VIRANCHI SINHA - SEMESTER 09 - THESIS - BLACKBOOK by Ar. Viranchi Sinha

REDEVELOPMENT OF VIDYA NIKETAN SCHOOL At Navi Mumbai.

A DESIGN DISSERTATION REPORT Submitted By

VIRANCHI VIRAJ SINHA Under the Guidance of

Prof. Vandana Shrivastava In partial fulfillment for the award of the degree Of

BACHELOR OFARCHITECTURE In

Lokmanya Tilak Jan kalyan Shikshan Sanstha’s

LOKMANYA TILAK INSTITUTE OF ARCHITECTURE AND DESIGN STUDIES Plot no. 22 & 23, Vikas Nagar, Sector – 5, Koparkhairane, Navi Mumbai, 400709

Affiliated to University of Mumbai NOVEMBER 2019

DECLARATION I hereby declare that this written submission entitled “Redevelopment of (Vidya Niketan) School” Represents my ideas in my own words and has not been taken from the work of others (as from books, articles, essays, dissertations, other media and online); and where others’ ideas or words have been included, I have adequately cited and referenced the original sources. Direct quotations from books, journal articles, internet sources, other texts, or any other source whatsoever are acknowledged, and the source cited are identified in the dissertation references. No material other than that cited and listed has been used. I have read and know the meaning of plagiarism* and I understand that plagiarism, collusion, and copying are grave and serious offences in the university and accept the consequences should I engage in plagiarism, collusion or copying. I also declare that I have adhered to all principles of academic honesty and integrity and have not misrepresented or fabricated or falsified any idea/data/fact source in my submission. This work, or any part of it, has not been previously submitted by me or any other person for assessment on this or any other course of study.

Signature of the Student

Name of the Student: Viranchi Sinha Exam Roll No: 2019 AR 961 Date: 25th November 2019 Place: Koparkhairane, Navi Mumbai *The following defines plagiarism: “Plagiarism” occurs when a student misrepresents, as his/her own work, the work, written or otherwise, of any other person (including another student) or of any institution. Examples of forms of plagiarism include: • The verbatim (word for word) copying of another’s work without appropriate and correctly presented acknowledgement; • The close paraphrasing of another’s work by simply changing a few words or altering the order of presentation, without appropriate and correctly presented acknowledgement; • Unacknowledged quotation of phrases from another’s work; • The deliberate and detailed presentation of another’s concept as one’s own. • “Another’s work” covers all material, including, for example, written work, diagrams, designs, charts, photographs, musical compositions and pictures, from all sources, including, for example, journals, books, dissertations and essays and online resources.

Lokmanya Tilak Jan Kalyan Shikshan Sanstha

LOKMANYA TILAK INSTITUTE OF ARCHITECTURE AND DESIGN STUDIES PLOT NO. 22 & 23, VIKAS NAGAR, SECTOR – 5, KOPARKHAIRANE, NAVI MUMBAI, 400709

Certificate This is to certify that the Dissertation titled

Redevelopment of Vidya Niketan School Is the bona-fide work of

VIRANCHI VIRAJ SINHA Of the Final Year B. Arch. Semester (IX) and was carried out in the college under my guidance and here by partial fulfillment of the requirements for the degree of the Bachelor of Architecture Under University of Mumbai

Signature of Guide

Signature of

Date: 25/11/2019

External juror

External juror & College Seal

Signature of Principal

ACKNOWLEDGEMENT The completion of this research could not have been possible without the participation and assistance of so many people whose names may not all be enumerated. Their contributions are sincerely appreciated and gratefully acknowledged. However, I would like to express my deep appreciation and indebtedness regarding the same. Firstly, I would like to thank my Thesis guide Ar. Prof. Vandana Shrivastava of Lokmanya Tilak Institute of Architecture and Design Studies at Mumbai University, for her endless support and sincere guidance throughout the process. I submit my gratitude to the Principal Ar. Harish Setty and all other faculty members of college for their help and support and for giving me this opportunity.

I would like to thank Principal of Vidya Niketan School Mr. Vivek Pandit and his son Mr. Atul Pandit for giving me this opportunity and guidance. Also, Principal of K.J Somaiya School, Mrs. Parveen Shaikh and Trusty of Sharda Gyan Peeth International school for accepting my request of visiting their schools and for providing me with the necessary information that became the foundation of my thesis.

Furthermore, I would like to acknowledge active help and support to my friends, and fellow classmates, and for being the people whom I would go to for discussion and debate. A special Thanks to my Senior, Saurabh Thakkar for guiding, discussing with whom I was able to clear my ideas. In the last I would like to Thank my family for active support throughout the semester and staff of my college for their support.

TABLE OF CONTENTS Tittle page .................................................................................................................................... i Declaration ................................................................................................................................iii Certificate ................................................................................................................................... v Acknowledgement ..................................................................................................................... vii Table of contents........................................................................................................................ ix List of figures ........................................................................................................................... xiii List of tables ............................................................................................................................ xxi Abstract.................................................................................................................................. xxiii 1.0. Introduction ....................................................................................................................... 1 1.1.

Justification ......................................................................................................... 2

1.2.

Aim and objectives ............................................................................................. 4

1.3.

Scope and limitations .......................................................................................... 5

1.4.

Methodology ....................................................................................................... 6

2.0. Vidya Niketan .................................................................................................................... 7 2.1.

Accesseblity ........................................................................................................ 7

2.2.

About school ....................................................................................................... 8

2.3.

Climate .............................................................................................................. 21

2.4.

Soil type: ........................................................................................................... 23

2.5.

Mapping ............................................................................................................ 23

2.6.

Services on site, sun path, wind direction ......................................................... 23

2.7.

Land use: ........................................................................................................... 27

2.8.

Catchment areas for the school (extent of area from whch students go to this

school):…... ………………………………………………………………………………...28 2.9.

Timeline of figure mapping around the site:..................................................... 29

2.10. Terrian around the site: ..................................................................................... 29 2.11. Social infrastructure: ......................................................................................... 31 2.12. Swot analysis: ................................................................................................... 32

3.0. Redevlopment .................................................................................................................. 33 3.1.

Why is redevlopment important? ..................................................................... 33

3.2.

Types of redevlopment ..................................................................................... 36

4.0. Infrastructural aspects of a school design..................................................................... 39 4.1.

Infrastructural requirements in school .............................................................. 39

4.2.

School standard area requirement (according to neufert) ................................ 42

4.3.

Sports area standard sizes and other requirements ........................................... 51

4.4.

Requirement for cultural and other activities ................................................... 65

4.5.

Safety considerations for school design ........................................................... 67

5.0. How spaces effect child psychology? ............................................................................. 69 5.1.

Introduction ...................................................................................................... 70

5.2.

Child psychology .............................................................................................. 71

5.3.

Child’s development......................................................................................... 74

5.4.

Effects of colour on children ............................................................................ 84

5.5.

School-student relationship .............................................................................. 98

5.6.

Quality learning spaces .................................................................................. 104

5.7.

Conclusion ...................................................................................................... 109

6.0. Comparing methods of teaching .................................................................................. 111 6.1.

Introduction .................................................................................................... 111

6.2.

Methods of teaching ....................................................................................... 112

6.3.

Traditional and modern methods of teaching ................................................. 121

6.4.

Traditional verses modern methods of teaching............................................. 126

6.5.

Conclusion ...................................................................................................... 133

7.0. Sustainable architecture ............................................................................................... 135 7.1.

Why Sustainable Schools? ............................................................................. 135

7.2.

Solar energy .................................................................................................... 136

7.3.

Climate and surroundings ............................................................................... 140

7.4.

Rainwater harvesting system .......................................................................... 141

7.5.

Site devlopment .............................................................................................. 147 (x)

7.6.

Sustainable building materials ........................................................................ 148

7.7.

Waste management for schools ...................................................................... 148

7.8.

Pathway world school ..................................................................................... 149

8.0. Vernacular and modern architecture .......................................................................... 163 8.1.

Vernacular Architecture and the 21st Century................................................ 163

8.2.

Conclusion ...................................................................................................... 165

8.3.

Few examples in schools who used modern vernacular architecture ............. 165

9.0 Case studies ..................................................................................................................... 169 9.1.

The Somaiya School ....................................................................................... 171

9.2.

Sharda Gyan Peeth International School ........................................................ 183

9.3.

Green Acres Academy .................................................................................... 193

9.4.

Rockford Public School .................................................................................. 207

9.5.

CMR Ekya School .......................................................................................... 217

9.6.

Comparative analysis ...................................................................................... 231

9.7.

Conclusion ...................................................................................................... 237

10.0. Design brief .................................................................................................................. 239 10.1. Survey ............................................................................................................. 239 10.2. According to the survey .................................................................................. 247 10.3. Design guidelines ............................................................................................ 247 10.4. Programme ...................................................................................................... 250 Bibliography………………. ..................................................................................................... 253

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LIST OF FIGURES Figure 1.1. Population of Kalyan-Dombivli.................................................................... 2 Figure 1.2. Population Statistics – Kalyan-Dombivli: .................................................... 3 Figure 2.1. Location ........................................................................................................ 7 Figure 2.2. Accessibility.................................................................................................. 7 Figure 2.3. Bus transportation service of vidya Niketan school ..................................... 8 Figure 2.4. computer room. ............................................................................................ 9 Figure 2.5. events and activities in the school............................................................... 10 Figure 2.6. cultural day event ........................................................................................ 10 Figure 2.7. classrooms ................................................................................................... 11 Figure 2.8. Basketball court .......................................................................................... 12 Figure 2.9. swimming pool ........................................................................................... 12 Figure 2.10. The kho-kho ground................................................................................. 12 Figure 2.11, military Challenge..................................................................................... 13 Figure 2.12. Racetrack .................................................................................................. 14 Figure 2.13. Football ground ......................................................................................... 14 Figure 2.14. Main entry to the school ........................................................................... 15 Figure 2.15. School gate ................................................................................................ 15 Figure 2.16. Entrance foyer ........................................................................................... 16 Figure 2.17. Statue of Shivaji Maharaj ......................................................................... 16 Figure 2.18. 3m wide passages ..................................................................................... 17 Figure 2.19. Exterior views ........................................................................................... 17 Figure 2.20. Central courtyard ...................................................................................... 18 Figure 2.21. Solar panels ............................................................................................... 19 Figure 2.22. Toilets ....................................................................................................... 19 Figure 2.25. The birthday board .................................................................................... 20 Figure 2.25. Wall painting representing Vidya ............................................................. 20 Figure 2.25. Wall painting of famous scholars ............................................................. 20 Figure 2.26. Principal Vivek Pandit, with ex-students on Republic day ...................... 20 Figure 2.29. Student's Birthday ..................................................................................... 20 Figure 2.29. lunch break of students of std 1- 4 ............................................................ 20 Figure 2.29. Prayer ........................................................................................................ 20 Figure 2.30. Temperature throughout the year in Dombivli. ........................................ 21 Figure 2.31. Weather averages in Dombivli ................................................................. 21 ( xiii )

Figure 2.32. Daylight hours in Dombivli...................................................................... 22 Figure 2.33.Rainfall chart in Dombivli......................................................................... 22 Figure 2.34. 5 points of Kevin lynch ............................................................................ 23 Figure 2.35. Services, sun path and wind path on site .................................................. 23 Figure 2.36. Schools in Dombivli ................................................................................. 24 Figure 2.37. Catchment areas for the school (extent of area from which students go to this school): .............................................................................................................................. 28 Figure 2.39. Terrain on sutheast ................................................................................... 29 Figure 2.39. Terrain on north ........................................................................................ 29 Figure 2.40. Terrain in Kalyan-Dombivli-Diva area .................................................... 30 Figure 3.1. Sequence of survey work ........................................................................... 34 Figure 4.1. Variable seating arrangement in classroom. .............................................. 42 Figure 4.2. Basic office furnishing ............................................................................... 43 Figure 4.3. Arrangement for reading spaces and book shelves .................................... 43 Figure 4.4. Toilet designs ............................................................................................. 45 Figure 4.5. Language lab .............................................................................................. 47 Figure 4.6. Organisation of space and functions in school kitchen .............................. 48 Figure 4.7. Meal and crockery distribution and dining area ......................................... 49 Figure 4.8. lab ............................................................................................................... 49 Figure 4.9. Laborataries ................................................................................................ 50 Figure 4.10. Kho-Kho ground dimensions ................................................................... 51 Figure 4.11. Children’s play area. ................................................................................ 52 Figure 4.12. Children’s play area. ................................................................................ 53 Figure 4.13. Basketball court dimensions..................................................................... 53 Figure 4.14. Indoor badminton court dimensions ......................................................... 54 Figure 4.15. Indoor badminton court specifications ..................................................... 55 Figure 4.16. Pool dimensions ....................................................................................... 56 Figure 4.17. Swimming starting block ......................................................................... 57 Figure 4.18. Kabaddi ground ........................................................................................ 62 Figure 4.19. Table tennis .............................................................................................. 63 Figure 4.20. shot put ..................................................................................................... 63 Figure 4.21. Long jump ................................................................................................ 64 Figure 4.22. Dodge Ball................................................................................................ 64 Figure 4.23. Ground of langdi ...................................................................................... 65 Figure 4.24. Music and dance room ............................................................................. 66 ( xiv )

Figure 5.1 Children ....................................................................................................... 70 Figure 5.2. Relationship of children with teachers and parents (social context) .......... 72 Figure 5.3. Child influencing development through childcare (cultural context) ......... 72 Figure 5.4. Children of different socio-economic status and their childcare ................ 73 Figure 5.5 Child having fun while learning and during its development ...................... 74 Figure 5.6. Problem in child development .................................................................... 75 Figure 5.7. Kid interacting with environment ............................................................... 76 Figure 5.8. Children begin to think symbolically.......................................................... 76 Figure 5.9. Child learns rules ........................................................................................ 77 Figure 5.10. Children start thinking about the future .................................................... 77 Figure 5.11. Piaget's stages of cognitive development ................................................. 78 Figure 5.12. Personal and social development .............................................................. 79 Figure 5.13. Ways of social development among children ........................................... 80 Figure 5.14. Importance of relationships ...................................................................... 80 Figure 5.15. Helping children to manage feelings and behaviour ................................ 81 Figure 5.16 Activities during a child’s social development .......................................... 81 Figure 5.17. self-confidence and self-awareness in children ........................................ 82 Figure 5.18. Conclusion for Child development ........................................................... 83 Figure 5.19. colours and children .................................................................................. 84 Figure 5.20. Effect of colour on children ...................................................................... 85 Figure 5.21. Colours effect children’s brains ................................................................ 85 Figure 5.22. Red ............................................................................................................ 86 Figure 5.23. Red ............................................................................................................ 86 Figure 5.24. Yellow ....................................................................................................... 87 Figure 5.25. Blue ........................................................................................................... 87 Figure 5.26. Green ......................................................................................................... 88 Figure 5.27. Orange ....................................................................................................... 88 Figure 5.28. Purple ........................................................................................................ 89 Figure 5.29. Pink ........................................................................................................... 89 Figure 5.30. Brown........................................................................................................ 90 Figure 5.31. Use of colour in preschool ........................................................................ 91 Figure 5.32. Colour improves imagination ................................................................... 91 Figure 5.33. Warm and Bright colours for preschool children ..................................... 92 Figure 5.34. Elementary school..................................................................................... 92 Figure 5.35. Beige, light green and green blue for high-school students ...................... 93 ( xv )

Figure 5.36. Shades of blue in maths and physics labs ................................................ 93 Figure 5.37. Green and yellow colour for meeting rooms with some neutral colours. 94 Figure 5.38. Hues of beige and light brown with tints of warm red for executive rooms .................................................................................................................................................. 94 Figure 5.39. Green Library ........................................................................................... 95 Figure 5.40. Orange Cafeteria ...................................................................................... 95 Figure 5.41. Light yellow for art class .......................................................................... 96 Figure 5.42. Shades of green or blue green for counselling room ................................ 96 Figure 5.43. infirmaries in warm yellow ...................................................................... 97 Figure 5.44. Warm colour for sports centres where energy levels are high. ................ 97 Figure 5.45.interactive architectural spaces .................................................................. 98 Figure 5.46. Interaction between student and teacher. ................................................. 99 Figure 5.47. Classroom management ......................................................................... 100 Figure 5.48. Interactive school designs ...................................................................... 101 Figure 5.49. Children attached to a space (The never-ending library) ....................... 102 Figure 5.50. Guardian Early Learning Centre, Newstead .......................................... 103 Figure 5.51. Light level standards .............................................................................. 104 Figure 5.52. Day-light luminance factor..................................................................... 105 Figure 5.53. Sky component ....................................................................................... 105 Figure 5.54. Influence of colour ................................................................................. 106 Figure 5.55. Room shape standards ............................................................................ 106 Figure 5.56. Window design effecting levels if light. ................................................ 107 Figure 5.57. light shelf design .................................................................................... 108 Figure 5.58. Light shelf design ................................................................................... 108 Figure 6.1. Effective teaching ..................................................................................... 111 Figure 6.2. Student centred and teacher centred ......................................................... 112 Figure 6.3. Lecturing method ..................................................................................... 113 Figure 6.4. demonstrating ........................................................................................... 114 Figure 6.5. Collaborating ............................................................................................ 115 Figure 6.6. Classroom Discussion .............................................................................. 115 Figure 6.7. Sharing and Examining of information .................................................... 116 Figure 6.8. Linguistic learner...................................................................................... 117 Figure 6.9. Naturalist .................................................................................................. 117 Figure 6.10. Kinesthetics learner ................................................................................ 117 Figure 6.11. learning through music and melody ....................................................... 118 ( xvi )

Figure 6.12. The visual learner.................................................................................... 118 Figure 6.13. Logical or Mathematical learning ........................................................... 119 Figure 6.14. interpersonal learner ............................................................................... 119 Figure 6.15. intrapersonal learner ............................................................................... 119 Figure 6.16. Effective learning .................................................................................... 120 Figure 6.17. Types of Learners ................................................................................... 120 Figure 6.18. Traditional method of teaching ............................................................... 121 Figure 6.19. Multimedia teaching process .................................................................. 122 Figure 6.20. Traditional and Multimedia - learning the difference ............................. 123 Figure 6.21. Mind mapping ......................................................................................... 124 Figure 6.22. Role play teaching .................................................................................. 125 Figure 7.1. Change due to sustainable schools............................................................ 135 Figure 7.2. Executive views on green school performance compared with conventional schools. ................................................................................................................................... 135 Figure 7.3. solar panels. Powerhouse Brattørkaia ....................................................... 136 Figure 7.4. Solar panels from top. Austrian Embassy Bangkok ................................. 136 Figure 7.5. Jenson-DeLeeuw NZE House ................................................................... 137 Figure 7.6. Hackney Backhouse. ................................................................................. 137 Figure 7.7. Solar panels. .............................................................................................. 138 Figure 7.8. solar panels. .............................................................................................. 138 Figure 7.9. Off grid solar power system...................................................................... 139 Figure 7.10. Orientation of the building...................................................................... 140 Figure 7.11. Openings based on orientation ................................................................ 140 Figure 7.12. Building envelope ................................................................................... 140 Figure 7.13. Storing rainwater for direct use .............................................................. 141 Figure 7.14. Recharging ground water aquifers from roof top run off. ...................... 142 Figure 7.15. Recharging ground water aquifers with run-off from ground areas. ...... 143 Figure 7.16. Elements of a typical water harvesting system ...................................... 143 Figure 7.17. Course mesh............................................................................................ 144 Figure 7.18. Charcoal water filter ............................................................................... 145 Figure 7.19. First flushing ........................................................................................... 145 Figure 7.20. Sand filters .............................................................................................. 146 Figure 7.21. A storage tank made of galvanized iron sheets...................................... 146 Figure 7.22. LEED INDIA approach for green buildings ........................................... 149 Figure 7.23. Location plan of Pathway world school ................................................. 150 ( xvii )

Figure 7.24. Site plan .................................................................................................. 151 Figure 7.25. Picture 1 Pathway ................................................................................... 152 Figure 7.26. Swimming pool ...................................................................................... 156 Figure 7.27. Site plan zoning ...................................................................................... 158 Figure 7.28. Academic building Ground floor plan ................................................... 159 Figure 7.29. Media centre, First floor plan ................................................................. 160 Figure 7.30. Hostel plan.............................................................................................. 161 Figure 7.31. pathway pictures ..................................................................................... 162 Figure 8.1. Vernacular architecture before architects ................................................. 163 Figure 8.2. Vernacular architecture and 21st century ................................................. 163 Figure 8.3. 21st century vernacular house .................................................................. 164 Figure 8.4. A composite house by I studio Mumbai................................................... 164 Figure 8.5. Artemis Centre, Melbourne Girls Grammar School, Melbourne, Australia ................................................................................................................................................ 165 Figure 8.6. The noor e mobin school, Bastam, Iran ................................................... 166 Figure 8.7. Highgate Primary School New Teaching Spaces, Perth, Australia .......... 166 Figure 8.8. PCF Large Child Care Centre, Singapore, Singapore .............................. 167 Figure 8.9. Dumpsite Horticultural School and Pavilion, Rabat, Morocco ................ 167 Figure 8.10. Muku Nursery School, Fuji City, Japan ................................................. 168 Figure 9.1.1. Somaiya school site plan with ground floor .......................................... 171 Figure 9.1.2. considering whole Somaiya campus ..................................................... 171 Figure 9.1.3. Somaiya campus master plan ................................................................ 172 Figure 9.3.1. south façade ........................................................................................... 193 Figure 9.3.2. Services and building laws .................................................................... 194 Figure 9.3.3. concept and ventilation.......................................................................... 194 Figure.9.3.4. Ground floor plan .................................................................................. 195 Figure 9.3.5. Double height stilt ................................................................................. 195 Figure 9.3.6. Second floor plan .................................................................................. 196 Figure 9.3.7. Preschool classroom .............................................................................. 196 Figure 9.3.8 Preschool classroom ............................................................................... 196 Figure 9.3.9. Central area corridor.............................................................................. 196 Figure 9.3.10. Third floor plan ................................................................................... 197 Figure 9.3.11. Central area corridor............................................................................ 197 Figure 9.3.12. Classroom Interior ............................................................................... 197 Figure 9.3.13. Window system from interior ............................................................. 198 ( xviii )

Figure 9.3.14. Double height window panel ............................................................... 198 Figure 9.3.15. Section BB ........................................................................................... 198 Figure 9.3.16. Passive climate control ........................................................................ 199 Figure 9.3.17. South Façade ........................................................................................ 200 Figure 9.3.18. South Facade elevation ........................................................................ 200 Figure 9.3.19. Teaching concept ................................................................................. 201 Figure 9.3.20. Section AA ........................................................................................... 201 Figure 9.3.21. Extracurricular clubs ............................................................................ 202 Figure 9.3.22. Approach .............................................................................................. 202 Figure 9.3.23. Facilities ............................................................................................... 203 Figure 9.3.24. Infrastructure........................................................................................ 204 Figure 9.4.1. Rockford Public school .......................................................................... 207 Figure 9.4.2. Classroom .............................................................................................. 208 Figure 9.4.3. Geometric seating + window ................................................................. 208 Figure 9.4.4. Exterior Geometric Windows ................................................................ 208 Figure 9.4.5. Conceptual sketch by the architect ........................................................ 209 Figure 9.4.6. Plan ........................................................................................................ 209 Figure 9.4.7. Conceptual plan by the architect ............................................................ 210 Figure 9.4.8. Evolution of Plan ................................................................................... 210 Figure 9.4.9. 3D Views ............................................................................................... 211 Figure 9.4.10. Zoning .................................................................................................. 211 Figure 9.4.11. 3D section ............................................................................................ 212 Figure 9.4.12. 3D of interior ....................................................................................... 212 Figure 9.4.13. Library and Yoga room........................................................................ 213 Figure 9.4.14. Classroom ............................................................................................ 213 Figure 9.4.15. Elevation .............................................................................................. 213 Figure 9.4.16. Library ................................................................................................. 214 Figure 9.4.17. Ancillary space .................................................................................... 214 Figure 9.4.18. Ancillary space .................................................................................... 214 Figure 9.4.19. Conference room.................................................................................. 214 Figure 9.4.20. View from Parking............................................................................... 215 Figure 9.5.1. Design concept by the architect ............................................................. 217 Figure 9.5.2. 1st floor passage .................................................................................... 217 Figure 9.5.3. bridges and voids for ventilation ........................................................... 218 Figure 9.5.4. Indoor amphitheatre ............................................................................... 218 ( xix )

Figure 9.5.5. From the 1st floor .................................................................................. 218 Figure 9.5.6. Section 1 ................................................................................................ 218 Figure 9.5.7. Basketball and badminton court with face view ................................... 219 Figure 9.5.8. First floor corridor ................................................................................. 219 Figure 9.5.9. Amphitheatre ......................................................................................... 220 Figure 9.5.10. Corridor bridge .................................................................................... 220 Figure 9.5.11. Ground floor plan ................................................................................ 220 Figure 9.5.12. First floor plan ..................................................................................... 221 Figure 9.5.13. Second floor plan ................................................................................ 221 Figure 9.5.14. corridor ................................................................................................ 222 Figure 9.5.15. Third floor plan ................................................................................... 222 Figure 9.5.16. Window treatment ............................................................................... 222 Figure 9.5.17. Completed view................................................................................... 223 Figure 9.5.18. Roof plan ............................................................................................. 223 Figure 9.15.19. Ventilation ......................................................................................... 224 Figure 9.5.20. Facade development ............................................................................ 224 Figure 9.5.21. Facade development ............................................................................ 225

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LIST OF TABLES Table 1.1. Common points in school and prison ............................................................. 1 Table 3.1. Types of redevelopment ............................................................................... 37 Table 4.1. Occupancy load ............................................................................................ 39 Table 4.2. Habitable rooms ........................................................................................... 39 Table 4.3. Habitable height ........................................................................................... 40 Table 4.4. Staircase / corridor sizes............................................................................... 40 Table 4.5. Required W.C. facilities ............................................................................... 44 Table 5.1. Psychology of forms and how to use them in spaces .................................. 98 Table 6.1. Comparison on traditional and modern ways of teaching .......................... 127 Table 6.2. Comparison in marking system .................................................................. 128 Table 6.3. Comparison in subject areas....................................................................... 130 Table 6.4. Instructional method and their applications ............................................... 131 Table 7.2. World-wide distribution of water ............................................................... 141 Table 7.2. World-wide distribution of fresh water ...................................................... 141 Table 7.3. Coeficient of cathment ............................................................................... 144 Table 7.4. Sizing of rainwater pipe for roof drainage ................................................. 145 Table 9.1. Student Teacher strength ............................................................................ 173 Table 9.1. Comparative analysis ................................................................................. 235 Table 10.1. Area programme....................................................................................... 251

( xxi )

ABSTRACT The mandate for education of children to encourage progressive thinking requires a functioning and supportive physical learning infrastructure. The Vidya Niketan school building is 34 years in age with falling far short against goal of 21st century educational demand. The failure is not surprising, because older school buildings were not designed to facilitate modern methods of teaching and learning. Plus, the building and site was built as the school land expanded further from a small plot to a 3.46 acres site. Typical classrooms are designed to be ‘Teacher-Centred Learning’ environments with double loaded corridors reinforcing isolation from other classes. High interaction between students creates a platform for students to learn from each other and develop social skills. To be sustainable we must simultaneously design for greater longevity and increased flexibility of use.

Hence the need of a new style of

infrastructure with new techniques and activities to the old school of Vidya Niketan, Dombivli. In the recent times, the field of education has seen transformation in the field of education with technology leading the way, but our study on this topic clearly suggest there is still a lot of work need to be done. The key lies with the adaptive change in design parameters and approach, being with pace with technology and effective techniques of teaching. The study also clearly identifies the flaws in the design approach which mostly takes into account the economic parameters while overshadowing the phycological parameters required for the better learning atmosphere in the school. Due to the rising commercial aspect, schools are becoming grander in terms of garnering the image of being the best one in its field. In order to sustain in this competition, schools tend to market themselves through various lucrative offers, thereby rendering the students as mere consumers of a product... Also, in this scenario, misleading architectural imagery plays a significant role where it becomes the platform to attract the consumers. The site in this topic is a well-established school in the outskirts of Dombivli but has all the major problems discussed above, making it the ideal site to explore philosophy and try to influence schools of the surroundings. The fact is that a good school infrastructure, with renewed spaces, and strategic architecture interventions dictated by design philosophy of open planning play of volumes and colours with proportionate massing and sustainable approach. With careful planning and programme centric approach to create mix of spaces which can be stimulating and encouraging the young brains to wander and interact in a positive way

xxiii

1.0. INTRODUCTION Childhood is a critical stage in the development of human intelligence and character. The unique neurological state of children that makes them able to absorb …… knowledge more quickly during early years than at any other time in life. so, we educate them... but what is education? In short terms it’s a process of enlightenment to follow a personal line, for example what are you interested in? Discovering one’s self mentally, spiritually, physically and psychologically. Education is also producing the future productive forces of the society. Children today will be the actors transforming the future tomorrow. They will develop our society and be innovative, solving problems we could only dream of finding solutions to. The learning environment in which they spend a majority of their time are especially important to their growth. It should be a special place with all the aspects that make the environment a rich landscape for exploration and play. The best form of learning takes place within an integrated environment of architecture, technology, and teaching. When we look at a classroom, we realise not much has changed in past 100yr. Well some may even compare classrooms to prison. SCHOOL

PRISON

Authoritarian structure

Dress code

Emphasis on silence and order

Negative reinforcement

Negative Reinforcement

Walk in lines

Loss of individual Autonomy

Abridged freedom

No input in decision making

Set time reinforced for walking, eating etc

Table 1.1. Common points in school and prison

Because architecture can facilitate the transmission of cultural values, we need to look at what our present school buildings are saying to our children. We expect schools to prepare children for living in a democratic society, yet we provide a learning environment that resembles a police state—hard, overly durable architecture, giant chain-link fences, locked gates, guards, and even guard dogs. Such architecture fails to encourage the sense of ownership, participation, or responsibility required for a democracy. Students are not prisoners

who need surveillance, but children who need freedom to grow. What kinds of learning environments will support the education our children need? Active learning experiences can reinforce the social development and learning experiences of children who are engaged in the world around them. Learning environment should be geared towards the student, individualized, allowing children to explore and learn at their own pace to master the material. Children do not learn by obeying rules and reproducing behaviour, but by discovering and exercising their own strengths and abilities in an environment suited to that self-determination. Student-Centred learning provides a platform for students to actively participate a deeper understanding of material, allowing project-based learning, personalized learning and socio-emotional learning. This paradigm allows students to direct their learning, maximize their own personal potential, and develop the skills to apply theoretical knowledge to solve real-life problems. This kind of self-determination is believed to allow children to actually absorb the materials and master the knowledge individually. Encouraging students to take ownership of their learning through creative teaching will focus on creative classes will lead to opportunities that will produce future researchers, and entrepreneurs.

