LEARNING SPACE

(CMG Landscape Architecture, 2019)

FINAL DESIGN PROJECT

Session 2016-2020

SUBMITTED BY
Divya Modi
UGIAD- LEVEL 3
5000009948

MENTOR
Mr. Apurv Prakash

School of Design,
Pearl Academy, Jaipur
TABLE OF CONTENT
ABSTRACT
SYNOPSIS
RESEARCH METHODOLOGY
MIDDLE CHILDHOOD
SCHOOL V/S A PLACE FOR LEARNING
HISTORY OF INDIAN EDUCATION
PRESENT EDUCATION SYSTEM IN INDIA
FACTS ON INDIAN EDUCATION
CASE STUDY - DELHI PUBLIC SCHOOL, VDN JAIPUR
FUTURE REQUIREMENT SKILLS
NEED OF THE PROJECT
ALTERNATE EDUCATION
CONCLUSION
WALDORF EDUCATION
CASE STUDY - AARAMBH, DELHI
LITERATURE STUDY - YELLOW TRAIN SCHOOL, COIMBATORE
 ABSTRACT

With the concern for the quality of education imparted through the popular and established system of
standardized curricula. This thesis will emphasis on exploring new possibilities within education system
that aims at developing children mental, emotional and social skills.
During my primary learning stage, I faced specific learning issues. Also, I have been observing closely a case
where my immediate family member is facing similar issues. I want to research on this particular aspect
and try to find possible solutions for the schooling problem mostly faced by this particular age group.
The children of age group between 6 & 12 are very curious and questionable towards each and everything
they come across. Focusing on the most crucial base of life this age develops a lot of interests, skills and
ethics. This age group prepares them for adulthood and adolescence. Moreover inculcating the sense of
what’s wrong or right for them as a being.
I would put forward my aim of introducing child-centric strategies and non-traditional pedagogical approach
which help in holistic development of a student. By redesigning a hybrid, interactive, individualized and
experiential curriculum. I would further put forward a space, which in return that proposes to solve the
problem for the one who don’t really know it’s a problem.
 SYNOPSIS
AIM
Rethinking and Redesigning of Learning Space for children in age 6 to 12, inspired by the philosophy
of Waldorf System.

OBJECTIVE
I. To study and understand, how learning space can improve the quality of learning.
II. To offer a solution to the problem of immediate transition from casual learning (Pre-primary) to
formal education (Elementary or primary)
III. Trying to change the rigid schooling system and rather changing it into comfortable, flexible
learning strategies by redefining the system and spreading awareness.
IV. Helping students to reach full potential
V. To make their childhood life stress-free and happy.

SCOPE AND LIMITATION

I. I am stating an approach which inculcates a big change yet it cannot be nationally standardized.
II. My research is limited to a particular age group (6-12), with solutions to existing problem and
for people who are open to these change

PROBLEM STATEMENT
To provide a space where all the children of this age group 6-12, who face a lot of problems
while learning and studying are provided with stress-free and self growing environment which in
exchange is flexible and unconventional.
 RESEARCH METHODOLOGY
I. SECONDARY RESEARCH
I. Through books, online reading of research paper, articles, chapter and also by watching videos and
TED Talks regarding:
-School v/s A place for learning
-Looking into history of Indian Education and its growth from past to present
-Comparing it with countries like Sweden, Japan etc to know better
-Focusing on current education system ( different board study, curriculum, ideology,
pedagogy study)
-Studying about different alternate education system

II. Literature study - To study the issues in current learning environment of conventional education way
III. Comparative analysis of education system observating good practices
(Through Qualitative and Quantitative data)

II. PRIMARY RESEARCH

I. Observing and discussing with students
II. Case Study - Visiting schools to identify issues in current environment/ spaces and then studying the
spaces

III. To inquiring for philosophy and educationists who talk about learning environment through literature
review, interviews and case study of the same which are on such guidelines.

IV. Taking inferences through critical analysis, deriving general guidelines which would help to design space
for learning environment.
 MIDDLE CHILDHOOD
WHY MIDDLE CHILDHOOD ?
During my primary learning stage, I faced specific
learning issues. Also, I have been observing closely
a case where my immediate family member is
facing similar issues. I want to research on this
particular aspect and try to find possible solutions
for the schooling problem mostly faced by this
particular age group.
The children of age group between 6 & 12 are SOCIAL &
very curious and questionable towards each EMOTIONAL
and everything they come across. Focusing on SKILL
the most crucial base of life this age develops a
lot of interests, skills and ethics. This age group
prepares them for adulthood and adolescence.
Moreover inculcating the sense of what’s wrong COGNITIVE SKILL PHYSICAL SKILL
or right for them as a being.

ABOUT
Middle childhood is the time when the child’s LANGUAGE &
knowledge horizon expands and there is exposure LITERACY SKILL
to external environment and interaction with the
outside world. The child’s roles are defined and
expanded. This is the stage of life in which the
child spends more time away from home and is
involved in school and extra-curricular activities.
Through these experience they learn and develop
their own identity.
This age group children are entering the ‘age of
reason’ because they begin to:
• be more flexible in their thinking, DEVELOPMENTAL SKILLS
• develop self-awareness, and Fig 1 : Problems Faced in Childhood (Divya Modi, 2019)
• identify and understand others’ feelings or
emotions. ( Manitoba, 2019)

