Shubham_Saini_Architectural_Thesis_2021 by Shubham Saini

GATEWAY COLLEGE OF ARCHITECTURE AND DESIGN SONIPAT, HARYANA 131001

THESIS 2021

SENIOR SECONDARY SCHOOL GOELA KHURD, NAJAFGARH, NEW DELHI

Shubham Saini (GCAD16227) Guided by: Prof. Tanushree Das

GATEWAY COLLEGE OF ARCHITECTURE AND DESIGN SONIPAT 131001

DECLARATION

I, Shubham Saini, bearing Roll Number, GCAD/16/227 hereby declare that this thesis report is entitled on “Senior Secondary school, Goela khurd, Najafgarh, New Delhi” is submitted by me, in particular fulfilment of the requirement of the curriculum of Bachelor of Architecture as per the university norms, to Gateway College of Architecture and Design, is a record of my original work with credits has been given for information from any referred sources.

___________________ Shubham Saini

GATEWAY COLLEGE OF ARCHITECTURE AND DESIGN SONIPAT 131001

CERTIFICATE

This is to certify that the thesis titled “Senior Secondary school, Goela khurd, Najafgarh, New Delhi”, submitted in partial fulfilment of the requirement of the curriculum of Bachelor of Architecture is the work of Shubham Saini, Roll Number GCAD/16/227, who carried out research work under our supervision in Gateway College of Architecture and Design, Sonipat, Haryana. We recommend that this thesis report be placed before the examiners for their consideration.

_____________________

____________________

(Prof. Tanushree Das)

Signature of the Guide

Signature of the Coordinator

2021 by Shubham

Dedication

Be happy with what you have, while working for what you want, all of these who made me this much possible is my precious and adorable family, lately I would like to thanks my seniors, friends, and respective guides who assist me during the course of this study.

Acknowledgements

I cordially appreciate for the exospore I got and also would like to express my deepest sense of gratitude towards my institution “Gateway College of Architecture and Design, sector 11, Sonipat” for providing such great opportunity to write this Thesis report on the topic - “Senior Secondary School, Goela khurd, Najafgarh, New Delhi”, I would also like to thanks Prof. Tanushree Das, for her true guidance, prestigious knowledge, corporation, and encouragement provided throughout the time of the research. I’m very grateful for the knowledge shared with me.

Abstract A well-designed school environment plays a crucial role on child’s education. The physical environment of the schools determines the quality of learning and teaching in the school. It also assists in creating an imagination and analytical skill of the student. Moreover, the school planning, architectural environment affects people from beyond the focus of awareness. Nowadays people are unaware about the effects that a building or a room has on them neither they are able to express how they feel in their different surroundings. Nevertheless, this report brings the clarity on designing the school, all the case studies and site analysis outcome gathered after analyzing the locations physically.

Table of Content Abstract

...06

List of tables

…16

List of figures

...11

CHAPTER 1: INTRODUCTION

…15

1.1 Background 1.2 Project description 1.3 Intent of choosing the topic 1.4 Validity of the project 1.5 Aim 1.6 Objectives 1.7 Scope & Limitations 1.8 Methodology CHAPTER 2: ENVISAGED ACTIVITY

…22

2.1 History of Educational System in India 2.1.1 Vedic period (c. 1500-1100 B.C.E) 2.1.2 Education in medieval period 2.2 Nature of Activities 2.2.1 Kindergarten based activities 2.2.2 Primary school-based activities 2.2.3 Middle school-based activities 2.2.4 Secondary and senior secondary school-based activities 2.3 Need of these activities 2.4 Architectural Implications 2.5 Conclusion 2.6 References CHAPTER 3- THE ENVISAGED USER PROFILE

…29

3.1 User profile 3.1.1 Students 3.1.2 Teaching staff 3.1.3 Non-teaching staff 3.1.4 Visitors 3.2 Social aspect 3.3 Physiological aspect 8

3.4 Demographic data 3.4.1 Educational status of children in India 3.4.2 Schooling facilities in India 3.4.3 An enormous change in education 3.5 Inferences 3.6 References CHAPTER 4: STANDARDS

…32

4.1 Anthropometrics 4.2 Washrooms 4.3 General Classroom sizes 4.4 Layouts of Classrooms 4.5 Indian Standards 4.5.1 Classroom Spaces 4.5.2 Library 4.5.3 Staffroom Spaces 4.5.4 Assembly Hall 4.6 CBSE Norms 4.7 Parking spaces 4.8 Escape and Circulation Routes 4.9 Outdoor facilities 4.9.1 Volley ball 4.9.2 Basketball Court 4.9.3 Cricket pitch 4.9.4 Badminton Court 4.9.5 Football Court 4.10 Swimming pool 4.11 Inferences CHAPTER 5: LITERATURE REVIEW

…46

5.1 Intent of literature study 5.2 Selection criteria of literature 5.3 Literature review 5.3.1 Research paper 5.3.2 The Relationship between School Design Variables and Student Achievements Hughes (2006) 5.3.3 National Education Policy by India (2020) 9

5.3.4 Article 5.3.4.1 What are Green Walls - the definition, benefits, design and greenery by: Mustonen (2007) 5.3.5 Books 5.3.5.1 Bio Based Building skin (Anna et al, 2019b) 5.4 Conclusion 5.5 References CHAPTER 6: CASE STUDIES

…52

6.1 Section Criteria of case study 6.2 Primary Case studies 6.3 Secondary Case Studies 6.4 Comparative Analysis CHAPTER 7: SITE ANALYSIS

…97

7.1 Location

7.2 Accessibility 7.3 Development Controls 7.4 Site constraints 7.5 Urban Context 7.6 Topography 7.7 Climatology 7.8 Traffic study and Movement Pattern 7.9 Services on the Site 7.10 Conclusions from the site study CHAPTER 8: ARCHITECTURAL PROGRAMME

…116

8.1 Conclusion from the prototypes and site analysis 8.1.1 Primary Case Studies 8.1.2 Secondary Case Studies 8.1.3 Conclusion from the site analysis 8.2 Client brief 8.2.1 Vision 8.3 Physical Requirements 8.3.1 Site Requirements 8.3.2 Other Outdoor Areas 8.4 Intangible Considerations 8.5 Final Comments

CHAPTER 9: SPATIAL & DESIGN ANALYSIS

…124

9.1 Individual Spatial Analysis 9.1.1Post covid area layout schemes 9.1.2 Creating Additional Handwashing Opportunities in Schools 9.2 Services and Structure 9.2.1 Safety factors 9.2.2 Physical Distancing Measures 9.2.3 Fire safety 9.2.4 Electrical and lighting 9.2.5 Drainage 9.2.6 Structure 9.3 Planning, Relationship and space 9.3.1 Form and orientation CHAPTER 10: INITIAL CONCEPT

…134

10.1 Site measurements 10.2 Existing climatic conditions 10.3 The major idea 10.4 Noise Analysis 10.5 Movement pattern 10.6 Dividing the separate groups 10.7 Zoning options 10.7.1 Option1 10.7.2 Option 2 10.7.3 Option 3 10.8 Shading Mechanism 11. Bibliography

…145

12. Plagiarism check

…146

LIST OF FIGURES FIGURE 1: DIMENSIONED DRAWING OF SITE PLAN AND ACTUAL SURROUNDINGS. (SOURCE: PWD) .. 18 FIGURE 2: OPEN AREA (SOURCE: AUTHOR).. 19 FIGURE 3: OPEN AREA (SOURCE: AUTHOR).. 19 FIGURE 4: EXISTING BUILDING (SOURCE: AUTHOR) .. 19 FIGURE 5: EXISTING BUILDING (SOURCE: AUTHOR) .. 19 FIGURE 6: SITE PLAN (SOURCE: PWD).. 20 FIGURE 7: METHODOLOGY (SOURCE: AUTHOR) .. 22 FIGURE 8A: EARLY GURUKUL SYSTEM (SOURCE: EDTIMES.IN) . 24 FIGURE 8B: ANCIENT GURUKUL SYSTEM (SOURCE: EDTIMES.IN) .. 24 FIGURE 9: PLAN OF THE EXCAVATED RUINS AT NALANDA (SOURCE: A GOSH) .. 25 FIGURE 10: COGNITIVE LEARNING STRATEGY (SOURCE: COURSEMETHOD.COM/) .. 32 FIGURE 11: LITERACY RATE OF INDIA FROM 1900 TO 2020 (SOURCE:2011 CENSUS) .. 33 FIGURE 12: CONCERNS BASED ON THE GLOBAL PANDEMIC (SOURCE: WWW.PEWRESEARCH.ORG/) . 34 FIGURE 13: CONCERNS ABOUT DEVELOPING VARIOUS SKILLS .................................................................... 35 FIGURE 14: ILLUSTRATION REPRESENTING SPACES AND ACTIVITIES PERFORM BY THE CHILDREN’S ( SOURCE: UNESCO PRESCHOOL)....................................................................................................... 38 FIGURE 15: MIN. DIM. LAYOUTS IN PRACTICAL ROOM IN ROWS AND BACK-TO-BACK (SOURCE: NEUFERT STANDARDS) ..................................................................................................... 38 FIGURE 16: DIMENSION AT THE DESK.......................................................................................................... 38 FIGURE 17 (A): PREFERABLE MIN. TURNING SPACE ................................................................................... 38 FIGURE 17 (B): STEP AND SLOPE DIM. REQUIRED FOR MOVEMENT OF WHEELCHAIR ................................... 38 (SOURCE: NEUFERT STANDARDS) ............................................................................................................... 38 FIGURE 18: REQUIREMENT FOR RAMP (SOURCE: NBC VOL. 1) .. 39 FIGURE 19: WATERBODY IN CHILDREN'S DAYCARE CENTRE (SOURCE: NEUFERT STANDARDS) .. 39 FIGURE 20: REQUIREMENT OF WC, URINAL, WASHBASIN, WATER TAPS (SOURCE: NBC VOL.2).. 40 FIGURE 21: TYPICAL ILLUSTRATION OF SECONDARY/HIGHER SECONDARY CLASSROOM........................... 41 (SOURCE: INDIAN STANDARDS FOR SCHOOL BUILDINGS) ........................................................................... 41 FIGURE 22: TYPICAL ILLUSTRATION OF PRIMARY CLASSROOM ................................................................ 41 FIGURE 23: VISUAL COMFORT OF A CLASSROOMS THROUGH DIFFERENT ORIENT (SOURCE: MASHT.RKS-GOV.NET) ....................................................................................................... 41 FIGURE 24: TYPICAL ILLUSTRATION OF PHYSICS LABORATORY ................................................................. 42 (SOURCE: INDIAN STANDARDS FOR SCHOOL BUILDINGS) ........................................................................... 42 FIGURE 25: TYPICAL ILLUSTRATION OF CHEMISTRY LABORATORY (SOURCE: INDIAN STANDARDS FOR SCHOOL BUILDINGS) .................................................................. 42 FIGURE 26: CATEGORIES OF DIFFERENT CLASSROOM ARRANGEMENTS (SOURCE: NEUFERT STANDARDS) ..................................................................................................... 43 Figure 27: Categories of different classroom arrangements (Source: Neufert Standards)..42 FIGURE 28: 45° PARKING, HGVS AND BUSES, ARTICULATED BUSES AND LORRIES’ .................................... 46 FIGURE 29: 90° PARKING, 12M BUS ............................................................................................................. 46 FIGURE 30: ACCESS ROUTES (SOURCE: NEUFERT STANDARDS) ................................................... 46 FIGURE 31: VOLLEY BALL COURT (SOURCES- HTTPS://CONCEPTDRAW.COM/A1572C3/PREVIEW) .......................................................................................................................................................... 47 FIGURE 32: BASKETBALL COURT (SOURCE: DEPARTMENT OF LOCAL GOVERNMENT, SPORT AND CULTURAL, GOVT. OF WESTERN AUSTRALIA) .................................................................................. 47 FIGURE 33: AREA OF PITCH ......................................................................................................................... 48 (SOURCE: DEPARTMENT OF LOCAL GOVERNMENT, SPORT AND CULTURAL, GOVT. OF WESTERN AUSTRALIA) ...................................................................................................................................... 48 FIGURE 34: BADMINTON COURT DIM. (SOURCES- HTTPS://CONCEPTDRAW.COM/A1572C3/PREVIEW) .......................................................... 48 FIGURE 35: FOOTBALL COURT DIM. (SOURCES- HTTPS://CONCEPTDRAW.COM/A1572C3/PREVIEW)49 FIGURE 36: VARIOUS SCHEMES FOR SANITARY FACILITIES (SOURCE: NEUFERT STANDARDS) . 49 FIGURE 37: POOL DIMENSIONS (SOURCE: NEUFERT STANDARDS) .. 50 FIGURE 38: CHANGES IN ACADEMIC STRUCTURE (SOURCE: NEP INDIA 2020).. 54 FIGURE 39: ADAPTATIONS OF PLANTS AND THEIR POSSIBLE IMPLEMENTATIONS IN FAÇADE SYSTEMS (SOURCE: ANNA SANDAK) ................................................................................................................ 55 FIGURE 40: SCHOOL FAÇADE (SOURCE: AUTHOR).. 58 FIGURE 41: CITIES COMES IN THE CONTEXT BULANDSHAHR (SOURCE: GOOGLE MAPS).. 59 FIGURE 42: CITY OVER VIEW (SOURCE: GOOGLE MAPS) .. 59 12

