College Projects

CONTENT PAVILION 1.

2.

3.

4.

5.

BRITISH COUNCIL LIBRARY- SITE ANALYSIS PAVILION- CASE STUDY DESIGN PROPOSAL FOR PAVILION DESIGN MODEL PAVILION (FINAL DESIGN)

ANGANWADI 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

CASE STUDY (THREE SCHOOLS) LITERATURE STUDY-ANGANWADI CONCEPTUAL DESIGN DEVELOPMENT-SECTIONS ANGANWADI SPACE ANALYSIS ANGANWADI AREA ANALYSIS ANGANWADI BUBBLE DIAGRAM ANGANWADI SITE ZONING ANGANWADI BLOCK MODEL ANGANWADI DESIGN PROPOSAL FINAL DESIGN

NAME- SATISH KUMAR MAURYA SYSTEM ID- 2019002163 B-ARCH 2ND FINAL PORTFOLIO

The British Council located in the heart of New Delhi, is a design collaboration of grandmasters, Howard Hodgkin, Charles Correa and Mahendra Raj. Introduced at a time when books were sporadic and expensive, the British Council l ibrary along with its unparalleled collection of books, audio books and internet stations made learning interactive.

SITE LEVEL

SITE- CITY LEVEL

PHYSIOGRAPHICAL

PARAMETER

THE TERRAIN OF SITE IS MOSTLY FLAT WITH LITTLE TO NO SLOPES. THE PRECINT LEVEL SITE HAS A RADIAL GEOMETRY, AND TWO CIRCLES RADIATING OUT- WARDS. THE COMMON TREES FOUND ARE SEMAL, NEEM, ARJUN, ETC. THE FAUNA

MORPHOLOGICAL PARAMETER

VISUAL AND PERCEPTUALPARAMETER

THE SITE IS DERIVED FROM SUBTRACTING ACUBE FROM A CUBOID TO GET ASTAIR LIKE PATTERN. THE SITE IS SYMMETRICAL AND FOLLOWS AN AXIS. THE AXIS GOES THROUGHALLTHE ELEMENTS OF THE SITE. IT ALSO HASOPEN SPACES WITH A CENTRAL COUTYARDTYPE SPACE AT ITS CENTER.

THESE ARE THE STRUCTURES THAT ENHANCE THEIR SURROUND- INGS AND GIVES THEM THEIR OWN IDENTITY. SIMILARLY, THE INDIA GATE (TOP LEFT), SUPREME COURT OF INDIA(TOP MIDDLE), PRAGATI MAIDAN(BOTTOM LEFT) AND RED FORT AND JAMA MASJID (BOTTOM MIDDLE) GIVES NEW DELHI AN IDENTITY; WHEREAS THE THREE RELIGIOUS ICONS, SHIVA HEAD, EUROPEAN

NEIGHBOURHOOD LEVEL PLOT SITE LEVEL TOPOGRAPHY OF DELHI

LEGEND

RESTAURANTS BANKS/ATMS

LAND USE- CONNAUGHT PLACE

SCHOOL

PRECINCT LEVEL * WITHIN THE PROJECT INF LUENCE AREA, SOME VERY IMPORTANT ARCHEOLOGI CAL STRUCTURES LIKE JANTAR MANTAR, JAMA MASJID, RED FORT, OLD FORT HUMAYUN TOMB 5KM RADIS WITH REFERENCE TO THE PROJECT SITE

THE TOTAL LAND USE PERCENTAGES AND THE AREA SPECIFIED FOR DIFFERENT PURPOSESANDTHE HEIGHT AND FLOOR AREA RATIO ALLOCATEDDATA. ELEVATION

2D VIEW

3D VIEW

CITY LEVEL

AVERAGE CLIMATE OF NEW DELHI

FUNCTIONAL

I THE TEMPERATURE IS USUALLY BETWEEN 21.1°C TO 40.5OC DURI NG SUMMER MONTHS;MANY TIMES REACHING ABOVE 450C .

CITY LEVEL

II WINTERS ARE USUALLY COLD AND NIGHT TEMPERATURE SOME TIME FALL TO 6.5OC DURLNG THE PERIOD BETWEEN DECEMBER AND FEBRUARY.

EUROPEAN ICON

II THE MINIMUM TEMPERATURE MANY A TIMES FALL BELOW 40C DURLNG DECEMBER JANUARY MONTHS, THE AVERAGE ANNUAL TEMPERATURE RECORDED IN DELHL IS 31.5O C BASED ON THE RECORDS OVER THE PERIOD OF 70 YEARS.

