DISSERTATION Session:2020-21 BatchNo.5 RECREATIONALSPACESASTHEFOCAL AREAINANINSTITUTION Undertakenby: TANMAYGOYAL EnrollmentNo.: 16E1AHARM40P038 VYearB.Arch. UndertheSupervisionof Ar.RatikaChandawat SchoolofArchitecture,ApexGroupofInstitution ISI-4RIICOInstitutionalBlock, Sitapura,Jaipur–302022
Ar.RatikaChandawat ExternalExaminer Guide Prof.HariP.Agarwal
It is to be understood that the undersigned does not necessarily endorse or approve any statement made, any opinion expressed or conclusion drawn therein, but approves the study onlyforthepurposeithasbeensubmitted.
DissertationReport ~i~ APPROVAL
The study titled “Recreational Spaces as the Focal Area in an Institution” is hereby approvedasanoriginalworkofTanmayGoyal,Enrolmentno.16E1AHARM40P038onthe approvedsubjectcarried outandpresentedinmannersatisfactorytowarrant itsacceptanceas per the standard laid down by the university. This report has been submitted in the partial fulfilment for the award of Bachelor of Architecture degree from Rajasthan Technical University,Kota.
Prof.AmarendraK.Mishra Coordinator Principal
RecreationalSpacesasthe anInstitution
FocalAreain
RecreationalSpacesastheFocalAreainanInstitution DissertationReport ~ii~ DECLARATION I, TanmayGoyal, here by solemnly declare that the research work undertaken by me, titled “RecreationalSpacesasthefocalareainanInstitution”ismyoriginalworkandwherever I have incorporated any information in the form of photographs, text, data, maps, drawings, etc.fromdifferentsources,hasbeendulyacknowledgedinmyreport. This dissertation has been completed under the supervision of the guide allotted to me by the school. Date:29th January2021 Place:Jaipur TanmayGoyal B.Arch.VYear SchoolofArchitecture, ApexGroupofInstitutions,Jaipur
RecreationalSpacesastheFocalAreainanInstitution DissertationReport ~iii~ CERTIFICATE
RajasthanThisresearchworkfulfilstherequirementsrelatingtothenatureandstandardlaiddownbythetechnicaluniversity.
This is to certify that the research titled “Recreational Spaces as the Focal Area in an Institution” isaBonafedeworkbyTanmayGoyalofSchoolofArchitecture,Apexgroupof institution,Jaipur.Thisresearchworkhasbeencompletedundermyguidanceandsupervision in a satisfactory manner. This report has been submitted in partial fulfilment of award of BachelorofArchitecturedegreefromRajasthanTechnicalUniversity,Kota.
Date:29th January2021 Place:Jaipur
Ar.RatikaChandawat Guide
RecreationalSpacesastheFocalAreainanInstitution DissertationReport ~iv~ ACKNOWLEDGEMENT
Prof.HariP.Agarwal
,whohavehelpedmeateachandeverystepofmyjourneyandwhose mostvaluableguidancehashelpedmegrow,asanarchitecturestudent.
Iexperience.eachIthroughouttoallthosewhohavemademydissertationpossibleandhaveguidedmethisprocess.wouldfallshortofwords,ifIwouldtrytoexpressthecontributionofandeverypersonwhohasmadethisresearchamemorableexpressmyprofoundgratitudetowardsmyguide
I also express my thanks to my family members, friends for their continuous support, noencouragementthroughoutthejourney.Everysessionofthestudywasenjoyableandtherewasstress.ThankYou.
Ar.RatikaChandawatandmycoordinator
Withtheendofmyresearchwork,Iwouldliketoexpressmygratitude
Date:29th January2021 Place:Jaipur TanmayGoyal B.Arch.VYear SchoolofArchitecture, ApexGroupofInstitutions,Jaipur
I would also like to thank my other faculty member Ar. Jitendra Chaudhary who has been a constantsupportandhelpedmethroughoutmystudy.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport ~v~ CONTENTS Approval i Declaration ii Certificate iii Acknowledgement iv Contents v-vi ListofFigures vii-viii Chapter1Introduction 1-4 1.1Topic 1.2Hypothesis 1.3Aim 1.4Introduction 1.5Objectives 1.6Scope/Limitations 1.7Methodology Chapter2RecreationalSpaces 5-10 2.1RecreationalSpaces 2.2ImpactofRecreationalSpaces 2.3RecreationalSpacesinanInstitutionalCampus 2.4ClassificationofRecreationalSpaces 2.4.1FormalSpaces 2.4.2InformalSpaces Chapter3PrimaryStudy 11-15 3.1 Research Paper 1 3.2Research Paper 2 Chapter4SecondaryStudy 16-36 4.1 Malaviya National Institute of Technology, Jaipur 4.2 Indian Institute of Health Management and Research, Jaipur 4.3Pearl Academy, Jaipur
RecreationalSpacesastheFocalAreainanInstitution DissertationReport ~vi~ Chapter5DataAnalysis 37-40 Chapter6ConclusionandRecommendation 41-46 Bibliography 47-49
Fig.4:StudentshavingtheirmealsintheCanteenArea
Fig.5:CoffeeKiosk Fig.6:PlazahavingbothHardscapeandLandscape Fig.7:SportsGround Fig.8:GreenSpaces Fig.9:Courtyard Fig.10:EntranceofStanfordUniversity,California Fig.11:MNITAcademic BlockView Fig.12:MNITSitePlan Fig.13:Auditorium Fig.14:SchoolBuilding Fig.15:GirlsHostel Fig.16:AurobindoHostel Fig.17:PrabhaBhawan Fig.18:GreenSpaces1 Fig.19:GreenSpaces2 Fig.20:MNITSiteView Fig.21:AnnapurnaCanteen Fig.22:OpenSpacenearCanteen Fig.23:StageforO.A.T. Fig.24:OpenSpaceforO.A.T. Fig.25:OpenPathways Fig.26:SittingunderTreeShade Fig.27:ViewofPark Fig.28:SwingsforChildren Fig.29:CentralLawn Fig.30:Pathways Fig.31:CampusRoads Fig.32:BasketballCourt Fig.33:SportsField Fig.34:IIHMRSitePlan Fig.35:EntryGate Fig.36:AcademicBlockView Fig.37:EntrancePorch Fig.38:CourtyardView Fig.39:CourtyardView Fig.40:DiningHall Fig.41:DiningHall Fig.42:PeacockGarden
