DISSERTATION FINAL 186041.pdf

VASTU SHASTRA PRACTICES TO BE
INCORPORATED FOR EDUCATIONAL
BUILDINGS IN CONTEXT TO INDIAN SCHOOLS
AND COLLEGES
B.ARCH DISSERTATION
BY
DEEPIKA AGARWAL
(ROLL NO. 186041)
DEPARTMENT OF ARCHITECTURE
NATIONAL INSTITUTE OF TECHNOLOGY
HAMIRPUR (HP) – 177005, INDIA
MAY, 2022

VASTU SHASTRAPRACTICES TO BE
INCORPORATED FOR EDUCATIONALBUILDINGS
IN CONTEXT TO INDIAN SCHOOLSAND
COLLEGES
A DISSERTATION
Submitted in partial fulfilment of the requirements for
the award of the degree
of
BACHELOR OF ARCHITECTURE
By
DEEPIKA AGARWAL
(186041)
Under the guidance
of
Dr. NEETU KAPOOR
HAMIRPUR – 177 005 (INDIA)
May, 2022

HAMIRPUR (HP)
CERTIFICATE
This is to certify that that this dissertation report entitles “VASTU SHASTRA
PRACTICES TO BE INCORPORATED FOR EDUCATIONAL BUILDINGS IN
CONTEXT TO INDIAN SCHOOLS AND COLLEGES” has been submitted by Ms.
Deepika Agarwal (Roll No. 186041) in the partial fulfilment of the requirements for
the award of the Bachelor’s degree in Architecture for the session 2018-2023.
RECOMMENDED BY: External Examiner:
Dissertation guide Dissertation Coordinator
Dr. Neetu Kapoor Dr. Aniket Sharma
Department of Architecture Department of Architecture
Date: 18-05-2022

DISSERTATION REPORT
(2018-2023)
VASTU SHASTRA PRACTICES TO BE
INCORPORATED IN EDUCATIONAL
BUILDINGS IN CONTEXT TO INDIAN SCHOOLS
AND COLLEGES
DISSERTATION GUIDE: SUBMITTED BY:
DR. NEETU KAPOOR DEEPIKA AGARWAL
186041

HAMIRPUR (HP)
CANDIDATE’S DECLARATION
I hereby certify that the work which is presented in the project titled “VASTU
SHASTRA PRACTICES TO BE INCORPORATED FOR EDUCATIONAL
BUILDINGS IN CONTEXT TO INDIAN SCHOOLS AND COLLEGES”, in the
partial execution of the requirements for the award of the DEGREE OF BACHELOR
in ARCHITECTURE and submitted in Department of Architecture, National Institute
of Technology, Hamirpur, in an authentic record of my own work performed during a
period from January 2020 to May 2020 under the guidance of DR. NEETU KAPOOR,
Assistant Professor, Department of Architecture, National Institute of Technology,
Hamirpur.
The matter presented in this project report has not been submitted by me for the reward
of any other degree of this or any other Institute/University.
DEEPIKA AGARWAL
This is to certify that the above statement made by the candidate is correct to the bestof
my knowledge.
Date: 16-05-2022 DR. NEETU KAPOOR
Assistant Professor
Department of Architecture
NIT Hamirpur
The Project Viva Voce Examination of has been held on………………………
Signature of Supervisor(s) Signature of External Examiner

ACKNOWLEDGEMENT
At the very beginning of this report, I want to broaden my serious and sincere
commitment towards all people who have helped me in this obligation. Without their
dynamic direction, cooperation, support, and help, I wouldn’t have made progress in the
report.
Firstly, I am deeply in debited to Dr. Neetu Kapoor, the Assistant Professor,
Architecture Department, NIT Hamirpur my proposition manages for his direction and
steady observation and supervision. With his significant sources of info, for giving vital
data with respect to the undertaking and furthermore for their help in finishing the
project.
I am surprisingly grateful, and I pay my appreciation to my Head of Department, Dr.
Vandana Sharma, the Dissertation Coordinator Dr. Aniket Sharma for their
considerable direction and support in finishing of this exploration report.
At last, nevertheless not slightest appreciation goes to the greater part of my partners
who specifically or in a roundabout way helped me to finish this dissertation report.
Deepika Agarwal
186041

ABSTRACT
Gone are the days when studies used to be less and learning about
household activities were important. Education is a basic requirement of
any community. It is powerful tool of social transformation, economic
progress, and national integration. The schools and colleges in India present
large variations and contrasting scenarios. There are schools running under
trees, in tents, house or temporary structures.
On the other hand, there are sprawling campuses and harrow patterns. There
is a growing awareness that learning is not orchestrated interaction between
teachers and the students inside the classroom. Innovative concepts and
new methods of creative education are being experimented, which
emphasise space on creating environment suitable for the purpose.
This new vision of education implies that a school or college must be
dedicated to an ideology and a purpose if it is to achieve a character and a
significance of its own. As a result, educational institutions increase in size
and number to such a degree that creates new social and organisational
problems.
Students struggle with many problems in their schools or colleges. Major
is the difficulty in concentration in a students’ life which further leads to an
increase in issues like academic stress, poor results, anxiety, low self-
esteem, aggression, frustration, and feelings of hopelessness. For students
nowadays it is extremely difficult to focus their energy on studies instead
of electronic notifications.
In order to come out of all these issues and develop a strong nation, we need
to go back to history, adopt the ideologies of Ancient Indian Literature, we
must embed our educational buildings with Vastu Shastra. Most
noteworthy, full potentials of students can be met, and hidden abilities can
be discovered with simple Vastu suggestions. If the Vastu and energy flow
is right, then, it will support their concentration towards studies, students
will feel energetic, have good concentration, and frame a bright future. If a
school is being constructed in the right direction it will help students to cope
and concentrate for the good. Vastu planning for school is vital to reach the
set purposes and promote a strong, secure, healthy, and competing for the
atmosphere in school.

Derived from the scientific basis and the foreseen Vastu principles in Vedic
literature it is essential to have regulations for embedding Vastu in
educational buildings. Thus, this dissertation aims to provide a set of
regulations that can be embedded in educational institutions in India
according to Vastu to promote a holistic and focused development of
students in our educational institutions.

Contents
CERTIFICATE.............................................................................................................. 4
DISSERTATION REPORT........................................................................................... 5
CANDIDATE’S DECLARATION ............................................................................... 6
ACKNOWLEDGEMENT ............................................................................................. 7
ABSTRACT................................................................................................................... 8
Table of Figures ........................................................................................................... 13
CHAPTER 1: INTRODUCTION TO THE TOPIC .................................................... 14
1.1 Introduction ................................................................................................... 14
1.2 Understanding the problem ........................................................................... 15
1.3 Aim................................................................................................................ 16
1.4 Objectives...................................................................................................... 16
1.5 Scope and limitations .................................................................................... 16
1.6 Methodology ................................................................................................. 17
CHAPTER 2: LITERATURE STUDY ....................................................................... 18
2.1 Educational Buildings........................................................................................ 18
2.2 Need for educational buildings .......................................................................... 19
2.3 Vastu .................................................................................................................. 20
2.4 Fundamental concept of Vastu shastra............................................................... 21
2.5 The occult aspect................................................................................................ 22
CHAPTER 3: BASIC PRINCIPLES OF VASTU AND THEIR APPLICATION..... 24

3.1 Introduction........................................................................................................ 24
3.2 The 5 core principles of Vastu Shastra .............................................................. 24
3.3 Science of Vastu ................................................................................................ 27
3.4 Directions........................................................................................................... 28
3.5 Elements of Nature and Vastu ........................................................................... 31
CHAPTER 4: DESIGN ELEMENTS AND VASTU.................................................. 35
4.1 Orientation ......................................................................................................... 36
4.2 Topography........................................................................................................ 37
4.3 Vegetation.......................................................................................................... 38
4.4 Water Bodies...................................................................................................... 40
4.5 Open spaces in the periphery:............................................................................ 41
4.6 Massing.............................................................................................................. 42
4.7 Plan Form:.......................................................................................................... 43
4.8 Courtyards.......................................................................................................... 43
4.9 Roof Forms ........................................................................................................ 45
4.10 Fenestration Pattern ......................................................................................... 46
4.11 Other Factors.................................................................................................... 47
CHAPTER 5: VASTU REGULATIONS FOR EDUCATIONAL BUILDINGS....... 48
5.1 Site Selection ..................................................................................................... 48
5.2 Entrance ............................................................................................................. 49
5.3 Classrooms......................................................................................................... 49

5.4 Administration and offices............................................................................ 51
5.5 Bathrooms.......................................................................................................... 52
5.6 Staircase ............................................................................................................. 53
5.7 Utilities and water facilities ............................................................................... 53
5.8 Other important spaces....................................................................................... 54
5.9 Colors................................................................................................................. 55
CHAPTER 6: CASE STUDY...................................................................................... 56
Case study 1: Jawahar Kala Kendra, Jaipur............................................................. 56
Case Study 2: Department of Architecture NIT Hamirpur...................................... 64
CHAPTER 7: CONCLUSION .................................................................................... 69
CHAPTER 8: REFERENCES ..................................................................................... 70
8.1 Original Sanskrit Texts on Vastuvidya.............................................................. 70
8.2 Modern Texts / Books........................................................................................ 71
8.3 Journals .............................................................................................................. 73