1.1. JUSTIFICATION As of 2011 India census, Kalyan-Dombivli had a population of 12,46,381. Males constitute 52% of the population and females 48%. Kalyan-Dombivli has an average literacy rate of 98.06%, higher than the national average of 74.04%: male literacy is 98.11%, and female literacy is 95.73%. Kalyan-Dombivli is also considered as one of the fastest developing node after Navi Mumbai. Hence, we can say that Dombivli can be developed into a well-known educational hub and can improve the educational facilities.

Figure 1.1. Population of Kalyan-Dombivli Source: @project survey Kalyan-Dombivli city

Figure 1.2. Population Statistics – Kalyan-Dombivli: Source: @ project survey Kalyan-Dombivli city

The mandate for education of children to encourage progressive thinking requires a functioning and supportive physical learning infrastructure. The Vidya Niketan school building is 34 years in age with falling far short against goal of 21st century educational demand. The failure, is not surprising, because older school buildings were not designed to facilitate modern methods of teaching and learning. Plus, the building and site was built as the school land expanded further from a small plot to a 3.46 acres site. Typical classrooms are designed to be ‘Teacher-Centred Learning’ environments with double loaded corridors reinforcing isolation from other classes. Conformity is encouraged in a classroom layout where the teacher is positioned in a fixed position in front of a group of students. High interaction between students creates a platform for students to learn from each other and develop social skills. To be sustainable we must simultaneously design for greater longevity and increased flexibility of use. Hence the need of a new style of infrastructure with new techniques and activities to the old school of Vidya Niketan, Dombivli. In the recent times, the field of education has witnessed numerous variations on a large scale. Due to the rising commercial aspect, schools are becoming grander in terms of garnering the image of being the best one in its field. In order to sustain in this competition, schools tend to market themselves through various lucrative offers, thereby rendering the students as mere consumers of a product... Also, in this scenario, misleading architectural imagery plays a significant role where it becomes the platform to attract the consumers. 3

Due to this rat race, quality of education suffers the most as the schools are evolving with providing various infrastructural facilities, but the quality of space required for learning has remained constant or is left unexplored. The fact is that a good school infrastructure, with renewed spaces, makes it possible for children and youths that live in remote areas to study and, in addition, tends to improve the attendance and interest of students and teachers in learning. For this same reason, investments in school infrastructure have an essential role in solving access problems of students to the school system and to improve their performance.

1.2. AIM AND OBJECTIVES 1.2.1. AIM To redevelop a school with modern facilities and infrastructure, but a bound to earth homey feel, with comfortable studying atmosphere for the children as per their age groups... A school which gives more than just a curriculum, following a syllabus, that will make them grow mentally, physically, spiritually and psychologically.

1.2.2. OBJECTIVES i.

To design classrooms which has student friendly environment according to their age groups.

ii.

To design art room, laboratories, library, computer room etc for specific amount of people and with friendly furniture for the same.

iii.

To design spaces for developing the student into a self-sufficient independent individual. For example, a lecture (once in 1 or 2 weeks) in a specific designed space to practically train first aid, self-defence, basic cooking, basic things during disaster like fire, flood, gas leakage. Etc.

iv.

To design a special classroom for below average, differently abled or dyslectic students.

To design assisting spaces like change rooms, locker rooms for sports, cafeteria, store room, security room, toilets, parking, drivers rest room, record room, printing room.

vi.

To design Spaces for the development of talents and entertainment like sports, and culture.

vii.

To create informal spaces for the students to have an interaction with their fellow school mates.

viii.

To design an assembly hall which can also be used for cultural gatherings, award ceremonies, guest lectures, announcements, orientation etc.

ix.

Creating spaces in the landscape which can be multi-used during different festivals and in regular schedule.

To design playgrounds for outdoor sports like football, basketball, Kho Kho, kabaddi short put, long jump, running tracks etc.

xi.

To design a sustainable structure which is vernacular with a modern approach.

1.3. SCOPE AND LIMITATIONS 1.3.1.

SCOPE

Architectural drawings i.e. plan, sections, elevations, views to understand the project.

ii.

Architectural details with all materials and dimensions.

iii.

Landscaping for various sports and formal, informal spaces. (understanding campus design) i.e. site development

iv.

A gist of how the interiors and its furniture design (for art room, library laboratory computer room etc.) would be.

Service plans, like water supply, electrical or fire layout. (MEP)

vi.

Understanding Vernacular architecture with a modern approach.

1.3.2. i.

LIMITATIONS

To design a school for standards JR. K.G., SR. K.G. AND 1ST to 10TH SSC board only. (i.e. from age group 4 to 15)

ii.

Detail electrical layout except only the location of the electrical equipment would be shown.

iii.

Detailing of the interiors.

iv.

Detailing of fire layout with pipe sizes, sprinkler specifications etc.

1.4. METHODOLOGY

RESEARCH STATISTICS

SITE SELECTION ( DOMBIVLI )

SITE ANALYSIS

LITERATURE STUDY

CASE STUDIES

LIVE CASE STUDY

K. J. SOMAIYA SCHOOL

SHARDA INTERNATIONAL SCHOOL

PROGRAMME

LITERATURE REVIEW

NET CASE STUDY

GREEN ACRES ACADEMY

ROCKFORD PUBLIC SCHOOL

CMR EKYA SCHHOL

POWAR PUBLIC SCHOOL

The process starts from selection of an interesting topic which has statistical, spiritual or an emotional value to it.

ii.

This is followed by a thorough research of the selected topic which includes data analysis, data collection, readings, articles, latest news related to the topic.

iii.

After studying the statistics through which we would know the scope of the project, an indepth study (literature study) of what exactly is needed while designing or what aspects should be kept in mind while designing is done.

iv.

Identifying the case studies similar to our project is also very important, this gives a practical review related to the topic. For example – problems arising the case study, circulation pattern, MEP pattern etc. thus it gives a new prospective for design interventions.

After case studies, having a clear mind what exactly is needed for the project, a site has to be selected with the complete analysis and statistic with the problems faced in and around the site.

vi.

Finally, this in all will help in having a conceptual mind set in designing and organising a final programme. 6

2.0. VIDYA NIKETAN LOCATION

: Vidya Niketan Marg, Manapada village, Dombivli (east)

AREA

: 14012.09 SQ M

DATE OF BIRTH : 16th June 1985. The governing body is Rajendra Shikshan Sanstha, Mumbai a public charitable trust. Many individuals have contributed to the making of this school. NEARBY VILLAGES: Kalwa, Kalyan, Kopar, Thakurli, Ulhasnagar, Diva, Mumbra.

Figure 2.1. Location

Source: @ google maps

2.1. ACCESSEBLITY

It takes around half an hour to reach the site from dombivli station by road. The distance is around 6km.

It takes around 18 minutes to reach the site or school from shilphata by road, and 36 min if you take a bus.

It takes around 26 min to reach the school from Kalyan east by road and 53 min if you take a bus

The distance is around 7.6km

The distance is around 8 km.

Figure 2.2. Accessibility Source: @googlemaps

2.2. ABOUT SCHOOL Vidya Niketan means Home of Knowledge. It expresses the same quality of affection towards the students as would be evident in any home towards the children. The desire to introduce a ‘student oriented’ and ‘parent friendly’ school was always felt in the city of Dombivli. Moreover, with change in social, economic & cultural conditions in our society, there was always a need of a school which will provide the physical, psychological & intellectual training to the students and help them, guide them to become responsible and patriotic Indians. The only way to put these thoughts in practice was to launch a school which will impart relevant, contemporary education with the help of competent & dedicated teachers and modern teaching techniques. THUS, ON 16th JUNE 1985, VIDYA NIKETAN WAS BORN. The governing body is Rajendra Shikshan Sanstha, Mumbai a public charitable trust. Many individuals have contributed to the making of this school.

2.2.1.

FACILITIES

The school provides good infrastructure and excellent facilities to students. 2.2.1.1. SCHOOL BUS SERVICE With the help of 12 school buses, they clock more than 700 kms on a routine day covering more than 100 bus points (Dombivli-Kalyan). These buses are used only for our students and are never engaged in any commercial activity. The buses are parked in school premises only on the playground.

Figure 2.3. Bus transportation service of vidya Niketan school Source: @author

2.2.1.2.

EDUCATIONAL OUTINGS

Conducted every alternate year and all the expenses are borne by the school (Free Facility). The outings are to such places where normally their parents don’t take them. 2.2.1.3. COMPUTER EDUCATION The computer division has well equipped 27 machines connected in network. They have dedicated team of 10 qualified and trained instructors. Each computer is shared by 2-3 students. 2.2.1.4. LABORATORY

Figure 2.4. computer room. Source: @author

The laboratory is well equipped and well stocked. All the students [from std 1st] are exposed to the ‘practical’ working of the laboratory. From std 8th the students perform individual practical. 2.2.1.5. READING ROOM Reading Room is available for all the students. The library has books for all standard-wise groups. Apart from the Reading Room, they also have separate Reference Library for teachers and also computer related books & magazines. 2.2.1.6. SAFETY & MEDICAL ASSISTANCE When a student boards the bus, the school is responsible for his/her safety. the transport staff is properly trained to handle emergencies. All the buses are provided with ‘First Aid Kit’. The school is equipped with reliable ‘firefighting system’. Security personnel are deployed along the playground area to monitor the students during the recess. Entry to the school is strictly restricted to bonafide parents and non-parents are not allowed.

2.2.2.

EVENTS & ACTIVITIES

Figure 2.5. events and activities in the school. Source: @http://vidyaniketan.net/#about_school

Figure 2.6. cultural day event Source: @http://vidyaniketan.net/#about_school

2.2.3. 2.2.3.1.

INFRASTRUCTURE CLASSROOM

There are in total 28 classrooms, each with an DTS systems, 30 benches (1 bench for 2 students) cupboard, table & chair. Each classroom has 4 tube lights and 4 fans. 1 door 2 windows on exterior wall 2 windows opening in corridor. Size of the classroom is 22’ x 26 ‘.

Figure 2.7. classrooms Source: @author

2.2.3.2.

SPORTS

Figure 2.10. The kho-kho ground

Source: @author

Figure 2.9. swimming pool Source: @author

Figure 2.8. Basketball court Source: @author

Figure 2.11, military Challenge Source: @author

Figure 2.13. Football ground Source: @author

Figure 2.12. Racetrack

2.2.3.3.

CAMPUS

Figure 2.14. Main entry to the school

Figure 2.15. School gate

Figure 2.17. Statue of Shivaji Maharaj

Figure 2.16. Entrance foyer

Figure 2.19. Exterior views Source: @author

Figure 2.18. 3m wide passages Source: @author

Figure 2.20. Central courtyard Source: @author

2.2.3.4.

ALTERNATE ENERGY SOURCE The school tries to save energy by using solar panels as a sustainable source. These panels are facing the south direction to get maximum amount of sunlight.

Figure 2.21. Solar panels

Source: http://vidyaniketan.net/#about_school

2.2.3.5.

TOILETS

Figure 2.22. Toilets Source: @author

The toilets are all located on the ground floor. There are in total 3 toilet blocks for the students. The girl’s toilets have provision for sanitary napkins. And all toilets have a washing area. The washbasins are mostly located inside the washrooms but incase of hand wash before lunch they have also provided outside.

2.2.3.6.

ILLUSTRATIONS

Figure 2.25. The birthday board

2.2.3.7.

Figure 2.25. Wall painting representing Vidya

Figure 2.25. Wall painting of famous scholars

OTHER

Figure 2.29. Student's Birthday

Figure 2.29. lunch break of students of std 1- 4

Figure 2.26. Principal Vivek Pandit, with ex-students on Republic day

Figure 2.29. Prayer

2.3. CLIMATE

Figure 2.31. Weather averages in Dombivli Source: @google

Figure 2.30. Temperature throughout the year in Dombivli. Source: @google

Figure 2.33.Rainfall chart in Dombivli Source: @google

Figure 2.32. Daylight hours in Dombivli. Source: @google

Dombivli gets the highest amount of rainfall in the month of July i.e. 730.8 mm and lowest in the month of February i.e. 0.4 mm

ii.

It has the longest day time of 13.5 hrs. in June and lowest of 11 hrs. in December and January.

iii.

The highest temperature here is 34oC in May and lowest of 17oC in the month of January

2.4. SOIL TYPE: Loamy soil

2.5. MAPPING

Figure 2.34. 5 points of Kevin lynch Source: @author

2.6. SERVICES ON SITE, SUN PATH, WIND DIRECTION

Figure 2.35. Services, sun path and wind path on site

Figure 2.36. Schools in Dombivli Source: @google

From this map we can see that Dombivli does not have shortages of school, but then too Vidya Niketan is the most Prestigious school. Parents like to enrol their child there despite the fact that it is far from the central city.

2.7. LAND USE:

The site comes under residential landuse 27

2.8. CATCHMENT AREAS FOR THE SCHOOL (EXTENT OF AREA FROM WHCH STUDENTS GO TO THIS SCHOOL): From the analysis of bus routes, i. There are in all 12 bus routes which picks up students all over from dombivli east as well

Figure 2.37. Catchment areas for the school (extent of area from which students go to this school):

Source: @author

as west. Plus, out of dombivli from palava and Kalyan. ii.

This shows us that Vidya Niketan school is a well-known and reputed school and is popular even in far area out of dombivli.

iii.

While travelling through bus the parents can track their child’s bus through an app in their mobile.

2.9. TIMELINE OF FIGURE MAPPING AROUND THE SITE: i. As you can see from the mapping that from 2004 to 2019 there is good amount of growth around the site, ii. but then too, most of the land is vacant, which is good for the school. iii. Less population around the site save it from the pollutions like sound and air. iv. Also, the site is close to kalyan-shilphata highway but at a reasonable distance so that it does not disturb the environment of the school.

2.10. TERRIAN AROUND THE SITE:

Figure 2.39. Terrain on sutheast Source: @google earth

Figure 2.39. Terrain on north Source: @google earth

Vidya Niketan School

Figure 2.40. Terrain in Kalyan-Dombivli-Diva area Source: @google

From the map and google earth images we can see that the side does not have a contour.

ii.

The site just has a gradual slope which can be used for drainages

2.11. SOCIAL INFRASTRUCTURE:

Vidya Niketan School

2.12. SWOT ANALYSIS: •

The site is mostly surrounded by

STRENGTH

greenery

only

few

residential

buildings are built around. •

It is away from the main roads and

•

traffic so the surroundings are very

there is no scope of playing with

quiet and pleasant for the children to study. •

natural levels on the site. •

The shape of the site is not very

As the site is away from the city, many snakes are seen in and around

irregular •

The site is not much contoured, so

the site. Even if the snakes are not

The area is enough to fulfil the

poisonous, it scares the children.

requirements of facilities to be •

WEAKNESS

provided for the children. The site has one borewell from which the water requirement of the whole school is fulfilled with the rain water harvested water. i.e. the site in self sustained in case of water.

3.0. REDEVLOPMENT Redevelopment is the replacement, rehabilitation, or repurposing of existing improvements on an already developed site. Redevelopment of a space or architectural element means just doing the same thing either with new technique or with the earlier one and at the same place the function of the space is as it was earlier. Redevelopment is the demand of space and users associated with it. This is an action to the medium of function. WHAT S DFFERENCE BETWEEN DEVLOPMENT AND REDEVLOPMENT? Real estate development is the overall process of improving real property. Redevelopment specifically refers to the real estate development process as applied to a site that has already been improved and built upon. In principal, real estate redevelopment excludes raw land, although in practice replacement may involve scraping a property down to nothing.

3.1.

WHY IS REDEVLOPMENT IMPORTANT? Overtime, certain properties and developments may become obsolete, perform poorly, or

have inherent flaws due to a defective design or concept. Communities and local economies also change overtime. Industries rise and fall, demographics change, and tastes and technology evolve. Schools must adapt to respond to the changing needs of the world. School redevelopment allows landowners, investors, and developers the opportunity to realize greater values from existing school by redesigning existing properties so they can serve the students better and realize greater profits. As social and economic factors take course, people may fall upon difficult economic times. Areas may become blighted, while others may find it difficult to find affordable land.

3.1.1.

WEAR AND TEAR OF THE BUILDING AND IT’S INSPECTION

Redevelopment is necessary as every building has its own in-built shelf-life, after which the building becomes unsafe to live in. Hence, the developers and owners must agree upon mutually acceptable terms and make it a successful collaboration For any structure, there comes a time when it is necessary to conduct a survey. Whether it is a large structure, which accommodates thousands of people, or a single-family house. There are many reasons for this event. From the desire to sell the building, to the demand of public services. The main goal of this work is to present the sequence and composition of work on the inspection of buildings, as well as to determine its wear and tear rate and the service life. This 33

flowchart will show the sequence of work, and in the work itself the details of this survey will be described.

Figure 3.1. Sequence of survey work Source: google

MHADA TO AMEND LAWS TO EXPEDITE REDEVELOPMENT OF CESSED BUILDINGS After the death of 11 persons in the Kesarbai building collapse in Dongari on July 16, 2019, the Maharashtra Housing and Area Development Authority (MHADA) is taking steps to expedite the redevelopment of the cessed buildings in the island city which are in urgent need of it. The MHADA has proposed to the state government to bring a new law on redevelopment and under the new law, it has been proposed that if owners of the cessed buildings are not interested or are creating obstacles in the path of redevelopment, then the ownership of the building will be transferred to a cooperative society of tenants and through it, the redevelopment process will be carried out. MUMBAI’S REVISED DCR TO ALLOW REDEVELOPMENT OF 30-YEAR-OLD BUILDINGS The Brihanmumbai Municipal Corporation, in its revised Development Control Regulations, has proposed to allow the redevelopment of buildings that are over 30 years old on 5th may 2017. This special provision was necessary because unlike old and dilapidated 34

MHADA buildings, there was no other rule in the DCR that permitted the redevelopment of buildings that were over 30 years old. The BMC’s move, to offer 40 per cent of the total builtup area as an incentive. Besides paving the way for structurally stronger buildings having better amenities, it will open up the development of non-buildable plots and thereby, create more open spaces and infrastructure

3.1.2.

MODERN ASPECTS AND ARCHITECTURE CAN GIVE THE PROGRAMME MORE MEANING

The best designers are not just those who can address today’s problems, but those who will learn to deal with the changing paradigm of tomorrow’s designers who will be the most flexible, open, and able to support and encourage the development of a learning organization. Achieving such objectives will require much more from our educational system than current reforms demand. It will require a fundamental shift in thinking about the purpose and value of education, and how the educational system should fit into the rest of society. Anne Taylor Reflecting new visions of learning, educators and architects are creating “three-dimensional textbooks” that use the learning environment as a teaching tool. Many current reforms call for various changes in the system such as more financial investment and/or longer school hours. Some programs suggest allowing parents to choose schools and, through a voucher system (or equivalent), letting market forces determine quality. Still other reform advocates believe schools should simply go back to teaching the basics. A common assumption behind each of these proposals is that the basic design of our educational system is sound—it just needs some changes. Therefore, most attempts to “fix” the educational system focus on the individual parts of the system and try to improve them, while believing the goal itself is to fix the broken pieces. The current revolution in education demands that we rethink the architecture that houses our children. To accommodate new teaching styles such as interdisciplinary and team teaching, schools need updated classrooms. They need computer labs, outdoor ecological landscapes, spaces for art, teaching museums, and furniture systems and designs to meet the needs of students with disabilities.

3.2. TYPES OF REDEVLOPMENT 3.2.1.

ADDITION AND ALTERATION

A & A works involve minor works to an existing landed house as follow certain factors: i.

Addition of gross floor area does not exceed 50% of the existing.

ii.

Less than 50% of the existing external walls of existing buildings are to be removed and / or replaced with new walls (excluding replacements of doors and windows.

iii.

Structural changes to existing floor area such as replacing or constructing new columns/beams and reconstructing existing floor slabs which are nor more than 50% of the existing.

iv.

Changes/replacements of entire roof, regardless of increase in height as long as it does not involve an additional storey.

Addition if an attic provided the increase in GFA compiles with criterion (i).

vi.

Works that do not result n a change to the landed dwelling house form.

3.2.2.

RECONSTRUCTON

Definition of replacing a substantial part of the building by construction. i.

Proposed increase n the gross floor area (GFA) of the property exceeds 50% of the approved GFA (e.g. by adding a second storey to a single storey).

ii.

External building walls to be removed and replaced with new walls exceed 50% of the approved external walls.

iii.

Columns/beams/floor slabs to be removed and replaced exceed 50% of the approved columns/beams/floor slabs.

Table 3.1. Types of redevelopment Source: @google

3.2.3.

NEW STRUCTURE / REBUILD

New structure or rebuild refers to where a building is demolished and new one erected. The gross floor area can be increased as long as it is complied with prevailing development control parameters 37

4.0. INFRASTRUCTURAL ASPECTS OF A SCHOOL DESIGN. 4.1. INFRASTRUCTURAL SCHOOL

REQUIREMENTS

4.1.1. OCCUPANCY LOAD Space requirements of various parts of Buildings, etc.-This Part sets out the standard space requirements of various parts of a building and those of light and ventilation, the building services, fire safety, etc. Some of these items depend on the number of persons who would normally occupy the building. Serial No.

Type of Occupancy

Occupant load per 100 sq. m. of plinth or covered area 6.6*

1. Institutional 2. Assembly: With fixed or loose seats and dance floor Without seating facilities including dining rooms

166.6** 66.6**

3. Educational

25 Table 4.1. Occupancy load Source: @DCR

4.1.2. REQUIREMENTS OF PARTS OF BUILDINGS 4.1.2.1.

HABITABLE ROOMS/ROOMS:

Size and Width: The minimum size and width shall be as given Serial No. 1. 2. 3. 4.

5. 6. 7.

Occupancy

Minimum size in sq. m

Multipurpose Room (with provision of alcove) Vending stalls & kiosks Classroom in an Educational building Institutional building special room general ward Bathroom Water Closet (W.C.) Combined Bathroom Closet (W.C.)

and

12.5

Minimum width in m 2.4

3.0 38.0 or area at the rate of 0.8 sq. m per student

1.2 5.5

9.5 40.0 1.50 1.10 2.20

3.0 5.5 1.10 0.90 1.10

Water

Table 4.2. Habitable rooms Source: @DCR

Height: The minimum and maximum height of a habitable room shall be as given. Serial no. 1.

Occupancy

Maximum height in meters (m) 3.9

Minimum height in meters (m) Bathrooms, Water Closets, 2.2 combined Bath & WC (Measured from the surface of the floor to the lowest point of the ceiling) Air-conditioned habitable room. 2.4 Assembly halls, 3.6 institutional, educational, hazardous or storage occupancies, entrance halls and lobbies to assemblies Sport facility requiring more height 4.2

Sound Recording, music room

12*

2. 3.

4.2

3.9 4.2*

8.8*

Table 4.3. Habitable height Source: @DCR

4.1.2.2. STAIRWAY/CORRDIOR: Sr. no.

Type of occupancy

Educational buildings a. Up to 32 m high b. Over 32 m high Institutional buildings

Assembly buildings

Minimum width of stairway/corridor (in meters) for buildings up to 70.00 m height

Minimum width of stairway/corridor (in meters) for buildings more than 70.00 m height

1.5 2.0 1.5

2.0

Table 4.4. Staircase / corridor sizes Source: @DCR

4.1.3. SPECIAL DESIGN REQUIREMENT 4.1.3.1.

IN ADDITION TO THE CLASS-ROOMS AND OTHER AREAS, EVERY EDUCATIONAL BUILDING SHALL BE PROVIDED WITH -

A tiffin room with a minimum area of 18 sq. M for every 800 students or part there of;

ii.

A separate tiffin room for teachers where strength of students exceeds 1000;

iii.

a room with drinking water facilities for every 300 students or part thereof on each of the floors.

4.1.3.2. ENABLING PROVISION FOR INFRASTRUCTURE SUPPORT

(ACCORDING TO RMSA) New school’s building constructed under the programme school should have the following facilities: i.

4 classrooms for 2 section school / 2 classroom for 1 section school

ii.

1 Science Laboratory

iii.

Laboratories for vocational education

iv.

Headmaster room

Office room

vi.

Computer room

vii.

Art/craft/culture room

viii.

Library room

ix.

Separate toilet blocks for boys and girls

Drinking water facility

4.1.3.3. i.

ii.

PLAYGROUND:

In case of educational development by Educational Institution on their vacant land, at least 40% of the plot area at one place (inclusive of recreational area as required under Regulation No 27) shall be provided mandatorily for Playground. However as per these Regulations, for the educational purpose if additional FSI is due, then while allowing said due FSI, it is not necessary to increase the area of Playground. In case of educational development by Educational Institution on their land, if additional FSI is due and if the existing open area is less than 40%of the plot area, additional FSI can be sanctioned as per these regulations without reducing the open area further and without increasing the plinth coverage area, by ensuring structural stability of the existing building. Further where existing open area is more than 40%, then minimum 40% of plot area shall be maintained as open area (inclusive of recreational area as required under Regulation No 27) while allowing additional FSI as per these Regulations.

Note: The permissible FSI shall be on the entire plot. If existing Municipal Playground/POS is abutting to the plot of Educational Institute, then the provision of 40% of play area within plot of Educational Institution may not be insisted upon if the combined play area available is at least 40% of plot area. Provided further, if ownership of Playground/POS having area at least 40% of area abutting to the plot of Educational Institute is vesting with the Educational Institution, then the provision of 40% of play area within plot of Educational Institution may not be insisted upon.

4.1.3.4. DESIGNING FOR CHILDREN In the buildings meant for the pre-dominant use of the children, it will be necessary to suitably alter the height of the handrail and other fittings & fixtures etc. Note: Guiding / Warning Floor Material: The floor material to guide or to warn the visually impaired persons with a change of colour or material texture and easily distinguishable from the rest of the surrounding floor materials. The material with different texture gives audible signals with sensory warning when a person moves on this surface with walking stick. The guiding/warning floor material is meant to give the directional effect or warn a person at critical places. It should be provided in the following areas: a. The access path to the building and to the parking area. b. The landing lobby towards the information board, reception, lifts, staircases and toilets. c. Immediately at the beginning/end of walkway where there is a vehicular traffic. d. At the location abruptly changing in level or beginning/end of a ramp. e. Immediately in front of an entrance/exit and the landing.

4.2. SCHOOL STANDARD AREA REQUIREMENT (ACCORDING TO NEUFERT) 4.2.1. CLASSROOMS General-purpose seminar rooms usually have 20, 40, 50 or 60 seats with movable double desks (width 1.20, depth 0.60), space required per student 1.90-2.00m

Figure 4.1. Variable seating arrangement in classroom. Source: @neufert

Different arrangements of desks for lectures, group work, colloquiums, language labs, PCs, labs and meeting rooms have the same space requirements.

4.2.2. OFFICES FOR ACADEMIC STAFF A. Professor – 20 -24 m2 B. Lecturer – 15m2 C. Assistants – 20m2 D. Typists – 15m2 (if shared by 2 typists 20m2)

Figure 4.2. Basic office furnishing Source: @neufert

4.2.3. DEPARTMENTAL LIBRARIES (OPEN SHELF): Capacity for 30000-200000 books on shelves Book space: Bookcases with 6 -7 shelves, 2m high (reach height) Distance between bookcases 1.50 – 1.6.0m Space required 1.0 – 1.2m2 /200 books

Figure 4.3. Arrangement for reading spaces and book shelves Source: @neufert

Reading spaces: Width 0.9m/depth 0.8m Spaces required 2.4-2.5m2 per space000000 Control counter at entrance with locker for personal property, catalogue and photocopying rooms.

4.2.4. CLOAK ROOM Cloakroom facilities can be decentralised by allocating space outside the classrooms but directly linked to them.th number of toilets urinals and wash basins required based on total number of pupils and separated according to sex should be as set out n local school building guidelines. Sanitary installations with direct daylight and ventilation are preferable, and there must be separate entrances for boys and girls. Examples of different toilet facilities for schools are: .

Table 4.5. Required W.C. facilities Source: @neufert

Figure 4.4. Toilet designs

Source: @neufert

4.2.5. ESCAPE ROUTES Horizontal and vertical circulation usually doubles as an emergency escape route. Escape routes must have a clear width of min. 1 m/150 people, but min. width od corridors in classroom areas is 2.0 m or 1.25 m for less than 180 people. Stairs in classroom areas must be 1.25 m, other escape routes 1m. Max length of escape routes 25 m measured in straight line from the stairwell door to the furthest workplace, or 30 m in an indirect line to the centre of the room. Capacity of stairs is dependent on number of users, average occupancy, etc. Width of stairs

: 0.08m / 100 people (min 1.25, max. 2.50 m)

Alternative

: 0.10m/15 people.

General-purpose teaching area includes standard classrooms, supplementary classrooms, extra-large classrooms, rooms for special courses, rooms for teaching languages labs, rooms for teaching material, maps and other ancillary rooms.

4.2.6. SPACE REQUIREMENTS : Classroom for traditional teaching

: 2m2/ pupil

For teaching in sets

: 3m2 / pupil

For open plan teaching subject.

: 4.5m2 / place including ancillary areas needed for each

Standard room shape: Rectangular or square: with a max. room depth of 7.2m it is possible to have windows on one side only Floor areas: Traditional classrooms : 1.8 - 2m2 / pupil Open plan

: 3 - 5m2 / pupil

The clear height

: 2.7 – 3.4 m

4.2.7. LANGUAGE LABS: Language labs should be within directly related to the general-purpose teaching area, and close to media centre and library. Approximately 30 language lab Places per 1000 pupils will be needed.

Figure 4.5. Language lab Source: @neufert

4.2.8. KITCHEN AND ANCILLARY ROOMS For kitchen and ancillary rooms, the size and equipment specification depend on the catering system. Table service for food and table clearing for young children (portions possibly served by teachers), otherwise self-service (e.g. from counter, cafeteria line etc). distribution capacity 5-15 meals/minute or 250-100/hour, variable staffing levels. Space required for distribution systems 40-60m2. dining room size depends on number of pupils and number of 47

sittings, min. of 1.2 - 1.4m2 per place. larger spaces should be divided up. For every 40 places, 1 wash basin in the entrance area.

Figure 4.6. Organisation of space and functions in school kitchen Source: @neufert

Figure 4.7. Meal and crockery distribution and dining area Source: @neufert

4.2.9. LABORATORIES Laboratories for teaching and practical, comprising many workstations, usually with simple basic equipment.

