Case Study Report

Architectural Proposal FOR A
RESIDENTIAL SCHOOL,PATHANKOT
Submitted by:
Bhanu Mahajan(606)
10th sem.
B. Arch
1
Undertaking
This is for your kind information that I am working on the project-

Residential School, Pathankot as my B.Arch Thesis. I hereby state
that the work submitted by me is my original and wherever I have
incorporated information/graphic or data collected from other
sources, it has been duly acknowledged.
Bhanu Mahajan
B. Arch
Xth Semester
G.N.D.U.
Recommendation
This is to certify that the thesis report entitled RESIDENTIAL

SCHOOL, PATHANKOT submitted by Bhanu Mahajan in partial
fulfillment for the completion of degree of bachelor of architecture of
Deptt. ofArchitecture, G.N.D.U. is found to be satisfactory and hereby
approved for submission.
Thesis guide Thesis coordinator Head of Dept.
______________ _____________ ______________

Ar. Paramjit Singh Mahoora Ar. Minakshi Ar. Karamjit Singh Chahal
Deptt. of Architecture Deptt. of Architecture Deptt. of Architecture
Guru Nanak Dev University Guru Nanak Dev University Guru Nanak Dev University
Amritsar Amritsar Amritsar
2
Acknowledgement
I wish to express my hearty appreciation towards all the teachers

and my colleagues who have given me a helping hand in the
completion of this project .
I would like to express my sincere gratitude towards my guide
Ar. Paramjit Singh Mahoora for his generous guidance, support
and sincere advice.
I would like to express my special thanks to Ar. ANIL LAUL

(Anagpur Building Centre) for providing me with all the possible
help.
Also I am thankful to SATPREM MAINI(UNESCO representative for
Earth Architecture,South Asia and Director of Auroville Earth Instt.)
I am thankful to Head of deptt. Ar. Karamjit Singh Chahal and my

panel teachers, Ar. Pinto Emerson, Ar. Rawal for their timely
discussion and encouragement.
I would like to thank Ar. Harvinder Kaur for her guidance, support
and encouragement.
I am also thankful to Ar. Sandeep and Ar. Rajni Sikri for their kind
cooperation and support.
I would like to express my special thanks to my parents who have

played an important role of a silent motivator behind the completion
of this project and inspiring me ,and most importantly the almighty
whose blessings have made all this possible.
3
CONTENTS
1. INTRODUCTION P. 3-6
2. LITERATURE REVIEW P.. 7-15
3. LIBRARY CASE STUDY P. 16-21
4. LIVE CASE STUDIES

 SELAQUI SCHOOL, DEHRADUN P. 22-36
 DEEPALAYA SCHOOL, NEW DELHI P. 37-45
5. SITE ANALYSIS P. 46
6. PROJECT REQUIREMENTS P. 47
7. DESIGN CRITERIA P. 47
4
INTRODUCTION
INTRODUCTION
•School is such a place where a child starts his real development. It

provides an environment where the future mankind is shaped.
•School is child’s first institution which is responsible for shaping his
character & building his future. It gives society a civilized person, a more
sensitive & competent citizen.
•School provides an access to the latest technology and thoughts.
•A Residential School is one where students stay in the hostels and

pursue their studies. They live in with fellow students.
•Some schools offer residence as an option for outstation students while
in some others, availing the residence facilities of the school is
compulsory.
•Residential schools essentially provide food and lodging for a specific
fee. Varied number of students share rooms or dormitories and remain
under the guidance of house master or house mistress or matron.
It is essential that the built environment of the school should be

conducive for learning. Design should enhance the environment which
support the creative skills of a child.
FROM THE HISTORY

The concept of grouping students together in a centralized location for
learning has existed since Classical antiquity. Formal schools have
existed at least since ancient Greece, ancient India (Gurukul)
and ancient China.
Many of the earlier public schools in the United States were one-room
schools where a single teacher taught seven grades of boys and girls in
the same classroom.
Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 5

INTRODUCTION
Cost effective approach
•Cost Effective' is not only concerning economy. The respective costs

are one important consideration but just as important is the question of
how much energy (or fuel) was used in their manufacture.
•Use of inappropriate building technologies and designs is the largest

single contributor to environmental degradation, depletion of natural
resources and inequitable distribution of wealth and opportunity.
Developing nations like India must therefore focus on the use of
appropriate technology in their building industry.
•By careful selection of materials and technologies in order to reduce

consumption, it is possible to significantly reduce emissions. There are
a no. of the available and usable technologies in India, which have
proven to be successful after years of trial by scientists, engineers and
architects from different parts of the country.
•IT MAY BE NOTED THAT COST-EFFECTIVE CONSTRUCTION

TECHNOLOGIES DO NOT COMPROMISE WITH THE SAFETY AND
SECURITY OF THE BUILDINGS AND MOSTLY FOLLOW THE
PREVAILING BUILDING CODES.
RELATED STUDIES
Workshop of CSEB, RAMMED EARTH and other earth construction

techniques at Auroville.
Study of various techniques developed and promoted by agencies

like C.B.R.I. and B.M.T.P.C.