LEARNING SPACE I
CHILD DEVELOPMENT
Child development is a process every child goes
through. The Process involves various learning and
mastering skills. Children learn these skills, called
developmental milestones, during predictable
time periods.( Develop skills, 2008)
During middle childhood, children work towards
four important milestones, including:
(i) adjusting to school;
(ii) achieving new academic skills such as learning
to read
(iii) learning to get along with peers; and
(iv) learning the rules of our culture or society.
Five main areas of Developmental Skills:
1. Cognitive Development
Child’s ability to construct the thought processes,
including remembering, problem solving,
imagination and decision-making. Also refers
to how a person think, perceives,and gains
understanding of his or her world through
the interaction of genetic and learned factors.
Children’s memory capacity and the ability to use
their memory also increases and improves during
middle childhood.
The mental (cognitive) changes children undergo
during the middle childhood era are often more
noticeable than their physical changes. Children’s
thinking style gradually becomes more logical,
flexible, and organized as well.(Helen Farabee
Center, 2019)
IMAGINATION : Ability of the mind to form new
ideas,or images or concepts of external objects
not present to the senses.
REASONING : Action of thinking about something
in a logical, sensible way.
LISTENING : Making an effort to hear something;
actively.
CONCENTRATION : Power of focusing something
in the same place.
IMAGINATION
REASONING
CONCENTRATION
LISTENING
Fig 2 : Cognitive Skill Clipart (CLEANPNG, 2019)
2. Physical Development
Physical development in children refers to the
development of their motor skills, which involves
using their bodies. It is defined by the fine motor,
gross motor, sensory and coordination skills.
Activities that includes Physical play use physical
movements to allow children to use their energy,
and it gives children the chance to develop gross
and fine motor skills, learn new things and socialize
(Wonderly, 2018). Physical development in middle
childhood is identified by considerable variations
in growth patterns. These variations may be due
to gender, ethnic origin, genetics, hormones,
nutrition, environment, or disease. Physical
changes, brain and nervous system development,
gross and fine motor skills, and health issues are
important aspects of physical development during
middle childhood as in previous developmental
stages. (CliffsNotes, 2016)
FINE MOTOR : Child’s ability to use small muscles,
specifically their hands and fingers.Example -
cutting with scissors, model making etc.
GROSS MOTOR :Child’s ability to use large
muscles. Examples - balancing, climbing, jumping
etc.
COORDINATION : Ability to use different parts
of the body together smoothly and efficiently.
Mastery of fine motor skills requires precision and
coordination.(Study.com, 2019)
SENSORY : Related with the physical senses of
touch, smell, taste, hearing, and sight.
Fig 3 : Physical Skill Clipart (Pinterest, 2019)
3. Social & Emotional Development
Social-emotional development is a child’s ability
to understand the feelings of others, control their
own feelings and behaviors, and get along with
peers. In order for children to attain the basic skills
they need such as cooperation, following
directions, demonstrating self-control and paying
attention, they must have social-emotional skills.
PAGE NO
Feelings of trust, confidence, pride, friendship,
affection and humor are all a part of a child’s
social-emotional development.
Social and emotional development involves the
addition of a set of skills. Key among them are the
ability to:
• Identify and understand one’sown feelings
• Accurately read and comprehend emotional
states in others
• Manage strong emotions and their expressions
in a constructive manner
• Regulate one’s own behavior
• Develop empathy for others
• Establish and sustain relationships
A child’s social-emotional development provides
them with a sense of who they are in the world,
how they learn, and helps them establish quality
relationships with others. It moves an individual
to communicate, connect with others, and
more importantly, helps resolve conflicts, gain
confidence and reach goals. Building a strong
social-emotional foundation as a child will help
the child health and obtain happiness in life.
They will be better equipped to handle stress and
persist through difficult times in their lives as an
adult.( Beauchamp & Carmody, 2013)
Fig 4 : Emotional Clipart (VectorStock, 2019)
EMPATHY : Ability to share or understand the Schools in India, at large, aquire an academic-
feelings of another. centric model of Education. For the most part
CONFIDENCE : Feeling that you can do something of schools, the learning process is limited only
well or succeed at something to classrooms. In fact, this process is more
RELATIONSHIPS : The way in which two or more about gaining facts & less about learning. Skills
people or things are connected (Cambridge development always leads to competitive
Dictionary, 2019) advantage. In order to be the best, you need
CULTURE:The ideas, customs, and social behaviour to have something that nobody else has. These
of a particular people or society. Developmental skills can be improved and
operated well through the flexible, interactive -
4. Language & Literacy Development pedagogy, curriculum and learning enviornment
Language development involves the development of a learning space.
of the skills used to communicate with others
through languages. Language is developed when
children interact with other people around them.
Literacy development involves the ability to
read and write. Literacy develops through the
interactions of child experiences with others. For
example, literacy can develop through hearing
stories read from books and showing children
pictures with words.(Universalclass, 2019)
Fig 5 : Communication Clipart (Morelli, 2018)
SELF EXPRESSION: Expression of one’s feelings,
thoughts, or ideas.
COMMUNICATION : The act of communicating by
speaking, writing, or using some other medium.
SCHOOL V/S A PLACE FOR LEARNING
SCHOOL
• Organised space where instruction is given
in a particular discipline.
• promotes starting by looking for answers
• standardized
• prescribed curriculum/ teacher-centric
• fixed and pre-decided, role of student &
teacher is very less
• can be dull and no fun in class
• promotes surface-level thinking
• sequential
• Conventional
• Classrooms
• learning under pressure
• Trend is toward consolidation: large, more
centralized schools that accommodate
more students.
(Couros, 2014)
Fig 6 : School Building (TURBOSQUID, 2019)
A PLACE FOR LEARNING
• Physical setting for a learning enviornment.
• promotes starting with questions
• personal
• child-centric
• flexible according to the need of teachers
and student.
• stimulating and fun
• exploring and expirencing
• random and non-linear
• Unconventional
• alternate to classrooms
• learning with interest
• low teacher to student ratio
• Institution that provide learning spaces
in different way: Student age, academic
level, pedagogy, subject or focus, special
education, location, organisation type
(Couros, 2014)
Understanding the terminology between the
School and a place for learning to know the
gap between them, as whenever you heard the
name “School”, it creates a feeling that implies a
traditional square building with classroom where
students sit in row of desk are led by a teacher
but it’s important for students to offer a creative
Fig 7 : Learning space (Pinterest, 2019)
learning spaces to expand and challenge their
knowledge and ability to create.
HISTORY OF INDIAN EDUCATION
In the Ancient Period (1500BCE - 500AD), education in India 1500 BCE - 500AD
has an ancient tradition. By the time European colonists arrived, ANCIENT PERIOD
education mostly took place in traditional Hindu village schools (Vedic or Brahmanic or
Gurukula system, Jaina
called gurukuls, or in Muslim schools called maktabs and madrasas.
system, Buddhistic system)
600AD - 1300AD
Then in Modern India ( 1813-1947), british ruled the education MEDIEVAL PERIOD
system which is based on british system and introduced English (Islamic system of
as a language of instruction. They established the education Education)
departments for the schools teaching British curricula. 1813 - 1947
MODERN INDIA
On 1947, India become independent and period after
(British Rule the
independence was described by a rapid expansion of teaching Education system)
institution across India as the country attempted to create
Education In India Before
a modern mass education system under the leadershi of its Independence
first prime minster, Pandit Jawarlal Nehru. In 1950, India’s
first constitution adopted called the provision of free public Education In India After
and compulsory education for all children until the age of 14. Independence
Central government established Federal department, University
Grant Commission (UGC) instituted in 1953, and the Central 1947
Board of Secondary Education (CBSE), founded in 1962. In 1986, (Become Independent
Government declared new education policy called National created Modern mass
education system)
Policy on Education 1986. To fulfil the goals of universalization 1950
of Elementary education, elevation of poverty, national (India’s first
integration, population control, promotion of women’s equality constitution adopted) 1953
and education for women, the National Policy of Education was (Central government
established Federal
modified in 1992.(Trines, 2018) department, University
More than sixty years post independence the education system 1962 Grant Commission)
has not been able to evolve effectively. The system still focused (Founded CBSE)
on high marks in examination rather testing the range of skills. 1986
There is dire need for revolutionary change in India’s education (Government declared
system. Not just the syllabus and pedagogy, but also the attitude National Policy on
change towards the mark system need to be changed. With the
1992 Education)
(Modified the National Policy
effective learning system, India can successfully utilize its vast of Education)
human resources.
Fig 8 : Timeline - History of Indian Education (Divya Modi, 2019)
ANCIENT PERIOD (1500BCE-500AD)
I Brahmanic & Buddhistic Education.
ANCIENT INDIAN FORMAL SYSTEMS
Vedic or Brahmanic or Gurukul
system
Jaina System of Education
Buddhistic system of Education
IDEALS OF THE KNOWLEDGE SYSTEM
• Development of Devotional and religiousness
through education
• Development of Character
• Complete development of the personality
• Social & Vocational efficiency
• Preservation & transmission of culture
A gurukula or gurukulam was a type of education
system in ancient India with shishya living near or
with the guru, in the same house.
• Brahmanic Knowledge System
- To Upper castes
- Dependence on rituals & animal sacrifices
- Aim to achieve the freedom from all worldy
desire & become one with universe also to
become self-sufficient in life.
• Jaina & Buddhistic Knowledge System
- opportunity for all caste
- believe in tolerance & non-violence
- opposed vedic rituals & violence
• Buddhist education was popular due to liberal
attitude, logical way of understanding life & its
problem
• Growth of higher learning credit goes to
Eg: Nalanda, Taxila, Vikramashila, Valabhi, Benaras
& Nadia
(Chaudhari & Chaudhari, 2017)
Fig 9 : Gurukul System (NIKHIL CHAND­WANI, 2018)
Fig 10 : Maktabs
MEDIEVAL PERIOD (600AD - 1300AD)
I
ISLAMIC SYSTEM OF EDUCATION
(Chaudhari & Chaudhari, 2017)
- MAKTABS (Primary Education)
- MADRASSAHS (Higher Education)
Maktabs are the primary education, attached
to mosques. The children of wealthy family did
not go to these institution as they are educated
at home. their main objective is to provide mass
education
• Rule of Delhi Sultanate from 1191-1560AD,
approximetely led to change in formal
education but no change in informal education,
was enriched by new ideas of new religion,
language & culture brought by Muslims to
India (in Art, Literature, Architecture, Music)
• No state Administrative machinery to regulate
Islamic Education
• Muslim ruler support Institution
- to enhance the status
- felt as a religious duty
• Mughal Period observe developments in
Islamic Education due to individual efforts of
the ruler.
• Akbar - important contributor - medieval
education
(Secular attitude can be noticed under his rule)
• Hindus took admission to get jobs in the
administrative posts of the Islamic rule.
• Important centers were Delhi, Bidar, Agra,
(Khane Kord, 2019) Jampur, Malwa
MODERN INDIA (1813 - 1947)
I
BRITISH RULE - EDUCATION SYSTEM