Figure 4.8. lab Source: @Neufert

Figure 4.9. Laborataries Source: @Neufert

4.3. SPORTS AREA STANDARD SIZES AND OTHER REQUIREMENTS 4.3.1. KHO-KHO GROUND

Figure 4.10. Kho-Kho ground dimensions Source: @google

4.3.2. CHILDREN PLAY AREA Play makes a fundamental contribution to the development of a child’s personality. It is mainly though playing that small children adapt to their environment. Play areas must be varied, changing and changeable. They must meet children’s needs. Play is a social experience, through it children learn to understand the consequences of their behaviour. Requirements of play areas: traffic safety, no pollution, adequate sunshine, ground water level not too high. Play area should not be pushed out on to the periphery but planned in connection with communication systems. Guidelines for planning playgrounds take into account the following data: age group, usable space per person, play area size, distance from class etc.

Open spaces for play must be enclosed by a barrier at least 1m high (dense hedge, fences, etc.) to protect them from roads, parked cars, railway lines, dep water, precipices and other sources of danger.

Figure 4.11. Children’s play area. Source: @neufert

Figure 4.12. Children’s play area. Source: @neufert

4.3.3. BASETBALL COURT

Figure 4.13. Basketball court dimensions Source: @google

When designing an indoor basketball court, the height of the ceiling must be at least 16 feet. With a regulation rim resting 10 feet above the floor, there must be adequate space for the ball to reach the basket without the ceiling interfering with play. If the structure permits, it is best to aim for a peak ceiling height of 20 feet or more. Caged lighting must be placed where it is least vulnerable to disturbance, and it is best to add high windows for additional natural light to ensure the proper visibility needed for play. The higher the ceiling, the less interruptions and need for the shooter to alter shot attempts during practice or competition.

4.3.4. INDOOR BADMINTON COURT

Figure 4.14. Indoor badminton court dimensions Source: @google

Overall Court Dimensions: The overall dimensions of a badminton court are 20 feet by 44 feet. The lines along these measurements mark the side-lines for doubles play and long service lines for singles play. The Net Line: The net line marks the middle of the court where the net is placed, creating 22 feet by 20 feet area on each side of the net. Short Service Line: The short service line is marked 6 feet 6 inches (some are marked 7 feet) from the centre line. The area inside the short service line is also called the Non-Volley Zone. Side Line for Singles Play: The Singles Side Line is marked 1 1/2 feet from the edge of the outer boundary (doubles side line) 54

Back Boundary Line and Long Service Line for Singles: The back-boundary line is the same for singles and doubles play it is the outermost back line on the court. Long Service Line for Doubles: The Long Service line for Doubles is marked 2 1/2 feet inside the Back-Boundary Line. The Badminton Net: The badminton net measures 5 feet tall in the centre.

Figure 4.15. Indoor badminton court specifications Source: @google

4.3.5. SWIMMING POOL Swimming is useful to children in many ways. It not only strengthens the shoulder and thigh muscles, but also allows children to breathe deeply, and sustain breath under water for long periods of time. There is a good chance that if you have access to a public or campusbased pool, it was designed for lap swimming. However, lap pools come in many different sizes and shapes, and each has its own unique characteristics. Short course pools: More common at public swimming locations or high schools. Long course pools: Normally found on college campuses or higher-end swimming facilities. 4.3.5.1.

SHORT COURSE

Length: 25 meters or 25 yards

Number of lanes: four or more.

Figure 4.16. Pool dimensions Source: https://www.swimoutlet.com/guides/swimming-pool-dimensions

4.3.5.2.

STARTING BLOCKS Starting

blocks

are

used

competition. Each individual swim or leg of a relay begins with a dive from these blocks. The only exception is for backstroke races, which begin in the water with the swimmer holding on to the grips or handles included for backstroke starts. The height of the starting block platform should be between 0.5 meters (1.6 feet) and 0.75 meters (2.5 feet) above the surface of the water. The surface area should be at least 0.5 meters (1.6 feet) x 0.5 meters (1.6 feet) and should be covered with non-slip Figure 4.17. Swimming starting block Source: https://www.swimoutlet.com/guides/swimming-pooldimensions

material. The angle of the platform should not exceed 10 degrees.

Starting blocks also usually include handles, grips, or slots for backstroke starts. These should be between 0.3 meters (1 foot) and 0.6 meters (2 feet) above the surface of the water. The handles should be parallel to the surface of the end wall and not extend past the wall. 4.3.5.3.

BACKSTROKE FLAGS

Nearly all pools include backstroke flags, used by swimmers to gauge how far they are from the wall. FINA requires a height between 1.8 meters (5.9 feet) and 2.5 meters (8.2 feet) above the surface of the water, and 5 meters (16.4 feet) from the wall. 4.3.5.4.

INDOOR SWIMMING POOLS

Indoor pools are located inside, under a roof and insulated by at least three walls. Built for the purpose of year-round swimming or training, they are found in all climate types. Architecturally, the indoor pool may look like the rest of the house, but in terms of engineering, variables such as heating and ventilation are required to ensure comfortable humidity levels. In addition to drainage and automatic pool covers, there are several ways to remove humidity in the air that is present with any wet indoor environment. Efficient dehumidification in the indoor pool environment prevents structural damage, lowers energy costs in addition to improving the room's climate to make it a comfortable swimming environment.

4.3.5.5.

SANITATION

Levels of bacteria and viruses in swimming pool water must be kept low to prevent the spread of diseases and pathogens. Bacteria, algae and insect larvae can enter the pool if water is not properly sanitized. Pumps, mechanical sand filters, and disinfectants are often used to sanitise the water. Chemical disinfectants, such as chlorine (usually as a hypochlorite salt, such as calcium hypochlorite) and bromine, are commonly used to kill pathogens. If not properly maintained, chemical sanitation can produce high levels of disinfection by-products. Sanitized swimming pool water can theoretically appear green if a certain amount of iron salts or copper chloride are present in the water. Acesulfame potassium has been used to estimate how much urine is discharged by swimmers into a pool. 4.3.5.6.

POOL DECK

A continuous walkway should extend completely around the pool and should: i.

Provide a minimum walkway width of 1.2 m (4 ft) beyond the edge of the pool.

ii.

Maintain a 1.2 m (4 ft) wide deck around obstructions – provided adequate emergency access can be attained – for pools with features beside the pool (e.g., slides, columns, play features, rolled-up pool covers) that obstruct access to the pool at that point.

iii.

Provide drainage away from the pool edge in a manner that will not create muddy, hazardous or objectionable conditions with the pool enclosure, and will facilitate washing and drainage without obstructions to the drains.

iv.

Slope to drain with a minimum uniform slope of 2% (1 in 50) and a maximum slope of 4% (1 in 25), except for wheelchair (accessible) ramps.

Have decorative features, where used, (such as those used to direct foot traffic) that are slip resistant, and do not interfere with deck drainage or impede emergency access.

Internal pool walls or walls that divide pools into one or more sections that are not intended to be walked on may be less than 1.2 m (4 ft) wide. Signage should be placed indicating “no bather access,” as appropriate. Such dividing walls should be capped with a finish that discourages patrons from standing or walking on these surfaces (e.g., decorative rocks).

4.3.5.7.

DECK DRAINS

Deck drains should: i.

Be at least 10 cm (4 in) across and covered with a grating with openings that do not cause toe entrapment (approximately 8 mm/0.3 in).

ii.

Be designed and installed to have no sharp edges that could cause injury.

iii.

Retain a slip-resistant texture and cause no discomfort to bare feet.

iv.

Be spaced no more than 7.6 m (25 ft) apart so that no more than 37.2 m2 (400 sq ft) of walkway area is contributing to any one drain.

Be connected to a drainage system that is designed in accordance with good engineering practice and the B.C. Building Code (current edition).

4.3.5.8.

FLOORING

Flooring within the pool area – including floors in dressing rooms, shower stalls, toilet areas, decks, stairs, and other walking areas, as well as flooring cove joints – should: i.

Be made of durable material that is impervious to moisture and designed to minimize bacterial growth.

ii.

Allow for easy and thorough cleaning.

iii.

Retain a nonslip (slip-resistant) texture and cause no discomfort to bare feet.

iv.

Be free of tripping hazards such as uneven surfaces or changes in elevation.

Be free from physical hazards that could cause injury to bare feet.

vi.

Be designated by the manufacturer as suitable for walking surfaces in wet areas or for use in pool areas.

vii.

Be coved at the wall juncture for ease of cleaning.

4.3.5.9.

DEPTHS AND CLEARANCES

Pools where diving is permitted should have adequate clearances and a water depth greater than 2 m (6.5 ft) for safe deck-level diving. Clearances and water depths for pools with springboards, diving platforms, starter blocks, and pools used for sanctioned aquatic competitions or training for competitions involving shallow entry dives are outlined in Sections 2, 3, 5, and 6 of the Federation Internationale de Natation Amateur

4.3.5.10. UNDERWATER PROJECTIONS There should be no submerged projections in a pool other than properly marked stairs, steps, safety ledges, seats or benches. Underwater ledges may be provided on vertical walls at the deep end of a pool. They should: i.

Be a maximum of 15 cm (6 in) wide.

ii.

Be at least 1.2 m (4 ft) below the water surface.

iii.

Have ledge noses rounded and marked in a contrasting colour. Seats and benches may be installed in a pool basin.

Seats and benches should: i.

Have a slip-resistant surface.

ii.

Have edges marked in a contrasting colour.

iii.

Be located outside of water slide landing areas and other high-use locations that could cause a safety hazard to bathers.

4.3.5.11. POOL BASIN FLOOR SLOPE Pool floor slopes should be uniform and not greater than: i.

1 in 12 where the water depth is less than 1.5 m (5 ft).

ii.

1 in 2 where the water depth is greater than 1.5 m (5 ft).

Wading pools and spray pools floors should have a maximum slope of 1 in 15 and a minimum slope of 1 in 50. Wading pool floor slopes should be uniform. There should be no abrupt dropoffs in a pool. 4.3.5.12. POOL BASIN COLOUR Pool basin colour should: i.

Be white or light in colour (generally have an LRV of at least 60%): a. An International Lifesaving Society study (2007) found that white pool walls and bottom provided greatly improved visibility over light blue colours.9 b. Light-green tiles can make detection of algae or water quality problems difficult.

ii.

Not obscure steps, changes in depth, underwater patrons, objects or debris.

iii.

Limit darker areas (LRV of greater than 60%) to lane lines, accents on patterns, stair noses, etc., if the darker areas will not unreasonably interfere with the visibility of patrons in the water.

4.3.5.13. STEPS, STAIRS AND LADDERS A suitable means of entry and exit should be provided for all patrons. Access to a pool can be achieved using stairs, recessed and semi-recessed steps, and/or ladders. Where pools are to be used by the elderly, young children, or individuals with mobility impairments, stair access should be provided. GENERAL REQUIREMENTS Stairs, steps (recessed and semi-recessed), and/or ladders should be: i.

Provided at the shallow end of the pool if the vertical distance from the bottom of the pool to the deck or walkway exceeds 1.2 m (4 ft).

ii.

Provided at the deep portion of the pool (steps and ladders only): a. If the pool is over 10 m (32 ft) wide at the deep end, steps or ladders should be installed on each side of the pool.

iii.

Installed so as not to interfere with competitive events.

iv.

Secure and of slip-resistant design.

Resistant to corrosion by pool water

4.3.5.14. CHANGE ROOMS Pool facilities should include the following: i.

Change rooms, toilets and showers should be located no more than 60 m (197 ft) walking distance on hard surfaces (i.e., avoiding grassed and dirt areas) from the pool.

ii.

Change rooms should be divided into two parts (for males and females), with entrances and exits screened with partitions to break the line of sight – except for universal change areas (see below).

iii.

Change rooms, toilets and showers should be arranged so that bathers pass from the toilet or dressing room area through the shower area and then directly to the pool area.

iv.

There should be minimum opportunities for patrons in bare feet and those in street shoes to walk in the same area.

Change rooms and toilet spaces should be ventilated to minimize condensation.

vi.

Lockers and cubby holes, if supplied, should be well ventilated, raised at least 10 cm (4 in) off the floor, and readily cleanable.

vii.

Privacy screens should be of sufficient height off the ground to allow cleaning.

viii.

Floors in change rooms, shower rooms and toilet areas should: a. Be made of durable material that is impervious to moisture. b. Retain a texture that is slip-resistant to bare feet. 61

c. Cause no discomfort to bare feet. d. Have a minimum uniform slope to drain of 1 in 50. ix.

Walls and partitions should be of smooth, durable, impervious material, free from cracks or open joints.

Junctions between walls and floors should be coved to facilitate easy cleaning.

xi.

Hose bibs of not less than 1.91 cm (0.75 in) diameter should be available. Hoses should be a maximum length of 23 m (75 ft) and recessed, where possible, or located away from traffic areas.

MINIMUM CHANGE ROOM SURFACE AREA (FLOOR SPACE) The minimum change room area required for each bather should be at least 0.32 m2 /bather (3.44 sq ft). The overall change room area for a facility is the sum of the change room areas in the male, female and universal change areas. The change room area excludes gang showers, washrooms, halls, exits and entrances.

4.3.6. KABADDI

Figure 4.18. Kabaddi ground Source: https://sportsbeatsindia.com/table-tennis/

Size of Kabaddi court: 13 x 10 meters for men, 11 x 8 meters for women

ii.

Size of lobby

iii.

Midline divides the court in two equal halves

iv.

Distance of Baulk line: 3.75m from midline

Distance of bonus line: 4.75m from midline

vi.

Distance between Baulk line and Bonus line: 1m

: 1m wide space in sides

4.3.7. TABLE TENNIS

Figure 4.19. Table tennis Source: http://www.quickgs.com/dimensions-in-sports-courts-fields-ground/

Dimensions of table tennis board: Rectangular board 2.74 x 1.545m

ii.

Height of TT board: 76 cm

iii.

Height of net above board: 15.25

4.3.8. SORT PUT i.

Size of throwing pad : 3.05 m square concrete pad 25 mm above ground

ii.

Size of the ring inside square pad: 6mm thick metallic ring embedded in concrete with inner diameter 2.135 m

iii.

Size of stop board : 1.21 m long, 100 mm high, 112 mm wide at narrowest Figure 4.20. shot put

part iv.

Sector angle of landing area : 34.92

Source: http://www.quickgs.com/dimensions-in-sports-courtsfields-ground/

degrees, the shot must land inside this sector for legal delivery. 63

4.3.9. LONG JUMP

Figure 4.21. Long jump

Source: http://www.quickgs.com/dimensions-in-sports-courts-fields-ground/

4.3.10.

DODGEBALL

Figure 4.22. Dodge Ball Source: https://www.union.ic.ac.uk/acc/dodgeball/game/rules

4.3.11.

LANGDI

Figure 4.23. Ground of langdi Source: http://langadi.org/wp-content/uploads/2018/05/langadi-ground.jpg

4.4. REQUIREMENT FOR CULTURAL AND OTHER ACTIVITIES 4.4.1.

MUSIC AND DANCE STUDIO It is very important that the studio has the right dimensions and to guarantee the well

development of activities, for that, it is recommended that the studio should be a square or a rectangular while columns and walls which are not square should be avoided. Length x width: 15 x 15 Height: 4.5 minimum ceiling height 65

4.4.1.1.

SOUND

Sound insulation is essential to avoid contaminate adjoining spaces as well as the acoustic of the room needs to achieve good music reproduction and ensure intelligibility of speech. Cavity walls are well recommended and partial wall curtaining has acoustic and aesthetic value. Also, the right choice of materials is very important for acoustics requirement. 4.4.1.2.

FLOOR

The quality of the floor is very important for every step and jump and to avoid risk of injury. It is essential for the floor to be low slip, easily cleaned and polished. It is recommended a fully sprung floor permanently laid exclusively used for the purpose of dancing. 4.4.1.3.

MIRRORS

Wall mirrors assist in teaching and practice of dance disciplines, that’s why, one long wall of the studio should be fitted with glass mirrors along its length from near floor level to a height of at least 2 m. also a second mirrored wall can help dancers to check their Figure 4.24. Music and dance room

side view.

Source: https://amandazambonmalta.weebly.com/project-4---

4.4.1.4.

COLOURS

knowledge.html

Regarding colour surfaces, there is a difference between uses. Dark colours are best for theatrical lighting effects once the absorb light, avoiding spill and maximizing localized definition. For everyday use light colours are best because they create a bright and stimulating working atmosphere.

4.4.2. ART ROOM Drawing table 92 x 127 cm, fixed or adjustable board, drawing cabinet for storeing drawings flat. A small cupboard on castors for drawing materials. Adjustable height swivel chair on castors. Drawing tables, upright board, adjustable height or usable as flat board when folded down.

4.5. SAFETY DESIGN i.

CONSIDERATIONS

FOR

SCHOOL

Carefully consider the placement of common areas, sites used extensively for after-hours events (such as gyms, auditoriums, cafeterias, and libraries), and other key locations to help control access, limit use requiring movement and open access to all areas of the school in the evening, etc.

ii.

Review parking areas, traffic flow, and pick-up/drop-off placement and related factors to best facilitate safe movement and supervision.

iii.

Consider the importance of “line of sight” in hallways and other areas requiring supervision.

iv.

Explore restroom design so that sink areas can be placed outside of the actual restrooms to enhance adult supervision and reduce bullying, horseplay, and other misbehaviors.

Take into consideration opportunities for natural surveillance and supervision by placing areas of greater activity or higher risk in areas where there will be higher levels of adult supervision.

vi.

Examine main entranceway design options for secured vestibules and other visitor management considerations.

vii.

Involve your school security officials, School Resource Officers, and/or outside school safety specialists in the planning and design of new or remodeled facilities. Their perspectives may provide very different, but valuable, insights.

5.0. HOW SPACES EFFECT CHILD PSYCHOLOGY? There are different perceptions between different age groups about the perception of the architectural aesthetics of the environment. And priority of the variables related to the architectural aesthetics is different in the two age groups of children and adults. The architecture along with different sciences such as psychology has associated with passing the time and the progress of the sciences and becomes the current mode. The children architecture is a branch of the architecture that has the importance greatly in the perception of people about architecture and it has various influences on their life. The purpose is the categorization of the children in different stages of age and the investigation of the characteristics of each stage by considering the psychology of children, aesthetics and the design elements as well as expressing the beauty of the child space impacts on the children. In fact, the beauty of the child space impacts on the child's creativity, feelings and confidence. The design of the child’s space has been done according to the child psychology approach includes growth, age and so on. Items such as creativity and emotions play a special role in this model. The present study is about child-oriented architecture from the perspective of environmental psychology. Due to the importance of the users of any architectural spaces and lack of attention of architects and being unfamiliar to psychological characteristics of specific users, such as children, it is needed to have proper perception of their understandings from spaces and their needs to architectural spaces specific to them and children’s tendency to especial environmental graphic features such as: light, colour, and form should be studied and this research aimed at environmental psychologically-physically design in order to develop children emotionally and physically. At the end it was suggested in designing a place for children different factors such as creating various spaces based on the children’s ages to release their energy, applying light and colours appropriate to children’s emotions in inner and outer decoration, considering architectural criteria and standards for children and etc, should be regarded.

5.1. INTRODUCTION

Figure 5.1 Children Source: @google

Children are the future of tomorrow; they are included towards the economy and the finance of the country. Since they lead a passive life, they need to be included with creativity, sensitivity and perseverance. The young child is a learner and is naturally curious and wants to understand and is interested in many things. Simultaneously this can be done through architecture, It can provide for the aesthetical and educational needs of children, It can provide a creative environment for them to learn in, It exploits the modern technologies of visual and audio aids in education, It can make learning an enjoyable and fun experience, It helps to develop the personality and confidence in the child, It can make the children aware of their historic past, culture, environment and wildlife, It can inculcate sensitivity by making the children sense what people feel, being able to make other perspective and inculcate a rapport with a broad diversity of people. The human mind always endeavours to analyse architectural spaces from the point of view of tangible parameters such as anthropometrics, scales, proportions, etc. The architect often interprets the due considerations of intangible aspects that form emotional parameters of the deeper realms of the human psychology on an individual level. The ultimate challenge is to 70

design an open and informal recreational space for 4-16 years old children. The understanding of how a child perceives such spaces and what he/she experiences while using that space is often misinterpreted. Often children fail to express their opinions, based on perception and experiences of such spaces. Hence the requirements, the elements those that are to be provided by an architect to such spaces need to be investigated to render them as avenues for adding positive reinforcements to the developmental child psychology, that otherwise remain unexplored.

5.2. CHILD PSYCHOLOGY 5.2.1. MAJOR CONTEXT IN CHILD PSYCHOLOGY The need of psychology is not limited to overall understanding alone. An architect needs to address psychology as an analytical tool for understanding the basic behavioural pattern, i.e. how a person behaves, why does he behave in that manner and as per the answers obtained for the two previous questions, what are the elements of design that could be designed for his use. When child psychology is under question, then additional care needs to be taken to study the behavioural pattern as emotional traits differ in the different stages of the socio-cognitive development of a human being. Hence, if it is to be related to architectural spaces or forms. Psychology focuses on the mind and behaviour of children from prenatal development through adolescence. Child psychology deals not only with how children grow physically, but with their mental, emotional and social development as well. Some of the major contexts of child psychology include: •

The Social Context

•

The Cultural Context

•

The Socioeconomic Context

•

The physical context

5.2.1.1.

THE SOCIAL CONTEXT

Relationships with peers and adults influence how children think, learn and develop.

ii.

Families, schools and peer groups all make up an important part of the social context.

Figure 5.2. Relationship of children with teachers and parents (social context) SOURCE: @google

5.2.1.2.

THE CULTURAL CONTEXT

Figure 5.3. Child influencing development through childcare (cultural context)

Source: @google

The culture a child lives in contributes a set of values, customs, shared assumptions and ways of living that influence development throughout the lifespan.

ii.

Culture may play a role in how children relate to their parents, the type of education they receive and the type of childcare that is provided.

iii.

Children raised in households with a high socioeconomic status tend to have greater access to opportunities, while those from households with lower socioeconomic status may have less access to such things as health care, quality nutrition and education.

5.2.1.3. i.

SOCIO ECONOMIC CONTEXT

It is based upon several different factors including how much education people have, how much money they earn, the job they hold and where they live.

Figure 5.4. Children of different socio-economic status and their childcare Source: @google

5.2.1.4.

OTHER FACTORS

TEACHERS: i.

As everyone says teachers are kids second parents, so they need to act like that with equal responsibility as a parent. Teachers are responsible for the proper growth of a child. They are almost responsible for what a child becomes in this social world than their parents. So, teacher child relationship should serene.

ii. iii. iv.

ENVIRONMENT: i.

Where a child studies is also important, its lifestyle along with the environment is very important.

ii.

An ideal classroom for a child should being informal but structured.

iii.

Coz the problem with formal classroom is that it thinks every child learns the same way.

5.3. CHILD’S DEVELOPMENT Child

development

refers to the sequence of physical, language, thought and emotional changes that occur in a child from birth to the beginning of adulthood. During this process a child progresses from dependency on their parents/guardians to Figure 5.5 Child having fun while learning and during its development Source: @google

increasing

independence.

Child development is strongly

influenced by genetic factors and events during the period of life. It is also influenced by environmental facts and the child’s learning capacity. Child development can be actively enhanced through targeted therapeutic intervention and the ‘just right’ home-based practice, recommended by Occupational Therapists and Speech Therapists. Child development covers the full scope of skills that a child masters over their life span including development in: i.

Cognition – the ability to learn and problem solve

ii.

Social interaction and emotional regulation – interacting with others and mastering self-control

iii.

Speech and Language – understanding and using language, reading and communicating

iv.

Physical skills – fine motor (finger) skills and gross motor (whole body) skills

Sensory awareness – the registration of sensory information for use Developmental milestone checklists or charts are used as a guide as to what is normal

for a age range and can be used to highlight any areas in which a child might be delayed. However, it is important to be aware that while child development has a predictable sequence, all children are unique in their developmental journey and the times frames that they meet the many developmental milestones.

Problems in child development can arise due to: genetics, prenatal circumstances, the presence of a specific diagnosis or medical factors, and/or the lack of opportunity or exposure to helpful stimuli. Specific assessment by the best fit can provide clarity about the developmental issues and extent of concern as well as can help to formulate a plan to overcome the challenges. As the process of child development involves multiple skills developing simultaneously, there may then be benefit in consulting multiple professionals.

Figure 5.6. Problem in child development Source: @google

Overcoming the developmental challenges is crucial to maximising the ease and speed of development, minimizing the gap that occur between a child’s ability and those of their same aged peers, the confidence of the child as well as the frustration that can be encountered by the child’s parents and/or care-givers.

5.3.1. STAGES CHILD’S DEVELOPMENT 5.3.1.1.

PIAGET’S THEORY ON CHILD DEVELOPMENTPiaget believed that all children progress through four stages and they do so in the

same order. During each stage of cognitive development there is unique level of analysis, internal organization and the understanding of the environmental information and events. Piaget`s theory shows clearly that the child`s understanding is only dependent on the stage that he/she has reached, and teachers ought to take this into account as they teach learners at different levels of intellectual development.

SENSORIMOTOR STAGE BIRTH TO 2 YEARS (INFANCY) In the first stage in the growth and development of a child. Children have the basic structure of organising and adapting to their environment and their behaviour tend to be circular

and

develop

elementary understanding of things around. Its s a stage where child acquire language, Figure 5.7. Kid interacting with environment

which enhances social and

Source: @google

intellectual development. This stage is the form of thought or intelligence as observed in the child`s actions. The child`s schema is simple and limited to what the child can explore through the body and senses. PREOPERATIONAL STAGE TWO TO ABOUT SEVEN YEARSThe child on this stage can reason and give logical train

of thoughts. The

child

uses the objects and symbols to represent

something

which

exist in a concrete form for example: child play with a car as if it is a real car.

Figure 5.8. Children begin to think symbolically

At this stage the child is

Source: @google

not yet able

to conceptualize

abstractly and needs

concrete physical situations

also the development of semiotic functions, which develop the language, during this stage, the child language, thinking, Imagination and problem solving develop faster as child can be able to work with images and symbols.

CONCRETE OPERATIONAL STAGE: FROM SEVEN TO ELEVEN YEARSChild

can

use

logical

processes of reasoning on the basis of concrete evidence Children who attain formal operations are said to reason in terms of theories and abstractions, as well as concrete realities. It is in this stage Figure 5.9. Child learns rules

that

Source @google

problem solving,

and

reasoning is powerful enough to

last the rest of life. Child is capable of creating logical structures that explain his or her physical experiences and abstract problem solving is also possible at this stage. FORMAL OPERATION STAGE: FROM ELEVEN YEARS UPWARDS-

Figure 5.10. Children start thinking about the future Source: @google

Thinking is not only abstract but also logical. The reasoning engaged in is not driven necessarily by the presence of the concrete objects. Children’s can now generate the potential solutions to the problems in a systematic fashion. The social context is more important in this stage. The concrete examples are required to help child understand the abstract relationships.

The stage occurs during early adolescence and at this stage the child engages in more abstract thin thinking by this point, the child's cognitive structures are like those of an adult and include conceptual reasoning. This is the highest level of thinking stage and child is capable of going beyond the concrete evidence. EDUCATIONAL IMPLICATIONSActive engagement and exploration – inheritance and maturation as well as experience alone cannot explain the cognitive development. Cognitive development-based on learner’s active engagement with exploration of their physical and social world. Teaching and learning need to be active, exploratory processes if the teacher optimizes things out, to experiment and discover things, to question, discuss and to reflect and solve problems themselves. Unevenness of cognitive development, cognitive development is uneven process, different learner make gear shift at different time and different learning area social context in which child is developing and the demands of that context influence the

learner’s progression.

Teacher interpret Piagetian

stage in terms

of limitation than in progressive potential. Emphasis on potential make teaching very different process from an emphasis on limitation.

Figure 5.11. Piaget's stages of cognitive development Source: @google

5.3.2. PERSONAL AND SOCIAL DEVELOPMENT

Figure 5.12. Personal and social development Source: @google

Personal, social and emotional development is possibly the most important of the prime areas of learning in the Early Years Foundation Stage for the under-threes. This is the age at which children learn the skills they need to become actively involved in the world around them. Personal development is about how children come to understand who they are and what they can do. Social development covers how children come to understand themselves in relation to others, how they make friends, understand the rules of society and behave towards others. Emotional development concerns how children understand their own and others’ feelings and develop their ability to be empathetic – to see things from another person’s point of view. In personal, social and emotional development includes three aspects of children’s learning and development: i.

Making relationships 79

ii.

Managing feelings and behaviour

iii.

Self-confidence and self-awareness.

Figure 5.13. Ways of social development among children Source: @google

5.3.2.1.

THE IMPORTANCE OF RELATIONSHIPS Relationships lie at the heart of all human experience and interaction, and it is vitally important that young children are helped to learn the social skills

needed

interact

successfully with other people and to form good relationships. Children who have the skills to interact well with other people

Figure 5.14. Importance of relationships Source: @google

and

form

positive

relationships can tap into a huge

resource to support their learning. Socio-constructivist theories of learning and development place an emphasis on learning being a social experience where the individual learns from others who are more experienced than themselves – both children and adults.

Young children also need lots of opportunities and encouragement to begin to look at the world from the perspective of others and to develop empathy – which is not always easy for the under-threes to understand. 5.3.2.2.

HELPING CHILDREN TO MANAGE FEELINGS AND BEHAVIOUR-

Figure 5.15. Helping children to manage feelings and behaviour Source: @google

For practitioners, supporting young children to manage their feelings and behaviour involves helping them to: i. ii.

Develop social skills and learn how to manage their feelings Understand appropriate behaviour in groups. Young babies and children

need support from others – parents,

carers

and

family

members – to regulate their feelings. This support, consistently given, helps them to understand basic emotions, begin to control their impulses and learn how to manage and display their feelings appropriately. Children

need

feel

comfortable, both emotionally and physically, to allow them to learn

effectively.

Figure 5.16 Activities during a child’s social development Source: @google

Helping

children to learn how to regulate and manage their feelings is therefore a vital steppingstone for success in learning and in life. 5.3.2.3.

NURTURING YOUNG CHILDREN'S SELF-CONFIDENCE AND SELFAWARENESS-

Figure 5.17. self-confidence and self-awareness in children Source: @google

For practitioners, supporting young children to grow in self-confidence and self-awareness involves providing opportunities for them to: i. ii.

develop a positive sense of themselves and others have confidence in their own abilities. During their early years, young children build their understanding of themselves as

individuals, which increases their confidence to engage with the people, objects and experiences in the world around them. As children grow in self-confidence and self-awareness, they extend their horizons and begin to see that what they do can make a difference. This ability to proactively engage with the world underpins all other aspects of a young child’s learning. 5.3.2.4.