INTRODUCTION
AIM & OBJECTIVES
•To design a school which will provide good built environment

with a blend of cluster and courtyard planning and merging the
built form with open space and landscape for a soothing
environment.
•To incorporate the Cost Effective Construction Techniques by

using Appropriate Building Materials and Techniques and by
using recycled material to achieve economy in initial construction
and maintenance costs.
VALIDITY
With the growing population, the school construction is essential

in every pat of the world. But due to high construction costs and
depletion of natural resources, there is need to incorporate cost
effective and innovative technologies .
•Pathankot is located at the junction of three Northern states-

Punjab, Himachal Pradesh and J&k, so it acts as an ideal
location for setting up of a residential school.
•Natural beauty of the site provide an excellent environment for a
residential school.
• Also the nearby areas have developed as educational zone
with the opening up of educational institutes

INTRODUCTION
SITE
LOCATION
•The site is located very near to Pathankot

on NH20 highway.
•It is 12 kms from Pathankot Bus Station.
PUNJAB
•It is 11.5 kms from Pathankot Railway
Station.
•Pathankot is the nearest airport which is
connected to Delhi
•Site is irregular in shape. PATHANKOT

•There are no trees on the site.
To Dalhousie
To Pathankot
ACCESS
One side of the site is
connected by the road at front
and there is no other approach
to the site.
SITE AREA
16.5 Acres

LITERATURE REVIEW
SPACE REQUIREMENTS OF CLASSROOM

A classroom should not be mere enclosure of space to cater for the
large variety of activities. It must provide a flexible space to meet the
need of the changing educational pattern furniture & equipment.
With the use of moveable furniture it is possible to achieve a variety
of seating arrangement to meet the diverse needs of multifarious
activities of the students.
So the planning of classroom should be the outcome of a careful
analysis of space requirements for different activities &
arrangements.
To arrive the suitable shape & size of a classroom the following

factors are critical:
Basic dimension of children & their space requirements.

Dimension, incidence & arrangement of furniture and equipments.
Number of students to be accommodated.
Types of activities to be carried out.
Diverse seating arrangements essential for these activities.
According to standards:
Forty students per class is the commonly accepted standard.
An area of 1.2 sq. m. per child is required for the effective
performance of all the activities in the classroom.
Nearly square shaped classrooms are functionally better then other
form of same area.
A classroom of 7.30 x 6.90 m in size for 40 students is considered
suitable.

LITERATURE REVIEW
Land Area Requirement As Per N.B.C.(for a residential school)

Built up area- 28%
Open space- 72%
Built up area includes:
School building area- 18%
Residential area- 10%
Open area includes:
Parking, Playground and fields- 72%
C.B.S.E NORMS
Infrastructure
The infrastructural facilities should be as follows:- .
(i) Class rooms - minimum size should be 8 m x 6 m (approx
500. sq. ft.).
(ii) Science Labs. (Composite for Secondary or/and separate
Physics, Chemistry and Biology for Senior Secondary)- minimum size
should be 9 m.x 6 m.each (approx 600 sq. ft) and fully equipped.
(iii) Library - minimum size should be 14 m.x 8 m. fully equipped and
with reading room facility.
(iv) Computer Lab. and Math Lab. - No minimum size is prescribed,
however, the school should have separate provision for each.
(v) Rooms for extra curricular activities - either separate rooms for
music, dance, arts & sports or one multi purpose hall for all these
activities should be available.
Physical Facilities
1. Class rooms should be adequate in size. The minimum floor
space should at least be 1 sq. metre per student.
2. The school have suitable furniture in the classrooms and office

equipment and furniture according to the strength of students and the
staff.

LITERATURE REVIEW
3. The School should have adequate facilities for providing recreation

activities and physical education as well as for conduct of various
activities and programs for developmental education and for the social,
cultural and moral development of the students and for safeguarding
their health.
4. i) Adequate ground to create out door facilities for a 200 metre track;
(ii) Adequate land for kabbadi and Kho-Kho; and
(iii) Facilities for playing Volleyball.
The Library should be well equipped and spacious.

It should have at least five books per student in its stock subject to a
minimum of 1500 at the beginning.
The pupil teachers ratio should not exceed 30.
 The number of students in the class should not be very large. The
optimum number in a section of a class is 40.

LITERATURE REVIEW
ORGANISATION OF SPACE
The built form of a school can be broadly classified into five types
namely single and double corridor, courtyard, cluster & campus.
SINGLE CORRIDOR TYPE:

This is the most straightforward & simple arrangement of school
building, allows a linear assembly of classroom along a corridor
having several advantages:
Clarity of organization.
Ease of natural lighting & control of access to facilities.
May separate the different aspects of the building.
L & S shape corridor can provide interesting visual spaces with
classrooms arranged along its spine.
DOUBLE CORRIDOR TYPE:

Double corridor provides a compact form, economy and flexibility as
compare to single corridor type building. The various factors of this
type of design are: -
Make a continuous close area.
Built quickly & accommodate a higher ratio of functional areas.
It reduces the exposed perimeter, which is suitable for hot climate.
The major odd factor with type of design is that light & ventilation
should be carefully workout (may include skylight, double height
corridor, dormer window etc.)
COURTYARD TYPE:
This type of planning is quite common in India & hold illustrious places
in the traditional academic buildings. The various factors of this type of
design are: -
Provides central shaded area, a controlled play area and a variety of
adjacent verandah, corridor and rooms.
Provides better interaction between student & faculty and fulfill the
shortcomings of covered spaces (in hot climate).
Separate courtyard can be used for different function & level of
education, with several independent buildings around their own central
courtyard.

LITERATURE REVIEW
CLUSTER TYPE:
The cluster approach attempts to translate the need for segregating

educational, academic, service & other functions to a well define
zones. The various factors of this type of design are: -
The classrooms are arranged in groups or clusters around a common
area.
The creation of a common space along with classroom clusters gives
the school a more intimate spatial quality & a greater sense of identity.
 A module of classrooms can be extended in stages, as need
increases.
The circulation is a difficult problem, which can be resolved by careful
planning.
CAMPUS TYPE:
Large school & educational centres demand a combination of built

forms. The planning of a large school involves the integration of
corridor, nucleated, cluster & courtyard forms. The various factors of
this type of design are: -
It focuses on the creation of a variety of exterior & interior spaces.
It emphasis on the relationship of building & open spaces.
The campus plan is a large courtyard type consisting of several
buildings around a series of courtyard.
Campus design use both – classical models of organization with a
central green and formal pathways & also non-classical arrangements
including the organization of irregular geometry or a series of
courtyards, each having separate identity.