FIGURE 43: SITE CONTEXT (SOURCE: AUTHOR) . 60 FIGURE 44: ACCESSIBILITY AND CONNECTIVITY (SOURCE: AUTHOR) .. 61 FIGURE 45: SITE SURROUNDINGS (SOURCE: GOOGLE MAPS).. 61 FIGURE 46: SITE CONTEXT OF DPS, BULANDSHAHR (SOURCE: AUTHOR) .. 60 FIGURE 46: ILLUSTRATION OF THE RECTANGULAR BLOCKS ........................................................................ 62 (SOURCE: AUTHOR) .................................................................................................................................... 62 FIGURE 47A AND 47B: COURTYARDS IN THE BUILDING (SOURCE: AUTHOR) . 62 FIGURE 48: GROUND FLOOR PLAN (SOURCE: AUTHOR) . 63 FIGURE 49: FIRST FLOOR PLAN (SOURCE: AUTHOR) .. 63 FIGURE 50: SECOND FLOOR PLAN (SOURCE: AUTHOR).. 64 FIGURE 51: THIRD FLOOR PLAN (SOURCE: AUTHOR) .. 64 FIGURE 52: CHEMISTRY LAB (SOURCE: AUTHOR) . 66 FIGURE 53: COMPUTER LAB (SOURCE: AUTHOR).. 66 FIGURE 54: SENIOR CLASS (SOURCE: AUTHOR).. 66 FIGURE 55: PRIMARY CLASS (SOURCE: AUTHOR) .. 66 FIGURE 56: PLANTATIONS ON THE WALKWAYS........................................................................................... 67 FIGURE 57: PLANTATIONS ON THE OUTER PROFILE OF THE BUILDING BLOCK .............................................. 67 (SOURCE: AUTHOR) .................................................................................................................................... 67 FIGURE 58: COMMON GROUND (SOURCE: AUTHOR) .. 68 FIGURE 59: JUNIOR GROUND (SOURCE: AUTHOR) .. 68 FIGURE 60: FRONT ENTRANCE GATE OF THE SCHOOL .................................................................................. 69 FIGURE 61: SITE LOCATION IN NEW DELHI MAP (SOURCE: GOOGLE MAPS) .. 69 FIGURE 62: SITE CONTEXT (SOURCE: AUTHOR) . 70 FIGURE 63: APARTMENTS ........................................................................................................................... 71 FIGURE 64: SMALL SLUMS .......................................................................................................................... 71 FIGURE 65: FRONT AREA OF THE SITE ......................................................................................................... 71 FIGURE 66: ACCESS POINTS AND CONNECTIVITY OF THE SITE (SOURCE: AUTHOR) ........................................................................................................................... 71 FIGURE 67: COURTYARD AS NATURAL VENTILATION .................................................................................. 72 (SOURCE: AUTHOR) .................................................................................................................................... 72 FIGURE 68: FRONT COURTYARD AS NATURAL VENTILATION ...................................................................... 72 FIGURE 69: GROUND FLOOR PLAN (SOURCE: AUTHOR) .. 73 FIGURE 70: FIRST FLOOR PLAN (SOURCE: AUTHOR).. 73 FIGURE 71: SECOND FLOOR PLAN (SOURCE: AUTHOR).. 73 FIGURE 72: THIRD FLOOR PLAN (SOURCE: AUTHOR) .. 73 FIGURE 73: FORTH FLOOR PLAN (SOURCE: AUTHOR) .. 74 FIGURE 74: CLASSROOM (SOURCE: AUTHOR).. 75 FIGURE 75: CLASSROOM (SOURCE: AUTHOR).. 75 FIGURE 76: HOME SCIENCE LABORATORY (SOURCE: AUTHOR) .. 75 FIGURE 77: COURTYARD LANDSCAPING (SOURCE: AUTHOR) .. 76 FIGURE 78: REAR LANDSCAPING AREAS (SOURCE: AUTHOR) .. 76 FIGURE 79: OPEN AREAS FOR OUTDOOR ACTIVITIES (SOURCE: AUTHOR) .. 76 FIGURE 80: FACADE OF THE SCHOOL........................................................................................................... 78 FIGURE 81: ACCESSIBILITY AND CONNECTIVITY OF THE SITE (SOURCE: AUTHOR).. 79 FIGURE 82: INTERIOR FAÇADE (SOURCE: ARCHDAILY) .. 79 FIGURE 83: EXTERIOR FAÇADE (SOURCE: ARCHDAILY) .. 79 FIGURE 84: AN ILLUSTRATION BASED ON THE STRATEGY ADOPTED IN THE BUILDING (SOURCE: ARCHDAILY) ..................................................................................................................... 80 FIGURE 85: AN ILLUSTRATION BASED ON THE STRATEGY ADOPTED IN THE BUILDING (SOURCE: AUTHOR) ........................................................................................................................... 81 FIGURE 86: PASSIVE AND ACTIVE COOLING CONCEPT (SOURCE: AUTHOR) .. 81 FIGURE 87: SITE PLAN (SOURCE: ARCHDAILY) .. 82 FIGURE 88: GROUND FLOOR PLAN (SOURCE: ARCHDAILY) . 83 FIGURE 89: FIRST FLOOR PLAN (SOURCE: ARCHDAILY) .. 83 FIGURE 90: SECOND FLOOR PLAN (SOURCE: ARCHDAILY) .. 84 FIGURE 91: THIRD FLOOR PLAN (SOURCE: ARCHDAILY) . 84 FIGURE 92: FOURTH FLOOR PLAN (SOURCE: ARCHDAILY) .. 85 FIGURE 93: FIFTH FLOOR PLAN (SOURCE: ARCHDAILY).. 85 FIGURE 94: LANDSCAPING AREAS (SOURCE: ARCHDAILY) .. 86 FIGURE 95: BREAKOUT SPACES (SOURCE: AUTHOR).. 86 FIGURE 96: GATEWAY INTERNATIONAL SCHOOL (SOURCE: AUTHOR) ........................................................................................................................... 87 FIGURE 97: SITE CONTEXT (SOURCE: GOOGLE MAPS) .. 88

FIGURE 98: CENTRAL COURTYARD (SOURCE: AUTHOR) .. 88 FIGURE 99: SITE PLAN (SOURCE: AR. RAKESH AGGARWAL) .. 89 FIGURE 100: GROUND FLOOR PLAN (SOURCE: AR. RAKESH AGGARWAL) .. 90 FIGURE 101: FIRST FLOOR PLAN (SOURCE: AR. RAKESH AGGARWAL) .. 91 FIGURE 102: SECOND FLOOR PLAN (SOURCE: AR. RAKESH AGGARWAL) .. 92 FIGURE 103: THIRD FLOOR PLAN (SOURCE: AR. RAKESH AGGARWAL) .. 93 FIGURE 104: VERTICAL CIRCULATION ........................................................................................................ 94 FIGURE 105: HORIZONAL CIRCULATION ..................................................................................................... 94 FIGURE 106: CORRIDOR CIRCULATION ....................................................................................................... 94 FIGURE 107: TRUSS STRUCTURAL SYSTEM .................................................................................................. 94 FIGURE 108: FLAT DOUBLE-LAYER GRID SYSTEM (SOURCE: AUTHOR) .. 94 FIGURE 109: CIRCULAR COLUMNS .............................................................................................................. 94 (SOURCE: AUTHOR) .................................................................................................................................... 94 FIGURE 110: CLASS ROOMS (SOURCE: AUTHOR) .. 95 FIGURE 111: SCHOOL TRANSPORT PARKING ............................................................................................... 95 (SOURCE: AUTHOR) .................................................................................................................................... 95 FIGURE 112: SEPARATE PARKING FOR MOTOR BIKES AND CARS.................................................................. 95 FIGURE113: LAND USE MASTER PLAN OF NEW DELHI 2021 (SOURCE: DDA) 103 FIGURE 114: MARKED AREA REPRESENTING NAJAFGARH AREA ............................................................... 104 FIGURE 115: MARKED AREA REPRESENTING GOYLA KHURD VILLAGE AND QUTAB VIHAR ........................ 104 (SOURCE: GOOGLE MAPS) ......................................................................................................................... 104 FIGURE 116: SITE ACCESSIBILITY (SOURCE: AUTHOR) 104 FIGURE 117: ILLUSTRATION OF ACCESSIBILITY AND CONNECTIVITY OF SITE ............................................ 105 Figure 118: Urban context of the site (Source: Author)..105 FIGURE 119: DIMENSIONED DRAWING OF SITE PLAN AND ACTUAL SURROUNDINGS. (SOURCE: PWD).. 108 FIGURE 120: EXISTING GREEN COVER AND VEGETATIONS (SOURCE: AUTHOR) . 109 FIGURE 121: TOPOGRAPHY OF THE SITE (SOURCE: HTTPS://EN-GB.TOPOGRAPHIC-MAP.COM/MAPS/ZR8/INDIA/)............................................ 109 FIGURE 122: SECTIONAL PROFILE AA' REPRESENTING SLOPE FROM WEST TO EAST (SOURCE: GOOGLE EARTH PRO)...................................................................................................... 110 FIGURE 123: AVERAGE ANNUAL RAINFALL (SOURCE: WORLDWEATHERONLINE.COM) .. 110 FIGURE 124: AVERAGE HUMIDITY PER YEAR (SOURCE: WORLDWEATHERONLINE.COM) . 111 FIGURE 125: AVERAGE MONTHLY RAINFALL (SOURCE: WORLDWEATHERONLINE.COM).. 111 FIGURE 126: AVERAGE RELATIVE HUMIDITY IN NEW DELH (SOURCE: WWW.WEATHERANDCLIMATE.COM) ......................................................................................... 112 FIGURE 127: AVERAGE TEMPERATURE GRAPH (SOURCE: WORLDWEATHERONLINE.COM) .. 112 FIGURE 128: SUNSHINE HOURS (SOURCE: WWW.WEATHERANDCLIMATE.COM).. 113 FIGURE 129: NEW DELHI, INDIA - SUN PATH DIAGRAM (SOURCE: WWW.GAISMA.COM/) .. 113 FIGURE 130: AVERAGE MAX WIND AND GUST (SOURCE: WORLDWEATHERONLINE.COM).. 114 FIGURE 131: AVERAGE MONTH WIND SPEED (SOURCE: WWW.WEATHERANDCLIMATE.COM).. 114 FIGURE 132: WIND ROSE (SOURCE: GOOGLE IMAGES).. 115 FIGURE 133: SUN PATH AND WIND DIRECTION OF THE SITE. (SOURCE: AUTHOR) .. 115 FIGURE 134A AND 134B: EXISTING BUILDINGS TO BE DEMOLISHED (SOURCE: AUTHOR) ......................................................................................................................... 116 FIGURE135: SCHOOL ENTRANCE (SOURCE: AUTHOR) .. 116 FIGURE 136: EXISTING BUILDING TO BE DEMOLISHED (SOURCE: AUTHOR) .. 116 FIGURE 137: WEST SIDE OF THE SITE, CURRENTLY USED FOR STAFF PARKING (SOURCE: AUTHOR) ......................................................................................................................... 116 FIGURE 138: SOUTH SIDE OF THE SITE, USED AS THE ASSEMBLY GROUND (SOURCE: AUTHOR) ......................................................................................................................... 117 FIGURE 139: ILLUSTRATION REPRESENTING TRAFFIC MOVEMENT AROUND THE SITE (SOURCE: AUTHOR) 117 FIGURE 140: MOVEMENT PATTERN OF THE SITE (SOURCE: AUTHOR) .. 118 FIGURE 141: ILLUSTRATION REPRESENTING NOISE AND QUITE ZONES IN THE AREA (SOURCE: AUTHOR) ......................................................................................................................... 118 FIGURE 142: SCHEMATIC LAYOUT OF CLASSROOM (SOURCE: AUTHOR) .. 126 FIGURE 143: SCHEMATIC SKETCH OF ADMINISTRATION AREA (SOURCE: AUTHOR) .. 126 FIGURE 144: SCHEMATIC SKETCH OF PHYSICS LABORATORY (SOURCE: AUTHOR) .. 126 FIGURE 145: SCHEMATIC SKETCH OF CHEMISTRY LABORATORY (SOURCE: AUTHOR) .. 126 FIGURE 146: SCHEMATIC SKETCH OF BIO LABORATORY (SOURCE: AUTHOR) .. 126 FIGURE 147: SCHEMATIC SKETCH OF VOCATIONAL LABORATORY (SOURCE: AUTHOR) .. 126 FIGURE 148: ALTERNATIVE SEATING LAYOUT (SOURCE: COMMONEDGE.ORG) .. 126 FIGURE 149: FREE ENTRANCE FACILITIES (SOURCE: URBAN ARCHITECTS) .. 126

FIGURE 150: BUBBLE DIAGRAM SHOWING STUDENT CIRCULATIONS (SOURCE: AUTHOR) .. 126 FIGURE 151: BUBBLE DIAGRAM SHOWING TEACHING STAFF CIRCULATION (SOURCE: AUTHOR) .. 126 FIGURE 152: BUBBLE DIAGRAM REPRESENTING VISITOR’S CIRCULATIONS (SOURCE: AUTHOR) ....... 126 FIGURE 153: BUBBLE DIAGRAM REPRESENTING SERVICE STAFF CIRCULATIONS (SOURCE: AUTHOR) .... 126 FIGURE 154: ILLUSTRATION REPRESENTING MUTUAL SHADING, MIN SURFACE VOLUME AND PERIMETER AREA (SOURCE: NZEB.IN) ............................................................................................................ 126 FIGURE 155: SITE BOUNDARIES AND ROAD CONNECTIVITY (SOURCE:, AUTHOR).. 126 FIGURE 156: EXISTING VEGETATIONS ON THE SITE (SOURCE:, AUTHOR) .. 126 FIGURE 157: BASIC IDEA (SOURCE:, AUTHOR) .. 126 FIGURE 158: NOISY AND QUIET ZONES (SOURCE:, AUTHOR) .. 126 FIGURE 159: SITE MOVEMENT (SOURCE:, AUTHOR) .. 126 FIGURE 160: SITE ZONES (SOURCE:, AUTHOR).. 126 FIGURE 161: ZONING ILLUSTRATION 1 (SOURCE: AUTHOR) .. 126 FIGURE 162: ZONING ILLUSTRATION 2 (SOURCE: AUTHOR) .. 126 FIGURE 163: ZONING ILLUSTRATION 3 (SOURCE: AUTHOR) .. 126 FIGURE 164: HORIZONTAL LOUVER SYSTEM (SOURCE: PINTREST) .. 126 FIGURE 165: SHADING DEVICES IMPACT AND ANALYSIS (SOURCE: PINTREST)... 126

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List of Tables TABLE 1: STATISTICS OF SCHOOL EDUCATION 2009-10 (SOURCE: STATISTICS OF S.E 2009-10) .. 33 TABLE 2: PROGRESS IN EDUCATION SECTOR IN INDIA (SOURCE: STATISTICS OF S.E 2009-10) . 34 TABLE 3: HIGHT GUIDELINES FOR WASHBASINS AND WCS (SOURCE: NEUFERT STANDARDS) .... 39 TABLE 4: GUIDELINES FOR NUMBER OF SANITARY FACILITIES (SOURCE: NEUFERT STANDARDS) .... 40 TABLE 5: STANDARD SIZE AND AREA FOR CLASSROOM (SOURCE: NEUFERT STANDARDS) .. 42 TABLE 6: MIN. CLASSROOM SIZES REQUIRED BY CBSE ARE AS FOLLOWS .................................................. 45 (SOURCE: HTTPS://WWW.STRATEGUM.IN/GUIDE/WHAT-IS-CBSE-CLASSROOM-CONSTRUCTION REQUIREMENT/) ................................................................................................................................. 45 TABLE 7: REFERENCES (SOURCE: AUTHOR)..51 Table 8: Area chart (Source: Author)..60 Table 9: Area chart (Source: Author)..69 Table 10: Comparative Analysis (Source: Author)..95 TABLE 11: PLANNING NORMS AND STANDARDS FOR EDUCATION FACILITIES (SOURCE: DDA) ....................................................................................................................................... 106 TABLE 12: DEVELOPMENT CONTROLS FOR EDUCATION FACILITIES (SOURCE: DDA) .............................................................................................................................. 106 TABLE 13: SITE REQUIREMENTS (SOURCE: AUTHOR) .. 125 TABLE 14: AREA STATEMENT (SOURCE: AUTHOR) .. 126

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CHAPTER 1: INTRODUCTION

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1.1 Background This thesis is intended to explores the design of Senior Secondary School (Government school). This endeavor explores architectural opportunities for projecting the identity of an organization. Three board research questions guide this venture. What is the legacy of the school- built, cultural and philosophical? How does the school interface with its surrounding community? What are the educational experiences unique to the identity of the school? How can be learning experiences be enhanced? The answers to every of these questions are combined with the programmatic requirements of the school, which defines the overall outcome of the selected site. The design process steps through the three analytical stages-research, program analysis and the site analysis. For each of these, it identifies corresponding functional components, assigns to them spatial properties of volume and position and finally resolves transition from one component to another. 1.2 Project description:

Figure 1: Dimensioned drawing of Site Plan and actual surroundings.

(Source: PWD)

Figure 2: Dimensioned drawing of Site Plan and actual surroundings.

