a guide to design for learning environment · ihpe solak v(stem _imiel' * folk art should also...
TRANSCRIPT
E855Volume 2
.
DISTRICT PRIMARY EDUCATION PROJECT(DPEP)
A GUIDE TO DESIGN FORI3E1TER LEARNING ENVIRONMENT
EDUCATIONAL CONSULTAN~TS INDIA LIMITED(A GOVT. OF INDIA ENTERPRISE)C-24 Friends Colony, Mathura Road,
New De hi : 065
L t . ,
A
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
Pub
lic D
iscl
osur
e A
utho
rized
~~~~~~~- -i - -- *- --- -----
CONTENTS
INTRODUCTION
01
DE5IGN OF ELEMENTS02
DE5lGN OF SPACE5
SITE PLANNINGC25
SITE SELECTION
37
CONCLU51ON
45rREFERENCE5
46
APPENDIX i CLIMATIC CON51DERAnJON5 IN 5CHOOL DESIGN 49
APPENDIX 2 ANTHR1OPOMETRIC557
APPENDIX 3 A NOTE ON TREES 59
*1 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~5
ABBREVIATIONS USED6602
CREDIT5
62
INTRODUCTION
Better design for cducatcnal infrastructure is a key thrust area under DPEP. The design of classrooms 1 schools i6, in fact,the most important compfnert that needs interventions.
Traditionally. the echwoIs have been in the forrn of rectilinear boxes, reflecting very scant sensitivity to needs of the studentsand the teachers. Hence, classes are usually hed in the open as it is a more comfortable environment than the school itself.
A school is probabty the first built environment that a child interacts with individuaIly, outsida her I his family's domain.Therefore it is important that a school Is as comfortable and friendly as possible. both physiologically and psychologically. Thiswill help in ensuring that more students come forward and continue to remain in the education system.
The terms 'child- centred. 'activity- based'. 'user- friendly'. 'statc of the art' are usually stated as objectives of school Iclassroom design. Unfortunately, there had becn little progress in translating these concepts into design-brief and thercaftcrinto designs.
Kerala was the first state to initiate a debate on the Issue. A workshop, in which policy-makers, cducationists, teachers andarchitects participated, was organised in November. 1996. This was followed by a national level workshop on - ClassroomDesign Criterion" at Delhi. attended by eminent educationists and architects. Several mectings were conducted in MadhyaPradesh, Haryana, Uttar Pradesh and Orissa. The findings were more or less similar and served to orient both the client andthe consuitant to the needs of rural primary school I classroom.
The present document, - A GUIDE TO DESIGN FOR 5ETTER LEARNING ENVIRONMENT" is an attempt to collatc the findingsof all these workshops and present it in an explanatory manncr. The guidelines are by no means comprehensive or prcqcnptive.It is envisaged that these guidelines will be enriched by the suggestions / comments I innovations proposed by personsinterested in this topic. particularly DPEF personnel. At this point it is important to stress the fact that locale specificissues have not been included as they vary from state to state, though they must be considered.
Your comments and suggestions are welcom.c
r.
CE51GN OF ELEMENT5.
Information on various functional and psychological elemerit0 are necessary for the aesign of a primaryschool. This section describes briefly such elements under the following heads.
5toragePisplay
ChalkboardFloorColourWall DecorFor disabled
The section ends with a checklist fqc-Q designers. _ _,
iff ?.J, = nr .i ;M < < _
5TO.AGE
For activity-based learning system, sufficient storage must be provided in, 5chools. for stationery,teaching aids and equipment, which vary in quantity and type. Following is a list af materials required ina primary school.
Ter4 G CLsezooMA TE,iH. LF'A'wwa Kr CLASWIZOMt4 TEWzL MATE -L 14ATE
Sf.LLAilb WALL MAPS SCIENCE Wil JlG5AsTEXTBOOKS GLoaeg MAIKEMATICS K1l 4AMCS C'6To-sTRACHERI' MANL4AL NPUCATjOMAL CiARTS MIMI 1L KIT %Ls, ITIIPS, TILES
0; vooU z C7Me5. DooKe sov -s MIAUICAL CCALEaul.4>Et4 1, IS4rUMr ElPM=N1
"44IPPING VOFPE REFEWIZENCS S4IK5 HARMONI4 U L ARPOALLS AI v riMP MAaAZN'. *oULos MMALA AB A, CA40L.AkKIWG, AIR PUM1P GA4.ZINGS, JJURt.S, IBLA, 0OLA)e MAS
, .,te'_ )-* L, 4'
01. Classroom
* 5torage opacc in classrooms include a general storage for textbooks, clas5room play anrd activitymaterials and individual storage for each child.
General 5torage for teachers' use Individual storage for children's use
(4-0 HWMOrzMO E LL PERsosAL BELOwa.@ t ttUM@ n Tt1LL&E5BLS. I9C-T, PlIC E
9o l JC MTERUJ.S
.6 ER _ STRIPS
5TORs'"
* Storage for shoes have to be provided outsidc the classrooms, prefcrably visibHc from inside.
, ..r-r- ;'; 4 R A
CHALKBOARD
* Multigrade teaching implies different grades being taught by the samc teacher simultaneously. Thisis practised because of dearth of teachers in the rural schools. At lea5t two chalkboards arerequired in each class to facilitate this method of teaching.
* Chalkboards are also required for outdoorclasses or school notices. Light and mobile xOl4LE
chalkboards are required which can easily betransported in and out of the school.
* Chalkboards nmay be provided at a lower level forthe childrcn's use.
. ~~~~~CHI-LuveNr. IAC-F :
* 5ize and shape of chalkboard should be determined for their proper utilisation and convenience. A1800 mm by 1200 mm (6 ft. by 4 ft.) board is generally recommcnded, the bottom being 600 mm (2ft.) from the floor.
* Material is usually cement plaster. Colour of chalkboard is usually black, though green (using greenoxide) is preferred for psychological reasons and to reduce strain on the eyes.
. jv.p,V;w . -: ,.i;; l ..... t. = .. 7 Z -
FLOOR
Flooring is an important factor in 5chool design as a child subconsciously learns about various textures,colours, patterns through the variety of floor used, visually and by touch.
It is important that choice of material for floor should conform to safety of children and the convenienceof maintenance. Hence, smooth finish for classroom floor is recommended.
FLooRIN6 PATTERNW41GHLIG4i7S CEN9RLZOME FOR COIMMON
£ ~~~~~~~~~~ ~~~ACIVVITY AND
! , ez o \ |AcTlvily 9PgrvI . |Ds3^K^'9K 'T FFROM
COLOUR.
Children prefer primary colours,.which may be used on the zxterior. However, community's decision shouldbe given high priority.
For the interior, white is recommended as this colour reflects light and increases the illumination level.
VIOL
ULRU EU4. E
..~~~~~~~8
WALL DECOR
There are vacant external and internal wall surfaces which may be used for educational purposes.
* Students may be. encouraged to paint pictures from their science, geography or social science books,which may be changed after some time and replaced with new ones.
IHPE SOLAK V(STEM _ImIEL'
* Folk art should also be encouraged. The local artisans may be asked to display their skills on the wallrby painting or decorating it, which helps in creating an awareness among the young children about
their traditional background.
FOR D15ABLED.
A little thought for the disabled children during design process of primary schools will make thesebuildings more accessible to them.
