Sahana Doravari | Bachelor's Thesis - Report | Wadiyar Centre for Architecture by Sahana Doravari

Redefining Learning Experience Designing Spaces for Flow State in an Urban Private School

Sahana Doravari

| 4CM15AT012

Undergraduate Thesis | Semester 10 Guide:

Krishnapriya

Rajshekar

Wadiyar Centre for Architecture

DECLARATION

I hereby declare that this thesis titled ‘Redefining Learning Experiencel’ is a bonafide work carried out by me under the guidance of Ar. Krishnapriya Rajshekar. This thesis or part therefore has not been submitted previously for the award of any Degree/ Diploma or for any other purpose. The references from various sources are duly acknowledged.

Date: 17 august, 2020.V Mysuru.

ACKNOWLEDGEMENT I deeply thank Ar. Krishnapriya Rajshekar for her continual guidance, mentorship, and support throughout my project. Her constant encouragement and belief in my project was crucial for me to not give up on my initial cause - even under the difficulties and uncertainties of the design process. I also wish to acknowledge Ar. Prashant Pole and Ar. Anand Prakash for extending their undying support to my class. I am grateful to Ar. Ceejo Cyriac, Ar. Srinivas H.V, and Ar. Vidyashankar Ramakrishnan for their guidance and insights. I would like to thank the faculty and staff at Wadiyar Centre for Architecture for always providing the best environment for us to learn and grow. I thank my classmates Soujanya Shivram, Fiza Irshad, Priyamvada Kasturi, Ishwara Sandesh and Nisha Shetty for encouranging and helping me throughout. I would also like to thank all the teacher trainers, school principals, students and teachers who have allowed me a glimpse into the field of education and into the working of their schools. Most of all, I would want to take this opportunity to thank my parents, Dr. M. A. Jyothi and Dr. Suresh Doravari, for their guidance, belief in my project, and support in all aspects of my life. - Sahana Doravari

CONTENTS

Abstract:.......................................................................................................................................1 Introduction

.............................................................................................................................2

Hypothesis: .............................................................................................................................4 Scope and Limitations:.................................................................................................................4 Methodology: ............................................................................................................................ .4 Chapter 1: Urban Private Unaided Schools: .............................................................................7 Chapter 2: Pramati Hillview Academy ........................................................................................11 Chapter 3: Optimal learning experience in schools: ...............................................................22 Chapter 4: Toolkit

................................................................................................................58

Chapter 5: Design

................................................................................................................63

References...................................................................................................................................77

Introduction

Abstract: The thesis aims to optimise the architecture of learning spaces, using the learning experience as a generator of architecture. Some conventional schools in cities, especially those catering to the urban middle class, may not adequately address the psychological and physiological requirements of their users – students, teachers and administrators; they may reinforce extrinsically motivated learning. There is a need to shift the focus of the design from infrastructure, logistics and technology to an optimal learning experience. Literature suggests that intrinsic motivation leads to a more rewarding learning experience than extrinsic motivation. Intrinsic motivation also increases chances for the occurrence of Flow, a highly rewarding mental state which makes learning effortless. Several methods of teaching, learning styles and philosophies of education encourage intrinsic motivation, in part through their learning environments and architecture. This thesis will study these architectural characters and the possibility of their application in school design. This thesis is limited to the architecture of learning spaces and does not endorse any particular philosophy of education. The architecture of a learning space cannot dictate any method of teaching; however, it can encourage some methods over others. In addition, architecture is pivotal in creating an engaging learning environment, in terms of the sensorial stimuli it provides to students and teachers. The research is broken down into parts: Studying some existing learning spaces in the MysoreBangalore region, through a pilot study, to establish the need for better designed learning spaces with respect to stakeholders’ needs. Next, studying the role of intrinsic motivation in the learning experience through literature review - to identify specific, philosophies of education, curriculum systems or teaching methods. Finally, studying the architecture of selected schools which utilise the concepts previously identified, to look for a common thread or pattern of welldesigned learning spaces. The outcome of this research is a design toolkit which would enable the researcher to eﬀectively design a learning space which encourages Flow. Keywords: Learning space: Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. They support a variety of pedagogies, including quiet study, passive or active learning, kinaesthetic or physical learning, vocational learning, experiential learning, and others. Intrinsic motivation: Intrinsic motivation is the act of doing something without any obvious external rewards. One does it because it’s enjoyable and interesting, rather than because of an outside incentive or pressure to do it, such as a reward or deadline. Extrinsic motivation: When you’re extrinsically motivated, you do something in order to gain an external reward. This can mean getting something in return, such as good marks, or avoiding getting into trouble, such as failing an exam. Flow: Flow is a concept by Mihaly Csikszentmihalyi, a renowned researcher and professor of psychology. Flow is a mental state in which a student is intrinsically motivated and highly involved in an activity suited to their skill level. The experience of flow is rewarding, yields high productivity and fulfilment.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Introduction

Introduction This thesis stands at the confluence of two fields – architecture and education. Architecture is often referred to as the ‘third teacher’ in a learning environment. The way a space is designed can influence the teaching methods used, the learning experience of the students, and reinforce the educational philosophy of the institution. The architecture of learning spaces, therefore, is fundamentally linked with learning itself. Schools are where all children spend the first decade of their lives. Their experiences with learning can greatly affect their outlook on life and their connection to society. The architecture of schools hence becomes an extremely important factor of a nurturing childhood learning environment. One’s teachers, friends, classmates and family certainly play dominant roles in the formation of a learning experience, but architecture forms the backdrop on which all these experiences happen. The nature of this backdrop, therefore, affects the quality of the learning experience and the kind of interactions that occur among people in schools. According to 2015 estimates, 29% of Indian children are privately educated. With more than 50% children enrolling in private schools in urban areas, budget urban private schools help augment the government school infrastructure and provide education to the urban middle classes. Adherence to infrastructure, safety and administrative requirements in urban private unaided schools is ensured through regular inspections by governing bodies such as NCERT. However, the architecture with respect to curriculum transaction and learning experience remains insufficiently regulated in the spatial design of schools. Hence there is potential for the architecture of these schools to be designed for a better learning experience. There are many criteria that influence the design of an engaging learning space. User group, location, context, curricula, philosophy of education, number of students and programmatic requirements, infrastructure and safety requirements, the list goes on. “The large majority of schools are built not to optimize health and comfort, but rather to achieve a minimum required level of design performance at the lowest cost.” - Gregory Kats, principal, Capital E While studying the marketing strategies of private unaided schools, certain patterns are observed. Often, infrastructure such as ‘smart’ boards, air-conditioned premises, extensive sport facilities and international accreditation become selling points for a particular type of school to attract its prospective students. Other schools display their list of “toppers” or students who score high marks in competitive examinations. These schools advertise their experienced faculty and availability of exam preparation materials to attract students. In every education system, there is a constant need for accountability. A school is scrutinised and frequently questioned by society regarding the efficacy of its educational philosophy and the methods it chooses to employ. In order to communicate their success and responsibility, schools choose many mediums – infrastructure, facilities, success of alumni, marks, achievements in extra-curricular activities, etc. Also involved are marketing decisions from the business perspective – even if private schools are not run for profit, they still need to stay afloat and retain a competitive edge in the education market. Whether we like it or not, private education today is a definitely a business. Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Introduction

In this complicated context, the quality of the learning experience perhaps falls low on the list of design criteria in the design of learning spaces within private unaided schools. The learning spaces need to be redesigned, by re-ordering the design criteria such that conduciveness of space to learning becomes the highest priority. Learning is not possible without motivation, of which there are different kinds. Extrinsically motivated earning, which we commonly see in our education system today, is learning for the sake of marks, success, recognition and other external rewards. Intrinsically motivated learning, on the other hand, is learning for the sake of learning – which may extend well beyond one’s school years. The practice of intrinsically motivated learning increases the odds for a rare, highly rewarding phenomena – Flow. This phenomenon occurs during a variety of activities - sports, art, music, to name a few. In learning, it leads to greater fulfilment among students and the desire to keep learning. In a suitable learning environment, they can enter a state of mind where they are intensely engaged with the activity and lose all track of time and their surroundings. Learning becomes addictive. To design a learning environment conducive to Flow, multiple factors must be considered. The philosophy of the institution, amount of choice within the curriculum and syllabus, the teachers and their preferred teaching methods all play a part in encouraging Flow. Of these factors, only some are impacted by architecture, and can be addressed by architects. These include classroom design, program and the intangibles of space-making, and can be considered when designing a school for Flow. There are numerous instances of educational philosophies and built environments within existing schools, which directly promote intrinsic motivation and therefore indirectly promote Flow. By studying these schools and school design manuals, and noting the common design elements across various schools of thought which all promote Flow, a toolkit can be formed. The toolkit will include ideas at the overall institution scale and organising principles, to the detail of openings and classroom furniture layouts for suitable teaching methods. This multilayered toolkit can then be applied and tailored to a specific context when designing a school for Flow.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Introduction

Hypothesis: There exists an optimal state of mind for learning. The architecture of learning spaces could be improved upon through creating an environment which facilitates this state.

