THESIS REPORT- THE SCHOOL KFI

THESIS REPORT 2021

THE SCHOOL-KFI VISAKHAPATNAM, ANDHRA PRADESH

Guide: Ar. Tanuja B.K Prof.Jaya Kumar Co-ordinator: Prof.Jaya Kumar

Done By Jayanth Varma.K A/2935/2016

5B

Appendix 01 Candidate Declaration

21th May 2021

The thesis titled THE SCHOOL-KFI a requisite of the Bachelors Program in the Department of Architecture, School of Planning and Architecture, New Delhi – 110002, was completed by the undersigned in January – May 2020. The supervisors were Prof.Jaya Kumar and Ar.Tanuja B.K The undersigned hereby declares that this is his/her original work and has not been plagiarized in part or full from any source. Furthermore this work has not been submitted for any degree in this or any other University.

_________________________ (candidate signature)

Name

Kutcherlapati Jayanth Varma

Roll No

A/2935/2016

Section VB

Certificate

21ST May, 2021

We certify that the Thesis titled THE SCHOOL- KFI by JAYANTH VARMA KUTCHERLAPATI roll no A/2935/2016 was guided by us in January – June 2020 and placed in front of the Jury by the candidate on 27th and 28th May 2021. On completion of the report in all respects including the last chapter by the candidate and based on the declaration by the candidate here in above, we forward the report to the Department to be placed in the library of the School of Planning and Architecture, New Delhi. ________________ ___________________ Guide Name ________________ ___________________Guide Name

ACKNOWLEDGEMENTS

I have been fortunate to receive overwhelming help of many people. Most of all I must extend my gratitude to my guides Prof. Jaya kumar and Prof. Tanuja B.K for all the support and help.

To my amma and dad, I express my love. Without their continuing care and patience, I wouldn’t be able do my thesis during these worst times with pandemic and many more. I thank them for creating a peaceful environment and keeping me same this whole time.

My go to people- Adithya, Vinay Baba, Vamsi krishna and Pravinya, who have been constantly supporting and guiding me through the process and filled me with positive energy. Thank you for always being there. I found my inspiration from my trusted friends and mentors.

I want to thank whole heartedly to all those who are named and unnamed for making the process enjoyable and helped me in keep going.

SYNOPSIS With a concern for the quality of education imparted through the popular and established system of standardized curricula and testing, the thesis looks upon alternative systems of education that aim at holistic development through child-centric strategies and non-traditional pedagogical approaches. The thesis then departs on its search, to understand how architecture could contribute towards a holistic learning experience Research from literature and case studies shed light upon educational philosophies and pedagogical approaches of alternative schools and their implications on school architecture. Due to choice of client, i.e.

Krishnamurthi School, Visakhapatnam, the Krishnamurthi’s philosophy and ideologies on education is studied bringing forth philosophies like ‘Complete Human being”, and need for learning communities, importance of nature, and inclusion of handwork, i.e. arts and crafts for better engagement and improved retention of acquired knowledge.

The needs of the learning spaces i.e. to incorporate multiple pedagogical approaches, namely- Delivering, applying, creating and communicating is kept in mind while creating the building programme for the project. A 7 acre site is chosen in the institutional sector, Madhurawada, Visakhapatnam which is perfect for as the site is secluded from the hustle of the city.

The thesis book tries to record the design journey taken by the author, in the quest to understand, analyse, critique and apply the knowledge gained, with an aim to create appropriate, comfortable and flexible learning environments and with a hope to set better standards for schools projects to come.

सारांश मानकीकृ त पाठ्यक्रम और परीक्षण की लोक प्रय और स्था पत प्रणाली के माध्यम से प्रदान की जाने वाली शक्षा की गुणवत्ता की चंता के साथ, थी सस शक्षा की वैकिल्पक प्रणा लयों को दे खती है िजसका उद्दे श्य बाल-कें द्रित रणनी तयों और गैरपारं प रक शैक्ष णक दृि टकोणों के माध्यम से समग्र वकास करना है । थी सस तब अपनी खोज पर नकलती है , यह समझने के लए क आ कर्डटे क्चर समग्र सीखने के अनुभव में कैसे योगदान दे सकता है सा हत्य और केस स्टडी से अनुसंधान वैकिल्पक स्कूलों के शै क्षक दशर्डन और शैक्ष णक दृि टकोण और स्कूल वास्तुकला पर उनके प्रभाव पर प्रकाश डालता है । ग्राहक की पसंद के कारण, अथार्डत कृ णमू तर्ड स्कूल, वशाखापत्तनम, शक्षा पर कृ णमू तर्ड के दशर्डन और वचारधाराओं का अध्ययन कया जाता है , जैसे क 'पूणर्ड मानव', और सीखने वाले समुदायों की आवश्यकता, प्रकृ त का महत्व, और हस्त शल्प, यानी कला और शल्प को शा मल करना। बेहतर जुड़ाव और अिजर्डत ज्ञान के बेहतर प्र तधारण के लए। सीखने की जगह की जरूरतें यानी कई शैक्ष णक दृि टकोणों को शा मल करना, अथार्डत ्- प रयोजना के लए भवन कायर्डक्रम बनाते समय वत रत करना, लागू करना, बनाना और संचार करना ध्यान में रखा जाता है । एक 7 एकड़ साइट को संस्थागत क्षेत्र, मधुरवाड़ा, वशाखापत्तनम में चुना जाता है , जो क शहर की हलचल से एकांत स्थान के लए एकदम सही है । थी सस पुस्तक लेखक द्वारा ली गई डजाइन यात्रा को समझने, वश्लेषण करने, आलोचना करने और प्राप्त ज्ञान को लागू करने के लए उपयुक्त, आरामदायक और लचीला सीखने के माहौल बनाने के उद्दे श्य से और बेहतर मानकों को स्था पत करने की आशा के साथ रकॉडर्ड करने का प्रयास करती है । स्कूल प्रोजेक्ट आने वाले हैं।

