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

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.

C E R T I F I C A T E

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

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.

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

Shazneen

List of Tables

Sr. No. Chpt. No. Title and Contents 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 developed area of Panvel city 96 Author

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

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.

2 1.3 Figure 2 – Human 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

5 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 and memory 6

4 1.3 Figure 4 – time and memory 6

5 1.4 Figure 5 – Time as an intangible aspect of the human life

6 2.1 Figure 6 – Effect of technology on the human mind

7 2.0 Figure 7- Time as a driving force for a humans life

8 2.1 Figure 8 – Effect of technology on the human mind

9 2.3 Figure 9 – Man moving closer to Artificial Intelligence

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

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

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

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

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

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

9 - 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 homes 13 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

11 2.3.1 Figure 11 – Smart homes 13 Metabolism(S), Flexibility in the 21st Century (stanislaschaillou.com)

12 2.3.1 Figure 12 – Homes becoming technologically advanced

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

13 2.3.1 Figure 13 –Flexibility in homes 13 https://i.pinimg.com/564x/65/11/56/651 156a848e832cdbf41d677454d87f6.jpg

14 2.3.1 Figure 14 – Open planning in homes 13 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 2.3.2 Figure 17 – Hybrid Working methods 14 60922988eb0eea328ca046cea1ead79f. png (1502×978) (pinimg.com)

18 2.3.3 Figure 18 –Importance of mental health

19 2.3.3 Figure 19 –Importance of mental health

20 2.3.3 Figure 20Technological advancements in health sector

21 2.3.3 Figure 21Technological advancements in health sector

22 2.3.4 Figure 22 –Changing definition of entertainment

23 2.3.5 Figure 23 –Evolution in transport

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

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

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

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

17

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

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

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

24 2.3.5 Figure 24 – Future in the transportation sector with respect to technological advancements

25 2.3.6 Figure 25 – Ease of online money transfer

18

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

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

26 2.3.6 Figure 26 – Digital money 19 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 money 19 https://lh3.googleusercontent.com/ITIks zhIiDfFR8lnMP4PoDJgiYzzmvMJQh7TnomgqXxFI TzOZt2W7a9S01nGfZ70DSUVw=s85

28 2.3.6 Figure 28 – Online bill payments 19 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 shopping 20 https://lh3.googleusercontent.com/my z1M7kDcldpA59f5pin96nbxpmUPBYexkl 22t6o7KwHG2_PSZ9aXmHyKJWsHxYOxK R0=s85

30 2.3.6 Figure 30 – Online shopping 20 https://yi-files.s3.euwest1.amazonaws.com/products/9040 00/904498/1535953-full.jpg

31 2.3.6 Figure 31 – Easy transfer of goods 20 https://yi-files.s3.euwest1.amazonaws.com/products/9040 00/904498/1535953-full.jpg

32 2.3.6 Figure 32 – A faster and more convenient means of shopping

20 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

33 2.3.7 Figure 33 – Typical education system 21 https://image.freepik.com/freevector/education-illustration_109064415.jpg

34 2.3.7 Figure 34 – Rigidity in form of spaces 21 https://thumbs.dreamstime.com/z/high er-education-infographics-collegeuniversity-symbols-charts-vectorillustration-49251244.jpg

35 3.2 Figure 35 – Activity of a child with respect to subjects taught

36 3.3 Figure 36 –Stakeholders in the education system

37 3.4 Figure 37 –Alternative learning subjects

38 3.5 Figure 38 –Definition of ‘success’ in our education system

24

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

25 Author

26 Author

27

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

39 3.5 Figure 39 – Biased education system 28 14 things that are obsolete in 21st century schools - Ingvi Hrannar

40 3.5 Figure 40 – Factory system of education

41 3.5 Figure 41 – Books being perceived as our only source of knowledge

42 3.5 Figure 42 – Heard mentality in the education system

43 3.5 Figure 43 – Comic illustrating rigidity in our education system

28 14 things that are obsolete in 21st century schools - Ingvi Hrannar

29

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

30

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

31 Author

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

44 3.5 Figure 44 – Desks in the passages 32 Author

45 3.5 Figure 45 – School entrance 32 Author

46 3.5 Figure 46 –Classrooms 32 Author

47 3.5 Figure 47 - Desks in the passages 32 Author

48 3.5 Figure 48 – Desks in passages 32 Author

49 3.5 Figure 49Passages 32 Author

50 3.5 Figure 50 – Typical classroom methods

51 3.5 Figure 51 – Typical classroom methods

52 3.5 Figure 52 - Typical classroom methods

53 3.5 Figure 53 - Typical classroom methods

54 3.5 Figure 54 - Typical classroom methods Figure 55 - - Typical classroom methods

