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ARCHITECTURE AS A LEARNING AID

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ARCHITECTURE AS A LEARNING AID

ARCHITECTURAL SEMINAR : ARCH636

PRESENTATION ON 20TH JAN 2021

UNDER GUIDANCE OF :
PROF. VIVEK WALIA

By: Sunidhi Singh ,

ROLL NO. : A1988520010
Master in Architecture, Semester- 1
Amity School of Architecture and Planning
 • Traditionally, school buildings were conceived to provide shelter to the activity of education. They were treated as
structures of bricks and mortar, rather than as enclosures that encompass a learning environment.

• Often, not much attention is paid to the interface between building design and the design of the teaching and
learning program, how the use of space and its constituent elements, including lighting and ventilation, can
support more diverse learning activities apart from frontal teaching.

• Making the built environment the tool of assistance it has a wider scope of achieving the goals.

• The built environment of the school and the stimulation of the cognitive responses of the child will help in the
learning process in the most passive manner with great outputs.

• The physical buildings of the school are the biggest asset of the schools and a lot of capital has been
consumed there. Hence its must strongly be involved in the teaching learning process by using its spaces like
circulation spaces, natural environment, classrooms, etc. and the elements like doors, floors, ceiling, furniture,
window. These spaces are the extra supplement to what has been taught in the class and in textbooks.

INTRODUCTION
• School buildings have traditionally been conceived and treated merely as brick and mortar structures to
house education activity.

• The interface between the building design and the design of the teaching and learning programme has received
scant attention, and the possibility of using the physical space as a learning resource only sporadically explored.

• Insufficient and inefficient use of the available school’s physical elements towards the teaching and learning
process is another drawback.

• Less focus is laid on whether these children feel comfortable in the place where they have come for learning
purpose.

• Abstract notions are better understood through concrete examples.

• The environment of the class should be in such a sense that it must not feel like a one, the true essence of this
study lies in this.

NEED
MIND MAPPING
 “ARCHITECTURE AIDS LEARNING PROCESS THROUGH BUILT
ENVIRONMENT AND COGNITIVE EXPERIENCE FOR ELEMENTARY
EDUCATION”

RESEARCH STATEMENT
 CHAPTER 1: THE COMMENCEMENT
1.1 INTRODUCTION
1.2 CONCERNS/ ISSUES TO BE RESOLVED
1.3 DEVELOPMENT OF CONCEPT IN SCHOOLS
1.4 SIGNIFICANCE

CHAPTER 2: DESIGN CONSIDERATIONS

2.1 LEARNING RESOURCE THROUGH BUILT ENVIRONMENT
2.2 CHILDREN BEHAVIOUR IN SCHOOL SPACES
2.3 DESIGN FOR ALL
2.4 CREATING SPACES FOR THE 5 DEVELOPMENT
2.5 LEARNING ENVIRONMENT DURING REPAIR OR MODIFICATION

CHAPTERIZATION
 CHAPTER 3: PLANNING AND IMPLEMENTATION
3.1 PROCEDURE OF PRACTISE
3.1.1 SURVEYING
3.1.2 UNDERSTANDING AND PLANNING
3.1.3 IMPLEMENTATION

CHAPTER 4: DYNAMICS OF THEORY IN PRACTISE

4.1 CASE STUDIES
4.2 IMPACT ON CHILD’S DEVELOPMENT AND
BEHAVIOUR
4.3 IMPACT ON SURROUNDING NEIGHBOURHOOD

CHAPTER 5: CONCLUSION

REFERENCES

CHAPTERIZATION
MAIN CONCERN WHILE DESIGNING
 LIVE EXAMPLES
• These skills are not just to make the child understand the
DECREASE IN TO CONNECT
academic textbook concepts but also make them smarter,
ABSENTEES TEXTBOOKS TO
sharper and confident when dealing with the rest of their
PRACTICAL
competitive world.

