Designing a Creative Teaching-Learning Environment – A Review

Published in:

International Conference on Built Environment, Science and Technology (ICON-BEST 2021)

DESIGNING A CREATIVE TEACHING-LEARNING ENVIRONMENT – A REVIEW

February 2021

Designing a Creative Teaching-Learning Environment – A Review Priyanka Mukherjee*1, Snighda Thakur 1, Mohamed Shafin1, Ar. Grace Ansica2 1

Third Year Architecture Student, 2Professor

School of Architecture and Interior Design (SAID), College of Engineering and Technology, SRM Institute of Science and Technology, SRM Nagar, Kattankulathur-603203, Kanchipuram, Chennai, TN, INDIA 1

pm2490@srmist.edu.in

1

st4244@srmist.edu.in

1

ms7705@srmist.edu.in

2

graceana@srmist.edu.in

Abstract. The conceptual development of an efficient teaching and learning environment is dependent upon the pedagogical condition as much as it depends upon the creative learning processes of students. Building a learning and teaching environment to facilitate a more inclusive nature in today’s education will in turn help build more secure futures. The elements used in such backdrops must also be centralised towards a teacher friendly space, which will lead to better education all together. We discuss the vast diversity of various Indian Architects who have used and responded to local materials, and intertwined nature into their designs to help build up on sustainability.

In this paper, we explore the implementation of a framework for designing creative learning environments using the basic principles used in education from ancient India. Creating a concept on Make in India campaign, we discuss the various ways in which architecture and human psychology has moved ahead, hand in hand, over the centuries. Using learnings from the early ancient techniques, to the creative spaces by modern and contemporary architects, we explain the common grounds on which a wide spectrum of educative elements can be implemented architecturally.

Keywords. Pedagogy, Andragogy, Ancient Universities, Arrière-garde, Break out areas, skylights

1. Introduction The development of an efficient and accepting learning environment not only requires an indepth study of creative ways to engage learners, but also involves the potential of pedagogical practice. The development of the Teaching and Learning sphere is mutual, and quite evidently interconnected. It has been observed on several occasions that the betterment of even one, benefits the other. The need for an open and acceptable environment, where a student’s views are given a stage to portray their thinking is important [1]. The education system today, undeniably requires a wider spectrum of design creativity, in order to fuel the creative thinking and conceptual development of the learners. The term pedagogy has been tossed around very frequently in various aspects. Pedagogy refers to the approach to teaching, theory as well as practical learning, and the subsequent influence on the social, political and psychological development of young learners. Andragogy, on the other hand, revolves around the learning among adults.

Be it education centralised around children, young adults or adults, it is essential to create such an environment for learning that caters to a larger spectrum of mindsets, capacities and talents. A space that nurtures learning is slowly being given more and more recognition as an essential need for education. Learning is slowly moving away from stereotyped classroom settings, and creating a practice-based teaching. It is essential to understand that every learner, child or adult, has a certain uniqueness in their thinking and perceiving. No two learners should be considered as the same. For a more practical based learning, various forms of design elements can be introduced, in order to evolve into a more accepting environment.

This paper reviews and explores the various aspects of pedagogy, teaching environments and education systems in India through its different stages of history.

2. Learning & Learning Environments In recent times, the situations taking place globally prompted us to think of ideas and examples that had its roots in our own country. The need to think and plan locally, has really gained importance, and must be a practice that should be widely accepted. Keeping food and material things aside, the same ‘local’ generation can also be adopted for education. To date back and learn from our own ancestors would lead to a culturally and ethically acceptable design. Being familiar with our own histories, as well as the pattern of learning, we might be able to achieve a balance. Learning environments have been dated back to the earliest form of education and to learn from those will help greatly with understanding the diverse sects of the Indian Society.

Learning from the learning environment can help with a human centric approach to a healthier and more apt form of education. To establish a design that helps in the co-existence of nature as well as humans, is the best way to achieve a sustainable outlook.

We aim to portray the linkage between the psychology behind learning and its architectural path. Here, we have taken three projects, well established architectural examples, through three phases of the educational history of the country to portray a timeline. This will further help us understand the common ground that can develop an efficient design concept.

2.1 Ancient Universities Arrière-garde, although primarily a military term, can be architecturally implemented as the practice of taking inspiration from older and well-established institutions from the past. In the age of technology and contemporary setting, the simple act of ‘going back to the basics’, can set a design apart.

In recent times, the importance of our own products in the market led us to think of a concept that dates back to the roots of our own country. Looking back, at India’s history in education, and especially university learning, places like Takshashila (present day Rawalpindi, Pakistan) and Nalanda (present day Bihar) have been written down as the earliest forms of formal education, even more dated than Christ’s teachings.