~vii~
RecreationalSpacesastheFocalAreainanInstitution Report LISTOFFIGURES
Fig.1:RecreationalcenterasaCommonInteractiveArea Fig.2:DifferentRecreationalSpacesinanInstitute
Fig.3:GreenSpacesalongtheStreetsactingasRecreationalSpace
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DissertationReport ~viii~ Fig.43:ClubHouse Fig.44:ClubHouse Fig.45:Corridor Fig.46:NaturalVentilationinCorridor Fig.47:Plaza Fig.48:CampusEntrancePorch Fig.49:OpenGreenSpace Fig.50:PearlAcademySitePlan Fig.51:ViewofBuildingBlock Fig.52:SideEntryoftheCampus Fig.53:View Fig.54:Sectional3-DView Fig.55:LowerGroundFloor Fig.56:SpecialRampforWalk Fig.57:OpenAirTheatre Fig.58:OpenAirTheatre Fig.59:Courtyard Fig.60:Courtyard Fig.61:Staircase Fig.62:Courtyard Fig.63:RecreationalArea Fig.64:RecreationalArea Fig.65:CasualSit-Outs Fig.66:AreaforGroupGathering Fig.67:EasyApproach Fig.68:RecreationalArea Fig.69:ShowingthedevelopmentofVacantPlotsintoaRecreationalArea Fig.70:MultiplebenefitsofRecreationalSpaces,COURTYARDEFFECT Fig.71:SportsField Fig.72:RecreationalArea Fig.73:RecreationalArea Fig.74:ComparisonbetweenFixedandMobilefurnishing Fig.75:TransitionalspaceasRecreationalSpace Fig.76:SittingsinCorridors Fig.77:IndoorRecreationalSpace Fig.78:MergingofIndoorswithOutdoor Fig.79:SittinginOpenSpaces Fig.80:GrassedSittingAreas
RecreationalSpacesastheFocalAreainanInstitution
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 1|Page CHAPTERINTRODUCTION1
Sustainableimplicationsoftherecreationalspacesinaninstitutionalbuilding.
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1.4 Introduction: Recreationalspacesareahumanitemthatutilizes the topographical and recreational infrastructure for relaxation purposes. Hence, every area where a wonder of diversion (physical, social, or social/amusement) happens is a recreational space. In an Institutional Campus interactive recreational spaces plays an important role as being the place for the common gathering of studentsandinteractingwitheachother.
Recreational spaces also help in developing a positive environment among the students in an Institute.These are thespaces with anintentto exchange knowledge amongthestudents. It is a break from the daily routine of the students. Before designing recreational spaces, it is importanttoplacetherightkindsintherightplaces.
Tostudydifferenttypesofrecreationalspacesandtheirusesinaninstitutionalcampus.
Mergingofdifferentbuiltareaswithrecreationalspaces.
Tounderstandthedifferentperspectivesofstudentsregardingrecreationalspaces. Fig.:1 RecreationalCentreasa CommonInteractivearea
1.2 Hypothesis: Recreational Spaces performs an essential position in enhancing the morale and the understandingofstudentsinanInstitutionalCampus.
1.3 Aim: The research means to break down the current circumstance of Recreational Spaces in institutionalspacesandtoproposebetterapproachestoupdatethem.
Recreational spaces play a vital role in an institutional building as it is the key interactive space for the students where they share their social bond and knowledge among themselves.
1.5 Objectives:
Differences between the traditional and contemporary buildings in respect of recreationalspacesinaninstitutionalcampus.
1.1 Topic: RecreationalSpacesasthefocalareainanInstitutionalCampus
RecreationalSpacesastheFocalAreainanInstitution
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 3|Page 1.6 ScopeandLimitation: The scope of the study is to understand various indoor and outdoor recreational spaces in an institutionalcampus. Fig.:3 Greenspacesalongthestreets actingasRecreationalSpace Fig.:2 Differentrecreationalspaces inanInstitute
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 4|Page 1.7 Methodology: SELECTIONOFTOPIC FORMULATIONOFAIMANDOBJECTIVES BACKGROUNDSTUDY DATACOLLECTION CASESTUDIES REPORTS SURVEY RESEARCHPAPERS ANALYSISOFTHE CONCLUSIONINFERENCESDATAANDRECOMMENDATION
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 5|Page CHAPTER-2 RECREATIONALSPACES
The term ‘Recreational space’ is often used to refer to conservation land, forested land, recreationland,sportsground,corridorparks,andamenitiessuchassmallparks,greenbuffers alongwithcampus,oranyopenarea.However,thetermcanalsobereferredtoasundeveloped land with recreation interest or particular conservation. This includes brownfields and vacant lots that can be redeveloped into recreation areas. Some open space can be used for passive activities such as walking and nature study while others are used for more active recreational usesincludingfootball,tennisorbasketball,cricket,etc.
RECREATIONALIMPACTOFSPACES MentalHealth FitnessSocialPsychologicalHealthPhysicalandGrowthAwarenessEmotionalStability
Report 6|Page
RecreationalSpaces:
Recreationistheexpenditureoftimewiththecoreintenttogainsomerefreshment.Itcanalso be defined as a break from a monotonous lifestyle and a diversion towards some refreshment fromthefixedroutine.Itisapositivechangefromtheconventionallifestyleandencompasses anactiveinvolvementinsomeentertainingactivity.
