Architecture from Pains to Dreams (Advocacy for the Unfortunates)

ARCHITECTURE FROM PAINS TO DREAMS ADVOCACY FOR THE UNFORTUNATES Architecture Design Thesis by Fatima Naeem Advised by Terri Fuglem Department of Architecture | Faculty of Architecture University of Manitoba | October 2021

ARCHITECTURE FROM PAINS TO DREAMS ADVOCACY FOR THE UNFORTUNATES

By Fatima Naeem

A Design Thesis submitted to the Faculty of Graduate Studies of the University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF ARCHITECTURE Thesis Advisor : Terri Fuglem Thesis Chair : Lisa Landrum Masters of Architecture | Department

of Architecture | Faculty of Architecture| University of Manitoba October 2021

Copyright © 2021 Fatima Naeem - All images have been produced by author unless otherwise noted

ACKNOWLEDGEMENT To my Thesis Advisor Terri Fuglem for encouraging and guiding me. Her believe in me, helped me to explore myself. Her critiques and advice were influential in the completion of my thesis in a way that I could have never imagined.

To my Thesis Chair Lisa Landrum for her incredible knowledge, offered resources and critical feedback both this year and in last studio year. Her valuable insights into my work challenged me to think more crucially.

To all the educators I have had in my graduate program- Ted Landrum, Lanceloat Coar, Carlos Rueda and Mercedes Garcia-Holguera. Thank you for giving me a tremendous educational experience.

To my Family.

To my Parents, staying away from you is not easy for me. Your trust and unconditional love gave me the strength to stand hard and strong.

To my siblings, thank you for encouraging me and being the best support system.

To my younger brother Haider, for his excited assistance and willingness to take challenge of making a documentary.

To the children of the streets, my gratitude will never be known to you. I still want to say thank you to all of you for sharing your thoughts and giving us insights. Your laughter and dreams pushed me till the end to come up with something.

Finally, thanks to my Mentor, Muhammad Sabir, for standing with me, inspiring me and telling me constantly that I can do it. Thank you for keeping me emotionally and mentally strong. This accomplishment would not have been possible without you.

TABLE

OF

CONTENTS

Abstract

07

Act 01 : Insight Of Suffering Part 01 - Understanding - Through Story-Telling and Physical Models Act 02 : Inequitable Scenes Part 01 - The Unfortunates of Pakistan Part 02 - Provisional Settlement Part 03 - Streets of Lahore Act 03 : Affiliation of Street Children with the Shrine Part 01 - Shrines Across Pakistan Part 02 - Memento of Ali Hujwiri Part 03 - Data Darbar: A Hotspot for Street Children Act 04 : Crux Of Education and Identity : A Story-Telling Space Part 01 - Unfolding the Concept Part 02 - Design of Carts Part 03 - Adaptable and Adjustable : Moveable Infrastructure Act 05 : Revising the Distinctive Act of the Saint Part 01 - Vision for An Institute Part 03 - Financing the Institute Act 06 : Cognizing The Context and Analysis Of Site Part 01 - Lahore : A City Displays a Blend of Various Developments Part 02 - Settings of Shrine Part 03 - Site Photographs Act 07 : Inspiration and Conceptualization Part 01 - Knowing Their Desires Part 02 - Translating the Dreams Part 03 - Exploration : How to Tailor the Programs to the Existing Sites Part 04 - Rethinking the Elements : Cultural Considerations Part 05 - Redefining : Use of Local Material Act 08 : Design Development Part 01 - Site Advancement Part 02 - Dastaskhwan - A Place to Dine Part 03 - Qissa Khwani Bazaar - Market of Story Tellers Part 04 - Suffah - Adopted to Educate Part 05 - Hujray - Definite Living Place Part 06 - Environmental Considerations Part 07 - Technical Considerations Final Words References

09 10 19 21 26 32 37 40 44 50 53 54 58 69 73 75 76 83 84 91 98 105 106 111 112 114 126 129 130 134 146 160 168 178 184

ABSTRACT

We frequently come across news of grief in newspapers or while scrolling down our social media. It sometimes seems that every other person is suffering from wounds of class struggle, injuries of war, or torture for the sake of religion and unresolved historical disputes. Sometimes the words chosen to describe this daily onslaught of grief are so powerful that we stop for a second and think about it, and yet other times, it is written in terms that do not have a very significant impact on us, so we move on. Either words are powerful to force us to think, or not strong enough to give us a pause. The fact is pain is often impossible to understand through words might stem from the fact that pain has no specific language. Often the language of pain is brought into being by those who are not in pain themselves but who speak on behalf of others. Also, language itself is limited in its capacity to express. Words lack the main content of the pain, the actual “feelings of pain.” Since to have the pain to have certainty, to hear about pain is to have doubt.

For as long as I have lived in Pakistan, I have encountered news of street childrens’ pain on a daily basis. While walking down the streets of Lahore, I have seen many small children who are the victims of social discrimination and class segregation. Here, children sleep in the streets and on the pavement, begging for a one-time meal or doing small tasks to fulfill their family needs. Some children are the only earners in their families, while some are without families entirely.

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8

ACT 01 INSIGHT OF SUFFERING

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ACT 01 Part 01

Understanding - Through Story-Telling and Physical Models

Suffering is proposed to be defined as an unpleasant or even anguishing experience, severely influencing a person at a psychophysical and factual level. Pain and suffering are considered undesirable. However, the provided definition does not include the idea that pain and suffering can strike and even damage the self. Suffering in life disturbs one’s relation to the world, including personal management or the cultural and social connections which shape it.

The provided research was carried out to identify pain and suffering, to understand how they are expressed or experienced, and discuss how to relieve them. It will lay the ground for further exploration in this area, intending to avoid mistakes like moral injustices and ethical inequalities. Even if not suffered from post-traumatic stress, everyone is familiar with hardship. Some people go through poverty or abuse. Others withstand bullying, breakups, or illness.

The research will be opened with a fictional story of a woman who withstands suffering.

The story is demonstrated through a series of sketches and collages.

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Part 01 : Understanding - Through Story-Telling And Physical Models

Sketch | Woman Writing Down A Story

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Act 01 : Insight Of Suffering

Sketch | Ecstatic Palace

Sketch | Beauty of the Landscape

Sketch | Living Nightmare

12

Sketch | Let them go

Part 01 : Understanding - Through Story-Telling And Physical Models

Sketch | Enclosure

Sketch | Tied Hands

Woman

of

Pain:

She lived in a castle away from the pains, Her town name peace, where no sadness came The beauty of the landscape was every year same One day she had a dream...!

Few monsters cutting people destroying her town She saw many people were running around, She was crying for help, While her family was knocking down Someone tied her hands, It was not a dream she found They put her in a cage And took her to another ground

Sketch | In a Darkroom

13

Act 01 : Insight Of Suffering

Collage on Top | News of Grief

Model on Left | Acrobat

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Sketch | Broken

Part 01 : Understanding - Through Story-Telling And Physical Models

She was so broken, She wanted to die But all of a sudden, She wanted to try She gathered all of her pains, And noted them down People read her story, that came upon the ground She is courageous; many of them sound Her story was everywhere, getting so many names She was not a celebrity, she did not need the fame

Sketch on Top | No Language of Pain

She felt like an acrobat playing different games She thought she missed something while writing down her pain It might be the reason no one felt it the same She wondered if there a language which could describe it again She just wanted someone who can translate her pain Someone could feel it so deep, that it would never happen again

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Act 01 : Insight Of Suffering

Injured Humanity: Extending our life spans is a desirable goal in the current world; but it is much more important that it is accompanied by freedom from additional years of suffering, poverty, or pain. Unfortunately, for several millions of people, there is still no such freedom.

The quality of human life is as crucial as its quantity.

The box is displaying the injuries suffered by humanity due to various reasons. The body in the box depicts the whole human being as one structure, and the divided lines represent the separation or division we are creating within humanity.

Darker

Side

of

Colourful

World: Regardless of each individual’s unique suffering, it is possible to study suffering among individuals, families, groups, communities, nations, and the world. Study after study, conducted in different communities and countries, reveals that despite slight cultural differences, the structure, patterns, and often meanings of suffering ring true across all social contexts worldwide (Anderson 2014). Suffering is dark, which always hides behind the colours of the world, and individuals might not see the shadier side behind the hues.

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Part 01 : Understanding - Through Story-Telling And Physical Models

Wounds of Discrimination: Human understanding naturally places things in groups to make sense of the world. At a very early age, children quickly learn the difference between boys and girls, for instance. But the values we place on different categories are known – from our parents, our peers and the observations we make about how the world works.

Discrimination inflicts irreversible wounds, it creates visible segregation and social unfairness in society.

Broken Structure: Suffering always arises from incidents associated with both internal and external events. However, it is essential to highlight that the state of acute distress is felt inside; thus, it damages the internal structure and sometimes in a way that it’s not recoverable. Some people get traumatized for the rest of their lives while others endured certain disorders linked to their sufferings.

