LITERATURE STUDY ON

INSTITUTIONS

Presented by,
E.Rahul (150105)
 DEFINITION OF INSTITUTION
According to the dictionary, “Institution” is an
established organisation or a body for the
promotion of cause.

Establishment – a group in a society exercising

power and influence over matters of policy,
opinion, or taste and seen as resisting change.

• Power they have in society.

• How it is going to stay for very long.
 PERMANENT NATURE OF
INSTITUTIONS
Institutions are more stable than other means of
social control. They do not undergo rapid
changes. Many institutions are rigid. So,
institutions are relatively permanent.

Institutions are universal; they exist in all societies

and existed at all the stages of social
development.
 DYNAMIC NATURE OF INSTITUTIONS
• An institution has a purpose. It is permanent which
means that it does not end when one person is gone.

• It lasts a generation or more.

• Institutions are abstract. They are not external,

visible or tangible things.
 TYPES OF INSTITUTIONS
FAMILY MASS MEDIA

RELIGION EDUCATIONAL
PEER GROUPS RESEARCH

ECONOMIC SYSTEMS MEDICINE

LEGAL SYSTEMS MILITARY

PENAL SYSTEMS INDUSTRY

LANGUAGE CIVIL SOCIETY

• Each institution is affiliated and derive rights
from some or other society.

• Each institution is a unified structure and

functions as a unit.
 LEARNING FROM
OTHER’S EXPERIENCE
AND KNOWLEDGE

WITH A PROPER
SOCIAL
GUIDANCE
LEARNING
WITHOUT ANY
NON - SOCIAL
GUIDANCE

LEARNING FROM YOUR

OWN EXPERIENCE
WHICH MAYBE
IMPROPER
 WHAT IS EDUCATION?
Education is the process of facilitating learning, or
acquiring knowledge, skills, values and habits.
Educational methods include:
• Storytelling
• Discussion
• Teaching
• Training
• Directed research, etc.
Education can take place
in formal or informal settings
and any experience that has a
formative effect on the way one
thinks, feels, or acts may be
considered educational.

The methodology of teaching is

called pedagogy.
 WHAT IS AN EDUCATIONAL
INSTITUTION?
An Educational Institution is a place where
people of different ages gain an education.

They provide learning environments and spaces.

Institutions are always considered as houses of

learning on this earth.
 EDUCATION IN THE PAST
In ancient period educational institutions
were known as ‘gurukuls’. Their classes
were held under huge trees in ashrams. A
guru and students used to sit on the
ground.
Later on educational
system has undergone
several changes and
modified to institution
in this present era.
 ROLE OF INSTITUTIONS AND THEIR
CONTRIBUTION TO SOCIETY
• Helps in giving a theoretical framework which
guides action for students.
• The judging of the appropriateness of this
framework, thus becomes the responsibility of
the teacher and ultimately the institution.
• The educational institution goes through a
constant self evaluation and takes a more active
part in defining its position and thus its ideology.
 CULTURAL INFLUENCES ON
INSTITUTIONS
• The system of education tries to realize the cultural needs of society through curriculum which
conditions all educational activities and programmes.
CURRICULUM

• Previously teaching was teacher centred where teacher used to give knowledge to the child.
• Now it has become student centred.
METHOD OF • The teacher considers the needs, interests, aptitude, attitude, inclinations, behaviour etc. before
teaching.
TEACHING

• The present cultural patterns of thinking and living are directly linked to our concept of discipline
where the democratic values are accepted all over the world.
DISCIPLINE
 HISTORY OF ARCHITECTURAL
EDUCATION
The head of the family was the master craftsman with knowledge of the texts
and scriptures, which laid down the exact rules of the building. His knowledge
was passed on to the next generation

A young person, who wanted to be an architect, selected a master and

worked and learnt the skills of design by studying the methods of his master.

The third method of teaching Architecture was that of a formal education in

the subject of architectural design and began formally with the Beaux.
NEED FOR AN ARCHITECTURE COLLEGE

The industrialisation and economic developments

have resulted in substantial increase in the
demands for more housing, industrial, commercial
and cultural complexes, research and educational
and health institutions etc.
The spontaneous and uncontrolled growth of out
settlements and mushrooming growth of buildings
and shanty structures have created manifold
problems and have put unequal strain on the
skeletal infrastructure facilities available and
polluted the environment.
 PRESENT STATUS OF ARCHITECTURAL
EDUCATION
• Our present pattern of education was basically
shaped over fifty years ago in the early 60s
and only partially evolved with time.

