes of Biophilic design for learning environment

CHAPTER - 3

EXAMPLE OF SCHOOL

MATERIAL CONNECTION AND NATURAL COLOUR

Example: The Atelier

ANALYSIS OF ASPECTS OF THE ATTRIBUTES EXAMPLE OF APPLICATION SCHOOL DESIGN

ASPECTS OF MATERIAL CONNECTION

Architects: Biome Environmental Solutions Location: Bengaluru, Karnataka, India Project Year: 2016

1. Natural Materials

(Displaying Age, change and Patina of time)

The school is made of with natural materials like wood, bricks, bamboo, etc which show the patina of time

2. Geographical Connection The materials used are suitable to ( Responds to the climatic condi- the climate of Banglore and give a tion and merges with the natural natural and earthy feel to the space. surrounding )

3. Ecological Connection Fig. 88.1 : Paper tube partitions and furniture

( Use of indigenous material occurring in the natural surrounding )

Fig. 88.2 : Use of local tiles on the entire flooring that combines all other surfaces.

4. Cultural value

(Reminder of local culture, history and economy)

The use of local materials available in the surroundings like CSEB tiles, mud bricks and bamboo mats bring in the ecological connection. The CSEB tiles for the flooring and bamboo mats on the ceiling were procured from the local people also enhancing cultural perspective and economical value

ASPECTS OF NATURAL COLOUR Fig. 88.3: Bamboo false ceiling which brings warmth in the space

Fig. 88.4 : Use of blue tiles in washroom - a reminiscence of water!

The Atelier has been designed to achieve low construction cost and use eco-friendly materials that does not add up to landfill later. Reusable materials and innovative building techniques have been used in the design of the school. The materials used consists of paper tube partitions and furniture, wooden louvers, brick walls, GI sheet roof supported with metal trusses and sliding glass doors. The flooring is of CSEB tiles which are made from the local soil and the ceiling has been covered in woven bamboo mats that acts as an insulating material and also adds a sense of warmth in the entire space. The natural materials and their colours blend in harmoniously giving a pleasing and calm environment.

EXAMPLE OF APPLICATION SCHOOL DESIGN

The use of natural materials results into a earthen colour palette with ( Based on natural colour tones) highlights of bright colours brought through soft furnishings

1. Earthen colours

2. Associative value of colour The colours of tiles evoke a feeling palette of vernacular houses. Also the blue ( Reminiscence of a natural colour is used to associate with setting) water in washrooms

Fig. 88.4

OVERLAPS WITH

Fig. 88.1 Fig. 88.2

NATURAL SHAPES AND FORMS PROSPECT AND REFUGE (Fig:72)

Fig. 88.3 Fig. 89

Fig. 90 Site Plan

* As per data retrieved from https://www.archdaily.com/795183/the-atelier-biome-environmental-solutions

CHAPTER - 3

Dimensions and attributes of Biophilic design for learning environment

3.5 SUMMING UP The impact of nature’s contact in childhood development has been understood by distinguishing the experience children have with natural systems. These experiences have been chiefly categorized in three ways as direct, indirect and vicarious or symbolic. (Kellert, 1996). Here, only the direct experience – which includes physical contact with nature and indirect experience - which includes stimulated or constructed experience of nature has been considered. The vicarious or symbolic experience includes representation of nature in a real or abstracted manner and not physical contact. This experience can be propagated through digital media or print media. In the modern times, due to lack of direct and indirect experience of nature, this is the most common experience encountered by young minds especially in urban and sub urban areas. Though this helps in increasing the knowledge about natural surroundings, it fails to stimulate the same sense and benefits of direct and indirect experience of nature. Hence it is not considered in the study. Also, symbolic experience usually relies only on one of the senses and isn’t multi-sensory. The intention of the study is to incorporate multi sensory learning environment that enhances the learning experience.

Primary schools have been selected for the research as during this age the child undergoes maximum development making the learning environment even more crucial.[40]

[40] Collins, WA. (1984). Development During Middle Childhood: The Years From Six to Twelve. National Academies Press (US)

Case Study

4.1 FOREWORD

Case Study

4.1 FOREWORD 4.2 SECONDARY CASE STUDY - Nisha’s Play School, Goa A) Observations B) Analytical Data C) Inferences 4.3 PRIMARY CASE STUDY 4.3.1 CRITERIA FOR CASE STUDY 4.3.2 ATTRIBUTES AND FRAMEWORK FOR PRIMARY CASE STUDY

CHAPTER 4

PATTERNS OF BIOPHILIC DESIGN (BY TERRAPIN BRIGHT GREEN)

Nature in the Space 1. Visual Connection with Nature 2. Non-Visual Connection with Nature 3. Non-Rhythmic Sensory Stimuli 4. Thermal & Airflow Variability 5. Presence of Water 6. Dynamic & Diffuse Light 7. Connection with Natural Systems Natural Analogues 8. Biomorphic Forms & Patterns 9. Material Connection with Nature 10. Complexity & Order Nature of the Space

PRIMARY CASE STUDY 4.4 MGIS A) Observations B) Analytical Data C) Inferences 4.5 A ONE A) Observations B) Analytical Data C) Inferences 4.6 COMPARATIVE ANALYSIS 4.7 INFERENCES 4.8 CONCLUSION 4.9 CONCLUDING NOTE 4.10 WAY FORWARD 4.11 APPENDIX

11. Prospect 12. Refuge 13. Mystery 14. Risk/Peri

Table:3

•The selected case studies have not intentionally been designed with Biophilic design as a concept but these attributes have been integrated in different proportions in the schools. •Conventionally it is assumed that the major issue for the absence of biophilic design is space constraint. Though many schools with large expanse of land have some implementation of these attributes, it was found through secondary and primary research that schools with smaller area had negligible biophilic design attributes. It was initially analyzed based in the criteria fulfilled from the list of 14 Patterns of biophilic design by Terrapin Bright Green. (Table:3) •Among many schools in India, a secondary case study was selected with a small area to understand how various aspects of biophilic design attributes are implemented. • The context may add or reduce to the proportion of nature in space. The aim is to draw inferences on the quality of space and how it affects the learning process. Presence or absence of biophilia in such buildings will give insight on how and where to intervene to make them more biophilic to design them in practice. • To measure the degree of biophilic design, they have been analyzed on the basis of observations in three qualities which has been represented as follows: High Medium Low

Case Study

CHAPTER - 4

4.2 SECONDARY CASE STUDY Reason and Criteria for selection A secondary case study was chosen among many other schools initially identified in India as it was a case where although the land or resources available for the school weren’t much just like urban school but the architecture and interiors achieved high degree of biophilic outcome in a smaller area. This was to understand how the various attributes identified are used here, in what proportion and are there any more aspects that can be identified in the Indian context.

NISHA’S PLAY SCHOOL (AND SHIKSHA NIKETAN) Fig. 4: Context and Site of the school

Fig. 5: Site Plan of Nisha Play school

Nisha Play school is a primary school in Torda, Saldor-do-Mundo Bardez area of Goa. Nisha’s play school has 1-4 grades and its extension Shiksha Niketan has 5 to 12 grades, with 28 students in each classroom. The school is designed by Gerard Da Cunha (Architecture Autonomous) in 1997 with an intention to respond to the needs of children and create an ambiance of a child friendly environment. The area of Nisha Play school is 800 sq. mt with 400 sq. mt built area.

Fig. 1: Entrance view of the school.

Fig. 6: Ground Floor Plan

Fig. 2: Site location

Fig. 3: Site context

Location - Salvador-do-Mundo Bardez, Goa Architect - Gerard Da Cunha Year of establishment - 1997 Site Area - 800 sq.mt : Built Up Area - 400 sq.mt

Fig. 7: Longitudinal Section

About the building - Nisha’s Play school The site is located in an area with abundant greenery and varied topography. The school building has been designed in four levels corresponding to the topographical levels of the area. It is built using local materials like bricks and laterite stones available in the surrounding. The building sits in the square plan with classrooms on the edges and a circular staircase connecting the floor vertically. There is a slide along the staircase which is designed for kids as a chute to slide down. As the school follows a play way method of teaching, the environment of the school itself has been designed as a learning experience by incorporating various forms, shapes and colors. The building accommodates classrooms kitchen space, a doll house, library, music room, clinic and play ground. Each classroom is designed uniquely responding to the scale and needs if the child. Even entrances of the classrooms are designed so low that only a child can enter.

Case Study

CHAPTER - 4

A) OBSERVATIONS PRESENCE OF WATER

NATURAL LIGHT AND AIR

Touch

Sound

View

PROSPECT AND REFUGE

A Fig. 9

Sun Light

Diffused Light

• The building of Shiksha Niketan has a Courtyard with classes surrounding it. It has the natural canopy of trees on the top which varies the light conditions corresponding to the outdoors and shadows of leaves can be seen. It is open to Sky with transparent plastic covered during rain.

Light and Reflected Light Light as Light pools as warmth Shadows areas

WATER A pond is designed in there Outer area of Shiksha Niketan which connects he two levels with a bridge of stairs. This allows children to view it from all sides and also touch it from over the parapet. Its sound cannot be heard as it be is stagnant water.

Fig. 11: Staircase with circular openings that peeks into classrooms.

Fig. 12: Special openings only for children.

Though the entire building is build with opaque material, there are punctures in the walls at eye level that allow visibility and interaction while still maintaining privacy.

The entrances to the classrooms are scaled according to the dimensions of the child which enhances the feeling of refuge in the space.

