This document summarizes the design research process conducted at the Jakkur Urdu Government Primary School. The researchers used participatory tools like post-its and time tables to understand what spaces, subjects, and days students preferred. Interviews with teachers and students provided insights into challenges like managing multi-classrooms, lack of furniture, and unorganized storage. Needs analysis found issues like voice clashes in multi-classrooms, discomfort from long hours of bending without tables, disorganized storage wasting space, and lack of regular soap provision. Design requirements were identified to address these needs through solutions like soundproof movable partitions, benches with backrests and storage, detachable shelves, a space-saving shoe rack, and a system to ensure

1. DESIGN FOR LEARNING
SPACES
Exploring areas of
furniture design and
soap dispenser
Jakkur urdu government primary school

2. Overview of the
Research process
About the school
Building relationships
Participatory tools
Interviews
a, e, i, o, u
Fly on the wall(need analysis)

3. About the school
Jakkur urdu government primary school is a 30 year old institution working under
Sarva Shiksha Abhiyan. Most funding is done by the government (school grant,
teachers grant etc.). Rest is done by the school development committee run by a
set of parents who can afford to fund the school.

4. Building Relationships
Clicking pictures was an ice breaker.

5. Name game was the introduction tool.

6. Bonding with kho-kho

7. We did some drawing together.

8. Participatory tools

9. Post its
1. Knowing kids’ favourite spaces.
2. Understanding ‘Why?’Aim:
Description:
Kids were given post-its and they
were asked to go and put them
on their favourite places in the
school.

10. Result: Spaces marked-
secure spaces, bigger room, science
equipments, blackboard, mini library, wall
used as backrest, models and drawings

11. Inference:
Backrest Equipments
and books
Drawings and
models
Secure spaces
*1 petal = 3 kids
1. Kids prefer to sit where they get a
backrest.
2. They are very enthusiastic about art
but dont have the access.
3. Older kids prefer more study material.
4. They have their small spaces to keep
their belongings secure

12. Time table
1. Knowing kids’ favourite days.
2. Understanding ‘Why?’(activities)Aim:
Description:
There was one page for each day
put up on the wall.
Kids were asked to put an
ORANGE THUMBPRINT on their
favourite day and a GREEN
THUMBPRINT on the day they
dont like so much.

13. Result:
Favourite days - sunday & wednesday
Not so favourite day - sunday & thursday
Reasons - teacher preference, subject
preference, activity preference, saturday
because of half day and they get to
spend reasonable time at home and
school both.

14. Inference:
1. kids have a subject preference.
they like the days with their
favourite subjects.
2. similarly, some kids prefer days
of ‘P.T. class’ which is activity
preference.
3. Also a few like the days with
particular teachers.
6
5
4
3
2
1
SubjectActivity Teacher

15. Interviews
'There are so many teaching aids that we fall short of space.'
'Kids get distracted by the noise of traffic outside'
'Our kids are very disciplined and honest, there is no chance of theft.'
'We have only two rooms, therefore two classes run simultaneously in one
room. Sometimes we are two teachers teaching at the same time, we have to
correspond with each other as to when she is teaching, I will give notes and
vice versa.'
'Since Ramzan is going on there is no soap right now.'
'Kids have their turns for cleaning the place'
Teachers
Students‘We keep are bags in corners so that no one kicks them’
‘We dont have soaps’
‘Akka can you teach us drawing?’
‘Social studies is boring’

16. a, e, i, o,
teachers students
Activities Environment Interactions Objects Users

17. teachers
Activities
Managing multi-class through
mutual understanding.
Preparing the teaching aids.
Making kids prepare models
Maintaing bills for school
requirements
Environment
Tiring due to multi-class.
Formal but approachable.
Interactions
Teacher- teacher
Teacher- student
Teacher- headmistress
Teacher- outsiders
Objects
Furniture (teacher’s table)
Teaching aids (flash cards etc)
Poem album
Cane stick
Specific files

18. students
Activities
SUPW
P.T. class
Calling prayers
Reciting poetry
Drawing
Preparing models
Writing answers on the
boards
Environment
Disciplined
Mobile
Friendly
Uncomfortable due to
lack furniture
Interactions
Student- teachers
Student- headmistress
Student- outsiders
Student- toddlers
Student- community people
(adjacent mosque)
Objects
Furniture (low benches and other)
Teaching aids (flash cards etc.)
Poem album (write and submit)
Mini library
Biological specimens
Models and drawings

19. Fly on the wall
Needs analysis

20. MULTI-CLASS
-Voice clashes
-Distraction
Design requirements
Partitions that are-
sound proof
movable
foldable
adaptable

21. Bend and study
for long hours
Benches but
no tables
Low sitting,
equivalent to
sitting on floor
only you have
to bend further
to reach the
ground
Design requirements
Benches that have-
Place for belongings
Economical/out of waste
Back rest
Table

22. Disorganised storage space
-more space being used.
-students’ work is illtreated,
leading to demotivation.
Design requirements
Shelves that are-
Economical/out of waste
Detachable
Can be easily made(maybe as a
workshop)
Ever-developing

23. Disorganised shoes
-space wastage
-visually not very nice
-increasing chances of tripping
Design requirements
Shoe rack that is-
Economical/out of waste
Detachable(optional)
space saving

24. No provision for soap
-unhygienic
Design requirements
System that ensures regular
supply of soap to the school.
Soap out of cheap unattractive
materials

25. Thank you
Ekta paraswani
Chhavi jatwani