Dissertation
Recreationalspacehasbeenanintegralpartofcommunities,servesasalocationforpeople tomeet,relax,andexchangeideas. Refreshmentofone'smindorbodyafterworkthroughactivitythatamusesorstimulates; play Providingmentalreliefthroughspaces,environment,andsurroundings. Variousrecreationalspacesareusedbythestudentsinaninstitutionalcampuswhichservesas a gathering space for students to interact and share ideas among themselves which in return enhance the knowledge and the morale of the students and also further boost their mental and physicalhealthandalsocreatesasenseofemotionalstabilityintheirmind.
2.1
2.2 ImpactofRecreationalSpaces: MentalHealth PhysicalHealthandGrowth EmotionalStability SocialFitness PsychologicalAwareness 2.3 RecreationalSpacesinanInstitutionalCampus:
RecreationalSpacesastheFocalAreainanInstitution
FormalSpaces:
ClassificationofRecreationalSpaces:
2.4.1 FormalSpaces: Canteen
Formal recreational spaces refer to the recreational areas which are used for the various formaleventssuchascompetitions,sportscontest,etc.Formalrecreationalspacescanalso beusedasinformalspacesinregulartimes. TheymayincludeOAT,SportsGround,Gym,etc.
The canteen is the most used recreational space with the aid of the scholars in an Institutional campus. It is a space used to spent in their damage hours. Students engage with each other andproportiontheirexpertiseamongthemselves whilsthavingtheirmealsandalsousethespace forexaminingpurposeanddiscussion. Fig.:4 Studentshavingtheirmeals incanteenarea
Informal recreational spaces refer to the various garden spaces, sitting areas in which no formal gathering is donesuchas events, competitions. These spaces are dedicatedjust for recreationorspenttimeinformallyinthefreetime. Theymayincludeopengrassedsittingareas,corridors,emptylots,etc.
InformalSpaces:
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 7|Page 2.4
Fig.:
SportsGround Sports ground plays an essential position in forming recreationalspacesandistakenasforemostspacesfor the students to have interaction and get motivational thoughtviagamesinadditiontotheseareasalsogives theindividualsandspectatorsthemessageofrunning increwspirit.Sportsadditionallyenablethecharacter improvement of a student and revives the health factorsofaperson. 5 CoffeeKiosk Fig.:6 PlazahavingbothHardscape andLandscape Fig.:7 SportsGround
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 8|Page
CoffeeShop Kiosk / Coffee shop is a proper space utilized by the scholars at some point in their tea ruin or whilst they need a refreshing drink. These are commonly constructed near the informal sitting spaces and gardenareas. Plaza Plazahasacommongreenandsittingarea,soeverycampuscommunityappearstorequire a place where students meet, shows are positioned, rallies are staged, and people come to watch different people or just to relax among training from the green region of grass and thatcreatingdifferentdiffusedatheatreestothetough-surfacedarea.Plazasprovidepossibilitytointegratecollegetraditionwithcampusspatialshape,aswellaspresentingpublicareaformemorialsorrecognition.Theuseofplanting,paving,seating,andpanoramafactorsiscriticaltoanareaappropriateforbiggatheringsdon'tseememptyatdifferenttimes.
Fig.:
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 9|Page 2.4.2
Researchhasproventhatmoststudentsrevel inhavingsmoothaccesstobothcityareaand greenspace,butmostpeopleidentifiedopen and green spaces. The identified maximum favored places tended to be green or “natural”environmentsand/orhavebeenno longerseenastheterritoryordomestic base ofanyspecificbuildingordepartment.What seems to be common in favored areas is the naturalfactorsliketimber,shrubs,grass,creeks,andwaterbodiesshapetheboundsofthese areas usually or blocking out the presence of close by homes or streets. The extensive variety of sports occurring in these green areas are seating, watching, sunbathing, slumbering, and others appear to be crucial to alleviating stress in students, school, personnel,andsitevisitors.Justasthemetropolisneedsgreenspacestobehaveasitslungs, sodourbancampuses. Courtyards
InformalSpaces: GreenSpaces
Courtyards provide a range of open spaces, and offer an expansion of energetic and passive leisure sports throughout the campus for spontaneous or programmed interest, asplacestolinger,asartsettings,and to offer 12 months-spherical visible hobbies. These spaces are usually framed with the aid of homes on all aspectsandfeatureasstunningoutsideroomsofeitheropenlawnsframedbyusingbushes and shrubs, or intimate spaces with garden landscaping. The numerous courtyards offer non-stop possibilities to visually connect with the outdoors, mainly inside the colder seasons. 8 GreenSpaces Fig.:9 Courtyard
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 10|Page CampusEntrances Students, college, a team of workers, and site visitors arrive on campus in vehicles,publictransit,andtakingwalks orbicycles.Eachofthecampusentrance has an individual of its own, reflecting its primary mode of access, whether a vehicle, pedestrian, or bus. Pedestrian campus entries need to be positioned in which a large number of human beings entertaking walks, and must offer great and lively subspaces for waiting, informal study, eating, perusing, and notices. Major and minor entrances are enormous places for legible, nicely-lit campus maps. These have to be developed and contain accumulatinglocationlayoutfactors.
Fig.:10EntranceofStanfordUniversity, California
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 11|Page CHAPTER-3 PRIMARY (LITERATURESTUDYSTUDY)
AssessmentTitle: of Spaces Used by Students for Recreation in Faculty Buildings of Public UniversitiesintheNorthCentralNigeria
Author:
NASIRDEENMuhammadYahaya-LokoandADEDAYOOlatundeFolaranmi
Students and lecturers spend a considerable amount of time in the faculty. Student recreation spaces within faculty buildings are mostly unstructured and these spaces are simply put into different uses as the need of student arises at a particular time. This study aims to assess the nature of spaces used by students for recreation in faculty buildings of Universities. A quantitative research approach was adopted for the study. For the assessment process, two facultieswererandomlypickedfromeachofthesevenPublicUniversitieswithinthestudyarea.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 12|Page 3.1ResearchPaper1
Abstract:
Theobservationschedulewasusedasaninstrumentofdatacollectionand14universitieswere assessed. The data obtained were analyzed using descriptive statistics and the results were presented in tables, charts, and plates. It was found that student recreation spaces in faculty buildingsvary.Thespacesusedbystudentsasoutdoorspacesandindoorspacesforrecreation are completely different, also the usage of the same is dependent on the type of course undertakenbythestudentsinthefacultybuildings.Thestudyconcludedbybuttressingtheneed for the integration of indoor and outdoor recreational spaces in faculty buildings at the design stageofuniversityfacilities.
