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AR3311 ADVANCED SPACE DESIGN STUDIO DESIGN BRIEF- PRIMARY SCHOOL DESIGN ANNA UNIVERITY

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Niveditha Mani Sasidharan
Niveditha Mani Sasidharan

Designing a built environment requires the development of individual capacity for thought with respect to subjective and objective aspects. Studying and designing projects of small scale that involve a more immediate and basic experience is important in this context. The study and project exploration will involve the following aspects from first principles as well as through live studies and theory – human behaviour, activities and needs for various purposes, role of specific form/space in creating particular experiences and effects, built form-open space relationships, spatial organisation, environment behaviour aspects (especially those relating to children), lighting and ventilation, site as a positive tool in all scales, potential of materials and construction. Through this, both the qualitative and quantitative attributes of design can be understood and engaged. This would give training in the ingenious use of architecture to fulfil goals towards a responsive and stimulating environment.

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ADVANCED SPACE DESIGN ACADEMIC YEAR 2023 - 2024 DEPARTMENT ARCHITECTURE ACADEMIC YEAR 2023 – 2024 SEMSTER 3rd SEM SUBJECT CODE AR3311 SUBJECT TITLE ADVANCED SPACE DESIGN REGULATION 2021 YEAR II DESIGN PROJECT PRIMARY SCHOOL DESIGN ANNA UNIVERITY
OBJECTIVES  To enable an understanding of the fundamental possibilities of architectural form and space in relation to human experience and use within the context of the immediate living environment.  To get the above understanding through personal, first hand exploration as well as through theoretical and literature studies.  To use this understanding to create meaningful built environment in the context of small scale projects that involve simple function and experience. CONTENT Designing a built environment requires the development of individual capacity for thought with respect to subjective and objective aspects. Studying and designing projects of small scale that involve a more immediate and basic experience is important in this context. The study and project exploration will involve the following aspects from first principles as well as through live studies and theory – human behaviour, activities and needs for various purposes, role of specific form/space in creating particular experiences and effects, built form-open space relationships, spatial organisation, environment behaviour aspects (especially those relating to children), lighting and ventilation, site as a positive tool in all scales, potential of materials and construction. Through this, both the qualitative and quantitative attributes of design can be understood and engaged. This would give training in the ingenious use of architecture to fulfil goals towards a responsive and stimulating environment. The techniques used for study and presentation can align themselves towards the above, such as cognitive maps, sketches, manual drawings, physical models with simple materials. The scale and complexity of projects will be commensurate with this - small to medium size projects involving buildings/ small campuses with simple circulation, passive energy, multiples of single unit space, single use buildings. Some suggestive projects are small buildings or small campuses involving civic/ cultural use, uses related to children such as schools, facilities for people with special requirements. The number of projects is left to the discretion of the faculty based on scale and complexity. OUTCOME  Ability to perceive, understand and represent fundamental attributes of form-space with respect to human experience and use.
Primary School Design, Kanyakumari INTRODUCTION “Education is a weapon to change the world” -Nelson Mandela Of a child’s life the first ten are the most important. This is when a child becomes the person they are going to be. It is when they learn appropriate behaviour, boundaries, empathy and many other important social skills that will remain with them for life. Early childhood development is multidimensional, encompassing several aspects of a child’s well- well-being: physical, social, emotional and mental. A school plays a very important role in shaping a person’s life, in terms of building character, intellect and value. The first ten years of a human being shapes one into what they become later in their life. In this context school and primary education gains prominence. Well-designed buildings lift the spirits and aspirations of everyone who uses them and provide facilities that are fit for purpose, inclusive and built to last. An effective design alone cannot raise the achievement level of the student, but poor design can be an obstacle to raising educational students above a certain level. DESIGN DETAILS This design brief is one such summary for a primary school located in close proximity to a rural settlement, for children between the age group of 5 and 12 (1st to 8th standard – a general translation), and for a strength of 760 kids. Essentially, a school shall consist of classroom spaces where a group of students can undergo some focused learning but could be designed to open out to a larger sustainable design. The school environment could take clues from the local occupation, lifestyle practice or any such unique aspect to create a learning environment that provides an opportunity, for the children to interact and react to various stimuli on environmental aspect. • Ability to ideate, innovate and create meaningful built environment in basic human situations. DESIGN AIM The system of education in rural areas has been undergoing many changes and transformations. In the present existence, there have been developments and progressions taking place in the system of education in rural areas. But still much improvements need to be made and it is not at par with the urban system of education. This design aims in developing the system of education in rural areas, the rural communities are able to recognize the significance of education and sustain their livelihoods better.