THE WATER SURFACE IN THE MIDDLE GIVES A NICE SYMMETRIC VALUE TO THE PLACE. THE CHARBAGH AND THE STONE FACE AREA ARE REPRESENTATIONS OF THE MUSLIM AND HINDU RELIGION RESPECTIVELY

PRECINCT LEVEL

DIRECTOR

PERCEPTUAL LEVEL

OFFICE LIBRARY

ENTRY>

CHARBAGH FOYER

SITE LEVEL

SITEANALYSIS BYBUS THE COLOURSOFTHE BUILDING MAKE IT CONTRASTING IN TERMS OF COLOURS OF THE BUILDINGS IN THE SURROUNDINGS. THE MATERIALS USED ARE UNCOMMON IN THE AREA OF THE SITE. THE HEIGHT OF THE BUILDING ALSO MAKES IT STAND OUT AMONG THE NEIGHBOURINGBUILDINGS.THE INTERIORS HAVE BRIGHT COLORS WHILETHE EXTERIORS HAVE DULL OR DARKER COLOURS.

BYCAR

PEDESTRAIN

Teller booths of a former bank building designed by Eero Saarinen in Columbus, Indiana integrated into this white pavilion by architecture studio Oyler Wu Collaborative.

The Exchange is located next to the Irwin Conference Center, formerly the Irwin Union Bank, which was completed by modernist architect Saarinen in 1954.

The white pavilion references the geometries of the historic building and integrates three bank teller structures that were left on the site.

"The design challenge was to activate the space while relating a contemporary design concept to the historic building and existing site conditions, " Oyler Wu Collaborative said.

Teller booths of a former bank building designed by Eero Saarinen in Columbus,

It is built with wood and welded steel framing that comprises several rectangular volumes and cage-like elements that twist and lay within the structure.

The1,155-square-foot (107.3-square-metre) pavilion was assembled using the framing of the existing canopies on the site.

At its front, the ends of two teller roofs fit into the curving and angular wood parts. Several spiralling volumes formed with metal rods are positioned between the abstract wood shapes.

Teller booths of a former bank building designed by Eero Saarinen in Columbus

DESIGN PROPOSAL/ MODEL 1ST IN THE FIRST ATTEMPT I WAS TRYING TO DESIGN THE PAVILION WITH THE IMPORTANT ELEMETNS OF THE BRITISH COUNCIL LIBRARY.

THEN I CONVERTED THE SHAPES ACCORDING TO THE SPACE OR FUNCTIONS.

IN THE LAST I WANT TO MAKE MY PAVILION IN THE FORM OF FISH. SO I PUT TWO FISH TOGETHER IN BETWEEN THE SPACE IS OPEN SPACE.

2nd I CHOOSE A BOX AND MAKE IT HOLLOW AND THEN MAKE MULTI COPY OF THE SAME BOX AND PLACE THEM AT DIFFERENT HEIGHTS AND SCALE IT.

3rd

IN THIS AFTER PLACING THEM AT DIFFERENT HEIGHT I ADD RODS FOR ASTHETIC VIEW.

4th

AFTER THAT I CREATED SOME STORAGE SPACE FOR BOOKS AND SOME SITTING SPACE FOR THE READERS.

5th IN THIS I WANTED TO PUT EACH BLOCK OF THE PAVILION AT DIFFERENT HEIGHT SO FOR THE SUPPORTS TO THE BOX I COMBINE RODS WITH THE BOX. SO THAT THE SUPPORTS OR BALANCE IS MAINTAINED

FINAL PAVILION (VIEWS)

1- SANGAM ELEMENTARY SCHOOL / SFERABLU ARCHITECTS (BHILWARA, INDIA) DESIGN ANALYSIS

ACCESSIBILITY AND CONNECTIVITY

MAIN ENTRY

The school is in the urban fabric of Bhilwara, Rajasthan, India. The project covers an area of 2612 Sq. M.

PICKUP AND DROP POINT SECURITY CABIN PARKING, ENTRANCE FOTER STAGE, MULTIPURPOSE HALL CLASSROOM ADMINISTRATION, PRINCIPAL’S CABIN, VICE CHANCELLOR’S CABIN, INFIRMARY STAFF LOUNGE MEETING ROOM, CLOSED AREA

It is famous for Textile in the Indian state of Rajasthan.

