Chapter: one
1.1. Introduction:
ARCHITECTURE OF PERFORMING ART EDUCATION:
Performing art education centre works for cultural activities and performing art education both formally and informally for both children and adults, the planning of the centre needs to be done with all levels of people in all ages keeping in mind. The purpose of any performing art education school facilities is to create an environment which can provide the teaching and learning process and recreation appropriate for people in all ages. Performing art represents the culture and tradition of the country and nation, therefore the education centre also should represent the culture and the tradition of the country. Besides the classrooms, teachers and administrator’s areas, workshops, stores etc, the physical enclosure itself should also generate an environment favorable for performing art education, recreation and other interactions. The planning, design and construction of the community school should result in an environment which can fulfill the above mentioned purpose.
Although the schools of performing art education represent the art and culture of a nation, in different countries the performing art education centers were designed with different concepts
, design ideas and technologies to achieve a master piece of art in form and architecture, but in developing countries particularly in Asian subcontinent, the planning and design need should be different. To spread the performing art education all over the country to every locality, the economical conditions, available construction techniques and materials should be considered. The vernacular architecture can be rethought to get a better and rapid result.
The architecture of performing art education in Bangladesh will be influenced and affected by factors such as performing art education programming and strategy, economy and changes in education techniques and the role of performing art education centers in different levels.
The education programme and strategy can influence the planning of the education centers.
For example, the edition of new subjects or cultural activities to the education programs and introduction new instruments and modern equipments in the classes and workshops require the change in the planning of the education building. Moreover, the introduction of new recreational activities within the program demands the changes and addition in the existing structure. Economy will determine the extent of modern methods, equipments and teaching techniques, method of materials used, type of construction and the need for standardization. The climate will determine and influence the form and character of the building architecture.
The performing art education centers in Bangladesh should satisfy the cultural aspiration and needs and create interest on performing art and culture, social improvements among the students. With the change of economy and time, the individual locality may demand the addition of local traditional performing art, activities, techniques, methods and functions relevant to the requirement of the locality. With present economic condition, Bangladesh cannot build performing art education centers everywhere within short span of time, therefore, the structure should also be adaptable to the changing needs of time. A performing art education center is much more than an educational institution where children and adults

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DITCH

TR E
HICULAR S E T
VE

CA
NA
L

BAZAR

LOW
LE L
VE

HOGHL
E L
VE

S E DR
TRE T AIN
NORTH

Fig: Drainage

S
CHOOL/HOS
PITAL

FACTORY/WOR HOP
KS
WATE
RBODY COLLE
CTS WATE
R
DUR
ING RAINY S AS
E ON

Fig: Noise

In dance class, average 17-20 students in number can communicate with teacher and space occupation. Every student occupy 30-36 sft area in average for individual rotation. A dance class will need 800 sft area in average.

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Performing art education architecture

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Fig: Drama- Behular vashan.

b) Auditorium:
A theatre hall with 750 seating arrangement with technical nad mechanical equipment facilities for acoustical problem and lighting. It should provide proper stage area, back stage area, make up room, dressing room, rehersal room, sound and light controlroom.

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Fig: Play- Mukti.
But in case of ordinary mixed performing art school the above facilities of drama education should not be maintained strictly.
4.3.2.1.4. Poem reciting:
For poem recitation class noise control is important.
4.3.2.1.5. Musical instruments:
Musical instrument learning classes need space for individuals including the instruments in the poses of playing them.
The trades of Instrumental music are:
1. Tabla
2. Guiter
3. Setar
4. Saraj
5. Violine
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6. Fluite
7. Piano etc.
For a instrumentalmusic class room 65-70m2 area is sufficient for 30 places. (ref:
Architects’ Data p:307-309)
4.3.2.2. Rehearsal hall:
In music facilities, an instrumental rehearsal hall will be large enough. Estimating space 20 to 24 sq ft for per student The specialized requirements of choral rehearsal rooms are some what different from those of facilities used exclusively for instrumental groups. For the vocal group 6 sq ft per pupil is sufficient. Since the choral room is most likely to be used as a general class room in nonchoral hours.
The rehearsal studio for dance must be larger than the performing area on stage inorder to allow sace for entrances and exits, for dancers waiting their turn to rehearse, for rehearsal instruments or sound equipment, and for choreographer and the rehearsal director to have an adequate view of the work in progress. (ref: Time savers standard for building types, Third edition, Joseph De Chaira, p: 442-445)

Moreover there can be a common rehearsal hall for all types of performing art to rehearse in case of limited facilities.

