• Cdsa (Center For Development Studies & Activities)
• Nisha's Play School And Shiksha
• Avasara Academy
• Anant National University
• Urban Library Park
• Nandanam Kindergarten
• Adult Education Center
• Tianjin Binhai Library
Location- Pune
Site Area: 18acres
Built-Up Area: 20,020 sqm
No. of Floors: 1
Year of completion: 1989
CDSA began operations in 1976, when planning referred to physical city planning and management referred to commercial management. The CDSA was the first organisation to advocate for fieldbased, micro-contextual, and locally-based institutions that are self-organized and selfmanaged learning.
SITE ATTRIBUTES
The campus is situated on a terrace along a hill's descent, where the vast Deccan Plateau plains and the Western Ghat Mountains of India meet. A view of the city or a valley leading to the mountains can be seen from such a spot.
SITE CIRCULATION
The campus has a single entrance. The location is a little bit toward the road (paud road). Only up to the entrance and the allocated parking are vehicles permitted.
a) Entrance pavillion
b) Administrative office
c) Teaching classrooms
d) Barbara ward library
e) Central courtyard
f) Clubhouse
g) Residential quarters (dormitories)
h) Reception
i) Water tower
Pedestrian movement in the site is facilated though passages and corridors abutting lush green forest on the periphery and well landscaped courts on the inside.
The entanceleads to the academic quadrangle(2) from where it diverts to various passages.
There are 4 hostel blocks.
A passage leads from entrance to the open spaces between 2 opposite hostels. 12:0
Private zone
Public zone
Service zone Circulation
Empowering children to articulate their needs for improving their quality of life
Activity based learning environment
Institute for Rural development Citizen participation
50lar panels installed on the rooftops
Walls-450mm the basaltStone
Stone
Windows-large windows on The western façade doors typical timber doors, PVC doors in places
Insulated glass blocks in roof cutouts
A case study was chosen among many other schools initially identified in India as it was a case where although the land or resources available for the school weren't much just like urban school but the architecture and interiors achieved a high degree of biophilic outcome in a smaller area. This was to understand how the various attributes identified are used here, in what proportion, and if are there any more aspects that can be identified in the Indian context.
Location - Salvador-Do-Mundo Bardez, Goa
Architect - Gerard Da Cunha
Year of establishment - 1997
Site area - 800 sq.mt
Built-up area - 400 sq.mt
Function- School For Grades 1-12
Toal no of student- 240-260 (playschool)
Total no classroom- 4
Using the basic geometrical shapes that kids play with, and connecting them with each other.
VISION:
A school’s aim was to create and nurture fine human beings and teach the developing minds to balance the mind, body, intellect and spirit. One such school functioning in contemporary times is Nisha’s Play School and Shiksha Niketan
The 'circle time', an initiative that focuses on the emotional well-being of students by addressing varied issues such as the meaning of friendship, bullying, anger management and bereavement. promoted workshops on sexuality education for parents, to help them address questions on the subject from their children. Health check-up camps for children of both schools are a regular feature each academic year, as is 'market day', which enables students to learn the nuances of shopping while honing their math and social interaction skills.
Spaces like doll houses and kitchens also increase the interaction with the environment which adds to child development. The different textures of the brick, stones, and mosaic surfaces in built-in furniture, flooring, and walls display several scenes of natural life.
In terms of furniture arrangement, each class has flexible furniture consisting of square tables and chairs for group activities. The flexibility of furniture allows multiple uses of space.
Location- Pune
Site Area: 14200 m²
Built-Up Area: 20,020 sqm
No. of Floors: G +3
Year of completion: 2020
"The Sanskrit word Avasara means 'opportunity.' Because translations are sometimes inaccurate, you might also use the words "chance" and "event" to convey Avasara's meaning in this circumstance. Avasara Academy's founder, Roopa Purushothaman. "Avasara, a Sanskrit term, means 'opportunity'. Visitors might also convey Avasara's meaning in this situationbyusingthephrases"chance" and "event," as translations can occasionally be wrong. Roopa Purushothaman, the founder of Avasara Academy.
Avasara Academy is a residential school for economically underprivileged young women in western India, situated on the valleyslopeabovethelittlevillageofLavale.Theschool,which is situated on the outskirts of Knowledge City, a fast growing development, is just outside the Pune city limits.