• Focused mainly on trade activities and the

development of higher education.
• Purpose of education was to ensure that Indians
to gain familarity with western modes of living,
culture, values, principles & standards.
• Various development that took place were
primarily related to development of colleges &
Educational Institutions - they were not in well
developed state, required no. of improvement.
• In 1835, Lord William Bendict(1st Governor ANCIENT PERIOD
(Leisure dedicated to Learning)
General of India) appointed commission
Thomos Macaulay -- Macaulay Minutes (
English taught to upper & middle class in mass,
ignored women education)
• Wood’s Dispatch was the committee formed
in 1854, which aims at increase in mental,
moral and socio-economic status to come out
from poverty and enable the individual to earn
their livelihood.
• Main Objective
MIDDLE AGE
- focuses on the proper development of Education (Group of Students attending
system place of Learning)
- Also, introduced subjects such as mathematics,
science, social science, law, astronomy, public
administration etc.(to enrich Individual living
condition)
• Purpose of education was ultimately to acquire
employment opportunity + to get engaged in
Jobs. MODERN INDIA
(INSTITUTE, 2019) (Identified with a Physical Building)
Fig 11 : Transition in Education Spaces (Divya Modi, 2019)
TRANSITION IN EDUCATION SPACES
Earlier education in Ancient India happens with
shishya living near or with the guru, in the same
house far away from the city surrounded with
the nature - where meaning of school is “ leisure
dedicated to learning” or “ place for intellectuals
to gather to dicuss issues”. Over the year, meaning
evolved in Middle age where sense of a group of
students attending a place of learning. The belief of
conformity was emphasized. In Late Renaissance,
school was identified with a physical building. The
work schooling finally in reference to learning
has taken on negative meaning of reprimanding
and discipling. (Bernstein, December 22, 2014) The
meaning of school today is same as organisned
space where instruction is given in particular
discipline, trend is towards consolidation is large,
more centralized schools that accommodate
more students.