• The education has by and large failed to

adequately respond to the fast changing
needs of the country as a whole.
 NEED FOR CHANGE
• The challenge today is to steer professional
education in a new direction so that a much
larger percentage of both urban and rural
population can have access to professional
architecture skills.
• The social awareness needs to be enhanced,
environmental, economical and energy
constraints should be appreciated by the
students. They should be sensitized towards
local building traditions and vernacular
architecture.
• The education philosophy at the university
level should have its thrust on education of
architect rather than training in buildings
and professional skills.
• The student should be inspired to develop a
scientific attitude towards environment in its
totality and sensitized towards the needs of
man and nature both.
ARCHITECTURAL EDUCATION IN INDIA
Education being imparted in architectural
institutions is governed by Council of Architecture
(Minimum Standards of Architectural Education)
Regulations, 1983, which set forth the requirement
of eligibility for:
• Admission
• Course duration
• Standards of staff & accommodation
• Course content
• Examination etc.
• Bachelor of Architecture
A 5-year Bachelor of Architecture, or B.Arch., is a
professional degree program. Students take classes
in design, building materials, architectural history
and architectural theory. Students also build models
and complete design projects.

• Master of Architecture
This professional program takes two years to
complete and includes significant applied practice
and research.
 ROLE OF A TEACHER

The teacher is perceived as the leader of a design team comprising

many students. He has a dual responsibility of guiding the design
effort and imparting education at the same time. He has the
responsibility of instructing principles of design as a process in
situations of actual applications. The clarity of his own premises
and understanding the process of design, is therefore very
essential. This also evidently implies the necessity for institutions
to take more active part in making od the built environment,
which allows and encourages more opportunities for interaction
and exchange of ideas, specifically in the environment created in
the institution to inspire the generation to come.
The destiny of our country is being made in the
classrooms and a teacher has an important and
vital role to play in the total program of national
development and socio – economic changes. In
order that teachers are able to give their best, it is
necessary that the relationship between the
students and the teachers should be open and
based on two communications. The students
should rise from the formal trend of dry lecture
courses and must become active participants in
the process of learning. They must ensure that the
teachers are obliged to be more reflective and
imaginative.
The built form of an institution can be broadly
grouped into the following types:

• Single corridor type

• Double corridor type
• Courtyard type
• Cluster form type
• Campus form type
 SINGLE CORRIDOR TYPE
One of the most straight forward and simple
arrangements of the institutional building.
Linear assembly of classrooms along a long
corridor, which has several advantages namely
clarity of organisation, case of natural lighting
and control of access to facilities. The simplicity
of the layout makes the building legible and
controllable.
A staggered corridor adds to the variety in space. It maybe
broken to create a lobby between building masses,
staggered corridor adds to the variety of space. It may be
broken to create a lobby between building masses.
Moulding them greater interesting well – ventilated
spaces. An ‘L’ or ‘S’ shaped corridor can provide interesting
visual spaces arranged along its spine.
 DOUBLE CORRIDOR TYPE
As compared to a single corridor type, the double corridor
provides a compact form, economic design and flexibility made
up of continuous, enclosed areas, this type can be built quickly
and accommodates a higher ratio of functional areas as
compared to circulation ones.
 COURTYARD TYPE
It is mainly seen in traditional buildings and academic
buildings. It provides a central space. This is popular in
hot – humid climates. It helps in a better interaction
among students and faculty and fulfils the short
coverings of covered space.
 CLUSTERED TYPE
It translates the need for segregating educational,
academic, service and other functions into well defined
zones. In this type, the classrooms are arranged in
groups or clusters around a common space. This allows
flexibility of space.
 CAMPUS TYPE
The campus type plan focuses on the creation of a variety
of exterior and interior spaces. The buildings that
constitute this type are often straightforward and the
emphasis is on the relationship between the buildings and
open spaces. In a sense, the campus plan is a huge
courtyard type consisting of several buildings around a
series of courtyard.
The varied functions can be segregated into various clusters
each providing a different activity
Campus designs are both classical models of organisations
with central greens and formal pathways.
 FORM
• Physical form has psychological effects.
• Conference rooms and small offices can have
low ceiling heights while auditoriums, libraries
and cafeterias may have high ceilings to
incorporate a sense of freedom.
• Glass partitions may be put up to reduce the
feeling of confinement.
 CIRCULATION
• The corridors may be occasionally widened to
reduce a feeling of long corridors.
• The circulation patterns are continuous from
the site level to block level.
• A proper segregation of paths for pedestrians
and vehicles has to be done.
 VEGETATION
• Plant material that is chosen should not need
a lot of maintenance.
• In institutions, they are majorly used as
windbreaks, screens and buffers, sound damp,
sun and light controls and erosion.
• Mostly, shady trees are used with a wide
variety of shrubs and ground cover.
 DESIGN CONSIDERATIONS FOR AN
ARCHITECTURAL INSTITUTION
• FLEXIBILITY AND CHANGE
The types and division of spaces given in the
program should not imply structures that
cannot be easily modified for changing needs in
the future.
The school is a planning process and an
envelope for change. The objective is to develop
a building that provides the environment for
growth.
The architect should address the function
of education.
“Environment for learning” requires a
broad range of special qualities guided by
many characteristics of a building’s design.
 Thoughtful workplace design can be a
powerful tool for supporting student
performance.