(Source: PWD)

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Figure 2: Open Area

(Source: Author)

Figure 3: Open Area

(Source: Author)

Figure 4: Open Area

(Source: Author)

Figure 3: Open Area

(Source: Author)

Figure 4: Existing building

(Source: Author)

Figure 5: Existing building

(Source: Author)

These are some existing images of the site. Further, the site is surrounded by most of the residential and commercial area. ➢ Goela Khurd village, New Delhi

➢ Tehsil- Najafgarh ➢ District- south west ➢ State- Delhi ➢ Site area = 8.98 acres. (36376.33 SQ.M) ➢ Approach road = 45 m wide ➢ Najafgarh drain 1.3 Intend of choosing the topic The vital thing that strikes is my mind about education is information we get. Education gives us a learning of our general environment and changes it into something better. It makes in us a different vision of perceiving things. It helps us create opinions and have points of view on things for the duration of regular day to day existence. People talk over the subject of whether education is the primary concern that gives data. Some state

GCAD, Thesis 2021

education is the way toward picking up data about the encompassing scene while learning is something altogether different. By giving quality of education, we evacuate the neediness and each individual in the nation will wind up fruitful and gives their commitment to building up their nation. •

The designing part is involved but this allows to focus on the spaces to be defined for students.

•

Moreover, according to the different age group psychology of spaces are also different. which need to be comprehended according to the user interface.

•

As per the current global crisis the way of teaching will rapidly bring a major change. So, the education institutions are needed to be design as per the guidelines of Delhi government.

1.4 VALIDITY OF THE PROJECT

Figure 6: Site Plan

(Source: PWD)

The client of this project is Directorate of Education, Delhi Government. Government is Figure 5: Site Plan

(Source: PWD)

planning to endorse all the facilities of education from primary levels to the higher studies entirely in this region. Schools that are welcoming environment for children and reflect their local culture and committees to ensure that a child friendly environment and remains healthy environment.

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Basically, Secondary education represents separating the classes with have particular professional instructors for each subject. School helps in developing skills which help children to cope better with the society. Nevertheless, Education provides stability in life, and it’s

something that builds quality and standard of our life. An educated society is crucial for economic process. we want people to still learn and research so that they stay innovative. Countries with having higher literacy rates will help in better economic situations. With a more educated population, more employment opportunities are opened. 1.5 Aim The aim is to analyze the spaces required in educational building and to create a sustainable design for an educational building in an urban area equipped with sustainable features along with quality of infrastructure which providing equal opportunity for the illiterate children. This will create a physical environment appropriate for interactive learning, by creating such space. 1.6 Objectives ▪

To comprehend the functions and different aspects of the school.

▪

To develop a good and healthy environment for the students.

▪

Analysing the site climatic conditions to find context specific solutions.

▪

To comprehend the relationship between architecture and child psychology and thus draw best conclusions within personal limits.

▪

Integrating flexible and adaptable spaces in the building program.

▪

Experimenting with new approaches towards architecture – flexibility and adaptability. Identification and adaptation of modern technologies which are used in teaching and learning.

▪

To create a better and functional arrangement of different activities for interactive and meaningful learning.

▪

To create an environment that provide all around mental physical, social development of students.

1.7 Scope and Limitations This is a complete school with classes from K-12. The school has only day-boarding facilities. There should be playgrounds, basketball court, badminton court, swimming pool, canteen, indoor/outdoor games, O.A.T, etc. as to promote extra-curricular activities and user interaction. The whole school is to be demolished and is needed to be designed

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again. Hence, it becomes more challenging to design as a live project while taking the consideration of existing architectural incorporations on the site. Irregular shape of the site may restrict the designer to limited utilization of spaces; only 1 big size field could be developed on site. 1.8 Methodology

Figure 7: Methodology

(Source: Author)

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CHAPTER 2: ENVISAGED ACTIVITY

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2.1 History of Educational System in India The history of education system in ancient India is very fascinating and is recorded and can be watched and followed to the very old time in history. Education in ancient India began around the 3rd century B.C with elements of religious traditional knowledge. The evolution of educational system and educational institutions evolved during timeto-time Education developed in vigorous ways like the early Nalanda, Ujjain, Takshashila, and Vikramshila Universities during medieval Buddhist period had earned a well reputation and famous everywhere. Later, the coming of the Mughal rule in India, which use their own style of educational methods like as Urdu, Farsi, and Arabic languages. So, the emphasis of our Sanskrit language reduces as such methods came into the timeline. 2.1.1 Vedic period (c. 1500-1100 B.C.E)

Figure 8a: Early Gurukul system

(Source: Edtimes.in) Figure 8b: Ancient Gurukul system

(Source: Edtimes.in)

Figure 8: Plan period of the excavated ruins at Nalanda Figure Early Gurukul (Source: Edtimes.in)Figure The Vedic had laid the foundation upon the6: entire Hindusystem culture and civiliza(Source: A Gosh)Figure 6: Early Gurukul system 7: Ancient Gurukul system (Source: Edtimes.in) (Source: tion hasEdtimes.in) been growing up through the ages. Veda means knowledge. The education

system of ancient India was culturally, spiritually enriched and advanced. At that time Sanskrit is considered mother of many languages and used as the mode of teaching. Gurukul was a residential schooling system that is very popular in old India. At the gurukul all were thought equal their no prejudice between caste or religion. The gurus and shishya lived in the same building or nearby to each other. This bond was so strong that they believed in holy and untouchable and as no such fee was taken from the students. Students usually preferred to attend gurukul from the age of 8 into their early twenties. Eventually, each student offered a guru-dakshina as a sign of respect to the teacher.

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2.1.2 Medieval period Nalanda is founded in the 5th century AD, which is a very famous set of the ancient learning. it is the large Buddhist monastery in the ancient kingdom of Magadha, India. Later, it is declared as UNESCO World Heritage Site.

Figure 9: Plan of the excavated ruins at Nalanda

(Source: A Gosh)

Nalanda became a monastery and a college with several areas of learning. it was the first international residential university in the world. Students came from all over the globe. And there around 10,000 students came to study in every year. Further the institute shares knowledge about philosophy, politics, law, science and arts. The Mughals wanted to educate more people and spread education. They permitted for both girls and boys for primary education, Akbar was a great spreadhead during medieval period and Fatehpur Sikri was the major center for Muslim education. 2.1.3 Pre-Independence The central govt. ran around one thousand schools for the children. It also offers the quality of education as the use English language came into the existence and spreading in India after the British Raj and the colonial system. This language is now being used as mode of communication and learning. This period changes the entire Indian education system. 2.1.4 post-Independence According to 93rd Amendment act, the government authorities decide to provide free and compulsory education for the children’s up to14. Although, Shiksha Abhiyan (SSA) has been launched, this will help to make a wide growth of general and higher

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education. Nevertheless, separate schools and colleges have been established to increase the literacy rate among the women. 2.1.5 Modern education It is an innovative method of education which is mostly based on online platform, these mostly based on style, advance technology, etc., the learners have fix timing to learn and join the group with people of same or different age. This saves a lot amount of time, money, class room setup, etc., This type of learning provides unlimited source of learning 2.2 Nature of Activities The nature of activities varies according to the different age group which are characterized below: 2.2.1 Kindergarten based activities Pre-schoolers linked with the reality imagination and learn through participation. This type of activities consists of behavioural aspects, hygiene, manners, communication skill, team work. In this stage the activities should be performed to engage child with conversations and team play based activities, willingness to try new things, identify sense of behaviour, giving sense of directing, playing with puzzles and models, etc. 2.2.2 Primary school-based activities This young age group come under the 5 to 8 year at this age the activities are focused to develop the child motor skill and creativity in field of interests through extra-curricular activities. the teacher may initiate a sense of direction and discovers an activity in which students identify real world thinking skills. 2.2.3 Middle school-based activities At this age student are more engaged with extracurricular activities. This type of activities nourishes skills such as corporative work, communication and accepting the activity. These activities, are interactive and enjoyable in nature. This period is the fast growth for a middle schooler's ability to think more abstract, to understand many points of view, about themselves and others. 2.2.4 Secondary and senior secondary school-based activities Usually, they use to think like a psychologically, they learn best through competitions, debate, playing sports. At the age of 16-18 there is slight change in their behaviour

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which can be observed due to the choosing their desired streams. primarily their focus is more précised regarding their academic performance. Likewise, in their 11th and 12th standards they will find out their point of interests about the field they are going to pursue after getting graduation from the school. This stage develops the young adults in an intellectual manner such as in language development, self-confidence, cognitive development, problem solving, special perception, making abstractions, symbolizing. 2.3 Need of these activities  Better educational outcomes.  Enhanced school engagement and sense of belonging.  Positive youth development / life skills.  Builds a gentle and kind behavior towards the children.  Reduces the growth of poverty in upcoming decades.  Economic growth.  It nourishes the child’s mind and builds their vision of perceiving things.  It builds child personality which helps them to seek their goals.  They provide social opportunities.  Promotes equality, in order to ensure that there are equal opportunities for everyone and anyone such as in race, gender, social standard, equal access to education. 2.4 Architectural Implications  As, architecture plays a crucial role in making a human mind active and happening by being related with the environment. Spaces for all the activities in a building should be defined so that activities become interesting while performing,  Open spaces such as recreational areas in a building can be provided on various levels which can be used for performing extra-curricular activities or for learning something practically and for connecting the students with environment.  Interactive spaces for the students should not be limited to a ground only in a school but can be created on open terraces as well. This may create an inside and outside relationship among the students and which builds a cheerful state of mind and increase social interaction.

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 The building must have to capable generate its own energy by adopting various sustainable measures which helps to prevent the carbon footprint in the building.  Recycled material should be used for the construction of the building. So that to reduce site construction pollution.  The design should be universally acceptable so that every kind of person could access the building in terms of vehicular circulation, user connectivity and other functional aspects.  Spaces like playgrounds, theatres, swimming pool, art room, libraries, classrooms, tennis court, etc. should be there for motor development of the student.  Vegetations should be planted around the periphery of the site to reduce noise pollution coming from the roads and other areas around the site.  Instead of preferring artificial light use of natural lighting should have to be considered, Natural light adds comfort, health and mood of the human. Further, it is an integral part to design a building also it adds value to the design. 2.5 Conclusion After studying the history of education in the context of India we can comprehend the gradual evolvement in educational sector in various forms as comparing to the various periods. So, based on the present typology of education we will determine the activities according to it. These activities may vary according to the size, context, culture, age group, etc. which may decide by the designer or by the client. The need of these activities is based on the compatibility with the nature of activity. By stating some implications to the research data will make research more precise and specific which will lead to the good design. Moreover, to find out the envisaged user profile it is necessary to make a basic analysis on the user profile, sociological and physiological factor based on the school typology which is briefly mentioned in chapter three.

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2.6 References •

https://theparentcue.org/how-to-read-a-kids-mind-at-any-phase/ (research document by Parent cue)

•

UNESCO_Preschool

•

https://www.academia.edu/1747225/HISTORY_OF_EDUCATION_IN_INDIA (Report by Academia

•

https://leverageedu.com/blog/current-education-system-in-india/

•

https://www.dailypioneer.com/2018/impact/a-brief-history-of-nalanda-university.html

•

https://www.livehistoryindia.com/amazing-india/2020/05/24/nalanda

•

https://medium.com/@idc.akshayk/modern-education-system-vs-traditional-education-system-56bb679d71ed

•

https://www.economicsdiscussion.net/articles/development-of-education-in-india-after-independence/2293

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CHAPTER 3- THE ENVISAGED USER PROFILE

GCAD, Thesis 2021

3.1 User profile The user profile is categorized in various way which is based on the functioning of the various user: 3.1.1 Students  Kindergarten  Middle age 09 - 14 years  Secondary age 15-16 years  Senior secondary 17-18 years 3.1.2 Teaching staff  Subject teachers  Librarian  Lab assistants  Sport coaches 3.1.3 Non-teaching staff  Bus Drivers  Helping staff  Nursery Nurses.  Janitor staff  Admin staff  Guard. 3.1.4 Visitors  Parents  Taxi/Cab Drivers  Guests  Sales man

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3.2 Social aspect Social development increases social sensitivity, responsibility, expressing sympathy. When a child comes from a different culture it is harder for him/her to blend in the such environment or we can’t force them when to blend is the environment, this problem can be solved if we connect the building with natural aspects this will naturally develops to work effectively together, and tends to develop their inter-personal skills. Students are also need to realize about how they can productively participate in a diverse society. Gradually, by age to age they will understand that every person has different roles and responsibilities within society. 3.3 Physiological aspect Naturally psychology of a student is to feel independent, Although, schools is a place where a student comes to learn basic and advance knowledge. These type aspects also deal with the sense of perceiving the basis of cognitive learning. Stronger the power of perception is, stronger the amount of learning is, learning capacity varies with age. Some subjects can better be learnt at the early age, and some during adulthood.

Figure 10: Cognitive learning strategy

(Source: coursemethod.com/)

User psychology plays a crucial role in performing any activity. Different spaces create different user psychologies as architecture holds the strength to mould user behaviour. Users may follow the provision of regular space for an activity but a change in the space may differ the performance in the activities.

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3.4 Demographic data This data contains about the relevant information about the educational department and how educational sector evolved in India. 3.4.1 Educational statistics of children in India

Figure 11: Literacy rate of India from 1900 to 2020

(Source:2011 Census)

The demand for the education in rising year by year as shown in the above graph. Although, India has always been a primary country for getting the learning, there is still a need to improve not just on the quality of education but also on the total no. of people being educated.

Table 1: Statistics of School Education 2009-10

(Source: Statistics of S.E 2009-10)

Table 1: Statistics of School Education 2009-10

(Source: Statistics of S.E 2009-10)

Table 1: Statistics of School Education 2009-10

(Source: Statistics of S.E 2009-10) Chapter 3: Envisage user profile

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In India, still many are starved of education mainly due to poverty and less accessibility to educational services. 3.4.2 Existing Schooling facilities A rapid increase can be observed the number of primary and upper primary Schools from 2005 to 2010.

Table 2: Progress in Education sector in India

(Source: Statistics of S.E 2009-10)

There has been big growth in the educational sector in India for primary and upper primary schools; at the primary stage of education have reached near universal levels. However, there remain much to achieve in education at the upper primary stage. After studying the education sector in India, we can easily observe the changes in educational system. 3.4.3 An enormous change in education

Figure 12: Concerns based on the global pandemic

(Source: www.pewresearch.org/)

Figure 11: Concerns based on the global pandemic

(Source: www.pewresearch.org/)

Figure 11: Concerns based on the global pandemic

(Source: www.pewresearch.org/) Chapter 3: Envisage user profile

GCAD, Thesis 2021

Parents’ concerns may vary considerably depending on the type of instruction children are getting from their K-12 school. Guardians whose child are getting at least some online instructions are more as compared to those whose children are getting a single person’s instructions are more anxious because of the coronavirus lockdowns in many states. So, there been a huge change in the educational system because of the global pandemic. Parents are having more concerns about their children’s development in which disruptions caused by the coronavirus outbreak. Approximately 47% of parents whose child are at prenursery age say that they are more concerned, now their young children are failing down in developing skills. Middle class people says that their young children falling back in language skills and physical or motor skills. People concerns regarding to send their child to school has been changed dramatically so, the access of providing education

Figure 13: Concerns about developing various skills (Source: www.pewresearch.org/)

is also changed. So, we need make a suitable design form or need to follow a proper procedure so, that parents can regain their faith on sending their child on school. There is need of some smart activity program so we can deal with such concerns which can be done by making different ideas base on educational program. 3.5 Inferences The self, the core of personality, develops out of the child's interaction with others. after that the habits, qualities, attitudes, and thinking of a person are diagnosed by the process of getting education. A person’s personality is evolved when he pushes himself towards the basic factors of socio and physiological aspects.