INFERENCES
• Education System (Curriculum, pedagogy)
should be changed according to the time
period or present society need rather than
being conventional.
• Educational spaces should be molded as per
the needs and requirements.
• Learning should work on the philosophy of
holistic development where child is prepared
with skills to face the challenges of life.
• People should realize the importance of
developmental skills ( physical, mental,
language, social and emotional) without
neglecting it from life.
PRESENT EDUCATION SYSTEM (INDIA)
Education is the stepping stone for high flying
career. Education system in India is managed
and controlled government well, providing to
all without any discrimination had become the
priority of the government. Various steps has
been taken by Indian constitution to do so.
As per the world bank report in India there are
more than 7,40,000 formal schools; more than
3.6 million teachers are working on full time basis;
there are more than 175 Universities offering
under graduate level and post graduate courses
and about 6000 colleges affiliated to these
universities. Education is designed by the state
where government is responsibility for quality
education.
Indian education system is divided into different
levels such as pre-primary level, primary level,
elementary education, secondary education,
under graduate and postgraduate level.
(StudyGuideIndia, 2019)
Education in India is provided by public schools
(controlled and funded by three levels: central,
state and local) and private schools.
Education Governing Bodies :
CBSE
CBSE (Central Board of Secondary Education) is
the most popular and widely accepted board in
India and across many countries in the world. This
board emphasizes mainly on Science and Maths.
Most of these schools are approved by the Central
Government of India.
ICSE BOARD
ICSE is associated with the Council of Indian
School Certificate Examination (CISCE). It was
formed to adapt to the University of Cambridge
examinations system, in India. It conducts 3
examinations listed below:
-- ICSE (Indian Certificate of Secondary Education)
for Class 10th
-- CVE (Certificate for Vocational Education) for
Class 12th
-- ISC (Indian School Certificate) for class 12th
International Baccalaureate (IB)
International Baccalaureate is an educational
foundation formed in 1968. It has over 3000
schools in more than 140 countries. Around 130
schools in India have been associated with this
board. It is most accepted in cities where high-
end education is widely accepted. It has a very
innovative way of learning and teaching.
State Board
State boards are associated with their local state
governments, for e.g. in Maharashtra, they have
SSC (10th board exams), HSC (12th board exams).
IGCSE (International General Certificate of
Secondary Education)
This is a rigorously specialized English language
curriculum, which is offered to students preparing
for IB- CIE – A Level.
(Baxter, 2017)
Education has been a problem in our country
and lack of it has been blamed on past years.
Few things have changed from the past colonial
period. We have established IITs, IIMs, law schools
and other institutions of excellence; students now
routinely score 90% marks so that even students
with 90+ percentage find it difficult to get into
the colleges of their choice; but we do more of
the same old stuff. Rote learning still tourtured
our system, students study only to score marks in
exams, and sometimes to crack exams like IIT JEE,
AIIMS or CLAT.
If things have changed a little bit, they have
sunk into further inactivity, corruption and lack
of goal. Creating a few more schools or allowing
hundreds of colleges and private universities
to expand is not going to solve the crisis of
education in India. And a crisis it is – here in the
country people are spending their parent’s life
savings and borrowed money on education – and
even then not getting standard education, and
struggling to find employment of their choice.
In this country, millions of students are victim of
an unrealistic, pointless, mindless rat race. The
mind numbing competition and rote learning
do not only crush the creativity and originality
of millions of Indian students every year, it
also push brilliant students to commit suicide.
We also live in a country where the people see
education as the means of climbing the social and
economic ladder.(Ramanuj Mukherjee, 2017)
 POSITIVE SIDE
• Through exams, it teaches them to analyse strengths and weekness consistently.
• System emphasizes competitive spirit - teaches to unleash their full potential
• Teaches basic knowledge in all subjects
• Positive changes are happening - emphasis on practical knowledge is increased.
Fig 12 : Problem
faced by child
(Sarva, 2019)
(xx, 2017)
Fig 13:
(Allen, 2018) DRAWBACKS
• Rote Learning (Emphasis on memorising the facts rather than thoroughly
understanding the concept)
• Completely dependent on textbook
• More importance to textbooks than the teacher
• No freedom to think creatively & to question the textbook content
• taking marks as a assessment/priority
• No idea- learning particular subjects and topic, its relevance in practical life.
• No motivation for teachers to encourage critical thinking in children
LACK-ETHICS • Lack of Infrastructure
NO INNOVATION • Most of the syllabus in theoretical form
NO MOTIVATION • Pressurizing students for marks & grades ( leads to increase in suides)
• Students are learning the subjects just to reach to the next level.
NO CREATIVITY
CRITICAL • low salary/lack of capable teachers
THINKING • Indian government spend only 3% of its GDP on education whereas USA spend
5.4% and Brazil 5.7% (Srva, 2019)
• Government unable to invest enough on education sectors, private insitution
roped in therefore result in high cost of education
• Ethics aren’t being taught in schools
Fig 14 : Problem
• Very low-teacher student ratio, acc. to Right to Education, there should be 1:30
faced by child but it is reaching upto 1:65
(CLEANPNG, 2019) • Not encouraging research & innovation, also the importance of physical activity
Fig 15 : Exams and extracurricular activity.
(Holland, 2017)
• No teaching- how to deal with daily life struggle
• Motivate for extremely competative rather than co-learn
• In the top 100 universities list by ‘Times Higher Education World Reputation
Rankings 2016’, none of the Indian universities could make into the list.
(Sarva, 2019)
FACTS ON INDIAN EDUCATION

India’s missing millions of out of school children:

A case of reality not living up to estimation?

