CHAPTER \U2013 I an INSTITUTION

$CHAPTER \U2013 I an INSTITUTION$

UNITED WORLD COLLEGE

CHAPTER \u2013 I

INTRODUCTION

The main purpose of United World College is to unite the world. (through a shared educational experience).

The vision was to overcome racial cultural national barriers through a shaved educational experience.

The students from diﬀerent countries all over world come to United World college to learn then the admissions are done on merit basis instead of their vacial, cultural ability to pay conditions.

The President of the Council of United World

College is Honorable Shri. Nelson Mandela.

For the successful functioning of institutions, creation of a proper environment is necessary. As Winston

Churchillsaid, \u201cWe shape our buildings afterw ardsthey shape us\u201d.

\ue000 AN INSTITUTION :-

An institution, by deﬁnition is \u201ca society or organization for promotion of scientiﬁc educational but it is not enough just to satisfy it\u2019s programmatic needs.

Being a place where various disciplines meet, thoughts are exchanged arising from as Louis Kahn Says.

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\u201cAn undesirable desire on the part of all us that a place be for learning; something which comes specially to someone who is willing to convey to others what is special in those who learn in their own special way as though a singularities,because we all singularities none of us is like the other\u201d.

\ue000 ROLE OF AN INSTITUTION :

An institution being a place of learning develops the student intellectually plays a major role in inﬂuencing the student\u2019s way of thinking & perceiving various aspects of the environment & life.

People from different walks of like with different backgrounds come together in an institution. These different people have to use common facilities. These facilities stay for years, while a number of group of users come use thebuilt environment & go.

Thus, an institution has to cater for a large number of diﬀerent people, without being too speciﬁc or too general. An institution should be conceived of a realm of spaces where it is good to learn. Institution are the primary design elements in creating an environment.

United World College is also a such institution which accommodates the students from diﬀerent countries

C.O.E.& T;Akola Page No.2 UNITED WORLD COLLEGE with diﬀerent languages, diﬀerent races at one place creating a healthy & unite environment.

\ue000 CAMPUS :

Learning is an activity that takes place whenever an individual responds knowingly or unknowingly to a stimulus learning doesn\u2019t necessarily mean teachers & pupilsin class rooms.

Learning means acquiring new knowledge, skills & wisdom. So learning can take place any where i.e. at work, at play, in the school corridors, courts as well as classrooms.

Any institution devoted to learning needs a campus having ample space of interaction.

\ue000 GROUP MEMBERSHIP :

The campus is the physical environment created when buildings are constructed to allow a single unified community of individuals different experience to live, work, study together & assimilate knowledge to improve skills develop a character. United World College also open the doors for students for graduation in specified universities.

The spaces between buildings in a campus if properly designed, provide areas where students congregate informally between classes for discussion & rest. An adequate campus encourages social relationships. Corridors,

C.O.E.& T;Akola Page No.3 UNITED WORLD COLLEGE foyers, passages, courtyards or other non academic spaces are excellent for interaction between students or students &facility.

These spaces are an integrated part of the educational setting.

The campus also has hostel rooms where students can relax & study. The same hostel oﬀers the opportunities forstudents to identify with a small ‘family’ grou pwho share basic living facilities.

At mealtime, a considerably larger ‘family’ meets together to eat & mix socially.

It is extremely important for campus to have an environment conductive to studying. It should become a place of inspiration & stimulation for the teacher & the students.

IDEAL CAMPUS :-

For creating an ideal campus following principles have to followed.

1. The necessary classrooms, oﬀices & living spaces ought to be qualities of the existing natural setting as possible.

2.The pedestrian, the student, the professor are t hecommon denominator for scale.

3. Climatic factors have to be considered while designing the campus.

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4. Selection & use of building materials should be restrained & indigenous. Materials should provide lifetime ofmaintenance free service while lending dignity & beauty to the whole.

5. A successful institutional campus environment is a sensitive blending of the existing site landscape character

& the man made structures that are introduced into it.

A classic example of an ideal campus is the

Nalanda university resembled colonies. The environment subtle & not imposing.

The development of this campus as a cluster of monasteries & collective spaces around a Stupa gave it quality,scale & identify not unlike the successful campus of today.

The needs & conditions then prevailing were faithfully & honesty expressed the organization of the buildings,

hierarchy of spaces, use of materials & structural forms. The environment was ideally suited for intellectual attainment & human development.

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CHAPTER – II

CASE STUDIES

1. CASE STUDY – I

THE MAHINDRA UNITED WORLD COLLEGE

The Mahindra United World College is at.

Village Khubavali,

Paud, Mulshi

Pune, India – 412 108

E – Mail :- info @ muwci.net.

Since Wars begin in the minds of men it is in the minds of men that defenses must be constructed. Hence in

1962 the United World Colleges are established for the purpose of unity among diﬀerent countries.

Misson Statement :-

Through international experience & community service, United World Colleges enable young people to become responsible citizens, politically & environmentally aware, committedto the implementation of these ideals, th roughactive & personal example.

College proﬁle :-

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The Mahindra United World College is coeducational

& fully residential. It provides an education based on the international Baccalaureate Diploma Program for students in the ﬁnal two years of secondary education. The equivalent of us grades 11 & 12.