DESIGN CONSIDERATIONS For every building, there are specific needs that need to be fulfilled. Spatial organization can aid in problem-solving to come up with effective design solutions. • Climate considerations and zoning based on the needs of the site. • Site-level future expansion considerations. • Access paths and circulation needs of the site. • Privacy and security of the spaces on the site. • Functional segregation of spaces in the design. • Dimensional requirements of each space. • Site context and the surrounding environment. • Organization based on the significance of each space. 9 Principles of Spatial Organization • Space within space • Adjacent space • Interlocking spaces • Spaces linked by a common space • Macro Level: • Centralized Organization • Linear Organization • Radial Organization • Clustered Organization Macro Level: • Centralized Organization • Linear Organization • Radial Organization • Clustered Organization • Grid Organization CASE STUDY: 1. LITERATURE CASE STUDY International case study An international literature case study is the in-depth analysis, exploration, and understanding of an existing project. It can also serve as a reference to proceed with the intricacies of a project. The main aim of the study is to identify the merits of the design.
Comparative Analysis Comparative analysis can be defined as a method to compare similar design strategies to one another and see their differences and having in common. It is used in many ways and disciplines to understand similarities and differences in designing better. It can help understand and solve the key issues. When the comparative analysis is applied to scientific data, it is used to determine the consistency and reliability of the project. Indian case study The main purpose is to research and understand the various aspects of designing and constructing a building. A case study can be an introduction to a similar project serving as a link or reference which can explain the project with regional context. 2. LIVE CASE STUDY Cambridge CBSE School, Ambasamudram, Tirunelveli The school offers a unique mix of tradition and technology. It blends old and time values with modern architecture. It is an contemporary institution with the most progressive outlook. It is an institution that provides student-friendly building space for betterment in activities.
PROGRAMME DETAIL The student needs to design a shape influenced educational space. These spaces should also function as an interactive space for the children with local cultural impact providing massing for visual comfort and building space. The designed spaces should be innovative, encourage learning for children as well as strengthen the social spirit. The spaces should incite a healthy dialogue amongst the young minds. User profile: Student Staffs (Teaching and non-teaching) Service People Capacity: 760 students Age group: 5 to 12 years Standard 1st to 8th No. of teachers – 22 (1 headmaster inclusive) Admin staff 4 Nos. Maintenance staff – 8 Nos SITE: The chosen site should be in a region where education is inaccessible. Must provide a learning space for the neighbouring places. This built-up area of the school should be minimum1500 square meters. DESIGN CONSIDERATIONS (a) Natural day lighting should be exploited when designing rooms, to minimise the dependence on artificial lighting. Glare must be avoided. Windows for teaching spaces should have a horizontal vista. See TGD-020 General Design Guidelines for Schools (Primary and Post-primary). (b) Ventilation should be natural ventilation by means of permanent wall vents and windows with opening sections. Vents should contain baffles for noise, wind and rain. See also TGD-020 General Design Guidelines for Schools (Primary and Post-primary). The ventilation area provided through permanent vents (whether in walls or windows) and opening sashes shall meet/ exceed the current Technical Guidance Documents to the Building Regulations, and shall be designed to suit the class environment having regard to the high levels of occupancy generally.
