Hunar Ghar School

> PROGRAM : extension of the Hunar Ghar school
> LOCATION : India, Rajasthan, Bhakel 24°31″07’N 73°05″41’E
> NGO : Educate For Life
> AREA : 90m2 + landscaping
> PROGRESS : completed 2011 
 

PANORAMIC 1THE CONTEXT

Hunar Ghar is an informal school in a remote rural village and in a low-income area of Western Rajasthan, India. It is an experience in creating meaningful quality education in a neglected region. The school’s approach to learning and education is that it should be intimate, contextual, and diversify a learner’s capacities. When three new rooms were required to expand the capacity and enrollment, the demand was that the school’s approach to learning and its infrastructure should be holistically reflected in one another.

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THE LANDSCAPE CLASSROOMS…

The shape of a typical « classroom » at Hunar Ghar is a metaphor of the landscape; smooth rock formations inspire circular shape architecture. The school is an extension of the surrounding villages. A « village of classrooms » as the idea « I feel good here » : A village of classrooms is comfortable and familiar, promoting easy engagement for new learners. This feeling is enhanced with a series of child-mapped pathways, strong vistas and room-to-room dialogue (enabled by their complimentary positioning).

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Positioning three rooms in a higher density cluster emphasizes the feeling of a village and increases their connection with one another, sculpting a previously lacked focus to the school infrastructure. This focus is further pronounced as previously separate classrooms can nowwork in pairs or a trinity, with specialization of use as eg a library/ workshop/ training room.

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… AND MORE !

The finished classrooms instantly became the favorite among children and teachers. It brought a new sense of pride in their school to both. Children engage in an around the rooms devising their own, unforeseen, uses for them. As classrooms they are large and comfortable and their close connection has improved approaches to teaching, helping teachers feel better connected. The new attention to detail and skills learned in the project has spread across the school landscape with new, self-build non architect-led, projects being completed to a higher quality and inspired by the same language as these three rooms. The rooms have catalyzed the crystallization of an extended enhanced school environment. The rainwater harvesting extended availability of water for two months into the dry season. Management skills learned in the process by local coordinators have been reflected in their approach to other work, including educational quality development.

PANORAMIQUE 2

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