Contents

& 01. INTRODUCTION 02. RESEARCH CASE STUDIES 1.1 1.2 1.3 1.4

Project Background....02 Areas of Research…..03 Thesis Proposition…..04 Project Proposal……..05

2.1 - Client & his philosophy……...09 2.2 - Academic Curriculum…….....11 2.3 - Case Studies 2.3.1 - Sahyadri School, Pune, Maharashtra…………….....13 2.3.2 - Rishi Valley School, Chittoor, Andhra Pradesh...19 2.3.3 - The School, Chennai, Tamil Nadu………………….21 2.4 - Case Studies Matrix…………30

03. DESIGN PROGRAM 3.1 - Area Programme...32 3.2 - Inferences & Conclusions……....37

04. SITE STUDY 4.1 - development norms & implications ……….39 4.2 - site analysis. ………….42 4.3 - climatic analysis……..46 4.4 - design derivatives…...48

Contents

05. TECHNOLOGY RESEARCH 5.1 - Self Sustaining Systems………. …..50 5.2 - Structural Systems……………….55 5.3 - Passive Design Strategies…………..57 5.3 - Construction materials…………....59

06. DESIGN 07.

DETERMINANTS 6.1 - determinants for functional diagram…………...61 6.2 - determinants for zoning & volume disposition………...62 6.3 - determinants for site planning & circulation………..63

DESIGN EVOLUTION

7.1 - zoning 1………..65 7.2 - zoning 2………..66 7.3 - zoning 3………..67 7.4 - zoning 4………..68 7.5 - zoning 5 ……….69 7.6 - zoning 6………..70

08. DESIGN PROPOSAL 8.0 - Final drawings & visualisation

LIST OF FIGURES Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure

1: site location & context…………………………………………………………………………………………………………………………………………………...05 2: site plan & immediate context………………………………………………………………………………………………………………………………… 06 3: site & context……………………………………………………………………………………………………………………………………………………………………. 07 4: jiddu krishnamurti (source: kfoundation.org)..................................................................................................... 09 5: sahyadri school (source: khushru irani design studios)................................................................................ 12 6: rishi valley school(source:kfoundation.org)......................................................................................................... 12 7: the school(source:kfoundation.org)........................................................................................................................ 12 8: sahyadri school admin block (source: khushru irani design studios).................................................... 13 9: sahyadri school master plan (source: khushru irani design studios).................................................... 14 10: sahyadri school admin block plan (source: khushru irani design studios)...................................... 15 11: sahyadri school admin block section (source: khushru irani design studios).................................. 16 12: sahyadri school dormitories (source: khushru irani design studios)..................................................... 17 13: sahyadri school dormitories section(source: khushru irani design studios)..................................... 18 14: rishi valley school (source: rvs.org)...................................................................................................................... 19 15: rishi valley school master plan (source: rvs.org)............................................................................................ 20 16: rishi valley school master plan (source: rvs.org)............................................................................................ 21 17: rishi valley school dormitory plan (source: flyingelephant.in.)................................................................. 22 18: rishi valley school dormitory section (source: flyingelephant.in)............................................................ 22 19: rishi valley school dormitory exploded view (source: flyingelephant.in)............................................. 22 20: the school-kfi(source:theschoolkfi.org).............................................................................................................. 24 21: the school-kfi plan (source:theschoolkfi.org)................................................................................................... 25 22: the school-kfi plan (source:theschoolkfi.org).................................................................................................. 25 23: the school-kfi assembly & library (source:theschoolkfi.org).................................................................... 26 24: the school-kfi art & jr. classroom plan (source:theschoolkfi.org)......................................................... 27 25: the school-kfi typical classroom (source:theschoolkfi.org)...................................................................... 28 26: the school-kfi views (source:theschoolkfi.org)................................................................................................ 29 27: case studies matrix (source:author)..................................................................................................................... 30 28: the school-kfi area programme(source: author)............................................................................................ 32 29: the school-kfi area programme(source: author).......................................................................................... 33 30: the school-kfi area programme(source: author)........................................................................................... 34 31: the school-kfi area programme(source: author)............................................................................................ 35 32: the school-kfi area programme(source: author)........................................................................................... 36 33: the school-kfi site & its immediate context (source: author).................................................................... 39 34: VMRDA master plan 2021 (source: VMRDA)........................................................................................................ 40 35: VMRDA master plan 2021 ZONE 1 (source: VMRDA)......................................................................................... 41

LIST OF FIGURES Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure

36: VMRDA master plan 2021 ZONE 1 Institutional zone (source: VMRDA)................................................................................ 42 37: proposed site (source: author)............................................................................................................................................................ 43 38: proposed site (source: author)............................................................................................................................................................ 44 39: image showing access road to the site (source:author)......................................................................................................... 45 40: image showing access road adjacent to the site (source:author)..................................................................................... 45 41: image showing view facing sri chaitanya jr. college (source:author)................................................................................ 45 42: image showing view facing incap hill (source:author)............................................................................................................. 45 43: graph showing annual temperature (source:accuweather).................................................................................................. 46 44: graph showing humidity level (source:accuweather)............................................................................................................... 46 45: graph showing sun path(source:accuweather)........................................................................................................................... 47 46:dominant wind direction (Source: https://www.windfinder.com/windstatistics/visakhapatnam_port)........... 47 47: Stages in rain water harvesting(source:author)........................................................................................................................... 50 48: Stages in solar photovoltaic system (source:author)................................................................................................................ 53 49: frame structural system (source:engineersdaily.com)............................................................................................................. 55 50: structural system (source:engineersdaily.com)........................................................................................................................... 55 51: truss structural system (source:engineersdaily.com)................................................................................................................ 56 52: courtyard effect (source:author).......................................................................................................................................................... 57 53: jali wall(source:author)............................................................................................................................................................................. 57 54: cross ventilation(source:author).......................................................................................................................................................... 58 55: compressed earth blocks (CEB) use with rat trap bond and jali wall(source:mayapraxis.com).......................... 59 56: zoning hierarchy (source:author)......................................................................................................................................................... 62 57: zoning hierarchy (source:author)......................................................................................................................................................... 62 58: vehicular movement (source:author)................................................................................................................................................ 63 59: pedestrian movement (source:author)............................................................................................................................................. 63 60 : design iteration 1 (source:author)....................................................................................................................................................... 66 60 : design iteration 2 (source:author)...................................................................................................................................................... 67 60 : design iteration 3 (source:author)...................................................................................................................................................... 68 60 : design iteration 4 (source:author)...................................................................................................................................................... 69 60 : design iteration 5 (source:author)...................................................................................................................................................... 70 60 : design iteration 6 (source:author)...................................................................................................................................................... 71

