architecture thesis educational

The Art of Playful Learning | Architecture Thesis

Information

• Project Name: The Art of Playful Learning
• Student Name: Sahadbin Abdul Latheef
• Softwares/Plugins: AutoCAD , Sketchup , Lumion , Adobe Photoshop
• Discipline: Architecture
• Level: Bachelors Design Thesis
• Institute: Avani Institute of Design
• University: University of Calicut
• Location: Kozhikode
• Country: India

Excerpt: ‘ The Art of Playful Learning ’ is an architecture thesis by Sahadbin Abdul Latheef from the Avani Institute of Design that explores the impact of built spaces on the human mind, focusing on primary school children’s perception of space. It seeks to provide an example of addressing basic needs and a playful approach to education. The project aims to transform Kattangal’s Spring Valley School into a vibrant, collaborative learning environment that embodies the needs and objectives of the community by fusing play and nature with architectural design.

Introduction: The architectural project aims to make Kattangal’s Spring Valley School, located in the Indian state of Kerala, a dynamic learning environment, with an emphasis on the preschool and upper primary grades. In order to meet the region’s need for high-quality early childhood education, the project aims to establish a dedicated preschool division by acknowledging the school’s significance within Kattangal’s educational landscape and the diverse community it serves. This expansion satisfies the growing demand for such offerings and is in line with the school’s commitment to offering English-medium, CBSE education.

Understanding how architectural design affects human psychology, particularly in children, is fundamental to this endeavour. Children use spaces differently because they are instinctive users who are not influenced by social norms. Using this insight, the project imagines a play school inside Spring Valley School, bringing nature into the classroom and making learning engaging. This initiative adheres to children’s natural curiosity and imagination while also improving educational opportunities.

Spring Valley School is a prime candidate for this project because of its desire to expand its classrooms to accommodate preschoolers. The institutional environment of the school could be greatly enhanced by the addition of an efficient preschool department. The project seeks to develop a strong bond with the environment, nurture children’s holistic development, and provide a solid basis for their educational journey by incorporating play and nature into the architectural design. The ultimate goal of this project is to develop a dynamic, networked learning environment that represents the various needs and goals of the Kattangal community.

Site Context

Large, undeveloped areas rich in flora and fauna make Kattangal an ideal location for the creation of an educational facility that blends seamlessly with the natural environment. The site receives abundant rainfall and an average annual temperature of 27°C, which promotes healthy vegetation and natural drainage. About 20,000 people live in the community, and their diversity and vibrancy create a dynamic learning environment. They also have a strong commitment to education, as seen by their involvement in local programmes and schools. 

Located in an institutional zone, Spring Valley School enjoys a peaceful environment and room for development, including the ability to create welcoming morning environments that will improve the learning environment for students. The site’s contours allow innovative architecture that encourages active learning and a close relationship with nature, such as level play spaces and ground modifications. Overall, Kattangal provides a chance to create a unique learning environment that incorporates greenery, open spaces, and outdoor classrooms to promote the holistic development of students and environmental stewardship.

There are three primary parts to the current structure: two for teaching and learning, and one for supporting functions. Primary uses, such as offices and classrooms, are spread across three floors in the central section. Next to this, the right part has four levels that house amenities like a lab and a storage room. The library, utility room, and staff room are located on the left side beneath a one-story, slanted roof composed of galvanised iron sheets. Its overall design has an impression of a typical 19th-century concrete building, which gives it a sombre and official atmosphere as opposed to the general atmosphere of regular government hospitals or business settings.

Design Process

The site of Kattangal presents a stimulating opportunity to explore innovative school architecture. Because of the contours, the location allows for level play areas and ground modification, allowing for creative and dynamic use of the natural terrain. Open areas and natural elements like plants offer a blank canvas on which to experiment with different design concepts that can blend in harmony with the surroundings. This makes it possible to create a unique learning environment that promotes student engagement and exploration. Using the site’s natural features and contours can promote outdoor learning, active learning, and a close relationship with the natural world.