LITERATURE REVIEW
Manavsadhna Activity Centre and Crèche
Estimated start of construction - June 2008

Organization - Yatin Pandya (Footprints E.A.R.T.H.)
City/Country -Ahmedabad, India
Completion of project-February 2009
Site area: 145 Sqm.
Construction Cost: 7,00,000 INR
Manavsadhna is a social NGO that engages in the service of humanity.

To address the issue of educating, while employing the slum children, the
NGO created an activity centre in the middle of a squatter settlement. The
centre also operates as an informal school in the morning. In the
afternoon it trains the youth with vocational skills for better employability.
And in the evening it transforms into community centre with sports,
leisure, gymnastics as well as social gathering facility.
This multi-use centre was created as a demonstration of the indigenously
developed and locally produced building components created by recycling
the domestic and municipal waste. This meant reduction in waste thrown,
thereby reduction in environmental pollution.
The building components thus produced are,
cheaper and better performing than the
conventional alternatives readily employed.
In an adjoining plot a crèche was developed.

Young children in slum areas have problem
of being looked after through the day, when
both parents are out at work for earning
livelihood

LITERATURE REVIEW
MATERIALS AND TECHNOLOGY
WALL TYPES:
Fly ash, cement.
Waste residue bricks
Glass bottle, flyash, cement mortar
Plastic bottle, flyash, cement mortar
Vegetable/fruit crate, flyash, cement mortar
DOOR TYPES:
Wooden crate and oil tin sheet
Fibre reinforced plastic
WINDOW TYPES:
Window/ fruit crate, discarded reinforced bars.
ROOF TYPES:
Glass bottle, plastic bottle
Corrugated G.I. sheet
FLOOR TYPES:
Flyash, glazed ceramic tiles

LITERATURE REVIEW
TANISANDRA SCHOOL
Low-cost low-maintenance school extension,
Bangalore, India
Estimated start of construction -Dec 2007
Organization -L&S Architects
City/Country -Bangalore, India
This small school extension project in Tanisandra, Bangalore, India,

shows in a convincing manner how local and robust materials and
technologies can lead to an outstanding result, i.e.: a cost effective,
durable, functionally sound and aesthetically rewarding as well as
environmentally-compatible school building.

LITERATURE REVIEW
TANISANDRA SCHOOL
For this project we must adopt only simple and robust materials and
technologies to ensure a cost-effective building with good functioning for
years to come in the face of intense wear and tear, vandalism, effects of
weather and almost complete absence of maintenance.
Construction of Rammed Earth Walls
The cost effective techniques

used are:
1. Rammed earth walls
2. Foundations in stone
masonry.
3. Floor slab with vaulted earth
block panels on concrete
joists.
Economic performance and
compatibility
The works contract is a pilot
venture and is input-cost based
and must lead to an
understanding of the market
factors for disseminating earth
technology in mainstream
construction.
Earth construction for walls is the
least costly construction
essentially for its low embodied
energy, high manual labor and
low diesel input.

LIBRARY CASE STUDY
DASHMSH ACADEMY
LOCATION
The Academy is located four
kilometers away from the famous
Gurudwara Takhat Sri Keshgarh
Sahib at Anandpur Sahib..
It is well connected by rail and road
and is 80 Kms from Chandigarh
towards Nangal Dam.
CLIMATE: Characterized by its general dryness, a hot summer and a

bracing cold winter.
The temperature ranges from minimum of 4° C in winter to 45° C in
summer.
ABOUT THE SITE
SITE AREA : 200 acres

ARCHITECT: Satnam Namita And Associates , Chandigarh
COMPLETION YEAR: 1982
The site has a gradual slope of 5-6m which has well incorporated in the design of the
school especially through landscaping

LIBRARY CASE STUDY
SITE PLAN
Entrance is through 32’ wide road west facing.
32’ w i d e road
Academic Faculty residence Play field
The entire site has been laid out as a mix of formal and informal
areas.

LIBRARY CASE STUDY
ZONING
ADMINISTRATIVE BLOCK
reception, visitors lounge , offices , conference room
ACADEMIC BLOCKS - - consists classrooms , labs, teachers room ,

toilets , student's lounge , library , open air theatre etc.
RESIDENTIAL ZONE BUILT - UP -7.3%

HOSTEL BLOCKS -- separate blocks
for girls and boys PLAY FIELDS - 30%
FACULTY HOUSING
OPEN SPACES -
SERVICE ZONE 63.7%
DINING BLOCK – dining hall , kitchen, canteen
STUDENT CENTRE - gymnasium, table tennis, swimming pool , tuck shop
SERVICE AREA – Water tank , electric substation, etc.
RECREATIONAL ZONE ---- athletic track , football field , cricket stadium ,

gymnasium, hockey fields

LIBRARY CASE STUDY
ARCHITECTURAL CHARACTER
The Architecture of the campus

incorporates variation of scale that in turn
is an expression of the buildings function
and intent, as dining and gymnasium has
more imposing scale.
Different shapes of buildings

are used to identify its dignity.
A bond between enclosed,

semi enclosed , open to sky
spaces i.e. added to the Natural contours have been used
richness of spatial character.. as an inherent part of landscape.
Largely built up from locally The structure is framed RCC in

available material stone. certain buildings.