55 3.5 Figure 56 –Classroom of a playschool

56 3.5 Figure 57Classroom of a playschool

33

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

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

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

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

33 Pre-Primary – New Activity School

34 Pre-Primary – New Activity School

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

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

57 3.5 Figure 58 –Aptitude in terms of EQ and not just IQ

58 3.7 Figure 59 – Active and passive methods of learning

59 3.7 Figure 60 –Traditional Indian vs. Factory method of education

60 3.9 Figure 61 –Different aspects to education

61 3.9.1 Figure 62- Types of spaces present in Sudbury method of schooling

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

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

38

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

39 Author

40 Author

62 3.9.2 Figure 63 - Open planning 42 https://i.pinimg.com/originals/a3/ba/69 /a3ba69589f21939c8b3085348bbebc2d .png

63 4.1 Figure 64 – Semiopen spaces 42

64 4.1 Figure 65Incorporation of playing elements

42

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

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

65 4.1 Figure 66 – Very few walls 42

66 4.1 Figure 67 – Exterior facade 44

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

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

67 4.2 Figure 68 – Semi open classrooms 44

68 4.2 Figure 69 –Outdoor landscape

69 4.2 Figure 70 –Outdoor landscape

70 4.2 Figure 71 –Southern façade, showing maximum openings

71 4.2 Figure 72 –Parabolic solar reflector

45

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

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

45

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

45

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

46

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

72 4.2 Figure 73 – The 3R system 47 https://www.aljazeera.com/mritems/Im ages/2017/5/17/2f55ce04d44d4022aa6 2ec7cabda01c4_18.jpg

73 4.2 Figure 74 – Ice stupa 47 https://www.aljazeera.com/mritems/Im ages/2017/5/17/2f55ce04d44d4022aa6 2ec7cab

74 4.2 Figure 75 –Greenhouses on the southern facade

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

75 4.2 Figure 76 – Site plan 49 https://www.aljazeera.com/mritems/Im ages/2017/5/17/2f55ce04d44d4022aa6 2ec7cab

76 4.3 Figure 77 –Construction process after a mud slide in 2010

50

Masterplanning the Druk White Lotus School - Arup

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

77 4.3 Figure 78 –Construction of greenhouse on southern façade.

78 4.3 Figure 79Construction process after a mud slide in 2010

79 4.3 Figure 80 –Constructing a compost pit

80 4.3 Figure 81 –Outdoor kids play equipment

81 4.3 Figure 81 –Outdoor kids play equipment

82 4.3 Figure 82 –Outdoor seating in the Dragon Garden

50 https://www.dwls.org/

50 https://www.dwls.org/

50 https://www.dwls.org/

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

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

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

83 4.3 Figure 83 – Dragon Garden 51 http://www.spaenvis.nic.in/index2.aspx ?slid=1814&sublinkid=1101&langid=1&m id=6

84 4.3 Figure 84 – Semi open areas serve as study spaces

52

85 4.3 Figure 85 – Stone walls 52

86 4.3 Figure 86 – Solar panels 53

87 4.3 Figure 87 – Roof of structure made of local poplar rafters.

53

Masterplanning the Druk White Lotus School - Arup

Masterplanning the Druk White Lotus School - Arup

Masterplanning the Druk White Lotus School - Arup

Masterplanning the Druk White Lotus School - Arup

88 4.3 Figure 88 – Open inbuilt seating 54

Masterplanning the Druk White Lotus School - Arup

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

89 4.3 Figure 89 – Plants put on the façade 54 https://www.holidify.com/places/ladak h/druk-white-lotus-school-sightseeing1263469.html

90 4.3 Figure 90Clerestory windows provide daylight to the classroom.

