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ACTIVITY CENTRE FOR CHILDREN

Thesis · May 2019

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ACTIVITY CENTRE FOR CHILDREN
Thesis submitted in partial fulfillment of the requirements for the degree of
Bachelor of Architecture (B.Arch)

Submitted by:

Jesu Bipin Chowdary Koya

(Roll Number: 114AR0023)

Under the supervision of Dr. Khuplianlam Tungnung

10th May 2019

Department of Planning and Architecture
National Institute of Technology Rourkela
Department of Planning and Architecture

Certificate of Examination

Roll Number: 114AR0023

Name: Jesu Bipin Chowdary Koya
Title of thesis: ACTIVITY CENTRE FOR CHILDREN

We the below signed, after checking the thesis mentioned above of the student, hereby state
our approval of the thesis submitted in partial fulfillment of the requirements of the degree of
Bachelor of Architecture at National Institute of Technology Rourkela. We are satisfied with
the volume, quality, correctness, and originality of the work.

-------------------------
Supervisor

-------------------------- -----------------------
External Examiner External Examiner
Department of Planning and Architecture

Supervisor’s Certificate

This is to certify that the work presented in the thesis entitled ACTIVITY CENTRE FOR
CHILDREN submitted by Mr. Jesu Bipin Chowdary Koya, Roll Number 114AR0023, is a
record of original work carried out by him/her under my supervision and guidance in partial
fulfillment of the requirements of the degree of Bachelor of Architecture.

------------------------------------
Supervisor
 PREFACE
This project report attempts to bring under one cover, the entire work and dedication put in by
me in the completion of the project work on “ACTIVITY CENTRE FOR CHILDREN” at
Hyderabad (Telangana, India) as per the dissertation in Research project-1, 8th semester,
B.Arch., in National Institute of Technology Rourkela.
This project helped me to gain knowledge and put in my ideas in designing. Yet the opportunity
could not have been utilized without the guidance and support of my supervisor and many
individuals, but were equally instrument for although completion of my project.

JESU BIPIN CHOWDARY KOYA

114AR0023

1
 ACKNOWLEDGEMENT
I would like to express my special thanks of gratitude to my Professor Dr. Khuplianlam
Tungnung, as well as our Head of the Department Dr. Basudatta Sarkar, who gave me the
excellent opportunity to do this project on the Activity Centre for Children, which also helped
me in doing a lot of research and knowing about many new things. I am thankful to them. I
would also like to express my sincere thanks to other Professors who helped me in the project.

Secondly, I would also like to thank my parents and friends who helped me a lot in
finishing this project. Special thanks to all the juniors who supported me throughout my project
with determination and patience. Without them, this project would not have been possible.

2
Table of contents
ABSTRACT................................................................................................................................................ 4
1. Research background and objectives ................................................................................................. 4
1.1. Introduction ................................................................................................................................. 5
1.2. Aim ............................................................................................................................................... 5
1.3. Objectives..................................................................................................................................... 5
1.4. Dissertation .................................................................................................................................. 5
1.5. Methodology................................................................................................................................ 6
2. Literature study ................................................................................................................................... 7
2.1 Affordance of the design elements............................................................................................... 9
3.1 Secondary case studies and inferences ............................................................................................ 9
3.1.1 Rivas Vaciamadrid Youth Centre................................................................................................ 9
3.1.2 Hamilton Grange Teen Centre ................................................................................................. 10
3.1.3 Incheon Children Science Museum.......................................................................................... 12
3.2 Secondary case studies and inferences .......................................................................................... 14
3.2.1 Science city museum, Kolkata. ................................................................................................. 14
4. Standards and Guidelines ................................................................................................................. 16
5. Area statement ................................................................................................................................. 17
6. Site analysis ....................................................................................................................................... 20
7. Site Zoning and Bubble diagram ....................................................................................................... 25
8. Concept generation and design development.................................................................................. 26
8.1 Affordance of design elements ................................................................................................... 31
9. Conclusion ......................................................................................................................................... 32
10. References ...................................................................................................................................... 34
LIST OF FIGURES .................................................................................................................................... 35