Academic Program :-

The academic program oﬀered at the Mahindra

United World College is based on the International

BaccalaureateDiploma popularly referred as the IB. Itis a comprehensive

& rigorous two year curriculum. This curriculum is a deliberate compromise between the speciﬁcation required in some national educational systems

& the broader spectrum preferred in others. The general objectives of the IB provide students with a balanced education. To facilitate geographical & cultural mobility & to promote international understanding through a sharedacademic experience.

In the decades since it founding, the

IBdiploma has become a symbol of academic integrit y& intellectual promise.

The students who satisﬁes it’s demands demonstrates a strong commitment to learning, both in term the mastery of the subject content & in the development of the skills necessary for success in a competitive world.

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All students must follow six courses, three courses at the higher level & three at the standard level courses are chosen from the following groups.

CHART OF SUBJECT

Group I Group Group III Group IV Group V Group II VI Languag Languag Individual Experimental Mathematics The e A1 e A2/B s & Science Arts or Societies abstrac t English English Economics Biology Mathematics Art & Design Hindi Hindi Geography Chemistry Chemistry Mathe matica l method Spanish Spanish History Environmenta Mathematica or l Science l studies mother tongue French Philosophy Physics Computer Science

In addition, all students must complete :-

1. A piece of personal research of up to 4,000 worlds in one of their IB subjects. This is called the Extended Essay.

2. A course in Theory of knowledge which encourages students to engage in critical reﬂection i.e. analysis of theirknowledge.

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3. A rewriting of co-curricular activities called the

Triveni program at the Mahindra United World College.

CHART OF GROUPS OF SUBJECTS

C Core Group : Theory of Knowledge, extended Essay, Triveni

Activities 1 Language A : (Mother tongue or best language) 2 Language B: ( A second or foreign language : English,

French, Hindi or Spanish) 3 Individuals and Societies: History, economics, geography 4 Experimental Sciences & Technology : Biology, Chemistry,

Physics 5 Mathematics: Higher, Methods Studies 6 Art & Design or Second subject from group 2 to 4

There are ten colleges all over world among which oneis in India at Village Khubavali, Paud, Mulshi, Pune – 412 108.

The map showing United World Colleges across the

World is given below.

Map and the names alongwith e-mail address of each college is given below.

Name of the college E-mail address UWC of Atlantic [email protected]

UWC of South East Asia [email protected]

Lester B pearson UWC of the [email protected]

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Paciﬁc

Waterford Kamhlaba UWC of [email protected]

Southern Africa

Armand Hammer UWC of the [email protected]

American West

UWC of the Adriatic [email protected]

Simon Bolivar UWC of [email protected]

Agriculture

LiPo Chun UWC of Hong Kong [email protected]

Red Cross Nordic UWC [email protected]

The Mahindra United World [email protected]

College of India.

ADMINISTRATION :

The United World College is run by the United

World College international Council.

The presidents of United World College are -

President of U.W.C. Honorary President of the

Her Majestry Queen U.W.C. International Council.

Noor of the Hashemite Mr. Nelson Mandela,

Kingdom of Jordan. Former President of the

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History of U.W.C.

“ If we can plant the germ or new loyalties in mature men, now much deeper are the roots we could sink in the youth of the Atlantic community is at their most impressionable period, we could gather them together inresidential

colleges, making them members of a self governing community which demands much of them ?” ...says

Kurt Hahn.

In the mid ﬁfties, Kurt Hahn the founder of salem school in Germany, Gordonstoun in Scotland & the outward

Bound. Trust, was at the NATO Defense College in Paris.

Observing the spirit of cooperation between the men engaged in a common task who, only a few years earlier had been on opposing sides in the second World War, Kurt Hahn was inspired & the idea of the Atlantic college was conceived.

The vision of United World College is to produce young people who would go on to promote true humanity & awareness of the concerns of others, whichever ﬁeld they chose. Kurt

Hahn envisaged a student body drawn from all nations, selected purely on merit & potential, regardless of race, religion, colour, background or ﬁnancial ability. The students would be around 16-18 years, an age group most

C.O.E.& T;Akola Page No.11 UNITED WORLD COLLEGE likely to beneﬁt from the experience because they were suﬀiciently grounded in their own culture, yet impressionable & open enough to learn from other cultures.

The vision translated itself into reality in 1962 when the Atlantic College was set up in South Wales With it was born a Movement which was to change the way the youthperceived the World.

And which was described by The London

Timesas “the most exciting experiment in education since the second War.

The Atlantic college developed rapidally & by 1967 had made its distinguished presence felt. It was at this crucial juncture that Lord Mountbatten accepted the

Presidency of the Atlantic College Project. Determined to raise the international proﬁle of the movement, he renamed it the United World’ Colleges. It was now the objective to promote internationally the ideals behind the Movement, & very soon two more colleges in Canada & Singapore were added to spread the U.W.C. Culture.

In 1978, HRH Prince of Wales assumed the leadership of the U.W.C., giving the already fast growingMovement an added impetus.