91 4.3 Figure 91 –Skylights introduced to increase the amount of natural light

92 4.3 Figure 92 – Timber frames used to reduce damage from earthquakes

93 4.3 Figure 93 –Painting depicting the famous movie ‘3 Idiots’

94 4.4 Figure 94 – Exterior façade of the school

95 4.4 Figure 95 –Introduction of play elements and making them a part of the structure

96 4.4 Figure 96 – A waterbody in the courtyard

97 4.4 Figure 97 – Artwork incorporated on the walls

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

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

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

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

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

57

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

57

58

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

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

98 4.4 Figure 98 – Rooms have a visual connectivity to the nature outdoors

99 4.4 Figure 99Ground floor plan and First Floor Plan

100 4.4 Figure 100 – Wind movement through the school

58

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

59

60

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

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

101 4.4 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 plan 62 School for Alternative Education, A Waldorf School in Delhi NCR by Sahil Gupta - issuu 103 4.5 Figure 103 –Ground floor plan 63

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

104 4.5 Figure 104 – First floor plan 64 https://issuu.com/sahilgupta2/docs/sah il_gupta-final_thesis_report/65

105 4.5 Figure 105 –Second floor plan 64 https://issuu.com/sahilgupta2/docs/sah il_gupta-final_thesis_report/65 106 4.5 Figure 106Central atrium 65 https://issuu.com/sahilgupta2/docs/sah il_gupta-final_thesis_report/65

107 4.5 Figure 107 –Central atrium 65 https://www.taylorfrancis.com/chapter s/mono/10.4324/978008049929131/waldorf-school-chorweiler-colognemark-dudek

108 4.5 Figure 108 –Response to climate

109 4.5 Figure 109 –Response to climate

65

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

65 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

110 4.6 Figure 110 – View of the central interactive zone

66

111 4.6 Figure 111 – Slides used as staircases 68

112 4.6 Figure 112 – Open spaces around the structure

113 4.6 Figure 113 –Skylights in the central space

114 4.6 Figure 114 –Thermocol added to slabs as a filled material

115 4.6 Figure 115 – View of the school from the road

116 4.6 Figure 116 –Amphitheatre made of recycled glass bottles

31/waldorf-school-chorweiler-colognemark-dudek

Nisha’s Play Schoollibrastudioarchitects

Nisha’s Play SchoolLibraStudioArchitects

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

68

Nisha’s Play SchoolLibraStudioArchitects

68 Nisha’s Play SchoolLibraStudioArchitects

68

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

69

Nisha’s Play SchoolLibraStudioArchitects

117 4.6 Figure 117Central courtyard 69

Nisha’s Play SchoolLibraStudioArchitects

118 4.6 Figure 118 – Small varendahs 69 https://www.indiastudychannel.com/sc hools/22141-nishas-play-schoolporvorim

119 4.6 Figure 119 – Slides 69

Nisha’s Play SchoolLibraStudioArchitects

120 4.6 Figure 120 –Artwork on walls 69 https://thrillingtravel.in/unique-schoolshouses-of-goa-museum-tour.html

121 4.7 Figure 121 – Green School, Bali 70 https://thrillingtravel.in/unique-schoolshouses-of-goa-museum-tour.html

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

122 4.7 Figure 122 – Semi open, informal learning spaces

123 4.7 Figure 123 – Semi open learning spaces connected with a outdoor space

124 4.7 Figure 124 –Involvement of children in day to day activities

125 4.7 Figure 125 –Double height spaces with visual connect to nature

126 4.7 Figure 126 –Skylight in the classrooms

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

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

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

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

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

127 4.7 Figure 127 –Relaxation spaces 73 https://prezi.com/p/4yuqapvzhvlu/gree n-school-bali-a-case-study/

128 4.7 Figure 128 – Semi open learning spaces

129 4.7 Figure 129 –Skylights in the study areas

130 4.7 Figure 130 – Play areas in the structure

131 4.7 Figure 131 –Volumetric play of spaces, giving the children sense of scale and proportion

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

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

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

73 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

132 4.7 Figure 132 –Entrance of the school

133 6.1 Figure 133 –Development plan of Powai

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

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

134 6.1 Figure 134 – Site location 81 DP Remarks 2034 (mcgm.gov.in)

135 6.1 Figure 135 – Site location wrt. IIT Campus

136 6.1 Figure 136 –Encroachment on the site

137 6.1 Figure 137 –Concrete blocks demarcating a site boundary

81 Google Earth

82 Google Earth

82 Author

138 6.1 Figure 138 –Uneven terrain 82 Author

139 6.1 Figure 139 - Free cattle on the site 82 Author

140 6.1 Figure 140 –Another entrance to the site

83 Author

141 6.1 Figure 141 – House along the road 83 Author

142 6.1 Figure 142 – Road leading to the site 83 Author

143 6.1 Figure 143 – Road leading to the site 83 Author

144 6.1 Figure 144 – Article showing the availability of educational plots in Navi Mumbai