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18

ACT 02 Inequitable Scenes

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Act 02 Part 01

The Unfortunates of Pakistan

Image on Left | Looking From Dwelling Image source : Photograpg by Thomas Tham, 121 Clicks.com

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ACT 02 : Inequitable Scenes

An estimated 1.2 to 1.5 million children are on the streets of Pakistan’s major cities and urban centers, constituting the country’s largest and often most reviled social group. Street children in Pakistan perform several tasks ranging from begging, car washing, scavenging, pickpocketing, and prostitution. These children are excluded from mainstream society, and the denial of access to education and vocational skills reduces their future opportunities. For the purposes of this Thesis, the term “street children” refers to children who live on the streets, defined as those who maintain family ties and return home to sleep; and as well as children of the streets, defined as those with limited or no, family contact and who spend most of their days and nights, highly vulnerable, on the streets.

Image | Showing Children begging for survival at traffic signals Image Source Top Left to Right : Photograph by Sohail Kumar, Daily Mail. Photograph by The Nation.

Image Source Bottom Left to Right : Photograph by Word press. Photograph by White Star.

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Part 01 - Unfortunates Of Pakistan

Image | Signifying Huge Struggles of Little Ones Image Source Top Left to Right : Photograph by Anonymous. Photograph by Elisabeth Hurtel, Imagesud.com Image Source Bottom : Photograph by United Nations, Their world.org.

Image | Displaying the food distribution at road side Image Source Left to Right : Photograph from Express Tribune, 2012. Photograph by Muhammad Basem

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ACT 02 : Inequitable Scenes

Sketches of Streets Portraying the Situations of Street Children

Sketch| Sleeping at the Edge of the Street

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Part 01 - Unfortunates Of Pakistan

Sketch | Difficult To Have Single Meal

Sketch | Many Big Houses With No Space Inside

Sketch | In The Middle Of the Market

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ACT 02 : Inequitable Scenes

ACT 02 Part 02

Provisional Settlement

These children lack proper shelter and living in conditions that are below the level of human decency. They help their families to built temporary shelters in an empty plot. When they are forced to leave that place for any new construction, they spent their nights searching until they find another open place to set up their temporary residences again.

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Part 02 - Provisional Settlement

Images| Displaying The Living Below The Level Of Human Dignity Image Source : Images From Video By Haider Naeem

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ACT 02 : Inequitable Scenes

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Part 02 - Provisional Settlement

Jhuggi / ‫جھگی‬:

The provisional shelters they create is known as Jhuggi in the Urdu Language. It is produced with a few bamboo pieces lashed together; then knotted with cloth and plastic sheets to shade and insulate it from the sun and rain. The only furniture they have is few bamboo beds and perhaps a metal trunk in which they store their belongings.

The empty plots where they set up their structures are the trash grounds for the people living nearby. People throw garbage and waste on this ground, so the children separate and collect the recyclable material and sell it in the market.

Images| Revealing Structure and Interior Living Space Images Source : All Images From Video By Haider Naeem

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ACT 02 : Inequitable Scenes

Unhygienic Inhabiting: On the site, there is no actual boundary between the trash and their residing space. No toilets exist at the site. To prepare a meal, they sort out the garbage and produce the fire required for cooking. Due to small spaces and large families, children prefer to remain outside all day; even at night, they choose to sleep on pathways.

Model|Displaying Residing Place on Trash

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Part 02 - Provisional Settlement

Model | Portraying the Living Condition

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ACT 02 : Inequitable Scenes

ACT 02 Part 03

Streets of Lahore

In Streets of Lahore: The perception that larger cities offer more significant economic opportunities makes the streets of Lahore a more attractive destination compared to a poverty-stricken rural economy.

Lahore is the second-largest city in Pakistan and the 18th largest city in the world. In the streets of Lahore, many small children suffer from social discrimination and class segregation.

Here, children can be found sleeping in the streets and on the pavement, begging for a one-time meal or doing small tasks to finance their families. Some children are the only earners in their families, while some do not have families.

Image on Right | Street Children Without Shoes Walking Down Image Source : Image From Video By Haider Naeem

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Part 03 - Streets Of Lahore

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ACT 02 : Inequitable Scenes

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Part 03 - Streets Of Lahore

TAKE # 01 QUESTION: HOW DO YOU SPEND YOUR DAY? `

The question was raised to know their activities all day. The children involved in the dialogue are living with their families in provisional settlements (Jhuggis) and spend all day in the streets. Their responses to the inquiry show that they are working to support their families. They are doing different tasks for a minimal amount.

A boy indicated that he earned 200-300 rupees (equivalent to 1.5 to 2.5 CAD) after repairing bikes all day.

In reality, they spend their whole day working very hard, and in return, the amount they get paid is not sufficient even for a small family to have a one-time meal. Due to this reason, most of them started begging in the street after working the whole day.

Images| Converstion with Children Images Source : All Images From Video By Haider Naeem

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ACT 03 Affiliation of Street Children with Shrine

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ACT 03 : Affiliation Of Street Children With Shrine

Take # 02 How often do you go to Darbar (Shrine) and Why?

In response to this question, the children mentioned they go to the shrine almost every day (Darbar in Urdu) to have food either after they are done with their task or during in-between breaks. The preferable time to go is during lunch or dinner time; for this duration, there are more chances to get food, even for families, which they usually put in a plastic bag and bring it back to their families when they go home (Jhuggi) to sleep.

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Images| Converstion with Children Images Source : All Images From Video By Haider Naeem

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ACT 03 Part 01

Shrines Across Pakistan

Shrines have significant religious importance in the culture of Pakistan. These holy shrines are dedicated to “saints” and are usually built over the grave of the saint. In Pakistan and South Asia, the shrines of saints have been considered crucial to the propagation of Islam. A view articulated

by Arnold1 is that shrines serve as specialized loci within which the unique and relatively mundane problems of visitors may be relieved. For instance, one such typical problem is an illness. As Pfleiderer2 (1981) demonstrates in the case of Mira data Dargah in Gujerat, the shrine may provide for various healing and therapeutic routines. Other functions are also observed. Shrines encourage social participation; they provide recreation in the form of devotional music and song (qawwali). They also allow for the redistribution of money, food, goods and services. Thousands of people pay a visit to shrines every month to make wishes and donate a considerable amount of food, money and clothing to the needy and deserving.

1. Arnold, T. W., 1961, The Preaching of Islam. Lahore: Shaikh Muhammad Ashraf. [Orig.1896].

2. Pfleiderer, Beatrix, 1981, ‘Mira Data Dargah: The Pyschiatry of a Muslim Shrine’, Ritual and Religion among Muslims in India, ed. Imtiaz Ahmad. New Delhi: Manohar

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Collage On Right | Shrine with Chidren Original Image Source : www.wikimedia.org

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ACT 03 : Affiliation Of Street Children With Shrine

There are innumerable Muslim shrines in Pakistan; for instance, the provinces of Punjab, Khyber Pakhtun Khwa (KPK) and Sindh are famous for shrines attracting many devotees. Karachi, the capital city of Sindh, among many others, has a large shrine dedicated to Abdullah Shah Ghazi (d.

773 AD), along with the shrines of Laal Shahbaz Qalandar (d. 1275) in Sehwand and Shah Abdul Latif Bhittai (d. 1752) in another small town of Sindh. Peshawar, the capital city of KPK, has the shrine of Mazar Ashab Baba. Punjab is no exception, and shrines are found everywhere in the thriving cities and rural areas.

Thousands of people pay a visit to shrines every month to make wishes and donate a considerable amount of food, money and clothing to the needy and deserving. Food is distributed at every shrine to the visitors or anyone present in the shrine. The meal served in the name of a saint is called a langar (Punjabi for ‘communal food’). Distributing langar is considered a tribute to the saint and is regarded as a gift to the people from the saint (and ultimately from God). Langar can serve between 10,000-80,000 people a full meal a day. Langar can be bought in the shops and given to the shrine, or visitors bring it from home. As the food is widely believed to be infused with blessings (Barraka), it is an honour, rather than a shame, to accept it and is therefore consumed by both rich and poor. Not surprisingly, street children can be found at shrines to fill up their stomachs and beg from the daily visitors. During the night, if they can, many of them also find safe shelter at the shrines. Shrines are home to children, beggars, vendors, pilgrims and other living saints.

Image |Shrine of Khawaja Ghulam Farid, Mithan Kot, Rajanpur Punjab Image Source : http://nature-pakistan.blogspot.com/2017/07/some-famous-shrines-inpakistan.html.