IDEAS TO USE WITH TODDLERS

Understanding the different schemas displayed by children when interacting with the world around them will enable you to focus on individual interests and preferred ways of learning. Providing open-ended resources that can be used in a wide variety of ways will encourage toddlers to try out their ideas and build their sense of achievement. These resources could include boxes, tubes, blocks, bags, small baskets, rings, wooden pegs, short lengths of chain, pinecones, pebbles, shells, fabrics, paper and card. 82

Children of this age are beginning to develop a wide range of physical skills: help boost their independence and self-esteem by giving them time to manage complex tasks such as putting on a pair of socks or shoes or fastening a coat.

5.3.3. CONCLUSION •

It is absolutely possible to incorporate Piaget`s theory in the classroom.

•

Piaget takes a constructivist point of view and believes that learners are not passive in their knowledge.

•

Piaget’s theory suggests that students need a curriculum that supports their cognitive development by learning concepts and logical steps.

•

He also suggests that children are only capable of learning specific material in specific stages of cognitive development.

•

Piaget emphasizes that learning take place as a result of active engagement of learners is important, so teachers have to see the learners take an active role by participating in whatever is being taught and learned.

•

Piaget’s theory acknowledges individual difference in cognitive development.

Figure 5.18. Conclusion for Child development Source: @google

5.4. EFFECTS OF COLOUR ON CHILDREN Colours affect the bodily functions, mind and emotions with the energy produced by light. Studies conducted clearly demonstrate the benefits of colours where the development of the brain, creativity, productivity and learning are concerned. The effects of colour on human beings can be varied; causing excitement, lending calm, giving inspiration, raising anxiety or tension or giving peace are some of these effects. These effects can be observed more distinctly in children. Children can be more sensitive to colours. For this reason, it is quite important to choose colours appropriate for children. Using an intense red colour in the room, of an anxious child, could make him/her even more restless and tense. The same holds true for very active children as well. When the energetic colour red is used on or around a very active child, the combination could lead to a child who is excessively active all day long. This could also affect their educational success negatively. It would be more appropriate to use blue, Figure 5.19. colours and children Source: @google

green and purple in the belongings of energetic and restless children.

It is also necessary to be especially sensitive in designing children’s classrooms. A classroom must be attractive and entertaining, with elements that will contribute to his education and the development of his brain. In choosing the wall colour for their classrooms, we must endeavour to protect children’s sight, provide them with a proper study environment, protect their physical and mental health and create an environment conducive to a comfortable atmosphere.

5.4.1. HOW COLOURS AFFECT CHILDREN? In addition to affecting our mood, emotions and actions, colour also affects the ambiance of a space as well as how big or small, coldly or warmly it is perceived. Colours are the most commonly used tool by children to express their emotions and thoughts. Although the preferences of children show a general commonality based on age group, their colour choices can differ based on their moods, the way they express themselves and their feelings.

Children need to be educated in areas that bolster their creativity and imagination. Due to the fact that classrooms are the most important means of serving this purpose they rank foremost among the factors that require our attention the most. The links in the brain are not completed in a child until 5 to 6 years of age and they take 1 more year to mature. Due to not being able to read and write at this age they rely more on visual material to establish communication. Thus, colour is an important tool of expression for them. Sight starts developing after the 6th month in babies and development continues until the age of 10. Sight is one of the most important senses that connects us to the world. Light and colour Figure 5.20. Effect of colour on children Source: @google

have a mesmerizing effect on us. On average, the human eye can perceive 150 different colours in

visible light. This means a person with normal sight can differentiate between millions of different colours. Colour is one of the most important characteristics that can help us assess, estimate and define an object. Each and every person has certain reactions stored in their perceptions and as such the perception of each colour addresses the related emotion.

5.4.2. HOW DO COLOURS AFFECT CHILDREN’S BRAINS AS WELL AS THE CHILDREN THEMSELVES? Depending on the situation they are used in, colours can give rise to positive or negative effects. Each colour used by itself in a room with the expectation of creating a positive effect, carries the possibility of causing a negative reaction instead. Being subject to excessive stimuli can cause changes in breathing pattern, pulse, blood pressure and muscle tension. On the other hand, too little stimuli can lead to anxiousness, sleeplessness,

Figure 5.21. Colours effect children’s brains

excessive

emotional

reaction, loss of concentration and

Source: @googlece: @google

nervousness. 85

To give an example, a completely white environment leads to lack of stimulus and this, contrary to expectations, does not cause a balanced or neutral effect. Scientific studies demonstrate that colours affect not only the outer layer of the brain but the entire central nervous system as well. According to EEG and pulse measuring systems, men and women react differently to colours. It has been observed that the pulse of a hyperactive child calms down in a room painted in either blue or pink. When colour is transmitted from the eye to the brain, the brain releases a hormone affecting the emotions, mind clarity and energy levels. The negative and positive psychological effects of colours can be observed in human beings based on the combinations they are used in. While babies feel unsettled in a room of mainly yellow, they can feel peaceful and calm in a room painted in a combination of blue, green and yellow. 5.4.2.1.

RED Red is the most dominant colour among all colours. It is a strong stimulus. In scientific studies, red has been observed to have a more stimulating effect on visual activity and autonomic nervous system functions in comparison to blue. Figure 5.22. Red

Red

Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

attracts

all

the

attention and distorts the effect of

other colours. The lens of the eye must adjust to be able to focus on red. The natural focal point is behind the retina. The dynamism of red is reduced as it turns into pink with the addition of white and gains softer and calmer undertones. For this reason, the use of red on the walls of children’s rooms must be avoided. Due to its strong and warm effect red could be used as an accent in children’s rooms fashioned in beige, blue and brown. Using intense red in the room of a child who uses it to study, play with his/her friends, could have a negative effect on the child. Children could feel themselves tense and aggressive in rooms painted in intense red.

5.4.2.2.

YELLOW Yellow is the most joyful colour on the colour scale. It represents wisdom and kindness. It radiates warmth, joy, enthusiasm, fun and inspiration. Its effect is not as severe

red’s.

Yellow

relatively a lighter colour and as such it has a refreshing effect. Figure 5.24. Yellow

Symbolically

Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

yellow

represents mental and spiritual

enlightenment daylight and communication. Due to the fact that it also affects memory, motivation and attention it is suitable for use in classrooms. However, its intense use may cause tenseness and anger. Studies conducted reveal that intense use of yellow could cause babies to cry more. Calmer and more peaceful environments for children could be created by using yellow in combination with blue and green in babies’ rooms. 5.4.2.3.

BLUE Blue, in all respects is the total opposite of red. While blue is transparent and wet in appearance red

opaque

and

dry.

Psychologically the cold and comforting nature of blue is the polar opposite of the warmth and excitement of red. In contrast to red,

Figure 5.25. Blue Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

blue

reduces

body

temperature, blood pressure and pulse rate. Blue evokes feelings

of contentment, spaciousness and comfort due to being the colour of the sky and ocean as well. As the shade of blue approaches black with the addition of black it may become depressive and melancholic. Blue is a colour that is widely recommended for use in children’s rooms. Especially in nurseries, the use of blue helps the baby’s easy and peaceful transition into sleep. It can also be comfortably used with active and vibrant children due to its calming effect. As is 87

the case with all other colours, you can accessorize your room in red and yellow when you choose to paint your walls in blue. 5.4.2.4.

GREEN Green,

psychologically

represents health, and it has a calming effect on the nervous system. Green is reminiscent of peace, calm and quiet. Due to the fact that the lens of the eye focuses on green on the retina, green is the most relaxing colour. The yellow in green lends

Figure 5.26. Green Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

an elegant character to this colour

while the blue renders it warm. Light green reduces pressure. Symbolically green represents the power of nature and life and as such it is considered to be the most natural, relaxing, calming and balanced colour. Red signals “stop” there is danger, while green signals “safe crossing” and thus reduces the tension in the body. Green can be used with ease in nurseries, and in children’s and teenagers’ rooms. The use of colour green in nurseries will ensure a peaceful and comfortable transition into sleep for the baby. When green is used with more undertones of yellow, it clarifies the mind, and therefore can be used in teenagers classrooms to foster success in school. The serenity of blue and the mental clarity achieved with yellow will have a good impact on them. 5.4.2.5.

ORANGE Orange

softer

and

simpler in comparison to red. It represents happiness, sociability, an extrovert nature as well as joy with the excitement of red and the energy of yellow. It is ideal in overcoming tiredness. It radiates warmth, increases appetite and helps you wake up early in the Figure 5.27. Orange

mornings. Its energy can be lower

Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

when saturation is low. It is ideal 88

for use in the rooms of introverted children with problems in socializing. Orange physically represents self-confidence, independence and to a certain extent competition. If there is a separate recreation room in your school and your child spends time, there with his/her friends you can easily use shades of orange in this room. 5.4.2.6.

PURPLE Purple is a mixture of red and blue that are physically and psychologically opposites of each other. Its different shades are reminiscent of fragility, elegance and wealth; however, sometimes some shades could prove to be disturbing. Purple stimulates the part

Figure 5.28. Purple Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

of the brain related to creativity.

At the same time, it has a calming effect. Violet is a lighter shade of purple and is included in the spectrum. Purple on the other hand is a complex colour and in terms of colour type there are big differences between them. Girls like pink and purple very much. Purple is a colour appropriate for children. Purple can be easily used in the rooms of preschool children that are usually involved in creative activities as well as teenage girls’ rooms for purposes of contributing to their academic skills. Due to the fact that it also contributes to physical and spiritual serenity, purple and its different shades can be used in the rooms of hyperactive and highly animated children. 5.4.2.7.

PINK Pink, which is a mixture

of red and white, physically affects us in a positive way. It is relaxing and warm. It is the only lighter shade of red with its own name. Other lighter colours are just light green or light blue. Pink is also psychologically a strong colour.

represents

the

continuity of living beings as well

Figure 5.29. Pink Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

as femininity. It has a deeply soothing effect. Too much pink could be tiring and oppressive. It is not suitable to use too much pink in the rooms of shy and introverted children as this is not an energetic colour. It can lead to further withdrawal of this type of children. Pink with lesser undertones of red can be easily used in the rooms of active and energetic children. It evokes feelings of warmth and peace. 5.4.2.8.

BROWN Brown consists of red, yellow and black. It is almost as serious as black; however, it could be said to be softer and warmer. It has this quality thanks to the red and yellow in its content. It is a colour associated with nature and the universe. It is intense, reliable, warm and positive.

Figure 5.30. Brown Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

In contrast to black, it is

considered reliable and supportive by many people. It can be specifically used in teenagers’ rooms. Due to the fact that it is a down-to-earth colour influenced by the energy of red and yellow and the seriousness of black, it could prove helpful in developing feelings of responsibility and protection in teenagers. It is a colour associated with will and possession. Brown as a colour has positive influence on the family and friendships of teenagers. At the same time, it gives peace and serenity. It calms teenagers’ high spirits and helps them to remain down to earth in the academic field. To achieve success in education simultaneously with relaxation you can choose to colour a part of your teenager’s room in a shade that is yellow intense. Moreover, silky beige and straw colours can be used together in nurseries. This colour gives rise to feelings of confidence and is relaxing.

5.4.3. USE OF COLOURS IN SCHOOL 5.4.3.1.

PRESCHOOL

Children of preschool age think

concrete

terms.

Everything is exactly as they see it. They do not think in abstract terms or reason. They grow up bolstered by the experiences they gain in their homes, schools and environment. They learn by using all their senses. They like to taste and smell things. And they continuously observe. They look,

Figure 5.31. Use of colour in preschool

move around and try to learn

Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

what is going on in their surroundings. Due to the fact that they are naturally very active, warm and bright colours attract their attention.

Figure 5.32. Colour improves imagination

Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

We now know that in an educational institution, in addition to the academic personnel, building structure, education materials and other relevant factors, use of colour is also important. Appropriately used colours protect the eyes, provide the means for learning and support the health of the mind. Scientific studies support the fact that the discomfort, attention loss, and behavioural problems experienced by children are mainly a product of the environment they occupy most of the time. Unplanned use of light and colour is one of the most significant causes. 91

Children in the 3-6 age group are

lured

bright

colours. They are especially drawn to red and yellow from among the primary colours. Although

warm

and

bright

colours might appear to be complementary to the active and energetic nature of a children in this age group, the brightness Figure 5.33. Warm and Bright colours for preschool children Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

and intensity of the colours will only be effective in attracting

their attention, as excessive stimulation does not contribute to their learning. Preschool children, as well as those of elementary school age, are extroverted by nature. Warmer and brighter colours complement their energy and contribute to their learning by reducing their anxiety, tension and excitement. Instead of very bright yellows and reds, pale salmon pink, light yellow or light peach colours can be used in the classrooms of preschool children. 5.4.3.2.

ELEMENTARY SCHOOL

Children in this age group need more of a boost to their attention and concentration at Instead of very bright yellows and reds, pale salmon pink, light yellow or light peach school. Greens with a little bit of colors can be used in the classrooms of preschool children. beige and blue in them are appropriate for this age group. It is important that the walls that the students and teacher face in the classroom are different from the side walls. The colours of the walls that they face must be specially selected to ensure that the students don’t strain their eyes by looking at the same tone all day and that their eyes are rested; Figure 5.34. Elementary school

also, the colour of the wall facing

Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

the teacher should be relaxing.

Another reason could be the need to draw attention to certain points. For example, the blackboard is an important factor, and the colour behind the blackboard must be relaxing and ensure continued attention. 5.4.3.3.

HIGH SCHOOL As soon as children enter puberty their tastes change from warm to cool colours. Although orange may remain in their lives, they probably prefer blue and green more. Blue and green are colours indicative of maturity and calmness. It is appropriate to use soft colours in high school classrooms. Children in this age group are expected to be more

Figure 5.35. Beige, light green and green blue for high-school students Source: http://renketkisi.com/en/the-effects-of-colors-on-children.html

focused and concentrated on their lessons instead of being energetic

in the classroom. Beige, light green and green blue are colours that can be used in the classrooms of the children in this age group. Shades of beige and green can be used in the corridors in high schools. If possible, these two colours can be used together on the walls. 5.4.3.4.

MATH AND PHYSICS LABORATORIES

Math and physics are usually the classes that students most dread in high school. If there is

separate

classroom

laboratory that is used to teach these classes, then shades of blue that focus the attention, bring calm and lower blood pressure can be preferred. Figure 5.36. Shades of blue in maths and physics labs Source: @google

5.4.3.5.

MEETING ROOMS

Figure 5.37. Green and yellow colour for meeting rooms with some neutral colours. Source: @google

Functionality is important for meeting rooms. People who attend meetings are generally not alike and change from one meeting to another. Some people’s attention can be distracted easily while others can be tense. The colours chosen must, on average, appeal to the personal traits of the people concerned. Yellow is generally considered an attention improving colour that is necessary in meeting rooms; however, excessively bright yellow can cause high tension and uneasiness after some time. For this reason, we must pay attention to the value and saturation of colours when choosing them. The colour in meeting rooms must be relaxing, refreshing and of the type that will ensure concentration and focus the attention. Shades of yellow and green can be used with neutral colours. 5.4.3.6.

EXECUTIVE ROOMS

Figure 5.38. Hues of beige and light brown with tints of warm red for executive rooms Source: @google

While executive rooms reflect formality and seriousness, they must not be painted in gloomy, boring or disturbing colours. The colours used must reflect warmth and must not strain the eyes of both the visitors and occupants. Hues of beige and light brown with tints of warm red are the colours that can be most suitably used in executive rooms.

5.4.3.7.

CORRIDORS

The colours that can be used in corridors can also differ based on age group. Livelier colours can be used, or each corridor can be painted in a different colour in preschools and elementary schools. Corridors painted in lively colours are suitable for children who continue to be active after leaving the classrooms. Shades of green and beige can be considered for secondary and high schools. 5.4.3.8.

LIBRARIES Shades of pale or light green create a calmer and more passive effect that we seek to achieve in libraries and study spaces. Shades of green improve attention and concentration. Use of

these

shades

school

libraries is appropriate due to

Figure 5.39. Green Library

their calming and concentration-

Source: @google

improving effect. 5.4.3.9.

CAFETERIAS Due

their

appetite

increasing effect, warm colours are more appropriate for places of food consumption. In contrast, cool colours like green and blue must be avoided due to their appetite-reducing

effect.

The

colours that should be used in dining halls vary according to age group. In kindergarten, it is Figure 5.40. Orange Cafeteria

important for children to have a

Source: @google

good

appetite

and

associate

eating with happiness. With this in mind, especially colours like orange or squash blossom can be used in cafeterias. In elementary and high schools, cafeterias are places where food is consumed swiftly before again attending classes and therefore shades of orange can be used. 95

5.4.3.10.

CLASSROOMS FOR FINE ARTS AND HANDICRAFTS

Figure 5.41. Light yellow for art class Source: @google

In high schools and equivalents where art education is provided, the classrooms used for this purpose must be conducive to creativity. Luminous colours like light yellow can be considered appropriate for fine arts classes. The colours used in this type of educational institution will induce creativity in the students. 5.4.3.11.

GUIDANCE SERVICES

Figure 5.42. Shades of green or blue green for counselling room Source: @google

Guidance services intended for teenagers who are under stress and working hard are important and these services have a wide-reaching effect. Both teacher and student are looking for the right solution to the issue they are facing. In spaces reserved for this kind of endeavour, colours must be chosen that will not increase blood pressure, will lend warmth, and ensure ease of speech, such as shades of green and blue green.

5.4.3.12. INFIRMARIES, DOCTORS’ SURGERIES AND NURSES’ STATIONS

Figure 5.43. infirmaries in warm yellow Source: @google

A balance between warm and cool colours must be achieved in school infirmaries or doctor’s surgeries. Cool colours are more calming. Shades of blue and blue-green comfort people as they induce feelings of peacefulness and calm. However, if everything in the room is blue or green, then this can have a cooling effect. Then it would be necessary to bring some warmth to the room. Under the circumstances, shades of beige, warm yellow, salmon pink and neutral colours can be used. It is appropriate to use soft colours that are not high in saturation. Choose shades of low saturation if eye examinations are conducted in the surgery. 5.4.3.13. SPORTS CENTERS

Figure 5.44. Warm colour for sports centres where energy levels are high.

Source: @google

Sports centres are usually large in surface area. Luminous colours are generally preferred in these types of halls. Warm colours such as yellow or pink should be the colour of choice in sports centres where energy levels are high.

5.4.4. CONCLUSION Unfortunately, due to neglecting the users in designing architectural spaces especially spaces for children, it is needed to pay attention to the children’s psychological features and different stages of their growth as well as the stages of their psychological development and 97

their perception of spaces to get closer to their childish world and their views to spaces and based on the children’s psychological condition and specific age appropriate spaces to be designed and it is suggested to regard the following points in the following design: •

Sex of the subjects.

•

Age of the subjects

•

Creating spaces based on children’s age and releasing energy

•

Using light and colours appropriate to children in interior and exterior decoration

•

Using bright and stimulating colours (for example, red, yellow, orange) in interior spaces that need a greater mobility and using softer colours (blue, green. Pink) in spaces that require mental focus and creativity

•

Using architectural forms appropriate to children

•

Using various open spaces that stimulate the sense of curiosity in children as well as releasing energy

•

Considering the principals and standards of children architecture

•

Using spaces that Crete the sense of belonging to a space

•

Establishing spaces in which children feel secure and fearless.

Table 5.1. Psychology of forms and how to use them in spaces Source: file:///C:/Users/DELL/Downloads/4463-10528-1-PB%20(3).pdf

5.5. SCHOOL-STUDENT RELATIONSHIP 5.5.1. INTRODUCTION Classroom social environment plays an important role in development for

school-aged

children.

Student

experiences within the classroom help to develop their behavioural, social, and academic skills. The quality of the interactions that students have with their teachers predicts later academic success.

Figure 5.45.interactive architectural spaces Source: @google

Classroom characteristics, such as class composition, student and teacher characteristics, student interactions with peers and teachers, classroom values, and classroom beliefs all influence student academic development. Because these components may influence student academic futures, it is important to understand the classroom pathways that underlie student academic achievement. Teacher-student relationship theory posits that teachers shape student experiences in school. Beyond the traditional role of teaching academic skills, teachers regulate student activity level, teach communication skills, provide opportunities for students to form peer relations, provide behavioural support, and teach coping skills. Teachers have multiple roles and spend a large amount of time with students. When teachers have close and positive relationships with students, they are more motivated to spend extra time and energy promoting student success. But when teachers have conflictual and negative relationships with students, they more frequently attempt to control student behaviour and thus hinder efforts to promote a positive school environment for them speculated that students react to their relationships with their teachers. When students perceive that they have close and positive relations with teachers, they are more inclined to trust and like those teachers and thus are more motivated to succeed. In contrast, when students perceive that they have conflictual and negative relationships with teachers, they do not like or trust the teachers, are not motivated to succeed and may be defiant towards the teachers.

Figure 5.46. Interaction between student and teacher. Source: @google

Everyone who works in schools knows that there is different classroom today. Students are different. Also, teacher’s works are different to manage the diversity in behaviour, learning and understanding of student. So, classroom management is now important in today’s scenario compare to past few years’ classroom.

Figure 5.47. Classroom management Source: http://www.doiserbia.nb.rs/img/doi/0354-4605/2008/0354-46050802229S.pdf

5.5.2. ROLE OF ARCHITECTURE IN MOULDING CHILDREN The carefully designed sustainable environments are essential for delivery of quality childcare and early education services. The majority of children spend at least part of the day in school setting outside of the home, many schools operate for 6 hours a day or longer. Because this time is such an important part of the child’s overall physical, cognitive and social development, it is essential that these physical environments nurture and support activities for healthy growth and learning. Well- designed facilities also contribute to the stability of the early childhood workforce, which is key to quality programming and operating efficiency.

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Meeting children’s developmental needs requires thoughtful facility design that goes beyond baseline regulatory requirements and standard development practices. As a designer it is very important to creating a high- quality and sustainable facilities infrastructure. It is important that the tool for planning, designing and building early childhood spaces that are safe, healthy, nurturing, developmentally appropriate and aesthetically pleasing for the children and adults who use them. The physical environments in which young children spend their days learning, playing and socially interacting contribute significantly to their developmental growth. Brain development research shows that the years of life spent in school are a time of rapid cognitive and physical development. Understanding the developmental behaviours of young children and the programmatic and operational needs of early childhood professionals are essential to designing, developing and financing sustainable facilities that will support quality child care programs.

Figure 5.48. Interactive school designs Source: https://sites.eca.ed.ac.uk/ear/files/2014/07/EAR31_AAcar_Develomen.pdf

There are various concepts of the child-space relation. A widely accepted concept is the "awareness of the place", which characterizes a larger scope and higher synthetic level because it includes other concepts describing human relationship towards the space. The most cited concepts of this type are: i. ii. iii.

Binding to a place in space Identification and Belonging to a place

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Trying to define a place that a child is attached to, it is often said that it is the space in which a child is happy, and regrets leaving it and feels dissatisfied when it has to go. However, the real reason for a child's bonding to a certain place in space is that such place has Figure 5.49. Children attached to a space (The never-ending library)

some special attributes.

Source: @google

From architectural point

of view, a certain space and its arrangement as the structures with physical characteristics and measurable material attributes are primarily suitable for physical needs of children. However, it is just one aspect of child-space relation. The next and higher level of this relation is the child's feeling of attachment to a certain architectural unit in space, as a psychological connotation. Thus, the certain ambiance in which a child dwells with its architectural attributes is not only an answer to child's physical needs but has some essential qualities, primarily for psycho-social development. Regarding those facts, it is considered that during latent years of mid childhood the strong connection with family base gradually weakens and decreases in the child's experience, and a physical surrounding becomes more significant through bonding to those places that are architecturally designed in a certain way. When talking about the concept of identification with some place in space, it is considered that kind of identification represents a "factor in the substructure of personal identity, which in a larger context consists also from the knowledge of physical world in which the person lives. Such knowledge consists of memories, ideas, attitudes, values, preferences, meanings and concepts of behaviours and experiences which refer to the wide complex of physical environment and defines, day in day out, existence of every human being". In the essence of such relation with physical environment is the knowledge of some architectural space in the form of the person's past, experienced in a certain environment and ambiance. In that way, the past of the person becomes the part of some place, and architectural space with what constitutes it and what is set inside of it and makes it an architectural unit, becomes an instrument that fulfils biological, social and cultural needs of the person using it.

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The most of knowledge about identification with certain environment suggests that dwelling in the environment that children attach pleasant feelings to, causes reduction of anxiety and helps them in daily social relations when certain psychological "stresses" should be sustained and when a child needs a help in self-preservation. Thus, a degree of attachment to certain architectural environment and feelings that a child may develop for it, suggest that those factors contribute in development of key aspects of person’s identity, especially regarding selfrespect and self-pity. This model of person's identity holds potential for understanding of phenomenon that formation of a personal identity of a child is also achieved through development of certain feelings for some architectural ambiances and building specific relations with them.

Figure 5.50. Guardian Early Learning Centre, Newstead Source: @google

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5.6. QUALITY LEARNING SPACES 5.6.1. THE LEVEL OF LIGHT The accurate calculation of illuminance (the level of light) is a specialized skill. This section does not attempt to explain this science but gives a basic background of the principals involved. Illuminance is the luminous flux density at a surface expressed as lumens per square meter (lm/m2) or lux. The light of the full moon may give approximately 0.1 lux and a bright daytime sky 30,000 lux. For classrooms, suitable illumination levels are between 300 to 500 lux at the working plane. Good illumination is most important at desktop height. Illumination levels for most school spaces are assessed at a working plane about 800 mm above floor (700 mm for desks and 850 mm for benches)

5.6.2. THE DAY LIGHT FACTOR

Figure 5.51. Light level standards Source: https://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexiblelearning-spaces/BranzLightingDesignGuide.pdf

The daylight factor, which is the percentage of the illuminance outdoors received at a point indoors, has three components: 104

i. ii. iii.

The sky component received directly from the brightness of the sky The externally reflected component received by reflection from external surfaces The internally reflected component

Figure 5.52. Day-light luminance factor Source: https://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexiblelearning-spaces/BranzLightingDesignGuide.pdf

5.6.3. SKY COMPONENT Being able to see part of the sky is important for classroom occupants. Those who are in a part of a room without a sky view tend to think the natural light they are getting is unsatisfactory. Extra electric light may be needed to overcome this.

Figure 5.53. Sky component Source: https://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexiblelearning-spaces/BranzLightingDesignGuide.pdf

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5.6.4. INTERNALLY REFLECTED COMPONENT Light reflected by the ceiling, walls and floor helps to spread daylight to the darker areas of a room which are furthest away from a light source. Using surfaces with more reflectance (lighter colored) can greatly improve lighting efficiency. A lighter colored room also provides better daylight distribution, improves brightness ratios and is visually more comfortable. Dark colored pin boards or fabric wall coverings can reduce internal daylight levels because they absorb light.

Figure 5.54. Influence of colour Source: https://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexiblelearning-spaces/BranzLightingDesignGuide.pdf

5.6.5. ROOM SHAPE Daylight illumination weakens with distance from the opening so that the parts of the room furthest from the window are the most dimly lit. The deeper the room, the poorer the uniformity of daylighting, and people furthest from the window wall will feel the need for supplementary electric lighting.

Figure 5.55. Room shape standards Source: https://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexiblelearning-spaces/BranzLightingDesignGuide.pdf

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Rooms will have more satisfactory daylight if: i. ii. iii.

The depth is no greater than the width The depth does not exceed twice the height of the window head The surface of the back wall is light coloured

5.6.6. ADDITIONAL SIDELIGHT WINDOWS Lighting from supplementary sidelight windows, especially on the opposite wall to the main source of light, can greatly improve the quality and distribution of light. They can also look good from the outside.

5.6.7. CLERESTORY WINDOWS The advantages of clerestory windows are they: i. ii. iii. iv. v.

Are high up and so let in light from a bright part of the sky. Are unlikely to be obstructed by trees or other buildings. Can provide light to the darker part of a room. Give you some idea of what it’s like outside. Can provide extra ventilation.

However, they: i. ii. iii.

Need careful design to avoid glare. Can be difficult to black out. May require shading to avoid direct sunlight and solar heat gain.

Figure 5.56. Window design effecting levels if light. Source: https://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexiblelearning-spaces/BranzLightingDesignGuide.pdf

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5.6.8. LIGHT SHELVES A light shelf is a single large horizontal louver, which cuts out direct sun and reflects light from its top surface deeper into the room, improving light distribution. Light shelves are suitable for north- facing windows in room’s with high ceilings. Ideally, a light shelf should project through the window plane so there is a small clerestory window above. The top surface of the shelf should have a high light reflectance and be kept clean and clear. Light shelves are suitable for new buildings, but can be installed as part of a major refit.

Figure 5.58. Light shelf design

Source: https://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexiblelearning-spaces/BranzLightingDesignGuide.pdf

Figure 5.57. light shelf design Source: https://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/Schoolproperty-design/Flexible-learning-spaces/BranzLightingDesignGuide.pdf

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5.7. CONCLUSION •

The researches exploring potential of the relations in child-space relationship have found that when children are missing interpersonal support backup in their daily environment need for such relations, they compensate by relying on themselves and resorting environmental resources.

•

The concept of "awareness" of some place as a general concept of synthetic type consists of three different forms of the child-space relation and those are: attachment to some place in space, identification and belonging to a certain place.

•

A child attaches to a certain place in the period of increase of the importance of physical environment while binding to a family base slowly weakens. A child feels comfortable and happy in a certain place when he spaces responds to a child's physical as well as psychological needs. The previous experiences become a part of some place, the space and what belongs to it, that is in it, becomes an instrument that may satisfy some biological, social and cultural needs.

•

That concept gives an answer to the question why given specific environment is more suitable for something that someone likes doing and is in advantage over the others. The possibility of regulating privacy and renewability of a space of environment results in occurrence of favourite place phenomenon. Thus, positive forms of relation to a certain place in the space that is favourable for spending time fulfil emotional needs of a child and help in developing and maintaining its identity.

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6.0. COMPARING METHODS OF TEACHING Teaching is one of the main components in educational planning which is a key factor in conducting educational plans. Despite the importance of good teaching, the outcomes are far from ideal. This qualitative content analysis study was conducted through purposeful sampling. According to the results of this study, the best teaching approach is the mixed method (studentcantered together with teacher-cantered) plus educational planning and previous readiness. In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers, as the agents of responsibility for change. But training through this method has some barriers and requirements. To have an effective teaching; the faculty members of the universities should be awarded of these barriers and requirements as a way to improve teaching quality. The purpose of this chapter is to evaluate the traditional methods of teaching as well as multimedia teaching and to suggest other useful teaching methods that can be attempted in imparting knowledge to the students. Basically, teaching must include two major components sending and receiving information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So, any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching.