PANTRY STAFF TOILET(GENTS,LADIES) CHILDREN’S TOILET(BOY’S, GIRL’S)

It has been termed as 'textile city

COURTYARD(OPEN TO SKY) SITE CIRCULATION MAIN ROAD

BUILT STRUCTURE CLASSROOM

•The form of the building was inspired by a triangular cheese sliver with tiny holes

ART AND CRAFT ROOM, MUSIC ROOM CHILDREN’S TOILET(BOY’S AND GIRL’S) STOREROOM

• On its sides as seen in cartoons; likewise, the external surface of the building has multiple punctures. The exterior facade has many tiny window panels to maintain visual connectivity with nature and the surroundings.

WATERSPOUT OPEN AIR THEATER CLOSE AREA SITE CIRCULATION

• The size of the windows is small to ensure safety and positioning is driven by the height of the students.

CLASSROOM ACTIVITY ROOM CHILDREN’S TOILET(BOY’S, GIRL’S) STOREROOM WATERSPOUT OPEN COURTYARD CLOSE AREA SITE CIRCULATION

STAGE OPEN AIR THEATER CLOSED AREA PARKING OPEN ARE

CLIMATE The climate in India keeps varying as per the latitude, altitude and season. Now, coming to Rajasthan, the climate here keeps varying because of its topography. It is the driest region in India.

SUMMER The hottest of all seasons, summer extends in Rajasthan from April to June. During summers, the temperature in Rajasthan is very high and it ranges somewhere between 32 degree Celsius and 46 degree Celsius. The place has an average temperature of 38 degree Celsius.

MONSOON The monsoon season in Rajasthan extends from July to September. In this season, the temperature lowers down but the place witnesses increased humidity. The temperature ranges from 35 degree Celsius to 40 degree Celsius. Around 90% rains occur during this period.

POST MONSOON

The Post monsoon season lasts from October to November. The temperature during this season ranges from 33 degree Celsius to 38 degree Celsius.

WINTER During this season, light winds blow from the north and north east. The temperature ranges from 4 Degree Celsius to 28 Degree Celsius. In areas like Mt Abu and Churu, the temperature drops to 0 degree Celsius.

LANDSCAPE

ACTIVITY ANALYSIS

OPEN AIR THEATER

OPEN AIR THEATER

GREEN AREA

PLAYING ZONE ACTIVITYROOM

PERCEPTUAL

NEAREEST POLICE STATION 3.4KM

HOSPITAL

In olden times, students were taught in open environments under the trees. We have been inspired by this concept as it helps children connect with nature. It is a wonderful way to learn various life skills, and presents an opportunity for kids to run, jump, slide, make a mess and explore themselves in an informal way.

The design is focused on establishing an entity for students, where the built space and environment together becomes a successful tool for learning.

The form of the building was inspired by a triangular cheese sliver with tiny holes on its sides as seen in cartoons; likewise, the external surface of the building has multiple punctures. The exterior facade has many tiny window panels to maintain visual connectivity with nature and the surroundings. The size of the windows is small to ensure safety and positioning is driven by the height of the students. The students get a view of the outside while sitting at their desks. Each floor is staggered which creates small planters and generates an organic form of the structure.

The shape and volume of the classrooms are organic, unlike the usual rectangular classrooms.

2- Strawberry Vale Elementary School / Patkau Architects (VICTORIA, CANADA) ACCESSIBILITY AND CONNECTIVITY The school's situation next to a prominent geological rift, coupled with its loving attention to surrounding indigenous flora, allows the architecture to guide the occupant's focus toward a local natural history that long precedes the Patkaus’ intervention.

DESIGN ANALYSIS

CLASS ROOM HALLWAY (CIRCULATION) GYM ADMINISTRATION LIBRARY WASHROOM

The architecture's visual and spatial connections compliment sustainable strategies that both preach and practice a respect for the environment.

Daytime summer temperatures can rise to 35°C and higher, while lows of -25°C are not uncommon in winter. More moderate temperatures are the norm in spring and fall.

Summers can be hot and dry on the prairies, humid in central Canada, and milder on the coasts.

Spring is generally pleasant across the country. Autumns are often crisp and cool, but brightened by rich orange and red leaves on trees.

Winters are generally cold with periods of snow,

BUILT STRUCTURE

The school's situation next to a prominent geological rift, coupled with its loving attention to surrounding indigenous flora, allows the architecture to guide the occupant's focus toward a local natural history that long precedes the Patkaus’ intervention.

Broad windows open into outdoor seams within the building, visually and spatially connecting the innermost areas directly to the outdoors.

This also allows the building to play an active pedagogical role in the school, encouraging the students' engagement with nature and the environment.

