Architectural Thesis Inclusive Centre For Learning In Context Of A Dargah Of Budaun

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Architectural Thesis 2015
BLURRING BOUNDARIES
‘Inclusive Centre for Learning’
(In context of Dargah of Hazrat Sultan Arifin)
Budaun, Uttar Pradesh
Thesis Report
29th
May, 2015
5th
Year, Bachelor of Architecture
A/2272/2010
Prof. Mandeep Singh
Prof. Suneet Mohindru
School of Planning and Architecture
New Delhi

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Declaration
20th April, 2015
This thesis entitled: Blurring Boundaries: Inclusive Centre for Learning, Budaun, Uttar Pradesh has been carried out by the undersigned as a part of the Bachelors
Program in the Department of Architecture, School of Planning and Architecture, New Delhi – 110002, India under the supervision of Prof. Mandeep Singh and
Prof. Suneet Mohindru in the session 2014-15.
The undersigned hereby declares that this is his/her original work and has not been plagiarized in part or full from any source. Furthermore this work has not
been submitted earlier for any degree in this or any other University.
Faizan Zahid
Fifth Year, B. Arch. 2015
A/2272/2010
School of Planning and Architecture,
New Delhi

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Certificate
This thesis was carried out during the January – May 2015 semester in the Department of Architecture. Thereafter, based on this declaration by the candidate,
the thesis was placed in front of the External Jury held on 18th and 19th May 2015. For this work the candidate was awarded the following marks:
Internal Evaluation during the Semester: ________ out of 300 marks.
External Jury Evaluation: 18th and 19th May 2015: ________ out of 350 marks.
On successful completion of the Bachelor of Architecture Course by the Candidate the undersigned hereby accepts the Thesis Report on behalf of the Department,
so that it may be placed in the Architecture Library.
_________________________ __________________________
(Prof. Mandeep Singh) (Prof. Mandeep Singh)
Thesis Co-ordinator 2015,
Department of Architecture,
School of Planning and Architecture, New Delhi – 110002 ___________________________
(Prof. Suneet Mohindru)
Thesis Guides 2015

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Acknowledgements
I would like to give a special thanks to my thesis guides, Prof. Mandeep Singh and Prof. Suneet Mohindru, for making this journey easy and simple. Thanks for
being supportive and encouraging all the time.
Grateful appreciation to Prof. Dr. Ranjana Mital for her invaluable advices through the semester and helps in making the decisions. Prof. Shirish Malpani for his
valuable time spent on guiding me through this.
To all the cross review faculty members and guides for their time and precious comments. I am also thankful to my Thesis group, with special thanks to Abhinav,
Iyas, Nivedita, Mridula and Santosh for their valuable discussions and Amrit, Ankit, Ashwini, Ayush, Kushwaha, Maddu and Vamsi for their invaluable help at the
right time.
Above all I thank Allah, my family and friends for immense support.
Faizan Zahid
30th May, 2015

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Synopsis
Looking in a broader view, the contemporary Indian social structure is divided into two major groups. One which is traditional and follows customs and beliefs
and the other one which follows these customs for namesake or opt not to follow. This contrasting mindset of people is found all over the country and in
almost all the religions. Thus, in this particular case spaces like Dargah which on one hand are attached to a certain group of society, on the other hand are also
looked down by various other groups.
The argument here is that these spaces even being orthodox in nature have enough potential to find their place as a relevant entity in contemporary times. E.g.
in Nizamuddin Dargah of Delhi, there happens a Qawwali (a form of Sufi devotional music) performances every Thursday or during its annual Urs (death
anniversary of a Sufi saint). This particular event attract a lot of visitors throughout the city and the country, and at these events the place livens up with a
diverse population gathered here irrespective of their personal communal status. Then, the question arrives: Why only this particular event triggers a lot of
people to come to the Dargah? This can be justified by the fact that people who visit it during that time may not be looking to believe in the saint particularly
but wants to get a taste of authentic Sufi Music, or something else. But, due to this activity, the Dargah is successful to find its relevance in the contemporary
society.
The similar is the case with the Dargah of Hazrat Sultan Arifin, present in Budaun. Being in Budaun, the context is a bit different as compared to Hazrat
Nizamuddin, but the activities are almost similar. The Urs happens every year which again attracts a lot of visitors etc.
The research here is to understand the relevance of this Dargah in present times in such a way that it can help the city or community to be able to cope up with
the contemporary needs of the society. The research involves understanding the relationship of a learning centre or an educational hub around a Dargah which
itself has a revered position in the society. An attempt at blurring the boundary between orthodox nature of society and the contemporary mindset of public,
for the greater good of the people of the region.

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Table of Contents
Declaration................................................................................................................................................................................................................................................................. 3
Certificate................................................................................................................................................................................................................................................................... 4
Acknowledgements.................................................................................................................................................................................................................................................... 5
Synopsis...................................................................................................................................................................................................................................................................... 6
List of Figures ........................................................................................................................................................................................................................................................... 11
Design Investigation................................................................................................................................................................................................................................................. 12
1.1 Introduction ................................................................................................................................................................................................................................................... 13
1.2 Research Question......................................................................................................................................................................................................................................... 14
1.3 Issues & need for research............................................................................................................................................................................................................................. 14
1.4 Thesis Proposition.......................................................................................................................................................................................................................................... 16
1.4.1 Aims of the preposition: areas of exploration ........................................................................................................................................................................................ 16
1.4.2 Why a Dargah?........................................................................................................................................................................................................................................ 17
1.5 Design Project ................................................................................................................................................................................................................................................ 18
Multi-functionality ........................................................................................................................................................................................................................................... 18
Blurred Boundaries .......................................................................................................................................................................................................................................... 18
Community Space ............................................................................................................................................................................................................................................ 18
Spiritual Space.................................................................................................................................................................................................................................................. 18
1.6 Spaces ............................................................................................................................................................................................................................................................ 19
Proposition Details................................................................................................................................................................................................................................................... 20
2.1 Scope and Profile of the Project .................................................................................................................................................................................................................... 21
2.2. Functional Diagram: The Complex................................................................................................................................................................................................................ 22
2.3. Functional Diagram: Spiritual Space ............................................................................................................................................................................................................. 22
2.4 Functional Diagram: School (Basic)................................................................................................................................................................................................................ 23
2.5. Reading of the Components ......................................................................................................................................................................................................................... 24

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2.4 Area Program ................................................................................................................................................................................................................................................. 25
Site Details ............................................................................................................................................................................................................................................................... 28
3.1 City Introduction ............................................................................................................................................................................................................................................ 29
3.2 History & Timeline ......................................................................................................................................................................................................................................... 30
3.3 City Analysis ................................................................................................................................................................................................................................................... 31
3.3.1 Demographic Status:............................................................................................................................................................................................................................... 31
3.3.2 Literacy Rates.......................................................................................................................................................................................................................................... 31
3.3.3 Literacy Rates in Females........................................................................................................................................................................................................................ 31
3.3.4 Structure and Growth in Employment.................................................................................................................................................................................................... 32
3.3.5 Inferences for Demographics.................................................................................................................................................................................................................. 32
3.3.6 Geography & Climate.............................................................................................................................................................................................................................. 33
3.3.7 City Existing Infrastructure...................................................................................................................................................................................................................... 34
3.3.7 Master Plan 2011.................................................................................................................................................................................................................................... 35
3.4 Site Location................................................................................................................................................................................................................................................... 36
3.5 Precinct Study ................................................................................................................................................................................................................................................ 37
3.6 Site Details ..................................................................................................................................................................................................................................................... 38
3.7 Landuse.......................................................................................................................................................................................................................................................... 39
3.8 Topography.................................................................................................................................................................................................................................................... 40
3.9 Existing Site Plan ............................................................................................................................................................................................................................................ 41
3.10 Gestures....................................................................................................................................................................................................................................................... 42
3.11 Site Views..................................................................................................................................................................................................................................................... 43
Research and Case Studies....................................................................................................................................................................................................................................... 46
4.1 Sufism............................................................................................................................................................................................................................................................. 47
4.1.1. The origin and Concept.......................................................................................................................................................................................................................... 47
4.1.2. Different Stages in Sufi Quest................................................................................................................................................................................................................ 48
4.1.3. Sufism in India........................................................................................................................................................................................................................................ 49
4.1.4. Sufism and Education............................................................................................................................................................................................................................. 49