A few simple things that will make movements easier for these children in school are -
140 0661MPLAF- S ? | Ei
IN T04% 10"W~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
* I
CHECKL15T
CiJA!5ROOM A No 4 PAGE v.4.a
-r EA4FRES'ROO AE@ WC i C-OOLM PE KW,
- - 0 4.y PAGE NOG . hLL D'EOR paaE NOS9
Cj4LkSQ^KP IM3 N-
.. - 3^ohRD P?5ABLEg7 .a .O5
- - - Ej3 $bg gaD SSE b-5 .~~~~~~~~~~~~~~~~~~~~~C
DE5iGN OF. 5FACE5
The school should be functional. comfortable and attractive, so that both teachers andstudents find it i-teresting.
In order to attain.such cnvironmcnt. guidelines regarding the following spaces may be consideredwhile designing primary schools.
Classroom
Verandah
Teachers' room
5chool building
5ervices
Dalwadi
The section ends with a checklist for the designcrs.
CLA55ROOM
01. 5ize.
Classroom size depends on the number of students, activity patterns and type of furniture.
The optimum 5ize for a classroom of forty students in a teacher-centered teaching environment is atleast about 30 sq. m. ( 320 sq. ft.) The activity-based teaching method involves group activities,and a classroom 5ize should be modified to satisfy the functional requirements.
The size of a classroom should be sufficient to accomodate storage of study materials and teachingaids. For details, refer page no. 4
Though the objective of OPEP is to ensure 90% retention, at present the dropout level at secondstandard is quite high. One option would be to design classrooms with flexible partitions. so that theclassroom size may be adjusted according to necessity, during the formative years of UniversalElementary Education.
' ~~~~~~~~~~~~~~LI] g _ ..~~~c~ 0.
02.Teachers' room.
* Teachers' room in a rural primary school functions as a multi-purpose resource room --- a place forteachers and principal to sit and meet, a library, a first-aid centre ana a store for common schoolproperty. 5torage space in teachers' room 5houid be designed accordingly.
/ Ht 2 w IG . 5_LV
RWF LAOC E 6' MA( -
SHE~ LVES_R40" ~~~AS UBVW.4RV 4 M.A5TTI
GM ILDeEtN
x 1~TLLE~- eAN 05 L_.E1 TO'1om 6 P16PtAf MA1ERLAL MA
Q _ IY CAN BE CA 4 E='
|M &4P N ET rNTo A OWK T47LLEY ~ ~ ~ L&~ WHN 4cENA GE ZAL TPUE2I
D15PLAY
Display is an important item of classroom design, required for exhibiting teaching material and -
students' works. ._ .
01. For teachers Ai
Display arcas are required by teachers for putting upeducational charts and maps. Strings and battens rmay be provided on walls from which thcse can be hung. 8 4.0tA
Display of other. teaching materials like models and a 'S
globes requirc horizontal surfaces. A low platform may HMZFoN1AL 'P1AIRDRM FOR be built for this purpose. I t,.iK.
02. For students -OI 1 *
Display area for children's works include verticalsurface (for hanging their work) and horizontal ..platform (which also function as work platform). 0
REAPER5S 1 IDN
. _, 9sS~4GJC. C;HIU>DSI. -OR- s I
* Display (both vertical and horizontal) should also be provided in teachers' room .
02. 5hape.
*'Child-centered' teaching method involves group andi individual activities. The shape of the classroomshould be conaucive to thece functions.
* A centric space is preferred over a linear one.
TH( tA6TANCra FROM csT.E rTo FACES IS SalAL OV.P9 1~~~~~~~3LM) (3 L* NLINE4.F SACE TrIE( 'VA-Y.
.IO 6O4, .oZC4A
WORK,C"ILPM /OAR ( O1//9w] 65llO ~~11s A CENRVc 6 1 & I551AS8TSPAC'Wr NPA. ~ AF 7&A'ETO
AT PE CER~ [x L~S6 fr4 AC 504TRIC. LIN EAR CENR KIc LimE-P
* Although square arin rectangular rooms may be dlesigned to suit the classroom requirements, othergeometrical shapes like hexagons and octagons should also be used. 5qguare, though simpie toconstruct, requires elements to create more learning corners, whereas other polygonal shapesnaturally offer more than four corners and hence, wall panels.
N 4 %.LL P4.NEL$ A eE/,r65 9 L
SQ WARE 1iP'Z IUM H.,HO 0C1..OWACUTE VIEWIN6 AWOLE VIEWING C4aLE IMPRvwD VWEIN AwCLr impPFRv VIEWIJIG ANGLE I1 9aVFROM FONT SEAT, WNE r4gAS1E OF SW'ACE AVOIV.P N13E OFCA.CE AY'VO:P WASTE OF A.PAC PYOIr"E 0
OF SPACE N4AE^ TW MER.
- *~~ vf ; + ' .*' 13. .-; -;
... .@; - t-. ' ,E i - I
03. Ventilation
Venitlation is an important factor to be consicderedfor creating comfortable indoor conditions inclassrooms . According to 15 8827:1975, level of UNE . V1/V2ventilation in classrooms is six air changes per hour.
Ventilation level required in a classroom depends on the climate of a place and the time of the year.
* In cold climatic zones, little or rio ventilation is req,uired.
*~ > .a OP GGC sm4LL e PROT. .'IE.
* In warm-humid zones, ventilation i6 esisential.
CLASr;oO6. OEIENTED 1°OKZV LoW LEVEL ALIS ENSUeE AIR- IGH LrVEL OPENIMas O WOT,F;tEV4JLiNG wiND p4eECTIO~G MOvEML Al iFocL LEVEL. SALE AMRO pCE-
* For detail information on ventilation in each climatic zone, refer appendix 1.
14--
04. illumination
According to 15 8827-1978, level of illumination at classroom de5k-top and chalkboard is 150 - 800 lux.A general illumination level of 152 lux is recommended. At the same time, glare (i.e. unwanted light) shouldbe avoided.
The methods of achieving proper illumination of indoor spaces in buildings include:
* Making the window size about l1lOth of floor area. Window size implies only effective open surface --- areas occupied by frames, shutter 5tyles and bars etc should be neglected.
* Windows in room should be on two opposite AICLA
walls to achieve uniform light in the interior.
* Care should be taken 5o that there is noglare from window shutters or chalkboards.
ge xz~~~~~LVaL 4G .* High level windows to ensure better L / -ELF -CWMIA,
illumination E/ILLEC I UHT
-i -- ; -. i-. 15- - -
R Roof lighting
* Jails below window-sills allow light to reachstudents' working area on the floor.
Low L'VL
* Direct sunlight in the interior should beavoided as it creates glare, except perhaps. WZ soeTH ,,c4Tin cold climatc where sun is welcome forthermal comfort. North light isrecommended for reading purposes as it is .glare-free. I 0I 0 * I
M i44 S' seZ1 ° ses t icom04 0-S 06 0.7~~~W4 Hrb'4veLhIG7lt Gm ._NYyRBio CUV F0 u - =4 g FgO
* A whitc or yellow wall on the North may be used to reflect sunlight into the interior.
05. Accoustics
According to 15 &&27-1978, maximum acceptable noise level from external sources is 40 d3. The schoolbuilding itself should be located at a maximum possible distance from noisy roads (in cases where anyother site is not available ). If possible, the windows should not face the direction of source of noise.
* Care must be taken while designing two adjoining , LOW--HEV-Tclassrooms so that noise from one does not reduce theaudibility level of the other.
\ _ >^ vggV fi~rLOR TOICEILINPARTMCI
* The maximum distance of a student from a teachershould not be more than 7.0 m. (about 23 ft) in order to / ,
have clear audibility.
