Undergraduate Thesis_'Time in Architecture'

TIME IN ARCHITECTURE

SHAZNEEN B. AGA Semester IX (Part 1)

Guided by Ar. Anmol Warang

Bachelors of Architecture L.S. Raheja School of Architecture, Mumbai Affiliated to Mumbai University

2021 - 2022

Time in Architecture

Time in Architecture

Time in Architecture

DECLARATION I hereby declare that this written submission entitled “Time in Architecture” Represents my ideas in my own words and has not been taken from the work of others (as from books, articles, essays, dissertations, other media and online); and where others’ ideas or words have been included, I have adequately cited and referenced the original sources. Direct quotations from books, journal articles, internet sources, other texts, or any other source whatsoever are acknowledged and the source cited are identified in the dissertation references.

No material other than that cited and listed has been used.

I have read and know the meaning of plagiarism* and I understand that plagiarism, collusion, and copying are grave and serious offences in the university and accept the consequences should I engage in plagiarism, collusion or copying.

I also declare that I have adhered to all principles of academic honesty and integrity and have not misrepresented or fabricated or falsified any idea/data/fact source in my submission.

This work, or any part of it, has not been previously submitted by me or any other person for assessment on this or any other course of study.

Signature of the Student: Name of the Student: Shazneen B. Aga Exam Roll No: Date:

Place:

*The following defines plagiarism: “Plagiarism” occurs when a student misrepresents, as his/her own work, the work, written or otherwise, of any other person (including another student) or of any institution. Examples of forms of plagiarism include: ● The verbatim (word for word) copying of another’s work without appropriate and correctly presented acknowledgement; ● The close paraphrasing of another’s work by simply changing a few words or altering the order of presentation, without appropriate and correctly presented acknowledgement; ● Unacknowledged quotation of phrases from another’s work; ● The deliberate and detailed presentation of another’s concept as one’s own. ● “Another’s work” covers all material, including, for example, written work, diagrams, designs, charts, photographs, musical compositions and pictures, from all sources, including, for example, journals, books, dissertations and essays and online resources.

Time in Architecture

Time in Architecture

CERTIFICATE

This is to certify that Shazneen B. Aga has successfully completed his/her design dissertation (Part 1) on the topic ‘Time in Architecture’ under the guidance of Ar. Anmol Warang.

The dissertation is undertaken as a part of the academic study based on the curriculum for Bachelors of Architecture program conducted by the University of Mumbai, through L.S. Raheja School of Architecture, Mumbai.

Thesis Guide: Ar. Anmol Warang L. S. Raheja School of Architecture, Mumbai

Principal: Ar. Mandar Parab.

L. S. Raheja School of Architecture, Mumbai

External Juror 1:

External Juror

Time in Architecture

Acknowledgements I would like to take this moment to thank all of those who have been there along with me. These five years will forever be etched into my heart as the time which shaped me into the person I am today.

I would like to thank my thesis guide Ar.Anmol Warang who was always available with his thoughtful insights and encouragement. I would also like to thank Ar. Mridulla Pillai Gunderkar for her constant support and always being there whenever need be. I am grateful to Ar. Mandar Parab for providing me with all the necessary facilities for the completion of this dissertation and always supporting us. I would like to extend my gratitude towards all my faculties at L.S.Raheja School of Architecture – Ar. Arun Fizado, Ar. Neeta Sarode, Ar. Swanand Mahashabde, Ar. Prachitee Lad Shetty, Ar. Mildred Jose, Ar. Rohan Patil, Ar. Meghna Patil for imparting their knowledge and always being available for any kind of help. One special thankyou to Ar. Shraddha Geevith for always supporting me right from first year and being my inspiration.

This dissertation would not have been possible without the never-ending contributions of my parents and sister. I am indebted to them for bearing all my tantrums, always consoling me, and always been by my side. A big thank you to my grandparents for always believing in me with their constant encouragement and prayers. I thank my seniors Ar. Sweta Singh, Ar. Dipesh Sharma, Ar. Ankita Simpi and Ar. Sai Pradhan for being one call away for any kind of help. I would also like to thank Komal (my childhood friend who has been a pillar throughout my life), Arushka (for her constant support and advice), Riddhi (for being a shoulder to cry on and always putting a smile on my face), Atharva, Aishwariya, Vedika, Sanket, Purvi, Meet, Srushti and Kimaya for all the support and encouragement throughout these five years. I humbly extend my gratitude to all concerned persons who co-operated with me in this regard.

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

List of Tables Sr. Chpt. Title and Contents No. No.

Page No.

Source

1

5

Table 1 - Division of spaces

79

Author

2

5

Table 2 - Spaces in the Pre-Primary section

79

Author

3

5

Table 3 - Spaces in the Primary section

80

Author

4

5

Table 4 - Spaces in the Secondary section

80

Author

5

5

Table 5 - Shared spaces

81

Author

6

5

Table 6 - Residential Block

82

Author

7

6.3

Table 7- Districts and Talukas in the NAINA Region

92

Author

8

6.3

Table 8 – Table showing the schools in the 96 developed area of Panvel city

Author

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

List of Figures Sr. No.

Chpt No.

List of figures

Page No.

Image Source

1

1.0

Figure 1 – Human relation with time throughout the journey of life.

https://www.schoolplus.it/servlets/Imag e?source=%2Fcatalogo%2Fcorsi%2Fim magini%2F92&width=770&height=447&r esize=crop&type=image%2Fjpeg

2

1.3

Figure 2 – Human 5 relation to built form

https://www.schoolplus.it/servlets/Imag e?source=%2Fcatalogo%2Fcorsi%2Fim magini%2F92&width=770&height=447&r esize=crop&type=image%2Fjpeg

3

1.3

Figure 3 – Time 6 and memory

Regenerative Architecture: A Pathway Beyond Sustainability (umass.edu)

4

1.3

Figure 4 – time 6 and memory

Regenerative Architecture: A Pathway Beyond Sustainability (umass.edu)

5

1.4

Figure 5 – Time as 7 an intangible aspect of the human life

https://bodymindspiritguide.com/wpcontent/uploads/2018/05/child865116_1280.jpg

6

2.1

Figure 6 – Effect of 8 technology on the human mind

creative-concept-technology-vectorillustration.jpg (1400×980) (vecteezy.com)

7

2.0

Figure 7 - Time as a driving force for a humans life

creative-concept-technology-vectorillustration.jpg (1400×980) (vecteezy.com)

8

2.1

Figure 8 – Effect of 8 technology on the human mind

creative-concept-technology-vectorillustration.jpg (1400×980)(vecteezy.com)

9

2.3

Figure 9 – Man 9 moving closer to Artificial Intelligence

- AI and jobs of the future (what jobs will be a part and what will get redundant) - Altimetrik

10

2.3.1

Figure 10 – Smart 13 homes

Metabolism(S), Flexibility in the 21st Century (stanislaschaillou.com)

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

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2.3.1

Figure 11 – Smart 13 homes

Metabolism(S), Flexibility in the 21st Century (stanislaschaillou.com)

12

2.3.1

Figure 12 – Homes 13 becoming technologically advanced

Metabolism(S), Flexibility in the 21st Century (stanislaschaillou.com)

13

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Figure 13 – 13 Flexibility in homes

https://i.pinimg.com/564x/65/11/56/651 156a848e832cdbf41d677454d87f6.jpg

14

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Figure 14 – Open 13 planning in homes

https://i.pinimg.com/564x/65/11/56/651 156a848e832cdbf41d677454d87f6.jpg

15

2.3.2

Figure 15 Individual workstation

– 14

Metabolism(S), Flexibility in the 21st Century (stanislaschaillou.com)

16

2.3.2

Figure 16 Sleeping pods

– 14

Metabolism(S), Flexibility in the 21st Century (stanislaschaillou.com)

17

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Figure 17 – Hybrid 14 Working methods

60922988eb0eea328ca046cea1ead79f. png (1502×978) (pinimg.com)

18

2.3.3

Figure 18 Importance mental health

– 15 of

How The Healthcare Industry Will Change | George Washington University (gwu.edu)

19

2.3.3

Figure 19 Importance mental health

– 15 of

How The Healthcare Industry Will Change | George Washington University (gwu.edu)

20

2.3.3

Figure 20 - 16 Technological advancements in health sector

"Hospitals in drastic need of innovation" says Reinier de Graaf (dezeen.com)

21

2.3.3

Figure 21 - 16 Technological advancements in health sector

- How The Healthcare Industry Will Change | George Washington University (gwu.edu)

22

2.3.4

Figure 22 – 17 Changing definition of entertainment

Children Education Images, Children Clipart, Education Clipart, Computer PNG Transparent

23

2.3.5

Figure 23 Evolution transport

BIG plans artificial intelligence-run city campus in China (dezeen.com)

– 18 in

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

24

2.3.5

Figure 24 – Future 18 in the transportation sector with respect to technological advancements

Future transport: How will we get around in 2050? - BBC News

25

2.3.6

Figure 25 – Ease of 19 online money transfer

https://lh3.googleusercontent.com/ITIks zhIiDfFR8lnMP4PoDJgiYzzmvMJQh7TnomgqXxFI TzOZt2W7a9S01nGfZ70DSUVw=s85

26

2.3.6

Figure 26 – Digital 19 money

https://st3.depositphotos.com/3004635 8/32671/v/1600/depositphotos_3267107 64-stock-illustration-online-bankingaccount-flat-vector.jpg

27

2.3.6

Figure 27 – Digital 19 money

https://lh3.googleusercontent.com/ITIks zhIiDfFR8lnMP4PoDJgiYzzmvMJQh7TnomgqXxFI TzOZt2W7a9S01nGfZ70DSUVw=s85

28

2.3.6

Figure 28 – Online 19 bill payments

https://st3.depositphotos.com/3004635 8/32671/v/1600/depositphotos_3267107 64-stock-illustration-online-bankingaccount-flat-vector.jpg

29

2.3.6

Figure 29 – Online 20 shopping

https://lh3.googleusercontent.com/my z1M7kDcldpA59f5pin96nbxpmUPBYexkl 22t6o7KwHG2_PSZ9aXmHyKJWsHxYOxK R0=s85

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Figure 30 – Online 20 shopping

https://yi-files.s3.euwest1.amazonaws.com/products/9040 00/904498/1535953-full.jpg

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Figure 31 – Easy 20 transfer of goods

https://yi-files.s3.euwest1.amazonaws.com/products/9040 00/904498/1535953-full.jpg

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Figure 32 – A faster 20 and more convenient means of shopping

https://lh3.googleusercontent.com/my z1M7kDcldpA59f5pin96nbxpmUPBYexkl 22t6o7KwHG2_PSZ9aXmHyKJWsHxYOxK R0=s85

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

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2.3.7

Figure 33 – Typical 21 education system

https://image.freepik.com/freevector/education-illustration_109064415.jpg

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Figure 34 – Rigidity 21 in form of spaces

https://thumbs.dreamstime.com/z/high er-education-infographics-collegeuniversity-symbols-charts-vectorillustration-49251244.jpg

35

3.2

Figure 35 – Activity 24 of a child with respect to subjects taught

https://lh3.googleusercontent.com/xJy eUAfEjeNWm3evpumRlukKhahkANRGm X7x7hYRHhDHP-VHJw0IPCesxzDj5lRaF7Iig=s85

36

3.3

Figure 36 – 25 Stakeholders in the education system

Author

37

3.4

Figure 37 – 26 Alternative learning subjects

Author

38

3.5

Figure 38 – 27 Definition of ‘success’ in our education system

Schools seeking alternative to remote learning try an experiment: Outdoor classrooms (nbcnews.com)

39

3.5

Figure 39 – Biased 28 education system

14 things that are obsolete in 21st century schools - Ingvi Hrannar

40

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Figure 40 – Factory 28 system of education

14 things that are obsolete in 21st century schools - Ingvi Hrannar

41

3.5

Figure 41 – Books 29 being perceived as our only source of knowledge

https://cdni.iconscout.com/illustration/ premium/preview/educationqualification-2161979-1819835.png

42

3.5

Figure 42 – Heard 30 mentality in the education system

Schools seeking alternative to remote learning try an experiment: Outdoor classrooms (nbcnews.com)

43

3.5

Figure 43 – Comic 31 illustrating rigidity in our education system

Author

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

44

3.5

Figure 44 – Desks 32 in the passages

Author

45

3.5

Figure 45 – School 32 entrance

Author

46

3.5

Figure 46 Classrooms

– 32

Author

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3.5

Figure 47 - Desks in 32 the passages

Author

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3.5

Figure 48 – Desks 32 in passages

Author

49

3.5

Figure 49 Passages

Author

50

3.5

Figure 50 – Typical 33 classroom methods

CommunitySpeak » Campion School is Numero Uno!! (yokibu.com)

51

3.5

Figure 51 – Typical 33 classroom methods

CommunitySpeak » Campion School is Numero Uno!! (yokibu.com)

52

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Figure 52 - Typical 33 classroom methods

CommunitySpeak » Campion School is Numero Uno!! (yokibu.com)

53

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Figure 53 - Typical 33 classroom methods

CommunitySpeak » Campion School is Numero Uno!! (yokibu.com)

54

3.5

Figure 54 - Typical 33 classroom methods Figure 55 - - Typical classroom methods

Pre-Primary – New Activity School

55

3.5

Figure 56 Classroom of playschool

– 34 a

Pre-Primary – New Activity School

56

3.5

Figure 57 Classroom of playschool

- 34 a

https://th.bing.com/th/id/OIP.hfOBDJn d_xOwN8P7o3jKWgHaFj?pid=ImgDet&rs =1

- 32

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

57

3.5

Figure 58 – 36 Aptitude in terms of EQ and not just IQ

https://th.bing.com/th/id/OIP.hfOBDJn d_xOwN8P7o3jKWgHaFj?pid=ImgDet&rs =1

58

3.7

Figure 59 – Active 37 and passive methods of learning

https://bodymindspiritguide.com/wpcontent/uploads/2018/05/child865116_1280.jpg

59

3.7

Figure 60 – 38 Traditional Indian vs.