3
 ABSTRACT

The main purpose of this thesis is to establish the fact that children need a space for themselves
where they will be guided in the right path. Moreover, children from urban areas need it the
most, since they are the most vulnerable and susceptible to the worlds every treacherous events
and ideas and hence need the place where they can do everything to accomplish their goals and
success with a positive competitive mind. Therefore, the paper will analyze the child’s mind,
and culture and propose the required program for the dedicated urban space that will help the
children to devote their time and energy at a positive sector.
This Thesis mainly focuses on the physical, social and perceptive development in children. The
physical development can be achieved by providing various spaces for sports and games,
whereas the social development requires interactive spaces to be included in the building. The
physical and social aspects are taken care by providing designated spaces to cater them,
whereas the perceptive aspect is elucidated trough architecture and the entire structure itself.
These three factors play a crucial role in a child’s well-being. The main aim is to design a space,
which caters all the above-mentioned factors, and children should be able to explore new
potentials with in themselves. The structure designed is an interpretation of these three factors.
This thesis is an attempt to achieve a sophisticated architectural composition, which can
stimulate young minds and open them up to new possibilities.

4
 1. Research background and objectives

1.1. Introduction

An activity centre for children is a social and recreational centre intended primarily for
children. The Centre supports opportunities for youth to develop their physical, emotional,
social, and cognitive abilities and to experience achievement, leadership, recognition,
enjoyment, and friendship.
“Do not train a child to learn by force or harshness; but direct them to it by what amuses their
minds, so that you may be better able to discover with accuracy the peculiar bent of the
genius of each.” (Plato Vol.5 & 6)
It is very much essential for the young to fully realize their potential and thrive. For this, the
youth need opportunities and relationships beyond what they have access to at school and at
home. Especially, in today’s context, where parents are unable to spare enough time for their
ward, and children are getting compulsive with various digital gadgets, immersing in virtual
networks rather than real social interactions, these centres are essential for the physical and
mental wellbeing of the child.
Interestingly, India has the highest adolescent population in the world (236 million, Census of
India - 2011) but such centres are missing.

1.2. Aim

To create a space that provides inclusive, innovative, and sustainable programs and services
improving individual physical, mental, and emotional health and well-being of the children.

1.3. Objectives

 To make the spaces interactive and creativity evoking.

 To maintain a safe and healthy environment in the centre.
 To create interactive architectural elements with various affordances and perceptions.
 To create spaces which help children to maintain mental balance.

1.4. Dissertation

Designing for the young

 Youth-friendly and youth-appealing design

 Age appropriate design

5
  Designing for social interaction and participation
 Interactive spaces in architecture
“There are children playing in the street who could solve some of my top problems in
physics, because they have modes of sensory perception that I lost long ago.” (J. Robert
Oppenheimer, 1954)
Because of the rigid educational and parenting facilities, children tend to lose their flexible
aspects in the ways they deal with day-to-day activities. In order to keep their perceptive
abilities intact, I have designed various spaces and sculptures which are flexible and cater
multiple activities depending upon the child’s perception.

1.5. Methodology

“Strategy and flow of research activities, are in parallel, cyclic or in series. The methodology
in this paper could be effectively applied in any region. (Tungnung, 2016)
Diverging in terms of data collection from various sources such as primary and secondary case
studies, literature study, site visits, standards etc., forming a series and converging by analyzing
the data is carried out in the beginning.
After analyzing the important data required for the design, synthesizing the information helps
to generate concept, design solution, zoning, area programming and schematic drawings.
During this process, one can restart the process at required stage to obtain better results. Finally,
representation of the data and design is done from the process.
The unidirectional strategies and flow of the research activities can be achieved in series.

6
Notes:
Plato. Plato in Twelve Volumes, Vols. 5 & 6 translated by Paul Shorey. Cambridge, MA, Harvard University
Press; London, William Heinemann Ltd. 1969

Oppenheimer, J. Robert (1954). Science and the Common Understanding. New York: Simon and Schuster.
OCLC 34304713.