* Reverberation is an important factor to be considered, >is4 czI-5c- oV mciACLAWR PLAw4as higher the reverberation time, less is the percentage ( \ 5 B LtC P-W Vol 0 ̂ VOIDFC55tGOarticulation of the words spoken. X JAT S 4D epE.
RAD41, oF CL4eARZp.4E_ Dc ^T AL. R-F IA4E=
-4A. c z=js ScIAKEoo 4
-1 7-x
VERANDAH
* Verandahs, courtyards and semi-open space5 are used as spill over arcas. These Spaces are used bygroups to spread out in the activity based learning system, specially when the number of studentsare large (as in multigrade system).
S~~~~~t S+kAt3 vDAUSEP AS A SPIL,L
C _y AG__ G CEN 8P E V N1 IWG
*Thesec spaces must be big enough to act a9 independent claosrooms approximately 1&-5 sq. m. (200sq. ft.). In case it becomes nece5sary, these 5paces Should be casily upgraded into cla5srooms, usinglocal masons and materials.
VE1 >* At VEAN LEANM
J ; l 4UP. .CPESOo AS L~~~~~~~~ 4Fk-oo A
* Verandahs and courtyards must bc protected from natural elcments likc rain, high wind etc; but atthe same time must have enough light. For details on design features according to climaticconsiderations, refer appendix 1.
TEACHER5' ROOM
* A teachers' room in a rural primary 5chool 5hould be about 7.5 - 9.5 sq. m. (&0 - 100 sq.ft.,)
* The functions and a few idea' about the design of a teachers' room are shown below.
SIOP.&a& FOR *AS EI
-TEArHE Rs'M Pnmi! A. REsouizc:E cENTR.E OF THE.Sc4OOL. THE- .5PACrE ANP STo>RA4.FE WAVE ToBE. VESIGgSDSORG
PROPERLY To h'1A) 7E POM 1FUW-PONAL CoMrFO¶RT.BLL~&ANt. ATt4c.TNVl , EOALY
*For details of storage in teachers' roomn, refer page no. 5.
F (rg sm _ i ~ ~ ~~~~~~~1 9
5CHOOL BUILDING
Design of a school building implie5 integration of the classrooms, verandah5, teacher5'room and in somecases,. toilets and kitchens to form a whole building.
* The teachers' room should be accessible fromthe classrooms as well as from the entrance ofthe school building.
* In multi- grade teaching method, a 5ingle teacher teaches two or more classes simultaneously. This iseasier with children of similar mental and physiological maturity. Hence, standards I and II form onecluster while standards 111, IV and V form another. Classroom grouping has to be done accordingly.
6n1LLI ~t o ~ IIa ( , aA OVE7t I ] > 5^3 GFLL EV9 ripe1_ _d r > i T FOTt1-i1C
FO0wXR c LA C>C T _ ,
t g il 2.-° r 1 v f IY.-AIL 2 _ L ) CLAGI;a A cLAGS1EC
| GROM-1PIN O$ CLASSZOOM6 IN A PRPltVv'Ry 4cHO0aL
J - - - - .~~~~2
The classrooms and teachers' room may be connected by a central courtyard. This space itself maybe used as an additional classroom or spill over area. The various uscs of a court are shown below.
I ~ ~ ~~ ~~ ~ ~ ~~~~~~~~~~~~ , . ,_,
CEWFR%L COuRTYARV7 C=NTVAI.L COUPTYARD Aqs- wltF~~~~~VIT CFt;l TRrEE '-- A-CA r."LL OVOZ i6PAC.E FVRKGEs4JTe..L C=URtTyJ(AD~ A V'LACE FOR ALL O'VECROWDECs CAG6J;%UR4ING
STEFS AS, AMU4 - RCL4C - ' 6PL1PAC-TdITy.THERATRE OI GcHoOL,
StMl- GFEP ClN CoVER G:F OPEN cou l
The courtyard may be left open or covcred according to requirements.
* All the rooms and spaces in a school building must have an optimum orientation. Refer appendix 1
* For layout of school building, refer page no. 28.
5ERVICE5
01. Toilet
* Toilets must be provided for boys aind girls 5eparately, each with preferably two urinais and one watercloset. Refer appendix 2 for dimensions.
* Light and ventilation of the toilet should be good to facilitate maintenance.
Roc)FLE&S To>ILET... ItiaH LEVEL WNCIHDWS...
* Various methods of 5anitation, like ventilated improved pit latrine, double pit leech latrine, septictanks and soak pits should be con5idered before selecting the appropriate system.
5 /<\ ~~VF93AI - .. b ntc , 5- C \,IMS PROYW .H \ 1
P. .L"RiNE ** X
* For toilet layout on site, refer page no. 29.
02. Kitchen
Kitchens and stores may be designed in places where mid-day meals are supplied by the government.Kitchen has to be designed for cooking and storing food-grains, fuel and cooked food.
Refer appeendix 2 for detail dimensions.
13ALWAOI
Balwadis are required in places where children are constrained to.take their younger siblings ( betweenages 1 - 5 ) to school. Refer page no. 31 for layout.
The balwadi should be properly designed and oriented to create comfortable indoor conditions Referappendix 1)
Provision must be there for storage of playing blocks and games and a sand-pit may be added.
5plit levels should be avoided for the safety of children. 5mall wicket gates may be added to dooropenings for the same reason. .. -
~....$ .
CH ECKL15T
51ZE PME NIO 12 . ACOLTICS PAGE $. '17
E( %-5APE PAGE NO I3 SCHOOL 1WILDING RkE Ho .2
p YENTILApON PArE fc iA k.ITCHWEN R6E NOX3
X ILLUMIKAPON PAGE N-105-16 .P-A.GK E NO.2
VEINCAPAH PAGE W0. Is
1S EAC.ERS'ROOM 9 4EJ0 No -I.
TOILETrS -AGE- NO 22 .
.- - l 4. n .,,_
CD CD
5ITE PLANNING
In order to design a 6uccessful and workable institution, the functional relationship among the variousbuildings and the open 6pacc5 have to be satisfied.
Guidelines for site planning have been described under the following heads:
Layout: general
school building
services
balwadi
open spaceLandscape
5oundary
Miscellaneous
The section ends with a chccklist for the designers.
Mn=~~~~~~~~~~
LAYOUT: GENERAL
A design of primary 5chool 5hould be prepared with the following and indicated on the masterplan:
5CHOOL bUILDING Five cla55rooms with verandahs and spill over areasOne teachere' room
5ERVICE5 Toilets
Drinking water
Kitchen and 5tore (optional)
DALWADI (optional)
OPEN 5PACE 5emi-open space for outdoor teaching etc.Open space for games, assembly etc.
* Layout of the spaces on a site ehould be such that they create a sequence ( hierarchy ofspace) which begin5 with the entrance and the most public parts, then leads into the slightlymore private areas and finally to the most private domains.
CP A PgUmC
L~~~~I ~ ~ ~~~q~~~M4cg~MWK'
The buildings have to be properly oriented to ensurc comfortable indoor conditions without the use ofenergy intensive technical devices.
In hills, where the temperature can be low, sunpenetration is welcome to heat up the classrooms.
In hot dry areas with strong winds and dust-storms,the courtyard layout plan will be appropriate. creatingprotected enclosed spaces.
In warm- humid tropical areas, the sun should bcexcluded from penetrating the windows by facing f g
the building North-5outh.Ventilation is essentialand the layout plan should allow for the prevailingwinds to flow into and around the building.
For details on design featurcs in the various climatic zones in India, refer appcndix 1.