LIBRARY CASE STUDY
ACADEMIC/ADMIN. BLOCK
Consists administrative block, school blocks , library , open air

theatre
Separate buildings blocks for each junior , middle , senior
blocks
Junior block nearest to the public entrance.
MIDDLE
SECTION
SENIOR
ARTS
SECTION
SECTION LIBRARY
JUNIOR
SECTION
OAT
LABS
SCIENCE
BLOCK
ADMN.
CLASSROOM
CLASSROOM SIZE= 7.3X8.5 M

NO. OF STUDENTS= 24
USE OF MOVABLE FURNITURE

LIBRARY CASE STUDY
LABS
LAB SIZE= 7.3X11.5 M

PREPARATORY AND STORAGE
SPACE PROVIDED ALONG WITH
LABS
HOSTEL BLOCK
CONSISTS OF THREE SEPARATE HOSTELS BLOCKS
EACH HOSTEL CONSISTS 8 DORMETRIES, COMMON ROOM,
WARDEN’S RESIDENCE
COURTYARD TYPE PLANNING
DORMITORY
DORM. AREA= 140 SQ.MT.
COMMON TOILETS AND
DRESSING FOR 2 DORMS.

LIVE CASE STUDIES
1. SELAQUI SCHOOL, DEHRADUN

2. DEEPALAYA SCHOOL, NEW DELHI

CASE STUDIES
SELAQUI SCHOOL
It is a Co-educational and fully Residential School.
Client’s programme was to built an international level
school which will develop the individual and promote
equality of gender and train future leaders in a multicultural
and secular environment.
LOCATION
It is located in the picturesque Doon Valley, heavily forested and tucked into
the foothills of middle Himalayas.
The school campus is located on Dehradun-Chakrata road, about 20kms from

Dehradun. The route from Dehradun passes by Forest Research Institute,
India’s premier flora conservation body and Indian Military Acedamy and furthur
through lush green forests.
CLIMATE: Summers are hot and temperature ranges between 27° C to 41° C
while winters are more pleasant and may get cold as the temperature ranges
from 5° C to 27° C.
ABOUT THE SITE
SITE AREA : 52 acres
ARCHITECT: Amardeep Singh,
Gurgaon.
The site is approached via the industrial land of the region. The site has gradual
slope which has been well incorporated in design.
The site for The Selaqui School is very picturesque with splendid views of the
surrounding hills, proximity to a river, undulating land and a magnificent Peepal
tree of 200years of age.

CASE STUDIES
APPROACH: The main entrance of the site is west facing through a 18’ wide road.
B
The service entrance
is through 15’ wide
road South facing.
A C
SITE PLAN 2 C
11 13 18 13
12 12 17 14
28 25
26 19 28
26 29 29
28
12 16 14
12
10 15
13 20 B
24
30 3 31
26 23
9
5 31
8 1
4
22 27 21
6
7
N ADJACENT PLOT
OF PHARMA CITY
A
1. MAIN ENTRANCE 11. STP 21. GUEST HOUSE
2. SERVICE ENTRANCE 12. BOYS HOSTEL 22. CHAIRMAN’S RESIDENCE
3. ACEDAMIC BLOCK 13. HOUSE MASTER’S 23. PRINCIPAL’S RESIDENCE
4. AUDITORIUM RESIDENCE 24. ATHLETICS TRACK
5. SQUASH COURT 14. GIRL’S HOSTEL 25. CRICKET GROUND
6. MUSIC ROOM 15. DINING HALL 26. FOOTBALL GROUND
7. ADMINISTRATION/ 16. KITCHEN 27. HOCKET GROUND
LIBRARY 17. HEALTH CENTRE 28. BASKETBALL COURT
8. ADHAARSHILA 18. UTILITIES 29. VOLLEYBALL COURT
9. SCULPTURE ROOM 19. FACULTY HOUSING 30. TENNIS COURTS
10. SWIMMING POOL 20. SENIOR FACULTY 31. PARKING

CASE STUDIES
PLANNING ANALYSIS
The layout of the building, the intensive and luxurious landscaping merges
beautifully with surroundings, thus adds to a quiet and learning environment in
the school.
Sports fields have been Staff, services and Vehicular traffic is
incorporated in master maintenance have limited to the
plan with some sports been planned on the periphery with an
fields becoming a part periphery with a intention to encourage
of hostels. separate service entry. pedestrian movement.
entry
Around
this court The entry road
are the major blocks The academic block is leads to the court
that form the backbone placed in front of the main of assembly,
of the campus. entry. which is
organized around
The hostels are placed the peepal tree
seperately on the rare side that exists on the
of the site. site.

CASE STUDIES
ZONING
The various blocks consists of:
 Academic: offices, classrooms, labs,
teacher’s rooms, toilets etc.
 Hostel block: separate hostels for
girls and boys with common
rooms and warden residences.
 Staff Housing
 Dining block: common dining for
students and staff and kitchen.
 Sports facilities: swimming pool,
tennis, basketball, volleyball, cricket,
football, squash and horse riding .
 Other facilities including Infirmary,
Auditorium, sculpture workshops
Built up area includes:
SPATIAL ANALYSIS - Relation of open and 1. School building area:
built up Acad /Admin=3 Acres (5.8%)
Supp. Facility =1.3 acres (2.5%)
2. Residential=3.5 acres (6.7%)
Open area includes:
Parking and Playfields=
44.2 acres (86%)
As per N.B.C. codes :

Built up area- 28%
Open space- 72%
Built up area includes:
School building area- 18%
Residential area- 10%
Open area includes:
Parking, Playground and
fields- 72%
Construction Phases:
Constructed
Proposed
Alterations

CASE STUDIES
DESIGN CONCEPT
The philosophy of the school emphasis on tradition, and this is translated into
an architecture, which works in harmony with the tradition of the local
architecture.
Campus type planning

has been involved with the
integration of cluster and
courtyard forms.
Interconnection of
various activity zones
is done in order to make
every zone easily
accessible to the users. AERIAL VIEW OF ACADEMIC BLOCK
The approach is achieved by traditional

Indian concept of building elements like
courtyard, verandahs, terrace, jalis, deep
overhangs, local material, tradition and
craftsmanship.
 Proper zoning of academic block, staff-hostels, students hostels, play

fields etc. is done to avoid any interference in different type of activities
ARCHITECTURAL CHARACTER
The Architecture of the campus incorporates
variation of scale that in turn is an expression
of the buildings function and intent, as dining
and academic block has more imposing scale.
Conforming to
the climate of the region as well as to the
traditional architectural expression sloping roofs
been incorporated for the entire complex. These
sheltering roofs have large overhangs to protect
the buildings from the regions fairly heavy rainfall.