42

Image |Shrine of Bibi Jawindi, Uch Sharif, Punjab Image Source : http://visitholyplaces.blogspot.com/2016/

Part 01 - Shrines Across Pakistan

Image | Shrine of Hazrat Bahauddin Zakaria, Multan Image Source | https://hellopakistanco0.wordpress.com/historical-sites-to-visit-in-punjab/

Image | Shrine of Hazrat Lal Shahbaz Qalandar, Sehwan Sharif, Sindh Image Source : https://orientexpress.blog/de/der-sufismus-in-indien-und-pakistan`

Image | Shrine of Sachal Sarmast, Khairpur Sindh Image Source : https://pakiholic.com/15-most-visited-shrines-in-pakistan/

Image | Shrine of Hazrat Lal Shahbaz Qalandar, Sehwan Sharif Image Source : https://urdistan.com/en/2021/03/24/top-10-places-to-visit-in-punjab/.

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ACT 03 : Affiliation Of Street Children With Shrine

ACT 03 Part 02

Memento of Ali Hujriwi (R.A)

Data

Darbar:

People practice religion according to their cultural requirements. In other words, there is a close link between the Punjabi culture and Sufi practices. Shrines prospered in the province Punjab as its beliefs and practices were closer to the fundamental nature of the social relationships in the Punjabi society - both being hierarchical in spirit. Besides that, Sufism was flexible in its approach.

Therefore, people could practice it according to their communal and professional life. These assumptions have been examined in the light of data from the shrine of Ali Hujwiri (Sufi or Saint). The shrine is known as Data Darbar. It is one of the most significant shrines in Pakistan and in the whole of south Asia. Data Darbar is a complex of buildings that includes a mosque and a hospital. Data Darbar is popular for hosting yearly festivities which consists of colorful celebration, Sufi dancing and music. It is a place for both poor and rich. It provides food and shelter to thousands of homeless beggars and children each day. The shrine is designed to accommodate thousands of visitors who visit the shrine every day.

Image on Right | Data Darbar Courtyard Image Source : Photograph By Haider Naeem

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Part 02 - Memento Of Ali Hujwiri

45

ACT 03 : Affiliation Of Street Children With Shrine

cvx

hh

Sufi (Saint) Ali Hujwiri: The Shrine (Data Darbar) is dedicated to Ali Hujwiri, also known as Data Ganj Baksh (which means “the one who blessed everyone with treasure”). He was born in the eleventh century (1009 AD) at Ghazni, presently in Afghanistan. Ali Hujwiri was reputed for having been a promoter of education. He is known for having travelled half of the known world in search of an education and for having sought the guidance of many of the greatest teachers of his time. After his education, Ali Hujwiri came to that part of Asia, which is currently known as Lahore.

After his arrival, he realized many people were interested in being educated but were unable to do so due to limited resources. Ali Hujwiri started inviting people, serving them food and milk and educating them. His circle grew and gained prominence, and soon thousands of people came for education, and many of them were children. When rich people learned of his efforts towards humanity, they started donating food and supplies. He continued his efforts, educating thousands until he died in 1072.

Potraits | Manifest Saint dwellings and teaching setups Image Source Top to Bottom : https://insidelahore.com/10-reasons-lahore-heart-pakistan/ https://www.wikiwand.com/en/History_of_Sikhism

46

Part 02 - Memento Of Ali Hujwiri

v

Potrait | People Sitting Around the Grave of the Saint Image Source : https://www.soas.ac.uk/gallery/goldentemple/

47

ACT 03 : Affiliation Of Street Children With Shrine

Image Top To Bottom | Darbar Courtyard With People, Entrance To Grave Of The Saint Image Source : Photographs By Haider Naeem

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Part 02 - Memento Of Ali Hujwiri

Ali Hujwiri Grave: Ali Huwiri’s grave was built next to the institute he made. The tradition didn’t get end with his death.

People continued donating food and other essentials to his institute, where students were still coming.

After many years the institute was converted into a Shrine, and remains today, serving as a Shrine with the addition of space over time.

The tradition of making donations continues but in a different way. Today the Shrine attracts thousands of visitors every day, and everyone who comes to make wishes receives free food and milk, or any other product made from milk. The free kitchen is open to street children as well, but they also go there to beg and sell small things to visitors. Every Shrine in Pakistan follows the same pattern.

Image | People Praying at Grave Image Source : Photograph By Haider Naeem

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ACT 03 : Affiliation Of Street Children With Shrine

Act 03 Part 03

Data Darbar : A Hotspot for Street Children

Image | Safe Place To Sleep : Just Around The Shrine Image Source : Photograph By Haider Naeem

Image | Enough To Feed Everyonne : A Boy Collecting Food Image Source : Photograph By Haider Naeem

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Image | A boy Selling Face Masks to Visitors Image Source : Photograph By Haider Naeem

Image | A Girl Begging outside Shrine Image Source : Photographs By Haider Naeem

Image | A boy Gathering Recyclable to sale Image Source : Photograph By Haider Naeem

Part 03 - Data Darbar: A Hotspot For Street Children

Activities of children at Shrines: Since children find many activities at shrines • From begging to selling, • Working at small nearby shops for a small amount • Get free food any time of the day and make a chance to save some food for their families as well • Collect garbage from inside or outside the Shrine and sell the recyclable material • Find a safe place to sleep as Shrine is open all night.

Due to these prospects, shrines are “hotspots” for street children. So the Data Darbar (Shrine) in Lahore is one of the most significant places of respite for street children.

Yet, much of the time street children stay outside the shrine. Although by religious custom, children are allowed to eat and sleep at the shrines, street children are derogated by other visitors and are frequently prevented from entering the boundaries of the Shrine as they are considered a disturbance for the general public.

Image | Working Hard For a minimal Amount : A boy at work outside the Shrine Image Source : Photographs By Haider Naeem

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ACT 04 Crux of Education and Identity A Story-telling Space

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ACT 04 : Crux Of Education And Identity : A Story-Telling Space

ACT 04 Part 01

Unfolding the Concept

Story-Telling: To develop a respectful relationship between the visitors and the street children the idea is to dedicate a space to street children in the shrine.

The Thesis is aimed at exploring the opportunities that might be created for street children at Data Darbar as a potential model for all the Darbars (Shrines) in Pakistan.

Oral storytelling is the crux of both education and identity for young, illiterate children. Thus, the Thesis began with designing a storytelling space for children at the center of Data Darbar’s courtyard. The primary purpose of the storytelling space is to develop a space for love, empathy and respect amongst the children, and as well as between the children and the visitors, who are sometimes hostile to them.

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Part 01 - Unfolding The Concept

Drawing | Conceptual Sketch Of A Story-Telling Space

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ACT 04 : Crux Of Education And Identity : A Story-Telling Space

Movable Infrastructure: Rather than providing a fixed structure, space is designed to provide a simple adjustable and movable infrastructure where children can meet, listen, tell stories, and also sleep, eat; this will be a space that can also be converted to a vendor market for displaying and selling goods. The storytelling space is defined by simply constructed moveable carts. The idea behind the moveable structure is the flexibility to remove them when space is needed to accommodate the visitors during the annual festivals at the shrine.

Model | Conceptual Prototype (Cart) For Story-Telling Space

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Part 01 - Unfolding The Concept

Model | Cart Model To Depict The Proximity Of The Space

57

ACT 04 : Crux Of Education And Identity : A Story-Telling Space

ACT 04 Part 02

Design of the Carts

Designing Carts:

and

Construction

of

the

For the making of the carts, the emphasis is to use economical and locally available materials that require minimum technical skills for construction. To achieve the goal, inexpensive and native material, bamboo is considered for the construction of the carts.

The carts are made by bamboo lashed together and seats made from woven bamboo. The bamboo is knotted together with a rope to build the main structure of the cart.

Woven bamboo seats are used for comfort and are easily moveable. Traditional woven bamboo curtains are used as a shading device to protect the children from the extreme summer sun. The thatched roof is placed on the bamboo pieces knotted together. Finally, the carts are attached to the wheels to be oriented in various ways around the courtyard.

The skills required to make the cart are known to the street children. They help their parents knot and lash bamboo whenever they move from one place to another and set up their structure from the trash.

Drawing on Right | Material Selection and Construction Of The Cart

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Part 02 - Design Of Carts

59

ACT 04 : Crux Of Education And Identity : A Story-Telling Space

Drawing | Study Of Placement And Conventional Usage Of The Carts

60

Part 02 - Design Of Carts

Drawing | Depicting Effortless Movement And Relocation Of The Cart

61

ACT 04 : Crux Of Education And Identity : A Story-Telling Space

SECTION LINE

PLAN

PLAN

SECTION

Drawing | Placement Of Carts In The Courtyard Of Shrine

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Part 02 - Design Of Carts

Section | Multifunctional Usage Of Each Cart : Interacting, Learning, Story-Telling And Selling Space

63

ACT 04 : Crux Of Education And Identity : A Story-Telling Space

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Part 02 - Design Of Carts

Section | Spatial Arrangement of Carts in the Centre of the Shrine’s Courtyard

65

ACT 04 : Crux Of Education And Identity : A Story-Telling Space

Perspective | Enactment of Lives During Day

66

Part 02 - Design Of Carts

Perspective | Activities at Night

67

ACT 04 : Crux Of Education And Identity : A Story-Telling Space

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ACT 04 Part 03

Adaptable and Adjustable : Moveable Infrastructure

The Flexibility of the Form: “Flexibility” is a strategy that refers to a structure’s ability to continuously adapt its spacious layout and even its form to evolving needs. The Flexible Structure Method considers that organizing is not a black-and-white process that can be achieved in distinct steps. It is more of a “gray” approach with a language all its own.