4.3.2.2. Storage:
Individual performing art classes will have their own specific demands, to meet the storage space demand individual claas room may have storage spaces inside the rooms or storage rooms adjacent to the main class room. Or some common storage spaces can be provides. For music class different musical instruments are to be stored and maintenance of the instruments is also necessary. Educational drama spaces need more storage space than any other type because equipment must be used over and again while new groups of students continually experiment with new techniques.
Table: Storage space for a proper drama school:
Name of the storage space
Area sq ft
Scene Store
192 sq ft (16x12 ft)
Rostara Store
400 sq ft
Furniture Store
150 sq ft
Property Store
150 sq ft
Electrical Store
60 sq ft
Timber Store
100sq ft (20x5 ft)
Costume Store
200 sq ft
Chair Store
80 sq ft
4.3.2.3. Administration:
There are different administrative functions like directorsr room, register officece, accounts, maintenance and computer section. There may be seminar room, conference room and small scale research section providing projection facilities and storage facilities.
4.3.2.4. Auditorium / Presentation Hall:
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A small auditorium for students to use in academic purpose is a part of performing art education center. It can be of 750 seating arrangement. It may provide every technical and mechanical equipment facilities for acoustical problem and lighting. And will also provide proper stage area, back stage area, make up room, dressing room, rehearsal room, sound and light control room etc. Different organizations can also rent the hall by taking permission of the director.

Fig:

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Fig: Auditorium of Kachi kachar mela

Fig: Auditorium of Nathan center

4.3.2.5. Library:
A library play an important role for the complex. It provides books, journal, records, documents, slide as well as general information. Books and journals of different performing art related subjects and culture can develop the students knowledge and performance. There will be provision for individual study and group study. It should be connected with the academic block.
The above facilities can be optimized or minimized where funding and opportunities are limited. For example in small districts or local areas, where local facilities and economy is important, there the auditorium and library can be converted into minimized and simplistic form and a multipurpose hall and a small library room can provide the facilities.
4.3.2. Space standard:
Standard may be defined as a measure to which others must conform. Space standards indicate the amount of space required: a. to a puil or an user, b. to a group of pupils or persons, or c. for the people who are physically related to the building. There are other different dimensions of performing art space feeling. The institute environment will be affected by: a. the amount and quality of services and facilities provided, b. the way the spaces in and around the institute are arranged for different activities and c. the quality of materials and finishing provided in the building.
A number of forms and units of measurement can be used for the expression of space standard of a performing art education building. In the western as well as in other Asian countries, the space standards usually imply the size of the floor spaces of the total number of teaching areas in the educational building in relation to the number of its pupils and users in order to ensure a certain degree of comfort, privacy and safety, to maintain health requirements. The units such as ‘floor space per pupil or user”,: number of pupils per class room, total area provides for a group of pupil (class) or total number of sq. ft/sq. meter provided in the educational institute etc, reflect the concept of space standards in educational buildings. Only these are not the true reflection of the space standards. In the tropical country like Bangladesh, where many school activities can take place inside as well as in open areas during winter and outside shaded areas in summer, the unit such as total teaching space may provide a more useful and rational basis for establishing the space standards for a performing art school.
A more rational allocation of available money and building resources is possible when required space to be provided is known. Decision making regarding the space and

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construction system is easier when space standard is available. Calculation of building volume and cost estimation becomes also easy.
Evaluation of space standards:
To determine standards the time savers standard, architectural data etc are to be referred. But the space standard of a specific region is dependable on the specific human ergonomic dimensions of that region. Therefore the ergonomics of Bangladeshi people is important to determine for the determination of space standards in our context. Space standard is also dependent on the size, instruments and equipments and the socio-economic conditions.
Space Requirements:
Space required for different activities in a performing art school can be grouped as:
a. Activities
b. Equipment and furniture sizes.
The activities can be grouped under the following headings:
1. Teaching: classrooms-theoretical and performance
2. Rehearsal and presentation of performance
3. Library work
4. Circulation
5. Entrances
6. Toilet
7. Outdoor activity etc.
Class rooms:
For the class rooms ergonomy of students in different ages are to determined.
(ref: Architects’ Data p:15-17)

Fig: Dimensions and space requirements of various body postures.

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Fig: Dimensional relationship: Application of Le Modular. (ref: Architects’ Data p:30)
Music Class room:
For a music class room 65-70m2 area is sufficient for 30 places. (ref: Architects’ Data p:307309) In our context, average occupation per student in vocal music class is 4-6 sft.
Students should not exceed 50 in number. Average 280 sft area per class room for 50 place is adequate. Fig: Areas for music class
For a instrumental music class room, 20-24 sq ft per student and 65-70m2 area is sufficient for 30 places. (ref: Architects’ Data p:307-309, Time savers standard for building types,
Third edition, Joseph De Chaira, p: 442)
)

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Fig: Dimensions and space requirements of various body postures with musical instruments.
Dance class room:
In dance class, average 17-20 students in number can communicate with teacher and space occupation. Every student occupy 30-36 sft area in average for individual rotation. A dance class will need 800 sft area in average.

