B.Arch. Thesis Report

Thesis Report

Holistic Learning Environments: Atal Residential School, Bulandshahr For ARN 503 | Thesis Project I and ARN 504 | Thesis Project II

Submitted by Parnika Goyal | 17110020 Under the guidance of Professor (Dr.) Ram Sateesh Pasupuleti

DEPARTMENT OF ARCHITECTURE AND PLANNING INDIAN INSTITUTE OF TECHNOLOGY, ROORKEE ROORKEE - 247667 NOVEMBER 2021

CONTENTS 1.

Project Information 1.1.

1.2.

1.3.

1.4.

1.5.

2.

3.

5.

30

National Building Code, 2016 CBSE Affiliation Bye Laws, 2018 IS: 8827 - 1978 | Recommendations For Basic Requirements Of School Buildings IS: 7942 - 1967 | Code Of Practice For Daylighting Of Educational Buildings IGBC Green Schools Rating System, 2015

Site Analysis 5.1.

5.2.

5.3.

5.4.

5.5.

10

Mahindra United World College Shreyas Foundation Comprehensive School Selaqui International School Eklavya Model Residential School Comparative Analysis of Case Studies

Codes and Standards 4.1.

4.2.

4.3.

4.4.

4.5.

07

Campus Design in India: Principles of Ideal Campus Designing optimum learning environments

Case Studies 3.1.

3.2.

3.3.

3.4.

3.5.

4.

Motivation Statement Scope of Thesis Atal Residential Schools Project Details Bye Laws

Literature Studies 2.1.

2.2.

04

40

Project and Site Details History, People and Architecture Neighbourhood Analysis Site Analysis Climate Analysis

6.

Students Survey

48

7.

Concept Development

51

7.1.

7.2.

7.3.

Supporting Holistic Learning Environment National Educational Policy Understanding lifestyle in a Residential School

Holistic Learning Environments: Atal Residential School, Bulandshahr

2

7.4.

7.5.

8.

Preliminary Design 8.1.

8.2.

8.3.

9.

11.

59

Site Plan Site Views School Plans School Elevations School Section Water Requirements Classroom Details School Views Area Statement

Advanced Objective: Sustainability 10.1.

10.2.

55

Site Plan School Drawings Area Statement

Final Design Development 9.1.

9.2.

9.3.

9.4.

9.5.

9.6.

9.7.

9.8.

9.9.

10.

Site Planning | Concept and Layout School Planning | Concept

71

ECBC Compliance IGBC Green Schools Compliance

Bibliography

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3

1. PROJECT INFORMATION 1.1. MOTIVATION STATEMENT I believe that Built Environment can profoundly impact the teaching and learning experience in an educational setting. A residential school offers a greater opportunity to provide holistic learning environments to the students. Through my thesis, I would like to embark on the journey of understanding residential schools and to design an inspiring and creative campus and school for the overall development of the students. The project provides the opportunity to make a real difference in the minds of young souls through architecture. I have selected the new initiative of Uttar Pradesh government - Atal Residential Schools as the thesis project. The aim is to achieve the goals through an inclusive and sustainable design in the given budget.

1.2. SCOPE OF THESIS Detailed Drawings of Site and School Buildings Block level Drawings of other buildings Detailed Aspect: Sustainability

1.3. ATAL RESIDENTIAL SCHOOLS This is an initiative of the Uttar Pradesh Government to provide free education to the poor(children of registered labourers) and orphaned children of the state. The project was announced on 16th August 2019. 18 Schools will be created in each divisional Headquarter of Uttar Pradesh. Each school will have 1000 students from classes 1-12. The approximate cost for each project is Rs. 60 Crore.

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1.4. PROJECT DETAILS Project Name: Atal Residential School Site: Bulandshahr, Meerut, Uttar Pradesh Classes: 1-12 No. of Students: 1000 No. of Teachers: 30 No. of Staff Members: 12

Location of Atal Residential Schools, Uttar Pradesh Area Requirements As Per Tender Sno. Space

Unit

Area (m²)

Total Area(m²)

Users

1

5750

5750

1000 Students

2 Boys

As per design

7500

7500

500 Students

3 Girls

As per design

7500

7500

500 Students

4 Boys

1

1000

1000

500 Students

5 Girls

1

1000

1000

500 Students

6 Type 1 Residence (Staff)

6

50

400

6 Staff

7 Type 2 Residence (Clerk)

6

70

520

6 Clerks

8 Type 3 Residence (Teacher)

30

80

2700

30 Teachers

9 Principal Residence

1

130

130

1

200

200

1 School Dormitory

Kitchen and Dining

Residence

10 Canteen Services

Common Common

11 Guard Room

2

25

50

12 STP

1

350

350

13 Electrical Services

1

150

150

Total

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27250

5

Project Timeline:

1.5.

