Architectural Thesis Inclusive Centre Fo [PDF]

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Architectural Thesis 2015



BLURRING BOUNDARIES



‘Inclusive Centre for Learning’ (In context of Dargah of Hazrat Sultan Arifin)



Budaun, Uttar Pradesh



Thesis Report 29th May, 2015



5th Year, Bachelor of Architecture A/2272/2010



Prof. Mandeep Singh Prof. Suneet Mohindru



School of Planning and Architecture New Delhi



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Declaration



20th April, 2015 This thesis entitled: Blurring Boundaries: Inclusive Centre for Learning, Budaun, Uttar Pradesh has been carried out by the undersigned as a part of the Bachelors Program in the Department of Architecture, School of Planning and Architecture, New Delhi – 110002, India under the supervision of Prof. Mandeep Singh and Prof. Suneet Mohindru in the session 2014-15.



The undersigned hereby declares that this is his/her original work and has not been plagiarized in part or full from any source. Furthermore this work has not been submitted earlier for any degree in this or any other University.



Faizan Zahid Fifth Year, B. Arch. 2015 A/2272/2010 School of Planning and Architecture, New Delhi



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Certificate This thesis was carried out during the January – May 2015 semester in the Department of Architecture. Thereafter, based on this declaration by the candidate, the thesis was placed in front of the External Jury held on 18th and 19th May 2015. For this work the candidate was awarded the following marks:



Internal Evaluation during the Semester: External Jury Evaluation: 18th and 19th May 2015:



________ out of 300 marks. ________ out of 350 marks.



On successful completion of the Bachelor of Architecture Course by the Candidate the undersigned hereby accepts the Thesis Report on behalf of the Department, so that it may be placed in the Architecture Library.



_________________________ (Prof. Mandeep Singh) Thesis Co-ordinator 2015, Department of Architecture, School of Planning and Architecture, New Delhi – 110002



__________________________ (Prof. Mandeep Singh)



___________________________ (Prof. Suneet Mohindru) Thesis Guides 2015



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Acknowledgements I would like to give a special thanks to my thesis guides, Prof. Mandeep Singh and Prof. Suneet Mohindru, for making this journey easy and simple. Thanks for being supportive and encouraging all the time. Grateful appreciation to Prof. Dr. Ranjana Mital for her invaluable advices through the semester and helps in making the decisions. Prof. Shirish Malpani for his valuable time spent on guiding me through this. To all the cross review faculty members and guides for their time and precious comments. I am also thankful to my Thesis group, with special thanks to Abhinav, Iyas, Nivedita, Mridula and Santosh for their valuable discussions and Amrit, Ankit, Ashwini, Ayush, Kushwaha, Maddu and Vamsi for their invaluable help at the right time. Above all I thank Allah, my family and friends for immense support.



Faizan Zahid 30th May, 2015



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Synopsis Looking in a broader view, the contemporary Indian social structure is divided into two major groups. One which is traditional and follows customs and beliefs and the other one which follows these customs for namesake or opt not to follow. This contrasting mindset of people is found all over the country and in almost all the religions. Thus, in this particular case spaces like Dargah which on one hand are attached to a certain group of society, on the other hand are also looked down by various other groups. The argument here is that these spaces even being orthodox in nature have enough potential to find their place as a relevant entity in contemporary times. E.g. in Nizamuddin Dargah of Delhi, there happens a Qawwali (a form of Sufi devotional music) performances every Thursday or during its annual Urs (death anniversary of a Sufi saint). This particular event attract a lot of visitors throughout the city and the country, and at these events the place livens up with a diverse population gathered here irrespective of their personal communal status. Then, the question arrives: Why only this particular event triggers a lot of people to come to the Dargah? This can be justified by the fact that people who visit it during that time may not be looking to believe in the saint particularly but wants to get a taste of authentic Sufi Music, or something else. But, due to this activity, the Dargah is successful to find its relevance in the contemporary society. The similar is the case with the Dargah of Hazrat Sultan Arifin, present in Budaun. Being in Budaun, the context is a bit different as compared to Hazrat Nizamuddin, but the activities are almost similar. The Urs happens every year which again attracts a lot of visitors etc. The research here is to understand the relevance of this Dargah in present times in such a way that it can help the city or community to be able to cope up with the contemporary needs of the society. The research involves understanding the relationship of a learning centre or an educational hub around a Dargah which itself has a revered position in the society. An attempt at blurring the boundary between orthodox nature of society and the contemporary mindset of public, for the greater good of the people of the region.



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Table of Contents Declaration ................................................................................................................................................................................................................................................................. 3 Certificate ................................................................................................................................................................................................................................................................... 4 Acknowledgements.................................................................................................................................................................................................................................................... 5 Synopsis...................................................................................................................................................................................................................................................................... 6 List of Figures ........................................................................................................................................................................................................................................................... 11 Design Investigation ................................................................................................................................................................................................................................................. 12 1.1 Introduction ................................................................................................................................................................................................................................................... 13 1.2 Research Question ......................................................................................................................................................................................................................................... 14 1.3 Issues & need for research............................................................................................................................................................................................................................. 14 1.4 Thesis Proposition .......................................................................................................................................................................................................................................... 16 1.4.1 Aims of the preposition: areas of exploration ........................................................................................................................................................................................ 16 1.4.2 Why a Dargah? ........................................................................................................................................................................................................................................ 17 1.5 Design Project ................................................................................................................................................................................................................................................ 18 Multi-functionality ........................................................................................................................................................................................................................................... 18 Blurred Boundaries .......................................................................................................................................................................................................................................... 18 Community Space ............................................................................................................................................................................................................................................ 18 Spiritual Space .................................................................................................................................................................................................................................................. 18 1.6 Spaces ............................................................................................................................................................................................................................................................ 19 Proposition Details ................................................................................................................................................................................................................................................... 20 2.1 Scope and Profile of the Project .................................................................................................................................................................................................................... 21 2.2. Functional Diagram: The Complex ................................................................................................................................................................................................................ 22 2.3. Functional Diagram: Spiritual Space ............................................................................................................................................................................................................. 22 2.4 Functional Diagram: School (Basic) ................................................................................................................................................................................................................ 23 2.5. Reading of the Components ......................................................................................................................................................................................................................... 24 7



2.4 Area Program ................................................................................................................................................................................................................................................. 25 Site Details ............................................................................................................................................................................................................................................................... 28 3.1 City Introduction ............................................................................................................................................................................................................................................ 29 3.2 History & Timeline ......................................................................................................................................................................................................................................... 30 3.3 City Analysis ................................................................................................................................................................................................................................................... 31 3.3.1 Demographic Status: ............................................................................................................................................................................................................................... 31 3.3.2 Literacy Rates .......................................................................................................................................................................................................................................... 31 3.3.3 Literacy Rates in Females ........................................................................................................................................................................................................................ 31 3.3.4 Structure and Growth in Employment .................................................................................................................................................................................................... 32 3.3.5 Inferences for Demographics .................................................................................................................................................................................................................. 32 3.3.6 Geography & Climate .............................................................................................................................................................................................................................. 33 3.3.7 City Existing Infrastructure ...................................................................................................................................................................................................................... 34 3.3.7 Master Plan 2011 .................................................................................................................................................................................................................................... 35 3.4 Site Location ................................................................................................................................................................................................................................................... 36 3.5 Precinct Study ................................................................................................................................................................................................................................................ 37 3.6 Site Details ..................................................................................................................................................................................................................................................... 38 3.7 Landuse .......................................................................................................................................................................................................................................................... 39 3.8 Topography .................................................................................................................................................................................................................................................... 40 3.9 Existing Site Plan ............................................................................................................................................................................................................................................ 41 3.10 Gestures ....................................................................................................................................................................................................................................................... 42 3.11 Site Views ..................................................................................................................................................................................................................................................... 43 Research and Case Studies....................................................................................................................................................................................................................................... 46 4.1 Sufism ............................................................................................................................................................................................................................................................. 47 4.1.1. The origin and Concept .......................................................................................................................................................................................................................... 47 4.1.2. Different Stages in Sufi Quest ................................................................................................................................................................................................................ 48 4.1.3. Sufism in India ........................................................................................................................................................................................................................................ 49 4.1.4. Sufism and Education ............................................................................................................................................................................................................................. 49 8