Conclusion/Inferences:
1. According to this research paper, the key recreational spaces that are most used by the scholarsincludelounges,lobbies,tuck-shops,courtyards,etc.
3. Studentrecreationintheinstitutionalcampusisinmostcasessemi-formalorinformaland thusspontaneousinnature.
5. Recreationalspacesthatareconnectedtotheacademicblockareamoreusableratherthan theseparatedones.
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2. RecreationalareaswiththeU-Shapedsittingsareathemostpreferredareasbythestudents.
6. Elements and materials that are to be used in the recreational areas should be selected by takingintoconsiderationtheuserandtypeofinstitution.
RecreationalSpacesastheFocalAreainanInstitution
4. Proper spatial provision for recreation enhances students' on-campus experience and harmonizesthezoningofstructuresandactivitiesofthetertiaryinstitution.
HealthyTitle:CampusbyOpenSpaceDesign:ApproachesandGuidelines
Abstract: Thispaperexaminesthearchitectural andlandscape designstrategies andintentionsforgreen, open spaces facilities targeting stress alleviation for learning environments such as those of university campuses in a compact urban setting. Literature reviews provide three prevailing perspectives for physical design pedagogical operatives: healing gardens where greenery and plants produce restorative effects; flexible spaces that accommodate functional needs of different activities; and green buildings thatincorporate openspaceas a catalyst for integrated eco-system. Corresponding design approaches (landscape design, spatial design, and green design) are scrutinized by the case study. A comparison of two university campuses with differenturbancontextsisconductedtoidentifychallengesandopportunitiesforapplyingthese designapproaches.Foracompactcampus,high-densesurroundingsmaylimitthesizeofopen spaceandmayhandicapcirculationandaccessibility;ontheotherside,asmallopenspacemay provide its users more intimate contact with natural restorative elements and also a more controllable microclimate for physical comfort. A healthy campus should encompass diverse open spaces to satisfy different purposes. Finally, a framework that integrates the three approachesiscombinedtoproduceasustainabledesignrubric.
Author: StephenSiuYuLau,ZhonghuaGouandYajingLiub
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 14|Page 3.2ResearchPaper2
Conclusion/Inferences:
a. LandscapeDesign i. Lawns ii. Trees iii. ColourfulPlants iv. DensePlanting b. SpatialDesign i. Courtyard ii. Circulation iii. Privacy c. GreenDesign i. Eco-system ii. WaterGarden iii. Microclimate
4. Whenopenspaceiseffectivelyavailablethenitisprobablygoingtobefordissemination andsocialcollaborationthoughalesseffectivelyopenspaceisforindividualactivities.
1. Open spaces on campus can help with stress coping and restoration by its beauty and serenity, fragment flowers, natural sound from birds and water, and exposure to sunshine andothernaturalelements.
2. Therearethreedesignapproachestocreateahealthygreencampusthatare:
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 15|Page
5. Landscape design is looking at creating natural environments and sensational connectionsforrestoration;spatialdesignislookingatarrangingeasilyaccessedspaces toprovideagoodsenseoforientationandorderfordifferentactivities;thegreendesign is looking at building an eco-system inclusive of sustainability features as well as physicalcomfort.
3. Outdoor activities in public spaces can be divided into three categories transitional activities,personalactivities,andsocialactivities.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 16|Page CHAPTER-4 SECONDARYSTUDY (CASESTUDY)
Fig.11:MNITAcademicBlockView Fig.12:MNITSitePlan
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 17|Page 4.1MalaviyaNationalInstituteofTechnology,Jaipur
Background: Theinstitutewassetupin1963asMalaviyaRegionalEngineeringCollege(MREC),asajoint endeavourofthepublicauthorityofIndiaandtheGovernmentofRajasthan.Itwasnamedafter Madan Mohan Malaviya. V.G. Garde was its first head. The establishment initially worked fromatemporarygroundatPilaniandconceded30studentseachinElectricalEngineeringand MechanicalEngineering.TheschoolmovedtothecurrentgroundstoJaipurin1965.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 18|Page CampusDescription: Stretching out into a region of more than 312 acres of land of lavish greenery, the grounds of the Institute is innovatively spread out with a beautiful scene. It presents an exhibition of concordanceincurrent engineeringandnormalmagnificencewhichexcitesandmotivatesthe groundsgivesallfundamentalconveniencestothelocalarealivinglikestaffclubs,clinic,bank, mailingstation,publicvenue,school,staffhomes,exercisecenter,playgrounds,visitorhouses, andcanteen,andsoon Legend: 1. AcademicBlocks 2. SchoolBuilding(IndraDhanush) 3. Children’sPark 4. Auditorium(PrabhaBhawan) 5. StaffHousing 6. VillasforFacultyMembers 7. GirlsandBoysHostel 8. AurobindoHostel(LuxuryHostel) 9. SportsField 10. SportsComplex 11. OpenAirTheatre 12. OpenGreenSpaces 13. RoseGarden 14. CentralGarden Fig.13:Auditorium Fig.14:SchoolBuilding Fig.16:AurobindoHostelFig.15:GirlsHostel
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 19|Page IdentifiedRecreationalSpaces: 1. OpenGreenSpaces 2. Canteen(Annapurna) 3. OpenAirTheatre 4. RoseGardenandAshokVatika 5. Children’sPark 6. CentralLawn 7. CorridorsandPathways 8. SportsGround OpenGreenSpaces: Therearevariousopengreenspacesinthewholecampusatdifferentlocationsproviding studentsinformallearningandcreatingafreshandpositiveenvironmentforthem. Fig.17:PrabhaBhawan Fig.18:GreenSpaces1 Fig.19:GreenSpaces2 Fig.20:MNITSiteView Fig.20:MNITSiteView
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 20|Page
Annapurna canteen is situated right between all departments and academic buildings. It is easily approachable for the faculty and students of all departments. These spaces are also an area of interaction for students, along with being a place to have meals, these spaces also are areasofRecreationforstudents. Just aside from the canteen area, there is an open garden in which sitting spaces has been installedforthestudentstoenjoythemealandhaveaqualitytimewithfriends.