84

https://www.outlookindia.com/

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

145 6.2 Figure 145 – Site with neighbouring context

85 Google Earth

146 6.2 Figure 146 – Site location 85 Google Earth

147 6.2 Figure 147Development plan of Kharghar

148 6.2 Figure 148 – Road leading to Tata Power Substation

149 6.2 Figure 149 –Sarawat College of Engineering

85 DP Remarks 2034 (mcgm.gov.in)

86 Author

86 Author

150 6.2 Figure 150 –Adjoining hills 86 Author

151 6.2 Figure 151 –Barricade of Tata Power Substation

86 Author

152 6.2 Figure 152 – Road leading to site 87 Author

153 6.2 Figure 153 - Site 87 Author

154 6.2 Figure 154Barricade of Tata Power Substation

155 6.2 Figure 155Sarawat College of Engineering

87 Author

87 Author

156 6.3 Figure 156 – Site location 88 Google Earth

157 6.3 Figure 157 – Adai Hills in the background

158 6.3 Figure 158 – Slope analysis of the site (Adai Hills)

89 https://elevationmap.net/

89 Author

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

159 6.3 Figure 159 – Built and unbuilt mass around the site

160 6.3 Figure 160 – Map showing extent of NAINA

161 6.3 Figure 161 –Undulating landscape on the site

162 6.3 Figure 162 –Residential building near the site

163 6.3 Figure 163 –Internal road leading to the site

164 6.3 Figure 164 – Small waterbody on the site

89 https://www.trailforks.com/

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

90 Author

90 Author

90 Author

90 Author

165 6.3 Figure 165 – Foot of the Adai Hills 90 Author

166 6.3 Figure 166 – The growth in population and development due to the proposed airport

167 6.3 Figure 167 – Article talking about the approval of the draft development plan of NAINA

168 6.3 Figure 168 –Transport nodes at a micro level

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

91

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

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

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

169 6.3 Figure 169 –Transport nodes at a macro level

170 6.3 Figure 170 –Upcoming development in Navi Mumbai that is affected by the proposed airport

171 6.3 Figure 171Statistics showing the growth in population in various part of Navi Mumbai

172 6.3 Figure 172 –Schools in the developed area of Panvel city

173 6.3 Figure 173 –Growth of development in the year 2005

174 6.3 Figure 174Growth of development in the year 2008

175 6.3 Figure 175Growth of development in the year 2011

176 6.3 Figure 176Growth of development in the year 2015

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

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

93 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

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

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

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

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

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

177 6.3 Figure 177Growth of 96 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

development in the year 2018

178 6.3 Figure 178Growth of development in the year 2021

179 7 Figure 179 –Relation of time with a childs mind

180 7 Figure 180 –Linking activities on the basis of time

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

97 Sophie Blackall- from Pecan Pie Baby written by Jacqueline

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

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

Abstract

Have you ever sat and thought about how the world around us has changed somuch 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 onthe 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 i

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, transportand education.

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

• 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

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

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

• 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.

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

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

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

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

• 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

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.

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

Figure 1

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

– Human relation with time throughout the journey of life.

Time in Architecture

1. HUMANS AND TIME

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

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

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

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

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

“Human identity presupposes the identity of place.” Christian Norberg-Schulz

IMAGE SOURCE - Author

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.

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

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

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

Figure 4 – Time and memory Figure 5 – time and memory

IMAGE SOURCE – (figure 4 and 5)

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

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

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

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

Some of the greatest concerns that many people have these days is that ofcomplete 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.

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

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

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.

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

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

PRIVATE

PSEUDO PUBLIC

PUBLIC

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

Figure 3 – Homes becoming technologically advanced

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 evenaskadvice fromyour ‘wall’. This translates 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

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

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

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 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 6 – Individual workstation

Figure 7 – Sleeping pods

Figure 8 – Hybrid Working methods

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

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, increasing obesity, rising 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 of health-related considerations, including 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 immediately attainable treatments

Figure 9 – Importance of mental health

Figure 10 – Importance of mental health

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

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

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 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

Shazneen B. Aga | L. S. Raheja School of Architecture | 5

IMAGE SOURCE (Figure 20 and 21) - How The Healthcare Industry Will Change | George Washington University (gwu.edu)

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.