(c) Acoustics objective is to provide acoustic conditions in schools that (a) facilitate clear communication of speech bet Acoustic teacher and student, and between students, and (b) do not interfere with study activities. Refer also to TGD020 General Design Guidelines for Schools for performance standards on Indoor Ambient Noise Levels, Rain Noise, Airborne Sound Insulation between Spaces, Impact Sound Insulation of Floors, and Reverberation in Various Spaces (d) Furniture & Fittings ,Fixed furniture and fittings (e.g. sink & units to wet areas, hat & coat hooks and rails, kitchenette units, translucent blinds, shelving, etc.) are described in the relevant Room Data Sheets and are part of the Building Contract. White boards and notice boards shown on the typical room layouts are deemed to be fixed furniture and are part of the Building Contract. (n) Loose furniture and equipment (e.g. tables, desks, chairs, Soap or Towel dispensers, bins etc.) are not part of the Contract. SITE LOCATION N The total site area is 3.7 acres connected with Kanyakumari – Tiruchendur Road having a service road to the left. There is a two way crossing point on either sides of the allotted site. Near Kanyakumari – Tiruchendur Road, Panakudi.
AR3311 ADVANCED SPACE DESIGN STUDIO DESIGN BRIEF- PRIMARY SCHOOL DESIGN ANNA UNIVERITY
SITE ANALYSIS - CRITERIA The site analysis will come into focus when it’s considered in architecture. A building integrated with its site during the time. So it can be perceived how significant and unavoidable the role of the site is during the designing process. Site analysis is seriously considered as a initial step for designing. Architectural education with accentuation on-site studies will lead to more creative and adequate functional responses. The result of the study shows that the case shows great achievements in functionality as well as creativity. Must include the following aspects: • Sun path & wind flow • Existing Trees • Existing Noise • Existing water bodies • Existing Heritage buildings • Existing buildings • Nearby approaches • Existing roadways & traffic CONCEPT The concept is derived through inspiration. A clear concept allows the students to assess every decision and determine a way forward that supports and aligns with the concept. A good concept is considered and expressed in every detail and at every scale, drawing and line in the design. A design concept in architecture may start as a philosophy, a powerful idea, or a simple set of guidelines. From there, it slowly evolves into a conceptual design for the project that becomes a roadmap or guide to follow throughout the rest of the project. GROUPING OF SPACES (a) Spaces can be broadly described as Teaching and Learning spaces (including the General Purpose Room), Administrative spaces and Ancillary spaces. (b) Teaching and Learning spaces should be given priority with regards orientation, daylight and ventilation. (c) The following rooms/spaces are frequently used by visitors/community and should be located so that it is not necessary to enter the general teaching areas most frequently used by students:
• Principal’s Office (if in schedule of accommodation). • General Office. • General Purpose Room. • Multi Purpose Room. CIRCULATION The design solution for the school should ensure ease of circulation and orientation for students, staff and visitors. On accessing the school via any entrance, it should be possible to move to any point in the school without meeting an area of congestion. SITE PLAN The site plan is a planning layout that provides a conceptual guide for future growth and development to be involved in the site. Site planning is about making the connection between buildings, social settings and their surrounding environments. It is based on public input, surveys, planning initiatives, existing development, physical characteristics and social conditions. Site planning can assume some or all of these roles: •Directions, entry and exit •Property lines •Setbacks •Existing and proposed conditions •Construction limits •Parking •Surrounding streets and nodes •Driveways •Easements •Landscapes