6.1. INTRODUCTION Education is vital to the pace of the social, political and economic development of any nation, so effective teaching is very essential. Effective teaching is important because teaching is based on helping children progress from one level to another in a more sociable interactive environment and to get the approach right to get students

independent

learners. Effectiveness does not mean being perfect or giving a wonderful

performance

but

bringing out the best in students. Teaching methods are best

Figure 6.1. Effective teaching

articulated by answering the

Source: @google

111

questions “What is the purpose of education?” and “What are the best ways of achieving these purposes?” for much of pre-history, education methods were largely informal, and consisted of children imitating or modelling the behaviour of that of their elders, learning through observation and play. In this sense, the children are the students, and the elder is the teacher’, a teacher creates the course materials to be taught and then enforces it. Pedagogy is a different way by which a teacher can teach. It is the art or science of being a teacher, generally referring to strategies of instruction or style of instruction. Resources that help teachers teach better are typically, a lesson plan, or practical skill involving learning and thinking skills. A curriculum is often set by the Government with precise standards. These standards can change frequently, depending on what the government states.

6.2. METHODS OF TEACHING A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. Suggestions are there to design and selection of teaching methods must take into account not only the nature of the subject matter but also how students learn. In today's school the trend is that it encourages a lot of creativity. It is a known fact that human advancement comes through reasoning. This reasoning and original thought enhances creativity.

Figure 6.2. Student centred and teacher centred Source: @google

The approaches for teaching can be broadly classified into teacher centred and student centred. In Teacher-Centred Approach to Learning, Teachers are the main authority figure in this model. Students are viewed as "empty vessels" whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their 112

students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments. In Student centred learning, while teachers are the authority figure in this model, teachers and students play an equally active role in the learning process. The teacher's primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessments, including group projects, student portfolios, and class participation. Teaching and assessments are connected; student learning is continuously measured during teacher instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these.

6.2.1.

LECTURING The lecture method is just one of several teaching methods, though in schools it's usually considered the primary one. The lecture method is convenient for the institution and cost-efficient, especially with larger classroom sizes. This is why lecturing is the standard for most college courses, when there can be several hundred students

Figure 6.3. Lecturing method Source: @google

in the classroom at once; lecturing lets professors address the most people at once,

in the most general manner, while still conveying the information that they feel is most important, according to the lesson plan. While the lecture method gives the instructor or teacher chances to expose students to unpublished or not readily available material, the students plays a passive role which may hinder learning. While this method facilitates large-class communication, the lecturer must make constant and conscious effort to become aware of student problems and engage the students to give verbal feedback. It can be used to arouse interest in a subject provided the instructor has effective writing and speaking skills. 6.2.1.1. PREPARATION AND DELIVERY OF A LECTURE As stated earlier, during the lecture, the students merely listen to the instructor. It is therefore very important to consider the attention span of students when preparing a lecture. The attention span is the period of time during which the students are able to pay full attention to what the instructor is talking about. It is estimated to be 15-25 minutes only. It is difficult to hold the children’s attention for a long period of time and careful preparation of lectures is very necessary.

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The teacher should have a clear, logical plan of presentation. He/she should work out the essentials of the topic, organise them according to priorities and logical connections, and establish relationships between the various items. Careful organisation of content helps the trainees to structure and hence, to store or remember it. Knowing the students and addressing their needs and interests is very important. For example, in explaining technical processes the teacher should search for illustrations that will be familiar to the students. Unfamiliar technical words should be introduced cautiously. New terminologies should be defined and explained, and examples given.

6.2.2.

DEMONSTRATING Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method, is

the

teaching through

process

examples

or experiments. The

framework

instructional Figure 6.4. demonstrating

mixes

the

strategies of information

Source: @google

imparting and showing how. For

example, a science teacher may teach an idea by performing an experimenting for students. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning. Demonstrations are similar to written storytelling and examples in that they allow students to personally relate to the presented information. Memorization of a list of facts is a detached and impersonal experience, whereas the same information, conveyed through demonstration, becomes personally relatable. Demonstrations help to raise student interest and reinforce memory retention because they provide connections between facts and real-world applications of those facts. Lectures, on the other hand, are often geared more towards factual presentation than connective learning. One of the advantages of the demonstration method involves the capability to include different formats and instruction materials to make the learning process engaging. This leads to the activation of several of the learners' senses, creating more opportunities for learning. The approach is also beneficial on the part of the teacher because it is adaptable to both group and individual teaching. While demonstration teaching, however, can be effective in teaching Math, 114

Science, and Art, it can prove ineffective in a classroom setting that calls for the accommodation of the learners' individual needs.

6.2.3.

COLLABORATING Collaboration

allows

student to actively participate in the learning process by talking with each other and listening to other

opinions.

Collaboration

establishes a personal connection between students and the topic of study, and it helps students think Figure 6.5. Collaborating

in a less personally biased way.

Source: @google

Group projects and discussions are examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as a team, leadership skills, or presentation abilities. Collaborative discussions can take a variety of forms, such as fishbowl discussions. After some preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the teacher only giving short feedback at the end or in the following lesson. Some examples of collaborative learning tips and strategies for teachers are build trust, establish group interactions, keeps in mind the critics, include different types of learning, use real-world problems, consider assessment, create a pre-test and post-test, use different strategies, help students use inquiry and use technology for easier learning. 6.2.3.1. CLASSROOM DISCUSSION The most common type of collaborative method of teaching in a class is classroom discussion. It is also a democratic way of handling a class, where each student is given equal opportunity to interact and put forth their views. A discussion taking place in a classroom can be either facilitated by a teacher or by a

Figure 6.6. Classroom Discussion

student. A discussion could also

Source: @google

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follow a presentation or a demonstration. Class discussions can enhance student understanding, add context to academic content, broaden student perspectives, highlight opposing viewpoints, reinforce knowledge, build confidence, and support community in learning. The opportunities for meaningful and engaging in-class discussion may vary widely, depending on the subject matter and format of the course. Motivations for holding planned classroom discussion, however, remain consistent. It is clear from "the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor over interpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do" that Donche agrees with the previous points made in the above headings but he also believes that student's personalities contribute to their learning style. 6.2.3.2. DEBRIEFING The term "debriefing" refers to conversational sessions that revolve around the sharing and examining of information after a specific event has taken place.

Depending

the

situation, debriefing can serve a Figure 6.7. Sharing and Examining of information

variety of purposes. It takes into consideration the experiences

Source: @google

and facilitates reflection and feedback. Debriefing may involve feedback to the students or among the students, but this is not the intent. The intent is to allow the students to "thaw" and to judge their experience and progress toward change or transformation. The intent is to help them come to terms with their experience. This process involves a cognizance of cycle that students may have to be guided to completely debrief. Teachers should not be overly critical of relapses in behaviour. Once the experience is completely integrated, the students will exit this cycle and get on with the next. Debriefing is a daily exercise in most professions. It might be in psychology, healthcare, politics or business. This is also accepted as an everyday necessity.

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6.2.4.

THE 8 LEARNING STYLES:

6.2.4.1. THE LINGUISTIC LEARNER

Figure 6.8. Linguistic learner Source: @google

The linguistic learner is one who learns best through linguistic skills including reading, writing, listening, or speaking.

6.2.4.2. THE NATURALIST The naturalist learns by working with, and experiencing, nature. If this sounds a lot like a scientist, it’s because that’s how scientists learn. The naturalist loves experiences, loves observing the world around them, and captures the best information or knowledge through experimentation.

Figure 6.9. Naturalist Source: @google

6.2.4.3. THE

KINESTHETIC

LEARNER The Kinesthetics learner is a person that learns best by actually doing something.

Figure 6.10. Kinesthetics learner Source: @google

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6.2.4.4. THE MUSICAL OR RHYTHMIC LEARNER

Figure 6.11. learning through music and melody Source: @google

The musical or rhythmic learner is one who learns using melody or rhythm. Some people also think better with background noise, so you may often notice that some people think best when they hum, whistle, bounce a ball off the wall, or make some other noise or move (pace) while thinking.

6.2.4.5. THE VISUAL OR SPATIAL LEARNER Some people also think better with background noise, so you may often notice that A visual or best spatial learner a person whobounce learns abest there visual aids around some people think when theyishum, whistle, ballifoff theare wall, or make some to guide the learning process. other noise or move (pace) while thinking.

Figure 6.12. The visual learner Source: @google

For example, someone who can learn best from diagrams, pictures, graphs would be a visual or spatial learner. These people tend to be technically oriented and enter engineering fields.

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6.2.4.6. THE LOGICAL OR MATHEMATICAL LEARNER

Figure 6.13. Logical or Mathematical learning Source: @google

The logical or mathematical learner must classify or categorize things. They also tend to understand relationships or patterns, numbers and equations, better than others. These are obviously engineers, scientists, mathematicians, and other technical professions.

6.2.4.7. THE INTERPERSONAL LEARNER The interpersonal learner is someone who learns by relating to others. Often, these people share stories, work best in teams, and compare their ideas to the ideas of others. In a sense, others help them think of new ideas of their own. They are often naturally good leaders as well as team players. You often see these people in various fields of psychology or social sciences. Figure 6.14. interpersonal learner

6.2.4.8. THE INTRAPERSONAL LEARNER

Source: @google

The intrapersonal, as opposed to interpersonal, learner is someone who works and learns best when they are alone. They set individual goals that are challenging, but not impossible. They are also motivated by internal forces, rather than external ones. They are often introverted individuals, but not always. These people often

enter

creative

fields,

become

entrepreneurs, and sometimes small business owners. But they are usually in fields or Figure 6.15. intrapersonal learner

industries that allow them to work without

Source: @google

direct supervision.

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6.2.5.

CONCLUSION

Figure 6.17. Types of Learners Source: https://www.cleverism.com/types-of-intelligence/

Figure 6.16. Effective learning Source: NTL Institute of applied behavioural science Learning Pyramid

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6.3. TRADITIONAL AND MODERN METHODS OF TEACHING 6.3.1.

TRADITIONAL TEACHING METHOD An evaluation in the pretechnology education context, the teacher is the sender or the source, the educational material is the information or message, and the student is the receiver of the information. In terms of the delivery medium, the educator can deliver the message via the “chalk-and talk” method and overhead

Figure 6.18. Traditional method of teaching

projector

(OHP)

transparencies.

Source: @google

This directed instruction model has its foundations embedded in the behavioural learning perspective and it is a popular technique, which has been used for decades as an educational strategy in all institutions of learning. Basically, the teacher controls the instructional process, the content is delivered to the entire class and the teacher tends to emphasize factual knowledge. In other words, the teacher delivers the lecture content and the students listen to the lecture. Thus, the learning mode tends to be passive and the learners play little part in their learning process. It has been found in most universities by many teachers and students that the conventional lecture approach in classroom is of limited effectiveness in both teaching and learning. In such a lecture student assume a purely passive role and their concentration fades off after 15-20 minutes. Some limitations which may prevail in traditional teaching method are •

Teaching in classroom using chalk and talk is “one-way flow” of information. SENDER (TEACHER) RECEIVER (STUDENT)

•

Teachers often continuously talk for an hour without knowing student’s response and feedback.

•

The material presented is only based on lecturer notes and textbooks.

•

Teaching and learning are concentrated on “plug and play” method rather than practical aspects.

•

The handwriting of the lecturer decides the fate of the subject.

•

There is insufficient interaction with students in classroom. 121

•

More emphasis has been given on theory without any practical and real life time situations.

•

Learning from memorization but not understanding.

•

Marks rather than result oriented.

6.3.2.

MODERN TEACHING METHOD

The modern teaching method is a learner-centred and activity-based teaching method which is used to get learners fully involved. This approach recognizes the learner as the primary reason for curriculum planning and teaching. It is called a constructivist approach because it enables the learner to construct her/his knowledge and skills through active participation in the teaching-learning process. The teacher only acts as a guide, leading the learners to achieve the teaching objectives of the topics through the activities the learners are engaged in during classroom interactions. It encourages cooperation among the learners while reducing competition. It is therefore important that as a key implementer of the BST curriculum you should adopt the modern teaching method which this curriculum expects of you. 6.3.2.1. MULTIMEDIA LEARNING PROCESS Multimedia

the

combination of various digital media types such as text, images, audio

and

video,

integrated interactive

Traditional

multi-sensory application

presentation information

into

to to

convey audience. educational

Figure 6.19. Multimedia teaching process

approaches have resulted in a

Source:https://www.researchgate.net/publication/325084824_Modern_method

mismatch between what is taught

s_of_teaching

to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative; think critically and analytically, to solve problems. Currently, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative and can think critically, analytically, and solve problems. Since knowledge is no longer an end but a means to creating better problem solvers and encourage lifelong learning. Problem-based learning is becoming increasingly popular in 122

educational institutions as a tool to address the inadequacies of traditional teaching. Since these traditional approaches do not encourage students to question what they have learnt or to associate

with

previously

acquired knowledge, problembased learning is seen as an innovative measure to encourage students to learn how to learn via

Figure 6.20. Traditional and Multimedia - learning the difference Source:https://www.researchgate.net/publication/325084824_Modern_method

real-life problems.

s_of_teaching

The teacher uses multimedia to modify the contents of the material. It will help the teacher to represent in a more meaningful way, using different media elements. These media elements can be converted into digital form, modified and customized for the final presentation. By incorporating digital media elements into the project, the students are able to learn better since they use multiple sensory modalities, which would make them more motivated to pay more attention to the information presented and retain the information better. Another advantage of creating multimedia projects in the classroom setting is that when students create multimedia projects, they tend to do this in a group environment. By working in a group, the students would have to learn to work cooperatively and collaboratively, using their group skills and a variety of activities to accomplish the project’s overall objectives. 6.3.2.2. OTHER INNOVATIVE TOOLS SUGGESTED The researchers suggest some of the methods can very well be applied by the modern teachers. As the researchers feel that basically the core objective of teaching should never be deviated by the use of an innovative method. The following methods which are suggested are an extension to the traditional methods of teaching.

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MIND MAP

Figure 6.21. Mind mapping

Source:https://www.researchgate.net/publication/325084824_Modern_methods_of_teaching

Mind maps were developed in the late 60s by Tony Buzan as a way of helping students make notes that used only key words and images, but mind map can be used by teachers to explain concepts in an innovative way. They are much quicker to make and much easier to remember and review because of their visual quality. The nonlinear nature of mind maps makes it easy to link and cross-reference different elements of the map. Mind Maps are also very quick to review, as it is easy to refresh information in your mind just by glancing once. Mind Maps can also be effective mnemonics and remembering their shape and structure can provide the cues necessary to remember the information within it. They engage much more of the brain in the process of assimilating and connecting facts than conventional notes. The key notion behind mind mapping is that we learn and remember more effectively by using the full range of visual and sensory tools at our disposal. Pictures, music, colour, even touch and smell play a part in our learning armoury will help to recollect information for long time. The key is to build up mind maps that make the most of these things building on our own creativity, thinking and cross linking between ideas that exist in our own minds. As the recent research point that any particular information explained with the help of graph charts makes a 124

high impact in the minds of the people and keeping this as the core aspect the teachers may try to picturize the concepts and show the same to the students. This would bring very high impact on the minds of the students about a concept •

Creates clear understanding

•

PowerPoint can be used widely

•

Innovative thinking improves

ROLE PLAYING AND SCENARIO ANALYSIS-BASED TEACHING Role playing and scenario analysis

mostly

used

organizations that try to analyse a problem

pertaining

organization.

This

the

kind

practice can be tried in other specialization Figure 6.22. Role play teaching

science.

Science courses have practical

Source:https://www.researchgate.net/publication/325084824_Modern_method s_of_teaching

but in support of those practical if students are given a scenario and

other options to solve a particular issue, then the students are exposed to decision making in a given environment. For example, in teaching about pollution can be explained by role playing technique. Causes and effects can be given to students and asked them to assume the role of citizen. Here the real problems are made by the student and this is more practical approach to teaching where theory is supplemented by proper practical knowledge.

6.3.3.

CONCLUSION

•

Technology is also changing the classroom experience.

•

We can make out that the Information and communication technology has made many innovations in the field of teaching and also made a drastic change from the old paradigm of teaching and learning.

•

In the new paradigm of learning, the role of student is more important than teachers.

•

The concepts of paperless and pen less classroom are emerging as an alternative to the old teaching learning method.

•

Nowadays there is democratization of knowledge and the role of the teacher is changing to that of facilitator.

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•

We need to have interactive teaching and this changing role of education is inevitable with the introduction of multimedia technology and the spawning of a technologically savvy generation of youths.

6.4. TRADITIONAL VERSES MODERN METHODS OF TEACHING TOPIC

TRADITIONAL APPROACH

Person

Teacher-centred instruction: Educational essentialism Educational perennialism

Main Objective Classroom

Teaching methods

Materials

• •

High graduation

test

scores,

MODERN APPROACHES

•

Student-centred instruction: Educational progressivism

grades,

Learning, retention, accumulation of valuable knowledge & skills Students matched by age, and Students dynamically grouped possibly also by ability. All students by interest or ability for each project in a classroom are taught the same or subject, with the possibility of material. different groups each hour of the day. Multi-age classrooms or open classrooms. Traditional education Progressive education emphasizes: emphasizes: • Direct instruction and lectures • Hands-on activities • Seatwork • Student-led discovery • Students learn through listening • Group activities and observation Instruction based on Project-based instruction textbooks, lectures, and individual using any available resource written assignments including Internet, library and outside experts

Subjects

Individual, independent Integrated, interdisciplinary subjects. subjects or theme-based units, such as Little connection between reading a story about cooking a meal topics and calculating the cost of the food.

Content

Memorization of facts, Understanding the facts, objective information; Correct Application of facts, Analysis, knowledge is paramount Evaluation, Innovation; Critical thinking is paramount Little or no attention to social Significant attention to social development. development, including teamwork, Focus on independent interpersonal relationships, and selflearning. Socializing largely awareness. discouraged except for extracurricular activities and teamwork-based projects.

Social aspects

126

Multiple tracks

• • •

Equity

•

A single, unified curriculum for all students, regardless of ability or interest. Diverse class offerings without tracking, so that students receive a custom-tailored education. With School to work, academically weak students must take some advanced classes, while the college bound may have to spend half-days job shadowing at local businesses.

Students choose (or are steered towards) different kinds of classes according to their perceived abilities or career plans. Decisions made early in education may preclude changes later, as a student on a votech track may not have completed necessary prerequisite classes to switch to a university-preparation program.

Presentation and testing methods • favor students who have prior exposure to the material or exposure in multiple contexts. • Requirements to study or memorize outside school inadvertently tests homes not • students. Students from homes where tested subjects are used in common conversation, or homes where students are routinely given individual help to gain context beyond memorization, score on tests at significantly higher levels.

Student Students often address and teacher teachers formally by their last names. relationship The teacher is considered a respected role model in the community. Students should obey the teacher. Proper behaviour for the university or professional work community is emphasized.

Context learning integrates personal knowledge within the school environment. Individualized expectations simplify individual supports and keeps focus student based. Community study settings include multiple cultures and expose all students to diversity.

In modern schools, students may be allowed to call teachers by their first names. Students and teachers may work together as collaborators.

Table 6.1. Comparison on traditional and modern ways of teaching Source: Author

127

6.4.1.

MARKING

TOPIC Communicating with parents

TRADITIONAL APPROACH A few numbers, letters, or words are used to summarize overall achievement in each class. Marks may be assigned according to objective individual performance (usually the number of correct answers) or compared to other students (best students get the best grades, worst students get poor grades). A passing grade may or may not signify mastery: a failing student may know the material but not complete homework assignments, and a passing student may turn in all homework but still not understand the material.

MODERN APPROACHES Many possible forms of communicating achievements: • Teachers may be required to write personalized narrative evaluations about student achievement and abilities. • Under standards-based education, a government agency may require all students to pass a test; students who fail to perform adequately on the test may not be promoted.

Expectations

Students will graduate with different grades. Some students will fail due to poor performance based on a lack of understanding or incomplete assignments.

All students need to achieve a basic level of education, even if this means spending extra years in school.

Grade Achievement based on inflation/deflation performance compared to a reasonably stable, probably informal standard which is highly similar to what previous students experienced.

The value of any given mark is often hard to standardize in alternative grading schemes. Comparison of students in different classes may be difficult or impossible.

Table 6.2. Comparison in marking system Source: Author

128

6.4.2.

SUBJECT AREAS

TOPIC Mathematics

TRADITIONAL APPROACH Traditional mathematics: • Emphasis is on memorization of basic facts such as the multiplication table and mastering step-by-step arithmetic algorithms by studying examples and much practice. • One correct answer is sought, using one "standard" method. • Mathematics after elementary grades is tracked with different students covering different levels of material. • Mathematics is taught as its own discipline without emphasis on social, political or global issues. There may be some emphasis on practical applications in science and technology.

Science

Fact-based science: Science class is an opportunity to transmit concrete knowledge and specific vocabulary from the teacher (or textbook) to the students. Students focus on memorizing what they are told. "Experiments" follow cookbookstyle procedures to produce the expected results.

MODERN APPROACHES Curriculum de-emphasizes procedural knowledge drills in favour of technology (calculators, computers) and an emphasis on conceptual understanding. Lessons may include more exploratory material supportive of conceptual understanding, rather than direct presentation of facts and methods. Emphasis may be on practical applications and greater issues such as the environment, gender and racial diversity, and social justice. Mathematics lessons may include writing, drawing, games, and instruction with manipulatives rather than filling out worksheets.[5] Lessons may include exploration of concepts allowing students to invent their own procedures before teaching standard algorithms. Grading may be based on demonstration of conceptual understanding rather than entirely on whether the final answer is correct. In some countries (e.g. the United States), there may be expectations of high achievement and mastering algebra for all students rather than tracking some students into business math and others into mathematics for math and science careers. With Inquiry-based Science a student might be asked to devise an experiment to demonstrate that the earth orbits the sun. The emphasis changes from memorizing information that was learned through a scientific method to actually using the scientific method of discovery.

129

Language learning

Phonics: The focus is on explicit training in sound to letter correspondence rules and the mechanics of decoding individual words. Students initially focus on phonics subskills and reading simplified decodable texts. When they have mastered a sufficient number of rules, they are allowed to read freely and extensively. (In many languages, such as French, Spanish and Greek, phonics is taught in the context of reading simple open syllables.)

With whole language the child is exposed to rich, relevant language that can heighten motivation to read. Learning to read is assumed to be as natural as learning to speak, so students are not formally taught sound to letter correspondences but assumed to infer them on their own. (Note that this issue is limited to languages such as English and French with complex phonetics and spelling rules. Instruction in countries with languages such as Spanish and Greek, which have relatively simple phonetic spelling, still depends mainly on phonics.)

Table 6.3. Comparison in subject areas Source: Author

130

Table 6.4. Instructional method and their applications Source: Author

131

6.5. CONCLUSION Because traditional techniques used repetition and memorisation of information to educate students, it meant that they were not developing their critical thinking, problem solving and decision-making skills. Modern learning encourages students to collaborate and therefore be more productive. Saying that, traditional and modern teaching methods are both effective and useful in today’s education. Sarah Wright, who blogs for TES, explains, “As with most things, it’s all about balance. We need to understand when a traditional method works best and when it’s right to try new and innovative approaches.” This is the path to survival in a modern world that is knowledge driven and completely dominated by science and technology. Our students should therefore be taught in ways that would prepare them for the 21st century world in which innovation and creativity would determine individual and national progress and survival. The learners have to be taught in such a way that they are able to develop the required knowledge and skills for creativity, creation of employment (self and other), and creation of wealth through entrepreneurship. Several teaching methods being used for classroom teaching in basic science and technology by many teachers have become outdated. The chalk-talk method commonly used by many teachers is no longer acceptable. These teacher-centred methods have failed both the individual graduates and the nation at large. The nation can overcome the problem of unemployable school graduates if the science teachers present lessons in a more appropriate manner, using modern methods of teaching. By doing this, learners will be adequately equipped with the knowledge and skills needed to be self-dependent, employable and productive to drive the economy of the nation. Modern teaching methods are in line with best practices in teaching and learning across the world. The world has become a global village, and Dombivli cannot afford to be doing things in the old Science teachers need to move away from using teaching methods that promote rote or memory learning in basic science and technology classroom to a more interactive, task-based and learner-cantered methods. This shift from the use of traditional methods of teaching basic science and technology to the modern methods of teaching will help us to achieve the objectives of the revised curriculum for national development and empowerment of school graduates to survive in the modern world of the 21st century. While the traditional method can be effective for the subjects which needs reciting like history, civics, languages etc.

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7.0. SUSTAINABLE ARCHITECTURE Sustainable architecture is architecture that seeks to minimize the negative environmental impact of buildings by efficiency and moderation in the use of materials, energy, and development space and the ecosystem at large. Sustainable architecture uses a conscious approach to energy and ecological conservation in the design of the built environment

7.1. WHY SUSTAINABLE SCHOOLS?

Figure 7.1. Change due to sustainable schools

Source: NAAEE case study

That’s why sustainable schools are important; we need to give students the educational program, physical place, and organizational culture to encourage the development of environmentally conscious global citizens. Students spend the majority of their day in a school building during their most crucial developmental years. In this time of pivotal growth, schools must be a space for creative thinking, a source of inspiration, and a starting point for developing

Figure 7.2. Executive views on green school performance compared with conventional schools.

Source: Green America’s school (2006)

135

a sense of awareness and responsibility. The journey to that goal begins with educating students in a healthy and sustainable environment.

7.2. SOLAR ENERGY Once restricted to space stations

and

satellites,

photovoltaics is now gaining popularity and becoming an increasingly viable option. Every day, the sun releases an enormous amount of energy, far more than the entire population consumes. Figure 7.3. solar panels. Powerhouse Brattørkaia

Being that the sun is a sustainable,

Source: https://www.archdaily.com/926255/how-does-photovoltaicenergy-work

renewable,

and

inexhaustible

source for generating electricity,

not using it seems almost counter-intuitive, especially considering the social and environmental impacts of other forms of energy generation. But the technology to create electricity from the sun is by no means simple and still has some limitations, the most significant being price. The process of turning the sun's rays into electrical energy all starts in the so-called photovoltaic cell. These cells are produced with two chemically altered silicon layers of which one is missing elections and the other is electron overloaded. When the photons from the sunlight reach the surface, these electrons gain the ability to move, generating a flow that creates an electric current. Each cell generates a small amount of

Figure 7.4. Solar panels from top. Austrian Embassy Bangkok

Source: https://www.archdaily.com/926255/how-does-photovoltaic-

energy and a panel is usually

energy-work

made of between 36 and 72 photovoltaic cells. By connecting several panels together, a photovoltaic system is created. 136

Eight to ten panels are enough to power a small house. Evidently, however, this statistic is influenced by some factors, such as •

the efficiency of the panels,

•

the amount of sunshine in the region, and

•

the energy demand of the residence itself.

Importantly, photovoltaic solar panels produce electricity in the form of direct current, meaning the electricity must pass through an inverter to transform it into alternating current which is what is normally used in buildings, appliances, sockets, and light bulbs. Photovoltaic systems can facilitate energy generation in remote

locations

where

infrastructural networks do not reach. In these cases, the system uses batteries to store electricity when less energy is used than is consumed, such as at night or on very cloudy days. However, it is Figure 7.5. Jenson-DeLeeuw NZE House

also possible to use photovoltaics

Source: https://www.archdaily.com/926255/how-does-photovoltaic-

in systems connected to the

energy-work

power grid. In these cases, the excess energy goes to the electricity grid, creating energy “credits” for the building in question. In some countries, it is even possible to sell surplus energy, making the building a power plant for neighbors and method of paying off the investment more quickly.

Figure 7.6. Hackney Backhouse.

Source: https://www.archdaily.com/926255/how-does-photovoltaicenergy-work

137

7.2.2.

PANEL TYPE

Research on the subject is advancing rapidly, and there are already transparent and even flexible prototypes for photovoltaic solar panels being developed. But today there are two main types of these panels, which can be easily identified visually. They include Monocrystalline Silicon Cells (mono-Si) and Polycrystalline Silicon Cells Simply put, the efficiency of a solar panel is the percentage of sunlight energy that the panel converts to electrical energy per square meter. Monocrystalline solar panels are more efficient, reaching between 15 and 20%, and are made from a single ultrapure silicon

crystal

(cylindrical

silicon

Figure 7.7. Solar panels.

Source: https://www.archdaily.com/926255/how-does-

ingots). As this is a more complex process, they are also more expensive.

photovoltaic-energy-work

In the case of polycrystalline panels, instead of one crystal, there are several crystals. Its manufacture produces less waste and is cheaper. Because it is more affordable, despite lower efficiency, it is the most widely used type. Because these panels are an important technology in the field of sustainability, several countries are already creating incentives

for

the

implementation of a cleaner energy matrix. The industry is rapidly evolving to make panels increasingly efficient, smaller, more affordable, sustainable,

Figure 7.8. solar panels.

and more effectively embedded

Source: https://www.archdaily.com/926255/how-does-photovoltaic-

in the architecture housing it.

energy-work

Investing in applied research is indescribably important to increasingly incorporate this technology into everyday life.

138

7.2.3.

SCHOOLS ON SOLAR IN INDIA

Most parts of India receive a large amount of solar radiation for 250 to 300 days in a year. This adds up to a potential of producing 6,000 million GWh of energy per year. The project aims to bridge this gap by introducing solar technologies in school This initiative will be supplemented with education focused on energy conservation and climate change mitigation. The ‘Schools on Solar’ project will also help schools develop a financial plan to reinvest some of their savings from the solar installation into energy efficient devices such as LED lighting systems. The Schools on Solar project ensures a low carbon, clean source of energy with minimum maintenance and only an initial capital investment. The focus of this project is a solar installation with environmental education. This online portal would not only steer the conservation campaigns of the schools but also provide all the necessary information about the Schools on Solar initiative while providing a platform for participating schools to share and exchange ideas. The project has a total of 4 stages, which have been outlined below. The initial stage primarily involves the development of learning material and tools to measure, reduce and monitor energy consumption. This stage also includes the training of some students as part of the ‘Sustainability League’ and a teacher or teachers to supervise the same. Once the students are trained, they will be motivated to conduct energy conservation efforts in their school. The conservation efforts, along with the savings from solar to install LED lights and other energy efficient appliances, would bring in additional financial savings to the school. CERE would then assist the school to move to lower energy slabs on their meter to further reduce expenditure on energy consumption from the grid.

Figure 7.9. Off grid solar power system. Source: @google

139

7.3. CLIMATE AND SURROUNDINGS CLIMATIC FACTORS AFFECTING STRUCTURE

7.3.1.

ORIENTATION BUILDING

Maximize the amount of sun that heats the space in the winter (hence using less energy to mechanically heat) and decrease the amount of sun that in the summer (hence using less energy to mechanically cool).