The workplace should support all of the different

activities involved with knowledge work – things
like collaboration, creativity, innovation, deep
thinking and mentorship.

A building can positively affect motivation by

providing conditions that promote effective
functioning, psychological engagement and
personal control. Moods create the ‘effective
context’ for thought processes and
behaviours and are directly tied to
motivation.
 People generally prefer to be surrounded by
nature, which provides endless sources of
variation and sensory change. The instinctive
Organize the floor plate to
bond between humans and other living
maximize natural light
systems, often called biophilia, is important to
penetration onto the floor.
replicate this in interior environments.
For example, place enclosed
spaces around the core of the
building and open spaces at
the perimeter where
windows are located.
Use glass where visual
privacy is not required.
Give preference of “nice
Given complete freedom, people want to be views” to shared spaces.
on a height looking down. They prefer open Provide outdoor areas for use
spaces and scattered trees and shrubs and by students.
they want to be near a body of water, such as a
river or lake.
BAUHAUS
• "Architecture is the will of an epoch translated into space."
• "If today's arts love the machine, technology and organization,
if they aspire to precision and reject anything vague and
dreamy, this implies an instinctive repudiation of chaos and a
longing to find the form appropriate to our times."
 TEACHING PHILOSOPHY
• Its core objective was a radical The Bauhaus combined elements of
concept: to reimagine the both fine arts and design education.
material world to reflect the The course was three and a half years
unity of all the arts.
long. An introductory course lasting
• The Bauhaus teaching method
replaced the traditional pupil- one term, in which the student
teacher relationship with the considered problems of form.
idea of a community of The teaching was both practical and
artists working together. theoretical.
• Its aim was to bring art back Students had their own work room.
into contact with everyday life,
and architecture, performing
arts, design and applied
arts were therefore given as
much weight as fine art.
• Gropius belief that there was no
difference between artist and
craftsman made him and his
associates abolish all the
distinction between teachers
and students.
• Gropius developed a craft-based
curriculum that would turn out
artisans and designers capable
of creating useful and beautiful
objects appropriate to this new
system of living.
• Group work involved all forms of
labour, and teaching was seen as
a means of achieving the object
of the exercise in a common
effort to understand the reason
for it and its spirit.
PRELIMINARY SIX MONTHS
COURSE:
Teaching of the elementary theory FORMAL TEACHING FOR A THREE
of form. YEAR COURSE, TOGETHER WITH
Study of materials in the TECHNICAL TEACHING
workroom. OBSERVATION
TECHNICAL TEACHING FOR A Study of nature.
THREE YEAR COURSE: Analysis of materials.
Sculpture (stone) REPRESENTATION
Cabinet making (wood) Descriptive geometry.
Metalwork (metal) Theory of building.
Ceramics (clay) Design and construction of plans.
Mural painting (paint) COMPOSITION
Weaving (fabrics) Theory of space.
WORKING EXERCISES Theory of colour.
Materials and working tools. Theory
Elementary accountancy, study of
prices, elements of contracts.
SPACES Stage
Entrance. Dining hall
Class rooms Kitchen
Cloak room. Teachers room
Laboratories Library
Physics laboratory. Typists room
Dark room. Administration rooms
Entrance hall. Reception hall
Exhibition room. Management
Model room Accounts room
Wash room Basic instruction room
Carpentry shop Cloak room
Machine room Weaving room
Cabinet making Instructors room
workshop. Dressing room
Auditorium Studios.