These ancient universities housed a large number of students from all over the world, and certain scriptures and archaeological evidences suggest that they had particularly advanced ways of teaching. The simple yet efficient layout of the campus, there were large open spaces where pupils gathered and proceeded their daily learning. The structures, now in ruins, have very less to help understand its working to the very point, but has numerous scriptures detailing out how things were held on a daily basis.

Nalanda has been regarded as an architectural marvel. The compound is enveloped by towering, lofty walls, and flanked by a humongous gate. The institution’s campus held several temples, educational buildings, stupas, classrooms, and even meditation halls.

Archaeologically excavated, it has been evidently seen that the structures were made for helping students achieve a level of concentration and creativity.

Fig 1: Ruins of Nalanda University, Bihar Source: The Indian Express

Education in ancient India stood different from what the rest of the world perceived as teaching. It was so established that neither the society nor the state could interfere with the techniques. For receiving the education, the student had to leave home, and reside on the grounds of the university, away from their comforts. It was believed, and still perceives to be true, that this act of residential schooling helped develop young minds to face their lives appropriately. The teachings involved debates and discussions, which still stands as an effective method to understanding various issues and concepts. Physical labour was also a part of their lessons, teaching them to use their resources the best they could.

A practice that seems to need more attention in the present day, is the technique to teach in groups and co-learn, but also to hold classes for individual students, depending upon their capabilities and aptitudes. The practice of ancient education in India was individualised, not institutionalised.

An important takeaway from those times can be that education then, had the sole purpose for being educated, and not for examinations or jobs.

Fig 2: Conceptual sketch of Nalanda – courtyard Sketch by: 1.2 Snighda Thakur/The Economic Times space

2.2 Indian Institute of Management, Bangalore Similar instances can be seen with more recent campuses, such as the Indian Institute of Management, Bangalore. With the original structure of the Institute being designed by Ar. BV Doshi, it stands as a pilgrimage for both architects and students pursuing the field.

The structure is beautifully cladded with stone, flanked with greenery – exactly what Doshi had intended to do. The concept of the campus is based on the layout of the town of Fatehpur Sikri, established by the Mughal emperor, Akbar, in the 16th century. This again, is an example of Arrière-garde in architecture. BV Doshi, to achieve the said vision, linked a network of corridors, courtyards and external spaces allowing for future extensions. The relationship between the scale, proportion and light portrayed in the design showcase the creative way that the learning spaces have been laid out. The immense effect that the natural light streaming indoors help produce a positive and intuitive nature of a teaching-learning environment.

Fig 3: IIMB – Interactive spaces

Fig 4: IIMB – Interior view

Sketch by: Snighda Thakur/IndiaEducationDiary.com

Sketch by: Priyanka Mukherjee/ArchDaily

Natural light, especially boring from the North, is an established natural resource that is known to be a good way to create educational spaces. The intertwining play of walls, openings, light and shadows, and solids with voids change the entire characteristic of the main building, ranging through different times of the day and also, during different seasons. The high walled corridors sometimes feature openings and skylights, and the use of pergolas help heighten the spatial experience of the open zones. The buildings and their relativity to the outside landscapes help maintain a soothing and creative outlook, which was intended for both the students as well as the teachers. The open spaces were always intended to not only improve interactions between the vast variety of students, but to also intellectually connect learners with their teachers.

The corridors connecting the different spaces also provide seating areas, hence facilitating an interactive zone. The design components throughout the building offers the combination of students and teachers the ability to see as well as feel nature even when inside the classroom. The interlinking courtyards with the corridors are so formed, that they are sensitive to the Indian context of community and environment. They are like lessons, teaching the concept of rhythm and composition. They show that the interiors must uniquely be relevant to the exterior, and also that life, art and architecture should coexist. The campus was initiated with the idea of inhabiting the act of human interaction.

The design is so created that it symbolizes a deep understanding of the past, while being comfortable in the present [2].

When a new extension was proposed, it was taken on by Mindspace Architects, founded

by Sanjay Mohe. The extended portion houses new and improved classroom environments, along with a touch of contemporary design. The connection and interaction spaces between teachers and students is made stronger with peculiar design elements in the break out spaces. Along with classrooms and lecture halls, the complex favours outdoor learning spaces as well as ample connectivity of inside spaces with outdoors. The classroom block has a main access through a wide flight of stairs, perpendicular to a central spine, with the courtyard acting as a focal point [3]. The ground floor is treated like an extension of the common, interaction spaces of the campus, and is hence, kept barrier free. With unconventional learning spaces, the Complex also has lecture halls with the first two rows on the floor level to make an easy access for differently abled students.

