Report on Tribal Residential School , Pathargardia.

TRIBAL RESIDENTIAL SCHOOL , BHUBANESWAR

B. Arch Thesis Report submitted in partial fulfillment for the award of the Degree of

Bachelor of Architecture

by

Megha Sharma [ 15548043618]

Under the guidance of Ar. Auro Ashish Ghosh SCHOOL OF ARCHITECTURE AND PLANNING

KALINGA INSTITUTE OF INDUSTRIAL TECHNOLOGY (KIIT) (declared as deemed-to-be-University u/s 3 of the UGC Act, 1956) Krishna Campus (Campus - 7),AT/PO: KIIT UNIVERSITY, BHUBANESWAR-751024, Odisha, India Website: www.kiit.ac.in, Email: ksap.training@kiit.ac.in

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DECLARATION BY STUDENT I certify that a. The work contained in this report has been done by me under the guidance of my Guide. b. The work has not been submitted to any other Institute for any degree or diploma. c. I have conformed to the norms and guidelines given in the Ethical Code of Conduct of the Institute. d. Whenever I have used materials (data, theoretical analysis, figures, and text) from other sources, I have given due credit to them by citing them in the text of the thesis and giving their details in the references. Further, I have taken permission from the copyright owners of the sources, whenever necessary.

Date: 06.06.2020

Signature of the Student Megha Sharma

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SCHOOL OF ARCHITECTURE AND PLANNING KIIT UNIVERSITY , BHUBANESWAR

CERTIFICATE

This is to certify that the project report entitled Tribal residential school , pathargadia ,bhubaneswar, submitted by Megha Sharma to the School of Architecture and Planning, KIIT University is a record of bonafide project work carried out by her/him under my guidance.

Ar. Auro Ashish Ghosh Thesis Guide

Ar. Sudha Panda Thesis Coordinator

Prof. Soumyendu Shankar Ray Director, KSAP

External Examiner

External Examiner

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ACKNOWLEDGEMENT This work would not have been possible without the support of my college, KIIT School of Architecture and Planning and all of the members. I am especially indebted to Ar. Auro Ashish Ghosh , my thesis design and research guide who have been supportive of my design ideas and goals and who worked actively to provide me with the protected academic time to pursue those goals. I am deeply thankful of her inputs in my design and her guidance through the entire research process. I am grateful to all of those with whom I have had the pleasure to work during this and other related projects. Each of the members of faculty of the School of Architecture and Planning, KIIT University has provided me extensive personal and professional guidance and taught me a great deal about both qualitative and quantitative research, design process and life in general. I would especially like to thank Ar. Soumyendu Shankar Ray, the Director of KIIT School of Architecture & Planning without whose valuable inputs and immense efforts, the project would have not reached to its current status. As my teacher and mentor, he has taught me more than I could ever give him credit for here. Nobody has been more important to me in the pursuit of this project than the members of my family. I would like to thank my parents, whose love and guidance are with me in whatever I pursue.

They are the ultimate role models. I would also like to thank all the participants in the questionnaire survey who took their time out of their busy lives to take part in my research.

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CONTENT

Title Page

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Declaration by Student

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Certificate

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Acknowledgement

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Chaper1

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synopsis 1.1 Abstract 1.2 Introduction 1.3 Justification 1.4 Objective 1.5 Design Criteria 1.6 Design Methodology 1.7 Contextual Background 1.8 Tribal Education

Chapter2

Research & Analysis

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2.1 Case Studies 2.2 Current statics 2.3 Skill development program 2.4 Literature study 2.4.1 Introduction 2.4.2 Contextual Information 2.4.3 Technical Assessment 2.4.4 Impact of the project on the site 2.4.5 Users and construction techniques 2.5 Net study Makoko floating school , nigeria

Chapter3

Site Study & Analysis

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3.1 Zoning & open space map 3.2 Height of the building surrounding the site 3.3 Circulation pattern 3.5 S.W.O.T. Analysis 5

Chapter 4

Chapter 5

Design Development

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4.1 View plan analysis

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4.2 Zoning

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4.3 Concept

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4.4 Administrative block

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4.5 Library

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4.6 Primary block

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4.7 Secondary block

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4.8 Hostel block

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4.9 Activity zone

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References

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2.4 LITERATURE STUDY

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2.5 NET STUDY: MAKOKO FLOATING SCHOOL,NIGERIA An estimate of 100,000 people reside in Makoko in housing units built on stills. Yet the community has no roads, no land & no formal infrastructure to support its day-to-day survival. Makoko has been served by one English. speaking primary school, built on uneven reclaimed land, surrounded by constantly changing water.NLE has developed a prototype floating structure that serves its first pupils and is officially being used as a school. which being scalable and adaptable for other uses such as a market, entertainment centre , health clinic or housing.