CHAPTER.01

INTRODUCTION

1.1 - Project Background 1.2 - Areas of Research 1.3 - Thesis Proposition 1.4 - Project Proposal

01

1.1 PROJECT BACKGROUND PROJECT THE SCHOOL-KFI LOCATION : Madhurawada, Visakhapatnam urban, Andhra Pradesh PROJECT TYPE : Institutional As per the Government Proposal Visakhapatnam Urban Development authority( VUDA), in its 2014 master plan has allotted a site for a school in Madhurawada region which is still left vacant without any development.

Madhurawada falls under ecological conservation zone of Visakhapatnam and the site is closer to Kambalakonda wildlife sanctuary and surrounded by hills, low rise residential buildings on one side.

The environment is perfect for a KFI school as all campuses of KFI are located away from the hustle of the city, nested in the beautiful valleys, hills and forest.., For school with so many values and ambitions, it is only fair to choose a site which is closer to nature and which can provide a safe and secure environment for the children.

02

1.2 AREAS OF RESEARCH ●

Krishnamurti's Philosophy on Education and space

●

Relationship between space and learning

●

Building Materials

●

Energy efficiency systems

All KFI schools, follow Krishnamurthi’s ideals and incorporate these qualities and nurture the children along with their educati.on

source: kfoundation.org

03

1.3 THESIS PROPOSITION

THE SCHOOL-KFI , VISAKHAPATNAM

The purpose of a school is to bring children together in an environment by creating the potential for intellectual and social exchange in nature, which is not restricted to a closed space

For school with so many values and ambitions, which is closer to nature and which can provide a safe and secure environment for the children.

04

1.4 PROJECT PROPOSAL

Site Location – Madhurawada,Visakhapatnam •Distance from airport – 23 km •Distance from railway station – 18km •Distance from cricket stadium , bus stop – 3km Figure 1: site location & context

Visakhapatnam is the largest city, both in terms of area and population in the Indian state of Andhra Pradesh. It is located on the coast of Bay of Bengal in the north eastern region of the state. It is the Executive capital & Financial capital city of Andhra Pradesh and also administrative headquarters of Visakhapatnam district.

As per 2011 census, the population of the city was recorded as 20,35,922 making it the 14th largest city in the country and 4th largest city in South India. The Visakhapatnam Metropolitan Region is the 9th most populous in India with a population of 5,340,000

05

THE SCHOOL-KFI , VISAKHAPATNAM

Site Extent– 28,313 sqm(7 acre / 2.83 hectares) FAR - 1.50 Height : 15m Ground coverage: 35%

Figure 2: site plan & immediate context

06

THE SCHOOL-KFI , VISAKHAPATNAM

PROPOSED SITE WITH CONTEXT

Figure 3: site & context

07

2.1 - CLIENT & HIS PHILOSOPHY 2.2 - ACADEMIC CURRICULUM

CHAPTER.02

RESEARCH

CASE STUDIES 2.3.1 - Sahyadri School, Pune, Maharashtra.

2.3.2 - Rishi Valley School, Chittoor, Andhra Pradesh.

2.3.3 - The School, Chennai, Tamil Nadu.

2.3.4 - Case Studies Matrix

08

2.1 CLIENT PROFILE

Jiddu Krishnamurti (11 MAY 1895 - 17 FEB 1986) a philosopher, speaker, and writer.

Figure 4: jiddu krishnamurti (source: kfoundation.org)

Krishnamurthi was born in Madanapalle, Andhra Pradesh. He was trained to be the WORLD TEACHER by Theosophical society, which he later disowned and started his own quest for truth. Through many of his talks and books, he clearly stated that he doesn’t belong to any religion, cast or creed. Religion according to him is learning and constantly reinventing one’s self.

Krishnamurthi strongly believed that, to be truly free, one must know themselves from within and should think freely without any prejudices. Krishnamurthi revolutionised the education system, he never believed in preaching and teaching, but through his work it is very evident that, he made the effort to strike the conversation. His ultimate goal was to set man absolutely and unconditionally free.

09

He talked of the things that concern all of us in our everyday life; the problems of living in modern society, the individual’s search for security, and the need for human beings to free themselves from their inner burdens of violence, fear and sorrow. (KFI, 2017) He believed that, one can truly be free, sensitive and intelligent, when one goes through the process of right education from a tender age. Learning should be an enjoyment, the child is born with a natural curiosity, to learn, to feel, to love which should be retained and help them further explore themselves and the world. This will bring out a whole new generation of intelligent, fearless individuals creating an ideal society that Krishnamurthi dreamt of. He started few schools and study centres in India as well as abroad to bring his vision into action. After Krishnamurthi, Krishnamurti Foundation is taking care of all these school. (Krishnamurthi, 1963) In the initial stages, the foundation majorly depended on donors, so they used to build according to the resources available to them. Most of the campuses are built in parts and by different architects, engineers and sometimes even locals. So there is not much structure visible in the school campuses.

But there are few design drivers that they follow across all the schools: ● ● ● ● ●

Sustainable building practices.

Eco-friendly campus.

Energy efficient systems.

Protecting the existing ecosystem inside the campus and cultivating it.