Scope and Limitations: This research does not intend to formulate a new teaching methodology, or educational philosophy since, as a student of architecture, I lack the required expertise in the field of pedagogy. The thesis is limited to the architecture of learning spaces, with key inferences from the opportunities discovered within a certain pedagogical system, which then informs the design. It would also be improbable to find a pedagogical system which is universally suitable to all age groups and sectors of society. Therefore, the study would be limited to a certain age-group and/or socio-economic class. Since teaching and use of built space is a personal choice, the architecture of a learning space cannot dictate, ensure or enforce any method of teaching or philosophy of education. It can merely encourage, facilitate and suggest some methods of teaching over others.

Methodology: 1. Study of an existing learning space: This would be achieved through the structuralist analysis of the websites of schools and other written matter, as well as pilot studies. Random sampling, criterion sampling will be used for the interviews. Coding will be used to analyse the data collected from websites, interviews and site visits. Coding: Key words will be identified and analysed, as well as images, tabs and other features of websites and school “vision” and “mission” statements to arrive at a conclusive critique of the existing status quo, in order to establish the need for better designed learning spaces. Pilot Study: Interviews and questionnaires will be used (with random and criterion sampling) to collect information on the experience of the school stakeholder groups with the learning spaces in four schools, chosen on the basis of their syllabi and geographical proximity.

2. The search for an optimal learning experience: Sifting through pedagogical research that mentions learning experiences, as well as literature review of writings by varied persona – artists, sportsmen, educators, and writers, etc. Should the search prove fruitful, the direction suggested by the reading would be taken up to serve as a guiding concept behind the thesis. The search should eventually lead to philosophies of education, curriculum systems or pedagogical techniques which facilitate an optimal learning experience.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Introduction

3. Case studies: Studying various schools and their environments, as well as handbooks for school design (as identified through the literature study in the previous step) through a framework. The framework seeks to identify the type of teaching methods employed and their relation to the architecture. The aim is to observe consistencies and patterns from among the various schools and handbooks.

4. Possible formation of the toolkit: Should the study prove fruitful and consistent spatial patterns are observed among the learning spaces, analysing the data collected to arrive at a set of common design elements – the toolkit – which would enable the researcher to effectively design a learning space which facilitates the state of flow.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 1: Urban Private Unaided Schools:

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 1: Urban Private Unaided Schools

The private unaided school is one of three primary streams of public education in India, along with “government” and “aided” sectors. In unaided private educational institutions, school costs are paid by a private institution with no monetary aid from the government. Therefore, these schools have a high degree of autonomy in the administrative decisions they can take. However, they must meet the guidelines of the state (esp. RTE) and governing bodies like NCERT in order to obtain state recognition. The national curriculum framework (NCF 2005) is a document issued by NCERT which contains guidelines for all the schools in India, including private unaided schools. While the curriculum and syllabus are detailed, context-specific documents also issued by NCERT, the NCF guides schools on issues of democracy, inclusivity, student-teacher interactions, and the overall broad aims of education for the entire country. NCERT broadly advises Constructivist teaching methods and practices for curriculum transaction. Active learning styles are also strongly recommended over passive ones. However, specific teaching methods are purposefully not mentioned in the NCF or the NCERT curriculum, and left to the discretion of the individual schools. These are to be decided by a School Curriculum Committee comprising of the principal and selected subject teachers. “The Board mandates that all schools must setup a School Curriculum Committee…the School Curriculum Committee would define activities for pedagogical practices, evolve a plan of assessment and mechanism of feedback and reflection and ensure its implementation.” - NCERT secondary school curriculum, 2019-20 This leeway is perhaps vital for the autonomy of schools in choosing the form of curriculum transaction which works the best for their school. This can also be used to formulate a learning environment which cultivates Flow, regardless of the curriculum being followed by the school. The ambiguity in the NCERT guidelines facilitates a school to adopt multiple teaching methods and offer subject choices within the confines a conventional CBSE or ICSE syllables – subject content and syllabus does not inherently oppose Flow. With all this opportunity for autonomy, the observed private schools still opt didactic teaching methods and non-learner centric school environments. Perhaps the administrative pressures of running a school within a budget, need for accountability to parents and society, and the competition in the education market and the world outside pushes these private schools to encourage competitive ranking systems and extrinsic motivation models rather than intrinsic ones. The issue does not lie within the syllabus or the content or the NCERT guidelines – it lies with the schools’ teaching practices and beliefs about education. A study of the websites of ten private schools in Mysore provides a glimpse of the school’s beliefs about education. Websites display the factors they consider most important about their schools, to communicate to society and to prospective parents. Depending on the philosophy of the school, the content of the website and the imagery used varies. Some content is common across all the schools, like information regarding the school and the school Logo. Pictures of the school building, morning assemblies and annual day performances were most common. International schools tended to show more infrastructure facilities. Some schools focused on pictures with trees, or happy faces. The websites of some schools also contained ranks and exam scores. In all, the websites mainly portrayed the components of the medium the schools employ, in order to communicate the school’s accountability to prospective parents – discipline, marks, infrastructure and non-academic achievements. Their beliefs about education imply that success in education can only be communicated through this achievement – oriented extrinsic system. Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 1: Urban Private Unaided Schools

These beliefs about education lead to, and are reinforced by, the architecture of the observed private school buildings – characterised by repetitive floors of rigid classroom and corridor systems. The furniture layouts in many schools are inflexible, due to the use of long multi-seater benches and fixed blackboards. Since this architecture arose from an educational philosophy that values extrinsic motivation, the spaces do not encourage multiple teaching methods or learning styles other than the conventional didactic teaching. These rigid design practices also prevent flexibility in the kinds of interactions and activities which can take place in the school. Therefore, these spaces are inherently unsuitable for intrinsic motivation, and Flow.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

A school in a city Pramati Hillview Academy is an primary-senior secondary school and junior college located at Kuvempu Nagar in Mysore, Karnataka. The school has separate school and college sections and is affiliated to the Central Board of Secondary Education New Delhi, India. As a conventional CBSE school, the school aims to prepare students for academic rigour and a competitive learning environment. It emphasises discipline and achievement in both academic and non-academic areas- an extrinsic motivation system. This philosophy manifests itself, and is reinforced by, the architecture of the school (discussed in Chapter 3.2).

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

102.5

68.0

Ground floor plan

Site sections

The school consists of the main 4-storey school building and two pavillions for extra-curricular activities. The main building contains: • • • • • • • •

classrooms, staffrooms, computer and science labs, auditorium, multipurpose hall, dining room, offices, and reception areas.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

Second floor

Third floor

Legend Classrooms Staffrooms Amenities Toilets Ground floor

First floor

Program Distribrution - Plan

Program Distribrution - Section

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

Pramati building and site analysis based on observations and user interviews on site

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

The zoning plan of Pramati consists of an L-Shaped academic block with amenities clustered at the vertex. Parking, greenery and a sandbox are situated in the setbacks to act as a buffer from the surrounding streets. A large rectangle in the centre is left unbuilt for the playground. A clear path from the entry to the parking is used as a driveway for the school buses and twowheelers.

Pilot Study A pilot study was conducted at this school, to generally understand the dynamics of a school and its various stakeholders, the connections between teaching methods, learning experiences and school architecture.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

WHAT ARE YOUR EXPECTATIONS FROM THE INSTITUTION? 8 7 6 5

PARENTS - DO YOU BELIEVE DESIGN OF THE SCHOOL CAMPUS IMPACTS HOW STUDENTS LEARN?

4 3 2 1

0 0%

20%

40%

60% yes

80%

100%

good teaching

nil

behaviour, comunication culture

facilities

all round

WOULD YOU PAY MORE FOR A BETTER DESIGNED CAMPUS?

10%

20%

30%

40%

50% yes

60%

70%

80%

90%

100%

Biggest expectations of parents is good teaching and clear communication. Parents are mostly unwilling to pay more for infrastructure improvements.