Factory method of education

The future is here, but our education systems are stuck in the past (theprint.in)

60

3.9

Figure 61 – 39 Different aspects to education

Author

61

3.9.1

Figure 62- Types of 40 spaces present in Sudbury method of schooling

Author

62

3.9.2

Figure 63 - Open 42 planning

https://i.pinimg.com/originals/a3/ba/69 /a3ba69589f21939c8b3085348bbebc2d .png

63

4.1

Figure 64 – Semi- 42 open spaces

Yellow Train School at bangalore, by Biome Environmental Solutions (architecturelive.in)

64

4.1

Figure 65 - 42 Incorporation of playing elements

Yellow Train School at bangalore, by Biome Environmental Solutions (architecturelive.in)

65

4.1

Figure 66 – Very 42 few walls

Yellow Train School at bangalore, by Biome Environmental Solutions (architecturelive.in)

66

4.1

Figure 67 – Exterior 44 facade

Yellow Train School at bangalore, by Biome Environmental Solutions (architecturelive.in)

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

67

4.2

Figure 68 – Semi 44 open classrooms

TERRA-Awarded SECMOL School In Leh Is Epitome Of Rammed Earth & Passive Solar Architecture (worldarchitecture.org)

68

4.2

Figure 69 Outdoor landscape

– 45

TERRA-Awarded SECMOL School In Leh Is Epitome Of Rammed Earth & Passive Solar Architecture (worldarchitecture.org)

69

4.2

Figure 70 Outdoor landscape

– 45

TERRA-Awarded SECMOL School In Leh Is Epitome Of Rammed Earth & Passive Solar Architecture (worldarchitecture.org)

70

4.2

Figure 71 – 45 Southern façade, showing maximum openings

TERRA-Awarded SECMOL School In Leh Is Epitome Of Rammed Earth & Passive Solar Architecture (worldarchitecture.org)

71

4.2

Figure 72 – 46 Parabolic solar reflector

TERRA-Awarded SECMOL School In Leh Is Epitome Of Rammed Earth & Passive Solar Architecture (worldarchitecture.org)

72

4.2

Figure 73 – The 3R 47 system

https://www.aljazeera.com/mritems/Im ages/2017/5/17/2f55ce04d44d4022aa6 2ec7cabda01c4_18.jpg

73

4.2

Figure 74 – Ice 47 stupa

https://www.aljazeera.com/mritems/Im ages/2017/5/17/2f55ce04d44d4022aa6 2ec7cab

74

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Figure 75 – 47 Greenhouses on the southern facade

https://www.aljazeera.com/mritems/Im ages/2017/5/17/2f55ce04d44d4022aa6 2ec7cab

75

4.2

Figure 76 – Site 49 plan

https://www.aljazeera.com/mritems/Im ages/2017/5/17/2f55ce04d44d4022aa6 2ec7cab

76

4.3

Figure 77 – 50 Construction process after a mud slide in 2010

Masterplanning the Druk White Lotus School - Arup

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

77

4.3

Figure 78 – 50 Construction of greenhouse on southern façade.

https://www.dwls.org/

78

4.3

Figure 79 - 50 Construction process after a mud slide in 2010

https://www.dwls.org/

79

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Figure 80 Constructing compost pit

https://www.dwls.org/

80

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Figure 81 – 51 Outdoor kids play equipment

http://www.spaenvis.nic.in/index2.aspx ?slid=1814&sublinkid=1101&langid=1&m id=6

81

4.3

Figure 81 – 51 Outdoor kids play equipment

http://www.spaenvis.nic.in/index2.aspx ?slid=1814&sublinkid=1101&langid=1&m id=6

82

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Figure 82 – 51 Outdoor seating in the Dragon Garden

http://www.spaenvis.nic.in/index2.aspx ?slid=1814&sublinkid=1101&langid=1&m id=6

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Figure 83 – Dragon 51 Garden

http://www.spaenvis.nic.in/index2.aspx ?slid=1814&sublinkid=1101&langid=1&m id=6

84

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Figure 84 – Semi 52 open areas serve as study spaces

Masterplanning the Druk White Lotus School - Arup

85

4.3

Figure 85 – Stone 52 walls

Masterplanning the Druk White Lotus School - Arup

86

4.3

Figure 86 – Solar 53 panels

Masterplanning the Druk White Lotus School - Arup

87

4.3

Figure 87 – Roof of 53 structure made of local poplar rafters.

Masterplanning the Druk White Lotus School - Arup

88

4.3

Figure 88 – Open 54 inbuilt seating

Masterplanning the Druk White Lotus School - Arup

– 50 a

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

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4.3

Figure 89 – Plants 54 put on the façade

https://www.holidify.com/places/ladak h/druk-white-lotus-school-sightseeing1263469.html

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4.3

Figure 90 - 54 Clerestory windows provide daylight to the classroom.

https://www.slideshare.net/nainadesh/l iterature-case-study-druk-white-lotusschool

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4.3

Figure 91 – 54 Skylights introduced to increase the amount of natural light

https://www.slideshare.net/nainadesh/l iterature-case-study-druk-white-lotusschool

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Figure 92 – Timber 55 frames used to reduce damage from earthquakes

https://www.holidify.com/places/ladak h/druk-white-lotus-school-sightseeing1263469.html

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Figure 93 – 55 Painting depicting the famous movie ‘3 Idiots’

https://www.holidify.com/places/ladak h/druk-white-lotus-school-sightseeing1263469.html

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Figure 94 – Exterior 57 façade of the school

https://www.holidify.com/places/ladak h/druk-white-lotus-school-sightseeing1263469.html

95

4.4

Figure 95 – 57 Introduction of play elements and making them a part of the structure

Mirambika School, New Delhi - A divergent Education Experience (worldarchitecture.org)

96

4.4

Figure 96 – A 57 waterbody in the courtyard

Mirambika School, New Delhi - A divergent Education Experience (worldarchitecture.org)

97

4.4

Figure 97 – Artwork 58 incorporated on the walls

Mirambika School, New Delhi - A divergent Education Experience (worldarchitecture.org)

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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4.4

Figure 98 – Rooms 58 have a visual connectivity to the nature outdoors

Mirambika School, New Delhi - A divergent Education Experience (worldarchitecture.org)

99

4.4

Figure 99 - 59 Ground floor plan and First Floor Plan

Mirambika School, New Delhi - A divergent Education Experience (worldarchitecture.org)

100

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Figure 100 – Wind 60 movement through the school

Mirambika School, New Delhi - A divergent Education Experience (worldarchitecture.org)

101

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Figure 101 Structural grid

– 60

School for Alternative Education, A Waldorf School in Delhi NCR by Sahil Gupta - issuu

102

4.5

Figure 102 – Site 62 plan

School for Alternative Education, A Waldorf School in Delhi NCR by Sahil Gupta - issuu

103

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Figure 103 – 63 Ground floor plan

https://issuu.com/sahilgupta2/docs/sah il_gupta-final_thesis_report/65

104

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Figure 104 – First 64 floor plan

https://issuu.com/sahilgupta2/docs/sah il_gupta-final_thesis_report/65

105

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Figure 105 – 64 Second floor plan

https://issuu.com/sahilgupta2/docs/sah il_gupta-final_thesis_report/65

106

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Figure 106 Central atrium

- 65

https://issuu.com/sahilgupta2/docs/sah il_gupta-final_thesis_report/65

107

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Figure 107 Central atrium

– 65

https://www.taylorfrancis.com/chapter s/mono/10.4324/978008049929131/waldorf-school-chorweiler-colognemark-dudek

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4.5

Figure 108 Response climate

– 65 to

https://fenix.tecnico.ulisboa.pt/downlo adFile/395142732346/resumo.pdf

109

4.5

Figure 109 Response climate

– 65 to

https://www.taylorfrancis.com/chapter s/mono/10.4324/9780080499291-

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

31/waldorf-school-chorweiler-colognemark-dudek 110

4.6

Figure 110 – View 66 of the central interactive zone

Nisha’s Play librastudioarchitects

School

-

111

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Figure 111 – Slides 68 used as staircases

Nisha’s Play LibraStudioArchitects

School

-

112

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Figure 112 – Open 68 spaces around the structure

https://www.indiastudychannel.com/sc hools/22141-nishas-play-schoolporvorim

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Figure 113 – 68 Skylights in the central space

Nisha’s Play LibraStudioArchitects

School

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Figure 114 – 68 Thermocol added to slabs as a filled material

Nisha’s Play LibraStudioArchitects

School

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115

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Figure 115 – View 68 of the school from the road

https://thrillingtravel.in/unique-schoolshouses-of-goa-museum-tour.html

116

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Figure 116 – 69 Amphitheatre made of recycled glass bottles

Nisha’s Play LibraStudioArchitects

School

-

117

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Figure 117- 69 Central courtyard

Nisha’s Play LibraStudioArchitects

School

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118

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Figure 118 – Small 69 varendahs

https://www.indiastudychannel.com/sc hools/22141-nishas-play-schoolporvorim

119

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Figure 119 – Slides

Nisha’s Play LibraStudioArchitects

120

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Figure 120 – 69 Artwork on walls

https://thrillingtravel.in/unique-schoolshouses-of-goa-museum-tour.html

121

4.7

Figure 121 – Green 70 School, Bali

https://thrillingtravel.in/unique-schoolshouses-of-goa-museum-tour.html

69

School

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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4.7

Figure 122 – Semi 71 open, informal learning spaces

https://blarrow.tech/bambooarchitecture-green-school-in-ubud-bali/

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Figure 123 – Semi 72 open learning spaces connected with a outdoor space

https://blarrow.tech/bambooarchitecture-green-school-in-ubud-bali/

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Figure 124 – 72 Involvement of children in day to day activities

https://prezi.com/p/4yuqapvzhvlu/gree n-school-bali-a-case-study/

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Figure 125 – 72 Double height spaces with visual connect to nature

https://www.scribd.com/document/20 2922066/Green-School-Bali-A-CaseStudy

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Figure 126 – 72 Skylight in the classrooms

https://www.scribd.com/document/20 2922066/Green-School-Bali-A-CaseStudy

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Figure 127 – 73 Relaxation spaces

https://prezi.com/p/4yuqapvzhvlu/gree n-school-bali-a-case-study/

128

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Figure 128 – Semi 73 open learning spaces

https://blarrow.tech/bambooarchitecture-green-school-in-ubud-bali/

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Figure 129 – 73 Skylights in the study areas

https://courses.worldisdm.com/courses /copy-of-case-study-green-school-bali

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Figure 130 – Play 73 areas in the structure

https://blarrow.tech/bambooarchitecture-green-school-in-ubud-bali/

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Figure 131 – 73 Volumetric play of spaces, giving the children sense of scale and proportion

https://courses.worldisdm.com/courses /copy-of-case-study-green-school-bali

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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Figure 132 – 73 Entrance of the school

https://blarrow.tech/bambooarchitecture-green-school-in-ubud-bali/

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Figure 133 Development plan of Powai

https://blarrow.tech/bambooarchitecture-green-school-in-ubud-bali/

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Figure 134 – Site 81 location

DP Remarks 2034 (mcgm.gov.in)

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Figure 135 – Site 81 location wrt. IIT Campus

Google Earth

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Figure 136 – 82 Encroachment on the site

Google Earth

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Figure 137 – 82 Concrete blocks demarcating a site boundary

Author

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Figure 138 Uneven terrain

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Figure 139 - Free 82 cattle on the site

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Figure 140 – 83 Another entrance to the site

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Figure 141 – House 83 along the road

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Figure 142 – Road 83 leading to the site

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Figure 143 – Road 83 leading to the site

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Figure 144 – Article 84 showing the availability of educational plots in Navi Mumbai

https://www.outlookindia.com/

– 81

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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Figure 145 – Site 85 with neighbouring context

Google Earth

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Figure 146 – Site 85 location

Google Earth

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Figure 147 - 85 Development plan of Kharghar

DP Remarks 2034 (mcgm.gov.in)

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Figure 148 – Road 86 leading to Tata Power Substation

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Figure 149 – 86 Sarawat College of Engineering

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Figure 150 Adjoining hills

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Figure 151 – 86 Barricade of Tata Power Substation

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Figure 152 – Road 87 leading to site

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Figure 153 - Site

87

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Figure 154 - 87 Barricade of Tata Power Substation

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Figure 155 - 87 Sarawat College of Engineering

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Figure 156 – Site 88 location

Google Earth

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Figure 157 – Adai 89 Hills in the background

https://elevationmap.net/

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Figure 158 – Slope 89 analysis of the site (Adai Hills)

Author

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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Figure 159 – Built 89 and unbuilt mass around the site

https://www.trailforks.com/

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Figure 160 – Map 89 showing extent of NAINA

https://antiaero.org/2020/06/29/nainanavi-mumbai-airport-influence-notifiedarea-shrinks-and-fragments/

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Figure 161 – 90 Undulating landscape on the site

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Figure 162 – 90 Residential building near the site

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Figure 163 – 90 Internal road leading to the site

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Figure 164 – Small 90 waterbody on the site

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Figure 165 – Foot 90 of the Adai Hills

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Figure 166 – The 91 growth in population and development due to the proposed airport

https://timesofindia.indiatimes.com/city /navi-mumbai/370-sq-kmmahamumbai-rising-in-shadow-ofsecond-airport-gets-developmentplan/articleshow/71228731.cms

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Figure 167 – Article 91 talking about the approval of the draft development plan of NAINA

https://th.bing.com/th/id/OIP.CCKw7u7 vYs0EEBTu4sFFeQHaFv?w=205&h=180& c=7&r=0&o=5&dpr=1.38&pid=1.7

