THE URBAN SCHOOL Bridging the gap between city and school
UNDERGRADUATE THESIS REPORT 1
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THE URBAN SCHOOL Bridging the gap between the school and the city
Presented by SAI SMRUTHI SAMPATH 15UG06044
SCHOOL OF ARCHITECTURE Bangalore 560073
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2BAR101 – ARCHITECTURAL DESIGN PROJECT 2019-2020
THE URBAN SCHOOL Bridging the gap between school and the city
A REPORT
submitted in partial fulfillment of the requirements for the award of degree in BACHELORS IN ARCHITECTURE, by the
School of Architecture CMR University
Presented by SAI SMRUTHI SAMPATH 15UG06044
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SCHOOL OF ARCHITECTURE CMR UNIVERISTY
CERTIFICATE This is to certify that the thesis entitled “THE URBAN SCHOOL; Bridging the gap between the school and the city” is a bonafide work carried out by Sai Smruthi Sampath, 15UG06044 in partial fulfillment of the requirements for the Degree of Bachelors in Architecture 2019-2020.
Guides
Dean
Ar. Nandita Ar. Vagish Naganur Ar. Anand Kurudi Ar. Muralidhar Reddy Ar. Chandrabhanu D V N L
Dr. K S ANANTHA KRISHNA
EXAMINERS
INTERNAL
Dean School of Architecture CMR University
EXTERNAL 1
EXTERNAL 2
Signature Date
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ACKNOWLEDGEMENT
I wish to express my gratitude to Prof K S Anantha Krishna, the Dean of School of Architecture, under whose encouragement all possible facilities were provided for the successful completion of the project. Many thanks to Ar. Vagish Naganur., Ar. Nandita, Ar. Anil Dube, Ar. Anand Kurudi, Ar. Muralidhar Reddy and Ar. Chandrabhanu DVNL for their invaluable guidance, constructive criticism, encouragement, guidance and suggestions at different stages through the execution of the project. I would also like to express my warm appreciation to the members of the faculty of the School for their kind co-operation during the course of my work. This thesis would not have been accomplished without the constants support of my family and friends who have given me strength and encouragement throughout this journey.
SAI SMRUTHI SAMPATH 15UG06044
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-i-
Contents.
A kn owledg ement
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INTRODUCTION 1 . 1 T h e sis Br ief
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ARCHITECTURAL RESEARCH 2.1 Present Educati on Scenari o i n the St ate.
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2.2 Hi st ory of t he Educati on System i n t he Indi an C ontext.
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2.3 Archi tectural Case Studi es.
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2.4 Inf erences f rom Case Studi es.
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D E SI GN PR OPO S A L & PR OJ E CT 3 . 1 Sch ool a s a n Ext en si on of T h e C i t y.
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3 . 2 Sch ool a s a n O b ject . Bu ilt M ass & P r og r ammin g .
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3 . 3 User Exp eri en ce of t h e Sch ool - A . Sp a tia l P lan n in g .
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3 . 4 User Exp eri en ce of t h e Sch ool - B. Bu ilt F or m , M a ter ia lity & Clima tic r esp on se
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Sc hool si ti ng & Commu ni ty Connec ti vi ty .
04 DESIGN CONCLUSION
4.1 Thesi s concl usi on
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Append i x
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B i bl i ography
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THE THESIS BRIEF
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The right to Education Act provides the right to a child to free and compulsory education of satisfactory and equitable quality which satisfies certain norms and standards, But in reality when it comes to opting for an educational system majority of the upper middle class still go for the management facilitated private schools leaving the government schools devoid of attention and participation. The role of a good design plays a significant role in education, with increasing evidences that learning outcomes are closely related to the environments the students are put into. The high drop out rates in Karnataka have been caused largely due to the lack of quality infrastructure and maintenance. There is hence an urgent need to restructure and rebuild government schools in Karnataka to provide for better quality education.
The engagement of a school is not just restricted to its students and staff but also to the larger city community through shared resources. Well designed schools create a sense of identity , pride, ownership for the communities that they serve. Schools are required to adapt to the rapidly changing global scenario, skills such as communication, collaboration ,critical thinking and creativity have become as essential as traditional literacies, hence there is an urgent need to create learning environments that would be able to accommodate these changing education models. The Urban school is visualized to bridge the gap between the school and its city. The project explores the aspects of flexibility and concepts of breaking the boundaries of a traditional classroom to create a cohesive campus that would become a platform of shared resources with blurred boundaries.
Schools are an essential part of any healthy and thriving community. They are a place for meeting and exchange and often operate as a combination of an educational and social hub.
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ARCHITECTURAL RESEARCH
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This section talks about the existing scenario of learning to understand the needs and issues of the existing systems. The section will be touching upon the History and Evolution of the Learning Environments over the years. This section will also be covering the selection criteria of the case studies, the analysis of the architectural response and the takeaways from each study. 3
CLAIMS
2.1
Present Education Scenario Of The State.
Right to Education
?
The right to Education Act provides the right to a child to
free and compulsory Education (RTE) Act, 2009 -
represents the Constitutional legislation envisaged under Article 21 - A , means that every child has the right to full time elementary education of satisfactory
and equitable quality in a formal school which satisfies certain norms and standards.
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The primary and secondary education Department of karntaka have made the following claims about their Education policies :
Every Child attends school.