This resulted in the opening of four more colleges – Swaziland in 1981, Adriatic in Italy

American West in the USA in 1982 & Li Po Chun in Hong Kong

C.O.E.& T;Akola Page No.12 UNITED WORLD COLLEGE in 1992. The Simon Bolivar U.W.C. in Venezuela, the only vocational U.W.C., gained it’s unique status thanks to the key role played by Prince Charles who continues to maintain a keen interest in its future success. The ninth U.W.C.- theRed Cross Nordic College, Norway opened its doo rsto students in 1995.

In 1995 itself, the U.W.C. welcomed two international luminaries who took over from Prince Charles as inspiring leaders of the Movement : Her Majestry Queen

Noor of Jordan & Mr. Nelson Mandela, President, Republic of

South Africa, as President of the U.W.C. & President of the

U.W.C. International Council respectively.

The Movement could not have found two more beﬁtting personalities to take on the challenge of leadingit into the next millennium.

Today the U.W.C. Movement takes another step forward in its mission, with the founding of the tenth U.W.C., right in the heart of a country whose ideals reﬂect in principle the U.W.C. ethos –

The Mahindra United World College of India.

Concept of U.W.C.:-

United World Colleges is an International educational movement for young people aged between 16 to 19 years with ten colleges worldwide. Every year about 900 new

C.O.E.& T;Akola Page No.13 UNITED WORLD COLLEGE students from over 100 countries are oﬀered the opportunity to study at a U.W.C.

All students are selected on merit regardless of race, creed, colour background or ability to pay. The majorityare oﬀered scholarships raised by the coll eges& national committees.

Academic standards are high. Students also contribute to each college’s local community through extensive service programs. But more than just studying or working together the special spirit which characterizes

U.W.C. is the result of young people living together & learning to see the World through the eyes of their fellowstudents.

Site & Surroundings :-

The site is located at village Khubavali, Paud,

Mulshi, Pune- 412 108, India. The site is on the top of the hillock surrounded by the number of hills. It is very diﬀicult site. The ground is soft rocky. The college is situated above on the top of hillock with a view of riverbelow.

The site is near about 30 km long from the pune.

They have constructed road for access to site to reach from bottom to top of the hillock. The environment & surrounding views to site is very pheasants. There is good climatic

C.O.E.& T;Akola Page No.14 UNITED WORLD COLLEGE conditions at site for the educational purpose. The site is full of contours which are brilliantly used by

Ar.Christopher Benninger in his design. At the site which is situated on the top of hillock, Ar. Christopher Beninger says he has borrowed from the hilly, mountains terrain allaround.

The mountains are very overpowering. He have used the various shapes in his architecture to create anexperience.

According to the Ar.Christopher Benninger, the entire campus is shaped like a sundial.

Structural considerations :-

The buildings are constructed of local stone with red tile roofs. Random rubble stone masonary is adopted throughout designing for all buildings. A square picture window adds an element of interest to the rough stone wall.

The library which overlooks a panoramic view of the hillsbeyond.

The U.W.C. in organised around individualistic designs, which are integrated through the use of a common language of build, whose roots lie in the earlier projects of Architect Chistopher Benninger. This has allowed the

Architect to plug in new structures, in a ﬂexible manner, along the radial paths leading out from the academic quadrangle contradiction between the formal of the informal in all of the designs at the school an apparent, yet

C.O.E.& T;Akola Page No.15 UNITED WORLD COLLEGE deceptive informality in order is used to create a dynamic tension, which keeps the eye wandering. Columns are used as static benchmarks to demarcate space with the walls as a moving background & the mobile human as a ‘third force, whoselocation or ‘situation’ is marked by stationa rycolumns.

Just as nature is a cybernetic balance, a seeming playbetween chaos & control, the campus also is te mpered’this cosmic tension.

Art, architecture & language in the design employs what the architect christopher Benninger calls ‘a magical trick’, which is to utilise the vast mountains in which the campus sits, as the designed spatial environment. The buildings themselves are reﬂections of the mountains a response to the setting. It is almost as it the campus is a miniature model of the ranges & hills, so that when one views a distant mountain behind a structure, they are both of the same scale & appear to be of the same size. Angles reﬂect the mountains contours, veinforce this illusion, as do earth mounds which straddle the buildings. What results is the harnessing of the vast natural landscape into the architect’s own imagery & illusions, as if these mountains designedthemselves to enhance the architecture whi chsits within them.

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Unique features of the school are the extensive murals, cast in the form ﬁnish concrete ceilings. The images draw from nature, including birds, snakes, lizards,

ﬁsh turtles & people & also cosmic images.

While the buildings enjoy considerable variety in terms of their plans & generic order, the campus is bound together by a strict system of dimensions, proportions & language of buildings. It is the manner in which supporting elementswithin the language inter-act, that adds v ariety& intrigue.

Columns & walls are used as counterpoint square windows in heavy masonary lend playfulness to serious mass; motifs ( water spouts, otlas, ponds, steps, lintels & windows) are used to engage the eye & catalyse mov ementon visual plans.

Just as a woman places a ‘bindi’ on her forehead to denote one of the most forceful centre of energy, powerful centres of energy in spaces are ‘marked’ then aligned with one another, in ways which interlinks thesecentres of energy.