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Figure 168 – 92 Transport nodes at a micro level

https://www.trailforks.com/map (Edited by author)

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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Figure 169 – 92 Transport nodes at a macro level

https://www.twenty22.in/2009/06/navimumbai-metro-snippets.html

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Figure 170 – 93 Upcoming development in Navi Mumbai that is affected by the proposed airport

http://www.twenty22.in/2010/09/navimumbai-airport-update.html

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Figure 171- 93 Statistics showing the growth in population in various part of Navi Mumbai

https://th.bing.com/th/id/OIP.zEoX3VSc kVNzdeBWnobbEwHaDk?w=307&h=168 &c=7&r=0&o=5&dpr=1.38&pid=1.7

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Figure 172 – 94 Schools in the developed area of Panvel city

https://google-earth-pro.gosur.com/ (Edited by author)

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Figure 173 Growth development the year 2005

– 95 of in

https://google-earth-pro.gosur.com/ (Edited by author)

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Figure 174 Growth development the year 2008

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Figure 175 Growth development the year 2011

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Figure 176 Growth development the year 2015

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https://google-earth-pro.gosur.com/ (Edited by author)

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Figure Growth

177- 96 of

https://google-earth-pro.gosur.com/ (Edited by author)

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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development the year 2018

in - 96 of in

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Figure 178 Growth development the year 2021

https://google-earth-pro.gosur.com/ (Edited by author)

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Figure 179 – 97 Relation of time with a childs mind

Sophie Blackall- from Pecan Pie Baby written by Jacqueline

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Figure 180 – 97 Linking activities on the basis of time

http://lera.ucsd.edu/papers/spacetime-child.pdf

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

Table of Contents Contents Abstract ................................................................................................................................ i Synopsis ................................................................................................................................ ii Aim.................................................................................................................................... ii Need for study ................................................................................................................. ii Objectives ........................................................................................................................ ii Research questions ........................................................................................................ iii Methodology .................................................................................................................. iii Scope and limitations .................................................................................................... iv Humans and time .............................................................................................................. 1 1.1 Dependency............................................................................................................. 1 1.2 Memories ................................................................................................................... 2 1.3 Built form .................................................................................................................... 3 1.4 Inference ................................................................................................................... 6 2. Moving with time............................................................................................................ 8 2.1 Technology ............................................................................................................... 8 2.2 Redundancy and Moving forward ........................................................................10 2.3 Impact ......................................................................................................................10 2.3.1 Live .....................................................................................................................12 2.3.2 Work ...................................................................................................................14 2.3.3 Health .................................................................................................................15 2.3.4 Entertainment ....................................................................................................17 2.3.5 Transport ............................................................................................................18 2.3.6 Retail ..................................................................................................................19 2.3.7 Education ..........................................................................................................21 3. Unlearning to learn .......................................................................................................22 3.1 Change ....................................................................................................................22 3.2 New Education Policy .............................................................................................23

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

3.3 Stakeholders.............................................................................................................25 3.4 Alternative learning .................................................................................................26 3.5 Flaws in the current education system ..................................................................27 3.6 Linear and Non Linear way of Learning ................................................................36 3.7 Active and Passive Learning ..................................................................................36 3.8 Teacher Centric V/S Student Centric Approach ..................................................37 3.9 History of Democracy and Education In India ......................................................38 3.9.1 Waldorf or Steiner Education Style ......................................................................39 3.92 Sudbury Valley Model ...........................................................................................40 4. Case Studies ..................................................................................................................42 4.1 Yellow Train School ..................................................................................................42 4.2 Secmol (Student’s Educational And Cultural Movement Of Ladakh) ................44 4.3 Druk White Lotus School, Leh ..................................................................................49 4.4 Mirambika ................................................................................................................57 4.5 Free Waldorf School, Cologne ...............................................................................62 4.6 Nisha's Play School, Goa .........................................................................................67 4.7 Green School, Bali ...................................................................................................71 5. Design Program .............................................................................................................74 6. Site Options ....................................................................................................................81 6.1 Site Option 1.............................................................................................................81 6.2 Site Option 2.............................................................................................................85 6.3 Site Option 3 – Final Site Chosen ............................................................................88 7. Conclusion .....................................................................................................................97 8. Bibliography ...................................................................................................................99 9. Internet Websites .........................................................................................................102

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

Abstract Have you ever sat and thought about how the world around us has changed so much in the past few years? This will continue and the graph is going to expand exponentially. When I personally think about this, I might miss a few things and want them to go back to how they were. Whether it is technology or simple ways of communicating, there have been some drastic changes in the recent years.

Technology has made an undeniable impact on the way that we function day to day. We have the power of the internet and we’ve made multiple innovations in the past years. It is only when we read between the lines and get into the details of how life has changed, do we realise that we may have distanced ourselves from each other. Every activity that is experienced by a human in a lifetime has been altered through the years. Whether it is the flexible homes and workspaces, or the idea of shopping or travelling – every part of our life has changed so much. However, when we look into the education sector things might have transitioned in terms of technology, but the same curriculum and approach is followed.

As children we were always told that if we wanted to be successful in life, we needed to score well. Somewhere between striving hard to ‘succeed’ by achieving higher marks, we often missed out on many practical aspects. School for us was always a structure with several rooms, where we were divided according to our age.

Honestly, before I started studying architecture that was the definition of an ideal school for me. However, on deliberating more i’ve realised how the spaces in an educational institute can have an impact on the child’s way of learning and imbibing knowledge. Children have certain requirements in their formative years, they need to discover and experience things. Does the current education system take care of that?

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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Synopsis Aim The aim of this dissertation is to look into certain aspects that are changing with time and study how it has impacted our lives. After studying various activities, it is evident how spaces have been transforming. However, in the case of the educational sector, the same mundane spaces prevail in most institutes. Architecture can aid in keeping up with newer trends and make a more conducive environment to include a different approach to design for educational spaces.

Need for study Ever since humans have existed there has been a continuous progress in all aspects.

Both nature and man have evolved through the ages, adapting to change and will continue to do so in the future. While growth in science and technology accelerates on one hand, many other factors have been changed or modified with time.

All of this resonates with how spaces in various sectors of life are being redefined.

However, when we talk about spaces in the education sector, there is not much of a change that is being implemented. Children are the future and they deserve to be educated in a better and more practical approach. Moving away from the traditional classroom method by embracing a more practical and holistic approach is the need of the hour.

Objectives •

To study the influence of time on various aspects of a human’s life which include – living, working, entertainment, retail, health, transport and education.

•

To study the aspect of education in detail and what changes does it require in terms of the spaces.

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To understand the different types of education systems and what spaces are required accordingly.

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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•

To explore how an educational institute can be reinterpreted in terms of the built form.

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To study a child’s psyche and how they perceive spaces.

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To understand the influence that technology can create by introducing it in the educational sector.

Research questions Hypothesis What is time? How does it translate itself into the human fabric? How does this in turn affect the built and unbuilt environment around us? What role does time play when we consider education and the built spaces associated with it?

Methodology •

Identifying the potential and details about this topic.

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Collection of data and information relevant to the project and make assumptions according to the analysis of the same.

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Understanding how some practices have changed with time and why did they do so.

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Understanding the changes in the education systems in past and how they are impacting the present in a positive or negative way.

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By studying about the latest technological inventions that have taken place and how they can be incorporated to make education a better process.

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By understanding the various methods of learning and analysing which is the most suitable method in these times.

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

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Scope and limitations There are many activities that have changed however, all cannot be studied in detail due to time constraints. Since children are the future, change needs to take place starting from them. The educational spaces may have advanced in terms of incorporating the latest technology, but the built form has yet remained the same.

Thus, education is chosen for a more detailed study. Since there is a set mindset of how ‘education’ should take place and how an educational space should look like, a different approach on it might take a while to be accepted by more people.

Due to the current pandemic, live case studies were not possible and the online medium is used.

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PART A

Figure 1 – Human relation with time throughout the journey of life.

IMAGE SOURCE - https://idairco.com/what-is-the-relationship-of-human-beings-to-time/

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

1. HUMANS AND TIME

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

Humans and time 1.1 Dependency An individual entity is never perceived in isolation, it is always seen as a part of the whole. Man does not merely exist, he interacts and relates with everything around him by establishing relations and meaning to it. These relations can be comprehended in various ways – interaction of man to natural forces, man to man interaction, man to community interaction and interaction of man to the intangible aspects of life. Taken together all these interactions form a fundamental concept that defines people, places and things. Every action of man and his existence comes from the way he lives, his immediate surrounding, and the way in which he responds and orients himself. These meanings can be expressed and communicated non verbally and can be seen through the act of building.

Both nature and man have evolved through the ages, adapting to the change. There are several factors that influence the character and function of a space with time.

What is the importance of time in architecture and how can it become a solution, either permanent or temporary?

DEFINING TIME What Is time? How does it translate itself into the human fabric? How does this in turn affect the built and unbuilt environment around us? How can something that you cannot see manoeuvre your life to such a great extent?

Time causes change and change is the only constant.

Time is that the most essential resource that we've access to as living beings. What else will we have that's truly ours, except our own time?

The work of our lifetime occurs as a part of an outsized collective action in time and in space.

Space is a place where time takes place.

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 1

Time in Architecture

Time is considered to be the fourth dimension and the first three dimensions depend on it. It is seen as an integral component to the concept of place, and is one dimension that affects our experiences of it. Places inevitably change over time as their physical setting is altered, social activities shift, and people themselves change.

But the ways in which these components of place change also show continuity over time – being upheld by repeated activities and reinforcement of significance through traditions – enable places to persevere and retain their identities despite changes.

Seen from a temporal perspective, place as experiential phenomenon is “present expressions of past experiences and events and hopes for the future”.

How does the brain experience time?

Our internal clock is used to following a certain series of events and this flow is organised in an orderly fashion. This stimulates the brain’s clock for the subjective period of time. Time is measure by experiences and a succession of events that are linked to your body clock.

1.2 Memories “We shape our buildings, therefore they shape us.” – Winston Churchill Every space resonates with some memory. However short-lived the experience may be, it has the ability to imprint a prominent and lasting impression.

Can ‘who am I’ resonate with ‘where I am’?

In social science and psychology, there is an attempt to examine the mental states of human beings on the basis of their activity patterns, which is called ‘behaviourism’.

When we study people, we study what forms them, how do they relate to a place, how do they give a meaning to the place, and how does the built space correspond to them.

Past, present, future. The human mind is a time machine and it deals with these three timelines. What we have already experienced and have a memory inside our mind is the past, and what we are going to experience is the future.

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 2

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DEFINING MEMORY - Memories are the architecture of our minds.

MEMORY = SPACE + EMOTION Memories are associated with spaces which

are

in

turn

architecture.

An

architectural space helps us to create memories as we experience various moments through multiple images. A transition

from

spaces

of

different

characteristics can trigger changes in the activity and behaviour of the user.

Movement from a closed to open space stimulates the mind by bringing out a feeling of immense openness. Similarly,

IMAGE SOURCE - Author

transitions between light and dark spaces bring change in emotions.

Architecture and memory are connected and interdependent on each other to make nodes between space and time.

Design is what structures the physical components of a place, but it is the activities it facilitates and the significance that people may attach to it is equally important for the totality of the place.

1.3 Built form “Human identity presupposes the identity of place.” — Christian Norberg-Schulz A single built form can be divided into ‘space’ and ‘character’, which translate to ‘orientation’ and ‘identification’, as perceived by the human mind.

How does a built form correspond and change with time?

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 3

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Thus, to understand the meaning of the built form, one has to look at its physical manifestation in totality with the cultural and physical context, since an individual tries to be in constant harmony with the physical and socio-cultural context and its accepted norms, at the same time expresses his personal values and aspirations.

Consequently, varied expressions are seen in the built form under the same context, the degree of coherence in a place depends on the nature of collective values as well as the individuals. Thus, each place has its own identity.

We often associate a built form with its physical appearance or location, whereas this does not account for the entire description.

A built environment houses a certain function and that responds to the type of human activities that are happening in it. Through the ages these structures have continued to generate these same activities but the way their functioning is changing. A built form speaks so much for itself. The spaces interact with each other and the functions are interrelated.

Every space evokes a feeling based on its inherent character. Achieving a relationship between the spaces and the people who used to, are living and will be living in and use them -thus creating a sense of identity.

DEFINING MOVEMENT Movement is defined as a relation between the user and the built mass/space. There are complex and interconnected architectural movements that have taken place in time as things have changed and we have advanced.

Space needs to be defined in a built environment. That necessity emerges from the need to manage space and to optimize its performance, and to enable each space to fulfil its function as part of the larger jigsaw puzzle.

Apparently, movement cannot be related to architecture because buildings are static, but there is an analogy between architecture and the changing trends. In this case, the built form moves and changes in accordance to the way the world is moving ahead and adapts to that.

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Time in Architecture

Metamorphosis of a structure refers to the layers that it sheds and gains through the years. In order to remain prevalent and keep up with time and as the activities change, the built form has to metamorphosise parallel.

The conventional way of designing is development of architectural space is three dimensional Euclidean geometry. As we progress, the concept of space deals with the change of perception and movement of the human as time passes, opening a new perspective to view architecture and space.

Figure 2 – Human relation to built form

Figure 3 – Human relation to built form

A structure that was in its prime in the past may be of no use now, while something that is highly functional today may go redundant in the future. All this is highly dependent on the human behaviour, the needs of the hour and how the interpretation of the same activity has changed through the years.

As we have pave our way through technology and ‘modern metropolitan lifestyles’, we are getting more dependent on these gadgets that are coming up as they make our lives easier and with that, the very requirement of space is changing.