The program focuses on providing nooks, or experiences, to help children learn basic skills such as physical awareness, balance, spatial awareness, social interaction, and creativity. These confined spaces help children develop motor and coordination abilities, improve balance, and understand spatial relationships. They also serve as serene sanctuaries for resilience, stress management, and emotional management. Nooks promote social skills, creativity, and language development through group work, imaginative play, and social contact. Overall, nooks play a crucial role in children’s growth and development.

Final Outcome

In order to meet the needs of different age groups and promote outdoor learning, Spring Valley School was carefully planned across multiple floors. Easy access is provided by the ground floor, which includes seating areas, restrooms, climbing walls for active play, and an arrival zone. Students use ramps to enter classrooms directly from open play areas. An open envelope design provides plenty of natural light and space in the gym.

The library and classrooms for younger students are located in the basement/G-1 floor, which creates a peaceful learning environment that is infused with the natural world. An enclosed sand play area gives young learners a safe space while encouraging creativity and sensory exploration. This floor, which faces west, provides easy access to outdoor areas, such as the ground, the treehouse, and the nearby woods.

The upper-grade classrooms are located on the first floor and provide a disciplined learning environment that is interspersed with play. Labs offer chances for both practical skill development and scientific study. Corridors overlook lower levels, encouraging curiosity and discovery of creative activities in triple-height workshops. Spring Valley School’s educational experience is enhanced by the design, which skillfully combines learning, play, and engagement with the natural environment.

The primary user group for this project is children between the ages of three and six. A thorough understanding of the unique requirements and sensitivities of this demographic is the foundation of the architectural and conceptual strategies used in this project. With a focus on safety, accessibility, and fostering a strong connection with nature, these strategies aim to establish a dynamic and stimulating learning environment.

Community Engagement and Needs Assessment: The project begins by seeking input from the local community to understand their requirements. This collaborative approach ensures that the design addresses the unique needs and aspirations of the people it serves.

Compliance with Educational Standards: CBSE guidelines serve as a benchmark for designing the school. This ensures that the facilities and spaces are aligned with the educational objectives and standards set by the Central Board of Secondary Education.

Site Study and Spatial Planning: A thorough site study is conducted to assess factors like accessibility, available resources, and potential spatial usage by students. This information informs the placement and arrangement of built masses, open spaces, and circulation paths.

Child-Centric Design: The design acknowledges that children perceive and interact with spaces differently than adults. It prioritizes creating an environment that resonates with a child’s imagination, curiosity, and playfulness. This is achieved through the incorporation of elements like mud pits, workshops, and play areas that cater to a child’s instincts and preferences.

Safety and Accessibility: Safety measures are meticulously integrated, including the incorporation of ramps with a standard slope to accommodate children with walking disabilities. The campus is enclosed by a compound wall for security, while supervision spaces are strategically placed to allow discrete monitoring.

Integration of Nature: The design capitalizes on the natural advantages of the site, such as the presence of extensive greenery and favorable light conditions. This is leveraged to create a serene and inspiring atmosphere that encourages early arrival and a sense of wonder.

Inclusive Design: The project considers the needs of all children, including those with disabilities, ensuring that spaces are accessible and inclusive. This promotes a sense of belonging and equal participation among all students.

Integration of Services and Utilities: Service features like ducts, pipes, and chimneys are seamlessly integrated into the design to ensure functionality without compromising aesthetics. The interior spaces are crafted to shield children from any complexities, providing a whimsical and engaging environment.

Vertical Stacking for Efficiency: To maximize space and create wide, unobstructed areas, built masses are strategically stacked vertically. This allows for the effective organization of spaces and supports unrestricted mobility and recreational activities.

Conclusion: The thesis explores how the design of a built space can influence the human mind, specifically focusing on kids in primary school and their perception of space. This is important in the case of kids. The school is an example of one way to address the basic needs of kids and an alternate way to provide education in a much more playful manner.

[This Academic Project has been published with text submitted by the student]

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The Third Teacher: Architecture as enabler of Active Learning

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Architecture for the Imagination: A Study of an Elementary Educational Environment

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This thesis seeks to create an environment that encourages the learning process by addressing issues of emotional and physical well-being. The concept implies that success in learning can be linked to the environment of an elementary school. The building does not have to teach by itself, but merely facilitate the learning process through the making of a comfortable environment. Designing an elementary school demands that the architect look at the world through the eyes of a child. If the architect considers the scale of the building, both in terms of size and perception, the school becomes an oasis of security for the child that inspires intellectual growth. By integrating environmental design issues that are traditionally ignored in contemporary schools, like natural ventilation or daylighting, the school becomes less of an institution and more like a home.

