1. Title – Cover page illustration
The Thesis project started with a deep affection towards the indigenous tribes of Wayanad, Kerala with research questions and architectural inquiries addressing tribal community resilience by empowering their vernacular from getting endangered. The project also envisions the regenerative potentials of architecture for creating a sustainable, ideal ecosystem by using nature as a building material.
Kerala’s once-prosperous agrarian civilization had seen a steady metamorphosis over the years, shifting from the production of food crops to cash commodities such as spices and rubber. The situation was exacerbated by the conversion of large-scale rice farms. Kerala has lost more than 70% of its land to rice cultivation in the last 30 years. Several farmers gave up farming owing to a drop in profitability, while others found other means of income, such as international remittances. Kerala’s consumerist society is now heavily reliant on its neighbouring states for grains, fruits, and vegetables, among other necessities.
The “Adivasi” -tribal group of Wayanad, who refer to themselves as the ‘Ippimala makkal’ children of ‘Ippi hill’ – Banasura peak Wayanad) is one community that urbanized nontribal left their bad influence on. Poverty and illiteracy are the two major reasons that led to the decline of the community. A group of people who have been living, sustaining and celebrating with a lot of values passed on from traditions and in-depth knowledge – skill sets who are currently on the verge of extinction. These groups must be preserved without losing their cultural history and values.
As they strive to fit in with the rest of society, they not only find it difficult to blend in but their values and traditions are also forgotten. They are discriminated against and are under a great deal of stress in their lives. As a result, they find themselves working as unskilled labour on sites and in barren fields.
2. Representational sketches depicting the 5 main tribal groups in Wayanad
Thus project uses a participatory design approach to develop community resilience and regeneration in a dying tribal community. Native arts, languages, building methods, and ceremonies saw a comeback, resulting in a new sense of unity and cohesiveness among many tribes. The proposed centre has the potential to be an important tool in the formation of tribal identity. The proposed centre will also envision:
Development of the community by aiding them with adequate facilities, training, and source of income generation.
Sustenance of knowledge by bringing up a platform to share their ideas and to implement them. It would help in sustaining their community, increasing their knowledge, and mastering their skill set.
But, acknowledging the fact that different tribal groups have different histories, cultures, and beliefs; it is difficult to bring people together under a common umbrella of a dwelling system. Thus, only a unifying institution system, such as a school, training centre, or a cultural space where they can exhibit their dance and other art forms, can gather people together and save the dying communities from their introverted hamlets.
These tribal groups should be enlightened with the payoffs of their strengths and capabilities to such a degree that can make them proud of their traditions and values. Thus, an awareness centre is needed to motivate and extract them from their heaves of depression and addiction. Only then will their younger generations would stick back to their forest roots and traditions. Hence, saving an entire community from extinction.
Therefore, my role as an architect is to mediate and devise a system through their voices and design a prototype model adaptable to their cultural beliefs which can be built with the participation of the whole community.
ARCHITECTURAL & CONCEPTUAL STRATEGIES:
3. View towards the Community hall from farmland.
The thesis intends to create an architectural interface bridging the gap between the tribal groups and the urban society. The space will act as a knowledge hub, a platform to educate and get educated, to share, understand and grow together.
To examine, encourage and celebrate the traditional knowledge systems with their intricate links to the people, their crafts, and the forest.
Implementing participatory design approach adapting to the vernacular construction techniques and locally sourced materials conveying a strong sense of ownership and belonging and setting an ideal example of the green-efficient carbon neutral construction system.
The center will act as an institutional hub with a residential school as core providing exposure to students – adapting to the green school – ‘gurukul’ education system where they learn through life experiences. They are also made aware of their traditional values and cultural significance along with the formal education system.
Training centers will be provided for the elderly promoting their handicraft skill sets and knowledge systems.
The spaces will thus complement the activities of the tribe which in turn would amplify the efficiency of the community.
To enhance their needs and quality of life by bringing a balance between internal localized traditional culture, economy, and external links.
4. View of inchicolu – tribal green school.
The 3 main user groups would be, Tribal children – who will be given opportunities for green school – gurukul education system within the forest enabling them to develop respect and understand values carrying forward traditional practices. Tribal adults – who will be given a space for community gathering, knowledge exchange, and vocational skill development which would also act as a source of income generation and add stability in life. N.G.O representatives and government officials – would be provided with spaces to work and collaborate with tribal groups, providing better exposure.
Farming is a key component in achieving self-sufficiency. The Adivasi may be preserved through reviving traditional cultivation techniques and organic agricultural practices, which emphasize collaboration and teamwork.
Permaculture is characterized as the construction of agricultural ecosystems that are self-sufficient and long-term. Bamboo is readily available, and its harvesting, treatment, and use for construction, handicraft product manufacture, and other uses may all contribute to the development of a self-sufficient society. Using locally obtained bamboo for the building is cost-effective and environmentally friendly, having a minimal carbon impact.
5. View of lunch hall integrated with permaculture vegetable garden
Participatory design entails user participation in design for work practice. This involvement of stakeholders and end- users together allows the design process to be more I open and lends itself to user-centered design innovation since it nurtures a more creative development atmosphere. The approach is focused on processes and procedures of design and is not a design style.