B1 Indian Studies
B2 Science and Engineering
B3 Center for Entrepreneurship
B4 Leadership Center
B5 Library
B6 Cafeteria and Classrooms
PROGRRAM
Leadership
Problem solving
Social Entrepreneurship
Private zone Public zone Service zone
Circulation
The campus is a cluster of uncomplicated buildings grouped around a free-form network of walkways, courtyards, gardens, and terraces that emerges from the hillside's agricultural backdrop. The architecture responds to site, program, and climate while taking inspiration from regional and global examples of academic, home, public, and holy places to provide a haven for learning.
The intent of this criterion is to reduce the overall water demand of the project. One can reduce building water demands for various usages, that is, flushing, washing, bathing, etc., by use of low-flow fixtures and efficient washing (clothes and dishes) equipment.
Landscape water demand can be reduced by use of various design elements such as native species, xeriscaping, a grouping of similar species, etc., along with efficient use of irrigation systems.
The use of bare concrete, local stone, and timber windows with sizable expanses of glazing are highlighted in the architectural material palette, which is completedwithbamboo mats for shade on the exteriors and blockwork walls, coloured mosaic floors, teak doors, and varied pastel hues on the interiors.
On the roof, photovoltaic solar panels and solar water heaters have been placed to supply the building with power and hot water.
The building is naturally ventilated utilising a combination of passive heating and cooling technologies, which eliminates the need for resource-intensive mechanical equipment.
The polluted air passively moves through the exhaust grills at ceiling level into three different centrally situated exhaust chambers, which are integrated into the structural core of the buildingand eventually extend out as solar chimneys above roof level due to convection from all the areas.
Site -Ahmedabad, India
Site Area: 125,000 SF
Year of completion: 2019
Create a campus that supports livinglearning communities for the twentyfirst century to improve education across all of India. The institution, which is situated in Ahmedabad, a city with a long history of both historic and modern architecture, aims to develop a paradigm that is based on the Indian environment while participating in a global conversation.
& CONCEPT
The framework of student life on campus is made up of a wide variety of social, communal, and recreational facilities. Academic and social life is imagined to be smoothly linked in a series of indoor and outdoor meeting areas emphasized throughout the plan by courtyards that operate as thermal comfort zones and promote the extension of learning into the public domain throughout the year. The ability to engage and interact with the surrounding neighborhood and the city at large is a key component, and facilities that make this possible are strategically placed in the shared programs
ZONING AND CIRCULATION
The learning and design hub serves as the anchor and is surrounded by a number of collaborative academic studio buildings. With all buildings within a five-minute walk, this system together creates a solid academic core that is pedestrian-oriented.
SECTION A-A’ REPRESENT PUBLIC PRIVATE SPACE
PROGRRAM AND SPACE UNDERSTNDING
PROGRRAM
ACADEMICS
• Painting
• Outdoor cinema
• Fieldtrips
• Cooking class
• Sculpture making
• Pottery
SPORTS
• Cricket
• Swimming
• Soccer
• Hockey
ENTERENTMENT
• Garba
• Farming
• Theatre
• Kite tournament
Fig41(e) -Extracurricular activities and facilities center around core tenants
Fig41( f)-The master plan prepares Anant Universities for an array of important moments, from learning to celebration to cultural
Fig41( g)-The campus is an ecosystem of its own, with a number of built-in sustainability measures that play off one another
The plan places a strong emphasis on the integration of structures, infrastructure, and landscaping solutions to manage water on-site, save and reuse stormwater, and actively encourage the integration of various ecosystems. With a system ofexpansiveshaderoofs andcourtyardscreatingzonesof thermal comfort and enabling the extension of learning into the outdoors and public realm throughout the year, all buildings are naturally ventilated using exposed transient spaces like verandas and patios as weather protection and air exchange spaces.
Fig41( i)-Wildlife from the surrounding community will be able to move through the campus, ensuring ecological integration
Working with the hot, dry climate of the city, the buildings added shade, created openings at the lower levels to channel breezes for cross ventilation, and integrated flora and color to transform a barren, empty courtyard into the social hub of the structure.