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4.1.5. Rituals..................................................................................................................................................................................................................................................... 50
4.1.6. Musical Influences.................................................................................................................................................................................................................................. 50
4.2 Schools and Learning Centers........................................................................................................................................................................................................................ 51
4.2.1. The Physical Environment...................................................................................................................................................................................................................... 51
4.2.2. Space for Parents and Community ........................................................................................................................................................................................................ 57
4.2.3. Policy of Inclusion .................................................................................................................................................................................................................................. 58
4.3. Case Studies .................................................................................................................................................................................................................................................. 59
4.3.1. Human Resources Centre, Pontiac......................................................................................................................................................................................................... 59
4.3.2. Community School at Kampong Siglap Mosque, Singapore.................................................................................................................................................................. 62
4.3.3. Mirmbika- Free Progress School, New Delhi.......................................................................................................................................................................................... 66
Inferences & Conclusions......................................................................................................................................................................................................................................... 71
5.1 Conclusions and Inferences ........................................................................................................................................................................................................................... 72
5.2 SWOT Analysis................................................................................................................................................................................................................................................ 73
Design Concept & Implementation.......................................................................................................................................................................................................................... 74
6.1. Design Stage 1............................................................................................................................................................................................................................................... 77
Pros: ................................................................................................................................................................................................................................................................. 77
Cons:................................................................................................................................................................................................................................................................. 77
6.2. Design Stage II............................................................................................................................................................................................................................................... 78
Pros: ................................................................................................................................................................................................................................................................. 78
Cons:................................................................................................................................................................................................................................................................. 78
6.3. Design Stage III.............................................................................................................................................................................................................................................. 79
Pros: ................................................................................................................................................................................................................................................................. 79
Cons:................................................................................................................................................................................................................................................................. 79
6.4. Design Stage IV.............................................................................................................................................................................................................................................. 80
Pros: ................................................................................................................................................................................................................................................................. 81
Cons:................................................................................................................................................................................................................................................................. 81
Design Drawings....................................................................................................................................................................................................................................................... 82

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Site Plan................................................................................................................................................................................................................................................................ 83
First Floor ............................................................................................................................................................................................................................................................. 84
Second Floor ........................................................................................................................................................................................................................................................ 85
Site Elevations...................................................................................................................................................................................................................................................... 86
Bibliography ............................................................................................................................................................................................................................................................. 89

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List of Figures
Figu e 1: Mausoleu of Na a Ikhlas Kha , Budau ; also k o as ‘oza ; “ou e: Google I ages ..................................................................................................13
Figure 2: Jama Masjid of Budaun; Source: Author ....................................................................................................................................................................................13
Figure 3: Hazrat Nizmuddin Dargah, New Delhi; Source Google Images .................................................................................................................................................14
Figure 4: Dargah of Hazrat Sultan Arifin, Budaun; Source: Author...........................................................................................................................................................15
Figure 5: Interior of the Dargah; Source: Author.......................................................................................................................................................................................15
Figure 6: Uttar Pradesh; source: Google images .......................................................................................................................................................................................29
Figure 7: Budaun City; Source: google maps..............................................................................................................................................................................................29
Figure 8: Budaun city clock tower; Source: Author ...................................................................................................................................................................................30
Figure 9: City Data; source: Budaun master plan 2011.............................................................................................................................................................................31
Figure 10: City Data; Source: Budaun Master Plan 2011 ..........................................................................................................................................................................31
Figure 11: Budaun City; Source: Google maps...........................................................................................................................................................................................36
Figure 12: Site Precinct; Source: Google Earth ..........................................................................................................................................................................................38
Figure 13: Site Precinct; Source: Google Earth ..........................................................................................................................................................................................39
Figure 14: Site Contours; Source: Author...................................................................................................................................................................................................40
Figure 15: Site Plan; Source: Author...........................................................................................................................................................................................................41
Figure 16: Examples showing various layouts of classrooms....................................................................................................................................................................53
Figure 17: Architectural Principles for healthy learning environment; Source: Times Saver Standards ................................................................................................54
Figure 18: Functional Diagram of a library; Source: Neufert 3rd Edition.................................................................................................................................................55
Figure 19: Functioning of Library; Source: Neufert 3rd Edition................................................................................................................................................................55
Figure 20: Relationship of open area with the school; Source: Times Saver Standards..........................................................................................................................55
Figure 21: Toilets Layouts; Source: Neufert 3rd Edition............................................................................................................................................................................56
Figure 22: The Entrance Courtyard; Source: Sanjay Prakash & Associates..............................................................................................................................................66
Figure 23: The initial space filling grid, Mirambika; Source: Sanjay Prakash and Associates ..................................................................................................................67
Figure 24: Planning Grid, Mirambika; Source: Sanjay Prakash & Associates ...........................................................................................................................................68
Figure 25: A portion of ceiling plan with structural grid; Source: Sanjay Prakash & Associates .............................................................................................................68
Figure 26: Mirambika Site Plan; Source: Sanjay Prakash and Associates .................................................................................................................................................69
Figure 27: Design stage I; Source: Author..................................................................................................................................................................................................77
Figure 28: Design Stage II; Source: Author.................................................................................................................................................................................................78
Figure 29: Design Stage III; Source: Author................................................................................................................................................................................................79
Figure 30: Design Stage IV; Source: Author ...............................................................................................................................................................................................81

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1.1 Introduction
I come from a small town in western Uttar Pradesh called Budaun. Budaun is a place
sincerely known for its historical background. It once was the capital of Medieval India under
the reign of Iltutamish. During his rule, he built a Grand Mosque and various other
st u tu es. Although Budau s histo dates lo g a k e e efo e the time of Hazrat
Nizamuddin.
Earlier Budaun was known as a centre for Islamic education for the medieval India, where a
no. of scholars came and received education. The students primarily earned Islamic
Education along with Mathematics. The situation is different now, Budaun now lags much
behind in the field of education, and even quality schools of primary and higher education
are not present, which has led to a sufficiently low literacy rate in the city as well as the
whole district, primarily in minority community of Muslims. All this is leading to the
educational and social backwardness of the place.
Another thing famous for Budaun is its Ziyarats. During and before the reign of Iltutamish,
a no. of saints and religious scholars visited the place and some of them settled here. Their
stay in the city attracted a lot of visitors from the nearby towns and made Budaun famous
for its Sufi Culture. After the demise of these Saints their burial place or Ziyarats
(mausoleums) developed as a centre for worship and pilgrimage for the people. There are
two major mausoleums in Budaun out of which Haz at “ulta A fii ‘aha tullah s
Mausoleum is quite famous and attract a lot of tourists every year and is a burial ground for
that part of town. Famousness is because of the fact that Hazrat Nizamuddin (who was born
in Budaun) was once his disciple. Not only that the mausoleum also act as a centre for
cultural integration where people from various walks of life come and interact, all for a noble
reason.
The idea is to combine these two issues, for the greater good of the people of Budaun.
Intervention would involve redefinition of Dargah as a Spiritual Public Space (as it is accessed
by people from various religions) and place around it as a learning ground for people of
Budaun. An intervention which could bridge the gap between various communities with the
help of their common interests, education and spirituality.
Figure 1: Mausoleum of Nawab Ikhlas Khan, Budaun; also known as ‘oza ;
Source: Google Images
Figure 2: Jama Masjid of Budaun; Source: Author

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1.2 Research Question
All this said above is to try and answer the research question:
How a space like Dargah can be re-interpreted in contemporary times as a centre for learning and a Spiritual Public Space benefitting various communities?
1.3 Issues & need for research
The spaces like Dargahs or Ziyarats (A Sufi Islamic Shrine built
over the grave of a revered religious figure, often a Sufi Saint),
are often found in cities of India and the world e.g. Delhi,
Ajmer, Nagore, Mumbai etc. Interesting characteristics of
these spaces is that they are accepted not only by a certain
community, but a varied set of people thus acting as a
common interest. But these Ziyarats are generally looked upon
as a symbol of orthodox, which find a lesser accepted approval
in the contemporary mindset of society. Hence, people who
do not believe in such traditions often consider them as a
hindrance to the growth of the society.
The argument here is that these spaces even being orthodox
in nature have enough potential to find their place as a
relevant entity in contemporary times. E.g. in Nizamuddin
Dargah of Delhi, there happens a Qawwali (a form of Sufi
devotional music) performances every Thursday or during its
annual Urs (death anniversary of a Sufi saint). This particular
event attract a lot of visitors throughout the city and the
country, and at these events the place livens up with a diverse Figure 3: Hazrat Nizmuddin Dargah, New Delhi; Source Google Images