BYE LAWS UTTAR PRADESH BUILDING BYE LAWS 2016 MODEL BUILDING BYE LAWS 2016

Site Area (12.78 acres) - 51,720 m² Proposed Built up Area as per Tender - 27,250 m² → F.A.R. = 0.52 Maximum Height Permissible Ground Coverage @ 30% Permissible F.A.R. @ 2 Front Setbacks Side, Rear Setbacks

Space

27m 15,516 m² 1,03,440 m² 15m 9m

Area (m2) ECS Standard

ECS Required

ECS as per Users Count

ECS Required

School

5750

1 ECS / 100m2

57.5 = 60

Type 1 Residence (Staff)

400

2 ECS / 100m2

8

1 ECS / Unit + 20%guest

6 + 1.2 = 8

11

1 ECS / Unit + 20%guest

6 + 1.2 = 8

54

1 ECS / Unit + 20%guest

30 + 6 = 36

2

2+ 20%guest

2 + 0.4 = 3

Type 2 Residence (Clerk) Type 3 Residence (Teacher) Principal Residence Total Residential

520 2700 130

2 ECS / 100m2 2 ECS / 100m2 2 ECS / 100m2

75

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55

6

2. LITERATURE STUDIES 2.1. CAMPUS DESIGN IN INDIA: PRINCIPLES OF AN IDEAL CAMPUS BOOK by ACHYUT P. KANVINDE CAMPUS AS A MODEL COMMUNITY ● ● ●

Like a City but with Intimate Scale Close Knit cluster of Buildings with Open Spaces Quiet Comfortable Oasis apart from busy, congested world

CAMPUS and REGION ● ●

Campus and surrounding regions should mutually benefit Allowing people of region to participate in activities

INFORMAL CONGREGATION SPACES ● ●

Spaces between University buildings should allow informal gatherings and discussions Encourage social Relationships

HUMAN NEEDS ● ● ●

Designed for Human Scale Comfort from the climatic conditions - Solar, Wind, Rains Use of Materials and Indoor Comfort

WALKING DISTANCE ● ● ●

Comfort and efficiency 10 min from Hostel to Classrooms - max allowable walking distance 3 - 5 mins optimum

CLIMATIC FACTORS ● ● ● ●

Comfort from the climatic conditions - Solar, Wind, Rains Complete climatic analysis Form - Use of Materials Indoor Comfort

GROWTH AND CHANGE ● ● ●

Providing flexibility and Indeterminacy in design Designed on framework that allows scope of expansion Dynamic Design

HOSTEL ROOMS ● ●

Quiet Spaces to let children withdraw Small family group sharing

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●

Larger family for meals sharing in dining facilities

CLASSROOMS DESIGN ● ● ●

Creatively designed as a place of Inspiration and stimulation Flexibility in Furniture Layouts Physiological Comforts

LANDSCAPE ● ● ●

Nature should be part of the campus in its untamed form Ideal Community - Living Laboratories Not interfere with natural settings

SITE PLANNING ● ●

Walking spaces designed with the different pedestrians in mind - the students, teachers and staff members Landscape and man made structures should be designed together to harmonize and complement the natural setting.

BUILDINGS DESIGN ● ● ● ● ●

Unity and Visual Harmony Selection of Materials - Indigenous Use of Materials - Restrained Buildings designed for the human scale Do not confuse beauty with superficial adornment

Factors affecting form of Buildings

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2.2.

DESIGNING OPTIMUM LEARNING ENVIRONMENTS

Principles to apply in School Design

Factors that students like in Schools (From Research)

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3. CASE STUDIES 3.1.

MAHINDRA UNITED WORLD COLLEGE PUNE, MAHARASHTRA, INDIA

Site Area: 120 acre | 4,85,623 m² Built up Area: 10,500 m² Students: 250 Classes: 11-12 Principal Architect: Christopher Benninger Design Philosophy: “For me, the individual moving in space is the focal concern. It is this concern which generates a spatial framework for design. My idea is not the form of space, not moulded or flowing shapes ... but the kinetic juxtaposition of forms, channels, vistas, stairs, walls, columns, etc., which heightens a sense of awareness of both space and one's place in space.

In addition a group of design principles are applied.”

Aerial School View

Interaction Spaces

3.1.1. Campus Planning The site is divided into 2 distinct areas: Academic Block and Residential Block.The site has complete segregation between the Pedestrian and the Vehicular paths. Circulation System: 1. Academic Block: Lattice like interconnected spaces 2. Residential Area: Tree like Circulation Increased Privacy Aerial Site View

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Illustration of the Campus Layout Concept:

3.1.2. Academic Block Site Plan CONCEPT - The functions have been broken into a series of spaces which gives rise to ‘low rise’ fabric. Movement through space is the guiding force.