S.N o Name Min. Area (m2) No of spaces Total (m2) 1 Classrooms 38 m2 20 760 m2 2 Library 60 m2 1 60 m2 3 Multi-purpose hall 200 m2 1 200 m2 4 SET Support room 15 m2 2 30 m2 5 Administration / General room 150 m2 150 m2 6 Staff room 40 m2 2 80 m2 7 Laboratory 38 m2 4 152 m2 8 Principal office 12 m2 1 12 m2 9 Storage room 30 m2 1 30 m2 10 Service room 15 m2 1 15 m2 11 Kitchen 38 m2 1 38 m2 12 Cafeteria 80 m2 1 80 m2 13 Toilets As per norms 14 Internal circulation 18% 300 m2 (approx.) 15 PE Equipment Storage 20 m2 1 20 m2 REQUIREMENTS 16 Playground 400 m2 1 400 m2 17 Car parking As per norms TOTAL 1627sq.m 2000 Sq.m (approximately) DESIGN SCHEDULE AND DELIVERABLES: S.No DESCRIPTION REQUIREMENT WEIGHTAGE 1 DATA COLLECTION & LITERATURE STUDY & CASE STUDIES  A detailed data collection study of the space requirements for a Primary School is to be done with respect to anthropometrics, circulation & activities.  Net case studies t be studied in detail with conformance to the literary survey done.  Comparative analysis to be done in tabulated for all aspects. 10%
2 SITE ANALYSIS  A detailed analysis of the onsite and offsite features to be carried out.  Climate analysis, Soil analysis, Slope analysis and analysis of services existing in the site to be done.  The scope for development on the site to be discussed in detail. 5% 3 CONCEPT  A write-up of 200 words explaining the design concept.  Bubble diagrams – activity analysis  Conceptual drawings on the form of zoning, relation between built and open spaces with massing.  Sketches to vividly explain the design ideas to be provided. 20% 4 SCHEME 1 Schematic double line drawings with:  Master plan showing all features on site, built up space and open space, parking, landscape, entry, exit,etc.  Detalied floor plans  Elevations  Sections  Views  Block Model 25% 5 MOCK VIVA  Refined schematic double line drawings as per dicussions. 15% 6 PRESENTATION Drawings required:  Site plan showing all features on site, built up space and open spaces, parking, landscapes, entry, exit, etc.  Detailed floor plans  2 elevations  2 sections  Perspective Views  Detailed Physical Model 20% 7 SUBMISSION  Presentation submission 5%
DATA COLLECTION To understand the different types of institution planning and educational spaces available certain reading materials are recommended to be followed by the students. The reading materials are taken from following books and standards. S. No Norm Books 1 National Building Code 2016 (NBC) 2 Time Server Standards for Interior(TSS) 3 Neuferts PRE-DESIGN In order to start the design process, the students should do an effective zoning understanding the functions of the building and campus that they gained from the data collection. Firstly site analysis should be done by the students. In order to orient students to do site analysis effectively, the following reading material is supplied. At the end of Site analysis, the students will derive the proper zoning diagram with giving preference to the function of the campus taking visually challenged students in to consideration. Following which building design is also planned with proper function in to consideration. The students are asked to design in butter sheets and after getting approval from design faculty, the design should be delivered in to the fair sheet. Book Form, Space And Order by Francis D. K. Ching Campus Planning by Richard P. Dober
S. No Sheet Content Other Details Study 1 Anthropometry Study, Spaces Study and Basic Data Collection A4 SPIRAL BINDING 2 International Case Study 1 A1 SHEET 3 International Case Study 2 A1 SHEET 4 Comparative Analysis A1 SHEET 5 Indian Case Study 1 A1 SHEET 6 Indian Case Study 2 A1 SHEET 7 Comparative Analysis A1 SHEET Site Study 1 Site Analysis A1 SHEET Pre-Design 1 Bubble Diagram Butter Sheet 2 Zoning & Circulation Butter Sheet 3 Single Line Plan A1 SHEET 4 Double line floor plan A1 SHEET 5 Master plan A1 SHEET 6 Elevations and sections A1 SHEET 7 Views A1 SHEET 8 Physical Model DESIGN OUTCOME
SUBMISSION DATES DATA COLLECTION 03.10.2023 LITERATURE STUDY 25.10.2023 COMPARATIVE ANALYSIS 01.11.2023 INTERNAL STUDIO REVIEW 01 03.11.2023 CASE STUDY SLOT 06.11.2023 TO 10.11.2023 CASE STUDY PRESENTATION 14.11.2023 SITE ANALYSIS 18.11.2023 CONCEPT & ZONING 22.11.2023 SINGLE LINE PROGRESS 25.11.2023 SINGLE LINE FINAL REVIEW 29.11.2023 INTERNAL STUDIO REVIEW 02 30.11.2023 MASTER PLAN PROGRESS REVIEW 08.12.2023 MASTER PLAN FINAL REVIEW 13.12.2023 SECTION AND ELEVATION PROGRESS REVIEW 18.12.2023 PRESENTATION SHEETS 21.12.2023 FINAL SHEET SUBMISSION 26.12.2023 MOCK VIVA 29.12.2023 3D VIEWS AND OVERALL 02.01.2024 PHYSICAL MODEL 04.01.2024 UNIVERSITY VIVA VOICE 05.01.2024

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AR3311 ADVANCED SPACE DESIGN STUDIO DESIGN BRIEF- PRIMARY SCHOOL DESIGN ANNA UNIVERITY

  • 1. ADVANCED SPACE DESIGN ACADEMIC YEAR 2023 - 2024 DEPARTMENT ARCHITECTURE ACADEMIC YEAR 2023 – 2024 SEMSTER 3rd SEM SUBJECT CODE AR3311 SUBJECT TITLE ADVANCED SPACE DESIGN REGULATION 2021 YEAR II DESIGN PROJECT PRIMARY SCHOOL DESIGN ANNA UNIVERITY