Community engagement 10

2.2 Academic curriculum Junior school The school is affiliated to the Indian Council for Secondary Education. The students work with a curriculum designed by the school up-to Class VIII, after which they follow a syllabus prescribed by the Council for the Indian School Certificate Examinations.

English is the medium of instruction. Telugu, Hindi and Sanskrit are the other languages the students learn. In class I the children are introduced to formal reading and writing. Inbuilt in the learning approach is an emphasis on learning through the senses and engaging with what is being learnt in a direct and simple manner. The children learn to work on their own, in groups and in the larger setting of the whole class. They learn to be part of the campus relating sensitively to all the creatures and plants. Physical Activity, music, art, craft and clay work are integral to the curriculum. Class II, III and IV work in mixed age groups. Each classroom has children of ages ranging from six and a half years to nine and a half years. In addition to the academic subjects English, Maths and Environmental Science, children are also study languages (Hindi and Tamil) and experience music, art, pottery, craft and games as an integral part of their learning. A second language (Hindi or Telugu) is chosen in Class IV. Middle school Students of Classes 5, 6 and 7 learn in a mixed age environment. some portion of students of each of the classes work and play together in a classroom. The attempt in these years in school is to help children read independently; make meaning of any text they are given and to understand concepts individually, in groups and with the help of the teacher. The subjects in middle school include English, Maths, Science (Physics, Chemistry, Biology), Social Studies (History & Geography), Sanskrit and a second language of their choice (Hindi or Tamil). Environmental education is an important aspect of learning each year.

Senior school Class VIII is a threshold class between middle and senior school. In this year children continue some of the practices of middle school and at the same time prepare for their study of the IX and X ICSE Syllabus. The special experiences include understanding and working with aspects of the media, working on projects in areas of their interest in the various subjects, and a history based field trip. for class IX and X, the CISCE offers a wide choice of subjects out of which the students study English, one of the two languages (Hindi or Telugu), social studies, the sciences and mathematics. Some of the other subjects offered are Yoga, Physical Education, Computer Applications, and Environmental Applications.

11

2.3 CASE STUDIES

Figure 5: sahyadri school (source: khushru irani design studios)

Figure 6: rishi valley school(source:kfoundation.org)

Figure 7: the school(source:kfoundation.org)

School - Sahyadri school Location - Tiwai hill, Rajguru Nagar, Pune Founder - Jiddu Krishnamurti Site area - 26.3 hectares Affiliation - ICSE & ISC Architect - Khushru Irani design studios, Pune

School - Rishi valley school Location - Madanapalle, AP Founder - Jiddu Krishnamurti Site area - 151 hectares Affiliation - ICSE & ISC Architect -

School - The School Location- Thazhambur, Chennai Founder - Jiddu Krishnamurti Site area - 1.1 hectares Affiliation - ICSE & ISC Architect - Ms. Anupama Mohanram, Green Evolution

Reason for choice ● Same organisation ● Principles and ideology

Reason for choice ● Same organisation ● Principles and ideology

Reason for choice ● Same organisation ● Principles and ideology ● Recently constructed ● Area of the project

Project Brief Sustainable and eco friendly which is self sufficient

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2.3.1 Sahyadri School, Pune, Maharashtra.

TYPE ESTABLISHED FOUNDER LOCATION AREA OS SITE SCHOOL STRENGTH (STUDENTS) No. OF FACULTY GRADES

Figure 8: sahyadri school admin block (source: khushru irani design studios)

Sahyadri school is located off the Pune-Nashik highway, approximately 25 kilometres from Rajgurunagar.

TEACHER, STUDENT RATIO GENDER AGE RANGE AFFILIATION

-

Private boarding school

-

Jiddu Krishnamurti

-

1995

Tiwai hill, Pune 65 acres 280 50 4 - 12 1:6

-

CO-educational

-

ICSE,ISC

8 -17

13

When they first started building the school campus in 1990’s, Most of the buildings were built by volunteer designers and architects with available funds. The only design brief given

by KFI is to build a school that is sustainable and eco-friendly which is self-sufficient.

In 2015, the school campus underwent redevelopment to accommodate new building blocks. We are going to look into the recent buildings to understand, how the architecture has expressed or justified the Krishnamurti's philosophy

source:thinkmatter.in/201704/04/sahayadrischool/

Figure 9: sahyadri school master plan (source: khushru irani design studios)

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BUILDING STYLE AND MATERIAL

ACADEMIC BLOCK

ENTRANCE PORCH The buildings are semi-rustic in appearance, with ample space between them for strolling – but not so far apart as to engender a sense of isolation..

OPEN AIR THEATRE

Figure 10: sahyadri school admin block plan (source: khushru irani design studios)

source:thinkmatter.in/201704/04/sahayadrischool/

CENTRAL COURTYARD

15

BUILDING STYLE AND MATERIAL “The architecture of the school is an ensemble of spaces sewn together with tactful geometry and generous circulation.

With a keen intent of restraint, the design opens up a universal desire to give fluid space to its users, thereby supporting life within and around it” -Khushru Irani Design studio

Figure 11: sahyadri school admin block section (source: khushru irani design studios)

source:thinkmatter.in/201704/04/sahayadrischool/

16

BUILDING STYLE AND MATERIAL

STUDENT DORMITORIES

The final finish of all the buildings are plastered walls and exposed concrete structure.

Sustainable building practices like rainwater harvesting are made as part of the building structure.

Figure 12: sahyadri school dormitories (source: khushru irani design studios)

source:thinkmatter.in/201704/04/sahayadrischool/

17

BUILT OPEN RELATIONSHIP

There is a clear balance between built and open.

All building blocks are provided with courtyards and the transition between built and open is carefully designed and used as social gathering spaces.

Figure 13: sahyadri school dormitories section(source: khushru irani design studios) source:thinkmatter.in/201704/04/sahayadrischool/

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2.3.2 Rishi Valley School, Madanapalle, A.P.