For example, the four openings of the academic quadrangle are aligned to the four cardinal directions of the earth.

The library unfolded logically from the problem of locating three functions. One long wall ( east-west ) was

C.O.E.& T;Akola Page No.17 UNITED WORLD COLLEGE selected as a generative structure. It is fragmented at the centreto allow penetration & integration of nature & light! The rest came naturally.

The ‘bent’ wall which forms the other two sides of the triangle does not touch the ‘main wall’.

Finally, the main wall was broken & one portion pulled out. This allowed an entrance porch, a larger reading room & a sense of entry. The entry became like a curved hand ‘cupping the attrium space’.

A circular cut-out in the slab, open the sky into, a ‘students – interaction nook’ of the science centre.

Yin & Yang ceilling murals in the seminar room of the administration buildings are used.

Materials :-

The buildings are of local stone used in the form of random rubble masonary with red tile roofs.

The main entrance gate is constructed with teak wood giving impression just like the entrance gate of

Shaniwarwada which emphasis on the architecture of the local place Pune.

Whilst the materials & layout of the campus reﬂects the ancient building traditions, the ﬁnishing, furnishing, sanitary areas, kitchens, classrooms,

C.O.E.& T;Akola Page No.18 UNITED WORLD COLLEGE laboratories are of the most modern speciﬁcations. Glass curtain wall is provided to the art centre.

Rooﬁng :-

Heavy rain is on the west coast of Maharashtra during four months of the year. Thus the roof slope in that directionis steeper to prevent water ﬂowing in und ertile. Red tile roofs are preferred.

Flooring :-

All interior spaces are covered by double polished kotastone & exterior count yard sit outs & walk wa yswith rough Shahabadi stones.

Architectural Analysis :-

Fifty eight year old American Architect

Christopher Benninger now resident of Pune, is walking around an extra spring in his step. He has recently been conferred the prestigious “Businessweek’s Architect of the yearAward for 2000” for the design of Mahindra Uni tedWorld College.

What helped the star Architect beat back competitors from across the world, was his splendid use of space & form at the Mahindra United World College in Indianear Pune.

The Mahindra college is a sequence of events, which all add upto an experience. He was more into designing experience rather than plain images.

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The vision of Mahindra college was inspired by

Shri Harish Mahindra, who called on the architect

Christopher Benninger to create “a gift to the world of lasting beauty & quality”.

In Renaissance style, he has been a patron of the arts & true to his words.

The Academic Campus

Hierarchy of space plays an important role in the organisation of the school’s plan. The academic campus is organised around a quadrangle with passage radiating fromit.

This is the hub of the campus where all the classrooms are located. Each of the four corners of the quadrangle open out to views and to diﬀerent activity areas like the campus lawn, which stretches down to the west towards a grand view of Mulshi Lake and mountains in the distance. This view towards the lake, with its dramatic sunsets, is framed by the strong, directional library wall and by the heavy masonry of the arts centre. To the east, parallel, sloping masonry walls frame a narrow passage leading to the catering centre, On the way, one encounters a stepped pyramidal sitting area from where a ramp moves up to the catering centre. Likewise the quadrangle opens to the south, down stepped gardens to the multi-purpose hall. These

C.O.E.& T;Akola Page No.20 UNITED WORLD COLLEGE are all ﬂowing spaces, inter-connected to one another, unlike the more structured spaces in the residential area.

The Residential Clusters

At the school, each student has their own small spatial domain — an individual sleep and study area. Four such domains occupied by students, from four diﬀerent countries comprise a room and two such rooms form a house.

Like the small wadas, or traditional courtyard houses of the region, eight students have to manage a small cottage composed of an entrance, verandah, box room, wet core and two rooms, all surrounding an enclosed courtyard.

The enclosed courtyard with its verandah is the social and the spatial focus of each house.

Just as villages in the Konkan are divided into hamlets or wadis, the residential campus of the MUWCI is divided into four wadis. Six wadas and ﬁve faculty cottages form a wadi which gather around a common room (TV, laundry, pantry, games and telephone) and a small amphitheatre. The entrance of the wadi has a wind tower, in which an antique, wood carved door from a Gujarati haveli signiﬁes a

'passage'.

These four communities gravitate towards amenities for the entire campus, which include a students' centre,

C.O.E.& T;Akola Page No.21 UNITED WORLD COLLEGE swimming pool, medical centre, nurses quarters, and a landscaped mall, with sitting areas and walkways linking the wadis.This heirachy od residential spaces bond the entire college community.

The Academic Quadrangle

The academic quadrangle emerged from a sketch of a circle enclosing a garden court. The quadrangle and classrooms are linked by sliding glass doors across the entire exterior wall. Bordering this exterior glass wall are semi-enclosed individual courts. Each classroom, thus, looks out into its own garden, courtyard or vista. In this manner every classroom has its own identity. The three large corner rooms in the academic quadrangle are faculty rooms forlanguage,

mathematics and social science teachers respectively. One room is left open and the resulting pavilion becomes a student's lounge with post boxes, notice boards and a tea area. The quadrangle is linked by an encircling, low, covered walkway. This space is detachedfrom

the stone walls, except where it connects to classrooms. The ceiling of this walkway is cast with a

'sacred river' mural running a complete circle around the quadrangle,

with circular skylights lighting up dark corners.