Fig.21:AnnapurnaCanteen Fig.22:OpenspacenearCanteen
Fig.23:StageofO.A.T. Fig.24:OpenSpaceforO.A.T.
OpenAirTheatre: Anew open-airtheatreisconstructedneartheSportsComplexfororganizingfunctionsandeventsfor the campus. As being near the Sports Complex and the academic blocks it also serves as a RecreationalSpaceforthestudents.ThisO.A.T.isalsousedfororganizingtheyearlycultural event of the campus BLITZSCHLAG which is the main event for the students in the whole year.
Canteen(Annapurna):
Children’sPark:
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 21|Page
RoseGarden:
Attheverymain entranceofthecampus,thereis arose gardenin whichdifferentvarietiesof roseplantsaregrownwhichcreatesagreatambianceforthevisitorsaswellasforthestudents. Inthisgarden,benchesarealsopresentunderthenaturalshadeofthetreewhichenhancesthe useofthegarden.
Fig.25:OpenPathways Fig.26:Sittingundertreeshade
Children’sparkisbuiltjustinfrontoftheprimaryschoolpresentinthecampusitself.Entryin this park is restricted for the small kids keeping in mind the safety of them. This lush green garden also has benches under trees for elder people who come along with the kids keeping eyesonthekidsaswellasenjoyingthenaturalbeautyoftheenvironment.
Fig.27:ViewofPark Fig.28:SwingsforChildren
CorridorsandPathways: Sittingareasthathavebeenprovidedalongwiththepathwaysandwithinthebuilding courtyardservesasaninterfaceforstudentswhiletheyareontheway.Togiveasoothing environmentforthestudentstositandrelax,landscapingaroundthesittingareaslike benchesisfeasiblymeldedtoeachother.
RecreationalSpacesastheFocalAreainanInstitution
CentralLawn: The central garden is located in the middle of the departments and the primary library. It is well connected to all the departments, the library, and the Director's office. The central gardenisdesignedforinstitutionaloccasions.A hugesizefacetstageisconstructedintothepark. There are green areas along with the blocks which can be either serving as a floor for any sportsactivitieshobbyorusedforlandscapingfunctions,theseopenareasalsoserveasleisure spotsforthecollegestudentsbothrelatedtoinpastimeorjustasaspectator.
Fig.29:CentralLawn Fig.31:CampusRoadsFig.30:Pathways
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Varioussportsgroundatdifferentlocationsfordifferentpurposesarebuiltandonemainsports complexandonesportsgroundisbuiltneartheHostelforthewholecampuscateringtoallthe studentsofthecampus.
Fig.33:SportsFieldFig.32:BasketballCourt
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 23|Page SportsGround:
5. Duetoimpropermaintenance,lotsofopengroundpresentisignoredthatcanbedeveloped asarecreationalspaceandserveasagreatspotforthescholars.
3. Formal recreational spaces such as sports fields and courts are well maintained by the managementofthecampus.
2. No proper open green recreational space is present near the canteen area only the built structureforthecanteenisbuilt.
1. Thecanteenareaservesasamaingatheringspaceforthescholarsasitisconnectedtoall theacademicblockandalsoeasilyaccessibleforthestudents.
RecreationalSpacesastheFocalAreainanInstitution
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Conclusion/Inferences:
4. Courtyardsintheacademicblockserveasapersonalrecreationalspaceforeachacademic departmentandarethemostusedrecreationalspacebythescholars.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 25|Page 4.2 IndianInstituteofHealthManagementandResearch,Jaipur
Background: This three-decade-old campus is built on an undulatory place where there is 15 acres of land situated close to Jaipur International Airport. All structures in the campus are developed in a pinkish-dark quartzite quarried from a close by town Jhalana. The campus is situated on the natural terrains encompassing the city, accordingly the of the land gave the reasoning to the sitearranging.
Fig.34:IIHMRSitePlan
Fig.35:EntranceGate
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 26|Page
CampusDescription: IIHMR, Jaipur is a college spread across rich green grounds of 15 Acre. The seasonal waste channelexperiencingthesiteisolateditintotwosectionswhichwerecreatedastheinstitutional andresidentialsegmentsoftheprogram.The'recreationvalley'wasvisualizedastheessential concentration for casual association for the local area with a planned arranging plan. The 'valley'betweenthetwo arrangementsofstructuresiscrossedbyabridge atthefocal pointof thesite,whileaboulevardattheeasternedgeofthevalleygoesaboutasadamtoseizewater.
IdentifiedRecreationalSpaces: 1. Courtyards 2. DiningHall 3. ClubHouse 4. PeacockGarden 5. CorridorsandPathways 6. CentralPlaza 7. OpenGreenSpaces 8. CampusEntrance 9. BasketballandBadmintonCourt Fig.36:AcademicBlockView Fig.37:EntrancePorch
Fig.37:CourtyardView Fig.38:CourtyardView Fig.39:CourtyardView
TheCourtyardsandterracesridetheslantsandholdcongruitywiththelandpastthesite.Lowlying lands being less water-starved become the parkland. The exercises of the organization brought about conservativearranging around abunch of connectedcourtyards. Thestructures were planned with evaporative cooling; the cooling plant and administration centres are intended to guarantee a noise-free and draught-free air-cooling framework. Jaipur being an overwhelminglyhot,dryterritoryevaporativecoolinggivesasignificantlevelofsolaceatnext tonocost.Yet,duringthehumidseasonair-conditioningwasdiscoveredtobeessential.