IMAGE SOURCE - (Figure 2 and 3) https://www.schoolplus.it/servlets/Image?source=%2Fcatalogo%2Fcorsi%2Fimmagini%2F92&width=770&height=447&resize=cro p&type=image%2Fjpeg

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 5

Time in Architecture

Figure 4 – Time and memory

Figure 5 – time and memory

IMAGE SOURCE – (figure 4 and 5) Regenerative Architecture: A Pathway Beyond Sustainability (umass.edu)

1.4 Inference The perception of a place is not only physical or emotional, but allows the user to adapt their behaviour according to the properties of the place. In this way the user starts feeling accepted and secure in the environment. This psychological adaptation is activated through human interpretation to achieve the emotional feeling of security and control.

However, a few considerations show us that ‘time’ is inseparably connected with built space. At least three temporal aspects are important. There is, first of all, the influence of space on the experience of time passage. Second, there is the perceived duration of the age of a building, the realization of long stretches of time that results from the alteration of the world over years or millennia.

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 6

Time in Architecture

Finally, there is the aspect of timelessness of the design principles of architecture.

Beauty is essentially human; it transcends the individual. People of all ages were exposed to the same existential constraints which are reflected in architecture. Now it is how humans of every era perceive the same space differently and how there has been a change in outlook and way of looking at spaces.

Due to several changes even the same function or activity might have a different meaning today. This depends on how the user group interprets it after considering various factors like growth, technology, human behaviour, among a few.

Figure 6 – Time as an intangible aspect of the human life IMAGE SOURCE (Figure 6) - https://bodymindspiritguide.com/wp-content/uploads/2018/05/child-865116_1280.jpg

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 7

Time in Architecture

Figure 7 – Time as a driving force for a humans life IMAGE SOURCE (Figure 7) - creative-concept-technology-vectorillustration.jpg (1400×980) (vecteezy.com)

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

2. MOVING WITH TIME

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

Time in Architecture

2. Moving with time 2.1 Technology “It has become appallingly obvious that our technology has exceeded our humanity.” – Albert Einstein Architecture has revolutionized and changed in the twenty-first century compared to the nineteenth century due to multiple aspects. The boom in technology is one of the main reasons. The impact created by technology on our daily lives is not something that can be overlooked. With the power of the internet, we have made multiple innovations through the computing power of the modern era. The world is changing and it is changing fast. The lines between the real and the technological world are blurring out and challenging what it means to be human.

Figure 8 – Effect of technology on the human mind IMAGE SOURCE (Figure 8) - creative-concept-technology-vector-illustration.jpg (1400×980) (vecteezy.com)

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 8

Time in Architecture

Some of the greatest concerns that many people have these days is that of complete automation. This could have great consequences in terms of how we work and what we’re really working on. There are many areas of consideration and companies need to make sure that they have everything checked off when considering AI and its consequences.

Figure 9 – Man moving closer to Artificial Intelligence IMAGE SOURCE (Figure 9) - AI and jobs of the future (what jobs will be a part and what will get redundant) - Altimetrik

Increased production, reduced designing costs, improved communication, and a new conception of the architectural space are also developed from the new technology in architectural design. The contribution given today by digital technology to the development of modern buildings is undeniable.

Considering all these factors, what are the practices that may go redundant?

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 9

Time in Architecture

2.2 Redundancy and Moving forward What is prevalent today might not be prevalent in a few years down the line. How to approach the design from a futuristic point of view?

As time proceeds there is a constant increase in population growth, space crunch, urbanization, mechanization, causing a need to relook and rethink spaces.

Growing economy and population requires more in terms of housing, entertainment, education etc.Architecture is subject to change and alters itself just as we humans do. It is personified. Architecture can change the way we think, we feel and impact the future based on the past and present.

2.3 Impact ANALYSIS OF ACTIVITIES On classifying structures into three categories - private, public and semi-public, we can understand the division and how these divisions are blurring out and activities and spaces are combining and forming a new outcome. At first, they had a stark difference but now they are related in various aspects. Spaces are becoming more flexible as they are incorporating several parameters as functions are getting linked.

IMAGE SOURCE (Figure 9) - Metabolism(S), Flexibility in the 21st Century (stanislaschaillou.com)

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 10

Time in Architecture

PRIVATE • HOME

PSEUDO PUBLIC • • • • • • • • •

SCHOOLS COLLEGES OFFICES HOSPITALS MALLS HOTELS BANKS THEATRES RESTAURANTS

PUBLIC • • • • •

TRANSPORT NODES PARKS PROMENADES PETROL PUMPS RELIGIOUS SPACES

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 11

Time in Architecture

2.3.1 Live “Architecture is really about well - being.

I think that people want to feel good in a space...

On the one hand it's about shelter, But it's also about pleasure.” - Zaha Hadid A house Is more than just a shelter, it is a symbol of belonging and warmth. Most of us look forward to getting home, as this is space driven by continuity and comfort. For many of us, home is memory. However, when we consider a not-so-distant future we cannot ignore how the digital aspect of a home will creep into the space, consciously or subconsciously.

With the growing need and due to lack of space the most viable solution is introducing flexibility. Planning can be categorised into 3 levels of flexibility: ·

Re-adjustability by rearranging furniture;

·

Re-sizing by shifting partitions and walls

·

Re-interpreting by dynamic area configuration.

As we grow and age, we are constantly updating ourselves with the latest trends and ways of ease. Looking at humanity as a whole, we as a race are shaping the present and creating new ways for shaping the future.

We live in an era where technology has transformed our daily lives, robotics has already begun tackling our daily chores, and eventually, Alexa and Siri may well dictate our day-to-day lives (and not the other way around). Most millennials want their homes to come with modern, high-functioning appliances like dishwashers, washing machines, dryers, and a space to exercise. All of the lights, fans, and other electronic devices will be omnipresent, yet virtually undetectable. Home offices are given more priority over large living and dining areas. A home is no longer possible without all these means of digitalisation. Furniture and walls no longer dictate a home’s outlook, it is now the technology used.

Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 12

Time in Architecture

Figure 1 – Smart homes

Figure 3 – Homes becoming technologically advanced

Figure 2 – Smart homes

WALLS CAN TALK (AND RESPOND)?

Imagine walking into an empty house and start talking. You no longer need a human to interact with. You can command, order and even ask advice from your ‘wall’. This translates

Figure 4 – Flexibility in homes

to the literal meaning of ‘talking to the wall’.

This will completely change the idea of interaction and blur the line between the human brain and artificial intelligence.

IMAGE SOURCE (Figure 10,11 and 12) - Metabolism(S), Flexibility in the 21st Century (stanislaschaillou.com) IMAGE SOURCE (Figure 13 and 14) https://i.pinimg.com/564x/65/11/56/651156a848e832cdbf41d677454d87f 6.jpg

Figure 5 – Open planning in homes

https://i.pinimg.com/564x/65/11 /56/651156a848e832cdbf41d677 454d87f6.jpg

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2.3.2 Work Nowadays due to the trend of flexible working hours, people are spending lesser time physically in office. They want spaces that actually cater to, and enhance, their working lives. This includes everything from gyms or social space, rest spaces, provision of studios or facilities to support content creators.

As workload might increase, people are moving away from the typical 9 to 5 jobs.

Increase in the office hours can be stressful, hence creating a more homely environment is ideal for working.

Individual work booth - These spaces may improve worker productivity, as the individual has the opportunity of working separately in a private zone in flexible open office areas.

Napping pods are a newer concept where a person can

Figure 6 – Individual workstation

Figure 7 – Sleeping pods

rest for a while and an area is designated for such ‘pods’.

This

system

can

also

be

conducive for working moms where

a

creche

can

be

provided. Thus, they can come to work and have peace of mind while their child is near them.

IMAGE SOURCE (Figure 15 and 16) - Metabolism(S), Flexibility in the 21st Century (stanislaschaillou.com) IMAGE SOURCE – (Figure 17) 60922988eb0eea328ca046cea1ead79f.png (1502×978) (pinimg.com)

Figure 8 – Hybrid Working methods

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2.3.3 Health

The World Health Organisation now defines health not as the absence of ill-health but as “a state of complete physical, mental and social well-being”. The definition of health has been changing and now includes an awareness of the interrelationships between social and psychological, as well as medical, factors. Health is no longer simply a question of access to medical treatment but it is determined by a range of factors related to the quality of our built environment.

This wider definition of health comes at a time of increasing pressures on health services as a result of an ageing

population,

obesity,

rising

increasing

mental

health

problems and higher expectations.

Thus, the narrow focus on individual symptoms and medical treatment is no longer sufficient or sustainable, and a more holistic appreciation of the

spectrum

considerations,

of

health-related

including

Figure 9 – Importance of mental health

the

prevention of ill-health, is timely. This approach sees “health and wellbeing as interdependent; it holds ‘prevention’ as important as ‘cure’, and looks for long-term solutions rather

than

more

attainable treatments

immediately

Figure 10 – Importance of mental health

IMAGE SOURCE – (Figure 18 and 19) - How The Healthcare Industry Will Change | George Washington University (gwu.edu) Ems on Behance

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Staying healthy in your home and in your community is the way to limit the increasing pressure on health services, and thus designing the home, neighbourhood and work environment to improve health and well-being is an opportunity that presents itself.

With the boom in research and science, new drugs are being introduced. They are causing faster effects and reducing the impact of the disease. As most of the diagnostics are done before you enter the hospital, the cause is

already

detected

and

treatment can start faster. There will be several changes in the health sector.

Figure 11 - Technological advancements in health sector

Hospitals will become super-acute hospitals, mainly ICU based Illness will be viewed with a different perspective.

A massive change in the occupancy time that a person spends in the hospital in the past fifty years.

Research shows that in the mid ’70s, the average time spent in a hospital was 11.5 days, which has now reduced to 3.5 days.

Figure 12 - Technological advancements in health sector IMAGE SOURCE (Figure 20 and 21) - How The Healthcare Industry Will Change | George Washington University (gwu.edu)

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2.3.4 Entertainment From single screen live dramas to black and white cinema, later moving to coloured cinema and now having multiplexes, where a variety of movies are running daily at the same time, cinema has come a long way. We have now entered an era where over the top (OTT) platforms have become the sensation. By releasing the latest movies and web series these platforms have captured the masses as they prove to be more efficient and cheaper.

Restaurants – With the increase in the online sector of apps like Swiggy and Zomato, many people are choosing to order in at home instead of physically going to the restaurants. In the near future, the concept of restaurants might change. While eating outside food will yet thrive, the idea of physically visiting a restaurant might reduce.

SWIGGY ZOMATO NETFLIX

CINEMAS RESTAURANTS

AMAZON

OVER THE TOP FLIPKART THEATRES Figure 13 – Changing definition of entertainment IMAGE SOURCE (Figure 22) - Children Education Images, Children Clipart, Education Clipart, Computer PNG Transparent

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2.3.5 Transport With evolution in technology, Due

to

efficient

public

transport – In the future with the coming up of the Metro, the usage of private vehicles might reduce. Thus, spaces which used to once be parking lots, will be left empty. Also, by adapting methods

mechanical of

parking,

the

surface area required for the same number of cars reduces.

Parking lots as a designated space

might

reduce

or

become redundant and give rise

to

future

aspects

Figure 14 – Evolution in transport

of

development on that land.

Figure 15 – Future in the transportation sector with respect to technological advancements IMAGE SOURCE (Figure 23) - BIG plans artificial intelligence-run city campus in China (dezeen.com) IMAGE SOURCE - Future transport: How will we get around in 2050? - BBC News

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2.3.6 Retail A) Banks Revolution in the banking sector might provide all the services into a single app on your phone. The consultants we meet in offline offices are likely to turn into a line of code with an artificial voice. .

Another aspect to be considered is the way people are getting used to these online modes. As time passes the elderly are

getting

more

technologically

advanced and moving closer to online methods. Updating their passbook will Figure 16 – Ease of online money transfer

soon be replaced by a click on the phone, due to convenience. Almost every company is keen on reducing costs as much as possible, thus reducing rent for large spaces for employees.

Hence, while the banking sector will continue to boom in the future, the

traditional concept of a ‘bank’ might disappear as everything shifts

Figure 17 – Digital money

online.

IMAGE SOURCE (Figure 25 and 27) https://lh3.googleusercontent.c om/ITIkszhIiDfFR8lnMP4PoDJgiYzzmvMJQh7Tno mgqXxFITzOZt2W7a9S01nGfZ70 DSUVw=s85 IMAGE SOURCE – (Figure 26 and 28) – https://st3.depositphotos.com/ 30046358/32671/v/1600/deposit photos_326710764-stockillustration-online-bankingaccount-flat-vector.jpg Figure 19 – Online bill payments

Figure 18 – Digital money

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b) Markets and Malls With the increase in the online shopping sector, the concept of a traditional ‘market’ is slowly becoming redundant. The buying of products with a single click without even stepping out of your house turns out to be convenient and cheaper.

People are

getting more used to this lifestyle where everything is more readily available.

VIRTUAL REALITY BITCOIN

Figure 20 – Online shopping

PHYSICAL MONEY

GOOGLE PAY PAYTM

BANKS

AMAZON

Figure 21 – Online shopping

Figure 23 – A faster and more convenient means of shopping Figure 22 – Easy transfer of goods IMAGE SOURCE – (Figure 29 and 32) https://lh3.googleusercontent.com/myz1m7kdcldpa59f5pin96nbxpmupbyexkl22t6o7kwhg2_PSZ9aXmHyKJWsHxYOxKR0=s85 IMAGE SOURCE – (Figure 30 and 31) - https://yi-files.s3.eu-west1.amazonaws.com/products/904000/904498/1535953-full.jpg

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2.3.7 Education How is education changing?

The dictionary defines education as ‘the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research.’ In terms of the built form, education spaces are lacking any change. There might be some changes due to the technological aspects, but the idea of a school yet remains the same.