TYPE ESTABLISHED

Jiddu Krishnamurti

LOCATION

-

Madanapalle, Andhra Pradesh

No. OF FACULTY GRADES TEACHER, STUDENT RATIO

source: rishivalley.org

1926

-

SCHOOL STRENGTH (STUDENTS)

Rishi Valley is located in the rocky, boulder strewn district of Chittoor, in the south western corner of Andhra Pradesh.It is about 123 km from Tirupati and around 133 km from Bangalore

Private boarding school

FOUNDER

AREA OS SITE

Figure 14: rishi valley school (source: rvs.org)

-

GENDER AGE RANGE AFFILIATION

-

375 acres 360

-

60

-

CO-educational

4 - 12 1:6

8 -17 ICSE,ISC

19

Krishnamurti created no blueprint for what a school should be. However, the passionate concerns he articulated remain the basis of the school and all its endeavors.

As the school kept developing across 8 decades, there were many architects and designers involved in the process, hence the architectural diversity is clearly visible in the school campus.

Taxila girls dormitory is the latest addition to the campus in 2009 by Flying Elephant Studios.

TAXILA GIRLS HOSTEL

Figure 15: rishi valley school master plan (source: rvs.org)

source: rvs.org

20

PEDESTRIAN & VEHICULAR MOVEMENT it is clearly seen that the campus development over the years and not planned well.

Vehicular movement is restricted in the campus.

The connection between the building blocks is not well planned. The Dining hall is placed at the end of the site causing accessibility issues from the academic block and classrooms in the afternoon session.

Figure 16: rishi valley school master plan (source: rvs.org)

Even the zoning of the site plan is questionable.

source: rvs.org

The vehicular movement inside the site is sorted, without disturbing the learning environment. But the internal movement between dorms, academic and dining hall is very long and complicated. There is no sense of direction or organisation

21

BUILDING STYLE AND MATERIAL

FLOOR PLAN

A central courtyard is the key element around which individual structures are arranged.

Dormitories are open on two sides allowing for maximum cross-ventilation as well as visual transparency from the court to the greenery around.

Composite screens of steel and local stone that create climatic buffers while providing security, wrap the external facades.

Figure 17: rishi valley school dormitory plan (source: flyingelephant.in.)

SECTION

Figure 18: rishi valley school dormitory section (source: flyingelephant.in)

Figure 19: rishi valley school dormitory exploded view (source: flyingelephant.in)

source: flyingelephant.in

22

BUILDING STYLE AND MATERIAL

All the materials were acquired locally.

Nature is of primary importance in all the buildings

source: flyingelephant.in

23

2.3.3 The School, Chennai, Tamil Nadu.

-

Day boarding school

Jiddu Krishnamurti

LOCATION

-

AREA OS SITE

-

TYPE ESTABLISHED FOUNDER

2018

Thazhambur, Chennai 2.75 acres 400

SCHOOL STRENGTH (STUDENTS) No. OF FACULTY GRADES Figure 20: the school-kfi(source:theschoolkfi.org)

The School KFI is relocated to Thazhambur (2 km from Navalur junction on Old Mahabalipuram Road) in 2018.

It is about 34 km from Chennai

TEACHER, STUDENT RATIO GENDER AGE RANGE AFFILIATION

source:theschoolkfi.org

-

35 4 - 12 1:10

-

CO-educational 8 -17 ICSE,ISC

24

Figure 21: the school-kfi plan (source:theschoolkfi.org)

vehicular movement is strictly restricted in the site Assembly hall & library is in the heart of the site, as it is one of the most accessed buildings. Through the spatial distribution of the buildings, it clearly seen that walking is encouraged.

Staff rooms are placed in the end.

Classrooms were structured around activity patterns, with long corridors for children to gaze at life outside

Figure 22: the school-kfi plan (source:theschoolkfi.org)

25

Assembly hall Ground level Total carpet area: 2500 Sq.ft(235 sq.m)

Library - first floor Total carpet area : 2500 sq.ft (235 sq.m)

Library - second floor Total carpet area : 950 sq.ft (90 sq.m)

Figure 23: the school-kfi assembly & library (source:theschoolkfi.org)

26

Typical art room carpet area 570 sq.ft (53 sq.m)

Art room

Jr. class rooms

Typical classroom carpet area - 600 sq.ft(55 sq.m) spill out over area : 185 sq.ft (18 sq.m)

Figure 24: the school-kfi art & jr. classroom plan (source:theschoolkfi.org)

27

Figure 25: the school-kfi typical classroom (source:theschoolkfi.org)

28

a place of buildings with exposed bricks and nooks and crannies that children can explore.Jaalis cast latticed shadows on semi-circled corridors

At the heart of the school stands an open multi-purpose hall, hemmed in by artwork by children and a library with an arresting wooden staircase that is a climb to both the skylight and imagination. Says Jaideep, “The design hopes to keep alive the philosophy of The School, so that architecture aids education Figure 26: the school-kfi views (source:theschoolkfi.org)

29

SECONDARY CASE STUDIES

2.4 CASE STUDIES MATRIX

Figure 27: case studies matrix (source:author) source:author

30

CHAPTER.03

DESIGN PROGRAM

3.1 - AREA PROGRAMME 3.2 - INFERENCES

31

3.1 AREA PROGRAMME

5

Figure 28: the school-kfi area programme(source: author)

32

Figure 29: the school-kfi area programme(source: author)

33

Figure 30: the school-kfi area programme(source: author)

34

length

width

Figure 31: the school-kfi area programme(source: author)

35

AREA

Figure 32: the school-kfi area programme(source: author)

36

3.2 INFERENCES

Informal meeting spaces creating a buffer between classrooms and open. light and ventilation along with safety precautions Humanities required accordingly.

Flexible furniture. Placed where, it can be accessed by both junior and senior classes as well as outsiders.

Multipurpose hall placed right at the entrance and should be connected to admin and dining space Dining hall placed near kitchen and connected to service lane and also accessible to all components of the project.