Thermal Variability

Transparency and depth of field

Indoor outdoor connections

Bounded Areas

Cacoon spaces

Sense of protection

PHYSIOLOGICAL AND PSYCHOLOGICAL COMFORT LOW

Fig. 10

Ventilation AIR

NATURAL LIGHT

• The building is oriented to optimize natural light and bring in westerly breeze. • Diffuse light filters in the building through the negative openings and cut outs on ceiling and the brick walls. This creates a play of light and shadow during the day. (Fig.8 - A) • Indirect light and cross ventilation is achieved the upper level of interior part through arched windows with metal grills. (Fig.8 - B) • The ceiling has cut outs of different shapes which also create varying shadows on the floors. (Fig.8- C)

PROSPECT AND REFUGE

Fig. 8

MEDIUM

HIGH

13 16

ASPECTS PRESENT TOTAL ASPECTS

Case Study

CHAPTER - 4

VISUAL AND NON VISUAL CONNECTION WITH NATURE

Fig. 13

Fig. 14

Visual

Auditory

The creepers along the facade of Shiksha Niketan gives a green edge to the building increasing visual and non visual connection with nature.

Olfactory Haptic

KINESTHETIC INFORMATION RICHNESS

Fig. 18

Spaces like doll house and kitchen also increase the interaction with the environment that adds to child development. The different textures of the brick, stones and mosaic surfaces in built in furniture, flooring and walls which displays several scenes of natural life.

In terms of furniture arrangement, each class has flexible furniture consisting of square tables and chairs for the group activities. Flexibility of furniture that allows multiple use of space.

KINESTHETIC INFORMATION RICHNESS

VISUAL AND NON VISUAL CONNECTION

As the site is located in an area with dense landscape, it has plentiful plants and trees surrounding the building. The openings not only allow visual access to nature but also bring in the sounds and smells of natural entities.

Fig. 17

Fig. 15

Fig. 16

The interiors of the school is designed to engage multiple senses. The walls of the spaces are filled with artworks of students along the corridors, passages and classrooms.

The chute along the staircase is used to slide down elating the experience of play. Various colours, shapes and patterns throughout the interiors adds the information richness and enhances the learning experience.

Sensory Variability

Ordered Complexity

NATURAL SHAPES AND FORMS

Fig. 19

Fig. 20

The mosaic patterns in built in furniture, flooring and walls which displays several scenes of natural life such as floral patters, aquatic life, etc. Natural shapes and forms can also be seen on the jalis of the corbeled windows on the upper level in various forms such as like butterfly, stars, etc.

Fig. 21

A circular staircase winds up the building connecting the floors internally. This language of the circular form is also followed in the openings created in the wall

Case Study

Form

Shape

Structure Variability of Pattern and Flexibility

NATURAL COLOURS Owing to the use of natural materials directly results into a earthy colour palette. The elements of the building are used as teaching aids through colours. The primary colours like Yellow, Blue, Red pop out against the in the earthy background.

MULTI SENSORY STIMULI LOW

MEDIUM

Fig. 24: Interior of classroom

HIGH

ASPECTS PRESENT

10 10

TOTAL ASPECTS

NATURAL COLOUR

NATURAL SHAPES AND FORMS

CHAPTER - 4

Earthen colours

Associative value of colour palette

CONNECTION TO NATURAL SYSTEMS

MATERIAL CONNECTION

The site retains the trees and existing topographical level differences to not disturb the ecosystem due to construction. The school is is surrounded by varied landscapes. The site area being 800 sq. mt out of which only 400 sq. mt is built and the other areas are open spaces which is 50% open to close ratio. The open to close ratio of the school is contributes to this factor. Fig. 25: Surrounding Landscapes

Fig. 23

MATERIAL CONNECTION

The entire building is constructed with indigenous materials. It is constructed with mud bricks and laterite stones available in the locality. The metal grills installed in the corbeled windows are donated by various people in the neighbourhood. This also achieves a cultural connection. The clear glass used in windows is a heat source and makes the building energy efficient.

Natural Materials

Geographical Connection

Ecological Connection

Cultural value

CONNECTION TO NATURAL SYSTEMS

Fig. 22

Vegetation Ecosystem Animals and Landscape

PLACE ATTACHMENT LOW

MEDIUM

HIGH

8.5 9

ASPECTS PRESENT TOTAL ASPECTS

Case Study

CHAPTER - 4

NISHA’S PLAY SCHOOL

Nisha's Play School PERCENTAGE VALUE OF EACH ATTRIBUTE 28%

40%

32%

Physical and Pschological Comfort Multisensory Stimuli Place attachment

This shows that all the biophilic attributes are adequately present. The school is designed in a manner that it responds to the site and surroundings of the location. The role of air, light and water are adequately achieved in space through design. The visual and non visual connection to natural surroundings and natural shapes and forms is possible due to the design of the school. The interior elements add to the multi sensory experience which engages the child and supports the learning process and adds life to the space. Sensory variability comes due to two factors – choice of material usage and the approach of design of the school which is more about learning through a play way method. This adds to the information richness in the space. The place attachment value is higher due to the site location, open and close ratio of the site, and use of ecological materials.

4.3 PRIMARY CASE STUDY

% of Biophilic Design attributes for

PERCENTAGE OF BIOPHILIC DESIGN ATTRIBUTES FOR LEARNING in NPS ENVIRONMENTSlearning THAT ARE environments PRESENT AND ABSENT IN EACH SCHOOL. 10%

90%

Present

Absent

It is derived from the percentage value of the matrix that most of the biophilic aspects are present in the school. It has biophilic features inside-out through response to the site, spatial organization, material use, quality of light and air, use of colours, forms and shapes. This is a combination of the approach of design of the architect, the locality of the school and sensitivity towards children’s need. Though the school building has a small area, these elements incorporate biophilic design and that too in a minimal cost factor.

Case Study

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4.3.1 CRITERIA FOR CASE STUDY

4.3.2 FRAME WORK FOR PRIMARY CASE STUDY

After an initial survey of about 10 schools of what kind of school buildings are currently in rife in most urban Indian cities like Ahmedabad, it was found that now schools have more of vertically planned buildings than horizontal due to the lack of land availability and real estate cost.

The spaces are approached as learning settings and not a specific function of the space; hence they have been categorized according to the environmental conditions as closed, semiopen and open space. The framework for identifying the aspects of biophilic attributes in the following areas of the school spaces are as shown in the table below:

Hence the case studies were selected which were located in a dense urban locality and specifically did not have a large expanse of space or direct connection to natural landscapes to understand how various aspects of biophilic design attributes are implemented in a smaller area.

BIOPHILIC ATTRIBUTE

Two primary schools selected to analyze the approach and integration towards biophilic design. The schools were selected on the basis of: a) b) c) d)

Situated in a dense urban locality Built in last 2 decades Similar site area With a space constraint and more vertical area than horizontal area.

NATURAL LIGHT

AIR

The two primary case studies selected are : 1. Mahatma Gandhi International School 2. A- One School

This also allows scope of comparison and identify reasons and implications of biophilic design in different settings with a similar area. Only these aspects have been analyzed in the primary case study due to the absence or negligible relevance of other factors in the schools and couldnâ&#x20AC;&#x2122;t be compared. The biophilic attributes present are as follows:

PHYSICAL AND PSYCHOLOGICAL COMFORT

MULTI SENSORY STIMULI

PLACE ATTACHMENT

1. NATURAL LIGHT AND AIR

2. KINESTHETIC INFORMATION RICHNESS

4. NATURAL COLOUR

3. VISUAL AND NON - VISUAL CONNECTION TO NATURE

5. MATERIAL CONNECTION 6. CONNECTION TO NATURAL SYSTEMS

VISUAL AND NON VISUAL CONNECTION TO NATURE KINESTHETIC INFORMATION RICHNESS MATERIAL CONNECTION

NATURAL COLOUR

CONNECTION TO NATURAL SYSTEMS

CLOSED SPACES (Classrooms, Library, Auditorium, staff room, Labs)

SEMI-OPEN SPACES (Corridors, Stair cases)

1.Sun Light

2.Diffused Light

3.Light and Shadows

1.Ventilation 2.Thermal Variability

Ventilation

1. Visual 2. Auditory

1. Visual 2. Auditory 3.Olfactory 4. Haptic

Thermal Variability

OPEN SPACES (Courtyards/ peripheral areas)

Irrelevant

Irrelevant 1. Visual 2. Auditory 3.Olfactory 4. Haptic

1.Sensory Variability 1.Sensory Variability 1.Sensory Variability 2.Ordered Complexity 2.Ordered Complexity 2.Ordered Complexity 1.Natural Materials 2.Geographical Connection 3.Ecological Connection 4.Cultural value

1.Natural Materials 2.Geographical Connection 3.Ecological Connection 4.Cultural value

1.Earthen colours

2. Associative value of colour pallete

1.Vegetation

1.Natural Materials 2.Geographical Connection 3.Ecological Connection 4.Cultural value

Irrelevant

1.Vegetation 2.Biodiversity and Ecosystem 3.Animals

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4.4. MGIS

MGIS About the school Mahatma Gandhi International School is located in Law Garden area in a dense urban locality of Ahmedabd. It is a small scale school with K-12 grades and with IB Board. There are about 25-30 students in each classroom. It follows a progressive pedagogy which is based on the educational philosophies of Piaget, Dewey, Tagore and Gandhiji – on whom the school name is based on. The school is under Public-Private Partnership between AMC and educationalists Dr. Pascal Chazot and Anju Kaur Chazot.

Reason for selection Even though the school is situated in an populated urban area and has space constraints due to lack of land - the building integrates natural aspects in a very unique and personalized manner that enhances the learning environment.