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population gathered here irrespective of their personal communal status. Then, the
question arrives: Why only this particular event triggers a lot of people to come to the
Dargah? This can be justified by the fact that people who visit it during that time may
not be looking to believe in the saint particularly but wants to get a taste of authentic
Sufi Music, or something else. But, due to this activity, the Dargah is successful to find
its relevance in the contemporary society.
The similar is the case with the Dargah of Hazrat Sultan Arifin, present in Budaun. Being
in Budaun, the context is a bit different as compared to Hazrat Nizamuddin, but the
activities are almost similar. The Urs happens every year which again attracts a lot of
visitors etc.
The research here is to understand the relevance of this Dargah in present times in
such a way that it can help the city or community to be able to cope up with the
contemporary needs of the society. The research involves relationship of a learning
centre or an educational hub around a Dargah which itself has a certain position in the
society. This also involves understanding of these contrasting entities being merged
together to create an inclusive environment which is beneficial not only for a certain
community but for the larger society.
Figure 4: Dargah of Hazrat Sultan Arifin, Budaun; Source: Author
Figure 5: Interior of the Dargah; Source: Author

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1.4 Thesis Proposition
The preposition involves search for a new entity which combines formal education, elderly learning, vocational training and spiritual learning in the same
context. The idea is to create a healthy and inclusive learning environment which provides basic education of various kinds in an adjacent neighbourhood
without compromising with one another, with a spiritual space as a centre.
1.4.1 Aims of the preposition: areas of exploration
As stated earlier, the major issues of the city are to be tackled here with an intervention for the greater good of the people of the city. Major aims of the
intervention are:
1. To create an inclusive environment to promote education as a step towards creating a fair and just society free from discrimination and fragmentation
(whether it s physical, social or psychological).
2. To create an intervention which is much required for the people of Budaun as the city lacks basic infrastructure for inclusive learning and community
activities.
3. To re interpret a Dargah as a Spiritual Public Space, with a holistic learning centre around it thus finding a more relevant meaning of the Dargah in
contemporary times.
4. To promote basic education among various strata of society which are otherwise left unattended i.e. elderly education, education for the disabled and
vocational learning.
5. To understand the nature of the boundaries between contrasting entities put together to create a meaning intervention without compromising with each
other.

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1.4.2 Why a Dargah?
The reason for such an intervention around a spiritual space is to give it more rooted reason, which is attached to the people and society. The objective is
also to enhance the state of an already existing spiritual space by developing an educational infrastructure around it which could be beneficial for the city.
Another reason behind a Dargah is that the intervention although being useful for the whole city, is still primarily for the minority community of Muslims. This
is place which Muslims of the region, especially those who are lesser literate, consider sacred, so, it would be easy for them to find meaning in the proposal.
The Dargah of Hazrat Sultan Arifin is also quite famous and the city is mostly known by it. Thus, the intervention would be able to give the city a new identity
based on traditional ideas but implemented and relevant in contemporary scenario.
GESTURES TO BE ADDRESSED

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1.5 Design Project
The thesis proposition calls for a design which caters to a variety of issues and provide a holistic approach towards each of them. Various design aspects of
this thesis are as follows:
Multi-functionality
The design project involves design of spaces which promote multi-functionality by the virtue of its design itself. E.g. school which incorporates classrooms for
children can be designed and placed in such a way that the same can be used by the elders in the evening for their classes, the labs, infirmary and computer
centre can be used by the general public after the school is over or the ground and terrace of the school can be designed in such a way that they can be used
for gathering and watching purposes during an event in the Dargah.
Blurred Boundaries
The idea is to design in such a way that the contrasting entities exist together, work together and benefit from each other but do not create any conflict to
each other. This is one of the prime and most critical concern of the design as designing spaces for distinct uses in the same proximity would involve great
attention while designing their edges and the drawing the relationship. These boundaries would give the design a unique identity.
Community Space
The thesis also involves design of spaces which promote community interaction and necessary infrastructure for the same. As the city lacks such infrastructure,
the design of these spaces become critical but these need to be designed in such a way that they act simultaneously with relation to the school as well as the
spiritual space.
Spiritual Space
The re-design of the main Dargah is also a major part of the thesis proposition. The Dargah along with the mosque behind it need to be designed in such a
way that it does not hurt the sentiments of the core users of the place. The mosque and the Dargah needs to be accessible for the people from outside even
when the school is in progress and especially on Thursdays and Fridays.

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1.6 Spaces
In terms of spaces, the thesis proposition would involve design spaces as listed below. These are just the space listing, they will overlap and be further detailed
more as the design evolves.
 School
o Primary
o Senior Secondary
o Administration
 Vocational Learning centre
o Bamboo Workshop
o Embroidery Workshop
o Wood Workshop
 Spaces for Community Activities
o Courtyards and Opens Spaces
o Congregational Space around Dargah
 Dargah
o Main Shrine/Grave
o Commercial Areas
o Administration
 Mosque Area
o Prayer Hall
o Madrasa
o Residential area for the Imam
 Common Areas
o Amphitheatre
o Auditorium
o Library
o Cafeteria

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2.1 Scope and Profile of the Project
The scope of the project includes the understanding of Dargahs and its functions as well as understanding the working of schools and learning centers. The scope
also contain the study of the relationship between these spaces, their functional and structural needs and interaction with the users. Along with that, the project
needs to incorporate the concept of multi-functionality of spaces and their simultaneous working.
The design should respect the existing geography & climatic conditions of site, the cultural premise and the contemporary relevance and possibilities of the
project. The project also need to cater to the necessary attributes like sustainable & universal design.
On a broader Level, the design thesis would be a combination of a formal school, vocational school and a spiritual centre.
Formal School
Vocational School Spiritual Space
(Dargah)
Multi-
Functionality
Blurring the
Boundaries
Universal
Design

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2.2. Functional Diagram: The Complex
2.3. Functional Diagram: Spiritual Space
Information Area
Spiritual Space
Vocational Area &
Shared Spaces
Formal Education
Blurred Boundary
Blurred Boundary
Mosque
Dargah
Entrance
Information Area
(Initiation,
Presence and
absence of God)
Garden of
Knowledge
(Of Path to be
followed, Islam)
State of Solitude;
Attainment of
Truth
Realization of
Oneself;
Ultimate Goal
Formal Learning
Blurred Boundary
Mosque
Dargah
Commercial Area

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2.4 Functional Diagram: School (Basic)
Entrance
(Parents and
School
Administration)
Assembly Area
Senior Court
Junior Court
Classrooms
Play area
Classrooms
Outdoor Activity Areas
Toilets
Toilets
Students Entry
(Bus and Bicycle)
Shared Areas
Multi-Purpose Hall
Library
Vocational Area
AV Rooms
Cafeteria
Labs
Sports Area
Stationary
Blurred Boundary

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2.5. Reading of the Components
The various components must be studied individually to understand their working and functional & structural needs. These components are detailed as follows:
3.3.1 School
The school has to be designed as per Indian standards and CBSE standards. The no. of students for the school is to be determined by the statistics of the city and
as well as the area of the site. Special care should be taken while designing the classroom units, open spaces, labs and play areas.
The various key factors while designing a healthy learning environment are:
 Layout
 Orientation
 Fenestrations
 Solar Controls
 Acoustics
 Insulation
 Space Conditioning
 Lighting
 Colors
 Form
3.3.2 Vocational School and Shared Spaces
The vocational school would be just a few workshops and an extension of the main school in such a way that they can be used simultaneously or consecutively
ithout upsetti g ea h othe s o ki g. The shared spaces include Libraries, Multi-purpose Hall, Labs etc. which should be shared between school and Spiritual
Space.
3.3.3 Dargah - the Spiritual Space
This pa t of the i te e tio is agai eeds to e desig ed hile keepi g i i d is histo i al i po ta e a d so iet s se ti e ts. The interpretation of the
Dargah is to be done very subtly that it does not give negative impression and not defy its original character. This way, the main goal of creation of a spiritual
public space can be achieved without any disrespect to the authentic beliefs and rituals.