CASE STUDIES
ACADEMIC BLOCK
Named Nalanda, after the
The academic famed Indian university, the
block is placed academic block is organized
in front of the around various levels. These
main entry and levels are negotiated by steps
side of the that are on each of the four sides
court of of a courtyard.
assembly
Lower Level Plan
Informal seating spaces At the exact centre of this

are provided so that they academic building lies the
can be used by students data centre. Being at the
during their free time lowest level the roof of this
 It shows an exciting and centre becomes the
remarkable play of connecting bridge between
terraces and courtyards the blocks.

CASE STUDIES
ACADEMIC BLOCK
The academic block is organized around
four courts thus around four such split
level stair device. This allows the division
of the block into four sub blocks namely,
the social science block, the physical
science block, the business science block
and the arts block.
The corridors are single loaded with
good lighting
CLASSROOMS Lower Level Plan
Corridors are 1.8m wide
FACULTY ROOMS
As per standards: ACTIVITY ROOMS
Min. width of corridor: 1.8 m LABORATORIES Mid Level Plan
COURTYARDS
TOILETS
CIRCULATION SPACE : Approx 30-35%

EAST-WEST SECTION
HEAD MASTER’S OFFICE, P.A. OFFICE, CLASS RM.
ACTIVITY ROOM, CLASSROOM, COMP.LAB, FACULTY, TERRACE, TOILETS
ACTIVITY ROOM, CLASSROOM, LABS, FACULTY, COURTS, DATA CENTRE
SCHEMATIC SECTIONS THROUGH COURTYARDS

CASE STUDIES
ACADEMIC
CLASSROOM LAYOUT
Classrooms are bright and airy, are

square in plan with a chamfered corner.
All the classrooms are provided with
natural lighting and display.
Inferences
CLASSROOM SIZE: 7.5m x 7.5m
Flexibility in layout has been done by Student strength: 25-30
incorporating movable furniture in the i.e. 56.2 sq.mt. for 30 pupils.
classrooms. Chalkborad size: 1200x2100
There is no provision of storage spaces
for students AS PER STANDARDS:
Glare on blackboard in some class 60 sq.mt. for 30 pupils
rooms makes it difficult for students due Min. room area:48 sq.mt.
to the orientation of class room. Storage space: 1 locker per
student
Laboratory SIZE: 7.5m x 12.7m
Student strength: 33
i.e. 95 sq.mt. for 33 pupils.
AS PER STANDARDS:
86 sq.mt. for 33 pupils
Minimum size:54 sq.mt. Store
There are labs for
computer, physics,
chemistry and biology Worktops
in the school.
Inferences
Besides working Labs are well lit and
area,Technician’s ventilated.
space, preparatory
space and store is Enough storage space
provided has been provided.
Lecture area

CASE STUDIES
RESIDENTIAL
It consists of:
HOSTELS
STAFF
FOR GIRLS & HOUSING
AND BOYS
Hostel blocks 4 no. Hostel blocks for boys

The hostels are placed seprately and on the 2 no. hostel blocks for girls.
rare side of the site. Dining block is placed between
The playfields are provided separately as well the girls and boys hostel blocks.
as in between the hostels.
One cluster consists of: Common Room

 12 seven bedded dorms
 12 four bedded dorms Caretaker
 1 common room residence
 2 caretake’s residence
 2 housemaster’s residence dormitories
Housemaster’s residence
Hostel plan
Each dormitory
opens up into the
corridor facing the
central court
Courtyards within
hostels
Two adjacent dormitories share common toilets Common toilets

CASE STUDIES
Dormitories
On ground floor
 No. of dormitories:6
 Dormitory size: 7.4x7.1
 Area: 52.5 sq.mt
 As per standards:42 sq.mt.
for 7 students
Each dormitory on
ground floor is shared by seven students
Internal and on first floor is shared by four
Circulation students.
On first floor
 No. of dormitories:6
 Dormitory size: 5.4x5.3
 Area: 28.6 sq.mt
Dormitories are well lit
and ventilated.
There is a lack of security
as all dormitories open
towards the courtyard
There is no provision for Staircase dimensions:
a separate study room. Riser : 6.5” ,Tread :12”
Staff housing
Ground floor:
2 bedroom set for 16 staff
members
First floor:
1 bedroom set for 16 staff
members

CASE STUDIES
STAFF HOUSING
Ground
floor
layout
Entrance
There is a proper
segregation between
teacher's residences as
well as the hostels.
First floor The teacher’s residences
layout Drawing room open up into a central
green space which serves
as separate outdoor space.
LIBRARY
Library of area 107sq.m is provided including store of 10.5sq.m.
Sitting arrangement for 40-45 student with14 stacks for books.
Library is in the separate block along with the administration.
Library has been located in such a way to make it easily

accessible to the students and for teachers.
SPORTS FACILITIES HEALTH FACILITIES

Various sport facilities are The school has well-equipped
provided in the campus:- ten-bedded Infirmary to
Cricket, football, hockey, address the medical problems
lawn tennis, horse riding, of the students it has
squash, swimming pool, separate provisions for boys
basketball, volleyball. and girls including an isolated
air-conditioned ward