4.1.5. Rituals..................................................................................................................................................................................................................................................... 50 4.1.6. Musical Influences.................................................................................................................................................................................................................................. 50 4.2 Schools and Learning Centers ........................................................................................................................................................................................................................ 51 4.2.1. The Physical Environment ...................................................................................................................................................................................................................... 51 4.2.2. Space for Parents and Community ........................................................................................................................................................................................................ 57 4.2.3. Policy of Inclusion .................................................................................................................................................................................................................................. 58 4.3. Case Studies .................................................................................................................................................................................................................................................. 59 4.3.1. Human Resources Centre, Pontiac......................................................................................................................................................................................................... 59 4.3.2. Community School at Kampong Siglap Mosque, Singapore .................................................................................................................................................................. 62 4.3.3. Mirmbika- Free Progress School, New Delhi.......................................................................................................................................................................................... 66 Inferences & Conclusions ......................................................................................................................................................................................................................................... 71 5.1 Conclusions and Inferences ........................................................................................................................................................................................................................... 72 5.2 SWOT Analysis................................................................................................................................................................................................................................................ 73 Design Concept & Implementation.......................................................................................................................................................................................................................... 74 6.1. Design Stage 1 ............................................................................................................................................................................................................................................... 77 Pros: ................................................................................................................................................................................................................................................................. 77 Cons:................................................................................................................................................................................................................................................................. 77 6.2. Design Stage II ............................................................................................................................................................................................................................................... 78 Pros: ................................................................................................................................................................................................................................................................. 78 Cons:................................................................................................................................................................................................................................................................. 78 6.3. Design Stage III .............................................................................................................................................................................................................................................. 79 Pros: ................................................................................................................................................................................................................................................................. 79 Cons:................................................................................................................................................................................................................................................................. 79 6.4. Design Stage IV.............................................................................................................................................................................................................................................. 80 Pros: ................................................................................................................................................................................................................................................................. 81 Cons:................................................................................................................................................................................................................................................................. 81 Design Drawings....................................................................................................................................................................................................................................................... 82 9



Site Plan................................................................................................................................................................................................................................................................ 83 First Floor ............................................................................................................................................................................................................................................................. 84 Second Floor ........................................................................................................................................................................................................................................................ 85 Site Elevations ...................................................................................................................................................................................................................................................... 86 Bibliography ............................................................................................................................................................................................................................................................. 89



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List of Figures Figure 1: Mausoleum of Nawab Ikhlas Khan, Budaun; also known as ‘Roza’; Source: Google Images .................................................................................................. 13 Figure 2: Jama Masjid of Budaun; Source: Author .................................................................................................................................................................................... 13 Figure 3: Hazrat Nizmuddin Dargah, New Delhi; Source Google Images ................................................................................................................................................. 14 Figure 4: Dargah of Hazrat Sultan Arifin, Budaun; Source: Author ........................................................................................................................................................... 15 Figure 5: Interior of the Dargah; Source: Author ....................................................................................................................................................................................... 15 Figure 6: Uttar Pradesh; source: Google images ....................................................................................................................................................................................... 29 Figure 7: Budaun City; Source: google maps.............................................................................................................................................................................................. 29 Figure 8: Budaun city clock tower; Source: Author ................................................................................................................................................................................... 30 Figure 9: City Data; source: Budaun master plan 2011 ............................................................................................................................................................................. 31 Figure 10: City Data; Source: Budaun Master Plan 2011 .......................................................................................................................................................................... 31 Figure 11: Budaun City; Source: Google maps ........................................................................................................................................................................................... 36 Figure 12: Site Precinct; Source: Google Earth .......................................................................................................................................................................................... 38 Figure 13: Site Precinct; Source: Google Earth .......................................................................................................................................................................................... 39 Figure 14: Site Contours; Source: Author ................................................................................................................................................................................................... 40 Figure 15: Site Plan; Source: Author ........................................................................................................................................................................................................... 41 Figure 16: Examples showing various layouts of classrooms .................................................................................................................................................................... 53 Figure 17: Architectural Principles for healthy learning environment; Source: Times Saver Standards ................................................................................................ 54 Figure 18: Functional Diagram of a library; Source: Neufert 3rd Edition ................................................................................................................................................. 55 Figure 19: Functioning of Library; Source: Neufert 3rd Edition ................................................................................................................................................................ 55 Figure 20: Relationship of open area with the school; Source: Times Saver Standards .......................................................................................................................... 55 Figure 21: Toilets Layouts; Source: Neufert 3rd Edition............................................................................................................................................................................ 56 Figure 22: The Entrance Courtyard; Source: Sanjay Prakash & Associates .............................................................................................................................................. 66 Figure 23: The initial space filling grid, Mirambika; Source: Sanjay Prakash and Associates .................................................................................................................. 67 Figure 24: Planning Grid, Mirambika; Source: Sanjay Prakash & Associates ........................................................................................................................................... 68 Figure 25: A portion of ceiling plan with structural grid; Source: Sanjay Prakash & Associates ............................................................................................................. 68 Figure 26: Mirambika Site Plan; Source: Sanjay Prakash and Associates ................................................................................................................................................. 69 Figure 27: Design stage I; Source: Author .................................................................................................................................................................................................. 77 Figure 28: Design Stage II; Source: Author ................................................................................................................................................................................................. 78 Figure 29: Design Stage III; Source: Author ................................................................................................................................................................................................ 79 Figure 30: Design Stage IV; Source: Author ............................................................................................................................................................................................... 81 11



01 Design Investigation 12



1.1 Introduction I come from a small town in western Uttar Pradesh called Budaun. Budaun is a place sincerely known for its historical background. It once was the capital of Medieval India under the reign of Iltutamish. During his rule, he built a Grand Mosque and various other structures. Although Budaun’s history dates long back even before the time of Hazrat Nizamuddin. Earlier Budaun was known as a centre for Islamic education for the medieval India, where a no. of scholars came and received education. The students primarily earned Islamic Education along with Mathematics. The situation is different now, Budaun now lags much behind in the field of education, and even quality schools of primary and higher education are not present, which has led to a sufficiently low literacy rate in the city as well as the whole district, primarily in minority community of Muslims. All this is leading to the educational and social backwardness of the place. Another thing famous for Budaun is its Ziyarats. During and before the reign of Iltutamish, a no. of saints and religious scholars visited the place and some of them settled here. Their stay in the city attracted a lot of visitors from the nearby towns and made Budaun famous for its Sufi Culture. After the demise of these Saints their burial place or Ziyarats (mausoleums) developed as a centre for worship and pilgrimage for the people. There are two major mausoleums in Budaun out of which Hazrat Sultan Arfiin Rahamtullah’s Mausoleum is quite famous and attract a lot of tourists every year and is a burial ground for that part of town. Famousness is because of the fact that Hazrat Nizamuddin (who was born in Budaun) was once his disciple. Not only that the mausoleum also act as a centre for cultural integration where people from various walks of life come and interact, all for a noble reason. The idea is to combine these two issues, for the greater good of the people of Budaun. Intervention would involve redefinition of Dargah as a Spiritual Public Space (as it is accessed by people from various religions) and place around it as a learning ground for people of Budaun. An intervention which could bridge the gap between various communities with the help of their common interests, education and spirituality.



Figure 1: Mausoleum of Nawab Ikhlas Khan, Budaun; also known as ‘Roza’; Source: Google Images



Figure 2: Jama Masjid of Budaun; Source: Author



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1.2 Research Question All this said above is to try and answer the research question: How a space like Dargah can be re-interpreted in contemporary times as a centre for learning and a Spiritual Public Space benefitting various communities?