• Census of India 2011 numbers dealing with

education released about 32 million children in
India aged between 6-13 years have never attended
any educational institution.
• Out-of-school numbers consist of both the children
who dropped out and the children who have never
attended schools.
• In its Millennium Development Goals (MDG)
assessment in 2015, UNDP stated that India has
made significant progress in universalising primary
Fig 16 : Graph (oxfamadmin, 2015) education, and is moderately on track to achieve
this goal.
• UNDP cautions about the large numbers of children
still out of school and failing to complete primary
education. This is particularly the case of girls;
children living in rural areas and; children from
marginalised and minority communities.
• The main factor responsible for High Drop-outs and
Low enrolment in schools: Poverty and Child Labour,
Household Decisions, School Quality and village
factors (oxfamadmin, 2015)

Fig 17 : Graph (oxfamadmin, 2015)


Fig 18 : PNG Logo
(Dutch Pancake Event, 2018)
Three myths about Indian education system (Menon, Feb 6, 2017)
MYTH#1 : All mighty syllabus
• No idea about pratical implication of things you are taught to do in real life
• Memorizing is more important rather than understanding
• Forced to take test to check their memory power
• Fails to teach the moral values and ethics that could evolve them into responsible beings of the future
MYTH#2 : Art is not Important
• Art is an integral part of what makes us human
• At that time, they require people for factories so the education & syllabus focused on STEM System
(STEM>Humanities>Art)
• STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology,
engineering and mathematics — in an interdisciplinary and applied approach)
• Creativity is about making mistakes and learning from it
• Creativity is not important in our Education system
MYTH#3 : Discipline require Punishment
• Students are not allowed to make mistakes in our education system and they’re afraid to make mistakes.
• Socrates was a philosopher who said that we should always question everything.
CASE STUDY (DPS ,JAIPUR)
UNIVERSALLY ACCESSIBLE

Fig 18 : Delhi Public School, VDN, Jaipur (Divya Modi, 2019)

Architect : Architect Meena Mani

2 3
Composition 1 : Universally Accessible
ZONING OF ACTIVITIES
IIIrd FLOOR
Activity Hall, Classes(VII & VIII)
Ist FLOOR
Junior Labs(Science, maths,
computer), Library, Art room,
Classes(I-III)
Started : 2006
Location : Branch R-7,Sector 6, Vidyadhar Nagar,Jaipur
Total Built-up area : 8605 SQMT
Proposed Floor area : 6139 SQMT
Total No. of Students : 1646
(Divya Modi, 2019) Student & Teacher Ratio : 30-35 : 1
Grades : Playgroup - 8th grade with 6 sections
The School works on the philosophy of providing holistic education to all its
pupils where every child is provided with the skills to face the challenges of
life. Mission is to provide world class education, with core conept “Each child
IInd FLOOR matters” & the motto is “Service before self”. Affiliated to Central Board of
Science, Computer & Maths Secondary Education (CBSE) (School, Delhi Public,2019)
Lab, Classes(IV-VI)
BUILDING COMPONENTS
Educational : Classrooms, Art, Dance, Library, Maths lab, Science lab,
GROUND FLOOR Computer lab, Music room
Recreational : Play Area (Badminton court, garden), Amphitheatre, Canteen,
Adminstration,Medical,Canteen,
store,Pre-Primary classes,Dance multi-purpose hall
& Music, Games Room Service : Toilets, medical facility, Book store
 Taken a Case Study of Delhi Public School, to study the 1:CANTEEN
issues in current learning enviornment of conventional
education way. This school is adaptable and also works
on the philosophy of providing holistic education, after
analysing everything founded that there is some issue
which is stoping them to achieve that goal as school has
strict rules and regulations which is followed systematically,
CBSE curriculum is followed strictly and some part in
campus spaces.Also, Student found barrier in each step 5:JUNIOR SCIENCE LAB
as they have to take permissions to do activities. Students
don’t get enough time to work individually according 2:LIBRARY
to themselves because of planned schedule made by
schools. Its looks working like a race with 8 classes each
day.

Ramp
Amphitheatre
6:MEDICAL ROOM

Cutout
Space 3:STAFF ROOM 7:COMPUTER ROOM

Fig 19 : FIRST FLOOR PLAN (School, Delhi Public, 2019)

4:AV ROOM 8:MATHS LAB

Composition 2: Different spaces in school (Divya Modi, 2019)
 Hexagonal Shape Classroom INFERENCES
(10ft each side) with large
wall area for soft board, white
board & windows

Some classes should take place
beyond these 4 walls as each
activity is taking place inside
the building
Flexibility in Curriculum/
padagogy to make use of the
available resources & spaces
(Taking permissions at each step
to go out from classroom space)
1: PRIMARY CLASS
Well ventilated class with big
windows but no provision to stop
direct sunlight.

They should get some time to

think from their busy schedule

Spaces should differentiate/be

unique from one another.

Different connecting blocks at

horizontal level rather than 2: UPPER-PRIMARY CLASS
vertical building (feel enclosed)
. Horizontally circulation ensure
access to open space Some breakout spaces where
child can sit and enjoy the
beauty of learning space.

Universally accessible ramps

but no Universally Accessible
Toilets

Composition 3: Classes & Amphitheatre (Divya Modi, 2019)