  • 2. OBJECTIVES  To enable an understanding of the fundamental possibilities of architectural form and space in relation to human experience and use within the context of the immediate living environment.  To get the above understanding through personal, first hand exploration as well as through theoretical and literature studies.  To use this understanding to create meaningful built environment in the context of small scale projects that involve simple function and experience. CONTENT Designing a built environment requires the development of individual capacity for thought with respect to subjective and objective aspects. Studying and designing projects of small scale that involve a more immediate and basic experience is important in this context. The study and project exploration will involve the following aspects from first principles as well as through live studies and theory – human behaviour, activities and needs for various purposes, role of specific form/space in creating particular experiences and effects, built form-open space relationships, spatial organisation, environment behaviour aspects (especially those relating to children), lighting and ventilation, site as a positive tool in all scales, potential of materials and construction. Through this, both the qualitative and quantitative attributes of design can be understood and engaged. This would give training in the ingenious use of architecture to fulfil goals towards a responsive and stimulating environment. The techniques used for study and presentation can align themselves towards the above, such as cognitive maps, sketches, manual drawings, physical models with simple materials. The scale and complexity of projects will be commensurate with this - small to medium size projects involving buildings/ small campuses with simple circulation, passive energy, multiples of single unit space, single use buildings. Some suggestive projects are small buildings or small campuses involving civic/ cultural use, uses related to children such as schools, facilities for people with special requirements. The number of projects is left to the discretion of the faculty based on scale and complexity. OUTCOME  Ability to perceive, understand and represent fundamental attributes of form-space with respect to human experience and use.
  • 3. Primary School Design, Kanyakumari INTRODUCTION “Education is a weapon to change the world” -Nelson Mandela Of a child’s life the first ten are the most important. This is when a child becomes the person they are going to be. It is when they learn appropriate behaviour, boundaries, empathy and many other important social skills that will remain with them for life. Early childhood development is multidimensional, encompassing several aspects of a child’s well- well-being: physical, social, emotional and mental. A school plays a very important role in shaping a person’s life, in terms of building character, intellect and value. The first ten years of a human being shapes one into what they become later in their life. In this context school and primary education gains prominence. Well-designed buildings lift the spirits and aspirations of everyone who uses them and provide facilities that are fit for purpose, inclusive and built to last. An effective design alone cannot raise the achievement level of the student, but poor design can be an obstacle to raising educational students above a certain level. DESIGN DETAILS This design brief is one such summary for a primary school located in close proximity to a rural settlement, for children between the age group of 5 and 12 (1st to 8th standard – a general translation), and for a strength of 760 kids. Essentially, a school shall consist of classroom spaces where a group of students can undergo some focused learning but could be designed to open out to a larger sustainable design. The school environment could take clues from the local occupation, lifestyle practice or any such unique aspect to create a learning environment that provides an opportunity, for the children to interact and react to various stimuli on environmental aspect. • Ability to ideate, innovate and create meaningful built environment in basic human situations. DESIGN AIM The system of education in rural areas has been undergoing many changes and transformations. In the present existence, there have been developments and progressions taking place in the system of education in rural areas. But still much improvements need to be made and it is not at par with the urban system of education. This design aims in developing the system of education in rural areas, the rural communities are able to recognize the significance of education and sustain their livelihoods better.