Fig: Man’s dimentional relationships.

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Fig: Space requirements for various body postures

Fig: Application of Le Modulor in dimensional relationships

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Auditorium / presentation Hall:
The body sitting on the seat:

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Fig:

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Human Vision:

Fig:
4.3.3. Program

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4.3.4. Case studies:
Bangladesh Shilpakala Academy:
DEPARTMENTS:
1. music and dance department
2. art department
3. drama department
4. production department
5. photography deparment (planning)

Fig: Bangladesh Shilpakala Academy, Music and Dance Department

Fig: Atrium, Music and Dance Department, Bangladesh Shilpakala Academy.
Bangladesh Shishu Academy:
The functional analysis and descriptions of blocks:
Different committees, library, training course (regular and special), different children competitions, for example- zatio shishu puroshkar protizogita, making children related films, cultural activities, tours in foreign countries. There are Classes, administration.
Library,auditorium, museum, café, play ground and open spaces etc. some district shishu academies have their own buildings and some have not. Future planning is the Construction of training building. The purpose is to accommodate all the students comfortably.
Class Rooms:
1. Music(vocal)
2. Dance

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3.
4.
5.
6.
7.
8.

Drama/Acting
Poem reciting
Guiter
Tabla
Drawing
New edition (computer training course).
TEMPORARY STRUC

MUSEUM

AUDITORIUM

ADMINISTRATIVE BUILDING

PARKING

PARKING

OLD HIGHCOURT
BUILDING

MONUMENT

ROAD

CURZON HALL

Fig: Plan of Bangladesh Shishu Academy.

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PUBLISHER

PRAYER

ASSIS DIR

PROGR DEP
OFF
DIR
PA

GUEST

DIR

CHAIRMAN

STORE

LOBBY

GROUND FLOOR PLAN

Fig: Plan of Administrative and classroom block of Bangladesh Shishu Academy

LIBRARIAN

LIBRARY

1ST FLOOR PLAN
Fig: Plan of Administrative and classroom block of Bangladesh Shishu Academy

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PHOTO

COMP

CONF RM

GUITER
CLASS

PAINTING CLASS

MUSIC
CLASS

DANCE
CLASS

TEACHERS
COMMON
RM

2ND FLOOR PLAN

Fig: Plan of Administrative and classroom block of Bangladesh Shishu Academy.

Fig: Shishu Academy

Fig: Shishu Academy auditorium block

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Fig: Shishu Academy

Fig: Shishu Academy café and auditorium

Fig: Shishu Academy adminstratuve and class block

Fig: Shishu Academy

Fig: Shishu Academy

Fig: Shishu Academy

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Fig: Shishu Academy

Fig: Shishu Academy library

Fig: Shishu Academy Tabla class and museum block

Fig: Shishu Academy music class

Fig: Shishu Academy music class

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Fig: Shishu Academy Music Class

Fig: Shishu Academy Acting Class

Fig: Shishu Academy Dance Class

Fig: Shishu Academy Dance Class
Nazrul Academy:
Institute building functions:

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The institute building is actually used in dual purpose. In the school days it is used as school purpose named “Nazrul shikkhalaya” in other time or in school weekend it is used as cultural institute named “ nazrul academy”. It has a small library, office, class rooms, a courtyard etc.
Classes:
1. Music (vocal)
 Nazrul song
 Classical song
 In some year gazal.
2. Dance
 Folk dance
 Classical dance.

Fig: Nazrul academy Music class

Fig: Nazrul academy Music class

Fig: Nazrul academy Music class
Kanchi Kanchar Mela:
Functions:
It has classrooms, library, auditorium,office, workshop and residence facilities for the
Excluding central kachi kachar mela, there are 80 branches in the whole Bangladesh.
They do many activities like, education program every two years, debate, camping etc.

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Fig: Kachi kachar Mela

Fig: Kachi kachar Mela open space.

Courses:
1. Shilpa bitan: drawing
2. Sur bitan: singing
3. Nritya bitan: dance
4. Abriti: reciting
5. Computer mela: Introducing and growing interest about computer among children.

Fig: Kachi kachar Mela music class, occupied in computer class.
Chayanat sangit bidyayatan:
Activities:
1. Chayanat Sangit Bidyayatan
2. Nalanda Bidyalaya
Primary school occupation in working hours and music school in evening and weekends.
Building facilities:
Classes, Small auditorium, seminar room, Library/ Resource center about music etc.