Favourite part of campus students

Favourite parts of campus - teachers

Favourite parts of camous - Parents

classrooms

playground

auditorium

classrooms

playground

classrooms

playground

garden

kutira

last bench

auditorium

garden

auditorium

garden

lab

library

other

Improvements for campus Students

more green playground benches, fans, boards more activities classroom

more sports toilets more free time other finish const

Improvements for campus teachers

Improvements for campus Parents

more green

playground

facilities

parking

benches, fans, boards

classroom

playground

toilets

finish const

storage

more green

avoid glare

colour

• Common places liked by all groups: Classrooms, Playground and Kutira (pavilion) • Commonly requested improvements: More green, better playground, better designed classrooms and better toilets.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

How easy do you find it to concentrate? (out of 5) 5

3 4

Distractions

Time spent

8 7 6 5 4 3 2 1 0

15 10 5 0

9th b noise

friends

hours listening to classes

10th A corridor

other

scoldings

tech

hours doing activities 9th b

10th A

• Students generally find it easy to concentrate – 3.4/5 • Common distractions are noise and friends. • Most of the time is spent listening to lectures. Activities are less common.

TEACHERS - DO YOU BELIEVE DESIGN OF THE SCHOOL CAMPUS IMPACTS HOW STUDENTS LEARN?

Challenges faced while teaching 6 5 4

3 2

20%

40% yes

60%

80%

100%

1 0

sometimes

Teacher perceptions of student concentration 5 4 3 2 1 in nature, outdoors

activity

learning aids

relatable

classroom

Voice

slow learners, inclusivity

Preparedness

Strategies teachers would like to implement

Students' focus

av room

4.5 4 3.5 3 2.5 2 1.5 1 0.5 0

individual attention

child control

group activities

online

activities

• Teaching methods currently used: known-unknown method, deductive reasoning method, lecture-demonstration method • Teachers notice that students concentrate better during activities, and would like to us more interactive teaching methods.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

Conclusions and inferences

Teaching Methods Choice of teaching methods varies according to the teacher and ther beliefs about education. Some teachers prefer authoritative and didactic teaching methods, while others use active teaching methods in their classes whenever possible. Both students and teachers report greater engagement with learning when the teacher uses active teaching methods.

Infrastructure and facilities The school has equipped smart boards in high school classrooms, and has a well-stocked library, computer lab, science lab, auditorium and AV room. However, since there is only one of each of these amenities, and they are housed seperately from the classrooms, the use of these spaces is viewed as a special event rather than a normal class.

Student autonomy Strict discipline rules, corridors which offer no other opportunity for activities other than getting from A to B, and segregated learning, playing and congregation areas significantly reduce student autonomy. However, within the classroom and depending on the teacher and the administration, students sometimes are given opportunities to express their opinions.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 2: Pramati Hillview Academy

Sensory input in the learning environment The material palette includes vitrified tile flooring, blue-painted door and window fixtures and dado inside classrooms, aluminium frame windows. All masonry walls and concrete structure are painted white. All the floors have the same material scheme, so one feels lost within the school quickly.

Climate response The concrete structure is well ventilated, but the entire west and south-facing facades tend to heat up in the afternoons. Teachers frequently complained about glare in the classrooms. The playground has no shade and hence is not comfortable during the afternoons.

Overall learning environment In conclusion, it is found through this study that the school building is generally well-liked by all its users, although they do wish to see some things improved. The teachers already use multiple teaching methods which support Flow, and could benefit from a supportive learning space which encourages these methods.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Chapter 3: Optimal learning experience Factors affecting learning experience There are primarily two kinds of factors: internal and external factors. Internal factors include those factors within the student, such as autonomy, motivation, interest, skill, ability to focus, and so on. External factors are those outside of the student’s control, such as the relationship of the teacher, the nature of the task, choice of subjects offered, the learning space, teaching methods used, and so on. A particular combination of these factors leads to a unique phenomenon: Flow. Flow is characterised by intense engagement with the task, to the point of losing track of space, time, and one’s inhibitions. It typically occurs when one is engaged in a hands-on activity, and seems to merge ‘thinking’ and ‘doing’ – where the activity and learning occur without conscious effort or thought. The experience of flow makes the task enjoyable and rewarding, leading the student to significantly improve their skill and knowledge levels and interest in learning. In psychology, a flow state, also known colloquially as “being in the zone”, is the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. In essence, flow is characterized by the complete absorption in what one does, and a resulting loss in one’s sense of space and time. Flow has a documented correlation with high performance in the fields of artistic and scientific creativity, teaching, learning, and sports; Flow has been linked to persistence and achievement in activities while also helping to lower anxiety during various activities and raise self-esteem. References of flow in existing literature “There is a far more natural and effective process for learning and doing almost anything than most of us realize. It is similar to the process we all used, but soon forgot, as we learned to walk and talk …. This process doesn’t have to be learned; we already know it. All that is needed is to unlearn those habits which interfere with it and then to just let it happen.” (Gallwey, 2014) Gallwey suggests in this book, that there could exist an intuitive state of mind for learning, where self-criticism is minimised and the player loses all sense of self, sense and time, and becomes one with the sport itself. Mihalyi later includes this as one of the many anecdotes of an experience of Flow. “In each of us there is a ‘Myself’ who gets shouted at, and there’s an ‘I’ who does the shouting. Gallwey sees Myself as an incredible learner, a computer-sharp brain that programs itself very swiftly and accurately, often just by watching. ‘I’, on the other hand, is a kind of untalented policeman.” - (Correa, 2005, Pg.5) It can be inferred from this, that conscious thought processes and negative inner dialogue inhibit the natural processes of learning, and that intuitive learning is more efficient. Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Literature review: Applications of Flow in human development and education

Coined by Mihály Csíkszentmihályi in 1975, the concept has been widely referred to across a variety of fields. Flow is characterised by: •

Intense and focused concentration on the present moment

•

Merging of action and awareness

•

A loss of reflective self-consciousness

•

A sense of personal control or agency over the situation or activity

•

A distortion of temporal experience, one’s subjective experience of time is altered

• Experience of the activity as intrinsically rewarding, also referred to as autotelic experience •

Immediate feedback

•

Feeling the potential to succeed

•

Feeling so engrossed in the experience, that other needs become negligible

In education, Flow is achieved when: 1.

Direction: The task is achievable, has clear goals

2. Engagement: The task is hands-on, engaging, and appropriately challenges the student according to their skill level 3.

Focus: The student is able to concentrate on the task

Feedback: The student receives immediate and clear feedback

Learner Autonomy: Student has a sense of control of the task

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

FlowFactors in a school system which encourage flow: Chapter 3: Optimal learning experience

Various systems of education offer different opportunities for a Flow experience, with different teaching methodologies and learning environments. The typical urban middle-class CBSE school teaches in a different way from an International school or government school, all located within the same urban fabric of Mysore. Outliers (both philosophically and physically) are the schools off the beaten track – with alternate teaching methodologies, atypical philosophies and their own curricula.

Communication

Relatability/ relevance

Autonomy

hare

Flow

makes it

y help

Three main ideas facilitate flow within a school system or educational philosophy: 1.

Autonomy – increasing control over one’s choices w.r.t learning

Communication – building relationships between school stakeholder groups

Relatability – answering the ‘why’ behind learning

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

3.1 Autonomy in schools Flow is promoted in school systems which encourage different stakeholder groups to take decisions to fulfil their needs in the learning environment. How this helps flow: a.

ability of teachers and students to choose tasks at an adequate challenge level

pick learning spaces and teaching methods that suit the task at hand.

c. The ability of students and teachers to pursue their interests, leading to greater engagement with a task. d.

Opportunities for teachers to incorporate active learning methods into their classes.

e. Ways for different stakeholder groups to occupy spaces and establish spatial boundaries and identities, making it more likely that they will modify spaces to suit their learning requirements.

Student autonomy: One of the first requirements to reach a state of flow is the ability to balance one’s skill level with the challenge level of the learning task. This is directly related to the student’s autonomy in choosing tasks. Frequently, when assigning tasks to a class with a large number of students at varying skill levels, the teacher caters to the average skill level of the class. As a result, some children are bored, some children are engaged and some children are overwhelmed. The students have no autonomy in this situation to choose an activity which engages them appropriately – they are dependent on the teacher to choose for them. This results in learning not being an enjoyable experience for those children who are bored or overwhelmed/anxious. Therefore, these children may become distracted or disruptive to others in the class. This makes classroom control difficult for the teacher, who may respond with further reduction in student autonomy through punishment, humiliation and other negative interactions with the disruptive students.

Even if the task is at an appropriate difficulty level, all children may not enjoy similar kinds of tasks. This is due to different learning styles among different children. Some children prefer to learn alone, while others do better in groups; some enjoy reading and writing tasks while others prefer to listen, enact, or learn through hands-on activities. Learning spaces must cater to the possibility of multiple learning styles within the same class, and encourage students to switch between spaces when required.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

The use of differentiated instruction1 within a classroom then becomes crucial to ensure that all students are sufficiently engaged. Teachers need autonomy to choose multiple teaching methods and encourage different learning styles, while administrators need the autonomy to support this variety by creating a suitable organisation structure, providing accessible infrastructure and guidance to teachers. 1

Differentiated instruction is a teaching method where the teacher uses multiple methods and activities within the same class, to cater to individual skill levels and learning styles of students. Example: group work, individual work, haptic/hands-on activities and readingwriting task all happening simultaneously in a learning space.

