Learning + Space

Designing a school demonstrating spaces that nurtures

the process of education

Amrit Sharad Narkar

M.Arch

Guided by
Prof. Vishwanath Kashikar

Master of Architecture
Faculty of Architecture

March, 2016

Dedicated to,

I would like to dedicate this thesis to my Aai and Aanna

for always backing and encouraging me through all my decisions I took
and being constant inspiration for my work

U N D E R TAK I N G

I, Amrit Sharad Narkar, the author of the dissertation titled Learning + Space: Designing a
school demonstrating spaces that nurtures the process of education, hereby declare that this is an
independent work of mine, carried out towards partial fulfilment of the requirements for the award of
M.Arch degree in Architectural Design at the Faculty of Architecture, CEPT University, Ahmedabad.
This work has not been submitted to any other institution for the award of any degree/diploma

Amrit Sharad Narkar (PA100314)

Date:13/05/2016
Place: Ahmedabad

Disclaimer
This document describes work undertaken as part of the M.Arch degree in Sustainable Architecture
at the Faculty of Architecture, CEPT University. All views and opinions expressed therein remain
the sole responsibility of the author, and do not necessarily represent those of CEPT University, the
Dissertation Guide(s), or the Dissertation Committee.

Abstract
There is a very close relationship of learning and space; built and unbuilt, as they both
influence each other in both tangible and intangible way. The spatial configuration and
character plays a significant role in influencing the learning process. It also contributes
the method and nature of teaching, by its physical response to the context it places itself,
the ideology it follows and the socio-cultural fabric it gets stitched into. There are various
architectural elements like the courtyard and in-between spaces which always have been a
part of the built environment in a built or unbuilt form. When these elements realized as an
important tool for learning, it got explored further and became an integral part of a design of
an educational environment. This thesis begins with developing spatial narratives in context
of learning through analyzing various education centers, which employs pedagogical
approach which uses the built and unbuilt environment as a tool of education.
Schools are always designed with taking the considerations of the contents like the
curriculum and the way the classes are being conducted. The child is a very curious and
keen observer, attempting to approach designing of school from a childs point of view will
further develop the relationship between learning and the spatial narratives, which will also
provide resources for these curiosities to flourish in an educational setup.

To understanding a child we have to watch him at play, study him in his different moods;
we cannot project upon him our own prejudices, hopes and fears, or mould him to fit pattern
of our desires. If we are constantly judging the child according to our personal likes and
dislikes, we are bound to create barriers and hindrances in our relationship with the child
and his relationship with the world1
These findings are further demonstrated in Krishnamurti foundation of India school which
is based on philosophy of Dr. Jiddu Krishnamurti who stresses on allowing children
exploration for better learning. This philosophy also considers the presence of nature in a
learning environment, which is a vital tool of developing individual pattern of learning and
exploration. These considerations further helps in exploring the findings and articulating
them into a physical and pedagogical context that exploits the situation. Design of
Krishnamurti School in presence of nature in the campus further enhances the use of these
gestures as tool of learning.

Krishnamurti, J, Education and the significance of life - London Victor Gollanez Ltd. 1962

ii

Aknowledgement

I take this as an opportunity to express my deepest gratitude towards CEPT University and the people
who work rigorously to keep it working. It has been an excellent platform and helped me to explore
and grow as a person by providing most amazing learning experience of my life.
I am thankful to my thesis guide Prof. Vishwanath Kashikar for being patient enough with my cluttered
thoughts and help channelizing my ideas into a thesis and developing my understanding of my subject.
I would like to express my heartfelt gratitude towards Dr. A Srivatsan for his constant inputs towards
structuring my thesis through extensive discussions and the amount of time and efforts he offered
for my thesis. I am also grateful to him for introducing me to various other fruitful sources which
contributed to my work.
I am thankful to Krishnamurti Foundation of India for their productive inputs in developing my
understanding of my subject and sharing valuable information with me.
It is my privilege to express my sincere regards to all my Mentors and Professors who have contributed
to make my learning experience worth during these four semester. I would like to specially thank Ar.
Gurjit Singh Matharoo and Prof. Rajesh Sagara for developing a curiosity to explore and confidence
to trust the instinct, Prof. Miki Desai and Ar. Sachin Bandukwala for helping me develop an eye for
reading and learning from things to develop an understanding of a whole.
Time in CEPT University was the most memorable one I have ever had. I would like to express my
sincere thanks, as it wouldnt have been possible without my friends Palaksha, Pranjal, Amit, Aswin,
Harshoday, Hrushita, Sandesh, Vidisha, Brijesh, Madhur and Vishal.
I would like to specially thanks Kruti for always being there supporting me at every stage through
extensive discussion on topic and helping me keep myself organised throughout. Last but not least my
parents, brother Shashank, his wife Bhakti and my niece Kavya for being a constant support one way
or the other in my journey of Architecture till date.

iii

iv

Contents
Abstract i
Acknowledgement ii
Contents iv
List of Figures vii
1 Thesis Proposal 1
1.1 Hypothesis