37

CHAPTER.04

SITE STUDY

4.1 - development norms & implications.

4.2 - site analysis.

4.3 - climatic analysis.

4.4 - design derivatives

38

4.1 DEVELOPMENT NORMS & IMPLICATIONS THE SCHOOL-KFI , VISAKHAPATNAM

Site Extent– 28,313 sqm(7 acre / 2.83 hectares) FAR - 1.50 Height : 15m Ground coverage: 35%

Figure 33: the school-kfi site & its immediate context (source: author)

39

VMRDA MASTER PLAN 2021

PROPOSED SITE

Figure 34: VMRDA master plan 2021 (source: VMRDA)

40

VMRDA MASTER PLAN 2021 (ZONE 1) PROPOSED SITE

● ● ● ●

RESIDENTIALS COMMERCIAL INSTITUTIONAL WILDLIFE SANCTUARY

Figure 35: VMRDA master plan 2021 ZONE 1 (source: VMRDA)

41

4.2 SITE ANALYSIS

VMRDA MASTER PLAN 2021 (ZONE 1) Proposed institutional zone by VMRDA Site location adjacent to the hill (incap hill) at the road level

Figure 36: VMRDA master plan 2021 ZONE 1 Institutional zone (source: VMRDA)

42

Site Location – Madhurawada,Visakhapatnam •Distance from airport – 23 km •Distance from railway station – 18km •Distance from cricket stadium , bus stop – 3km

12m ROAD

LVL - 500

9m ROAD

18 RO m AD

PROPOSED SITE AREA

18 RO m AD

LVL 1000

Figure 37: proposed site (source: author)

43

SECTIONS

The slope from the road level to end point of the site is approx 2m

1. Section through the site

2. Section through the road Figure 38: proposed site section (source:author)

44

Figure 39: image showing access road to the site (source:author)

Figure 41: image showing view facing sri chaitanya jr. college (source:author)

Figure 40: image showing access road adjacent to the site (source:author)

Figure 42: image showing view facing incap hill (source:author)

45

4.3 CLIMATIC ANALYSIS TEMPERATURE

CLIMATIC ANALYSIS Visakhapatnam has a tropical warm and humid/ savanna climate with a pronounced dry season in the low-sun months , no cold season, wet season is in the high-sun months

The annual average temperature is 28.4 degrees Celsius (83.1 degrees Fahrenheit Average monthly temperatures vary by 8.4 °C (15.1°F). This indicates that the continentality type is hyper oceanic, subtype barely hyper oceanic.

RELATIVE HUMIDITY According to the Holdridge life zones system of bioclimatic classification Visakhapatnam is situated in or near the subtropical dry forest biome.

Figure 43: graph showing annual temperature (source:accuweather)

The Relative humidity is higher than 75% for approximately 62% of the time in a year which is roughly 5468 hours. These hours are predominantly scattered in the late night and morning hours except during July, august, September, October and parts of November where the monsoon season starts to control the climatic dynamics.

Figure 44: graph showing humidity level (source:accuweather)

source:accuweather

46

CLIMATIC ANALYSIS SUN PATH High sun altitude in summer peaking at (95°) and winter solstice angle at (49°).

The sun azimuth ranges from 68° to 105°

Figure 45: graph showing sun path(source:accuweather)

WIND FLOW The monsoon winds flow from SW to NE during summers and rainy months. The winds flow from NE to SW during winter months • East wind will flow to west through the site from the hill Figure 46:dominant wind direction (Source: https://www.windfinder.com/windstatistics/visakhapatnam_port)

47

4.4 DESIGN DIRECTIVES

• Design shall be such that it accommodates the multi-dimensional learning needs of a variety of learners- each of whom may have their own pace of learning..

• The creation of various micro environments that help students identify each of them through distinguishable characters capable of imparting learnings.

• It should be able to bring deep rooted inner change. The space must speak of the addressed philosophy in a subtle way.

• Usage of local available materials • Sustainable building practices like rainwater harvesting are to be made as part of the building structure.

48

CHAPTER.05

TECHNOLOGY RESEARCH

5.1 - Self Sustaining Systems.

5.2 - Structural Systems.

5.3 - Passive Design Strategies

49

5.1 SELF SUSTAINING SYSTEMS RAIN WATER HARVESTING

●

The average annual rainfall in visakhapatnam is 1071mm

●

Rather than allowing it to run off it is better to collect and use it

●

Rainwater harvesting systems in schools will not only help conserve water but also help students understand the concept of sustainable use of natural resources.

●

The water can then be used for any purpose such as watering garden and, with treatment, can be consumed safely.

Secure water supply

Natural Environment

● Improve water quality

Tackle flood

School buildings are ideal for rainwater harvesting as the large roofs provide ample surface area for collection of water. The harvested water can be used for drinking, cleaning and preparing food.

Figure 47: Stages in rain water harvesting(source:author)

1.

Rainwater that collects on the terrace makes its way down a pipe

2.

The suction tank filters the water and then sends it to the collection tank for storage

3.