Teacher Autonomy

Various systems of education offer different opportunities for a Flow experience, with different teaching methodologies and learning environments. A typical urban middle-class CBSE school teaches in a different way from an International school or government school, all located within the same urban fabric. Outliers (both philosophically and physically) are the schools off the beaten track – with alternate teaching methodologies, atypical philosophies and their own curricula. Curriculum and syllabus requirements can be met through different teaching methods and interaction styles. This process is known as curriculum transaction. Csikszentmihalyi’s research in schools shows that while flow is more likely when the student or teacher is interested in the subject, it is not a prerequisite for flow. A teacher can always increase the chances for a flow experience by adapting the learning task to the student’s skill level and interest, and also by making the subject relevant to the student. (Csikszentmihalyi, 2005) FAVOURITE SUBJECT - 10TH 'A' 16 14 12 10 8 6 4 2 0

LEAST FAVOURITE SUBJECT - 10TH 'A' 18

Teacher A

Teacher B

14 12 10 8 6 4 2

science

second language

easy

social sciences

interesting

math

english

multiple

science

difficult

teacher

activity

math

english

homework

LEAST FAVOURITE SUBJECT - 9TH 'B' Teacher B

1 0

teacher

Teacher A

social sciences boring

future

FAVOURITE SUBJECTS - 9TH 'B' 6

second lang

science

second language easy

social sciences

interesting

math

teacher

english activity

multiple

science

future

second lang difficult

boring

social sciences teacher

math

homework

• Least favorite subjects are always ‘difficult’ • Most favorite subjects are not ‘easy’, but ‘interesting’ • Implies that challenges make subjects more rewarding, but it depends on the teacher – Teacher A uses more active teaching-learning methods in class, while teacher B uses didactic methods.

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Chapter 3: Optimal learning experience

Subjects, Teaching Methods and Spaces While it would seem useful to segregate spaces by subject (‘art room’ , ‘maths class’), a deeper study into how different subjects can be taught reveals that there are overlaps in teaching methods, and hence learning spaces, that can be used to teach different subjects.

In the Primary classes, most subjects deal with factual information and hands-on activities are easily used in classrooms. (NCF 2005)

Research shows that learning spaces designed for a particular teaching method can positively impact the efficiency of a teacher opting to use that method. (Journal of Learning Spaces, 6(1), 2017.) Which implies, Learning space <=> Teaching method. In Middle school, rational enquiry and logical thinking are initiated. Therefore a wide variety of experiments, hands-on activities and dicussions/debates can be incorporated.

Therefore, a learning space suited to a particular teaching methodology can be used to teach different subjects at different times of the day.

In high school, abstract topics are discussed in most subjects and hands-on activities may be difficult to incorporate. Other active learning methods such as discussions and debates can be used instead.

Therefore, learning spaces can be organised by teaching method - paying heed to particular demands of infrastructure and services - rather than segragating by subject. In this way, there are more opportunities for the connections and similarities between different subjects to be explored. An example of this is the Montessori classroom, where materials of all subjects are freely available, along with a sink and an open area which allow the children to explore without fear of making a mess. Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Around 2000, it came to the attention of Csíkszentmihályi that the principles and practices of the Montessori Method seemed to purposefully set up continuous flow opportunities and experiences for students. Csíkszentmihályi and psychologist Kevin Rathunde embarked on a multi-year study of student experiences in Montessori settings and traditional educational settings. The research supported observations that students achieved flow experiences more frequently in Montessori settings.

Literature Review: Montessori Architectural Patterns, Arthur Waser Foundation “It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child; he will make discoveries rather more voluntarily in a gracious setting than in an ugly one … We must, therefore, quit our roles as jailers and instead take care to prepare an environment in which we do as little as possible to exhaust the child with our surveillance and instruction.” – Maria Montessori 27 Architectural “Patterns” observed among best designed Montessori schools from all over the world. Created from a workshop organized by the Arthur Waser foundation, to serve as a handbook for the design of their charitable Montessori schools in developing nations. Modelled after Christopher Alexander’s Pattern Language. The patterns encompass the ideas of student autonomy and engagement, and their architectural manifestations. This is seen from a Montessori methods perspective, which has many ideas in common wiith that of Flow. The book intends these patterns to be interpreted according to the architect’s specific needs on site, within a particular socio-economic context. Therefore the book did not contain many diagrams, since that would increase the risk of the diagrams being taken literally and translated directly into building elements, which may or may not be suited to the local context. By interpreting the patterns within the context of this thesis, an attempt has been made to imagine and diagram the spatial qualities described in the book. These diagrams and interpretations form a framework with which to compare the architectural conduciveness of different schools to Flow, as studied among the case studies (discussed in pages 54-55). Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Patterns

Orientation of entrance to the East

The connecting function of the greeting space

The avoidance of doors

The articulation of places

The use of indigenous materials

Proportion of walls to include storage

The right quality of accoustics

Accessibility for children of different ages

The use of floor as workshop and playground

Different heights for floors and ceilings

Organisation of open storage space

Obervation without intrusion

The offer of seclusion

Window seats

Flexibility to rearrange furniture

Toilets as a part of education

Access to water

Activity based lighting

Importance of daylighting

Workshops

Children’s kitchen

Transitional spaces

Creation of everyday theatre

West-side location of children’s garden

School as a habitat for animals and plants

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Spaces for gross motor development

Spaces for Line walking

Chapter 3: Optimal learning experience

Learning methods for flow The second requirement to achieving flow is immediate feedback. Typically, in an exam-oriented school system, the student participates in passive learning tasks most of the time listens to classes, studies for and writes an exam, and gets feedback on their performance only after the exam is graded and the marks are released. The feedback is received at best a few days after the learning task, and at most, months later. During the actual class itself, the student has no idea if their understanding of the topic is right or wrong, and whether they should continue. This situation is not conducive to encouraging student engagement, because the reward (or consequences) for being engaged in a task are felt long after the task is completed. The student is not aware of their own situation, and therefore feels helpless when faced with difficulties. In contrast, active learning methods provide immediate feedback. If the class is making a sculpture or doing a maths problem, the student knows immediately that there’s something wrong when their sculpture looks strange or falls down, or if the answer to the maths problem is different to their friends’ answers. Hence, the student knows within minutes what needs to be rectified in order to stay on course, and can ask doubts or seek the teacher’s help in order to stay engaged with the task. With active learning methods, the student has greater autonomy and is in control of their task and can communicate better with the teachers; the teacher merely needs to guide the student through their unique process of learning.

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Chapter 3: Optimal learning experience