1.2 Introduction

1.3 Aims and Objectives

1.4 Methodology 4
2 Learning and Space 5
2.1 Educational Ideologies

2.2 Learning over Teaching

2.3 Existing Architectural Features 10

3 Case Studies 11
3.1 The school, chennai

11

3.2 Nandanam school, Auroville

13

3.3 Marudam Farm School, Tiruvannamalai 15

4 Extracting Architectural Gestures 17
5 Demonstrating the findings 21
5.1 Site

21

5.2 Connecting the words of Krishnamurti with Architecture

23

2.4 Explorations

27

2.5 Demonstration

39

List of Figures
Fig 1,2,3,4 - Sequence of the spaces which unfolded as I ran across the dark corridor of my
school which opened into a bright naturally lite courtyard

5 - Broken stone wall 3

6 - Worn-out Plaster 3
7 - Last School, Auroville 3
8 - CEPT, Ahmedabad 3
9 - Last School, Auroville

10 - St. Xaviers School, Ahmedabad 3

1 - In-Between spaces 10
2 - Stepped sitting 10
3 - Kund 10
4 - Courtyard 10
1 - The School, Kfi, Plan 11
2 - Classroom Plan and Sections 11
3 - Diagram explaining the change in length of transition

12

4- Meandering Pathway 12
5 - Section of corridor space in front of library

12

6 - Plan of corridor space outside library 12

7 - Plan of Nandanam School 13
8,9,10- Section through classroom spaces

13

11 - section and plan of play area in schooll corridor

13

12 - Plan and section of volume modulation space in class

13

13 - Plan and section of class with paintwall and window seating

13

14 - Location plan of Marudam School 15

15 - Site Plan of the school 15
16 - view of entrance courtyard of schoot
vi

16

17 - View of gathering courtyard of school

16

18 - View of classroom where tree becomes a part of space

16

1 - Map Showing Location of Site 22

2 - Map showing Water-bodiesin the surrounding

22

3 - Map showing Green Patches and reserved forest in the surrounding

22

4 - Site plan showing connection of site from the 200ft road

22

Illustration 5 - I tried to express the paths through a dense undulating ground.

26

Illustration 6 - I used broken geometric shapes which expands and contracts the space. This
expansion and contraction leads to the moment in space and exposure to varying volumetric
modulation inspiring the use of the space. 26
Illustration 7 - I expressed overlapping of various patterns of element where the flow of ground can
be completely negated by flow of overhead element and flow various spaces flows in to each other
causing formation of new space. 26
Illustration 8 - the geometric spaces are fields of experience this illustrates how allowing
opportunities to choose from the range of fields of experience and its sequencing can develop
wide varieties of spatial narratives. 26
9 - Model exploration showing overall siteplanning idea

28

10 - Model showing structures inside the woods

28

11 - Model showing water taken insde the campus by digging

28

12 - Sketches Explloration of Dark spaces which will instigate appreciation of the presence of light

28

13 - Sketches showing Exp;oration 2 using planes in the widerness

29

14, 15, 16 - Cardboard Model exploration in full site

29

17, 18, 19 - Model exploration of presence of built form in the school merged and enclosing the
surrounding making the non building space a classroom
31
20, 21, 22, 23 - sketches exploring the presence of built form in the school

31

24 - Sketches showing exploration of classroom as an entity and the understanding the core of
presenceof the school 34
25, 26, 27 - Model exploration of classroom cluster

34

28- Section schowing areas for crawling activities and levels for interaction of space

34

29 - Explorationsof classroom with denser cluster of classes

36

30 - Plan showing arrangement of working area in red around gathering area in yellow

36

31- Plan showing entrapping of natural elements inside the cluster of classroom

36
vii

32 - Section showing roof profile which will help in capturing various components of the natural elements

36

33, 34, 35, 36 - Various parts of the element captured through various size location and profile of
opening 38
37, 38, 39 - landscape mounds for meandering paths and scattered transitions through

38

40 - Design Plan demonstrating various spatial narratives developed for encouraging curiiosity of
exploration and learning
39
41 - Plan showing the entrance area under dense vegetation

40

42 - idea of blurring the built into the landscape thus deminishing boundaries

40

43 - Section through the dense vegetation showing the spatial quality with diferent trees of
different types 40
44 - Plan highlighting the common area and the mud caves wall

40

45 - Spatial Plan of the mud caves wall showing various range of spaces in the wall and also the
change in quality and intensiy of light inside
40
46 - Schematic Section through the top of wall

41

47 - Schematic view of wall showing space for appreciating sky

41

48 - Schematic Section of mud wall with stone foundation

41

49 - Section through the common area and the mud cave wall

41

53 - Plan highlighting Meandering pathways across the site

42

54 - Section showing opening of meandering pathways into an open to sky area

42

55 - View showing and various activities of children in meandering pathway

42

50 Plan highlighting the location of intervals through out the campus

42

51 - Schematic section through interval showing the quality of light through the opening on top
which also lets in the rain to create connection with natural element
42
52 - Section through Classroom and Interval in between two spaces

42

56 - Plan highlighting various location of merging realms where landscape crawls up on the built
circulation area 43
57 - Model showing the ground rising and covering the circulation deck.