1.3 Issues & need for research The spaces like Dargahs or Ziyarats (A Sufi Islamic Shrine built over the grave of a revered religious figure, often a Sufi Saint), are often found in cities of India and the world e.g. Delhi, Ajmer, Nagore, Mumbai etc. Interesting characteristics of these spaces is that they are accepted not only by a certain community, but a varied set of people thus acting as a common interest. But these Ziyarats are generally looked upon as a symbol of orthodox, which find a lesser accepted approval in the contemporary mindset of society. Hence, people who do not believe in such traditions often consider them as a hindrance to the growth of the society. The argument here is that these spaces even being orthodox in nature have enough potential to find their place as a relevant entity in contemporary times. E.g. in Nizamuddin Dargah of Delhi, there happens a Qawwali (a form of Sufi devotional music) performances every Thursday or during its annual Urs (death anniversary of a Sufi saint). This particular event attract a lot of visitors throughout the city and the country, and at these events the place livens up with a diverse



Figure 3: Hazrat Nizmuddin Dargah, New Delhi; Source Google Images



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population gathered here irrespective of their personal communal status. Then, the question arrives: Why only this particular event triggers a lot of people to come to the Dargah? This can be justified by the fact that people who visit it during that time may not be looking to believe in the saint particularly but wants to get a taste of authentic Sufi Music, or something else. But, due to this activity, the Dargah is successful to find its relevance in the contemporary society. The similar is the case with the Dargah of Hazrat Sultan Arifin, present in Budaun. Being in Budaun, the context is a bit different as compared to Hazrat Nizamuddin, but the activities are almost similar. The Urs happens every year which again attracts a lot of visitors etc.



The research here is to understand the relevance of this Dargah in present times in such a way that it can help the city or community to be able to cope up with the contemporary needs of the society. The research involves relationship of a learning centre or an educational hub around a Dargah which itself has a certain position in the society. This also involves understanding of these contrasting entities being merged together to create an inclusive environment which is beneficial not only for a certain community but for the larger society.



Figure 4: Dargah of Hazrat Sultan Arifin, Budaun; Source: Author



Figure 5: Interior of the Dargah; Source: Author



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1.4 Thesis Proposition The preposition involves search for a new entity which combines formal education, elderly learning, vocational training and spiritual learning in the same context. The idea is to create a healthy and inclusive learning environment which provides basic education of various kinds in an adjacent neighbourhood without compromising with one another, with a spiritual space as a centre.



1.4.1 Aims of the preposition: areas of exploration As stated earlier, the major issues of the city are to be tackled here with an intervention for the greater good of the people of the city. Major aims of the intervention are: 1. To create an inclusive environment to promote education as a step towards creating a fair and just society free from discrimination and fragmentation (whether it’s physical, social or psychological).



2. To create an intervention which is much required for the people of Budaun as the city lacks basic infrastructure for inclusive learning and community activities.



3. To re interpret a Dargah as a Spiritual Public Space, with a holistic learning centre around it thus finding a more relevant meaning of the Dargah in contemporary times.



4. To promote basic education among various strata of society which are otherwise left unattended i.e. elderly education, education for the disabled and vocational learning.



5. To understand the nature of the boundaries between contrasting entities put together to create a meaning intervention without compromising with each other.



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1.4.2 Why a Dargah? The reason for such an intervention around a spiritual space is to give it more rooted reason, which is attached to the people and society. The objective is also to enhance the state of an already existing spiritual space by developing an educational infrastructure around it which could be beneficial for the city. Another reason behind a Dargah is that the intervention although being useful for the whole city, is still primarily for the minority community of Muslims. This is place which Muslims of the region, especially those who are lesser literate, consider sacred, so, it would be easy for them to find meaning in the proposal. The Dargah of Hazrat Sultan Arifin is also quite famous and the city is mostly known by it. Thus, the intervention would be able to give the city a new identity based on traditional ideas but implemented and relevant in contemporary scenario.



GESTURES TO BE ADDRESSED



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1.5 Design Project The thesis proposition calls for a design which caters to a variety of issues and provide a holistic approach towards each of them. Various design aspects of this thesis are as follows:



Multi-functionality The design project involves design of spaces which promote multi-functionality by the virtue of its design itself. E.g. school which incorporates classrooms for children can be designed and placed in such a way that the same can be used by the elders in the evening for their classes, the labs, infirmary and computer centre can be used by the general public after the school is over or the ground and terrace of the school can be designed in such a way that they can be used for gathering and watching purposes during an event in the Dargah.



Blurred Boundaries The idea is to design in such a way that the contrasting entities exist together, work together and benefit from each other but do not create any conflict to each other. This is one of the prime and most critical concern of the design as designing spaces for distinct uses in the same proximity would involve great attention while designing their edges and the drawing the relationship. These boundaries would give the design a unique identity.



Community Space The thesis also involves design of spaces which promote community interaction and necessary infrastructure for the same. As the city lacks such infrastructure, the design of these spaces become critical but these need to be designed in such a way that they act simultaneously with relation to the school as well as the spiritual space.



Spiritual Space The re-design of the main Dargah is also a major part of the thesis proposition. The Dargah along with the mosque behind it need to be designed in such a way that it does not hurt the sentiments of the core users of the place. The mosque and the Dargah needs to be accessible for the people from outside even when the school is in progress and especially on Thursdays and Fridays.



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1.6 Spaces In terms of spaces, the thesis proposition would involve design spaces as listed below. These are just the space listing, they will overlap and be further detailed more as the design evolves. 























School o Primary o Senior Secondary o Administration Vocational Learning centre o Bamboo Workshop o Embroidery Workshop o Wood Workshop Spaces for Community Activities o Courtyards and Opens Spaces o Congregational Space around Dargah Dargah o Main Shrine/Grave o Commercial Areas o Administration Mosque Area o Prayer Hall o Madrasa o Residential area for the Imam Common Areas o Amphitheatre o Auditorium o Library o Cafeteria



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02 Proposition Details 20



2.1 Scope and Profile of the Project The scope of the project includes the understanding of Dargahs and its functions as well as understanding the working of schools and learning centers. The scope also contain the study of the relationship between these spaces, their functional and structural needs and interaction with the users. Along with that, the project needs to incorporate the concept of multi-functionality of spaces and their simultaneous working. The design should respect the existing geography & climatic conditions of site, the cultural premise and the contemporary relevance and possibilities of the project. The project also need to cater to the necessary attributes like sustainable & universal design. On a broader Level, the design thesis would be a combination of a formal school, vocational school and a spiritual centre.



MultiFunctionality Formal School



Blurring the Boundaries Vocational School



Spiritual Space (Dargah)



Universal Design



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2.2. Functional Diagram: The Complex



Dargah Mosque



Spiritual Space Blurred Boundary



Vocational Area & Shared Spaces



Information Area



Blurred Boundary



Formal Education



2.3. Functional Diagram: Spiritual Space Commercial Area



Entrance



Garden of Knowledge (Of Path to be followed, Islam)



Information Area (Initiation, Presence and absence of God)



State of Solitude; Attainment of Truth



Blurred Boundary



Formal Learning



Realization of Oneself; Ultimate Goal



Dargah Mosque 22



2.4 Functional Diagram: School (Basic)



Multi-Purpose Hall Library Vocational Area AV Rooms Cafeteria Labs Sports Area Stationary



Toilets



Shared Areas



Classrooms Blurred Boundary



Entrance (Parents and School Administration)



Play area



Senior Court Assembly Area



Outdoor Activity Areas



Junior Court



Students Entry (Bus and Bicycle)



Classrooms Toilets



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2.5. Reading of the Components The various components must be studied individually to understand their working and functional & structural needs. These components are detailed as follows: 3.3.1 School The school has to be designed as per Indian standards and CBSE standards. The no. of students for the school is to be determined by the statistics of the city and as well as the area of the site. Special care should be taken while designing the classroom units, open spaces, labs and play areas. The various key factors while designing a healthy learning environment are:          



Layout Orientation Fenestrations Solar Controls Acoustics Insulation Space Conditioning Lighting Colors Form



3.3.2 Vocational School and Shared Spaces The vocational school would be just a few workshops and an extension of the main school in such a way that they can be used simultaneously or consecutively without upsetting each other’s working. The shared spaces include Libraries, Multi-purpose Hall, Labs etc. which should be shared between school and Spiritual Space.