Table of Figures
Figure 1 Stages of Education in India 19
Figure 2 Vastu Purush Mandala 23
Figure 3 Application of Vastu Shastra 24
Figure 4 Elements of nature and Vastu 31
Figure 5 Orientation 36
Figure 6 Topography 38
Figure 7 Vegetation 40
Figure 8 Open space in periphery 41
Figure 9 Massing 42
Figure 10 Courtyards 44
Figure 11 Roof form 45
Figure 12 Fenestration pattern 47
Figure 13 Jawahar Kala Kendra 56
Figure 14 View towards central courtyard 57
Figure 15 Inspiration from Jaipur 58
Figure 16 Aerial view of Jawahar Kala Kendra 58
Figure 17 Symbols of Yantra 59
Figure 18 Allocation of spaces as per Vastu 60
Figure 19 Yantra inspirations 61
Figure 20 Site section 62
Figure 21 Interior 63
Figure 22 Ground floor 64
Figure 23 Basement level 64
Figure 24 Basement level 2 65

CHAPTER 1: INTRODUCTION TO THE TOPIC
1.1 Introduction
Our daily experience in the physical world is riddled with conceptual boundaries and
enclosures to define our life in relationship with space. Architecture in India has been
evolving while balancing the traditional with the modern. Like ‘Feng Shui,’ ‘Vastu
Shastra,’ the ancient science of architecture in India, has been the basis for organizing
space in urban design and architecture. It suggests minor arrangements in orientation
and alignment that are believed to have profound effect on well-being.
Today is an age of specialisation an architecture has metamorphosed into several
disciplines. The architecture is in the process of precipitation and there is strong urge to
relate architecture to metaphysical and psychic experience. With the renewed interest
in heritage of Vastu, the scholars and architects are studying and exploring the
traditional Indian literature. it is amazing to find the depth and richness of the ancient
knowledge of Vastu Shastra, which lays down the process of planning and design. The
concern of architecture demands an integral vision of function, climate, technology,
economy, social symbols, religion, and rituals. It is necessary to evolve a process of
planning and design which will be suitable to the context of nature, people, and time.
Vastu Shastra is the art of correct setting in order to optimise the benefits of five basic
elements of nature (Paanchbhootas) and the influence of magnetic fields surrounding
the earth. Like a human body, the buildings also perform distinct functions- body, head,
atman, and channels of communications. These should be designed with sacredness to
possess life and bestow well-being, happiness, and peace to the occupants,
The underlying fundamental principles of Vastu Shastra is the theme of macrocosm and
microcosm. It binds students with their physical world and immediate environment-
school, college, or university. As such, Vastu is not a code of building but an integral
system and a total process of planning and design. Unless its deep underlying
philosophy is understood in proper context, it would be in danger of being reduced to a
mere rituals and superstitions.
The rules of Vastu Shastra, being very ancient, are framed according to the climate,
environment, and social situations of those times. The survey conducted as a part of this

study will help to figure out if the intended results are still attained during this time, by
planning the house, following the guidelines of Vastu. It also helps to assess the
satisfactory level of these people.
1.2 Understanding the problem
In ancient India, schools were in the form of Gurukuls. Gurukuls were traditional Hindu
residential learning schools, typically the teacher's house or a monastery. But nowadays
there is a huge growth of education industry and increasing number of facilities for the
same. More number of schools and college are being constructed.
As there is growth in the education industry, there is increase in tension and problems
in students life. There is a lot of pressure to get reliable results, make lots of friends, do
well in every subject and be a ‘good student.’ These stresses during school can
sometimes feel too much. Students tend to have developed difficulty in concentration
in a students’ life which further leads to an increase in issues like academic stress, poor
results, anxiety, low self-esteem, aggression, frustration, and feelings of hopelessness.
The location, direction, and placement of the classes, administration office, and
playground play a crucial role in shaping the future and giving direction to the students
while helping educators in guiding students in a better way possible. But numerous
literature and study have already been done on Vastu for residential buildings, and for
educational buildings is still a task to be done.
When space is aligned correctly as per Vastu, it stimulates the stress-free environment.
In order to come out of all these issues and develop a strong nation, we need to go back
to history, adopt the ideologies of Ancient Indian Literature, we must embed our
educational buildings with Vastu Shastra. It can help revolutionize Indian education
system. Most noteworthy, full potentials of students can be met, and hidden abilities
can be discovered with simple Vastu suggestions. If the Vastu and energy flow is right,
then, it will support their concentration towards studies.
Therefore, derived from the scientific basis and the foreseen Vastu principles in Vedic
literature it is essential to have regulations for embedding Vastu in educational
buildings.

1.3 Aim
To study about the Vastu Shastra from the Vedic Vastu literature through a logical
perspective and deriving regulations in context with the educational buildings in India.
1.4 Objectives
1.4.1 To identify the fundamental concept of Vastu Shastra in Vedic Vastu text.
1.4.2 To understand the explanations of Vastu Shastra in context with the Indian
Climate and Environment.
1.4.3 To study about Vastu Shastra in the following areas:
• Schools
• Colleges
1.5 Scope and limitations
1.5.1 Scope:
• The understanding of explanations of Vastu rules may encourage present day builders
of educational buildings and architects to incorporate more of the same in planning and
construction of residences.
• The information acquired regarding knowledge, application and limitations in
construction and renovation according to Vastu Shastra for educational buildings may
give an innovative outlook to architects having interest in the specific area.
1.5.2 Limitations:
• Being a micro level study, it is confined to limited areas and aspects. The topic being
‘Vastu Shastra in context with the environment,’ the significance of application of Vastu
Shastra in educational buildings based on environmental context can be observed and
assessed. But all the aspects have not been included like astrological aspects,
mathematical calculations to be computed etc.

1.6 Methodology
Data Collection
Books Related to Vastu;
Interview with a Vastu expert;
Online Articles;
Fundamental concept of Vastu;
Basic principles of design aspects as per
Vastu;
Explanation of the above in context
with Indian environment
Case Studies
Primary Study
Jawahar Kala Kendra, Jaipur
Secondary Study
Department of Architecture, NITH
Inference
Conculsion

CHAPTER 2: LITERATURE STUDY
2.1 Educational Buildings
Educational building means a building exclusively used for a school or college,
recognised by the appropriate Board or University, or any other competent authority
involving assembly for instruction, education, or recreation incidental to educational
use, and including a building for such other users incidental thereto such as a library or
a research institution. It shall also include quarters for essential staff required to reside
in the premises, and a building used as a hostel captive to an educational institution
whether situated in its campus or not.
Schools buildings have particular design requirements in terms of spatial planning and
flexible use of space, control of vibrations and acoustics, and robustness. Classroom
sizes are specified in Department for Education Building Bulletins, along with
requirements for other larger spaces such as specialist rooms and sports facilities.
In the higher educational sector, the form of construction is typically academic buildings
consisting of offices, lecture theatres, classrooms and laboratories, and multi-storey
student residences consisting of multiple bedrooms.
Key requirements for educational buildings are fast construction programmes so that
new buildings can be completed within one academic year, or even three months of the
summer vacation in the case of building extensions, and also the flexible use of space
to meet current and future educational needs.
Steel construction has achieved a strong market share in all types of educational
buildings for the above reasons. Modular construction has become the dominant form
of construction for larger student residences, particularly for metropolitan universities.
Shallow floor solutions have found a niche in this sector because of their superior
vibration and acoustic performance, and the ability to reconfigure the internal space by
re-locating internal light steel walls.

Figure 1Stages of Education in India
2.2 Need for educational buildings
Gone are the days when studies used to be less and learning about household activities
were important. Nowadays, people prefer going for higher studies, learn a variety of
subjects and become professional. People are working hard, studying day and night to
learn different things, and gaining knowledge in the field of choice.