ACTIVITY ANALYSIS

LANDSCAPE ROAD (ENTRY)

CLASSROOM HALLWAY(CIRCULATION) GYM LIBRARY ADMINISTRATION

PERCEPTUAL

NEAREST POLICE STATION 7.6KM

ROAD SCHOOL TREES

HOSPITAL

THE SITE ITSELF IS NOT PARTICULARLY INVITING ITS ELEVATION VARIES A GREAT DEAL AND THERE ARE AN ABUNDANCE OF OUTCROPPINGS THROUGHOUT. TO MINIMIZE SITE DISTURBANCE, THE LOCATION AND ELEVATION OF EACH POD IS ADJUSTED TO FOLLOW THE CONTOURS OF THE LAND, AT THE SAME TIME CONSIDERING THE NEED FOR PASSIVE SOLAR GAINS. THE STRAWBERRY VALE ELEMENTARY SCHOOL BY PATKAU ARCHITECTS IS A QUINTESSENTIAL MODERN NORTHWEST SCHOOL, NESTLED AMONG LARGE ROCK OUTCROPPINGS IN AN OAK SAVANNA, A MICROCLIMATE PARTICULAR TO THE AREA. THE LOW SLUNG WOOD FRAMED ROOFS, VIEW AND CLERESTORY WINDOWS, AND READING BENCHES AT THE CLASSROOM CORNERS CREATE A WARM, INVITING LEARNING ENVIRONMENT SCALED TO SMALL CHILDREN. THREE CORNERS OF EACH ROOM HAVE WINDOWS LOOKING OUT EITHER INTO THE LANDSCAPE, OR THE INTERIOR STREET, DISSOLVING THE SENSE OF CONTAINMENT. THE INTERIOR STREET, SKYLIGHTS PROVIDE BALANCED DAYLIGHTING FOR BOTH THE PUBLIC STREET AS WELL AS THE CLASSROOMS. THESE ARE LOCATED AT NODES WHERE FOUR CLASSROOMS COME TOGETHER, WIDENED TO PROVIDE SMALL BREAKOUT AREAS FOR KIDS TO WORK INDEPENDENTLY OUTSIDE OF THE CLASSROOM.

3- ECOARA WALDORF SCHOOL / SHIEH ARQUITETOS ASSOCIADOS (VALINHOS, BRAZIL) ACCESSIBILITY AND CONNECTIVITY

DESIGN ANALYSIS THE PROJECT WAS BORN FROM THE NEED TO EXPAND THE SCHOOL, AND FROM THE COMMUNITY'S DESIRE TO REMAIN AT ITS CURRENT ADDRESS. THUS, THE CLASSROOMS ARE NO LONGER ADAPTED ENVIRONMENTS IN THE FORMER RESIDENCE AND HAVE GAINED APPROPRIATE FACILITIES: HEXAGONAL ROOMS, FOLLOWING THE ASPIRATION OF THE PEDAGOGICAL BODY FOR AN ANTHROPOSOPHICAL ARCHITECTURE.

CLASSROOM WASHROOM

ANOTHER IMPORTANT ASPECT OF THE PROJECT IS ITS MODULARITY AND EXPANSION IN SUBSEQUENT PHASES, IN ORDER TO ACCOMPANY THE GROWTH OF THE SCHOOL VEGETATION SITE AREA

CLIMATE

SUNPATH

PERCEPTUAL MATERIAL THE WALLS ARE BUILT USING THE TRADITIONAL HAND MUD TECHNIQUE. BETWEEN THE MAIN WOODEN STRUCTURE, WOODEN SLATS WERE ARRANGED. THE MESH SUPPORTS THE “HAND WIPE”, CLAY COMPACTED MANUALLY BY PARENTS AND CHILDREN IN A PLAYFUL AND VERY SYMBOLIC ACTIVITY. SPECIALISTS IN RAMMED EARTH GAVE A PRACTICAL TRAINING COURSE TO THE COMMUNITY OF ECOARA, AND ALSO TO THE CONSTRUCTION WORKERS.