43

58 - Schematic plan showing the landscape encroaching the cricuation deck providing opportunity
to get into the wilderness around 43

viii

ix

01

Thesis Proposal

1.1 Hypothesis
This thesis would like to investigate How learning environment (Built or Unbuilt)
augment learning or becomes a part of learning? and develop various spatial
narratives in context of an educational environment

Fig 1,2,3,4 - Sequence of the spaces which unfolded as I ran across the dark corridor of my school which opened into a
bright naturally lite courtyard

1.2 Introduction
As a child, school has always been one of the
difficult places that I have encountered. This
system was further enhanced by the spatial
arrangement, where the walls intimidating,
discouraging the view to outside and back or side
facing the only windows to outside. The content
taught was given with predefined results and to
be accepted without questioning or exploring it
further to deepen the knowledge. Now, when
I think of school, there is duality to the space
exists that in my mind, where there is another
set of experiences I had at that time. That was
the time where I experienced architecture without
pondering about it. I can still remember myself
running through the narrow corridors opening up
into a double heighted courtyard, those slippery
floor surfaces in monsoon, textures of wooden
railing of the stairs as I gripped it and of wall with
smooth plaster and rough where plaster got worn
out, act of climbing on trees to eat mangoes, the
broken part of stone wall on which we used to
sit to eat our tiffin, the feeling of the cool surface
of the stone slate after mopping it. Memories
like these contain the deepest architectural
experiences that I know. They are the reservoir of
the architectural atmosphere and series of images
that I can connect my schooling to. Traveling
across India, I have visited schools established by
various thinkers on education to propagate their
ideas. Every time I visited these schools, I have
experienced the similar joy which I used to have
while playing at my school, in learning and the
curiosity of exploration. During this, I frequently
revisited memories of my school although I
cannot trace any special form, there is a hint of
fullness and richness which makes me think that
I have felt this before. This has incited me to look
into philosophies, where the attempts were made
to imbibe joy and curiosity into the educational
environment. These institutions has evolved
various pedagogies to instigate characters that
also considers the physical environment as an
integral part of learning, taking from it and providing
opportunities for self-learning and explorations.
Going ahead from this point, I started investigating
into How learning environment (Built or Unbuilt)
augment learning Or becomes a part of learning?
To develop on this, I will be critically investigating
2

schools in order to understand the role of various

elements and features in the process of learning.
There are various existing features or elements
which have been explored before. The idea of
in-between spaces which become an important
feature explored in learning spaces by Louis
I Kahn, has played a vital role to enhance the
learning experience. These features have always
existed, but when they were realized, it provided
opportunities to explore them further for becoming
an integral part of learning environment. Schools
are designed often keeping in mind the content
to be delivered and the pedagogical approach
employed to deliver it, but very little attention is
given to what a child wants to learn. A child is a
very keen observer of what is around him/her,
which is the core of an individual development
that is not considered. As a child, we were always
made to follow the pattern made for us to follow
with predefined results creating a barrier towards
exploration. We are again constructing the same
proven and guided pattern in their mind, denying
the possibility of exploration by taking risks. And
this intent is strongly reflected in the architecture
of these institutions.
The question arises is, In the process of these
discoveries in childs interaction with nature and
the environment around him/her, how does one
facilitate a child to be a keen observer through
architecture and what is it that makes a learning
space beyond a 3-dimensional aspect of the
space.
This project will focus on answering the questions,
which arose during my study. It will conclude
with an Architectural Design Proposal which will
demonstrate a built environment of a school with
spaces that will instigate or facilitate the learning
and explorations. For the Project, I will be using
Pedagogical approach of Krishnamurti Foundation
School, which is based on J. Krishnamurtis
philosophy on education built environment as one
of the major tool of learning.
7 - Last School, Auroville

8 - CEPT, Ahmedabad
9 - Last School, Auroville

10 - St. Xaviers School, Ahmedabad

5 - Broken stone wall

6 - Worn-out Plaster

1.4 Methodology

1.3 Aims and Objectives

To understand how learning environment
agument learning or facilitate a child to be a
keen observer trough architectural elements
and gestures towards the site

U n d e r s t a n d i n g
of relationship between

LEARNING
andS P A C E

To understand how learning
environment (Built or Unbuilt) augment
learning or becomes a part of learning.

To understand childs relationship
with the environment and the responses
to various feature

To identify various features and
parameters responsible to encourage,
facilitate and nurture learning.