* -. , ;3 :- / ~.:-~*
LAYOUT: 5CHOOL BlJILDING
* The school building should be preferably located in the semi-public zone of the site. There should beenough space all around the building to allow proper illumination and ventilation In the interior. Referpage no. 14, 15 for details.
* The entire school building is usually not built at once. Initially, only two or three classrooms withadjoining verandahs and spill over areas may be constructed and. the rest may be completed inphases. Choice between vertical and horizontal expansion depends on local norms and availability ofland.
C ~~~~~~~2 C S5RoOI'5 _ r r~~~~~~~~~~~~~~~~~~-OILrI, WA1EZ.
AAIr& PLAN ' 6O=I4C.4-S ' IPFFEN1 VHASE6 OF
CONE1RIACTION '
X 5ervices like toilet and kitchen may be attached to the school building. (Refer page no. 22, 23 fordesign details and page no. 29, 30 for layout).
LAYOUT: 5ERVICE5.
01. Toilet
Toilet is an essential requirement in a primary school in order to ensure the enrollment and retention ofrtudento (especially girls). For design of toilet6, refer page no. 22.
* Toilets may be attachea to the school building, or separated from it by a buffer zone. The privacy ofthe entrance to the toilets must be considered in either case. Avoid designing the toilet as a isolatedunit, as this hampers mainttenance.
CoV4NTAM1uO OF 6ROUND W/.IER
* Availability of water in the toilets must be ensured (from taps or water reservoirs) for ablution andmaintenance. The drainage and waste disposal may be through septic tanks, soak pits etc. in placeswhere a sewer line is not available. These have to be located so as not to contaminate wells andground water. _ WA"
opENTU~. Al4Ts.u R ! |Q
TOILET . -W
* Training of students regarding maintenance of toilets is essential.
-.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ... . - -
02. Drinking water
F-rovision of drinking water on the site is essential. -
The drinking water point should be,preferably, aiittle clistance away from the school building .C4 z|.itself.
r- A
f he water from the gutter in the clrinking area T t T .may be used for maintenance of toilets. -- LE1.
03. Kitchen and 5tore
In cages where cooked mid-day meal is served, a kitchen-cum-store is necesary (refer page no. 23)with provision for water supply and drainage.
~~c-HOoLEATMCOL4a LV1NeaAEASIL
IN HOTJ FZICoMGINHIL
* aIrl cases where fooeJ-grains are clistrfbuted, a store is necessar-y. (Refer page no. 23)
.' . , .. . ~~~~~~~~~~~~~~( oou ) Ett44 1 45am
LAYOUT: 5ALWADI
* 13alwadi should not be in the main school building as the noise made by the children may disturb theclasses. To _Q:Z44L, E3UT N0T AT[^CHED
P.4t 6A.SE2-A M4F;l'S AN( L ) S :<ER- RVLes1lcH ZEjVT: Eso
* Its orientation (refer appecndix 1) and design (refer page no. 23) should create comfortable indoorenvironment for children.
LAYOUT: OPEN 5PACE
* All the outdoor 6paces that surround and lie between the buildings should be positive. Give each onesome degree of enclosure --- surround each space with wings of building , trees, hedges, fences,arcades and trellised walks, until it becomes an entity with a positive quality and does not spill outindefinitely. PM8uTE
tEN~~~~~~~~~~~~~CL 4 2
NiO OEFINITE QHCPrztCa F GIER LlPT OVF SPC A PJEFINIT'V p T OPEN
* 5emi open spacc6 and shaded areas are usecd a5 outdoor classrooms, spill over arcas and protctedplay area for the children (especially standard I and 11).
IV, V )KFAGVN.EEM.
6HAOEDSOa iy PACES AS_
USED SE ASSEW SL,. * -.
.C-14LIWZ.L ACIVrjy... OR - --OR RS.*TU<
LAN D5CAPE
Landscaping includes leaving old trecs intact, planting new trces, caring for them and using them insuch a way that the spaces which they form are u6eful as extensions of the building. Make the trecsform rooms and spaces, avenues, buffers, shaded walkways and providce scats under them and markthem on the master plan.
0~~~~0
66cz 5vEN&A~ .E U NSJe_: Z L44NPet SREA L^v-r sI4iN. R EME
eUPFFER PROM VI'
TR4 SN: e U. - . LINlN<ING PFFE93K g? DO NOT C-UT oL° 1KEE:
* Care should bc taken about the species of trees planted. Fruit trees and vegetable gardens may begrown and the harvest may benefit the school, faculty members and the students. Planting ofmcdicinal herbs is also recommended (refer appendix 3).
BOUNDARY
Dounrdary of a school must be defined to create a sense of cnclosure and ensure safety. It also helps toprevent encroachment of land at a later stage.
The height of fencing may be low to simply provide a psychological definition of school premises, unlessconstrained by local condition5 like safety from wild animals.
PMV1PE5 Se"N6 IYPECS IWO -SAC PW%APEAS 07wNEPFeqIs Of BoFmcokRY, ouT OP ELOGLUws, PM Pt$rICALLI! A.?W PRaO TbON At4D,A. 6. % 4 V .5 -or .ecumly.
* Material for boundary wall construction should be chosen carefully. A masonry wall should beconstructed only when constrained (eg. if the site is near a highway to eliminate or reduce noiselevel). Drick jali, mud walls or green fencing (hedges etc.) may bc constructed as boundary wall.Materials like barbed wire should not be used within reach of children.
MAS-ONRY Bo~3L Rmxz* W.. . .f .
M15CELLANEOU5.
A few additional facilities may bc incorporated in the site, depending on requiremcnts, local climate,resources and finances available.
01. Rain watcr harvesting.
It is possible to trap rain water from roofs and GU1TM
store it for utifising this as an additional source ofwater. To have this system operative, the buildingneedse a sloping roof or,-flat roof sloped properly. _-.-xwith gutter leading to storage tank and pipe from ____storage tank to outlet point. Maintenance consists 5 X -
of cleaning of-gutters and tank at regular intcrvals. .
02. Solar energy harnessing
5olar energy may be convcrted into electrical energyor heat energy and used in a variety of ways. Lampscan be lighted during night using solar cellsmarketed by the Government. The initial cost is high.
CHECKLi5T
. X MASTEER PLA.N FA6E W - [lJ . .KCfH /6ToE l.6E NO 0t
GENER-L LA)OWU ^;Eo t @ BLhb S I P a t
TOILET PAGE O cz oPEN SPACE P41
. EtP7RINKiNG WATER P _E )J3 95 P f E Ib
. . .BOUNC'A Iy N.M. . ]1 R~~~~~~~~~~~&JH W.T aY!T I2lE 35
6SOLAR F)WJRGT FGE NOJS
C)~~~~~~~~~~~~c
. . . O - .~~~~~~~~~~~Q
51TE 5ELECTION
A suitable site has to be selected before planning the layout arid designing the school. Thisensurcs, among other things, an easy access to the school and the safety of the childiren.
A number of factors letermining the suitability of a site are discussed under the following heads,which need to bc considered while selecting a site. The same applies for donated sites.
Location5izc
Shape
Topography
5ub-soil
Services
NoiseSafety
The section ends with a checklist for the designers.
LOCATION
The site 5hould preferably be a little isolated -E VITTLELLNfrom the settlement.
iSt~q~ CM001-MFROM COMMLNIITY
The school 5houul not be located in anyparticular community. This ensures that
children ( especially girls) of all communities Lhave equal access.