As a student moves from nursery to higher levels, the process of imparting education
becomes increasingly involved. This demands addition of a number of facilities to the
basic classroom unit depending upon the level and nature of the school.
But schools and colleges are not enough for professional studies, they lack knowledge
and infrastructure. With changing times, people are moving towards educational
institutions for professional and practical courses. Educational institutions provide
better learning facilities, more professional environment and allow a person to prepare
for professional exams and crack with flying colours.
This demands addition of a number of facilities to the basic classroom unit depending
upon the level and nature of the school. At present, in the absence of any uniform
standards, there is marked variation in the educational facilities between various
schools. Again, in view of the changes in educational pattern as well as teaching aids
adopted, it is necessary to introduce the relevant requirements in a national standard.
The standard is, therefore, intended to lay down optimum requirements for school
buildings, subject however to local conditions.
2.3 Vastu
Vastu Shastra is an ancient art and science containing principles of constructing
building, which ensures a harmonious balance between the man , nature and thereby
bring all-round happiness, health, wealth, and prosperity. Vastu can be used in every
room, every house, every temple, and every shop, industry, town planning, cities and
even earth. Vastu can be used for micro as well as macro level. It is not confined to any
particular group of people in the development of all human beings irrespective of caste,
creed, or religion.
Significance of Vastu Shastra:
 Vastu states that when buildings and forms echo the underlying cosmic principles,
they become a part of the basic structure of the universe and vibrate in harmony with it.
These positive vibrations have a direct effect on the inhabitants. Vastu contains the
hidden key to realigning the home with the cosmic principles such as solar energy, the
movement of the celestial spheres, the magnetic field of the earth, gravity and the

influence of the moon and sun, hence assuring to make the lives of inhabitants
prosperous.
 The recommendations given in Vastu Shastra are eco-friendly and aims to create a
balance between the living beings, their houses, and the environment. These techniques
and principles are valid for every country which has almost similar geographical
features like India. Since its origin began in India by Ancient Sages of India, it primarily
focuses Indian geographical features, solar, wind and water conditions of India. With
its implementation during the planning and construction of structures, one can bring
prosperity and peace in his and his family’s life and can live a healthy wealthy life
without harming the environment.
2.4 Fundamental concept of Vastu shastra
The fundamental rules of Vastu Shastra are based on two important aspects.
1. The five natural elements- Sky, Air, Fire, Water and Earth.
2. The eight cardinal directions North, South, East ,West, Northeast, Northwest,
Southeast, Southwest.
2.4.1 The five elements of nature
The science of Vastu Shastra considers the world to be comprised of five basic elements
termed as ‘Panch Mahabhoota,’ which are as follows.
• BHUMI - The Earth is positioned the third from the Sun. The Earth has
electromagnetism which makes it a large magnet in the space, the centres of
attraction being the North pole and the South pole. Every living and non-living
organism on Earth is influenced by its magnetic field and gravitational pull.
• JALA - Water is in a liquid form which forms a portion of every flora and fauna
on Earth.
• VAYU - Air is considered as the supreme source of life which forms its
foundation. The comfort value of human beings is directly dependant on the
balanced humidity, temperature, pressure, flow and the composition of the air
and its contents.

• AGNI -Fire is symbolised by light and heat which forms an indispensable part
of day and night, climatic conditions, radioactivity, and energy.
• AKASHA – The space or the sky is said to shelter all the elements of nature. It
is the primary conductor of all the sources of energy for example light, sound,
social energies namely emotional and psychological and cognitive energies.
2.4.2 The eight cardinal directions
Vastu Shastra studies and analyses the four basic cardinal directions and the four
angular directions and takes into consideration these eight directions to compute its
principles.
• Cardinal Directions: East, West, North, South
• Angular Directions: North-West, North-East, South-West, South-East
2.5 The occult aspect
The following can be observed as the three main factors that influence the
misconceptions about Vastu and its tagging as superstitious or as a myth.
2.5.1 Personal motives of the consultants
The beliefs and faith of common people are often wrongly used or abused since human
mind is always intrigued and intimidated by the occult and the supernatural. The
consultants, instead of educating the common people properly about Vastu, often induce
fear in their mind about being a victim to this practise or absence of practise for their
advantage. This makes the people blindly believe that Vastu is just a belief without any
grounds and ignore the existence of its scientific and environmental significance.
The truth is that the original Vastu script is lost and all texts available these days are
only compilations. This has made Vastu a victim of unscrupulous interpretation.
2.5.2 Mythological stories
Another aspect that gave rise to the superstitious aspect of the understanding of Vastu
is the terminology used by the ancient scholars while explaining the scientific laws of
Vastu. In ancient times the Vedas or the knowledge was limited to only a particular

caste of people and hence it was difficult for common people to understand the scientific
terminologies of principles of Vastu.
In addition to this, rather than an art of construction, Vastu in India is treated more like
a religious duty, which leads to the misunderstanding of its concepts. The problem starts
when Vastu Shastra is infused with religious rituals, which was done by the wise men
of yesteryears so that people will implement it and practise it in the fear of the
supernatural. But today this has led to the misjudgements and wrong accusations in the
name of religion and occultism.
Figure 2 Vastu Purush Mandala

CHAPTER 3: BASIC PRINCIPLES OF VASTU AND
THEIR APPLICATION
3.1 Introduction
Vastu is a timeless and universal system, relevant to all people at all times and not
confined to the climate and conditions of India. It provides insight into the broader
picture of the underlying energies and forces at work in the universe. Vastu can be used
as a tool to sharpen our awareness and draw attention to any minor but irritating defects
in our environment that have remained unnoticed and unaltered.
The application of Vastu Shastra can be divided into three forms.
Elemental Level
Planning Level
Extensive Level
Figure 3 Application of Vastu Shastra
3.2 The 5 core principles of Vastu Shastra
A. Doctrine of orientation:
Directions have the more importance i.e., East, West, North, South. It depends on the
sun rays which is a rich source of Vitamin D. Site Orientation refers to the location or
position of the Site with respect to the cardinal directions(or the points of the Compass).
The Site’s orientation is identified by the direction that the front of the Site faces i.e.,
the side facing the road. So, when you stand in the Site and face the road, the direction
you face is said to be the Site’s orientation. Therefore, a Site with a road in the East, is

called an East facing Site. Explained here is the Vastu Principle – Orientation which is
one of the five Vastu Principles used as a reference guide for designing and planning
proportionate, aesthetic, and beautiful buildings with the right measurements. Since
Vastu is a science, it is based on logic and reasoning.
B. Site Planning:
Here the design of house is decided according to direction of movement of sun. The
ancient Indian text Mayamatam on Vastu Sastra, written thousands of years ago,
explains the legend of the Vastu Purusha. According to Hindu mythology, in the
beginning Brahma the creator of the Universe, experimented with a new creature. He
created a large cosmic man, who grew rapidly as he began to devour everything in his
path to satisfy his insatiable hunger. When he became unmanageably big so that his
shadow fell on the Earth like a permanent eclipse, the gods Shiva and Vishnu begged
Brahma to do something before everything was destroyed by this Creature. Brahma
realised his mistake and called the Astha Dikapalakas – the Gods of the eight cardinal
directions. Together, they overpowered the monster and held it flat against the Earth
while Brahma jumped on its middle. Then the Monster cried out to Brahma, “You
created me like this. So why am I being punished?” Brahma offered him a compromise
and made the Monster immortal with the boon that he would be worshiped by any
mortal that builds a structure on earth. He was named Vastu Purusha. Vastu Shastra
gives the directive principles regarding construction of buildings so as not to displease
the Vastu Purusha. These principles are explained with the help of the diagram called
the Vastu Purusha Mandala.
C. Proportionate Measurements:
Standard of measurement should be done as per Vastu. It is worthwhile to apply the
Vastu principles to the design of the building so as to ensure a proportionate, aesthetic,
and beautiful building with the right measurements. The Vastu principle ‘Maana-
Proportions’ prescribes the perfect ratio of height-to-breadth of a building, to make it
look proportionate. Explained here is the Vastu Principle – Maana or Proportion. The
Vastu principle – Maana is one of the five Vastu Principles which are a guide for
designing and planning proportionate, aesthetic, and beautiful buildings with the right
measurements. Since Vastu is a science, it is based on logic and reasoning.

D. Six Rules of Vedic Architecture:
Six main component part of the building : Aadhistaana (Base), Stambha (Column),
Prastara (Entablature), Karna (Wings), Shikhara (Roof), and Stuupi (dome). It is
advisable to apply Vastu principles and tips to the design of the building. This will
ensure a proportionate, aesthetic, and beautiful building with the right measurements.
The Vastu principle ‘Aayadi – dimensions’ prescribes six formulae to work out the right
dimensions (length, breadth, and height) of a building Though the science of Vastu
follows generic rules for the design of spaces, a specific set of six formulae called
Aayadi are used to work out the Length, Breadth, perimeter, area, and the height of the
building. Here, the length and breadth mean the outer measurements of the foundation
seen above the ground. The height of the building is considered to be from the bottom
of the base to the topmost point of the building. Like the other Vaastu principles, it was
necessary that one follows the Aayadi formulae strictly in order to experience positive
effects within the building. In fact, even today, Aayadi is the only aspect of Vaastu
Shastra that is followed in many parts of India.
E. Aesthetics of the building:
Chanda is the structural aspect of building; it is rhythmical disposition is like that of
poetry. Rhythm evokes a reality and measure builds it up.
The next step is to apply Vastu principles to the design of the building. This will ensure
a proportionate, aesthetic, and beautiful building with the right measurements. One of
the Vastu principles known as ‘Chanda – aesthetics/form,’ describes the different forms
or elevations of a building.
There are six Chanda’s in Vaastu Shastra. They have been explained below along with
suitable architectural examples.
1. Meru Chanda,
2. Khanda Meru Chanda,
3. Pataaka Chanda,
4. Sushi Chanda,
5. Uddista Chanda,
6. Nasta Chanda.

