international primary schools case study
TRANSCRIPT
INTERNATIONAL PRIMARY SCHOOL DESIGNCase Study
Submitted By- Sumaiya Islam (152081002)
Tazrima Parvin Tonima (152081001)
Course Title- Design Studio 4
Course Code- ARCH241
Submitted To- Ar. Mehreen Hossain
Lecturer, architecture Department
What Is Primary School?
A primary school (British English) or elementary school(American English) is a school in which children receiveprimary or elementary education from the age of about five totwelve, coming after preschool and before secondary school .In most parts of the world, primary education is the first stageof compulsory education, and is normally available withoutcharge.
Functions Of A Primary School
• Administrations - Principle’s Room , Office Rooms ,Teacher’s Rooms , Cash reception , Information Room , IT Room, Service Room , Doctor’s Chamber , Parent’s waiting room , Parent’s meeting room , Exam Control Room , Controlling Zone , Conference Room , Vice principle Room
• Education - Class Rooms , Library , Common Room , Computer lab , washroom , dress changing room/locker room
• Recreation- Assembly hall , Canteen , Hall room , Prayer room , Play Ground , car/bus parking , Auditorium
Umubano Primary School
Basic Information
• Architects MASS Design Group
• Location Kigali, Rwanda
• Architect in Charge MASS Design Group
• Design Team Michael Murphy, Alan Ricks, Sierra Bainbridge, EbberlyStrathairn, Branden Collins, Andrew Brose, Marika Shioiri-Clark, Ryan Leidner, Eric Mutabazi
• Area 900.0 sqm
• Project Year 2010
Basic Information
• Requirements give poor children best educational environment & facility within minimum cost.
• Landscape Design Sierra Bainbridge
• Teaching Method Typical Education System Of Rwanda
• Number of Students 300
• Number of Class rooms 9
• For villagers & students of age range 5-12 years
• Awards Shortlisted for AGA KHAN award
History Of Comission
• In 2007, UK charity A Partner In Education (APIE), as part of its mission to boost education in Africa, committed to building a new school campus in the Kigali neighborhood of Kabeza to replace dilapidated existing facilities.
• MASS(a non-profit architectural firm) was brought onboard to select the new site, design the new educational facility, as well as assist in building the organizational structure to support the educational programs for the Kabeza neighborhood.
Locational Characteristics
• The school is situated at KIGALI, the capital of RWANDA.
• Like many parts of the Rwandan territory, it is composed of several hills linked together by the road network.
• Though very important, the rural side of the city is not physically very different from the rest of the town.
• The Umubano School is completely integrated into this context and fits in well with the overall brick-housing image that one sees in the popular areas of Kigali.
Climate
• Located 1°58’S and 30°07’E, Kigali is almost on the equator.
• The altitude of the city (1,400 m average) defines a particular climate.
• The city is green and rainfalls are significant all through the year.
• The temperature averages between 18°C and 20°C, maximum being around 27°C and minimum under 10°C.
• Two rainy seasons exist (short and long).
• Rainfall is steady and not heavy during the long rainy season while there are thunderstorms and heavy rains for short periods during the short rainy season.
Concept
The Schools sevenbuildings house nineclassrooms and a libraryon a sloping site. Uniquesettings for educationhave been created tooccur within a mix ofinterior rooms, exteriorteaching areas - some ofwhich are covered bysloping roofs - andterraced play spaces forchildren.
SitePlan
PLAN
Section
Site & Site Access
• The Umubano School is located in an area called Kabeza close to the main road to the airport.
• The precise location is the former village of Nyarurembo, which has become an integrated neighborhood of the city of Kigali.
• The school is built on a hillside. The slope is pretty steep (more than 45° in some places so the architects had to find a solution to cope with the difficult topography.
• Access is very difficult because of the steep slope of the hill of Kabeza. The school can be accessed by cars, “moto-taxis” and foot.
Surroundings
• The neighborhood is composed of individual houses located on single pieces of land of different sizes, most of them over 300 square meters.
• These houses have an individual design but all of them relate to architectural references close to cottages and housing that can be found in the Western world.