~~~~T4"L Sr-VOOL 5906LALt\ ; lcuL^t c4t4t1 .~~P's 4 l
*The, site ehould be within 1 km fromn settlement.'VThis is particularly important for providing
access to physically handicapped children who scHooL- jcannot travel great distances. For hills, thelocal norms should be followed. TKN I 1N4Lo6Ee G.Ez L
The site should be well connected to the settlements. The access through fields & forcsts mustbe safe enough for children who travel to school daily.
51ZE
A primary school consists of built up areas like classrooms, teachers' room, toilets etc. and open
spaces for assembly, cultural activities, sports & outdoor teaching etc.
The size of the site is determined on the basis of built up areas and open spaces and it is preferable
to have a site size of one acre, as illustrated below. However, the site can be bigger or smaller
depending on requirements of school and availability of land in the locality.
eUALT UP ARLeA (S&M) SEMI OPEN ?PACE (S. A OPEN 6PACX t4 M).**FIVE CLAe6RooJ6 170-20 . VERAM4PAiea. SMLL 170-20 * O mS5 2300 00
(gXc40 A 0-74 . 1-15) OVER SW.!r;S NC. , A55EMeILY 200 00*TEACMERSE ROOM 12 00 *COLRTYARE,LhI4S 200-00 .sC A7ACENT loo00oo.toILETS 10-00 BaUNv,2eMf
i92 20 . 33o0 3 00
To'AL AREA. i52 20 510.20 + 4W0o-o = -4062.4A O.. X 1.A E
5HAPE
* 5ites of regular shape are preferred as this ensures proper utilisation of space.
RE:WULAZ I%RREMAL64ER .P. /
A <5L4SAbL SPAC. IN CAhE OF
lD O A j CCRE. | 1ou00 -A SNE 5PACE
.I*ZI -. (OF R4 UL)
,~ ~ ~ ~ ~ ~~KM _ 15. _.. _5 ,,_
TOPOGRAPHY
Topography of a locality has effects on the functioning of a school and following are. the various aspectsin this regard.
* A primary school must be protected from natural calamities and the site 5hould be chosenaccordingly.
, ~ ~ ~ ~ ~ ~ ~ T*P . .. -\ ';tVUkp . " ~~~~~~~S4OULCt NW; . - *>UC4 N _ _ M ., . , ............ r
LA~~D.-. - - 46OM
* To ensure proper natural drainage of the site, it is preferable to have a plot on a land comparativelyhigher than surrounding areas.
. iTER oAs hI 1VJ .KT PRA.S . Y.6-*tL ,1C.&U6wG- -EA4 hq AS jE 1 E4 C "k~~~WDs- ~~~~~~~~SrWIE tVEL C-MGz3e.
* In hilly regions, sites with gentle 51ope should be considered, as otherwise, they are too expensive todevelop. A part must be relatively flat so that it can be used as a play area.
AMC1 OF' ' SLITI 511:4k:r~ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __P_S _ _ _ _ _ _.W VI hEQEItS
5U1 501L
* The bcaring capacity of soil affects the cost of foundation. 5o, care must be taken while Siteselection to get a plot on good soil (e.g. 10 T/m 2)
BEARING CAPCI s TE MOWNT -or-Lot- iTH IIL CAN 5E,6R -"ITHOLT
-... - -ANY 0190ENTA-L %ETTLt=M5T -4X.sJvE uNMuEau,iL-'
0 BtARING CA..PACITT OPF I1T/kf2 M8&"ST'/T SOIL C^A ;3EAR A LeAD OF IoTOW\'/ER o 94 : M£JR eT "HE P-4sr xE A'r l
* Avoid filled up soil.
* Avoid soil with decomposed organic materials like leaves, animals etc.
* For expansive soil like Black cotton soil, specialists have to be consulted for selection and design offoundations.
a The Engineer in-charge should inspect the site and dig a pit of 1000mm x 1000mm x 1000mm toas5ese the soil condition.
a Use information on soil condition of the area that is available in local Government Departments.
- ~~~~~~~~~~~~~*~--H.* z . - -- - ,- .;. ., _.......
5ERVICE5
As far as possible, site should be close to existing infrastructures like drinking .water and electricity. Thisen5ures that the connections can be made without much difficulty.
01. Water
Water should be available on the site as it is impor-tant for drinking, for use in the toilet and inconstruction works. In case of non-availability of any infrastructure, it 5hould be provided by wells, handpumps etc.
H4ID ts _4 X , M s t =
PUMP~~~St<UM
02. Electricity
Electricity is required in schools for illunlination during evening classes, fans etc.In areas where it is not available from the mains, it may bde generated on the site by exploring alternate5ources like solar cells, wind power or bio-gas. - 'L
I - -
*~- I 1g
N015E
*A primary school sitc should bc located away from major sources of noise like highways, railwaytracks, factories, helipads/airports, weekly bazaars, places of worship.
* Noise means unwanted sound . According to 15 5627-1978, maximum acceptable noise level (in classroom) from external sources is 40 dB.
,( .- +4 .I , S INE IG NEA souE~ oF~ PSE, A M0OWz5
.dA R T!L1dB co 40 A oVER 30 . . Q4 /TRESS P TO REDUCe NS L WLs
5ite should be at least 150 M from highways or railway tracks.
5AFETY
* Under all circumstances, a sitc should be away from hazardou6 features like HT lines, pollutingworkshops, major crossings, highways and railway tracks.
*. . ,) #
CHECKL15T
LOCAXION - 3 !..IZE -PrENO°
&3 OTPoGRAPHY F6E w..40 S+iAE pao
i UED-SOIL 9t6E .F0 .4 . ELT31y
ia IAWR NO 4.2 NO I E PAGE M4
.~ 6 tFE1A P6rE NO-43.
. . . . X) C
CONCLU510N
A prnmary school plays an important role In shaping the minds of young children. The claseroom itscif, along with the builtenvironment of the school and Its immedlate surrounding as a whole, should be designed for this purpose.
In addition to such functional and psychological requirements, a school building should also be contextual. Context means thelocal materials and resources available, the climate, topography, social and cultural background of a particular place. Thedesign and technology selected for a school should conform to these local conditions.
Moreover, a school should not be dseigned for it. appearance on the Inaugural day. but for Its looks after a period of time.This implies that proper maintenance should be ensured. This can be facilItated by a good design.
Thus a primary school is a consequence of a hollistic approach from Its starting point.
The present book is a guide to the functional and psychological requirements of a -mary xhool and the related designfeatures. This should be read In conJunction with the data of resource mapping and books on cost-effective technologies andmaintenance;
j -~~~~~~~~~~~~~~~~~~~~~~~~~~~~1 .11
REFERENCES
1. D15TRICT PPIMARY EDUCATION PROGRAMME
Oesign guidelines for a 'Child Friendly Classroom, workshop held in Ncw Delhi (27 - 28 January, 1997).
2. D15TRICT PRIMARY EDUCATION PROGRAMME
Design guidelines for primary schools in rural arcas, workshop held in Chikka Gulla, Haryana (14-15 March,1997).
3. DISTRICT PRIMARY EDUCATION PROGRAMME
Ocsign guidelines for primary schools in rural arcas, workshop held in Lucknow, UP(21 March,1997),
4. D15TRICT PRIMARY EDUCATION PRO0RAMME
Possible Design Guidelines for Child Friendly Classrooms. workshop held in Thiruvananthapuram, Kerala (5Novcmber.1996).
5. 15 8827:1978 Recommendations for Basic Requirements of School Euildings.
6. 15 7662 (Part 1): 1974 Rccommcndations for Orientation of buildings. Part 1: Non-industrial buildings.
