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ZILLA PARISHAD SCHOOL, UTRE
Across the village we observed the patterns in both houses and daily people's activity. Through this observation, I tried to understand how everyday life shapes build spaces and it responds to climate, culture, and social interactions. I identified specific spatial patterns that captured my interest and became the basis for further exploration in my design process.
The sloping roof helps rainwater flow easily and protects the building
These level changes generate hierarchy, visual connections and dynamic movement through the built form.
The openings create depth without breaking the visual and spatial continuity of the wall.
During my site visit to the village school, I noticed that learning does happen in both classrooms and everyday interactions with people, surroundings, and activities. Children observe and engage with their environment, which becomes an informal extension of their learning space. This understanding became the starting point for my design approach.
As I studied the settlement pattern, I observed how the houses are positioned along the natural contours, allowing visual connections across different levels. This creates a condition where people are constantly aware of each other’s presence.
While analyzing existing school, it became clear that the space transforms throughout the day. It accommodates different activities beyond education becoming a social ground, a resting space and a shared community. This highlighted the need for a design that can adapt to multiple uses without losing its identity.
I was also drawn to the way social life unfolds at the edges where interactions take place. These spaces encourage conversations across age groups and create opportunities for shared learning. This led me to think of the school not just as a space for students but as a place for larger community
Programme diagram
Design process
Taking these steps forward the next step was to reinterpret these patterns and develop my own design. So i started exploring my patterns like sloping roofs were reimagined as usable seating terraces, window niches became interactive edges within walls, thresholds were exaggerated to enhance transition, and verandas were transformed into continuous circulation corridors. redesign an existing school in the same context, while also introducing public nodes and affordances. My design intent was to create a strong connection between different spaces through corridors and verandas, making movement rather than just circulation.
Site Analysis
Figure Ground and Zoning
I placed public nodes and affordance spaces in the in-between areas rather than isolating them as separate zones. These intermediate spaces became the most active parts of the design The idea was to blur the boundary between built and unbuilt.
The site being contoured and played a significant role in shaping the design. I used the natural levels to create stepped seating areas allowing the built form with the terrain. Seating spaces were also developed around existing trees within courtyards, making them central gathering points and reinforcing a connection with nature.
Courtyards became important organizing elements in the design. They not only brought in light and ventilation but also acted as social nodes. The integration of trees, seating, and movement paths within these courtyards enhanced their usability as everyday public spaces for students.
Final Plan
Section
Roof Plan
Model Views
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