The infrastructure is playful and easily movable.

The carts get organized in any desirable form, depending on the number of children or visitors, timing of the day or weather conditions. They get closer at night to create an enclosure for storytelling and coordinate spatially during the daytime to allow visitors additional room to shop around from the children’s market.

Perspective on Left | Orientation 1 : Spatial Relationship with the Shrine

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ACT 04 : Crux Of Education And Identity : A Story-Telling Space

Perspective | Orientation 2 : Separated Into Two Zones To Offer Maximum Space For Activities

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Part 03 - Adaptable And Adjustable : Moveable Infrastructure

Perspective | Orientation 3 : Spatially Open From Both Side For The Engagement Of Visitors With The Children

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ACT 05 Revising the Distinctive Act of The Saint

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Act 05 : Revising The Distinctive Act Of The Saint

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Act 05 Part 01

Vision for an Institution

The thesis intends to revisit the original act that of faith that the saints enacted during their lives and bring their intentions to bear on a vision for a newly invigorated institution, one that restores the generosity and educational practices of the saints. The next step of the thesis is to develop an institute in detail on a specific site where children can study and learn skills, and to provide housing for those who don’t have a place to stay at night. The future design of the institute will build on the dreams of the children as they come together and share their stories of triumphs and struggles.

Section | Conceptual Illustration - Offer Various Activities as a Part of the Institution

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Act 05 : Revising The Distinctive Act Of The Saint

ACT 05 Part 02

Financing Of The Institute

Take # 03 What is the most significant hurdle in your education?

The street children were asked what obstacles they face in the progress of their own Education.

Their answers show that they can not afford the fees for the schools, nor do they have time for education since they work long hours to earn money for their families. These are the two primary reasons street children are not in schools.

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Part 03 - Financing Of The Institute

Images | Converstion with Children Images Source : All Images From Video By Haider Naeem

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Act 05 : Revising The Distinctive Act Of The Saint

Donations at Shrine: The major financing of the institute will come from the donations made at the shrine. Apart from the thousands of visitors who come to the shrine to pray and make a donation of money or food, there are several occasions when people make a considerable amount of donations. Oil lamp wishes at every Thursday night, and devotees light the lamp and donate money. Urs (saints birth) is a 3-day festival held annually to celebrate the birth of the saint. Approximately one million visitors visit during the festival and make donations.

Images | Daily Visitors Praying at Saint’s Grave Image Source : Photograph By Haider Naeem

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Part 03 - Financing Of The Institute

Images | Gatherings During Festivals or Prayers Image Source : Photograph By Haider Naeem

Images | Believers Illuminating the Oil Lamp Image Source : https://www.pinterest.ca/pin/544161567457232880/

79

Act 05 : Revising The Distinctive Act Of The Saint

Da ily

Donations

An

nu

ally

Weekly

Images Source From Top to Bottom | All Photographs by Haider Naeem

80

Part 03 - Financing Of The Institute

Food

Images | Food Preparation Image Source : Photograph by Haider Naeem

Images | A glass of milk Distributed among the Visitors Image Source : https://tribune.com.pk/story/2083288/1-urs-celebrations-milk-flows-paradisedata-darbar

ce

tenan Main

ts for n e m ge Arran stivals Fe

Images Left to Right | Lighting during Annual Festivals Image Source Left : https://urdu.aalmeen.com/11-Sep-2020/11686 , Image Source Right : Photgraph by Associated Press of Pakistan

ing iss

M k

Lin

In aggregate, the multitude of the offerings at shrines could accumulate into a potential resource that can be better channelized to bring about optimal results for street children.

81

SHRINE EDUCATIONAL INSTITUTES HOSPITALS BOOKS MARKET

82

ACT 06 Cognizing the Context

83

Act 06 : Cognizing The Context And Analysis Of Site

Act 06 Part 01

Lahore : A City Displays a Blend of Various Developments

Lahore - The City: Lahore is the second-largest metropolitan city in Pakistan and the capital city of province Punjab. It is an ancient city with its heritage dating back to thousands of years. It had been destroyed and rebuilt multiple times on several occasions.

Lahore is considered to the cultural center of Pakistan as it hosts most of the arts, cuisine, festivals, music and film-making. Lahore has always been a hub for education, where currently 80 percent of Pakistan’s books are printed. It remains the foremost centre of scholarly, educational and cultural activity. From the religious point of view, it is also preeminent as it hosts hundreds of temples, shrines, and mosques dating back to hundreds of years.

The city is densely inhabited, with a population of 11 million and it faces challenges such as a lack of integrated urban development policies, unchecked urban growth and ineffective building control.

Drawing on Right | Retraced Existing city Conditions, Road Network, Parks, Overpopulated Congested areas, as Stated in Legend

84

Part 01 - Lahore : A City Displays A Blend

LOW INCOME RESIDENCES PARKS DENSE POPULATED AREAS HIGHWAY CONNECTION

85

Act 06 : Cognizing The Context And Analysis Of Site

Drawing on Top | Map of Lahore

Drawing on Bottom | Division of Major Towns in the City

86

Drawing on Right | Close up of the City Map

Part 01 - Lahore : A City Displays A Blend

87

Act 06 : Cognizing The Context And Analysis Of Site

88

Part 01 - Lahore : A City Displays A Blend

Section | Displays a Blend of the Ancient Walled city, Modern Development and Slums

89

Act 06 : Cognizing The Context And Analysis Of Site

BADSHAHI MOSQUE SHRINE

GREATER IQBAL PARK

LAHORE FORT

OLD LAHORE

Drawing | Composed Image - Walled City in Context with Data Darbar Shrine Original Image Source : Google Earth

90

Part 02 - Settings Of Shrine

ACT 06 Part 02

Settings of the Shrine

Walled City : Image | Greater Iqbal Park Image Source : Photograph by Syed Bilal

Image | Badshahi Mosque Image Source : https://www.newspanel.org/?p=1144

Image | Lahore Fort Image Source : https://bushrakq.wordpress.com/

Image | Jharoka of Haveli Image

Source

:

https://www.pinterest.ca/

pin/449304500307661471/

Data Darbar (Shrine) of Ali Hujwiri, a hotspot for street children, is located just outside the walled city of Lahore, also known as Old Lahore. A walled city during the Mughal era (1524–1752) and British colonial rule, it now has grown as a hub of commerce and trade in the region. A wall and a moat surround the old city at one time, but parks have replaced these structures except in the north. A circular road around the wall provides access to the walled city by 13 gates. Old Lahore is known for its vibrant architectural sites, most of which were built during the Mughal era.

Notable structures within the old city include the Badshahi Mosque and Lahore Fort. The fort is a splendid example of Mughal architecture, with a walled complex covering some 36 acres (14.5 hectares). It was partially built by Akbar (reigned 1556–1605) and extended by the next three emperors. The Bādshāhī (Imperial) Mosque, built

by Aurangzeb and still one of the largest mosques in the world.

Data Darbar (Shrine) is close to the Mughal’s wellknown landmarks Badshahi Masjid (Mosque), Lahore fort and recently designed Greater Iqbal Park. The park is a landscape developed to combine Badshahi Masjid and Fort to the Pakistan National Monument Minar-e-Pakistan.

Image | Windows in Walled city Image Source : Photograph by Fatima Qaiyum

Image | Narrow Alley Image

Source

:

https://in.pinterest.com/

pin/602849100090651175/

Image | Narrow Street Image

Source

:

https://www.thenews.com.pk/tns/

detail/555852-old-city-lahore

91

Act 06 : Cognizing The Context And Analysis Of Site

Educational Institute Around The Shrine: Data Darbar (Shrine) site is considered one of Lahore’s busiest areas, surrounded by many educational institutes, including Government College University and the University of Education Lower Mall.

Despite the fact that the site is surrounding by several educational institutions, the street children are still unable to get an education due to the following reasons (as stated above): • Children can not afford the fee • Their families want their children to work and earn something for them • The educational institution discriminations discriminates against children are not clothed and groomed well enough to be in school.

Drawing | Overlapped Image Outlining the Context of the Shrine Original Image Source : Google Earth

92

GOVERNMENT ISLAMIA COLLEGE CIVIL LINES

GOVERNMENT COLLEGE UNIVERSITY

Part 02 - Settings Of Shrine

DARBAR HOSPITAL

UNIVERSITY OF EDUCATION LOWER MALL DATA DARBAR (SHRINE) HAZRAT SYED PEER MAKI (SHRINE)

93

Act 06 : Cognizing The Context And Analysis Of Site

Drawing | Overlay Image Showing the connection of Highways to the Shrine Original Image Source : Google Earth

94

Part 02 - Settings Of Shrine

Shrine Connection with Rest of the City: Site is surrounded by essential highways N-5 and L-20.