3.3.3 Dargah - the Spiritual Space This part of the intervention is again needs to be designed while keeping in mind is historical importance and society’s sentiments. The interpretation of the Dargah is to be done very subtly that it does not give negative impression and not defy its original character. This way, the main goal of creation of a spiritual public space can be achieved without any disrespect to the authentic beliefs and rituals.



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2.4 Area Program Section



Area 1



Academic Facility Primary School (1-5)



Classrooms Staff Rooms with Pantry and Toilet Common Toilet Juniors In charge Computer Lab Library



No. of Spaces



No. of Users 20 2 1 1 1 1



Area / Person



400 20



2.1 4



1 60 60



12 3.5 7



Total



Total Area (sq. m.) 840 80 50 12 210 420



1612



Senior Secondary School (6-12) Classrooms Staff with Pantry and Toilet



21 3



840 28



2.1 7



Common Toilet Computer Lab Library Physics Lab Store Dark Room Balance Room Physics Department Room



1 1 1 1 1 1 1 1



60 210 30



4 7 4.5



3



6.5



Biology Lab Store Chemistry Lab Store Senior Art Room Principal's Room Teachers Common Room



1 1 1 1 1 1 1



30



4.5



30



4.5



30 1



6 30



Senior School In charge



1



1



20



1764 196 50 240 1470 135 30 30 30 20 130 30 135 30 180 30 64 20 25



Administrative Supervisor Girls Common Room



1 1



1



20



Total



20 32



4636



Administration Reception Waiting Pantry Attendant Book and Uniform Shop Accounts Personnel Department



1 1 1 1 1 1



6



5



1



40



5 3



6



Total Common Areas



30 15 40 60 60 20



225



Amphitheatre



1



Cafeteria Kitchen Clinic/Infirmary AV Rooms Stores Multi –purpose Hall Vocational Learning and Skill Development Workshops for Embroidery Workshops for Wood Work Workshop for Bamboo furniture



1 1 1 2 2 1



1 1 1



Total



300 60 10



4 5



30



3



500



1.2



240 50 32 180 60 600



20 20 20



2 1.5 1.5



40 30 30



1262



Open Spaces



Play Field Basket Courts Badminton Courts



1 1 2



970 164 26



1134 2



Spiritual Space Dargah/Central Spiritual Space Space for Congregation Commercial Area/Shops Administrative Block Library cum Information Area Mosque Graveyard Cloak Room and Security



1 1



1000



1.5



1 1 1



20 500 1000



2.5 7 2



1



1500 1500 2500 50 3500 2000 100



11150 Grand Total



Total Built Up



18885



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03 Site Details 28



3.1 City Introduction Budaun is a city in Budaun district, Uttar Pradesh, India. It is located near the Ganges River, in the center of Western Uttar Pradesh. Budaun is a Yadav and Muslim dominated region. It was the most important post of Northern Frontier during Mughal reign. Budaun is a big market, historically famous and religiously important city.



Budaun District Figure 6: Uttar Pradesh; source: Google images



District and city Budaun is located within the doab of river Ramganga, politically under state region of Rohilkhand of Western Uttar Pradesh, with coordinates as 28.05°N 79.12°E. North to it is Bareilly, Rampur and Moradabad. With an approximate size of 114 km to 60 km, it is about 500 (152 m) feet above from mean sea level. Ramganga is the major river with smaller rivers as Mahawa, Soth, Aril and Bhansor.



Figure 7: Budaun City; Source: google maps



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3.2 History & Timeline The history of Budaun dates back to Vedic period. It was first known as Buddha Mau as named by King Ashoka in 256 AD. There are ruins of an immense fort and a very handsome mosque of imposing size, crowned with a dome, and built in 1223. According to tradition, Budaun was founded about 905 AD, and an inscription, probably of the 12th century, gives a list of twelve Rathor kings reigning at Budaun (called Vodamayuta). The first authentic historical event connected with it, however, was its capture by Qutb-ud-din Aibak in 1196, after which it became a very important post on the northern frontier of the Delhi Empire. In the 13th century two of its governors, Shams-ud-din Iltutmish, the builder of the great mosque referred above, and his son Rukn ud din Firuz, attained the imperial throne. In 1571 the town was burnt, and about a hundred years later, under Shah Jahan, the seat of the governorship was transferred to Sahaspur- Bilari.



Timeline : Formerly known as Vodamayuta, founded by Aheer Raja Buddha : Budaun got invaded and came under the rule of Qutub-ud-din Aibak. : Shams Uddin Iltutamish took control over the region. : Hazrat Sultan Arifin died, teacher of Hazrat Nizamuddin. : Mughal emperor Humayun took Budaun under his empire. : Came under the ruler ship of Delhi, on the orders of Akbar. : A huge riot destroyed the major part of the city. : Came under British Rule



Figure 8: Budaun city clock tower; Source: Author



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3.3 City Analysis Badaun district is facing high and increasing population pressure. The population in Badaun district increased from 24.48 lakh in 2001 to 30.69 lakh in 2011. The decadal growth in population during 20012011 was 25.4 per cent in the district as against 25.88 per cent at the state level during the same period. The relative population pressure is higher in the district as compared to the state as evident form population density. Though level of urbanization is quite high in the district but level of literacy and work participation rate have been lower in the district as compared to the state. Figure 9: City Data; source: Budaun master plan 2011



3.3.1 Demographic Status: The classification of population comprising of followers of different religions in Badaun district shows that the population of Hindus is highest (78.26 Per cent) followed by that of Muslims (21.33 Per cent) as per 2011 Census. On the parameters of literacy and work participation rate, Muslims are most backward among all the religious groups in the district. The position of Hindus is worse off as compared to Jains in literacy achievement and Buddhist and Christians in work participation. Thus, on two important development parameters of literacy and work participation, Muslims are at the bottom in Badaun district. Figure 10: City Data; Source: Budaun Master Plan 2011



3.3.2 Literacy Rates The fact has emerged from the Base-line survey in Badaun district that general literacy rate is lower in the district as compared with the national level literacy rate. It is only 40 per cent in the district as against 67.30 at the national level. Hence, Badaun district is backward in literacy by 27 percentage points than the all India level. Therefore, proper planning is to be made in the Multi-sectoral development Plan of the District to increase the literacy level among the population in general of the Muslims in particular in Badaun district.



3.3.3 Literacy Rates in Females The rate of literacy among the females of the district has been found to be 29 per cent thorough the baseline survey while the same was 57 per cent at the all India Level. Thus, 28 per cent females of rural part of the Badaun district were more illiterate as compared with the national average. 31



3.3.4 Structure and Growth in Employment Agriculture is the main source of employment in Uttar Pradesh as a whole and in its constituent districts as well. The data of 2001 Census as placed in table-2.3 showed that the proportion of main workers employed in agricultural sector have been comparatively higher in Badaun district than in the state as a whole. The proportion of main workers engaged in household industries and other activities in the district is lower in state’s comparison. This situation points to the fact that there has been lesser diversification of workers from agriculture to other sectors in Badaun district because full time employment could not be created for the growing workforce in the district.



3.3.5 Inferences for Demographics In total, less than two per cent of the population has higher education. However, the percentage of Muslims population with below primary and upper primary education is also lower to that of Hindus indicating to a fact that the Muslim in rural areas of Badaun district are not sending their children to primary schools to the extent Hindus are doing. And if the situation continues like this, Muslims would not be able to catch up the Hindus in attainment of basic education in the district. Muslims are also lagging behind the Hindus in terms of attainment of higher/technical education in the district.



Lakh Population



/1000 Sex Ratio



Hindu-Muslim %



% Avg. Literacy Rate



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3.3.6 Geography & Climate Budaun has an average elevation of 169 meters (554 feet). Since Budaun was settled after demolishing a large fort, the city is irregularly elevated, with Soth and Punjabi Mohalla at the top. The Civil Lines are is much plainer.