  • 4. DESIGN CONSIDERATIONS For every building, there are specific needs that need to be fulfilled. Spatial organization can aid in problem-solving to come up with effective design solutions. • Climate considerations and zoning based on the needs of the site. • Site-level future expansion considerations. • Access paths and circulation needs of the site. • Privacy and security of the spaces on the site. • Functional segregation of spaces in the design. • Dimensional requirements of each space. • Site context and the surrounding environment. • Organization based on the significance of each space. 9 Principles of Spatial Organization • Space within space • Adjacent space • Interlocking spaces • Spaces linked by a common space • Macro Level: • Centralized Organization • Linear Organization • Radial Organization • Clustered Organization Macro Level: • Centralized Organization • Linear Organization • Radial Organization • Clustered Organization • Grid Organization CASE STUDY: 1. LITERATURE CASE STUDY International case study An international literature case study is the in-depth analysis, exploration, and understanding of an existing project. It can also serve as a reference to proceed with the intricacies of a project. The main aim of the study is to identify the merits of the design.
  • 5. Comparative Analysis Comparative analysis can be defined as a method to compare similar design strategies to one another and see their differences and having in common. It is used in many ways and disciplines to understand similarities and differences in designing better. It can help understand and solve the key issues. When the comparative analysis is applied to scientific data, it is used to determine the consistency and reliability of the project. Indian case study The main purpose is to research and understand the various aspects of designing and constructing a building. A case study can be an introduction to a similar project serving as a link or reference which can explain the project with regional context. 2. LIVE CASE STUDY Cambridge CBSE School, Ambasamudram, Tirunelveli The school offers a unique mix of tradition and technology. It blends old and time values with modern architecture. It is an contemporary institution with the most progressive outlook. It is an institution that provides student-friendly building space for betterment in activities.
  • 6. PROGRAMME DETAIL The student needs to design a shape influenced educational space. These spaces should also function as an interactive space for the children with local cultural impact providing massing for visual comfort and building space. The designed spaces should be innovative, encourage learning for children as well as strengthen the social spirit. The spaces should incite a healthy dialogue amongst the young minds. User profile: Student Staffs (Teaching and non-teaching) Service People Capacity: 760 students Age group: 5 to 12 years Standard 1st to 8th No. of teachers – 22 (1 headmaster inclusive) Admin staff 4 Nos. Maintenance staff – 8 Nos SITE: The chosen site should be in a region where education is inaccessible. Must provide a learning space for the neighbouring places. This built-up area of the school should be minimum1500 square meters. DESIGN CONSIDERATIONS (a) Natural day lighting should be exploited when designing rooms, to minimise the dependence on artificial lighting. Glare must be avoided. Windows for teaching spaces should have a horizontal vista. See TGD-020 General Design Guidelines for Schools (Primary and Post-primary). (b) Ventilation should be natural ventilation by means of permanent wall vents and windows with opening sections. Vents should contain baffles for noise, wind and rain. See also TGD-020 General Design Guidelines for Schools (Primary and Post-primary). The ventilation area provided through permanent vents (whether in walls or windows) and opening sashes shall meet/ exceed the current Technical Guidance Documents to the Building Regulations, and shall be designed to suit the class environment having regard to the high levels of occupancy generally.
  • 7. (c) Acoustics objective is to provide acoustic conditions in schools that (a) facilitate clear communication of speech bet Acoustic teacher and student, and between students, and (b) do not interfere with study activities. Refer also to TGD020 General Design Guidelines for Schools for performance standards on Indoor Ambient Noise Levels, Rain Noise, Airborne Sound Insulation between Spaces, Impact Sound Insulation of Floors, and Reverberation in Various Spaces (d) Furniture & Fittings ,Fixed furniture and fittings (e.g. sink & units to wet areas, hat & coat hooks and rails, kitchenette units, translucent blinds, shelving, etc.) are described in the relevant Room Data Sheets and are part of the Building Contract. White boards and notice boards shown on the typical room layouts are deemed to be fixed furniture and are part of the Building Contract. (n) Loose furniture and equipment (e.g. tables, desks, chairs, Soap or Towel dispensers, bins etc.) are not part of the Contract. SITE LOCATION N The total site area is 3.7 acres connected with Kanyakumari – Tiruchendur Road having a service road to the left. There is a two way crossing point on either sides of the allotted site. Near Kanyakumari – Tiruchendur Road, Panakudi.