• A small bridge has been built that allows direct connection between this area and the school
• There is no sewerage system in the neighborhood.
Impact Of The Project On The Site
• The project had a very important impact and completely changed the image of the neighborhood.
• The government supported the idea and serviced the site with electricity and water provision.
• The street system was greatly improved, as was the general drainage system.
• The opportunity for good quality education at a low cost attracted new settlers, who themselves improved the quality of the houses.
Building Description
• The school is composed of seven buildings with nine classrooms, an administrative block and a library that is designed to accommodate a computer centre, for a total area of 900 square meters.
• The computer centre will be functional only when the school can buy or is offered computers. For the moment that place is used as a storage room.
• The massing is designed over five platforms that solve the steep slope issues. Each platform is dedicated to a specific group of children or to a specific activity.
• This made it possible to retain the slope and thus continue to merge into the general image of the neighborhood.
• Sewerage is not provided in the area. The latrine blocks have “individual” sewerage systems.
Design Features(Response to physical constraints)
• The outdoor space for need to adapt the school to the topography of the site led to the definition of platforms, each of them designed to accommodate two or three classrooms, with a specific platform for the administration and the library.
• These platforms are linked by a walkway that communicates smoothly with the different “levels” of the project.
• In addition, these platforms constitute both separate “courtyards” and play areas (to reduce the risk occurring from mixing children of different ages in the same area) and extra tuition.
Design Features(Response To User Requirements)
• The separation of the different platforms is the first of a series of answers to the needs of the users.
• The particular form of pedagogy implies the possibility to organize classroom space freely, breaking the dichotomy between the space of the teacher (in front) and the space of the children.
• The children sit at groups of three to four tables, which creates a very friendly atmosphere.
• Nursery and first-year classrooms are close to the administration block, while fifth–sixth-year classrooms are located further down the hill.
• Bathrooms are located in two blocks (one at the top of the hill and one at the bottom).
Design Features
• Each building constitutes one block under a 10-degree sloped roof.
• Each building is on a platform perpendicular to the general slope of the site.
• As the long sides of the buildings are perpendicular to the slope, they always fit in to the general landscape,
• The fact that the shape of the hill has been used to organize the platforms makes it difficult to ensure direct cross ventilation through the rooms, as the back walls (north-east) stand against the hill.
• Therefore a corrugated plastic clerestory was designed in a double-pitched roof to help ventilation through the classrooms.
• This clerestory creates a very individual form for all the buildings.
Design Features
• Lively designs have been created through varied placing of bricks on some area of the facades.
• Often creating holes through the walls, these enriched brick areas break the linearity of the front facades of the buildings, while creating an interesting pattern of shadows in the afternoon.
• Traditional motifs have not been used in the building and specific decoration is absent, apart from very discreet colors on the outside structure of each block.
Design Features
• The doors have been specifically designed using the skills of Rwandan thatchers.
• Not only do they produce a very nice effect, they also ensure some ventilation.
• The skills of the thatcherswere also employed on the ceiling design
Design features
• The use of limestone blocks for the outside retaining, or terracing, walls completes the unique “feel” of the buildings and of the landscaping.
• The platforms, while solving the problems of water flow, also provide very good overall spatial organization.
• The use of local bricks allows the project to be completely integrated into the site, while the stone retaining walls have become an easy identification marker for the school.
Zoning & Circulation
Classrooms
Administration building
Latrine
Circulation through stairs
And terrace platforms
Circulation through stairs
And ramps
Class rooms
• The classrooms are a very simple rectangular shape (almost square), allowing different organizations of the classes.
• In particular, they help to avoid the dualistic “teacher vs students” arrangement of usual classroom furniture.
Class rooms
Class arrangement
Of class 1-6
Nursery classes
Class arrangement
Library
A specific platform is
dedicated to the
administration and the
library, which has been
designed to
accommodate
a computer center.
Playground
• The organization of classrooms
on different platforms gives
each age group a special space
clearly identified for outdoor
activities, which helps prevent
accidents that may occur when
mixed-age students play
together.
• The open terraces also works
as playfield for each class
students.
Landscape
• The landscaping is an essential part of this project. Outdoor space is used by the children during breaks and every now and then by the professors during their classes.