N-5 The N-5 is the longest national highway in Pakistan and serves as an essential north-south road extended from province Sindh (Karachi) and reaches the border town of Torkham in the FATA. The route passes outside the shrine. It is an important way to connect the shrine to the rest of the country.

L-20 N-5 links to L-20. It is also known as Lahore Ring Road. It is an orbital highway that links to the M-2 Motorway, the M-11 Motorway. The road encircles Lahore; it is the site’s most adequate connection to the rest of the city.

Drawing on Top | Overlay Image Showing L - 20 Highway Original Image Source : https://en.wikipedia.org/wiki/Lahore_Ring_Road

Drawing | Overlay Image Indicating Stretch of N - 5 National Highway Original Image Source : https://en.wikipedia.org/wiki/N-5_National_Highway

95

Act 06 : Cognizing The Context And Analysis Of Site

October 12 to November 14

February 15 to May 11

SHRINE

SUMMER SOLSTICE SUNSET 7:10 pm

SUMMER SOLSTICE SUNRISE 4:58 am

May 11 to July 2

SITE

SITE

August 12 to October 12

SITE WINTER WINDS November 14 to February 15

SITE

SITE WINTER SOLSTICE SUNRISE 6:57 am

WINTER SOLSTICE SUNSET 5:03 pm

Drawing | Composed Image - Weather Condition Over the Year Original Image Source : Google Earth

96

Part 02 - Settings Of Shrine

Drawing | Overlap Image Indicating Temperature ranges Original Image Source : https://weatherspark.com/compare/y/108021~89165/ Comparison-of-the-Average-Weather-in-Lahore-and-At-T%C4%81j

Drawing | Overlap Image : Average Rainfall on Site Original Image Source : https://weatherspark.com/compare/y/108021~89165/ Comparison-of-the-Average-Weather-in-Lahore-and-At-T%C4%81j

Site Analysis: • • • • •

Wind directions change after every two (2) months The longest day is (solar solstice) from 5 AM to 7 PM The shortest day is (winter solstice) from 7 AM to 5 PM Summer’s highest temperature is 35 to 40 degrees, and the lowest temperature is 8 to 10 degrees.

Most of the rainfall is in June and August (monsoon Season)

97

Act 06 : Cognizing The Context And Analysis Of Site

ACT 06 Part 03

Site Photographs

Image | Central Model School N0. 1 Image Source : Photograph by Haider Naeem

Image | View from Cricket Ground Showing Campus Building of University of Education Image Source : Photograph by Haider Naeem

98

Part 03 - Site Photographs

Image | Campus Building : University of Education Image Source : Photograph by Haider Naeem

Image | Cricket Ground : University of Education, Central Model School N0.1 Image Source : Photograph by Haider Naeem

Image | Campus Building : University of Education Image Source : Photograph by Haider Naeem

Image | Walkway : University of Education Image Source : Photograph by Haider Naeem

99

Act 06 : Cognizing The Context And Analysis Of Site

Image | Campus : Central Model School N0. 02 Image Source : Photograph by Haider Naeem

Image | Campus : Central Model School N0. 02 Image Source : Photograph by Haider Naeem

100

Image | Neglected Ground : Central Model School N0. 02 Image Source : Photograph by Haider Naeem

Part 03 - Site Photographs

Image | Building : Central Model School N0. 02 Image Source : Photograph by Haider Naeem

Image | A View of Campus from abandoned Ground : Central Model School N0. 02 Image Source : Photograph by Haider Naeem

101

Act 06 : Cognizing The Context And Analysis Of Site

Image | Highway View : Front of Shrine Image Source : Photograph by Haider Naeem

Image | Street View : West Side of Srhine Image Source : Photograph by Haider Naeem

102

Image | Ratigan Road View Image Source : Photograph by Haider Naeem

Part 03 - Site Photographs

Image | A View of Data bazar : Market at North side of Shrine Image Source : Photograph by Haider Naeem

Image | View of Data Darbar (Shrine) Market Image Source : Photograph by Haider Naeem

103

104

ACT 06 Inspiration and Conceptualization

105

Act 07 : The Inspiration And Conceptualization

Act 07 Part 01

Knowing Their Desires

Take # 04 What would you want to do, if you got a chance?

The design and development of the concept for the design thesis had their origins in this question posed to the children. This question was vital for the selection of the programs of the institute.

Their answers show that all of children want to get an education and to be able to go to school everyday.

106

Part 01 - Knowing Their Desires

Images | Converstion with Children Images Source : All Images from Video by Haider Naeem

107

Act 07 : The Inspiration And Conceptualization

Take # 05 What should be there in an institute other than classrooms and a library?

To repond programmatically to the childrens’ interests and desires their responses to this questio were embedded into the design process.

108

Part 01 - Knowing Their Desires

Images | Converstion with Children Images Source : All Images from Video by Haider Naeem

109

Act 07 : The Inspiration And Conceptualization

Sketch on Top | Identification and Classification of Programs for the Institute

110

Part 02 - Translating Their Dreams

ACT 07 Part 02

Translating Their Dreams

Program Selection: The programs were selected according to the needs of the children. The programs classification is as follow, 1.

• • • • • 2.

• • • • • 3.

• • • 4.

• • • 5.

• • • 6.

• •

Dining Area, which futher includes Showers Lockers Hand Washing facilities Main Dining Hall Kitchen School Classrooms Labs Library Language Centre Daycare Skills Centre Seasonal Skills Learning Classrooms Wood Workshop Sewing/Hand Embroidery Agriculture Learning Garden Bamboo Plantation Vegetation Theatre Cultural Performance Music Dance Vendor Market Shops Vendor Carts

111

Act 07 : The Inspiration And Conceptualization

ACT 07 Part 03

Exploration : How to Tailor the Programs to the Existing Sites

Site

Selection:

Multiple sites were selected for the programs. The overarching goal is to increase street children’s acceptability into society rather than putting them in a single institute. Therefore, the idea is to introduce them to multiple existing institutes. All the sites selected are vacant lots that are already part of existing schools or universities.

1. Site 1, is surrounded by University of Education 2. Site 2, is on the grounds of the University of Education 3. Site 3, is attached to the existing Government Model School No. 2 4. site 4, is across the street from Government Model School No.1 and close to a nearby boys’ hostel (existing) 5. A playground is in the central model school and back of the University of Education.

Program

Distribution:

Programs are combined and distributed according to usage. The primary programs are Dining area, School, Vendor Market and Residence (Hostel).

112

Sketch on Top | Distribution of Programs on Site

Part 03 - Exploration : How To Tailor Them Into Existing

SITE 1

CRICKET GROUND

SITE 2 SITE 3

SITE 4

Drawing | Overlapped Image : Indicating Selected Sites in Context with the Shrine Original Image Source : Google Earth

113

Act 07 : The Inspiration And Conceptualization

ACT 07 Part 04

Rethinking the Elements : Cultural considerations

Cultural

Elements:

During the design process, the following elements were brought into considerations.

1. Under the Tree: The shade of the tree provides a comfortable feeling of cooling on hot summer days. Having it at common places is considered a good practice. After a long day, people come together to sit under the tree and share their stories.

2. Central Courtyard: A central courtyard has significant importance for circulation and ventilation purposes.

3. Open Kitchen and Floor Dining: Kitchens are usually open, and the stove is placed on the floor. People spread down a mat on the floor and sit on it to have a meal.

114

Part 04 - Rethinking The Elements : Cultural Considerations

Sketch | Portraying the Cultural Elements and its Spatial Relationship: Courtyard, A Central Tree, Floor Kitchen and Dining Spaces

115

Act 07 : The Inspiration And Conceptualization

Central

Courtyard:

Culture is a manifestation of a community or a nation. It is a vital and essential determining factor of how society responds, replies, and intensifies. Culture plays a significant role in the lives of everyone in a community. Many cultural elements have a profound influence on the layout of dwellings.

A courtyard is an important cultural element in the architecture of Lahore. It plays a vital role in determining climatic settings and the inhabitants’ physical and psychological behaviour in buildings. Courtyards, or open spaces, are most commonly placed in the core of structures. Due to their span and link with all parts of the building, they are used as a gathering place for the inhabitants, both occasionally and on a daily basis for different chores. Most of the time central courtyard is provided with a tree or a water feature to reduce the heating effect.