To understand feature and
responses for further enhancement if
necessary

To demonstrate the developed
feature in an built environment of the
school

Understanding need of
Education
Education Ideologies
Learning over Teaching
Architectural responses to
Learning

CASE STUDIES
The School, KFI,
Chennai

Nandanam school,
Auroville

S t u d y

o f

ELEMENTS

Marudam school,
Thiruvenamallai

Exploratory studies of the

Architectural Elements derived
from Case Studies in isolation

Understanding Krishnamurtis Idea on

Education
Exploring the elements through
understanding krishnamurtis point of
view
Developing the elements of school
considering the findings of those
elements and architectural gestures
Articulating these elements in reponse
to the site for development of a design
solution

Demonstration of

ELEMENTS
4

02

Learning and Space

When a child plays with an object one can see the curiosity to
understand that object and in that process of understanding
it, that child uses his/her own methods and all senses by
seeing, holding, hitting it on the floor, tasting, chewing and
throwing it. This involves a very rigorous investigation,
which also develops the sense of questioning of that object
which the child enjoys. Sometimes, when showed few new
possibilities using his/her own understanding the child comes
up with something which even we havent thought of. This
happens because he/she does not have fear of failing or
getting judge by others.The same child when grows older
starts losing his/her curiosity, the rigor of investigation as he/
she enters the system of public education, which is designed
universally to produce a work force with similar mentalities.
This system judges thought through lenses of right and wrong
denying the possibility to explore. The child is burdened with
accumulation of information and facts leaving very little space
for exploring their hidden potentials; which should be the
primary intention of education as Swami Vivekanand quoted
Education is the manifestation of the perfection already in
man, therefore, a teachers job is only to remove obstruction
from the pupils path Education is not a mere accumulation
of information but a comprehensive training for life.
Education has always played a fundamental role in
development of the humankind, role of which is to explore,
discover, to know the known and develop an understanding of
oneself with respect to the surrounding, it is a collective process
of literation, creativity, kinaesthetic learning and discovering.
During the course of Industrialisation educational institutes were
set up which were aimed towards training fleets of craftsmen
which can serve industries. This education system concentrated
on literacy neglecting the other parameters necessary for holistic
education. Current education system delineates a learner
from curious exploration of various possibilities and rigorous
investigation of information he/she is burdened with. it is made
to be accepted dogmatically.without creating a connection
with the content. The pedagogical approaches employed
were also very linear and detached from the context bluring
the connection with the place and its resources for learning.

2.2 Educational Ideologies

Lots of thinkers and philosphers have contributed to the field of education. Their views
has influenced establishment of various institutions and some of them started their
own schools to propogate their ideas and philosophies. Various ideas expressed by
these thinkers lead to vast amount of exploration in developing various curriculum and
content of teaching. their proposed methodologies leadd to development of various
pedagogical approaches of education.

His speech at Conference held on education in Wardha

on 22nd Oct, 1937 touched on many points that are still
as relevant as ever, fifty years later :

Mahatma Gandhi
Nai Talim

Education must teach all

individuals to play their part
in the society without losing
their individual character1
- Mahatma Gandhi

1 http://www.mkgandhi.org/articles/
gandhian-educational-system.html

The present system of education is not only wasteful but

positively harmful. Boys are lost to their parents, to their
village, to the traditional skills. They become helplessly
dependent on minor clerical jobs; moreover they pick up
evil habits and urban snobbery, and learn to despise the
honest manual labour of the village on which we all depend.
Far from being opposed to literary education, I want
to show the way to give it....to make our children true
representatives of our culture, of the true genius of our
nation. As for exploiting, do we burden the child when
we save him from disaster? The children will become
self-confident and brave as they help to pay for their
education by their own labour. Why do I not lay stress
religious instruction? Because this system is to be
common to all, Hindu, Muslim, Parsi, Christian, and I am
teaching them all practical religion, the religion of selfhelp. The whole plan springs out of non-violence, it is an
integral part of the discipline of non-violence and truth.
Education for character building, education thought
mother-tongue.
Place of manual work in education and co-education.
Moral education through character and good conduct.
Educational of soul should be imparted thought
teachers (model) life rather than through books.
Health education for physical fitness and health and
insistence for simple life.
Importance for self-help and self-reliance, education
for thoroughness (strength), education for citizenship.
Education for self-help and self-reliance, education
for personality development.
Education for avoiding caste and colour distinction,
education for vocation useful for life.
Education for equality of all the religions, education
based (founded) on truth, non-violence and justice.
6

Rabindranath Tagore was a prominent poet and profound

thinker. He was born in Calcutta on 6 May 1860. Although
he was not educated in any university, he was a clearly
a man of learning. He had his own original ideas about
education, which led him to establish an educational
institution named Vishva Bharati in Shantiniketan

Rabindranath
Tagore

Self Realization:
Spiritualism is the essence of humanism; this concept
has been reflected in Tagores educational philosophy.
Manifestation of personality depends upon the selfrealization and spiritual knowledge of individual.
Intellectual Development:
By intellectual development he means development of
imagination, creative free thinking, constant curiosity
and alertness of the mind. Child should be free to
adopt his own way learning which will lead to all round
development.v
Physical Development:
He gave much importance to sound and healthy physique.
Love for humanity:
Tagore held that the entire universe is one family.
Education can teach people to realize oneness of the
globe. Education for international understanding and
universal brotherhood is another important aim of his
educational philosophy.
Freedom:
Freedom is considered as an integral aspect of human
development. Education is a man-making process, it
explores the innate power exists within the man.

