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SCHOOLS-II PRESENTED BY: PEARL SIDHU G.P.C.G . PATIALA. INTRODUCTION The discussion of classroom design guidelines must begin with a few general principles about the location of classrooms and the structures that contain them. . CLASSROOM ARRANGEMENT. SITE AND SPATIAL RELATIONSHIPS.

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Schools ii presented by pearl sidhu g p c g patiala

SCHOOLS-II PRESENTED BY:PEARL SIDHUG.P.C.G . PATIALA


  • INTRODUCTIONThe discussion of classroom design guidelines must begin with a few general principles about the location of classrooms and the structures that contain them.



Site and spatial relationships
SITE AND SPATIAL RELATIONSHIPS

  • Classrooms should be placed on the lower floors of buildings to provide better student access and more convenient instructional support services.

  • A building with mixed functions (classrooms, offices, and/or laboratories) should separate the classroom core from other functions.

  • Classrooms should be separated from noise-generating activities inside or outside the building.

  • To reduce external noise, sound buffers must separate classrooms from areas such as streets, parking lots, housing areas, plazas or other areas where students gather, recreation sites, athletic fields, trash pickup sites, and loading docks.


Hallways corridors

Hallways/Corridors

Hallways should be designed as an essential, thoughtful aspect of the building.

Although the corridors are used to move students throughout the building and generally can be noisy, major consideration in planning and design of these spaces is integral to a successful project.

Building codes are not the only criteria to consider. This section will discuss other components of the hallways which are equally as important as the classroom design.


Building entrances
BUILDING ENTRANCES

  • To reduce the impact of exterior noise and temperature differences, all building entrances should have two sets of doors, one from the outside into a vestibule and a second from the vestibule into the building.

  • The main criterion in determining where to locate building entrances should be the direction(s) from which students and other pedestrians approach the building.

  • Entrances should be near classrooms to limit the distance students must travel through non-instructional areas to reach

  • classrooms. Large numbers of students walking through hallways can disturb classes already in session.

  • Larger capacity classrooms should be located closest to the building entry.


Doors
DOORS

  • All classroom and lecture hall doors should be a minimum of three feet wide and should have a vision panel in order to prevent injury when being opened.

  • Vision panels should contain shatter-resistant glass that is tinted to reduce light transmission.

  • The area of the glass should not exceed 100 square inches. The base of the vision panel should be no higher than 42 inches above 6 the floor, and the top of the vision panel should extend at least 62 inches above the floor.


Vending areas

DRINKING FOUNTAINS

VENDING AREAS

  • Vending machines should not be located in the lobby area outside a lecture hall.

  • Vending areas should be placed in remote locations away from classrooms, preferably in an alcove or other similar location that will minimize congestion and noise.

  • Preferably 50 percent of all, but at least one drinking fountain per floor, should be accessible and should be located on an accessible route.


Different types of class rooms

DIFFERENT TYPES OF CLASS ROOMS

Six Basic classroom types that are prevalent on campus.

Loose Seating: These are our most common learning spaces. Because they have movable furniture, these spaces are very flexible.

20 to 50 seats

Flat floors (not tiered or sloped)

Tablet arm chairs or movable tables and chairs in rows

9 feet from the front of the room to the first row of seats

10 square feet for an instructor station.


Seminar
Seminar

  • Seminar rooms generally accommodate smaller numbers of students seated in either a

  • circular or rectangular format. Characteristics of these spaces include:

  • • 8 to 25 seats

  • • Face-to-face seating arrangement

  • • Instructor sometimes sits with students

  • • Movable tables and chairs on casters


Conference
Conference:

  • Conference rooms sometimes serve as seminar rooms, particularly at the level of academic departments.

  • However, they are often more formal than seminar rooms, and have the following characteristics:

  • 8 to 25 seats

  • One large conference table or several tables configured


Collaborative
Collaborative:

  • Collaborative space designs are catching on. They are characterized by having:

  • 8 to 25 seats

  • Require more space per person

  • May have a SMART board, which requires floor space

  • Expanded instructor space to use interactive display

  • Comfortable and movable chairs and tables


Fixed seating
Fixed Seating:

  • Fixed seating classrooms have a well-defined “front” or main lecture area in the center or front of the room.