Location: Central Auckland
OPPORTUNITY
The introduction of driverless cars may soon bring about the opportunity to adapt and re-use car parking buildings, which no longer need to be located in central city locations. Adaptive reuse of open and continuous space offers a great opportunity for a new type of public institution, which brings together key aspects of a library. a gallery, a cultural centre and an urban park in central city locations.
This project helps to address a number of key issues that we are facing as an educated society including inequality; health issues from increasingly sedentary lifestyles; social ignorance resulting in increasing selfishness and a lack of tolerance and empathy; isolation and loneliness; attention deficit disorders and short attention spans; lack of demographic and socio-economic diversity at higher levels in social sector institutions; educational sustainability and environmental sustainability
BASEMENT FLOOR PLAN
THE GALLERY AND SHOWCASE
flexible curtain spaces to interchange between open/closed
partial partitions for 2D displays circulation services (stairs/elevator/toilet)
flexible curtains to create various private spaces or open into a greater meeting hall
mind-finding/ daydreaming
research facilities
quiet learning
vocal learning
Circulation
services (stairs/elevator/toilet)
quietening battles above < unrestrained (free-roaming) learning
curiosity puzzles and imagination
quiet learning
vocal learning
Circulation
services (stairs/elevator/toilet)
This park is for a community to come share and learn from one another one another from technology and from themselves. The community will help and heal, bringing together an education through activities and adventures to all those who wish to learn. Everyone is welcome.
Location- Auroville
Site Area: 6150 sqm
Ground Coverage: 925 sqm
Built-Up Area: 737 sqm
No. of Floors: 1
Year of completion: 2014
SITE PLAN
The Nandanam Kindergarten is situated next to Matrimandir, Auroville's spiritual hub, in the Cultural Zone of Tamil Nadu, India. It was conceivedafter the childrenofAurovilleoutgrew the Kindergarten's student intake capacity. The two building blocks that are currently in use have a classroom, a block room, and a dining hall with a kitchen and a storage room.
The design of Nandanam Kindergarten, a school for kids between the ages of 2.5 and 6.5, was inspired by the objectives of Integral Education in Auroville as envisioned by Sri Aurobindo and The Mother.
Children learn at this age through interaction, play, association, and observation. In places where the kid can interact with the building itself, the physical spaces have been designed to generate a dynamic movement that engages the youngster.
The mind is a repository for memories, and in particular, childhood memories help shape a child's personality. The constructed environment of Nandanam Kindergarten has been designed to be a nurturing, inspiring, limiting, encouraging, and playmate for the child.
Function- Kindergarten school for 2.5 to 6-year-old students
Classroom- 3 classrooms for study purposes another area of the school used for vocational activity
Total no student- 60 students in each class
The main goal of education should be to assist the developing soul in discovering its best qualities and perfecting them for noble purposes. The need for genuine development is free and natural growth, not the hammering into shape demanded by parents or instructors. cultivation of abilities such as senses, eye-hand coordination, logical reasoning, a balanced emotional temperament, and cohesive connectedness that is meticulous and enlightened. For children to develop accuracy, sensitivity, and a solid, durable foundation for self-driven learning and growth, physical perfection is crucial.
Nandanam, which means ‘garden' in Sanskrit, garden of education based on:
“the first principle of true teaching is that nothing can be taught” and that “the teacher is not an instructor or a taskmaster but a helper and a guide.”
ZONING AND CIRCULATION
Private zone Public zone Service zone
Circulation
The existing neem tree was determined to be saved. Its shade became the focal point, and an open courtyard was designed around it. All activities were organized around the core open space using a practical transition of open-semicovered-fully covered areas, and a number of smaller open areas were integratedtoallowthecreatedmasstomove freely on the site.
The central courtyard is surrounded by the corridor, which creates a continuousband of activity similar to an indoor street. Here, the division of the kidsinto age groups comesto an end, and their shared interest in an activity is what binds them together.
One key component of education at Auroville is the connection of the child's inner being to infinity. To bring the sky within, to link the eye to the sky, and to evoke a sense of spirituality, the curved roofs gradually ascend skyward. The structure itself becomes a part of the act when the trusses raising the roof are used to display kidmade artwork. The plastered walls in the classrooms take a backseat so that the students can speak. Large openings and low window sills ensure the child's connection to the outside. Open areas of a smaller scale are incorporated into the design of constructed areas.