Education Policies
Every Child has the right
quality learning
to
Every teacher is at school
The community is actively involved in the betterment of the schools.
To ensure that all
required infrastructure and human resources for providing compulsory, relevant and quality education are in place.
To ensure that education becomes a means of genuine
Goals and Objectives
empowerment of the individual to achieve his/her full
potential.
To ensure that the learning process is made locally relevant,
Child - centered, activity - based and joyful.
To ensure that educational management is decentralized to the community and that the
community takes ownership
to ensure children’s right to Education.
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REALITY
34%
Bangalore Urban
28,000
Total number of Dropouts in Karnataka
In reality, when it comes to opting for an educational system, majority of the upper middle class still go for the management facilitated private schools leaving government schools devoid of the attention and participation. Most of the government schools within the city lack infrastructure and maintenance Bangalore Urban has witnessed the maximum drop out rate of 34% within the state of Karnataka. The majority of these drop outs have been solely because of lack of infrastructure and maintenance. Although the government schools are trying to adapt to the new methods of teaching, the learning environments have remained constant and unchanged.
82,221
Education Districts with the maximum Dropouts 17,875 Bangalore South 10,125 Bangalore North 8,243 Kalaburagi 5,754 Bidar 3,509 Raichur All figures between 2017 and 2019
Source : Karnataka Education Department
Fig 1. The state of the classrooms in government schools.
(Source : www.livemint.com/Opinion/h5HSgEHI roT6PbmRFzHYnJ/ Opinion-Reforms-to-save-government-schools-in-Karnataka.html)
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Fig 2. Government High School, Kadugodi, Bangalore
Fig 3. Government Primary School, Sampangi Rama Nagar, Bangalore
Fig 4. Government Primary School, Basavanagudi, Bangalore
Fig 5. Government Primary School, LalBagh Road, Bangalore
Fig 6. Government Middle School, Varthur, Bangalore
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C h ild Ps y c hology is d irec t ly in f lu e n c e d by t he spac es t hey ar e put int o.
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A well designed school environment plays a significant role in Education, with increasing evidences that learning outcomes are very closely related to the environments that the students are put into.
Architectural environments affect people from beyond the focus of awareness. People are unaware about the effects that a building or a room has on them nor are they able to express how they feel in different surroundings.
The physical environment of the schools play a great role in determining the quality of learning and teaching in a school. It also helps in developing the imagination and analytical skills of the student by teaching them about how to interact together. The school building is the most expensive physical asset of a school, hence maximum value must be derived from them.
The school environment becomes a container for interactions, socio - cultural , curricular , motivational and co-curricular activities.
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In the quest to find a relevant Learning Environment for the current situation, it is necessary to take a step back to study the History and Evolution of the Education systems and concepts in the Indian Context. These models of education were also very strongly linked to the social and political contexts within which the schools were set up.
Outdoor Learning
It is necessary to examine each system to see if certain concepts can still be adopted in today’s scenario. The time line shown below outlines the key characteristics of each system that was adopted over the years.
Community Learning
Secluded from the main population.
Promoted Urban Secular Education.
The Ashram was located amidst nature. Nature became the backdrop for learning.
Learning Establishments were set up within the Urban Fabric.
THE GURUKUL
Fig 7. depicting the Gurukul.
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Fig 8. Depicts the ruins of The Takshashila University.
THE MEDIVAL EDUCATION SYSTEM
Gurukul Education was not given to everyone.
Introduction of Classrooms, Libraries & Literature Societies
Standardized Learning Colonial Education promoted Mass Education. Standardized Classrooms. Introduction of Labs and Sports amenities within the School Complex.
Fig 9. Depicts a typical classroom setup during the colonial age.
THE INDUSTRIAL REVOLUTION & MASS EDUCATION
2.2
History Of Education In The Indian Context.
ALTERNATE LEARNING
SHANTINIKETAN
Cultural, Social & Intellectual model.
Emphasis on Culture and Education. Outdoor Learning. Emphasis on Art and Vocational Training
Fig 10. Depicts a typical classroom setup at Shantiniketan.
NAI TALIM
Emphasis on building Self reliant communities.
Collaborative Learning
Learn + Work Collaborative Aproach
Fig 11. Depicts the setup of Nai Talim.
J . KRISHN A MUR THY
Self Learning
Emphasis on learning through the senses. No fixed Classrooms.
Fig 12. Depicts J . Krishnamurthys’s model of an open classrooms
T H E ST EIN ER MOD EL
Open Plan Classroom.
Activity Based Learning
Emphasis on Activity Based Learning.
Fig 13. Depicts the Open plan classroom setup for activity based learning
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POST IND EPEND ENCE
Education & Technology
Although the Indian Education system is trying to adapt to the varied concepts of Child centric learning and integrating technology into its school curriculum, it still follows a rigid framework of mass learning and the learning environments have remained unchanged.
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After studying the evolution of the Education System in the Indian context we notice that each system has a certain take away that could still be relevant in today’s scenario. For Example, The Gurukul system that encouraged outdoor learning and learning amidst nature or the Nai Talim concepts of Collaborative learning and Experimentation are still very relevant in today’s Learning Systems. According to these observations, a set of Design Objectives can be laid out for a School that would be relevant in today’s scenario. These Objectives become guiding principles for this thesis.
Better Fit Contextual , local & of its place.