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The Arts Centre

The arts centre includes a studio for graphics, a music studio and a dance and drama studio. All of these activities cluster around a stepped terrace which sits on the edge of the hill, aﬀording a grand view of the river and paddy ﬁelds. Each studio is linked to the terrace via a verandah and glass sliding doors. Thus, two rising masonry walls in each studio focus light inside from massive glass

'facades' which face north, north-east and north-west. The composition is a system of masonry walls, framing glass facades and glass sliding doors at either end. The ceilings haverelief murals of stars, moons, faces in moons and other cosmic icons.

The lower connecting verandahs and passages have murals of ﬁsh, birds and two large entwined snakes.

The Science Centre

The science centre is designed around a square geometry with a preparation room servicing two laboratories on each side of a covered internal walkway. A huge circular cut-out opens to the sky. The entrance porch and the students' nook in the rear corner, also have circular cut- outs, creating a sequence. The rigidity of the square is used as a counter-point against the free forms in other

C.O.E.& T;Akola Page No.23 UNITED WORLD COLLEGE structures. While the academic quadrangle is the 'centre', the science centre is the geometric counter-point against whichother structures play. It anchors the composi tionwhich otherwise is free ﬂowing.

The Administration Building

This structure includes oﬀices for the headmaster, three directors, a board room, a faculty meeting room, a desktop publishing area and school archives. The square shape of the board room reﬂects the shape of the science centre. It is plugged into the corner by a glass passage and is turned askew, creating two small gardencourts.

The composition focuses on a garden atrium segregated from administrative functions by a turning glasswall.

Like other structures in the composition, the administration building uses sloped Mangalore tile roofs, stone towers and basalt masonry walls.

The Library

The library is a triangular composition, on two levels focused in on a glass atrium. The lower ﬂoor of the reading room uses the natural gradient, thus making it a generous space. Parallel beams, aligned with the main wall,

C.O.E.& T;Akola Page No.24 UNITED WORLD COLLEGE alternately hold skylights and flourescent lights. The corners of the triangle form the reading room, computer centre and stacks, respectively. Circular columns supporting the beams are used visually to demarcate spaces. Slit windows employ these columns to diffuse light off them on to the walls. Two corners of the triangular form are cut allowing large glass windows to be inserted. From the entrance porch, through a picture window in the reading room, one gets a view of the Mulshi lake.

The Catering Centre (Mess)

The catering centre evolved out of a group of sketches, which attempted a large unencumbered space. A triangular waffle slab was designed in the final solution to avoid columns. Triangular alcoves add variety to the large hall. Verandahs and the service area allow more variety in a complex, angular composition. A sloping Mangalore tile roof andventilation tower offer visual relief to this co mplexstructure.

The Multipurpose Hall

The Multipurpose Hall is nearing completion. The structure utilised the steel formwork used in the dining hall, but in an open space two and a half times as large.

This air-conditioned hall situates the masses of the two air

C.O.E.& T;Akola Page No.25 UNITED WORLD COLLEGE handling unit rooms and two green rooms to counter four glass openings. Thus, the large space is nestled between four

masses and four openings. Again, sloped masonry surfaces, Mangalore tile roofs, and the language of square cut-outsin walls, are used to break down the scale and articulate the structure.

Thus in his design Ar. Christopher Benninger evolved the composition of language and pattern, integration of open and built spaces contradiction between the formal and the in formal and art, architecture and language.

CHAPTER – III

CASE STUDY-II

SPICER MEMORIAL COLLEGE AUNDH ROAD, PUNE – (M.S.)

Introduction :-

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The spicer memorial college was established at

Pune of in 1934.

The students there learned are from other countries also. Near about 65% of students are from other countries.

The education there provided is degree course in arts, commerce & science stream. It is a very old college & reputed college in Pune as well as in India.

The spicer memorial college is educational fully residential.

The general objectives of the college is to provide students with a balanced education.

Site & surroundings :-

The site is located at Pune beside Aundh road near new Sangavi. The site is almost ﬂat. The college is in the centre area of Pune near Aundh square.

Structural considerations :

The buildings are constructed in bricks locally available.

All the college buildings are aesthetically very good & pleasing to eyes. The red tiles are used for sloping roofs.

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Rectangular blocks were used throughout planning & well landscape is done. Canteen & classrooms are to much long from boys hostel. Basketball ground is located near library which is not desirable.

Decorative porches are provided at the entrance of each building. Dog leg stair cases are provided in girls & boys hostel for the access to upper ﬂoors. Shading devices are properly provided save from sun.

Materials :-

The locally available bricks & sloping red tile roofsare used. Theexpose brickwork was preferred for boys hostel.

Rooﬁng :-

Heavy rain is on the west coast of Maharashtra during four months of the year. Thus the roof slope in that direction is steeper to prevent water ﬂowing in under tile.