Courtyards: The institutional building consists of a faculty court and an academic court each serving their functionsaswellasactingasagoodrecreationalspaceforthestudents.Planningofeachbuilding blockisdoneinsuchawayofcreatingaseparatecourtyardforeachbuildingblock.Thecourtyards notjustactasarecreationalspacebutalsohelpstomakethewholebuildingsustainable.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 27|Page
ClubHouse:
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 28|Page
Fig.42:PeacockGarden Fig.41:DiningHallFig.40:DiningHall
Theclubhouseissituatedintheotherhalfpartofthecampusanditdirectlyopensonthepublic road.Theswimmingpoolisalsopresent inthe clubhouseand for various events,a grand hall isalsobuilt-init.
PeacockGarden: This is situated near the dining hall and also connectswiththeacademicblockfromtheother side. Sitting under the pergola is also built-in which students usually spent their free time interactingwitheachotherandalsoenjoyingthe beautyofnature.
Fig.44:ClubHouseFig.43:ClubHouse
DiningHall(Canteen):
The dining area (canteen) of the campus is planned near the hostel block and is connected to the academic block via a pedestrian pathway. However, besides being a place for students to havetheirmeals,thisspaceisalsousedasaninteractivespaceamongthestudents.
Fig.45:Corridors Fig.46:NaturalVentilationinCorridor Fig.47:Plaza
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 29|Page CorridorsandPathways:
Corridors and Pathways also known as transitional spaces connect between the buildings and in building itself. These transitional spaces display the spatial aspects of a learning Theseenvironment.spacesprovideaspectsforstudentstolearninformallyandthesearethespacesthathave thefundamentalstoprovideinteractivespacesforthestudents. Plaza: Plaza has been constructed on the first floor connecting all the student hostel present on the maincampus.Thisspaceactsasakeyinteractivespaceforhostelstudents.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 30|Page
OpenGreenSpaces: Therearegreenspacesalongwiththeblocks that are either serving as a ground for any sports interest or used for landscaping purposes, those open areas additionally serve as recreational spots for the scholars both by using themfor anactivity or just as a spectator, furthermore sitting platforms around the bushes serve as sitting places usedforinteractionsandchit-chatting.
Fig.48:CampusEntrancePorch Fig.49:OpenGreenSpace
CampusEntrance: AspecialpedestrianpathwayattheveryentranceoftheInstitutiontoconnecttotheacademic buildingisdesigned.Withthehelpofpergolas,partialshadingisdonetocreateacomfortable environmentforthestudents.Thisspacealsoactsasakeyinteractivespaceforthestudents.
Conclusion/Inferences:
1. Plaza and the courtyard are the most used recreational space used by the scholars for interactionamongthemselves.
5. The clubhouse is mainly used by the hostel students as it is not easily accessible for the dayscholarsasbeingsituatedontheothersideofthecampus.
3. Corridorsintheacademicblocksarewellventilatedandalsothepresenceofsittingspaces makesitmoreusableforthescholars.
4. The combination of hardscape and landscape near the dining area serves as a great recreationalareaforstudentsandalsoismostusedforinteraction.
RecreationalSpacesastheFocalAreainanInstitution
2. No proper sitting spaces are provided in the open green areas which reduce the usability ofthespaceasarecreationalarea.
DissertationReport 31|Page
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 32|Page 4.3PearlAcademyofFashion,Jaipur Background: techniquesinsidefromdry,makingThePearlAcademyofFashion,Jaipurisacampus,whichbyprudenceofitsplanisoutfittedtowardsanecologicallyresponsivealoofenvironment.Theinstituteissituatedinanordinarilyhot,deserttypeatmosphereontheedgesofJaipurinthecallousKukasmodernregion,about20kmthepopularwalledcity.Theunfavourableatmospheremakesitatesttocontrolthemicroclimatetheundertakingalongtheselinesconsolidatingdifferentinactiveatmospherecontrolturnsintoaneed Fig.50:SitePlan Fig.50:ViewofBuildingBlock Fig.51:View
Theinstituteissituatedinacommonlyhotanddryregion,deserttypeatmosphereontheedges of Jaipur in the callous Kukas industrial zone, about 20km from the popular walled city. It positionsthirdamongthebest10fashiondesigninstitutesinIndia, andits planisexpectedto addresstheearnestnessofitsscholasticdirectionthroughitsconventionalarchitecture. Thestructureisshieldedfromtheclimatebyatwofoldskinwhichisgottenfromavernacular structurecomponentcalledthe'Jaali'whichiscommoninRajasthanidesign.Thetwofoldskin goesaboutasawarmcradlebetweenthestructureandtheenvironmentalfactors.Thethickness of the punctured external skin has been determined utilizing computational shadow investigation dependent on the direction of the façades. The external skin sits 4 feet from the structureandlessenstheimmediatewarmthacquirethroughfenestrations
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 33|Page CampusDescription:
Fig.52:SideEntryoftheCampus Fig.53:View Fig.54:Sectional3-DView
3. OpenAirTheatrehasbeencreatedaroundthewaterbodywhichisusedastherecreationalspace bythestudentsintheirdailyscheduleaswellasservesasaformalgatheringspaceatthetimeof anyevent.