In Meru Chanda, the form of a building is like the mythological, sacred, Hindu
Mountain, “Meru” which is believed to be the centre of all physical, metaphysical, and
spiritual universes. The Meru perspective appears like a central pinnacle which rises
above the ground surface and having sides sloping step by step in an easy gradation all
round. Many Hindu temples are modelled on the Meru aspect to symbolically represent
Mount Meru.
In Khanda Meru the outward peripheral ends of the building do not form a complete
circle, but has a vertical cut side, i.e., it appears like Meru which has been cut off
vertically leaving the exposed surface as a precipitous cliff. An example of a building
with this contour is the well-known Burj Al Arab hotel in Dubai, the second tallest hotel
in the world at a height of 1050 feet.
In Pataaka Chanda the building is like a flagstaff with a flag unfurled, i.e., with a
narrow lower portion and progressive, cantilevered upper floors. For example, the
Throne Pillar at Fatehpur Sikri, India.
In Sushi Chanda, the building has the appearance of a needle. An example is the
recently completed, tallest building in the world, the Burj Khalifa towers in Dubai at a
height of 2717 feet.
The above mentioned Chandas or forms were used in the design of different buildings
meant for distinct functions. For example, temples all over India took the form of the
mythological Mountain Meru, thought to be the seat of Lord Brahma in Hindu
mythology.
3.3 Science of Vastu
Experience has confirmed that nature, building and man’s placement in it, have
profound effect on living, working an happiness. All the interrelated principles of the
science of building, such as orientation, proportion and decoration are shaped by the
principles of cosmology and the laws governing it. The science of Vastu provides a set
of conceptual tools that can be applied in practical ways.
Vastu means proper place to live in. It should be habitable. Life requires basic elements
i.e., air, fire, water, earth, and space. The house in which he lives should provide the

benefit of these elements. This means that he is well connected to the environment and
ecology.
We are enveloped by a series of environmental hazards in our day-to-day life which
leads us to irresistible, endless physical and mental disorders. Harmony with the
environment, peace for the spirit and health for human being are the criteria for healthy
homes and offices. They have deep roots in human experience and in traditions of
building according to the cultures across the world.
➢ It is rational: Vastu is the study of impact of the sun’s rays on the earth. Vastu
reads the characteristics of a house and explains its effects on the residents in a
scientific manner.
➢ It is permanent: The principles of Vastu are based on directions which are
permanent. Likewise, the effects of Vastu are also permanent.
➢ It is beneficial: The basic purpose of Vastu is to make the lives of people
happier and problem free.
➢ It is universal: Since Vastu is based on the properties of earth and sun it is
surely universal. Nationality, religion, caste, etc, have nothing to do with the
science of Vastu; It is equal for everyone.
➢ It is practicable: It is quite simple to follow.
Since it possesses all the features mentioned above and is based on action, cause,
and effect it can most definitely be concluded that it is a science.
3.4 Directions
There are four main directions in Vastu EAST, WEST, NORTH & SOUTH and four
sub-directions or the corners at which the main directions meet namely NORTH-EAST,
NORTH-WEST SOUTH-EAST, and SOUTH-WEST. Each main Direction in Vastu
Shastra has its own significance in Vastu Shastra and the corner directions retain the
characteristics of the two sides they join along with their own characteristics. Also, as
per my analysis the four sub directions have more importance that the main direction.
Vastu Shastra Deals with the positioning of the House/ office / factory along with other
objects and rooms and various other things in any place according to the above-
mentioned directions.

The Arrangements of the Rooms and other objects if done up as per the proper directions
in accordance with VASTU SHASTRA ensure proper flow of positive energy
throughout the Home or office or any other piece of land and influence the lives of its
inhabitancy in a very favourable manner.
I. EAST (PURAV):
o East is the first direction in Vastu Shastra since Sun the source of our energy
rises from the east.
o Planet Sun rules this direction.
o Lord Indra (Supreme od of all Gods) is the lord of the direction East.
o Lord Indra is also supposed to bring rains and whenever there is no rainfall in
any region, people pray to Lord Indra and Seek his blessings.
o It is the direction of prosperity and victory. It is a frequent practice to sit and
pray in the east to the sun as it brings happiness and prosperity to our lives. Lord
Indra is the giver of wealth.
o This direction should be left as open as possible to bring in abundant prosperity.
o Mirrors put up in this direction double up prosperity.
II. WEST: (PASCHIM)
o Varun the Lord of Water is the lord of this Direction.
o This direction is not considered very auspicious.
o Planet Saturn rules this direction.
o The west direction is occupied by the lower abdomen, genitals & reproduction
organs of the Vastu purush.
o The openings & entries from this direction are not good. It spoils the prospects
of income
o Big opening from this direction is not advisable.
o It is beneficial to have overhead water tank & the staircase in the West direction
o It is beneficial to have garage in the West direction
o In most cases it has been noted that the West direction is more beneficial to
women.
III. NORTH (UTTAR)
o Lord Kuber is the Lord of the North direction. He is considered the treasurer of
the Gods.
o This is the direction of Wealth and riches.

o Mirrors are auspicious here they are supposed to double up your wealth.
o Planet Mercury rules this direction.
o There should be big openings in the North direction
o It is auspicious and there is financial gain if there is slope & well or underground
water tank on North side of the plot
o There is a loss wealth & prosperity if there is heavy construction in the North
direction.
o North means Lord Kuber abode this it is advised to keep a cash box or safe for
cash / treasury or valuable items in the North direction of the home or office.
IV. SOUTH: (DAKSHIN)
o Lord Yama is the lord of South direction. He is the lord of Death.
o South direction is considered very inauspicious for any activity.
o South direction should always be kept heavy and loaded.
o Planet Mars rules South direction.
o It is beneficial if the South direction is on a higher level & it is auspicious to
have overhead water tank in this region.
o It is bad to have a basement in the South direction.
Directions Name of God Effect
East Indra Progress & growth Energy, vigour,
South-East Agni. strength
South Yama Death
South-West Nairut (Demon) Purity & Cleanliness
West Varun Water
North-West Vayu Air/Winds

North Kuber Wealth & Prosperity
North-West Eshwar Religion, Divinity
Vertically above Brahma Spiritual, Knowledge
Vertically Below Anant Resources, worldly pleasures.
3.5 Elements of Nature and Vastu
All objects of this universe are made of five elements. These five basic elements are (1)
Earth or Soil (2) Water (3) Fire (4) Air (5) Space. These are called “ Panch
Mahabhoot “.
Figure 4 Elements of nature and Vastu

1. Earth :-
Earth here means composition of the surface of the earth; the soil and other minerals
present in the soil. The upper part of the surface is called soil, stone, sand, iron, lime
etc., all these are parts of soil. All these physical elements are available in limited
quantity and on a particular place. This depends on the composition of surface, its
form and size, trees and vegetation grown upon it etc. that whether it will be
appropriate to inhabit at such a place or not. Moreover, if there is a residence there,
what type of construction should be there. Availability of essential building
materials and their transportation also depend upon the formation of soil. Soil can
be categorized on the basis of its shape, touch , taste, and sound . We must take care
that it suits our physique while selecting land for building and collecting building
material. There are many things described in Vaastu Shastra about the size and type
of land and method of “Bhoomi Poojan “ are also explained in it.
2. Water :-
It is most essential for all creatures and is a basic element in construction. Water
forms three-fourths part of body’s weight. All of us know about different forms and
resources of water. The quantity of water available at present is limited and is less
than the requirement. Not only for creatures and vegetation but also for house
construction, water is needed in sufficient quantity. Therefore, it should be ensured
before house construction, whether water will remain available or not. Usually, in
most of the villages a pond is available along with ground water source, which is
maintained by villagers themselves. People inhabit colonies on the banks of rivers,
lakes, and sea, where underground water is available in large quantity and wells can
be dug up in a suitable place for colonies. Shape and size of building and lifestyle
are designed at a place according to the availability of water and relation with land.
Taking care of water also means the house is stable even during heavy rains, the
building is not harmed, and flood does not cause havoc Taste forms, feeling and
sound are characteristics of water.
3. Fire :-
Fire circulates energy in the form of light and heat . The sun is the main source of
light and heat for us. The movement of the earth in relation to the sun causes day

and night and change in seasons. Rain and wind are also possible due to the heat of
the sun. The sun provides living beings with courage, zeal, and power. Most of the
colonies in the world are found in temperate zones where Sun’s energy is available
in sufficient quantity. Care should be taken that the building has constant supply of
light , it is completely safe from fire , construction material is selected in such a way
that it is fit for living comfortably in both seasons – in summer as well as in winter
and it is not destroyed by lightning. Thus, house construction plan is affected by
heat and light (i.e., Fire ). Shape, feeling, and sound are characteristics of fire.
4. Air :-
Atmosphere ( i.e., mixture of gases like Oxygen , Nitrogen, Carbon dioxide, Ozone
etc. .) exists around the earth up to 400 km height. Composition of atmosphere and
presence of vapours in it differ from place to place according to local situations. We
cannot see air, but we can feel and hear it. Air is an essential element for all living
beings. It is essential to have correct supply, correct temperature and pressure,
correct percentage of humidity in the air for both kinds of comforts- physical and
mental for man. Therefore, the shape, size, construction, and direction of buildings
should be such as they have sufficient supply of air for healthy and comfortable
living. No part of the building should remain without air. Foul air should not gather
in the building and fresh air should come continuously. From which direction air
should enter or not is also important. In our country the air blowing from the South
is considered baneful and inauspicious.
5. Space :-
Space is the most widely spread over of the five basic elements. The unending
region of the universe in which all the heavenly bodies exist is called space
(Aakash). There is no place in the universe where this space does not exist.
Gravitational pull of various heavenly bodies, magnetic power, various kinds of
radiations and waves like ultra -violet rays, infrared rays, light rays, cosmic rays,
etc. are always present in space. Their effects can be felt in many forms, and many
activities and designs (plans) in our life are conducted by their effects .Sound is
produced in space only. If there is no space, sound waves are not possible. The form
in which space permits the building will decide accordingly the form of our talking,

singing, and playing, weeping and other activities. The echo of our sound will go
according to space. Therefore, the houses should be built in such a way and plan
that these invisible forces of nature and the energies generated by them can be fully
utilized and their harmful effects can be avoided. Human body is also made of five
basic elements and similarly all the other things of the world are made of them.
Therefore, the five basic elements existing inside, and outside man have a constant
though invisible relation which affects activities of life. In our residence or office
buildings, etc., are constructed in a well- planned manner keeping in view the effects
of “Panch Mahabhoot,” i.e., the five basic elements – earth, water, air, space, and
fire- life can be full of more happiness and prosperity.

