Architectural Design > Institution Design > Anand Shala

Anandshala, Dangs, Dharampur and Chhota Udepur, Gujarat.

Architectural Methodology for the Implementation of the Program
The design proposal for the improvement of the schools' infrastructure is a collective process involving the teachers; the students; the village leaders and finally the implementing agency. The design being essentially participatory and self-generating.

The master plan of the school as envisaged after the first site visit gives an idea of the relationship between the issues outlined in the general architectural program. Master plan being an indicator of possible built interventions.

The architectural proposal develops a detail as a generic type that fits all schools. These details were envisaged out of the needs of the users and during the site visit. They were developed keeping in mind various conditions that it may have to encounter in the course of the actual implementation. These conditions and parameters includes material availability; profile and size of the individual members; the soil conditions; technology; manpower resource, etc. The modification being a subject of the particularity of the site and of the region.

Work Method
Topic/Work description Agency
Unit Design (as mentioned by UNICEF) Architects
Unit costing and rate analysis CEE, Engineer
Proposed budget for every school CEE
Master Plans (based on the proposed budget) Architects
Site Visit -2 Architects, CEE
Modifications in the master plan and in details in sketch form only, during the site visit Architects, CEE, concerned people
Line out - Site Visit-3 Architects, CEE
Construction CEE, Agency approved by CEE
Site visit-4 during the course of construction work Architects, CEE

Architectural program for the primary schools. General Considerations:

  • Drinking water: Collection and storage of drinking water. Leaking tanks. Missing taps. Appropriate heights according to the age group. Low to high level taps.
  • Hand pump: Clean water place. If the hand pump is shared by the community, ensuring that all gets access to water-- the villagers and their livestock. Provision of a trough.
  • Rain Water Harvesting: The need to collect the rainwater during the monsoon; store it appropriately and use the water judiciously during the scarce period. Water thus collected to be used for the purpose of drinking.
  • Toilet blocks: Need to change with respect to the local culture. Open up the "closed-in" sense of the convention toilets. Provision of enough water supply at least to the water tank attached to these toilets.
  • Trees: Its location near the water place. Shade giving. Part of assembly area. Plantation of medicinal and local tree species. Creating the love for tree amongst the students.
  • Compound Wall: It defines the boundary. It also instills the sense of ownership-of belonging. It is looked at as an interactive element. It will combine with a play area at one place and with a water place at another place.
  • Solid Waste Disposal: Segregating organic and inorganic waste. Creating compost pits. Production and sale of compost thus created. Discouraging the use of plastic products.
  • Linkages: Between two blocks within the site and between two different areas &/or levels. Between built and open. Creating places to meet and to sit. Places "to be under and to be above". Paving. Flooring. Demarcation of areas based upon their function and use. Public. Or private.
  • Cooking area: Place for cooking under the Mid-day-meal-scheme. Storage area for the grains and other items. Storage for utensils and firewood. Appropriate place to cook. Smoke free chullahs. Chimneys. Hygienic place to wash utensils.
  • Play area: Scientifically designed gardens. Playful toilets!! Ref. Jantar Mantar/Physical maze, twin swings, etc.
  • Parking: Allotting parking facilities for the staff and visitors. Parking area should be near to the entrance of the school. There by creating more pedestrian walkways and ensuring that the vehicles do not drive up to the classroom. This walkway can be made into surface water runoff channel up to the rainwater collection area.
  • Stage: Place for performance. These could be attached with the existing school plinths rather than being treated as independent objects within space. They can be attached to trees also. Can be used beyond the purpose of the school.
  • Reading area: A gesture for the village by the school. A place where the guardian/parents of the students can come and partake in the day-to-day activity of the school. Generating a sense of belonging amongst the villagers.