Role of the learning space in encouraging autonomy: retaining focus between activities. The learning environment plays an important role in supporting student autonomy. In a bland environment which offers no opportunity for enquiry or interaction or activity of any sort, students feel lost and get distracted once they finish a certain task. The growing mind is constantly learning from the environment and seeking stimulus, and if the right kind of stimulus is absent in the environment, the student finds ways to create a distraction out of sheer boredom. (Kuekelhaus, 2007) This phenomenon explains why students tend to run in corridors between classes, or start chatting with their friends who are still working on a task, because their own task was completed earlier. These behaviours pose classroom management problems to teachers, because the children disrupt the learning of others. To remedy the issue, teachers may punish disruptive students or otherwise confine their autonomy in some way. This reduces the likelihood of them focusing on the next task, because they are in an anxious, negative mental state. (Csikszentmihalyi, 2005) Over time, they form negative impressions of the teacher or the subject – leading to low intrinsic motivation to henceforth engage in any tasks the teacher sets. Instead, if the learning environment offered other alternatives to capture a student’s attention between tasks, they may be occupied constructively during the class or between classes, and therefore be less disruptive to other students. A Montessori learning environment provides an example of this. The classroom is set up with multiple learning materials and objects within easy reach of the child, so that when the child finishes or gets bored with one activity, they can freely choose the next task and re-gain their state of flow. A learning environment can provide stimuli other than learning material and objects. Material, colour, light, acoustics, and a temporal quality to space engage both students and teachers alike. The presence of these changing stimuli in a learning space piques the interest of the users, preserves the child-like curiosity of students, and develops the ability of the student to think independently. (Kuekelhaus, 2007) However, care must be taken to not over-stimulate the users with high contrast and loud colours or artwork. The architectural principles of harmony and balance must be maintained, otherwise learning spaces become distracting rather than stimulating. (Ellard, 2015) Constant intense engagement with a task can wear out the mind and deplete attention span. People have two kinds of attention– selective (focused) attention and involuntary (diffused) attention. In man-made spaces and situations, people use selective attention to focus on a task and tune out distractions. However, this kind of attention is draining and works only for a short span of time – the attention span of the individual. In a natural setting, people employ diffused/involuntary attention with which they can notice multiple things at once, because it once gave them an evolutionary advantage. This kind of attention is relaxing and restores selective attention. Therefore, the close proximity of learning spaces to nature and natural materials is vital to ensuring that the users do not deplete their ability to focus on tasks. (Ellard, 2015) To conclude, if the learning environment is appropriately stimulating or restorative, then students are less likely to be bored or disruptive between tasks and need less punishment. It becomes acceptable for students to explore the learning environment on their own between tasks, as this is constructive and not disruptive to the class. Therefore, appropriate stimulation in learning environments fosters student autonomy. Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Case study: Divya Shanti, Bangalore The tight, wedge-shaped 0.8-acre site is situated in the dense residential neighbourhood of Lingarajapuram, Bangalore city. The existing buildings on campus are in the range of 25-30 years old as of 2019. Some small/ inadequate structures in poor condition [old hostel and vocation centre] were demolished to consolidate land for the new building. The intervention involved refurbishment of the Divya Shanti school building [15,000 sqft], and adding the new building facility [30,000 sqft] as an extension- along with site development and landscaping; and addition of service infrastructure - sewage treatment plant, transformer and DG yard. The program within the intervention consists of school facilities (library, labs, dining hall, offices, hostels for students) and a health clinic (diagnostic labs, consultation rooms) In elevation, the four-storeyed building is cloaked by a louvered screen of steel flats. This permeable facade screens the building within, creating mystery and providing privacy. The structure is a RCC frame with circular columns supporting large concrete slabs. The enclosures are created with glass-and aluminium partitions to allow ample light. The ground floor contains gathering spaces, classrooms and services, as well as the health clinic, organised around a colonnaded and tapered U-shaped court. First floor mainly contains school facilities and classrooms. The second floor contains dormitories and spaces for the boarding students, along with classrooms. The third and final floor contains additional Dorms The building uses both spatial organisation and the main design element- the louvered facade, to create a unique atmosphere within the building. Careful use of material, light and colour create pleasant, calm and ever - changing interior spaces. Material and colour: Exposed concrete ceiling and columns, polished tile flooring with contrasting brightly coloured internal walls Light: The louvered screen helps reduce the intensity of the light, creating interesting shadows. The reflected light from the polished floor bounces off the rough ceiling, creating an even diffused light within the building. Glimpses of colour show the functions behind the screen. Green school buildings, yellow - services, blue - health clinic. Spaces separated from circulation areas with transparent partitions

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

holders:

Chapter 3: Optimal learning experience

3.2 Communication in schools Flow is promoted in school systems which encourage both formal as well as open and informal communication between different stakeholders, and value long-lasting personal relationships between students and teachers. a.

Makes it easier for students to communicate their needs

fosters greater student autonomy

builds a sense of learning community

establishes feedback loops between students and teachers

e. makes it easier for teachers to gauge the interests and skill level of a student and assign tasks suitable to the skill level of the student.

Overlaps:

Students • Play and chatter • Group work

• Pick up/Drop off • Programmes

Parents • Waiting • Chatting

• Eating • Teachinglearning • Discussions / informal interaction

School events

• Meetings • Presentation • Visits and tours

Teachers • Class preparation • Discussions • Informal interaction • Meetings/ discussions • Seminars and training • Informal interaction

Administrators • Office work • Meetings • Informal interaction

Open channels of communication between school stakeholder groups results in close personal relationships between them. Therefore, teachers get to know students as unique individuals with their own strengths and interests. In an interview with a curriculum expert from Mysore, it was found that certain administrative practices in urban private schools actively reduce the likelihood of the formation of these bonds. These include large class sizes, inadequate pay and training for teachers, and frequent hiring of new teachers to replace experienced teachers who expect salary increments. If class sizes are small and teachers teach the same children over a span of a few years, they can build their understanding of the child’s unique set of abilities and guide them through their learning better (as mentioned in chapter 3.1). When interactions between user groups (students, teachers and administrators) is segregated by role or activity, the communication becomes rigid and interactions lose spontaneity. This in turn results in a very formal, impersonal atmosphere in the school where stakeholders are unlikely to approach each other outside of the stipulated context. For example, a student may be afraid to request a teacher’s help outside the classroom after school, or a teacher may be reluctant to approach the Principal outside of the staffroom or office.

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Chapter 3: Optimal learning experience

If spontaneous, informal interactions between user groups is encouraged, then there is a greater opportunity for a learning community and school identity to form, strengthened by long-term personal bonds between students, teachers and administrators. Hence there is a need for corridors, courtyards, and other circulation areas in a school to encourage lingering and interaction. Blurring and widening the threshold between the classroom and the corridor, or the corridor and the courtyard, results in intermediate transition spaces where these kinds of informal interactions are more likely to take place throughout the day. (Meuser, 2014) In the absence of informal interactions and a sense of learning community, schools use impersonal and standardised means of communication – marks, exams, ranks and achievements. These parameters are used as markers of a student’s strengths and skill levels purely because the teacher cannot form a student-teacher bond with all students, if the class size is too large. Thus, the dialogue in a school becomes centred around an extrinsic motivation system which prioritizes achievements and quantitative data over individual learning experience. (National Curriculum Framework, 2005) This does not imply that extrinsic motivation systems have no place in a school system – they certainly do. They are an efficient means of assessment and provide concrete, quantifiable objectives for education. It is only when extrinsic motivation systems overpower or replace the role of interpersonal relationships and intrinsic motivation, that the focus of education shifts from learning experience to extrinsic rewards. (Csikszentmihalyi, 2005)

Top: Central hall at Titaan College, Hoorn, NL. Bottom: Ground floor plan Titaan College by Herman Hertzberger uses streets meeting at a nexus - the central hall - to encourage interaction between all the user groups of the school.

To conclude, in order to support flow in a school, the school must encourage informal interactions between user groups, foster a sense of community and reduce the focus on extrinsic motivation systems. This attitude to communication manifests spatially as spill-out spaces, thresholds between learning spaces and circulation areas, courtyards, and other areas for congregation and interaction outside of the classroom.

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Chapter 3: Optimal learning experience

Pramati Hillview Academy, Mysore

Monotonous use of form, colour and material makes corridors confusing.

Identical floor plans form a symmetrical, unified facade.

Divyashanti School, Bangalore

A vriety of colours, textures and shadows used in the corridors make circulation and wayfinding an interesting experience

A louvered metal screen wraps around the facade as a uniting element, but the spaces within are diverse.

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Chapter 3: Optimal learning experience

The playground is a formally ordered quadrangle, designed for disciplined activities rather than play.

Pramati Hillview Academy, Mysore

counterpoint

Sports ground at Pramati

“March!”

Valley School KFI, Bangalore

From left to right: Primary school play area, Middle school courtyard and Middle school basketball court Smaller playgrounds at different scales for different age groups and types of play.

Long desks enforce didactic teaching - limiting flexibility in furniture configurations for different learning activities

Pramati Hillview Academy, Mysore

Typical classrooms at Pramati Valley School KFI, Bangalore

Valley School KFI, Bangalore

The types of desks used offer opportunities for different classroom configurations and activities

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Chapter 3: Optimal learning experience

1.3

Relatedness between the school and the community

Flow is promoted in school systems which actively participate in the surrounding community, effectively relate the learning tasks within the school to real-world applications outside, and establish links between the school’s culture and the community’s culture outside the school. a. Helps students understand why they’re learning what they’re learning, leading to greater engagement with the task b. Increases the ability of the school to take employ unusual teaching practices, other than the typical didactic methods, by inviting parental participation in the school c. Changes the medium of communicating school accountability from test scores and ranks, to student satisfaction and skill improvement. d.

Increases the autonomy of the school Autonomy and accountability

Accountability

Autonomy

Since any school is a part of society as one of its main institutions, there is a degree of accountability that the school has to society. Frequently, private schools are questioned upon what they are giving back to society, what their contributions are, and how they are fulfilling their responsibility to ensure the success and happiness of the society’s children. In attempting to meet this accountability, the extrinsic motivation system again relies on marks and exams to communicate to parents the accomplishment of children. However, this system does not account for the skills learned by the child outside of the academic domain – respect, friendliness, curiosity, resilience and many other skills vital to functioning within society. Due to the limitations of the extrinsic motivation system as a means of communication, schools sacrifice their autonomy over teaching practices, curriculum transaction and activities. Teachers are pressured to prioritize exam preparedness over deeper understanding of the content. Schools may forego day-trips, tours and workshops in favor of didactic classes because of the need to ‘complete portions’ i.e. finish the syllabus. The need for the school to be held accountable for their decisions, diminishes their autonomy to promote Flow. If this language of communicating accountability were different, schools could preserve their autonomy to promote flow. When parents and the larger community were regular participants in the day-to-

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Chapter 3: Optimal learning experience

day functioning of the school, then there is lesser need for quantitative assessments to communicate what the children are learning. According to the National Curriculum Framework 2005 published by NCERT, it is advised that schools invite parents and people from the local community to the school to share their knowledge, skills, local traditions and craftsmanship. By frequently integrating the curriculum with parental participation in workshops, performances, seminars, open days and exhibitions, teachers, students, parents and administrators can freely exchange their views and understand the growth of the students’ skills. These exchanges help in connecting the classroom tasks and lesson content with the children’s lives outside of school, leading to greater interest and engagement in classes. This is beneficial to promoting flow as seen in chapter 3.1.