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3.1.3. Learnings from Academic Block

3.1.4. Academic Quadrangle LAYOUT: Classrooms are arranged around the central Courtyard with a water body.

CLASS COURTYARDS: 1. Each Classroom opens to a private verandah through glass sliding doors onto the courtyard.

2. Personal Courtyards create an extension of learning space.

Classroom Courtyard

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CLASSROOM INTERIORS: 1. Small windows bring in insufficient lighting and Ventilation.

2. Sloped roof and proportions make the classroom space feel closed down and inadequate for the number of students.

Sno. Space 1 Classrooms 2 Verandah

Unit

Dimensions Area (m²)

12

5.6 x 6.8

37.6

1 x 12

5.6 x 2

24.5

3 Class Courtyard

3

20 - 36

4 Teachers Room

3

47.2

Students 20

3.1.5. Residential Area

Aerial view of student’s residence area

Faculty housing, Dormitories

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3.1.6. Materials, Construction & Architectural Language Building Materials: Walls: Basalt Stone Columns: Exposed Concrete Lintels: Shahabad Stone Roof: Terracotta Tile roofs Interior Floors: Kota Stone Exterior Floors: Shahabad Stone SHORT SPAN STRUCTURES

Load Bearing Stone Masonry

Columns and Flat Plate Roof

LONG SPAN STRUCTURES

Coffered Slab

Architectural Language: 1. Low Rise Buildings with Random stone masonry and roof profiles mirroring the jagged contours of the site.

2. Motifs including functional components like door lintels, window shade boxes, ventilators, waterspouts and various built-in components give the school a unique architectural expression.

3. Murals cast into natural, exposed concrete enrich the design.

Exterior Classroom Wall

Holistic Learning Environments: Atal Residential School, Bulandshahr

Academic Quadrangle Interiors

14

3.1.7. Key Takeaways: Beginning Of A Design While designing a campus, I should focus on the user moving through the space. It will help guide the spatial framework and design experiential spaces.

Learning Outside Classrooms For Holistic learning, it is important that the school, residential areas and spaces in between encourage discussions and dialogues between students and teachers.

Integration Of Nature With Interior Spaces The design should aim at making nature a part of the interior spaces. Internal, external gardens, levels, courtyards of different scales, water bodies, trees, connecting walls and passages all help in blurring the boundaries between built and unbuilt.

Circulation The circulation pattern of a school needs to be free flowing with interconnected spaces while that of a residential area should be that of a transition from social to private spaces.

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3.2.

SHREYAS FOUNDATION COMPREHENSIVE SCHOOL AHMEDABAD, GUJARAT, INDIA

Site Area: 26.5 acre | 1,07,000 m² Built up Area: Unknown Students: 600-700 Classes: Montessori - 12 Principal Architects: B.V. Doshi, Kamal Mangaldas Design Philosophy: “To educate is to learn and to learn one must be free. It is known that through nature, one learns and random openness provides free movement. Hence a completely open ended campus plan is conceived like that of a group of huts in a village.”

Admin Block Entrance

Pathway leading to classrooms

3.2.1. Site Plan

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3.2.2. Site Plan Learnings Layout: All the functional spaces are arranged towards the periphery and the central portion is designed as an activity zone.

Central Spine - Exploration: The long route connecting the ends of campus is most loved by the students. The route allows children to explore nature while accessing their classrooms.

Landscaped Path

Students running towards their Classrooms

Types Of Gathering Spaces: There are many types of playing fields and theatres for the students to congregate - some open, some shaded. The variety allows for different size groups and different kinds of functions to take place.

Open Air Theatre

Semi Closed Assembly Hall

Nature: The campus is designed within nature to allow students to learn while exploring. The students learn from living with animals, birds, water bodies, forest groves and farms on the campus.

Students playing with the prop roots

Students learning about insects

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3.2.3. School Layout Village type Layout - Classrooms grouped together on basis of age

3.2.4. Classrooms

Sno. Space 1 Classrooms 2 Verandah 3 Class Extension

Unit

Dimensions

Area (m²)

Students

15

10 x 12

120

36

1 x 15

2 x 10

20

Common

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Design considerations:

Classroom Interiors: 1. Two sides Cavity walls + Roof Cavity - High Insulation 2. Windows on opposite sides - Cross ventilation 3. Fin walls - Act as display and storage elements Outdoor Classrooms: Each Classroom opens to a private verandah onto the green spaces.