Tungnung, K. (2016). Passive Design with Affordances – Towards Low-energy Architecture in India. PhD
Thesis, Kobe Design University, Kobe, Japan. Available [Online]: info: ndljp/pid/10370502.

American psychological association, NE Washington (March 2002). Retrieved from:

www.apa.org/pi/pii/develop.pdf

G. W. Evans, “The Built Environment and Mental Health,” in Journal of Urban Health: Bulletin of the New
York Academy of Medicine, Vol. 80, No. 4, 2003.

2. Literature study

The three most important factors that contribute toward a child’s development are
1. Physical activities
2. Social interaction
3. Perceptive cognition
After referring various papers, there are several other micro factors, which are contributing to
the betterment of the Activity centre but the above-mentioned factors are predominate.

Distinctive architecture
 Young people want their activity centres to look iconic and modern buildings they can
feel proud of and get inspired.
 They are clear that they should not feel institutional.
Role in managing the centre
 They should be at the heart of youth-centre organisation, designing the programmes of
activity themselves.
 Being involved in management and decision-making is also an opportunity to gain
experience and new skills.
A place to realize opportunities
 Young people want places where they can discover talents, develop skills and display
their abilities.
 Their centres should act as a route to further education and work, providing them with
guidance and training.
Accessibility and inclusivity

7
  It is important to clients that their activity centres are open to people of all ages, genders,
ethnicities and abilities.
 There should be extended opening hours and wheelchair access throughout.
Communicating a positive image
 Young people are keen for the local community to know about the positive activities
going on in their youth centre.
 Design is one way to communicate this, such as creating a shop window or a ‘street’
through the building, allowing people to see what goes on inside.
Reputation and identity
 Importance and advantages of an effective name and brand for their centre.
 They wanted a strong brand that represents them in a positive way and will attract young
people to the centre.
Location and visibility
 Young people want their activity centres to be highly visible landmarks that also fit in
with local architecture.
 They want them to be located at the heart of the community, helping young people to
feel respected, proud and valued.
Flexible spaces
 Having multifunctional areas can help overcome space and budget restrictions.
 A dance studio might double as a drama space or an indoor sports hall, for example.

Dedicated spaces
 These centres also need spaces dedicated to certain activities.
 Young people ask for special areas for using computers, studying, holding meetings
and learning specialist skills.
Outdoor spaces
 Outdoor spaces are a priority for young people, providing alternative areas for
performance, sports and socialising.
 Develop kitchen gardens, art studios and skate parks.
 They were clear that car parks should not be intrusive or dominate the site.
Welcoming entrance
 Feeling welcome and secure as they walk into their centre is crucial for young people.
 Cafés or gallery spaces could be positioned at the front of the building to attract users
and the wider community.
Safety and security

8
  Young people stress that everyone should feel safe in their centre, and free from concern
about bullying or theft.
 However, they do not want security to present a physical or mental barrier to visitors.

2.1 Affordance of the design elements.

"Perceived affordance is the quality of an object that an user/actor can observed and deduce an
appropriate way of interacting with it”. (Tungnung, 2016) The way children perceive various
elements is different from the adults. By creating dynamic elements that provoke high
affordance can help children to use them in creative ways. Several parks with unique elements
are designed for the children to explore and redefined the affordance of the individual element.
“Design is more about signifiers than affordance. Design affordances in the context of human-
machine interaction and interaction design refers to the action possibilities that the actors
readily perceived. Perceived affordances is a concept dependent not only on the physical
capabilities of an actor, but also on their goals, beliefs, and past experiences.” (Gibson, J. 1979).
Notes:
Tungnung, K. (2016). Passive Design with Affordances – Towards Low-energy Architecture in India. PhD
Thesis, Kobe Design University, Kobe, Japan. Available [Online]: info: ndljp/pid/10370502.