Better Performance
Flexible and Adaptable
School and its city
Inclusive and connected
Better for People
Safe and Comfortable
Better Working
Functional and Efficient
Better Look and Feel
Design Objectives
Engaging and Inviting
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The Vision The Urban School aims at visualizing a school module within a strong urban fabric of the city that would bridge the gap between the school and its city. The project explores the aspects of flexibility and concepts of breaking the boundaries of a traditional classroom to create a cohesive campus that would become a platform of shared resources with blurred boundaries.
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Breaking the boundaries of the traditional classroom environment.
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2.3
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Architectural Case Studies
2.3.1
Montessori College Oost, Amsterdam (Secondary School)
Ar. Herman Hertzberger.
2.3.2
Servete Maci , Albania
(Primary & Secondary School) Studioarch4.
2.3.3
GHSS Karapparambu, Kerala
(Government Primary & Secondary School) Ar. Brijesh Shaijal
2.3.4
R a n e V i d h y a l a y a S c h o o l , Theerampalayam (CBSE School)
Shanmugam Associates
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2.3.1
Montessori College Oost REASON OF CHOICE
Location : Amsterdam Architect : Ar. Herman Hertzberger Area : 16,345 sqmt Client : Stichting Montessori Scholengemeenschap Amsterdam Year Of Completion : 2000
Fig 14. The Montessori College , Oost (Source : https://www.ahh.nl/)
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1. Explores the Urban nature of the school. 2. Expresses school as a social hub. 3. A school that questioned the traditional school building.
SCHOOL PHILOSOPHY
The Montessori College Oost in Amsterdam is one of Hertzberger’s well knows works. The school was completed in the year 2000 and was designed to accommodate high school aged Dutch students. The school was designed keeping in mind the needs of these teenage students - the school was designed to be a social and educational hub for the students. Hertzberger looked into the aspects of social spaces, creative outlets , and a yearning to be in school. He questioned the concepts of a traditional school and created a school that was urban in nature and appears more as a city than a traditional school. The Urban nature of the school became inviting to the 56 different nationalities of students that the school was accommodating.
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ARCHITECTURAL RESPONSE
The school has a very strong sectional quality. The Urban nature of the central circulation zone becomes the zone for chance encounters, interactions,and social activities that enhance the functioning of the school.
Fig 15. Depicts the character of the central circulation zone.
Fig 16. Depicts the character of the central circulation zone.
(Source : https://www.ahh.nl/)
(Source : https://www.ahh.nl/)
Fig 17. The cross section through the central circulation zone (Source : https://www.ahh.nl/)
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The plans show the Urban nature of the central circulation zone. The enclosed learning units like classrooms and labs are towards the edge of the building creating a central zone that becomes a cultural commons of sorts.
BEYOND THE CLASSROOMS
GROUND FLOOR PLAN
FIRST FLOOR PLAN
(Source : All the base drawings are sourced from : https://www.ahh.nl/)
FOURTH FLOOR PLAN 21
The building is divided into split levels to maximize visual connections and create a layer of complexity and depth to the space. There are different types of stairways for multiple functions, including the section at right in which the stairway contains seating and tables. There is also another kind of stairway that incorporates a mini theatre.
Fig 18. The longitudanal section through the central circulation zone
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(Source : https://www.ahh.nl/)
Fig 19. Section depicting the tables and seating incorporated within the stairways. (Source : https://www.ahh.nl/)
Fig 20. The central circulation zone (Source : https://www.ahh.nl/)
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2.3.2
Servete Maci School REASON OF CHOICE
Location : Tirana , Albania Architect : Studioarch4 Year Of Completion : 2016 School Type : Primary and Secondary
Fig 21. The Servete Maci School (Source : https://studioarch4.com)
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1. Translation of the concept of school as community infrastructure translated into a built for. 2. The project explores the concept of creating shared resources within the campus that would be accessible to the community.
SCHOOL PHILOSOPHY
A well functioning society is built upon the network of public spaces and community centers. In developing countries like Albania there is a shortage of these public spaces. Creating an open access school would serve the students and the surrounding community by providing for public infrastructure that could be shared. Since schools are sited strategically for easy access , creating social hubs within the school would engage a larger population of the community that surrounds the school.
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ARCHITECTURAL RESPONSE
In order to achieve a smooth transition between being a school during school hours and transforming into a community center after hours , the school programs have been divided into three categories : 1. Programs that are accessed only by the school. 2. Programs that are accessible to both the school and the community 3. Programs that are mostly public in nature.
18 Classrooms
5 Labs
THE SCHOOL 8 Music Rooms
Admin & Services
1 Gymnasium
140 cap. Auditorium
THE COMMUNITY 1 Library
The school consists of a semi internal courtyard that serves as a dynamic public space that allows the students to enter and exit the school through a safe threshold. In addition this court creates a soft transition between the street and the school. The court is sunk and the public external staircase leading to the court serves as an open air theatre.
Fig 22. Section through the main street and courtyard (Source : https://www.archdaily.com)
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Courtyard
The classrooms are placed facing the inner courtyard to make the teaching process quieter. The corridors are towards the outer edge of the building. The building also comprises of several accessible balconies that capture the view of the context creating a unique relationship between the school and its surroundings.