Hourdi Blocks and Truss In classrooms, there is a roofing system.
The trusses raise the roofs off the walls in order to maintain a small scale.
Trusses enable an interactive display of children's artwork while providing a transparent, colorful, and entertaining support system.
Filler Slab Used In ATB Room
The activity room, used for Awareness Through the Body, walks out from the semi-covered inner street into the green and claims solitude for itself.
Earthen Pots used as fillers in the roof slab are sustainable as well as aesthetically pleasing and enhance the senseofcenterintheroom.Thefull-lengthopeningson3sidescreateadirectconnectiontothesurroundings while aiding natural ventilation and
Location- Denmark
Site Area: 12.500 sqm
Ground Coverage: 1.100sqm
Year of completion: 2014
DESIGN BRIEF:
A new city campus that connects the inner city with the harbor. A diverse learning environment with room for unique learning requirements in a large building for 1,300 pupils. An inspirational and vibrant school.
USER:
People from various professional backgrounds, age groupings, and learning and focusing requirements
While the commons area- located on the first floor - deals with large levels of movement
PURPOSE:
The structure must change to accommodate the student, not the other way around. As a result, the project focuses on constructing a structure with specialized, yet diverse surroundings, where students can find locations and environments that correspond to their preferred learning style. The design is based on the goal of developing a flexible framework for a learning culture in which lifelong learning and education are integral parts of the personal evolution of the adult individual in step with the advancement of society.
ZONING
Semi-open study area
Community gathering space closed and private study areas, classrooms
Elevator
CONCEPT FOR FORM:
Derived form the shape of the mickey mouse.
OPPURTUNITY:
Designing an adult education centre, such as HF & VUC Fyn, will be critical in preserving a society's competencies in the future.
PROGRRAME:
A classroom for teaching and learning, a workplace, and a social gathering place for a diverse community of individuals.
Fig44(k)
The levels of activity gradually decrease from the Agora outwards, with the most calm and private spaces, such as labs and multiple classrooms, placed along the building's outer edges.
The second and third floors are quieter, with plenty of space for contemplation and involved academic work.
Fig44(l)
The highest levels of activity and transparency are found on the first floor, and areas for reflection are found on the top floor.
Thesphericalcurvesforma successionofbalconiesand platforms with shifting overlaps that span the atrium, creating single, double, and triple height areas withdifferent degrees of lighting, transparency, and intimacy.
LOCATION: Tianjin,Beijing, China
Architects: MVRDV and local architects TUPDI
CLIENT: Tianjin Urban Planning and Design Institute (TUPDI)
BUILDING AREA: 33,700 sq m (5 lvl)
SITE AREA: 120,000 sqm
BRIEF:
The complex is designed to serve as a hub for the CBD, old town, residential neighbourhoods, commercial regions, and the government quarter, supplementing each with missing programmes.
CONTEXT:
The Tianjin Library is part of the 120,000m2 concept designed by German architects GMP.
The MVRDV project is surrounded by four additional cultural structures created by a global group of architects, including Bernard Tschumi Architects and Bing Thom Architects.
CONTEXT:
The project's masterplan defines standard building lines, roof lines, and the depth of individual buildings, resulting in a coherent ensemble of cultural buildings designed by architects from China, Europe, and North America. A covered cultural concourse serves as the Center's core and connects the cultural buildings.
VISION:
To create a contemporary library that serves as a gathering place as well as a place for reflection and isolation. The undulating bookshelf acting as
• stairs
• seating
• louvres
OPPURTUNITY:
In the northern Chinese city of Tianjin, the Library was constructed as the focal point of a broader urban development project that included included four other cultural structures.
Different uses of the space, such as reading, walking, meeting, and talking. Together they form the 'eye' of the building: to see and be seen.
CIRCULATION AND ROGRRAM
Fig45(f)
Since its opening on October 1, 2017, the residents of Tianjin have welcomedthenew area, which has evolved into the urban living room intended. One key component of the concept access to the top bookshelves from rooms located behind the atrium had to be abandoned due to the tight construction timetable but may yet be implemented in the future. Visitors are more prone to trip while rising and descending due to the lack of contrast with the white shelves and floors and the curved steps. In fact, one guard is posted to inform tourists on the stairs.