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D

G

E

A-14

A-18

A-15

212"

D'

3'-9"

4'-1"
3'-0"

10"

3'-91 2"

LEVEL

LEV=(+) 3'-0"

RAMP DOWN

LEVEL
0'-09"

LEVEL
0'-12"

(-) 2'-9"

B
4'-91 2"

B
A-12

712"

LEV. (-) 2'-9"

5'-10"

17'-0"

LEV. (-) 1'-9"

A-12

1
9'-4 2"

3'-4"

7'-6"

3'-4"

7'-6"

4'-7"

4'-7"

1
9'-4 2"

12" 12" 12" 12"

5'-2"

12'-0"

6'-3"

8'-0"

12'-57 8"

2'-83 4"

4'-7"

WAITING

18'-4"

2'-6"

2'-83 4"

6'-0"

1'-0"

10"

6'-3"

5'-11"

1
9'-4 2"

22"

12°

D

C
1
5" 4'-9 2"

7'-1"

ENTRY HALL

LEV=(+) 3'-0"

A

3'-4"

38'-33 4"

10"10" 10" 10"

3'-4"

A-11
4'-4"

CAR PARKING-16 NOS.

2'-81 2"

18'-4"

A-11

4'-91 2"

6'-8"

3'-6"

A

3'-0"

R=73'-2"
8"x8"x4"
GLASS BRICK

7'-6"

3'-4"

LIFT

1'-91 2"

3'-4"

2'-6"

7'-57 8"

B

12" 12" 12" 12"

19'-7"

12"

ENTRANCE
LEV=(+) 3'-0"

10"

9'-41
2"

C

5"

12°

9'-41
2"

C

3'-9"

9'-41
2"

A-13

A-13

LEV=(+) 0'-6"

A
8"x8"x4"
GLASS BRICK

15'-3"

01a

9'-2"

17'-1"

02

D

03

9'-2"

9'-2"

03a

9'-2"

04

04a

A-02

18'-4"

15'-10"

05

F

A-14

06

18'-4"

12'-8"

07

E

A-18

08

08a

A-15

GROUND FLOOR PLAN

LEV=(+) 0'-5"

Scale : 3/16"=1-0"

Fig: Ground floor plan of Chayanat.
D

G

15'-41 2"

4'-2"

4'-7"

A-15

4'-7"

4'-7"

4'-2"

5'-0"

4'-7"

4'-7"

3'-9"

2'-6"

4'-2"

4'-7"

3'-9"

4'-7"

4'-2"

4'-7"

3'-9"

4'-7"

4'-2"

6'-10"

4'-7"

4'-7"

8'-4"

3'-4"

16.5"

2'-11"

3'-9"
4'-7"
CANTEEN

4'-0"

6'-2"

3'-3"

16'-11"

B

19'-2"

2'-11"

4'-7"

13'-4"

2'-11"

KITCHEN

MAKE-UP (BOY'S)

4'-7"

5'-0"

4'-7"

6'-8"

4'-7"

2'-6"

2'-6"

B

3'-9"

5"

7'-6"

17'-0"

MAKE-UP (GIRL'S)

2'-11"

1'-3"
2'-6"

12'-5"

STORAGE

A-12

5'-0"

4'-7"

2'-11"

15"

3'-8"

D'

4'-2"
1'-01 2"

4'-7"

4'-41 2"

E

A-18

A-14

A-12

4'-0"

D
3'-9"

3'-0"
LVL=14'-0"

3'-9"

4'-7"

4'-0"

18'-4"

4'-7"

REHEARSAL R'M.

11'-11 2"

4'-7"

1'-101 2"

C

STAGE LVL. (+) 9'-0"

LVL=(+) 6'-6"

LVL=(+) 14'-0"

A
A-11

3'-0"

8"x8"x4"
GLASS BRICK

5'-0"

LIFT

5'-10"
2'-8"

5'-10"

9'-41 2"

2'-8"

18'-4"

A-11

6'-0"

LEV=(+) 14'-0"

A

4'-2"

4'-2"

B
5'-10"

3'-9"

4'-7"

TOILET
(F)

5"

WAITING ROOM
(SR.'S PERFORMERS)

3'-9'

C

C
A-13

4'-2"

A-13

4'-7"

TOILET
(M)

12" 12" 12" 12"

19'-7"

4'-7"

4'-2"

15"

A

3'-9"
15'-3"

01a

9'-2"

17'-1"

02

03

9'-2"

03a

9'-2"

04

9'-2"

18'-4"

04a

05

15'-10"

06

07

D

A-18

4'-7"

4'-2"
18'-4"

4'-7"

6'-10"

08

4'-7"
12'-8"

8'-4"

08a

E

A-14

A-03

F

A-15

FIRST FLOOR PLAN
Scale : 3/16"=1-0"

Fig: First floor plan of Chayanat.