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2.4 Area Program
Area Section No. of Spaces No. of Users Area / Person Total Area (sq. m.)
1 Academic Facility
Primary School (1-5) Classrooms 20 400 2.1 840
Staff Rooms with Pantry and Toilet 2 20 4 80
Common Toilet 1 50
Juniors In charge 1 1 12 12
Computer Lab 1 60 3.5 210
Library 1 60 7 420
Total 1612
Senior Secondary School (6-12)
Classrooms 21 840 2.1 1764
Staff with Pantry and Toilet 3 28 7 196
Common Toilet 1 50
Computer Lab 1 60 4 240
Library 1 210 7 1470
Physics Lab 1 30 4.5 135
Store 1 30
Dark Room 1 30
Balance Room 1 30
Physics Department Room 1 3 6.5 20
Biology Lab 1 30 4.5 130
Store 1 30
Chemistry Lab 1 30 4.5 135
Store 1 30
Senior Art Room 1 30 6 180
Principal's Room 1 1 30 30
Teachers Common Room 1 64
Senior School In charge 1 1 20 20

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Administrative Supervisor 1 1 20 20
Girls Common Room 1 32
Total 4636
Administration
Reception Waiting 1 6 5 30
Pantry 1 15
Attendant 1 1 40 40
Book and Uniform Shop 1 60
Accounts 1 5 60
Personnel Department 1 3 6 20
Total 225
Common Areas Amphitheatre 1 300
Cafeteria 1 60 4 240
Kitchen 1 10 5 50
Clinic/Infirmary 1 32
AV Rooms 2 30 3 180
Stores 2 60
Multi –purpose Hall 1 500 1.2 600
Vocational Learning and Skill
Development
Workshops for Embroidery 1 20 2 40
Workshops for Wood Work 1 20 1.5 30
Workshop for Bamboo furniture 1 20 1.5 30
Total 1262
Open Spaces
Play Field 1
Basket Courts 1 970
Badminton Courts 2 164

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1134
2 Spiritual Space
Dargah/Central Spiritual Space 1 1500
Space for Congregation 1 1000 1.5 1500
Commercial Area/Shops 2500
Administrative Block 1 20 2.5 50
Library cum Information Area 1 500 7 3500
Mosque 1 1000 2 2000
Graveyard
Cloak Room and Security 1 100
11150
Grand Total Total Built Up
18885

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3.1 City Introduction
Budaun is a city in Budaun district, Uttar Pradesh, India. It is located near the Ganges River, in the center of Western Uttar Pradesh. Budaun is a Yadav and Muslim
dominated region. It was the most important post of Northern Frontier during Mughal reign. Budaun is a big market, historically famous and religiously important
city.
Budaun District
District and city Budaun is located within the doab of
river Ramganga, politically under state region of
Rohilkhand of Western Uttar Pradesh, with
coordinates as 28.05°N 79.12°E. North to it is
Bareilly, Rampur and Moradabad.
With an approximate size of 114 km to 60 km, it is
about 500 (152 m) feet above from mean sea level.
Ramganga is the major river with smaller rivers as
Mahawa, Soth, Aril and Bhansor.
Figure 7: Budaun City; Source: google maps
Figure 6: Uttar Pradesh; source:
Google images

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3.2 History & Timeline
The history of Budaun dates back to Vedic period. It was first known as Buddha Mau
as named by King Ashoka in 256 AD. There are ruins of an immense fort and a very
handsome mosque of imposing size, crowned with a dome, and built in 1223.
According to tradition, Budaun was founded about 905 AD, and an inscription,
probably of the 12th century, gives a list of twelve Rathor kings reigning at Budaun
(called Vodamayuta).
The first authentic historical event connected with it, however, was its capture
by Qutb-ud-din Aibak in 1196, after which it became a very important post on the
northern frontier of the Delhi Empire. In the 13th century two of its governors,
Shams-ud-din Iltutmish, the builder of the great mosque referred above, and his
son Rukn ud din Firuz, attained the imperial throne. In 1571 the town was burnt, and
about a hundred years later, under Shah Jahan, the seat of the governorship was
transferred to Sahaspur- Bilari.
Timeline
: Formerly known as Vodamayuta, founded by Aheer Raja Buddha
: Budaun got invaded and came under the rule of Qutub-ud-din Aibak.
: Shams Uddin Iltutamish took control over the region.
: Hazrat Sultan Arifin died, teacher of Hazrat Nizamuddin.
: Mughal emperor Humayun took Budaun under his empire.
: Came under the ruler ship of Delhi, on the orders of Akbar.
: A huge riot destroyed the major part of the city.
: Came under British Rule
Figure 8: Budaun city clock tower; Source: Author

31
3.3 City Analysis
Badaun district is facing high and increasing population pressure. The population in Badaun district
increased from 24.48 lakh in 2001 to 30.69 lakh in 2011. The decadal growth in population during 2001-
2011 was 25.4 per cent in the district as against 25.88 per cent at the state level during the same period.
The relative population pressure is higher in the district as compared to the state as evident form
population density. Though level of urbanization is quite high in the district but level of literacy and work
participation rate have been lower in the district as compared to the state.
3.3.1 Demographic Status:
The classification of population comprising of followers of different religions in Badaun district shows that the population of Hindus is highest (78.26 Per cent)
followed by that of Muslims (21.33 Per cent) as per 2011 Census.
On the parameters of literacy and work participation rate, Muslims are most backward among all
the religious groups in the district. The position of Hindus is worse off as compared to Jains in
literacy achievement and Buddhist and Christians in work participation. Thus, on two important
development parameters of literacy and work participation, Muslims are at the bottom in Badaun
district.
3.3.2 Literacy Rates
The fact has emerged from the Base-line survey in Badaun district that general literacy rate is lower in the district as compared with the national level literacy
rate. It is only 40 per cent in the district as against 67.30 at the national level. Hence, Badaun district is backward in literacy by 27 percentage points than the all
India level. Therefore, proper planning is to be made in the Multi-sectoral development Plan of the District to increase the literacy level among the population in
general of the Muslims in particular in Badaun district.
3.3.3 Literacy Rates in Females
The rate of literacy among the females of the district has been found to be 29 per cent thorough the baseline survey while the same was 57 per cent at the all
India Level. Thus, 28 per cent females of rural part of the Badaun district were more illiterate as compared with the national average.
Figure 9: City Data; source: Budaun master plan 2011
Figure 10: City Data; Source: Budaun Master Plan 2011

32
3.3.4 Structure and Growth in Employment
Agriculture is the main source of employment in Uttar Pradesh as a whole and in its constituent districts as well. The data of 2001 Census as placed in table-2.3
showed that the proportion of main workers employed in agricultural sector have been comparatively higher in Badaun district than in the state as a whole.
The p opo tio of ai o ke s e gaged i household i dust ies a d othe a ti ities i the dist i t is lo e i state s o parison. This situation points to the fact
that there has been lesser diversification of workers from agriculture to other sectors in Badaun district because full time employment could not be created for
the growing workforce in the district.
3.3.5 Inferences for Demographics
In total, less than two per cent of the population has higher education. However, the percentage of Muslims population with below primary and upper primary
education is also lower to that of Hindus indicating to a fact that the Muslim in rural areas of Badaun district are not sending their children to primary schools to
the extent Hindus are doing.
And if the situation continues like this, Muslims would not be able to catch up the Hindus in attainment of basic education in the district. Muslims are also
lagging behind the Hindus in terms of attainment of higher/technical education in the district.
Lakh Population /1000 Sex Ratio Hindu-Muslim % % Avg. Literacy Rate

33
3.3.6 Geography & Climate
Budaun has an average elevation of 169
meters (554 feet). Since Budaun was settled
after demolishing a large fort, the city is
irregularly elevated, with Soth and Punjabi
Mohalla at the top. The Civil Lines are is much
plainer.
The sun path and wind diagram analysis
shows interesting results. As other cities of
UP the sun stays mostly up towards the
southern side and wind is predominantly
north easterly in summers and south
westerly in winters.