GROUND FLOOR PLAN GROUND FLOOR PLAN
FIRST FLOOR PLAN
SECOND FLOOR PLAN
THIRD FLOOR PLAN
(Source : All the base drawings are sourced from : https://www.archdaily.com)
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THE SCHOOL & THE COMMUNITY SCHOOL COMMUNITY
GROUND FLOOR PLAN GROUND FLOOR PLAN
FIRST FLOOR PLAN
SECOND FLOOR PLAN
THIRD FLOOR PLAN
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THE SCHOOL ORGANIZATION CLASSROOM CORRIDORS/CIRCULATION BALCONY
GROUND FLOOR PLAN GROUND FLOOR PLAN
FIRST FLOOR PLAN
SECOND FLOOR PLAN
THIRD FLOOR PLAN
(Source : All the base drawings are sourced from : https://www.archdaily.com)
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Fig 23. The street plaza
(Source : https://www.archdaily.com)
Fig 24. The view of school from the main street (Source : https://www.archdaily.com)
MAIN STREET
AUDI
Fig 25. Section through main the main street street andand the school building (Source : https://www.archdaily.com)
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The projections from the main building are treated with strong concrete colours to denote that these blocks would be the blocks having the shared resources.
Fig 26. The Servete Maci School Courtyard (Source : https://www.archdaily.com)
There is a strong relationship between the building and the courtyard- the building wraps around the court , and all the programs would spill into the court making the court a very vibrant social space.
AUDI GYM
COURTYARD
Fig 27. Section through the school and the court highlighting the shared resources (Source : https://www.archdaily.com)
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2.3.3
GHSS Karapparambu REASON OF CHOICE
Location : Calicut , Kerala Architect : Brijesh Shaijal , Team DAC Year Of Completion : 2019 School Type : Government school Area : 4000sqmt Client : PWD , Govt. Of Kerala
Fig 28. The GHSS Karapparambu Govt. School Kerala (Source : https://dacglobal.org/projects/ghss-karapparambu/)
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1. To understand the potential of a government school in the Indian context. 2. The concept of creating a social hub for the community within the school campus.
SCHOOL PHILOSOPHY
As part of a CSR Initiative the GHHSK was initiated by IIA , Calicut to restore a government school - A collaboration between the local government bodies and team DAC to create a landmark school that would also become the social hub of the neighborhood. The school portrays the potential of a government school and has become a model for upcoming government school in the region. The school emphasizes on the freedom of a student by providing an open distinctive educational model. It follows an indoor outdoor approach to the learning ,hence pockets of green are weaved into the campus. The campus acclaims to be the first green government school in India.
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ARCHITECTURAL RESPONSE
The school is to be perceived as part of the neighborhood fabric. The school itself is designed to be a smaller version of the neighborhood.
Fig 29. Map showing the positioning of the school within the neighborhood (Source : Google earth)
BYPASS ROAD SP O RT S LIB .& DI NI NG BL OC K OA T
IN MA CK O L B
OM C LA SS RO BL O C K
EN TR AN C E C O UR T
The different blocks are strategically placed to develop a relationship between the different activities that happen within the school like studying, playing , dining , etc. These open spaces also facilitate for indoor outdoor learning. The school gives equal importance to both the indoor and outdoor spaces to create a cohesive campus that would cater to the talents and interests of all students.
Fig 30. Showing the relationship between the built and the unbuilt .
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As you enter the entrance court you get a glimpse of a series of steps leading you into the first floor of the main campus block conceptually leading you into a brighter future. Fig 31. The entrance court ( Source : https://dacglobal.org )
Fig 32. Dining Pavilion ( Source : https://dacglobal.org )
The campus is connected through a series of voids. The library and the dining blocks open out into the main entrance court and the rear side of the court opens into a stepped court. The campus posses porosity both physically and visually by creating pavilions that transition into the courts.
Fig 33. Library Pavilion ( Source : https://dacglobal.org )
The campus responds to the local climatic conditions of Kerala with sloping roofs and long eaves that protect the corridors from the monsoon rains and the harsh sun during the summers. The provision of courtyards and smaller intermediate courts enhances cross ventilation. Fig 34. Stepped Court ( Source : https://dacglobal.org )
None of the existing trees were cut down. The campus is also equipped with solar energy , rain water harvesting systems and a bio - compost that support the maintenance of the school through sustainable forms of energy. 35
2.3.4
Rane Vidhyalaya School REASON OF CHOICE
Location : Theerampalyam , TamilNadu Architect : Shanmugam Associates Year Of Completion : 2018 School Type : CBSE school Area : 5000sqmt
Fig 35. The Rane Vidhyalaya School, Tamil Nadu (Source : www.archdaily.com)
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1. Architectural language that responds to the climate - concepts of thermal comfort. 2. Responding to the local building language and understanding materiality.
SCHOOL PHILOSOPHY
The school is located in a rural region that lacks proper educational facilities that can offer quality learning. The neighborhood districts are a mix of small rural villages whose occupation is mainly agriculture and unskilled labor. The project aims to create a campus environment that would have a positive social impact on the local communities. The school is designed for the structured pedagogy of the Indian Educational system and uses construction techniques from the local regions to create a campus that is rooted to its surroundings.
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ARCHITECTURAL RESPONSE
The inspiration for the construction techniques have come from the 6th century built Thiruvellarai temple’s walls and the layered sections of the old houses in the region.
