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Design Brief - Elementary School

This document outlines the requirements for a studio project to design an elementary school in rural India. Key points: - The project aims to provide quality education to underprivileged children through community-owned schools that utilize local climate strategies, materials, and construction techniques. - Students will design schools for sites in Dholpur, Jalore, or Jodhpur, exploring the vernacular character of each area. - Designs must provide thermally comfortable and well-lit indoor and outdoor learning spaces to motivate regular school attendance. - Presentations will be evaluated based on compliance with programming requirements, comprehension of pre-design studies, and design communication and justification. - The expected outcome

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Uday Bhatnagar
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289 views5 pages

Design Brief - Elementary School

This document outlines the requirements for a studio project to design an elementary school in rural India. Key points: - The project aims to provide quality education to underprivileged children through community-owned schools that utilize local climate strategies, materials, and construction techniques. - Students will design schools for sites in Dholpur, Jalore, or Jodhpur, exploring the vernacular character of each area. - Designs must provide thermally comfortable and well-lit indoor and outdoor learning spaces to motivate regular school attendance. - Presentations will be evaluated based on compliance with programming requirements, comprehension of pre-design studies, and design communication and justification. - The expected outcome

Uploaded by

Uday Bhatnagar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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AAYOJAN SCHOOL OF ARCHITECTURE, JAIPUR

II YEAR B.ARCH. SEC-C IV SEM, JAN THROUGH JUN, 2021


BATCH NO. - 21 ACADEMIC YEAR 2020-21
ARCHITECTURAL DESIGN - III MAXIMUM MARKS: 250
FACULTY: Juhi Mehta-JUM | Radhika Gupta-RDG

PROJECT 2 - Elementary School Max. Marks: 70

Introduction:
One of the most powerful tools for the social and economic progress of a country is education. It
brings with it equality among people. According to the government estimate, out of 200 million
children in the age group of 6 to 14 in India, around 59 million do not attend school. Of the rest,
who are currently in school, 4 out of every 10 children beginning to attend school will drop out
before completing their primary school education. Even though efforts taken by government,
private schools and NGO’s in the mainstream remain a distant dream unless and until the
underprivileged children are motivated and assured about the importance of education in their
real life. India has made significant progress in ensuring access to education through its Sarva
Shiksha Abhiyan (Education for All) programme and the implementation of the landmark Right
of Children to Free and Compulsory Education (RTE) Act. This programme is also an attempt to
provide an opportunity for improving human capabilities to all children through provision of
community -owned quality education in a mission mode. It is a response to the demand for
quality basic education all over the country. This project is a step towards providing equal
learning opportunities to the underprivileged children. The focus of this studio project will be on
designing an envelope in a manner to maximize the pedagogic potential of indoor and outdoor
school spaces and develop a sensitive design approach towards the age group. The resultant
built volume itself will act as a knowledge resource and a resource for the community.

The focus of the studio will be to explore the vernacular character of the area and
incorporate it in the spatial organisation and planning of the built environment using the
indegenious construction techniques and materials and designing an environment in a
participatory manner, in form of an institute, where education in a lively and happy
surrounding will be imparted. The built environment should not only be thermally
comfortable but should also have innovative spaces for learning.

Objective:

● Understanding the Design of built spaces as a resultant of socio-cultural influences of


the place and climate.
● To explore the symbolic values of architectural form with respect to local built form and
materials.
● Developing an ability to design a form involving climate strategies and anthropometry
while keeping in mind the rural context.
● To understand the significance of light and ventilation in a learning centre.
● To understand the difference between types and scales of learning spaces.
● To explore various principles and options for space organization and standards

Project Objective:

● The built environment of the school, along with the indoor and outdoor spaces should
provide ample opportunities for learning.
● The built environment and the spaces of the school have to be free flowing, inviting and
comfortable to the child, so that the child is motivated to enroll in and attend school
regularly.
● Exploring qualitative spaces with respect to users (in terms of optimum fenestration,
furniture types and layout etc.).

Challenges & Opportunities:

● The site and climate of the region and how responsive can the design be in terms of
retaining the local essence in built form, especially the abundantly available local
material.
● Utilising the potential of open and semi-open spaces for academic and recreationational
activities.