Figure 7.10. Orientation of the building

Source: @google

7.3.2. APPROPRIATE WINDOW AREAS AND GLAZING BASED ON ORIENTATION – South facing facades should utilize a window area appropriate to its orientation and glazing should utilize a double or triple paned glass with a low- e coating to minimize the amount of heat transmitted into the space in the hottest Figure 7.11. Openings based on orientation

Source: @google

7.3.3.

months, while keeping heat inside during the cooler winter months.

POSITION OF BUILDING –

Position, proximity and heights of the surrounding buildings also have an impact on the structure.

7.3.4.

BUILDING ENVELOPE –

The building envelope is the interface between the interior of the building and the outdoor environment, including the walls, roof, and foundation. By acting as a thermal barrier, the building envelope plays an important role in regulating interior temperatures and helps determine the amount of energy required to maintain thermal comfort.

Figure 7.12. Building envelope

Source: @google

140

7.4. RAINWATER HARVESTING SYSTEM 7.4.1.

WHAT IS RAINWATER HARVESTING?

Rainwater harvesting is a technique of collection and storage of rainwater into natural reservoirs or tanks, or the infiltration of surface water into subsurface aquifers (before it is lost as surface runoff).

Table 7.2. World-wide distribution of water

Table 7.2. World-wide distribution of fresh water

Source: @google

7.4.2.

RAINWATER HARVESTING METHODS

There are three methods of harvesting rainwater as given below: (a) Storing rainwater for direct use (b) Recharging ground water aquifers, from roof top run off (c) Recharging ground water aquifers with runoff from ground area 7.4.2.1. STORING RAINWATER FOR DIRECT USE

Figure 7.13. Storing rainwater for direct use

Source: @google

In place where the rains occur throughout the year, rainwater can be stored in. However, at places where rains are for 2 to 3 months, huge volume of storage tanks would have to be 141

provided. In such places, it will be more appropriate to use rainwater to recharge ground water aquifers rather than to go for storage. If the strata are impermeable, then storing rainwater in storage tanks for direct use is a better method. Similarly, if the ground water is saline/unfit for human consumption or ground water table is very deep, this method of rainwater harvesting is preferable. 7.4.2.2. RECHARGING GROUND WATER AQUIFERS FROM ROOF TOP RUN OFF Rainwater that is collected on the roof top of the building may be diverted by drainpipes to a filtration tank (for bore well, through settlement tank) from which it flows into the recharge well, as shown in Fig. The recharge well should preferably be shallower than the water table. This method of rainwater harvesting is preferable in the areas where the rainfall occurs only for a short period in a year and water table is at a shallow depth

Figure 7.14. Recharging ground water aquifers from roof top run off.

Source: @google

7.4.2.3. RECHARGING GROUND WATER AQUIFERS WITH RUNOFF FROM GROUND AREAS The rainwater that is collected from the open areas may be diverted by drainpipes to a recharge dug well / bore well through filter tanks as shown in Fig. The abandoned bore well/dug well can be used cost effectively for this purpose.

142

Figure 7.15. Recharging ground water aquifers with run-off from ground areas.

Source: @google

7.4.3.

COMPONENTS OF RAINWATER HARVESTING

The rainwater harvesting system consists of following basic components – (a) Catchment area (b) Coarse mesh / leaf screen (c) Gutter (d) Down spout or conduit (e) First flushing device (f) Filter (g) Storage tank Figure 7.16. Elements of a typical water harvesting system

(h) Recharge structure

Source: @ A water harvesting manual for urban areas

CATCHMENT AREA Runoff depends upon the area and type of the catchment over which it falls as well as surface features. All calculations relating to the performance of rainwater catchment systems involve the use of runoff coefficient to account for losses due to spillage, leakage, infiltration, catchment surface wetting and evaporation, which will all contribute to reducing the amount of runoff. (Runoff coefficient for any catchment is the ratio of the volume of water that runs off a surface to the volume of rainfall that falls on the surface).

143

TYPE OF CATCHMENT

COEFFICIENTS

Roof Catchments - Tiles - Corrugated metal sheets Ground surface coverings - Concrete - Brick pavement Untreated ground catchments - Soil on slopes less than 10 per cent - Rocky natural catchments Untreated ground catchments - Soil on slopes less than 10 per cent - Rocky natural catchments

0.8- 0.9 0.7- 0.9 0.6- 0.8 0.5- 0.6 0.0 - 0.3 0.2 - 0.5 1.0 - 0.3 0.2 - 0.5

Table 7.3. Coeficient of cathment Source: @ A water harvesting manual for urban areas

COARSE MESH at the roof to prevent the passage of debris GUTTERS: Channels all around the edge of a sloping roof to collect and transport rainwater to the storage tank. Gutters can be semicircular or rectangular and could be made

Source: @ A water harvesting manual for urban areas

using: •

Figure 7.17. Course mesh

Locally available material such as plain galvanised iron sheet (20 to 22 gauge), folded to required shapes.

•

Semi-circular gutters of PVC material can be readily prepared by cutting those pipes into two equal semi-circular channels.

•

Bamboo or betel trunks cut vertically in half. The size of the gutter should be according to the flow during the highest intensity rain.

It is advisable to make them 10 to 15 per cent oversize. Gutters need to be supported so they do not sag or fall off when loaded with water. The way in which gutters are fixed depends on the construction of the house; it is possible to fix iron or timber brackets into the walls, but for houses having wider eaves, some method of attachment to the rafters is necessary.

144

CONDUITS Conduits are pipelines or drains that carry rainwater from the catchment or rooftop area to the harvesting system. Conduits can be of any material like polyvinyl chloride (PVC) or galvanized iron (GI), materials that are commonly available. The following table gives an idea about the diameter of pipe required for draining out rainwater based on rainfall intensity and roof area: DIAMETER OF PIPE (MM)

AVERAGE RATE OF RAINFALL IN MM/H 50 13.4 24.1 40.8 85.4 -

50 65 75 100 125 150

75 8.9 16.0 27.0 57.0 -

100 6.6 12.0 20.4 42.7 80.5 -

125 5.3 9.6 16.3 34.2 64.3 -

150 4.4 8.0 13.6 28.5 53.5 83.6

200 3.3 6.0 10.2 21.3 40.0 62.7

Table 7.4. Sizing of rainwater pipe for roof drainage Source: National Building Code

FIRST FLUSHING A first flush device is a valve that ensures that runoff from the first spell of rain is flushed out and does not enter the system. This needs to be done since the first spell of rain carries a relatively

larger

amount

pollutants

from

the

air

and

catchment

surface.

Figure 7.19. First flushing Source: @ A water harvesting manual for urban areas

FILTER The filter is used to remove suspended pollutants from rainwater collected over roof. A filter unit is a chamber filled with filtering media such as fibre, coarse sand and gravel layers to remove debris and dirt from water before it enters the storage tank or recharge structure. Charcoal

Figure 7.18. Charcoal water filter Source: @ A water harvesting manual for

can be added for additional filtration.

urban areas

145

Charcoal water filter A simple charcoal filter can be made in a drum or an earthen pot. The filter is made of gravel, sand and charcoal, all of which are easily available.

Sand filters Sand filters have commonly available sand as filter media. Sand filters are easy and inexpensive to construct. These filters can be employed for treatment of water to effectively Figure 7.20. Sand filters

remove turbidity (suspended particles like silt

Source: @ A water harvesting manual for urban areas

and clay), colour and microorganisms.

In a simple sand filter that can be constructed domestically, the top layer comprises coarse sand followed by a 5-10 mm layer of gravel followed by another 5-25 cm layer of gravel and boulders. Storage facility There are various options available for the construction of these tanks with respect to the shape, size and the material of construction. Shape: Cylindrical,

rectangular

and

square.

Material of construction: Reinforced cement

Figure 7.21. A storage tank made of galvanized iron sheets

concrete, (RCC), ferrocement, masonry, plastic (polyethylene) or metal (galvanised iron) sheets

Source:http://www.rainwaterharvesting.org/urban/co mponents.htm

are commonly used. Position of tank: Depending on space availability these tanks could be constructed above ground, partly underground or fully underground. Some maintenance measures like cleaning and disinfection are required to ensure the quality of water stored in the container. Recharge structures Rainwater may be charged into the groundwater aquifers through any suitable structures like dug wells, borewells, recharge trenches and recharge pits. Various recharge structures are possible - some which promote the percolation of water through soil strata at shallower depth (e.g., recharge trenches, permeable pavements) whereas 146

others conduct water to greater depths from where it joins the groundwater (e.g. recharge wells). At many locations, existing structures like wells, pits and tanks can be modified as recharge structures, eliminating the need to construct any structures afresh. Here are a few commonly used recharging methods: • Recharging of dug wells and abandoned tube wells. • Settlement tank • Recharging of service tube wells. • Recharge pits • Soakaways / Percolation pit • Recharge trenches • Recharge troughs • Modified injection well

7.5. SITE DEVLOPMENT •

Site Development is the implementation of the improvements that are needed to prepare a construction site or underlay a structure or development before construction can begin.

•

Site development covers a range of activities that are defined by the design of a project.

•

Before work can begin on site, there must be planning and prudent management according to the site (residential/commercial/industrial).

•

Site work begins after preparation is complete with the installation of utilities that are placed under the ground.

•

These include✓ Access Roads ✓ Water Supply ✓ Pump Rooms ✓ Supply Lines ✓ Site Drainage ✓ Dewatering ✓ Landscape Draining ✓ Electric Lines

147

7.6. SUSTAINABLE BUILDING MATERIALS Some examples of sustainable building materials include recycled denim or blown-in fibre

glass

insulation,

sustainably

harvested

wood, Trass, Linoleum, sheep

wool, concrete (high and ultra-high performance roman self-healing concrete), panels made from paper flakes, baked earth, rammed earth, clay, vermiculite, flax linen, sisal, seagrass, expanded clay grains, coconut, wood fibre plates, calcium sandstone, locally obtained stone and rock, and bamboo, which is one of the strongest and fastest growing woody plants, and nontoxic low-VOC glues and paints. Vegetative cover or shield over building envelopes also helps in the same. Paper which is fabricated or manufactured out of forest wood is supposedly hundred percent recyclable. thus it regenerates and saves almost all the forest wood that it takes during its manufacturing process.

7.7. WASTE MANAGEMENT FOR SCHOOLS Schools, like any other organisation, need to consider cost-effective and environmentally-sound waste management. The average secondary school produces 22kg of waste per pupil each academic year. The figure for primary schools is even higher at 45kg per pupil. So, why is recycling in schools important? Firstly, recycling in schools has the obvious benefit of helping the environment but also, it saves the schools money that would otherwise be spent on waste disposal. Waste takes the form of spent or useless materials generated from households and businesses, construction and demolition processes, and manufacturing and agricultural industries. These materials are loosely categorized as municipal solid waste, construction and demolition (C&D) debris, and industrial or agricultural by-products. Sustainable architecture focuses on the on-site use of waste management, incorporating things such as grey water systems for use on garden beds, and composting toilets to reduce sewage. These methods, when combined with on-site food waste composting and off-site recycling, can reduce a house's waste to a small amount of packaging waste.

148

7.8. PATHWAY WORLD SCHOOL 7.8.1.

WHAT ARE GREEN BUILDINGS?

We can define Green Buildings as structures that ensure efficient use of natural resources like building materials, water, energy and other resources with minimal generation of nondegradable waste. Technologies like efficient cooling systems have sensors that can sense the heat generated from human body and automatically adjust the room temperature, saving energy. It applies to lighting systems too. Green buildings have a smarter lighting system that automatically switches off when no one is present inside the rooms. Simple technologies like air-based flushing system in toilets that avoids water use by 100%, Use of energy efficient LED’s and CFL’s instead of conventional incandescent lamp, new generation appliances that consume less energy, and many other options helps in making the buildings green and make them different from conventional ones. Figure 7.22. LEED INDIA approach for green buildings Source: https://www.pathways.in/aravali/aravali_green_pathways

With securing LEED EB Platinum for their third school,

India based Pathways Group of Schools is the only school system, to date, in which all their schools are LEED EB Platinum certified. Amongst all educational facilities who have achieved this top distinction worldwide, Pathways Schools are among the highest rated. Pathways World School, Aravalli is the third LEED for Existing Buildings Platinum certified K-12 educational facility in the world, third only to Pathways School Gurgaon and Pathways School Noida. Rather than designing the buildings conventionally and then working on reducing the carbon footprint, management of Pathways Schools studied and adopted age old architectural methodologies and techniques using natural materials thereby achieving healthy indoor environs with significantly lesser energy requirements.

149

7.8.2.

BASIC INFO:

Figure 7.23. Location plan of Pathway world school Source: https://www.pathways.in/aravali/aravali_green_pathways

•

Location: Pathways at Gurgaon is a day school. majestic foothills of the Aravalli Hills

•

Accessibility: The school is 35 kilometres from the Delhi International Airport and falls within the NCR

•

Area: 36 Acres

•

Total constructed area: 325000 sq. ft.

•

Completion year: 2003

•

Student strength: 1150

•

Architect: C.P. Kukreja

7.8.3.

SITE DEVLOPMENT

Pathways World School is situated on a rocky, hilly site in the Aravalli hills. It was designed with special care to the fragile ecosystem of the area, and with careful consideration to the natural topography of the site. A lake has been created in a major natural depression, becoming the central focus of the campus. It collects all the water runoff and therefore serves 150

as a water resource in case of fire, since the site is in a remote location. All the buildings are configured in a circular manner around this reservoir, and are strung together by a colonnade, which is the circulation spine. In order to avoid the institutional character that is often associated with large schools, the academic buildings at Pathways were kept small-scale and broken up into small learning communities allowing students a sense of belonging and identity as each becomes part of a smaller peer group within the larger school. Pathways was also designed with many places for quiet reflection, as well as with places that facilitate social interaction, such as the communal spaces where the students live. Featuring a multipurpose lakeside amphitheatre, usable green areas and shaded walkways, along with old Indian sculptures and other artefacts representative of the country’s rich history. Pathways is truly a special school and stands out as a joyous place to learn.

Figure 7.24. Site plan Source: https://www.pathways.in/aravali/aravali_green_pathways

151

7.8.4.

PATHWAYS GREEN PHILOSOPHY

Pathway totally believe in sustainable habitat and try to do its bit towards securing the environment for the future. As an educational institute, it is their responsibility to sensitize these young minds towards nature and its importance. After all they only will carve the future environment. And what better way to make them understand then to walk the talk. There have been some vey innovative approaches undertaken in the building facilities that area comtributing hugely in terms of reducing the carbon footprint. And what makes this even more interesting is intelligent out of the box approaches like introducing some old-age indian architecture technique that not only makes the buildings environmental friendly but also make them more cost effective. India has a long history of ancient civ ilizations and kingdoms. In those days there were no technologies available, still the architecture was such that the buildings faired very good in terms of internal conditions both in strong summers and cold winters. There were simple architechtural techniques that were used to reach these kinds of conditions. Today with the advent of technology and the advancements therein, when we speak of green building, normally we try to use more technologies. But if we fall back on the ancient indian architecture, there are far easier and more effective ways of creating green architecture!! At patheway, they rely on these simple architectural techniques to build green campus, guven below are some of the silent features.

Figure 7.25. Picture 1 Pathway Source: https://www.pathways.in/aravali/aravali_green_pathways

152

7.8.5.

CEILING HEIGHTS

As normal phenomenon the cool air is heavy and stays down and the hot air is light and always travel up. They have consciously kept the ceiling height above 4.2m thus allowing the space for hot air. The fan coil units are placed a little lower and send the cool air draft downwards thus not hitting the pocket of hot air trapped on the top.

7.8.6.

WALLS

All the exterior walls are constructed as cavity walls. There is a 9” thick brick wall on the outside, then an air gap ranging from 4” to 10” and then a 4.5” or 9” wall on the inside. Thermally during the afternoon until about 3 O’ clock the exterior walls absorb the heat. Then when the sun is on its way down, this heat starts entering inside the building. This air gaps in the cavity wall does not let this heat enter inside the rooms thus the energy required to air condition the rooms is greatly reduced.

7.8.7.

CONDITIONING OF CIRCULATION SPACES WITHOUT EVEN PROVIDING EQUIPMENTS.

While the classrooms are well conditioned, the corridors do not have any equipment provided. As they pump in the treated fresh air in the rooms, maintaining the pressure, the excess air spills out into the corridors and thus the corridors become comfortable. Further, nonconditioned corridors also provide a buffer zone for students coming from warm outdoors and vice versa.

7.8.8.

CENTRAL ATRIUMS WITH NATURAL VENTILATION ON TOP

As explained above, the hot air always rises. The buildings are so designed that all the rooms open into a big courtyard having a huge atrium. This atrium has clear openings on top. This naturally creates the ‘Chimney effect’ and all the lost air from all the rooms and corridors travel up the atrium and is vented out into the atmosphere automatically. This ensures comfortable conditions indoors and without any use of additional energy.

7.8.9.

WINDOWS

They keep a window to wall ratio about 35%. Following techniques are used in terms of keeping such huge glazing area and still not letting the outside heat enter the rooms. •

Because of the air cavity total thickness of the outside walls area about 18” to 20”. Windows are then placed on the inner edge of the wall. This automatically gives a shade of 18” to 20” and thus the sun does not strike directly on the windows.

153

•

The 35% Window to wall Ratio and 25% light transmission in one hand takes care of the glare thus no blinds/curtains are required and at the same time it ensures maintaining of enough lux levels inside the room and there is very less dependence on artificial sunlight.

7.8.10.

LIGHTING

They use energy efficient lighting system using CFL and T5 lamps. All the luminaries are selected which are minor optics and focus all the light to the required area and not wasting any light. The ballast used inside the electronic from reputed manufacturers. We benefit on two counts here. CFLs and T5s are the most energy efficient. And the minor optics further reduce the requirement of number of luminaires.

7.8.11.

AIR CONDITIONING

In peak summer the ambient temperature ranges around 42-45 degrees in this part of world. Inside the building the central air conditioning system maintains a temperature of 24 degrees which is comfortable for human beings. Worldwide air conditioning consumes about 65% of the total energy used in buildings. At pathways they have very carefully taking certain out of the box measures that have resulted in reduction of HVAC load to great extent. •

Central air conditioning plant consists of chillers (compressors) as the main machinery. They use “screw” chillers which give efficient power consumption even on part loads.

•

While designing the air conditioning (HVAC) of a project, a careful working is performed determining the amount of fresh atmospheric ait to be pumped into the co0nditioned spaces. And since the temperature being maintained indoors is 24 degrees, it is the job of the central air conditio0ning plant to pick up the atmosphere air of 44 degrees, cool it down to about 23-24 degrees and then pump into the indoors. This consumes a lot of air conditioning load and energy.

•

Geothermally, 4m below the ground the temperature remains constant round the year. And this temperature is the average annual temperature of the place, which for Delhi NCR is about 25-26 degrees. Therefore, they are routing the atmosphere air through earth air tunnels 75m long buried 4m below the ground. After travelling 75m, this air picked up a 44-45 degree cools down about 28-30 degrees. Now, they will cool this 28-30-degree air to 24 degrees and pump indoors.

•

There are in all 6 earth air tunnels of 1200mm dia provided and each tunnel is reducing the HVAC load. This results in less power consumption thus reducing the carbon footprint considerably.

•

In a school environment there are various timings at various facilities operate. And at the same time, it is very difficult to ensure that the air conditioning and lights of the respective 154

area are properly switched off during these off hours. Here they regulate the electricity through a PLC (programme logic computer) which shuts off the supply at the non useage hours thus no wastage at all. •

While they have saved the electrical energy by the above measure, there is still a lot of energy loses that happen with the chilled water flowing through the multi kilometre of the chilled water lines irrespective of where after the equipment of the particular areas are being used or not. This is a passive loss which no one takes into consideration but has a main impact on the main AC plant load. To arrest this according to the usage, time and pattern, they have divided all their buildings into various zones and intelligently designed the chilled water piping providing motorised butterfly valve at the chilled water return of each zone. Thus, on one hand reducing the pumping load and on the other arresting the unnecessary energy losses that otherwise are incurred with the excess flow of water in the non-operative areas.

•

All the fan coil units and air handling units are fitted with pressure independent balancing cum control valves that regulate the flow of water required thus optimising the flow which results in reduced water flow and hence saving in pumping energy.

•

All the floor mounted AHUs are fitted with variable frequency drives which regulates the air flow according to the requirement. This optimisation reduces the total tonnage required for the AHU and hence reduces the load on the chillers.

•

All the pumps are fitted with efficiency class 1 motors which gave a better energy efficiency which further increases on part loads.

•

Cooling towers are selected with lower approach. This reduces the condenser water temperature which in turn reduces the power consumption of chillers. Further the towers are so designed where the highly efficient fans are selected which consume less power.

•

normally in any HVAC facility the condensate water is channelized to the drain and goes waste. And, this is near distilled quality water and that too at a very low temperature. They have channelized the collected the condensate water of all the FCUs and AHUs into a single tanle which then pumps this cold water to the cooling tower as the makeup water. This on one hand utilises the water which otherwise goes waste. And on the other hand, providing chilled water to the cooling tower increases the efficiency of chillers condensate water by about 6% resulting in huge power savings.

7.8.12.

INDOOR SPORTS ARENA

The requirement of fresh air is necessary in indoor sports arena. Yet the comfortable temperature must be maintained for the sports persons. They have used natural methods in attaining these. The indoor sports arena is constructed in the lower ground floor about 3m below 155

ground level. This naturally keeps the temperature in moderate levels. Then they have introduced fresh air through earth air tunnels which cools the indoor sports arena. This way they are cooling these areas with 100% fresh air through earth air without any use of chilled water. Thus, absolutely no load on the HVAC system.

7.8.13.

SWIMMING POOL

Like the indoor sports arena, the swimming pools are also constructed in the lower ground floor about 3m below the ground. Since these pools are heated for all weather use, this placement, to a good extent, naturally takes care of the temperature of the water. •

Pool heating: For the winter heating instead of going in for boilers they have gone for energy efficient heat pumps. Further during non-operational hours pool is covered

•

Pool ventilation: out of the air with which indoor sports arena is cooled, is directed to the swimming pool for ventilation and maintaining the humidity levels. Using this technique has saved them from putting de-humidifiers and separate ventilation system.

This has resulted in saving 310 KW of load

Figure 7.26. Swimming pool Source: https://www.pathways.in/aravali/aravali_green_pathways

7.8.14.

ROOFS

Terraces are open to the sun heat and r5adiate a lot of heat inside. This increases the air conditioning load on the top floor of the building. Here again we go the natural way. Thay lay the brick bats over the RCC roof for insulation. This is them plastered and then on top, broken china mosaic. This reflects the heat from the sun and being of ligh6t colours do not absorb any heat either. And whatever little is left the brick bats take care of not passing through it. 156

7.8.15.

PLANT ROOM PACEMENT AND COOLING

The plant room has been constructed in basement adjacent to the indoor sports arena/ swimming pool. This automatically takes care of the conditions inside as the basements are always cool in summers and comfortable in winters. Further to ensure that the diesel generators run with optimum fuel consumption, their ventilation with air is utmost important. In normal cases air washers are installed in plant room to provide cool air for DG sets ventilation. Here we have achieved this without any equipment installation in following ways. •

Out of 50000 cfm air that cools the sports arena above, 42000 cfm is routed that left over the DG sets thus taking care of the DG sets cooling.

•

Rest 8000 which is used for swimming pool ventilation becomes much cooler with fumes and is channelized to cool the complete plant room.

•

The cooling tower at the terrace though cool the condenser water but also in process throw a huge amount of cool air in the atmosphere. We have trapped this cool air going out of the cooling tower and brought it to the DG sets installation thus adding onto the DG ventilation.

By doing these measures they have done the plant room cooling and DG sets ventilation without installing any equipment but using the cool air which otherwise would have thrown away. This has resulted in saving to the tune of about 85KW of equipments which otherwise have to be installed.

7.8.16.

HORICULTURE

Pathway campuses are huge land areas. The residential campus is 32 acres and the other two campuses are over 10 acres each. They do a ground coverage of only 22%-25% and rest of the areas are open spaces, playfields, plantations etc. thousands of trees of varied species are planted on the open areas. These plantations are strategically deployed. There is a dense plantation along the boundary walls mainly of trees that grow good height and are dense. So, any air entering the campus is filtered through these trees. Further there is dense plantation done on the periphery of all the buildings which cuts the heat and keeps the buildings cool. Regular watering of these trees creates a cooler atmosphere.

7.8.17.

RAINWATER HARVESTING

Being huge campuses ranging 32 acres to 10 acres and having huge terrace area of buildings, all the storm water is channelized into the intelligently designed storm water drain network. The network is so designed that it not only accommodates the water that comes through rain in the campus area , but also the water that flows inside the campus because of the natural terrain and nallas from surrounding areas. This network then guides water again to the natural nallas to go out of the campus. Enroute good numbers of rain water harvesting pits are built and are 157

strategically located near to the bore well so that these bore wells get the recharge. All these years we have seen bore wells in surounding area getting dry, but ours always remain charged and this is only because of the harvesting system we have deployed.

7.8.18.

SEAWAGE TREATMENT.

Water such huge green campuses requires a lot of water. Here we meet about 80% of the requirement just by recycling the wastewater. The sewage treatment plant is designed to use least of chemicals and power. Total power required to run a 150 KLD plant is 7.5 KW thus saving huge power costs. All the wastewater is channelized to the huge sewage treatment plant installed. All this sewage is treated in such a way that only a very little amount is sludge is left and all the water is treated and filled with appropriate chemical properties to be used for horticulture. This water then is supplied to the carefully designed irrigation system which is designed after carefully assessing the amount of water required in various green and plants. And the water that comes out from the STP is so rich in minerals that practically we do not require in various greens and plants. And the water that comes out from the STP is so rich in minerals that practically we do not require to use any fertilizer and the plants are always lush green!! Thus, they are not drawing any fresh water for irrigation.

Figure 7.27. Site plan zoning Source: https://www.pathways.in/aravali/aravali_green_pathways

158

Figure 7.28. Academic building Ground floor plan Source: https://www.pathways.in/aravali/aravali_green_pathways

159

Figure 7.29. Media centre, First floor plan Source: https://www.pathways.in/aravali/aravali_green_pathways

160

Figure 7.30. Hostel plan Source: https://www.pathways.in/aravali/aravali_green_pathways

161

Figure 7.31. pathway pictures Source: https://www.pathways.in/aravali/aravali_green_pathways

162

8.0. VERNACULAR AND MODERN ARCHITECTURE 8.1. VERNACULAR ARCHITECTURE AND THE 21ST CENTURY Vernacular architecture, the simplest form

addressing

human

needs,

seemingly forgotten in modern architecture. However, due to recent rises in energy costs, the trend has sensibly swung the other way. Architects are embracing regionalism and cultural building traditions, given that these structures have proven to be energy efficient and altogether sustainable. In this time of rapid

technological

advancement

and

urbanization, there is still much to be learned Figure 8.2. Vernacular architecture and 21st century

from the traditional knowledge of vernacular

Source: https://www.archdaily.com/155224/vernacular-

construction. These low-tech methods of

architecture-and-the-21st-century

creating buildings which is perfectly adapted

to its locale are brilliant, for the reason that these are the principles which are more often ignored by prevailing architects. Vernacular

architecture

originated when mankind was forced to make use of the natural resources around him and provide himself which climate,

shelter is

and

responsive a

shield

comfort to

the

from

the

elements. It is a pure reaction to an

individual

person’s

society’s building needs, and has allowed man, even before the

Figure 8.1. Vernacular architecture before architects Source: https://www.archdaily.com/155224/vernacular-architecture-and-the21st-century

architect, to construct shelter

163

according to his circumstance. Such simple traditions have long been regarded as backward, and have been replaced by half-digested, largely inappropriate architectural values. The humanistic desire to be culturally connected to one’s surroundings is reflected in a harmonious

architecture,

typology which can be identified with a specific region. This sociologic facet of architecture is present in a material, a colour scheme, an architectural genre, a spatial language or form that

Figure 8.3. 21st century vernacular house Source: https://www.architecturalrecord.com/articles/11873-st-centuryvernacular-house

carries

through

the

urban

framework. The way human

settlements are structured in modernity has been vastly unsystematic; current architecture exists on a singular basis, unfocused on the connectivity of a community as a whole. Vernacular architecture adheres to basic green architectural principles of energy efficiency and utilizing materials and resources in close proximity to the site. These structures capitalize on the native knowledge of how buildings can be effectively designed as well as how to take advantage of local materials and resources. Even in an age where materials are available well beyond our region, it is essential to take into account the embodied energy lost in the transportation of these goods to the construction site. The effectiveness of climate responsive architecture is evident over the course of its life, in lessened costs of utilities and maintenance. A poorly designed structure which doesn’t consider environmental or vernacular factors can ultimately cost the occupant – in addition to the environment – more in resources

than

properly

designed building. For instance, a structure with large windows on the south façade in a hot, arid climate would lose most of its air conditioning pervading

efforts sun,

the

ultimately

increasing the cost of energy. By

Figure 8.4. A composite house by I studio Mumbai Source: https://www.slideshare.net/sslele456/vernacular-arch-and-itsadaptation-in-modern-construction

164

applying vernacular strategies to modern design, a structure can ideally achieve net zero energy use, and be a wholly self-sufficient building. If anything is to be taken from vernacular architecture, it provides a vital connection between humans and the environment. It re-establishes us in our particular part of the world and forces us to think in terms of pure survival – architecture before the architect. These structures present a climate-responsive approach to dwelling and are natural and resource conscious solutions to a regional housing need. The benefits of vernacular architecture have been realized throughout the large part of history, diminished during the modern era, and are now making a return among green architecture and architects. In order to progress in the future of architecture and sustainable building, we must first gain knowledge of the past and employ these strategies as a well-balanced, methodical whole to achieve optimum energy efficient.

8.2. CONCLUSION While common traditional local materials may see boring to some, with a bit of imagination and technical skills, an architect can transform local materials into something fresh. Simply creating a structure using locally available materials doesn’t make it innovative – we certainly can’t go back to the previous era! Neither does use of high-tech materials empowered with modern technologies – it may only make it flashy and expensive! What really and truly can be termed as innovation is the mixture of both – A fusion of locally available materials with intelligent modern building technologies to further harnesses the benefits of reducing cost while making it energy efficient.