Fig 36. Depicting the architectural language of the neighborhood (Source : www.archdaily.com)
Taking inspiration from the local language ,The walls of the school were layered with huge random rubble and stone at bottom, to finer solid brick work, on top with alternating wall layers of red wire cut bricks from the local kiln and grey fly ash brick recycled from industrial cement waste from the region was used.
Fig 37. Depicts the layering of the walls (Source : www.archdaily.com)
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Fig 38. The layering of walls
(Source : www.archdaily.com)
All the walls stop at lintel height and have windows below the roof to allow warm air to escape and increase cross ventilation within the rooms. Terra-cotta jalli have been used as a secondary shading device. Major openings are predominantly towards SE & NW wind direction and minor wind tunnels in the east-west direction between classrooms to create a comfortable micro-climate. Taking inspiration from the Indian temple Mandapam used for gatherings, there is an enclosed central courtyard. This courtyard becomes a multi functional social zone for congregation, assembly, exhibition space and extra curricular training.
Fig 39. The central Court
(Source : www.archdaily.com)
Wall are terminated at the lintel level and glass windows are provided below the roof to facilitate cross ventilation and allow maximum daylight into the classrooms. Terracotta Jalli used as a secondary skin that help in heat redution
The classrooms open out into integrated courts that become outdoor learning and play areas and also creates a comfortable micro climate
Circular perforations that would allow natural light to enter into the volume underneath. The perforations caste shadows onto the planes and would change throughout the day creating a dynamic social space underneath. Rounded wall edges to ensure child safety
The triple height assembly area visually connects the corridors and is a flexible social space.
Deep roof overhangs for maximum sun shading
alternating wall layers of red wire cut bricks from the local kiln and grey fly ash brick recycled from industrial cement waste
Fig 40. Section through the school (Source : www.archdaily.com)
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2.4
Inferences from Case Studies
Montessori College Oost 1. Questioning the traditional nature of a school. 2. Learning happens beyond the classroom - spaces like the corridors become important social hubs and also transform into learning spaces. 3. Enhancing sectional quality to the corridor spaces to activate these corridors to become social spaces.
Servete Maci School 1. Creating a school that could pragmatically bridge the gap between the school and the neighborhood communities. 2. A school that would function as a school during the day and transform into a community center after school hours through a system of shared resources. 3. Opening out the boundaries of a school would potentially transform the school to become a public space within the city fabric.
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GHSS Karapparambu School 1. Creating a school as a social hub within the fabric of a neighborhood. 2. Understanding the potential of a government school in the Indian Context. 3. Sustainable approach to designing a responsible school model. 4. Creating a system of voids that are weaved it together within the built to create a cohesive campus that gives the interests and talents of each student equal importance.
Rane Vidhyalaya School 1. Response to local building language in terms of materiality. 2. Thermal comfort achieved through provision of courts, secondary screens, wind tunnels between classrooms and lowering the walls to create windows below the roof that would extract the warm air from the building.
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This section is further divided into to four broad lenses through which the school building is looked at. There broad layers describe the school at community level, building level and at the level of the user.
3.1
School as an extension of The City.
3.2
School as an Object
3.3
User Experience of the School - A
3.4
User Bxperience of the School - B
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School siting & Community Connectivity
Built mass & Programming
Spatial Planning
Built form, Materiality & Climatic rsponse
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DE S IG N P R O P O S AL & P R O J E CT 43
3.1
School as an extension of The City. School siting & Community Connectivity
Fig 41. Map depicting the neighborhood
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THE NEIGHBORHOOD The site is located in the central region of Bangalore - South of the pete area. The site is surrounded by the neighborhoods of Kalasipalya to the East, Chamarajpet and New Thragupete towards the West and the KR Market towards the North. 45
CONNECTIVITY Mysore Road
Tipp
u Su
Lal B
agh
46
ltha
Fort
n Pa
Kalasipalya main rd
Alur Venkata Rao Rd
K.R
Ro
ad
Mysore Road
lace
Rd.
Rd.
LANDMARKS
TRAFFIC DENSITY
THE CONTEXT 47
THE HERITAGE PRECINCT
Fig 42. Queen Vani Vilas
Fig 43. Map marking out the heritage buildings within the precinct
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Fig 44. Victoria Hospital
Fig 45. Vani Vilas Hospital
Fig 46. Tippus Summer Palace
Fig 47. Fort School
The school is in close proximity to heritage buildings like the Bangalore Fort, Tippu’s Summer Palace, The Fort School, Vani Vilas Hospital and Victoria Hospital.
Fig 48. Bangalore Fort
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D A RO
The old Indo Saracenic building was first initiated by queen Vani Vilas to be built within the fort precinct during the mysore dynasty.
KR
1868
SITE CONDITIONS
RO
A
D
When the school was converted into a high school , an extension was created from the existing building.
KR
1972
Fig 49. Shows the old Vani Vilas Block.
Fig 50. Shows the addition of the High school extension
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Fig 51. The Old Vani Vilas School
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D A RO KR D A RO KR
Existing
Kalasipalya metro exit Old Vani Vilas Block High school extension Shanideva Temple Shrine
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Fig 52. The Old Indo saracenic building
Fig 53. 1972 Building extension
Fig 54. School extension in Dilapidated condition
Fig 55. Metro exit opens out towards the school entrance
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SITE JUSTIFICATION
Strong context & compact site Since availability of land within the city is limited, it gives us an opportunity to explore and design a school that could become a model for other urban schools that would come up within the city.
