Centre for Education, Primary Level Learning and Living Cluster

Image courtesy of Shirish Beri & Associates.

The site for this project is one of the three pieces of land belonging to Sanjeevan Vidyalaya in Panchgani a hill station famous for its many residential schools. It was kind of a neglected portion out of an overall four acre site with uneven slopes, lot of trees and undergrowth and 2 dilapidated old buildings.

The project brief had quite diverse functions, but they were to cohabit and function towards one goal - that of education.

Thus, the design too evolved from the interaction between these two forces - the 'what is' - static force of the site, the topography, the trees, the views and 'the what can happen' - the kind of built environment that can enhance the learning process.

Image courtesy of Shirish Beri & Associates.

Therefore, a keen study of the site made me select two important trees - one a medium size sprawling ficus & the other a large vertical silver oak - around which the major functions revolved - or these threes became the centers, which generated activity around them. The organic shapes were planned to include as many trees as possible in the design vocabulary without within them. Even the physical building elements like walls extend to form yard - walls, planters, trees etc. and acquire an organic quality.

The plan also respected and adjusted itself to the various contours, thereby creating a playful interplay of spaces at different levels. The drop in contours also accommodated an additional floor below for essential staff, trunk rooms etc.

Image courtesy of Shirish Beri & Associates.

What kind of an environment could be conducive to the child's learning? I enquired.

I found that the environment should have a feeling of openness without closed in claustrophobic spaces.

Spaces flowing into each other, visible & invisible from each other satisfy the kid's curiosity and keep his interest alive.

Image courtesy of Shirish Beri & Associates.

Different levels, spaces narrowing & widening, covered and open spaces, create a lively playful atmosphere.

Inclusion of nature in the form of trees, plants, birds, water and wind enables the children to relate to the space & building better - it helps in creating stable images and reference points in their existential space.

Design should also encourage interaction of various types between the children and the other constituents, thus improving the learning potential.

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