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D

G

15'-41 2"

4'-2"

4'-7"

A-15

4'-7"

4'-2"

5'-0"

4'-7"

4'-7"

4'-2"

5'-0"

4'-7"

4'-7"

4'-2"

3'-9"

4'-7"

4'-7"

4'-2"

3'-9"

4'-7"

4'-7"

4'-2"

6'-10"

4'-7"

8'-4"

4'-7"

15"

4'-7"

4'-41 2"

E

A-18

A-14

3'-8"

3'-9"

D'

4'-7"

12'-5"

STORE
TEA ROOM
CLASS ROOM
18'-4"x11'-7"

CLASS ROOM
17'-11"x11'-7"

STUDENT LOUNGE
33'-4"x12'-11"

CLASS ROOM
16'-0"x16'-8"

4'-0"

7'-6"

17'-0"

CLASS ROOM
17'-6"x11'-7"

TEACHER'S
LOUNGE
STORE

B

B
A-12

4'-0"

3'-10"

D

8"x8"x4"
GLASS BRICK

15"

2'-6"

LVL=(+) 25'-0"

4'-7"

5'-5"

3'-0"

5'-0"

4'-7"

A-12

15"
5'-10"

14"

3'-10"

4'-7"

23'-1"

4'-0"

3'-10"

CLASS ROOM
16'-0"x17'-8"

C

3'-9"

3'-10"

4'-7"

3'-10"

18'-4"

CONCRETE RAILING
AS PER DESIGN
STAINLESS STEEL
RAILING AS PER DESIGN

3'-10"

4'-7"

3'-10"

1'-101 2"

VOID

A

A
A-11

CLASS ROOM (DANCE)
18'-5"x52'-0"

9'-41 2"

3'-10"

OPEN TERRACE
28'-0"x56'-0"

3'-10"

18'-4"

A-11

LIFT

5'-0"

5'-10"

4'-2"

3'-10"

5'-10"

B

3'-10"

C

LEV=(+) 27'-0"

4'-7"

TOILET
(F)

3'-9"

4'-7"

3'-10"

TOILET
(M)

5'-10"

3'-10"

19'-7"

3'-10"

4'-7"

3'-10"

CONCRETE
BENCH

CLASS ROOM

LEV=(+) 24'-0"

C
A-13

DECORATIVE
WOODEN RAILNG

4'-2"

3'-10"

3'-10"

A-13

15"

A
3'-83 4"

71 2"

3'-83 4"

3'-83 4"

3'-83 4"

3'-83 4"

3'-83 4"

3'-83 4"

3'-83 4"

3'-83 4"

1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10" 1'-10"
3'-9"

15'-3"

9'-2"

17'-1"

01a

02

03

9'-2"

9'-2"

03a

04

9'-2"

18'-4"

04a

4'-2"
18'-4"

4'-7"

15'-10"

05

06

6'-10"

4'-7"

07

D

F
A-18

8'-4"

4'-7"
12'-8"

08

08a

E

A-14

A-15

2nd. FLOOR PLAN

A-04

Scale : 3/16"=1-0"

Fig: 2nd floor plan of Chayanat

D

E

A-14

A-15

15'-41 2"

4'-2"

4'-7"

4'-41 2"

4'-7"

4'-2"

4'-7"

5'-0"

4'-7"

4'-2"

5'-0"

4'-7"

4'-7"

4'-2"

4'-7"

3'-9"

4'-7"

4'-2"

4'-7"

3'-9"

4'-7"

4'-2"

6'-10"

4'-7"

4'-7"

8'-4"

2'-11"

3'-8"

D'

3'-9"

15"

4'-7"

TEACHER'S
LOUNGE

CLASS ROOM

CLASS ROOM

4'-7"

TEA ROOM

3'-4"

12'-5"

2'-6"

STORE

CLASS ROOM

5'-5"

4'-0"

B
2'-11"

10"

A-12

3'-9"

4'-41 2"

5'-10"

11'-3"

5'-10"

LEV=(+) 36'-0"

CLASS ROOM

VOID

4'-7"

4'-7"

1'-101 2"

C

3'-9"

4'-7"

4'-7"

4'-7"

4'-7"

18'-4"

4'-0"

2'-11"

LEV=(+) 27'-0"

4'-7"

4'-41 2"

5'-10"

5'-10"

4'-7"

23'-1"

10"

2'-31 2"

15"
15"

4'-0"

3'-0"

5'-0"

4'-7"
2'-6"

D

6'-81 2"

4'-7"

B
A-12

5'-9"

17'-0"

7'-6"

5"

STUDENT LOUNGE
CLASS ROOM

STORE

A

A
A-11

LIFT

10"

4'-7"

5'-10"

9'-41 2"

LIBRARY

4'-7"

18'-4"

A-11

5'-0"

5'-10"

4'-7"

4'-7"

TOILET
(F)

C

4'-7"

TOILET
(M)

4'-7"

19'-7"

4'-7"

4'-2"

5'-21 2"

5'-10"