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Although, as per the given demographic data we can state that there has been a huge impact in educational sector because of various reasons so we need to process this a very genuine and effective way. 3.6 References • • • • •

https://www.yourarticlelibrary.com/education/educational-system-the-meaningaspects-and-social-functions-of-education/8582 UNESCO document http://www.blaconhighschool.net/spiritual-moral-social-and-cultural-aspects-ofeducation/ https://www.psychologydiscussion.net/learning/learning-theory/factors-influencing-learning-education/2531 https://www.simplypsychology.org/maslow.html#gsc.tab=0

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CHAPTER 4: STANDARDS

Chapter 3: Envisage user profile

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4.1 Anthropometrics

Figure 14: Illustration representing spaces and activities perform by the children’s

(Source: Unesco Preschool)

These are the areas where children sit, play and perform various type of activities so it is crucial to design spaces and furniture accordingly.

Figure 22: Standards for Indoor activities (All dim. in cm)

Figure 15: Min. Dim. layouts in practical room in rows and back-to-back

(Source: Neufert Standards)

Figure 17 (a): Preferable Min. Turning Space (Source: NBC Vol. 1)

(Source: Unesco Preschool)

Figure 16: Dimension at the desk (Source: Neufert Standards)

Figure 17 (b): Step and slope Dim. required for movement of wheelchair (Source: Neufert Standards)

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Min. Areas required for the circulation for the disable people.

Figure 18: Requirement for Ramp

(Source: NBC Vol. 1)

For the internal ramp, a gradient of 1:15 should be the maximum permissible this in to avoid falls during a fire evacuation. Landings should not be more than 9000 mm for For Vertical Circulation the min . width of staircase is 1.5 m as per the NBC. 4.2 Washrooms

Table 03: Hight guidelines for washbasins and WCs (Source: Neufert Standards)

Most of the time children spent in children’s daycare areas. Required floor area approx. 2.5 m sq. per child. Create zones as varied as possible and design a second-floor level and a stage.

Figure 19: Waterbody in Children's daycare centre

(Source: Neufert Standards)

Sectional illustration of waterbody near kindergarten areas having Min. depth of 80 cm. As per the general standards.

Chapter 3: Envisage user profile

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Table 04: Guidelines for number of sanitary facilities

(Source: Neufert Standards)

One washbasin is provided for every boy’s water closet and for every two girl’s water closets. Toilets must be as directly linked with natural light and ventilated as possible. The accesses to these areas for girls and boys are to be separate.

Figure 20: Requirement of WC, urinal, Washbasin, Water taps

(Source: NBC VOl.2)

The necessary WCs, urinals and washbasins are provided as per the total no. of peoples (divided between boys and girls) according to the school building guidelines.  Natural sunlight and ventilation should be preferred.  For each classroom, the max. distance to the toilet should be 35-40 m.  Toilets must be accessible from the areas used during breaks.  Separate staff toilets.

Chapter 3: Envisage user profile

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4.3 General Classroom sizes

Figure 21: Typical Illustration of Secondary/Higher Secondary Classroom

Figure 22: Typical Illustration of Primary Classroom

(Source: Indian Standards for School buildings)

These are the general sizes of classroom that are most like preferred in school the size of classroom may vary according to the no. of students.

Figure 23: Visual Comfort of a classrooms through different orient

(Source: masht.rks-gov.net)

In many cases children’s face visual discomfort in their classroom so it crucial to design a proportionate size of classroom.

Chapter 3: Envisage user profile

GCAD, Thesis 2021

Figure 24: Typical Illustration of Physics Laboratory (Source: Indian Standards for School buildings)

Table 5: Standard size and area for classroom

Figure 25: Typical Illustration of Chemistry Laboratory (Source: Indian Standards for School buildings)

(Source: Neufert Standards)

As per the norms of Neufert for 1 group of people 4 classrooms are required which is having the area around 50 to 66 sq. m area and having 120 people approx.

Chapter 3: Envisage user profile

GCAD, Thesis 2021

4.4 Layouts of Classrooms

Figure 26: Categories of different classroom arrangements

(Source: Neufert Standards)

Chapter 3: Envisage user profile

GCAD, Thesis 2021

Figure 27: Categories of different classroom arrangements

(Source: Neufert Standards)

These are some types of categories for organising the classrooms. Further, the design layout may vary according to the context, shape, size, requirements, etc. General standards for the indoor activities for kindergarten children. As per the analysis and observations layout one should be preferred for the planning of educational building. 4.5 Indian Standards 4.5.1 Classroom Spaces  Classroom should only be on 1 side of the corridor.  North facing windows for the classroom and corridor facing to south.

 Space for 1 student: In Secondary & Senior Secondary Class-1.2 m2 to 1.5 m2      

Space for teacher’s Activity – 2.1 m2 to 2.4 m2 Natural light only from one side of the classroom. For a class of 40 students, area of class should be 50 m2. Width of classroom should be less than 6m Ceiling Height – 4m Max. door width 1.2m

4.5.2 Library  0.3m2 to 0.4m2 space for every student  Admin space should be near the entrance and should have easy access to the Counters & Stock Room.  Width of the table for seating of students is 900mm

4.5.3 Staffroom Spaces  3m2 space for every teacher  1 Dining Table

4.5.4 Assembly Hall  0.5m2 to 0.6m2 space for every student  Levelled flooring  Detached from classrooms  Balcony should not project more than 1/3rd length of the wall

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4.6 CBSE Norms

Table 6: Min. classroom sizes required by CBSE are as follows (Source: https://www.strategum.in/guide/what-is-cbse-classroom-construction-requirement/)

 Every section should have min. 40 number of students.  Minimum area for 1 child: 1 sq.m  Computer Lab- min. 10 computers, Computer: Student = 1:20  Library – 5 books/student, up to 1500 books. Build separate toilets for boys and girls.

 A closed container for disposal of sanitary napkins to be provided within each cubical for girls. 4.7 Parking spaces Generally, in govermnent senior secondary schools parking is prevented inside the campus, this is just to stop any type of obstructions for the students so that they performing various kinds of activities. Staff parking can be done on the periphery of the road. Only school transport is permitted in the campus for the parking space. However, bicylces and bikes can be parked inside the campus area.

Chapter 3: Envisage user profile

GCAD, Thesis 2021

Figure 28: 45° parking, HGVs and buses, articulated buses and lorries’ (Source: Neufert Standards)

Figure 29: 90° parking, 12m bus (Source: Neufert Standards)

 Space for a cycle parking – 1.1sqm/cycle  Space for a scooter parking – 3sqm/scooter 4.8 Escape and Circulation Routes Escape routes should have a clear width of min. 1m/150 people whereas min. width of corridors for the classrooms are 2 m, or 1.25 m with up to 180 people. Stairs in classroom areas must be 1 .25 m wide, other escape routes 1m wide. Max. length of escape routes is 25m which is noted in a straight Figure 30: Access routes

(Source: Neufert Standards)

line from the staircase well to the

farthest place, for the indirect line to the center of the room is about 30m. Moreover, Capacity of staircase vary on no. of users on average occupancy; Doors from rooms with more than 40 pupils increase the fire risk (chemistry, work rooms) they must be opened in the way of the escape route.

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4.9 Outdoor Facilities 4.9.1 Volley ball

Figure 31: Volley ball Court

(Sources- https://conceptdraw.com/a1572c3/preview)

The court dimensions of volleyball court are 18 m (59 ft) long and 9 m (29.5 ft) wide, divided into 9 m × 9 m halves and (40-inch) wide net. The height of net is 2.43 m which may vary. 4.9.2 Basketball Court

Figure 32: Basketball Court (Source: Department of Local Government, Sport and Cultural, Govt. of Western Australia)

Chapter 3: Envisage user profile

GCAD, Thesis 2021

The Court should be made up to hard material, which is 28m long and 15m wide, and should be measure from the inner edge. 4.9.3 Cricket pitch

Figure 33: Area of pitch (Source: Department of Local Government, Sport and Cultural, Govt. of Western Australia)

For the turf pitch dim. are 20.12m long & min. of 1.22m at the rear of the stumps to & the width is 3.05m.

4.9.4 Badminton Court

Figure 34: Badminton court dim.

(Sources- https://conceptdraw.com/a1572c3/preview)

The dim. are 13.4m long and 6.1m wide and the boundary lines are 40mm wide.

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4.9.5 Football Court

Figure 35: Football Court Dim.

(Sources- https://conceptdraw.com/a1572c3/preview)

The football pitch has a rectangular form and the standard preferable size is considered as 105 by 68 m (115 by 74 yd), but further there are different types in football pitch which may depends upon various levels. 4.10 Swimming pool

Figure 36: Various Schemes for Sanitary facilities

(Source: Neufert Standards)

In case of sanitary facilities for the swimming pool scheme two should be prefered which is divided shower room for both men and women. Each shower room needs 2 WCs for ladies, 1 WC and 2 urinals for gents.

Chapter 3: Envisage user profile

GCAD, Thesis 2021

Figure 37: Pool Dimensions

(Source: Neufert Standards)

The combined pool is required which is having separate sections for swimmer and nonswimmers.12 by 25 meters size will be appropriate for the educational building. 4.11 Inferences Above mentioned are some of the basic standards which are used in designing process. These norms and standards are taken from the certified sources and as per the guidelines of the government. By following these standards will helpful for achieving desired results.

Chapter 3: Envisage user profile

GCAD, Thesis 2021

CHAPTER 5: LITERATURE REVIEW

GCAD, Thesis 2021

5.1 Intent of literature study The purpose of literature study is to familiarize the research topic with the current state of knowledge through various sources which will bring ambience to the research data and also, to identifying various strategies which brings sustainability to the building. Although, to make a theoretical framework and methodology which helps in resolving the problems which have been faced during designing and planning of the building. Studying some of the research paper, articles, books, etc will integrated the data and develops a compatibility with the user which will gives an ease to related design process with the literature review. 5.2 Selection criteria of literature  By choosing a topic which can relate the research questions.  By observing the similarities found in the other educational projects.  Summarizing the literature in table or a concept format.  Analysing the sustainable measures which can be implemented in design.  Identifying the design criteria and activities in the building.

5.3 Literature review 5.3.1 The Relationship between School Design Variables and Student Achievements by Hughes (2006) The visual aspect refers to the paint colours on the exterior and interior of the school building, the context in which the school is build, and the existing colours and textures around the school. Made many effects on child’s development along the line at mental behavior’s, attendance rates, and academic performance of students. Hathaway (1982) believes that when colour is properly used it can improve the environment for learning. Selection of colour is crucial in the case of schools it will totally change the classroom environment. As per the studies blue and pink are known to calm behavior while earth tones tend to increase heart rates and increase brain activity. Younger children in elementary schools need mild, soothing color’s such as warm, soft shades and cream with bright, colorful accents. It is also observed that distracting colour combinations could lead to task confusion and slow reaction. colour can have an effect on student achievement. A slight change in the colour of schools and classrooms can makes big impacts on student achievement. The lighting in a school makes a huge impact on what students see in the classrooms. Students in dark classrooms may struggle to see what is written in textbooks or on the board.

Chapter 5: Literature Review

GCAD, Thesis 2021

However, classrooms are too bright may cause strain to the eyes. Another issue for consideration is the way the light hits the board, which may cause a reflection that makes it hard for students to see. This illustrates that it is necessary to consider such problems which generally faced by the children’s and afterwards such type of problems can be settled by designing the building in more improved way. Natural light is one type of light which is the solution of all lighting problems. Studies have found that natural light has a magnificent influence on our bodies and minds. In fact, research has found that patients in a hospital recover at a quick rate when natural light comes into the room through a window than the patients who don’t have windows in their rooms. The amount of noise in a classroom can be very tremendous. Generally, there are three types of noise that happens in the classroom. The first is internal noise. This includes students and the teacher in the classroom interacting and communicating with each other. The other type of noise comes from students in other classrooms and from the hall. Outdoor Sound from carts being pushed down the hall, footsteps, and bells also create noise which disturb students. The third type of noise is sounds that come from outside the school for which educators have no control such as traffic, airplanes, and trains. Furthermore, another study concluded that, “Exposure to traffic noise at elementary schools makes negative impact in mental concentration, which tends to make more errors on performing tasks, and giving up on tasks before the time allotted has expired. There are many acoustical materials which can helps prevents from noises like they eliminate sound energy by acoustical barriers or by reflecting or absorbing it this can be done various materials available easily in the market such as fiberglass, fibre wool, open cell polyurethane foam, cellular melamine foam, thick fabric wall coverings, etc. 5.3.2 National Education Policy by India (2020) N.E.P highlights the way of teaching in Indian belief system that gives directly to changing India, into a fair and full of life knowledge by providing appropriate quality education for all, eventually making the India a worldwide knowledge superpower. This Policy pictures that the and science of teaching should have to be developed among the students and also to show a deep sense of respect towards the basic duties and agreeing with the values.

Chapter 5: Literature Review

GCAD, Thesis 2021

Figure 38: Changes in academic structure

(Source: NEP India 2020)

This policy illustrates that the 10+2 structure in school education can be modified into specific and pedagogical way as per the different age groups. Which is stated in the above figure. The motive of this policy is to transform India in educations sector and make Bharat to feel pride, for its ancient, rich and modern culture. By providing equally vibrant knowledge for all the economic growth of country will raise. Although, to show respect towards the fundamental and constitutional values.

5.3.3 What are Green Walls - the definition, benefits, design and greenery by: Mustonen (2007) Outside green dividers and veneers have been discovered to be energy saver, plants reduce the general temperatures of structures when they faced to the sun. Moreover, they also help to reduces the heat gain during summers, the transpiration process of plants also helps to reduce indoor temperatures, this way also working as an energy cost effective solution. good amount of plant matter also helps reduce noise levels.

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Studies have also shown that nature can helps to decrease negative environment, such as aggression and anxiety. Nevertheless, the relationship with nature has been proven it helps to lower stress and mental fatigue. This occurs to automatic system in our bodies as humans are design to calm their mind and peace when they see natural aspects. Using green facades in designing the school can make a huge change on children behaviour and as in their mental aspects. 5.3.4 Bio Based Building skin by (Anna et al, 2019b) Bio-based Building Skin is book based on the adaptations and strategies developed by plants. Plants have been changing and getting better for about 460 million years. Due to constant environmental pressures, they have become very well designed to different conditions the idea is based on the façade system can be modify in the way of innovative thinking State of the Art in Building appearances

Figure 39: Adaptations of plants and their possible implementations in façade systems (Source: Anna Sandak)

as getting inspiration from plants can be combined together as an excellent function of living things which helps to detect climate change. Plants are smart, improved and rich and beau-

tiful solutions to survive, living organisms use smart, optimized, and elegant solutions to survive, Consequently, plants have developed a tissue with boundary properties subsequent to confronting various atmospheric challenges. 5.4 Conclusion By adopting these mentioned strategies and design aspects will assist to achieved better design development results. Further, there are many other processes which can be used in designing the educational building these aspects may vary according to the existing context of the chosen site. After studying the live case studies in the next chapter, the spectrum of processing the design concept will change slightly.