• The organization of the space as “stages” allows the outdoor space to be used a bit like an amphitheater.
• The walkways allow a continuity of the space that could otherwise be very dispersive. From a visual point of view, the light structure of the buildings, the use of ordinary materials and the greens of the space help create a continuity of the outside space with a central “flow” of nature that makes the landscaping a very important part of the project.
• The vegetation on the slopes helps stabilize the hillside and prevents serious mudslides after rainfalls.
• Organizing the area into platforms also cleverly diminishes the quantity and speed of water directly flowing down the slope
CONSTRUCTION & MATERIALStructural members
• A breast wall is set at the top of the site for general stabilization. As for all foundation walls, this structure is drained. Retaining structures and foundations are made of stone and cement.
• The vertical structure is a combination of concrete poles and beams (against the slope, which form part of the retaining structure), steel structures (for the outdoor overhangs of roofs) and structural walls. The roof structure is made of single steel tubes, and the roof itself is made of corrugated metal sheets.
CONSTRUCTION & MATERIAL
Infill materials
• The infill walls also play a structural role. They are made of stabilized-earth bricks.
• Doors are made of metal frames with thatching infills.
• Reed ceilings are installed in every room.
• Most of the walls are not plastered and are similar to the majority of unplasteredwalls in Rwanda.
Lighting
. Lights used to penetrate through the brick hollows and also make interesting effect at afternoon. Also penetrate through the ceiling and window
Ventilation
Though the ventilation was tough due to the
hill against north-east wall of the building and
slope of the site. So direct cross ventilation
can not be provided
Challenges & evolve
• The main challenge was the sloppy hill .This was achieved through designing a series of platforms defining space for both the classrooms and the “courtyards” and open terraces for every age category of children.
Climatic Performance
• Though it was difficult to ensure cross ventilation because of the slope and the fact that the walls “against” the slope were used as retaining structures, the difference of height between the top of the two pitches that constitute the roof allow upper ventilation. That gap is protected by a corrugated plastic clerestory, which adds to the quality of the light inside. Thatched doors increase the ventilation of the classrooms, as do the “holes” in the walls created by the areas of brick patterning.
Response To Treatment Of Water And Rainfall
Kigali suffers heavy rainfalls.
Therefore the site design was planned to limit erosion of the hill since
the different platforms will slow the flow of rainwater.
The walkways were another response to this problem as they create a
less sloppy way down the hill.
Programs
• Classroom
• Open classroom
• Administration
• Play area
• Toilets
• Library
Conclusion
The school is mainly built as a low cost school so that they can reduce the illiteracy. Creative uses of exterior teaches
space and interior space is visible in the design. Local materials and natural ventilation is also there to balance the
design.
The AtelierCASE STUDY
Basic Information
• Architects - Biome Environmental Solutions
• Location - Sarjapur Rd, Byraveshwara IndustrialEstate, Bengaluru, Karnataka 560091, India
• Design Team - Chitra Vishwanath, Anurag Tamhankar,Sharath Nayak, Soujanya Krishnaprasad, PrasenjitShukla, Lekha Samant, Shibani Choudhary
• Area - 985.0 square meter
• Project Year - 2016
• Site Area - 1955 square meter
Basic Information
• Requirements - Utmost freedom in order to valuethe infinite resources of their hands, eyes, and earsand of forms, materials, sounds, and colors
• Teaching Method - Diverse mentorship
• Number of Class rooms - 4
• For - Children of age range 5-10 years
Main Theme
“ The permanence of a building may no longer be a prerequisite in its design.……it is necessary to allow material recovery and recycling, or reconstruct the
same building elsewhere – anything but create debris that will occupy landfills.”
Concept
It is well known that children in their formative years are responsive totheir everyday surroundings, experiences, and routines. Borrowingfrom this, The Reggio Emilia Approach focuses on the centrality ofthe hundred languages of children wherein they require utmostfreedom in order to value the infinite resources of their hands, eyes,and ears and of forms, materials, sounds, and colors. Designed byBangalore's Biome Environmental Solutions, this pre-school is anexample of a sustainable building whose design submits to theenhancement of a sensorial, exploratory learning experience.