CHAPTER 4: DESIGN ELEMENTS AND VASTU
The air manages to carry and distribute many pollutants like aromas, chemical vapor,
etc., with the help of molecular movement and air currents. Molecular movements help
in distribution by conduction and radiation.
Air currents physically carry material components from one place to another. Air
currents are generated due to temperature differences. Strong prevailing currents are
also modified by local temperature stresses.
The question that now arises is how we control the air quality around us. We need to
avoid polluting agents as much as possible so that the air remains free of dust, smoke
from combustion of fuel, chemical vapours from synthetic materials and chemical
reactions, and electromagnetic radiations from all electrical gadgets that surround us.
Ironically, 90 % of the electrical pollution indoors is from appliances used for human
comfort such as fans, lights, air conditioners to modify the internal temperature and
humidity.
Let us now see how carefully the tenets of Vastushastra were crafted, so that the
elements of the building would themselves take care of human comfort and the air
quality inside. We shall take up some of the principles of building elements and design
parameters one by one in the following sequences:
1. Orientation
2. Topography
3. Vegetation
4. Water Bodies
5. Open Space in periphery
6. Massing
7. Plan form
8. Courtyards
9. Roof Form
10. Fenestration
11. Materials
12. Colors

13. Aromas
14. Activity Layout
15. Cluster planning
4.1 Orientation
The orientation of a built form affects the indoor air with respect to - Temperature and
(a) Temperature:
If a built form is aligned to the cardinal direction, then the scorching afternoon and
evening sun heats only two walls i.e., south and the west wall. But, if the built form is
at an angle with the cardinal direction, then the solar gain is admitted through three out
of a total of four walls...
(b) Ventilation:
The dominant wind direction in central India is from SW to NE, from principle of
ventilation, we know that better cross-ventilation and disturbance of stagnant air is
achieved when winds are inclined to the walls.
Vastu Shastra says:
Plots and buildings aligned to the cardinal directions are more auspicious than those at
angle.
Figure 5 Orientation

4.2 Topography
The topography of a plot affects the indoor air with respect to:
(a) Temperature,
A southern or a western slope shall receive more solar radiation and will heat up faster.
A site sloping towards the north or east shall be protected.
(b) Humidity:
The monsoon winds that come in from the SW shall pass through the built form with
full force and make the indoor conditions uncomfortably humid. Structures on the N/E
slope shall welcome light and less humid breezes, being on the leeward side.
(c) Ventilation:
Internal environs require gentle air change for ventilation. Strong wind thrusts relieve
one from hot and humid conditions due to breezes from the leeward side.
(d) Purification:
The morning rays are rich in ultraviolet radiations, which help to cleanse the environs
of bacteria. A site tilted towards the east would receive complete coverage from
ultraviolet radiations whereas a site with even a gentle slope towards the west would
receive sunrays only when the sun is higher, and the infrared rays have started gaining
importance. Also, the western slope exposes the land to infrared radiations from the
setting.
Vastu Shastra says:
Plots that slope towards the East are auspicious and let in good energies.

Figure 6 Topography
4.3 Vegetation
The vegetation in and around a site directly affects the indoor air with respect to
(a) Temperature :
Large and dense foliage in the south and west directions help to screen the structure
from the hot afternoon sun (Small, little or no foliage in the cast shall allow the more
welcome morning rays to come in).
Trees absorb solar radiation for photosynthesis and thereby cool the environment
through the process of transpiration for which the latent heat of evaporation is supplied
by the air. The air temperature is thus further reduced.

(b) Humidity:
Foliage in the surrounding increases the humidity level of air as a result of transpiration.
The hot summer winds therefore collect moisture while passing through the foliage on
the southwest and become more tolerable before they enter the house.
The foliage barrier breaks the strong humid southwest monsoon winds at the same time
and the thrust on the structure is reduced.
Air current can be modified or deflected with the help of barriers or by creating
differential pressure zones.
Thick vegetation on the south and west help to cut off or deflect strong winds upwards,
whereas small hedges may be used to increase wind speeds of the vertexes in the north
and east.
(c) Air Pollution :
Foliage in the path of winds helps to cleanse the air of dust and other suspended
impurities. Also, trees give off oxygen as a result of photosynthesis and improve air
quality. Low vegetation in the east shall permit oxygenated air with ultraviolet rays to
enter the house and wish a particularly good morning to everyone.
Vastu Shastra says:
The vegetation in the cast should be small and at a distance so that no shadow is cast
upon the structure before noon. Tall and shady trees in the south and west are
auspicious. A Tulsi plant in the north or east is auspicious.

Figure 7 Vegetation
4.4 Water Bodies
Presence of water bodies in the vicinity has an effect on air with respect to:
(a) Temperature:
Evaporation takes place at the surface of all water bodies at all the temperatures. This
requires latent heat of evaporation, which is supplied by air, which cools in return.
Cooling of air increases with increased rate of evaporation with the help of overflowing
winds. Also, since water has a high thermal coefficient value, the temperature of moist
air shall rise slowly.
(b) Humidity:

Water bodies in the vicinity increase the humidity level of air through constant
evaporation and prove to be source of discomfort in the monsoon season. Water bodies
therefore should be avoided in the path of monsoon winds i.e., in the southwest.
Vortexes may be humidified with the help of water bodies.
4.5 Open spaces in the periphery:
The marginal open spaces to be left on the periphery of the building also affect the
following:
(a) Temperature:
This is again due to the fact that more open space on the south or west will lead to more
heated land surface. Whereas more open spaces on the north or east will provide a
greater shaded area for Lise.
(b) Ventilation:
In case we want to rely on vortexes only for ventilation in times of monsoon, winds or
hot dust summer winds, open area on the north and east will be necessary. Air pollution:
Open area on the east ensures the entry of clean ultraviolet rays in the morning.
Vastu Shastra says:
Plots with more open space towards the North and East are suspicious.
Figure 8 Open space in periphery

4.6 Massing
The massing of a structure affects the following:
(a) Temperature:
Thick and heavy massing on the south and west will increase the thermal insulation
capacity of the structure. The afternoon heat captured by the thick walls slowly
penetrates inside and reaches the indoor air long after the actual heat spell. If this time
lag can be increased up to the cool hours of night, the heat radiating indoors is most
welcome.
(b) Ventilation:
The greater and the more side-built mass is on the windward side (i.e., south-west), the
stronger will be the vortexes generated on the leeward side (i.e., north-east). The lighter
the structure on the east, the deeper the ultraviolet rays can travel and similarly for the
vortexes coming from the north and east.
Vastushastra says:
Thicker, higher, and stronger walls on the south and west are auspicious.

Figure 9Massing
4.7 Plan Form:
The plan form of a structure has a direct impact upon the following:
(a) Temperature:
Different perimeter : area (P/A) ratios. The greater the P/A value the smaller will be the
thermal insulation achievable, since heat transfer will then take place through a larger
surface area per unit covered floor area.
(b) Ventilation:
Large P/A ratios give larger areas for windows and hence greater ventilation. But an
optimum solution has to be derived between low solar gain and adequate ventilation.
Vastushastra says:
Rectilinear plan forms are the most auspicious with length: breadth ratio between 1:1
and 1:3
4.8 Courtyards
Courtyards have been a significant part of our traditional house plans. Apart from the
cultural importance, they also affect the following:

(a) Temperature:
Courtyards if placed towards the north or east or centrally shall provide comfortable
open air shady workplaces.
(b) Humidity:
The humidity of the indoor air may be affected if water body is installed in the
courtyard.
(c) Ventilation:
Courtyards aid in ventilation by creating stack effect. Also, the overflowing winds drag
along the air in the courtyard due to the cohesive force of molecules.
(d) Air pollution:
Ventilation through courtyards reduces the number of openings on the street and
consequently the amount of dust that carries in.
Vastushastra says:
The central one-fourth area called Bramhasthana should be left open and not enclosed
in any room. A Tulsi in the courtyard provides germ free air to all the rooms.
Figure 10 Courtyards

4.9 Roof Forms
They too have a direct impact on air via the following:
(a) Temperature:
Roof absorbs the maximum solar radiation when the sun is at its peak, Roofs if flat are
welcome, roofs if sloping should be in the north or east direction, roofs sloping towards
the west will absorb some sun.
(b) Ventilation:
If a clerestory is provided above the pitched roofs, then air currents are generated due
to stack effect. If ventilation is provided by vortexes, then the slopes rising towards the
south and west carry the hot air along and increase stack effect.
Vastushastra says:
Roofs lowered toward the North and East is auspicious.