Outdoor Learning

Classroom Interiors

3.2.5. Materials, Construction & Architectural Language Building Materials: Walls: Brick - Cavity walls Columns: Reinforced Concrete Lintels: Concrete Beams: Precast Concrete Beams Exterior Roof: Galvanised Iron Sheets Interior Roof: Concrete Classroom Interiors

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Architectural Language: 1. Classrooms - Single Units, Inclined Roof, Fin Walls 2. Exteriors - Exposed Concrete, Exposed Bricks, White Paint

Classroom during Construction

Administration and Library Block

3.2.6. Key Takeaways: Importance Of Nature Nature not only opens new learning avenues for the students but it also helps in creating a serene and healthy environment for the students to learn. A campus has the possibility of being a microcosm on its own and one must aim for designing the built spaces with nature.

Random Exploration The favourite part of the students are the walking paths and the unique experiences that they get from observing the trees, water bodies and the animals and birds. While designing a campus, one must give the opportunity to students to explore their own paths and not always be guided.

Designing For Comfort Classrooms must be inspiring and comfortable for the students. One must design for increased climatic comfort and stimulating learning environment.

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3.3.

SELAQUI INTERNATIONAL SCHOOL SCHOOL DEHRADUN, UTTARAKHAND, INDIA

Site Area: 52 acre | 2,10,500 m² Built up Area: 57,800 m² Students: 300 Classes: 6 - 12 Principal Architect: Amardeep Singh Design Philosophy: “Creation of architecture with a sense of place i.e. architecture with a distinctive character and identity, appropriate to its socio - physical setting. An architecture that actively responds to the site-conditions and climate in terms of planning modules, architectural-forms and construction materials. Rich and varied in spatial experiences thereby generating a dynamic relationship between architectural form and the users.”

3.3.1. Site Plan

3.3.1. Site Plan - Learnings MOVEMENT The vehicular movement is restricted to Staff Quarters and School Entry. Pedestrian paths connect the entire campus. The paths are landscaped to provide cviews and comfort.

DRAWBACKS The path networks are rectilinear which reflect a disciplinarian aspect and not always encourage exploration.

Holistic Learning Environments: Atal Residential School, Bulandshahr

Walk to the School

21

LANDSCAPE Extensive use of hedges and climbers that merge the boundary between built and nature. The landscape makes the environment serene and meditative.

COURTYARDS and COURTS 1. The Courtyards and Courts(Volleyball - Basketball) act as common grounds between buildings and encourage informal gatherings and interaction.

2. The scale of the Courtyard changes with the Cluster Layout encouraging more intimate gatherings in the hostel.

Series of Courtyards 3.3.2. School Planning LAYOUT The school has been planned in a staggered layout connected with bridges, staircases and terraces. There is a significant play of levels.

Aerial View of the Academic Block

BRIDGES, TERRACES, COURTYARDS - Exciting play of Terraces and Courtyards. Different elements like bridges and staircases connect the different functions together.

INFORMAL SEATING SPACES - A number of seating elements are designed in the common spaces encouraging informal gatherings.

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3.3.3. Classrooms LAYOUT: Square classrooms with a chamfered corner for the Blackboard.

Typical Classroom Layout

Flexible Seating

View of the Blackboard

CLASSROOM INTERIORS 1. Movable single person furniture allows for flexible layouts.

2. No storage space for students.

3. More space left after furniture for informal activities.

4. Windows on both sides of blackboards cause distractions.

LIGHT AND VENTILATION 1. Windows on 3 sides keep the classrooms properly lit and cross ventilated.

2. No treatment of windows of different orientation.

3. Non uniform light causes glare in some classrooms.

MICROCLIMATE Use of corridors, courtyards and vegetation help create a pleasant atmosphere for studying during all seasons.

3.3.4. Student’s Residential Areas Each hostel has 6 7-bedded rooms on ground floor and 6 4-bedded rooms on the first floor. 2 Hostels have a common Room, a Caretaker’s room and a Warden’s Quarters. The boys and the girls hostels are in different blocks with the teacher’s quarters in the middle. Each hostel has its own courtyard.

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3.3.5. Materials, Construction & Architectural Language Building Materials: Walls: Local Stone (Random Rubble Masonry) | Exposed Brickwork Columns: Reinforced Concrete Exterior Roof: Mangalore Tiles Roof: Inclined Concrete Roof Funicular Shell Roofing Architectural Language: 1. All buildings are planned in a staggered layout.

2. Many traditional architecture elements are used - Courtyards, Verandahs, Terraces, Jaalis, deep Overhangs 3. Inclined roofs are made of reinforced concrete but covered with mangalore roof tiles.

4. Random Stone Masonry is used with exposed brickwork and painted columns and beams.

5. Landscape has been designed to merge with the buildings and offer experiential spaces.

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3.3.6. Key Takeaways: Learning From The School Layout The staggered layout of the school provides opportunities for spaces to open on two sides to the exteriors and using series of courtyards, bridges and terraces, a playful and inspiring environment is created for the students.

Creating The Right Hostel Environment The hostel spaces need to provide students with the right balance of living in a family and living in privacy. The hostels need to be designed to create both meditative spaces for the students and spaces for social activities.