From the collection tank, the water is pumped to the roof top tank

50

TECHNOLOGY RAIN WATER HARVESTING

RAIN WATER HARVESTING Annual average rainfall at Visakhapatnam is 995mm Total catchment area of the project= approx 7000 sq.mt Volume of rainfall on roof =annual rainfall X roof area = 6965 cu.mt

Secure water supply

Roof runoff coefficient for flat roof = 0.7 Evaporation coefficient = 0.8

Natural Environment

Amount of water collected from roof=0.7 X 0.8 X 6975=3900 cu.mt /year Total water harvested per year = 3900 cu.mt Assuming 70% storage capacity at a point of time = 2730 cu.mt /year

Improve water quality

Depth of tank taken = 3.6m Total area of tank required= 2730 /3.6 = 760 sq.m Tackle flood

51

TECHNOLOGY

PER CAPITA WATER REQUIREMENT

WATER REQUIREMENT

a. Day school 45 lt/day per head from NBC b. Boarding school 185 lt/day per head Total no of students appx = 450 students A. Daily water consumption = 450 x 45 = 20,250lt/day

Secure water supply

Total no of faculty and support staff appx = 70 B. Daily water consumption by faculty = 70 x 45 = 3150 lt/day Total water consumption per day = A+B = 20,250 + 3150 = 23,400 lt/day

Natural Environment

Total tank capacity could be 25,000 lt/day Multipurpose hall + floating population = 400 ppl from NBC = 400 x 15 = 6,000 Total water consumption = 31,000 (i.e tank size required is 31 cu.mt)

Improve water quality

WATER TANK CAPACITY NEEDED IS 31 SQ.M PER DAY

Tackle flood

52

TECHNOLOGY SOLAR PHOTOVOLTAIC SYSTEM

WHY? ●

Renewable energy is already becoming a more familiar part of our lives

●

Electricity generated from 1kW of solar PV in Visakhapatnam climate is in the range of 1200 - 1500 kWh/year

●

Solar power reduce the operating costs of the school

●

It provides Unreliable and enough power for school

●

Solar power is cutting-edge and attractive to eco-minded students, teachers, and supporters.

●

School timings are from 7.30 a.m. 2.30 p.m.

Figure 48: Stages in solar photovoltaic system (source:author)

53

TECHNOLOGY SOLAR PHOTOVOLTAIC SYSTEM

Total area available for solar panels considering the orientation of is 3000 sq.m Space required for 1kW OF SOLAR PV installation is in the range 7 - 10 sq.m Total capacity of solar pv installation on site is approx 500 kW

Electricity generated from 1kw of solar PV in visakhapatnam climate is in the range of 1200 - 1500 kWh/ye From the above data Total electricity generated using solar PV on site (minimum) rounds upto - 350 X 1200 =420000 kWh/ year Electricity consumed by person on an average is 0.5kWh/day As the school has total capacity of 450 students + 70 staff Electricity consumption for common areas is 25 % of total energy consumption Electricity consumed per year on site =520 X 0.5 X 365 + 2.5 x 520 X 0.5 X 365 = 332150 kWh/year

54

5.2 STRUCTURAL SYSTEMS TECHNOLOGY

Frame structural system ●

STRUCTURAL SYSTEM

Frame structures are the structures having the combination of beam, column and slab to resist the lateral and gravity loads. These structures are usually used to overcome the large moments developing due to the applied loading.

Figure 49: frame structural system (source:engineersdaily.com)

Two-Way Systems ●

As the name suggests, two-way floor and roof systems transfer the supported loads in two directions. Flexural reinforcement must be provided in both directions.

Figure 50: structural system (source:engineersdaily.com) Source: https://www.engineerr.com

55

TECHNOLOGY STRUCTURAL SYSTEM

●

Sloping Chord Flat Truss.

Truss is one of the most popular structural forms. It is primarily characterized by saving in material, axial forces, pinned joints and versatility of materials that can be used to build a truss.

●

For positive roof drainage. Many variations are possible as shown, the selected shape will depend on the particulars of the project. The depth for estimating span to depth ratio is measured at 1/3 span from the smaller end

Figure 51: truss structural system (source:engineersdaily.com)

56

5.3 PASSIVE DESIGN STRATEGIES TECHNOLOGY PASSIVE DESIGN STRATEGIES

Due to incident solar radiation in a courtyard, air gets warmer and rises, cool air from ground level flows through the lower openings

Figure 52: courtyard effect (source:author)

Free air flow

Jalis are a green tool can help you reduce the energy load of cooling and the costs associated with it.

The apertures in the jali efficiently lessen the ingress of heat in the daytime. They also block the entry of direct sunlight, making for pleasant interiors.

Figure 53 : jali wall(source:author)

57

WARM & HUMID CLIMATE

1.

2.

BUILDINGS SHOULD BE SPREAD OUT WITH LARGE OPEN SPACES IN BETWEEN FOR UNRESTRICTED AIR MOVEMENT CROSS VENTILATION IS IMPORTANT, LARGE OPENINGS TO UNOBSTRUCT AIR PATH AND TO ENSURE PROPER VENTILATION

Figure 54 : cross ventilation(source:author)

58

5.4 CONSTRUCTION MATERIALS TECHNOLOGY PASSIVE DESIGN STRATEGIES

RADIANT TEMPERATURE ●

Thermal mass: Compressed Earth Blocks are used for walls, which has a high thermal mass compared to the traditional burnt bricks, Thus helps in reducing the heat gain. And reduces the load on energy used for cooling.

Figure 55 : compressed earth blocks (CEB) use with rat trap bond and jali wall(source:mayapraxis.com)

59

CHAPTER.06

DESIGN PROGRAM

6.1 - SWOT analysis.

6.2 - determinants for zoning & volume disposition.

6.3 - determinants for site planning & circulation.

60

6.1 SWOT ANALYSIS

STRENGTHS 1. With minimal obstruction of roads and access, the site boasts of a silent and serene atmosphere for a project like school.

2. The hills in the context provide channelled winds and scenic views providing a micro-environment suitable for the school.

3. The air and noise pollution are minimal owing to a secluded location.

4. Vicinity to National Highway with designated access.

OPPORTUNITY 1. The philosophy of Jiddu Krishnamurthy can be strongly resonated in the area chosen for the site.l.

2. The existing natural features and ecosystem (Kambalakonda wildlife sanctuary and other prominent hillocks) around the site..

3. The residential zones surrounding the site an also help in the financial success of the school.

WEAKNESS 1. Proximity to the ocean leads to high humidity levels 2. Soil type in these region is categorised as coastal sandy soil, 3. There is lack of rich vegetation consisting of tall and dense foliage.

THEARTS 1. Lesser human traffic and pedestrian footfall leads to a lack of vigilance in the site.