Since the parents and surrounding community are now a part of the school’s learning community, the school is better integrated with the society’s infrastructure and becomes a landmark in the neighborhood. This leads to additional programmatic requirements in the school – exhibition spaces, seminar halls, amphitheater, auditorium, etc. which can function even outside of school hours. The image of the school would need to change from being one of an imposing, esteemed institution to being humble, warm and inviting to the surrounding neighborhood, leading to changes in scale and façade elements.

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Chapter 3: Optimal learning experience

Site Plan

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Chapter 3: Optimal learning experience

Case study: Valley school, Bangalore School as a nano-society:

Left to their own devices and away from the rest of society, people (and children) will form their own rituals, traditions and norms. The school “culture” forms itself as a reaction to its physical and behavioral environment.

School as an ecosystem

Children of alumni join the same school. Children of teachers also study at Valley. This forms a closed-loop supply chain with little space for newcomers from outside the system

Un-built, rather than built

Flow is the natural state of learning, which occurs when hindering obstacles (both in the built environment and from the teaching methods/philosophy of education) are removed. Hence one cannot design for Flow, one can only design carefully so as to not obstruct it.

Lack of a facade

Nowhere on campus is a building visible in its entirety, as a continuous facade. The buildings are hidden within the landscape and vegetation, acting as a mere backdrop to learning.

Physical manifestations of a philosophy

Learning amongst nature, combined age groups, importance of gathering spaces – all born out of J. Krishnamurthy’s philosophies for an ideal education and an ideal society.

Seclusion and integration

Secluded campus gives greater control to teachers and administrators over the influences that children bring with them from the “outside world”. Parents are counselled frequently to make sure that their child’ problems are sorted out such that they don’t cascade into bullying/disruptive behavior etc. This protected, nurturing atmosphere leads to a rude awakening as students graduate and come into contact with the real world.

Some children successfully re-integrate into society after graduation; others struggle.

A Study of Sit-able places

Every possible iteration of seating space has been thought of – from logs and stones to trees to amphitheaters, retaining walls and parapets. Seating encourages dialogue; dialogue creates relationships, community, learning and rituals.

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Chapter 3: Optimal learning experience

Learning spaces

Primary School Classroom

Entrance Path

Primary School Courtyard

Middle School Classroom

Middle School Courtyard

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Art Village

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Site Plan

Educational zone plan Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Case study: Rishi Valley school, Madanapalle Multiple architectural languages

As the school was built over 30 years, with constant additions and replacements to existing buildings by different architects, the overall image is an amalgamation of varied materials, construction technologies and architectural styles.

Stagnation and heritage

From an outsiders’ perspective, the school seems to have changed very little since its conception and remains true to its ethos – continuing to function as it was initially conceived. This may or may not be an advantage.

School becomes settlement

Due to its remote location and large size (400 acres), the school needs extensive facilities in order to continue normal functioning, to the point that it becomes its own settlement. Rishi Valley School has its own PWD department, team of engineers, sewage treatment plant, centralized drinking water treating facility, diary farm (now defunct due to droughts), rain water harvesting and storage lake, State Bank Of India branch, bus routes and bus stop, security personnel, housing for non-teaching staff and a separate school for their children, a health care center and guest house for visitors.

Physical manifestation of a philosophy

Initially conceived of as a World University, the sheer expanse of the 400-acre campus is a result of its ambitious philosophy. The other manifestations of the philosophy (as it is interpreted at Rishi Valley) can be seen in the way staff and students use the spaces, the sense of nurture and communal living seen in all the users.

Local traditions

The name “Rishi” Valley School comes from ancient legends that Rishis used to meditate in the rocks surrounding the valley. The presence of a sacred Banyan tree (now fallen down), local neem-peepal paired tree shrines show the integration of local traditions into the school ethos.

Interaction with surrounding villages

The school board also has a community outreach program which includes a free boarding school for children from surrounding villages and a primary health care centre open to public. The school also has a re-forestation and watershed management program.

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Chapter 3: Optimal learning experience

Learning spaces

Primary School

Middle School Classrooms

High School Classrooms

High School Courtyard

Outdoor Classrooms Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

School environment

Playground Hih school staffroom Performing arts pavillion

Office Block

Different types of corridors Artwork in the school

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Chapter 3: Optimal learning experience

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 3: Optimal learning experience

Analysis: Montessori Architectural Patterns and Case Study Characteristics Matrix In the matrix on the left, it is seen that although all four schools show examples of good school architecture (for flow), the alternate education schools Valley school and Rishi Valley school show examples of all the parameters, but expressed in different ways. Some in the built spaces, and some in the unbuilt spaces. Both the alternate schools have extremely large sites – 100 acres and 400 acres respectively. They are thus located far outside the urban settlement, in rural-semi rural conditions and in close proximity to untamed nature. With no limits on architecture due to area constraints, a large amount of variation and experimentation within spaces was possible in these schools – hence leading to the abundance of ‘good’ school architecture characteristics as seen from the above matrix. This leads to the question of why schools in urban areas lack these characters that facilitate free learning – is it the density of the urban fabric? Or the mere location of these schools in such close proximity to a society that highly values extrinsically motived learning, that the need for a different kind of architecture never arose in the first place? The toolkit aims to provide some parallel possibilities for school architecture, which support intrinsic motivation systems and Flow, within urban sites.

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Chapter 3: Optimal learning experience

Questions and Musings - 1 The Philosophy Conundrum The field of education itself is a merger of three domains: philosophy, psychology and sociology. Of these, the philosophy of education is perhaps the most well-known to the layman – commonly enshrined in the vision and mission statements of the school. How does one go about choosing an educational philosophy to work with and design a learning environment for Flow? To start, there are broadly two kinds of educational philosophies: those which work within the existing social norms i.e. which educate children to fit into and function well in the existing society; and those which work outside the existing social norms and educate children to fit into an ‘ideal’ society as envisioned by the philosophy. The latter are what are commonly known as ‘alternate’ educational systems – because they aim to generate individuals who are outliers and visionaries, who can transform society into that which does not yet exist, a new ideal. This goal of creating a new society and shunning the norms of the existing one is perhaps what creates a need for these schools to physically distance themselves from the urban fabric (among other factors) – it provides the school a blank slate, insulated from the influences of society, where the school has all the freedom to create its own micro-society and ecosystem to suit the mandates of its philosophy. While alternate philosophies offer a designer maximum freedom in creating learning spaces – fewer restrictions on site area, no strict building regulations of urban areas, no pressure from parents and society’s expectations of a what a school should look like, less fixed and dense curriculum requirements – there are also some drawbacks. Due to difficulties such as commute distance and availability of transport, high school fees and low student intake numbers, alternate private schooling is not widely accessible to many children in urban areas - especially to those from the middle- and lower-middle-class socio-economic backgrounds. Therefore, while alternate educational philosophies offer a lot of opportunities for Flow in their schools, designing such a school would impact very few students and leave untouched, the more prevalent issue of the learning environment design in regular urban private schools.

Undergraduate Architectural

Another option is to create one’s own alternate educational philosophy, which is tailored to Flow, which can also work in urban areas. The main drawback here is that this task is far outside the researcher’s field of training, architecture, and would therefore be a questionable attempt at best. A second drawback is that there is no ‘best’ educational philosophy or method of teaching – every couple of years a new philosophy is put forth, from the Vedas and Socratic schools of antiquity, to the Montessori method of the 1900s, and then to the 21st century School of this Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru 53

Chapter 3: Optimal learning experience

decade. Therefore, yet another new alternate philosophy in this ocean of educational philosophies would not, in any way, resolve the issue of how to facilitate Flow in conventional private urban schools. The third option is to find ways to work within the existing conventional educational philosophy of schools – to find those concepts which promote Flow within an educational system, regardless of the philosophy followed by the institution. To work with the psychology of education, rather than the philosophy. Many times, it is the beliefs and actions of the administrative staff and teaching staff which make a real impact on the learning experience of students – the principal, the favorite teacher, the mentor. The governing body of a school which makes the educational philosophy is typically far removed from the school’s day-to-day working. Therefore, this thesis aims to find those concepts which can work in a private urban school, within the existing state-certified curricula like CBSE and ICSE and which are guided by the National Curriculum Framework. This option would provide a way for a maximum number of schools to be designed for Flow, without radical changes to the existing status quo – while showing invested and dedicated teachers, principals and designers an alternate vision for the architecture of the conventional urban private school. However, there is now a final problem – to design for Flow, to opt for no philosophy, or to design regardless of a philosophy, is a stance; a philosophy in itself. The architecture and philosophy of education are intertwined so intricately that there is no escaping this connection! Hence the title – The Philosophy Conundrum.