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3.4.

EKLAVYA MODEL RESIDENTIAL SCHOOL ODISHA, INDIA

Site Area: Different (Approx. 15 Acres) Built up Area: 10,700 m² Students: 480 Classes: 6 - 12 Consulting Firm: Wavestech India Initiative of: National Educational Society for Tribal Schools (NESTS), Ministry of Tribal Affairs Design Philosophy: The objective of this initiative is to provide quality middle and high level education to Scheduled Tribe (ST) students in remote areas. The infrastructure should promote the overall growth of the student (mental, physical, psychological) such that these children help uplift and bring about change in the society around them.

Proposed School 3D

Proposed Sports Facilities

3.4.1. Site Planning Same Building Design placed on different sites School | B - G Hostel | Mess | Teacher’s Residence - 3 Road Network throughout Site Footpaths alongside road + Internal Walkways Sports facilities acc to Site Area and Shape Herbal Garden

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Site: Kodinga, Odisha

Walkability

Teachers and Students Relationship Student Hostels Landscape and Climate

Site: Nandahandi, Odisha

Positives - To Learn

Negatives - To Improve

Pedestrians walkways connect all buildings Different width of walkways at different locations Teachers and Students residence in distinct zones

Walkways can be designed with different views and experience of movement

Informal separation between B and G Hostels by addition of built structures in between Minimum Hardscape - Large open green spaces Major Buildings oriented towards N and N-E

No common spaces or walkways where students interact with teachers outside class hours Green spaces provided but can be designed and landscaped to improve the quality of the space Little thought given to design of Outdoor spaces and landscape Walkways can be better designed for Climatic comfort

3.4.2. School Planning U shaped Planning Singly Lined Corridor - 1800mm Courtyard with Raised Stage @ 600mm for Assembly Ramp - 1800 mm with slope 1:12 till First Floor 4 Staircases 17 Classrooms | 4 Labs | 1 Library | 1 Recreational Room Universal Design

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Ground Floor Plan

Classrooms

Gathering Spaces

Climatic Comfort Integration with Nature and open spaces

First Floor Plan

Positives - To Learn

Negatives - To Improve

Classrooms designed for 30 students Dimensions taken as per codes Wide corridor for students Courtyard allows for common assembly with stage Cross Ventilated Classrooms Trees along the two rows of classrooms

Rigid Layout - in terms of Furniture Layout No exploration of new spaces for learning

No space for informal/ formal gatherings under roof

Windows/Facade should be designed for specific orientations No Integration of Outdoor learning spaces 6m open space not provided around building

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3.5.

COMPARATIVE ANALYSIS OF BUILDING LAYOUTS IN CASE STUDIES

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4. CODES AND STANDARDS 4.1. NATIONAL BUILDING CODE 2016

●

Open Space around the Building: >= 6m

●

Parking Space Requirements: School: 1 ECS for every 70 m² area or fraction thereof of the administrative office area and public service areas.

Assembly Hall: 1 ECS per 25 seats Sports Complex: 1ECS per 1000 m² plot area

●

Requirements for parts of Buildings: Main Buildings - Plinth > =450mm Inner Courtyard >=150 mm Min. Ceiling Height - 3.6m Min. Clear Headroom - 2.4m Max. height of Compound Wall - 1.5m 1m <= Parapet <=1.2m

●

Playground: Min 200m Athletic Track Adequate Recreational facilities and Physical education

Minimum Accessibility Provision 4.1.1. Fire and Life Safety ●

Exits: Max. Travel distance for exit: 30m Doors in exit should open in the direction of exit.

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Exit Doorways > 1000mm Assembly Exit Doorways > 2000mm ●

Ramps: Minimum width - 1.5 m Maximum Slope - 1 in 12 Maximum Run - 9m Handrails on both sides - 0.80 and 0.9m from ground Handrail Projection < 90 mm Landing - 1.5m x 1.5m before change of direction

●

Staircase: Escape Staircases should open to the exteriors Minimum width - 2.0 m Minimum tread - 0.3m Minimum riser - 0.15m Handrails - 0.9m from ground Max. Gap between Balusters - 150mm Handrail Projection < 115 mm Minimum headroom - 2.2m No. of risers per flight - 12

●

Fire Safety Requirements - School: Fire Extinguishers First Aid Hose Reel Basement - Automatic Sprinkler System 450 L/min water pump 10,000 L Terrace Tank 2 or more interconnected compartments of equal size

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4.1.2. Plumbing Services Water Requirement in Different Buildings: Domestic Needs ( L/head/day)

Flushing Needs ( L/head/day)

Total Needs ( L/head/day)

1 School

25

20

45

2 Hostels

90

45

135

3 Residence

105

45

150

Sno. Building Type

4 Landscape

6 - 8 L/ sq. m./ day for Lawns

Water Requirement for Fire Fighting: Sno. Building Type

Terrace Tank ( L)

Pump Capacity ( L/min)

1 School

10,000

450

Hostels/ Apartments 2 Less than 15m

5,000

450

Hostels/ Apartments 3 Less than 35m

25,000

900

3 Residence

5,000

N.R.