BUILD STRUCTURE THE SCHOOL IS SETTLED IN A LEASED LAND, THE INVESTMENT IN NEW ROOMS WOULD HAVE TO BE DISMOUNTABLE FOR EVENTUAL RELOCATION TO ANOTHER PROPERTY. THUS, COLUMNS, BEAMS, AND ROOF STRUCTURE ARE RELOCATABLE. TILES, DOORS AND WINDOWS TOO. THE ONLY ITEMS THAT ARE NOT POSSIBLE TO REUSE ARE FOUNDATION (FOR OBVIOUS REASONS) AND WALLS. FOR THE WALLS, A SPECIAL CHARACTER WAS RESERVED. AS IT IS AN ASSOCIATIVE SCHOOL, IN WHICH PARENTS PARTICIPATE ACTIVELY, IT WAS INTENDED TO CREATE A CONSTRUCTION ACTIVITY THAT WOULD GIVE A SENSE OF BELONGING TO THE GROUP. THE WALLS ARE BUILT USING THE TRADITIONAL HAND MUD TECHNIQUE. BETWEEN THE MAIN WOODEN STRUCTURE, WOODEN SLATS WERE ARRANGED. THE MESH SUPPORTS THE “HAND WIPE”, CLAY COMPACTED MANUALLY BY PARENTS AND CHILDREN IN A PLAYFUL AND VERY SYMBOLIC ACTIVITY.

THE ROOFING IS IN METAL SANDWICH PANEL. THE BOTTOM FACE OF THE SET IS WITH PERFORATED METAL SHEET, IN ORDER TO ALLOW SOUND ABSORPTION SUITABLE FOR CLASSROOMS. THE EXPECTATION OF THE PROJECT IS THAT THE SCHOOL, BOTH BECAUSE OF ITS HEXAGONAL LAYOUT OF ROOMS WILLING TO CREATE A CENTRAL COURTYARD, AND BECAUSE OF THE TYPE OF CONSTRUCTION CAN NURTURE THE COMMUNITY BEYOND THE CLASSROOMS.

LITERATURE STUDY ANGANWADI RESEARCH STUDY INTRODUCTION

TARGET GROUPS

Anganwadi is a government sponsored child and mother care developmental programme in India at village level.

It caters to Children 0-6 age group. It started as a part of the integrated child development services program in 1975 to combat child Hunger and malnutrition.

An anganwadi Centre provides basic health care facilities in India contraceptive counselling and supply, nutrition education And supplementation, as well as pre-school activities.

The Centre may also be used as depots for oral rehydration salts, basic medicines, contraceptives and childcare.

The term anganwadi means courtyard shelter. The word is derived from Hindi word angan meaning courtyard of a house. Angan is a rural Indian term for ‘place where people get together to discuss, greet and socialize’.

Therefore, the significance of this part of the house comes across in the way a worker works in angan and visits Other Angan to perform the indispensable duty of helping with health care issues.

ANGANWADI PROGRAMME INTEGRATED CHILD DEVELOPMENTAL SERVICES(ICDS) It is the only major national program that addresses the needs of children under the age of six years. It seeks to provide young children with an integrated package of services such as supplementary nutrition, health care and nursing mothers.

BOJECTIVES OF ICDS

EARLY CHILDHOOD

1- To improve the nutritional and health status of children below the age of six years.

2 To lay the foundation for the proper psychological, physical and social development of the child.

3 to reduce the incidence of mortality, morbidity, malnutrition and school dropouts.

4 To reduce effective coordination of policy and implementation among various departments to promote child developments.

5 To enhance the capability of the mother to look after the normal health, nutritional and development needs of the child through proper community education.

CHILD DEVELOPMENT

ANGANWADI SPACES

ROLE OF ANGANWADI IN EARLY EDUCATION

INFRASTRUCTURE

SPACE REQUIREMENT With respect of ICDS norms of Anganwadi centers, and the available space, the requirements that now occurs are:An anganwadi centers should have space for seating/eating/sleeping, separate kitchen, storage provision for food Items, safe toilets, space for playing. required the build an anganwadi Centre is 600 sq. Ft in a suitable location, Well accessed.

The spaces are not standard, it can be modified and added depending on the space available, along with the number of Children.

As per the ICDS guidelines the minimum size Working with optimal requirements was one major step to design an Anganwadi spac e.

ZONING OF SPACES SPACES Multipurpose hall Toilets Kitchen + storage Community room Angan(courtyard) Kid’s playground

MINIMUM SPACE REQUIREMENT

OUTSIDERS

STAFF

no no no yes no no

yes yes yes yes yes yes

CHILDREN yes yes no no yes yes

PLAY AND LEARNING MATERIALS SHOULD BE

Multi-purpose and multi-domain to foster holistic development — all domains such as sensory, fine and gross motor, cognitive, social, emotional, personal, and creativity need to be fostered. Safe for children (Non-toxic material and colours, smooth edges and large enough to prevent swallowing). Durable and sturdy. Culturally and environmentally appropriate. Balanced to equip different activity corners. Easy to view. Posters and conversation charts should be placed at eye level for children. Adequate in quantity, with a variety of different materials available. There should not be too few, preventing all children from playing, nor too many, preventing children from learning to share, cooperate and wait for their turn. Easily accessible to children so that they can use and choose the material during free play and individual activities. They should be encouraged and expected to put away the material as part of their routine.