Figure 25 – Rigidity in form of spaces

Figure 24 – Typical education system

However, as time proceeds, we need to need to change the mundane methods that are being followed through ages. Education is one of the aspects of life that requires a drastic change in the way it is perceived currently.

After looking into all the different activities that have changed with time, and how the spaces have corresponded to that change, it is concluded that the education sector requires the most changes in term of architectural spaces. To study why and how this change should take place, the aspect of education is analysed in detail in the next part.

IMAGE SOURCE – (Figure 33) https://image.freepik.com/free-vector/education-illustration_109064-415.jpg IMAGE SOURCE (Figure 34) - https://thumbs.dreamstime.com/z/higher-education-infographics-college-universitysymbols-charts-vector-illustration-49251244.jpg

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PART B

Figure 35 – The misinterpretation of the term ‘education’ IMAGE SOURCE - https://www.dpsgs.org/palam-vihar/blog/current-education-system/

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3. UNLEARNING TO LEARN

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3. Unlearning to learn 3.1 Change Across the world, emphasis is paid on lifelong learning that has focused attention on an early childhood and integrated approaches to learning and care, as well as how to best meet the needs of young people. They now spend more time than ever before in school and other learning environments, and if they are to engage with lifelong learning, this must be fostered at an early age. How do we encourage children and young people to take responsibility for their own learning throughout their lives and what role can spaces and places play in this? How do we design spaces that support inclusive approaches to education enabling all children to learn together? How do we engage families and communities as key partners in the learning process? How do we increase the contribution that buildings can make to the environment – and children’s understanding of the impact of their activities on the environment? And, above all, how can we offer buildings and designs which inspire us all?

SCHOOL BEGINS WITH A MAN UNDER A TREE, WHO DID NOT KNOW THAT HE WAS

A TEACHER.

DISCUSSING HIS REALISATION WITH A FEW WHO DID NOT KNOW THEY WERE

STUDENTS

THE STUDENTS ASPIRED THAT THEIR SONS ALSO LISTEN TO SUCH A MAN. SPACES WERE CREATED AND THE FIRST

SCHOOLS BECAME.

IT CAN ALSO BE SAID THAT THE EXISTENCE – WILL OF SCHOOL WAS THERE EVEN BEFORE THE CIRCUMSTANCES OF THE MAN UNDER THE TREE -LOUIS I. KAHN Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 22

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3.2 New Education Policy The Indian Government is planning to introduce a new education policy that will encourage radical thinking and overall development of children right from their tender age. They will be exposed to more general information and will be more open to newer ideas and experimentation.

The division of stages has been made in line with the kind of cognitive development stages that a child goes through early childhood, school years, and secondary stage.

1) 5 years of Foundational stage: For ages: 3 to 8 For classes: Anganwadi/pre-school, class 1, class 2 ·

3 years of preschool or anganwadi education followed by two years of primary classes (classes 1 and 2).

·

Play-based or activity-based methods.

·

Development of language skills.

2) 3 years of Preparatory stage: For ages: 8 to 11 For classes: 3 to 5 ·

Language development.

·

Mathematics.

·

More play and activity-based

·

Include classroom interactions and the element of discovery.

3) 3 years of Middle stage: For ages: 11 to 14 For classes: 6 to 8 ·

Focus on critical learning objectives.

·

Experiential learning in the sciences, mathematics, arts, social sciences.

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·

Carpentry, electric work, metal-work, gardening, pottery making, etc., are to be introduced as decided by states and local communities.

4) 4 years of Secondary stage: For ages: 14 to 18 (2 phases – class 9 and 10, class 11 and 12) For classes: 9 to 12 ·

Shift to a multidisciplinary system where students will have

·

Access to a variety of subject combinations that they can choose as per their skills and interest areas

·

No strict division into Arts, Science and Commerce categories.

·

This stage will again push for greater critical thinking and flexibility in the thought process.

Figure 36 – Activity of a child with respect to subjects taught IMAGE SOURCE (Figure 36) - https://lh3.googleusercontent.com/xjyeuafejenwm3evpumrlukkhahkanrgmx7x7hyrhhdhp-vhjw0ipcesxzdj5lraf7iig=s85

The New education policy will provide more thrust and policy support to these emerging changes in Indian Education System and it will definitely lead to achieve the long term goal of availability of quality education to all and 100 % literacy in India.

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3.3 Stakeholders Internal stakeholders are those who work within the school system on a daily basis and who largely control what goes on there. They include school staff, district staff, and, to some extent, school boards.

External stakeholders are those outside the day-to-day work of the schools who have a strong interest in school outcomes but who do not directly determine what goes into producing those outcomes.

Education promotes participation, a sustainable way of living and growth as a member of a democratic society. Learning also educates pupils to recognise, respect and defend human rights.

As there are more signs of distraction than cohesion in the world, we share the urgency for change. Schools cannot remain isolated from this fast-moving world. We need to shift the paradigm of education. Education systems must no longer focus only on achieving excellence. Education builds well-being in this world.

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3.4 Alternative learning Children are like buds in a garden and should be carefully and lovingly nurtured, as they are the future of the nation and the citizens of tomorrow.” – Jawaharlal Nehru Children are the most important part of a society as it is them who shape our future.

When a child is exposed to a variety of learning methods apart from the usual form of teaching, he/she develops higher and more varied cognitive skills. These can benefit them in various ways, allowing them to approach problems differently and change their perspective towards life. Imagine kids in the art and education centre looking through that transparent wall the sport facilities, learning not only the fitness and healthy

features,

but

also

to

team

up

and

play

fair

with

friends..

Figure 26 – Alternative learning subjects IMAGE SOURCE (Figure 37) – https://alternativeeducation.in/

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3.5 Flaws in the current education system “I never teach my pupils. I only attempt to provide the conditions in which they can learn.” – Albert Einstein

DO WALLS IN CLASSROOMS SYMBOLISE BARRIERS IN KNOWLEDGE? IS KNOWLEDGE SYNONYMOS TO TEXTBOOKS?

Figure 27 – Definition of ‘success’ in our education system IMAGE SOURCE (Figure 38) - Schools seeking alternative to remote learning try an experiment: Outdoor classrooms (nbcnews.com)

In India, talent of a student is directly proportional to the grades achieved. According to the current education system the success and future are determined by the position in class. Bookish knowledge is prioritised over worldly and general knowledge.

A set syllabus is provided which leaves no room for all round development and out of the box thinking. The creative sector is left unexplored as everything is monotonous and set with fixed parameters. Very few children are pushed and encouraged to pursue unconventional careers, mainly because of lack of awareness and opportunity in the future.

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Figure 28 – Biased education system IMAGE SOURCE (Figure 39) - 14 things that are obsolete in 21st century schools - Ingvi Hrannar

Figure 29 – Factory system of education IMAGE SOURCE (Figure 40) - 14 things that are obsolete in 21st century schools - Ingvi Hrannar

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PRE-EXISTING KNOWLEDGE Humans are used to drawing conclusions from knowledge that is passed on through generations.

The Fish is Fish Experiment A fish is determined to know what happens on land, but due to biological reasons, leaving the water is not an option. It asks a tadpole (who grows into a frog) to go out on land for a few weeks and report what he sees. The frog returns and describes all kinds of things like humans and animals. However, all of this is an adaptation of the original altered according to the frog’s version. Humans are imagined to be fish who can walk on their tailfins, birds are fish with wings, cows are fish with udders. This tale illustrates that both the creative opportunities and dangers inherent in the fact that people construct new knowledge based on their current knowledge.

Children are not encouraged to be curious and explore different mediums of learning.

With the advent of technology, there can be several changes that include audiovisual aids, as the online world expands and takes over. Children need to be exposed to real life situations and careers instead of following them same practices and gaining knowledge that is outdated. Instead of educating students about the past, more efforts should be taken in educating them about the future and showing them a broader perspective.

Figure 30 – Books being perceived as our only source of knowledge IMAGE SOURCE – (Figure 41) https://cdni.iconscout.com/illustration/premium/pre view/education-qualification-2161979-1819835.png

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Figure 31 – Heard mentality in the education system IMAGE SOURCE (Figure 42) - Schools seeking alternative to remote learning try an experiment: Outdoor classrooms (nbcnews.com)

If ten students are asked to define a school, they all will come up with a similar explanation. A long corridor with classrooms on both the sides, with a teacher’s desk in facing a group of students of the similar age.

The current classrooms were built for traditional, “chalk-n-talk” modalities and passive learning—they are not prepared for today’s more active learning approaches.

Theya also follow the ‘Cell and Bell concept’ - The idea of having children cooped up in one class and following a certain time table that demands static placement is not encouraged anymore. An open classroom method is considered and the child is exposed to a more work and play method with the introduction of outdoor spaces and hands-on experiences. This creates a different experience as there is a change in environment for child and fosters a higher attention span.

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IMAGE SOURCE - Author

Figure 32 – Comic illustrating rigidity in our education system IMAGE SOURCE (Figure 43) - Author

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M.S.P.T. HIGH SCHOOL Location – Nana Chowk, Grant Road, Mumbai This is a school provides education from preprimary to the 10th grade. It is a four storey structure out of which the school is there on the first and second floors only. The first floor has all the classrooms, while the second floor has the staff office. It functions on a dual shift.

The morning batch holds classes for students up to the 5th grade. The second shift holds classes for students from the 6th to 10th grade.

It has only 4 classrooms and a small room for toddlers.

Figure 33 – School entrance

This is the main passage which

connects

to

every classroom. It is also

used

as

a

classroom at times due to lack of space. A few students can sit on the Figure 37 - Desks in the passages

Figure 38 – Classrooms

desks while the others need to sit on the floor.

Figure 36 - Passages

Figure 35 – Desks in the passages

IMAGE SOURCE (all images on this page, Figure 44-49)) - Author

Figure 34 – Desks in passages

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CAMPION HIGH SCHOOL

Figure 39 – Typical classroom methods Figure 40 – Typical classroom methods

(Order of figures followed – Left to right)

A teacher centric approach is followed, where the teacher is at one end of the class. Peer interaction is reduced as all benches are unidirectional. All activities including art classes and other extracurriculars happens within the classroom, there is no connection with outdoor spaces – physically or visually.

Figure 41 - Typical classroom methods Figure 42 - Typical classroom methods

(Order of figures followed – Left to right)

IMAGE SOURCE (Figure 50-53) CommunitySpeak » Campion School is Numero Uno!! (yokibu.com) IMAGE SOURCE – (Figure 54 and 55) - Pre-Primary – New Activity School

Figure 43 - Typical classroom methods

Figure 44 - Typical classroom methods

(Order of figures followed – Left to right)

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The old saying “timing is everything” is as true in education as it is in life. For developing a successful way of teaching, the class needs to be structured in such a way so that it does not get monotonous. This also impacts student understanding and retention.

The attention span of an average child is around 10-18 minutes. Thus, long classes prove to be fruitless as majority of the children are unable to concentrate after a given time period. This can be achieved by structuring the class effectively and dividing the contents by creating different methods of learning. This can be governed by a change of space and different learning environments, where the student teacher engagement continues and target for the class is achieved.

Introduction of more outdoor spaces – These serve as communal spaces and encourage social interactions, allowing students from all classes to mix and engage with each other. Students can work in multi-age groups of varying sizes, passively supervised by a group of adults. This can encourage peer tutoring. It can also form a space to host several sport activities and gatherings.

Spaces that encourage more methods of unconventional learning and focus on alternate learning techniques.

Interest in outdoor activities and allowing the child to explore his/her interest by providing spaces for workshops for several activities.

Figure 45 – Classroom of a playschool Figure 46 - Classroom of a playschool (Order of figures followed – Left to right)

IMAGE SOURCE – (Figure 56 and 57) - https://th.bing.com/th/id/OIP.hfOBDJnd_xOwN8P7o3jKWgHaFj?pid=ImgDet&rs=1

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Some playschools follow the Montessori approach of teaching. This concentrates more on hands on approach and allows the mind of a young child to develop and explore. These spaces are flexible and the classrooms have open planning where the teach can sit with the students in smaller groups and interact on a more personal level. Student centric approach is followed.

What facilities are available in these schools in terms of teachers as well as Building, infrastructure etc?

What problems are faced by these small schools in managing their affairs Efficiently and effectively?

India has one of the largest K12(kindergarten to 12th grade) education sectors across the world, with about 24.61% of the total population of 1.33 billion falling under the 318 years range. With a gross enrolment ratio of 69.25% and the tally of students receiving school education in India standing at 230 million, the school education sector can be rightly identified as one of the most crucial elements towards the growth and development of the youngest population in the world. Keeping in mind these numbers, the government of India is trying to ensure quality education that is easily accessible to all.

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3.6 Linear and Non Linear way of Learning

3.7 Active and Passive Learning The process of active learning activates divergent thinking, which helps students think less in terms of individual concepts and more in terms of the big picture. This mode of thinking increases a student’s ability to draw connections to the world, especially to their own lives. Active learning has many advantages •

Increases critical thinking.

•

Provides frequent feedback on a Student’s comprehension of the Material.

•

Gives the student a larger role in their Learning environment.

•

Increases student attention.

•

Stimulates discussions

Figure 47 – Aptitude in terms of EQ and not just IQ IMAGE SOURCE – (Figure 58) - https://bodymindspiritguide.com/wpcontent/uploads/2018/05/child-865116_1280.jpg

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Figure 48 – Active and passive methods of learning IMAGE SOURCE (Figure 59) - The future is here, but our education systems are stuck in the past (theprint.in)

3.8 Teacher Centric V/S Student Centric Approach

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3.9 History of Democracy and Education In India

Figure 49 – Traditional Indian vs. Factory method of education IMAGE SOURCE (Figure 60) - Author

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3.9.1 Waldorf or Steiner Education Style In Waldorf Education, the learning process is essentially threefold, engaging head, heart, and hands—or thinking, feeling, and doing. This is the basis out of which Waldorf teachers work to nurture and engage each child through a curriculum and methodology that integrates academics, arts, and practical skills.