Education is basically a social

process which involves how
the students develop as
an individual and in group
relations.1
- Rabindranath Tagore

1
7

http://www.worldwidejournals.com/ijar/file.

Co-relation of Objects:
Co-relation exists with God, man and nature. A peaceful
world is only possible when correlation between man
and nature will be established.
Mother tongue as the medium of Instruction:
Language is the true vehicle of self-expression. Man can
freely express his thought in his mother-tongue.

Dr. Jiddu
Krishnamurti

"Surely a school is a place where one learns about the

totality, the wholeness of life. Academic excellence is
absolutely necessary, but a school includes much more
than that. It is a place where both the teacher and the
taught explore not only the outer world, the world of
knowledge, but also their own thinking, their behaviour.
"From this they begin to discover their own conditioning
and how it distorts their thinking. This conditioning is the
self to which such tremendous and cruel importance
is given. Freedom from conditioning and its misery
begins with this awareness. It is only in such freedom
that true learning can take place. In this school it is the
responsibility of the teacher to sustain with the student a
careful exploration into the implications of conditioning
and thus end it."
The Point of Education: Education is essentially the
art of learning, not only from books, but from the whole
movement of life,learning about the nature of the intellect,
its dominance, its activities, its vast capacities and its
destructive power,learning it not from a book but from
the observation of the world about you without theories,
prejudices and values
Principle of Method: If one really has something
to say, the very saying of it creates its own style; but
learning a style without inward experiencing can only
lead to superficiality.
Schooling
without
Competition
and
Comparison: When A is compared to B, who is clever,
bright, assertive, that very comparison destroys A. This
destruction takes the form of competition, of imitation
and conformity to the patterns set by B. This breeds
antagonism, jealousy, anxiety and even fear; and this
becomes the condition in which A lives for the rest of his
life, always measuring, always comparing psychologically
and physically.

Education in true sense is

understanding oneself, for it
is within each one of us that
the whole of existence is
gathered1
- J Krishnamurti

1 Krishnamurti, Jiddu. Education and the

significance of life. London, 1962. Print.

Learning through Observation: Learning is pure

observation observation which is not continuous and
which then becomes memory, but observation from
moment to moment not only of the things outside you
but also of that which is happening inwardly; to observe
without the observer. Look not with your mind but with
your eyes.Then you find out that the outside is the inside
that the observer is the observed. if you want to be
free,you have to find out for yourself what it is to be
orderly, what it is to be punctual, kind, generous, unafraid.
The discovery of all that is
discipline. Freedom is not from something or avoidance
of constraint. It has no opposite; it is of itself, per se.
Clarity of perception is freedom from the self.
8

2.3 Learning over Teaching

Great deal of work has been done in

improving the content of the education.
Various pedagogical approaches has been
explored by various Boards of education
and Institutions to deliver the education
of very high standards which will help in
developing a child with better abilities and
understanding this system is well defined
with clear outcome. But I believe because
of these structured curriculum at schooling
level where a child is oozing with curiosity
of various things a very keen observer,
there is some loss of personal interest of
the student. As very little scope is left to
explore their own interest which even Dr.
J. Krishnamurti stresses on when he says
To understanding a child we have to
watch him at play, study him in his different
moods; we cannot project upon him our
own prejudices, hopes and fears, or mould
him to fit pattern of our desires. If we are
constantly judging the child according to
our personal likes and dislikes, we are
bound to create barriers and hindrances
in our relationship with the child and his
relationship with the world.

- J. Krishnamurti

For this thesis I would be looking from the

childs point of view into an educational
environment to extract various spatial
narratives from the space and develop
architectural gestures which can encourage
or facilitate link to resources to develop on
their interest.

2.4 Existing Architectural Features

Schools began with a man under a tree who did not know he was a teacher, sharing
his realization with a few others who did not know they were students. 1 Louis I Kahn
designed his architecture around such imagined conversations embodying the desires of
the individuals who would gather within them. The architecture was designed to instigate
such conversations. He stressed on it while saying
I make a space as an offering and do not designate what it is to be used for the use should
be inspired.2
He spoke about the in-between spaces as most potent space for range of interaction at
various level. It was one of an Architectural gesture he explored to further enhance the
interaction. There are various such gestures already exists in an educational environment
which are being consciously used like the courtyard, stepped sitting, plinth under the trees,
opening into a green space etc.

1 - In-Between spaces

2 - Stepped sitting

3 - Kund

4 - Courtyard

1
2

http://www.arthistory.upenn.edu/themakingofaroom/catalogue/section5.html
McCarter, Robert. Louis I Kahn.2005.print

10

03

Case Studies

3.1 The school, Chennai

The cases chosen for study are some of

the schools which considers learning over
teaching and uses its environment as a vital
tool for their various activities. These cases
are also chosen in 3 categories. One with
a big campus, another one with very small
campus and other one with contextually
strategic location. The study is focused on
extracting various spatial narrative analyse
those narratives to extract architectural
gestures out of them to explore them further.
The school premises is very densely
vegetated with variety of trees providing
shade from sun, ranges of fragrances,
fruits, bio-diversity and range of natural
setup for gathering play. It also allows to
conduct class outdoor and incorporating
surrounding into learning.