CASE STUDIES
SERVICES
Dining block Storage spaces kept at rear end
near the service entry Location on site
It has a different

architectural
character than rest
of campus.
The folded plate
roof gives it Passage between storage and cooking
more
imposing
scale.
 It is placed in centre of
boys and girls hostel.
 It serves 500 students
at one time.
Service block
The service block is placed at the southern side so that it is directly
accessible from the service road
It contains:
Laundry
Carpentry
Store for furniture
Electricity rooms

CASE STUDIES
LANDSCAPING
There is perfect integration of the

architecture of the school with its
landscape.
There is an interesting blend of

hard as well as soft landscape.
All the paths are lined with shrubs Shade in parking Tree lined paths
and trees thus helping to soften the
look. The layout of the buildings, the extensive
and luxurious landscaping merges beautifully
with the surroundings. All this adds to a
quiet, serene and pollution free environment,
which further enhances the living and
learning environment in the school.
Extensive use of hedges and

climbers
MATERIALS
The buildings are largely built of
locally available stone. This is the
river stone which has been cut and
dressed and used as random
rubble masonry.
Exposed brickwork has been used in certain
buildings to cover R.C.C. elemants and to provide a
contrast to monolithic character of stone.
In certain parts of acedemic block, funicular shell
roofing has been employed. These provide
distinctive character to the acedemic bulding and
also reduce cost of construction.

CASE STUDIES
INFERENCES
ALL THE BLOCKS ARE WELL INTEGRATED WITH THE SITE AND MERGES
INTO THE OVERALL LANDSCAPE AND WELL CONNECTED TO EACH
OTHER THROUGH WALKWAYS
THE ACADEMIC BLOCK HAS BEEN EXCELLENTLY DESIGNED AROUND A

CENTRAL TERRACE AND COURTYARDS. THERE IS A VISUAL CONTINUITY
OF THE CLASSROOMS TO COURTS AND TERRACES. OPEN SPACES ALL
AROUND ENHANCE OUTDOOR LEARNING ACTIVITIES AND RELATES
WELL THE BUILT FORM.
 THERE IS PERFECT INTEGRATION OF THE ARCHITECTURE OF THE

SCHOOL WITH ITS LANDSCAPE. THERE IS AN INTERESTING BLEND OF
HARD AS WELL AS SOFT LANDSCAPE.
USE OF LOCAL MATERIALS AND SIMPLE TECHNIQUES GIVES IT AN

ETHIC LOOK AND FORMS A PART OF LOCAL ENVIRONMENT.
LIMITING THE VEHICULAR MOVEMENT TO THE PERIPHERY ALLOWS A

TRAFFIC FREE ENVIRONMENT AND SAFE PEDESTRIAN MOVEMENT
WITHIN THE CAMPUS.
THE MOVEMENT THROUGH INFORMALLY LAID CORRIDORS

SURROUNDED BY COURTYARDS IS A PLEASANT VIEW.
HOWEVER HOSTELS LACKS IN SECURITY

CASE STUDIES
DEEPALAYA SCHOOL
It is a Co-educational School.
This school was meant to cater to an extremely
impoverished community located in the dirtiest area
of a slum settlement.
LOCATION
The Deepalaya School is located in one of the largest slums of Delhi at
Sanjay Colony, Okhla Industrial Estate, New delhi.
OKHLA INDIA
SANJAY
COLONY
DELHI
The route passes by Okhla Estate Marg and it is located

19 kms away from New Delhi railway station.
It had a very poor access, but was the only piece of land
available in the dense settlement.
CLIMATE: The climate of Delhi is a monsoon-influenced

with high variation between summer and winter temperatures
and precipitation and has relatively dry winters and has a prolonged spell of very
hot weather.
Extreme temperatures have ranged from −0.6 °C to 47 °C.
ABOUT THE SITE

SITE AREA : 2200 SQ.MT.
ARCHITECT: Anil Laul, Faridabad.
The site is approached via the industrial

land of the region. The site is located in
the dirtiest area of a slum settlement right
next to a community toilet, in the dense
settlement of 600 dwelling units per
hectare, housing approximately three
thousand families.

CASE STUDIES
DESIGN CONCEPT
The School was built to exemplify a creative, cost-effective design with spatial
configurations and interaction spaces to match the scale of a growing child. It is
a conviction that providing well planned, designed buildings would inspire a
positive response in the children.
The idea was that an inspiring building does not have to be expensive and that
innovative materials, colour and texture can generate a built quality that would
actually change human behaviour.
PLANNING
Lab Play Area
Admn./
acedemic
Junior
section
N
Toilets
Entrance
The school building for the Deepalaya Education

Foundation was built in two major Phases. In first phase,
the ground floor, was framed around a central courtyard.
The first phase was built by the Nizamuddin Building
Centre (sponsored by HUDCO and the Slum Dept.)
 In the second phase, the courtyard was covered with a
large span of Funicular Shells and the other blocks
were added gradually. The second phase was designed First phase
and built by the Anangpur Building Centre
Second phase

CASE STUDIES
FLOOR PLANS
The ground floor is framed

around a central semi-open space
and built with pre-finished
Blocks in order to ensure
permanent finishes at low cost.
A variety of stones and broken tiles to achieve colour and texture
were used to form patterns so as to integrate art into the built form. The
roofs with brick Funicular Shells of varying patterns generate a warm
and colourful environment.
On first floor , a series of
classrooms built as cubes
on Vertex, only using the
top half.
In plan these
forms generate a
series of
Hexagons. The
steel trussed
structures are
covered with
Mangalore tiles.
The A-Frame is
construced over
the assembly
area.