Teaching is based on supportive and close relationships with teachers and strong, lifelong bonds between students.

However, that shaping of the world is possible in a healthy way only if the shapers are themselves in possession of their full nature as human beings. Education in our general approach is materialistic, Many a times our education systems are so mechanical that there is only room for intellectual quotient. The wellbeing of a child is highly ignored at times. A holistic development of a child is not favoured.

Studying regular subjects is one part of education, not the only one.

Figure 50 – Different aspects to education IMAGE SOURCE (Figure 61) - Author

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“A more just and charitable attitude would create an environment in which children were free from the oppression of adults, where they could really prepare for life. The school should feel like a shelter from the storm or an oasis in the middle of a desert, a safe haven for the child’s spirit.” - Maria Montessori.

3.92 Sudbury Valley Model At a democratic school, the students themselves take responsibility for their own lives, learning, and of the school. They choose their own activities and pick subjects of their interest. Such schools usually accept students by the age of four and do not segregate students by age, so that students can learn from interacting with others who are older and younger than themselves.

The employees of such a democratic school are there to help, not direct. They share their experiences with students to train them in dealing with any given situation. They can be better understood as a democratically governed setting for self-directed learning, in which students have the advantage of an age-mixed community of friends and colleagues with whom and from whom to learn.

Figure 51- Types of spaces present in Sudbury method of schooling IMAGE SOURCE - (Figure 62) - https://i.pinimg.com/originals/a3/ba/69/a3ba69589f21939c8b3085348bbebc2d.png

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COMPARISON OF TYPES OF SYSTEMS

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4. CASE STUDIES

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4. Case Studies 4.1 Yellow Train School Location – Coimbatore, Tamil Nadu Architects – Biome Environmental Solutions This school has an out of the box approach as it focusses more on the hands on experiences creating a

Figure 52 - Open planning

holistic development. Children are taught about nature and these values are imbibed in them from an early age. This school does not teach the typical textbook subjects but educates the child in more of unconventional Organic

activities,

farming,

playing

eg. an

instrument, learning about wildlife, painting and pottery.

Figure 54 - Incorporation of playing elements

Figure 53 – Semi-open spaces

This school follows an open planning Approach where students are not bound by classrooms

Figure 55 – Very few walls

.IMAGE SOURCE (Figure 63-67) – Yellow Train School at bangalore, by Biome Environmental Solutions (architecturelive.in)

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SECMOL

Figure 67 – Site view IMAGE SOURCE – (Figure 67) - TERRA-Awarded SECMOL School In Leh Is Epitome Of Rammed Earth & Passive Solar Architecture (worldarchitecture.org)

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4.2 Secmol (Student’s Educational And Cultural Movement Of Ladakh) Location The school is located near the village of about 18 km from Leh and at an altitude of 3500m. The region has a cold desert climate with temperature variation from 20°C in summer to -30°C in winter.

Introduction and philosophy As more than 95% of students in Ladakh used to fail their 10th Board exams, they believed that the problem lay in the system as opposed to the students. Apart from being taught in a language they barely understood, the textbooks had concepts and examples drastically different from the environment they lived in. SECMOL sought to address these problems and educate the young Ladakhis with concepts relevant to their fragile desert region – the model of a sustainable life. The school, run by students whose responsibilities change on rotation, utilises solar energy for daily domestic needs. It houses 70 students on average per year and seven staff members.

Another concept that this school follows is having its own time – SECMOL time, starting their day early and end it early in the evening, making use of major part of daytime

Figure 56 – Semi open classrooms IMAGE SOURCE – (Figure 67 and 68) - TERRA-Awarded SECMOL School In Leh Is Epitome Of Rammed Earth & Passive Solar Architecture (worldarchitecture.org)

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Figure 58 – Outdoor landscape

Figure 57 – Outdoor landscape

Services and Construction • The buildings have been constructed keeping the cost and is designed accordingly. The material used for the walls is rammed earth and the structure remains warm during winters and provides ventilation in the summers.

•

The structure is sunken by one metre. The earth that is dug out is used in construction of the walls.

•

The southern side has large openings in order to gain heat during the winters and has all the habitable areas, whereas the northern side has minimum openings and houses the service areas.

Figure 59 – Southern façade, showing maximum openings IMAGE SOURCE (Figure 69-71) - TERRA-Awarded SECMOL School In Leh Is Epitome Of Rammed Earth & Passive Solar Architecture (worldarchitecture.org)

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•

The ceilings and the walls have been insulated by adding excess sawdust – between the inner and the outer panels to trap the heat.

•

Skylights in the main halls make sure the interior is not gloomy.

•

For warmth, makeshift greenhouses outside the windows (sheets of ultraviolet stabilised plastic that can be pulled down during winter to trap the heat in) keep a warm temperature inside even when the mercury slides as low as 20 degrees Celsius.

Sustainability • Since this area has 300 days of sun, the solar energy is conserved to its maximum. Solar power is used to run most of the devices. The wall sockets draw energy from the batteries that store power using sun’s energy during the day.

•

Solar energy is also utilised for cooking.

A

parabolic

reflector

consisting of a lot of smaller mirrors attached to a dish like structure is provided. This helps in concentrating sunlight to a smaller area after which it is reflected upwards to the bottom of any cooking vessel and does not require material.

•

any

semi

-

conductor Figure 60 – Parabolic solar reflector

There is no wastage here. The excess food goes to the cows; the waste from the toilets is used as compost; the excess water from the bathrooms goes to the trees and the rest of the waste is segregated into five different sections depending on how reusable or recyclable they are.

IMAGE SOURCE (Figure 72) https://www.aljazeera.com/mritems/Images/2017/5/17/2f55ce04d44d4022aa62ec7cabda01c4_18.jpg

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•

The building does not have any electric connection nor does it require to burn fossil fuels for heating

even

during

peak

winter months.

•

The structure has an "Ice Stupa" - a solution to the problem of

Figure 61 – The 3R system

water shortage in the region.

Ice Stupa is a form of glacier grafting

technique

that

creates an artificial glacier used for storing unused winter water in the form of conical shaped

ice

heaps.

During

summer, when water is scarce, the Ice Stupa melts to provide

Figure 62 – Ice stupa

water for irrigation.

•

The

southern

structure

has

side

of

the

greenhouses.

During winter they are covered with large plastic sheets in order

to

collect

heat.

Greenhouses are attached to Figure 63 – Greenhouses on the southern facade

the south side for trapping heat of the sun. In summers, the

MAGE SOURCE (Figure 73-75) https://www.aljazeera.com/mritems/Images/2017/5/17/2f55ce04d 44d4022aa62ec7cabda01c4_18.jpg

plastic sheets are rolled up to prevent overheating.

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DRUK WHITE LOTUS SCHOOL

Figure 64 – View of the school IMAGE SOURCE (Figure 76) - Masterplanning the Druk White Lotus School - Arup

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4.3 Druk White Lotus School, Leh Introduction and Philosophy Alongside academic pursuits, the school also equips students with skills for life in Ladakh: students are encouraged to take part in co-curricular activities such as sports, archery, and ‘culture days’ when students learn about and practise Ladakhi cooking, art, textiles, history and dance, helping to keep culture and traditions meaningful and alive. This also helps children acquire expertise to conserve to family villages and, in the long term, help keep these communities alive.

Figure 657 – Site plan IMAGE SOURCE (Figure 77) - Masterplanning the Druk White Lotus School - Arup

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(Order of figures followed – Left to right)

Figure 66 – Construction of greenhouse on southern façade.

The site is in a cold desert and there is a great need for a garden and landscape environment. An approach to cold desert landscape design was implemented which will have a wider relevance in the Himalayan region. Global warming is causing the glaciers to retreat and putting the whole area at risk.

Figure 67 - Construction process after a mud slide in 2010 Figure 68 – Constructing a compost pit

(Order of figures followed – Left to right)

Being located in a desert area, the top resource to be conserved is water. The school's latrines, for example, are out of the water cycle and use dry composting. Water is used mindfully and drip irrigation is applied to increase the efficiency of water use from about 20% in traditional systems to around 80%. The aim is to extend recycling so that all compostable waste is used to create soil, and other items are directed to suitable channels.

IMAGE SOURCE – (Figure 78-80) - https://www.dwls.org/

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During their time on campus the cultural heritage and identity of the children can be reinforced by a 'learning through growing' scheme using a plant nursery, greenhouse and residential gardens. 'Learning through play' is a theme in the various gardens on site, using the adventure playground, infant playground and the sports facilities.

Figure 69 – Outdoor kids play equipment

(Order of figures followed – Left to right)

Figure 70 – Outdoor seating in the Dragon Garden

Student participation in domestic production of fruit and vegetables will in due course introduce them to good horticultural and environmental practices - a modern version of their own heritage – and equip them with useful livelihood skills. The garden will influence students’ values by engendering respect for natural habitats, ecosystems and resources.

The

Dragon

Garden

transformed

the

environment

from

a

a

lush

desert

into

has

school’s barren and

sustainable garden that is used for learning, playing, sports and food production.

Figure 71 – Dragon Garden IMAGE SOURCE – (Figure 81-83) - http://www.spaenvis.nic.in/index2.aspx?Slid=1814&sublinkid=1101&langid=1&mid=6

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What is the link between the Dragon Garden and biodiversity?

The Garden is located in a desert area, with relatively little wildlife in the immediate vicinity. With the increase in biomass production and extension of the vegetated area, the orchards and shelterbelt provide a good habitat for birds. Through proximity to diverse plant and animal species (possibly through a small school farm in due course), the garden serves as an example of biodiversity.

MATERIALS: All building materials for the school are sourced locally, providing important trade for the rural communities with least impact on the environment. Solid granite blocks used for the outer wall come from stone found on or adjacent to the site. The roof is of a traditional Ladakhi mud construction, including local poplar and willow, and provides good protection from the cold. The buildings are passively heated by the sun with south facing glazed walls to daytime buildings, and ‘’trombe walls’’ to the residential buildings.

Figure 72 – Semi open areas serve as study spaces Figure 73 – Stone walls

(Order of figures followed – Left to right)

IMAGE SOURCE (Figure 84 and 85) - Masterplanning the Druk White Lotus School - Arup

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SOLAR TECHNIQUE AND DAYLIGHTENING: In October 2008, the first phase of the Druk White Lotus School 42 kwp photo-voltaic system was completed, providing reliable power to the whole site. It uses an initial installation of 9 kwp of PV panels, which also act as external shading devices for three of the school buildings. Previously, electricity was only available intermittently from the local grid or by operating the school’s diesel generator. The design of the classroom and others structures is orientated at required angle to gain maximum sunlight making internal lighting and heating redundant. The environmental strategy maximizes the site's solar potential to achieve passive solar heating, natural ventilation and day lighting. The sun also powers a water pump that delivers drinkable ground water. The heavy mass of the buildings act as a thermal buffer to mitigate the variations in external temperatures.

Figure 74 – Solar panels Figure 75 – Roof of structure made of local poplar rafters.

(Order of figures followed – Left to right)

SUPERINSULATION: The roofs are constructed using local poplar rafters; willow sheathing topped with mud and rock wool. It is very effective against the harsh exterior conditions and cold winds.

IMAGE SOURCE (Figure 86 and 87) - Masterplanning the Druk White Lotus School - Arup

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Figure 76 – Open inbuilt seating Figure 77 – Plants put on the façade (Order of figures followed – Left to right)

NATURAL VENTILATION: All the rooms have well-shaded operable windows that allow cross-ventilation that provides a cool, glare-free, teaching environment.

Figure 78 - Clerestory windows provide daylight to the classroom.

Figure 79 – Skylights introduced to increase the amount of natural light (Order of figures followed – Left to right)

Points considered while landscaping 1. Expansion of plant stock using native plant species.

2. Plant throughout the site to increase biomass to produce food and create favourable microclimate.

3. Make use of available resources on the site to begin process of soil creation and improvement.

IMAGE SOURCE (Figure 88 and 91) - https://www.holidify.com/places/ladakh/druk-white-lotus-school-sightseeing-1263469.html IMAGE SOURCE (Figure 89 and 90) - https://www.slideshare.net/nainadesh/literature-case-study-druk-white-lotus-school

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WATER USE: The school is located in desert with very little rainfall. The main source of water is snowmelt from the surrounding Himalayas. Groundwater extracted from deep well is pumped by PV power to a storage tank located on ground higher than the buildings. A new well is planned for a location above the storage tank in order to eliminate the need for pumping. Waterless “ventilated improved pit” (VIP) toilets (latrines) use solar-assisted stack ventilators to eliminate smells/ insects and help to process waste into odourless compost—an excellent fertilizer.

The school uses timber frames to resist seismic loads and ensure life safety in case of an earthquake.

Timber frames are independent of the walls and steel connections.

Cross bracings provide earthquake stability.

Figure 80 – Timber frames used to reduce damage from earthquakes

IMAGE SOURCE (Figure 92 and 93) https://www.holidify.com/places/la dakh/druk-white-lotus-schoolsightseeing-1263469.html

Figure 81 – Painting depicting the famous movie ‘3 Idiots’ Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 55

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Location: Aurobindo Marg, Delhi Architects: Sanjay Prakash and Matthijis Cornelissen Year: 1981 Site area: 48,000 sqm Built-up area: 11,220 sqm Total no. of students: 180 Grades: Playgroup-8 (K8) Avg students per class: 25 Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 56

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4.4 Mirambika Introduction and philosophy The building was conceived as a place to hold an innovative program of education, research, training, and scholarship. Mirambika is a ‘free progress’ school where the stress is on child-centric value-oriented education. There is a very light curriculum that is customized to each child, no strong subject divides, no mainstream examination or testing – instead, there is continuous and ongoing feedback and evaluation.