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Chapter 3: Optimal learning experience

Questions and Musings - 2 The role of technology in learning spaces While the number of teaching aids integrating technology has dramatically increased in the past few years, teaching methodology and teacher training (especially in India) are yet to catch up. With any new technological teaching aid, there is a learning curve for the teachers involved. Based on observations in urban private schools and interviews with teacher trainers, the implementation of technology frequently causes confusion to the teacher and reduces teacher autonomy during the initial learning curve, leading to discouragement, loss of motivation and difficulties with classroom control. For example, in the time it takes for the teacher to switch on and set up the computer/ software/device, and then wait for the content to load, the children are already bored and distracted. Moreover, the novelty of a new device frequently eclipses the interest about the content and learners are deeply engaged with the electronic device and not with the learning task. The teacher’s ability to engage children with the learning task then plays a major role in the successful implementation of the technology. Teaching aids are used to support a specific teaching method. If the teacher is employing a passive teaching method through a digital platform, such as a lecture video, movie, documentary or animation, then in spite of the audio-visual component the core engagement level is only slightly higher than a standard lecture format. (reference: dale, mihalyi) The use of technology as a teaching aid cannot automatically lead to greater student engagement, if the aids are designed to augment conventional didactic teaching methods. However, it can be speculated that if technology is designed to promote active learning methods, increase the range of teaching methods available to the teacher, or support differentiated instruction, then the use of such teaching aids could be beneficial to promoting flow within a learning space (provided the teachers have been adequately trained to use these devices.) In conclusion, it is improbable that the use of technology is imperative to or inherently better at promoting flow in classrooms. If used in conjunction with teaching methods that support flow (such as active learning methods, differentiated instruction and lecture-demonstration method) then the use of technology has some advantages such as easier assessment, faster feedback loops through gamification, providing appropriate stimulation and increasing the number of teaching methods available to the teacher.

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Chapter 4: Multilayered Toolkit Conclusions from the study and compilation of best practices

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 4: Multilayered Toolkit

1. What kind of school environment is most conducive to flow? Respect and belonging: The school is designed to meet the needs of all its stakeholders students, teachers, administrators and parents. Image of the school: The school is a warm and nurturing place within the neighborhood, with plenty of greenery. Subjects: Each subject-group has its own dedicated teaching space, since different subjects need to be taught with different teaching methods. Curriculum transaction: Constructivist teaching approach: where the learner constructs knowledge based on prior learning through trial and error. Learning styles: Active learning styles are given preference over passive learning styles. Active learning: solving sums/problems, discussions and debates, group activities, presentations (by students), games, experiments, art, etc. Differentiated instruction used in classrooms to ensure that students with different intelligences/ learning style preference are equally engaged, and no one feels like they can’t relate to the lesson. Hence different activities are used parallelly for the same content.

Schools should have an environment of freedom with security. People like places from where they can see without being seen (one of the ways to create a sense of security.)

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Proximity to nature (landscape, natural light and ventilation) provides respite from focused attention and prevents burnout.

Chapter 4: Multilayered Toolkit

2. What design practices encourage intrinsic motivation and student involvement? Based on the above studies, the following patterns were observed as contributing to a Flow experience in a learning space. These design ideas are at three scales –the overall institution level, organisation of different environments, and to details within learning spaces. General Design Principles: 1.

Autonomy: spaces designed for differentiated instruction

Communication: spaces which encourage interaction

3. Achieving Relatedness: schoolatasthe a partcluster of the urban fabric Flow level

Autonomy

Communication

• Choice between subject specific teaching units and learning spaces, for students and teachers

• Overlap spaces between clusters facilitate interaction between age groups

• Wayfinding between clusters

• Courtyards at different scales to encourage interaction among user groups and age groups, to nurture a sense of identity and community.

• Spatial continuity within clusters (with adequate sound and light insulation) • Adequate thermal comfort, climate response and safety features.

• Circulation space encourages lingering and conversation to facilitate interaction between user groups and different classes

• Defined spaces at individual student/class/staffroom/age group/user group/ whole institution level.

• Ample facilities for feedback loop (not only auditory) and stimulation.

Relatability • Multipurpose lounge area in overlap staircase zone • Amphitheatre is at heart of the school, overlap - staircases form the seating + threshold • Exhibition space, library and ground floor workshops always accessible to public. • Sports facilities can be used after school.

3. Organising principles Spaces in a school can be grouped together with various criteria: 1. By age group: each age group of students needs their own space. Mixing all groups at once leads to problems like bullying. Careful mixing however can lead to big brother relationships and mentorship; everyone needs a safe space that they can identify with. 2. By user group: all user groups need their own spaces to congregate/identify with. Esp. teacher – staffrooms, admin – admin area, students – playgrounds and classrooms, parents – pick up/drop off area. 3. By subject: certain groups of subjects work better together – sciences, social sciences, languages, workshops. 4. By program and services: certain logistics work better in proximity – labs and kitchens, residential areas and toilets, etc. Group them accordingly. Study areas and library. Playgrounds and congregation areas, movement spaces.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 4: Multilayered Toolkit

4. Toolkit - translating flow parameters to architecture Parameters fo a Flow state

Achievable/challeging task

ii) Concentration on a task

Action Better lesson plans Multiple task options/ difficulty levels Grouping of students Instruction < task time

iv) Immediate feedback

Deep, effortless invlvement

Better designed staffrooms

Additional storage space

Flexible furniture layout

Right accoustics so instructions are heard

Adequate Zoning/climate response ‐> to 5 classroom control decrease distraction Grouping of students

iii) Task has clear goals

Architectural implication

Flexible furniture layout

Clear transmission of directions

Good accoustics Adequate light, avoidance of glare "Instruction space" separate from "work" space

Display of student's work

Walls are pin up boards/ displays

vii)

Sense of duration of time is altered

7 8

Adequate circulation spaces Space for student Good accoustics presentations No glare Flexible furniture layout

12 4 6 3

Use of active learning methods (games, group Flexible furniture layout discussions rather than didactic methods)

Ease of focus and Right level of stimulation, no concentration distracting colours or sounds Opportunities for various Differentiated acivities at the same time in instruction class, niches vi) Sense of control

Ease of Good accoustics, adequate communication circulation, visibility of all between students students and teachers Yes No

9 2

Niches, diffused light/artificial 10 light Natural light and shadows 11

The toolkit approach enables one to bypass any educational philosophy or curriculum of the institution and design an environment suited to all user groups, and with the focus on one thing only – the learning experience, while still responding to the usual requirements of site context. Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter4:4:Multilayered MultilayeredToolkit Toolkit Chapter

i. Staffrooms with niches, group discussion area and opportunity for solitude

ii.Sufficient storage space for storing different types of learning material

iii.Flexible furniture layouts

iv. Acoustics suited to the activity

v. Zoning to avoid program clashes and distraction

vi. Natural lighting, without glare

vii. Separation of instruction and activity area within classroom

viii.Display of student’s work on walls

ix. Avoiding distracting/unnecessary murals and artwork

x. Window seats and niches for individual work

xi. Changing shadows, passage of time

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

xii. Adequate circulation space

61 60

Chapter 5: Design

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Site Selection Site area and location A typical private school in Mysore has a site area of 1.5 acres and is located in dense residential areas. In Kuvempunagar and Saraswatipuram alone, there are more than 10 private schools that fit this description. Therefore the site selection criteria is: Area: between 1-2 acres Location: Urban Residential Neighborhood

Typical site areas in mysore diagram

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Site Selection

Program feasibility Choosing an existing school site ensures that the site is accessible to students, teachers and parent and has all the legal permissions to facilitate a school. Why Pramati? From the pilot study at Pramati and interviews with its Principal, teachers and students, it was observed that the school users have an inclination towards active learning methods and also want some improvements to the existing infrastructure. Moreover, the school is located on ample land with good connectivity to the neighborhood, proximity to public facilities and green spaces, and a good view of the Chamundi Hills.