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GCAD, Thesis 2021

5.5 References

S.no

Title

Literature

Publisher data/ URL

Read

https://baylorir.tdl.org/bitstream/handle/2104/3012/StephanieHughes.pdf?sequence=4&isAllowed=y

Yes

Category The Relationship

between

Research

School De-

paper

sign Variables

and

Student Achievements What 2

are

Green Walls - the

Yes Article

definition,

https://www.naava.io/editorial/what-

benefits,

are-green-walls

design and greenery `

Bio Based 3

Bilding skin

https://www.researchgate.net/publiBook

cation/345488144_Bio-based_Build-

Yes

ing_Skin

NEP

Research

https://www.education.gov.in/sites/up-

paper

load_files/mhrd/files/NEP_Final_Eng-

Yes

lish_.pdf

Table 7: References

(Source: Author)

Chapter 5: Literature Review

GCAD, Thesis 2021

CHAPTER 6- CASE STUDY

GCAD, Thesis 2021

6.1 Selection criteria of case study The selection typology is based on the similarities observed found in other schools like as in area, context, requirements, character of the site. The main motto is to comprehend in depth about the working, planning and functioning as in architectural aspects.

selecting various types of school will eventually give me a direction to make research analysis for senior secondary school. therefore, after studying the government school i.e., V.V.D.A.V Public School which is located in Vikaspuri, New Delhi makes me to integrate the spaces in refined manner. Likewise; as compared to Delhi Public School, Bulandshahr, Uttar Pradesh have a huge change in planning, functioning, requirements and the other aspects. Likewise, some secondary case studies are also been studied which assists the designer to make a comparative analysis for the entire case studies and have a critical analysis. 6.2 Primary Case Study These case studies are done on live platform, nevertheless all the analytical research is based on the interrelation of with these projects. 6.2.1 Delhi Public School, Bulandshahr, Uttar Pradesh This site is located in yamunapuram phase two in Bulandshahr Uttarpradesh. DPS Bsr is affiliated to CBSE and run by the Delhi Public School Society, the school is having pleasing and serene environment for learning of the students, the optimum amount of space is provided for them. 6.2.1.1 Site analysis Project name: Delhi Public School, Bsr, U.P Establishment year: 1997 Site Area:6.25ac (25292.85sqm) No. of Floors: G+3 Built up area:1ac (4046.85sqm) Building Height: 15m (approx.) Type: Private, Co-ed school Building material: Stone grit & plaster finish

Figure 40: School Façade

(Source: Author)

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6.2.1.2 Site Context

Figure 41: Cities comes in the context Bulandshahr

(Source: Google maps)

Satellite view with the context the D.P.S which is located on the west side of the city boundary.

Figure 42: City over view

(Source: Google maps)

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Figure 46: Site Context of DPS, Bulandshahr Figure 43: Site Context Site

Residential area

(Source: Author) (Source: Author)

Site is surrounded by most of the residential areas and having some landmarks. Some of the major land marks are mentioned below: 1) MMR Grand Mall 80m away. 2) Up pollution control board 80m away 3) Bsr Stadium 100m away. 4) R.T.O office 350m away. 5) Bus stop 15km away 6) Railway station 23km away

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6.2.1.3 Access points and connectivity

Residential Area

Arterial Road

Sub-Arterial Road

Figure 44: Accessibility and connectivity

(Source: Author)

The site is accessed by the sub-arterial which is six to seven m wide and are merging with the arterial road which is 12m wide. further, the school building has 3 gates for entry/exit from the front side and 1 rear entry/exit. There is appropriate space for the fire brigade vehicle in case of fire. the buses are parked at the rear side of the building so as they do not interrupt front circulation area. The urban fabric of the site is filled with most of the residential areas

Figure 45: Site surroundings

(Source: Google maps)

which is show in the above illustration. which is not making any design related concern.

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6.2.1.4 Climatic Analysis The climate in Bulandshahr is warm in temperate and in winter, there is much less rainfall in, than in summer. Most of the class are place at the south side of the building so that they get the plenty amount of sunlight inside the classroom. Instead of using chajjas building have rectangular blocks which protects the window from the sky glare and stops rain to enter in the room.

Figure 46: Illustration of the rectangular blocks (Source: Author)

6.2.1.5 Heat ventilation and air conditioning systems In most of the classes there is no artificial ventilation mechanism air conditions systems are only used in junior classes. Senior classes are having windows and exhaust fan for their air exchange the designer has used the courtyard effect for the cross ventilation of air as well as for lighting. In this building there are two courtyards which helps to reduce the heating load of the building.

Figure 47a and 47b: Courtyards in the building (Source: Author)

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6.2.1.6 Planning and functioning

Figure 48: Ground floor plan

Figure 49: First floor plan

(Source: Author)

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Figure 50: Second floor plan

Figure 51: Third Floor plan

(Source: Author)

The max. length of corridor is around 90 meters which is a good planning for educational building. The dimensions of the plans can be obtained by analysing the space wise

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GCAD, Thesis 2021

allocation table. further, the planning of the building is done in very symmetrical and organized manner. The firsts, second, third floor plans are mostly same except some of the laboratories. One the first and second floor the reception area is converted into child play are and have some classes. Optimum amount of light is approaching inside the building. Separate playing ground, computer labs, libraries provided for the senior and junior classes. Administration department, principal, and other staffs use common toilet which is located on the north side while entering the building from the front. 6.2.1.7 Space wise area allocation table

Type of Rooms

Total no.

Length (in m)

Breadth (in

Area (in sqm)

m) Class rooms

Physics lab

216

Chemistry lab

216

Bio lab

216

Math lab

216

General Science lab

216

S.S.T lab

216

Library

216

Computer room

216

Language lab

216

Guest room

Administration room

Pantry

2.2

8.8

Staff room

Medical room

Doctors room

Vice Principal room

Conference room

Principal room

7.5

Table 8: Area chart

(Source: Author)

Washrooms are provided in every corner of the building; fire shaft is located on the drinking water area. Although, sprinkler firefighting systems is provided in the laboratories, fire extinguisher is placed in every thirty to forty meters.

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6.2.1.8 Laboratories

Figure 52: Chemistry Lab

(Source: Author)

Figure 53: Computer Lab

(Source: Author)

This school is having a proportionate size of laboratories which are so spacious so that students can comfortably perform their activities, no air conditioning systems are installed in these labs, smoke detectors are installed in every lab ceiling. In chemistry lab the height of table is around 0.9 meters the distance the width of table is around 2.2 to 2.5 meters there is a separate area for storing chemicals which is situated at the rear side of in the chemistry lab and having one fire extinguisher inside it. Computer labs are having violet coating on window glasses to cut the glare coming through the sky. There are some other laboratories on the upper floor which are having same area but have different function. The columns are recessed inside and distance between two beams is approx. 3.5 to 4 meters some other labs. Although, the lab is opened from three sides which helps to reduce the use to artificial lighting. 6.2.1.9 Classrooms

Figure 54: Senior Class

(Source: Author)

Figure 55: Primary Class

(Source: Author)

All the classrooms are having similar dimensions, ground floor is having primary and senior secondary classes and same on the first floor. Every class room is having four sections. The height of table is 850 to 900mm and height of chair is 600mm in senior classes. Most of the classrooms are facing south and at the rear side they are facing east. Junior classes are having ac system while senior classes are having natural ventilation.

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6.2.1.10 Medical Room & Doctor’s room Doctor’s room are used for diagnosing the student’s health if the student is having some type of heath related problem, then he/she can rest in the medical room which is having aluminium and glass partition panels for privacy. These rooms are placed in south-west direction. 6.2.1.11 Circulations The length of corridor is 2.5 meters and the entrance corridor of the building is approx. 18 meters. further, there are 6 stair cases no lifts are provided the min distance from one to other stair case is 30 to 35 meters the height of the riser is .150 meters and landing is about 3m height of the hand rail is .900m, Meanwhile, these stair cases are having 1.2m wide windows on every landing for ventilation and natural lighting. 6.2.1.12 Structural analysis The school is designed on the singly loaded system typology in which light and ventilation is easily entering to the internal spaces. The columns are having the size of .300X.300m and .450 X .600m and beams are .400 X .600m. 6.2.1.13 Landscaping

Figure 56: Plantations on the walkways (Source: Author)

Figure 57: Plantations on the outer profile of the building block (Source: Author)

The landscaping is done in very organized way, pots were placed at the periphery of the pathways to make serene environment while walking through these areas and short height tree were planted in the courtyard and the outer profile of the building. The site boundary wall is having only one type tree. 6.2.1.14 Parking There is separate parking for the staff coming in the building only bicycles are allowed for the students, buses are parked at the rear area of the building.

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6.2.1.15 Outdoor spaces

Figure 58: Common Ground

(Source: Author)

Figure 59: Junior ground

(Source: Author)

There is one junior ground, one senior ground, football ground, two basketball court, two volley ball court which are situated behind the stage and lawn tennis, table tennis is in the auditorium basement. Further, canteen, generator room, sport room, transportation room, one electricity transformer is located outside. 6.2.1.16 Solar panel The panels are installed at the terrace of the building which conserves energy and get used as a power backup. 6.2.1.17 Observations  There is no swimming pool.  No ramps are provided from the front entry.  Railings are not provided on both sides.  Courtyards are opened from three side so as they get the appropriate amount of light and also to exchange air.  Area like open air theatres and sitting spaces for interaction were not provided.  Natural Lighting conditions are impressive in the laboratories. 6.2.2 V.V.D.A.V Public School, Vikaspuri, New Delhi The Veda Vyasa Dayanand Anglo Vedic public school is located in Vikaspuri, New Delhi. This is a government school which is run by the state govt. funds and managed by the (DAV) college trust management society. This school is having primary to senior secondary classes. Further, the school is divided into three wings, nursery wing, junior wing, senior wing.

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6.2.2.1 Site Analysis Project name: V.V.D.A.V Public School, Vikaspuri, New Delhi Establishment year: 1982 Site area: 3.58ac (14487.75) Built-up area: 0.63 ac (2549.5sqm) Floors: G+4 Type: Government, Co-ed Building Material: Washed stone grit plaster finish Building height: 18 m (approx.) Figure 60: Front entrance gate of the school (Source: Author)

6.2.2.2 Site context and site surroundings

Figure 61: Site location in New Delhi map

(Source: Google maps)

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Institutional Buildings

Najafgarh drain

Figure 62: Site Context

Site

Residential, Mix use & commercial areas

Recreational and Vegetations areas

(Source: Author)

Some of the major locations which are located near the site are mentioned below: 1) Delhi Cantt Vikas Puri Police station 1.5 km away 2) Sarvodaya Bal Vidyalaya 1.4 km away. 3) 3rd Battalion DAP Delhi Police. 4) Bethel Malayalam Church 5) Govt. Co-ed Senior Secondary School. 6) Hast Minar. 7) Kashmiri gate ISBT 30km away. 8) I.G.I Airport is 22km away. 9) Nearest Metro station: Uttam nagar metro station 2.3km away. 10) Sieon Water treatment Plant 4.5 km away. 11) Najafgarh Drain.

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Figure 63: Apartments (Source: Author)

Figure 64: Small Slums (Source: Author)

Figure 65: Front area of the site (Source: Author)

Some Major areas are surrounded by the Site is having Apartments and residential areas around the site, additionally at the rear area of the side there are some small slums. Front area of the site is having empty plots and the few areas of footpath are used by the local merchants. The site consists of more educational buildings, residential areas and Najafgarh drain is passing by beside the site. 6.2.2.3 Access points and Connectivity

Najafgarh Drain

Arterial Road

Sub- Arterial

Figure 66: Access points and connectivity of the site

Local Road

(Source: Author)

The site is accessed by the three types of roads; arterial roads which is developing business district along the road in which parking, loading is carefully controlled, pedestrians

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are allowed to cross them at intersecting points, in the case of sub arterial roads these roads are having connection with local areas and arterial roads, pedestrians’ movements are mostly seen in these areas. Local streets are having mostly residences in which pedestrians can walk freely. The north side of the building is having Najafgarh drain. Nevertheless; the site is having three gates for entry/exit points in which only two gates are used school working hours. The front entrance gate is approximately three meters wide, which is used by the children’s coming in the school. Rear gate is used for by the staff and school transports, which is six meters wide. 6.2.2.4 Climatic Analysis Delhi is located in the central of India which is having extreme climate condition with a very hot in summers and cold in winters. Most of the month are experienced as hot and having humid climate in the city. In the mid-May summers are very hot during the of July and having rainy season in the months of August and September.

6.2.2.5 Heat Ventilation & Air Conditioning Systems

Figure 67: Courtyard as natural ventilation (Source: Author)

Figure 68: Front Courtyard as natural ventilation (Source: Author)

The form of building is moulded in such a way that it exchanges it air through the courtyard which helps to control the heating load of the building. As, such there is no artificial air-conditioning systems are provided in the building.

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6.2.2.6 Planning and functioning

Figure 69: Ground Floor Plan (Source: Author)

Figure 70: First Floor Plan (Source: Author)

Figure 71: Second Floor Plan

Figure 72: Third Floor Plan (Source: Author)

(Source: Author)

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Figure 73: Forth Floor Plan

(Source: Author)

The school buildings are divided according to the age but the play area is kept common between primary wing and senior wing. The spaces are placed in symmetrical manner in which there is a courtyard in front of it, it is and singly loaded structure which is allowing light to easily come in the rooms. Although the classrooms are placed in south direction to get more natural light which helps to reduce the use of artificially lighting. 6.2.2.7 Space wise allocation table Type of Rooms

Total no.

Length (in m)

Breadth (in m)

Area (in sqm)

Class rooms

107

Physics lab

7.5

Chemistry lab

7.5

Bio lab

7.5

Math lab

9.1

54.6

Composite Science

7.5

Home Science lab

9.1

54.6

Library

9.1

118.3

Computer Room

216

Other Rooms

216

lab

Table 9: Area chart

(Source: Author)

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Students Enrolment  VI-VIII= 787 students per 18 sections (Approx. 66 Students in each class)  IX-X= 531 students per 12 sections (Approx. 45 Students in each class)  XI-XII= 555 students per 14 sections (Approx. 40 Students in each class) 6.2.2.8 Classrooms

Figure 74: Classroom

(Source: Author)

Figure 75: Classroom

(Source: Author)

All classrooms are having same dimension in which there is no artificial air conditioning is provided. Every class is having different enrolments which may vary according to the age group. Further, the height of table is .900 meters and height of chair is .600 meters. In primary classes the height of table is 400m and height of chair is 350m. 6.2.2.9 Laboratories The labs are placed in south west direction which are having appropriate size so that the plenty amount of light can come through the windows. Lack of ventilation is observed in these

laboratories’

furniture

are

placed in the front of windows which is blocking the exchange of air. Figure 76: Home science laboratory

(Source: Author)

6.2.2.10 Circulations The length of corridor is 2.5m wide and the distance from one staircase to other staircase is around thirty to thirty-five meters. Stair case is around 2.5 meters wide.

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6.2.2.11 Landscaping

Figure 77: Courtyard landscaping (Source: Author)

Figure 78: Rear landscaping areas (Source: Author)

Plants are placed vertically which filters the air and prevent noise. At the rear side of the building most of the area is left open which is converted in landscaping area walking pathways are having shrubs on the periphery side which is creating a serene environment in the area 6.2.2.12 Parking No vehicles are allowed in the school premises except the bicycles. The staff vehicles are parked at the rear road of the site this is done just to allow more space for the children performing outdoor activities. 6.2.2.13 Outdoor spaces

Figure 79: Open areas for outdoor activities

(Source: Author)

Open Spaces are provided which are having football ground, basketball ground, badminton court and volleyball court. A small swimming pool is also provided.