Location - Law Garden Founder - Dr. Pascal Chazot and Anju Kawr Chazot. Year of establishment - 1998 Area - 2292 sq.m

About the building It is a three storeyed building (G+2) which was renovated and refurbished in 1998 to accommodate the activities of the school. The building is owned by a veteran and Ahmedabad Municipal Corporation. Though an architect was appointed for it, later the design decisions were taken over by the foresight and knowledge and sensitivity of the educators in relation to the pedagogy. The motive of the school was to make a place where children feel happy and motivated. It believes in kinesthetic learning experiences and regards the role of environment very important in catering that. The ground floor has classrooms, audio visual room, and Principal’s cabin. An extension has been created in the back which accommodates administration areas, 12th classrooms and auditorium which can be converted to more classroom s when required. A café area has also been made near the entrance of the school for teaching activities and for refreshments. The peripheral area of the school is developed for outdoor learning and play activities. Plentiful trees and plantations have been grown to encourage relationship with nature. Outdoor sitting corners have also been created that students spend more time in the natural surrounding. The first floor consists of major of the classrooms and corridors. The classroom has been designed in such a way that the tables can be folded up and the floor space can be also used for learning activities. Stackable chairs are provided for seating. The classrooms for 11th and 12th have flexible furniture for group learning activities. A staff room is created at the mid landing between the ground and first floor as a part of the extension. The second floor accommodates a large library space, IT lab and a few more classrooms. Each space has been differently and uniquely as per the requirement of the students and teachers which supports learning activities. An adjacent building has also been constructed as an extension of the building which accommodates preschool classroom and all labs.

As per data obtained from personal visit, conversation with administrator Mrs. Naheed Pathan and Mrs. Anita and from the school website https://www.mgis.in

MGIS DRAWINGS

Playground and parking area

GROUND FLOOR PLAN - Representing integration of biophilic features

Wall mural of plants created by reusing plastic bottles

Sitting area created under a tree for students and teachers

MGIS DRAWINGS

Semi covered area extending from the corridor space.

View from the corridor

SECTION A

Corridor on the first floor

Classroom- Views of nature through Windows and Door

Creepers (Monstera) on the walls

Entrance

Lab areas Opens to the artificial lawn outside, leading to a sitting under tree

Cafe area where the trees are kept as part of the space

Waiting area for visitors is also in the outdoors

Tent is placed to make a outdoor discussion space

Potted plants are labelled with names

CLOSED SPACES SEMI-OPEN

SOIL PAVED

OPEN

LAWN

FIRST FLOOR PLAN Staff room at mid landing

Typical Classroom

CLOSED SPACES SEMI-OPEN

SOIL PAVED

OPEN

LAWN

MGIS DRAWINGS

SECTION B

Library area with ample light and small reading corners.

Classrooms with tack boards on all sides and flexible furniture.

SECOND FLOOR PLAN

IT lab with furniture arrangement for working in groups

CLOSED SPACES SEMI-OPEN

SOIL PAVED

OPEN

LAWN

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NATURAL LIGHT AND AIR Lighting is studied through openings as it the main source of natural light in the buildings.

Soft dancing shadows can be observed on the floor and furniture surfaces which vary with the changing movement of the sun during the day.

Library and Lab Spaces The Library and IT lab have ribbon windows to bring in maximum natural light. The surrounding trees bring in the slight variability in the light filtering in the space. The floors being darker tone, very less light is reflected and hence artificial light is also needed during the day. Reflections of blues and greens of the curtains in IT lab can be seen during afternoon time.

CLOSED SPACES (Classroom, Library, Staff room, Labs, Staircase) Classroom In MGIS, a classroom is typically of size 40 m sq. There are 2 to 4 windows in each classroom of 1.2 x 0.9 m which is the source of natural light. (Fig.2) Some classes also have a glass door which adds to bring in light. The windows are made of clear glass with sliding aluminum channels and are half open-able which allows air flow and cross ventilation in the room. The windows are placed on the north and east side

Fig.1

of the building in a depression of 30 cm from the facade of the building, which brings in soft light. The

overhang above the window cuts the glare and allows adequate light to filter in. The low sill level allows soft diffused light to come in at childâ&#x20AC;&#x2122;s eye level while sitting on the desk and also reflects on white vitrified tiles. The light gradation reduces towards the corner of the room. All the windows on the periphery overlook to trees in the surrounding. The foliage becomes a natural screen for the windows which filters natural light. (Fig:3)

Fig.5

40 m.sq

Fig.6

Staff Room The staff meeting room is located at the landing level between the ground and first floor. It has ribbon windows with curtains to adjust the light coming in.

Fig.2

Soft filtered light fills the room making it appear bigger than its size. The open-able windows allow

choice of fresh air or HVAC depending on the weather. Fig.7

Staircase The staircase does not receive any direct light because of its placement in the heart of the building. Though it gets indirect light from the room on landing and a skylight it only gives a dim light in the space. Overall it is a dark space which needs Fig.3

artificial light even during the day.

Fig.4 Fig.8

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VISUAL AND NON - VISUAL CONNECTION TO NATURE

SEMI - OPEN SPACES Corridors This transition space is much preferred by students and children compared to the staircases. The corridors are on the western edge of the building have overhangs which cuts glare and allows sufficient light to filter in. These space is used also during the recess hours where they sit near the parapet wall on the first floor.

CLOSED SPACES Fig.13 : What you learn inside, you can also see outside!

Classroom The classroom windows which have clear glass open to the outside view overlooking the schools outdoor areas through the dense foliage of trees which is the peripheral area of the school. It overlooks to sitting spaces, play areas and the entire edge which is planted with trees and plants . This allows children

Fig.9 Part Section

to be aware of the surrounding activities as well as know the period of the day, change of climate, etc.

Since the surrounding has ample plantation, occasional sounds of birds can also be heard. Also, in classrooms the tables are attached to the walls which increase the proximity towards the windows. Fig.14

Fig.10 Corridor on ground floor

Library and Staff room The walls on the periphery of the room are visually divided only in two parts â&#x20AC;&#x201C; Storage for books in the lower half and windows overlooking outside nature on the upper half. It is visually engaging.

Fig.11 Corridor on first floor

Fig.15 Library

SEMI - OPEN SPACES Corridors The ground floor connects to the play area with trees and plants on the periphery. (Fig.16) On the first floor the open side has small planters (also made by students) have also been suspended on the overhangs of the corridors â&#x20AC;&#x201C; where children can observe its growth. (Fig.17) Children prefer to spend in between class time also here because the quality of light and natural views give them a break before the next learning session.

Fig.12 Fig.16: Ground floor corridor

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Fig.17: First Floor corridor

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OPEN SPACES Peripheral Area Settings and spots are created that students spent time in outdoor activity such as tent, benches under the tree, visitors waiting area and the cafe. Various kinds of vegetation such as creepers, plants and trees have been planted.

Fig.23 Hexagonal arrangement

Fig.18

Fig.22 Furniture arrangement in higher grades classroom

KINESTHETIC INFORMATION RICHNESS

Fig.24 Linear arrangement

Even shapes and forms can create interest and inform its use or purpose. The shapes of desks in the higher standards (11th and 12th ) are half hexagons which allow a variety and flexibility of spatial organizations. The hexagonal desks and the furniture layout informs that the students follow more of a group activity learning than one directional learning.

CLOSED SPACES Classroom Constructed - The walls, ceilings and even the floor spaces have been utilized as a medium to support learning activities in MGIS. At least 2 to 3 walls of

the classroom are completely filled with students work on the tack board. The ongoing activities and schools motto have been put up which not only keep the child motivated but also keep their senses stimulated. The floor is used for different group activities as the school follows progressive learning methods. (Fig.19)

Fig.25 Fig.19

No walls have been left empty. Even a curtain in one

of the classroom has been converted to artwork. This also adds personalization and place attachment and sense of ownership for the classroom. (Fig.20)

Fig.27

Staircase The staircase doesn’t have any access to outdoor views however, they are made interesting through students canvass paintings which have been arranged in different ways thought the staircase connecting the three floors. The subject of the paintings is versatile and such as portraits of great personalities like Gandhiji, Sardar Patel, Albert Einstein and other student’s art works display the abstract art, and Ahmedabad’s Siddi Saiyad Jali, etc

Fig.20

At furniture level

The classrooms from 1st to 10th have wall mounted foldable tables attached to the walls and stackable chairs. This also informs about the user activity of the space suggesting that the classroom is used for multiple activities and not only for sitting. It hints at activities that use floor space and hence the design of the furniture is so. Fig.21

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Fig.26

Library The entire ceiling has newspaper print wallpaper over it. It is engaging and provides positive distraction. (Fig.25) The pattern on the ceiling is balanced by the solid colour (blue vinyl) flooring without which it would have been overwhelming. The shape of the furniture can also stimulates and connects to something more which is seen in the design of the book shelf which is derived from the form of the tree (also designed by students). (Fig.26) The entrance of the library is demarcated with mosaic tiles and adds play and pattern in the side colours of the floors. (Fig.27)

Fig.28

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SEMI – OPEN

MATERIAL CONNECTION

Corridors One side of the corridors is open and the other side is the wall of classrooms with storage that is cladded with tack boards. The tack boards are filled with students work which is changed regularly. It displays different techniques of art and craft and information of their ongoing projects. This encourages peer leaning and also informs about the schools achievements and progress to parents and other visitors. On the ground floor, the ceiling of the corridor has colorful canvas art boxes that add to the liveliness of the surrounding.

Classroom A typical classroom in MGIS has white vitrified tiles, plastered and painted walls and ceiling. There is plywood furniture – painted or laminated. The desks are also of plywood with colourful laminate and metal support. In terms of materials there in no association that informs about time or place of where the space belongs.