This institution follows the Sri Aurobindo and the Mother approach to education. The five aspects that complete a human and allow him to perform his activities are physical, mental, vital, psychic and spiritual.

Figure 82 – Exterior façade of the school

"The business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material" - Sri Aurobindo

Figure 83 – Introduction of play elements and making them a part of the structure Figure 84 – A waterbody in the courtyard (Order of figures followed – Left to right) IMAGE SOURCE (Figure 94-96) - Mirambika School, New Delhi - A divergent Education Experience (worldarchitecture.org)

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Typology and Zoning of activities: The spaces are organic and amorphous blurring the lines between the inside space and outside space. This spatial planning resonated with the ideals of the institute – breaking of all barriers, actualizing the self and achieving excellence through consulting the inner consciousness.

Every work space has a visual connect with some portion of the sky and vegetation. The flow of indoor to outdoor spaces further gives way to a child' imagination and creativity.

The Art Room in Mirambika is viewed as a place of significance Figure 85 – Artwork incorporated on the walls

and a lot of activity takes place in it. It is well-lit, ventilated, has high tables, low tables, simple floor mats, large closet cupboards for storage of art material. Shelves for display of items, models or other art work are placed in such a way that they are visible from outside of the art room.

Figure 86 – Rooms have a visual connectivity to the nature outdoors

The structure consists of 12 courtyards and one large courtyard. The building resembles Mothers symbol i.e. Twelve petals indicating powers of the Mother and a centre Aditi' signifying the 'flame of fire'.

IMAGE SOURCE (Figure 97 and 98) - Mirambika School, New Delhi - A divergent Education Experience (worldarchitecture.org) IMAGE SOURCE (Figure 99) - Mirambika School, New Delhi - A divergent Education Experience (worldarchitecture.org)

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Figure 87 - Ground floor plan and First Floor Plan

Response to climate: The glass on the west facing facade is minimized by placing opaque walls. The introverted courtyard planning and the large windows and terraces allow maximum daylight to enter the school without affecting visual comfort. The cantilevers orientation and landscape further take care of the changing weather conditions.

The building block is surrounded by vegetation and trees to avoid direct sunlight and to provide a view from every window. Curtains in form of creepers and bushes provide enough shading. The flooring of the terraces is made of terrazzo and china mosaicsto reduce heat from the roof.

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Figure 88 – Wind movement through the school

Flexibility: The design is flexible enough to be adapted to future changes in consciousness, purpose and usage. This was achieved through a grid composed of squares and equilateral triangles that could be repeated horizontally to create continuous forms and repeated vertically to create new floors.

Standard grid of 72m was divided into 8 equal parts giving nominal planning dimension of 0.9m and clear of 0.84m. The triangle was subdivided into 4 congruent triangles from the main 7.2 m side. Doors, corridors, etc. All were planned according to grid. The grid was only broken for window design. Even the furniture was designed in multiples of 0.84m.

Figure 89 – Structural grid IMAGE SOURCE (Figure 100 and 101) - School for Alternative Education, A Waldorf School in Delhi NCR by Sahil Gupta - issuu

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4.5 Free Waldorf School, Cologne Location: Chorweiler, Cologne, Germany Architects: Peter Heubner Year: 1997 Site area: 12,000 sqm Built-up area: 6150 sqm Total no. Of students: 180 Grades: Playgroup-8 Average students per class: 25 This school follows the Steiner approach to education and was run on a tight budget being built and run by the community. It aimed at holistic development where each child was allowed to explore his/her interests. The main philosophy of developing the heart, head and mind was followed.

The school comprises 2 buildings, one is the school building and the other being the sports building. Both are separated by landscaped area.

Figure 90 – Site plan IMAGE SOURCE (Figure 102) - https://issuu.com/sahilgupta2/docs/sahil_gupta-final_thesis_report/65

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In order to create each classroom as a unique community which practices complete autonomy in the learning methods, as per Steiner philosophy each classroom exhibits a different shape and hence its own unique order, but at the same time is unified with other classrooms on the whole through a triple height central atrium.

Many workshops and outdoor terraces have been created in addition to the central landscaped atrium to take care of the development of the head and heart.

The connect with nature is also given great importance in the Waldorf philosophy, which is interpreted here by the organic form of the building mimicking a rose. The central supports for the atrium top mimic a tree trunk and the secondary supports its branches. The landscaped atrium with the pond provides a literal type of connect.

Figure 91 – Ground floor plan IMAGE SOURCE (Figure 103) https://issuu.com/sahilgupta2/docs/sahil_guptafinal_thesis_report/65

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Figure 92 – First floor plan

Figure 93 – Second floor plan IMAGE SOURCE (Figure 104 and 105) - https://issuu.com/sahilgupta2/docs/sahil_gupta-final_thesis_report/65

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Response to climate: Cologne though one of the warmest cities in Germany is much colder compared to India. The introvert atrium typology is hence in response to the colder climate.

However, when this is translated in the Indian context, the closed atrium would need to be converted to an open courtyard.

The scale of the existing atrium is appropriate for the courtyard too.

To tackle the heat, the building would need to be made more Porous by punching voids through the dense building block thus facilitating the flow of breeze from the east-west directions.

Figure 94 - Central atrium

Figure 96 – Response to climate

Figure 97 – Response to climate IMAGE SOURCE (Figure 106 and 108) https://www.taylorfrancis.com/chapters/mono/10.4324/978008049929131/waldorf-school-chorweiler-cologne-mark-dudek IMAGE SOURCE (Figure 107 and 109) https://fenix.tecnico.ulisboa.pt/downloadFile/395142732346/resumo.pdf

Figure 95 – Central atrium

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NISHAS PLAYSCHOOL

Figure 98 - Site section

Figure 99 – View of the central interactive zone IMAGE SOURCE (Figure 110) - Nisha’s Play School - librastudioarchitects

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4.6 Nisha's Play School, Goa LOCATION- Torda Salvador Domundo ,Goa SITE AREA - 800 sq.m.

BUILT UP AREA- 400sq.m.

YEAR OF COMPLITION -1997 COST -16 LAKHS ARCHITECT - Gerard Da Cunha Introduction and Philosophy Set in a lush green valley in Goa, its design aims to create a playful, safe and stimulating learning environment for the students aged 3-10. The plot has a frontage of 20m and slopes downwards at 30° till half the length and is then horizontal. It is located in a valley at the edge of a forest and has a lot of tree cover, making the site rather dark, and poorly ventilated. The children are taught to balance the mind, body, intellect and spirit.

Figure 100 – Slides used as staircases

The flat area was retained as a playground while the main building was built on the slope, balancing cut and fill. On the steep slope of the site, the architect has created different levels of spatial experiences connected vertically by a chute for children and stairs.

IMAGE SOURCE (Figure 111) - Nisha’s Play School - librastudioarchitects

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Figure 101 – Open spaces around the structure

Figure 102 – Thermocol added to slabs as a filled material

The building design and form evolved from the need to optimize day lighting and

enhance

natural

ventilation.

Skylights, light-shelves, windows and smaller

openings

in

provide

plentiful

light

the for

brickwork daytime

activities on all storeys of the building.

Figure 103 – Skylights in the central space

.

Recycled metal bars come together to create the functional yet aesthetic grills for windows and balconies.

Thermocol and glass bottles are added to slab during casting making it filler slab and also adds as insulation.

IMAGE SOURCE (Figure 114) – https://www.indiastudychannel.com/schools/22141-nishas-playschool-porvorim

Figure 104 – View of the school from the road

IMAGE SOURCE (Figure 112 and 113) - Nisha’s Play School LibraStudioArchitects IMAGE SOURCE (Figure 115) - https://thrillingtravel.in/uniqueschools-houses-of-goa-museum-tour.html

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Figure 105 – Amphitheatre made of recycled glass bottles

Breaking away from the usual staircases and classrooms seen in Indian schools, outdoor classrooms are provided, a slide that goes through the entire building and an amphitheatre with walls made of glass bottles.

Figure 106- Central courtyard

Figure 108 – Slides

Figure 107 – Small varendahs

Around the courtyards are the activity spaces – classrooms, a Doll room, a Socially Useful

Productive

workroom

and

rooms

for

music

and

dance.

IMAGE SOURCE (Figure 115 and 116) – Nisha’s Play School - LibraStudioArchitects IMAGE SOURCE (Figure 117 and 118) https://www.indiastudychannel.com/schools/22141-nishas-playschool-porvorim

Figure 109 – Artwork on walls

IMAGE SOURCE (Figure 119 and 120) - https://thrillingtravel.in/uniqueschools-houses-of-goa-museum-tour.html

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GREEN SCHOOL, BALI GREEN SCHOOL, BALI GREEN SCHOOL, BALI GREEN SCHOOL, BALI GREEN SCHOOL, BALI GREEN SCHOOL, BALI GREEN SCHOOL, BALI GREEN SCHOOL, BALI

Figure 121110 – Green School, Bali

IMAGE SOURCE (Figure 121) – https://blarrow.tech/bamboo-architecture-green-school-in-ubud-bali/

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4.7 Green School, Bali Location: Bali Architects - IBUKU Wall – less nature immersed campus.

This is an educational village community amongst the jungle and rice fields of Bali, to spread their sustainable message through an alternative education system to locals.

The school educates more than 500 students from preschool, kinder garden to the high

school

students.

The

school has a curriculum of its standard subjects along with a blend of practical tasks and projects that help in building a healthy

and

ecological

environment. The structures and subsidiary buildings are constructed by the teachers, students, and their parents and the primary material used is bamboo. These structures are sustainable and are used as amenity spaces on the campus.

Figure 122 – Semi open, informal learning spaces IMAGE SOURCE (Figure 122) – https://blarrow.tech/bamboo-architecture-greenschool-in-ubud-bali/

The

school

fosters

the

importance of ecology and sustainability in the minds of children from a young age.

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Figure 113 – Double height spaces with visual connect to nature

Figure 112 – Involvement of children in day to day activities

Several rice fields, gardens, a fish pond and compost toilets allow the institution itself to become a teacher of sustainability for the village. international and regional artists who visit often organize activities in which the structure and spaces are decorated and designed by the students. The students are also trained in various other subjects like music, arts and dance.

Figure 114 – Skylight in the classrooms IMAGE SOURCE (Figure 123 and 126) – https://prezi.com/p/4yuqapvzhvlu/greenschool-bali-a-case-study/ IMAGE SOURCE (Figure 124 and 125) – https://www.scribd.com/document/202922 066/Green-School-Bali-A-Case-Study

Figure 111 – Semi open learning spaces connected with a outdoor space

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Figure 116 – Semi open learning spaces

Figure 115 – Relaxation spaces

Figure 117 – Skylights in the study areas

Figure 118 – Play areas in the structure

Figure 120 – Entrance of the school

Figure 119 – Volumetric play of spaces, giving the children sense of scale and proportion

IMAGE SOURCE (Figure 127 and 132) – https://blarrow.tech/bamboo-architecture-green-school-in-ubud-bali/ IMAGE SOURCE (Figure 128 and 131) – https://courses.worldisdm.com/courses/copy-of-case-study-green-school-bali

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PART C PART 3 PART 3 PART 3 Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022

PART 3

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5. DESIGN PROGRAM

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5. Design Program The design program caters to an educational institute Pre-primary school

Playgroup to kindergarten

2 to 6 years

Primary School

Class 1 to 5

7 to 11 years

Secondary school

Class 6 to 10

12 to 15 years

Table 1 - Division of spaces

PRE PRIMARY SCHOOL COMPONENTS Educational areas Classrooms Library/Resource Centre Table 2 - Spaces in the Pre-Primary section

PRIMARY SCHOOL COMPONENTS Educational areas Classrooms Library/Resource Centre Arts room, material storage

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Music, dance room Workshops Table 3 - Spaces in the Primary section

SECONDARY SCHOOL COMPONENTS Educational areas Classrooms Library/Resource Centre A.V. Room Arts room, material storage Music, dance room Workshops Chemistry lab Biology lab Physics lab Table 4 - Spaces in the Secondary section

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SHARED FACILITIES COMPONENTS Administrative areas Reception and lobby Principal office Vice principal office Medical Rooms Director room Stationary store Staff room Miscellenous areas Parking Store room Pantry Toilets Table 5 - Shared spaces

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RESIDENTIAL AREAS COMPONENTS Administrative areas Reception and lobby Residential areas Senior Boys hostel Senior Girls hostel Junior Boys hostel Junior Girls hostel Teachers hostel (studio apartments) Teachers hostel (2BHK) Common Facilities Mess with kitchen Table 6 - Residential Block

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6. SITE SELECTION

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6. Site Options 6.1 Site Option 1 Neighbourhood and community – Powai is a developed part of Mumbai city. This site has the IIT campus in close vicinity and hence becomes an educational hub. This site is well connected in terms of transport. Since Powai has a mixed user group, introducing an educational institute here makes sense.

Figure 121 – Development plan of Powai

SITE

POWAI LAKE

POWAI

Figure 122 – Site location IMAGE SOURCE (Figure 133) – DP Remarks 2034 (mcgm.gov.in)

Figure 123 – Site location wrt. IIT Campus

IMAGE SOURCE (Figure 134 and 135) - Google Earth

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The site is a barren piece of land covered with debris and garbage in some places.

Encroachments are located on one corner of the site.

The children from the nearby slums come to play.

The entry to the site is through a road that passes through slums.