Figure 11 Roof form
4.10 Fenestration Pattern
This is the most important of all, in governing the indoor air quality. Openings towards
the south and west shall let in hot sun and should therefore be avoided or else made
smaller. If windows are provided near water bodies, humidity shall increase and
therefore should be placed accordingly. The placement and number of openings
provided should be such that maximum amount of the air in every room is disturbed.
Preferably there should be at least three openings in each room. Openings toward the
north and cast shall let in cool and pure air.
Vastushastra says:
More openings should be on north and east. Apart from these materials, colors, aromas,
chemical vapours, and electrical gadgets contribute toward air pollution and need
consideration before their placement.

Figure 12 Fenestration pattern
4.11 Other Factors
We have therefore to note, "if we do not address issue of global ecology, we won't have
to worry other issues."
The quality of air is also affected by the increased conservation efforts and new
construction technologies, as a result of which we seal outside air out and inside air in,
with deadly precision. We spend about 90 % of our life indoors. The air inside most
homes is 4 to 5 times more polluted than the air outside.
By using natural materials in building construction, such as clay, brick, sandstone,
natural timber, lime plaster etc, breathing effect of the whole outer shell of the structure
adds significantly to the air exchange with the outside. The fresh outdoors air diffuses
through porous materials, which also absorbs or releases excess moisture, filter and
expel pollutants and regulate indoor humidity and indoor temperature. Modern
buildings with synthetic sealing surface obviously prevent this and become plastic bags.
The question is not whether to live or without modern technology, but how to live with
modern technology in a safer, healthier, and more environmentally friendly way.

CHAPTER 5: VASTU REGULATIONS FOR
EDUCATIONAL BUILDINGS
5.1 Site Selection
Location:
✓ The location of the school is important. If the location is right, then success runs
towards you.
✓ According to Vastu, the right location for the school must be in the centre of the
city as it becomes easy to reach, feasible for people who are living in different
areas and also attracts many students.
Plot:
✓ At the time of the selection of plot for the school building, you must take care
that it is a regular shape, i.e., rectangular, square. Regular shape plots are
considered auspicious for a school building plot. Irregular shape plot i.e.,
triangular, circular, irregular shape, extended corner plot for school is not
suitable.
✓ According to School Vastu if the size of the school building is of U, the plan is
considered very auspicious.
✓ According to School Vastu V-shaped school is not considered auspicious.
✓ According to School Vastu if the school building is to be made of L shape, then
this type of scheme is considered auspicious and inauspicious sometimes both.
Massing:
✓ Construct the Building in South, West, and Southwest direction of the school’s
plot. Give ample open space in the East and Northeast in School/institutes
building.
✓ Blocking the N or E directions reduces communication of life energy.
✓ Keeping the North and East direction open, students are encouraged to read and
excel, health is good, and students assess results are commendable.

5.2 Entrance
According to School Vastu the entrance of the school should be in East, Northeast, or
North direction. South direction is not auspicious.
These directions are in direct contact with sunlight, and the first rays of the sun enter
through east and north-east direction which makes the area pure and removes the
negativity.
5.3 Classrooms
✓ Classrooms are the place where students are taught life lessons by teachers and
educators. A school has multiple classrooms depending upon the sections and
number of standards.
✓ For better education facilities and quick learning experience, the classrooms
must be constructed in the north or east direction of the building.
✓ The length to width ratio of the classrooms should not be more than 1:2. all the
rooms should be right-angled.
Seating Arrangements
✓ The student seating arrangements must be in a way that all students face towards
the north or east side of the classroom.
✓ According to School Vastu blackboard in the class should be on north or east
directions, from which students face should remain towards north or east.
✓ These directions attract the positive effects of Mercury, Jupiter, Sun, and Venus.
✓ Mercury known as BUDH, is the lord of the direction North and rules education,
teachers, writers etc. He also rules intelligence, speech, self-confidence, wit etc.
✓ Jupiter known as Brihaspati or Guru, is the lord of the North-East and said to be
the intellect and speech of the Virat Purusha, the Cosmic Body. He is the
presiding deity of mental powers and the teacher of gods. He is the ruler of the
Sun and the Moon and controls the movement of the planets.
✓ Venus known as Shukra, is the lord of South-East. Venus is important in
education because of his association with the science of mantras and ayurvedic
medicine, chemistry, creativity, art, and music.

✓ Sun known as Surya, rules the East and gives life force, intellect, brilliance,
prosperity wisdom and fame. East is the direction of new beginnings and
supports new life and growth.
✓ Large windows in the northern or eastern side of the classrooms should be
present.
✓ Two gates must be in the classroom.
✓ The door should always be of two panes and opening inside and it should be that
the students and teachers should not have their back towards it, while studying.
✓ The student seating arrangement should start with a step and should be made of
good wood.
✓ Exhaust fans should be placed in the classrooms if required.
✓ The windows should remain open while the classes are on. This is to ensure that
adequate sunlight and air enters the room and spreads good energies and
positivity.
Beams
✓ Beams should be placed carefully in the classrooms ensuring that no student sits
under a beam.
✓ Beams are harmful to eyes and brain as it creates pressure on the minds and
makes it difficult to concentrate.
✓ Vastu suggests using beams in such a manner that it does not directly affects the
eyes and does not create unnecessary pressure on the mind.
✓ This will create tension in the students sitting beneath it.
Teacher’s desk
✓ Platform of teacher's desk must be made some feet high from the ground.
✓ He must be able to have a complete look and control the class from there.
Color
✓ The color of the classroom and its curtains should be light blue, light green or
light brown.
✓ White color makes the students lazy.
✓ Rest of the school building can be colored in light cream or white.

✓ Dark colors bring violence in the behavior of the students.
Aesthetics
✓ There must be photographs of the great men in the classrooms to inspire the
students.
5.4 Administration and offices
✓ Prayer Hall
o The Temple or the Prayer Hall should be constructed in the North-East
for better concentration.
✓ Reception
o The reception counter should be made towards the north, East or
Ishankon of the main building.
o The layout of the entrance to the reception is such that the entry of the
visitor should be from east or north direction.
o While communicating with the visitor in the reception, the receptionist’s
face should be on the East or North direction.
✓ Administrative Block
o The Administration block should be preferably in the North or East
direction.
✓ Fee Deposit
o Office of the school, where the fee is deposited and admissions are given,
should be in the east of the school building.
o Administration and accounts should be on NE side and face East while
working.
✓ Owner’s office

o Owner’s office must be in the south-west or south direction and make
sure the owner sits facing north side.
o Following this rule brings more business, prosperity, and wealth to the
institution.
✓ Meeting rooms
o Meeting rooms must be situated in the north with door opening in the
east direction.
✓ Principal’s room
o The principal room should be toward the South-West direction of the
main building so that their control remains on all task and employee.
o The principal should sit in his office in such a way that his face is towards
East, North or Eshakkon.
o There should be no door or window behind the chair of the head of the
institution.
o Prizes, titles, etc. should be kept in the South direction of the
headmaster’s office.
5.5 Bathrooms
The bathroom blocks should be in the North-West corner of the entire building.
✓ All bathroom related electrical appliances should be in the Southeast of the
bathroom.
✓ Washbasin and shower can be in the Northeast of the bathroom.
✓ The mirror has to be in the East or North.
✓ The WC should be in North- South axis only.
✓ The slope of the bathroom should be towards the Northeast.
✓ The septic tank can be West, North, or Northwest.
✓ The toilet should never be next to or in front of the pantry or prayer hall.
✓ Keep the lid of the WC closed at all times when not in use.