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6.2.2.14 Observations  Swimming pool is so small according to the number of students.  Vertical forest Concept can be used to reduce the carbon footprint of the building Although, it helps to build a micro-climate which someway filter dust particles which are present in the urban dense areas.  The courtyards designed in educational buildings mostly taken over by U-shape closed order and have the dimensions that are proportional to the height of the surrounding blocks.

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6.3 Secondary case study These case studies are done through online platform, all the analysis and summary of the data is stated after comprehending the research document. 6.3.1 The British school The British school is done by: Morphogenesis this project is located in Chanakyapuri, New Delhi, having a site area of around 5.3ac. the idea was to construct a new building on the existing site without disrupting the existing school that would become unnecessary eventually. There some strategies, elements, and design process which are used in designing of this building. Eventually which can be implemented while initiating the school designing process. 6.3.1.1 Site Analysis Architect: Morphogenesis Location: Dr. Jose P Rizal Marg, Chanakyapuri, New Delhi Client: British School society Establishment year: 1963 Site Area: 5.3ac (21500 sqm) Built - up Area: 4.89ac (19625 sqm) Accreditations: the school is accredited member of the Council of International Schools (CIS) Type: Private, CO- ED international school Student’s population: Around 1300 students with 66 nationality Climate: Composite

Figure 80: Facade of the school (Source: Morphogenesis)

Floors: G+5 Consultants: • Structure: Optimal Consultants • HVAC, plumbing, electrical and firefighting: AECOM • Landscape design: Design Cell 6.3.1.2 Site Context & Surroundings The context of site is filled with private and government buildings, many of these are embassies at a certain offset from the site there are some residential and commercial areas.

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Major Locations near the site:  I.G.I airport 14.7km away  Kashmiri gate Bus terminal 12km away.  India Gate 6.5km away.  Connaught palace 8.8km away.  Nearby metro station: Dhaula Kuan 4km away.  National Rail Museum 1.4km away. 6.3.1.3 Access points and connectivity

Figure 82: Design development process

Arterial Road

Sub- Arterial

(Source: Archdaily)

Collector Road

Figure 81: Accessibility and connectivity of the site

(Source: Author)

The site is approached by the collector street roads which is having residential, business districts, industrial areas and afterwards merging with the arterial road. This road is accessible to the buildings along them. Further, there are two main gates and two rear gates for entry/exit. 6.3.1.4 Form and function

Figure 82: Interior Façade

(Source: Archdaily)

Figure 83: Exterior façade

(Source: Archdaily)

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The building is designed by Considering the traditional methods, which includes perforated walls by a pattern of square openings, to prevent the building from harsh climate. These traditional wall aspects can improve the local character of the building and helps to achieve a sustainable climate with the indoor and outdoor spaces using various sustainable strategies.

Figure 84: An illustration based on the strategy adopted in the building

(Source: Archdaily)

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Figure 85: An illustration based on the strategy adopted in the building

(Source: Author)

These are the combined effect of various passive strategies which significantly improves thermal comfort by reducing the requirement of artificial cooling.

Figure 86: Passive and Active cooling concept

(Source: Author)

Evaporative cooling concept is used in the buillding which is helping to reduce the heating load of the building. Although, the bigger volumes area placed on the south side to provide a shade to the internal courtyard areas.

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6.3.1.5 Site Plan

Figure 87: Site Plan

(Source: Archdaily)

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GCAD, Thesis 2021

6.3.1.6 Site Planning and functioning

Figure 88: Ground Floor Plan

Figure 89: First Floor Plan

(Source: Archdaily)

Chapter 6: Case Studies

GCAD, Thesis 2021

Figure 90: Second Floor Plan

Figure 91: Third Floor Plan

(Source: Archdaily)

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Figure 92: Fourth Floor Plan

(Source: Archdaily)

Figure 93: Fifth Floor Plan

(Source: Archdaily)

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Rectangular blocks are used to define the form of the building, although, segregating spaces with rectangular shapes is beneficial to make desired results as per the requirements of the client. Moreover, this school have many extra facilities like as career guidance room, u.p.s room, server room, textile room, black box room, gym. which are not been observed in primary case studies. Nevertheless, these requirements are based on the demand of the client. This building is having five courtyards which are very beneficial for reducing the heating load of the building (lighting, fan, ac’s). there is a pool in the centre of the building which will works as an evaporative cooling which is also called as passive cooling. Therefore; it works on the water bodies placed in the area which are responsible for concept of evaporative cooling and thus in some way it reduces the heating load of the building. 6.3.1.7 Landscaping

Figure 94: Landscaping areas

(Source: Archdaily)

Figure 95: Breakout spaces

(Source: Author)

Many multipurpose breakout spaces are generated in the entire campus's circulation area. In which They can perform an activity or can be used for open air meeting. The combination of softscapes and hardscapes are used to make an innovation in creating landscape areas. Although, such type of open spaces can be created to improve the ventilation of the building and also to perform several type activities. 6.3.1.8 Observations  Passive cooling can be used to turn down the temperature in sitting spaces  Evaporative cooling strategy can be used to make change in microclimate of the area. It is based on the theory of water evaporation, i.e., the change of the liquid into water vapor  Jaali perforated walls can be used to control the temperature as the hot air passes through the small holes converted into cool air.

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6.3.2 Gateway International School, Sonipat, Haryana Gateway International School was established in 2006. The school is spread over 2.5 acres, offers a quality education of international standard which includes character education and education for life to students in the age group of 3-4 years to 17-18 years i.e. Pre-Primary to Senior Secondary. The school follows the curriculum of CBSE. Meanwhile, by studying Gateway International School, Sonipat, Haryana which is having circular form bring out innovation for designing the school. 6.3.2.1 Site Analysis Project Name - Gateway International School, Sonipat, Haryana Client – Gateway Site area- 2.5 ac Built up area- 0.70 ac (approx.) Floors: G+3 Establishment year: 2006 Type: Private, Co-ed Building Material: Exposed brick cladding

Figure 96: Gateway International School

(Source: Author)

6.3.2.2 Site context and Access points The site is surrounded by most of local residences. The site is accessed by the front entrance gate and then for the school there are two gates which provide access to G.I.S. Further, there are some major locations which comes near the site:

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 Bright Scholar Senior Secondary School  Gateway College of Architecture and Design  Tulip Hospital  Bharat Hospital  Civil Hospital  Shree Vardhman Gardenia  Railway station is 3.7km away.  Bus stand is 2.8km away.  NH1 is 7.1km away. Figure 97: Site context

(Source: Google maps)

6.3.2.3 Climatic conditions

Figure 98: Central Courtyard

(Source: Author)

The climate of Sonipat is dry with hot conditions in summers and a cold atmosphere in winters. The weather became pleasant during the monsoon period between July and September. The use of circular courtyard is seen in the school building which help to control the rase in temperature. The central space follows the concept of courtyard effect in which the hot warm air rises and cools down and provides fresh air in the interior’s spaces, the water body act as the water evaporation process in which water is converted into the vapours and helps to decreases the surrounding temperature. It can be called as the microclimate of the area.

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6.3.2.4 Site Plan

Parking

Figure 99: Site Plan

Playground

Vehicular access

Pedestrian access

(Source: Ar. Rakesh Aggarwal)

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6.3.2.5 Planning and functioning

Figure 100: Ground Floor Plan

(Source: Ar. Rakesh Aggarwal)

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GCAD, Thesis 2021

Figure 101: First Floor Plan

(Source: Ar. Rakesh Aggarwal)

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GCAD, Thesis 2021

Figure 102: Second Floor Plan

(Source: Ar. Rakesh Aggarwal)

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GCAD, Thesis 2021

Figure 103: Third Floor Plan

(Source: Ar. Rakesh Aggarwal)

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The circular planning is done in the designing of the school which make itself a universal design. All classrooms are having similar dimensions that is six by six meters. Likewise, in circle is the shape of nature, and man has taken inspiration from the nature designs. Circular structures survive wind loads better than any foms. Because the wind hits a smaller part of the wall surface and then flows around the structure, a round building usually support to get over the higher wind forces. So, this type of planning can be done to bring out an innovation for designing the schools. 6.3.2.6 Circulations

Figure 104: Vertical Circulation Figure 105: Horizonal Circulation Figure 106: Corridor Circulation (Source: Author) (Source: Author) (Source: Author)

Ramps are used in building for vertical access this built a convenient vertical circulation for the users. Nevertheless, it is creating a barrier free environment for the disable peoples. Corridors are 2.5 meters of wide. Corridors of primary schools are consisting of more colours and senior school still have neutral colour corridors. 6.3.2.7 Structural Analysis

Figure 107: Truss structural system (Source: Author)

Figure 108: Flat Double-Layer Figure 109: Circular columns (Source: Author) Grid System (Source: Author)

The use of structural framed truss is used on the roof and on the open areas which is giving emphasis to the school building. Further, circular column is use in open air areas. beams are having .400x .600 meters size.

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6.3.2.8 Classrooms Window air conditioning system are provided in the class rooms. All the class rooms are having similar sizes and getting plenty amount of natural light. Classes are smart technology enabled that is audio visual based teaching. The height of table is .900m and height of chair is .600m in primary to secondary

Figure 110: Class Rooms

(Source: Author)

classes. In pre-primary classes the height of table is .450 and for chair it is .350m

6.3.2.9 Parking

Figure 111: School transport Parking

Figure 112: Separate parking for motor bikes and cars

(Source: Author)

There are two separate parking’s and for the school transport which includes for guests private parking and staff vehicles. Although, on the entrance of the building a small area is given for the parking. 6.3.3 Inferences 6.3.3.1 Pros  Classrooms sizes (7000X7000mm) are appropriate as per the number of students.  Students of age-group 3-6 are placed in classrooms at ground floor.  Dining hall with 1200 and mess with 600 serving capacity.  Large size playgrounds for games and extra-curricular activities  Corridor, passage and exit routes are made well according to fire norms.  Swimming pool with changing room facility.

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 Window air-conditioning system s used for cross ventilation.  Recreational activities like arts and crafts room, music room, dance room, horse riding, swimming pool etc have been provided. 6.3.3.2 Cons  Only 15 out of 40 class rooms receive north light.  OAT is temporary and does not cater all the capacity requirement  Circular corridor is lacking thorough visibility and reduces field of view of passers.  Ventilation and Natural lighting are the common issues in circular planning that’s why classrooms which is not a good design.  Echo is problem in the classrooms that means the school has poor acoustics.

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6.4 Comparative Analysis Gateway Delhi Public

V.V.D.A.V

School

British School

International

Comments

School

Location

Uttar Pra-

New Delhi

Haryana

6.25 ac

3.58 ac

5.3 ac

2.5 ac

1 ac

0.63 ac

1.20 ac

0.7 ac

CBSE

DAV

CIS

CBSE

2800

2900

1500

G+3

G+4

G+5

G+3

15m

18m

22m

15m

desh

Site Area

Built-up Area

Accreditation

Student

1300

Population

Number of Floors

Building Height

Building Material

Stone grit &

Washed

Kota stone

Exposed

plaster

Stone grit

and plas-

brick work.

& plaster

ter finish.

ish.

fin-

finish.

Chapter 6: Case Studies

GCAD, Thesis 2021

Norms and

Spaces

Rear

Building ori-

standards

are sym-

courtyards

entation is

are precisely

metrical

are having

not so well

followed use

and in la-

short

which

Plan-

of active

boratories

breadth

shorten the

ning and

passive

there is

which

exposure of

cooling is

lack of

shorten

daylight.

observed in

natural

the time of

Good for re-

school. Im-

light.

sunlight.

sisting wind

functioning

peccable

flows.

natural lighting is done in laboratories. Surrounded

Sur-

Surrounded

With re-

by a residen-

rounded

by only resi-

spect to

tial, commer-

by a resi-

by embas-

dential ar-

the con-

cial,

dential,

sies and

eas.

government

commer-

govern-

offices.

cial and

ment of-

educa-

fices.

text

tional buildings.

Universal

Yes

Must be given in the building.

Accessibility

Chapter 6: Case Studies

GCAD, Thesis 2021

Landscaping

Vegeta-

Interaction

Courtyard

It can be enhanced by

and walking

tions are

spots are

are having

referring to the norms

spaces are

planted in

created in

more natu-

and designing the

creating se-

front and

the indoor

ral vegeta-

building accordingly.

rene envi-

in the in-

areas

tions

ner court-

ronment.

Variety of

yards Ramps are Barrier

very narrow

Free En-

which may

viron-

inconvenient

ment

for disable

vegetaNo oat and sitting spaces are pro-

tions are

Variety of vegetations are seen on the site.

seen on the site.

Ramps are used for

vided

vertical ac-

Wide

cess which

No oat and

ramps are

makes itself

sitting

provided.

a universal

spaces are

No oat

design.

provided.

and sitting

user

spaces are provided.

Evapo-

Not imple-

This Strat-

Not imple-

It should be avoided

mented

egy is fol-

mented

as per the various

lowed.

rative

particular reasons.

Cooling Effect Rectangular or IrreguForm

HVAC

Recreational Areas

Rectangular

Rectan-

Rectangu-

gular

lar

Circular

lar polygon shape should be preferred

Junior clas-

No air

Entierly air

All classes

Only Natural Ventila-

ses are hav-

condition-

are having

tion is allowed, How-

ing air

ing sys-

air condi-

ever, junior classes

conditioning

tems are

tems.

tioning sys-

may have mechanical

systems.

provided.

tems.

systems.

These

Two Small

Lack of rec-

Courtyards can be

spaces

rectangu-

reational

used as recreational

distributed

are

lar spaces

spaces are

areas. Interaction

as per the

tributed

are cre-

observed,

spaces can be de-

age

as per the

ated for in-

however

signed.

age

teraction

O.A.T are

spaces

are

group,

the building

dis-

Chapter 6: Case Studies

GCAD, Thesis 2021

courtyard

group,

and recre-

provided in

Canteen area can be

are used as

Further

ational ac-

the centre of

use as the interaction

the

Common

tivities.

the building

area, innovative sitting

tional space,

recrea-

Moreover,

for interac-

spaces can be de-

likewise

tional

two other

tion or per-

signed

Common

spaces

open

forming

recreational

are also

spaces are

other activi-

spaces

Provided.

also pro-

ties.

recrea-

are

also

vided.

Provided.

Lifts

No Lifts are

No Lifts

Lifts are

Single Lift can be

provided

are pro-

provided

given for Universal ac-

vided

cess for all.

Art and craft

Spaces

Multiple

Spaces are

Art and craft area can

Multi-

area is used

are pro-

Spaces

provided but

act as multipurpose

purpose

for multipur-

vided.

are pro-

they are not

area.

Hall

pose activi-

vided.

of appropri-

ties.

Laboratories

18 x 12m

ate size

6 x 7.5

10 x 10m size will be appropriate as per the

9x6

site.

Class rooms

8 x 8m

6 x 6m

7 x 7m

Parking

Only Staff

Staff

Services

and school

parking is

transport

not al-

given for

parking is al-

lowed ex-

school

lowed

cept

transport

school

and public

transport.

transport

Table 10: Comparative Analysis

Seprate

School transport and

parking is

Bikes, cycles, are only permitted in the campus.