4'-7"

B

CLASS ROOM

C

15"

A

4'-2"

A-13
4'-2"

A-13

15"
3'-9"
15'-3"

01a

9'-2"

17'-1"

02

03

9'-2"

03a

9'-2"

04

9'-2"

04a

05

4'-7"

4'-2"
18'-4"

4'-7"

3'-9"

4'-7"

4'-2"
15'-10"

06

3'-9"

4'-7"

4'-2"
18'-4"

4'-7"

6'-10"

08

4'-7"
12'-8"

8'-4"

08a

E

A-14

A-05

4'-7"

07

D

A-15

3rd. FLOOR PLAN
Scale : 3/16"=1-0"

Fig: 3rd Floor plan of Chayanat

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D

E

A-14

A-15

15'-41 2"

4'-2"

4'-41 2"

4'-7"

4'-7"

4'-2"

4'-7"

5'-0"

4'-7"

4'-2"

5'-0"

4'-7"

4'-7"

4'-2"

4'-7"

3'-9"

4'-7"

4'-2"

3'-9"

4'-7"

4'-7"

4'-2"

6'-10"

4'-7"

4'-7"

8'-4"

2'-11"

3'-8"

D'

3'-9"

15"

4'-7"

TEA ROOM

TEACHER'S
LOUNGE

CLASS ROOM

CLASS ROOM

4'-7"

3'-4"

12'-5"

2'-6"

STORE

CLASS ROOM

A-12

2'-31 2"

4'-0"

5'-0"

5'-5"

10"

2'-11"

15"

2'-6"

3'-0"

D

B

6'-81 2"

4'-7"

A-12

4'-7"

B

4'-0"

5'-9"

17'-0"

7'-6"

5"

STUDENT LOUNGE
CLASS ROOM

STORE

15"
15'-2"

5'-10"

5'-10"

2'-1"

3'-4"

5'-10"

3'-4"

5'-10"

3'-4"

5'-10"

2'-1"

5'-10"

20"

4'-7"
SKY LIGHT AT ROOF LEVEL

4'-7"

4'-7"

1'-101 2"

C

3'-9"

4'-7"

4'-7"

4'-7"

4'-0"

CLASS ROOM

4'-7"

18'-4"

4'-7"

CLASS ROOM

A

A
A-11

4'-7"

18'-4"

A-11

4'-7"

9'-41 2"

CLASS ROOM

H

LIFT

5'-0"

A-17

5'-10"

4'-7"

4'-7"

C

4'-7"

TOILET
(F)

CLASS ROOM

4'-7"

TOILET
(M)

4'-7"

19'-7"

4'-7"

4'-2"

5'-21 2"

5'-10"

B

CLASS ROOM

C

15"

A

4'-2"

A-13
4'-2"

A-13

15"
3'-9"
15'-3"

9'-2"

17'-1"

01a

02

03

9'-2"

03a

9'-2"

4'-2"
18'-4"

4'-7"

9'-2"

04

04a

4'-7"

3'-9"

05

4'-7"

4'-2"
15'-10"

4'-7"

4'-2"
18'-4"

4'-7"

07

6'-10"

08

4'-7"
12'-8"

8'-4"

08a

E

A-14

A-06

3'-9"

4'-7"

06

D

A-15

4th. & 5th. FLOOR PLAN
Scale : 3/16"=1-0"

Fig: 4th and 5th floor plan
PARAPET TOP
82'-11"
MACHINE ROOM ROOF
81'-6"

EXPOSED 1ST. CLASS BRICK WORK
FLUSH POINTED WITH (V) GROOVE
AS PER ARCHITECTS APPROVAL

10"x5" PRE-CAST
CONCRETE TOP

CLADDING WITH 5"x5"x1"
TERRA-COTTA HAND MADE TILES

PARAPET TOP
82'-11"
MACHINE ROOM ROOF
81'-6"

PARAPET TOP
74'-5"

EXPOSED 1ST. CLASS BRICK WORK
FLUSH POINTED WITH (V) GROOVE
AS PER ARCHITECTS APPROVAL

CLADDING WITH 5"x5"x1"
TERRA-COTTA HAND MADE TILES

10"x5" PRE-CAST
CONCRETE TOP

SKY LIGHT WITH ALUMINIUM FRAME
AND ACRYLIC SHEET

PARAPET TOP
74'-5"

ROOF TOP
69'-0"

ROOF TOP
69'-0"

FIFTH FLR.
58'-0"
FIFTH FLR.
58'-0"

FOURTH FLR.
47'-0"
FOURTH FLR.
47'-0"

8"x8"x4" GLASS BRICK

THIRD FLR.
36'-0"

THIRD FLR.
36'-0"
PARAPET TOP
33'-6"

PARAPET TOP
33'-6"