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

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 mechanical methods 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 of development on that land.

Figure 14 – Evolution in transport

IMAGE

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

IMAGE SOURCE (Figure 23) - BIG plans artificial intelligence-run city campus in China (dezeen.com)

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

Figure 15 – Future in the transportation sector with respect to technological advancements

2.3.6 Retail

A) Banks

Figure 16 – Ease of online money transfer

Figure 17 – Digital money

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 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 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 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

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

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.

BITCOIN

MONEY

BANKS

Figure 23 – A faster and more convenient means of shopping

IMAGE SOURCE – (Figure 29 and 32)https://lh3.googleusercontent.com/myz1m7kdcldpa59f5pin96nbxpmupbyexkl22t6o7kwhg2

IMAGE SOURCE – (Figure 30 and 31) - https://yi-files.s3.eu

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

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 ofa school yet remains the same.

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

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

Figure 25 – Rigidity in form of spaces

Figure 24 – Typical education system

Time in Architecture

3. UNLEARNING TO LEARN

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

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. Theynow 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

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 ofpreschool or anganwadieducation followedby twoyears ofprimary 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.

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

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.

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

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 ofeducation. Education systems must no longer focus only on achieving excellence. Education builds well-being in this world.

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

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/

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

3.5 Flaws in the current education system

IS KNOWLEDGE SYNONYMOS TO TEXTBOOKS?

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

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.

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

“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?

IMAGE SOURCE (Figure 38) - Schools seeking alternative to remote learning try an experiment: Outdoor classrooms (nbcnews.com)

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

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

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

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

Figure 31 – Heard mentality in the education system

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.

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

IMAGE SOURCE (Figure 42) - Schools seeking alternative to remote learning try an experiment: Outdoor classrooms (nbcnews.com)

Figure 32 – Comic illustrating rigidity in our education system

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

IMAGE SOURCE (Figure 43) - Author

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.

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 desks while the others need to sit on the floor.

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

CAMPION HIGH SCHOOL

(Order of figures followed – Left to right)

(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

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. (Order of figures followed – Left to right)

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

The old saying “timing is everything” is as true in educationas 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)

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

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.

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

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

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

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

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

3.9 History of Democracy and Education In India

Figure 49 – Traditional Indian vs. Factory method of education

IMAGE SOURCE (Figure 60) - Author

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

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

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

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

“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

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

COMPARISON OF TYPES OF SYSTEMS

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

Time in Architecture

4. CASE STUDIES

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

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 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 activities, eg. Organic farming, playing an instrument, learning about wildlife, painting and pottery.

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

IMAGE SOURCE (Figure 63-67) – 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

Figure 53 – Semi-open spaces

Figure 55 – Very few walls

Figure 52 - Open planning

Figure 54 - Incorporation of playing elements

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)

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

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)

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

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.

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

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)

Figure 58 – Outdoor landscape

Figure 57 – Outdoor landscape

• 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 as20 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 inconcentrating sunlight to a smaller area after which it is reflected upwards to the bottom of any cooking vessel and does not require any semi - conductor material.

• 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

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

Figure 60 – Parabolic solar reflector

• 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 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 water for irrigation.

• The southern side of the structure has greenhouses. During winter they are covered with large plastic sheets in order to collect heat. Greenhouses are attached to the south side for trapping heat of the sun. In summers, the plastic sheets are rolled up to prevent overheating.

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

Time in Architecture

DRUK WHITE LOTUS SCHOOL

Figure 64 – View of the school

IMAGE SOURCE (Figure 76) - Masterplanning the Druk White Lotus School - Arup

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

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 totake part inco-curricular activities suchas sports, archery, and ‘culture days’ when students learn aboutand 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

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

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 68 – Constructing a compost pit

Being located ina desertarea, 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/

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

Figure 67 - Construction process after a mud slide in 2010

(Order of figures followed – Left to right)

(Order of figures followed – Left to right)

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

Figure 70 – Outdoor seating in the Dragon Garden

Student participation in domestic productionof 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 has transformed the school’s environment from a barren desert into a lush 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

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

(Order of figures followed – Left to right)

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

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

Figure 72 – Semi open areas serve as study spaces

Figure 73 – Stone walls

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

(Order of figures followed – Left to right)

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.

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.