Theappearance of sloping red roof tiles is pleasan tto eyes.

Flooring :-

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All interior spaces are covered by polished kota stones& interior courtyard, sit outs & walkways wi through Shahabadi stones.

Architectural analysis :-

An excellent landscaping is provided in front of the administrative building in circular form & fountains are provided in that circular space. Along the footpath which links to the one building with other are provided by well shurbs of landscape on both sides of the footpath.

The attractive porches of the administrative building& multipurpose Hall are the focal point wh ichattracts a person.

A grand entrance porch is provided to library building giving impression of roman architecture.

The administrative building is located just after the main entry to site.

A snack counter is provided beside the multipurposehall for convenience of students when programs helds there.

Telephone booth is also provided within college campus for convenience students.

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The negative point in location of canteen is that itis located just beside girls hostel & it is only one canteen is provided in the campus.

The basketball ground is also not located properly as it is just beside the library which is disturbed from the noise at basketball court.

The canteen is too much long from boys hostel.

A Volleyball & football ground is located near boys hostel which makes easier to boys but not to the girls as the girls hostel is far away from the Volleyball offootball ground.

Principals residence is provided near girl’s hostel.

Good landscaping was done in front of the boys hostel.

In one room of hostel of boys there 6-beds are providedwhich is very congested from point view of study of students.

There was no proper space provided for parking of vehicles. Thus there are positive points as well as more negativepoints in the design of the campus of the spicer memorial college.

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Conclusion :-

Notable points in the design of spicer memorial college is numbered below.

1) The micro climate of Pune is generally of moderate to

extreme kind, so site decided was good.

2) Breeze direction is south-west hence the windows are

providedon south sides & shading devices are provi dedfor safeguard from sun.

3) The type of architecture is of vernacular, so basically

the use of local materials are preferred. For newly built

hostelblock plastered wall of composite masonary a reused.

4) Through an organic planning the informal environment is

well created, also it has resulted into an increase in

the quality of internal spaces by providing good views.

5) It is a good example of vernacular i.e. traditional way

of tacking a project incorporating latest modern

requirements.

6) Use of light & shadow in interior is surprising.

7) Diﬀerent spaces hold distinct type of landscaping. It

delivers diﬀerent ﬁlling in.

8) Overall character or building with slanted landscaping

match the surroundings.

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9) Nice, clear-cut circulation with simple planning but

still it generates the feeling that makes everyone want

to contribute to it in his own way.

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CHAPTER – IV

SITE SELECTION

The selected site for U.W.C. is at Bangalore in

Karnataka State. The selected site is 5 km away from the senkes road beside Nagawara dam on the northern side ofBangalore.

It is an educational Zone. There is an agricultural vishwavidyalaya 6 km away from the selected site.

The selected site is almost ﬂat. It is at the footsteps of hills. The wind direction is from north to south.

There is access road to the side which connects the senses road.

Climatic conditions of Bangalore :-

The Bangalore is in moderate Zone of climate.

The climate is found in lower hills & high plateau regions of southern India. Vegetation is abundant due to pleasant climate solar radiation is moderate.

The average maximum temperature is about 340C & minimum average varies between 160C & 180C. The mean range of temperature varies from 80C to 130C.

The humidity is highly variable & varies from 30% to 80%.

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Rainfall is quite evenly distributed throughout the year & generally about 1000 mm annually.

Winters are relatively dry but during summer it may overcast with dense, low clouds.

Thus the climate of Bangalore is cool, healthy, mild salubrious.

Low clouds which covers almost entire sky.

The educational facilities at Banglore are good.

It’s known as silicon valley. It’s a metropolitan city & well educational environment is there.

There are pleasant surroundings to the selected site & it is perfect site for the United World College.

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CHAPTER – V

DATA COLLECTION

Following are main zones in college campus.

A)Administrative Zone

i)Principal’s cabin.

ii)Director’s cabin. iii)Administrative Oﬀicer’s cabin.

iv)Administrative staﬀ with store.

v)Meeting room with pantry & toilet.

B)Academic Zone

a)Classroom

i)Classes

ii)Staﬀ room

iii)Toilets

b)Library

i)Reading area

ii)Book stacks

iii)Librarian’s cabin.

iv)Cloak room.

v)Xerox.

vi)Room for new book processing.

vii)Toilets.

c)Art Centre

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i)Music Studio.

ii)Dance Drama Studio.

iii)Graphics Studio.

iv)Staﬀ room.

v)Incharge’s cabin.

vi)Toilets.

d)Science Centre

i)Labs.

ii)Stores.

iii)Toilets.

C)Residential Zone

a)Hostels for boys & girls.

b)Mess

D)Recreational Zone

i)Canteen.

ii)Play area.

iii)Garden.

The data regarding standard dimensions in diﬀerent rooms such as

i)Spaces for meetings.

ii)Layout of classrooms. iii)Library.

iv)Hostels.

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v)Kitchen & dining area is as follows.

The general oﬀice will look after the accounts, paying bills etc. Enrollment of students giving information about the institute will also be done in the oﬀice. vi) Records rooms

All the records will be stored in the records rooms. h) Staﬀ room

The administrative areas has to be located near the entrance of the institution and must be easily accessible.