4. Stepsandstairsarefullyventilatedanddiffusedlighthasbeencreatedandthusmakingitspace forstudentstointeractinformally.
Fig.55:LowerGroundFloor 56:SpecialRampforWalk Fig.57:OpenAirTheatre
Fig.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 34|Page IdentifiedRecreationalSpaces:
1. LowerGroundFloorismainlyusedforvariousrecreationalpurposesbythestudents.
2. formallyAspecialfashionstudentrampwalkareahasbeenbuiltsurroundedbyawaterbodywhichservesaswellasinformallyaccordingtotheneed.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 35|Page 5. Performanceofcraftmakingandsculpture-makingetc.isheldatcraftvillage.Theworkisbeen displayedinalandscapesemi-coveredarea.Itcreatesaformalenvironmentaswellasaninformal. 6. keyClassroomsandstudiosworkformallybutthecorridorsandthestaircasebehaveinformallyastheinteractivespaceforthestudents. Fig.58:OpenAirTheatre Fig.59:Courtyards Fig.60:Courtyards Fig.61:Staircase Fig.62:Courtyards
5. Theoddlyshapedcourtyardprovidesshadedaswellasopenrecreationalspaceforthe scholarsandalsoservesasasustainablefeatureofthecampus.
4. Proper maintenance of the space also enhances the aesthetics of the campus and also encouragesstudentstotakepartininformalactivities.
RecreationalSpacesastheFocalAreainanInstitution
DissertationReport 36|Page
3. Open-air theatre is the most crowded area as being near the canteen and also it serves asaformalgatheringspaceatthetimeofanyevent.
1. The lower ground floor is mainly used for recreation for the students as it is the main informalspaceonthecampus.
2. Stepsandstairsarefullyventilatedanddiffusedlightisbeencreatedandthatismaking spacestointeractinformallyforstudents.
Conclusion/Inferences:
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 37|Page CHAPTER-5 DATAANALYSIS
COMPARATIVEANALYSIS NO.S.TOPICINSTITUTEMALAVIYANATIONALOFTECHNOLOGYINDIANINSTITUTEOFHEALTHMANAGEMENTANDRESEARCHPEARLACADEMYOFFASHIONCONCLUSION 1.SITEPLANSITEAREAARCHITECTLOCATION SITEAREA:312ACRE LOCATION:MALVIYANAGAR,JAIPUR SITEAREA:15ACRE ARCHITECT:ASHOKBLALL LOCATION:JAGATPURA,JAIPUR SITEAREA:5ACRE ARCHITECT:MORPHOGENESIS LOCATION:KUKAS,JAIPUR •availabilityofthesitearea.AcademydependsontherecreationalareainthePearlcampuswhereasbuiltareaontheMNITandIIHMRPresenceofun-builtrecreational •possibleinPearlAcademy.campuswhereasitisnotintheMNITandIIHMRFuturedevelopmentcanbedone 2.CONCEPTGovernmentInstituteestablishedasatechnicaluniversityandisdevelopingtillnowaspertherequirementandtheneedofanhour.Anarchetypeoftheso-called ‘CriticalRegionalism'in sustainability.architecture&environmental Confluenceof traditionalmodernadaptationsofIndo-Islamicarchitecturalelements prevalentandpassivecoolingstrategiesinthehot-drydesertclimateofRajasthan.VERNACULAR+ADAPTABILITY 3.RECREATIONALSPACE: CANTEENforandandbetweenCanteenissituatedrightallthedepartmentsacademicbuildingsiseasilyapproachableall. formakingotherDininghallislocatedatthesideofthecampusitdifficulttoapproachstudentsinregularhours. campus.studentsflooronCanteenareaispresentthelowergroundwhichisthemainareainthe EASILYAPPROACHABLE 4.RECREATIONALSPACE: GROUNDSPORTSthecateringdifferentdifferentVarioussportsgroundatlocationsforsportsarebuiltallthescholarsincampus. incanteennearAllthesportsfieldarebuiltthehostelblockandthecateringallthescholarsthecampus. groundiscoveredbuiltNopropersportsfieldisonthecampusonlybadmintoncourtpresentonthelowerlevel. field.aroundshouldforProperseatingthespectatorsbeprovidedthesports 5.RECREATIONALSPACE: COURYARDbuiltventilationprovidinginSmallcourtyardsaregiveneachacademicblockproperlightandtoeachandeveryroom. themergingsidesCourtyardscoveredfromthreebythebuiltstructureandwithgreenareasfromotherside. beenlowercourtyardsOddshapedhardscapedopenedtillgroundfloorhasbuilt. EFFECTCOURTYARD Region.HotinandDry 6.SPACE:RECREATIONAL ENTRANCECAMPUSinstitute.ofnotgateTheambienceofthemainoftheinstitutedoesmatchwiththeeminencethenationalrepute entrance.createsblockconnectingfromPergolastructurehasbeenbuiltthecampusentrancetotheacademicandthecentralfountainascenicviewatthe upgroundviewthecreatesScreeningofthejaalianambienceatentranceandtheofthelowerflooralsoaddstoit. RecreationaltheStartingaswellasendingarea 7.SPACE:RECREATIONALOTHERSGREENSPACESPATHWAYSITTINGOPENSITTINGOPENFIELDSRAMPFORWALKO.A.T.Useofrecreationalareaalsodependsonthelocationonwhichtheyareprovidedandtheconnectivityalsoplaysamajorrole. 8.INFERENCES •primaryrecreationalareaforthestudents.Courtyardsintheacademicblocksasa •isprovidedbutintheopenareastheyarenot.Sittingsonpathwaysintheacademicblocks •andproperseatingforthespectatorsisprovided.Sportsfieldinthecampusarewellmaintained •livingfeatureinthecampus.Courtyardsmergingwithgreenspacesactsasa •andactsasaprimaryrecreationalarea.OAT&badmintoncourtiswellmaintained •area.Lowergroundflooristhemainstudents
This
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 39|Page
surveywas donetofindout themostpreferred recreationalspacebydifferentpeoplein a differentprofession. Thisincludes62responsesfromdifferentpeople. Que.1:Whatisyourprofession? Que.2:Whatisyourgender? Que.3:DoyouunderstandthetermRecreationalSpaceasanarchitecturalterm?
5.1SurveyAnalysis
5:
Recreational
recreational
ofrecreationalspacedepends
Que. youthink use on
gender?
the
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 40|Page
4:Do
Que. Which spaceyoupreferthemostfromthefollowing?