34
3.3.7 City Existing Infrastructure
Budaun being district headquarters has a
well-built city infrastructure ranging from
Govt. Offices, institutional buildings, hospitals
and transportation systems etc.
Although, the fact that it caters to
sufficiently large population, the
infrastructure still lacks mostly in terms of
Education and Health.
Budaun city acts as a junction for many
national roads, which make the city one of
the most important of the western UP. SH33
(Bharatpur-Mathura-Bareilly) and SH43
(Moradabad-Farrukhabad) pass through
Budaun, It is also the terminal point of SH18
(to Meerut) and SH51 (to Delhi). Budaun
Depot, with 118 buses is one of the most
profitable depots of UPSRTC.

36
3.4 Site Location
The site located on the city boundaries of Budaun, on SH-51, surrounded by Shot River stream amidst the farmland and away from the city chaos. The site chosen
is in context of the famous Dargah (Mausoleum) of Hazrat Sultan Arifin, the Sufi Saint born in Budaun, Uttar Pradesh. The site is partly owned by Waqf Board and
partly privately owned. For academic purposes, it is assumed that the private part of site is owned by a philanthropist who is interested to donate his property
for the greater good of the city.
Figure 11: Budaun City; Source: Google maps

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3.6 Site Details
Figure 12: Site Precinct; Source: Google Earth

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3.7 Landuse
Figure 13: Site Precinct; Source: Google Earth

40
3.8 Topography
Figure 14: Site Contours; Source: Author

41
3.9 Existing Site Plan
Figure 15: Site Plan; Source: Author

46
04
Research and Case Studies

47
4.1 Sufism
4.1.1. The origin and Concept
Islam at the beginning was primarily a legalistic religion and placed before its adherents little more than a code of ethics combined with a set of rituals. The
faithful observance of these was deemed sufficient to satisfy every man's religious quest and ensure him a place in heaven. There was no demand for spiritual
regeneration through a rebirth experience and the indwelling of the Holy Spirit as in the Christian faith, nor for a highly spiritual form of devotion through which
the worshipper could draw near to God in a personal way and discover the knowledge of his grace and favor.
During the Ummayad period, after Islam had made direct contact with Eastern Christianity and other oriental religions, a deeply mystical movement arose within
its realm, in many ways, perhaps, indebted to the influence of these faiths for its motivation and principles, but nonetheless an independent theosophy developing
purely within the framework of the Islamic society and heritage. The movement is known as Sufism (tasawwuf) and its followers are known as Sufis (pronounced
"Soofies"). The word Sufi almost certainly comes from the Arabic suf, meaning "wool", and implies that the Sufi is a wearer of a woollen garment. In pre-Islamic
times ascetics often dressed in wool as a symbol of their particular course of life and the early Muslims who practiced austerity were duly nicknamed "Sufis".
Later on the name was adopted by those who sought to obtain knowledge of God through various stages of spiritual self-denial as asceticism in Islam gave way
to mysticism.
Sufism is principally a quest for a living knowledge of the Supreme Being. To the orthodox Muslim Allah is the Lord of the Worlds, unique in his essence and
attributes, ruling over all the universe and quite unlike anything in his creation. To the Sufi, on the other hand, "God is the One Real Being which underlies all
phenomena" (Nicholson, The Mystics of Islam). He is everything and there is nothing but Him. Man's purpose is to lose his natural sense of a separate identity
from his Creator and to be absorbed instead into his knowledge until there remains no distinction of consciousness between him and God. Through a series of
stages (maqamat) and subjective experiences (ahwal) this process of absorption develops until complete annihilation (fana) takes place and the worshipper
becomes al-insanul-kamil, the "perfect man".
The Sufi concept of a God who is "all in all" differs radically from the orthodox conviction that the further he is placed from his creation, the more he is glorified.
Historically it is a marvel that Sufism grew out of the bedrock of Islam but its development will not surprise Christians who believe that man was made in the
image of God and that his highest glory is to be conformed to the divine image and be partaker of the divine nature through the indwelling Holy Spirit. The
mystical quest in Islam was perhaps to be expected for, as it has been put, there is a "God-shaped vacuum" in every human heart that no religion based purely
on ethics and formal rites can ultimately fill.

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4.1.2. Different Stages in Sufi Quest
It is not easy to define the various stages of the Sufi path, especially as there is no universal consensus as to the exact identity of each stage or even of the order
in which they are reached. It is generally agreed that the goal is al-Haqiqah, "the True Reality", also known as fana, self-annihilation" or absorption in God. Very
prominent in the Sufi stages is ma'rifah, "knowledge" of God, or the gnosis of his essence and presence. In some cases it is set forth as one of the stages towards
the goal, in others it is identified with the Haqiqah as the object of the quest. These two, together with the initial tariqah, "the path", constitute the three great
stages of Sufism. A Sufi must attain to these after graduating from the basic laws of Islam which are set forth, Sufis believe, as a principal code for the
unenlightened Muslim masses.
One of the initial stages is said to be an attitude of indifference towards good or bad fortune. The Sufi believes that adversity, causing discomfort, depression or
discourage is brought about through God's deliberate "contraction" (qabdh) and that prosperity, joyful circumstances and the like, come from his "expansion"
(bast). He humbly resigns himself to both, seeking not to be affected by his circumstances but to fix his devotion purely on his Lord and Master. Qur'anic sanction
is found for these contrasting acts of God and the Sufi's willingness to abide in them.
Fana is the ultimate goal - a dissolution of the Sufi's consciousness of his own identity through a total absorption in the knowledge of God. "As a technical term
in Sufism, the word annihilation signifies the annihilation of the attributes of human nature and their transformation into Divine Attributes. In the state of
annihilation, the Sufi is completely immersed in the contemplation of the Attributes of God and oblivious to his own self" (Nurbakhsh, Sufism). It should again be
emphasized that this does not lead to a pantheistic theosophy, for Sufis, true to the Muslim faith, are always careful to distinguish between God and his servants.
The union comes in the realm of consciousness and spiritual perspective. The distinction is well set forth in this comment: "The mystic does not become one with
God, he becomes conscious of his oneness with Him" (Tritton, Islam).
It is true to say that the Sufi should never be able to proclaim that he has reached this stage for his complete absorption in God and self-annihilation, his fana fit-
tawhid, fil Haqq ("Union with the Unity, the Reality"), will surely make him lose all consciousness of his own identity and personal state.
The highest stage of fana is reached when even the consciousness of having attained fana disappears. This is what the Sufis call 'the passing-away of passing-
away (fana al-fana). The mystic is now wrapped in contemplation of the divine essence. (Nicholson, the Mystics of Islam).

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4.1.3. Sufism in India
Sufism has a history in India evolving for over 1,000 years. The presence of Sufism has been a leading entity increasing the reaches of Islam throughout South
Asia. Following the entrance of Islam in the early 700s, Sufi mystic traditions became more visible during the 10th and 11th centuries of the Delhi Sultanate. A
conglomeration of four chronologically separate dynasties, the early Delhi Sultanate consisted of rulers from Turkic and Afghan lands. This Persian influence
flooded South Asia with Islam, Sufi thought, syncretic values, literature, education, and entertainment that has created an enduring impact on the presence of
Islam in India today. Sufi preachers, merchants and missionaries also settled in coastal Bengal and Gujarat through maritime voyages and trade.
Various leaders of Sufi orders chartered the first organized activities to introduce localities to Islam through Sufism. Saint figures and mythical stories provided
solace and inspiration to Hindu caste communities often in rural villages of India. The Sufism teachings of divine spirituality, cosmic harmony, love, and humanity
resonated with the common people and still does so today.
4.1.4. Sufism and Education
During 901 - 1151 A.D., the Ghaznawids began to build numerous schools called madrasa that were attached and affiliated with masjids (mosque). This mass
movement established stability in India's educational systems. Existing scholars promoted the study of the Qu a and hadith, beginning in North West
India. During the Delhi Sultanate, the intellectual caliber of India's residents increased multiple - fold due to the Mongol invasions. Various intellectuals hailing
from regions such as Iran, Afghanistan, and Central Asia began to enrich the cultural and literary life of the Delhi capital.
Among the religious elite existing during the Sultanate time period, two major classifications existed. The ulama were noted exclusive religious scholars who had
mastered certain Islamic legal branches of study. They were sharia oriented and tended to be more orthodox about Muslim practices. The other group of religious
elites were the Sufi mystics, or fakir. This was a more inclusive group that was often more tolerant of non-Muslim traditions. Although the commitment to
practice sharia remains a Sufi foundation, early Sufis in India focused on proselytizing through service work and helping the poor. During the Delhi Sultanate, the
rise prevailing mystical approach to Islam was not a substitute for madrasa education nor traditional scholarship. The teachings of Sufism only built upon the
foundations of a madrasa education.