Gibson, J.J., 1979. Chapter 8, The Theory of Affordances. In: The Ecological Approach to Visual Perception.
Retrieved from http://cs.brown.edu/courses/cs137/readings/Gibson-AFF.pdf.

Jonathan C. Molloy. "Can Architecture Make Us More Creative?" 03 Apr 2013. ArchDaily. Accessed 9 Feb
2018. <https://www.archdaily.com/353496/can-architecture-make-us-more-creative/> ISSN 0719-8884

3.1 Secondary case studies and inferences

3.1.1 Rivas Vaciamadrid Youth Centre

Architects: Mi5 Arquitectos.

Location: Rivas-Vaciamadrid, Madrid, Spain.

9
Figure 1 Rivas Vaciamadrid Youth Centre Ground floor plan Figure 2 Rivas Vaciamadrid Youth Centre Layout (Source:
(Source: Archdaily) Archdaily)
 Figure 3 Exploded view of the building (Source: Archdaily)

The main intension of the architect is to bring a certain kind of punch Rock vibes to the building
as it tends to energize the children and keeps them active.
The built environment in the centre is mostly abstract and add a sense of dynamism to the
space.
By creating level differences and various techniques, the space has been segregated for various
activities without losing the visual connectivity in the structure.

Figure 4 Schematic section of the building (Source: Archdaily)

3.1.2 Hamilton Grange Teen Centre

Architects: Rice+Lipka

10
Location: New York, NY, USA

Figure 5 Hamilton Grange Teen Centre Plan (Source: Archdaily)

The teen center consists of a huge hall where various places are created that are open to each
other and are dynamic in nature and the furniture layout is arranged or changed as per the
convenience of the children.
The walls are painted in bright colours to make the place more attractive and appealing to the
children.

11
Figure 6 Images showing various spaces and their affordances in the building (Source: Archdaily)

3.1.3 Incheon Children Science Museum

Architects: HAEAHN & Yooshin

Location: Gyeyang-gu, Incheon, South Korea

Figure 7 Incheon Children Science Museum - Front elevation (Source: Archdaily)

Figure 8 Ground floor plan of the building (Source: Figure 9 Isometric view of the ground floor plan (Source: Archdaily)
Archdaily)

12
The Incheon City claims this project to be the first children’s specialized science museum
ever built in Korea after 10 years of their long-cherished ambitions to promote the project.
Therefore, the concept called ‘Sponge that embraces children’s dreams’ was set up based on
the geographical context located at a place connecting the city with nature, main users of
children and science exhibition, and program context. The concept of ‘Sponge’ was applied
in all the design fields from start to finish as a keyword, which created an integrated
environment of architecture, exhibition, landscaping, and interior design.

Figure 11 View of the children play area (Source: Archdaily) Figure 10 View of the children's Library (Source: Archdaily)

The conceptual development was conducted in the direction to realize four icons such as Dream
Icon, Eco Icon, Community Icon and Funny Icon. In order to realize the concept, the building
shape of tender that is familiar to children, design of irregularity and distinctive perforated
elevation (Dream Icon), and diverse outdoor spaces (Eco Icon) where three-dimensional
experience is possible for communicating with a city and harmonizing with the building had to
be considered.

Figure 12 Image showing the perforation on the building

façade (Source: Archdaily

The important elements which conduct the absorption function of a sponge exerted a decisive
influence on an image shown the exterior of a sponge as vesicular openings on millions surface.
The volume and space where every opening could be filled with children’s dreams and hopes
about science were created and the sponge became the object of the work for the conceptual
imagery as an object for a specific realization.

13
 3.2 Secondary case studies and inferences

3.2.1 Science city museum, Kolkata.

Architect: Ar. Aftab Amin

Director: A. D. Chowdhury
Site Area: 49.7 acres (201136 sq.m)
Location: At the crossing of Easter, Metropolitan bypass and Park Circus road.
Year of Completion: 1997
The Science City was inaugurated on 1st July 1997 and has been developed as a major
attraction for the residents as well as for national and international visitors of Kolkata. It is
developed by the National Council of Science Museums, Ministry of Culture, Government of
India. Spanning over an area of about 50 acres, the Science City presents science and
technology in an inspiring and engaging environment which is both educational and
entertaining for the visitors.