RECOMMENDED LIST OF PLAY AND LEARNING MATERIALS FOR PRE– SCHOOL EDUCATION KIT Play and learning materials for pre-school education can be categorized as follows:

1.Material to be procured from the market 2. Material which can be prepared by Teacher/Anganwadi Worker during training or on their own

3. Locally available low cost or no cost material in the environment

1. MATERIAL TO BE PROCURED FROM THE MARKET

Building block set (basic shapes that vary in colour, size and thickness) Colourful beads and wires Modelling materials (e.g., dough, clay, etc.)

Lacing board Balls of varying sizes Simple puzzles (e.g., jigsaw puzzle, colour puzzle, body parts puzzle and shape puzzle, etc.)

Magnifying glass Magnets of varying strength Dot and number dominoes Alphabet and number cards Picture cards or flash cards Picture books with one or two text lines Story books Dhapli or small drum

2. MATERIAL WHICH CAN BE PREPARED BY TEACHER/ANGANWADI WORKER DURING TRAINING OR ON THEIR OWN Soft cloth balls (vary in color and size) Counters (vary in color and size) Pattern completion cards Self-corrective puzzles Puppets Maze

3. LOCALLY AVAILABLE LOW COST OR NO COST MATERIAL IN THE ENVIRONMENT Old and clean clothes Bottle caps Old tyres Plastic bottles Wooden toys Coconut shells Used Paper

Picture conversation chart Softtoys (e.g., dolls, etc.)

Kitchen set Doctor set Plastic fruits and vegetables Plastic balance scale Measuring cups of various sizes Variety of containers (e.g., bowls, buckets, jugs, etc.)

Variety of tools (e.g., spoons, funnels, measuring cups, spoons/cups, paint brushes, etc.)

Variety of paper (newsprint, glazed, recycled paper,etc.)

Crayons, markers, coloured pencils, coloured chalk Paste Glue Tape Ropes Blunt scissors Mats

FOUR ACTIVITY CORNERS 1. PRETEND PLAY/IMAGINATIVE PLAY CORNER This corner helps in promoting imaginative play, language development, dramatization and socialization among children. You can plan this corner with a variety of materials suchas soft toys, old clothes, kitchen sets, toy vegetables and fruits.

2.ART AND CRAFT CORNER This corner provides variety of opportunities to children for exploration and developing fine motor skills. You can plan this corner with materials such as safe slates, chalk, paper, crayons, paint, clay, sandpit blunt scissors,etc.

3. PICTURE BOOK CORNER

4. CONSTRUCTION/MANIPULATIVE PLAY CORNER

A reading corner with attractively displayed picture books and story books, which helps to develop a bond

This corner promotes cognitive skills such as concept of shape, size, color, sequential thinking and pattern

with books and generate interest inreading.

making. You can arrange this corner with materials such as beads, puzzles,building blocks, maze, dominoes, picture cards,etc.

IMAGES OF ANGANWADI

CONCEPTUAL DESIGN DEVELOPMENT

IN THIS DESIGN I WANTED TO CREAT A SPACE WHERE AIR AND LIGHT CAN EASLY CROSS, AND IT IS A CLASSROOM WHERE ARE SOME SITTING SPACE AND WINDOW WHERE YOU CAN SIT ALSO.

IN THIS TWO SIDES RAMPS AND WINDOWS IN THE WINDOWS YOU CAN SIT OR READ SOMETHING

I WAS TRYING TO DESIGN IT IN CIRCULAR SHAPE IN WHICH THERE ARE SOME SPACE BETWEEN WALLS AND ROOF.

I WAS TRYING TO OVERLAP TWO CURVE AND LEFT SOME SPACE LEFT FOR THE AIR AND LIGHTS, AND SOME SPACE FOR SITTING AND TEACHING.

IN THIS I WANTED TO CREATE A SPACE LIKE THERE IS NO BOUNDARY AND WALLS, AND I ALSO WANTED TO INCORPORATE THE INDOOR AND OUTDOOR TOGETHER, CLASS CAN BE TAKEN OUTSIDE AND INSIDE TOO AND I CRE-ATED SOME SWINGS WITH ROD AND TYRES. THAT CAN HELPS CHILDREN TO IMPROVE THEIR MOTORSKILLS.