  • 9. SITE ANALYSIS - CRITERIA The site analysis will come into focus when it’s considered in architecture. A building integrated with its site during the time. So it can be perceived how significant and unavoidable the role of the site is during the designing process. Site analysis is seriously considered as a initial step for designing. Architectural education with accentuation on-site studies will lead to more creative and adequate functional responses. The result of the study shows that the case shows great achievements in functionality as well as creativity. Must include the following aspects: • Sun path & wind flow • Existing Trees • Existing Noise • Existing water bodies • Existing Heritage buildings • Existing buildings • Nearby approaches • Existing roadways & traffic CONCEPT The concept is derived through inspiration. A clear concept allows the students to assess every decision and determine a way forward that supports and aligns with the concept. A good concept is considered and expressed in every detail and at every scale, drawing and line in the design. A design concept in architecture may start as a philosophy, a powerful idea, or a simple set of guidelines. From there, it slowly evolves into a conceptual design for the project that becomes a roadmap or guide to follow throughout the rest of the project. GROUPING OF SPACES (a) Spaces can be broadly described as Teaching and Learning spaces (including the General Purpose Room), Administrative spaces and Ancillary spaces. (b) Teaching and Learning spaces should be given priority with regards orientation, daylight and ventilation. (c) The following rooms/spaces are frequently used by visitors/community and should be located so that it is not necessary to enter the general teaching areas most frequently used by students:
  • 10. • Principal’s Office (if in schedule of accommodation). • General Office. • General Purpose Room. • Multi Purpose Room. CIRCULATION The design solution for the school should ensure ease of circulation and orientation for students, staff and visitors. On accessing the school via any entrance, it should be possible to move to any point in the school without meeting an area of congestion. SITE PLAN The site plan is a planning layout that provides a conceptual guide for future growth and development to be involved in the site. Site planning is about making the connection between buildings, social settings and their surrounding environments. It is based on public input, surveys, planning initiatives, existing development, physical characteristics and social conditions. Site planning can assume some or all of these roles: •Directions, entry and exit •Property lines •Setbacks •Existing and proposed conditions •Construction limits •Parking •Surrounding streets and nodes •Driveways •Easements •Landscapes
  • 11. S.N o Name Min. Area (m2) No of spaces Total (m2) 1 Classrooms 38 m2 20 760 m2 2 Library 60 m2 1 60 m2 3 Multi-purpose hall 200 m2 1 200 m2 4 SET Support room 15 m2 2 30 m2 5 Administration / General room 150 m2 150 m2 6 Staff room 40 m2 2 80 m2 7 Laboratory 38 m2 4 152 m2 8 Principal office 12 m2 1 12 m2 9 Storage room 30 m2 1 30 m2 10 Service room 15 m2 1 15 m2 11 Kitchen 38 m2 1 38 m2 12 Cafeteria 80 m2 1 80 m2 13 Toilets As per norms 14 Internal circulation 18% 300 m2 (approx.) 15 PE Equipment Storage 20 m2 1 20 m2 REQUIREMENTS 16 Playground 400 m2 1 400 m2 17 Car parking As per norms TOTAL 1627sq.m 2000 Sq.m (approximately) DESIGN SCHEDULE AND DELIVERABLES: S.No DESCRIPTION REQUIREMENT WEIGHTAGE 1 DATA COLLECTION & LITERATURE STUDY & CASE STUDIES  A detailed data collection study of the space requirements for a Primary School is to be done with respect to anthropometrics, circulation & activities.  Net case studies t be studied in detail with conformance to the literary survey done.  Comparative analysis to be done in tabulated for all aspects. 10%