The triangular-A-frame or pyramid is 10m x 10m base. It is an ideal shape for floating object on water due to its relatively low centre of gravity ,which provides stability and balance even in heavy winds, It also has a total capacity to safely support a 100 adults, even in extreme weather conditions.

Fig. 10 Makoko floating school(www.nleworks.com, 2015

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The 220 square-meter floating school is made of roughly 13 tons of timber and one of metal, supported by a pontoon composed of 256 plastic barrels. The structure was conceived to be easily assembled also by nonspecialized workers, to be cheap, functionally flexible, and capable to adapt to the changing level of waters of lagoons or flood-prone area.

Fig. 17 Makoko floating school. Photo: NLÉ (www.nleworks.com, 2015

Fig. 17 Makoko floating school. Photo: NLÉ (www.nleworks.com, 2015 The floating school, which can accommodate up to 100 people , encompasses a play area ,workshop and classrooms, arranged on three levels The 1st level is an open play area for school breaks and assembly ,which also serves as a community space during after hours.The 2nd level is an enclosed space for two to four classrooms , providing enough space for 60 to 100 students. A staircase on the side connects the open play area, the classrooms and a semi enclosed workshop space on the 3rd level.

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Fig. 17 Makoko floating school. Photo: NLÉ (www.nleworks.com, 2015

Recycled empty plastic barrels were used for building buoyancy system, which consist of 16 wooden modules , each containing 16 barrels. The modules were assembled on the water , creating the platform that provides buoyancy for the building and its users.

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2.6 INFERENCE :

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2.7 AREA STATEMENT :

Administrative Area building (sqm) NO Total area Principal’s room 20 1 20 Vice Principal’s room 16 1 16 Admin office 35 1 35 Record room 25 1 25 Store room 20 1 20 Teacher’s rest room 80 2 160 Toilet 30 2 60 Academic building Class rooms 54 Libray -cum- reading 220Hall Staff common room 54 lab 54 Office 54 Computer laboratory 100 Sports room 54 Vocational room 54 Toilets (25- girls, 2540boys) Store for text books, 54etc.

25 1 1 3 1 1 1 1 4 1

1350 220 54 162 54 100 54 54 160 54

Hostel Building Boys Hostel - 21 rooms 72 21 Recreation Hall 300 1 Toilet (80 nos.) & 115 bath (80 nos.)

12 Girls Hostel - 21 rooms 72 21 Recreation hall 300 1 Toilet (80 nos.) & 115 bath (80 nos.)

12 Dining Hall 450 1 Kitchen 135 1 Kitchen Store 81 2

1512 300 1380 1512 300 1380 450 135 162

Dispensary Building Doctors' chamber 14 2 Nursing room 14 1 Med-dressing room20 1 Pharmacy room 15 1 Boys & Girls observation 16 rooms2 Bath & Toilet 3.6 8

28 14 20 15 32 28

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STAFF QUARTER Gents 288 Ladies 288

1 1

288 288

Workshop Carpentry workshop 50 candle making workshop 50 pottery workshop 50 Tribal painting workshop 50

1 1 1 1

50 50 50 50

Activity room

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150

50

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3.4 SWOT ANALYSIS : Strength - Close to the lake gives the advantage of natural viewpoint and cool ventilation during day time. close proximity to the open green spaces , which will allow fresh air.

Weakness -The approach road abutting to the site is not defined .The location is not easily accessable. secluded nature of the site increases the chances of criminal activities.

Opportunity - The lake can be utilised inside the design and also to generate comfort and it add aesthetic value.

Threat - The hot and humid climate of the region will cause a lot of discomfort in the summer months during the day Close proximity to the lake can cause dampness and decayed structure if not designed properly.

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CHAPTER 4 DESIGN DEVELOPMENT 4.1 VIEW PLAN ANALYSIS :

4.2 ZONNING

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4.3 CONCEPT THE CONCEPT IS TO INTEGREAT CHILDREN INTO SOCIETY BY GIVING THEM A SPECIAL ENVIRONMENT IN WHICH THE CHILDREN WILL LEARN TO SOCIALIZE WITH THEIR PEER. - Provide them a new type of learning space that have potential to break the boundary of classroom merging with the play area to create both new learning experience and new level of social interaction.

The site is located in Pathargarida ,next to the existing site of KISS. The site has a lake in front of it which is being used inside the design, which provide general comfort and plus its add aesthetic value to the design. The red arrow shows the vehicular access and the blue arrow shows the pedestrian access.

- At the centre is the OAT surrounded by the water body which can be access by using the bridge.

- Before that their is a ramp which connects the hostel block to the primary , secondary and administrative block.