The site is located in the Southern range of Wayanad district abode of the largest number of Adivasi (71.95% of state Adivasi population), sandwiched between Padri Reserve Forest and Kabani River. It is located deep inside the forest where: 5 main types of tribal groups are present in close proximity of the site. Access from the city is easy as the route provides a way for rear-side entry to Kuruva Island provided by the forest department.The site is adjacent to agricultural paddy fields where irrigation is possible with adequate water resources. Bamboo is available in surplus quantities as the region is proximate to the Kabani River.
ARCHITECTURAL LANGUAGE:
The project framework is characterized by a basic architectural language drawn from Wayanad’s indigenous tribal groups’ vernacular construction skills. Because the design is based on a participatory approach, community participation is essential for incorporating their practices and employing their knowledge and skillsets. As a result, the program has been divided into numerous modular pieces for simplicity of assembly.
Taking reference from the contextual material palate, the project utilizes locally sourced natural materials such as earth for foundation and enclosure, bamboo for the structural system, and rice straw for thatch roofing.
Passive lighting and ventilation techniques are used welcoming maximum natural light into the interiors and uninterrupted wind flows through the built. Rammed earth walls provide sufficient insulation and control heat gain.
6. Interior view from school upper level – multifunctional hall.
A lightweight thatch roof with broad eaves provides shade and protection from driving in rain. The design strategically brings in skylight through roof opening and releases hot air by stack effect. Solar panels can be installed at ideal locations receiving maximum sunlight to increase energy efficiency.
Characteristic analysis of vernacular patterns and tribal interpretation of spaces enabled to embed a design strategy that is simple and open for user interpretation. Activity mapping from the existing tribal hamlets highlights the importance of verandas and supporting spill over spaces for recreation and social interaction. Veranda spaces are actively used for resting, eating, and discussion. Most of their activities occur in the open ground and courtyard spaces.
The visual connectivity and porosity of spaces allow natural elements to enter the constructed environment. The design was created with minimal border transitions and careful awareness of the ecology of the land while keeping a link to the forest roots. Using prominent features, the building modules are gently positioned along the axial direction of the site. This provides for optimum land efficiency with little changes to the topography of the site. The presence of many entries at various levels of the site emphasizes the site’s spatial and functional aspects. This can also be used to regulate privacy levels.
The design concept of ‘Synergy’ is well explored by incorporating open and continuous spaces with multiple interconnections providing maximum opportunities for interaction. The open planning of spaces allows the user to utilize the space to their free will and own interpretation. Several nodes and transitional courtyard spaces act as gathering areas that accentuate activity generation. The design incorporates maximum views to the paddy field and adjacent surroundings maintaining harmony with the site context. Transparency is maintained with only sufficient buffer provided for efficient functionality and enhancing user experience.
The different programs are categorized into 3 main zones – Public Interface, educational programs and accommodation facilities. The functional areas under the zones include a community hall “Aetukottilu” and a performance area for the tribal community, a green school for children “Inchicolu” and vocational training units for adults, bamboo craft production area and permaculture farm with granary storage units, hostel facility for school children and guest accommodation cottages for external public.
7. Interior view from community hall elaborating the seamless connections and pathways.
“Aetukottilu”- Community hall is designed with a simple open plinth base respecting the spatial requirements of the tribal user group. The building sits well on site contour with an entrance bridge provided from road level to the first floor. An arched bamboo structural system eliminates the central columns and achieves a larger span.
The N.G.O office block is planned with a very porous and welcoming atmosphere with verandas and a central courtyard area. The integrated amphitheatre seating spaces can be used discussions and cultural performances. Office spaces are internally connected giving maximum functionality and efficiency. Built-in seating spaces are provided along the passage areas.
8. Arial view of school depicting how built is gently integrated into the landscape.
“Inchcolu” – A school complex is made up of various masses, each of which serves a distinct purpose, such as classrooms, libraries, multifunction halls, offices, student dormitories, ‘Anganwadi’, and lunch halls. The school’s atmosphere is reminiscent of the ancient practice of learning under the trees and might be seen as a modern adaption of the gurukul learning experience. Allows children to perform as they study, supporting the green school education curriculum of learning via actions. The dynamic in-between areas are crucial for multi-functionality and one’s relationship to the natural environment. Adapting to natural biomorphic patterns and groupings aided in the creation of beneficial sensory and psychological effects.
Various landscape methods have been implemented with a context-sensitive approach that takes into account the ecology of the site. The runoff water from the slope is directed to the catchment pond via various bio-swales and drain pipes.
The thesis project “Punarieevan” as a whole provides a chance to bring together various tribal groups via active participation and interaction. Various methodologies have been used to investigate the regeneration capacity of permaculture farming and bamboo as a lifeline material. An owner-driven construction handbook is also being produced as a first contribution to the implementation phase, which may be disseminated around the community. The guidebook explains the many stages of construction, as well as the instruments needed, material selection processes, treatment techniques, and joinery details. During the project’s building, the handbook can be used as a reference. Once implemented, the region may serve as a model – a catalyst for tribal revitalization and wellbeing.