7. Time-saver 5tandards for Architectural Design Data. 6th editIon, by John Hancock Callendar. McGraw Hill International
Book Company. 348 Jalan 0oon Lay, Singapore 2261.
8. Time-saver Standards for building Types, 3rd edition, by Dc Chiara and Callender. McGraw Hill International BookCompany, 348 Jalan t5oon Lay,'Singapore 2261.
9. List of OB' materials. identificd in NFE 1956 and subsequently reviewed in 1992
10. Interior and Exterior Modifications of classrooms - plausible modifications by ........
11. BIHAR EDUCATION PROJECT
Construction Manual for DuildIngs Development Programme.
12. ANDHRA rADE5H FrKIMARY EDUCATION FROJECTConetructton Manual.
13. OPERATION BLACKDOAKD.Dcsign Idcas and guidefines for primary school construction by 5.K. Khantia & K.5.5ingh.
14. A Manual to help design one and two roomed rural schools over a large area of Maharashtra, by Laurie Dakcr.
15. Handbook on Functional R,uIremcnte of DuAdings (Parts 1- IV) SF: 41(5 &T1). 1987
16. ArchItetcs Handbook .-
17. Prashika: Eklavya 6 Innovative Expcrlment In Primary Education.
18. Climatic Zones and Rural Housing in India by N.Kt.ansal. G. Minke. German-Indian-Cooperation In 5cientific Research AndTechnological Development, 1995
19. Manual of Tropical Housing and Suulding Part I - Cllmatic Design by K.ocnigsberger. Ingersoll, Mayhew, 5zokolay, OrientLonqman,3-6-272 Himayatnagar, Hyderabad 500029. Andhra Pradesh. India.
20. The Way we build now by Andrew Ofton, E & FN Spon. Chapman & Hall. 2-6 Boundary Kow, London SE1 cHN, 1991
21. Architecturc: Form. Space, Order by Francis D.K.Ching. Van Nostrand Keinhold, 115 Fifth Avenuc, New York, NY 10003,1979
22. A Pattern Language by Christopher Alexander. Oxford University Press, New York. USA. 1977
23. How the other half builds. Volume 1: 5pace. Kcscarch paper no. 9. December 1984. Ccntre for Minimum Cost Housing.McGill University, 3550 University Street. moontreal, P Canada, H3A 251
24. Vidyalayam: Handbook of Cost Effective Tcchnologice for Prlmary 5chool Construction by Roger R.M. 1Sonncr. P.K. Das,Ovcrseas Developmcnt Administration, 5ritish Dcvelopment Co-operation Office, 50M Shantrpath, Chanakyapuri. NewDelh! 110021, India. 1996.
25- E_. :ational Facilitic Dcesign. by J.P. Hamel, Bangkok.
26. Ta3;ing Techniques. Action Aid, KIenya.
2-, Prormotion of Non-handrcapping Physical Environments for dioabled persons: Guidelines. United Nations.
26. Planning and Design of Schooi Ouilding5 for 5elf help projects by Finn & Olc6an, Housing Research and Oevelopment Unit,University of Nairobi.
29. Dcsign of Educational l3uildings, ESotswana by David and Mary Madd.
30. Basic Construction Handbook. Action Aid, Gambia.
31. Seif-icip Construction of 1-storcy buildingsby Peter Gallamn AcUon Peace Corps.
32. Comc. Lets' build our school by Tara Rao & Anil Achar, Basic & Primary Education Programme. Nepal.
AF'FENDIX ICLIMATIC CONSIDERATION5 IN PRIMARY 5CHOOL DE51GN IN INDIA
Suilding (Including school) design and techniques have been developed over many centuries in all climatic zones - the aim beingto provide more or less comfortable Indoor conditons wlthout the use of energy-intensive technical devices. One can benefitfrom certain climatic featurcs and overcome those that are less favourable, merely by means of appropriatc bullding shapes.location & orientaUon. Additional celments, like vegetation and water. may also be integrated into the design to improvemicroclimatic conditons.
5ince different iocations within large areas have very similar climatic characteristics. these can be grouped together to forma more or less accurately defined climaUtc zone, within which the climatic design requirements for buildings are generally thesame, with minor differences only due to local environmental conditions.
India has six such climatic zones viz. hot-dry, warm-humid, moderate, cold-cloudy, cold-sunny and composite, as shown inthe following figure
CRITERIA FOR THE CLA551FICATION OF CLIMATE
NU uu - ~~~. - .~~Th~1- Ill M.~~~ .'?AION DAYS
- HOT-DRY ~~~~ ~~~~>30 <55 <5 >20WARM- >30 >55 >5 <20
MOOERZATE 25 -30 <75 <5 <20'~"IrA WWApCOLD- <25 >55 >5 <20
- ~~~~~~~~CLOUDYCOLD-SUNNY <25 <55 <5 >20
c..tz L COMPOSITE This applies, when six moriths or more d1o
00C.MVPOTP not fall within any of the above categories.
Following is a bricf information on a few important locations, main climatic fcatures and design featurcs in each of the sixzones.
01. A FEvs. IMPORTANT LOCATIONS IN EACH OF THE SIX ZONE5.
CLIMAnC ZONES LOCA,I
HOf - DRY Jodhpur. Jaipur. 5armer, Bikaner (RaJasthan) * Bharuch. Dohad G 6ujrat) * Akola, Sholapur(Maharashtra)
WARM -'HUMID Bombay (Maharashtra) * Calcutta (West Blngal) * Vishakapatnam. Madras (Tamil Nadu) * Pondicherry(Pondicherry Union Territory) * Dibrugarh (Assam) * Cuddapah (Andhra Praadesh)
MODEgATE Bangalore (Karnataka)
COLD - CLOUDY Ootacamund, Klodaikanal (Tamil Nadu) * Dalhouoie. Simla, Kulu (Himachal Pradesh) * 5hillong (Mcghalaya)Srinagar (Jammu and lKashmir) * Mahabaleswar (Maharashtra)
COLD -5UNNY Mt. Abu (Rajasthan) * Leh (Jammu and Kashmir)
COMP051TE New Delhi (National Capital Territory) * Allahabad, Kanpur. Dchra Dun (Uttar Pradesh) * Ambala(Haryana) . Hazaribagh (Bihar) * KThandwa, Raigarh. Ratlam, Bhopal. Jabalpur (Madhya Pradesh)
02. CLIMATlCFEATUItE5 IN SIX CLIMATIC ZONES OF INDIA
01. Typical Landscape Rclatively flat, sandy or rocky ground conditions. scarce vegetatlon, gencrally& Vgetation consisting of grass, cacti or thomy tree and bushe, iow water table.
02. 5doar Radiation Intense (800-95O W/m per hour)03. Mcan Temp. 40 - 50 0C (mean max.) * 0 -10 0C (mean min.) * 15 - 20 C (diurnal varia-ton)
ToRY 04. Relative Humidity Very low ( 25 - 40 1)NOT-PRY 05. Frecipitation Low. generally less than 500 mm per year.
06. Winds Dust laden local winds (often developing Into sand-storms) In the afternoon, and- ._______________ isolated whirlwinds In the evenings.
C-7: ! . 5kcy condition Cloudless skies with high solar radiation, causing glare in dust laden air,occasional darkening of the sky due to sand storms.
08. Miscellaneous Radiant heat emanating from the ground and surrounding oi7jects dunng._________ afternoons and evenings can cause considerabie thermal discomfort.