• And architecture in this does play and important role

which keeps a continuous interaction between the child
and the passive state.

CREATION OF • The issues related to the schools can be almost brought to

REDUCING
MORE an end and are really successful through the right
NEGATIVE
DISCUSSION BEHAVIOUR implementation of the concept to the existing built or
CENTRIC new built environment.

ISSUES
 CREATIVE
DEVELOPMENT

PHYSICAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT

SOCIAL AND LANGUAGE

EMOTIONAL DEVELOPMENT
SKILLS
5 HOLISTIC
DEVELOPMENT

HOLISTIC DEVELOPMENT
Before the ideas are executed
the architect or the designer
must study the behavioral
aspect of the children in the
school.

If its already existing then for

eg. must observe what spaces
are more crowed and when?

What activities are most

performed?

What spaces are totally

abandoned?

Clearly some activities are

listed in the image:

SOURCE: VINYAS

CHILDREN’S NATURAL BEHAVIOUR IN A SPACE

 DEVELOPMENT OF BUILT
DEVELOPMENT OF SPACES
ELEMENTS

The Spaces can be Classroom, The Built Elements can be, Floor, Wall,
Corridor, Steps, and Outdoor space. Window, Door, Ceiling, Platform and
furniture.

• These are the 2 level of intervention . the series of development takes outside and inside the
classrooms.
• After the application of the space and built elements the main question is how will all this integrate
to develop an unique experience?

DESIGN
 Source: edudel.nic.in
Source: edudel.nic.in
Staircases are used to climb but can also be
As we can see above the before image has inconvenience for the little girl utilized for the purpose of marking no. ,
to write this is due to the lack of child friendly design , unlike the one in the alphabets and various other ideas acc. To the
right side. requirement.

DESIGN : INTELLECTUAL DEVELOPMENT

 Columns, plinth level, doors
and furniture as shown are
used for measuring.

This helps in building a clarity

in the measurements , angles
and distances.

source of images : edudel.nic.in

DESIGN : INTELLECTUAL DEVELOPMENT

The above image shows the pre- writing grill
which enables the children to understand the
hand movement while writing the alphabets.

The above image shows the grooves walls

which have made in places in corridors where
mostly children touch the walls while walking
or running.

source of images : edudel.nic.in

DESIGN : LANGUAGE DEVELOPMENT

 • Also building
some interesting
game ideas on
floor, through
railings, mystery
walls , and
reusable tyres

source of images : edudel.nic.in

DESIGN : PHYSICAL DEVLOPMENT
 source of images : gujurat.education.gov.in

CASE STUDY 2: SARVA SHIKSHA ABHIYAN, GUJURAT

 • Spaces between 2 blocks and
open spaces for classes.

• Landscaped play areas for

better physical and emotional
development

CASE STUDY 2: SARVA SHIKSHA ABHIYAN, GUJURAT

 PHYSICAL
DEVELOPMENT

INTELLECTUAL
DEVELOPMENT

INTELLECTUAL LANGUAGE
DEVELOPMENT DEVELOPMENT

CASE STUDY 3 : JINGLE BELL SCHOOL , FAIZABAD, U.P.

 BEFORE AND AFTER
THE INTERVENTION.

BEFORE AFTER

BEFORE AFTER

CASE STUDY 4 : AANGANWADI , KONDAGAON, SOUTH. CHHATISGARH

OUTCOMES
• Stimulating environment for children, adolescent girls and
• women
• More functional and comfortable environment for beneficiaries environment.
• There has been a decrease in absenteeism.
• Earlier Aanganwadi workers had to pursue the parents enrolment.
• Now children demand to be sent to Aanganwadi
• Instances of self and peer-group learning have increased
• The built environment promotes integrated development
• Child development and educational value of infrastructure
increases

CASE STUDY 4 : AANGANWADI , KONDAGAON, SOUTH. CHHATISGARH

 • Children can access these elements without any hindrance
and also there is a intellectual development here.