Figure 13 Science city museum, Kolkata - Schematic view (Source: on site poster)

In Science Park, children learn about the basic principles of science in an open-air learning
environment. The park’s interactive exhibits are engineered to tolerate all types of weather

14
conditions. Spanning up to an area of 3500 sq.m, the park is basically a maze of hedges (800
mm ht.) in which the children try to explore various interactive exhibits.

Figure 14 Science city museum, Kolkata - View of the Maze garden

The dynamic water fountains which are located at the entrance of the science city, consists of
various abstract forms, which rotate with help of water force that hits the wheel attached to it.

Figure 155 Kinetic sculptures at the main entrance Figure 16 Kinetic sculptures at the main entrance
of the Science museum of the Science museum

Notes:
"Rivas Vaciamadrid Youth Center / Mi5 Arquitectos" 15 Jan 2010. ArchDaily. Accessed 2 Feb 2019.
<https://www.archdaily.com/46411/rivas-vaciamadrid-youth-center-mi5-arquitectos/> ISSN 0719-8884

"Hamilton Grange Teen Center / Rice+Lipka Architects" 11 May 2012. ArchDaily. Accessed 22 Feb 2019.
<https://www.archdaily.com/233607/hamilton-grange-teen-center-ricelipka-architects/> ISSN 0719-8884

"Incheon Children Science Museum / HAEAHN Architecture + Yooshin Architects & Engineers + Seongwoo
Engineering & Architects" 30 Oct 2014. ArchDaily. Accessed 3 Feb 2019.
<https://www.archdaily.com/560579/incheon-children-science-museum-haeahn-architecture-yooshin-
architects-and-engineers-seongwoo-engineering-and-architects/> ISSN 0719-8884

15
 4. Standards and Guidelines

 Universal design and accessible design

 Daylighting design
 Indoor air quality
 Natural ventilation
 Acoustics of the building
 F.A.R
 Built-up area
 Ground coverage
 Height and area restrictions
 Setbacks
 Parking requirements
 Water storage
 Means of access
 Fire fighting
 General Play area considerations
 Play area hazards
 Dimensions & Space Requirements
 Perception
 Thermal Insulation
 Sound Insulation
 Fire Protection
 Fire escape
 Access for firefighters
 Daylight

Notes:
Callender, J. H. (1982). Time-saver Standards for Architectural Design Data (7th ed.). Madison: McGraw-Hill

Neufert, E.H. (2000). Architect’s Data (3rd ed.). Oxford, E: Blackwell science Ltd.

The Energy and Resources Institute and GRIHA Council. GRIHA for Large Development. Retrieved from:
http://www.grihaindia.org/index.php?option=com_content&view=article&id=78&t=library

Director General, CPWD, Ministry of Urban Development, Government of India (March 2014). Retrieved from:
http://www.cpwd.gov.in/Documents/cpwd_publication.aspx

United States Environmental Protection Agency (N.A) Retrieved from:

https://www.epa.gov/smm/comprehensive-procurement-guidelines-park-and-recreation-products

“Hyderabad metropolitan development authority” (2010, October 8). Retrieved from https://www.hmda.gov.in/

16
5. Area statement

17
18
Notes:
Time Savers Standards for Building types. Callender, J. H. (1982). Time-saver Standards for building types
(7th ed.). Madison: McGraw-Hill.

“Hyderabad metropolitan development authority” (2010, October 8). Retrieved from https://www.hmda.gov.in/

Proximity analysis

Figure 17 Proximity analysis of various spaces in the activity center

19
 6. Site analysis

The total area of the site is 16,150 square meters (4 acres), its side along the access road (24
meters) is of 190 meters, and the other is 85 meters forming a rectangle.