01. Typical Landscape Gencrally low altitudec. relatively flat regions with abundant vegetation.& Vegetation \
02. 5olar Radiation Diffuse radiation due to cloud cover. intensc radiiation on clear days,dissipation of heat to the night sky prevented by clouds and humid air.
03. Mean Temp. 30 - 35 °C(mean max.) * 20 -25 °C (mean min.) * 5 - e°C (diurnal variation)WARSZM- JUMID 04. Relative Humidity High ( 70 - 90 2.)
05. Precipitation High, generally in excess of 1200 mm per yearr06. Winds Usually one or two prevailing directions, with velocities ranging from cxtremely
low to very high (duirng rain storms).07. Sky condition Generally overcast (cloud cover ranging between 40 and 80%), causing
_______________ _ .unpleasant glare.
08. Miscellaneous High humidity levels and low diurnal temperature variations cause greati. discomfort, if there is no air movement.
* gr *kg- - - - - *_
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
iqO - ,'"CLIMATIC' -&A ' rFEATURES
01. Typical Landscape Gcnerlaly hilly or high plateau region with fairly abundant vegetation.. & Vcgetation
02. 5olar Radiation More or less uniformly moderate all through the year.03. Mean Temp. 30 - 34 C(mean max.) 16 - 18 C(rnan mi.) - 8 13 0C (diurnal variation)04. Relative Humidity Variable between 30 and 80 'h
SOPFtE 05. Precipitation Fairly well distributed over the year, total annual rainfall usually exceeding 1000mm. relatively dry winters.
06. Wind5 Variable, generally high during summer intensitIes and direction mainly- -_ dependent on topography.
07. 5ky condition Mainly clear, occasionally overcast with dense low clouds in summer.08. Misgellaneous Climatic conditions generally within a favourable range, which requires no special
.____.___.___.__ building designs to improvecindoor comfort.
01. Typical Landscape Highland regions with abundant vegetation in summer.& Vegetation _
coLp.CLcoUpy 02. Solar Radiation Low in winter with a high percentage of diffuse radiation.. . 03. Mean Temp. 20 - S 0°C (mean max.) * -3 - 4 DC (mean min.) * 5 - 15 °C (diurnal variation)
04. Relative Humidity Varies between 70 & 80 7..05. Precipitation Moderate, fairly evenly through the year annual total around 1000 mm.06. Wind5 Generally intense, especially during rainfall: mainly dependent on topography.07. 5ky condition Overcast for mo5t part of the year, except during the brief summer period.08. Miscellancous Summers are usually pleasant, with higher rainfall.
.- Ot ~~~~~~Typical Landsc-apc Mountancous regions with litti eeain.. ~~~~~~~& Vcger-taon' CO L I~ 02. OZ Solar Radiatlon Intense with low percentage of diffuse radiation.
. X o E ~03. Meam Temp. 17 - 24 °C (mrcan nax-) * -14 -0 ° C (mean min.) *20 - 25 DC (diiurnal variation)04. Rclativc Humidity Conseltently low ( 10 - 15 %).05. Frcipitatlon Very low, generally Iess than 200 mm per year.
(Oro. Winds Occaslonally intense.\ 07. Sky condItion Falrly clear through the year wtth cloud cover lcss than 50%.
. 08. Miscellancous Exceptionally harsh cold desert climatic conditions.
1. Typical Landscapcexrml varibi landscapcs,. with rapid scasonal changer, in vegetation.& Ycget-atlon
. . 02. ~501ar Kadlation Ines ntcsummer and winter with a low pCrcCntag3C of diffuse radiation, butver-y low ini monsoom with predominantly dliffuse radiation.
03. Mean Temp. 32 - 43 C (mean max.) * 4 - 10 C night (mean miri.) * 3 -22 deg OC( diurnal variation)
04. Relative Humidity In dry periods 20 to 55 %. in wet periods 55 to 95 %.05. Precipitation Variable between 500 and 1300 mm peryear, during monsoon reaching 250 mmCOMFOS1TE in the wettest month. Littrc or no rain in the dry season.
o06. Winds Hot and dusty during summer strong winds in monsoon from south-cast: dry._______________ cold winds in winter from north-west.
07. Sky condition Varying, overcast and dull in the monsoon. clear during summer and wintcr.08. MIscllaneous SeOcasonal dust haze iuring the summer pariod
-~ ~ ~ ~ .~~~ 08. Mis5celaecous Scassonal changes in rclativc humidity cause rapid weakeninig of buildingmaterials.
03. DE51GN FEATURES IN EACH OF THE SIX CLIMATIC ZONES.
NO. REQUIREMENTS DESIGN FEA,TURE501. RE3UCTION of heat gain Orientation of smaller walls to East & West * 5mall surface to
. ~~~~volume ratio eg. circular plan * 5hading with overhanging roof&_ ~~~~~~~~~~largc tree in courtyard * Avoidling openings, other than dloors.
02. INCREASE of heat loss VeriUlation by courtyard * Evaporation by vegetaion, sprinkling .440T. C>ff 03. REDUCTION of heat Thermal insulation of roofs & walls e.g. thick walls, cavity walls.
transmission to interior Rcduction of air infiltration/ventilation by providing wind breakeri _____________________________ I/fences against hot winds.04. BALANCE of temp. fluctuation massive walls, to increase time lag.05. CONTROL of humidity by absorEon/desorption of earth (mud) walls.. 06. INCREASE of heat gain NIL______ 07. REDUCTION of heat loss NIL
g;; ., ~REQUJREiR li 01. REDUCTION of heat gain Small surface to volume ratio eg. circular plan, low wall height.
Shading by roof overhang & vcrandahs.02. INCREA5E of heat loss Ventilation by courtyard, high level openings near roof, windows
KARVII-lWWP facing wind direction. through thin walls & roof.03. REDUCTION of heat Thermal insulation of roof.
transmission to interior
04. BALANCE of temp. fluctuation NIL.,"' .,05. CONTROL of humidity Absorption/desorption through mud walls, floor.
06. INCREASE of heat gain NIL
07. REDUCTION of heat los NIL
01. REPUCTION of heat gain Orientation of smaller walls to East & West * 5hading by roooverhangs, trees, chuljas etc.
02. iNCREA5E of heat los1 Ventilation through courtyard, windows facing wind direction, highMOPE £A1E level openings closc to roof.
03. REDUCTION of heat Thermal insulation of roofs.transmisilon to interior
04. 5ALANCE of temp. fluctuation NIL05. CONTROL of humidity NIL06. INCREASE of heat gan NIL07. REDUCTION of heat loss NIL
t , _ m li,R .'_f .'G01. REDUCTION of heat gain NIL
02. INCREA5E of heat loss NIL03. REDUCTION of heat NIL
_ ransmission to interior04. 1SALANCE of temp. fluctuation Massive wall.05. CONTROL of humidity Absorption/dcesorption by mud walls, carth bermied construction. i.c
back fillcd carth between house and hill.06. INCREA5E of heat gain Orientation of larger walls towards 5outh - Direct hcat gain by
providing unglazed sheltered spaces like verandahs or windowstowards south for green house effect * Indirect heat gain byCoLD.CLOI4DY exposed thermal storage walls.
- . .07. REDUCTION of heat lose Thermal insulation by thick walls & roofs * Air cavities under roof7 . by means of false ceiling a 5helter from wind & reduced ventilationby providling small openings or movablc shutters, buffer zonearound verandahs in windward direction or locating building onleeward side of hill or low entrances . Small exposed surface area
I (circular, square) or vaulted shape.
I-,.,-,............