FORM
Rolling' the ball shaped auditorium demanded by the brief Framing the educational facilities behind the mountain of real bookshelves into the building.
82-seat auditorium with an external LEDpanel-covered skin that cycles into a big multimedia facade. The area is classified as a temple of knowledge because of the oculus-like circular skylight, which is comparable to that found in baroque cathedrals.
Meeting rooms, offices , computer
Reading rooms books and lounge areas
Reading areas for children and the elderly, the main entrance and access to thecultural complex, the auditorium and terraced access to the floors above
Service spaces, book storage and a large archive
The purpose of this research is to redefine the term "learning environment" by combining program and building type to create a new typology of mixed-use public buildings that are accessible to all. This project contains a variety of unique goals that can be achieved independently. These goals consist of:
• Promoting the restorative role of the built environment
• Using elements of Biophilic Design
• Using sustainable building challenges to promote a sustainable future
• Promoting the role of Third Places to strengthening community learning
• Break the typology of what learning environment can be
A biophilic restorative building that is comprised of a mixture of third places is an unknown missing puzzle piece of the Indian context. This proposed building creates a combinationofelementsinonekeybuildingthatsetsanew standard.Thisprojectcreates an entirely new typology of third place, blurring the lines of education and community. Throughout the programmed elements, biophilic design will serve to benefit the public's health, their growth and well-being.
Utilizing data gathered from the research , Third Spaces and Key Insights from learning environment of city and Community Interaction the following programmatic elements will be included in this proposal. The elements are broken up into zones based on the type :
1. Interactive Learning Environment
2. Physcial Wellness
3. Mental Wellness
4. Social Wellness
re-imagine learning centers as social spaces that provide vital knowledge resources for communities and function as knowledge hubs that assist in self-learning.
Outdoor learning
Practical learning
Art and culture
z The inclusion of recreation space is a strong desire of the neighborhood. The activity in this zone will focus on energetic, engaging activities within a biophilic setting, centering on practices to maintain a healthy lifestyle. Recreation in this facility will mimic typical recreation in a small urban park. This will include:
• Walking and Running paths in the natural environment
• Indoor Sports and Recreation
• Open green for casual sports
TheMentalWellnesszoneisintendedtoserveasasafe,comfortablehaven for the community. It is an area that aims at providing people with solitude along with some peace and calm. Spaces within the Mental wellness zone include:
• Public Library and Reading Nooks
• Private Deep Reflection Spaces
• Yoga and Meditation
The Social Zone aims to look at community building and interaction as a priority. It also acts as a bridge between the physical and mental zones and aims to bind the space together. Programmed elements within this zone include:
• Small Cafes and Food trucks
• Community Garden/ Urban Farm Informal Seating
ACTIVITY
• Environmental education area for botany enthusiasts.
• Separate section for science with spaces to conduct participatory workshops
• Tech section, dynamic tools, and spaces, game development labs.
• Fiction
• Cooking and health
• A space for yoga, exercises etc. adjacent to that, which can be used for multiple things
• A comfortable, multi-purpose space
• Teen Center
• There are also studios for creating music and videos, a performance space, tabletop games, and places where teens may learn about art, sewing, robots, photography, coding, and other topics.
• Bookable community spaces.
• Athletic field
• Training people how to farm etc
• Leadership
• Centre for Entrepreneurship
PUBLIC PROGRAMMES AND ACTIVITIES DERIVED FROM CASE STUDIES
PUBLIC PROGRAMME
ACTIVITY
• A flexible event space or gallery
• research facility
• bookshop
• Café
• Facility for research and community support
• Game realm (Augmented reality, tech-related learning games)
• Spaces for =
Unrestrained learning (flexible play and learning area)
The landscape for intermingling and knowledge sharing
Interacting and learning space,in adition to archiving and lending.