Fig.31

Library The flooring is covered with blue vinyl flooring and the ceiling is wall paper. There are metal trusses on the ceiling which shows the structure of the roof. The furniture is wooden with dark polish which strikes a reminiscence of old British libraries.

Fig.29

OPEN SPACES Fig.32

Peripheral Area In the open space, many settings have been created that the surrounding contributes to the learning experience of the child. The trees and plants have been labeled with names which gives information about it. Other elements such as rock climbing wall and small play areas with sand pits have also been integrated. Wall mural with plants

Staircase and Corridors The corridor has Kota flooring the ground floor and vinyl flooring on the top floor which continues from the staircase. The vinyl flooring is used for easy maintenance. (Refer Fig.28) OPEN SPACES

in plastic bottle is made which displays recycling of waste.

Café The café on the outside is made with bricks and covered with a layer of Gheru. The bricks have been built in a curvilinear from with colorful mosaic tiles on the top so that it can be used for sitting. The

exposed brick and shows wear and tear of the time and is related to the local context. It is the favorite place of students to sit during free time. The

Fig.30

This shows that kinesthetic information richness doesn’t need major design changes but can also be brought in small significant ways. Yet is important to provide provision for it to manifest.

foreigners also find this place very ‘Indian’. Fig.33

Peripheral Area The periphery of the school has majorly two types of flooring – one that is paved and other that has pebbles. Also some places sand pits have been made for children to play.

Fig.34

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NATURAL COLOURS Overall, the school is brightly painted in tones of blues and greens, complimented with earthen shades and balanced with white.

CONNECTION TO NATURAL SYSTEMS CLOSED SPACES Classroom The connection to nature occurs primarily through windows through natural views which has been discussed in information richness. From the perspective of place attachment, seeing a plant grow or a birds nest and follow its growth and development brings sense of relation with the surrounding as well. Fig.36

Fig.35: Part Section through the corridors showing interior colour scheme

Classrooms All classrooms have been painted walls in different colours in the tones of bright blue and greens as a highlight wall and the rest of the walls are white or have tack boards. The furniture also has corresponding colours of laminates. The storage unit also has a complimentary colour tone. Library The solid blue of the vinyl flooring is a complimentary contrast the busy black and white pattern on the ceiling. ( Refer Fig.32) Softer tones of blues and greens are used in the curtains in the connecting IT Lab which has wooden textured vinyl flooring and white laminated furniture.

SEMI OPEN Corridors The corridor is used for gardening classes where the students have made planters and drip irrigation system for watering. This also increase their awareness about the growth and nurturing of other vegetation.

Fig.36

Fig.37

OPEN Fig.37

Peripheral Area The paved area marks the paths for circulation and play activities while the other areas have been left non paved to allow water seepage during the rains.

Staircase The entire walls of the staircase is painted in bright green. It is a flamboyant colour to be in or a longer period of time but works as it is only a transition space.

Green corners have been created on the entire periphery which is not only visually pleasing but also helps in cutting the sunlight, reduce noise and increase biodiversity.

Corridors

Green, violets and blues can been seen in the corridor. They visually complement each other.(Fig.35)

Combining the colours from different spaces in the school â&#x20AC;&#x201C; it was observed that the color palette is very similar to that of a peacock.

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The library and staff room also have ribbon windows with views to surroundings outside. (Fig.5 and 7). Few Planters have been placed in staircase landings. Other than that there is no direct connection to nature from indoors.

Fig.38

Fig.38 Fig.39

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Case Study

CHAPTER - 4

B) ANALYTICAL DATA COLLECTION

: This matrix has been derieved from the observations

PLACE ATTACHMENT

PHYSICAL AND PSYCHOLOGICAL COMFORT NATURAL LIGHT

Sun Light Diffused Light

PRESENCE OF WATER

AIR

Transparency and depth of field

Ventilation

Touch

Thermal Variability

Sound

Light and Shadows

PROSPECT AND REFUGE

View

Indoor outdoor connections Bounded Areas

Reflected Light

Cacoon spaces

Light pools as areas

Sense of protection

MATERIAL CONNECTION

NATURAL COLOUR

Natural Materials

Earthen colours

Geographical Connection

Associative value of colour pallete

CONNECTION TO NATURAL SYSTEMS

Vegetation

Biodiversity and Ecosystem

Animals Ecological Connection

Cultural value

Light as warmth

C ) INFERENCES: MGIS SCHOOL MULTI SENSORY STIMULI VISUAL AND NON VISUAL CONNECTION TO NATURE

Visual

Auditory

LOW

KINESTHETIC INFORMATION RICHNESS

NATURAL SHAPES AND FORMS

12.5 16

LOW

Structure of Pattern

6 10

LOW

MEDIUM

HIGH

PLACE ATTACHMENT 5.5 9

Variability and Flexibility

Haptic

TOTAL ASPECTS

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HIGH

Shape

Olfactory

Medium

MEDIUM

MULTI SENSORY STIMULI

Ordered Complexity

High

HIGH

PHYSICAL AND PSYCHOLOGICAL COMFORT

Form

Sensory Variability

MEDIUM

ASPECTS PRESENT

Low

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CHAPTER - 4

Physical and Pschological Comfort Multisensory Stimuli

Case Study

4.5 PRIMARY CASE STUDY -

Place attachment

A-ONE

PERCENTAGE VALUE OF EACH ATTRIBUTE 23%

52% 25%

MGIS Physical and Psychological Comfort Multisensory Stimuli Place attachment

This shows that the biophilic proportions of light, air and prospect and refugee is maximum. The light and air is modulated by overhangs and shadows of the tree while 23% prospect and refuge is achieved through various settings (in the outdoors) that allow for social interactions in groups. The sensory stimulation is constructed through means 52% of visual aspects more compared25% to kinesthetic aspects. It is an effective to lift up the environment of the school with the numerous provisions for tack boards and opportunities for children to share knowledge. The place attachment value here is more due to the customization of arrangements according to the children’s need and flexibility o f the spaces. Though the construction of the building doesn’t have a vernacular character, elements of it has been brought through the café and outdoor settings. Also, various artifacts and use of colours bring in an association to the place.

% of Biophilic Design attributes for

PERCENTAGE OF BIOPHILIC DESIGN ATTRIBUTES FOR LEARNING learning environments in MGIS ENVIRONMENTS THAT ARE PRESENT AND ABSENT IN EACH SCHOOL.

Reason for selection It is an example of how school buildings are constructed in vertical expanse with a commercial outlook. Though it has the possibility to integrate biophilic features, the opportunity has not been utilized to its potential.

31%

69%

Present

Absent

MGIS has an average degree of the biophilic factors present in the school space. It is primarily achieved through cultivating the peripheral areas of the school including greenery (which also modulates light and air quality) and variability of materials and in interiors through making provision for adding information richness in the environment. Though the school is located in a dense urban space with buildings on all 3 sides and has space constraints to accommodate various activates - the approach of designing a nature integrated space has been attempted. This is partly due to the pedagogy of the school (Progressive learning) and the vision of the founder.

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Location - Jodhpur Village Founder - Dinesh Shah Year of establishemnt - 2005 Site Area - 2107 sq.m Built Up area - 1096 sq. m

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TYPICAL FLOOR PLAN OF A - ONE

CHAPTER - 4

A-ONE SCHOOL About the school

A-One school is located in Jodhpur area of Ahmedabad which has a dense fabric of residential buildings in the surrounding. It is a K-12 with GSEB board. The school runs in two shifts â&#x20AC;&#x201C; one for English medium and the other for Gujarati medium. The founder of the school is educationist Dinesh Shah who first founded the organization in 1977. This branch has been built in 2005 with a motive to provide education for the incumbent students. Each class accommodates around 40 students.

Inner classroom

Back staircase

About the building

Assembly area

B.Toilet

Classroom

Parking space

Classroom

Classroom Corridors

Classroom

Entrance and parking area

Staff room

Main Entrance

OTS Courtyard

Court yard

Classroom Cycle parking space

On the ground floor the classroom are in L shape which are for preschool kids and a central courtyard. The space near the entrance and the entire periphery is used for parking. The first to fourth floor have classrooms on both sides of the flanks along with corridors while the central wing has a dance room, computer lab and classrooms on other two floors. The classrooms have a grid of benches and a platform for teachers. The fifth floor- which is in dry construction- accommodates physics chemistry labs and classrooms for 11th and 12th grade students. The administration offices are on one side of the first floor while the staff rooms have been created individually on each floor.

Typical staffroom on every floor

Cycle parking space

The foundation building was constructed by a commercial architect (name not given) but due to conflicts of interest, the later part of the building was given to another architect. The five storeyed building is C shaped with a central courtyard . The intention while deigning the building was to accommodate maximum number of classrooms and have flexibility later to transform or shift the internal walls of the space to change its usage. Hence, a column beam structure has been used for the structure of the building.

Staircase Classroom

Classroom

Classroom Parking space

G.Toilet

Main staircase

OTS Courtyard

Kindergarden classrooms CLOSED SPACES SEMI-OPEN OPEN

BASEMENT PLAN

CLOSED SPACES SEMI-OPEN

OPEN

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As per the information and drawings provided by the owner of the school, Mr. Viral Shah and the school website: a-oneschool.com

Peripheral area

Typical Classroom

Outer corridors

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NATURAL LIGHT AND AIR

in, but as there are no overhangs on the corridor, direct sunlight coming on the edge of windows heats up the space. On the side wall which is the facade of the building has tinted (blue) glass which cuts the glare brings in diffused light. Curtains have been provided to reduce the overexposure of light. The upper floors receive more light than the lower, as the latter get shaded by the other side of the building.