The cluster of classroom stands out in a

contrast with very minimum connection
to outside. It is very inward looking
space. One enters this from an open space
with dense vegetation into a central space
which is sparsely lit up which is used for
smaller gathering as the four moderately
lightened class opens up into it.
1 - The School, Kfi, Plan
2 - Classroom Plan and Sections

11

A meandering path which younger kids takes

to go to their respective classrooms is one of
the important part of the school routine. This
path is very densely vegetated with variety
of plants and trees. The meandering shape
makes it longer than if it was straight which
allows children to spend some time together
discussing or simply getting adjusted to the
place. They collect fallen Arjuna fruits, dried
leaf of peepal, seed pods of cassia out of
curiosity. They wait in shadows as the season
changes and trees shed their leaves their
waiting area changes. Sometime they halt in
morning sun to get warm in winter.

3 - Diagram explaining the change in length of transition

4- Meandering Pathway
5 - Section of corridor space in front of library
6 - Plan of corridor space outside library

Corridor outside Library is a wide one, a

colonnade divides the space into two and
also develops a shaded and comparatively
more shaded corridor space. This also
provides the wide range of pockets for
interaction and personal spaces to read
peacefully. The part towards the outside
are mostly occupied by the people who
are sitting alone which also creates a
connection with the surrounding around
it.

12

3.2 Nandanam school, Auroville

The school is located in smaller plot of land
surrounded by dense vegetation. This school
focuses majorly on the sensorial development
and expression. As the site dont allow much to
explore in terms of campus cause of restrictive
size, the built environment becomes a major tool
of exploration.

The place has a very bright sunlight for most

part of year the structure explores range of lights
in developing range of spaces and experiences.
Roof is curved to soften the light. The play of
volumes also facilitates various functions.

7 - Plan of Nandanam School

8,9,10- Section through classroom spaces

11 - section and plan of play area in schooll corridor

12 - Plan and section of volume modulation space in class

13 - Plan and section of class with paintwall and window seating

13

There is extensive use of various textures

in the school. Various outdoor elements,
finishing texture became part of tactile
learning and play without toys. The openings
are made of various sizes at various heights
which kids use for playing reading and
relaxing.

The walls become one of the

most exploited element in
this school which are used
for painting, where children
pin their paper and paint.
Different types of textures
used for varying purposes.
The thickness is kept very
thick which allows it to be
used for sitting which further
develop connection to outside.

14

3.3 Marudam Farm school, Tiruvannamalai

This school is located in outskirts of

tiruvannamalai town. The site is one of
the farmland developed into a school
premises. As the place has ample
amount of play area around it the
premises dont have a big playground
as the farms becomes the place to play
and explore. The structures are made
up of mud stones and rammed earth
excavated from the site itself.
14 - Location plan of Marudam School

15 - Site Plan of the school

There are no classrooms different spaces

are occupied by different groups of
student according to the schedule. The
spaces are also designed to encourage
use of outside more than inside. Range
of spaces with varying setups are
achieved for various purposes and also
to cater to climatic comforts.

15

The entrance to the school is a big

courtyard with range of trees and
creepers climbing on to structure
where the faade have these elements
which will support these creepers to
climb and take over the built mass the
ground is stones rammed in random
pattern. This keeps the ground as
natural as it was during monsoons
and avoid becoming muddy and
retains the firm ground
16 - view of entrance courtyard of schoot

17 - View of gathering courtyard of school

18 - View of classroom where tree becomes a

part of space

The study spaces are designed as per the way of teaching where the students are been demonstrated
certain task and then they have to perform it as they want and where they want. The study area on
the south-eastern part of the school is the biggest study space in size and also spatially as it extends
into a veranda which have a tree surrounded by plinth. This gesture of taking in a tree increases
opportunities of varying use of space and also makes the nature part of the space.

The school consists of three courtyards each one completely different in nature. The entrance
courtyard the stepped courtyard and a courtyard with veranda. The entrance courtyard is designed
to turn into a dense vegetated space. The stepped courtyard is used for early morning gathering and
also is a spill over space for three study spaces which also act as places used for discussion with
smaller groups. It is also place which is used for performances and smaller gatherings. The third
courtyard is comparatively a well shaded place with tree in a middle. This courtyard is majorly used
by students for studying alone as it is well isolated faced by the walls of three study spaces and a
staircase on the fourth.
16

04

Extracting Architectural Gestures

Analysing the case studies
certain architectural gestures
are extracted to encourage
explorations and enhance
learning

Elongation
transition
Exposure
modulation

of
to

time

of

volumetric

Participating nature as an
active part of the school

C1

C2

A
C3
17

These diagrams illustrates

ways of elongating time of
transition from space A to B
by increasing the distance
between two spaces and
providing multiple options to
reach.