Nostalgia The presence of the old building would give us an opportunity to explore a design that would weave the old building with the new.
T HE VA N I V I L AS SC HO O L S I TE
Well Connected The site is very well connected with the presence of the KR Market Metro and Bus Stations. The Transportation of Kalasipalya is also in close proximity to the site.
Located in the heart of the city within a Heritage Precinct
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THE PROGRAM
Schools are an essential part of any healthy and thriving community. They are a place for meeting, exchange and often operate as a combination of an educational and social hub. The engagement of a school is not just restricted to its students and staff but also to the larger city community through shared resources. Well-designed schools create a sense of identity, pride, and ownership for the communities that they serve.
School Resources
Shared Resources
THE STAKEHOLDERS
Fig 56. Shows the relationship between the different stakeholders of the School
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AREA PROGRAM
SNO.
DESCRIPTION
NUMBER OF UNITS
UNIT AREA
TOTAL AREA ( IN SQMT )
24
70SQMT
1680
LEARNING UNITS CLASSROOMS
1
TOTAL NUMBER OF STUDENTS : 600 CLASSES : VI TO XII VI - VIII : 4 CLASSROOMS PER GRADE IX - X : 3 CLASSROOMS PER GRADE XI - XII : 3 CLASSROOMS PER GRADE
2
EXTENDED CORRIDORS
3
EXTENDED CLASSROOMS
457
4
PHYSICS LAB
150 SQMT
1
150
5
CHEMISTRY LAB
170 SQMT
1
170
6
BIOLOGY KAB
150 SQMT
1
150
7
ELECTRICAL LAB
100 SQMT
1
100
8
ART STUDIO
100 SQMT
1
100
480
9
MUSIC
70 SQMT
1
70
10
DANCE STUDIO
100 SQMT
1
100
11
STAFF LOUNGE
100 SQMT
1
100
TOTAL
3557
SUPPORT FACILITIES/ SHARED RESOURCES 1
KITCHEN
2
DINING
3
FOOTBALL COURT
340 850 800 SQMT
1
800
420 SQMT
1
420
4
GYMNASIUM
5
BASKKETBALL COURT
220
6
INDOOR GAMES PAVILION
7
CRICKET PITCH
81
8
LIBRARY
750
9
AUDITORIUM (2OO CAP.)
10
MULTIPURPOSE ROOMS
11
WORKSTATIONS AND INCUBATORS
12
CAFÉ
230
325 100 SQMT
4
400 400 70
TOTAL
4886
ADMINISTRATION 1
RECEPTION
50
2
ACCOUNTS SECTION
30
3
WAITING LOUNGE
60
4
RECORDS ROOM
25
5
OFFICES
50
6
PRINCIPALS ROOM
30
7
VICE PRINCIPALS ROOM
25
8
MEETING ROOM
45
9
STAFF PANTRY AND DINING
35
10
CARETAKER AND SECURITY ROOMS
50 TOTAL
400
CIRCULATION AND SERVICES 1
TOILETS
378
2
CIRCULATION (30% OF CARPET AREA)
2766.3
Total Built Up Area : 11,987.3 sqmt Total Site Area : 11,513sqmt 57
3.2
School as an Object Built mass & Programming
THE LEARNING STREETS A school can be thought as a small city that provides an understanding of the learning spaces under a system of streets , courtyards , public & private, individual & collective.
58
E S S E NCE O F A STREET
STREETS ARE A BASIC UNIT TO EXPERIENCE A CITY
Flexible
Path
Gathering Space
Psycological Comfort
Encourages Personalization
Provides Shelter
In a school the corridors and breakout spaces become the streets of learning.
How do we design a corridor / circulation space to become a learning street and an extension of the classroom.
? 59
Initial iterations explored a linear configuration of the streets. A linear learning spine that would transition into learning hubs which would spill out onto the spine. The drawbacks of this iteration is that the street could be only experienced at the ground level. There was a need to explore an iteration that could translate these learning streets in the vertical plane as well.
This iteration explore the streets in the vertical plane by raising these streets into ramps that would potentially transition in and out of buildings.
60
THE LEARNING UNITS During the 1990’s David Thornburg Phd. presented an idea about the four learning environments that are important for learning. He categorized a learning unit into spaces according to the kinds of interactions that would take place within those spaces. Thornburg categorized learning units into - The Campfire, The watering hole, The cave and The life.
Listening
The Campfire
Learning from experts
Watching
Space for storytelling
Talking
The Watering Hole
Learning from peers
Space for interaction
Reading
The Cave
Learning by yourself
Writing
Space for reflection
Creating
The Life
Learning by doing
Space for experimentation
61
D A RO KR Kalasipalya metro exit Old Vani Vilas Block Existing Rain tree
KEY DRIVING FORCES
Shanideva Temple Shrine
62
.0 LVL 0
LVL
-1M
TR
LVL
-2M
TR
THE LEARNING STREETS
The Initial iterations
THE SCRIBBLE BOARD
LEARNING AROUND THE TREE
63
THE ORGANISATION
The existing site conditions.
Opening out the corner junction by knocking down the extension block.
Creating a connection between the old and new block. 64
Addition of another school block along the site edge.
Addition of a transition block to connect the two new school blocks
Making the transition block porous to create a connection between the three court system.