FUTURE SKILL REQUIREMENT
An education is supposed to prepare children
for the future. Traditionally, that meant
learning certain facts and skills, like how to do
multiplication and long division and some history
dates. Today, curriculums have shifted to focus
on a more global and digital world, like cultural
history,writing code and basic computer skills.
Yet the challenges that today’s kids will face will
be much different and many of the things a typical
student learns in school today will no longer be
relevant by the time he or she graduates college.
In fact, Universiy of Oxford study found that 47
percent of today’s jobs will be eliminated over the
next 20 years.
Within 20 years, much of what we “know” about
the world will no longer be true. The future
computers will not be digital. Software code
itself will disapper , or at least becoming far less
relevant. Many of what are considered good jobs
today will be either completely automated or
greatly underestimated . It is important to rethink
about future skills requirement and importance to
prepare kids for the world to come. (Greg Satell,
2018)
1. Critical thinking and problem-solving
Critical thinking is ability of thinkers to take charge
of there own thougths. Problem solving is a mental
process that involves discovering, analyzing, and
solving problems to overcome obstacles and find
a solution that resolves the issue.
In order to compete, companies need to be able
to continuously improve products, processes and
services. And to do this they need workers to
have critical thinking skills and to be able to ask
the right questions to provide solution to get the
problem solved.(Charlotte Edmond, 2017)
2. Agility and adaptability
Agility is the ability and willingness to learn
from experience, and then apply that learning
to perform successfully under new situations.
Adaptability is the quality of being able to adjust
to new conditions.
The ability to modify and pick up new skills quickly
is essentail for success: workers must be able to
use a range of tools to solve a problem. This is
also known as “learnability”. (Charlotte Edmond,
2017)
3. Effective oral and written communication
Oral Communication is an informal one which is
normally used in personal conversations, group
talks, etc. Written Communication is formal
communication, which is used in schools, colleges,
business world, etc.
Thinking and inability to articulate the thoughts
are common issues. Both communication skills
are important in order to deliver and understand
information quickly and accurately. Wagner
said that “If you have great ideas but you can’t
communicate them, then you’re lost,”. (Charlotte
Edmond, 2017)
4. Curiosity and imagination
Curiosity is the strong desire to learn or know
something. Imagination is the process of forming
ideas of concepts to be as creative, innovative, or
forward in thinking.
Curiosity and imagination are what handle
innovation and are key to problem solving.
Wagner said that “We’re all born curious, creative
and imaginative,”.Reviving children’s curiosity
is a wonderful gift because it enables them to
continually learn, grow, and question the world
they live in. Helps them to develop a healthy
imagination and sense of creativity, and sets them
up for a successful future.(Charlotte Edmond,
2017)
5. Collaborating and working in teams
Working in teams enables children to be quicker
and more effective in their work, as compared
to people who work individually. Collaborating
also makes employees more responsible, which
goes a long way in raising their motivation
levels, especially when teams work virtually.
Traditionally, school work has been based on
individual performance. Students were supposed
to study at home, come in prepared, and taken a
test without help or cheating . (Charlotte Edmond,
2017)(nutcache, 2019)
NEED OF THE PROJECT
More than sixty years post independence the
education system has not been able to evolve
effectively. The system still focused on high marks
in examination rather testing the range of skills.
There is dire need for revolutionary change in
India’s education system. Not just the syllabus and
pedagogy, but also the attitude change towards
the mark system need to be changed. With the
effective learning system, India can successfully
utilize its vast human resources.
Core problem is all the educational spaces are not
made according to the user, due to which problem
is faced and needs are not estentially solved, they
are made according to rigid education system.
Hence there is need to soften the system. There
should be an aim to develop the children mental,
social, and emotional skills. It should be child
centric, and should have flexible/ interactive
padagogy with flexible learning spaces. Alternate
education is the pathway to alternate vission and
possibilities.
ALTERNATIVE EDUCATION
“ Change is the end result of all true learning”
- Leo Buscaglia
Alternative education is a collective term used
for the form of education which includes many
pedagogical approches that are differing from
mainstream pedagogy.
Alternative is the available possibilities, option
choice, way out given to students. They are know
as Alternative as they are designed to educate
students who have not been successful i regular
schools, often because of behavior, didciplinary &
safety concern.
“ Every Child is different. Every child responds in
a different way”
Sticking with “ Alternatives” for simplicity’s sake.
Other word used in place of “ alternative” by
different authors include non-traditional, non-
conventional, or non-standardized. Unfortunately,
these words have negative impact/meaning as
well as multiple meanings. Also some alternatives
may look traditional, conventional, or even
standardized to the untrained eye, untill you see
inside more closely.
Many Educational alternatives do not call
themselves “School”, feeling that implies a
traditional square building with classroom where
students sit in a row of desk are led by a teachers.
But “School” for him implies those place where
people gather intentionally to learn. Thus, the only
real thing that most schools still have in common
are people & the untentionally for learning.
Choosing a school for a child is one of the most
important decision parents make. The school- its
teacher, curriculum, educational philosophy, and
value both directlu and indirectly will affect the
child’s day to day life. It will help to shape the
child’s personality, view of life, behavior & destiny
as an adult. And it will also deeply affect the lives
of the parents & the life of a family as a whole.
(Robin Ann Martin,2000)
WHAT?
WHY?
QUALITIES?
COMMONALITIES?
TYPES?
Qualities for Distinguishing Educational
Alternatives :
(Robin Ann Martin,2000)
• Philosophical Alternatives are not Ideal Learning
Communities -- They arev as open to conflicts, as
any other organization. Alternative are Unique as
the way it is approached & resolved, along with
the value that is found within each conflict.
• Their Long & Unique history within well-
rooted philosophical foundation -- Explained
by Educational Historian “ Ron Miller” that
throughout the 200- year history of public
schooling, a widely scattered group of critics have
pointed out that the education of young human
being should involve much more than simply
molding them into future workers or citizen.
• Diversity -- Traditional private & public schools
are similar across time & space but alternative
create & maintain its own methods & approaches
to learning & teaching.
Common Philosophical of all alternative
education are: (Robin Ann Martin,2000)
• Individualized and child centric approach
• Non- traditional evaluation methods
• Low Student- teacher ratio
• Integrated approch to various disciplines
• Experiential Learning
• Creative instructional stuff
An alternate is the one that employs non-
taditional methods to educate students. The non-
traditionality could be in the type of curriculum
they offer, teaching and administrative system
they employ or their techniques of evaluation.
Types of school based on such philosophies are :
- Democratic & Free Schools
- Friends (Quaker) Schools
- Homeschooling, Unschooling & Deschooling
- Folk Education
- Krishnamurti Schools
- Montessori Schools
- Open Schools
- Waldorf Schools
Democratic & Free Schools
A democratic school is a school where students
are trusted to take responsibility for their own
lives and learning, and for the school community.
At such a school, students choose their own
activities and associate with whom they please.
Many free schools are structured in ways that
often lead them to be democratic schools as well,
where staff as well as students get an equal vote.
Some schools allow votes on all matters, including
financial, conflict resolution, staffing, and minor
administrative decisions. Students are expected
to serve as responsible community members,
following the rules of the community or facing the
consequences. (alternativestoschool.com,2019)
(Robin Ann Martin,2000)
Friends (Quaker) Schools
Friends schools are institutions that provide an
education based on the beliefs and testimonies of
the Religious Society of Friends (Quakers). Friends
schools vary greatly, both in their interpretation of
Quaker principles and in how they relate to formal
organizations that make up the Society of Friends.
Most Friends schools provide an academically
sound education while also promoting values of
community, spirituality, responsibility and care in
their students. (Chicago Friends School,2019)
Homeschooling, Unschooling & Deschooling
Unschooling is often seen as a homeschool
method or educational philosophy where a child
is allowed to lead in their learning. Deschooling is
the adjustment period between leaving school and
joining homeschooling (Jacqueline Wlison,2017)
Folk Education
Folk education is learning that happens when
individuals and communities come together to
celebrate culture and life in order to critically
analyze challenging situations. (Robin Ann
Martin,2000)
Krishnamurti Schools
The Krishnamurti Schools were founded with
the aim of bringing a radical transformation in
human consciousness. While imparting academic
proficiency, the school tried to awaken intelligence
and sensitivity in the child in a non-competitive
enviornment.(jkrishnamurti.org,2019)
Montessori Schools
The Montessori Education, developed by Maria
Montessori, is a child-centered educational
approach based on scientific observations of
children. Based on self-directed activity, hands-
on learning and collaborative play. This school
is successful in the world of preschool.(Heidi
Murkoff,2019)
Open Schools
In open schooling anyone can learn at their own
pace as it allows students to choose subjects they
want to learn from list of subjects and does not
need to attend classes regularly. Moreover, they
do not need to give exams of all the subjects at
the same time.
Waldorf Schools
Waldorf education, also known as Steiner
education, is based on the educational philosophy
of Rudolf Steiner, the founder of Anthroposophy.
The learning process is essentially threefold,
engaging head, heart, and hands—or thinking,
feeling, and doing. Waldorf teachers work
to nurture and engage each child through a
curriculum and methodology that integrates
academics, arts, and practical skills.(Waldorf
Education,2015)
The architecture of such a school plays an integral
part by making physically possible the alternatives
ways working of such schools and new modes of
learning through new pdegogical approaches.
School architecture reflects the society in which
it functions.
 CHILDHOOD
PROBLEMS