2. Weaker structures cannot be built owing to the unexpected strong winds in the site.

61

6.2 DETERMINANTS FOR ZONING & SITE PLANNING

Figure 56 : zoning hierarchy (source:author)

Figure 57 : zoning hierarchy (source:author)

Sr & labs

Jr. & middle school

Sr & labs

Jr. & middle school

Dining & multipurpose hall

Administrative block

Dining & multipurpose hall

Administrative block

Arts & library

Arts & library

Open spaces

ZONING

HIERARCHY OF OPEN SPACES

Determinants: Hierarchy of spaces in terms of privacy Inter-relationship between functions Considering the existing features of the site.

Determinants: Existing vegetation around the site. Relevant pause points in relation with the context Wind direction.

62

6.3 DETERMINANTS FOR CIRCULATION

Figure 58 : vehicular movement (source:author)

Figure 59 : pedestrian movement (source:author)

VEHICULAR MOVEMENT

PEDESTRIAN MOVEMENT

Determinants:

Determinants: Providing an internal spine connecting all built and open spaces.

Minimal Vehicular circulation inside the site.

Vehicular circulation without disturbing internal harmony inside the campus.

Serving Requirements.

Giving multi directional spaces, which provides children with option to choose their own path among variety of options, it can be a narrow path through trees so that they can have their alone time to think and process their thoughts or the common path where they can talk with their peers and can see the activities happening around

63

CHAPTER.07

DESIGN EVOLUTION

7.1 - zoning 1 7.2 - zoning 2 7.3 - zoning 3 7.4 - zoning 4 7.5 - zoning 5 7.6 - zoning 6

64

Design iteration 1 1. All the building blocks are placed around the play area 2. Admin block is placed at the entrance 3.More emphasis on zoning, should right at the entrance at the same time needs to be connected with the academic and dining area.

Figure 60 : design iteration 1 (source:author)

65

Design iteration 2

6M SETBACK

6M K

AC

TB SE

LVL - 500

1. All the building blocks are placed around the courtyard 2. Admin block is placed at the entrance 3.More emphasis on zoning, should right at the entrance at the same time needs to be connected with the academic and dining area.

LVL - 1000

6M S E

TBAC

ADMIN BLOCK CLASSROOMS

H.CIRCULATION DINING HALLS

ART BLOCK TOILETS

6M S

ETBA CK 9M R OAD

MULTI PURPOSE HALL CORE

18 7M SE M TBA RO CK AD

K

Figure 61 : design iteration 2 (source:author)

66

Design iteration 3 SITE PLAN GROUND FLOOR LVL WITH TREE'S

1.Entrance to the site is from 9m road 2. Admin block is placed at the entrance

Figure 62 : design iteration 3 (source:author)

67

Design iteration 4 1. All the building blocks are placed around the play area 2. Dining hall and multipurpose hall will be connecting all senior, jr & middle school students 3. Green area is placed in the area adjacent to 18m road to avoid noise pollution

Figure 63 : design iteration 4 (source:author)

68

Design iteration 5 1. All the building blocks are placed around the play area 2. Dining hall and multipurpose hall will be connecting all senior, jr & middle school students 3. Green area is placed in the area adjacent to 18m road to avoid noise pollution 4.Admin is placed at the entrance

Figure 64 : design iteration 5 (source:author)

69

Design iteration 6 1. All the building blocks are placed around the play area 2. Dining hall and multipurpose hall will be connecting all senior, jr & middle school students 3. Green area is placed in the area adjacent to 18m road to avoid noise pollution 4.Admin is placed at the entrance

Figure 65 : design iteration 6 (source:author)

70

CHAPTER.08

DESIGN PROPOSAL

8.0 - final drawings & visualizations

71

SITE VIEW FROM SOUTH 72

SITE PLAN

73

73

JUNIOR’S & MIDDLE SCHOOL BLOCK VIEW 74

JUNIOR’S & MIDDLE BLOCK PLANS & SEC

G.F F.F

75

SENIOR’S & LABS SCHOOL VIEW 76

SENIOR’S & LABS SCHOOL BLOCK PLANS & SEC

G.F F.F

77

ADMINISTRATION BLOCK PLANS & SEC

G.F F.F

78

DINING & MULTI- PURPOSE BLOCK PLANS

G.F F.F

79

LIBRARY, ARTS & GRAPHICS BLOCK PLANS

G.F F.F

80

KFI- THE SCHOOL VIZAG - 3D VIEW

81

KFI- THE SCHOOL VIZAG - 3D VIEW

82

KFI- THE SCHOOL VIZAG - 3D VIEW

83

BIBLIOGRAPHY ●

curriculum of The school – KRISHNAMURTI FOUNDATION OF INDIA (http://theschoolkfi.org/curriculum/eleven.php)

●

Visakhapatnam urban development authority -VUDA(http://www.vuda.gov.in/)

●

Krishnamurti, J. The Awakening Of Intelligence. 1st ed. New Delhi: Penguin Books, 2000. Print.

●

Krishnamurti, J. (Jiddu). Krishnamurti On Education. 1st ed. 1974. Print.

●

CBSE Affiliation Laws

●

Neuter's Handbook

●

Pallasmaa, Juhani.The Eyes Of The Skin. Chichester, West Sussex [U.K.]: Wiley, 2012.

●

"RISHI VALLEY EDUCATION CENTRE - Overview - History". Rishivalley.org. N.p., 2017. Web. 23 Jan. 2017.

●

"Visakhapatnam Weather - Accuweather Forecast For Andhra Pradesh India". AccuWeather. N.p., 2017. Web. 16 Feb. 2017

●

Jain, A.K (1998), School Buildings: Planning, Design and Management, Management publishing company

●

Flying Elephant Studios, 2013. Flying Elephant Studios.

●

studios, Khushru Irani Design, 2015. Think matter.

●

Teja, R. R., 2016. School for Jiddu Krishnamurti Foundation, Delhi: School of Planning and Architecture

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