ACADEMIC AREAS

The academic area is concerned with the faculty, students, i.e. classrooms, library.

The main academic areas etc. a) Faculty rooms

The core faculty will have separate rooms b) Faculty interaction room

The core faculty and visiting faculty can meet in this room. The room will be for having discussions etc. c) Staﬀ room

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This room will be for the visiting faculty. They can do their work in this room. d) Classrooms

The classrooms i.e. lecture halls should be more of discussion rooms where one is not taught but learnsthrough discussions.

SEATING ARRANGEMENT

The seating arrangement is the most importance feature in determining the size shape of the classroom. The size and shape of the classroom should be such that each and every student can see the chalkboard, screen clearly as well as hear the lecturer clearly.

The seating may be of 3 types.

1. Fixed revolving chairs and ﬁxed desks

2. Chairs and desks

3. Tablet armchairs. Fixed seats usually have a central secured to the ﬂoor either by wood screws into battens an bybolts through the screen into concrete. Seats ma ybe ﬁxed up self lifting, swiveling,

Usually wooden seats are used. The basis framework may be of metal.

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Tables may be set in hollow square, semicircle, circle,horse shone shapes. For small discussions j usta round table is enough.

SEATING DATA MINIMUM RECOMMENDED

1. Width of seat with arms 500 mm

2. Width of seats without arms 450 mm

3. Back to back distance for

Row of seats with backs 750 mm

Row of seats without backs 600 mm

4. Space between rows 300 mm

5. Width of gangway 1000 mm

LIBRARY/INFORMATION RESOURCE CENTER

The library will consist of a)Entrance foyer-Reception-Information Counter and

Catalogues b)Stacking c) Reading - Carrels, reference reading d)Journals, periodicals

Institute libraries - used for reference, research, study, continuously by growing collection,

STACKING

Dimensions of stacks: Shelving in libraries is generally based on an allowance of nine volumes per 0.30. The length

C.O.E.& T;Akola Page No.39 UNITED WORLD COLLEGE of shelves must be in units of 1.00 m.m. between vertical supports. However the length of shelf used should prevent excessive sagging of the shelves under weight of books.

MATERIAL FOR BOOKS STACKS :

Book stacks are either made of wood an steel on a combination of metal and wood. Metal shelving is becoming popular due to scarcity of timber.

BOOKS STACKS :

Book stacks are normally 2000 to 2100 high. This permits to all books by persons of average height without steps or ladders.

Usual shelf length is 1.0 meter. All should be adjustable.A wire dimension is usually placed betw eenback to back book cases.

In the library spaces have to be provided for individual as well as collective study.

HOSTEL

Residential accommodation will be provided for about 120 students inside the campus. Separate hostel will be provided for girl and boys.

The hostels will have single person accommodations. Each room will have a bed, a wardrobe and a study table. The space requirements of a hostel room are :

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One Bed / study - 9-15 sqm

Ancillary spaces are required in the hostel like storage for linen, furniture etc. and a small pantry for preparing tea, coﬀee. Hostels can also be provided with a students common room with recreational facilities.

KITCHEN AND DINING DATA

KITCHEN : The kitchen should have easy access for delivery of goods. Typical delivery arrangements are -

Dry goods - weekly or fort nightly

Vegetables - once or twice weekly

Perishable foods - daily

Refuse and waste removal - twice weekly.

Catering design a) The shelf should be no higher than 1950 mm. b) Shelves and open bins must be kept at least 200mm above

theﬂoor to allow clear space for access and cleani ngand to deter rodents.

c)Shelves for frequently used or heavy items should be

between 1500 to 700 mm high. some typical dimensions are

Work top height - 900 mm sink top height - 900 mm

Length of work area within convenient reach 1200-1800 mm

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Length for two people working together 2400-3000 mm.

There are usually four main area of food preparations.

Vegetable

Meat and Fish

Pastry

General

Bulk cold stores with separate deep freeze storage should be provided near goods receiving area.

Dining

The dining hall has tables for group of 6 to 8 students.

SERVICES

Services play a major role in the planning of any building. The diﬀerent types of services are a. Sanitation and water supply

- Toilets, Baths/water fountains water towers etc. b. Lighting

- Natural and artiﬁcial lighting c. Ventilation

- Natural and Artiﬁcial ( mechanical ) ventilation d. Heating c. Acoustics.

A) SANITATION AND WATER SUPPLY

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Proper drainage facilities have to be provided on the campus. The drainage line may be connected to main drainageline or a separate septic tank may be prov idedin the campus.

B) LIGHTING

Guidelines for good daylighting :

1. Avoid direct skylight and sunshine on critical tasks

2. Use direct skylight and sunshine sparingly in noncritical task areas.

3. Bounce daylight oﬀ surrounding surfaces.

4. Bring the daylight in high.

5. Filter the daylight.

Form Giving Factors :

Large roof lights help achieve higher daylight factors but cause problems or solar gain in summer unless they face north. Clear stories have most of the attributes of skylights except they occur in the vertical plane and are exposed to less quantities of daylight.