Site :
The sites are located in the suburban areas near the stone mines in Dholpur, Jalore and
Jodhpur.
Group 1 - Roll number 1 - 15 - Dholpur
Group 2 - Roll number 16 - 30 - Jalore
Group 3 - Roll number 31 - 44 - Jodhpur

Pre Design Studies:


Building prototype-

● Activity- Spaces, their zoning and organization


● Area Program/ comparison with standards
● Analysis on basis of climate
● Analysis on basis of culture

Assessment Criteria:
Compliance 25%
Comprehension 50%
Presentation 25%
Program:

S.n Activity Capacity Area Nos. Built Environment


o. (sqm)
1 ClassRooms 20 120 2 Thermally comfortable and well lit
spaces
2 Head Master’s Room 1 15 1 Thermally comfortable space with
access to toilet
3 Staff Room 5 40 1 Optimum daylight with day long
thermal comfort, and appropriate
layout
4 Multipurpose Hall - 80-100 1 Common space
covered/semi-open
5 Cooking Space for - 15-20 1 Service access, direct sunlight,
mid-day meals ventilation
6 Drinking water facilities - 20 1 -
7 Toilets - As per 1 -
norms
9 Circulation - - - Minimum Possible
Total ~ 350

Criteria of Evaluation

● Design exploration process, its representation and communication (could be sketches/


models or both)
● Inferences drawn from pre-design studies and from various options explored
● Justification of decisions taken as per design program.
● Drawing intent and content (At later stage, i.e. Review 3 & 4, drawings on scale will
become essential)
● Coherence between idea, content, narration and implementation.

Expected Outcome:

● Developing understanding of impact of man, culture on architecture.


● Achieving thermal comfort using construction techniques associated with indigenous
materials and skills.
References:
1. Jain K. and Jain M. (1994) Indian City in the Arid West. Ahmedabad, India: AADI Centre
2. Jain K. & Jain M. (2000) Architecture of the Indian Desert. Ahmedabad, India : AADI
Centre
3. CDOS Stone Manual
4. Konya A. (1980) Design Primer for Hot Climates’, London: The Architectural Press Ltd.
5. Koenigsberger H.O. & Others. (1975) Manual of Tropical Housing & Building: Part 1
Climatic Design. Madras: Orient Longman Ltd.
6. Ching D.K. (2006) Building Construction Illustrated, John Wiley & Sons
7. Grant W.R. (1987) Landscape Graphics. Las Vegas: Whitney Library
8. Rasmussen, Steen, Eiler, “Experiencing Architecture”, MIT Press, Cambridge,
Masachusett
9. Allan Ford, “Designing for Sustainable Schools”, Images Publication, Australia
10. DPEP, Neev, Rajiv Gandhi Prathmic Shiksha Mission
11. Mark Dudek, “Architecture for Schools”, Architectural Press
SCHEDULE OF PRESENTATION & REVIEWS

INTRODUCTION TO THE PROJECT 01, April 2021


Pre Design Studies (Live & Literature Cases)
Physical dimensions of respective areas to be designed.
To understand what all activities and how they happen in any space.
Design & Building elements used in the cases studied and over all
scale and proportion along with the material used and construction
techniques applied.

Pre Design study analysis, Detailed Program Development 05, April 2021
REQUIREMENT OF THE STAGE (Sketches, photographs and model) MM: 10
Analysis and Inferences of the pre design studies,
Philosophy and approach to design with respect to activity relationship,
design requirements, standards and studied live and literature case/s.

Design Development 1: Area, Volume & Spatial Function analysis 12, April 2021
REQUIREMENT OF THE STAGE(Scale 1:50) MM: 15
Using Case study references as a base, essayer should present and justify
any additions done to the area program. Using a block model the adopted
Design strategy should convey contextual relationship, space and
organization, volume, proportions, form, composition; accompanied with
sketches, views and relative drawings.

Design Development 2: Drawings & Detail 26, May 2021


REQUIREMENT OF THE STAGE (Scale 1:50) M.M.: 20
Based upon the model explorations, preparation of drawings with emphasis
on overall quality of spaces designed, depiction of details i.e. levels, heights,
fenestrations, furniture layout, materials and equivalent physical model/s.

Design Development 3: Pre Final 10, May 2021


REQUIREMENT OF THE STAGE (Scale 1:50) M.M.: 25
Complete process documentation, all floor plans, sections, elevations,
perspective views (bird’s or worm’s eye) & Detailed Model, construction
details of designed building elements.

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