CONCULSION
By taking care of all three aspect of
childhood problems and inferences
from Indian education history, also
skills which will be needed in future.
Found the Rudolf Steiner philosophy
(Waldorf System) relevant for middle
SKILLS
childhood age group, founded it as
NEED IN FUTEURE a unique & distincitive approach to
(Charlotte Edmond,2017)
(Greg Satell,2018) educating children, “ head, heart and
I hands”.
Critical Thinking & Problem- Solving
HISTORY OF INDIAN I
Agility and adaptability
EDUCATION I
Effective oral and written communication
I
Curiosity and imagination
I
Collaborating and working in teams
WALDORF EDUCATION
“ Waldorf Education is not a padagogical lives”. Learning is based on the study of Humanity • Using art & activities in order to teach
System but an art - the art of awakening what is with developing awareness of self and the • Internal motivation is developed
actually there within the human being” surrounding world.
- RUDOLF STEINER FEATURES OF WALDORF EDUCATION
(waldorfanswers.org,2019) AIM • No academic content in early years
In 1919, Rudolf Steiner, the Austrian philosopher, • To educate the whole child, “head, heart & • Teachers stay with the class for number of
scientist and artist, was invited to give a series of hands” consecutive years (grade 1-8)
lectures to the workers of the Waldorf-Astoria • Balances academics subjects with the artistic & • Activities are central : art, music, gardening &
cigarette factory in Stuttgart, Germany. practical activities. foreign language
As a result, the factory’s owner, Emil Molt, • Teachers are dedicated in creating a genuine • Subjects are introduced through artistic medium
asked Steiner to establish and lead a school for love of learning within each child. as children respond better to this medium than to
the children of the factory’s employees. Steiner dry lecturing and rote learning.
agreed to do so on four conditions:
- the school should be open to all children;
- it should be coeducational; (Pinterest, 2019)
His Philosophy called
- it should be a unified twelve-year school; and Anthroporophy
I
- the teachers, those who would be working Human Windom
directly with the children, should take the leading I
Using natural means to optimize (Artrefuge.org, 2019)
role in the running of the school, with a minimum physical, mental health & well-
being Emphasize kids to play
of interference from governmental or economic I I (Rossi, 2019)
ART OF MOVEMENT music, handwork,art Story telling
concerns. I I I
Creativity Imagination + Creativity
Molt agreed to the conditions and, after a training Connect, child’s Imagination