8.3. FEW EXAMPLES IN SCHOOLS WHO USED MODERN VERNACULAR ARCHITECTURE 1. Artemis Centre, Melbourne Girls Grammar School, Melbourne, Australia

Figure 8.5. Artemis Centre, Melbourne Girls Grammar School, Melbourne, Australia Source: https://www.teachermagazine.com.au/articles/inspiring-schooldesigns-from-around-the-globe

165

2. The noor e mobin school, Bastam, Iran

Figure 8.6. The noor e mobin school, Bastam, Iran Source: https://www.teachermagazine.com.au/articles/inspiring-school-designs-from-around-the-globe

3. Highgate Primary School New Teaching Spaces, Perth, Australia

Figure 8.7. Highgate Primary School New Teaching Spaces, Perth, Australia Source: https://www.teachermagazine.com.au/articles/inspiring-school-designs-from-around-the-globe

166

4. PCF Large Child Care Centre, Singapore, Singapore

Figure 8.8. PCF Large Child Care Centre, Singapore, Singapore Source: https://www.teachermagazine.com.au/articles/inspiring-school-designs-from-around-the-globe

5. Dumpsite Horticultural School and Pavilion, Rabat, Morocco

Figure 8.9. Dumpsite Horticultural School and Pavilion, Rabat, Morocco Source: https://www.teachermagazine.com.au/articles/inspiring-school-designs-from-around-the-globe

167

6. Muku Nursery School, Fuji City, Japan

Figure 8.10. Muku Nursery School, Fuji City, Japan Source: https://www.teachermagazine.com.au/articles/inspiring-school-designs-from-around-the-globe

168

9.0 CASE STUDIES

169

9.1.

THE SOMAIYA SCHOOL

ARCHITECTS

: G7 Architects

LOCATION

: Vidyavihar, Mumbai, Maharashtra, India.

CATEGORY

: Nursery to secondary CBSC board.

DESIGN TEAM

: Nitin Killawala, Sanjeev Doshi, Swati Patil, Shailesh Panchal

AREA

: 10,000 m2 ,

PROJECT YEAR

: 2014

Figure 9.1. Somaiya school site plan with ground floor Source: http://www.g7architects.in/v3s/scc_kjsomaiya.php

9.1.1. CONSIDERING WHOLE SOMAIYA CAMPUS

Figure 9.2. considering whole Somaiya campus Source: @author

171

Figure 9.3. Somaiya campus master plan Source: https://www.somaiya.edu/

172

•PRE-PRIMARY :: 9 am - 12:30 pm •PRIMARY AND SECONDAY :: 7:45 am – 3:00pm

SCHEDULE STUDENT TEACHER RATIO

•TILL PRIMARY :: 2 : 30 •SECONDAY :: 1 : 30

Table 9.1. Student Teacher strength

Source: http://tss.somaiya.edu/

9.1.2. DESIGN INTERVENTION The Somaiya School is a venture of Somaiya Vidyavihar, a society formed by members with deep and diverse experience in the field of higher education, rural development and industrial management. The School is conceived as 3 separate wings, with the kindergarten carefully isolated from the secondary school, allowing varying activities to take place simultaneously, without any one disturbing the other. Each wing is composed with 6 classrooms, the organization of which generates a complementary corridor, linking as well as articulating varying zones of activity and concentration within the building. The teaching sections for both divisions are accessed through separate entrances. A screen wall clads in basalt stone, juxtaposed against a large exterior flight of steps, creates a distinctive 173

architectural feature, while also helps in softening the threshold between the outdoor play areas and the surrounding neighbourhood. The school completely segregates pre-school and primary with the secondary school both infrastructurally and activity wise. The main reason for this is they don’t want the higher-class kids to bully the lower classes and influence them in a bad way. So, the library, art room, computer room etc. are completely different for primary and secondary.

9.1.3. INFRASTRUCTURE •

Libraries

•

Sports

•

Art studio

•

Resource room

•

Music and dance studio

•

Transport

•

Computer centre

•

Yoga room

•

Math lab

•

Board room/ conference room

•

Nurse and sick bay

•

Multi-purpose hall

•

Cafeteria

•

Science labs

•

Student

•

Two squash courts, a basketball

well-being

centre

(counselling block)

9.1.4. SPORTS ACTIVITIES •

Eight lane sports ground with athletic synthetic track

court,

•

Two sand pits for triple jump,

•

Two volleyball courts and

•

Shot put circle

•

A well-equipped gymnasium.

•

Javelin throw.

•

Also have a multi-sport surface and

•

The synthetic track encloses a lush

space for organizing roller skating

green, full-sized football pitch, ideal

classes.

for hosting tournaments and formal

•

Carrom

coaching.

•

Chess

•

A badminton court,

•

Gymnastics

•

Tennis court,

•

Yoga

174

175

176

177

178

179

9.1.5. EVENTS

Table 9.1.2. List of activities Source: http://tss.somaiya.edu/

9.1.6. ELEVATIONS SECTIONS

Figure 9.1.4. Elevation Section for K. J. Somaiya school Source: http://www.g7architects.in/v3s/scc_kjsomaiya.php

181

9.1.7. HISTORY Somaiya Vidyavihar was founded in 1959 by Padma Bhushan (late) Shri K. J. Somaiya with the aim of creating great citizens of India. Those that know how to make a living, and more importantly, also know how to live. Somaiya Vidyavihar has about 32,000 students on all its campuses.

9.1.8. SECURITY CCTV at entry points are continuously monitored.

9.1.9. TRANSPORT The Somaiya School provides transport facility which is outsourced. RTO rules Compliance is checked thoroughly. All the mandatory conditions are being fulfilled by the transport vendor. There is a lady attendant in every vehicle. First Aid Box, GPRS and CC TV cameras are in place. In case of absence of any lady attendant, school sends their own staff to fill up that gap. Surprise check-up happens from school side and teachers ride the buses to check whether everything promised is being delivered. They encourage parents to use transport in order to avoid traffic jam on the road and also to save fuel.

9.1.10. MAINTAINANCE •

Walls are painted every year in summer vacation plus checked for any kind of structural distortion.

•

Other staff members like cleaners, gardeners are present for daily maintenance.

182

9.2.

SHARDA GYAN PEETH INTERNATIONAL SCHOOL

ARCHITECT

: H. A. Mehta

LOCATION

: Malad east. mumbai

CATEGORY

: Nursery to secondary ICSE board.

AREA

: 3200 m2

PROJECT YEAR

9.2.1. INFRASTRUCTURE •

Libraries

•

Transport

•

Art studio

•

Yoga room

•

Music and dance studio

•

Audio visual lab

•

Computer centre

•

Board room/ conference room

•

Cafeteria

•

Multi-purpose hall

•

Edu comp powered smart class

•

Science labs

9.2.2. DESIGN INTERVENTION Sharada Gyan Peeth International School is a reputed & well-established institution that offers to the students a rich & innovative learning experience based on ICSE Curriculum right from Nursery to secondary classes. THEIR OBJECTIVES i.

To Promote Logical & Creative Thinking.

ii.

To facilitate all round development of the personality.

iii.

To encourage each individual student, develop his/her self-esteem and confidence.

iv.

To provide best possible resources to support learning and teaching.

To inculcate human values and principle

STUDENT TEACHER STRENGTH STUDENT TEACHER RATIO

•STUDENT •TEACHERS

:: 2600 :: 90

•STUDENT:TEACHER

:: 1 : 50

9.2.3. SPORTS ACTIVITIES •

Cricket pitch

•

Table tennis court

•

183

Basketball court

185

186

187

188

189

9.2.4. HISTORY Sharada Gyan Peeth International School is founded by the Sharada Gyan Peeth Educational Charitable Trust. The Trust registered under the Bombay Trust Act 1950, has for long been associated with the promotion of various educational projects and institutions. The School is an unaided minority institution. It follows the ICSE curriculum for all classes and is affiliated to ICSE Board, New Delhi.

9.2.5. SECURITY CCTV at entry points are continuously monitored.

9.2.6. TRANSPORT The Sharda Gyan peeth international school provides transport facility which is outsourced. RTO rules Compliance is checked thoroughly. All the mandatory conditions are being fulfilled by the transport vendor. There is a lady attendant in every vehicle. First Aid Box, GPRS and CC TV cameras are in place. In case of absence of any lady attendant, school sends their own staff to fill up that gap. Surprise check-up happens from school side and teachers ride the buses to check whether everything promised is being delivered. They encourage parents to use transport in order to avoid traffic jam on the road and also to save fuel.

9.2.7. MAINTAINANCE •

Walls are painted every year in summer vacation plus checked for any kind of structural distortion.

•

Other staff members like cleaners, gardeners are present for daily maintenance.

9.0. SF

191

9.3.

GREEN ACRES ACADEMY

LOCATION

: Chembur, Mumbai, Maharashtra, India

PROJECT YEAR : 2015 AREA

: 7980 sq, m

CATEGORY

: Elementary and middle school

ARCHITECTS

: Tushar Desai Associates

ARCHITECTS INCHARGE: Tushar Desai, Chaula Trivedi DESIGN TEAM : Abdulla Gavandi, Bhushan Kumawat, Riddhi Rathod, Payal Mehta, Kavita Jadhav, Anja Kacholia

9.3.1. DESIGN INTERVENTION Text description provided by the architects. The client brief was to design a K-12 school in one of the Mumbai suburbs. The key challenge was to provide for constructing the building in 3 phases & to ensure a non-rigid environment. The fact that the school was going to be built in a phased manner over 5 to 8 years, presented

opportunity

design a building that grows. The very high land rates in Mumbai coupled

with

regressive building regulations made it very challenging to Figure 9.1. south façade Source: https://www.archdaily.com/785026/the-green-acres-academy-tushardesai-assosiates

introduce un-programmed spaces beyond the design program. It also implied a vertical school

building. The challenge was to create a horizontal feel within the vertical environment. A child enters a school as a toddler & leaves as a teenager. It was important that the design remains valid for generations of children. It was important that a school went beyond the 3 dimensions of space and catered to the 4th dimension of time.

193

Figure 9.3. concept and ventilation Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

Figure 9.2. Services and building laws Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

194

Figure.9.5. Ground floor plan

Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

Figure 9.5. Double height stilt Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

195

Figure 9.9. Second floor plan Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

Figure 9.9. Preschool classroom

Source: https://www.archdaily.com/785026/the-green-acres-

academy-tushar-desai-assosiates

Figure 9.9. Central area corridor Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

196

Figure 9.12. Third floor plan Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

Figure 9.12. Central area corridor Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

Figure 9.12. Classroom Interior Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

197

The central block

was

conceived

column free space that

housed

common like

the

facilities

laboratories,

library etc. allowing flexibility to adapt to

changing functional

Figure 9.14. Double height window panel

Figure 9.13. Window system from interior

Source:

https://www.archdaily.com/785026/the-green-

acres-academy-tushar-desai-assosiates

requirements.

For

the left & right wings the column structure

followed

the classroom grid. Together it ensured minimal cost of structural design. Further a split level was created by staggering the central bay level by 4’-0. This ensured two floors of classrooms could access common activities. The connecting staircase was planned not just as a means to

Figure 9.15. Section BB Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

198

access the levels but also allow children & teachers to pause, sit & synergize in an informal manner. The playful design & the colour treatment emphasized the informality of the space. The fact that a staircase is free of FSI in Mumbai, helped generate the additional space required for 5 divisions per standard to make the financial model viable. Strategically widened corridors created pauses that further encouraged unplanned interaction. For an education building the minimum clear floor height as per the regulations was 3.6mts. This allowed for providing for 3 toilets between two floors and freeing some more floor space. The design was based on the principles of passive climate control to optimize the use of natural light & ventilation by scientifically capturing and guiding wind through corridors and natural sunlight through the light shelves. The light shelves were an innovation that took advantage of the building bye laws that permitted only 750mm deep horizontal projections free of FSI to reflect glare free sunlight deep into the classroom and provide a cost-effective visual feature on the façade

Figure 9.16. Passive climate control Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

Exposed concrete, with its allusions to timelessness, ruggedness, neutrality and honesty of expression became the clear choice as backdrop. Silver anodized aluminium windows & 199

light shelves complemented the exposed concrete. The entire colour wheel palette offered an inexpensive method of Infusing life and vibrancy. Hi-wall split indoor units on inverter-based technology were the most economical option for air-conditioning and the channels to run the piping were seamlessly integrated in the structural design. Similarly, light grooves were introduced in the beams to house the lights so that the light fixtures became the integral part of structure.

Figure 9.18. South Façade Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

Figure 9.18. South Facade elevation Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

200

Figure 9.20. Section AA Source: https://www.archdaily.com/785026/the-green-acres-academy-tushar-desai-assosiates

9.3.2. TEACHING CONCEPT

Figure 9.19. Teaching concept Source: https://tgaa.in/

201

Figure 9.22. Approach Source: https://tgaa.in/

Figure 9.22. Extracurricular clubs Source: https://tgaa.in/

202

Figure 9.23. Facilities Source: https://tgaa.in/

203

Figure 9.24. Infrastructure Source: https://tgaa.in/

9.3.3. SAFETY PROGRAM 9.3.1.1. CCTV MONITORING Cameras are installed in each classroom and common area. They are monitored continuously by security personnel for the safety and security of your child.

204

9.3.1.2.

SAFE TRANSPORTATION

School busses have a unique loading and unloading procedure that ensures safety. GPS tracking lets you know where your child is at any moment. A female attendant accompanies students on all routes. 9.3.1.3.

FIRE AND EARTHQUAKE

The building is earthquake-resistant and has extensive fire safety equipment. The school as a well-defined fire evacuation protocol that all students and staff are well versed with. Practice drills are conducted twice a year. 9.3.1.4.

STAFF SAFETY CHECKS

All staff, including teachers, housekeeping, security and non-teaching staff are subjected to employment verification, court verification and police verification by a third party. 9.3.1.5.

STRICT ENTRY AND EXIT POLICY

The school is designed to allow entry and exit only at one point, which is strictly controlled by well-trained security team. 9.3.1.6.

FIRST AID TRAINING FOR ALL STAFF

In addition to the highly trained medical staff at the health centre, all school staff are required to undergo training in first aid once a year.

9.0 SCD

205

9.4.

ROCKFORD PUBLIC SCHOOL

LOCATION

: Rockford, Illinois, United States

AREA

: 8000 sq. m

PROJECT YEAR : 2018 CATEGORY

: 1st grade to 5th grade school

ARCHITECTS

: Cannon Design

Figure 9.1. Rockford Public school Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

7.8.19.

DESIGN INTERVENTION

Text description provided by the architects. Children are a segment of the population with essentially zero political power. Any power they do hold is by proxy. The process and resulting solution for Rockford Public school’s new K-5 prototype school pivots this dynamic, designing with students rather than for them. This architecture is community. During discovery meetings with the school principal, the design team learned the district holds “morning briefings” with their students, many of whom have disadvantageous, difficult and even traumatic home lives. The briefings are designed to help students release any negative energy they may hold, so they can best take in new information and collaborate with peers throughout the day.

207

Figure 9.4. Exterior Geometric Windows Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

Recognizing the importance of these “morning briefings” with students, our team identified a need for more programmatic space to ensure they could occur and students could best thrive. Balancing budget and space constraints, the design team in collaboration with Rockford 4th grade students designed a covered town hall at the center of the building. The town hall unites the school’s gymnasium, cafeteria, art spaces, library and other public spaces while providing a home for the briefings.

Figure 9.3. Classroom Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

Figure 9.3. Geometric seating + window Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

208

Figure 9.6. Plan Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

The central town hall is surrounded by grade-level learning communities specifically designed to the needs of the distinct age groupings: kindergarten, first and second, third and fourth and fifth grades. As a result of engaging students in the design process, the school moves away from traditional features - such as long corridors and fixed, immovable classroom objects that inhibit interaction and skill development - to embrace a more open village design concept. This concept creates hubs for connection throughout the building and enhances a sense of community. In the case of the Rockford K-5 prototype school, the whole is truly greater than the sum of its parts.

Figure 9.5. Conceptual sketch by the architect Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

209

Figure 9.8. Conceptual plan by the architect Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

Figure 9.8. Evolution of Plan Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

creates hubs for connection throughout the building and enhances a sense of community. In the 210

Figure 9.10. Zoning Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

The architecture engages children directly, at once both stimulating and educational. It inherently responds to the reality that entering kindergarten - in this case an 86,000 SF building - can be a remarkably difficult transition and intimidating experience. Influenced by the drawings of children, the design team created unique kindergarten spaces that are visible from the street to help eliminate any intimidation. Each space has unique geometric windows with different colors that break the scale of the school down to the one room schoolhouse, allowing kindergarten students to understand their space in the larger community.

Figure 9.9. 3D Views Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

211

Figure 9.12. 3D of interior Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

Figure 9.11. 3D section Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

212

Figure 9.15. Elevation Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

Figure 9.14. Classroom Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

The windows, installed near floor level, are irresistible to the kindergartners, beckoning them to engage with the world around them. This geometric strategy extends to other spaces throughout the building where students learn while playing. With integrated furniture, the students learn mass and void relationships in the physical world. This spatial reasoning is essential for their development. In the learning communities, the soft, moveable furniture is designed to be pushed, pulled, and repositioned any way the students desire. Their collaboration, community, and experience are remade by them each day.

Figure 9.13. Library and Yoga room Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

213

Figure 9.19. Library

Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

Figure 9.19. Ancillary space Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

Figure 9.19. Ancillary space

Figure 9.19. Conference room

Source: https://www.archdaily.com/917639/rockford-public-school-

Source:

cannondesign

https://www.archdaily.com/917639/rockfordpublic-school-cannondesign

214

Finally, the architecture of the whole is designed to reflect the larger community of Rockford, Illinois. Drawing on the community’s agrarian and industrial roots, the 86,000-sf facility is broken down into smaller, identifiable masses, reflecting the student’s understanding of architecture and place. Looking at both the macro (history, community, culture) and the micro (postures, cognitive development, learning styles) the design team synthesized a new prototype for both the students and the community.

Figure 9.20. View from Parking Source: https://www.archdaily.com/917639/rockford-public-school-cannondesign

9.0. FA

215

9.5.

CMR EKYA SCHOOL

LOCATION

: Ekya at ITPL, Bangalore, India.

ARCHITECTS

: Mindspace

TYPE

: CBSE school till 12th standard

AREA

: 8020.8 m2

PROJECT YEAR : 2016

Figure 9.1. Design concept by the architect Source: https://archello.com/products/all-categories/guide

Text description provided by the architects. Designing a school is always exciting and challenging since it is about dealing with the energy of children of different age groups, from nursery kids to adolescent teens. Each age group has specific psychological and physical need which has implication on architecture and conceiving of spaces. From a tender Figure 9.2. 1st floor passage

age of four, children spend most time of

Source: https://www.archdaily.com/909867/cmr-ekya-school-

the day in school.

mindspace-architects

217

Figure 9.6. Indoor amphitheatre

Figure 9.6. From the 1st floor

Source: https://www.archdaily.com/909867/cmr-ekya-

school-mindspace-architects

Figure 9.6. Section 1 Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspace-architects

Hence school has to be a place where both teachers and students can learn and play, a place where they get inspired. While designing for children, an image of children exploring a space with no boundaries can be very inspiring- where they have the chance to touch and feel materials, respond to them. Eye levels can also be exploited and be made exciting for children. There are also different kinds of needs and curiosities that have to be met - to allow the young child to try and catch a ray of sunlight in their hands, for older children to have space for studying alone or in group, spaces for individual teaching. While designing schools, architecture offers immense potential and freedom, which

also

Figure 9.3. bridges and voids for ventilation Source: https://www.archdaily.com/909867/cmr-ekyaschool-mindspace-architects

218

needs

accompanied

understanding and observations on how children use and experience space through the years which have tried to integrate in Ekya School.

Figure 9.7. Basketball and badminton court with face view Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspace-architects

The CMR Ekya School in Bangalore has a total site area of 1.41 Acres and accommodates students from kindergarten to Class 12. The kindergarten has a total of 10 classrooms, and rest of the classes has four Figure 9.8. First floor corridor

Source: https://www.archdaily.com/909867/cmr-ekya-

sections each with laboratories and other administrative facilities.

school-mindspace-architects

219

Figure 9.11. Ground floor plan Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspace-architects

The ground floor is segregated into two zones - one for the kindergarten, which has its own drop off and pickup area, and the second for the administrative facilities, separated from the kindergarten to give the young children the required security and privacy. The rest of the ground floor area is kept open and becomes a part of the play area for students. The school has a play area consisting of a basketball court, volleyball and throw ball courts, two cricket practice pitches, a swimming pool and a play area for kindergarten in addition to other double and triple height covered play areas for the children.

Figure 9.10. Corridor bridge

Figure 9.10. Amphitheatre

Source: https://www.archdaily.com/909867/cmr-ekya-

school-mindspace-architects

220

Figure 9.13. First floor plan Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspace-architects

Figure 9.13. Second floor plan Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspace-architects

221

There are two layers of classrooms planned around the play area, with a corridor becoming a spine connecting the two layers. The corridors and bridges are staggered to have trees and plants and also to bring in light for the lower floors. The amphitheatre at the ground floor provides a gradual transition between the ground and the first floor.

Figure 9.16. Third floor plan Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspace-architects

Figure 9.16. corridor

Figure 9.16. Window treatment

Source: https://www.archdaily.com/909867/cmr-ekya-

school-mindspace-architects

222

Figure 9.18. Roof plan Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspace-architects

Figure 9.17. Completed view Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspace-architects

223

There is a play of volume and light along the corridor. Wind tunnels are located after every two classrooms, which open into the corridor areas keeping the entire school campus including all the classrooms well ventilated and naturally lit, thus reducing energy

consumption.

The

campus is made disabled-friendly Figure 9.19. Ventilation

by providing ramps and lifts to

Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspacearchitects

access all the levels. There are a lot of details in terms of railings,

pin up boards, doors –windows, use of colours specifically developed to deal with different age groups. The attempt was to create spaces that would complement the scale and energy of a child using elements of nature to create a happy place.

Figure 9.20. Facade development Source: https://www.archdaily.com/909867/cmr-ekya-school-mindspace-architects

224

Figure 9.21. Facade development Source: https://www.archdaily.com/909867/cmr-ekyaschool-mindspace-architects

STUDENT : TEACHER RATIO

SCHEDULE

• 30 : 1

• Montessori Sub-Juniors: 8:10 am to 12:30 pm K1, K2, • Montessori Juniors and Montessori Seniors: 8:10 am to 3 pm • Grades 1 to 12: 8:10 am to 3 pm

9.5.1. THE FOLLOWING AFTER-SCHOOL ACTIVITIES ARE CONDUCTED AT EKYA SCHOOL ITPL FOR THE ACADEMIC SESSION 2018-19: i.

Design thinking challenge

ii.

robotics

iii.

Hour of Code

iv.

quizshala

Visual Art

Visual Art classes are conducted after school hours for students who are interested in learning finer techniques than those covered in the curriculum. Students learn about various techniques

225

of visual expression like abstract art, glass painting, Madhubani, contemporary and realistic art, 2D and 3D art, canvas painting to name a few. Performing Arts* Students are trained in the technical intricacies of classical music and musical instruments such as the Keyboard and Table. Children are also groomed in the genres of Western Vocals. Hindustani Vocal classes are conducted by trained instructors who help students gain technical proficiency. Dance Fitness In Dance Fitness, technique and intricate choreography aren’t the focus. Students are let to enjoy a freestyle form of dance, sweat out while doing their best to follow the instructor. Dance fitness classes have a focus on cardiovascular exercise. Animation & Multimedia AECS (Aplus Education and Computer Services Pvt Ltd) will deliver a course on “Digital Artwork Design” as part of our after-school classes. The key topics covered in this course will be Sketching, Illustrator, and Photoshop. On completion of these classes, students would become familiar with the latest digital design tools used in the Industry today. They can also create logos, printing materials, advertisements, etc. This course works acts as a steppingstone for careers in Web designing, Game designing, Animators and Visual Effect experts. Drone Making GSPER with conduct the Drone Making classes for our students. They enable young minds to express their creativity in a scientific manner. Their objective is to make learning practical, fun and application based. GSPER wants to empower students with knowledge that helps them to create innovative designs, products, and solutions using their own creativity. At the end of the session, every student will have their own quadcopter and will go through a test and will become a certified “Quadcopter Pilot” and fly their own Quadcopter. All the students will be part of the biggest air show in India, which will be conducted in the month of December 2019.

226

Sports* Basketball coaching is conducted on campus for students of various ages. In addition to Basketball, the campuses provide coaching for Skating and Karate. they also facilitate indoor games like Chess and Carrom with the provision for Yoga.

9.5.2. INFRASTRUCTURE The Ekya School ITPL campus is situated on a two-and-a-half-acre campus in the heart of Doddanekundi, Bangalore. The building was designed by nationally renowned architect, Mr. Sanjay Mohe and his team at Mindspace Architects Some of the key features of the campus are: i.

600 seated amphitheatre that hosts special annual days and sports events

ii.

Separate entrance for pre-primary section

iii.

Sandpit area

iv.

Pre-primary play area

Gardening area

vi.

Pre-primary activity area with puppet space, puzzles, kinetic sand and games

vii.

Well-lit, spacious Montessori and Kindergarten environments equipped with appropriately sized toilets for boys and girls

viii. ix.

Digital school library with over 5000 titles Library seating especially for primary and senior children, with lots of cushions and floor seating for a relaxed reading environment

Social studies lab with maps and materials

xi.

Mathematics lab equipped with math manipulative

xii.

90-seated AV room

xiii.

Conference rooms for discussions

xiv.

Well-ventilated classrooms with large windows. Every classroom contains an in-class library and comfortable and flexible seating

xv.

Teachers’ Resource Centre

xvi.

Parent-Teacher meeting rooms

xvii.

ICT labs with computers with internet connection

xviii.

Three well-equipped science labs for Physics, Chemistry and Biology. The labs adhere to all safety precautions and contain eye wash area, fume chamber and student goggles.

xix.

The campus has a public address system for announcements and national anthem at the end of the day

xx.

Large visual art rooms with specialist material

xxi.

24-hour CCTV monitoring facility 227

xxii.

School infirmary with first aid kit and resting area

xxiii.

Student artwork displayed in the corridors

xxiv.

Every classroom has large pin-up boards that showcase current and visible learning. Word walls, math wall, sight words, calendar, social contract and birthday boards are common features.

xxv.

Staff rooms

xxvi.

Well maintained and separate staff, boys and girls toilets on every floor.

9.5.3. SPORTS i.

National level basketball court

ii.

Large playground

iii.

Throw ball court

iv.

Volleyball court

Indoor sports room with table tennis,

vi.

chess and

vii.

carom

9.5.4. SAFETY AND SECURITY As a school, they believe that protecting the interests of children is non-negotiable. The school takes every possible measure to ensure that our students have access to a learning environment that is safe, secure and enjoyable. Here are some of the security measures that are in place at campus: i.

Each campus was designed and constructed with the conscious thought of safety in mind. In addition to vantage points, staff rooms are strategically situated so that teachers may keep an eye on the corridors and student activity at all times.

ii.

Each of the campuses is brightly lit. schools were built with the intention of heavily relying on natural wind and sunlight during the school hours. the school do not have rooms that are secluded or dark. Every room has a glass panel that assures visibility of any activity taking place.

iii.

All campus civil maintenance related works are carried out post school hours thereby prohibiting any service provider into the premises. However, if there is anything that requires urgent attention, there is a female campus in-charge, who escorts all servicemen.

iv.

Our campuses have been provided with tight CCTV surveillance that cover corridors and meeting-points of every floor.

There are separate male and female washrooms for students and teaching staff. Drivers, security access an external washroom which is not within the campus. 228

vi.

To be prepared in the event of any emergency, students are made aware of the fire evacuation procedures. Members of staff are trained in First Aid. In addition to the in-house School Nurse, there is a doctor on call to address any medical emergencies.

9.5.5. TRANSPORTATION i.

Parents are to submit their requests for transportation to the office at the time of admission.

ii.

GPS tracking systems are installed on all our school buses which lets us monitor their locations.

iii.

Each bus has a lady attendant who accompanies the students during pickup and drop-off. A few of our teachers join them in the morning.

iv.

With a dedicated transport in-charge, headed by a centralized team, the drivers and attendants are continuously briefed and checked. Surprise checks are conducted on the buses at regular intervals to ensure that all safeguards are in place.

229

9.6. COMPARATIVE ANALYSIS CASE

K. J. SOMAIYA (LIVE)

SHARDA GYAN PEETH INTERNATIONAL SCHOOL (LIVE)

ROCKFORD PUBLIC SCHOOL (NET)

GREEN ACRES ACADEMY (NET)

CMR EKYA SCHOOL (NET)

REQUIREMENT

LOCATION

• Vidyavihar, Mumbai, Maharashtra, India.

• Malad east. Mumbai

• Rockford, Illinois, united states

• Chembur, Mumbai, Maharashtra, India.

• Ekya at ITPL, Bangalore, India.

• ---

CATEGORY

• Nursery to secondary CBSC board.

• Nursery to secondary ICSE board.

• School till fifth grade

• Kindergarden to secondary school

• CBSE school till 12th standard

• ---

• 2014

• 1950

• 2018

• 2015

• 2016

• ---

• 50 : 1

• 30 : 1

• 12 : 1 • 3-4 teachers per class

• 30 : 1

• STUDENTS : 2600 • STAFF : 90

• STUDENTS : 210 • STAFF : 56

• STUDENTS : 1560 • STAFF :

• STUDENTS : 1800 • STAFF : 150

CIRCULATION

• The School is conceived as 3 separate wings, with the kindergarten carefully isolated from the secondary school, • The teaching sections for both divisions are accessed through separate entrances

• The office is placed at the 1st 2 floors of the building • The rest of the floors have purely educational rooms

• The central town hall is surrounded by grade-level learning communities • This concept creates hubs for connection throughout the building and enhances a sense of community.

• The central block of the building has laboratories, library and other ancillary spaces while the other 2 sides have the classrooms

• The ground floor is segregated into two zones - one for the kindergarten, and the second for the administrative facilities.

• The passages should not get crowded during recess. • The classrooms should be easy to access. • Fire staircases should be easy to accesses • Should maintain discipline

LAYOUT OF CLASSROOM

• While teaching the students are facing the blackboard and while group assignments the furniture gets oriented in groups of desks.

• Some classes are oriented as the back to the window and backboard in front. • Other classes have side windows and doors

• Open classroom with grouping setup with geometrical light weight furniture

• While teaching the students are facing the blackboard • 40 students per classroom • Grouping of desks during group assignments.

• While teaching the students are facing the classroom

• Should have good light and ventilation • Should not have glare on the board • Should be visible to all

LIGHT VENTILATION

• All the rooms have big external facing windows and glazed window facing the passage • The central area has parapet walls for ventilation in the passages

• The windows are not big enough because of which very small amount of natural light enters in the building.

• Each space has unique geometric windows • All the spaces are well lit giving a sense of security and joy to the students

• The design was based on the principles of passive climate control by scientifically capturing and guiding wind through corridors and natural sunlight through the light shelves.

• The corridors and bridges are staggered to have trees and plants and also to bring in light for the lower floors • There is a play of volume and light along the corridor.

• A good indoor environment requires good air quality and light so that the children can concentrate while studding.

ORIENTATION OF THE BUILDING

• The south heat does not fall directly on the window • Southwest wind enters the building from openings

• The building is oriented as the site allows to.