Figure 18 Satellite image of the site (Source: Google Maps)

Distance between the nearest Metro station (3) and the Site is 550 meters (6 min walk)
Distance between the nearest Bus stop (4) and the Site is 180 meters (2 min walk)
(1) & (2) Nodes
(3) Metro station
(4) Bus stop

Figure 19 Satellite image of the site showing the major nodes around the site (Source: Google Maps)

20
According to the land use map of Hyderabad, the selected site falls under public &
semipublic use.

Figure 20 Land-use map of Jubliee Hills, Hyderabad (Source: Land-use development authority, Hyderabad)

Sandy loam and Rocky (Pink granite) is the type of soil present at the site.This soil type is
made up of sand along with varying amounts of silt and clay.

Figure 21 View of the site Figure 22 View of the site

Prosopis juliflora (‘Tumma’ in local language) is found all around the site. Growing to a
height of up to 12 metres (39 ft), P. juliflora has a trunk diameter of up to 1.2 metres (3.9 ft).
Flowers appear shortly after leaf development. The flowers are in 5–10 cm long green-yellow
cylindrical spikes, which occur in clusters of 2 to 5 at the ends of branch.

21
Climate
Average temperature

Figure 23 Image showing the graph of Average temperature in Hyderabad (Source: Weather Atlas)

Average humidity

Figure 24 Image showing the graph of Average humidity in Hyderabad (Source: Weather Atlas)

Average rainfall

Figure 25 Image showing the graph of Average rainfall in Hyderabad (Source: Weather Atlas)

22
Average daylight / sun shine hours

Figure 26 Image showing the graph of Average daylight in Hyderabad (Source: Weather Atlas)

Wind rose diagram

Figure 27 Image showing the Wind Rose diagram of Hyderabad (Source: Weather Atlas)

23
Sun path

Figure 28 Image showing the sun path diagram of the site (Source: Weather Atlas)

24
 7. Site Zoning and Bubble diagram

Considering the site context and climatic condition site zoning is develop for various
activities in the site.

Figure 29 Image showing the on-site Zoning

The Bubble diagram shows how several spaces are connected, to facilitate efficient function
in the structure.

Figure 30 Image showing the Bubble diagram

25
 8. Concept generation and design development

Figure 31 Pie-diagram showing the three major factors of the design

The combination of physical, social and perspective development of a child is the main
objective of the Activity center. To generate such spaces several physical activities are
incorporated in the design along with interaction spaces and thought provoking design
elements.
The concept at the macro level is the juxtaposition of lines, points and surfaces, which make
the entire design dynamic. The basic lines intersecting each other are created, thoroughly
connecting the site from major point of access.
The points at which these lines intersect form the interaction spaces and the central lobbies.
The surfaces, which are created, follow the major lines of access and oriented in the direction
of east west in order to minimize the heat gain. Another block is overlapped on the upper levels
with the other blocks to create a frame and a focal point, which also contributes towards
breaking the linearity of the entire structure.

Intersection of lines from the pre-determined site circulation flow.

26
Intersection of major flow lines form interaction spaces and common lobbies.

Arrangement of blocks along the major flow lines and responding to the sun direction.
Considering the climatic conditions and the context of the site, the three major units are
arranged.

Block mass developed for physical, social and administrative activities.

Inviting the south-west wind into the central plaza.

27
 Figure 32 Arial view of the site

The final form achieved through the above process.

Figure 33 Site Plan

As the user enters the site and reaches the drop of point, a systematic narrative is created to
draw the user into the site and explore various elements and spaces. In this, systematic
procession one gets to discover various views and perceptions from different points in the

28
site. As every view is carefully customized, it makes it interesting for the viewers using the
space.
The sections of the building are provided below for better understanding of the composition

Elevations

Few of the systematically composed views are shown below.

29
 Figure 34 View of the Activity center from the lotus pond

Figure 35 View of the Activity center from the drop off point

Figure 36 View of the Activity center

30
8.1 Affordance of design elements

Figure 37 Section of the park showing its affordance

The park is developed with slopes of different angles, in order to create individual planes that
can offer a unique perceived affordance to the user depending upon the angle. Therefore the
user can sit, lean, slouch or lie-down on the surface.