6:
Que. Whatdoyouprefermorefor space?
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 41|Page CHAPTER-6 CONCLUSION RECOMMENDATIONAND
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 42|Page 6.1Conclusion 1. Recreational areas encourage scholars to participate in the co-curricular activities taking placeinthesespacesandhelpsthemindevelopingtheirmindsandknowledge. 2. Proper landscaping and casual sit-outs at the accumulating spots play a major role in motivatingthestudentstogettotheseareasforgroupgatherings. 3. Theapproachtotherecreationalareaplaysamajorroleinthatrecreationalspace. 4. Theambianceandthefeeloftherecreationalareaalsoplaysasignificantroleintheusability oftheseareas. Fig.63:RecreationalArea Fig.64:RecreationalArea Fig.65:CasualSit-Out Fig.66:Areaforgroupgathering Fig.67:EasyApproach Fig.68:Recreationalarea
EFFECT Fig.
Sports
7. Sports fields are considered as formal recreational spaces but if the proper seating for the spectatorsisprovidedthentheycanalsobeusedasanimportantrecreationalspace.
8. Spacesthatareproperlymaintainedandmanagedaremorelikelytobeusedbyscholars.
Recreational
Fig.69:Showingdevelopment Plot area 70:Multiplebenefits spaces,COURTYARD 71: Field
6. Iftherecreationalareaisdesignedproperly,itcangivemultiplebenefitssuchasmakingthe buildingsustainablefortheusersandalsoaspaceforrecreation.
9. spaces also give a sense of ownership to the scholars and they feel free to interactwitheachother.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 43|Page 5. Vacant areas in the institution can also be used as a recreational area with a slight improvementofthespaceswiththehelpofatemporarystructure.
intoaRecreational
Fig.
ofVacant
ofRecreational
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 44|Page 10. Recreationalspacesnotonlymeanthegreenspacesbutalsoincludethehardscapes,theyare amixtureofboth. Fig.72:RecreationalArea Fig.73:RecreationalArea
2. In a recreational area fixed structure for sittings should be avoided and mobile furnishings and technology should be used as the scholars feel more comfortable in the free environment.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 45|Page
3. Quality and the maintenance of these spaces play a major role as they strongly affect the mindsetoftheuser.
1.identified.Recreational
4. Thetransitionalspacessuchascorridors,foyersthatconnectsotherbuildingspacesshould include some comfortable sit-outs or spaces wherestudents canhavea chit-chatand enjoy theirbreakhours. Comparisonbetweenfixedandmobilefurnishing space space
6.2Recommendations
Fig.75:Transitional
Fig.74:
asRecreational
Therecommendationsareintendedtocreateaconduciveenvironmentoftherecreationalspace sothattheycanbeusedeffectivelybythestudywhichcouldimprovethequalityandstandard of interaction level. The following are some recommendations based on the problems spaces should be designed in such a manner that they encourage scholars to showactiveparticipationintheseinteractivespaces.
Fig.76:SittingsinCorridors
7. Unusual and unexpected recreational spaces are more tend to be liked by the user on an institutionalcampus.
6. Recreational spaces should be easily approachable and comfortable for scholars, faculties, administration,etc.
8. Grassed sitting areas under the tree shade are also recommended as they are likely to be usedbythescholarstointeractwitheachotheronaninstitutionalcampus.
Fig.78:MergingofIndoorwithOutdoorFig.77:IndoorRecreationalSpace Fig.79:SittinginOpenspaces Fig.80:GrassedSittingAreas
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 46|Page
5. Merging indoor with the outdoors also creates a strong impact on the users. These spaces shouldbedesigned.
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 47|Page BIBLIOGRAPHY
1. FahadAhmadDissertationReport
TOPIC: AssessmentofInteractiveSpacesinCollege
https://www.slideshare.net/azain143/assessment-of-interactive-spaces-in-college-campusCampus
3. ResearchPaperbyStephenSiuYuLau,ZhonghuaGou,andYajingLiub
2. Research Paper by NASIRDEEN Muhammad Yahaya-Loko and ADEDAYO Olatunde Folaranmi
https://isiarticles.com/bundles/Article/pre/pdf/61668.pdf
TOPIC: Assessment of Spaces Used by Students for Recreation in Faculty Buildings of Public UniversitiesintheNorthCentral Universities-in-the-North-Central-Nigeria.pdfent-of-Spaces-Used-by-Students-for-Recreation-in-Faculty-Buildings-of-Public-Universities_in_the_North_Central_Nigeria/links/5c20fc0a92851c22a3435810/Assessmment_of_Spaces_Used_by_Students_for_Recreation_in_Faculty_Buildings_of_Public_https://www.researchgate.net/profile/Olatunde_Adedayo/publication/329894924_AssessNigeria
RecreationalSpacesastheFocalAreainanInstitution DissertationReport 48|Page Reference:
TOPIC: HealthyCampusbyOpenSpaceDesign:ApproachesandGuidelines
DissertationReport 49|Page
2. https://en.wikipedia.org/wiki/Malaviya_National_Institute_of_Technology,_Jaipur
1. http://www.mnit.ac.in/prospective_student/campus_life.php
4. exemplar-of-critical-regionalism-environmental-sustainability.htmlhttps://worldarchitecture.org/architecture-news/epnfh/ashok-b-lall-s-iihmr-jaipur-is-an-
7. https://www.archdaily.com/40716/pearl-academy-of-fashion-morphogenesis 8. projects/fzhn/pearl_academy_of_fashion_jaipur-project-pages.htmlhttps://worldarchitecture.org/architecture9. https://architecturelive.in/pearl-academy-of-design-jaipur-by-morphogenesis/ 10. GoogleImages 11. GoogleEarth
RecreationalSpacesastheFocalAreainanInstitution
5. https://www.easytourz.com/BT-EmabedTour/DEMO/51ada0266dad98c8 6. https://www.iihmr.edu.in/campus-life/life
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