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How to Choose an Undergraduate Architecture Thesis Topic

• Written by Suneet Zishan Langar
• Published on September 11, 2017

As architecture students head to their final year of BArch, half-crazy from years’ worth of scraped fingers, ghastly juries, sleepless nights, and a general lack of social life, they encounter the mighty problem of choosing a thesis topic. There are many subjects to choose from, but a personal interest in a particular subject is just one of the many factors that should influence this decision. Students need to ask themselves several other questions: Is the topic significant enough? Is it expansive enough? Is the project realistically doable?

The process can be daunting, for the decision has many consequences; sometimes, the choice of topic alone can mean the difference between the success and failure of a thesis. With so many factors to consider and deadlines closing in, students easily end up making decisions that they regret later. Here are eight tips to help you make an informed choice on the matter:

1. Dare to Be Un original

Thesis work at the undergraduate level strongly differs from that at the graduate or doctoral level, and it is important to understand the rationale behind its inclusion in the curriculum. Work at the graduate or doctoral level usually asks for the identification of a “gap in existing knowledge” about a subject and an original proposal to bridge that gap, but the expectations of an undergraduate student are less demanding. This means that you don’t necessarily have to go out of your way to be innovative at the undergraduate level. Choosing a simple unoriginal topic but executing it in a way that exhibits all the knowledge you’ve acquired in college will also do the trick.

2. Choose a Topic that Personally Interests You

With your peers picking varied topics and schedules, this year will be lonesome; the most you will have for company on an average day is a drawing board, your laptop, some books, and coffee. You will find yourself routinely getting distracted by Buzzfeed ’s latest video on Youtube or the cool new Drake track. Choosing a topic that you’re passionate about will make sure that you stay inspired and motivated to work, which should ultimately result in a great final project.

3. Set Your Scope Small

Many students give in to the natural temptation to do too much by picking topics or issues that are too expansive, and therefore almost impossible to execute in a short time-frame. A tip would be to start with the simplest version of a topic and add in extra complexity later if the circumstances allow it.

4. Recognize What You’re Good at

Every student possesses a unique set of skills and abilities which they’ve acquired through their experiences and by following their interests. No one is good at everything. An unbiased understanding of your creative and technical capacities and their limits thereof will allow you to choose a topic that best employs your expertise.

5. Is There Enough Existing Literature on the Topic?

A thesis project requires an enormous amount of reading and analysis before the beginning of the design process, and the primary source of reference information for an undergraduate student is usually existing studies or research. Hence, it makes sense to choose an area of study where a substantial amount of previous work exists. The availability of such work will enable you to analyze, compare, draw conclusions, and employ the knowledge gained to suggest an informed proposal.

6. Strike a Balance Between Art and Science

Architecture students dig themselves a grave when they begin to romanticize their thesis projects. It is hard to blame them, however, when you consider that the thesis project is viewed as the culmination of a multi-year program which is rooted as deeply in art and theory as it is in building technology. But it’s imperative to find a topic that is a balance of the two. A topic that seems too abstract might make it difficult for a jury to ascertain a student’s understanding of tangible issues.

7. What Do You Want to Do in the Future?

The thesis project is the single most important part of your portfolio as a fresh architecture graduate looking for a job in the industry or applying for a graduate program. The choice of topic will reflect your interest in or experience with a particular specialized subject. Hence, when choosing a thesis topic, you should try to align it with your plans for the near future.

8. Aim to Solve a Real World Problem

While there are many wide-ranging opinions about architecture’s ideal role in society, there is a general agreement that an architect’s work does influence how a society functions and evolves. In a world that is grappling with myriad serious issues like climate change, population growth, and an inequitable distribution of resources, it benefits young architecture students to acquaint themselves with the larger picture, and to choose a topic that at least aims to solve a current socio-environmental problem through a design intervention.

• Sustainability

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