Figure 38 Section of the play structure showing its affordance

The grid like structure covered with climbing nets from three sides facilitate children to climb,
hang and sit on the structure, The space also acts as an interaction space to have small friendly
talks and also in becoming competitive climbing the net.

31
 Figure 39 Dynamic structure derived from a simple Triangle

The above dynamic structure is a combination of right-angled triangles attached to each other
in different planes to form a single structure. The user can use it as a shelter, a place to hang
out, hiding place, sitting place etc. During the day, the play of light and shadow creates
interesting visual spaces in the structure.

Figure 40 Sculpture formed by intersection of two circles

These landscape elements are created to add interest in the space and involve children in trying
out new activities with and around these elements.

Figure 41 Suprematic composition in the theme park

32
 9. Conclusion

Certain limitations that are observed throughout the design process are; better results can be
obtained by conducting systematic surveys and expert interviews, regarding the child friendly
design elements. Participation of children in the design process can be done in order to make
it more custom made and contextual. The information regarding the common interest of a
particular locality can be determined by systematic surveys.

By designing designated spaces for children to develop their physical, social and perceptive
aspects, one can contribute towards child wellbeing. This strategy can be further developed
by incorporating state of the art elements in the design considering child development as
major criteria. The combination of various activities in a space allows children to explore
various aspects and discover their subject of interest to further invest their time into it.
Therefore, activity centers play a vital role in child wellbeing in the current urban context.

33
 10. References

Plato. Plato in Twelve Volumes, Vols. 5 & 6 translated by Paul Shorey. Cambridge, MA, Harvard University
Press; London, William Heinemann Ltd. 1969

Oppenheimer, J. Robert (1954). Science and the Common Understanding. New York: Simon and Schuster.
OCLC 34304713.

Tungnung, K. (2016). Passive Design with Affordances – Towards Low-energy Architecture in India. PhD
Thesis, Kobe Design University, Kobe, Japan. Available [Online]: info: ndljp/pid/10370502.

American psychological association, NE Washington (March 2002). Retrieved from:

www.apa.org/pi/pii/develop.pdf

G. W. Evans, “The Built Environment and Mental Health,” in Journal of Urban Health: Bulletin of the New
York Academy of Medicine, Vol. 80, No. 4, 2003.

Gibson, J.J., 1979. Chapter 8, The Theory of Affordances. In: The Ecological Approach to Visual Perception.
Retrieved from http://cs.brown.edu/courses/cs137/readings/Gibson-AFF.pdf.

Jonathan C. Molloy. "Can Architecture Make Us More Creative?" 03 Apr 2013. ArchDaily. Accessed 9 Feb
2018. <https://www.archdaily.com/353496/can-architecture-make-us-more-creative/> ISSN 0719-8884

"Rivas Vaciamadrid Youth Center / Mi5 Arquitectos" 15 Jan 2010. ArchDaily. Accessed 2 Feb 2019.
<https://www.archdaily.com/46411/rivas-vaciamadrid-youth-center-mi5-arquitectos/> ISSN 0719-8884

"Hamilton Grange Teen Center / Rice+Lipka Architects" 11 May 2012. ArchDaily. Accessed 22 Feb 2019.
<https://www.archdaily.com/233607/hamilton-grange-teen-center-ricelipka-architects/> ISSN 0719-8884

"Incheon Children Science Museum / HAEAHN Architecture + Yooshin Architects & Engineers + Seongwoo
Engineering & Architects" 30 Oct 2014. ArchDaily. Accessed 3 Feb 2019.
<https://www.archdaily.com/560579/incheon-children-science-museum-haeahn-architecture-yooshin-
architects-and-engineers-seongwoo-engineering-and-architects/> ISSN 0719-8884

Callender, J. H. (1982). Time-saver Standards for Architectural Design Data (7th ed.). Madison: McGraw-Hill

Neufert, E.H. (2000). Architect’s Data (3rd ed.). Oxford, E: Blackwell science Ltd.