CLOSED SPACES Classrooms The area of classrooms in A - One school is 45 sq. m. There are 2 to 3 windows in each classroom of size 0.8m x 1m each. (Fig.1) The placement of the windows is on the extreme corners of the classroom which spreads light evenly throughout the room. Also the colour of the walls being in lighter tones of white, it reflects internally and disperses across. The windows are placed in a depression of 30 cm. from the façade of the building. As there are no tall buildings or trees in the immediate surroundings, the windows receive direct sunlight.

Fig.4

SEMI – OPEN SPACE Staircase There are two staircases in the building. One is on the extreme end of the south east side of the building. There are parallel slits on the on the landing which provides sufficient light and cuts intense sunlight.

Fig.1 - Openings in the classroom

The windows on the fourth and fifth floor have (blue) tinted glass with aluminum frame and are half openable. The tinted glass metal grill which cuts the

Reflections of shadow and light can be noticed on the landing which makes the transit a pleasant experience. The other staircase is in the middle the

glare when closed but to allow ventilation, it is usually kept open. This results into direct harsh sunlight during peak noon hours. The lower floors have wooden framed window with frosted glass and metal grill for safety which are fully openable. The frosted glass brings in softer light.

central wing. It receives natural light from the cut out in the back wall on every floor. Fig.5 Fig.2

The classrooms on the central wing receives indirect light from the staircase. Here artificial light is required during the daytime for enough visibility. The classrooms are on all three sides of the built for with no difference in the treatment. This results into direct sunlight and doesn’t have variability. As there are no screens/blinds - natural or artificial on the windows diffused light or engaging play of shadows doesn’t occur. Yet, overall there is sufficient light in the

classroom during the day for learning activities.

This shows that sufficient light is important, over exposure must also be avoided.

Fig.6

Corridor The corridor are on the inner side of the two parallel wings of the school. The outer corridors receive sufficient light while it gets darker on the interior end. A the number of students are more, it is only used as a transition space. OPEN SPACE Courtyard The open to sky courtyard is shaded by the three wings of the building and open from the front side. This space is used by students for common activities like prayer and sport activities.

Fig.3

Staff rooms The staff room have been built on the end of north east corridor as they were added as a later addition. A cubicle has been made of aluminum frame doors and clear glass windows. This allows natural light to flow

The central wing has glazed glass. Varying reflections of surroundings and variation of light can be observed throughout the day. Fig.7

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KINESTHETIC INFORMATION RICHNESS

SEMI â&#x20AC;&#x201C; OPEN SPACE

CLOSED SPACE

Corridors The Corridors can be divided into two types.

Classroom The classroom has windows in the end corners of the wall which allows outdoor vision to students sitting only in the front or back. All the walls of the classroom are plain and are painted in an off-white yellowish tone. This makes the rooms dull and uninspiring as a learning environment as there is no setting that provides sense stimulation. Also there is no personalization (name tags, place for display of work, customization of classroom according to the ongoing activity, etc.) which results into non-attachment to the place. This is also because the school runs in two shifts and the students change so it may not be feasible to make arrangement for incorporating individuals work.

Fig.8 Fig.10 Outer corridors

2) Inner side of the corridors connecting the central wing to the side flanks. Both side of the corridor has walls of classroom in the inner corridor. Though there is sufficient light coming from both ends, the space feels dull due to the plain walls and ceiling. The kota flooring has embedded geometric flower pattern occasionally.

There is no immediate connection with natural systems from indoors as it is at a height and there are very less plantations in the surroundings. Due to the height and no tall buildings in the surrounding the view that extends towards the horizon and the expanse of the city is visible.

Fig.11 Inner corridors

OPEN

At furniture level - All the classrooms have the same

arrangement of benches in a grid which shows that they follow conventional teaching method generally followed in schools. This is more teacher centric and unidirectional where the primary modes of teaching is visual and auditory. Staff room The staff room is used for individual working and not as a meeting area as in MGIS. One side of the space being clear glass, it gives the views of surrounding activities and the other side is a plain wall. The space almost feels semi open because of the glass windows. There is no aspect in particular that supports sensory variability.

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1) Corridors which open to the inner courtyard The placement of the corridors facilitates interaction across the corridor and overlooks the central courtyard and the entrance. This place becomes an interactive zone and children can be seen calling out to one another from different floors. Also the reflections on the faĂ§ade of the central wing can be seen at eye level from the corridors and is a visually engaging sight. The abstract pattern on the railing draws visual connection to the same pattern running on other surface.

Fig.12

Courtyard The inner courtyard is open to sky and is visually connected with all the corridors as well as the peripheral areas of the campus. The most striking and engaging feature that adds to information richness is the glazed faĂ§ade which reflects the surroundings. Views of surroundings like student activity in the corridors, buildings across, parking space and the sky is reflected on the facade. Though during the school shift hours, all the students leave at the same time and there is a cacophony of noise in the entire space.

Fig.9

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CHAPTER - 4

MATERIAL CONNECTION

B) ANALYTICAL DATA COLLECTION : This matrix has been derieved from the observations

Classroom. A typical classroom in A-One has kota stone flooring, plastered and painted walls and ceiling. The benches are made of ply with laminated work tops and seats and MS metal support. There is no essence of indigenous material use in the classroom. Corridor and staircase The Kota flooring in the entire school binds the spaces visually. Metal railing with an abstract pattern has been used in staircase and parapet of the corridors. The wearing off of the paint shows its usage over time (Fig.5 and 6).

PHYSICAL AND PSYCHOLOGICAL COMFORT NATURAL LIGHT

Sun Light Diffused Light Fig.13

Courtyard and Peripheral areas. The courtyard also has kota stone flooring with embedded geometric pattern while the entire peripheral area is paved with cement flooring and blocks. As it is used to accommodate parking space for all the students - there is no floor space for adding variability.

PRESENCE OF WATER

AIR

Ventilation

Thermal Variability

Light and Shadows

PROSPECT AND REFUGE

Touch

Transparency and depth of field

Sound

Indoor outdoor connections

View

Bounded Areas

Reflected Light

Cacoon spaces

Light pools as areas

NATURAL COLOUR

Sense of protection

Light as warmth

The overall colour palette of the school is blue and white with grey of kota flooring. The classrooms have white walls which are same for every classroom except kindergarden section which have been painted in bright hues of yellow. Hence it displays only two colours predominantly.

MULTI SENSORY STIMULI VISUAL AND NON VISUAL CONNECTION TO NATURE

NATURAL SHAPES AND FORMS

KINESTHETIC INFORMATION RICHNESS

Fig.14

Visual

CONNECTION TO NATURAL SYSTEMS Auditory

Peripheral areas The peripeheral space of the school campus is entirely paved. There are no trees or plantations in the campus. Only nearest access to greenary is small AUDA garden on one of the side of the campus.

Form

Sensory Variability

Shape

Ordered Complexity

Structure of Pattern

Olfactory

Variability and Flexibility

Haptic Fig.15

High

124

Medium

Low

125

Case Study

CHAPTER - 4

A-ONE PLACE ATTACHMENT MATERIAL CONNECTION

Natural Materials

Geographical Connection

PERCENTAGE VALUE OF EACH Physical and Pschological ComfortATTRIBUTE Multisensory Stimuli NATURAL COLOUR

Place attachment

CONNECTION TO NATURAL SYSTEMS

Vegetation

Earthen colours

93%

Biodiversity and Ecosystem

Associative value of colour palette

MGIS Physical and Psychological Comfort Multisensory Stimuli

Animals

Ecological Connection

Place attachment

This shows that among the biophilic features present, the design of the school only 23% includes physical and psychological comfort while there is no provision for sensory stimulation. This results into a dull and uninspiring52%learning environment. A similar result of negligible place attachment is derived from the result. 25%

Cultural value

PERCENTAGE OF BIOPHILIC DESIGN ATTRIBUTES FOR LEARNING % THAT of Biophilic Design for SCHOOL. ENVIRONMENTS ARE PRESENT AND attributes ABSENT IN EACH

INFERENCES : A-ONE SCHOOL LOW

MEDIUM

learning environments in A-ONE

HIGH

PHYSICAL AND PSYCHOLOGICAL COMFORT

21% 7 16

79% LOW

MEDIUM

HIGH

MULTI SENSORY STIMULI 0 10

LOW

MEDIUM

HIGH

PLACE ATTACHMENT 0.5 9 ASPECTS PRESENT

Present

Absent

A – One school has least proportion of the biophilic factors in its learning environment. It is located in a urban sprawl and doesn’t have much spare area. But compared to site of MGIS it has a much better scope owing to the no tall buildings in the surrounding and opportunity of an adjacent AUDA garden. Also, it accommodates maximum number of students compared to both the schools making it even more crucial to implement this feature. The lack is due to an industrial approach in construction the school space and the unawareness of the positive implications of biophilic design.

TOTAL ASPECTS

126

127

4.6 COMPARITIVE ANALYSIS OF PRIMARY CASE STUDIES OF COMMON ATTRIBUTES

LIBRARY

Natural- Views towards peripheral school which has a variety of plantation.

Direct sunlight is diffused through tinted/frosted glass but doesn't work when windows are open. Light spreads in the room due to white walls but less reflection can be observed due to kota stone Doors and windows allow cross ventilation.

Natural - Views towards urban scape.

Soft light filters in through ribbon windows with foliage as a natural screen. Curtains have been provided to adjust the light. Cross ventilation is possible through open-able windows.

Natural - The ribbon windows with clear glass gives views towards the natural landscape. Constructed - The furniture is arranged to conduct meetings The interior has a white wall adorned with achievements and tack boards.

Direct filtration of light through clear glass windows. Over exposure of light during peak hours of the day and heat gain. Curtains have been provided to avoid the of harsh sunlight.

Natural - As the are located in corridors, the side with clear glass windows gives views to the surrounding activities.