CASE STUDY 4 : AANGANWADI , KONDAGAON, SOUTH. CHHATISGARH

 SURVEY PLANNING IMPLEMENTATION

 Check the present seating plan of all grades. • For implementation, we will need
• Make a simple hand drawing of
Is it the most efficient seating plan? Can assistance of:
your school campus. This will be a primary school sections be together and the • Skilled artisans’ painter, carpenter,
useful tool for planning. middle school sections together? metal fabricator and mason. 'Who
• Do a survey of your school. Which  Decide about the new seating plan of will be needed where?' is also
spaces are not utilized properly? classrooms, library, and CAL (computer indicated along with different ideas.
How can they be better Utilized? aided learning) room. Science lab, and other • All the ideas are meant for children.
spaces. Therefore one should make sure that
• Cover the spaces used by users of
 With seating plan of whole school decided they are easily accessible to them
both the shifts, if the school has
and the area for future expansion earmarked, (considering the anthropology for that
double shifts. go ahead to select the design ideas particular std. child).
• Identify which areas need repair?  Some ideas may be valid for only certain • Making sure that the design ideas
• See if your school needs grades. One may make them inside or just cover facilities for both shift schools
expansion. If so, which is the most outside such classes in the corridors. if the school runs in two shifts.
appropriate location for  Other ideas are such that they are useful for Architect and designer must be free
all grades, you may decide to put them in to improvise to customize according
Expansion?.
common spaces like corridors and outdoors. to the need of the project

EXCECUTION / PROCEDURE OF PRACTISE

• The quality of being worthy of attention the design is very much clear to the reason that schools are not meant for just
children but they are a place of raising leaders of tomorrow.

• Hence a special care must be taken and architects are the solely responsible to bring such a design to implementation.

• It is mostly observed that schools are treating the walls , floors , ceiling and door , windows and mere elements but all this
can be brought to interesting assistance to the teaching and spaces like corridors and open spaces , staircase and be also
utilized a crucial part of the design as they are the most where the children spend their time

SIGNIFICANCE
• Architecture plays a very vital role in the learning process of the child through the built environment and
the cognitive responses in school space.

• Through the case studies we have come to know that design elements shape the child's brain to tackle
more and more challenging situations and how to overcome them.

• Also the holistic development aspects, that are, physical development, creative development , intellectual
development , social and emotional skill development, language development are all done simultaneously
in the same premises and in the continuous form until the child is out the school premises.

• Before the intervention of the concept in existing built environment the situation was quite dull and
children were also absent on daily basis, which was a bigger issue. But after the scenario is totally
opposite, the children willingly come to school, spend time even after the school hours. The built
environment has proved to be an excellent assisting tool in schools aiding the learning process in all
aspects.

CONCLUSION
• E-Book: Building as learning aid By Kabir Vajpayee,2006
• E-Book: Effectively using BaLA (Building as Learning Aid) in Elementary Schools a Teacher's Manual,
VINYAS Centre for Architectural Research and Design. Published by VINYAS, year: 2012.
• Paper: Improving Government Schools What has been tried and what works, Author: Krishna Kumar, Year:
2005
• Paper: Study of Impact of Building as Learning Aid (BaLA) Project interventions on Students’ Learning
Outcomes, A Project Sponsored by State Project Director (SSA) cum DSE, Sarva Shiksha Abhiyaan
Society, Chandigarh Administration, 2016-17, By Dr. Jatinder Grover and Dr. Kanwalpreet Kaur.
• Magazine Page: School Architecture: Can Building Design aid learning?
https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf
• Book: Classroom Spaces that Work, author: Marlyn K. And Mary Beth, Northeast Foundation for Children,
2001.
• Child friendly school manual:
https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf
• The Interactive Classroom: Practical Strategies for Involving Students in the Learning Process Third
Edition (Revised Edition)

REFERENCES
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