(Source: Author)

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6.5 References •

https://www.archdaily.com/891016/the-british-school morphogenesis?ad_source=search (Article)

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Chapter 7: SITE ANALYSIS

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7.1 Site Analysis 7.1.1 Location

Figure113: Land use Master Plan of New Delhi 2021

(Source: DDA)

This is the master plan of New Delhi and the site is located in Najafgarh area in west direction of the New Delhi. Asper the above image the area of Najafgarh town is about 780 ha and total area as per the GNCTD is around 21935 ha. There is total 58 villages which comes in Najafgarh area and all are connected with the roads having width of 20 to 30 meters. School and health centers are available in most of the villages. Although there are many government and private schools which are owned by some private societies/trusts and by the government of Delhi.

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Figure 114: Marked area representing Najafgarh area

Figure 115: Marked area representing goyla khurd village and qutab vihar

(Source: Google maps)

Figure 116: Satellite view of the Site

(Source: Google maps)

Figure 116: Site Accessibility

(Source: Author)

The site is situated at Goyla Khurd Village, Deenpur, Shyam Kunj, Najafgarh, Delhi. It is a CBSE affiliated school. The school has total intake of 1500 students. Every classroom is consisting of around 30-35 students. Proposed for primary, secondary and senior secondary wings. Moreover, there should be playgrounds, swimming pool, indoor and outdoor games etc. as to promote extra-curricular activities.

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7.2 Accessibility & Connectivity

Site

Sub – Arterial

Local streets Roads

Figure 117: Illustration of accessibility and connectivity of Site

The site accessed by sub arterial road and local street roads which is along having residences and commercial districts. Pedestrians can walk easily in local street roads. Below mentioned are the major landmarks of the site:  7 km from Dwarka Metro Station  2.1 km from Goela Village Bus Station  12.8 km from Dabri-Gurgaon Road

 2.6 km from Market Adjacent roads Dwarka-Goela dairy road= connecting Dwarka to Goela Khurd village (primary road)  UER-II (Urban Extension Road)  Shri Shyam Khatuwala Road (secondary road)

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7.3 Development Controls

Table 11: Planning Norms and standards for education facilities

(Source: DDA)

According to the Delhi Development Authority the minimum plot area for the senior secondary school is around 0.98 to 1.97 acres.

Table 12: Development controls for education facilities

(Source: DDA)

 Total Site area= 8.98ac (36376.33 sq. m.)  Plot area kept for school building= (8000 sq. m.)  Permissible ground coverage (35% of school building area) = 0.69ac (2800 sq. m.)  Permissible FAR= 150= (12000 sq. m.)  Permissible setbacks= front- 15 m, Side- 12 m  Permissible height= 18 m  Green area required= 50% of the open area

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= area of school building-permissible ground coverage = 8000-2800 = 2600sq.m. 2

 Parking required @ 2 ECS/100 sq. m. of floor area

7.4 Site Constraints The urban context of the site is filled with most of the residential areas and beside the site there is a drain is passing by. So, there are some limitations which designer needs to be considered while designing the building. 7.4.1 Threats i.

Noise from the front road.

7.4.1 Weaknesses i.

The school assembly or various activities noise can disturb nearby residences.

ii.

Security issue for the school as population density of the area is less, and large part of the surroundings is vacant land.

iii.

Foul air may come to the school because of the drain outrun.

7.5 Urban context 7.5.1 Open and built

Figure 118: Urban context of the site

(Source: Author)

The site is consisting of mostly the residential, commercial, educational, area.

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Further, there are some major points which comes in this urban context: i.

Heights- the height of the adjacent land use is maximum upto 4 floors.

ii.

Landmarks- Guru Gobind Indraprastha University= 7.9 km

iii.

Mata Bhatee Devi Public school= 200 m

iv.

Sewage treatment plant= 3.4 km

Janki Hospital= 3.1 km

The adjacent land consists of; Commercial, Residential-shyam vihar colony, UER-II (area taken over from site), Najafgarh drain and Green fields.

Figure 119: Dimensioned drawing of Site Plan and actual surroundings.

(Source: PWD)

Typology of the buildings: Institutional, Residential, Commercial The building has already been constructed and the school is running but the whole school building has to be demolished. Also, some part of the site 1.37ac (5578 sqm) has been taken over by UER.

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7.5.2 Vegetations

Figure 120: Existing green cover and vegetations

(Source: Author)

The above image illustrates about the existing green cover and vegetations around the site on the right side of the site there are open green field areas. 7.6 Topography

Figure 121: Topography of the site

(Source: https://en-gb.topographic-map.com/maps/zr8/India/)

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Elevation: 214 meters / 702 feet

Figure 117: Topography of the site

(Source: https://en-gb.topographic-map.com/maps/zr8/India/)

Figure 122: Sectional profile AA' representing slope from west to East

(Source: Google Earth Pro)

The topography of this zone shows a kind slope from the West to East. Less plantation is done along the boundary wall of the site and on the periphery the existing building.

7.7 Climate New Delhi has a subtropical hot and humid climate in summer and dry in winters, hot humid summers and moderate seasonality. The exposure of solar radiation is very high in summer and diffuse radiation in the monsoons. 7.7.1 Average rainfall

Figure 123: Average Annual Rainfall

(Source: worldweatheronline.com)

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Min. annual rainfall is in 2009 and max. annual rainfall is in 2011. Max Average Monthly rainfall: In July up to 413.8 mm. 7.7.2 Humidity

Figure 124: Average humidity per year

(Source: worldweatheronline.com)

The max. humidity is in 2011 year and min. humidity is in 2009 year.

Figure 125: Average Monthly Rainfall

(Source: worldweatheronline.com)

Max. Average Monthly rainfall: In July up to 413.8 mm.

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Figure 126: Average relative humidity in New Delhi

(Source: www.weatherandclimate.com)

The max. relative humidity is in the month of august and min. relative humidity is in the month from April to May.

7.7.3 Temperature

Figure 127: Average Temperature Graph

(Source: worldweatheronline.com)

This graphs represents that Average max. temperature is in may and june 44° and Average min. temperature is in January.

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7.7.4 Sunhours

Figure 128: Sunshine Hours

Figure 129: New Delhi, India - Sun path diagram

(Source: www.weatherandclimate.com)

(Source: www.gaisma.com/)

By analysing the Graphs showing average monthly solstice and Average solstice days this will helps to make the planning of the building accordingly and also in selecting the orientations; as we can see the June solstice is high which is having high angle and winter solstice is low which is having low angle.

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7.7.5 Wind Speed

Figure 130: Average max wind and gust

(Source: worldweatheronline.com)

This graph is showing average maximum wind speed and gusts speed every year.

Figure 131: Average month wind speed

(Source: www.weatherandclimate.com)

Average monthly wind speed in New Delhi the max. wind flow is in the month of July and min. wind flow in the month of October and November.

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7.7.6 Wind Rose

Figure 132: Wind Rose

(Source: Google Images)

Maximum wind flow is in west direction and then from north west to south east. Further southeast winds are warm which are also called as “loo”.

Figure 133: Sun path and Wind Direction of the Site.

(Source: Author)

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The above illustration showing about the seasonal wind pattern and sun path with respect to the site. 7.7.7 Existing site images

Figure 134a and 134b: Existing buildings to be demolished

Figure135: School entrance

(Source: Author)

Figure 136: Existing building to be demolished (Source: Author)

Figure 137: West side of the site, currently used for staff parking

(Source: Author)

Views from different present areas of the site.

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Figure 138: South side of the site, used as the assembly ground

(Source: Author)

The site is having staff parking and natural microclimatic conditions. These are the existing image of the site the building soon be demolished. 7.8 Traffic study

LTR HTR

Figure 139: Illustration representing traffic movement around the site

(Source: Author)

Figure representing the traffic movement of the site having low traffic road (L.T.R) and heavy traffic road (H.T.R). This flow of traffic is observed earlier by visiting the site.

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7.8.1 Movement Pattern

Edges Pedestrian walkways Nodes

Figure 140: Movement Pattern of the site

(Source: Author)

This illustration is depicting the pedestrian walkways, edges and nodes around the site. Likewise, the road networks and street patterns will assist the designer to analyse the potential movement pattern through and around the site. 7.8.2 Noise Analysis

Noisy areas Quiet zone

Figure 141: Illustration representing noise and quite zones in the area

(Source: Author)

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This figure illustrates about the quiet zones and Noisy areas of the Site. This will help to place acoustical barriers such as vegetations in the site. 7.9 Services on the site Presently there are basic services which are used by the building users which soon be disintegrated. Further a drain is passing by beside the site. Staff parking can be done at the irregular shape of the site, Surface parking (school transport) should be located in a manner such that it doesn’t interrupt or hinder the continuity and resemblance of the spatial and pedestrian movement.

7.9.1 Treatment of the flows in Najafgarh and Shahdara drains: The drains contributing maximum to the pollution load in the river water are Najafgarh and Shahdara drains. Action plan to check flows in Najafgarh Drain and Shahdara drain is recommended. The untreated sewage results in pollution of the water flowing in the drain and affects its quality by increasing BOD level and suspended solid. Majority of the untreated sewage is contributed by unauthorized colonies. It would be possible to treat this sewage only after laying of internal sewerage system or installation of decentralized treatment plants, which are proposed to be attempted by [concerned municipal body] on pilot basis.1

7.10 Conclusion a) By having analysis of site analysis now it will give the awareness about the urban context of the site. So that planning can be done accordingly. b) By knowing the wind direction and sun movement the building can be designed by taking the advantage both things. c) By studying different the traffic and movement pattern will help to make a barrier free environment around the site. d) Acoustical barrier can be used to avoid unwanted noises coming around the site. e) By studying the cons of Najafgarh drain it will help to resolve drainage pattern of the site and how to prevent site from foul air. f) Solar power panel can be installed to conserve energy in during peak sunshine hours.

Annexure1 [9.0(II)], DDA

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7.11 References 

https://weather-and-climate.com/average-monthly-Rainfall-Temperature-Sunshine,NewDelhi,India



https://www.worldweatheronline.com/new-delhi-weather-averages/delhi/in.aspx



https://www.meteoblue.com/en/weather/archive/windrose/delhi_india_1273294



https://en-in.topographic-map.com/maps/5too/Najafgarh/

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CHAPTER 8: ARCHITECTURAL PROGRAMME

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8.1 Conclusion from the prototypes and site analysis After getting the plenty amount of exposure about the ‘Senior Secondary School’ brings more clarity of the topic. Although, case studies teach about the spatial requirement for the various architectural requirements. By analysis of the similar types of spaces required studying case studies, standards make the user to comprehend easily. This will direct towards the good design; below mentioned are the conclusions made on case studies and site analysis. 8.1.1 Primary Case Studies Primary case studies are very beneficial for experiencing the existing spaces and functioning, in fact it gets to know about the material, user interference with respect to the space and other elements which makes it a good design. a) Landscaping is done differently in D.P.S and V.V.D.A.V the cases in private school have more vegetations as compared to the govt. school. Walking spaces are creating a serene environment and soothing experience in D.P.S. b) Ventilation system may vary. It has been highlighted by the staff and non-staff workers of both the schools that they mostly usually prefer natural ventilation because it is natural and create comfortable temperatures. Nevertheless, artificial HVAC systems must have to be avoided because of this post covid era, this is just for the safety of students and also to prevent the spread of covid virus. c) Classroom sizes are different because it is based on the footfall of the user. Generally, students must face toward East, North-East, or North direction this is just to get appropriate lighting conditions in the space and also to obtain cross ventilation by the winds coming from the South-East to North-West the entrance of the classroom can be the given in East direction and for the blackboard it can be placed in the west direction. d) Optimal use of courtyard is observed in primary case studies and how it helps to create good lighting and exchange the air naturally. it has the ability to enhance the building's microclimate and its internal airflow and thermal floating ability. Natural ventilation schemes may depend upon the pressure variations to move fresh air in the internal areas of the building. Nevertheless, the flow of air, urban surroundings and other factors, like geometry of the building and wind direction can builds a huge difference. Courtyard geometries are the vitall aspects to accomplish the efficient natural ventilation and also to build healthy indoor environment with respect to the urban environment.

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e) Recreational spaces are distributed as per the user group, common recreational spaces are also provided. f) Generally. Singly loaded structure is preferred for the planning of educational building because it have a better compatibility with light, structure and ventilation. g) Separate ground can be provided for the junior and senior, one common ground is provided for other activities. 8.1.2 Secondary Case Studies These are desktop studies which are useful in creating an innovation with respect to the spaces, the use of passive cooling, evaporative cooling, jaalis are helpful for control heat coming from the sun and surroundings. a) Circular panning can be done which has its pros and which may vary according to the orientation. It transacts well with the wind. Light is the issue in these areas, Nevertheless, this issue can be solved by referring the circular open ceilings which are used in IIM Udaipur. This will resolve the problem of lighting and heat ventilation and air conditioning. b) Vertical forest concept can be adopted to deal with harsh environments like dirt, pollution, etc. this will filter the air and make sustainable environment around the site. c) Grid framed truss can be installed with the building to distribute load and protect the building from rain and excessive wind. 8.1.3 Conclusion from the site analysis a) The Site analysis leads to understand the site surrounding and climatology which later helps in positioning of spaces on site and their relationship. b) Understanding of noisy and quiet zones areas helps in placement of blocks according to their zone. c) The context around the site, helps to establish and understand their importance. Foul air may come from the Najafgarh drain which can be solved by planting vegetations around the site which may filters the air. d) By observing the movement network patterns along the site, this would help to design the built up accordingly and vehicular movement as access points for the site as well as the movement inside the site. e) By analysis the topography of the site helps to comprehend the existing levels and to make design outcomes may vary accordingly.

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f) The sun movement patterns help in understanding the various zones of the site. So, that the orientation of the building should be decided as per the sun path. g) Existing vegetations could be preserved and it can be blend with its surrounding environment. 8.2 Client brief The client of this project is Directorate of Education, Delhi Government. The requirements are based as per the scheme provided for the educational buildings. 8.2.1 Vision of the client: a) Nature oriented learning. b) Believe in sustainability. c) Focus on cleanliness. d) A healthy mind comes from a healthy body (anti air-conditioning environment preference). e) All round development of students through co-curricular activities. f) Focus on greener field areas.           

Vocational Education related workshops Classrooms (Total 60 classrooms). 1 Science Laboratory Principal room Office room Computer room Laboratories for vocational education Art/craft/culture room Library room Separate toilet blocks for boys and girls Purified drinking water facility.

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8.3 Physical Requirements The physical requirements of the ‘Senior Secondary School’ are based on the Guidelines of Case Studies, CBSE norms and the bounded Site. The area is distributed in various from to assist the designer in making analysis of various built-up areas. 8.3.1 Site Requirements Parameter

Areas/Byelaws

Total Site Area

8.98 ac (36376.33 sq. m.)

Permissible Ground Coverage

35% = 0.69ac (2800 sq. m.)

Plot area kept for school building

8000 sq. m.

Permissible F.A.R

150 = (12000 sq. m.)