The Energy and Resources Institute and GRIHA Council. GRIHA for Large Development. Retrieved from:
http://www.grihaindia.org/index.php?option=com_content&view=article&id=78&t=library

Director General, CPWD, Ministry of Urban Development, Government of India (March 2014). Retrieved from:
http://www.cpwd.gov.in/Documents/cpwd_publication.aspx

United States Environmental Protection Agency (N.A) Retrieved from:

https://www.epa.gov/smm/comprehensive-procurement-guidelines-park-and-recreation-products

“Hyderabad metropolitan development authority” (2010, October 8). Retrieved from https://www.hmda.gov.in/

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 LIST OF FIGURES

Figure 1 Rivas Vaciamadrid Youth Centre Ground floor plan (Source: Archdaily) ................. 9
Figure 2 Rivas Vaciamadrid Youth Centre Layout (Source: Archdaily) .................................. 9
Figure 3 Exploded view of the building (Source: Archdaily).................................................. 10
Figure 4 Schematic section of the building (Source: Archdaily) ............................................. 10
Figure 5 Hamilton Grange Teen Centre Plan (Source: Archdaily).......................................... 11
Figure 6 Images showing various spaces and their affordances in the building (Source:
Archdaily) ................................................................................................................................ 12
Figure 7 Incheon Children Science Museum - Front elevation (Source: Archdaily) .............. 12
Figure 8 Isometric view of the ground floor plan (Source: Archdaily) ................................... 12
Figure 9 Ground floor plan of the building (Source: Archdaily) ............................................. 12
Figure 10 View of the children's Library (Source: Archdaily) ................................................ 13
Figure 11 View of the children play area (Source: Archdaily) ................................................ 13
Figure 12 Image showing the perforation on the building façade (Source: Archdaily ........... 13
Figure 13 Science city museum, Kolkata - Schematic view (Source: on site poster ) ............ 14
Figure 14 Science city museum, Kolkata - View of the Maze garden .................................... 15
Figure 16 Kinetic sculptures at the main entrance .................................................................. 15
Figure 17 Proximity analysis of various spaces in the activity center .................................... 19
Figure 18 Satellite image of the site (Source: Google Maps) .................................................. 20
Figure 19 Satellite image of the site showing the major nodes (Source: Google Maps) ......... 20
Figure 20 Land-use map of Jubliee Hills, Hyderabad (Source: Land-use development authority,
Hyderabad) ............................................................................................................................... 21
Figure 21 View of the site ........................................................................................................ 21
Figure 22 View of the site ........................................................................................................ 21
Figure 23 Image showing graph of Avg temperature in Hyderabad (Source: Weather Atlas) 22
Figure 24 Image showing graph of Avg humidity in Hyderabad (Source: Weather Atlas) .... 22
Figure 25 Image showing graph of Average rainfall in Hyderabad (Source: Weather Atlas) 22
Figure 26 Image showing graph of Average daylight in Hyderabad (Source: Weather Atlas)
.................................................................................................................................................. 23
Figure 27 Image showing the Wind Rose diagram of Hyderabad (Source: Weather Atlas) .. 23
Figure 28 Image showing the sun path diagram of the site (Source: Weather Atlas) ............ 24
Figure 29 Image showing the on-site Zoning ......................................................................... 25
Figure 30 Image showing the Bubble diagram ........................................................................ 25
Figure 31 Pie-diagram showing the three major factors of the design .................................... 26
Figure 32 Arial view of the site ............................................................................................... 28
Figure 33 Site Plan ................................................................................................................... 28
Figure 34 View of the Activity center from the lotus pond ..................................................... 30
Figure 35 View of the Activity center from the drop off point ............................................... 30
Figure 36 View of the Activity center ..................................................................................... 30
Figure 37 Section of the park showing its affordance ............................................................. 31
Figure 38 Section of the play structure showing its affordance............................................... 31
Figure 39 Dynamic structure derived from a simple Triangle ................................................. 32
Figure 40 Sculpture formed by intersection of two circles ...................................................... 32

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