Fig 5: The new classroom complex IIMB– skylights

Fig 6: The new classroom complex IIMB – pergolas

Source: IIMB New Classroom Complex/ArchDaily

The utmost importance is given to informal interaction and gathering areas, which is centralised around the belief that the break out spaces will spawn novel ideas and creative thinking among the students. Even inside, the closed spaces have creatively placed sun roofs, a signature of Mohe’s designs. It has a blend of Mohe’s style, created in a way to also compliment the older structure.

2.3 CARE School of Architecture, Tiruchirappalli The Centre for Applied Research and Education, Trichy is an institute designed by Ar. Sanjay Mohe and his team. The design has been subtly weaved into modernism, in a way that it co-exists with nature’s vocabulary of wind, light and shadows. It is planned in a way to accommodate and facilitate the conceptual thinking in its students, and also carry a positive effect on the teachers.

The Institute is a shining beacon to promote well established architecture to help develop a suitable environment for learning. The architecture and layout of the campus showcases a certain sense of dignity, while also stating the importance of designing built environment, conductive and inspiring for learning.

The buildings have been woven around all the existing trees, placing them into openings and courtyards. The beautiful strategy of “The building doesn’t grow, but trees do” has been aptly quoted by Ar. Harimohan Pillai for the way the structure coexists with the greenery. As one walks through the building, it becomes very evident how it winds about the place, depending upon the trees and their location.

Fig 7: CARE College – Interior

Fig 8: CARE College – Inside-Out

Source: Career360

Source: Mindspace Architects

The corridors have high ceilings with skylights, attempting a play of light and shadows throughout the day. The walkways, spaces and even the nature have a sense of ‘frame’.

The studios have a well-ventilated ambience with an ample amount of sunlight streaming in. Again, with a well-lit studio space, some of which also have breakout areas, hence helping each student relax in a working environment.

Fig 9: CARE College – Water bodies and interactive zones Sketch by: Snighda Thakur/COMMERTIAL DESIGN eMagazine

Fig 10: CARE College – Skylights and natural light Sketch by: Priyanka Mukherjee/ARCHIeSTUDIO

Out of all its functional features, the one that really stands out is the instalment of water bodies, almost all of which are further interlaced, in the open break out areas. They are an element of awe for anyone who visits the campus and walks into the courtyards. This acts as an interesting interactive space, where students as well faculties can be seen spending time. In this spatial element, the interaction of the 3. Inference: Finding common ground With the internet playing a major role in education, it is important to take into consideration what role the world of social media plays in both the teachers as well as the student’s lives.

Being aware about various aspects of the socio-political world is very crucial for today’s students to further more become responsible citizens and make informed choices. Using social media and the different spheres of the World Wide Web to create a more accepting

classroom environment is a very easy, yet effective way to connect and relate with a student’s thinking. Teachers also need to be reached on a level that they are comfortable achieving.

The things that we learn from the timeline of projects we mentioned are so widely spread that it can be implemented into a large variety of cultural and climatic conditions. If not the same, but adapting to a wide variety of techniques that nurture differently functioning minds and to also preserve the integrity of a teacher’s knowledge will help reach a common ground that will sustain in an equilibrium like state. The teaching methods from the ancient universities, implemented with the openness of the contemporarily traditional ways of IIMB can make a new and improved teaching-learning environment that could facilitate better learning all together.

The need here, as we discussed, is to produce an environment for the co-existence of both pedagogical practices, while also sustaining in nature. A learning environment can be made sustainable with methods as simple as preserving green life and allowing a large amount of natural light to filter in. Using light and framing shadows can easily create aesthetic functions and subsequently save resources.

References 1. Thomas C. & Laurent A. (2015), Designing Creative Learning Environments 2. IIMB Campus - Architecture iimb.ac.in/about-institute/architecture 3. ArchDaily IIMB New Classroom Complex/Mindspace https://www.archdaily.com/905898/iim-b-new-classroom-complex-mindspacearchitects 4. ARCHIeSTUDIO - C. A. R. E. SCHOOL OF ARCHITECTURE by Dr. Harimohan Pillai http://www.archiestudio.in/spaces_for_learning_architecture/c_a_r_e 5. https://www.livehistoryindia.com/amazing-india/2020/05/24/nalanda 6. https://theculturetrip.com/asia/india/articles/what-did-the-ancient-indian-educationsystem-look-like/ 7. Commercial Design India eMagazine https://www.commercialdesignindia.com/people/4651-addressesing-the-complexissues-of-design-sanjay-mohe-mindspace-architects-bengaluru

Priyanka Mukherjee priyanka.mukherjee604@gmail.com thebratjournal.wordpress.com @priiyankaaaa