- At the edge of the site is the activity zone. This area gets the best view and this zone is being used through out the day.

LEGEND 1 - Parking , 2 - Drop – off ,3 - Administrative block ,4 – Library,5 - Multi- purpose hall ,6 – OAT, 7 - Play area for kids ,8 -Primary block (class 1 -5 ) ,9 - Pri primary block ,10 - Activity zone ,11 -Secondary block ( class 6 - 10) ,12 - Playground ,13 - Hostel block

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site section

4.4 ADMINISTRATIVE BLOCK The administrative block is the first building in the sequence. The building can be accessed via the grand ramp which connects directly into the first floor. The admin block consists of office spaces(administrative), a library block and a multipurpose hall. . The multi-purpose area has a hall space, which is created to conduct small activities of both formal and entertainment nature. This place can be used for assemblies and gatherings

LEGEND 1 - ACCOUNTS ROOM - 10000 x 6000 mm 2 - STORE ROOM - 4000 x 3000 mm 3 - RECORD ROOM - 4000 x 3000 mm 4 - TOILET - 5000 x 4000 mm 5 - MEDICAL ROOM - 5000 x 4000 mm 6 - VICE PRINCIPAL’S ROOM - 5000 x 4000 mm 7 - PRINCIPAL’S ROOM - 5000 x 4000 mm 8 - MEETING ROOM - 10000 x 10000 mm 9 - LIBRARY - 5000 x 4500 mm 10 - LIBRARIAN’S ROOM - 19500 x 24500 mm

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11 - OPEN LIBRARY - 6000 x 6000 mm 12 - MULTI- PURPOSE AREA - 20000 X28000 mm

4.5 LIBRARY The library block contains both indoor reading spaces as well as outdoor. The outdoor spaces are developed through landscaping. The indoor space is divided into two main sections. One is for the smaller children, who can only access that zone. It is less formally designed to allow the playfulness to come through. .The other section contains a formal reading space for students, and is divided into 2 levels. The lower level has chairs and tables and stores all the books. The upper level is accessed through ladders and have used nets to create a space for relaxed reading.

Lighting Light are integrate in the design of the structure and follow the same language. They are cubes of semi transparent acrylic that creates a warm and diffuse ambient light.

Modular structure The structure also works as a space organizer where different feature , from lighting to planted box can be easily implemented giving a wide range of customization to suit people needs.

Section BB’

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View of the open library

View of the multipurpose area which conducts small events.

ELEVATION OF THE ADMINISTRATIVE BLOCK

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4.6 PRIMARY BLOCK The primary block is a two storey structure that is divided into 4 parts. In each floor, the 3 of the 4 parts are for primary students where there are classrooms, play areas, green spaces, courtyards and activity rooms.

The pre primary block contains classrooms, reading rooms, activity spaces etc. The toilets and furniture in these rooms follow a kid's anthropometry.

On the upper level, the bridge connects all the rooms and through it the different parts are connected.

An OAT is integrated along with the block and serves an interactive activity space for the children.

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Elevation of the Primary Block

Section of the primary block

View of the play area

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4.7 SECONDARY BLOCK The form plays on the concept of mass and void. The courtyard form the void. Courtyard play a major role in developing the form of thebuilding. The form plays on mass and voids. The courtyards contain trees and other smaller plants.

The tribal look and feel is brought to aesthetics in the building and interpreted in a modern way. The use of brick jalis ,traditional tribal patterns of art and expression are used as design elements on facades and used to accent the building.

Courtyards play a major role in developing the form of the building. The form plays on mass and void. The courtyards become the voids. The courtyards contain trees and other smaller plants. Additionally, the green features, have a beneficial climatic effect on the building. .The tribal look and feel is brought to the aesthetics in the building and interpreted in a modern way. The use of brick jalis, traditional tribal patterns of art and expression are used as design elements on facades and used to accent the building. .Moreover the brick jalis are a way of admitting light, and playing with shadows and lights in the interior spaces. Also the jalis help in proper natural ventilation across the inside spaces. .Regular stairs are replaced by an OAT is designed in a way that connects the ground to the first floor, and also can be used for informal activities like gatherings, singing, dancing, recitations, etc. This is envisioned to be a hub of activities and a very lively space. .A ramp, connects the first floor to the second on the outside. This is a key element in the form of the the building and is a tribute to the play of outdoor and indoor spaces into a structure.

The structure is of four floors(G+3), and the form developed is broken in voids through courtyards

ELEVATION OF THE SECONDARY BLOCK

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4.8 HOSTEL BLOCK The hostel is designed by breaking down a massive cube structure, into several parts . The cubist style of design languages prevails the design with the mass and voids.