✓ Keep the door of the bathroom also closed at all times.
5.6 Staircase
✓ The most preferred area for staircase is South, West and South –West.
✓ The North-East and Brahmsthan of a building are prohibited for the location
of a staircase. A staircase in the North-East results in loss of wealth and
health.
✓ Due to paucity of space, the South-East or North-West is acceptable
however, the staircase should rise only from East to West or from North to
South. Not vice-versa
✓ The staircase should run clockwise only.
✓ The number of steps should always be an odd number and not end in a zero.
✓ Circular staircases are considered inauspicious because circles represent
death in Indian mythology. For the same reason, a staircase should not
encircle the whole building.
✓ There should not be a common staircase for going upstairs and to the
basement.
✓ The uppermost staircase should have a roof.
✓ The uppermost landing door should be 9-12 inches shorter in length to the
lowest landing door.
✓ The space below the stairs should not be used for anything else except
storage.
✓ The staircase should be always maintained in a good condition. Any repairs
should be done immediately.
✓ The staircase should not be seen from the main entrance of the building and
should also not be directly opposite the main entrance. Such a staircase
disturbs the harmony and equilibrium of the building.
5.7 Utilities and water facilities
o Electrical equipment: The electrical equipment like generators, inverters are to
be kept in the South-East.
o Heavy Machinery: Heavy machinery should be placed on West, South-west, or
South.

o Underground water tank: The underground water tank should be in the
Northeastern side.
o Overhead tank: The overhead tank should be in west.
o Swimming pool: Swimming pool can also be made in the North-East.
o Generator: Computer block and generator should be in the South-East.
o Fountain: Waterfall or fountain should be installed in the north-east angle.
o Parking: The parking arrangement in any institute is good in the North-West or
South-East direction. All vehicles should be stand in the proper way.
o Drinking water: Students drinking water can be arranged towards the east or
north direction of the main building.
5.8 Other important spaces
✓ Staff Room
o The room for the teachers should be built towards the North- Western
side of the school building as per Vastu.
o The staffroom should be a happy and lighted place for the teachers.
✓ Canteen
o The Canteen, kitchen, pantry must be in South-East
o This direction is governed by fire God which in turn supports hunger and
health.
✓ Playground
o The Playground should be in the North, East, or North-East side of the
site
o Blocking the N or E directions reduces communication of life energy.
o Keeping the North and East direction open, students are encouraged to
read and excel, health is good, and students evaluate results are
commendable.
✓ Library
o Library should be in west.
o Make the sitting arrangement in the library such a way that the student’s
face towards the North-East, East, or North direction while studying.
o Make cabinet for books in West, South-west, and south walls. Make the
cabin of the library in charge in South-west direction of the library

✓ Hostels
o Hostels can be made in South, Southeast or West
✓ Research and development
o Research and development should be on west.
o These directions enable students towards achievement and assists in
improving their abilities and skills.
✓ Staff Quarters
o Staff quarters should be on NW or West side
5.9 Colors
o Libraries – Due to its positive effects on concentration, green is a great option
for libraries, where students need to focus on their studies.
o Gymnasiums – Action-oriented red and highly-saturated pinks may encourage
the necessary physical responses in a school gym setting.
o Cafeterias – Orange’s impact on appetite makes it an appropriate color for a
school cafeteria.
o Offices – Authoritative areas such as the principal’s or guidance counselor’s
office may benefit from the atmosphere of respect created by violet tones. For
the same reason, violet can be a smart choice for an auditorium as well.
o Exposed Structures – Black is ideal for concealing any exposed structures in the
school, as it creates the sense of void.
o Corridors and Lobbies – Learning and concentration are not the main objectives
in public spaces like hallways and reception areas, so you can be a little more
“free” with your color and design choices here. For instance, consider using the
school’s colors and logo to create a sense of pride and identity here.
o Main Building- The outside colour of the main building should be Maroon, light
yellow, light green, and cream.

CHAPTER 6: CASE STUDY
Case study 1: Jawahar Kala Kendra, Jaipur
-By Charles Correa
Jawahar Kala Kendra is a museum of arts and crafts located at Jaipur.
It is built in 1986-91, by architect Charles correa and launched by the government of
India
It was built to communicate India's cultural and spiritual values to display its rich craft
heritage.
The geometry of the layout plan is derived from traditional Hindu architecture 'based
on self-similar squares (Mandalas) derived from ancient Hindu texts (Vedic Shastra)
dating back to 1500-500 BC
These squares are the abstraction of cosmos in geometrical form where architecture is
perceived as a bridge between cosmos and man- the model of "cosmic man" (Vastu
purusha Mandala). The Hindu culture hence devised the cosmic man model for infinite
applications in architecture whether it is at the level of urban design, public buildings,
or private dwellings.
Figure 13 Jawahar Kala Kendra

The cosmic man model is a system: of self-similar multiple squares starting from 1, 4,
9, 16...1024. The specific model used in the museum is made up of nine squares
representing nine planets (Navagraha Mandala). by Charles Carrie
This idea of using multiple self-similar squares is justified by Correa as follows, "The
multiple squares make explicit a platonic ideal of built form which in turn reinforces
and stabilizes society. Today such concepts are not in current use, and it would be
foolish to think of invoking them unless we also subscribe to the underlying construct
of the cosmos they are meant to represent. Still, in a century when science has postulated
an ever-expanding universe it may well be worth our while to consider modelling our
central beliefs as the basis of structuring our environment"
Figure 14 View towards central courtyard
The emphasis in the last statement suggests Correa's interest in the Mandala was
insomuch as it can be used to "structure the environment." Hence the primary function
of the nine square Mandala is "structuring."
Charles correa chose the nine square Mandala and not any other because the museum
had to accommodate nine space types laid out in the program of the museum.
And also, because he is initiating the geometry of Jaipur city that was also based on the
nine squares.

This figure shows how the city plan of Jaipur started with the nine square Mandala.
Square three was displaced by an existing hill and reappeared next to square seven then
squares 1 and 2 combined to house the palace. When one investigates further into the
plan of Jaipur city, the Mandala was also seen as a structuring device.
Figure 15 Inspiration from Jaipur
The plan of Jaipur city based on the nine square Yantra in which one square is displaced
and two central squares combined.
In the museum, Correa's direct imitation of the Jaipur city is evident in the displacing
of one of its squares from the nine square construct to create a main entrance. Hence on
a closer examination one could suggest that Correa used the nine square Mandala not
only as a structuring device but also to consciously invoke the symbolism of traditional
city. Insofar the museum uses it as a structuring principle, "structuring" becomes the
primary function and as far as the museum imitates the plan of Jaipur city - the
symbolism of the "traditional city model" becomes its secondary function.
Figure 16 Aerial view of Jawahar Kala Kendra

The plan is corresponding to the divisions of the Yantra of the nine planets or
Navagraha. The symbols of Yantra are:
Figure 17 Symbols of Yantra
• Square = Venus
• Bow = Mercury
• Snake = Ketu
• Triangle = Mars
• Lotus = Sun
• Sword = Rahu
• Crescent = Moon
• Circle = Jupiter
• Man = Saturn

Figure 18 Allocation of spaces as per Vastu

Layout according to the mandala
The building program has been “disaggregated” into eight separate groupings
corresponding to the myths represented by that particular planet:
• for instance, the library is located ill the square of the planet Mercury which
traditionally represents knowledge,
• the theatres are in the house of Venus, representing the arts.
• The central square, as specified in the Vedic Shastras, is avoid representing the
Nothing which is Everything. The flooring pattern in this square is a diagram of
the lotus representing the sun. City Palace, Jaipur.
The astrological symbol of each planet is directly expressed in a cut-out opening dong
its external wall.
Figure 19 Yantra inspirations
Broad Activities
The centre has been made in eight blocks housing
• museums,
• theatres,
• library,
• arts display room,

• cafeteria,
• Hostel, studio
The centre is frequently occupied with artists and arts loving people. Many exhibitions
and performances by local artists are displayed at the centre. The annual festivals of
classical dance and music are held in the centre. The centre hosts many workshops of
dance and music.
Figure 20 Site section
Design Features:
• One of the squares is pivoted to recall the original city plan and also to create
entrance.
• Each of the squares is defined by 8m high walls.
• The building programme has been disaggregated" into eight separate groupings
corresponding to the myths represented by that particular planet .
• For instance, the library is located in the square of the planet mercury which
traditionally represents knowledge.
• The theatres are in the house of Venus, representing the arts.
• The astrological symbol of each planet is directly expressed in a cut out opening
along its external wall.
• The astrological symbol of each planet is directly expressed in a cut opening
along its external wall.

Figure 21 Interior
Conclusion:
This work of Charles Correa is important not just because
• It demonstrates the way ancient science is balanced with the modern in an
architectural example that is applied. It is significant because of the way it
creates an experience of living the ancient science in navigating and interacting
through the spaces.
• It uses symbolism and extends it into a liveable experience quite effectively by
crafting spaces based on the elements of nature and their symbols.
• This stands as a source of inspiration for architectural practices that try to bring
the traditional and the modern of Indian architecture together.
• It has influenced architecture created by the young and old alike. Architecture
now is being practiced on grid system as a basis and arranging spaces, so as to
optimally comply with the principles of the ancient science.
• This influence is evident in the practice of modern architecture, more so in the
space of corporate architecture. Such structures housing information technology
developments have been popping up over the Indian metropolis canvas.