period for the prospective teachers, die Freie

Waldorfschule (the Free Waldorf School) was
opened September 7, 1919.
Childhood isn’t meant to be
a race
Waldorf education is unique & distincitive I
Each Child is different
approach to educating children. No centralized I
(Artrefuge.org, 2019) teaches to be attentive to the
administrative but established association which Establish Routines (Vectors and Vectors, 2019) (Paintingvalley.com, 2019) needs of each individual child
provide resources, publish material, sponsor I Connecting with Nature
Morning begins with “Circle everday
conferences, promote the movement. Unique Time” I
I
thing about waldorf education is its goal of rituals and routines give
Playing, observing the
enviornment
schooling “to produce individuals who are able, children a sense of security and
provide them with roots
I
Calming effect on children
in and of themselves, to impart meaning to their Fig 20 : Principles of Waldorf Education (Divya Modi, 2019)
• No “textbook” as such in 1-5 grades ( have “
main lesson books” which are their own workbook
and record their experiences about what they’ve
learned)
• Learning in a Waldorf school is a non-
competitive activity. There are no grades given
at the elementary level; the teacher writes a
detailed evaluation of the child at the end of each
school year.
• No use of electronic media, as it hamper child’s
imagination.
• More emphasis put on festivals and ceremonies:
Seasonal festivals serve to connect humanity with
the rhythms of nature and of the cosmos. To join
the seasonal moods of the year, in a festive way,
benefits the inner life of the soul. Celebrating
is an art. There is joy in the anticipation, the
preparation, the celebration itself, and the
memories.
PHILOSOPHY
• His philosophy called Anthroposophy. The
term “anthroposophy” comes from the Greek
“anthropos-sophia” or “human wisdom” which
means theraperitic & creative system established
by Rudolf Steiner to use mainly natural mean to
optimize physical, mental health & well being.
“Anthroposophy has its roots in the perceptions,
already gained, into the spiritual world. Yet
these are no more than the roots. The branches,
leaves, blossoms, and fruits of Anthroposophy
grow into all the fields of human life and
action.”
- Rudolf Steiner
• Curriculum designed accordingly with
established routines.
• School should cater the need of children rather
than demand of government or economic forces,
so he developed a school that encourage creativity
& thinking
CURRICULUM
The Waldorf curriculum is designed to be
responsive to the various phases of a child’s
development. The relationship between student
and teacher is recognized to be both crucial and
changing throughout the course of childhood and
early adolescence.
The main subjects, such as history, language arts,
science and mathematics are taught in main
lesson blocks of two to three hours per day, with
each block lasting from three to five weeks.
The total Waldorf curriculum has been to an
ascending spiral: subjects are revisited several
times, but each new exposure affords greater
depth and new insights into the subject at hand.
Typical Lower School curriculum :
Primary Grades 1 - 3
• Pictorial introduction to the alphabet, writing,
reading, spelling, poetry and drama.
• Folk and fairy tales, fables, legends, Old
Testament stories.
• Numbers, basic mathematical processes of
addition, subtraction, multiplication and division.
• Nature stories, house building and gardening.
Middle Grades 4 - 6
• Writing, reading, spelling, grammar, poetry and
drama
• Norse myths, history and stories of ancient
civilizations.
• Review of the four mathematical processes,
fractions, percentages, and geometry.
• Local and world geography, comparative zoology,
botany and elementary physics.
Upper Grades 7 - 8
• Creative writing, reading, spelling, grammar,
poetry and drama.
• Medieval history, Renaissance, world
exploration, American history and biography.
• Geography, physics, basic chemistry, astronomy,
geology and physiology.
Special subjects also taught include:
Handwork: knitting, crochet, sewing, cross stitch,
basic weaving, toy making and woodworking.
Music: singing, pentatonic flute, recorder,
string instruments, wind, brass and percussion
instruments.
Foreign Languages (varies by school): Spanish,
French, Japanese and German.
Art: wet-on-wet water color painting, form
drawing, beeswax and clay modeling, perspective
drawing.
Movement: eurythmy, gymnastics, group games.
Eurythmy is a dance-like art form in which music
or speech are expressed in bodily movement. It
has also been called “visible speech” or “visible
song”. It enhances coordination, strengthens the
ability to listen.
CASE STUDY (AARAMBH, DELHI)

Fig 20 : Aarambh Waldorf Front Garden, Delhi (Divya Modi, 2019)

ZONING OF SPACE
1 - Way to building
2 - Front Garden Started : 2013
3 - Garden with swings
Location : Block A, Vasant Kunj, New Delhi, INDIA
4 - Classroom building
Total No. of Students : 50
5 - Changing Room
6 - Swimming Area Student & Teacher Ratio : Kindergarden - 20: 2 & 1st grade onward 5-8:1
7 - Backyard Grades : Playgroup - 5th grade
8 - Open space (Playarea)
Aarambh is a Waldorf school based on Waldorf Education’s philosophy. The
school’s mantra is “Receive the children in reverence, educate them in love,
and send them forth in freedom.” Each child is treated as a unique being, lov-
ingly taught through play based and experiential learning with the belief that
one day s/he will bloom into a well balanced, creative and humane individual.
(Aarambh,2019)

Reason of choice : Translation of philosophy and pedagogy into space

LEARNING SPACE COMPONENTS

Educational : Classrooms, kitchen
Recreational : Different Play Areas , garden
Fig 21 : Zoning of spaces (Divya Modi, 2019) Service : Toilets
 Entry pathway

1st Grade
Classroom

Pathway to main
building
Main building
with classrooms

Garden adjacent
to Building
Swimming Area &
Backyard

Composition 4 : Spaces of learning space (Divya Modi, 2019)

 LITERATURE STUDY
( YELLOW TRAIN SCHOOL, COIMBATORE)
Fig 22 : Ground Floor Plan
-- Play is a very important part of the system.
-- Coimbatore being a hot climate play spaces
have been brought in within the building to
make them accessible to children at all times.
-- Caves and unusually lit spaces like through
jalis allow for explorations and creation of
fantasy.
Yellow Train School, Coimbatore (Vivek Muthuramalingam, 2015)
Architects : Biome Environmental Solutions
Location : COIMBATORE, INDIA
Area : 1334.0 sqm
Year : 2013
Grades : Kindergarden- 10th Grade
Yellow Train is a progressive school inspired by the philosophy of
Rudolf Steiner. The school is also influenced by the thinking of great
Teachers like Shri Aurobindo and Rabindranath Tagore. Located in
an organic farm, on the outskirts of Coimbatore, the school is a
growing community of teachers and parents in search of unhurried
childhood and holistic education. (yellowtrainschool,2016)
Reason of choice : Translation of philosophy and pedagogy into
space
(Vivek Muthuramalingam, 2015)
(Biome Environmental Solution,2015)
-- Since basements as classrooms were not
allowed we decided to get the classrooms
as well as play spaces to be close to 1.5
meters below the road level whereby the
soil for construction was sourced. The
entire roof’s water is harvested and stored
as well as recharged. (Biome Environmental
Solution,2015)
Interesting Places
to discuss

Ramp has Jali

work, play of
light to make
the pathway
interesting and
Open Play area also let in cool air
which is shaded
most of the time.
It gives everyone
place to gather

Indoor Play area

Multi functional
Classrooms
Caves - Space to
encourage group
learning
Composition 5: Spaces of learning space (Vivek Muthuramalingam, 2015)
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