The sun path and wind diagram analysis shows interesting results. As other cities of UP the sun stays mostly up towards the southern side and wind is predominantly north easterly in summers and south westerly in winters.



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3.3.7 City Existing Infrastructure Budaun being district headquarters has a well-built city infrastructure ranging from Govt. Offices, institutional buildings, hospitals and transportation systems etc. Although, the fact that it caters to sufficiently large population, the infrastructure still lacks mostly in terms of Education and Health. Budaun city acts as a junction for many national roads, which make the city one of the most important of the western UP. SH33 (Bharatpur-Mathura-Bareilly) and SH43 (Moradabad-Farrukhabad) pass through Budaun, It is also the terminal point of SH18 (to Meerut) and SH51 (to Delhi). Budaun Depot, with 118 buses is one of the most profitable depots of UPSRTC.



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3.3.7 Master Plan 2011



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3.4 Site Location The site located on the city boundaries of Budaun, on SH-51, surrounded by Shot River stream amidst the farmland and away from the city chaos. The site chosen is in context of the famous Dargah (Mausoleum) of Hazrat Sultan Arifin, the Sufi Saint born in Budaun, Uttar Pradesh. The site is partly owned by Waqf Board and partly privately owned. For academic purposes, it is assumed that the private part of site is owned by a philanthropist who is interested to donate his property for the greater good of the city.



Figure 11: Budaun City; Source: Google maps



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3.5 Precinct Study



37



3.6 Site Details



Figure 12: Site Precinct; Source: Google Earth



38



3.7 Landuse



Figure 13: Site Precinct; Source: Google Earth



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3.8 Topography



Figure 14: Site Contours; Source: Author



40



3.9 Existing Site Plan



Figure 15: Site Plan; Source: Author



41



3.10 Gestures



42



3.11 Site Views



43



44



45



04 Research and Case Studies 46



4.1 Sufism 4.1.1. The origin and Concept Islam at the beginning was primarily a legalistic religion and placed before its adherents little more than a code of ethics combined with a set of rituals. The faithful observance of these was deemed sufficient to satisfy every man's religious quest and ensure him a place in heaven. There was no demand for spiritual regeneration through a rebirth experience and the indwelling of the Holy Spirit as in the Christian faith, nor for a highly spiritual form of devotion through which the worshipper could draw near to God in a personal way and discover the knowledge of his grace and favor. During the Ummayad period, after Islam had made direct contact with Eastern Christianity and other oriental religions, a deeply mystical movement arose within its realm, in many ways, perhaps, indebted to the influence of these faiths for its motivation and principles, but nonetheless an independent theosophy developing purely within the framework of the Islamic society and heritage. The movement is known as Sufism (tasawwuf) and its followers are known as Sufis (pronounced "Soofies"). The word Sufi almost certainly comes from the Arabic suf, meaning "wool", and implies that the Sufi is a wearer of a woollen garment. In pre-Islamic times ascetics often dressed in wool as a symbol of their particular course of life and the early Muslims who practiced austerity were duly nicknamed "Sufis". Later on the name was adopted by those who sought to obtain knowledge of God through various stages of spiritual self-denial as asceticism in Islam gave way to mysticism. Sufism is principally a quest for a living knowledge of the Supreme Being. To the orthodox Muslim Allah is the Lord of the Worlds, unique in his essence and attributes, ruling over all the universe and quite unlike anything in his creation. To the Sufi, on the other hand, "God is the One Real Being which underlies all phenomena" (Nicholson, The Mystics of Islam). He is everything and there is nothing but Him. Man's purpose is to lose his natural sense of a separate identity from his Creator and to be absorbed instead into his knowledge until there remains no distinction of consciousness between him and God. Through a series of stages (maqamat) and subjective experiences (ahwal) this process of absorption develops until complete annihilation (fana) takes place and the worshipper becomes al-insanul-kamil, the "perfect man". The Sufi concept of a God who is "all in all" differs radically from the orthodox conviction that the further he is placed from his creation, the more he is glorified. Historically it is a marvel that Sufism grew out of the bedrock of Islam but its development will not surprise Christians who believe that man was made in the image of God and that his highest glory is to be conformed to the divine image and be partaker of the divine nature through the indwelling Holy Spirit. The mystical quest in Islam was perhaps to be expected for, as it has been put, there is a "God-shaped vacuum" in every human heart that no religion based purely on ethics and formal rites can ultimately fill.



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4.1.2. Different Stages in Sufi Quest It is not easy to define the various stages of the Sufi path, especially as there is no universal consensus as to the exact identity of each stage or even of the order in which they are reached. It is generally agreed that the goal is al-Haqiqah, "the True Reality", also known as fana, self-annihilation" or absorption in God. Very prominent in the Sufi stages is ma'rifah, "knowledge" of God, or the gnosis of his essence and presence. In some cases it is set forth as one of the stages towards the goal, in others it is identified with the Haqiqah as the object of the quest. These two, together with the initial tariqah, "the path", constitute the three great stages of Sufism. A Sufi must attain to these after graduating from the basic laws of Islam which are set forth, Sufis believe, as a principal code for the unenlightened Muslim masses. One of the initial stages is said to be an attitude of indifference towards good or bad fortune. The Sufi believes that adversity, causing discomfort, depression or discourage is brought about through God's deliberate "contraction" (qabdh) and that prosperity, joyful circumstances and the like, come from his "expansion" (bast). He humbly resigns himself to both, seeking not to be affected by his circumstances but to fix his devotion purely on his Lord and Master. Qur'anic sanction is found for these contrasting acts of God and the Sufi's willingness to abide in them. Fana is the ultimate goal - a dissolution of the Sufi's consciousness of his own identity through a total absorption in the knowledge of God. "As a technical term in Sufism, the word annihilation signifies the annihilation of the attributes of human nature and their transformation into Divine Attributes. In the state of annihilation, the Sufi is completely immersed in the contemplation of the Attributes of God and oblivious to his own self" (Nurbakhsh, Sufism). It should again be emphasized that this does not lead to a pantheistic theosophy, for Sufis, true to the Muslim faith, are always careful to distinguish between God and his servants. The union comes in the realm of consciousness and spiritual perspective. The distinction is well set forth in this comment: "The mystic does not become one with God, he becomes conscious of his oneness with Him" (Tritton, Islam). It is true to say that the Sufi should never be able to proclaim that he has reached this stage for his complete absorption in God and self-annihilation, his fana fittawhid, fil Haqq ("Union with the Unity, the Reality"), will surely make him lose all consciousness of his own identity and personal state. The highest stage of fana is reached when even the consciousness of having attained fana disappears. This is what the Sufis call 'the passing-away of passingaway (fana al-fana). The mystic is now wrapped in contemplation of the divine essence. (Nicholson, the Mystics of Islam).



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4.1.3. Sufism in India Sufism has a history in India evolving for over 1,000 years. The presence of Sufism has been a leading entity increasing the reaches of Islam throughout South Asia. Following the entrance of Islam in the early 700s, Sufi mystic traditions became more visible during the 10th and 11th centuries of the Delhi Sultanate. A conglomeration of four chronologically separate dynasties, the early Delhi Sultanate consisted of rulers from Turkic and Afghan lands. This Persian influence flooded South Asia with Islam, Sufi thought, syncretic values, literature, education, and entertainment that has created an enduring impact on the presence of Islam in India today. Sufi preachers, merchants and missionaries also settled in coastal Bengal and Gujarat through maritime voyages and trade. Various leaders of Sufi orders chartered the first organized activities to introduce localities to Islam through Sufism. Saint figures and mythical stories provided solace and inspiration to Hindu caste communities often in rural villages of India. The Sufism teachings of divine spirituality, cosmic harmony, love, and humanity resonated with the common people and still does so today.