SPACE FRAME FABRICATION AND
INSTALLATION BY NOMINATED
SUB-CONTRACTOR

LEVEL
30'-2"

R.C.C. WALL AS CAST
WITH CONC. FORM WORK
(FORM WORK TO BE DESIGNED
& APPROVED BY THE CONTRACTOR
PRIOR TO START OF THE WORK)

LEVEL
30'-2"

STAGE ROOF
27'-0"

DECORATIVE
WOODEN RAILNG

STAGE ROOF
27'-0"

SECOND FLR.
25'-0"

SECOND FLR.
25'-0"

EXPOSED 1ST. CLASS BRICK WORK
FLUSH POINTED WITH (V) GROOVE
AS PER ARCHITECTS APPROVAL
8"x8"x4" GLASS BRICK
FIRST FLR.
14'-0"

13'-412"

3/4" thick ply wood
4"x3"xL gorjan wood supported on brick column
10"x10"xH brick column support

12'-112"

carpet glued to concrete surface having 10 years manufecturers warrenty

1.5"x3/4"x5"xL wooden floor

STAGE LEVEL
+ 9'-0"

10'-1012"

wooden stair as per approved shop drawing

9'-712"
9'-0"
7'-112"

8'-412"

14'-0"

12'-9"

11'-6"

FIRST FLR.
14'-0"

10'-3"

9'-0"

GAP

STAGE LEVEL
+ 9'-0"

2'-7"
3'-0"

GROUND FLOOR
+ 3'-0"
SATMASJID RD.
CROWN LEV.
0'-00"

1'-0"

CONCRETE RAILING
AS PER DESIGN

8'-6"

7'-9"

AUDITORIUM EXIT LEV.
+ 6'-6"

1'-0"

3'-0"
1'-0"

AUDITORIUM EXIT LEV.
+ 6'-6"

GROUND FLR.
+ 3'-0"

BASEMENT LEV.
- 2'-9"

A-A

BUILDING SECTION

A-12

SATMASJID RD.
CROWN LEV.
0'-00"

SCALE : 3/16"=1'-0"

8"x8"x4" GLASS BRICK

A-08

Fig: Section through auditorium

WEST ELEVATION
SCALE : 3/16"=1'-0"

Fig: Front elevation

Exterior of the Building:
The exterior merges with the culture and traditional image. The entry is inviting. Brick and
r.c.c. was used as building material. The window openings are squarish and wooden frame is used. Green trre, outdoor spaces with sitting are accommodated nicely in the limited site. An open terrace is designed as play ground.

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Fig: Chayanat entry and outdor space

Fig: Chayanat outdor space

Fig: Chayanat exterior

Fig: Chayanat exterior

Fig: Chayanat outdor space

Fig: Chayanat outdor space

Fig: Chayanat site view
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Fig: play ground on terrace

Fig: Side view from terrace

Interior space:
In the interior a common lobby and lounge with reception is designed by giving an atrium for roof lighting to have a courtyard feeling. Common lounges for students are designed on every floor. There are storage spaces.

Fig: Entry, reception and lobby.

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Fig: Central atrium space.

Fig: roof lighting on atrium

Fig: Circulation around atrium

Fig: Student Lounge

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Fig: Circulation corridor by classes and terrace

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Fig: Male and female toilet

Fig: Door

Fig: office

Fig: Toilet

Fig: Glass block opening Fig: Shoe rack on the lounge

Fig: admin lounge

Fig: admin lounge and cafe

Courses:
Music 3 departments:
 Vocal music- specially in classical music and Tagore songs.
 Instrumental music
 Dance.

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Vocal Music: 3 sections
1. Children
2. Rabindra/Tagore song
3. Nazrul song
4. Folk song
5. Classical song.
Instrumental Music: 2 sections
1. Setar
2. Tabla.
Dance: 2 sections
1. Monipuri
2. Vorot Natyam.

Fig: Chayanat class room ( primary education and music)

Fig: Chayanat class room occupied for primary education

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Fig: Chayanat class room occupied for primary education
Chapter: five – Discussions and Recommendations
5.1. Discussion
5.2. Recommendation

Epilogue
Conclusion
References
Bibliography

References:
Bibliography:

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1. Chaira,J-D & Calender, J -H. TIME SAVER STANDARD FOR BUILDING
TYPES, 3rd edition, McGraw hill publishing Company.
2. Neufert. ARCHITECTS’ DATA,Bousmaha Baichw & Nicholas Walliman, 3rd edition, Blackwell Science, United Kingdom,2000.
3. Koenisberger. MANUAL OF TROPICAL HOUSING AND BUILDING,
Longman, New york.
4. Bangladesh National building code 1993
5. Theatre design, George C. Izeenour, Mcgraw Hill Publishing Company.
6. The Drama studio, Richard Courtney, Sir Issac pitman and sons ltd.
7. Theatres and Hals new concept in architecture and design, Meisei publications, New space for learning, Harold D Hauf.
8. www.buildingdesign.co.uk.
9. Music Buildings, Rooms and Equipment, Music Educations National Conference,
1902 Association Dr. Reston, Va, 1966.