Cross ventilation is possible through open-able windows.

Indirect light brought in at alternate landings. Overall, there is very dull natural light.

CONNECTION TO NATURAL SYSTEMS

Tones of Blue, Greens and violets have been used in different classrooms as a highlight wall and other walls are white. The furniture is wooden or laminated with complimentary colors.

Not evident

There is no prominent material connection in the space. Marks of wear and tear can be observed in the benches.

All the walls are a dull white or pale yelow colored. Some of th e windows are tinted blue and there furntiure is wooden.

Not evident

There is no material connection in the staffroom except the wooden pieces of furniture made from reclaimed wood which is a reminiscence of the past.

Both schools staff rooms have a very similar colour scheme of blue and white. White and blue of the walls and white laminate on the furniture.

Not evident

The materials used are industrial and do not have material connection to the surroundings.

Pale yellow walls, white laminated funiture and blue tinted window

Not evident

There is no essence of indigenous material use in the classrooms that associates with time or place of the space.

Constructed - The empty surface of the walls have tack boards that display ongoing activities.

Constructed - Bare white walls and and there is no provision that caters sense stimulation.

NATURAL COLOURS

SPACE

STAIRCASE

Diffused natural light is brought in through clear glass windows. Overhang and trees cuts the glare. Shadows of foliage can be observed on the white vitrified tiles. Doors and windows allow cross ventilation.

MATERIAL CONNECTION

CORRIDORS

KINESTHETIC INFORMATION RICHNESS

MGIS

A - ONE

NATURAL LIGHT AND VENTILATION

There are parallel slits on the on the landing which provides sufficient light and cuts intense sunlight.

Reflections of shadow can be noticed on the flooring.

The corridors are on the western edge of the building have overhangs which cuts glare and allows sufficient light to filter in.

Natural - One side opens to outdoors and there are hanging planters.

Natural - The ribbon windows gives views towards the natural landscape on both sides. Constructed - The ceiling has a busy pattern of newsprint papers with a exposed truss structure. Mosaic tiles, wooden furniture, painted patterns on walls and images add to the informations richness

The metal truss exposes the structure of the roof and the wooden furniture with dark polish reminds of classical british libraries.

Constructed - All the surfaces have bright colours adorned with with students paintings on various subjects that adds to the information and brings in a sense of pride and ownership for students

The stairs are covered with vinyl flooring and the walls are painted. There is a wooden railing along the stairs which shows the aging of wood over time.

Both schools staff rooms have a very similar colour scheme of blue and white.

Not evident

The corridors receive sufficient light as they open out in the corridors. The lower floors receive less light than the upper floor it is shaded by the opposite sides of the building.

Not evident

128

Natural - As the are located in corridors it gives views to the surrounding activities.

Not evident

NATURAL COLOURS Not evident

The walls are blue and white. They are complimented with the violet and green fabric of the tack boards.

CONNECTION TO NATURAL SYSTEMS Not evident

The corridor is used for gardening classes where the students have made planters and drip irrigation system for watering.

There is Kota flooring and metal railing which shows wear and tear over time.

It has pale white walls and grey of the kota flooring.

Not evident

Constructed - Inner side of the corridors have plain walls and ceiling.

In the open space, many settings have been created for students. The trees and plants have been labeled with names which gives information about it. Other elements such as rock climbing wall and small play areas with sand pits have also been integrated.

_____ There is overpowering green on both the walls along with blue of the vinyl flooring and violet on the backside of the stairs.

MATERIAL CONNECTION

Constructed - The other side has tack boards filled with students work.

_____

Constructed - It has plain wall on the other side and linear tables attached to the sides.

KINESTHETIC INFORMATION RICHNESS

There are parallel slits on the on the landing which provides sufficient light and cuts intense sunlight.

PERIPHERIAL AREA

NATURAL LIGHT AND VENTILATION

SEMI-O P E N

A - ONE

O P E N

STAFF ROOM

MGIS

Diffused natural light is brought in through clear glass ribbon windows. Overhang cuts the glare.

STAIRCASE

CLOSED

CLASSROOMS

SPACE

COMPARITIVE ANALYSIS OF PRIMARY CASE STUDIES OF COMMON ATTRIBUTES

The peripheral area is only used for parking and has no elements of information richness.

The cafe is made of exposed bricks. It gives a very rustic and natural feel. It is very popular place for students. There is also a small space built with bamboo towards the end part of the school.

_____

Trees and plantations have been planted in the entire periphery of the school. The flooring on the ground floor is soil and pebbles and paving has only be done to guide circulation. These non paved areas allow water seepage . Also some places sand pits have been made for children to play.

_____

As whole of the area is paved there is no opportunity for plantation or biodiversity in the space. The only sparse greenery in the surrounding is AUDA garden next to the school.

The entire area is paved with concrete blocks and concrete flooring.

129

INFERENCES - Qualitative comparison of the schools

4.7 INFERENCES

Graphs derived from the matrix : Evaluation of the aspects of each school.

(Space created with a space)

6. Light as warmth (Felt through warmness/ heat)

1. Ventilation (Cross Ventilation)

2. Thermal Variability

(Natural cooling/ heating system)

1. Touch 2. Sound

(Unstructured pattern of sounds of nature as soft fascinations )

3. Olfactory (Natural smells that are pleasing and healing)

4. Haptic ( Feel of natural textures and responsive touch)

1 Sensory Variability

(Envrironment that invigorates multiple sense)

2. Ordered Complexity

(Organized into comprehend able pattern)

1. Form

(Organic or free flowing)

A- ONE

( Plentiful Greenery)

2. Biodiversity and Ecosystem (Effect on Macro to micro level)

3. Animals

(Increases awareness and fosters Interactive learning) (Displaying Age, change and Patina of time)

3. Structure of Pattern (Fractal patterns)

( Responds to the climatic condition and merges with the natural surrounding )

3. Ecological Connection

( Use of indigenous material occurring in the natural surrounding )

4. Cultural value

(Reminder of local culture, history and economy)

25 0 NATURAL LIGHT

AIR

PRESENCE OF WATER

PROSPECT AREAS

REFUGE AREAS

MGIS

A-ONE

( Based on natural colour scheme)

2. Associative value of colour palette ( Reminiscence of a natural setting)

4. Variability and Flexibility

(Options for changing organization that adapt to the need)

2. Indoor-outdoor connections ( Transition spaces )

3. Bounded Areas

(Territorial demarcation - within a larger space - Sense of ownership )

80 70

100

50 40

NATURAL SHAPES AND FORMS

KINESTHETIC VISUAL AND NON INFORMATION RICHNESS VISUAL CONNECTION TO NATURE

% of Multisensory Stimuli present NPS

MGIS

A-ONE

20 10 0

13 0 CONNECTION TO NATURAL SYSTEM

0 MATERIAL CONNECTION

NATURAL COLOURS

% of Place Attachment present NPS

MGIS

A-ONE

This graph shows a comparison between the three schools for the air, light, presence of water and prospect and refuge areas.

This graph shows a comparison between the three schools for the sensory stimulation through natural shapes and forms, kinesthetic information richness and visual and non visual connection with nature.

This graph shows a comparison between the three schools for the connection to natural systems, material connection and natural colours. It is observed that this aspect is directly related to the location of the space and material usage.

PROSPECT AND REFUGE The prospect areas which allow for opportunity to connect with outdoors and interact is more then cacoon spaces which allow rest or privacy for activities like reading or thinking.

4. Cacoon spaces ( Private corners )

5. Sense of protection (Safety and security)

Low

PLACE ATTACHMENT

PRESENCE OF WATER This aspect isn’t present in MGIS and A-One and only 2 aspects found in NPS. This may be due to space constraint or maintenance issue.

Medium

100

MULTI SENSORY STIMULI

AIR Even ventilation and thermal variability of air is adequately present in all schools.

surrounding)

High

100

PHYSICAL AND PSYCHOLOGICAL COMFORT

NATURAL LIGHT The proportion of natural light and its quality of dynamic and diffused light is present in all schools. NPS has the highest ratio which comprises of all the aspects of light while MGIS has more play of shadows occurring in the spaces compared to A-One, which has the aspect of reflected light on the glazed glass facade that can be visible from all the levels.

1. Transparency and depth of field (Awarness of PROSPECT AREAS

100

2. Geographical Connection

3. View

REFUGE AREAS

NPS

1. Earthen colours

(Natural geometry/ Biomorphy)

50 50

% of Physical and Pschological Comfort present

1. Natural Materials

2. Shape

100

HIGH

MGIS

100

MEDIUM

CONNECTION TO NATURAL SYSTEMS

2. Auditory

MATERIAL CONNECTION

(Reflections on surfaces such as coloured glass/ mirrors/ water )

NPS

1. Vegetation

(See views of the natural features in the surrounding)

NATURAL COLOUR

4. Reflected Light

5. Light pools as areas

AIR

A- ONE

PLACE ATTACHMENT

(Contrast depicting changing light)

VISUAL AND NON - VISUAL CONNECTION TO NATURE

3. Light and Shadows

MULTI SENSORY STIMULI

NATURAL LIGHT

(Modulating light to cut glare)

KINESTHETIC INFORMATION RICHNESS

2. Diffused Light

NATURAL SHAPES AND FORMS

(Full Spectrum light)

PRESENCE OF WATER

MGIS

1. Visual

1. Sun Light

PHYSICAL AND PSYCHOLOGICAL COMFORT

NPS

100 90 80 70 60 50 40 30 20 10 0

LOW

ASPECTS OF ATTRIBUTES

A- ONE

100

MEDIUM HIGH

MGIS

100

LOW

NPS

100 90 80 70 60 50 40 30 20 10 0 LOW

ASPECTS OF ATTRIBUTES

MEDIUM HIGH

COMPARATIVE DATA ANALYSIS OF PRIMARY AND SECONDARY CASE STUDY OF ALL ASPECTS OF BIOPHILIC ATTRIBUTES FOR LEARNING ENVIRONMENTS

130

NATURAL SHAPES AND FORMS This aspect is high in NPS mainly because of usage of material and construction, but is very low in MGIS and A-One. This results into very different spatial qualities, especially of indoor spaces. KINESTHETIC INFORMATION RICHNESS This aspect majorly considers the constructed elements that are sources of knowledge in the background. This enlivens the space and is a prospect for interaction and peer learning. This aspect is fulfilled in NPS and MGIS through tack boards, indoor plantations, exposed construction, etc while the provision for it is absent in A-One. VISUAL AND NON-VISUAL CONNECTION TO NATURE The possibility of this interaction is maximum in NPS primarily due to its surroundings and open to close ratio of the site and openings connecting indoor-outdoors. MGIS has lesser possibility as the built being load bring has constraints for openings but attempt has been made wherever possible. While it is least in A-One, which has a possibility abut it has not been utilized.