Wrapping the primary circulation around the tree. 65
3.3
66
User Experience of the School - A Spatial Planning
This section explores the spatial planning of the school. This section will emphasis on how the school has been planned to create a three court system around which the school has been woven together. It will also detail out the learning units and its spatial character. It will be touching upon the school time line that would represent the transition of the campus from a school into a community center. 67
68
THE MASTER PLAN
69
D EC OD I N G THE PL A N The Ground Floor is predominantly a Public zone. The ground floor comprises of the three courts and a system of pavilions and shaded corridors that transition into the built units. The Ground floor comprises of shared resources like the Auditorium , Dining facility ,Sports facilities and Multipurpose rooms that make keep this floor active even after school hours.
Shared Resource
PROGRAM
School Resource
ACTIVE PLAY
The Courts
70
The Courts
ACTIVE PLAY
The Pavillions
RESPONSE TO STREET EDGE
The Public Pavilion
PRIMARY CIRCULATION
The Tree Ramp
71
72
FIRST FLOOR PLAN
73
D ECO D I N G THE PL A N The First Floor is also charaterised by shared resources like the Libraray, Dining area, Worksations and Incubators. The first floor lobby becomes a security check point to control the access to the learning floors. The tree ramp becomes a significant feature that wraps around the existing tree.
74
Shared Resource
PROGRAM
School Resource
ACTIVE PLAY
Extended corridors
PRIMARY CIRCULATION
The Tree Ramp
75
76
SECOND FLOOR PLAN
77
D EC OD I N G T HE PL A N The Second Floor is characterized by the learning units. This floor translates the concept of the learning units that David Thornberg (PhD.) proposed into its plan. The tree ramp extends into the corridors, the corridor itself extends into larger corridor spaces that could potentially become flexible spaces for play and learning. The classrooms extend out into balcony spaces that become extended classrooms that could facilitate for indoor outdoor learning , enhancing the character of the classrooms.
PRIMARY CIRCULATION
The Tree Ramp
CLASSROOMS
Classrooms
78
EXTENDED CLASSROOMS
Extended Classrooms
LABS & WORKSHOPS
Labs & Workshops
Extended Corridors
BEYOND THE CLASSROOMS
Main Corridors
79
80
THIRD FLOOR PLAN
81
D EC OD I N G THE PL A N The Third floor has a similar character to that of the second floor. In addition to that the corridors are staggered to enhance the sectional quality of the corridors and extended corridor spaces.
PRIMARY CIRCULATION
The Tree Ramp
CLASSROOMS
Classrooms
82
EXTENDED CLASSROOMS
Extended Classrooms
LABS & WORKSHOPS
Labs & Workshops
Extended Corridors
BEYOND THE CLASSROOMS
Main Corridors
83
Lo ngi t u di n al S e c tion 84
85
Fig 57. The Dining Pavillion
Fig 58. Tree court Pavillion
Fig 59. Section highlighting the pavillions on the ground floor
86
Fig 60. Section highlighting court systems
Fig 61. Section highlighting court systems and the pavilion and corridors
The three courts - The entrance court, The Tree court and the Sports court are connected through a system of pavilions and corridors. These open and semi open spaces add character to the built form. The semi open spaces could also transform into spaces for play and gathering. 87
88
S e c t i o n t hr oug h e nt r a nc e p a v ilion 89
Fig 62. The Main corridors
Fig 63. The extended corridor spaces
Fig 64. Section highlighting the pavillions ( in red ) and extended corridors (in yellow)
90
The corridor spaces become the most exciting space of a school since these are the spaces where the students would spill out to meet friends, gather and play. These corridors are designed to be flexible giving an opportunity for the students to personalize them. A strong sectional quality is created by staggering the corridors that enhances the visual connection between the corridors. The play in volume of the corridors adds to the dynamism of these spaces. The ground floor pavilions enhance the porosity of the ground floor and visually connecting the three court system on the ground level.
91
Secti o n th ro u gh t r e e c our t 92
93
Fig 65. Section highlighting the Tree Court
Fig 66. Section highlighting the extended classrooms
The classrooms extend into extended balcony spaces that would facilitate for indoor outdoor learning. It will also enhance the flexibility of the classrooms. The variation in the volume of these balcony spaces add character to the extended classrooms. The indoor games pavilion and the Dining pavilion lift the main building from the ground to create a porous ground plane. 94
Fig 67. View of the Games pavilion and sports court
Fig 68. Section highlighting the Pavilions
95
TH E CL A S SR OOM S The classrooms are designed to question the traditional classroom environments. They are designed to be flexible and adapt to the learning concepts that the school decides to adopt. The classroom clusters are designed in such a way that two classrooms are divided by foldable doors that could open out to create a larger classroom that would enhance the collaborative character between two classrooms. The classrooms extend into extended balcony spaces that would facilitate for indoor outdoor learning. These balcony spaces also enhance the flexibility of the classrooms.
96
KEY PLAN
Flexible Modular Furniture Storage Unit
Foldable Door
Storage Unit
Cork Board Dispaly Extended Classroom Balcony
Fig 69. View of a typical two classroom cluster
97
TH E SCHOOL TI M E L IN E
98
The campus is designed to function as a school during school hours and as a community center after hours through a system of shared resources. Resources like the Auditorium , Dining amenities , Multipurpose rooms and Incubators could be rented out to generate revenue for the maintenance of the school. A part of the school could also become a night school that could teach small courses on entrepreneurship , vocation and business to the lower middle class communities and the businessman communities of the neighborhood. This campus would not only function as an educational hub but also as a social hub that would cater to the community surrounding it.