These diagrams illustrates

ways of time of transition from
space A to B by changing the
nature of the space
18

It becomes important to understand what

surrounds the space, in what way it is explored
and its relationship to the surroundings

continuous connection with

the surrounding

getting into surrounding

range of new space

and different view of
surrounding

19

getting into new space with

newer view of surrounding
and also possibility of
connecting further toanother
route or surrounding

completely connected to the

surrounding also physical
access to the surrounding

changing levels through various means can also contributes

in possibility to explore the space

faster and shorter means

slow and long means

slowest and longer means

20

05

Demonstrating the findings

5.1 Site - KFI the school, Nanamangalam

Site

Pallikarnai Wetlands

Nanamangalam Lake

Nanamangalam
Reserved Forest
21

This thesis will further demonstrate the findings through designing of a school. For designing I am
considering the proposal of new school campus of Krishnamurti Foundations school.

1 - Map Showing Location of Site

2 - Map showing Water-bodiesin the surrounding

3 - Map showing Green Patches and reserved forest in the surrounding

4 - Site plan showing connection of site from the 200ft road

22

5.2 Connecting the words of Krishnamurti with Architecture

Our minds are so cluttered up, with knowledge, with worries, with problems, with money, with
position and prestige; they are so burdened that there is no space at all; yet without space there is
no order.
When I look at this valley from a height and there is a direction because I want to see where I live,
then I lose the vastness of space. Where there is direction space is limited. Where there is a purpose,
a goal, something to be achieved, there is no space. If you have a purpose in life for which you are
living, concentrating, where is there space? Whereas if there is no concentration there is vast space.
When there is a centre from which we look, then space is very limited. When there is no centre,
that is to say, no structure of the me which has been put together by thought, there is vast space.
Without space there is no order, there is no Wclarity, there is no compassion.1

To demonstrate the findings in a Krishnamurti school it is important to understand philosophy of

Krishnamurti as it will further help explore the findings. Krishnamurti always spoke of awareness
over information for developing and understanding. He also stressed on nurturing an individual
point of view about everything and not accept anything dogmatically. He encourage questioning and
being curious about world around.
In one of his talk titled Because there is space, there is emptiness and total silence Krishnamurti
speaks on direction and limitations of space. He explains how important it is to be directionless to
see the whole and to find own path through the unknown.
While designing I tried to explore the findings using the idea of directionlessness in space.
Directionless space can be achieved in various ways. Forest offer one of the directionless path cause
of its changing nature as per the season and life patterns of vegetation. This character of forest
provides multiple possibilities to approach the place. During this transition also one gets exposed to
varying fields of experiences.

7th Public Talk Saanen, 24th July 1977

`Because there is space, there is emptiness and total silence.
23

24

25

Illustration 5 - I tried to express the paths through a dense undulating ground.

Illustration 6 - I used broken geometric shapes which expands and contracts the space.
This expansion and contraction leads to the moment in space and exposure to varying
volumetric modulation inspiring the use of the space.

Illustration 7 - I expressed overlapping of various patterns of element where the flow of

ground can be completely negated by flow of overhead element and flow various spaces
flows in to each other causing formation of new space.

Illustration 8 - the geometric spaces are fields of experience this illustrates how allowing
opportunities to choose from the range of fields of experience and its sequencing can
26

5.3 Explorations

As I move forward in my process

I started exploring these ideas and
findings on the site using site characters
and adding new elements

27

In first exploration I made a model where I

was looking at the programmatic elements to
be scattered in the premises the arrangements
were done such that there are always vistas
towards two possibilities of spaces which can be
accessed. This point become nodes in premises.
As the pedagogy uses nature as the very
important tool of learning I looked at covering
an entire campus with dense vegetation with
variety of trees. The programmatic elements
are looked at as objects which will develop
various experiential fields through materials
and light. In this exploration I also looked at
exploiting the high water table and bringing in
the water into the site which will also be one
of the learning tool where one can understand
the change in water table across the year and
also the change in the earth texture through the
presence and absence of water.

9 - Model exploration showing overall siteplanning idea

10 - Model showing structures inside the woods

11 - Model showing water taken insde the campus by digging

12 - Sketches Explloration of Dark spaces which will instigate

appreciation of the presence of light

28

13 - Sketches showing Exp;oration 2 using planes in the widerness

14, 15, 16 - Cardboard Model exploration in full site

29

This option looks at school as a place like

an observatory and stay light visually. Place
is again considered to be densely vegetated
and these planes will be running across the
campus which will capture various parts of
surrounding. The planes will suggest the flow

of structure but not the flow of space. Lack of boundaries encourages connection with the wilderness
outside. The varying levels of the structure enhances the way connections take place as one keeps
changing the view point towards the context. The structure also blurs into the context and every time
after passing through the wilderness a person discovers the space.

30

In this option structure is looked at as an

unfinished composition of elements scattered
in the context like a found ruin which becomes
a school. These elements enclosing various
spaces which can be used as classroom and for
various other activities. The structures will be
open for everyones own interpretation of it.