Architect Narrative
“More than an Auditorium”
Our challenge was to create an Arts Center that supports peer groups, promotes MS & HS collaboration, and has the capability to deliver high quality performances to the community.
A lofty goal, but our client’s efforts over the last decade was to move the performance spaces out of the local gymnasiums to a home that reflects the schools and communities commitment to the Arts. The design team saw this as an opportunity to “hinge” middle and high school programs to encourage, foster and develop young talent through a shared interest in the Arts.
“The Fifth Dimension”
The State and Local school fundingÂ’s direct impact to tax increases presented the team with a challenge of limited affordable space to accommodate an extensive program. By understanding the curriculum, scheduling blocks and moving the lecture hall (and budget) from the adjacent high school project to the Arts centerÂ’s turntable decreased cost while increasing capability and function.
“Something Roughly in the Middle”
Topography, microclimate and the hinge concept led the design team to site the building between the existing schools. This location landmarked the campus and visually reinforced the curriculum. Open space to the south is designed for a link of the three buildings and will allow for TV, dance, and music studios leaving room for an exterior performance theater.
“If you had to do it all over again”
With school administrators and plane tickets in hand, the team visited 3 other performing arts centers in Austin, Phoenix and Mesa that made use of a turntable. By applying a “lessons learned” approach to the process, the challenges of designing the architecture and building

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systems to accommodate a room that literally moves from one stage to another now only became clearer. This study provided improved design by asking a few simple questions of the users. The trip strengthened the teams resolve to design with a turntable system to provide 3 house configurations (240, 700, and 940 seats) The high-function capability of the turntable assists in the program layering, and increases the potential as an income generator.
“What is a Charrette?”
Design team charretteÂ’s and work sessions with school and district participants led to innovative layered program spaces that enhanced the learning environment and function specifically to each use, without compromising performance. At the start, a design team was formed that included educators, district administration, along with architects, designers, and engineers. Attention to high performance capability and dedication to deliver a piece of architecture of a bold and dramatic design to the community as the crowning jewel of the districts 8 school improvement project.
“Magic”
Masonry, metal, concrete, and paint for 30,000 SF, cost of the volume nearly fixed, what really matters is what you do with it. “DESIGN”. Working with color, form and texture, the team designed playful forms, balanced color schemes and a dramatic interior for the main house. Greens and brick tones are carried from the exterior to the interior of the building.
Oversized windows were placed to maximize daylight penetration while minimizing glare.
The turntable contributed to the design language and implied hinge or pivot that is reflected from the splayed Lobby to the signage. The design team was determined to create a bold dramatic aesthetic that reflects the synergy the students bring with a character that instills pride of place and becomes a source of pride in the community.
“Healthy Schools”
A balance of affordability, maintenance, human health and well being formed the sustainable approach for the project. Material choices were weighed with low maintenance, indoor air quality, and energy conservation as the criteria. An energy-efficient envelope system was designed that incorporated a continuous thermal break system and multiple drainage planes and siding systems that are not sealant dependent.
The building employs a displacement air system that provides 100% fresh air with dehumidification. By delivering slightly cooled air at low velocity across the floor of the spaces and exhausting the air from the top of the space, the occupants breathe fresh air.
Energy is conserved by use of exhaust air energy recovery and DDC – VAV control systems with maintenance ease designed as a priority.
Educator Narrative
The basic ideas that were presented to the architectural firm for this project were the following. Provide an atmosphere that is conducive for the learning of the arts,
Provide a major performance space for the presentation of major musical and dramatic events/concerts Provide numerous rehearsal spaces/classrooms for the daily instruction of music and drama

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Provide a flexible smaller performance space for one act plays and music recitals
Provide administrative and faculty space for the directors and faculty.
The final building has meet and exceeded all of our requests and requirements. The major performance space accommodates 936 audience members and is large enough to allow us to present major concerts and dramatic presentations. The acoustics and the aesthetics of the main hall as well as the rehearsals halls areas are outstanding.
The rehearsal areas are large enough to accommodate our classes and the sound transmission is not a problem with any of our spaces. The separation designed is sufficient for us to use all of the spaces simultaneously with no sound interference.
The unique recital hall with the 46-foot turntable on which 240 audience seats sit, affords us the opportunity to best utilize the existing building square footage as well as using the seats to their fullest advantage. The 240 seats in this space can be use for the recital hall as well as to complement the main hall seat of 936. This unique feature also allows us to have two events simultaneously without any interference.

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