116

Part 04 - Rethinking The Elements : Cultural Considerations

Section | Schematic Section : A Study of Central Courtyard : Patternsof activities arounf the Courtyard

117

Act 07 : The Inspiration And Conceptualization

118

Part 04 - Rethinking The Elements : Cultural Considerations

Section | Schematic Section : A Study of Central Courtyard : The Varition of Arrangements

119

Act 07 : The Inspiration And Conceptualization

120

Part 04 - Rethinking The Elements : Cultural Considerations

Section | Schematic Section : A Study of Central Courtyard : Circulation and Openings in the Courtyard

121

Act 07 : The Inspiration And Conceptualization

Floor Dining: The floor dining concept was adopted culturally and religiously in Pakistan. Traditionally people have a meal by sitting on the floor. A cloth spread on the floor for dishes to be placed on it. Individuals remove shoes outside the room or space where the meal is served and wash their hands. After entering the room, and everyone sits around the cloth to enjoy food. Conventionally people often eat with their hands.

122

Part 04 - Rethinking The Elements : Cultural Considerations

Schmatic Drawings | Evolution of the Cultural Concept of Floor Dining

123

Act 07 : The Inspiration And Conceptualization

Schmatic Section | Conventional and Cultural Appraoch of Washing

124

Part 04 - Rethinking The Elements : Cultural Considerations

Wash Area: The design is ideal for children as it includes a seat with a tap in front for the user so he/she can wash hands, face and feet while seated. It is accessible to children of different ages and of various heights. After coming from outside, these seats will allow them to clean thoroughly before entering the dining space.

Octagonal or square seats allow easy access to the unit. A 45° tilt in the facing is provided to enable users to put their feet away from the water drainage.

125

Act 07 : The Inspiration And Conceptualization

ACT 07 Part 05

Redefining : The Use of Local Material

The

Local

Essence:

The use of local materials is essential to create a sense of belonging, an emotional relationship between people and spaces. This level of engagement makes people feel comfortable. Using local materials has a clear benefit of reducing the significant environmental impacts of transporting materials long distances. It encourages vernacular building styles and supports the local economy.

To achieve this goal, bamboo and burnt clay bricks are selected for the children’s institution.

Bamboo: Bamboo is excellent for the planet.

• Grows fast • Captures carbon dioxide • Restores watersheds • Provides wildlife habitat, • Supports small farmers and local businesses.

• The use of bamboo is a security that the development will not compromise between ecological health and human wellbeing and creativity.

• When bamboo comes in contact with moisture or water its strength increases over time.

• Bamboo reflects heat, so buildings made with bamboo are cool in hot climates.

126

Images | Material : Bringing back the Locality Image Source Top : https://desaincantik.com/gallery/is-bamboo-the-sustainable-building-material-of-the-future-vogue.html Image Source Left : https://www.engelvoelkers.com/en-cl/ladehesa/blog/rediscovering-building-materials-of-old/ Image Source Right : https://www.wesa.fm/show/essential-pittsburgh-archives/2016-06-01/pittsburgh-declaration-encourages-sustainableconstruction-using-bamboo

Part 05 – Redifining : Use Of Local Material

Burnt Clay Brick: The burnt clay bricks are the classic form and the most common types of bricks in Pakistan. They are made up of wet clay, which is pressed into moulds.

It is then dried and baked in kilns. The use of this type of brick found dates to ancient times and is found in many buildings around the site. It is cheap and readily available all over the city. Bricks are: • Strong and durable • Resistant to the extremes of temperatures and weather • Porose (have the ability to absorb and release moisture) • The bricks provide collness in summer and warmth in winter. This is because bricks have some natural ability for insulation. Bricks play a great role in regulating and maintaining interior temperatures of a structure

Images | Material : Local and Easily Avilable Image Source Top : https://tonygentilcore.com/2016/03/how-to-prevent-burning-out-as-a-fitness-professional/

127

SHRINE

250M APPROX. 3 MINUTES WALK

‫ خ‬DASTARKHWAN ‫دسخخوان‬/ DINING HALL

90M

‫صفہ‬/ SUFFAH SCHOOL

74M

‫بازار‬/

BAZAAR VENDOR MARKET

128

30M

‫حجرے‬/ HUJJRAY HOSTEL

ACT 06 DESIGN DEVELOPMENT

129

Act 08 : Design Development

ACT 08 Part 01

Site Advancement

Context: The drawing shows the surrounding of the shrine. On the south side of the shrine, there are residences follow the Old Lahore pattern with narrow streets and cultural elements. There is also a tight street market on both the north and south end of the shrine. Close to the main entrance on the east side of the shrine, there is a Metro Bus flyover. It is an inexpensive and frequent bus service to connect with the rest of the city.

Site

Plan:

The site plan reveals the proposed programs and the existing institute. The proposed programs are demonstrated in white, and the existing context is shown in a different colour to differentiate between various establishments. All the proposed programs are placed in already established institutes to increase the general public’s tolerance towards street children and invite society to treat them with affection and care. After the storytelling space at the shrine, the closest program to the shrine is the Dining Hall. It is designed with showers and lockers. It will be the first place for children to go and take a shower, lock up their stuff, have a meal with other fellow children, or sometimes with University students. Filling the stomach is the first step to prepare the children for the next task.

The following program further down the Dining Hall is a School in the southwest of shrine. It is the dream place of almost every child, and especially for street children, as they never get a chance to be in school. Many other activities are provided inside the school to keep children engaged and fulfilled. The school will perform morning and evening classes to accommodate all the children.

Across the street, on the west side of the school, a Vendor Market is proposed, as many children’s families depend on their earnings, even if they are minimal. The Vendor Market potentially attracts many of the students and employees from the nearby institutes. It will increase the sale and earning of the children. Adjacent to the Vendor Market, workshops will be provided for the street children to learn different skills of their interest. Arts and handicrafts or other things that children will make inside the workshops can be sold at the market or exhibited there.

On the southeast side of the school, a Hostel is intended for street children who do not have families or need safe places to stay. The Hostel has separate blocks for girls and boys. It will provide all the facilities to make them feel at home

130

Part 01 – Site Advancement

Drawing | Site Plan

131

Act 08 : Design Development

SHRINE

DINING AREA

SCHOOL

VENDOR MARKET

132

Part 01 – Site Advancement

STORYTELLING SPACE

HOSTEL

Perspective | Site Plan : Proposed Programs and Existing Context

133

Act 08 : Design Development

ACT 08 Part 02

Dastaskhwan : A Place To Dine

Dastarkhwan/‫دسترخوان‬ Dining Hall Dastarkhwān (origin Perso-Arabic alphabet) The term may refer to the cloth, or “tablecloth,” which is spread on the ground, floor, or table and is used as a sanitary surface for food. In Urdu it is used more broadly to refer to the entire meal setting.

Floor Plan

The floor plan shows the spatial arrangement of the different activities in the dining area. It has two entrances. One is connected from the street coming from the Shrine; the other is from the road entrance to the University of Education. After the entry, two separate routes for showers are provided for girls and boys. After the showers area, there are lockers and handwashing spaces before entry into the main dining hall.

A bicycle stand is offered on the east side of the building for the children to park their bikes. Multiple courtyards are introduced with a central fountain for air cooling and ventilation. Four sides of the building are provided with trees to protect from extreme summer. A northeast fruit garden is proposed for the children to learn how to garden and cultivate food.

Context

The building is sited among the existing structures of the University of Education.

This institute is one of the oldest establishments in Lahore. It was established in 1880 as Central Training College; in 1976, it was given the name Government College of Education for Men, Lower Mall Lahore. In 2002, it became the constituent college of the University of Education, and then in 2006, it was given the status of a University.

Design Approach The history of the surroundings is incorporated into the design by introducing significant arches and sitting spaces around the courtyard.

Traditional and economical materials are chosen on the basics of their functional qualities,as well as their aesthetic appearance.

Space will provide mutual sharing and dining areas for street children and university students to enjoy food, sit together or participate in yoga and meditation activities.

134

Drawing on Right | Dining Area : Floor Plan

CE

RAN

ENT

Part 02 – Dastaskhwan : A Place To Dine

ENTRANCE

FRUIT GARDEN

KITCHEN

BENCHES BENCHES

DN DINING AREA

DN DINING AREA

FOUNTAIN

UP UP

DINING AREA

DN HAND WASH UP GIRLS LOCKERS

DN UP BOYS

UP ENT

UP

TOILETS

FRUIT GARDEN SHOWERS

TOILETS

UP

BICYCLE STANDS

135

Act 08 : Design Development

‫د‬

‫ﺳﺗر‬ ‫ﺧ‬ ‫و‬ ‫ا‬ ‫ن‬

136

Part 02 – Dastaskhwan : A Place To Dine

Dining Area | Perspective : Hierarchy of Space and the Activities Arranged

137

Act 08 : Design Development

‫دﺳﺗرﺧوان‬

138

Part 02 – Dastaskhwan : A Place To Dine

Dining Area | Section : Multipurpose Space, Yoga / Meditation Centre or Dine In, Section Showing Performance of both Activities.

139

Act 08 : Design Development

140

Part 02 – Dastaskhwan : A Place To Dine

Dining Area | Section : Displaying the spatial relationship between showers, hand wash and dining area.