CASE STUDIES
HOLLOW CORE INTERLOCKING BLOCK

This walling system employs the concept of "Surface
Engineering" by using an impervious diaphragm on the
exterior surface exposed to weathering with a lean back up
material constituting the main body of the blocks.
The blocks have these Qualities:

Impermeable non-erodable
diaphragm with lean back up
material for the body of the block.
Aesthetically pleasing with the
use of waste material like stone
pieces, broken tiles, marble chips
etc.
MOULD SIZE:
8”X8”X8”
8”X16”X8” Additional Benefits:
8”X24”X8” Involves simple procedure.
SECTION
lower maintenance costs
The male and Filling the hollow core with
the female profiles are waste polythene can
made to interlock. The hollow increase thermal insulation.
in the block provides for easy Appropriate and cost
handling by the mason. effective
Process
1. Rich cement slurry is
poured over the
desired colour and
pattern.
2. Lean concrete mix Is
then laid over.
3. Then compacted. 1. 2. 3. 4.
4. A pipe is Inserted in mould.
5. Balance mould is filled
leaving enough space to 5. 6.
finish the Second
7.
Impermeable diaphragm
6. Marble powder is spread
over the finish and pipe is
gently removed.
7. The block is demoulded 8.
after few minutes and cured
8. Waste polythene filled in
hollows provides insulation.

CASE STUDIES
FUNICULAR SHELL ROOFING

A funicular shell is a doubly curved structure on edge
beam.
The funicular shell roof is one such compression
structure, which ensures conservation of natural resources
by utilising waste materials effectively and optimising the
use of expensive steel and cement.
Further, the arch distributes the point load in all directions
equally thus, is able to withstand impact loading at any
point.
Cinder filling
Ring Beam
R.C.C. 1:2:4
SECTION
The rise to span ratio is 1:6 and the span of shell is 1.5 m
Casting of Funicular Shell Roof Cement slurry

in the ratio 1:2
Interesting patterns have been created by is used to keep
artistically mingling the chosen materials the materials in
along with waste by-products like edging of position.
marble / granite slab and broken tiles.
To achieve flat surface, cinder has been used as filler material over funicular shell.
It eliminates use of high-energy steel

reinforcement used in the conventional RCC
roof.
It allows efficient use of waste materials and
provides personality, colour and texture. I
It minimised the requirement of internal
plasters. It provided roofing at a comparatively
lower cost i.e. 15% cheaper.
The upper half of the edge beam is casted
along with the funicular shell.

CASE STUDIES
A- FRAMES
This manner of construction allows for flexibility,
and also offers different spatial compositions.
The idea behind this form of structure is the
triangulation of cuboid that uniformly distributes the
load.
The skeleton of the structure is a steel welded
truss member that is connected with cuboid nodes
used as connectors.
Process Additional Benefits:

The A-Frame structure is lifted off the
This form of reinforcement consumes
ground on columns having standard RCC
30% less steel.
footings,
They are stable without concrete as
The members of the structure are 6 ft in
concrete is reduced to a filler material.
length with a cross section of 8"x8“.
The members can be filled with
 All inclined members are made of 8 mm
concrete at any point of time
MS square bars with 6 mm trussing, while
subsequently.
all horizontal members are made of 10
A variety of structural combinations
mm MS square bars, again with 6 mm
are possible using the same principles
trussing.
and techniques of the standard A-
These components have been left
Frame structure
exposed without any concreting.
These members are more resilient
than Reinforced Cement Concrete and
have a larger strength even without
the concrete component
Section

CASE STUDIES
OCTAGEODULE
Octageodule is a low rise dome with four-point support. Based on the
triangulation, the octageodule has an advantage that it is low rise and has four
supports, providing a more efficient and convenient usage of space below.
THE PLATE JOINT SYSTEM Hexagonal and

Pentagonal plates
Simple mild steel plates are used,
which are easy to fabricate.
The members of the domes have been

fabricated using single and double T sections,
upon which the roofing is laid.
Single and Double T-

section members
A simple hole and slot in the plates provide for variations in
angles.
The hole fixes the distance and the slot provides adjustment
for the angles.
DISREGARDING CONVENTIONAL BALL NODE

SYSTEMS
The ball itself is expensive.
When used for domes, the variations in angles makes
the ball joints a complex component to fabricate.
The ball joint relies heavily on specialized steel,
threading of bolts made of special steel.

CASE STUDIES
CUBE ON VERTEX
A series of classrooms are built for the School using the
Cube on Vertex framing system.
The basic form utilised
here is a regular cube.
When it is rotated and
placed on its vertex, a
whole range of design
options open up.
 The inclined faces of the
"Cube on Vertex" behave
as deep beams, resulting
in a structure that utilises A skeleton comprising
the full potential of form. of 8" X 8" X 6'-0“ trussed beams with corner
Removal of the three assembled using a cube of size 8" X 8" X 8" as
lower surfaces of the connector..
"Cube on Vertex" results in These are lifted on stub coloumns to achieve
hexagonal plan. clear height.
ROOFING
These steel trussed structures are covered with
terracotta 'Mangalore’ tiles which are fixed over timber
purlins which in turn are fixed over the ply, without any
unnecessary false ceiling.