School Access Community Access
99
3.4
100
User Experience of the School - B Bu ilt F or m , M ateri al i ty & Cl i mat i c response
This section explores the spatial planning of the school in terms of the built form , materiality and climatic response. This section focuses on the volumetric analysis of key features of the school. The material palette and facade elements have been a derivation of the aim to be locally relevant and respond to the local climatic conditions. 101
TH E M A TER I A L PA L E T T E Designing to enhance the senses A layer of texture is added to the built form by using materials like exposed brick and exposed concrete. Colored oxides add an element of color into the spaces. The jalli blocks, aluminium slats and glass become elements that would enhance the porosity in the building. Locally sourced materials are used to ensure that the building is locally relevant in all aspects.
102
103
TH E EXTEN D ED C ORR IDO R S
The Corridors on the third floor look into the second floor extended corridors. Extended corridor becomes a breakout space The pergola enhances the quality of light The inclined panels block the western sun and filter the light entering the extended corridors
104
Fig 70. Section through the extended classroom and Dining Pavilion
105
TH E EXTEN D ED C L AS S R O O M S
Fig 71. Section through the extended classroom and Games Pavilion
106
Fig 71. Depicts the air circulation through classrooms
The air coming into the extended classrooms is first filtered out through the aluminium powder coated slats and the plants along the edge of the balcony cool the air further. All the walls end at the lintel level and louvers are provided beyond the lintel till the roof level for the hot air to escape out. The coffered slab on the top two levels reduces the heat gain of the building.
107
01
108
View Of TheEntrance Court
109
02
110
View Of The Sports Court
111
03
112
View Of Western Facade
113
This Thesis questioned the traditional teaching methods and the spaces associated with it. This school was designed not just to accommodate for a particular teaching concept but to be a flexible campus that did not limit the new method of teaching. By creating a school with blurred boundaries we are able to create a campus that would not just be an educational hub but would transform into a social hub and cater to the needs of the surrounding communities to create a better society. The shared resources of the campus makes the campus self sufficient and would also add to the public fabric of the city. The school hopes to become a model for other government schools that would come up within the city.
114
04 DESIGN CONCLUSION
115
116
APPENDIX BASE DRAWINGS / ILLUSTRATIONS
Montessori College Oost Base Drawings : Fig 17. The cross section through the central circulation zone (Source : https://www.ahh.nl/) Fig 18. The longitudanal section through the central circulation zone (Source : https://www.ahh.nl/) Fig 19. Section depicting the tables and seating incorporated within the stairways. (Source : https://www.ahh.nl/) Base Plans : (Source : https://www.ahh.nl/)
Illustrations and photographs: FIG. 14,15,16,17,18,19,20
(Source : https://www.ahh.nl/)
Servete Maci School Base Drawings : Fig 22. Section through the main street and courtyard (Source : https://www.archdaily.com) Fig 25. Section through main street and the school (Source : https://www.archdaily.com) Base Plans : (Source : https://www.ahh.nl/)
Illustrations and photographs: FIG. 21,22,23,24,25,26, 27 ( Source : https://www.archdaily.com)
GHSS Karapparambu Illustrations and photographs: FIG. 28,30,31,32,33,34 (Source : https://dacglobal.org/projects/ghss-karapparambu/)
Rane Vidhyalaya School Base Drawings : Fig 40. Section through the school (Source : www.archdaily.com)
Illustrations and photographs: FIG. : 35,36,37,38,39 ( Source : https://www.archdaily.com)
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118
BIBLIOGRAPHY
Books : 1. Blueprint for tomorrow (Redesigning schools for student-centered learning) AUTHOR : PRAKASH NAIR 2. Herman Hertzberger AUTHOR : ROBERT McCarter 3. The Schools of Herman Hertzberger AUTHOR : Abram de Swaan 4. From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning Environments AUTHOR : DAVID THORNBURG
Articles : 1. Government School survey(2017-2019) : Karnataka education department 2. Education policy and claims of Karnataka Government http://www.schooleducation.kar.nic.in/pryedn/priedu.html 3. Child Psychology and Learning environment : Paper on contribution of social spatial characteristics towards students behavior and learning in primary schools : Chitale Priyamvada Nithin, Savithribai Pule Pune University 4. History of the Indian Education System : https://greatancientindia.com/gurukul-the-education-system-of-ancientindia/ https://www.historyofayurveda.org/library/ancient-university-takshashila Colonial Codification of Education in India until 1920 - Preeti University of Sussex https://www.thebetterindia.com/66627/santiniketan-rabindranath-tagorebengal/ https://jkrishnamurti.org/schools http://www.vkmaheshwari.com/WP/?p=1402 https://shodhganga.inflibnet.ac.in/bitstream/10603/18935/7/07_chapter%201.pdf 5. The History of Vani Vilas Girls School : https://timesofindia.indiatimes.com/city/bengaluru/A-slice-of-history-liveson-in-these-alma-maters/articleshow/15382706.cms https://www.indianmemoryproject.com/category/education/school/ vani-vilas-girls-school/
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