Location of Pramati Hillview Academy Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Climate Data Mysuru is located in the southern part of the Deccan Plateau. The city is at 770m above sea level and 140kms from Bangalore, the state capital. Mysuru has an area of 6,307 sq km and a population of 30,01,127 (2011 census). Mysore area denotes Mysore, Mandya and Chamarajanagar districts of Karnataka State excluding Nagarhole & Bandipur National Park, Nugu, Biligiri Rangaswamy and Cauvery Wildlife Sanctuary situated on west-south-east boundaries. The area is located in southern plateau and is part of river Kaveri basin.

Mysuru has a warm and cool climate throughout the year. The weather in winter is cool and the summers are bearable. The minimum temperature in winter is around 15 degrees Celsius and in summer the maximum temperature is around 35 degrees Celsius. Mysuru gets most of its rains during the monsoon between June to September. The average rainfall annually is around 86 centimeters. The rainy season due to South-west (SW) and North-east (NE) monsoons extends from the month of May or June to November. The SW monsoon sets in during early part of June and reaches peak in September, when the wind changes direction, the NE monsoon starts and becomes fairly active during October and November. Days become cooler by mid-November, continues till middle of January. At the end of February hot season begins and continuous through to April-May. Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Site Context

Figure and ground diagram

Land Use Map

Street widths and use

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Site drawings and Information Site area: 1.8 acres Area: Kuvempunagar, Mysore, Karnataka Land Use - Public/Semi - Public Setbacks: 5m from all sides

Site plan with setbacks

Gandabherunda Park

Public park next to the site. The park has an area of 2 acres and was recently developed in 2018. Since then it has hosted a few neighborhood events, organised by the municipal corporation. The park is sometimes overgrown and neglected. Recently, as it is gaining popularity in the neighborhood, it is being better maintained.

Activity pattern The park is just beginning to see daily users. However, the park is unoccupied during the day , from 9am to 4pm.

140 120 100 80 60 40 20 0

No. of people at the park on a typical day

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Site Analysis

Contours on site

Site opportunities and Constraints Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Regulations and requirements for Educational Institutions: Applicable regulations: Coverage 50% coverage for sites having areas larger than 1000sqm Setbacks 5m from all sides for buildings with G+3 (12-15m building height) Parking in educational buildings 18sqm (6mx3m) for every 200sqm of floor area

Inference: Total Site Area: Buildable area: Allowable building footprint: (with 50% coverage)

8650 sqm 7000 sqm 3500 sqm

Sanitation requirements in educational institutions according to IS1172:1993 Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Program and area statement Area Statement Facility Primary school Learning space Homeroom staffroom toilets Store room Play area outdoor gathering space

Description 1st - 4th std 25 students each, 2 sections/std workshop, toys, books, art supplies for 10 teachers

Middle School Learning space Homeroom staffroom toilets Store room play area outdoor gathering space

5th-7th std 25 students each, 2 sections/std workshop, toys, books, art supplies for 10 teachers

High school laboratories seminar room Learning space library Homeroom staffroom toilets Store room play area outdoor gathering space

8th - 10th std 25 students each 25 students capacity 25 students each, 2 sections/std 25 students capacity workshop, indoor games, art supplies for 10 teachers

Admin block offices archives toilets Store room waiting area Hub 1

Hub 2

Norm

unit area

2sqm/student

50sqm 150sqm 100 sqm 50sqm 15sqm 300sqm 200sqm

400 150 100 100 15 300 200

50sqm 150sqm 100 sqm 50sqm 15sqm 500sqm 200sqm

300 150 100 100 15 500 200

50sqm 50sqm 50sqm 50 sqm 150sqm 100 sqm 50 sqm 15sqm 1500sqm 200sqm

150 50 300 50 150 100 100 15 1500 200

10sqm 15 sqm 50sqm 15sqm 100sqm

50 15 50 15 100

75sqm 25 sqm 50sqm 200 sqm 100 sqm

75 25 50 200 100

50sqm 200 sqm 100 sqm 15 sqm

100 200 100 15

18sqmx17.5 200sqm 100 sqm

300 200 100

10sqm/teacher x2

sandbox, playground equipment 100 people approx

2sqm/student 10sqm/teacher x2

playground with sports eqiopment 100 people approx

2sqm/student 2sqm/student 10sqm/teacher x2

large playground with sports eqiopment 100 people approx

for 5 people

10sqm/person

for office staff and for visitors

Amenities hubs x2 Events + staff space conference rooms for meetings and large gatherings pantry staff toilets for teaching staff and for visitors amphitheatre small gathering space Public+parents space reception Exhibition space Common Library security kiosk parking sandbox+park parent's courtyard

28 car parks

3x6m for every 200sqm Floor area

Total unbuilt area Total built area 20% circulation area Total area Buildable Site area Built Ancillary spaces Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru Unbuilt

total area (sqm)

3900 3340 1400 8640 7000

Chapter 5: Design

Concept diagrams Autonomy in Space: Streets and Nodes Every user experiences space relative to themselves. User at the centre of his spatial narrative

The experience of every user through a space is unique. An engaging space which promotes autonomy, must offer multiple spatial narratives so that the user can choose their spatial experience, every day.

Multiple nodes for multiple user types

Nodes relate to each other

Nodes linked through streets to form narratives

Multiple paths Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Process Porosity and Scale: Checkerboard Different age groups require different sizes of space for play, work and interaction. Open spaces are fragmented so that younger children are not overwhelmed by large playgrounds. Fragmentation in section ensures porosity and connect between different spaces.

Initial zoning and concept sketches Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Previous schemes: Initial Massing: Seperated blocks Advantages: Clear demarcation of program in blocks, variation in scale of open spaces Rejected because: No connection between different blocks

First Draft: Interconnected spaces Advantages: Blocks are connected seamlessly, open spaces distributed within the building mass, flexible learning spaces Rejected because: Scale of open spaces too small, unclear circulation.

Pre- Final Scheme: Street + Backyard Advantages: Clear circulation, variation in scale of open space, flexible learning spaces. Rejected because: Learning spaces too big, issues with natural lighting.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Chapter 5: Design

Main Concepts: Final Scheme

Street and Backyard

Porosity

View and Climate Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Circulation

Access and Street

Chapter 5: Design: Design Development

Massing and response to site The building is divided into:

Facing block to the view

- A services wing in the west - Linear blocks which house the learning spaces - An entrance block.

Adding services block to shade the west facade

Breaking block to allow view of the park

Adding green spaces between blocks to connect to the park

Adding entrance block connecting the school, street and park Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

References (2013, August 28). Retrieved from Glossary of Education Reform: https://www.edglossary. org/learning-experience/ Cannon Design, VS Furniture, & Bruce Mau Design. (2010). The Third Teacher. Correa, C. (2010). Learning from Ekalavya. In C. Correa, A Place in the Shade: The New Landscape and Other Essays. Csikszentmihalyi, M. (2005). Applications of Flow in Human Developent and Education: The Collected Works of Mihaly Csikszentmihalyi. Dale, E. (1946). Audio-Visual Methods in Teaching. Demetriou, C. (2011). The Montessori Approach and its Architecture. Ellard, C. (2015). Places of the Heart: The Psychogeography of Everyday Life. Bellevue Literary Press. Gallwey, T. (2014). The Inner Game of Tennis. Gillet, N., Vallerand, R. J., & Lanfreniere, M. K. (2011). Intrinsic and Extrinsic school motivation as a function of age: the mediating role of autonomy support. Gnambs, T., & Hanfstingl, B. (2016). The Decline of Academic Motivation during Adolescence: An Accelerated Longitudinal Cohort Analysis on the Effect of Psychological Need Satisfaction. Hooks, B. (2013). Teaching Community: A Pedagogy of Hope. Hoskote, R., & Trojanow, I. (2012). Confluences: Forgotten Histories from East and West. Jesrani, D. (2011). The Role of Space in Setting the Educational Environment. CEPT. Krishnamurthy, J. (2006). The Whole Movement of Life is Learning. Kuekelhaus, H. (2007). Inhuman Architecture. Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396. Meuser, N. (2014). Construction and Design Manual: School Buildings. Migliani, A. (2020). How to Stimulate Children’s Autonomy Through Architecture and the Montessori Method. Retrieved from ArchDaily: https://www.archdaily.com/930510/ how-to-stimulate-childrens-autonomy-through-architecture-and-the-montessori-method Moholy-NAgy, L. (1947). The New Vision and Abstract of an Artist. (2005). National Curriculum Framework. NCERT. Stähli, B. (2018). Montessori Architectural Patterns. Steels, L. (2004). The Architecture of Flow.

Undergraduate Architectural Thesis | Sahana Doravari | 4CMAT012 WCFA Mysuru

Sahana Doravari | Bachelor's Thesis - Report | Wadiyar Centre for Architecture

Articles inside

Abstract

Introduction

Chapter 1: Urban Private Unaided Schools