50
4.1.5. Rituals
One of the most popular and controversial rituals in Sufism is the visiting of grave-tombs of Sufi saints. These have evolved into Sufi shrines and are seen among
cultural and religious landscape of India. The ritual of visiting any place of significance is called Ziyarat; the most common example is a visit to
Prophet Muhammad's Masjid Nabawi and grave in Medina, Saudi Arabia. A saint's tomb is a site of great veneration where blessings or Baraka continue to reach
the deceased holy person and are deemed (by some) to benefit visiting devotees and pilgrims. In order to show reverence to Sufi saints, kings and nobles provided
large donations or Waqf to preserve the tombs and renovate them architecturally. Over time, these donation, rituals, annual commemorations formed into an
elaborate system of accepted norms. These forms of Sufi praxis created an aura of spiritual and religious traditions around prescribed dates. In response, many
orthodox or Islamic purists denounce these visiting grave rituals, especially the expectation of receiving blessings from the venerated saints. Nevertheless, these
rituals have survived generations and seem adamant to remain.
4.1.6. Musical Influences
Music has always been present as a rich tradition among all Indian religions. As an influential medium to disperse ideas, music has appealed to people for
generations. The audience in India was already familiar with hymns in local languages. Thus Sufi devotional singing was instantly successful among the populations.
Music transmitted Sufi ideals seamlessly. In Sufism, the term music is called "sa'ma" or literary audition. This is where poetry would be sang to instrumental
music; this ritual would often put Sufis into spiritual ecstasy.
The common depiction of whirling dervishes dressed in white cloaks come to picture when paired with "sa'ma." Many Sufi traditions encouraged poetry and
music as part of education. Sufism spread widely with their teachings packaged in popular songs accessing mass demographics. Women were especially affected;
often used to sing Sufi songs during the day and in female gatherings. Sufi gatherings today are known as Qawwali. One of the biggest contributors to the musical
Sufi tradition was Amir Khosraw (d. 1325). Known as a disciple of Nizamuddin Chishti, Amir was known as the most talented musical poet in the early Muslim
period of India. He is considered the founder of Indo-Muslim devotional music traditions. Nicknamed "Parrot of India," Amir Khosraw furthered the Chishti
affiliation through this rising Sufi pop culture within India

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4.2 Schools and Learning Centers
Learning takes place within a web of social relationships as teachers and pupils interact both formally and informally. Schools are institutional spaces for
o u ities of lea e s, i ludi g oth stude ts a d tea he s. Pla a d s uffle ith o e s f ie ds on the school grounds, free time to sit on the benches and
hat ith o e s f ie ds du i g eaks, gathe i g togethe fo o i g asse l a d othe festi e a d sig ifi a t o asio s i the school, studies carried out in
the classroom, anxious turning of pages efo e a lass test, a d t ips ade ith o e s lass ates a d tea he s to pla es outside the s hool — all these are
activities bringing the community together, giving it the character of a learning community.
Behind the scenes, but still significant in giving the school its character, are the teachers and the headmaster, planning and carrying out daily routines,
examinations and special events that mark the school calendar. How can we organize the environment in the school and classroom so that such interactions
support and enhance both teaching and learning? How can the space of the school be nurtured as a context where children feel safe, happy and wanted, and
which teachers find meaningful and professionally satisfying? The physical and psychological dimensions of the environment are important and are interrelated.
I this hapte e e a i e these e i o e ts to u de sta d ho the sig ifi a tl i flue e hild e s lea i g.
4.2.1. The Physical Environment
Children are constantly interacting with the physical environment of their schools during structured or unstructured time, consciously or unconsciously. Yet not
enough attention is paid to the importance of physical environment for learning. Often classrooms are overcrowded, with no alternative spaces to learn, nor are
they attractive, inviting or sensitive towards hild e s eeds. I app op iate s hool desig a d asti all affe t the tea he s p odu ti e output a d classroom
management. In fact, the role of this all - encompassing, physical environment has been restricted merely to shelter the educational activity.
Class oo s a e ighte ed up fi st e su i g ade uate atu al light i side a d the ade li el displa i g hild e s work on the classroom walls as well
as in different parts of the school. Drawings, art and craftwork put up on the walls and shelves send out a powerful message to children and their parents that
their work is appreciated. These must be displayed at locations and heights that are physically and visually comfortably accessible to children of various ages.
Many of our schools continue to function in dilapidated and dingy buildings, presenting a dull, drab and unstimulating physical setting. This can be changed with
simple innovations, with the combined efforts of school teachers, administrators and architects.

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4.2.1.1. Detailed Design Considerations (Standards)
TEACHING AREA INCLUDES
STANDARD CLASS ROOM 65-70 SQ M
SUPPLEMENTARY ROOM 65-70 SQ M
EXTRA LARGE ROOMS (FOR HISTORY / GEOGRAPHY) 85 SQ M
ROOMS FOR SPECIAL COURSES 40-45 SQ M
4.2.1.1.1 Architectural Functions
1. Plan. Less room and exterior wall exposure in a compact, multistory building will cost less to heat and cool than a sprawling, one story arrangement of equal
area and cubage. A plan consisting of predominantly interior classroom spaces and peripheral corridors provides flexibility of space and economies in heating
and cooling. E.g.
2. Orientation. Classroom windows facing east or west receive excessive heat from the sun. Although this fact assists heating in cold weather, the cooling problem
is generally greater. As a general rule, it is preferable to face the majority of rooms north or south.
3. Solar controls. Wide roof overhangs, solar screens, glass block, and similar devices to control sunlight are no longer as essential. The use of heat-absorbing
glass reduces glare and light transmission and produces economies in the HVAC system design. Cleaner, simpler, far less expensive designs are now possible
with uniform, high-level electrical illumination.
STUDENT
REQUIREMENT
•2 M SQ PER HEAD
SHAPE REQUIREMENT
•RECTANGULAR
•SQUARE
WINDOWS
REQUIREMENT
•ATLEAST AT ONE SIDE
•1.25 MINIMUM
•2.5 M
MAXIMUM
•1.25 – 2 M FOR
LESS THAN 180
PEOPLE
•2.7 – 3.4 M
•1.8 – 2 M SQ
FLOOR AREA
REQUIREMENT
PER STUDENT
CLEAR HEIGHT
WIDTH OF
STAIRCASE
WIDTH OF
CORRIDORS

53
Figure 16: Examples showing various layouts of classrooms

54
4. Insulation. Adequate insulation of roofs and exterior walls reduces both heat loss and heat gain far more than is generally supposed. Even double glazing adds
measurably to more economical climate control.
5. Space conditioning. Skillful use of lighting, acoustic materials, and color and form in school design are essential ingredients of conditioning space in the learning
environment and, properly applied, act upon our senses of sight and hearing to cause reactions conducive to better learning and teaching.
6. Acoustics. Acoustical control involves containment, absorption, and reflection or reinforcement of sound. According to the circumstances of the listener, sound
should be prevented from leaving a space when it will disturb people in adjacent rooms. Certain amounts of acoustically absorbent material must be used to
"soak up" noise in such areas as corridors, toilets, and cafeterias. Accurate and comfortable hearing of music in an auditorium depends on projecting sound from
reflection from some surfaces, but absorption in others to prevent distracting ethos; a speaker's voice may have to be reinforced by an amplifier in large rooms.
7. Colors. Color is a psychological aid to learning. Tastefully used, it can enhance environment, engendering a cheerful, receptive mood. Bright, warm colors
stimulate excitement and action in the gymnasium; soft, cool colors create a quiet atmosphere in places of study.
Figure 17: Architectural Principles for healthy learning environment; Source: Times Saver Standards
Total
Environment
Visual
Harmony
Sound
Control
Fresh Air
Lighting
Thermal
Comfort