Land information
Situated on a leased land in close proximity to a warehouse and aconstruction activity site, the building aspires to create an architecturalexperience that mutes all external noise, focalizing attention internally.Owing to the visible conditions and the invisible experiential constraintsaround the site, the architects lead the design in this direction. Theessence of this project lies in its transposability.
Site access
It sits compactly on a 1955 square meter site that is accessible fromthe northeast. The building is conceived as one large volume of 985square meters with its plinth extending into outdoor play areas on thenorthern, southern and north-eastern sides. A light galvanized metalroof sloping from the south to north shelters the entire school. Onentering the building, the individual spaces eloquently dissociate fromthe whole. With an unassuming permeable external and anunderstated interior, the architects have tactfully managed to unite theinside to the outside.
BACKGROUND STORY
The school sits in a neighborhood with constant construction activity and a godown is in its immediate vicinity. Creating a
learning space for a young age group on such a site required that the school be an enclosed and protective space. The site factor played a key role in the design, along with the Reggio-
Emilia education approach itself, on which the school is based.
Plan
Bubble Diagram
Piazza
entryReception
Play
area
Toilets C.S.C
studio
Classroomscafe
Outdoor
seating
Outdoor
play areaPlay
area
E.O
pantry
Play
areaCar
parkingentry
Layout Details
The layout is composed of classrooms, a studio/atelier and achildhood stimulation center around a central piazza thatallows for transition between these spaces. Each classroomadditionally comprises of a mini-atelier for smaller groupactivities. The varied internal spaces of learning are awashwith daylight that filters through a generously sky-lit roof.
Design features
• Drawing analogy from the traditional gurukul setting, eight structuralcolumns similar to a branching tree support the sloping roof.
• As a result, the roof is at a perceivable scale giving those under it theopportunity to interact not only with each other but also with thearchitecture. The offices are tucked away on a southwest mezzanine.The four corners enclose secondary spaces including a café to thesoutheast and basic utilitarian services to the northwest.
Mezzanine Floor Plan
SECTION A-A
SECTION B-B
SECTION C-C
SECTION D-D
SECTION E-E
Overlooking from the mezzanine
Design Features
• No building is an end in itself- it frames, relates, separates and unites, facilitates and prohibits. When viewed from the outside, the school resembles an art workshop/studio space. The external envelope is a composition of fixed panels of perforated metal sheet, reflective glass and pinewood. A continuous band of perforations wraps the building below the standard sill height facilitating a visual connect with the outside world, while ensuring safety of the children. In addition, operable louvers and sliding windows are suitably positioned to enable adequate daylight and airflow
NORTHELEVATIO
N
SOUTHELEVATION
EASTELEVATION
WESTELEVATION
East elevation
Design Features
• The building consists of fourclassrooms, a studio and achildhood stimulation centrearound a central piazza, with filterspaces allowing transitionbetween the rooms and thepiazza.
Design Features
• The toilet is designed withconsideration to the youngage group, cubicles scaledappropriately for childrenas well as their need to besupervised.
• Open drains in the washarea and urinal walls areincorporated for ease ofuse and maintenance.
Design Features
• This project explores innate construction techniques including a local chappadi granite stone slab foundation, tactile flooring with paver blocks and CSEB’s made of soil from different sites, a false ceiling from bamboo mats and a bolted steel support structure. Together, they sustain a continuum in space perception from the outside to inside.
Design Features
• The motility in the perceivedspace is heightened by thecurvilinear shape of theclassrooms enclosed withpaper-tube ‘walls’ ofappropriately varyingheights.
Design Features
• This tree form, while being astructural element, allows theroof to be perceived from aheight that children can relateto. It is also a reinterpretation oflearning under a tree, acommon sight in rural parts ofthe country.
Design Features
• Throughout the scheme, thearchitects have retained thefundamentals of sustainablebuilding practice ensuringthat rainwater is harvestedfrom the entire roof area andsolid waste from the school isdisposed off in twin leach pitswhich are effective inreturning nutrients to the soil.