  • Rooms are usually tiered or sloped to insure proper sightlines for both students and instructors.

  • 40 or more seats

  • Normally a sloped or tiered space

  • Row and aisle dimensions are extremely important


Auditorium
Auditorium:

  • The Auditorium is a space for large classes, meetings, presentations, and performances. Auditorium facilities may include assembly halls, exhibit halls, auditoriums.

  • 100 or more seats

  • Sloped or tiered space

  • Fixed seating usually with tablet arm or fixed seating with fixed tables

  • Increased distance between faculty and students



Administration area
Administration Area

The maximum space allowance for Administration includes space for the principal’s office, other offices, reception area.


Different types of lighting in classrooms
DIFFERENT TYPES OF LIGHTING IN CLASSROOMS

1. Reference

4. Basic/Daylight-view

7.Situation/Highwindow

8. Situation/Daylight view

5.Basic/Floorwindow

2. Basic/High window

6.Basic/Corridorwindow

3. Basic/Roof window

9. Situation/Corridor


Natural lighting in class rooms
Natural Lighting in Class Rooms

  • An effective strategy in daylighting a room is to use exterior light shelves.

  • Light shelves eliminate direct lighting into the space by reflecting the light into the room.


Natural lighting in class rooms1
Natural Lighting in Class Rooms

It is proven that incorporating daylighting techniques into the architecture of a school is beneficial to student learning.


  • The use of natural light in green schools benefits students, teachers and administrators.

  • By reducing energy requirements, natural light also offers an environmentally friendly means of bettering the bottom line.

  • Windows let in light and when opened they provide natural ventilation.

  • Ideally natural light in a green school lets in light without glare, while preventing overheating and excessive UVs


Day lighting
Day lighting teachers and administrators.

  • Daylight design features include roof monitors, clerestories, diffusing baffles, blinds and blind controls, light shelves, light sensors.


Computer lab
Computer Lab teachers and administrators.

  • All schools, regardless of grade level or enrollment, will provide a minimum of one computer lab to accommodate a maximum of 24 students at 37 square feet per student for a total of 888 square feet.


Science laboratories
Science Laboratories teachers and administrators.

  • For grades 7-8, regardless of enrollment, provide at least one general lab to accommodate a maximum of 24 students at 60 square feet per student for a total of 1440 square feet.

  • At a minimum, one multipurpose lab will be provided to accommodate a maximum, of 24 students at 60 square feet per student for a total of 1440 square feet.


Physical education indoor
Physical Education –Indoor teachers and administrators.

  • Multi-Purpose Room:- For an elementary school with a design capacity of 25 to 200 students, provide a multi-purpose room. The maximum space allowance for a multi-purpose room is 4104 square feet (54’ x 76’).


Multi purpose mini gymnasium
Multi-purpose/Mini-Gymnasium:- teachers and administrators.

  • For an elementary school with a design capacity of 200 or more students or middle school with a design capacity of 200 or less students, a 42’ x 74’ standard basketball court will be provide with 5-foot set-backs on each side and 8-foot set-backs on each end.


Gymnasium
Gymnasium teachers and administrators.

  • For an elementary or middle school that includes grade levels 7 through 9 with a design capacity of 200 or more students, a gymnasium will be provided with a 42’ x 74’ standard basketball court, 5-foot setbacks on each side, and an 8-foot setback on each end. Total square footage is 4680 (52’ x 90’) excluding bleacher seating space. A larger size standard basketball court will not be provided even if there is grade 9 at the school.


Gymnasium1
Gymnasium teachers and administrators.

  • For high schools, provide a full size gymnasium with a 50’ x 84’ standard basketball court and 10 feet setbacks on each side and on each end, with a total square footage of 7280 (70’ x 104’).



Sectional elevation
SECTIONAL ELEVATION teachers and administrators.


Greenlam school delhi
GREENLAM SCHOOL,DELHI teachers and administrators.


Thanks
THANKS teachers and administrators.


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