CASE STUDIES
INFERENCES
THE MOST IMPORTANT LESSON LEARNT WAS THAT HUMAN

BEHAVIOUR CAN BE CHANGED THROUGH AN INNOVATIVE, APPROACH
TO DESIGN AND USE OF MATERIALS, AND A VARIETY OF INTERESTING
SPACES. THE PROJECT’S SUCCESS CAN BE MEASURED IN THE
CHILDREN'S WORK AND A TRANSFORMATION IN THEIR ATTITUDE
TOWARDS THE SCHOOL.
THE NATURE OF THE BUILDING IS PLAYFUL AND IMAGINATIVE. IT IS

INTERESTING THAT ONE FINDS NO VANDALISM AND VERY LITTLE
GRAFFITI IN THE BUILDING, THUS INDICATING THE CHILDREN'S
RESPECT FOR THE PLACES CREATED.
THE A-FRAMES, FUNICULAR SHELL ROOFING THAT ARE USED, HAVE

PROVED TO BE THE ONLY SUCCESSFUL CONSTRUCTION
METHOLOGIES FOR EARTHQUAKE RESISTANCE.
THE BUILDING USED FAR LESS CONCRETE AND STEEL THAN

CONVENTIONAL STRUCTURES, THUS REDUCING COST. SINCE THE
PRODUCTS ARE MANUFACTURED ON SITE, THERE IS A TREMENDOUS
AMOUNT OF SAVING IN TRANSPORTATION COST.
THE MANUFACTURE AND CONSTRUCTION WITH THESE MATERIALS

AND TECHNOLOGIES PUT WASTE MATERIALS TO GOOD USE i.e. A STEP
TOWARDS SUSTAINABLE APPROACH.

CASE STUDIES
SITE ANALYSIS
ACCESS
One side of the site is
connected by the road at
front and there is no other
approach to the site.
SITE AREA
16 Acres
SITE CONSTRAINTS
Permissible ground coverage = 35%

Setbacks :
Front = 18m. Sides = 9m. Rear = 9m.
F.A.R = 1.0

CASE STUDIES
REQUIREMENTS
Educational space: It includes classrooms, labs, library, activity rooms etc.
Administration: It includes principal’s room,general office, staff rooms,store
Services and support: It includes kitchen, canteen, common room, medical

unit
Play Area: It includes play areas and games facilities for different age
groups
Residential: It includes separate hostels for boys and girls, staff housing.
DESIGN CRITERIA
The basic design idea for the school is to create an environment where
children can learn and easily associate themselves with the surroundings.
In a school, the child is focal point of all the activities. So it is designed to
give him all experience and opportunities that are supportive in his physical
and mental development.
The design has to be simple and functional.
The design will be the blend of cluster and courtyard planning. The
courtyard provides a shaded central space, a controlled play area and a
variety of adjacent verandahs, corridors and rooms, whereas arranging the
classroom in groups or cluster allows flexibility of space making this
configuration one of the most flexible possibility of school design.

CASE STUDIES
BIBLIOGRAPHY
 FOOTPRINTS EARTH( YATIN PANDYA) (PDF.)
 NATIONAL BUILDING CODES 2005
 NEUFERT ARCHITECT’S DATA
 TIMES SAVER STANDARDS
 LIGHTING FOR SCHOOLS AND EDUCATIONAL

ESTABLISHMENT(PDF.)
 C.B.S.E. NORMS FOR SCHOOLS DESIGN
 TANISANDRA SCHOOL, BANGLORE (PDF.)
 AUROVILLE EARTH INSTITUTE, AUROVILLE
 ANANGPUR BUILDING CENTRE, FARIDABAD
 B.M.T.P.C. STANDARDS AND SPECIFICATIONS
www.wikipedia.com
www.anangpur.org

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Architectural Proposal FOR A

This is for your kind information that I am working on the project-

This is to certify that the thesis report entitled RESIDENTIAL

Thesis guide Thesis coordinator Head of Dept.

______________ _____________ ______________

I wish to express my hearty appreciation towards all the teachers

I would like to express my special thanks to Ar. ANIL LAUL

I am thankful to Head of deptt. Ar. Karamjit Singh Chahal and my

I would like to express my special thanks to my parents who have

2. LITERATURE REVIEW P.. 7-15

3. LIBRARY CASE STUDY P. 16-21

4. LIVE CASE STUDIES

•School is such a place where a child starts his real development. It

•A Residential School is one where students stay in the hostels and

It is essential that the built environment of the school should be

FROM THE HISTORY

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 5

Cost effective approach

•Cost Effective' is not only concerning economy. The respective costs

•Use of inappropriate building technologies and designs is the largest

•By careful selection of materials and technologies in order to reduce

•IT MAY BE NOTED THAT COST-EFFECTIVE CONSTRUCTION

Workshop of CSEB, RAMMED EARTH and other earth construction

Study of various techniques developed and promoted by agencies

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 6

AIM & OBJECTIVES

•To design a school which will provide good built environment

•To incorporate the Cost Effective Construction Techniques by

With the growing population, the school construction is essential

•Pathankot is located at the junction of three Northern states-

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 7

•The site is located very near to Pathankot

•Site is irregular in shape. PATHANKOT

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 8

SPACE REQUIREMENTS OF CLASSROOM

To arrive the suitable shape & size of a classroom the following

Basic dimension of children & their space requirements.

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 9

Land Area Requirement As Per N.B.C.(for a residential school)

2. The school have suitable furniture in the classrooms and office

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 10

3. The School should have adequate facilities for providing recreation

The Library should be well equipped and spacious.

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 11

SINGLE CORRIDOR TYPE:

DOUBLE CORRIDOR TYPE:

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 12

The cluster approach attempts to translate the need for segregating

Large school & educational centres demand a combination of built

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 13

Manavsadhna Activity Centre and Crèche

Estimated start of construction - June 2008

Manavsadhna is a social NGO that engages in the service of humanity.

In an adjoining plot a crèche was developed.

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 14

MATERIALS AND TECHNOLOGY

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 15

This small school extension project in Tanisandra, Bangalore, India,

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 16

Construction of Rammed Earth Walls

The cost effective techniques

Architectural Proposal FOR A RESIDENTIAL SCHOOL, PATHANKOT 17

CLIMATE: Characterized by its general dryness, a hot summer and a

________ _ ________