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Library. Purpose: information centre for classwork, further education and leisure and may be used by pupils, teachers and non-school users. Library includes a
conventional school library for pupils and teachers with books and magazines, lending facilities, reading and workplaces.
Playground/Open Spaces: Pla akes a fu da e tal o t i utio to the de elop e t of a hild s pe so alit . It is ai l th ough play that small children adapt to their
e i o e t. Pla a eas ust e a ied, ha gi g a d ha gea le. The ust eet hild e s eeds. Pla is a so ial e pe ie e, through it children learn to understand the
consequences of their behavior.
Figure 18: Functional Diagram of a library; Source: Neufert 3rd Edition Figure 19: Functioning of Library; Source: Neufert 3rd Edition
Figure 20: Relationship of open area with the school; Source: Times Saver Standards

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TYPE OF SPORT NET USABLE AREA
PERMISSIBLE DIMENSIONS STANDARD DIMENSIONS
LENGTH (M) WIDTH (M) LENGTH(M) WIDTH (M)
BADMINTON 13.4 6.1 13.4 6.1
BASKETBALL 24-28 13-15 28 15
FOOTBALL 30-50 15-25 40 20
Administration.
ADMINISTRATION
1 STAFFROOM 80-85 SQ M
1 STAFF STUDY 100-105 SQ M
1 OFFICE FOR HEAD 20-25 SQ M
1 OFFICE FOR DEPUTY HEAD 20-25 SQ M
1 OFFICE 15-20 SQ M
1 PTM ROOM 20-25 SQ M
1 CA‘ETAKE‘ “ ‘OOM 20-25 SQ M
Toilets.
Number of urinals – half of WC s.
Number of lavatories – 1 for every 50 pupils.
For more than 300 students – 1 lavatory for every 100 pupil.
In gymnasium or school number of shower rooms – half of the pupils of the
largest class using pool at any time.
Drinking fountains – 1 tank for 50 pupils, but at least 1 tank on each floor.
1 WC fixture for every 35 pupils.
Figure 21: Toilets Layouts; Source: Neufert 3rd Edition

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4.2.2. Space for Parents and Community
The school is a structured space for guided learning, but the process of constructing knowledge is a continuous one, which goes on even outside the school. If
learning is continuous, and takes place in arenas other than the school, such as home, the workplace, the community, etc., then school assignments or homework
should be planned differently. It need not depend on parents reinforcing what the school has already done. It could set different kinds of activities for children
to do, on their own or with their parents. This could also provide opportunities for parents to understand a little more about what their child is learning in the
school and give children the initial impetus to explore and recognize the world outside the school as an arena for learning.
Schools could also invite the community into their premises, and give the larger world outside a role in influencing the curricular process. Parents and community
members could come into the school as resource persons to share their knowledge and experiences in relation to a particular topic being studied. For example,
for a lesson on machines, local mechanics could talk about sharing their experiences on repairing and also talk about how they learnt to repair vehicles.
The pa ti ipatio of the o u it i the hild s world of education and learning should allow for the community to:
a. Transfer oral history (dealing with folklore, migration, environmental degradation, traders, settlers, etc.) and traditional knowledge (sowing and harvesting,
monsoons, processes related to traditional crafts, etc.) to children, while the school encourages critical reflection wherever it is required.
b. Influence the content of subjects and add local, practical, and appropriate examples
c. Support children in their exploration and creation of knowledge and information
d. Support children in their practice of democracy through their participation in information generation, planning, monitoring and evaluation with local
governments and schools
e. Monitor the realization of hild e s ights as well as violations of these rights
f. Participate in addressing the constraints faced by children
g. Participate in setting criteria for vocational training.

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4.2.3. Policy of Inclusion
A policy of inclusion needs to be implemented in all schools and throughout our education system. The participation of all children needs to be ensured in all
spheres of their life in and outside the school. Schools need to become centers that prepare children for life and ensure that all children, especially the differently
abled, children from marginalized sections, and children in difficult circumstances get the maximum benefit of this critical area of education.
Opportunities to display talents and share these with peers are powerful tools in nurturing motivation and involvement among children. In our schools we tend
to select some children over and over again. While this small group benefits from these opportunities, becoming more self – confident and visible in the school,
other children experience repeated disappointment and progress through school with a constant longing for recognition and peer approval. Excellence and ability
may be singled out for appreciation, but at the same time opportunities need to be given to all children and their specific abilities need to be recognized and
appreciated.

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4.3. Case Studies
4.3.1. Human Resources Centre, Pontiac

61
4.3.1.1. Learning and Inferences:
 The pedestrian street, a key element in the design connecting various components together and with the city, is a smart intervention.
 The various typologies of classes are connected to the street at various levels, thus work simultaneously without disturbing each other.
 Shared areas or areas with dual purposes are placed in such a way that can be used by different set of users easily. These areas include cafeteria, arts
and crafts room and woodworking and metal working rooms etc.
 Different zones are generated as per the age range of the students at various levels.

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4.3.2. Community School at Kampong Siglap Mosque, Singapore

65
4.3.2.1 Learnings and Inferences:
 The design is a sound example of integration of a new building with an old structure while being in coherence.
 The use of Islamic forms in a logical way on facades is visually appealing.
 The school building yet being in a different typology respects the original structure and does not suppresses its presence.
 The design takes a difficult challenge of merging with the traditional architecture without imitating the original vernacular form of the building in context.
 Even though the original brief contained demolition of te smaller mosque on site, the new design incorporates it in an innovative manner.

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4.3.3. Mirmbika- Free Progress School, New Delhi
INTRODUCTION:
Mirambika, Free Progress School
for Integral Education and Human
Values, is a centre ahead of its
time, focusing on Integral
Education.
LOCATION:
It is situated at the Sri Aurobindo
Ashram campus, near Hauz Khas
in New Delhi, India.
From its inception, Mirambika
has had a different approach
towards learning. Here learning is
based on the view that each
individual comes in to life with an
evolutionary purpose and
corresponding potentialities:
educating means drawing out this
potential.
Total Covered Area: 9000 sq. m.
Figure 22: The Entrance Courtyard; Source: Sanjay Prakash & Associates

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Mirambika centre for research in human values and integral
education has a children's wing which is a free progress school
recognized by the Directorate of Education, Delhi. At present it
has classes for children from age group 4 to 15 years.
The concept of participation has been extended to designing of
structure itself with the professionals acting as guides here. At
physical level, and in keeping with the nature of the institution,
an attempt has been made to design a structure which allows for
user flexibility; both in terms of multiple use of space, as well as
in terms of implementing physical changes to the layout. The
layout thus generated in the end was inspired from the
symmetry of a mandala.
The Brief:
The brief contained, besides a detailed list of area
requirements, sentences like:
We ha e to desig a f a e o k that is at o e defi ite
enough to be submitted and built, and at the same time flexible
enough to be adapted to future changes in consciousness,
pu pose a d usage.
We should use as fa as possi le, atu al a d ho est
ate ials.
As a hole the e should e a o ti uous i teg atio of
egetatio a d st u tu e ……. And ….. “u tle t a sitio s f o
space to space in harmony with their functions.
F o e e o k-space some portions the sky and some
vegetation should be visible, but otherwise no two rooms
need be the same: the harmony should stem from a unity in
st le a d at osphe e a d ot f o u ifo it
Figure 23: The initial space filling grid, Mirambika; Source: Sanjay Prakash and Associates

68
The Structural Grid:
Helmut divided the standard grid length of 7.2m into six equal parts, which at first seemed a
good approach (1.2m units to plan specific elements), implying clear coffer dimensions of a little
over one meter. But later it changed to 0.84m grid. Two such bays came to little over 1.5m,
required both for corridors as well as doors. Three such bays offered min. 2.45m wide room for
individual study or office.
Demerits: The disadvantages of dividing the 7.2m grid into eight parts is that six windows in a
row are still more or less acceptable, while eight begins to look like an amorphous row. For all
other purposes, the 0.84m grid has worked fine. Even furniture is designed in multiples of
0.84m. And in 1.5 times 0.84=1.26m
As far as subdividing the triangle was concerned, this passed through many iterations and
settled down to three ribs segmenting the main 7.2m-sided triangle to 4 congruent triangles.
Symmetry and Climate:
The width of the chajjas is exactly calculated for shade and sun in different seasons on the south
facing windows, but their slight upward curve was literally a stroke of architectural genius.
Together with the continuity of all beam soffits they contribute to the natural fluidity of the
inside outside transition.
Flexibility in Layout:
There is a unique variety in room shapes and skyline achieved while adhering strictly to the ongoing grid such that no
two rooms are alike.
Figure 24: Planning Grid, Mirambika; Source: Sanjay Prakash & Associates
Figure 25: A portion of ceiling plan with structural grid; Source: Sanjay Prakash & Associates

69
Figure 26: Mirambika Site Plan; Source: Sanjay Prakash and Associates

70
4.3.3.1 Learnings and Inferences
 The use of structural grid in the design creates a sense of symmetry to the design but does create sense of complete uniformity.
 The Classrooms orientation is carefully maintain north south.
 East and western facades are used for functions like amphitheater and other activities which are not often used.
 The layout of class rooms is designed in such a way that they are flexible for future change in curriculum.
 Provision of greens within the built creates a unique experience and a healthy learning environment.