IN THIS DESIGN I TRIED TO COMBINE CLASS ROOM AND ACTIVITY TOGETHER AND SMALL CAPSULE IN WHICH STUDENS CAN SIT STAND OR READ SOME THING, AND I ALSO TRYING TO ADD KITCHED(SPACE FOR EATING)TOGETHER.

IN THIS OVER THE ROOF A LARGE WINDOW AND BETWEEN THE ROOF AND WALL THERE IS SOME SPACE FOR VENTILATION.

I WAS TRYING TO MAKE TRIANGULAR KIND OF SHAPE IN WHICH SPACE FOR TEACHER AND OPEN SPACE FOR STUDENTS

IN THE STARTING A CLASS AND AT THE END ANOTHER CLASS, IN BETWEEN KIND OF HOLLOW AREA FOR LIGHT AND AIR.

I WAS TRYING TO MADE A TYPICAL ANGANWADI PLAN WITH EACH FUNCTIONS AND ACTIVITIES AND SOME SPACE FOR PLAYING.

IN THIS DESIGN I WAS TRYING TO BUILD SOME SLIDES AND SWINGS TOGETHER IN A CLASS AND SOME SMALL SMALL TYRES THAT IS USED AS STAIRS TO CLIMB AT THE SLIDE. AND OFFICE ROOM ALSO.

IN THIS SAME SPACE BETWEEN ROOF AND WALLS AND I MADE SOME RAMPS FOR SITTING

IN THIS I WANTED TO EMERGE INDOOR AND OUTDOOR TOGETHER FOR SITTING SPACE I CREATED SOME ORGANIC SHAPE, AND OPEN FROM ALL SIDES.

CLOSED ROOM AND A WINDOW FOR VIEWS AND TRANSITION OF AIR AND LIGHT.

THIS IS ALSO A TYPICAL PLAN FOR ANGANWADI THE DIFFERENCE IS THAT I WAS TRYING TO MADE WHOLE SPACE AS A PART OF TREES. LIKE BRANCHES LEAVES RTC.

THIS IS THE ANOTHER VIEW SECTION OF THE EARLYER DESIGN IN WHICH I WANTED TO SHOW THE SLIDING, AND SOME ACTIVITY ROCK CLIMBING TYPE. HOOKS

IN THIS DESIGN I WAS TRYING TO PLAY WITH THE SHAPE OF THE ROOF I TRYED TO MADE ORGANIC ROOF AND YOU CAN TOTALLY EXCESS THE ROOF U CAN STAND RUN AND SIT ON THE ROOF, INSIDE THE CURVE I MADE SOME SPACE FOR STORAGE AND SMALL CAPSULE IN WHICH YOU CAN SIT AND READ THAT WILL ALSO HELP IN DEVELOPMENT OF MOTORS SKILLS.AND SOME RAMPS FOR SITTING.

ANGANWADI SPACE ANALYSIS

EDUCATION

HEALTH AND CARE

SERVICES

INFIRMARY LEARNING SPACE

OUTDOOR

INDOOR

INDOOR

CLASSROOM NATURAL AGE GROUP

GARDEN TREES PLANTING

2-4

4-7

ROOM

NORMAL TABLE

ROOM

ARTIFICIAL MAP OF INDIA MEASURING SCALE

OUTDOOR

LUDO

LONG JUMP

CHESS

SHALLOW POOL

NUMBER LINES

HOP SCOTCH

GOLTARA

SLIDING

HOP SCOTCH

KHO-KHO

PREGNANT WOMEN

FIRST AID BABYCARE OTHERS

NUMBER LINES

STORAGE ROOM

WASHROOM

CLINIC COOKING

FURNITURE

STORAGE(ALMIRAH)

FURNITURE

BED TABLE CHAIR SHELF

STORAGE(ALMIRAH)

BED TABLE CHAIR SHELF

WASHING UTENSILES

STORAGE INGREDIENTS UTENSILE GAS

HANDWASH

BOYS WC

GIRLSWC

WASH BASIN URINAL(5) CUBICLE(5)

ALMIRAH

MEDICINE FIRST AID

TEACHER TABLE STUDENTS CHAIR MAT ROUND STORAGE TABLE

TABLE CHAIR MAT STORAGE

BED TABLE CHAIR SHELF MEDICINE

KITCHEN

LOCALS

CHILDREN/STAFF FURNITURE

FACILITY

NUTRITION

ACTIVITY SPACE

EXAMINATION SPACE OTHERS

TEACHERS STUDENTS TEACHERS STUDENTS FILES

BAGS

FILES

BAGS

ANGANWADI AREA ANALYSIS EARLY CHILDHOOD CARE & EDUCATION

50%

30 M

* INDOOR LEARNING SPACE * OUTDOOR LEARNING SPACE * PLAY SPACE, PERFORMANCE, SPACE RECRETIONAL SPACE,STAFF/STORAGE.