* NU. - E-;QLREKMEr >t F -~S*I'.- i ,
01. REDUCTION of heat gain NIL
02. INCREA5E of heat los NIL
03. REDUCTION of heat NILtransmission to intcrior
04. 3ALANCE of temp. fluctuation Maseive walls.
05. CONTROL of humidity Thick walls.
o06. INCREASE of heat gain Orientation of larger walls towards 5outh & West * Direct heatC-OLO.WININY--------------- .gain by providing windows facing 5outh. West & East . lId irect
RED. .N hcat gain by providing exposed therrmal storage walls.07. REDUCTION of heat loss Thermal insulation of roof & walls * Shelter from wind & reduced
venIlation by providing protected entrances. compound walls closeto building to reduce exposure to cold winds.
NO. REQUIREMENTS * ' DESIGN FEATURES-01. REDUCTiON of heat gain Small surface to volume ratio (square etc.), low wall height;
5hading by trees in courtyard. overhanging roofs, verandahsXSmall openings.
02. INCREASE of hcat loss Ventilation by courtyard, high level openings . Evaporationby vegetation. springkling water.
03. REDUCTION of heat Thermal insulation-of roofs, walls * Control of air movement bytransmission to interior moveable curtains on windows.
04. BALANCE of temp. fluctuation Massive walls.CCaMFO6I¶E: 05. CONTROL of humidity Absorption/desorption through thick mud walls
06. INCREASE of heat gain Direct heat gain by providing space like verandah (sheltered from -,(~~~ wind).
,", 07. REDUCTION of heat loss Thermal insulation with thick walls & moveable curtalns on windowsl ,. * 5helter from wind & reduced ventilation by small openings,
curtains, compact planning * Small exposed surface area by lowwall height, square plan Ctc.
I. ',':'
APPENDIX 2ANTHROPOMETRIC5
body and reach characteristics of people are of key importance In lesign. Anthropomctry is the name used for the scienceof measurement of human body and its movements in space.
Following page illustrates such data that are applicable for primary school design.
IL
* TOILE. I INDIANPAN
:_- .,.-- 9
12 1380 ~~~~- 10 G1ENERAL-I ~~~~1rTIVIfIES
Svy Toe" Chiw PWVfag
IN FRONTeF DIETY
. .d .~ .~~ .sWn
1630 1470
ASUA ,OW coo -W
coo" ~ ~~~~~~~~~~~ILmW Shi WlGgUMI
*~ ~ I asSOs8n
APPENDIX 3
A NOTE ON TREES
SHADESanyan 20 30 30 Umbrella ESright red in Sand Hardy. fast growing, gigantic. throws
_______ ___(9cc-Jan) loam clay out arcial roats, good for avenuesCasurina 7-8 25-30 12-15 Conical Tiny brown cones Loam Can be pruned to make hedge,tolerates
.______ .clay salinity, hardyK.aranj 5-6 12-1l 12-15 Flat Tiny white spray Loam Tolerates salinity and wetncss
dome (May-June) clay INeerm 10- 24-36 3-12 Irregular White/yellow . Sand Hardy. -fast growing shade, values.
15 flower (Dec-Jan) loam clay leaves used as mosquito repellentPalmira 10- 10-30 3-5 Tall with n/a Loam 5low growing, ornamental. often started
20 crown clay indoorsPipal 7-12 1,5-24 12-21 Irregular n/a Sandy Hardy tree that can be propagated by
loam clay planting seeds and cuttingsRain-tree 6-7 20-25 18-21 Umbrella Finf puffy Loam- Fast growing. splendid shaAe, needs well
flowers (Mar- clay drained soil, fosters growth of lacMay. Dec-Jan) insects
FLOWERING _ -Asoka 5-6 5-10 5-6 Conical Ked clusters in Loam or Used medicinally, considered sacred by
________ _______ ______ dome Jan-Feb clay ESuddhists and HindusCopper 6-7 20-25 9-12 Conical Yellow flowers 5andy Hardy and quick-growing. toleratespod _ dome (May-. Sept) loam rock salinity. used for furniture makingFlame of 12-15 10-15 9-12 Irregular Orange clusters Loam Hardy forest tree, slow growing, sweetforcst in Jan-Mar -. 4 mriling flowers
t ns-edi-~~~~~ !.i..:: _
Frangipa . 4-5 6-9 6-9 Irregular White flowers In Loam Neads little water, leafless for longni i _ Mar-June periods. sweet smalllng flowersGul- 6-7 15-18 18-21 Umbrella Reddish orange 5andy - Graceful and pleasing treemohar . _ flower( Feb-Mar) loamHorse 5-6. 15-18 18-21 Conical / Rink clusters in 5andy Cattle do not cat the brittle branchescassia ._____ flatdomc. May-June loam of this hardy treeIndian 6-7 18-21 15-18 Irregular Large scarlet in Loam A spiky tree., lcafless before and aftercoral ._. Feb-May clay floweringIndian 6-7 20-25 9-12 Elongate Small whitw Loam A delicate soft wood treecork - irregular flower (Apr. Nov)Indian 6-7 9-12 6-9 Conical ESright yellow in 5andy- A fast growing treelabernum cldome Apr-June loam -Jacarand 6-7 18-21 15-18 Dome Purple flowers In Loam Preferscooler weather, grows poorly ina Mar-Apr . hot climates Queen's 5-6 15-18 15-18 Dome Purple flowers in Loam or Needs care and watering, flowers twiceflower May-June clay yearlyRed silk 7-8 24-30 15-18 Irregular Large red flower Loam Forest tree, flowes when leaflesscotton . _ _ (Jan-Feb) clayTulip tree 6-7 18-21 12-16 Irregular Large orange Loam - Good for avenues.needs plenty of water
.. ____ .____ ________ flowcr( Mar-Apr) clayVariegat 5-6 9-12 12-15 Irregular Purple and white Loam Delicate treeed dome flower (Feb-Apr)ba uhinia _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
FRUIT
13;2rxla i 3-6 2-5 Tall with Fruit almost all Loam Cultivated through root grafts.lasts________ -- _______ ______ crown the year clay only two years
| Chiku 5-7 12-18 12-12 Oome Fruit almost all Clay loam Nceds care and water, good shadc treethe year
Coconut --. 12-24 3-6 Tall with Fruit almost all 5andy Suitable for hot-humid climate,crown the year loam tolerates salinity, necds plenty of water
L Drumsllc --- 8-12 10-15 Irregular Fruit at end of Loam Vcry fast growing, fruit cooked andk monsoon caten as vegetableIndian 7-8 20-25 a-12 Layered Fruit at cnd of Loam Attractive tree that tolerates somealmond monsoon clay loam salinKty,very fast growingMango 3-10 12-1a 12-18 Dome Fruit In summer Loamclay Good shade tree, many varieties existFapaya 1-3 3-6 2-5 Tall with Fruit in winter Loam bears fruit for about three years. good
.______ crown for kitchen gardens, very short life
S l'~~~~~~~~~~~~~~~~~~~~~~~~~~~~4
I-.-*\4 4X t' '
ADDREVIATION5 U5ED
mm. . millimetrcs
ft. -- feet
sq. ft. square feet :mq,. square mctrcs
ht. height
* - ~m. -* metres
-degree centigradce
nos. numbere
W/m- watts / oquare metre
T/rm2 tons / square metres
etc. etcetra
temp. temperature
> not greater than
* km. kilometre
!'
* THE END OF THE BEGINNING -
.:~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~2
IiI.
4I-
I
I..
(.
F
/ I /
II.. *( -L <j-. II)- - I hi
- b,' 'I) I II!') I-
1 3