CONNECTION TO NATURAL SYSTEMS Due to the NPS being in a more natural location, and its design which has integrated the ecosystems in the surrounding, it has maximum degree of connection with nature. MGIS has cultivated its peripheral areas which brings in greenery and some degree of biodiversity. While it is absent in A-One. MATERIAL CONNECTION AND NATURAL COLOURS This aspects can imbibe a place attachment value through using vernacular material which has an associative or cultural value. It is a reminder of the surroundings in indoors. This is high in NPS as it is built with exposed mud bricks and stones. MGIS only has specks of it in the surrounding, but attempts to integrate place attachment value through visual representations and artifacts. While A-One is built in a more industrial manner which doesn’t correlate to it’s geographical or cultural context.

131

Inferences and Conclusion

CHAPTER - 4

4.8 CONCLUSION

% of Biophilic Design in Schools

MEDIUM

HIGH

100.00 90.00 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00

4.9 CONCLUDING NOTE

NPS MGIS

LOW

A-ONE

NPS

MGIS

A-ONE

Cumulative graph of % of Biophilic design in each school This cumulative graph shows that NPS (Nisha’s Public School) is most Biophilic, MGIS is secondary and A-One is least biophillic even though NPS has the least area and MGIS and A-One have a similar area. Comparision of Biophilic Attributes in the schools 100.00

HIGH

80.00 70.00

Place attachment

MEDIUM

60.00 50.00

Multisensory Stimuli

40.00 Physical and Pschological Comfort

30.00

LOW

20.00 10.00 NPS

MGIS

A-ONE

Comparison of aspects of the biophilic attributes in the schools These factors impact child learning and productivity in a school and responds to intellectual, physical and emotional needs. A multi sensory environment adds life and richness in the space. Factors like customization according to the students needs, flexibility of the space and personalization evoke a sense of ownership. The place attachment value can also be seen in both primary case studies. In MGIS, school was more like a second home where learning happens. They were more keen to try out different things, work in groups and spend time at school compared to A-One. While, it is much higher in NPS due to its location. Though this can be altered through social relations also, this inferences are based on the observations and interviews only in respect to physical environment of the school.

132

It can be concluded (through case studies) that the design is a more a result of the intended approach rather than the monetary or space constraint. While most of the schools consider efficient light and air, sensory stimulation in indoors and place attachment value is not considered as much. Though the site location plays an important role, it is not a decisive factor in achieving a biophilic design. The elements stimulating natural features when implemented to deliver a kinesthetic experience in interiors can also help achieving a biophilic space. In terms of Biophilic design attributes, it can be concluded (through examples in Chapter 3) that it is not necessary to have all the features but even if one or two features if implemented in a efficient way can enhance the experience of the space and learning. The integration of biophilic feature along with technology aid and upgraded infrastructure is equally important. The amalgamation of these aspects is important for a successful design of the learning environment of the school.

90.00

0.00

The attributes of Biophilic design are not a checklist but rather an approach. Biophilic design is not a formula but rather an approach which can be tweaked according to the context and situation and can be implemented at various levels. Only the issue of maintenance is a crucial factor that needs to be addressed for effective implementation of Biophilic design.

4.10 WAY FORWARD There is ample research on Biophilic Design in USA,European and South East Asian countries in various fields like hospitals, work place, education, residences, etc and it’s impact has been studied on all age groups. Though not much research on the subject is done in Indian context. The awareness of the positive impacts of biophilic design in a space is much needed, not only among architects and designers but also for the educators, teachers and the children who can contribute to its implementation and maintenance. In today’s time owing to the increasing technological advancements it is even more feasible to integrate natural aspects in our everyday life. Nature models as learning spaces has already been established in schools like Japan, Finland and Singapore. Though the thesis only focuses on learning spaces, this is applicable at all scales - from city planning to interior design and various typology of places like work space, living spaces and hospitals.

133

CHAPTER - 4

4.11 APPENDIX EVIDENCES OF BENEFITS OF BIOPHILIC DESIGN FOR RESTORATION for CHILDREN IN LEARNING ENVIRONMENTS

Physiological Benefits I Health 1. Children who play regularly in natural environments show more advanced motor fitness, including coordination, balance and agility, and they are sick less often. (Fjortoft 2001, Grahn et al. 1997). 2. A decrease in children’s time spent outdoors is contributing to an increase of children’s myopia. (Nowak 2004). 3. One study found that students sent into the forest for two nights had lower levels of cortisol (a hormone often used as a marker for stress) than those who spent that time in the city.( Li Q. , 2009, 15(1):9-17) 4. In another study, researchers found a decrease in both heart rate and levels of cortisol in subjects in the forest when compared to those in the city. “Stressful states can be relieved by forest therapy” researchers concluded. ( Miyazaki Y, Lee J, Park BJ, et al :66(4), Nihon Eiseigaku Zasshi 2011; 651-656)

Psychological Benefits I Happiness – Stress Relief – Mood 1. When children play in natural environments, their play is more diverse with imaginative and creative play that fosters language and collaborative skills. (Faber Taylor et al. 1998, Fjortoft 2000, Moore & Wong 1997). 2. Nature buffers the impact of life stress on children and helps them deal with adversity. The greater the amount of nature exposure, the greater the benefits (Wells 2003). 3. Play in a diverse natural environment reduces or eliminates anti-social behavior such as violence, bullying, vandalism and littering, as well reduces absenteeism. (Coffey 2001, Malone & Tranter 2003, Moore & Cosco 2000). 4. Early experiences with the natural world have been positively linked with the development of imagination and the sense of wonder. (Cobb 1977, Louv 1991). Wonder is an important motivator for life long learning (Wilson 1997). 5. Children who play in nature have more positive feelings about each other (Moore 1996).

134

All points retrieved from : http://www.rootedinnature.org/benefits ; https://www.fxmedicine.com.au/ blog-post/health-benefits-biophilia

Inferences and Conclusion

6. Natural environments stimulate social interaction between children (Moore 1986, Bixler, Floyd & Hammutt 2002). 7. Outdoor environments are important to children’s development of independence and autonomy (Bartlett 1996). 8. A study indicated that outdoor activities, such as horticulture, improves mood state and stress and therefore are an effective component of cardiac rehabilitation.(Wichrowski M ;25(5):, Whiteson J, Haas F, et al, 2005 , Page 270-274) 9. One study found that walks in the forest were specifically associated with decreased levels of anxiety and bad moods, and another found that outdoor walks could be “useful clinically as a supplement to existing treatments” for major depressive disorder. (Berman M, Kross E, Krpan K, et al., 2012 ;140(3):300-305)

Cognitive Benefits I Performance – Productivity 1. Children with symptoms of Attention Deficit Hyperactivity Disorder (ADHD) are better able to concentrate after contact with nature. Researchers at the University of Illinois Urbana-Champaign showed that children diagnosed with ADD/ADHD concentrate better and have a general reduction of symptoms after spending time in nature. This dose of green doesn’t need to be a major excursion; benefits have been seen in a simple walk down a tree-lined street. (Faber Taylor et al. 2001; Berto R., 2005;25:249-259) 2. Children with views of and contact with nature score higher on tests of concentration and self-discipline. The greener, the better the scores. (Faber Taylor et al. 2002, Wells 2000). 3. Nature helps children develop powers of observation and creativity and instills a sense of peace and being at one with the world. (Crain 2001). 4. Exposure to natural environments improves children’s cognitive development by improving their awareness, reasoning and observational skills. (Pyle 2002). 5. Students at the University of Michigan were given a brief memory test, then divided into two groups. One group took a walk around an arboretum and the other half took a walk down a city street. When the participants returned and did the test again, those who had walked among trees did almost 20% percent better than the first time. The ones who had taken in city sights instead did not consistently improve.(Berman M, Kross E, Krpan K, et al, 2012 ;140(3):300-305) All points retrieved from : http://www.rootedinnature.org/benefits ; https://www.fxmedicine.com.au/blogpost/health-benefits-biophilia

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UNPUBLISHED WORKS »» Bansal, Anushka - Biophilic space : Biophilia, its ramification for interior space and an analysis of its manifestation in the works of prominent modernist architects: Raje, Nitin.(Guide) »» Jadav, Nimisha - Human responses to the built environment : a case study of primary schools. -Pandya, Yatin (Guide) »» Kachru, Ishita - Children’s behaviour in built environment : a study of school as a setting for play and social activity. Kashikar, Vishwanath ( Guide) »» Raghvan, Rama - Learning and space : the collateral impact case study of schools in Ahmedabad with alternative visions for the future - Khanwalkar, Seema (Guide) »» Shah, Mansi G. - Learning environment for children - ‘phsical components’ as a ‘tool’ for learning: Nagarsheth, Snehal (Guide) »» Vyas, Maulik - Learning outside the classroom : an enquiry into child’s behavioral psychology to learning environments of schools - Pandya, Yatin (Guide)