4.1.4. Sufism and Education During 901 - 1151 A.D., the Ghaznawids began to build numerous schools called madrasa that were attached and affiliated with masjids (mosque). This mass movement established stability in India's educational systems. Existing scholars promoted the study of the Qur’an and hadith, beginning in North West India. During the Delhi Sultanate, the intellectual caliber of India's residents increased multiple - fold due to the Mongol invasions. Various intellectuals hailing from regions such as Iran, Afghanistan, and Central Asia began to enrich the cultural and literary life of the Delhi capital. Among the religious elite existing during the Sultanate time period, two major classifications existed. The ulama were noted exclusive religious scholars who had mastered certain Islamic legal branches of study. They were sharia oriented and tended to be more orthodox about Muslim practices. The other group of religious elites were the Sufi mystics, or fakir. This was a more inclusive group that was often more tolerant of non-Muslim traditions. Although the commitment to practice sharia remains a Sufi foundation, early Sufis in India focused on proselytizing through service work and helping the poor. During the Delhi Sultanate, the rise prevailing mystical approach to Islam was not a substitute for madrasa education nor traditional scholarship. The teachings of Sufism only built upon the foundations of a madrasa education.



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4.1.5. Rituals One of the most popular and controversial rituals in Sufism is the visiting of grave-tombs of Sufi saints. These have evolved into Sufi shrines and are seen among cultural and religious landscape of India. The ritual of visiting any place of significance is called Ziyarat; the most common example is a visit to Prophet Muhammad's Masjid Nabawi and grave in Medina, Saudi Arabia. A saint's tomb is a site of great veneration where blessings or Baraka continue to reach the deceased holy person and are deemed (by some) to benefit visiting devotees and pilgrims. In order to show reverence to Sufi saints, kings and nobles provided large donations or Waqf to preserve the tombs and renovate them architecturally. Over time, these donation, rituals, annual commemorations formed into an elaborate system of accepted norms. These forms of Sufi praxis created an aura of spiritual and religious traditions around prescribed dates. In response, many orthodox or Islamic purists denounce these visiting grave rituals, especially the expectation of receiving blessings from the venerated saints. Nevertheless, these rituals have survived generations and seem adamant to remain.



4.1.6. Musical Influences Music has always been present as a rich tradition among all Indian religions. As an influential medium to disperse ideas, music has appealed to people for generations. The audience in India was already familiar with hymns in local languages. Thus Sufi devotional singing was instantly successful among the populations. Music transmitted Sufi ideals seamlessly. In Sufism, the term music is called "sa'ma" or literary audition. This is where poetry would be sang to instrumental music; this ritual would often put Sufis into spiritual ecstasy. The common depiction of whirling dervishes dressed in white cloaks come to picture when paired with "sa'ma." Many Sufi traditions encouraged poetry and music as part of education. Sufism spread widely with their teachings packaged in popular songs accessing mass demographics. Women were especially affected; often used to sing Sufi songs during the day and in female gatherings. Sufi gatherings today are known as Qawwali. One of the biggest contributors to the musical Sufi tradition was Amir Khosraw (d. 1325). Known as a disciple of Nizamuddin Chishti, Amir was known as the most talented musical poet in the early Muslim period of India. He is considered the founder of Indo-Muslim devotional music traditions. Nicknamed "Parrot of India," Amir Khosraw furthered the Chishti affiliation through this rising Sufi pop culture within India



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4.2 Schools and Learning Centers Learning takes place within a web of social relationships as teachers and pupils interact both formally and informally. Schools are institutional spaces for communities of learners, including both students and teachers. Play and scuffle with one’s friends on the school grounds, free time to sit on the benches and chat with one’s friends during breaks, gathering together for morning assembly and other festive and significant occasions in the school, studies carried out in the classroom, anxious turning of pages before a class test, and trips made with one’s classmates and teachers to places outside the school — all these are activities bringing the community together, giving it the character of a learning community. Behind the scenes, but still significant in giving the school its character, are the teachers and the headmaster, planning and carrying out daily routines, examinations and special events that mark the school calendar. How can we organize the environment in the school and classroom so that such interactions support and enhance both teaching and learning? How can the space of the school be nurtured as a context where children feel safe, happy and wanted, and which teachers find meaningful and professionally satisfying? The physical and psychological dimensions of the environment are important and are interrelated. In this chapter we examine these environments to understand how they significantly influence children’s learning.



4.2.1. The Physical Environment Children are constantly interacting with the physical environment of their schools during structured or unstructured time, consciously or unconsciously. Yet not enough attention is paid to the importance of physical environment for learning. Often classrooms are overcrowded, with no alternative spaces to learn, nor are they attractive, inviting or sensitive towards children’s needs. Inappropriate school design may drastically affect the teacher’s productive output and classroom management. In fact, the role of this all - encompassing, physical environment has been restricted merely to shelter the educational activity. Classrooms can be brightened up by first ensuring adequate natural light inside and then made lively by displaying children’s work on the classroom walls as well as in different parts of the school. Drawings, art and craftwork put up on the walls and shelves send out a powerful message to children and their parents that their work is appreciated. These must be displayed at locations and heights that are physically and visually comfortably accessible to children of various ages. Many of our schools continue to function in dilapidated and dingy buildings, presenting a dull, drab and unstimulating physical setting. This can be changed with simple innovations, with the combined efforts of school teachers, administrators and architects.



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4.2.1.1. Detailed Design Considerations (Standards) TEACHING AREA INCLUDES STANDARD CLASS ROOM



65-70 SQ M



SUPPLEMENTARY ROOM



65-70 SQ M



EXTRA LARGE ROOMS (FOR HISTORY / GEOGRAPHY)



85 SQ M



ROOMS FOR SPECIAL COURSES



40-45 SQ M



STUDENT REQUIREMENT •2 M SQ PER HEAD



SHAPE REQUIREMENT •RECTANGULAR •SQUARE



WINDOWS REQUIREMENT



•1.8 – 2 M SQ



•1.25 – 2 M FOR LESS THAN 180 PEOPLE



•2.7 – 3.4 M



FLOOR AREA REQUIREMENT PER STUDENT



CLEAR HEIGHT



WIDTH OF CORRIDORS



WIDTH OF STAIRCASE •1.25 MINIMUM •2.5 M MAXIMUM



•ATLEAST AT ONE SIDE



4.2.1.1.1 Architectural Functions 1. Plan. Less room and exterior wall exposure in a compact, multistory building will cost less to heat and cool than a sprawling, one story arrangement of equal area and cubage. A plan consisting of predominantly interior classroom spaces and peripheral corridors provides flexibility of space and economies in heating and cooling. E.g.



2. Orientation. Classroom windows facing east or west receive excessive heat from the sun. Although this fact assists heating in cold weather, the cooling problem is generally greater. As a general rule, it is preferable to face the majority of rooms north or south. 3. Solar controls. Wide roof overhangs, solar screens, glass block, and similar devices to control sunlight are no longer as essential. The use of heat-absorbing glass reduces glare and light transmission and produces economies in the HVAC system design. Cleaner, simpler, far less expensive designs are now possible with uniform, high-level electrical illumination. 52



Figure 16: Examples showing various layouts of classrooms



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4. Insulation. Adequate insulation of roofs and exterior walls reduces both heat loss and heat gain far more than is generally supposed. Even double glazing adds measurably to more economical climate control. 5. Space conditioning. Skillful use of lighting, acoustic materials, and color and form in school design are essential ingredients of conditioning space in the learning environment and, properly applied, act upon our senses of sight and hearing to cause reactions conducive to better learning and teaching. 6. Acoustics. Acoustical control involves containment, absorption, and reflection or reinforcement of sound. According to the circumstances of the listener, sound should be prevented from leaving a space when it will disturb people in adjacent rooms. Certain amounts of acoustically absorbent material must be used to "soak up" noise in such areas as corridors, toilets, and cafeterias. Accurate and comfortable hearing of music in an auditorium depends on projecting sound from reflection from some surfaces, but absorption in others to prevent distracting ethos; a speaker's voice may have to be reinforced by an amplifier in large rooms. 7. Colors. Color is a psychological aid to learning. Tastefully used, it can enhance environment, engendering a cheerful, receptive mood. Bright, warm colors stimulate excitement and action in the gymnasium; soft, cool colors create a quiet atmosphere in places of study.