Case Study 2: Department of Architecture NIT Hamirpur
Figure 22 Ground floor
Figure 23Basement level 1

Figure 24Basement level 2
Aspect of
study
Preferred Direction Actual Direction
Entrance North/East/North-East North-West
Massing Construction of school must
be in S, W, or S-W.
Major massing is done in S-E direction
Give ample space in front as
in N or E.
Location of
classrooms
(Studios)
In N or E In West and North-West direction.
Sitting
arrangement
of students
Facing N or E In North-East direction

Door
Placement
E, N or N-E On North-East wall
Window
Placement
Larger windows on N or E
wall
On North-West wall
Color The color of the classroom
and its curtains should be
light blue, light green or light
brown.
White color makes the
students lazy.
Rest of the school building
can be colored in light cream
or white.
Dark colors bring violence in
the behavior of the students.
The color of the studios on inside is off
white.
The color of the building in inside is pale
yellow
The color of exterior façade is white with
strips of orange.
Reception The reception counter should
be made towards the north,
East or Ishankon of the main
building.
In East direction
Principal’
room (HOD
office)
The principal room should be
toward the South-West
direction of the main building
so that their control remains
on all task and employee.
In East direction

Staff Room The room for the teachers
should be built towards the
North- Western side of the
school building as per Vastu.
Majority of staff rooms are in South- East
direction.
Pantry The kitchen, pantry must be in
South-East
Pantry is in North-East direction
Library Library should be in west. Library is in South direction
Research and
development
labs
Research and development
labs should be on west.
Research lab is in South- West direction
Toilets The bathroom blocks should
be in the North-West corner
of the entire building.
Toilets for students is in North-west
direction.
Computer lab Computer block should be in
the South-East.
Computer center is in South-West
direction
Parking The parking arrangement in
any institute is good in the
North-West or South-East
direction. All vehicles should
be stand in the proper way.
Direction for parking is in South-East
direction.
Drinking
water
Students drinking water can
be arranged towards the east
or north direction of the main
building.
Drinking water is near student’s toilet
block i.e., North-West direction.

Staircase The most preferred area for
staircase is South, West and
South –West.
The staircase is in multiple direction
On ground floor it is South-East, Center,
and West direction.
On Basement level 2 it is in Center and
West direction.
Conference
Room
Meeting rooms must be
situated in the north with door
opening in the east direction.
In South-East direction

CHAPTER 7: CONCLUSION
• It demonstrates the way ancient science is balanced with the modern in an
architectural example that is applied.
• It is significant and extends it into livable experience quite effectively by
crafting spaces based on the elements of nature and their symbols.
• It is significant because of the way it creates an experience of living the ancient
science in navigating and interacting through the spaces.
• This stands as a source of inspiration for architecture practices that try to bring
the traditional and modern context of Indian architecture together.
• It has influenced architecture created by the young and old alike.
• Architecture now is being practiced concrete system as a basis and arranging
spaces to optimally comply with the principles of ancient science.
• This influence is evident in the practice of modern architecture, more so in the
space of corporate architecture. Such structures housing information technology
developments have been popping up over the Indian metropolis canvas.

CHAPTER 8: REFERENCES
8.1 Original Sanskrit Texts on Vastuvidya
Agnipurana, Ed., DuttM.N, ParimalPublications, New Delhi-110007, 2001.
Arthasastra, Kautilya, Trans-Vasudevan Moosad, Kerala Sahitya Academy, Trissur,
1998.
Arthastra, Ed. Ganapati Sastry, Bharatiya Vidya Prakasan,New Delhi.
Aryabhatiya, Arya Bhatta, Vyakhyata-Panikkar V.B, KurukshastraPrakaan, Convent
Road, Ernakulam-35, 2000.
Brahatsamhita, Varahamihira, Vykhyataand Trans-
PuliyoorPurushothamanNamboodiri, Devi Book Stall, Kodungalloor, 1998.
Garudapurana-A study, Gangadharan, All India KasirajTrust, Ramnagar, Varanasi,
1972.
IsanagurudevapadÅathi(Kriya-pada), Ed. Sastri. M.M.T. TrviandrumSanskrit Series,
Government Press, Thiruvananthapuram, 1988.
Kasyapiya, Muni Kasyapa, Ed., SankaraSastri, Anantha Sharma, PradhamaSanskrit
Grandhavali, Nasik, Pune-1987.
Lilavati, Bhaskaracharya(SidhantaSiromani) Vykhyata-KuttikrishnaMenon,
MatrubhoomiPress, Kozhikode, 1953.
Manasara, Mansaramuni, Ed., P.K. Acharya, Indian Architecture (Vol. III),
MushiramManoharlal, New Delhi, 1996
Manasollasa, Raja Bhoja, Ed., Arundhati.P, GirisInfo Services, 17, Canning Lane,
New Delhi-1, 2003.
Sáilpart¸a(Part-I), Sreekumara, Ed., Ganapathy Sastri. T, Thiruvananthapuram
Sanskrit Series, 1922.
Sáilpiratna, KaruvaNeelakandan Asari, S.TRaddiarand Sons, Kollam, 1996.

Tantrasamuccaya, Neelakandan Asari, S.TReddiar and Sons, VidyabhivardhiniPress,
Kollam, 1947.
Tantrasamuccaya(áilpabh¡ga), ChennasNarayanan Namboordiri, Commentary By
KanipayyoorDamodaran Namboodiripad, PanjangamPress, Kunnamkulam, 1979.
V¡stu¿ilpak°¿a, Ed., Ramachandra Rao.S.K, KalpataruResearch Academy, No.1,
Sankar Matt, Sankarapuram, Bengaluru-560004,1998.
V¡stusutraupaniÀad, Trans-Alice Boner, Motilal BanarasiDass(P) Ltd, New Delhi-7,
1996.
V¡stuvidya, Ed., V. Chandrasekharan Pillai and Balakrishnan Asari,
VijnanaBhavanamPrinters, Mancaud, Thiruvananthapuram, 1978.
ManuÀy¡layacandrika, TirumangalathNeelakandan Moosad, Vykhyata-
KanipayoorSankaran Manboodiripad, PanjamgamPress, Kunnamkulam, 1974
Mayamata, Ed., Bruno Dagens, Indira Gandhi National Center for Arts, (IGNCA),
New Delhi, 1997.
Pr¡s¡damandana, SutradharaMandana, Trans-Raghunath, Purushothmand Kulkarni,
MunshiramManoharlalPublishers P (Ltd), New Delhi, 2005.
Samar¡nganasutradh¡ra, V¡stu¿¡stra, Ed., PushpendraKumar, New Bharatiya Book
Corporation, KashiramMarket, New Delhi-7, 1998.
8.2 Modern Texts / Books.
Acharya. P.K., Indian Architecture, (Vol. I to VII),
MunshiramManoharlalPublications, New Delhi, 1996.
Acharya. P.K., History of Indian Architecture, MunshiramManoharlalPublications,
New Delhi, 1996.
Acharya. P.K., Indian Architecture According to M¡nas¡raáilpa¿¡stra,
MunshiramManoharlalPublications, New Delhi-55, 1996.

Acharya P.K, Encyclopediaof Hindu Architecture (Vol. I & II) Cosmos Publications,
24BAnsari Road, Darya Ganj, New Delhi-2, 1994.
BalagopalT.S. Prabhu, and Achuthan. A, A Textbook of V¡stuvidya,
V¡stuvdyaPratiÀtanam, Kozhikode, 1996.
BalagopalT.S. Prabhu, Design in V¡stuvidya, V¡stuvdyapratiÀtanam, Kozhikode,
1997
BalagopalT.S. Prabhu, and Achuthan. A, V¡stuvidy¡dar¿anam,
V¡stuvdyaPratistanam, Kozhikode, 1994.
BalagopalT.S. Prabhu, Engineering Commentary on ManuÀy¡layacandrika,
V¡stuvidyaPratistanam, Kozhikode, 1994.
KeshavanAsari, B¡l¡r¡man, VidyarambhamPublishers, Allappy, 1998.
Mallayya. N.V, Studies in Sanskrit Texts on Temple Architecture, Journal of
Annamalai University, Vol. IX, No.2.
Narayanan Namboodiri Cheruvalli, ManuÀy¡layabh¡Àa, Devi Book Stall,
Kodungallir, 2005.
Narayanan Namboodiri Cheruvalli, V¡stuvidya(Translation) D.CBooks, Kottayam,
2007.
Narayanan Namboodiri Cheruvalli, Taccu¿¡stramBh¡Àa, Devi Book Stall,
Kodungallir, 2005.
Ouseph, P.V, V¡stu¿¡stra-Philosophy and Manifestation, DhanyaPublications,
Trichur, 2001.
Ouseph, P.V, Chitr¡bh¡sa(Mal.), Divine Research Centre, Chalakkudy, 1999.
Ouseph, P.V, V¡stu¿¡stramSamagrapa¶anam(Mal), D.C. Books, Kottayam, 2006.
Sukla, D.N, V¡stu¿¡stra(Vol. I & II), MunsiramManoharlal, New Delhi, 1995.

8.3 Journals
1.Architecture and Healing by Claudia Schumm, Architecture + Design, January –
February 2005
2.BuildingIntelligence, Vanes burg IT Park Hyderabad, Architecture + Design, May-
June 2001
3.JawaharKalaKendra,Jaipur,Architecture + Design, Sep-Oct 1991
4.SignsThatDon’t Mind,NewtonD’Souza, Architecture + Design, Nov-Dec 2003
5.The Modern Vastu, Architecture + Design, Sept-Oct, 1991
6.Vastu –An Ongoing Metaphor, Architecture + Design, Jan-Feb, 2000
7.Vedic Spirit in Architecture, H.D. Chhaya

DISSERTATION FINAL 186041.pdf

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to DISSERTATION FINAL 186041.pdf

Similar to DISSERTATION FINAL 186041.pdf (20)

More from DeepikaAgarwal42

More from DeepikaAgarwal42 (14)

Recently uploaded

Recently uploaded (20)

DISSERTATION FINAL 186041.pdf