Requirements of Sanitary Fitments:

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4.2. CBSE AFFILIATION BYE LAWS 2018 ●

Land Requirements: Min Site Area: 8000 m²

●

Classrooms: Max. no. of Students in each Class - 40 Computer to student ratio of 1:20 Rooms for extracurricular activities

●

Drinking Water, Toilets: Potable drinking water Healthy and Hygienic Toilets Wheelchair users

●

Playground: Min 200m Athletic Track Adequate Recreational facilities and Physical education

●

Guidelines to follow: National Building Code 2016 RPWD Act 2016 Manual of Safety and Security of Childrens in 2016 School Safety Policy, 2016

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4.3. RECOMMENDATIONS FOR BASIC REQUIREMENTS OF SCHOOL BUILDINGS Classroom design: ●

Min headroom - 2.6m | Min height - 3m

●

Proportion of Breadth to Length - maximum 1:1.5

●

Sill Heights Furniture arrangement - maximum 0.8m Squatting arrangement - maximum 0.6m

●

Minimum openable area on one wall - 20% of floor area

●

Max. acceptable noise level from outside sources - 40 dB(A)

●

Essential Fittings Chalkboard - 1200 x 2400 mm Cupboard - 1.5 m2 Pinboard Fan Sweep - 1200 mm ⌀ (Range - 3600 mm ⌀)

Recommendations: ●

Doors: Minimum width - 1m Minimum height 2m Bathroom Doorway - minimum 0.75m For Classrooms with more than 45 Students - 2 Doors

●

Corridor: Minimum width - 1.5 m

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●

Exits: Places as remote from each other as possible Travel distance - maximum 30 metres Exit Doorways shall open outwards.

●

Parking Cycles - 1.1 m² per cycle Scooters - 3.3 m² per scooter Cars - 25 m² per car Buses - 60 m² per bus

4.3.1. Area Requirements

Sno.

Min. Area (m²)

Gross Area per user (m²)

1 Primary - Middle Classrooms

-

1.1

2 Secondary/ Senior Classrooms

-

1.26

3 Library

-

0.1

4 Toilets

-

0.2

25 - 100

0.1

Space

5 Common Rooms

ADMINISTRATION 1 Principal Room

19

-

2 Vice Principal Room

33

-

3 General Office

45

-

4 Storage Area

65

-

-

1.8 (for 60%)

1 Medical Room

20-30

-

2 Book Store

30 - 50

-

3 Canteen

25 - 100

0.1

4 House Club

30 - 50

-

5 Staff Room OTHER ROOMS

CIRCULATION Double loaded Corridor - Max 18% Single loaded Corridor - Max 24% OUTDOOR PLAYING SPACES - Min - 15,000 m²

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4.3.2. Classrooms Layouts

4.3.3. Laboratories Layout

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4.4 CODE OF PRACTICE FOR DAYLIGHTING OF EDUCATIONAL BUILDINGS ●

School lighting: Windows on East, West and South facades need to be treated with suitable overhangs and fins.

●

Unilateral lighting from a row of windows to be avoided and if possible, windows on opposite or adjacent walls should be provided.

●

The most effective light distribution 0.9m < Sill height < 1.05 m

●

The angle between the sight from the student to the farthest window edge and the normal to the desk length is within 50°.

●

Rows of trees parallel to window wall are more obstructive than those normal to it at the same distance.

●

6.0 m tall row of trees in front of a window at 6.0 m away may reduce the daylight factor by half.

KEY POINTS ●

Windows: Easy to clean and maintain. Glazing and mesh for protection should not be placed on same leaf.

●

Chalk Boards: On the walls adjacent to the window wall. Mid vertical line of the board should lie between one half and two-thirds the depth of the room.

●

The min. student seating distance from the chalkboard - 2.50 m.

●

The height of the lower edge of the board should be well within the line of sight of the pupils sitting in front. (800 mm above F.F.) Laboratory Work Benches:

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●

High levels of daylight required - Tables should be along the window wall with the students facing the windows.

●

Other laboratory work - Tables should be perpendicular to the window wall and located between adjacent windows is recommended.

4.5 IGBC GREEN SCHOOLS

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5. SITE ANALYSIS 5.1.

PROJECT AND SITE DETAILS

Location: Sikandrabad Block, Bulandshahr District Area: 51,720 sq. m.