LIST OF FIGURES FIGURE

IMAGE SOURCE

CHAP 1

Fig. 0 Fig. 1 Fig. 2 Fig. 3 Fig. 4 Fig. 5 Fig. 6 Fig. 7

Fig. 8 Fig. 9 Fig. 10 Fig. 11 Fig. 12 Fig. 13

http://icrier.org/Urbanisation/events/Himanshu_%20Thakker.pdf https://www.cadizdirecto.com/homo-erectus-era-inteligente-y-usaba-herramientas/ https://greenschoolyardnetwork.files.wordpress.com/2009/05/healthy-planet-healthy-children-moore-marcus.pdf https://schools.aglasem.com/23328 http://www.outboxd.net/rediscovering-biophilic-design-introduction/ http://www.outboxd.net/rediscovering-biophilic-design-introduction/ http://www.outboxd.net/rediscovering-biophilic-design-introduction/ https://www.dreamstime.com/stock-photo-vertical-back-road-fall-foliage-colors-woods-deserted-gravel-waslovely- was-october-tennessee-trees-were-image43955495 http://www.designcurial.com/news/biophilic-design-and-architecture---10-of-the-best-biophilic-buildings-4527750/8 http://www.posts.architecturelive.in/engineers-are-not-architects-abhishek-bij/urban-city-india/ https://mbphenix.com/m&b_group.html http://www.contemporist.com/12-minimalist-modern-house-exteriors-from-around-the-world/ https://www.ikonografik.co.uk/biophilic-design-what-are-you-about http://plantas.facilisimo.com/blogs/diseno-jardines/jardines-verticales-una-manera-estetica-de-mejorar-la-calidadambiental_930910.html https://www.thesun.co.uk/fabulous/2651809/phobias-ophidiophobia-fear-snakes-cures-symptoms-causes/ tookansanat.com

Fig. 14 Fig. 15 CHAP 2 Fig. 16 https://www.greycaps.com/theteacher/Community/Multipleintelligence Fig. 17 httpsblog.aimuno.comevolution-of-the-india-education-system-9384ee238ae8 Fig. 18 https://www.patnadaily.com/index.php/features/5958-jain-temples-in-bihar.html Fig. 19 https://www.britannica.com/topic/madrasah Fig. 20 https://en.wikipedia.org/wiki/St._Mary%27s_Anglo-Indian_Higher_Secondary_School Fig. 21 http://www.ncef.org/pubs/greenschoolshistory.pdf Fig. 22 https://edtechindia.wordpress.com/2013/01/28/ten-facts-about-affordable-private-schools/ Fig. 23 http://www.frontline.in/static/html/fl2827/stories/20120113282702900.htm Fig. 24 http://www.viverbemagora.com.br/2014/09/arquitetos-projetam-anexo-escolar-em-torno-de-antiga-arvore-no-japao/ CHAP 3 Fig. 25 https://www.outlookindia.com/outlooktraveller/regulars/sarkhej-a-royal-necropolis/ Fig. 26 https://it.depositphotos.com/34426815/stock-photo-rays-of-light-through-the.html Fig. 27 https://www.flickr.com/photos/8742949@N08/649091319 Fig. 28 By the author Fig. 29 By the author Fig. 30 By the author Fig. 31 https://www.lalitastourtravel.com/rajasthan/rajasthan-with-ranthambore-national-park/ Fig. 32 https://www.lalitastourtravel.com/rajasthan/rajasthan-with-ranthambore-national-park/ Fig. 33 https://www.archute.com/2017/11/10/ring-shaped-lycee-schorge-secondary-school-kere-architecture-inspiration al-masterpiece/ Fig. 34 By the author Fig. 35 https://www.archdaily.com/384790/dps-kindergarden-school-khosla-associates Fig. 36 https://www.archdaily.com/384790/dps-kindergarden-school-khosla-associates Fig. 37 https://www.pinterest.co.uk/pin/524176844110221238/ Fig. 38 http://www.nezavisne.com/novosti/drustvo/Oblacno-i-nestabilno-vrijeme-uz-juzni-vjetar-i-temperaturu-do-13/358149 Fig. 39 https://www.architectural-review.com/today/indian-institute-of-management-by-hcp-design-ahmedabadidia/8604844.article Fig. 40 http://www.ishafoundation.org/Education/residential-schools.isa Fig. 41 https://nyaquarium.com/field-trips/tours Fig. 42 https://sanalisyan.com/posts/how-to-harvest-rain-water-in-a-household-setting Fig. 43 http://millowners.blogspot.com/2012/05/2nd-may-2012.html Fig. 44 By the author Fig. 45 By the author Fig. 46 http://www.bullfrogfilms.com/guides/biodguide.pdf Fig. 47 http://www.archidatum.com/gallery?id=12786&node=12797 Fig. 48(1,2) By the author

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References

flies/

Fig. 49 Fig. 50 Fig. 51 Fig. 52 Fig. 53

http://www.todden.com/ https://www.greenschool.org https://it.depositphotos.com/33863021/stock-photo-student-looking-out.html http://zunanaturals.com/aromatherapy-candles-for-anxiety/ http://naturallycurlye.com/food-kills-pigeons ; http://clavo.me/invest-balconies-breed-birds-bees-and-butter-

https://freestocktextures.com/texture https://maverickonthemove.wordpress.com/2017/02/page/2/ https://waiyukkennedy.wordpress.com/2012/09/10/ranakpur-jain-temple/jian-temple-14/ http://www.apartmentbarcelona.com/blog/2017/02/16/eixample-dreta-barcelona/sagrada-familia-interior/ https://www.rawfork.com/blog/2017/5/28/day-143365-on-phyllotaxis-fibonacci-and-the-golden-ratio http://www.sciencemag.org/news/2017/04/how-many-tree-species-are-there-more-you-can-shake-stick-newdatabase-reveals Fig. 60 http://www.theartstory.org/artist-horta-victor-artworks.htm Fig. 61 http://player.hu/otthon/a-szurke-ketszaz-arnyalata-ez-az-antwerpeni-lakas/ Fig. 62 http://millowners.blogspot.com/2012/05/2nd-may-2012.html Fig. 63 https://www.templesofindia.net/temples/lotus-temple-new-delhi Fig. 64 https://weburbanist.com/2014/02/26/algorithmic-architecture-14-fractalparametric-structures/ Fig. 65 https://www.pinterest.com/pin/450711875181272674/ Fig. 66 http://www.thisiscolossal.com/2013/02/chuck-a-flexible-wooden-bookshelf/ Fig. 67 https://www.monash.edu.my/sass Fig. 68(1-4) https://www.archdaily.com/345048/nirma-vidyavihar-apurva-amin-architects Fig. 69 http://www.designboom.cn/news/201411/ Fig. 70 https://vietnammoi.vn/khong-co-dua-tre-nao-hu-40106.html Fig. 71 http://waterfall.rfdg.us/house-on-a-waterfall/ Fig. 72 https://ebuild.in/primary-learning-and-living-cluster-sanjeevan-vidyalaya-panchgani-shirish-beri Fig. 73 Self Fig. 74 https://www.archdaily.com/345048/nirma-vidyavihar-apurva-amin-architect Fig. 75 https://www.understood.org/en/learning-attention-issues/treatments-approaches/therapies/how-can-musclememory-help-my-child-with-studying Fig. 76 https://www.archdaily.com/589918/ekya-early-years-kanakapura-road-collectiveproject Fig. 77 (1,2) https://www.archdaily.com/589918/ekya-early-years-kanakapura-road-collectiveproject Fig. 78 https://www.greenschool.org Fig. 79 https://www.silhouettedesignstore.com/view-shape/115824 Fig. 80 https://www.flickr.com/photos/25789132@N04/8119215163 Fig. 81 https://www.greenschool.org Fig. 82 https://www.pinterest.com/gwendalyn0549/hannahs-room/ Fig. 83 http://www.designbuildideas.eu/color-palettes-inspired-pantone-spring-2017-color-trends/ Fig. 84 https://decoracion2.com/opendeco/decorar-habitaciones-verde-y-marron/ Fig. 85 https://photos.hgtv.com/photo/rocky-mountain-national-park-palette Fig. 86 http://www.corinnekowal.com/category/color-inspiration/page/2/ Fig. 87 https://in.pinterest.com/pin/305048574734770097/?lp=true Fig. 88 https://www.archdaily.com/795183/the-atelier-biome-environmental-solutions Fig. 89 https://www.archdaily.com/795183/the-atelier-biome-environmental-solutions Fig. 90 https://www.archdaily.com/795183/the-atelier-biome-environmental-solutions CHAP 4 Secondary Case Study - Nisha’s Play School - Image Credits: Fig:1- 25 http://www.glazette.com/energy-efficient-play-school-goa-530.html http://thrillingtravel.in/tag/nishas-playschool https://www.slideshare.net/deeksha2794/nishas-play-school-goa Primary Case Study -MGIS Drawing credits Rama Raghvan - M.Arch’ 15 Fig:1- 38 By the author Primary Case Study - A - One School Drawing credits Obtained from the school. Retraced by the author. Fig:1- 15 By the author

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Fig. 54 Fig. 55 Fig. 56 Fig. 57 Fig. 58 Fig. 59

“Study nature, Love nature, Stay close to nature. It will never fail you.” - Frank Lloyd Wright