71
05
Inferences & Conclusions

72
5.1 Conclusions and Inferences
After going through a large database few important points were noticed. They are presented here for a Flash Back. The thesis as a culmination of five years of
learning is more than just a project. The search being to identify ways in which the Architectural Expression can be taken beyond the limits of plan, section, and
elevation. As an architect, my job will be to manifest the hopes and aspirations of the people of the country and give them a piece of architecture, which represent
their identity to the world. An architecture which is dynamic, alive and talks to the user. As an Architect a lot of input can be given to the client regarding the
program. The architect can not only comment on Aesthetics and function but also on Project Uses, Life Cycle cost, Marketability, Schedule, Cost Control,
Technology, Project Scope, etc.
The program of a Spiritual & Learning Centre is very diverse in nature and the critical task is to allocate areas in a judicious way. The area program will strengthen
the philosoph of P o i it and I te sit , the ke p i iple i zo i g. The issues in the designing of such complex will be the value addition in terms of public
related activities, hi h i tu ill ake the o ple people s pla e.
Each Architectural project is unique because it is a result of a creative process. Also the special geographical and social setting in which it is sited also adds to the
uniqueness. The particular project is in a very strong context of historical importance of architecture. The challenge of the project lies with a design solution
accepting the presence of a Dargah and paying heed to something significant in closer context. Moreover, achieve an architectural vocabulary out of the
organization of the functions.

73
5.2 SWOT Analysis
Strengths
 The history and its importance of the Dargah to the city
 Accessibility from the city
 Location being away from the city crowd, capable for future extension
 Already existing vegetation
Weaknesses
 The history is unclear, and manipulated, which has led to the unwanted and unusual activities
at the place.
 Although accessible by main road, but the only accessibility is through that main road which is
on the shorter side of the site.
 Being away from the city crowd and being in the context of a graveyard can be a point for anti-
social activities.
 Existing vegetation will be one of the major factor at design stage
Opportunities
 The history should be retold & re-interpreted, and can be used for a noble cause beneficial for
the city
 The highway connects the city to the cities like Delhi, Agra, Mathura etc. thus is a major access
to the city as well, hence the intervention can acts as an identity to the city.
Being isolated, gives an opportunity for an ideal centre for learning with calm and peaceful
atmosphere.
 Integration of the vegetation into design, would give the design a uniqueness in itself.
Threats
 If dealt improperly, the intervention can enhance the orthodox nature of the existing site and
the Dargah instead help in changing the mindset of the people
 After sometime, the city would extend and the only connecting road may get congested.
 Being away on one edge of the city, the site may be inaccessible for the people on the other
corner of the city.

74
06
Design Concept & Implementation

77
6.1. Design Stage 1
This design stage started with basic zoning of
spiritual space, school facilities and shared
spaces.
Pros:
 The zoning seems legible and the
spaces generated are in sound
relationship with each other.
 The Dargah being on the edge of site,
is mostly uninterrupted and hence the
activities get more secluded space.
 The Stepped form of classrooms
provide enough space for light and
ventilation for each individual space.
The series of courts also act as space
for outdoor learning and hangout.
 Spiritual Axis is maintained.
 The orientation of the blocks is mostly
north-south.
Cons:
 The commercial are disrupts the visual
axis as well as spiritual journey.
 The auditorium is placed
inappropriately and secluded from the
main building blocks.
 The playground though correctly placed, is hiding the view of school block from the main road.
 The library Block over the central assembly area is obstructing views as well as the sunlight for the court.
 The vocational area court is extremely in size as compared to the requirement.
 The entry for parents, teachers and students is not segregated.
Figure 27: Design stage I; Source: Author
Commercial Area
Dargah
Junior Section
Senior Section
Play Area
Auditorium
North

78
6.2. Design Stage II
The design stage tried to resolve the issues from
the previous stage, and creating the built forms
simpler.
Pros:
 The zoning is improved, the sense of
entry is generated to the site by placing
admin. Block at the starting.
 The relationship of senior section and
play area is more justified in present
stage. The Play area also act as a buffer
between Dargah and school.
 The design has been evolved in simpler
forms, the symmetry is maintained and
open to built ratio seems proportionate.
 Class rooms are arranged in way that
allows easy connectivity to various
spaces such as assembly are to the play
area.
Cons:
 The form lacks harmony, the blacks look
incoherent with each other.
 FAR is quite low as compared to the
zonal requirement.
 The roads are not defined hence the
se i es a d thei a ess a t e fi alized.
 The Commercial area is still disturbing the visual axis as well as the spiritual axis
North
Figure 28: Design Stage II; Source: Author

79
6.3. Design Stage III
The axis are redefined her and zoning is
changed again to resolve relationship between
various functions.
Pros:
 The axes look resolved now and a better
relationship between two contrasting
zones is achieved.
 The placement of auditorium is justified
as being easily accessible and non-
interrupting the visual or spiritual axis.
 The class rooms are mostly north south
oriented.
 Assembly area is easily accessible for
both the shared activities as well as the
school activities. This increased multi-
functionality of the assembly area.
 The indoor sports area acts as a buffer
between Dargah and the school, and its
large terrace acts as a viewing terrace
for various events to be happening in
the fore court of Dargah.
Cons:
 The classrooms layout is not resolved.
 The FAR still seems quite low as
compared to the requirements.
 The placement though being accessible is acting as a barrier because of its bulky form.
 The vocational areas are not detailed.
North
Figure 29: Design Stage III; Source: Author

81
The design is now much more resolved, in
terms of forms and inter relationships.
Pros:
 The symmetry is much more visible in
the forms than other previous stages.
 The Classrooms and various sections
are much more detailed and resolved.
 The Vocational areas and shared
spaces are in place and working as per
their interrelationships with the
contrasting zones.
 The geometry is more enhanced using
strict axes by imposing the star grid on
the site.
 The commercial areas are in place.
 The details of entry/exits, bus
movement and pedestrian movement
are considered seriously.
 The entry (pedestrian and vehicular) is
resolved to a better level.
Cons:
 The auditorium is still acting as a
barrier.
 The design still lacks harmony as an
entity.
 Structure needs to be resolved. The grid needs to maintain throughout the design to achieve harmony.
 The services needs to be relooked, not working properly.
 The entrance administration block is to be designed, as it lacks proper functioning.
 The parking is not resolved.
 Some classrooms are to be redesigned as per their orientation.
Figure 30: Design Stage IV; Source: Author

89
Bibliography
 Interview with Javed Nurbaksh on Sufism, 2008
 Islam: Belief and Practices by A. S. Tritton (2011)
 Mystics of Islam by Reynolds A. Nicholson (2001)
 Sufism: A global History by Nile Green (2001)
 What is Sufism? By Martin Lings (1975)
 The way of the Sufi by Idries Shah (1968)
 Budaun Master Plan 2011, Zonal Development Office, Bareilly (2007)
 Sufism in Theory and Practice, Webpage
 Neufert 3rd Edition, Ernst and Peter Neufert
 Time Saver Standards for different building types, 2nd Edition, Joseph De Chiara and John Callender
 Life at Mirambika, by Anjum Sibia
 Recommendations for Basic Requirements of School Buildings, 2006, Indian Standard Institution
 Where Delhi is still quite Far: Hazrat Nizamuddin Auliya and the making of Nizamuddin Basti, Michael Thomas Pashal, 2009

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