  • 12. 2 SITE ANALYSIS  A detailed analysis of the onsite and offsite features to be carried out.  Climate analysis, Soil analysis, Slope analysis and analysis of services existing in the site to be done.  The scope for development on the site to be discussed in detail. 5% 3 CONCEPT  A write-up of 200 words explaining the design concept.  Bubble diagrams – activity analysis  Conceptual drawings on the form of zoning, relation between built and open spaces with massing.  Sketches to vividly explain the design ideas to be provided. 20% 4 SCHEME 1 Schematic double line drawings with:  Master plan showing all features on site, built up space and open space, parking, landscape, entry, exit,etc.  Detalied floor plans  Elevations  Sections  Views  Block Model 25% 5 MOCK VIVA  Refined schematic double line drawings as per dicussions. 15% 6 PRESENTATION Drawings required:  Site plan showing all features on site, built up space and open spaces, parking, landscapes, entry, exit, etc.  Detailed floor plans  2 elevations  2 sections  Perspective Views  Detailed Physical Model 20% 7 SUBMISSION  Presentation submission 5%
  • 13. DATA COLLECTION To understand the different types of institution planning and educational spaces available certain reading materials are recommended to be followed by the students. The reading materials are taken from following books and standards. S. No Norm Books 1 National Building Code 2016 (NBC) 2 Time Server Standards for Interior(TSS) 3 Neuferts PRE-DESIGN In order to start the design process, the students should do an effective zoning understanding the functions of the building and campus that they gained from the data collection. Firstly site analysis should be done by the students. In order to orient students to do site analysis effectively, the following reading material is supplied. At the end of Site analysis, the students will derive the proper zoning diagram with giving preference to the function of the campus taking visually challenged students in to consideration. Following which building design is also planned with proper function in to consideration. The students are asked to design in butter sheets and after getting approval from design faculty, the design should be delivered in to the fair sheet. Book Form, Space And Order by Francis D. K. Ching Campus Planning by Richard P. Dober
  • 14. S. No Sheet Content Other Details Study 1 Anthropometry Study, Spaces Study and Basic Data Collection A4 SPIRAL BINDING 2 International Case Study 1 A1 SHEET 3 International Case Study 2 A1 SHEET 4 Comparative Analysis A1 SHEET 5 Indian Case Study 1 A1 SHEET 6 Indian Case Study 2 A1 SHEET 7 Comparative Analysis A1 SHEET Site Study 1 Site Analysis A1 SHEET Pre-Design 1 Bubble Diagram Butter Sheet 2 Zoning & Circulation Butter Sheet 3 Single Line Plan A1 SHEET 4 Double line floor plan A1 SHEET 5 Master plan A1 SHEET 6 Elevations and sections A1 SHEET 7 Views A1 SHEET 8 Physical Model DESIGN OUTCOME
  • 15. SUBMISSION DATES DATA COLLECTION 03.10.2023 LITERATURE STUDY 25.10.2023 COMPARATIVE ANALYSIS 01.11.2023 INTERNAL STUDIO REVIEW 01 03.11.2023 CASE STUDY SLOT 06.11.2023 TO 10.11.2023 CASE STUDY PRESENTATION 14.11.2023 SITE ANALYSIS 18.11.2023 CONCEPT & ZONING 22.11.2023 SINGLE LINE PROGRESS 25.11.2023 SINGLE LINE FINAL REVIEW 29.11.2023 INTERNAL STUDIO REVIEW 02 30.11.2023 MASTER PLAN PROGRESS REVIEW 08.12.2023 MASTER PLAN FINAL REVIEW 13.12.2023 SECTION AND ELEVATION PROGRESS REVIEW 18.12.2023 PRESENTATION SHEETS 21.12.2023 FINAL SHEET SUBMISSION 26.12.2023 MOCK VIVA 29.12.2023 3D VIEWS AND OVERALL 02.01.2024 PHYSICAL MODEL 04.01.2024 UNIVERSITY VIVA VOICE 05.01.2024