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

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

(Order of figures followed – Left to right)

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

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

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

Figure 81 – Painting depicting the famous movie ‘3 Idiots’

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

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

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

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)

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

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 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.

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)

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

Figure 85 – Artwork incorporated on the walls

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

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 fromeverywindow Curtains in form ofcreepers and bushes provide enough shading. The flooring of the terraces is made of terrazzo and china mosaicsto reduce heat from the roof.

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

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

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

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

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

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

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

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

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

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

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

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 94 - Central atrium

Figure 95 – Central atrium

Figure 98 - Site section

NISHAS PLAYSCHOOL

Figure 99 – View of the central interactive zone

IMAGE SOURCE (Figure 110) - Nisha’s Play School - librastudioarchitects

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

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

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

.

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 the brickwork provide plentiful light for daytime activities on all storeys of the building. 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

IMAGE SOURCE (Figure 112 and 113) - Nisha’s Play SchoolLibraStudioArchitects

IMAGE SOURCE (Figure 115) - https://thrillingtravel.in/uniqueschools-houses-of-goa-museum-tour.html

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

Figure 103 – Skylights in the central space

Figure 101 – Open spaces around the structure Figure 102 – Thermocol added to slabs as a filled material

Figure 104 – View of the school from the road

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.

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

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

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

Figure

Figure 105 – Amphitheatre made of recycled glass bottles

Figure 106- Central courtyard

Figure 107 – Small varendahs

Figure 108 – Slides

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

GREEN SCHOOL, BALI

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

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

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.

122 –

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.

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

Figure

Semi open, informal learning spaces

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 111 – Semi open learning spaces connected with a outdoor space

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

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

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

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

Time in Architecture

5. DESIGN PROGRAM

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

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

Shazneen

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

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

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

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

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

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

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

Time in Architecture

6. SITE SELECTION

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

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.

SITE

POWAI

Figure 122 – Site location

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

POWAI LAKE

Figure 121 – Development plan of Powai

Figure 123 – Site location wrt. IIT Campus

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

IMAGE SOURCE (Figure 134 and 135) - Google Earth

The site is a barren piece ofland 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.

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

Figure 124 – Encroachment on the site

Figure 125 – Concrete blocks demarcating a site boundary

Figure 126 – Uneven terrain

Figure 127 - Free cattle on the site

IMAGE SOURCE (Figure 136-139) – Author

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

Figure 128 – Another entrance to the site Figure 129 – House along the road

Figure 130 – Road leading to the site

Figure 131 – Road leading to the site

IMAGE SOURCE (Figure 140-143) – Author

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.

IMAGE SOURCE - https://www.outlookindia.com/

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

Figure 132 – Article showing the availability of educational plots in Navi Mumbai

6.2 Site Option 2

LOCATION – Kharghar, Navi Mumbai Area of plot – 43,000 sqm.

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. Figure 133 – Site with neighbouring context

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

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

Figure 136 – Road leading to Tata Power Substation

Figure 137 – Sarawat College of Engineering

Figure 138 – Adjoining hills

Figure 139 – Barricade of Tata Power Substation

IMAGE SOURCE (Figure 148-151) – Author

Figure 140 – Road leading to site

Figure 141 - Site

Figure 143 - Sarawat College of Engineering

IMAGE SOURCE (Figure 152-155) – Author

Figure

Shazneen B. Aga | L. S. Raheja School of Architecture

142 - Barricade of Tata Power Substation

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

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

Figure 148 – Map showing extent of NAINA

IMAGE SOURCE (Figure 157) - https://elevationmap.net/

IMAGE SOURCE (Figure 158) - Author

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/

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.

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

Figure 145 – Adai Hills in the background

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

Figure 147 – Built and unbuilt mass around the site

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

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

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

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

Time in Architecture

158 –

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

Figure

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

NAME OF SCHOOL Age group Board

DAV Public School

Pre-primary to 12th grade SSC

Mahatma Gandhi Int. School 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

Table 8 – Table showing the schools in the developed area of Panvel city Figure 160 – 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)

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

Time in Architecture

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)

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

Time in Architecture

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)

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

7. Conclusion

AGES AND STAGES

Figure 167 – Relation of time with a childs mind

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

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

IMAGE SOURCE (Figure 179)- Sophie Blackall- from Pecan Pie Baby written by Jacqueline

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.

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

“ Education is not preparation for life, it is life itself” .

~ John Dewey

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

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/

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

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

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

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/

•

(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/

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