141

Act 08 : Design Development

Dining Area | Perspective : Floor Dine in Practices

142

Part 02 – Dastaskhwan : A Place To Dine

Dining Area | Perspective : Revealing Alternate Use of the Dining Space as a Yoga Centre

143

Act 08 : Design Development

144

Part 02 – Dastaskhwan : A Place To Dine

Dining Area | Perspective : Fruit Garden at Backside of Dining Hall Enacted with Life

145

Act 08 : Design Development

ACT 09 Part 02

Qissa Khwani Bazaar : Market of Storytellers

Qissa Khwani Bazaar/ ‫قصہ خوان بازار‬ Vendor Market Qissa khwani (origin Perso-Arabic alphabet) The term refers to the bazaar (market) of storytellers. Traditionally in bazaars, people sit together to listen to a folk story from a storyteller.

Floor Plan

The floor plan displays the Vendor Market arranged around the two central courtyards.

The primary purpose of the courtyard is air movement and evening gatherings. It could potentially be a spot for the street children to interact with university students and other schools’ students. The central courts could also serve as an open field for music and cultural performances. The Vendor Market will portray a traditional scene of a street market where individuals perform at the corner of the street as other people enjoy those performances while shopping.

Attached to this market is a skills centre consisting of multiple workshops and sewing/ hand embroidery learning rooms. There is also space which is open and flexible to accommodate seasonal workshops which change from time to time. There are internal courtyards for the lighting and ventilation of the workshop area.

Context

The building is placed in between the empty ground of existing school Central Model High Schools #2. It is one of the leading schools in the neighbourhood. The southwest side of the bazaar, or Vendor Market, face one of the buildings of Animal Sciences University. The bazaar is intentionally placed in between various institutes to attract multiple visitors and increase the sale of the street children’s goods.

Design Approach

146

The market is designed with open sides with movable bamboo screens to make it more adaptable and approachable. The layout developed in a linear pattern along the grid stretching from one side to another retells the practice of a traditional bazaar.

The ethnicity is respected by using the locally available material.

The workshop has window openings to the bazaar; it will be an excellent opportunity for the visitors to interact with the children learning in the workshops. Also, the courtyards can provide a great evening gathering space.

Drawing on Right | Vendor market : Floor Plan

S

ET

IL TO

Part 03 – Qissa Khwani Bazaar : Market Of Story Tellers

ND

HA AL N O ITI ERY D AD TR BROI OP H EM RKS WO

OP

SH

ING

K OR

W

W SE

CE

AN

R NT

E OP

SH

OD

K OR

W

WO

CE

AN

R NT

E

CE

AN

R NT

E

147

Act 08 : Design Development

148

Part 03 – Qissa Khwani Bazaar : Market Of Story Tellers

Vendor market | Perspective

149

Act 08 : Design Development

150

Part 03 – Qissa Khwani Bazaar : Market Of Story Tellers

Vendor market | Section : Showing Spatial Relationship of Market, Workshop, And Courtyard

151

Act 08 : Design Development

152

Part 03 – Qissa Khwani Bazaar : Market Of Story Tellers

Vendor market | Section : Activities and Life in the Market

153

Act 08 : Design Development

Vendor market | Perspective

154

Part 03 – Qissa Khwani Bazaar : Market Of Story Tellers

Vendor market | Perspective

155

Act 08 : Design Development

156

Part 03 – Qissa Khwani Bazaar : Market Of Story Tellers

157

Act 08 : Design Development

Vendor market | Model : Bamboo Arch and Truss as a Structue Elements

158

Part 03 – Qissa Khwani Bazaar : Market Of Story Tellers

Vendor market | Model : Joinery and Ties of Bamboo Construction

159

Act 08 : Design Development

ACT 08 Part 04

Suffah : Adopted to Educate

Suffah/‫صفہ‬ School ّ ُّ Suffah (origin Arabic: ‫الصفة‬‎ ), Suffah is used in Urdu language to describe a shade or a little higher place from the ground, which is basically used for reading and learning purposes Floor Plan

The school has • Classrooms • Daycare • Library • Computer Lab • Preschool • Offices • Staffroom • Language Learning Facilities Language is a barrier between the school system and the street children. Many children speak the regional language and can not converse in Urdu, a national language.

A language learning centre is provided in the school for children to learn the national language. Also, internal courtyards are designed for children to play, surrounded by corridors from all sides.

Context

The east side of the school shares the typical lawn with the University of Education campus. The site is accessible by the children directly from the street

Design Approach

The University’s history is addressed through the arched corridor facing the lawn and university buildings. The school is designed with no dead or dark end corridors to make circulation easy for children. Internal courtyards are provided for school gatherings and activities.

The material selection is made with comfort level of the street children in mind. Burnt clay bricks have incredible resistance towards heat and keep the interior space cooler.

Another design approach is adopted in the layout; corridors are provided on all sides of the courtyard to allow maximum ventilation.

Drawing on Right | School : Floor Plan

160

Part 04 – Suffah : Adopted To Educate

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LIBR

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DAY

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L TOI M2

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R ASS

CL

161

Act 08 : Design Development

LANGUAGE LEARNING

CORRIDOR

COURTYARD

CORRIDOR

‫ﺻﻔہ‬

162

Part 04 – Suffah : Adopted To Educate

OFFICE

OFFICE

CORRIDOR

COURTYARD

CORRIDOR

LIBRARY

‫ﻗﺳﻣت ﻧوع ﺑﺷر ﺗﺑدﯾل ﮨوﺗﯽ ﮨﮯ ﯾﮩﺎں‬

School | Section : Revealing Children Learning Spaces

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Act 08 : Design Development

164

Part 04 – Suffah : Adopted To Educate

School | Perspective : East Corridor Facing towards the University Campus, showing the activities in the Lawn.

165

Act 08 : Design Development

166

Part 04 – Suffah : Adopted To Educate

School | Perspective : Library .

167

Act 08 : Design Development

ACT 08 Part 05

Hujray : Definite Living Place

Hujray/‫حجرے‬ Hostel Hujra (origin Arabic) means a room. In Pakistan implies a ‘particular sitting arrangement in a square so everyone can interact with each other.

Floor Plan

The Floor Plan of the hostel provided the separate quarters for girls’ and boys’ rooms with central combined dining and TV rooms. Separate entrances are provided for hostels. Overall, the hostel rooms are divided into four, rooms with four beds placed in a way to create a small internal courtyard. Showers and toilets are provided for each complex of four rooms. Resident warden rooms are also designated on-site.

ENTRANCE

OFFICE

OFFICE

TOILET

ROOM ROOM

SHOWER

ROOM ROOM

Context

Design Approach

168

The Hostel is designed closer to an existing hostel and across from the Government Central Model School # 1. It is also attached to the Metro bus station for conveniently connecting to the rest of the city The safety and thermal comfort of the rooms are maintained by providing small internal courtyards between four rooms for air circulation - with no dead or dark corridors for easy circulation of the children. More extensive courtyards are offered with continuous hallways for lighting and ventilation. To increase the comfort level, burnt clay bricks are used.

Drawing on Right | Hostel : Floor Plan

GIRLS HOSTEL OFFICE

RESIDENT WARDEN

TOILET RESIDENT WARDEN

SHOWER

Part 05 – Hujray : Definite Living Place

ENTRANCE

OFFICE OFFICE

OFFICE

RESIDENT WARDEN KITCHEN

BOYS HOSTEL

RESIDENT WARDEN

DINING

T.V ROOM

169

Act 08 : Design Development

TOILETS

Hujray: Hujra is a traditional sitting arrangement in Pakistani culture, in which seating is arranged on four sides with a square open space in the centre. It allows effective communication with people sitting around.

In the Hostel, the rooms are arranged in a hujra setting with a square courtyard in the centre. The purpose of the courtyard is to create efficient airflow. Also, it could be used by children to interact with each other through their rooms’ windows.

Image on Top | Sitting Arrangement Image Source : https://www.pinterest.ca/pin/435441857723860060/

Drawing on Right | Hostel | Perspective: Displaing Layout of the Rooms Inspired by Cultural Sitting Arrangment

170

INTERNAL COURTYARD IT PROTECT THE ROOMS FROM HEAT HAIN, WINDS SCOOPS FOR VENTILATION AND ALSO SERES AS A CONNECTION BETWEEN 4 ROOMS.

Part 05 – Hujray : Definite Living Place

SHOWER

KHUS SCREENS THESE SCREENS MADE FROM DRIED GRASS. HANG N FRONT OF DOORS AND WINDOWS. iN SUMMER THESE SCREENS ARE WETTED WHICH COOLED THE PASSING AIR.