When one speaks of sustainability as a phenomenon (a state or process that is made
known through the senses rather than by intuition or reasoning ) that is part of an architectural language, often we forget that architecture is
itself composed as much of the intangible as it is of the tangible.
Construction & Material
‘ In the Atelier, it is in the use of natural materials that the building possesses an innate ability to eventually become expressive of
its purpose ’
Construction & Material
• The external fabricated façade isa tack-welded mild steel framewith panels of perforated metalsheet, pinewood, reflective glass,operable louvers and slidingwindows, planned with regard tolight and ventilation.
• CSEBs made of soil from differentsites in the locality create pleasingpatterns which harmonize with thefloor colors.
Construction & Material
• GI sheet is used in considerationto the roof slope, with a falseceiling of bamboo mat plywood forthermal and sound insulation,which further imparts a sense ofwarmth. Preference of a hand-crafted material such as bamboomat over the conventional plywoodallows a valuable skill to bepreserved.
Construction & Material
• Paper tube details
A subdued earthen interior palette permits the gaze of the eye to penetrate its surface convincing one of the veracity of its
materials..
Inside a classroom
Overlooking central piazza
StructuralDetail
Drawing
Structure Details
Teaching Method
• Rooted in a cognitive learningapproach, the school engageschildren under a diversementorship – a place realizedfor parents, teachers andvolunteers to contribute to theprocess of education; a placewhere the resulting nourishingenvironment encourages achild’s mind to exploreendlessly.
Programs
• Reception
• Piazza
• Childhood stimulation center
• Play area
• Toilets
• Pantry
• Studio
• Executive office
• Classroom
• Cafeteria
• Outdoor play area
• Play area
• Tree deck
• Car parking
Conclusion
• The architects have approached educational design with a balancedunderstanding of the physical and metaphysical elements of the siteand the end-user respectively. To quote Juhani Pallasmaa, we feelpleasure and protection only when the body discovers its resonance inspace. The architecture of The Atelier partakes in one of such sublimedelights of ergonomic proportions that engage the senses. It embracesthe fluidity of the internal spaces and yet, is mindful of the simplegeometry that it is enclosed within.
Tongjiang Recycled Brick SchoolCASE STUDY
Basic Information• Architects Joshua Bolchover - John Lin
• Location Jiangxi, China
• Project team Christiane Lange; Jess Lumley; Mariane Quadros de Souza; Anna Wan
• Project managerMaggie Ma
• Area 1096.0 sqm
• Project Year 2012
• Students 450
• Classrooms 11
• For Villagers
• Building 3storey
Story Of Commission
• Tongjiang Primary School is located in Jianxi Province, south-eastChina. The charity World Vision commissioned Joshua Bolchover andJohn Lin at The University of Hong Kong, Faculty of Architecture, todesign a new school building at no additional cost to a typical schoolbuilding found in China. These buildings are generic two storybuildings with open balconies constructed from reinforced concreteand brick infill.
Background Story
• World Vision asked them to challenge the design of a typical school building in China -generic two story buildings with open balconies -without incurring major additional costs. Aspart of their initial research they organized a workshop with the local school children andasked them to draw their ideal school building. Surprisingly the majority of the studentsdrew buildings that resembled these generic school buildings. This demonstrated that thesechildren simply have not witnessed other possibilities for school design and that theircultural imagination for other possibilities is limited by knowledge, education and what theysee in their everyday environment. This is not a critique, more a realization that in order tooffer any alternative and not be faced with resistance of the unknown, each project has toengage with cultural and knowledge exchange and not just the production of the buildingitself. With these factors the project aimed to work within these constraints to produce abuilding that responded to the site context and could create unique spatial experiences forlearning and social interaction and in turn could demonstrate that school buildings do not allhave to look the same.
Requirements
• The requirements was to expand an existing school from 220 childrento 450 through the creation of a new building with 11 classrooms toprovide a learning hub for a network of rural villages that currently donot have access to education.
• The challenge for architects John Lin and Joshua Bolchover, was todevise a new building that would stimulate learning and socialinteraction within the limited formal, material and budgetary parametersof a generic Chinese school.
Goal
• aim was to work within theseconstraints to produce abuilding that responded to thesite context and could createunique spatial experiences forlearning and social interaction.