Department: Labour Department, U.P. Announced on: Public Works Department, U.P. Architectural Drawings: ARCOP Associates Construction Agency: RCC Developers Limited

Map showing the site location in Bulandshahr District

Site Photographs: 29 August’ 21 (By Author)

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5.2.

HISTORY, PEOPLE AND ARCHITECTURE

Total Population: 34,99,171 Households: 5,87,529 Urban Population: 24.8% | Rural Population: 75.2% Towns: 21 | Villages: 1242

Major Economic Activities in District

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Historical Architecture Context

5.3.

NEIGHBOURHOOD ANALYSIS

Farms on G.T. Road

View of an Irrigation Canal

View of the Market Area

Access Road

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Entry to Site

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Mapping the Neighborhood Context of the Site

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5.4.

SITE ANALYSIS

Current Site Plan and Section of Access Road

Water Table: On Site: Not found till 10m Water Source: Groundwater (Bulandshahr: 5-10m) (Tube Well and Pump House needed) Earthquake Zone: High Damage Risk Zone-IV Soil Type: Uptil 2m: Sandy Silt with gravels of Non Plasticity

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2-5m: 5-10m:

Clayey Silt of Low Plasticity Silty Sand of Non Plasticity

Suitable Foundation: Shallow Foundation (Isolated, Stepped, Sloped, Combined) List of Common Trees spotted around site: Scientific Name

Common Name

Type

Neem

Evergreen

Shisham

Deciduous

Acacia Karoo

Kikar

Evergreen

Ficus religiosa

Peepal

Semi Evergreen

Albizia Lebbeck

Shirish

Deciduous

Murraya koenigii

Curry Tree

Deciduous

Eucalyptus globulus

Eucalyptus

Evergreen

Bel

Deciduous

Azadirachta indica Dalbergia Sisoo

Aegle marmelos

SWOT Analysis

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5.5.

CLIMATE ANALYSIS

Latitude: 28°20'48.2"N Longitude: 77°46'17.5"E Climate Type: Composite

SunPath and Wind Directions on Site

Annual Climate Data

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Physiological Comfort Analysis using Passive Design Strategies

Design Inferences from Climate Data:

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6. STUDENTS SURVEY To understand the preferences, likes and dislikes of students regarding their school environment, a survey was conducted virtually. 85 students participated in this survey from classes 6-12.

Link to survey: https://forms.gle/1h57nGw3P4J5s6fw5

Student’s Profile:

Major Learnings/ Inferences from the survey:

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Common Answers to the Question - What would you like to change in your Classrooms?

Common Answers to the Question - What would you like to add in your School?

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Summary of things students liked and disliked in different spaces:

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7. CONCEPT DEVELOPMENT 7.1.

7.2.

SUPPORTING HOLISTIC LEARNING ENVIRONMENT

NATIONAL EDUCATIONAL POLICY

●

BASIC CLASSROOM UNIT School no longer becomes a repetition of rect. classrooms, we need special spaces that encourage certain activities and flexible spaces that encourage diff. Activities.

●

SPACE USERS With flexibility in subjects to choose, classrooms will be designed for for diverse age groups and variable no. of students

●

SUBJECTS Classrooms designed for Subjects rather than Age. Flexibility in layouts and teaching methods.

●

DISCUSSIONS School spaces that encourage cross boundaries discussions and dialogues.

●

SKILLS - CRAFTS Spaces for skill teaching and imparting knowledge through experiential teaching.

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7.3.

UNDERSTANDING LIFESTYLE IN A RESIDENTIAL SCHOOL

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7.4.

SITE PLANNING | CONCEPT AND LAYOUT

Zoning Ideas:

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Site Layout Prelim:

7.5.

SCHOOL PLANNING | CONCEPT

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8. PRELIMINARY DESIGN 8.1.

SITE PLAN

8.2.

SCHOOL DRAWINGS

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8.3.

AREA STATEMENT

Site Level:

School Level:

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9. FINAL DESIGN DEVELOPMENT 9.1.

SITE PLAN

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9.2.

SITE VIEWS

3D Blocking:

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9.3.

SCHOOL PLANS

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Structure and Materials:

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9.4.

SCHOOL ELEVATIONS

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9.5.

SCHOOL SECTION

9.6.

WATER REQUIREMENTS

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9.7.

CLASSROOM DETAILS

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9.8.

SCHOOL VIEWS

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9.9.

AREA STATEMENT

Site Level:

School Level:

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10. ADVANCED OBJECTIVE - SUSTAINABILITY

10.1. ECBC COMPLIANCE Main Heads covered in ECBC Code: ● ●

● ● ●

Energy Performance Index(EPI) Building Envelope ○ Opaque Construction ○ Fenestration ○ Daylighting ○ Envelope Sealing Comfort Systems and Controls Lighting Controls Electrical and Renewable Energy Sources

I have tried to cover the heads in Red in my design.