171

Act 08 : Design Development

172

Part 05 – Hujray : Definite Living Place

‫ﺣﺟرے‬

Hostel | Perspective: View of the New Home for the Children, Showing Activites in the Courtyard, Lighted Corridors and Community Developed with the layout of the Rooms

173

Act 08 : Design Development

174

Part 05 – Hujray : Definite Living Place

Hostel | Section

175

Act 08 : Design Development

176

Part 05 – Hujray : Definite Living Place

Hostel | Perspective : Displaying Interior of the Room

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Act 08 : Design Development

ACT 08 Part 06

Environmental Considerations

The Primary Strategy:

Passive

Cooling

A well-designed indoor space has to account for the several factors that relate to its occupants’ well-being. A natural ventilation strategy is adopted to design all the programs which require air movement to cool interior spaces—this primary passive cooling strategy utilizes natural sources of coolness. Understanding the seasonal wind patterns helpes adjust window openings, outdoor spaces, and windbreaks to increase comfort without relying on nonrenewable fuels.

The sources of coolness are offered by water and air; each building is designed with a central courtyard interior or exterior, with a water feature.

When air passes through the central courtyard with the fountain in the centre, the air cools down before entering the occupied area. Courtyard windows helped effective air circulation and to cool down the air temperature in the extreme summer months.

Openings in the courtyard or continuous corridors on all sides of the courtyard improved indoor air quality by providing fresh air and maintain an adequate lighting level.

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Drawing | Air Circulation Model Depiction for all the Programs

COURTYARD

COURTYARD

Part 06 – Environmental Considerations

COURTYARD COURTYARD

COURTYARD

179

Act 08 : Design Development

HOLLOW CONCRETE CENTRE PIPE FOR WATER COLLECTION

FOLDABLE BAMBOO SCREENS

CONCRETE PAD

180

Part 06 – Environmental Considerations

SPLIT BAMBOO ROOF

Environmentally Design:

COURTYARD FOUNTAIN

TRACK FOR FOLDING BAMBOO SCREENS

WATER STREAM

RAIN WATER

Responsible

Rainwater collection is a fundamental solution for the communities striving to get clean water for their needs. Lahore receives most of the rainwater in the monsoon season. This period lasts about 2.5 months. Most of this rainwater is wasted due to a lack of rainwater harvesting techniques. By collecting rainwater runoff, water can be stored for irrigation and drinking purposes. Collection of water is also important to tackle the issue of ponding in the area. Collected rainwater can also be used in forestation to reduce pollution in the metropolis. It can also be used to increase groundwater recharge; the water table of the city is dropping three-foot annually A butterfly roof is used to collect rainwater through a hollow pipe along the central spine. The collected water passes underneath the concrete pad and meets the water stream in the courtyard. Here part of the water will be stored in the water tank, and in case of flood, the excess water will run in the water streams in the courtyard. The stored water will be filtered and satisfy water requirements later. It will be a perfect primary water source for many uses and situations; it is also a great backup water supply for emergency situations. In addition to this, it will be used for air cooling through the fountain; it will operate in the streams to the central courtyard water fountain.

END USE

OVER FLOW TO IRRIGATION AND FOUNTAIN OVER FLOW TO SITE BUILDING

Drawing | Rain Water Collection Model Strategy for all the Programs

181

Act 08 : Design Development

Khus Screen

182

Mura

Part 06 – Environmental Considerations

Traditional

Elements:

To bring and promote local culture, traditional elements used in the interior settings include:

Khus

Screens:

Khus screens are made from dried grass; they are wetted in summer to cool down the air. They usually hang in front of doors and windows.

Mura

Seats:

Mura, seats made of bamboo, are comfortable and lightweight, and easily moved by children.

Ralli: Ralli is type of patch work used to make bedsheets, rugs and curtains.

Ralli/Patch Work

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Act 08 : Design Development

On Top | Bamboo Screens Track Detail

On Right | Roof Detail

Column Detail

184

Part 07 - Tech Set

ACT 08 Part 07 Tech set

185

Act 08 : Design Development

TRUSS SPLIT BAMBOO ROOF

PURLIN

TYING WITH ROPE

MAIN BEAM

BAMBOO POST

LASHING

Typical Bamboo Wall Section

186

Part 07 - Tech Set

SECONDRY BEAM

TYING WITH ROPE

MAIN BEAM

BAMBOO COLUMN

Bamboo Beam Detail

SPLIT BAMBOO ROOF

PURLIN PRINCIPAL RAFTER

TRUSS

BAMBOO BEAM

BAMBOO POST

Bamboo Truss Detail

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Act 08 : Design Development

DOUBLE BEAM SINGLE POST JOINING

DIAGONAL LASHING

SHEAR LASHING

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Part 07 - Tech Set

DOUBLE BEAM DOUBLE POST JOINING

FIXING HORIZONTAL AND VERTICAL BAMBOO

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SHRINE

250M APPROX. 3 MINUTES WALK

‫ خ‬DASTARKHWAN ‫دسخخوان‬/ DINING HALL

90M

‫صفہ‬/ SUFFAH SCHOOL

74M

‫قصہ خوان بازار‬/ QISSA KHWAN BAZAAR VENDOR MARKET

190

30M

Master Plan: This drawing illustrates the distance of the proposed programs to the Shrine. All are in less than a 5-7 minutes walk away. The shrine is the central, and beginning, point of the institution. As the Shrine attracts many children every day, street children who might not be familiar with the activities and the programs provided for them could be directed there.

From here, they will get an opportunity to translate their dreams.

The Story-telling/Small Vendor venue and the Shrine will be helpful to attract more children and additional chances to familiarize them with the other programs operating under the shrine.

‫حجرے‬/ HUJJRAY HOSTEL

Drawing | Highlighting the Hierarchy and Distance Between Different Programs

191

Drawing | The Proposed System to Facilitate street children, As a Master Plan for All the Shrines

DEVOTEES

LO VE

FR OM

PE

OP

LE

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IN

R SH

GENERAL PUB

AT

LIC

EN

DR

IL

CH

RE S INT PEC ER TA AC BL TIO E N STORY TELLING SPACE

AT E ) AC D PL OSE S N’ ROP E R (P ILD INE H C HR S

EARN

192

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EARN

IVA LS

DO

NA TIO

NS

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FE

FOOD

KE

ST

MA

UT IT T S ) IN S SED ’ EN PO R O D IL (PR H C

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CHILDREN’S INSTITUT (PROPOSED)

DONATIONS CH

IL

DR (P EN RO ’S PO INS SE TI D) TU

W

IL

L

TE

EM A

GH AU

L EM

TH

TH E ID E OV M PR HO

KE MA

L

IL

LL

W

WI

WIL L T R ANSL THE A I R D REAM TE S

BR TH ING EI C R O LI LO VE R S ST O

193

Image | Home Studio During COVID-19

194

Final Words:

“Of course, we can’t visit every place or meet every person or do every job, yet most of what we’d feel in any life is still available. We don’t have to play every game to know what winning feels like. We don’t have to hear every piece of music in the world to understand music. We don’t have to have tried every variety of grape from every vineyard to know the pleasure of wine. Love and laughter and fear and pain are universal currencies. We just have to close our eyes and savour the taste of the drink in front of us and listen to the song as it plays. We are as completely and utterly alive as we are in any other life and have access to the same emotional spectrum.” ― Matt Haig, The Midnight Library When I initiated the thesis, I did not know what will unfold. Undeniably I started with a desire to achieve specific goals, and I had few ideas about what things might be, but as I progressed, I realized that I was thinking towards more humble and simpler architecture. It is a project with many political, social and economical challenges, that architecture might be able to fully reslove. I was thriving to know to what extent architecture plays a role in changing this specific situation; how honest and modest architecture might be able to reflect the needs and necessity, the everyday life, stories and dreams of the street children. I discovered myself approaching the design in a new way, thinking more seriously about each design phase.

Throughout the development, I attempted to stand with a straightforward

concept of what is needed and how it could fit into the existing urban fabric of Lahore and cultural complexity of Pakistan. The idea of flexibility, the multivalent use of the space, and the subject’s sensitivity helped me track out what should be performed. My endeavour was then to make a constructive design solution. I hope I achieved what I was aiming for at the very start. I started this Thesis with so many memories I had while I was living in Lahore. To take this subject as my thesis project is a challenge for me. I asked myself for each act sometimes I doubted myself, but my advisor’s careful thoughts and important feedback helped me realize what should be done in the next step, and ideas started to untangle slowly.

I have huge respect for my advisor for understanding and feeling the situation of the subject. Her affection and care towards the issue of my project motivate me to think and design with more respect. The subject mattered to me even before I started this school. Here I learned a new way to think. I thrived my ability and have altered my innate passion and inspiration for architecture. Thanks for guiding me to explore myself and my capacity.

Many people have been involved in the entire process; thanks for being there and supporting me through the end. Now I believe there is no end to learning and delivering through our ideas, innovation, abilities, and knowledge. A significant impact can be created in society, culture, and the environment. Thus, I want to take my understanding and positive energy and engage myself in the field of Architecture.

Documentries: (Special Thanks To My Brother) Haider, Naeem. Lahore Street Children: A Journey Through Broken Dreams. https://www.youtube.com/watch?v=wfW96GjAFDs Haider, Naeem. Street Children of Pakistan: An Untold Story. https://www.youtube.com/watch?v=TdzFRfFO3BY

195

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