Figure 124 – Encroachment on the site

Figure 125 – Concrete blocks demarcating a site boundary

Figure 127 - Free cattle on the site

Figure 126 – Uneven terrain

IMAGE SOURCE (Figure 136-139) – Author

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Figure 128 – Another entrance to the site

Figure 130 – Road leading to the site

Figure 129 – House along the road

Figure 131 – Road leading to the site

IMAGE SOURCE (Figure 140-143) – Author

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NAVI MUMBAI Navi Mumbai is a fast growing satellite city. With the increasing population in Mumbai, people will consider moving here due to more job opportunities. Thus, introduction of an educational institute will be good in the future as the population will increase.

To cater to growing population CIDCO has proposed 14 plots for educational and public service use in Navi Mumbai.

Figure 132 – Article showing the availability of educational plots in Navi Mumbai IMAGE SOURCE - https://www.outlookindia.com/

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6.2 Site Option 2 LOCATION – Kharghar, Navi Mumbai Area of plot – 43,000 sqm.

Figure 133 – Site with neighbouring context

SITE

This site has the Kharghar is a developing region and this site is right next to the Saraswat College of Engineering. The site offered good potential for a school. It has the Tata Power Substation on one side. However the site is very narrow and linear.

TATA POWER SUBSTATION

SARASWAT ENG. COLLEGE

Figure 134 – Site location

Figure 135 - Development plan of Kharghar

IMAGE SOURCE (Figure 145 and 146) - Google Earth IMAGE SOURCE (Figure 147) – DP Remarks 2034 (mcgm.gov.in)

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Figure 136 – Road leading to Tata Power Substation

Figure 138 – Adjoining hills

Figure 137 – Sarawat College of Engineering

Figure 139 – Barricade of Tata Power Substation

IMAGE SOURCE (Figure 148-151) – Author

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Figure 140 – Road leading to site

Figure 143 - Sarawat College of Engineering

Figure 141 - Site

Figure 142 - Barricade of Tata Power Substation

IMAGE SOURCE (Figure 152-155) – Author

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6.3 Site Option 3 – Final Site Chosen

Location – Adai Village, Panvel, Navi Mumbai Area of plot - 40,000 m² Site Location - Adai Village (Tehsil Panvel , District – Raigad) Site area – 40,000sqm Governing authority – NAINA (Navi Mumbai Airport Influenced Notified Area) With the coming of the new airport at Navi Mumbai, CIDCO appointed a body for the planned development of the nearby areas. The aerotropolis region was development within a radial distance of about 25km from the proposed International Airport site.

Figure 144 – Site location IMAGE SOURCE (Figure 156) - Google Earth

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Figure 146 – Slope analysis of the site (Adai Hills)

Figure 145 – Adai Hills in the background

Figure 147 – Built and unbuilt mass around the site

Figure 148 – Map showing extent of NAINA IMAGE SOURCE (Figure 157) - https://elevationmap.net/ IMAGE SOURCE (Figure 158) - Author

The site has witnessed development over the years. Many residential projects are proposed and this area Is to be developed in the future. There are 270 villages in the Thane and Raigad districts. They fall under six talukas (Uran, Thane, Pen, Khalapur, Karjat, Panvel).

CIDCO is proposing a development plan for these villages.

IMAGE SOURCE (Figure 159) - https://antiaero.org/2020/06/29/nainanavi-mumbai-airport-influence-notified-area-shrinks-and-fragments/ IMAGE SOURCE (Figure 160) - https://www.trailforks.com/

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Figure 150 – Residential building near the site

Figure 151 – Internal road leading to the site

TALUKAS 1.

2.

3.

4.

5.

6.

Uran Thane Pen Karjat Khalapur Panvel

DISTRICTS

VILLAGES

Thane District

14 villages

Raigad District

256 villages

Figure 149 – Undulating landscape on the site

Figure 152 – Small waterbody on the site

Table 7- Districts and Talukas in the NAINA Region TABLE SOURCE (Table 7) - Author IMAGE SOURCE (Figure 161-165) - Author

Figure 153 – Foot of the Adai Hills

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Figure 154 – The growth in population and development due to the proposed airport

Figure 155 – Article talking about the approval of the draft development plan of NAINA IMAGE SOURCE (Figure 166) - https://timesofindia.indiatimes.com/city/navi-mumbai/370-sq-km-mahamumbai-rising-inshadow-of-second-airport-gets-development-plan/articleshow/71228731.cms IMAGE SOURCE (Figure 167) https://th.bing.com/th/id/OIP.CCKw7u7vYs0EEBTu4sFFeQHaFv?w=205&h=180&c=7&r=0&o=5&dpr=1.38&pid=1.7

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Figure 156 – Transport nodes at a micro level

Figure 157 – Transport nodes at a macro level

Transport nodes present/coming up within the nearby proximity to NAINA: • • • •

Jawaharlal Nehru Port Trust (JNPT) Proposed Dedicated Freight Corridor (DFC) Navi Mumbai International Airport (NMIA) Proposed Mumbai Trans Harbor Link (MTHL)

IMAGE SOURCE (Figure 168) - https://www.trailforks.com/map (Edited by author) IMAGE SOURCE (Figure 169) - https://www.twenty22.in/2009/06/navi-mumbai-metro-snippets.html

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Figure 158 – Upcoming development in Navi Mumbai that is affected by the proposed airport

IMAGE SOURCE (Figure 170) – http://www.twenty22.in/2010/09/navi-mumbaiairport-update.html IMAGE SOURCE (Figure 171) https://th.bing.com/th/id/OIP.zEoX3VSckVNzdeBW nobbEwHaDk?w=307&h=168&c=7&r=0&o=5&dpr= 1.38&pid=1.7

Figure 159- Statistics showing the growth in population in various part of Navi Mumbai Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 93

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NAME OF SCHOOL

Age group

Board

DAV Public School

Pre-primary to 12th grade

SSC

Pre-primary to 10th grade

ICSE

St. Josephs High School

Pre-primary to 10th grade

SSC

Mahatma Gandhi Public School and Junior College

Pre-primary to 12th grade

SSC

Shantiniketan Public School

Pre-primary to 10th grade

SSC

St. Mary Pre-primary School

Pre-primary to 10th grade

ICSE

New Horizon Public School

Pre-primary to 10th grade

SSC

Dr. Pillai Global Academy

Pre-primary to 12th grade

IGCSE

PES English High School

Pre-primary to 12th grade

ICSE

St. Johannes International School

Pre-primary to 12th grade

ICSE

K.E.S. English Medium High School

Pre-primary to 12th grade

ICSE

Mahatma School

Gandhi

Int.

Table 8 – Table showing the schools in the developed area of Panvel city

TABLE SOURCE (Table 8) - Author IMAGE SOURCE (Figure 172) https://google-earth-pro.gosur.com/ (Edited by author)

Figure 160 – Schools in the developed area of Panvel city

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Figure 161 – Growth of development in the year 2005

Figure 162 - Growth of development in the year 2008

Figure 163 - Growth of development in the year 2011 IMAGE SOURCE (Figure 173-175) - https://google-earth-pro.gosur.com/ (Edited by author)

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Figure 164 - Growth of development in the year 2015

Figure 165- Growth of development in the year 2018

Figure 166 - Growth of development in the year 2021 IMAGE SOURCE (Figure 176-178) - https://google-earth-pro.gosur.com/ (Edited by author)

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7. Conclusion AGES AND STAGES

Figure 167 – Relation of time with a childs mind IMAGE SOURCE (Figure 179)- Sophie Blackall- from Pecan Pie Baby written by Jacqueline

The child’s minds perceives time in a very different way. For them the time is more event based rather than going by the clock.

Time to sleep = night

Time to play = evening Time to play = evening

Time to go to school = morning

Figure 168 – Linking activities on the basis of time IMAGE SOURCE (Figure 180)- http://lera.ucsd.edu/papers/space-time-child.pdf

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Taking inspiration from the case studies, the school must have a self learning ability where the structure itself is an inspiration for the students.

With time as the attention span of children is decreasing, this standard classroom method is proving to be ineffective. By embracing the concept of the education system originally followed in India and applying it in a modern way, a new system can be devised that is more learner friendly. Different pedagogies that are catered to should resonate with the spaces that are provided.

With time as the attention span of children is decreasing, this standard classroom method is proving to be ineffective. By embracing the concept of the education system originally followed in India and applying it in a modern way, a new system can be devised that is more learner friendly. Different pedagogies that are catered to should resonate with the spaces that are provided. It is high time there is a change as it is children who are the future and require utmost attention.

Creating a change in the method of teaching is more to do with the system of education. However, rethinking a ‘school’ and the way its built mass corresponds to the primary user ie. The student, is something that needs to be looked into.

“Education

is not

preparation for life, it is life itself”. ~ John Dewey

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8. Bibliography The future of learning and teaching: Big changes ahead for education. (n.d.).

RMIT University. Retrieved from https://www.rmit.edu.au/study-withus/education/discover-education/the-future-of-learning-and-teaching-bigchanges-ahead-for-education Stoyanov, S., Todorka, G., & Krasteva, I. (2021). The virtual education space : Concept, architecture, application [E-book] Weller, C. (2015, October 5). The 13 most innovative schools in the world | Business Insider India. Retrieved August 5, 2021, from https://www.businessinsider.in/The-13-most-innovative-schools-in-theworld/articleshow/49231387.cms Tanger, E. (2017, April 19). 16 Unusual Schools From Around The World That Will Make You . Retrieved August 12, 2021, from https://www.scoopwhoop.com/16most-unusual-schools-from-around-the-world/ Bligh, D. B., & Elkington, D. S. (2019, February 2). Future Learning Spaces: Space Technology and Pedagogy . Retrieved July 5, 2021, from https://www.advancehe.ac.uk/knowledge-hub/future-learning-spaces-space-technology-andpedagogy Radcliffe, D. (2008) A Pedagogy-Space-Technology (PST) Framework. In D. Radcliffe, H. Wilson, D. Powell and B. Tibbetts (2008). Learning Spaces in Higher Education: Positive Outcomes by Design proceedings of the Next Generation Learning Spaces 2008 Colloquium. University of Queensland, Pearshouse, I., Bligh, B., Brown, E., Lewthwaite, S., Graber, R. Hartnell-Young, E and Sharples, M. (2009) "A Study of Effective Evaluation Models and Practices for Shazneen B. Aga | L. S. Raheja School of Architecture | 5th Year Bachelors in Architecture 2021-2022 99

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Technology Supported Physical Learning Spaces (JELS) Final Report. JISC. Retrieved August 12, 2021 from http://oro.open.ac.uk/29996/2/B0DAC2BE.pdf Oradini, F. And Saunders, G. (2017). Facilitating Blended Leaning Through a Basic Re-design of the Physical Classroom. In: Space to Blended Learning: Principles, Challenges and Impact on Student Performance, (pp. 41-72) Nova Science Publishers.

Saunders, G., Oradini, F. And M. Clements (2017a) SMART teaching in new and old classrooms. IAFOR Journal of Education, volume 5, issue 1 Kell, C. (2014). Making practice education visible: challenging assumptions about the patient’s place in placement environments. International Journal of Therapy and Rehabilitation, volume21 Jukes, I., & Schaaf, R. L. (2018). A Brief History of the Future of Education. Corwin Press.

Macconnell, J. C., & Cordasco, F. (1964). A Brief History of Education. History of Education Quarterly, 4(1). Https://doi.org/10.2307/367261 Kotchoubey, B. (2018). Human Consciousness: Where Is It From and What Is It for.

Frontiers in Psychology, 9.

Frey, T. (2007, March 3). The Future of Education - Futurist Speaker. Retrieved October 1, 2021, from https://futuristspeaker.com/business-trends/the-future-ofeducation/

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Whitman, G., & Kehhller, I. (2020, January 1). Don’t Return to Your School’s PrePandemic Schedule. Improve It Through Brain Science. Retrieved September 16, 2021, from https://www.edsurge.com/news/2022-01-25-don-t-return-to-yourschool-s-pre-pandemic-schedule-improve-it-through-brain-science Cognitive Learning Theory - The Effective Teacher 2010 and Beyond. (2010, January 3). Retrieved September 1, 2021, from http://effectiveteacher2010.blogspot.com/2010/01/cognitive-learning-theoryand-its.html Ukessays. (November 2018). Concept of Flexibility in Architecture. Retrieved from https://www.ukessays.com/essays/architecture/the-concept-offlexibility.php?Vref=1 Amy Morin, A. M. (2020, June 11). Why At-Risk Teens May Benefit From Different Learning Environments. Verywell Family. Retrieved September 7, 2021, from https://www.verywellfamily.com/alternative-high-schools-options-for-at-riskteens2610101#:%7E:text=Alternative%20Education%20Programs%3A%20Most%20high% 20schools%20offer%20some,Charter%20schools%20operate%20independently%2 0from%20the%20public%20

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9. Internet Websites •

Https://www.archdaily.com/

•

Https://www.designboom.com/

•

Https://www.dezeen.com/

•

Https://worldarchitecture.org/

•

Https://architecturechat.com/

•

Https://architizer.com/

•

Https://archello.com/

•

Https://design-milk.com/category/architecture/

•

Https://www.archilovers.com/

•

Https://antiaero.org/2020/06/29/naina-navi-mumbai-airport-influencenotified-area-shrinks-and-fragments/

•

मुख्य पृष्ठ- शहर आणि औद्योणिक णिकास महामंडळ महाराष्ट्र मर्ा​ा णित (महाराष्ट्र शासनाचा उपक्रम) ,भारत (maharashtra.gov.in)

•

Http://thetimesofindia.com/

•

Https://www.researchgate.net/

•

Https://www.academia.edu/

•

Https://www.google.co.in/

•

Https://maps.google.co.in/

•

Https://www.google.com/intl/en_in/earth/

•

Http://in.youtube.com/

•

Https://dpremarks.mcgm.gov.in/dp2034/

•

Https://www.re-thinkingthefuture.com/

•

Https://www.architecturaldigest.in/

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