18.6 M 3 M SET BACK AREA FROM ALL SIDES.

HEALTH * HEALTH CARE

35%

SERVICES

15% * KITCHEN, STORAGE,UTILITY,HYGIENE FACILITY

INDOOR CLASSROOM-1

OUTDOOR PLAY-AREA

SPACE ANALYSIS35 CHILDREN / 2 TEACHERS TOTAL SEATING AREA- 30sqm TOTAL AREA -35sqm

EQUIPMENTS-

CLASSROOM 2 SPACE ANALYSIS (FOR EACH CLASS) 45 CHILDREN / 1 TEACHER (25)- 2 SEATER BENCHES TOTAL BENCH AREA- 23sqm TOTAL CLASS AREA- 30sqm TOTAL AREA AREA OF 2 CLASSROOM- 60sqm

CLASS ROOM 3 40 CHILDREN / 2 TEACHERS TOTAL SEATING AREA- 30sqm TOTAL AREA -35sqm

TOTAL AREA- 130sqm(approx.)

HEALTH CARE

NUTRITION

WASHROOM STORAGE

HOP-SCOTCH- 4.5sqm SWING AND SLIDE- 20sqm LONG JUMP-10sqm

CLINIC

KITCHEN

2 VISITORS / 1 DOCTOR TOTAL AREA-6.3sqm

TOTAL AREA- 35sqm(approx.)

INFIRMARY

1 COOK / 1 HELPER COOKING AND PREPARATION COUNTER- 1.68sqm STORAGE-1sqm WASH AREA- 2sqm

2 VISITORS / 1 DOCTOR / 4 PATIENTS MATRESS AREA- 1.2sqm TOTAL BED AREA- 4.8sqm STORAGE- 0.3sqm VISITOR'S SPACE- 1.33sqm

TOTAL AREA- 5.5sqm(approx.)

TOTAL AREA7.168sqm(approx.)

TOTAL AREA COVER- 130+35+6.3+7.1+5.5+10+9+6=208 sqm(approx.)

BOYS WASHROOM (2)URINALS (2) W.C CUBICLES (2) WASH BASIN

TOTAL AREA- 10sqm(approx.)

GIRLS WASHROOM (3)WC CUBICLES (2) WASH BASINS

TOTAL AREA- 9sqm(approx.)

TOTAL AREA- 6sqm

WASHBASIN CUBICLE(8)

ANGANWADI BUBBLE DIAGRAM ROAD ENTRY

OPEN ACTIVITY SPACE

SITTING/WAIT ING

WASH ROOM

STOR E ROO M

STORE ROOM

INFIRM ARY

BOY’S WASHRO OM

STAFF OFFICE

CLASS ROOM 1

GIRL’S WASHRO OM

ACTIVI TY SPACE (OPEN )

CLASS ROOM + ACTIVITY + DINNING SPACE

RO AD

DRINKIN G WATER

SITTING SPACE ENT RY

CLASS ROOM 1

DRINKING WATER

KITCHEN

WASH ROOM

STORE ROOM

KITCHEN OPEN SPACE

MAIN ACCESS

FREE ACCESS

BOTH SIDE ENTRY BOTH SIDE ENTRY

ROAD

ROAD ENTRY

ENTRY OFFICE

KITCHE N

INFIR MAR Y

INFIRMAR Y

STOR E ROO M

OFFIC E CLASS ROOM + INDOOR ACTIVITY

KITCHE N

CLASS ROOM

CLASSROOM + ACTIVITY

DRINKIN G WATER STORE ROOM

ANGANWADI SITE ZONING MAIN ROAD

MAIN ROAD

INFIRMARY

ANGANWADI BLOCK MODEL

ANGANWADI DESIGN PROPOSAL

(1) A

A’

B

B’

SECTION- BB’’

SECTION- AA’

A

B

A’

B’

SECTION- BB’

SECTION- AA’

(2)

PLAYGROUND

TOILET

CLASSROOM

KITCHEN

WALKWAY

TOILET

CLASSROOM

(3)

(4)

(5)

(6)

(7)

(8)

(9)

FINAL DESIGN