Permissible Height

18m

Permissible Setbacks

Front – 15m, Sides – 12m

Table 13: Site requirements

(Source: Author)

The zoning of the site and how the spaces are distributed, so it can be analysed by stating, spaces, occupancy, total number, total area placed on the site, by making a specific table of total built-up areas as per the necessary requirements. The following mentioned area statement is based on the protypes studied (Case studies) and standards provided by CBSE and DDA. The space is divided in such a way that it will make a compatibility with the design to make an area analysis chart on it, which will lead to better comprehending of the spaces. The areas may vary as per the design scheme, client requirements, Government norms, etc.

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Table 14: Area Statement

(Source: Author)

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Hence, total Built up area = total area + circulation +walls+ toilet = 10070.45 sq. m. 8.3.2 Other Outdoor areas:  Badminton court  Basket Ball  Football  Cricket pitch  Volley Ball  Swimming pool (as per the standards)  O.A.T 8.4 Intangible considerations There are some major considerations which are need to be considered while planning and designing the educational building. It is crucial to understand the context of the site so as the design outcomes blend with its surroundings. The site is surrounded by residential, commercial areas. the site should be accessible from the nearby roads there should a fire tender movement around the site for any fire hazardous conditions, although, also for the circulation for the school transport. Nevertheless, after every few distance there must be an open space or open area with a view of nature so that the user stays connected to the outdoor environment. Library should be placed at such zone where it will connect with the nature tends to provide Calmness and also helps Release from stress. The nature acts like a true relief to the users while reading. Moreover, computer room should be covered with curtains or blinds and with blue paint on the glass to avoid glare coming from the sky. Laboratories should be opened well to allow more nature light exposure inside the labs. Moreover, for the better exchange of air. Reception area can be mould with the touch of natural view which can helps in uplifting the mood of the visitors. 8.5 Final comments The architectural programme includes both intangible and tangibles while designing a space. The physical requirements are inclusive of the space required for different functions in school. Below mentioned are the various conclusions which are based on the design goals: ➢ Developing micro climate on the site helps to enhance the environmental conditions.

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➢ Considering the accessibility to the site by both pedestrian and vehicular movement. ➢ Creating spaces which are vibrant and happy, ensuring social belonging. ➢ Development of a barrier-free environment for easy access to the space and easier movement of the physically disabled people. ➢ The form and relationship between various spaces should be such that it blends with the various surrounding buildings. ➢ Swimming pool can use as the evaporative cooling effects which can helps to reduce the heating load of the building. ➢ Sustainable material can be used to reduce the site construction waste.

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CHAPTER 9: SPATIAL & DESIGN ANALYSIS

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9.1 Individual Spatial Analysis This analysis is based on the schematic sketches layout of the spaces are used in the educational building. Generally, the spatial analysis is divided into two parts which are mentioned below: Quantitative Analysis: It deals with the tangible aspects of the space, which can be measurable. It includes the number of the users using the space, sizes of the space, furniture required, standard sizes of the furniture, total no. and dimensions of the door and windows, etc. Qualitative Analysis: It contains both aspects tangible and the intangible of the space, which can only be experienced by the users. Which also includes, the temperature of the areas. lux level of the space, the human comfort, the security and safety of the users, etc.

Figure 142: Schematic layout of classroom

(Source: Author)

The usually preferred size of the class room should be eight by eight meters. All sizes of classrooms are similar. Each classroom is having minimum 40 no. of students as per the guide lines of CBSE. Natural ventilation preferred for the air exchange.

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Figure 143: Schematic sketch of Administration area

(Source: Author)

The total area of Administration block should be around 670 sq. m to 700 sqm including the washroom, waiting and reception area.

Figure 144: Schematic sketch of physics Laboratory

(Source: Author)

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Figure 145: Schematic sketch of Chemistry Laboratory

Figure 146: Schematic sketch of Bio Laboratory

(Source: Author)

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Figure 147: Schematic sketch of Vocational Laboratory

(Source: Author)

9.1.1 Post covid area layout schemes

Figure 148: Alternative Seating Layout

(Source: commonedge.org)

The design layouts of schools, will change as the Pandemic continues. Integrated technology is needed and can be strengthened by referring to the smart learning so that students attending classes online at the same time as their partners learning on the spot feel equally connected and equally engaged. Hand sanitizers can be installed in every classroom. Further, Other spaces including indoors and outdoors, will need to be as alternate

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settings for students to learn and explore in smaller groups. Air quality, can be controlled through a combination of natural fresh air and carefully filtered mechanical systems. 9.1.2 Creating Additional Handwashing Opportunities in Schools

Figure 149: Free Entrance facilities

(Source: Urban Architects)

Additional hygiene facilities can be provided for the visitors entering in the school, by providing handwashing facilities, by measuring the temperature check and distributing free masks. 9.2 Services and Structure 9.2.1 Safety factors The safety factor plays a vital role for designing school building. It is crucial to mention the major considerable factors for educational department such as the government policies for, fire safety measures, post covid era impacts in designing the building and smart studying aspects. 9.2.2 Physical Distancing Measures Physical distancing, means to create such preventive measure to prevent the spreading of communicable viruses between individuals. It is selective criteria which allows to lower the risk of spread of SARS-CoV-2, as it transfers thought the droplets presents by persons in close to proximity. For every age group there are some physical distancing guidelines which must have to be followed in the school:  Reducing the amount of time students present in the school.  Limiting unnecessary visitors into the building.

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 Eliminating use of lockers, almirah’s and other type of furniture which is used during the school hours.  It is strictly stated that over the age of 2-3 years can safely wear cloth face coverings.  Schools should follow the 2 m spacing rule between students and desk should be 3 feet apart with other remote learning alternatives.  Use plexiglass in front and around desks particularly if unable to be 6 feet away from students.  Crowded hallways must be avoided.  Placing marking, such as tape, on floors or sidewalks to create one-way routes. 9.2.3 Fire safety All new school constructions should include disaster tough features. For 40 to 45 students there must be two doorways. Classrooms for kindergarten, preschool, nursery and class one should be located on the ground floor (As per the NBC). For sully sprinklered system building, the travel distance may increase by 50% of the specified values. fire-proof, heat resistant materials should be used in school building. Emergency gear such as fire extinguishers, first aid kits, ropes etc. should be checked and maintained regularly by the School Authorities. 9.2.4 Electrical and lighting All electrical systems should follow norms of NBC. Use of solar panel is desired in order to save energy. Solar panel can be installed on the roof of the building which helps generates its own electricity. 9.2.5 Drainage To improve the drainage system of Delhi, effluent treatment plants should be provided at outfall of drains and aeration units at interceptions with advanced techniques for maintenance of drains. Drainage should be linked with the ecology and green networks, by adopting the concept of “bio-drainage”.2 9.2.6 Structure Sustainable material should be used in the construction of the building this will reduce site construction wase and these activities may pollute our resources, as well as terminate

DDA

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natural habitats and diminish natural resources. Nevertheless; sustainable materials can help to control construction cost of the building. 9.3 Planning, Relationship and space This indicates about the user relationship with every space, so that the planning can be done accordingly. 9.3.1 Student

Figure 150: Bubble Diagram showing student circulations

(Source: Author)

9.3.2 Teaching Staff

Figure 151: Bubble Diagram showing teaching Staff Circulation

(Source: Author)

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9.3.3 Visitors

Figure 152: Bubble diagram representing visitor’s circulations

(Source: Author)

9.3.4 Service Staff

Figure 153: Bubble diagram representing service staff circulations

(Source: Author)

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9.3.5 Form and orientation

Figure 154: Illustration representing mutual shading, min surface volume and perimeter area

(Source: nzeb.in)

The built have their own heat gain such as the form which s having less surface area (S/V) and less perimeter area (P/A) are so useful in extreme climatic zone. These type of forms uses less heat during daytime and release the heat at night time. Buildings which are having ‘rectangular form’ should be kindly orient towards longer axes towards north-south direction rather than east-west direction, this is for the particular reason that greater area ratio, receives greater heat gain of the building. The form of the building decides its efficiency. Hence, it is crucial to consider the floor area, perimeter, building height and surface to volume ra

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CHAPTER 10: INITIAL CONCEPT

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10.1 Site Measurements

1 Unit = 10

Figure 155: Site boundaries and Road Connectivity

(Source:, Author)

Existing parameters of the site

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10.2 Existing climatic conditions

Figure 156: Existing Vegetations on the site

(Source:, Author)

This figure illustrates about the actual, wind pattern, sun path and vegetations on the site. Windrose diagram of New Delhi shows that wind blows from the Northwest [N.W] is about 19% of all winds. Further, southwest winds are summer winds which are also called as ‘loo’, Wind velocity is high during the monsoon season during the month of June, July and august.

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10.3 The Major Idea As in architectural profession it is our responsibility to comprehend that what narrative we are trying to show, what is the story behind the concept, why we are doing that, what is the purpose of doing it, etc. Likewise, the deep meaning of my educational building is to connecting the outside natural spaces with the building, this will create a cheerful integrated space among the children, nevertheless; to comprehend the meaning of nature with the school. Also, it has been proved that spending time with the nature builds positive relationship and improves health. Aspects such as daylight, fresh air vegetation can make an enormous change on child’s mind, behaviour, ability to absorbs knowledge. Nature is a crucial aspect in terms of everything we cannot go against nature to have to embrace it, it will assist to balance harmony and learning experience in the classroom. This will unify the natural and manmade environments. Eventually this will lead to new school design which promotes health and wellbeing. This is very beneficial for the urban dense areas.

Figure 157: Basic Idea

(Source:, Author)

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10.4 Noise Analysis

Figure 158: Noisy and Quiet zones

(Source:, Author)

By comprehending the noisy and quite area the building block should be placed accordingly so that it will develops clam environment inside the building.

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10.5 Movement patterns

Figure 159: Site Movement

(Source:, Author)

Four entrance and exit gates can be installed in this site. So that to maintain good circulation inside the site. There should be separate parking for school transport and as well as for the bike, cycles, and scooters. Moreover, the staff cars can be parked on the front road which is around 12-15m wide.

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10.6 Dividing the separate groups

Figure 160: Site zones

(Source:, Author)

By dividing particular zones for a specific activity will helps to enhance the better functionality of the site.

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10.7 Zoning Options 10.7.1 Option 1

Figure 161: Zoning Illustration 1

(Source: Author)

Rectangular blocks are used in which there are two courtyards and laboratories is located at the centre of the building for optimal lighting conditions. Wind pattern will assist for exchanging the air.

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10.7.2 Option 2

Figure 162: Zoning illustration 2

(Source: Author)

By selecting L shape pattern bring the flexibility to the design and naturally blends in the context of the site which is also a sort of irregular polygon, three courtyards are given in this type of zoning. The existing vegetations will be adjusted as per the shape of the form.

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10.7.3 Option 3

Figure 163: Zoning illustration 3

(Source: Author)

By following the design scheme of British school an innovative scheme of govt. school can be generated in which courtyard are the playing the primary role for cross ventilation of the building. Moreover, perforated jaali patterns can we taken into the building design in which air gets cooler when it passes through the holes, this concept can be seen in many heritage buildings of Jaipur and also in Sanjay puri’s project the screen house, Lucknow.

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10.8 Shading Mechanism

Figure 164: Horizontal Louver System

(Source: Pintrest)

They are very effective solar shading device and also beneficial in winter solar heat gain. Horizontal sun louver system can be used to cut down the sun angle. Moreover, it allows good control system with visibility of the outside, this strategy can be implemented on the south direction of the site which will help to stop cut the sky glare and polarised glass can be installed which filter the light and eliminates sky glare.

Figure 165: Shading devices impact and analysis

(Source: Pintrest)

Above mentioned illustration determines about how shading devices can affect the building envelope.

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11. Bibliography 1. ABOUT US |. Available at: https://www.dpsrkp.net/about_us.php 2. Brown, M. & Lippincott, J. (2003). Learning spaces: More than meets the eye. Educause Quaterly, Retrieved from: http://net.educause.edu/ir/library/pdf/eqm0312.pdf 3. Philosoply of education. Available at: https://kids.britannica.com/students/article/philosophy-of-education/108550/261243-toc 4. Youth Affairs (Australia). Retrieved from http://www.dest.gov.au/archive/schools/publications/2001/digest/building.pdf 5. Oblinger, D. (2005). Leading the Transition from Classrooms to Learning Spaces. Educause Quaterly, 28(1), 14–18. Retrieved from: http://net.educause.edu/ir/library/pdf/eqm0512.pdf 6. Oblinger, D. (2006). Space as a change agent. In D. Oblinger (Ed.), Learning spaces. EDUCAUSE e-Book, Chapter 1. Retrieved from:

http://www.educause.edu/LearningSpaces 7. Anon, 2015. Meaning, Nature, Scope and Relevance of Educational Psychology. John Parankimalil. Available at: https://johnparankimalil.wordpress.com/2014/04/02/meaningnature-scope-and-relevance-of educational-psychology/ 8. Fisher, K. (2001). Building better outcomes: The impact of school infrastructure on student outcomes and behavior. Report by the Department of Education, Training and Youth Affairs (Australia). Retrieved from http://www.dest.gov.au/archive/schools/publications/2001/digest/building.pdf 9. Proshansky, H.M., Ittelson W.H., Rivlin L.G. (1970). Environmental Psychology: Man and His Physical Setting, Holt, Rinehart and Wiston, USA 10. Zeenath Shakir.(2014).Architecture & Human Psychology, India 11. Altman, I. (1975). The Environment & Social BEHAVIOUR. Books Cole Publ. Co. Monterey California. 12. "Education During the Contemporary Time." Scribd. Available at : https://www.scribd.com/document/336585362/Education-During-the-Contemporary-Time 13. Scott-Webber, L. (2004). In sync: Environment behavior research and the design of learningspaces. Ann Arbor, MI: Society for College and University Planning. 14. NBC- 2016 15. Affiliation Bye Laws. - CBSE. Available at: http://cbse.nic.in 16. DDA Norms_2020

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12. Plagiarism Check

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“Don’t settle down and sit in one place. Move around be nomadic, make each day a new horizon.” – Chris McCandless

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Articles inside

SOURCE: AUTHOR

FIGURE 119: DIMENSIONED DRAWING OF SITE PLAN AND ACTUAL SURROUNDINGS. (SOURCE: PWD

FIGURE 40: SCHOOL FAÇADE (SOURCE: AUTHOR

SOURCE: ARCHDAILY

SOURCE: AUTHOR

FIGURE 80: FACADE OF THE SCHOOL

TABLE 7: REFERENCES (SOURCE: AUTHOR

FIGURE 38: CHANGES IN ACADEMIC STRUCTURE (SOURCE: NEP INDIA 2020 FIGURE 39: ADAPTATIONS OF PLANTS AND THEIR POSSIBLE IMPLEMENTATIONS IN FAÇADE SYSTEMS

FIGURE 37: POOL DIMENSIONS (SOURCE: NEUFERT STANDARDS

CULTURAL, GOVT. OF WESTERN AUSTRALIA

FIGURE 9: PLAN OF THE EXCAVATED RUINS AT NALANDA (SOURCE: A GOSH

FIGURE 13: CONCERNS ABOUT DEVELOPING VARIOUS SKILLS

SOURCE: NEUFERT STANDARDS

FIGURE 6: SITE PLAN (SOURCE:PWD

FIGURE 10: COGNITIVE LEARNING STRATEGY (SOURCE: COURSEMETHOD.COM

FIGURE 1: DIMENSIONED DRAWING OF SITE PLAN AND ACTUAL SURROUNDINGS. (SOURCE:PWD

FIGURE 7: METHODOLOGY (SOURCE:AUTHOR