Visual Harmony



Sound Control



Thermal Comfort Total Environment



Lighting



Fresh Air



Figure 17: Architectural Principles for healthy learning environment; Source: Times Saver Standards



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Library. Purpose: information centre for classwork, further education and leisure and may be used by pupils, teachers and non-school users. Library includes a conventional school library for pupils and teachers with books and magazines, lending facilities, reading and workplaces.



Figure 18: Functional Diagram of a library; Source: Neufert 3rd Edition



Figure 19: Functioning of Library; Source: Neufert 3rd Edition



Playground/Open Spaces: Play makes a fundamental contribution to the development of a child’s personality. It is mainly through play that small children adapt to their environment. Play areas must be varied, changing and changeable. They must meet children’s needs. Play is a social experience, through it children learn to understand the consequences of their behavior.



Figure 20: Relationship of open area with the school; Source: Times Saver Standards



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TYPE OF SPORT



NET USABLE AREA PERMISSIBLE DIMENSIONS



STANDARD DIMENSIONS



LENGTH (M)



WIDTH (M)



LENGTH(M)



WIDTH (M)



BADMINTON



13.4



6.1



13.4



6.1



BASKETBALL



24-28



13-15



28



15



FOOTBALL



30-50



15-25



40



20



Administration. ADMINISTRATION 1 STAFFROOM



80-85 SQ M



1 STAFF STUDY 1 OFFICE FOR HEAD 1 OFFICE FOR DEPUTY HEAD 1 OFFICE 1 PTM ROOM 1 CARETAKER’S ROOM



100-105 SQ M 20-25 SQ M 20-25 SQ M 15-20 SQ M 20-25 SQ M 20-25 SQ M



Toilets. Number of urinals – half of WC’s. Number of lavatories – 1 for every 50 pupils. For more than 300 students – 1 lavatory for every 100 pupil. In gymnasium or school number of shower rooms – half of the pupils of the largest class using pool at any time. Drinking fountains – 1 tank for 50 pupils, but at least 1 tank on each floor. 1 WC fixture for every 35 pupils. Figure 21: Toilets Layouts; Source: Neufert 3rd Edition



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4.2.2. Space for Parents and Community The school is a structured space for guided learning, but the process of constructing knowledge is a continuous one, which goes on even outside the school. If learning is continuous, and takes place in arenas other than the school, such as home, the workplace, the community, etc., then school assignments or homework should be planned differently. It need not depend on parents reinforcing what the school has already done. It could set different kinds of activities for children to do, on their own or with their parents. This could also provide opportunities for parents to understand a little more about what their child is learning in the school and give children the initial impetus to explore and recognize the world outside the school as an arena for learning. Schools could also invite the community into their premises, and give the larger world outside a role in influencing the curricular process. Parents and community members could come into the school as resource persons to share their knowledge and experiences in relation to a particular topic being studied. For example, for a lesson on machines, local mechanics could talk about sharing their experiences on repairing and also talk about how they learnt to repair vehicles. The participation of the community in the child’s world of education and learning should allow for the community to: a. Transfer oral history (dealing with folklore, migration, environmental degradation, traders, settlers, etc.) and traditional knowledge (sowing and harvesting, monsoons, processes related to traditional crafts, etc.) to children, while the school encourages critical reflection wherever it is required. b. Influence the content of subjects and add local, practical, and appropriate examples c. Support children in their exploration and creation of knowledge and information d. Support children in their practice of democracy through their participation in information generation, planning, monitoring and evaluation with local governments and schools e. Monitor the realization of children’s rights as well as violations of these rights f. Participate in addressing the constraints faced by children g. Participate in setting criteria for vocational training.



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4.2.3. Policy of Inclusion A policy of inclusion needs to be implemented in all schools and throughout our education system. The participation of all children needs to be ensured in all spheres of their life in and outside the school. Schools need to become centers that prepare children for life and ensure that all children, especially the differently abled, children from marginalized sections, and children in difficult circumstances get the maximum benefit of this critical area of education. Opportunities to display talents and share these with peers are powerful tools in nurturing motivation and involvement among children. In our schools we tend to select some children over and over again. While this small group benefits from these opportunities, becoming more self – confident and visible in the school, other children experience repeated disappointment and progress through school with a constant longing for recognition and peer approval. Excellence and ability may be singled out for appreciation, but at the same time opportunities need to be given to all children and their specific abilities need to be recognized and appreciated.



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4.3. Case Studies 4.3.1. Human Resources Centre, Pontiac



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4.3.1.1. Learning and Inferences:    



The pedestrian street, a key element in the design connecting various components together and with the city, is a smart intervention. The various typologies of classes are connected to the street at various levels, thus work simultaneously without disturbing each other. Shared areas or areas with dual purposes are placed in such a way that can be used by different set of users easily. These areas include cafeteria, arts and crafts room and woodworking and metal working rooms etc. Different zones are generated as per the age range of the students at various levels.



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4.3.2. Community School at Kampong Siglap Mosque, Singapore



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63



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4.3.2.1 Learnings and Inferences:     



The design is a sound example of integration of a new building with an old structure while being in coherence. The use of Islamic forms in a logical way on facades is visually appealing. The school building yet being in a different typology respects the original structure and does not suppresses its presence. The design takes a difficult challenge of merging with the traditional architecture without imitating the original vernacular form of the building in context. Even though the original brief contained demolition of te smaller mosque on site, the new design incorporates it in an innovative manner.



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4.3.3. Mirmbika- Free Progress School, New Delhi INTRODUCTION: Mirambika, Free Progress School for Integral Education and Human Values, is a centre ahead of its time, focusing on Integral Education. LOCATION: It is situated at the Sri Aurobindo Ashram campus, near Hauz Khas in New Delhi, India.



From its inception, Mirambika has had a different approach towards learning. Here learning is based on the view that each individual comes in to life with an evolutionary purpose and corresponding potentialities: educating means drawing out this potential. Total Covered Area: 9000 sq. m.



Figure 22: The Entrance Courtyard; Source: Sanjay Prakash & Associates



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Mirambika centre for research in human values and integral education has a children's wing which is a free progress school recognized by the Directorate of Education, Delhi. At present it has classes for children from age group 4 to 15 years. The concept of participation has been extended to designing of structure itself with the professionals acting as guides here. At physical level, and in keeping with the nature of the institution, an attempt has been made to design a structure which allows for user flexibility; both in terms of multiple use of space, as well as in terms of implementing physical changes to the layout. The layout thus generated in the end was inspired from the symmetry of a mandala. The Brief:



The brief contained, besides a detailed list of area requirements, sentences like: “We have to design a framework that is at once definite enough to be submitted and built, and at the same time flexible enough to be adapted to future changes in consciousness, purpose and usage.” “We should use as far as possible, natural and honest materials.” “As a whole there should be a continuous integration of vegetation and structure ……. (And)….. Subtle transitions from space to space in harmony with their functions.” “From every work-space some portions the sky and some vegetation should be visible, but otherwise no two rooms need be the same: the harmony should stem from a unity in style and atmosphere and not from uniformity”



Figure 23: The initial space filling grid, Mirambika; Source: Sanjay Prakash and Associates



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The Structural Grid: Helmut divided the standard grid length of 7.2m into six equal parts, which at first seemed a good approach (1.2m units to plan specific elements), implying clear coffer dimensions of a little over one meter. But later it changed to 0.84m grid. Two such bays came to little over 1.5m, required both for corridors as well as doors. Three such bays offered min. 2.45m wide room for individual study or office. Demerits: The disadvantages of dividing the 7.2m grid into eight parts is that six windows in a row are still more or less acceptable, while eight begins to look like an amorphous row. For all other purposes, the 0.84m grid has worked fine. Even furniture is designed in multiples of 0.84m. And in 1.5 times 0.84=1.26m As far as subdividing the triangle was concerned, this passed through many iterations and settled down to three ribs segmenting the main 7.2m-sided triangle to 4 congruent triangles.