• The building is oriented considering the site and climate on the site

• The building is oriented parallel to the site

• The building is parallel to the site with the u shape opening to the entrance of the site

• optimizing exposure to the north and south directions, schools have access to a more diffuse light that is suitable for daylighting

TYPE OF STRUCTURE/ MATERIALS

• R.C.C. framing with brick structure • A screen wall clads in basalt stone, juxtaposed against a large exterior flight of steps, creates a distinctive architectural feature, while also helps in softening the threshold between the outdoor play areas and the surrounding neighborhood.

• R.C.C framing structure

• Exposed concrete. • Silver anodized aluminium windows & light shelves complemented the exposed concrete. • The entire colour wheel palette offered an inexpensive method of Infusing life and vibrancy.

• R.C.C framing structure

• using green materials and energy saving processes to help make a positive impact on our environment. • Recycled metal, cork, bamboo, recycled glass and Recycled or reclaimed bricks

COMPLETION YEAR STUDENT TEACHER RATIO

• Till primary • Secondary

STUDENTS STAFF

• STUDENTS : 1160 • STAFF : 135

:: 15 : 1 :: 30 : 1

• R.C.C framing structure

and

brick

and

231

brick

• 30 : 1 or 40 : 1 • ---

and

brick

CASE

K. J. SOMAIYA (LIVE)

SHARDA GYAN PEETH INTERNATIONAL SCHOOL (LIVE)

ROCKFORD PUBLIC SCHOOL

GREEN ACRES ACADEMY

(NET)

CMR EKYA SCHOOL

REQUIREMENT

(NET)

AREAS SITE

• 10,000 m2

• 3200 m2

• 8000 m2

• 7980 m2

• 8020.8 m2

• At least 2000 m2 of its own

CLASSROOM

• 50 m2 • 1.67 m2 / pupil

• 43 m2 • 0.86 m2 / pupil

• 80 m2 • 2.6 m2 / pupil

• 60 m • 1.5 m2 / pupil • 40 students per class

• 75 m2 • 2.5 m2 / pupil

• For traditional teaching 1.8 - 2 m2 / pupil • For teaching in sets – 3 - 5 m2 / pupil • For open plan teaching 4.5 m2/ place including ancillary areas needed for each subject • The clear height should be minimum 2.7 – 3.4 m

STAFF ROOM

• 65 m2

• 44 m2

• 60 m2

• 40 m2

• 35 m2

• Space per place 3.4 – 4 m2

• 130 m2 • 4 m2 / pupil if 30 students are using the library at a time

• 200 m • 2 m2 / pupil for 100 places

• 195 m • 2 m2 / pupil for 100 places

• 125 m2 • 1.25 m2 / pupil for 100 places • Has 15000 books

• 80 m2 • 1.6 m2 / pupil • 2 libraries on 2nd and 3rd floor has 5000 tittles

• • • •

• 240 m2

• 170 m2

• 130 m2

• 180 m2

• 150 m2

• Space per place 3.4 – 4 m2

• 385 m2 • 1.2 m2 / pupil for 300 places

• 270 m2 • 0.54 m2 / place for 500 places

• 743 m2 • 1.5 m2 / pupil for 500 places

• 420 m2 • 0.84 m2 / pupil for 500 places

• ---

• Space requirement for distribution systems 40 -60 m2 • 1.2 – 1.4 m2 per place for dining area • For every 40 places 1 wash basin in entrance area

• 110 m2 • 3.6 m2 / pupil

• 80 m2 • 2 m2 / pupil

• ---

• 65 – 70 m2

• 110 m2 • 3.6 m2 / pupil

• 80 m2 • 2 m2 / pupil

• 50 m2 • 1.6 m2 / pupil

• 3.5 – 4 m2 / pupil • North facing for natural light

• 100 m • 2.5 m2 / pupil

• 90 m • 3 m2 / pupil

• 2.5 m2 / place • For lectures and demonstrations in practical work 4.5 m2 / place including special purpose ancillary space but not including ancillary rooms.

• 40 m2

• 12 m2

• Total of 30 – 40 or 70 m2 depending on the size of the school and the science area.

LIBRARY ADMIN OFFICE CAFETERIA

MUSIC / DANCE / EXTRA CARECULAR

• 85 m2 • 2.8 m2 / pupil

ART ROOM

• 85 m2 • 2.8 m2 / pupil

• 60 m2 • 1.2 m2 / pupil

LABORATORY

• 100 m • 3.2 m2 / pupil

• 62 m • 1.24 m2 / pupil

• ---

Book space -1 – 1.2 m2 / 200 books At least 30 study spaces – 2.5 – 3 m2 Room for work in groups for 8-10, 20m2 Min 1500 books

ROOMS FOR PREPARATION AND MATERIALS

• 37.5 m2

COMPUTER LAB

• 95 m2 • 3.16 m2 / pupil

• 90 m2 • 1.8 m2 / pupil

• ---

• 80 m2 • 2 m2 / pupil

• 90 m2 • 3 m2 / pupil

• 4.5 m2 / pupil • With minimum 10 computers

MULTIPURPOSE HALL

• 470 m2 • 0.47 m2 / place

• 500 m2 • 0.5 m2 / pupil

• ---

• 420 m2 • 0.42 m2 / pupil

• 200 m2 • 0.4 m2 / pupil

• 0.8 – 0.95 m2

• Busses Outside campus on road

• Parking provided in front of the main entrance

• 12.5 m2 / car • 36 m2 / bus • For 100 pupils 15 m2 • For 20 teachers 15m2

PASSAGE WIDTH

• 18 m2

• 100 m2

PARKING TOILET BLOCK

• ---

• 30 m2

• 37 m2

• 30 m2

• 3m wide passage

• 2 – 2.5 m wide passage

• 3 m wide passages

• 2.5 m wide passages

• 3 m wide passage

232

• 2 m minimum

K. J. SOMAIYA

CASE

(LIVE)

SHARDA GYAN PEETH INTERNATIONAL SCHOOL (LIVE)

ROCKFORD PUBLIC SCHOOL

GREEN ACRES ACADEMY

(NET)

CMR EKYA SCHOOL (NET)

REQUIREMENT

SERVICES • 2 lifts

• 2 lifts

• --

• 4 lifts

• 2 lifts

• Lifts near staircase in case it is more than 3 storeys

STAIRCASE

• 5 staircases on ground and 1st floor • 4 staircases on 2nd, 3rd and 4th floor

• 3 staircases till 1st floor • 2 staircases from 2nd floor

• --

• 2 staircases

• 3staircase blocks

• staircases at least at 25m max distance from each corner • 1.25 min width, 2.5 max

TOILETS

• 3 toilets on 1st, 2nd and ground floor • 2 toilets on 3rd and 4th floor • Staff rooms have separate toilets

• 2 toilet blocks till 2nd floor • 1 toilet block on above floors

• 7 toilet blocks on ground floor

• 2 toilet blocks on each floor

• 1 W.C. Per 25 girls • 1W.C. And 2 urinals for 40 boys

WATER STORAGE TANKS

• OHT and UGT provided

• 135 lit / pupil

ELECTRIC METER ROOM

• Provided on site

• Provided in stilt area

• Meter room provided

• Provided in stilt area

• should be easily accessible to the staff, and safe distance from the children

• Greenest lawn • Big trees out of the site seen

• Less vegetation seen on site

• Big trees provided in and around the site • The corridors and bridges are staggered to have trees and plants.

• CCTV at entry points are continuously monitored.

• Security guards are present every where • Cameras are installed in each classroom and common area. Even parents are not allowed in the premises without i.d. cards or appointments

• Staffroom situated as to keep an eye on the corridor. • CCTV provided throughout the site at 24 hrs surveillance • All campus civil maintenance related works are carried out post school hours

• Fire safety • Security cabins • GPS and safety transportation • First aid kits

LIFTS

OTHER

VEGETATION

• Big trees on the boundary with lawn and small shrubs around the building landscaped beautifully

• Big trees on the boundary wall

• ---

SECURITY

• CCTV at entry points are continuously monitored. • There is a lady attendant in every vehicle. • First Aid Box, GPRS and CC TV cameras are in every bus.

• CCTV at entry points are continuously monitored.

TRANSPORT

• They encourage parents to use transport in order to avoid traffic jam on the road and also to save fuel.

• Bus facility are provided to the students with extra charges

• School busses have a unique loading and unloading procedure that ensures safety

• Bus facility are provided to the students with extra charges

• GPS and CCTV

MAINTAINANCE

• Walls are painted every year in summer vacation plus checked for any kind of structural distortion. • Other staff members like cleaners, gardeners are present for daily maintenance.

• Walls are painted at regular intervals of time • Cleaners are present for daily maintenance.

• Walls are painted each year in summer vacation plus checked for any kind of structural distortion • Cleaners are present for daily maintenance.

• All campus civil maintenance related works are carried out post school hours • Other staff members like cleaners, gardeners are present for daily maintenance.

• School premises should be maintained and cleaned for the heath of children • Servicing • Building should be checked for any defects at regular intervals

233

during

K. J. SOMAIYA

CASE

(LIVE)

SHARDA GYAN PEETH INTERNATIONAL SCHOOL (LIVE)

ROCKFORD PUBLIC SCHOOL

GREEN ACRES ACADEMY

(NET)

CMR EKYA SCHOOL (NET)

REQUIREMENT

OTHER

SPORTS ACTIVITIES

ACTIVITIES CONDUCTED

• Eight lane sports ground with athletic synthetic track • Two sand pits for triple jump, • Shot put circle • Javelin throw. • Football ground • A badminton court, • Tennis court, • Two squash courts, • a basketball court, • Two volleyball courts and • gymnasium. • Also have a multi-sport surface and space for organizing roller skating classes. • Carrom • Chess • Gymnastics • Yoga • • • • • • • • • • • • • • • • • • • • • •

Literary week Hindi diwas Mother’s Day Pet animals’ day Gandhi Jayanti Joy of giving Diwali party Christmas carnival Art mela Makar Sankranti Transportation day, car wash, visit to garage Multicultural day Friendship day Mathematics day Dance competition Singing competition Independence Day Sanskrit day Ozone day Teachers day Quizzes Spell bee

• • • •

Cricket pitch Table tennis court Basketball court Skating in the stilt

• • • •

National sports day Science day Independence Day Kalabharti drawing competition International yoga day Cultural fest English reading competition Field trip Story telling Annual sports day Hindi diwas Republic day Navratri celebration Janmashtami celebration Grand Parents day Christmas celebration Graduation day picnic

• • • • • • • • • • • • • •

• • • •

Basketball Tennis Gymnasium Yoga

Table 9.1. Comparative analysis

235

• Chess

• National level basketball court • Large playground • Throw ball court • Volleyball court • Indoor sports room with table tennis, • chess and • Carom • Skating • karate

• • • • • •

• • • • • • • • •

Creative writing Art Indian dance Junior master chef Dramatics flute playing Robotics school band

Design thinking challenge robotics Hour of Code quiz Shala Visual Art Performing Arts Dance Fitness Animation & Multimedia Drone Making

• Should have sports facilities atleast as the curriculum includes

• ---

9.7. CONCLUSION i.

4 of the case studies are from India, as the curriculum is almost same and the Proposed school is also is India, Mumbai.

ii.

The school design should avoid black alleys and dark corners, the planning should be seamless and no obstruction in the vision.

iii.

The school should have a locker area so that the students won’t have to carry their heavy bags at school and some books can be kept in the locker.

iv.

The staffroom should be divided to have good management and also to supervise every area.

There should be level difference in the classroom so that the back benchers are not avoided.

vi.

The washrooms of male and female can be far apart to increase privacy as given in K.J. Somaiya school.

vii.

The classroom should be flexible to conduct lectures, class group assignments etc.

viii.

The primary and secondary sections can be separated to avoid bullying.

ix.

There should be fire evacuation plan provided on each floor and drills should be conducted time to time.

The classroom should have side windows and not back windows to avoid glare on the blackboard.

xi.

The corridor windows should be partially opaque to avoid disturbance in the classroom

xii.

Optimizing exposure to the north and south directions, schools have access to a more diffuse light that is suitable for daylighting as the east and west lights gives glares in the classrooms.

xiii.

Using green materials and energy saving processes to help make a positive impact on our environment.

xiv.

CMR Ekya school had the best and spacious classrooms as each student as 2.5 square metre of area.

xv.

The passages should be spacious to avoid crowding in the recess

xvi.

The kitchen should have a proper serving area with hand wash nearby.

xvii.

The multipurpose hall should be designed in such a way that it holds more than 1000 students at a time with proper acoustic.

xviii.

There should be enough parking space for busses, staff vehicles and visitors parking. This parking circulation should not affect other programmes in the school.

xix.

The meter room should be accessible to the staff but away from the kids. 237

xx.

Should have native vegetation all around the site and can have voids in the design for aesthetic and ventilation purpose.

xxi.

The design should have proper facilities for maintenance purpose as it is equally important.

xxii.

The school should have good infrastructure other than classrooms and study rooms to increase the interest of the students. Plus, this keeps their interest in school curriculum also.

xxiii.

Spaces to celebrate Indian festivals should be provided.

238

10.0.DESIGN BRIEF If a school environment is well-designed, with the educational, social and emotional needs of its students properly considered, it has a head start in becoming an outstanding place of learning. The spaces created on campus will have a profound impact on effective teaching and enjoyable learning – getting this right contributes so much to the positive and supportive atmosphere that visitors will sense as soon as they step through the school gate. It is important to pay particular attention to the relationship between indoor and outdoor space, wanting to take advantage of every opportunity on site to create a purposeful, creative and supportive atmosphere. Recreational, informal and transitional areas need as much attentions as classrooms and are often neglected, even though students will spend a great deal of time in them – and what happens in these spaces has a profound impact not only on patterns of behaviour but also what happens in the classroom

10.1. SURVEY A survey was conducted with few simple questions to which even a small kid could answer so that to know what the majority of the people recommend.

239

240

241

242

243

Describe how you imagine your classroom to be? You can suggest anything in your mind? 49 responses

A place where you get the vibes of learning and exploring things. Break the stereo typical layout of benches with 3 students in line...informal sitting layout Informal in character (may be one can think it as without benches....idk) Knowledge oriented and likely to inspire students not on mugging up but moreover learning. More use of technology for teaching purpose and if possible, an open classroom spacious, with projectors speakers and well ventilated An enclosed space with proper natural light and ventilation and having e-class system Simple. Windows opening up to greenery. Its lighted, airy, unsuffocated, with the use of bright colours on walls and different display boards in the classroom with the main focus towards the blackboard /the smart class Following the square rectangle culture of classroom through years makes it sound boring. Y does a class is not of any random shape or y can't we just have rooms without walls or an alternative to walls. Incorporating use of natural lights and natural air. A place where is it’s easy to learn. Mind should not get divert due to to unusual light settings or colour schemes eLearning spaces provision Fun-loving Concise working desks! Interactive (walls, ceilings, windows, doors etc.). Practical learning space. More intuitive, creative n engaging 244

Natural classroom but with strict provisions for concentration The classrooms are fine, but students should get practical knowledge with book knowledge too. Interactive physically and mentally Proper space...appropriate furniture, locker rooms. Flexible, Natural, no four walls restricted, spacious Creative Calming atmosphere, movable space, ramps if any handicapped I image my classroom around trees! I can loot up to nature and at the same time getting to learn things Well ventilated, well lit, spacious, clean, no noise pollution. Quiet and Interactive. Well-lit spacious and ventilated For kids below 4th std., rooms must be entertaining so that they don't cry, they feel like coming to school every day and enjoy the school period. The rooms can be made entertaining by drawing various cartoons/ favourite superhero characters, etc. With lot of light and air One with a knowledgeable teacher School should be kind of open! Not school school but bit open to learn and play!! Kind of gurukul check Somaiya library u will understand kind of school should be!! Full of crafts and fun learning toys Interactive and open Good ventilated .... Natural n max. Amount of light coming in Provision of soft boards and shelf for showcasing art n craft Well planned for proper viewing of board Key insights into five common design principles for a good learning environment could be -technology integration, safety and security, transparency, multipurpose space, and outdoor learning. Stepped classroom *refer IIT Kanpur Calm n peaceful Big and spacious with ample natural light and air It should be very informal, like you can study, play and interact with everyone including students and teachers easily! But also, the aticates should be followed!

245

246

10.2. ACCORDING TO THE SURVEY i.

The school should adapt practical learning as it is the most effective method.

ii.

For the best security, the students should be taught self-defence as the students are safe in school but what about when they are outside school premises. This should not be confused fir training of judo/ karate or any other fighting skills, self-defence is just for protecting 1s self.

iii.

All festivals should be celebrated in the school and hence spaces for that should be kept in mind while designing.

iv.

Canteen, music and dance studio should be provided which is not there in the existing school.

Natural and primary colours are the most wanted by the responders.

vi.

Indoor sports and small games like shot put long jump etc should also be entertained by the school.

vii.

The art room should have facilities not only for drawing but also for other artistic activities.

viii.

The school should teach basic activities like cooking, ironing first aid, fire safety, planting and maintaining plants etc.

ix.

There should be changing rooms in toilets.

Other than the building the site should have spaces like gazebos, informal seating below trees, open play area, green spaces and meditation spaces.

xi.

The library should have books that attract students interest like novels, story books, eBooks, books related to their syllabus with textbooks, magazines, maps and newspapers etc.

xii.

Detector lights to save energy are the most favourable by the responders.

xiii.

The students should have their personal lockers, changing rooms and lifts if the building is more than 3 storeys.

xiv.

The furniture for students should be customised according to their age.

10.3. DESIGN GUIDELINES i.

The school design should avoid black alleys and dark corners, the planning should be seamless and no obstruction in the vision.

ii.

The school should have a locker area so that the students won’t have to carry their heavy bags at school and some books can be kept in the locker.

iii.

The staffroom should be divided to have good management and also to supervise every area.

247

iv.

There should be level difference in the classroom so that the back benchers are not avoided.

The washrooms of male and female can be far apart to increase privacy.

vi.

The classroom should be flexible to conduct lectures, class group assignments etc.

vii.

The primary and secondary sections can be separated to avoid bullying.

viii.

There should be fire evacuation plan provided on each floor and drills should be conducted time to time.

ix.

The classroom should have side windows and not back windows to avoid glare on the blackboard.

The corridor windows should be partially opaque to avoid disturbance in the classroom

xi.

Optimizing exposure to the north and south directions, schools have access to a more diffuse light that is suitable for daylighting as the east and west lights gives glares in the classrooms.

xii.

Using green materials and energy saving processes to help make a positive impact on our environment.

xiii.

The passages should be spacious to avoid crowding in the recess

xiv.

The kitchen should have a proper serving area of at least 40 – 60 m2 with hand wash nearby i.e. 1 basin for 40 students.

xv.

The assembly hall should be designed in such a way that it holds more than 1000 students at a time. It can be used for cultural gathering, Ganesh festival and other common activities.

xvi.

There should be enough parking space for busses, staff vehicles and visitors parking. This parking circulation should not affect other programmes in the school.

xvii.

The meter room should be accessible to the staff but away from the kids.

xviii.

Should have native vegetation all around the site and can have voids in the design for aesthetic and ventilation purpose.

xix.

The design should have proper facilities for maintenance purpose as it is equally important.

xx.

The school should have good infrastructure other than classrooms and study rooms to increase the interest of the students. Plus, this keeps their interest in school curriculum also.

xxi.

Spaces to celebrate Indian festivals should be provided.

xxii.

The design should maintain discipline in students, also promoting values of Indian culture.

248

xxiii.

For classroom traditional teaching 1.8 - 2 m2 / pupil, teaching in sets – 3 - 5 m2 / pupil, for open plan teaching 4.5 m2/ place including ancillary areas needed for each subject. Should be provided.

xxiv.

The clear height should be minimum 2.7 – 3.4 m in classrooms

xxv.

The library should be spacious and interesting with relaxing atmosphere to study and attract children. Book space -1 – 1.2 m2 / 200 books should be provided and At least 30 study spaces – 2.5 – 3 m2, Room for work in groups for 8-10, 20m2 as per norms and it should hold Min 1500 books.

xxvi.

Office space and staff room should have 3.4 to 4 m2 / staff, it will hold, their personal table with storage and desktop if needed.

xxvii.

The dance and music area should have 1 or 2 walls with mirrors, all walls should be treated with acoustics.

xxviii.

Art room should inspire children for innovation with proper facilities and equipment to follow their inside artist.

xxix.

There should be 4.5m2/student in the computer lab.

xxx.

Proper facilities of self-defences training should be provided.

249

10.4. PROGRAMME Type

Qty Student Total Area (sq. m.) Total Area Description office area

Accounts and admin

H.M. Office

03-Apr

Will be used for fee payments & enquiries

President Office

Counselling and first aid

Staff room

10+10+10+10

120

meeting room

Printing Room

Can accommodate CCTV surveillance & Should be near to Computer Room

Non-teaching rest room

Restroom to accommodate storage + fridge + sleeping area for 30 people

Security cabin

on main gate, main entrance and on remote location to keep an eye

Record room

Will be used to store files etc. Helpful if near to HM offices

preferable on each floor

Rooms Classroom

50-60

120

5280

Should be well ventilated, should accommodate Teacher + 60 students + DTS systems + cupboard + table & chair

Laboratory

150

300

Computer room

60+10+3

350

Should accommodate Staff PCs and Student PCs and Small sections for CCTV Surveillance. Proper Bifurcation

Library

156

Should accommodate 60 students (on table & chair) at a time + bookshelves

Art room

240

should have proper drawing furniture

Kitchen + serving

Should accommodate cooking platform + storage + table & chairs for 40 people

Music and dance room

100

should have mirror on 1 side with acoustic materials and proper equipment

Remedial room

20 Sports Indoor sports

Carrom, Chess,Table Tennis

200

with proper storage and equipment

Basketball court

450

1 basketball court

Swimming pool

200

safe height pool with proper filtration tank

Changing Room

100

preferable near swimming pool with few shower rooms and lockers

Badminton Court

100

200

2 badminton courts

Outdoor Sports Kho-Kho ground

1 or 2 kho-kho ground 250

Type

Qty Student Total Student Total Total Area Description

Kabaddi

1 kabaddi ground

Langdi

1 langdi ground with proper marking

Dough ball

dough ball ground with proper marking

Long jump

long jump run and sand pit

racetrack

racetrack markings

Football ground

might not be in the standard dimension but just be for practice purpose

Challenge course

with proper equipment

Short put

with proper markings Services

Maintenance Room

Will be used to store bus maintenance spares etc. Not to be seen in front

Power Room

100

Should accommodate Solar Invertor + Distribution Panel + Boring Pump Panel

Sewage water tank

Solar Panel Location

160 panels

Bus Parking

12 buses

Staff Parking

Visitors Parking

Water Storage Tank (U/O)

Sports storeroom

Storeroom

max vehicles

0 36

432

Permanent parking for 12 vehicles with arrangement for loading & unloading for students.

12.5

100

6 Cars and 15 bike parking

12.5

250

Should accommodate maximum vehicles if need arise without disturbing the regular setup

Emergency Exits

1 Underground and 1 Overhead for Municipal Water + 1 Underground and 1 Overhead for Boring Water

1 Same as record room + Near to President Office, other on each floor

Non-teaching Toilets

with rest room

22.5

Staff toilets

with staff room

7.5

Toilet blocks

on each floor

288

Firefighting Equipment

0 Other

Assembly Hall

Flagpole

Should be at a prominent location

Passages

Big Passages (minimum 3m)

TOTAL

1000

950

Should be able to accommodate 1000+ seating during annual day.

10144.5 Table 10.1. Area programme

251

BIBLIOGRAPHY Books i.

Ernt and peter Neufert, Third edition

ii.

Child psychology

Web pages i.

How to Craft an Effective School Improvement Plan. Sept 5th,2015. https://www.edsurge.com/news/2015-09-09-how-to-craft-an-effective-schoolimprovement-plan. May 17th,2019

ii.

Mumbai’s revised DCR to allow redevelopment of 30-year-old buildings. May 5th, 2017 https://housing.com/news/mumbais-revised-dcr-allow-redevelopment-30-year-oldbuildings/. July 31st, 2019

iii.

Commercial Real Estate Dictionary http://www.crepedia.com/dictionary/definitions/redevelopment/. July 31st, 2019

iv.

Why redevelopment is important for you. Sept 23rd, 2015. https://content.magicbricks.com/property-news/mumbai-real-estate-news-industrynews/the-redevelopment-maze/82916.html. Aug 4th, 2019.

https://trace.com.sg/2016/11/24/stage-2-types-of-redevelopment/.

vi.

The Green School: a sustainable approach towards environmental education. Dec 2016 https://link.springer.com/article/10.1186/s40552-016-0023-6. Aug 4th, 2019.

vii.

IGBC Green Schools. https://igbc.in/igbc/redirectHtml.htm?redVal=showGreenSchoolsnosign.

Aug

1st,

2019. viii.

Redesigning our schools, reinventing the future. https://thesystemsthinker.com/redesigning-our-schools-reinventing-the-future/.

Aug

1st, 2019. ix.

Breaking the Mould. https://issuu.com/r_tan/docs/thesis_20digital_20updated_1. Aug 1st, 2019.

How Schools Are Redesigning Their Space. Sept 1993. http://www.ascd.org/publications/educational-leadership/sept93/vol51/num01/HowSchools-Are-Redesigning-Their-Space.aspx. Aug 1st, 2019.

xi.

Color Psychology: Child Behavior And Learning Through Colors.

253

https://www.color-meanings.com/color-psychology-child-behavior-and-learningthrough-colors/. Aug 12th, 2019. xii.

The effects of colours on children. http://renketkisi.com/en/the-effects-of-colors-on-children.html. Aug 12th, 2019.

xiii.

Pathway world school Aravalli. https://www.pathways.in/aravali/aravali_infrastructure_philosopy. Aug 17th, 2019.

xiv.

https://www.google.co.in/search?authuser=0&ei=ocdwXcGGFMHhz7sP82ryAs&q=traditional+teaching+methods&oq=TRADTONAL+TEACHNG&gs_l=ps y-ab.1.1.0i13l10.609533.620099..624403...0.5..0.471.864.0j1j1j0j1......0....1..gwswiz.......0i71j0i8i13i30.jbj4luj9mno. Sept 5th,2019.

xv.

The Perception of Colour in Architecture. https://medium.com/studiotmd/the-perception-of-color-in-architecture-cf360676776c. sept 6th, 2019.

xvi.

Why Sustainable Schools?.2016 https://www.greenschoolsalliance.org/why. Oct 30th,2019

xvii.

How Does Photovoltaic Energy Work? sept 2019. https://www.archdaily.com/926255/how-does-photovoltaic-energy-work.

Oct

31st,

2019. xviii.

Schools on Solar.

xix.

School Building norms. March 1st,2019.

xx.

https://www.slideshare.net/NITYAMDOSAR/school-building-norms

xxi.

http://www.crepedia.com/dictionary/definitions/redevelopment/

xxii.

https://content.magicbricks.com/property-news/mumbai-real-estate-news-industrynews/the-redevelopment-maze/82916.html

xxiii.

https://trace.com.sg/2016/11/24/stage-2-types-of-redevelopment/

xxiv.

https://www.theseus.fi/bitstream/handle/10024/138594/Korshunov_Aleksandr.pdf?seq uence=1&isAllowed=y

xxv.

https://thesystemsthinker.com/redesigning-our-schools-reinventing-the-future/

xxvi.

http://www.sportsauthorityofindia.nic.in/showfileinner.asp?link_temp_id=1418

xxvii.

https://www.reference.com/sports-active-lifestyle/minimum-ceiling-height-indoorbasketball-court-9cd6068cb9b61e

xxviii.

https://www.archdaily.com/895498/the-role-of-color-in-architecture-visual-effectsand-psychological-stimuli

xxix.

http://renketkisi.com/en/the-effects-of-colors-on-children.html

xxx.

file:///C:/Users/DELL/Downloads/4463-10528-1-PB%20(3).pdf 254

xxxi.

https://www.education.govt.nz/assets/Documents/PrimarySecondary/Property/School-property-design/Flexible-learningspaces/BranzLightingDesignGuide.pdf

xxxii.

https://sites.eca.ed.ac.uk/ear/files/2014/07/EAR31_AAcar_Develomen.pdf

xxxiii.

https://www.researchgate.net/publication/325084824_Modern_methods_of_teaching

xxxiv.

https://asaolusam.wordpress.com/2016/09/03/modern-teaching-method/

xxxv.

https://en.wikipedia.org/wiki/Teaching_method

xxxvi.

https://www.researchgate.net/publication/325084824_Modern_methods_of_teaching

xxxvii.

Loca; materials in india. March 27th, 2017. https://www.surfacesreporter.com/articles/10231/local-materials-in-india. Nov 11th, 2019.

xxxviii.

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VIRANCHI SINHA - SEMESTER 09 - THESIS - BLACKBOOK

Articles inside

9.7. Conclusion

Figure 9.5.21. Facade development

Figure 9.4.20. View from Parking

Figure 9.3.24. Infrastructure

Figure 9.3.16. Passive climate control

Figure 7.26. Swimming pool

Figure 7.27. Site plan zoning

Figure 7.25. Picture 1 Pathway

Figure 7.24. Site plan

Figure 7.14. Recharging ground water aquifers from roof top run off

Figure 7.23. Location plan of Pathway world school

Figure 7.9. Off grid solar power system

Figure 6.22. Role play teaching

Figure 6.20. Traditional and Multimedia - learning the difference

Figure 6.18. Traditional method of teaching

Figure 6.21. Mind mapping

Figure 6.19. Multimedia teaching process

Figure 6.7. Sharing and Examining of information

Figure 6.4. demonstrating

Figure 6.3. Lecturing method

Figure 5.51. Light level standards

Figure 5.56. Window design effecting levels if light

Figure 5.50. Guardian Early Learning Centre, Newstead

Figure 6.1. Effective teaching

Figure 6.2. Student centred and teacher centred

Figure 5.49. Children attached to a space (The never-ending library

Figure 5.48. Interactive school designs

Figure 5.47. Classroom management

Figure 5.46. Interaction between student and teacher

Figure 5.37. Green and yellow colour for meeting rooms with some neutral colours

Figure 5.30. Brown

Figure 5.19. colours and children

Figure 5.18. Conclusion for Child development

Figure 5.17. self-confidence and self-awareness in children

Figure 5.12. Personal and social development

Figure 5.11. Piaget's stages of cognitive development

Figure 5.6. Problem in child development

Figure 5.1 Children

school

Figure 5.4. Children of different socio-economic status and their childcare

Figure 2.4. computer room

Figure 5.5 Child having fun while learning and during its development

Figure 2.7. classrooms

Figure 2.3. Bus transportation service of vidya Niketan school

Figure 1.2. Population Statistics – Kalyan-Dombivli