TOTAL AREA3860
LACK OF PLAYGROUND ISOLATED GROUPS
BETTER ACADMIC PERFORMANCE
LACK OF ENGAGEMENT & ENTHUSIASM
REDUCING REEN SPACE
LACK OF GREENER LEARNING ENVIRONMENTS
SOCIO ECONOMICAL DIVIDE
ISOLATION LONELINESS
INCREASING URBAN POPULATION
URBAN AREA ISSUES
The following techniques can be used to address the above-mentioned complex interconnected problems:
1. Universal accessibility
2. More opportunities for adventure and entertainment.
3. Increasing visibility.
4. Make learning engaging and interesting.
5. Educational development and sustainable design.
6. incorporating green spaces into the learning environment (Biophilia)
7. Promoting equity by providing essential services to all.
AREA
603KSQ.M DENSITY
25,357 KSQ.M POPULATION
93,56962 LITERATES
7,575,485
By 2030, it's expected that India will have more people than China. With an estimated 20.5 million residents in its metropolitan area, Mumbai is India's most populous metropolis. 9 million Mumbai inhabitants, or 62% of the 19 million people who live within the city limits, live in slums. Mumbai will have the world's highest population density by 2022. As a result, it symbolizes a range of places where people from different economic backgrounds live, which results in urban disparities and divides, and within which the thesis idea could be tested.
Mumbai's northern suburb is called Kandivali. With a strong balance of industrial and commercial projects, Kandivali East has developed into a mid-segment residential area with a variety of economic and ethnic groups in the area. Several important neighborhoods in the vicinity include Thakur Village, Ekta Nagar, SaiNagar,andSatyaNagar,whichis home to chawls and slum houses and have a population of approximately 691,229 people.
(Kandivali is a neighborhood that is rapidly losing its green cover, as was mentioned earlier.)
SITE SELECTION CRITERIA
As the intent of the research suggests, The site for intervention must have an education-based programme.
The plot selection for the site must be in consideration with the current land use and the proposed development plan.
For the proposed intervention, the land that falls under reservation for education spaces in the development plan will be themost suitable.
It is essential to understand and respect the context and population distribution. In order to ensure that the scale of the intervention does not deviate from the context, consideration must be given to this.
SITE SELECTION
The two sites taken into consideration are mainly considered as per the education based programmes or even their extensions. Apart from this, there is various other reason for the selection of the site.
SITE JUSTIFICATION
Education based programme, is of major social value and importance for the improvement of city image and the optimization of people's living environment. It gathers, preserves, analyzes, communicates, and exhibits witnesses relating to humans and their environment.
Architecturally, institutions can illustrate, gather, and analyze collections of knowledge . With the advancement of the era,it now also serves anaestheticpurpose. Keeping inmindthe criteriaoutlined before, Site-2 suggests being the suitable place in terms of context, history, district expansion, and research application.
RESERVATION AREA FOR EDUCATION
RE1.1Municipal School
RE1.2Primary/Secondary School
RE1.3Special School
RE2.1Higher Education
RE3.1Other Education
RE4.1Urban Planning Institute
RE4.2Medical Institute
RE4.3Financial Institute
RE4.4Other Institute
PROPOSED LAND USE MAP
STRENGTH
• Within a 1 km radius of the site, there are slums, chawls, industrial, and commercial developments, resulting in a mix of different economic classes and a variety of nearby activities.
• well connected to the rest of the neighborhood.
CONNECTIVITY:
• A western express highway passes through Kandivali's eastern side and connects the Site to the railway network. The Malad creek is connected to a canal that runs through the west. Malad Creek and Borivali National Park both encircle the city on its western and eastern borders, respectively.
CHALLENGE:
• Thereisanexistingnallatothenorthofthesitewhich is a challenging point to cater and the neighborhood context has a vital role to play on as there is an informal settlement within the 150m radius.
SITE AREA-25,000 SQ.M
LANDUSE OF ELECTED SITE-EDUCATIONAL
CLIMITE TEMPERATURE:
The average temperature is 27.2C, While the average maximum temperature is 31.2 C, and the avenge minimum temperature is 23.7 while the daily mam minimum temperature ranges from 16.3 C to 26.2 C
Themaximumannualrainfalleverrecorded was3452 mm and the highest ever downpour for a single day was 944 mm. While the average rainfall ranges from 2100mm to 2457mm
The windrose forMumbai shows howmany hours per year the wind blows from the indicated direction.