Symmetry and Climate: The width of the chajjas is exactly calculated for shade and sun in different seasons on the south facing windows, but their slight upward curve was literally a stroke of architectural genius. Together with the continuity of all beam soffits they contribute to the natural fluidity of the inside outside transition.



Figure 24: Planning Grid, Mirambika; Source: Sanjay Prakash & Associates



Flexibility in Layout: There is a unique variety in room shapes and skyline achieved while adhering strictly to the ongoing grid such that no two rooms are alike.



Figure 25: A portion of ceiling plan with structural grid; Source: Sanjay Prakash & Associates



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Figure 26: Mirambika Site Plan; Source: Sanjay Prakash and Associates



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4.3.3.1 Learnings and Inferences     



The use of structural grid in the design creates a sense of symmetry to the design but does create sense of complete uniformity. The Classrooms orientation is carefully maintain north south. East and western facades are used for functions like amphitheater and other activities which are not often used. The layout of class rooms is designed in such a way that they are flexible for future change in curriculum. Provision of greens within the built creates a unique experience and a healthy learning environment.



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05 Inferences & Conclusions 71



5.1 Conclusions and Inferences After going through a large database few important points were noticed. They are presented here for a Flash Back. The thesis as a culmination of five years of learning is more than just a project. The search being to identify ways in which the Architectural Expression can be taken beyond the limits of plan, section, and elevation. As an architect, my job will be to manifest the hopes and aspirations of the people of the country and give them a piece of architecture, which represent their identity to the world. An architecture which is dynamic, alive and talks to the user. As an Architect a lot of input can be given to the client regarding the program. The architect can not only comment on Aesthetics and function but also on Project Uses, Life Cycle cost, Marketability, Schedule, Cost Control, Technology, Project Scope, etc. The program of a Spiritual & Learning Centre is very diverse in nature and the critical task is to allocate areas in a judicious way. The area program will strengthen the philosophy of ‘Proximity and Intensity’, the key principle in zoning. The issues in the designing of such complex will be the value addition in terms of public related activities, which in turn will make the complex people’s place. Each Architectural project is unique because it is a result of a creative process. Also the special geographical and social setting in which it is sited also adds to the uniqueness. The particular project is in a very strong context of historical importance of architecture. The challenge of the project lies with a design solution accepting the presence of a Dargah and paying heed to something significant in closer context. Moreover, achieve an architectural vocabulary out of the organization of the functions.



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5.2 SWOT Analysis Strengths   



The history and its importance of the Dargah to the city Accessibility from the city Location being away from the city crowd, capable for future extension



 Already existing vegetation Weaknesses   



The history is unclear, and manipulated, which has led to the unwanted and unusual activities at the place. Although accessible by main road, but the only accessibility is through that main road which is on the shorter side of the site. Being away from the city crowd and being in the context of a graveyard can be a point for antisocial activities.



 Existing vegetation will be one of the major factor at design stage Opportunities  



The history should be retold & re-interpreted, and can be used for a noble cause beneficial for the city The highway connects the city to the cities like Delhi, Agra, Mathura etc. thus is a major access to the city as well, hence the intervention can acts as an identity to the city. Being isolated, gives an opportunity for an ideal centre for learning with calm and peaceful atmosphere.



 Integration of the vegetation into design, would give the design a uniqueness in itself. Threats   



If dealt improperly, the intervention can enhance the orthodox nature of the existing site and the Dargah instead help in changing the mindset of the people After sometime, the city would extend and the only connecting road may get congested. Being away on one edge of the city, the site may be inaccessible for the people on the other corner of the city. 73



06 Design Concept & Implementation 74



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Focus



Spiritual Area



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6.1. Design Stage 1 This design stage started with basic zoning of spiritual space, school facilities and shared spaces. Dargah



Pros: 











 



The zoning seems legible and the spaces generated are in sound relationship with each other. The Dargah being on the edge of site, is mostly uninterrupted and hence the activities get more secluded space. The Stepped form of classrooms provide enough space for light and ventilation for each individual space. The series of courts also act as space for outdoor learning and hangout. Spiritual Axis is maintained. The orientation of the blocks is mostly north-south.



Commercial Area



Auditorium Senior Section



Junior Section Play Area



Cons:  



   



The commercial are disrupts the visual axis as well as spiritual journey. The auditorium is placed inappropriately and secluded from the Figure 27: Design stage I; Source: Author main building blocks. The playground though correctly placed, is hiding the view of school block from the main road. The library Block over the central assembly area is obstructing views as well as the sunlight for the court. The vocational area court is extremely in size as compared to the requirement. The entry for parents, teachers and students is not segregated.



North



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6.2. Design Stage II The design stage tried to resolve the issues from the previous stage, and creating the built forms simpler.



Pros: 















The zoning is improved, the sense of entry is generated to the site by placing admin. Block at the starting. The relationship of senior section and play area is more justified in present stage. The Play area also act as a buffer between Dargah and school. The design has been evolved in simpler forms, the symmetry is maintained and open to built ratio seems proportionate. Class rooms are arranged in way that allows easy connectivity to various spaces such as assembly are to the play area.



Cons:    



The form lacks harmony, the blacks look incoherent with each other. FAR is quite low as compared to the Figure 28: Design Stage II; Source: Author zonal requirement. The roads are not defined hence the services and their access can’t be finalized. The Commercial area is still disturbing the visual axis as well as the spiritual axis



North



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6.3. Design Stage III The axis are redefined her and zoning is changed again to resolve relationship between various functions.



Pros: 







 







The axes look resolved now and a better relationship between two contrasting zones is achieved. The placement of auditorium is justified as being easily accessible and noninterrupting the visual or spiritual axis. The class rooms are mostly north south oriented. Assembly area is easily accessible for both the shared activities as well as the school activities. This increased multifunctionality of the assembly area. The indoor sports area acts as a buffer between Dargah and the school, and its large terrace acts as a viewing terrace for various events to be happening in the fore court of Dargah.



Cons:    



North



The classrooms layout is not resolved. Figure 29: Design Stage III; Source: Author The FAR still seems quite low as compared to the requirements. The placement though being accessible is acting as a barrier because of its bulky form. The vocational areas are not detailed.



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6.4. Design Stage IV



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The design is now much more resolved, in terms of forms and inter relationships.



Pros:   







 







The symmetry is much more visible in the forms than other previous stages. The Classrooms and various sections are much more detailed and resolved. The Vocational areas and shared spaces are in place and working as per their interrelationships with the contrasting zones. The geometry is more enhanced using strict axes by imposing the star grid on the site. The commercial areas are in place. The details of entry/exits, bus movement and pedestrian movement are considered seriously. The entry (pedestrian and vehicular) is resolved to a better level.



Cons:       



The auditorium is still acting as a Figure 30: Design Stage IV; Source: Author barrier. The design still lacks harmony as an entity. Structure needs to be resolved. The grid needs to maintain throughout the design to achieve harmony. The services needs to be relooked, not working properly. The entrance administration block is to be designed, as it lacks proper functioning. The parking is not resolved. Some classrooms are to be redesigned as per their orientation. 81



07 Design Drawings



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Site Plan



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First Floor 84



Second Floor



85



Site Elevations



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87



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Bibliography             



Interview with Javed Nurbaksh on Sufism, 2008 Islam: Belief and Practices by A. S. Tritton (2011) Mystics of Islam by Reynolds A. Nicholson (2001) Sufism: A global History by Nile Green (2001) What is Sufism? By Martin Lings (1975) The way of the Sufi by Idries Shah (1968) Budaun Master Plan 2011, Zonal Development Office, Bareilly (2007) Sufism in Theory and Practice, Webpage Neufert 3rd Edition, Ernst and Peter Neufert Time Saver Standards for different building types, 2nd Edition, Joseph De Chiara and John Callender Life at Mirambika, by Anjum Sibia Recommendations for Basic Requirements of School Buildings, 2006, Indian Standard Institution Where Delhi is still quite Far: Hazrat Nizamuddin Auliya and the making of Nizamuddin Basti, Michael Thomas Pashal, 2009



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