17, 18, 19 - Model exploration of presence of built form in the

school merged and enclosing the surrounding making the
non building space a classroom

20, 21, 22, 23 - sketches exploring the presence of built form

in the school

31

These are the peripheral conditions of the

compositions which encourages multiple paths
into the space.

These spaces are imagined to be overtaken

by the nature developing relationship with of
nature with the structure

The landscape will be filled with dense

vegetation and these structures will be
discovered like a found object.

This language allows for developing an

individual language for all the structures so
that they respond differently with the context.
32

Classroom is the place which are used for gathering and where concepts are introduced. This
changes the way we look at classroom. this explorations will look into class space through findings
and krishnamurtis philosophy.

33

Classes are imagined as a place where a child will have his own space which he can make every day
with his work and share it with everyone the gathering spaces are used for conducting classes which
is connected from outside by more than one entrance. There are multiple levels around the gathering
area which allows for various point of views of space around and place of solitude. The structure is
kept raised to protect from flooding and also provide more earth surface. Certain platforms are such
designed that they will encourage crawling. Crawling is important part of understanding the earth.
The spaces under the platform are dark spaces which can also be part of learning cause very few is
been thought of dark in the school. Similarly some of the terraces are made accessible so one can
see the sky and its magic in the day and even in the night. Very less has been explored about night
which have its own beauty and it will be interesting to understand night also not only the sky but
nature as whole.

24 - Sketches showing exploration of classroom as an entity and the understanding the core of presenceof the school

25, 26, 27 - Model exploration of classroom cluster

28- Section schowing areas for crawling activities and levels for interaction of space

34

35

It is also important to understand how one sees outside from inside. In developing this connection
there are various elements which plays role to channelize the attention. In this thesis I looked at
roofs, levels and vertical partitions to help channelize the attention. In roofs I explored how slopes
can be used to capture the vistas. Levels develop sense of curiosity into mind to see the surrounding
from different heights and every level offers different set of knowledge about surrounding. Partition
with its material can develop transparency and opacity. Providing openings to captures surrounding
creating vistas which changes throughout the year.

29 - Explorationsof classroom with denser cluster of classes

30 - Plan showing arrangement of working area in red around gathering area in yellow

31- Plan showing entrapping of natural elements inside the cluster of classroom

32 - section showing roof profile which will help in capturing various components of the natural elements

36

37

33, 34, 35, 36 - Various parts of the element captured through

various size location and profile of opening
37, 38, 39 - landscape mounds for meandering paths and scattered
transitions through

38

5.4 Demonstration

Parking

Entrance with
dense vegetation

Admin Area

Common Area
with mud cave
wall

Meandering
paths

Classroom
Clusters
Meandering
paths
Merging Realms
Library

Intervals

40 - Design Plan demonstrating

various spatial narratives developed for
encouraging curiiosity of exploration and
learning

39

Walk through the ever-changing realm

A
A

41 - Plan showing the entrance area under dense vegetation

42 - idea of blurring the built into the landscape thus deminishing
boundaries
43 - Section through the dense vegetation showing the spatial quality with
diferent trees of different types

Exploring new paths and the light

44 - Plan highlighting the common area and the mud caves wall
45 - Spatial Plan of the mud caves wall showing various range of
spaces in the wall and also the change in quality and intensiy of
light inside

40

46 - Schematic Section through the top of wall

47 - Schematic view of wall showing space for appreciating sky
48 - Schematic Section of mud wall with stone foundation
49 - Section through the common area and the mud cave wall

Meandering path for scattered transition

41

Exploring new paths and the light

50 Plan highlighting the location of intervals through out the campus
51 - Schematic section through interval showing the quality of light
through the opening on top which also lets in the rain to create
connection with natural element
52 - Section through Classroom and Interval in between two spaces

53 - Plan highlighting Meandering pathways across the site

54 - Section showing opening of meandering pathways into an open to sky area
55 - View showing and various activities of children in meandering pathway

42

Merging Realms

56 - Plan highlighting various location of merging

realms where landscape crawls up on the built
circulation area
57 - Model showing the ground rising and covering
the circulation deck.
58 - Schematic plan showing the landscape
encroaching the cricuation deck providing
opportunity to get into the wilderness around

43

44

45

References

Books
Krishnamurti, J, Education and the significance of life - London Victor Gollanez Ltd. 1962
Pandya, Yatin N. Elements of spacemaking. Book - Ahmedabad Mapin Pub. Pvt. Ltd. 2007
McCarter, Robert. Louis I Kahn.2005.print
Anderson, Stanford Ed. On streets. - Massachusetts,Cambridge etc MIT Press 1978 - viii,

Websites
http://www.arthistory.upenn.edu/themakingofaroom/catalogue/section5.htm
http://www.mkgandhi.org/articles/gandhian-educational-system.html
http://www.steinerwaldorf.org/steiner-education/what-is-steiner-education/
http://www.mkgandhi.org/articles/gandhi_sarvodaya.html
`Because there is space, there is emptiness and total silence.7th Public Talk Saanen, 24th July 1977

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