Location
• Tongjiang Primary School is located in Jianxi Province, south-east China
Climate
• Jiangxi Province is just north of the Tropic of Cancer.
• It is classed as a typical northern subtropical monsoon climatic region.
• The average temperature for a year is 18 °C (64 °F), in January the average temperature is 6 °C(44 °F), and that in July is 29 °C (84 °F).
• Generally speaking, Jiangxi Province has a rainy period starting from April; May and June are themonths with the most rainfall; and the rain period is over in July.
• Then the whole province has a period of hot and sunny weather.
• In October, the temperature begins to drop, and a coat is needed from then on.
• In spring, the weather is changeable; it is sometimes warm and sometimes cold. There is plenty ofrain till midsummer.
• From midsummer to early autumn, it is sunny, hot and dry most of the time. In winter, the weatheris raw with rare rain.
Design Scheme
• The intention is to make use of these waste materials in the construction of the new school through re-deploying this material in innovative ways.
Concept
• A key concept is to allow the school to open up for community use and participation.
Site & Entry
• The site is at a crossroads between the main road and a road that leads to the village.
• Strategically the building is positioned along the road’s edge to create an open public space between the new building and the existing school.
• The site had a small building on it that required demolition to make way for the new school building.
• The entrance is between the two building
Road
Entry
Entrance
Site Plan
Existing
Teacher’s
office
Existing
school
Classroom
Open
classroom
Media room
&
library
Entry
Plan
Elevation
Section
Sectionalmodel
Sectionalmodel
Section
Design
• This external skin protects the internal classrooms from excessive solar gain yet allows for natural ventilation through the teaching spaces.
• The wall and roof form a thickened edge to the street façade allowing the more protected façade to the courtyard to be opened up comprising concrete fins and vertical glazing.
• The fins vary in size for different functions: thin strips for solar protection and wider C-sections that contain bookshelves within the classrooms.
Design
• The natural topography of the site is manipulated to create a series of outdoor steps that stretch from the main entrance across the building and through to the courtyard beyond.
• This creates a protected open air meeting room that is directly accessible from the street.
• The level change advantageously produces a large assembly hall at ground level that also functions as a community learning space or library.
Design
• The building acts as a buffer - a thickened edge - that frames the open space of the playground.
• The naturally sloped site was terraced into two levels with a height difference of around 2 metres.
• At the entry to the building a stair leads up to the first floor which stretches across the site’s entire edge.
• Roof-lights puncture this space providing direct light that animates the corridor and classroom spaces throughout the day.
Roof• The roof is formed from
recycled brick waste and rubble that thickens the roof to provide additional thermal mass cooling the building in summer and retaining heat during the winter.
• The rubble acts as a substrate for natural greening from wind-blown plants, mosses and lichens.
• The roof steps down to join the wall which gradually becomes more open through perforations in the brick patterning.
Circulation
Co
ns
tru
cti
on
Construction• The intention is to make use of these waste materials in the construction of the new school
through re-deploying this material in innovative ways.
• The roof is formed from recycled brick waste and rubble that thickens the roof to provide additional thermal mass cooling the building in summer and retaining heat during the winter.
• The rubble acts as a substrate for natural greening from wind-blown plants, mosses and lichens.
• The roof steps down to join the wall which gradually becomes more open through perforations in the brick patterning.
• This external skin protects the internal classrooms from excessive solar gain yet allows for natural ventilation through the teaching spaces.
• The wall and roof form a thickened edge to the street façade allowing the more protected façade to the courtyard to be opened up comprising concrete fins and vertical glazing.
• The fins vary in size for different functions: thin strips for solar protection and wider C-sections that contain bookshelves within the classrooms
Construction
• .
Material
Waste Materials like-
• Recycled brick waste
• Rubble
• Glass
Programs
• Administration
• Classrooms
• Play area
• Open classroom
• Toilets
• Library
• Media room
Conclusion
• Through an emphasis on the potential of waste material, simple environmental strategies and the creation of a diversity of learning spaces, both indoor and outdoor, the school is robust and adaptable enough to withstand the potential transformation in the surrounding context.