Recessed windows and splayed jambs can be eﬀective elements in softening brightness contrasts.

Penetration of light increases with highs of the

window.

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Prismatic glass blocks can be used to reﬂect light ﬁrst to ceiling and then to the rest of the room.

CHAPTER – VI

DESIGN EVOLUTION

An institute is a uniﬁed community of instructors students & lecturers, knit together by an administrative unit working together in close association.

The campus of the institute is a meeting place for students of diﬀerent social & cultural background so it should encourage social relationship & furnish spaces for literacy, artistic, musical & dramatic occasions.

The three fundamental parts of a campus, in order of importance are :

i)Buildings.

ii)Exterior spaces &

iii)Supporting site elements such as circulation &

services.

Buildings :-

Each building in the campus should be related to the other.

The relation between the buildings should not be superﬁcial, but on the contrary they should be well integratedwith each other so that each space ﬂows into the other.

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The buildings should have breathing spaces i.e. landscaped courts in the main activity areas. These courts courts are major areas of human interaction.

The interior of the building should have interesting activity spaces.

The facades of the building should not have jazzy or unwanted modulations or appearance.

Local building material suiting the structural system to be used should be chosen.

Exterior Spaces

There should be a balance of positive am negative spaces on site.

The exterior spaces should be landscaped so that maximum space is properly used.

Maximum advantage of sit should be taken.

Depending upon the climatic conditions exterior shouldbe either integrated with the interior or se cludedfrom the interior.

SUPPORTING SITE ELEMENTS-CIRCULATION & SERVICES

Circulation (Pedestrian and Vehicular) and service systems (sanitary, electrical water etc.) are subsidiary considerations, but never the less are properly

C.O.E.& T;Akola Page No.45 UNITED WORLD COLLEGE designed as an integral part of the total fabric of the campus and not later superimposed.

If service Zones have to be preconceived and located such that all service area are in one zone.

Site

* The site should have maximum one two entrances. Depending on the size of the campus, the entry points must be located.

* Zoning should be done. The four major zones are

Administration Zone

Academic Zone

Recreational Zone

Residential Zone

The four zones should be segregated but yet properly linked with each other.

The campus should have a deﬁnite geometry and the buildings should form interesting, usable spaces betweenthem.

In conclusion it can be said that an institutional campus is made up of visible and invisible systems. The visible systems are the landscape, building utility services, path ways, links. The invisible systems are the interaction of academic and living activities, the time, motion and communication required.

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The success of the institutional campus depends upon how well the visible systems and invisible systems areinterrelated.

The planning of maximum buildings in campus is done surrounding courtyards for the purpose of the interactionfor the students which is most importan cein a college campus.

Courtyards at diﬀerent levels is scale down the buildingmass to open the structure, making it homo genousto the surrounding terrain.

Sloping red tile roofs are preferred to match with thebackground which is in form of the hills as the site is at the foot steps of the hills.

Integration of open & built spaces is achieved in design. External gardens, courtyards all serve to integrate interior exterior spaces. The classrooms are designed surrounding the courtyard where the learning process canspill out – of – doors.

The result is the penetration of nature into the built form.

The curtain wall provided to the library & the porches provided to the buildings connect the exterior intothe interior.

In the science centre & in the classrooms, courtyards are used with covered passages around them.

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Thus, the college is conceived as a sequence of gardens, passages, sit outs, courtyards creating the ambience of a natural park, in which activities seem incidental.

The sky form a dramatic background to the institute, accentuating its image as an island structure.

As the site is in moderate zone of climate the orientations of the buildings is done considering followingpoints.

i) This is the most pleasant climate found in India & does not create any climatic stress through out the year. ii) The buildings are planned with a east-west orientations. iii)There should be open spaces for breeze penetration with provisions for protection from hot & cold winds. iv) Maximum windows are placed on north south. v) Walls are provided with projecting over-hangs to protect the windows from rain & unwanted radiations. vi) The size of windows i.e. openings is kept 25% of ﬂoor area.

In selecting the materials for construction following points are considered. i) Mangalore tile rooﬁng is adopted as it permits light, ventilation & keeps out radiation.

C.O.E.& T;Akola Page No.48 UNITED WORLD COLLEGE ii) R.C.C.are used for roofs slabs due to there high strength & long life. iii) Bricks & cement mortar is used for buildings.

The architecture used here in design is to attempts to make the sum of the whole greater than its parts.

The campus is not just an assembly of buildings but it is an orchestration, it is composition wherein the violins,the horns & the drums, all fade away in fa vourof a greater concept & experience.

Open spaces convey a spiritual experience to students & this is important.

The campus is designed such which give freedom of space & movement to the students.

The play area is provided near to the student’s hostel for convenience.

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CHAPTER – VII

BIBLIOGRAPHY i) A Indian Architect & Builder.

May 1999.

June 1999.

August 1999.

September 1999. ii) Campus Design in India

by Kanvinde & James Miller. iii)Architecture & Design.

May- June 1990,

Sept.- Oct.1986,

Jan.- Feb.1991,

July – Aug.1990. iv) Time saver (Building type) v) Neufert (Architect’s data) vi) On Internet using site www.google.com for search.

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