10.1.1. OPAQUE CONSTRUCTION

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10.1.2. FENESTRATION

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10.1.3. DAYLIGHTING

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10.2. IGBC GREEN SCHOOLS COMPLIANCE

10.2.1. SITE SELECTION AND PLANNING

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10.2.2. INDOOR ENVIRONMENT QUALITY

Daylighting Factor Calculations:

Ventilation Calculations:

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10.2.3. HEALTH AND HYGIENE

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11. BIBLIOGRAPHY

Vision &amp; Mission, navodaya.gov.in/nvs/en/About-Us/Vision-Mission/.

School Education, dashboard.seshagun.gov.in/mhrdreports/#/reportDashboard/state.

03/28/18. “Designing Learning Spaces for Student Engagement.” THE Journal, thejournal.com/Articles/2018/03/28/Designing-Learning-Spaces-for-Student-Engagement.aspx?P age=2.

Architecture and Education, architectureandeducation.org/.

“KVS- Kendriya Vidyalaya Sangathan: Government of India.” Kendriya Vidyalaya Sangathan | KVS Delhi |Government of India, kvsangathan.nic.in/.

Samvaad, Dhanush. “Ministry of Tribal Affairs, Government of India.” Ministry of Tribal Affairs Government of India, tribal.nic.in/EMRS.aspx.

Yojana, PM Modi. “अटल आवासीय विद्यालय योजना उत्तर प्रदे श: UP Atal Residential School Scheme.” PM Modi Yojanaye, 3 Apr. 2021, pmmodiyojanaye.in/up-atal-awasiya-school-yojana/#योजना_की_क्रियान्वयन_की_रुपरे खा.

LITERATURE STUDIES Kanvinde, Achyut, and H. James Miller. Campus Design in India; Experience of a Developing Nation.

Printed by Jostens/American Yearbook Co., 1969 Minero, Emelina. “The Architecture of Ideal Learning Environments.” Edutopia, George Lucas Educational Foundation, 2 Mar. 2018, www.edutopia.org/article/architecture-ideal-learning-environments.

Tanner, C. Kenneth. “Effects of School Design on Student Outcomes.” Journal of Educational Administration, vol. 47, no. 3, 2009, pp. 381–399., doi:10.1108/09578230910955809 Velasquez, Ingrid. “The Psychology of Interior Design for the Learning Space: Fohlio.” Fohlio Blog, 4 Aug. 2020, www.fohlio.com/blog/psychology-interior-design-learning-space/.

CASE STUDIES Mahindra United World College Benninger, Christopher Charles. “An Architecture for Learning.” Ekistics, vol. 65, no. 391/392/393, 1998, pp. 207–238. JSTOR, www.jstor.org/stable/43623305. Accessed 14 June 2021.

CCBA Designs, ccba.in/project/uwc-mahindra-college/. saanz Follow. “Uwc Mahindra College.” SlideShare, www.slideshare.net/saanz/uwc-mahindra-college.

Shreyas Foundation Comprehensive School Hitesh, Undaviya Vishwa. “Investigating Relation Between Structure And Enclosure: CEPT - Portfolio.”

Home, CEPT University, 19 June 2021, portfolio.cept.ac.in/fa/studio-2-theorizing-architectural-production-ht4003-spring-2020/investigatin g-relation-between-structure-and-enclosure-spring-2020-pg191141.

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“Shreyas Foundation Campus Map.” Prezi.com, prezi.com/jghxr8eh2nl9/shreyas-foundation-campus-map/.

“Vāstu Shilpā Consultants.” Sangath, www.sangath.org/projects/shreyas-foundation-comprehensive-school/.

Selaqui International School Abhiniti Garg Follow. “Selaqui School.” SlideShare, www.slideshare.net/AbhinitiGarg23/selaqui-school.

Mahajan, Bhanu, and Ar.bhanumahajan. “Thesis Case Study Report.” Issuu, issuu.com/ar.bhanumahajan/docs/case_study_report.

CODES AND STANDARDS Central Board of Secondary Education. Affiliation Bye Laws 2018, pp. 10-15. 2018.

IGBC Green Schools Rating System. 2015.

IS 4838: 1990 Anthropometric dimensions for school children age group 5 - 17 years. Second Revision.

Reaffirmed 2014. 2014 IS 4963: 1987 Recommendations For Buildings And Facilities For The Physically Handicapped. Revised 2006, 2013.

IS 7942 : 1976 Code of Practice for Daylighting of Educational Buildings. Reaffirmed 2018, 1967.

IS 8827 : 1978 Recommendations for basic requirements of school buildings. Reaffirmed 2015, 1978.

Model Building Bye Laws, 2016.

National Building Code of India 2016. Volume I and II, 2016.

Uttar Pradesh Building Bye Laws 2008. Amendment 2016.

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