The structure has a dining hall and recreational facilities in the ground floor ,which extends throughout the length of the entire building .The building possesses multiple terrace spaces which can be considered as outdoor activity spaces for the residents.

The hostel is designed by breaking down a massive cube structure, into several parts . The cubist style of design languages prevails the design with the mass and voids.

The structure has a dining hall and recreational facilities in the ground floor , which extends throughout the length of the entire building .The building possesses multiple terrace spaces which can be considered as outdoor activity spaces for the residents.

Form Development of the hostel block

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4.9 ACTIVITY ZONE The activity spaces are placed along the edge of the site . The lakeside frontage is utilized to define the activity zones. Activity zones are designed in a way that it is placed on the water body , and is accessed by a bridge that connects it to the main land.

The activity area is zoned so because of the maximum views of the lake. It is the best position in terms of utilizing the lake and for aesthetically integrating the lake into the design .

The activity areas are designed in a way so that at every student will be engaged with the zone at some point of the day.

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ACTIVITIES SCULPTURE MAKING CARPENTRY WORKSHOP POTTERY WORSHOP CANDLE MAKING BASKET WEAVING WORKSHOP DOLL MAKING

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Administrative Block Ground Floor Library 415 sqm Offices 575 sqm Multipurpose 675Hall sqm Ground Floor 1780 BUA= sqm First Floor Office Block 575 sqm First Floor BUA= 575 sqm

Total BUA of Admin Block

2355 sqm

Ground Floor Classroom 1200 prim. sqm blocks(x3) Pre-Primary380 sqm Ground Floor 1580 BUA= sqm First Floor First Floor BUA= 1580 sqm Total BUA of Primary Block

3160 sqm

Primary Block

Secondary Block Ground Floor Classrooms(x6) 47.25 X 6 sqm Office 37.75sqm Staff Room27 sqm Storage 16 sqm Toilet(M) 18.5sqm Toilet(F) 18.5sqm Stairwell 15.25 sqm Ground Floor 930BUA= sqm First Floor Classrooms(x7) 47.25 X 7 sqm Toilet(M) 18.5sqm Toilet(F) 18.5sqm Staff Room37.75sqm First Floor BUA= 945 sqm Second Floor Classrooms(x5) 47.25 X 5 sqm Laboratory80 sqm Staff Room45 sqm Toilet(M) 18.5sqm Toilet(F) 18.5sqm Second Floor 945BUA= sqm Third FloorLaboratory Floor 87.5 (x2) sqm Third Floor415 BUA= sqm OAT 175 sqm Ramp 165 sqm Total BUA of Secondary Block 3410 sqm

Hostel Block Kitchen 170 sqm Ground Floor Dining BUA& Recreation 2865 sqmHalls First Floor BUA 2560 sqm Second Floor BUA 2475 sqm Third Floor BUA 2345 sqm Total BUA of Secondary Block 10,415 sqm

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Activity Areas Circle 1 Circle 2

70+50+38+19+38+19 235 sqm 78+28+28+78+50 260 sqm Curculation= 450 sqm

Total Built Up area of the project= 19,670 sqm Ground Coverage Area= 7,995 sqm Ground Cover %age=17.3% F.A.R.= (19,670/46,000) =0.43

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CHAPTER 5 REFERENCES • Government of India. (2015). Demographic status of scheduled tribe population of India. Available at: http://www.tribal.gov.in/WriteReadData/CMS/ocuments/201306110208002203443DemographicStatusofScheduled TribePopulationofIndia.pdf • Government of Odisha (2012). People’s audit of health, education and livelihood (PAHELI): Survey report of Odisha. Bhubaneswar: Govt. of Odisha.

• Government of Odisha (2014). Basket of projects for various agro-climatic zones of Odisha. Bhubaneswar: Govt. of Odisha.

•Kalinga Institute of Social Sciences (2015). Annual report: 2013-14. Bhubaneswar: Kalinga Institute of Social Sciences • Kalinga Institute of Social Sciences (2015). Retrieved 1 April 2015, from <http://kiss.ac.in> •Know India: National Portal of India (2015). Odisha. Retrieved 20 July 2015, from http://www.archive.india.gov.in/ knowindia/state_uts.php?id=81 •Government of Odisha (2012). People’s audit of health, education and livelihood (PAHELI): Survey report of Odisha. Bhubaneswar: Govt. of Odisha.

•Sahu, K. (2014). Myths and realities of tribal education: A primary study International Journal Of Humanities And Social Science Invention, 3(4), 1-6

in Similipal area of Odisha.

•ST & SC Development, Minorities & Backward Classes Welfare Department, Government of Orissa (2015).

Scheduled tribes. Retrieved 6 May 2015, from http://www.stscodisha.gov.in/ScheduledTribes.asp?GL=abt&PL=3

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