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ARCHITECTURAL THESIS

FOR THE THESIS TO BE SUBMITTED BY STUDENT OF ARCHITECTURE

SYNOPSYS FOR THE

THESIS

TO BE SUBMITTED FOR THE AWARD OF THE DEGREE OF

BACHELOR OF ARCHITECTURE

SUPRAJA NARAYANAN

07151B0010

B.ARCH

C.S.I. INSTITUTE OF TECHNOLOGY

HYDERABAD

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INTRODUCTION

sos childrens villages:

 SOS Children's Villages is an independent, non-governmental international
development organisation which has been working to meet the needs and protect the
interests and rights of children since 1949.

 It was founded by Hermann Gmeiner in Imst, Austria

The organization's work focuses on abandoned, destitute and orphaned children requiring
family-based child care. Millions of children worldwide are living without their biological
families for a variety of reasons including:

 parental separation,
 domestic violence and neglect
 they have lost their parents due to war or natural catastrophes
 disease - including, increasingly, AIDS.

Such children are supported to recover from being emotionally traumatised and to avoid real
danger of being isolated, abused, exploited and deprived of their rights.

 SOS provides about 50,000 such children and 15,000 young adults with a permanent
new family, with a '24 hours a day' new SOS mother to provide family-based care

 Typically (in the developing world) about ten children are grouped into a house with
an SOS mother and between ten and forty of such houses are grouped together as a
"Village" with shared facilities. Family groups once formed are kept together as a
priority.

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SOCIAL RELEVANCE:
Street children is a term used to refer to children who live on the streets of a city.
 They are deprived of family care and protection. Most children on the streets are between the ages of
about 5 and 17 years old, and their population between different cities is varied.
 Street children live in abandoned buildings, cardboard boxes, parks or on the street itself.
 primary difficulty is that there are no precise categories, but rather a continuum, ragging from children who
spend some time in the streets and sleep in a house with ill-prepared adults, to those who live entirely in
the streets and have no adult supervision or care.
 A widely accepted set of definitions commonly attributed to UNICEF, divides street children into two main
categories:children on the street are those engaged insome kind of economic activity ranging from begging
to vending.
 Most go home at the end of the day and contribute their earnings to their family. They may be attending
school and retain a sense of belonging to a family.
 Because of the economic fragility of the family, these children may eventually opt for a permanent life on
the streets.
 children of the street actually live on the street (or outside of a normal family environment).
 Family ties may exist but are tenuous and are maintained only casually or occasionally.

ARCHITECTURAL RELEVANCE:
 family strengthening programmes are an important way of building on the families'
and communities' resources, their ability to self-organise themselves and their
responsibility for the well-being of the children.
 Equal rights to education and training for children are another important area of our
work. Pre-school care for children, schooling and vocational training are the key to
the future.
 To ensure that children enjoy these basic rights, SOS Children's Villages has
kindergartens, day-care centres, schools and vocational training centres.
 Creating mutual interaction and creating home friendly environment through
interactive spaces
 Cost effective usage of materials available
 A typical local component should be given to the project
 buildings should be simple and solid. They are designed to be used for a long time and
 they should be easily maintained.
 The buildings should be planned with heard to give the feeling that they are a home

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2.MOTIVATION:
3.OBJECTIVES SCOPE AND LIMITATIONS:
 The main objective is to provide home friendly environment with all the facilities
 To implement low cost technique methods for housing purposes
 To provide a school which includes kindergarten and secondry education
 To provide work spaces and hobby spaces for children for their further learning

4.LIMITATIONS:

5.GENDREL REQUIREMENTS:
FAMILY HOUSES
1 SOS VILLAGE DIRECTOR'S HOUSE
1 COMMUNITY AREA
SOS Aunt’s House
Guest House
1 VILLAGE FACILITY
Administration
Multipurpose Building
Workshop with Garage
If required - one to three Co-workers Residences
OUTDOOR AREAS
PLAY AREAS
SPORTS FIELDS

FAMILY HOUSE max. 130 m²

This is the most important building in the SOS Children's Village, because the children spend
most of their time there. Therefore, it is of vital importance that these buildings are planned and
built in a simple, modest, functional and solid manner.
The SOS Mothers, who will live there, will most likely accept the family houses as their home if
they have the opportunity to take part in the design of the interior (choice of wall paper, colours,
floor coverings, furniture, basic household equipment, etc.).
Room Programme
1 Living/Dining area
1 Kitchen with larder
1 SOS Mother's room
2-3 Children's rooms
1 Bathroom area (2 toilets, 2 showers, wash basin)
In cold regions where heating is necessary, an additional boiler room (4-6m2) can be
planned.
In regions where food (potatoes, vegetables, and jams) is usually stored, an additional
storeroom (4-6m2) can be planned.
SOS VILLAGE DIRECTOR'S HOUSE max. 100 m²
The house, which is put at the disposal of the SOS Village Director and his family, should be
designed to accommodate a family of four. Recent experience has shown that especially in
African countries the families of SOS Village Directors are mostly larger than assumed so far.
For this reason the net area of presently 90 m2 was increased to 100 m2. The quality and
standard of comfort should be the same as that of the family house.
Room Programme

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1 Living/Dining Area
1 Kitchen with larder
1 Bedroom
2 Children's rooms
2 Bathroom areas (1 toilet, 1 shower, wash basin), if, for cultural and religious reasons, gender
separation is absolutely necessary, two sanitary areas can be planned.

SOS Aunt’s House 100 m² to a max. of 140 m²

This is the home for 4 to 7 SOS Aunts (depending on the number of families in the village). The
emphasis there should focus on their living-together, as they eat their meals in the community
area. It should be designed in the same manner as a family house but the sanitary facilities must
be adapted as required.
Room Programme
1 Living area with kitchenette
3-5 SOS Aunts' rooms
1 Guest toilet
Sanitary unit (similar to family house) with two showers and two toilets.
If required one-room-apartments with separate entrance for educators, nurses etc.
In cold regions where heating is necessary, an additional boiler room (4-6m2) can be planned.
In regions where food (potatoes, vegetables, and jams) is usually stored, an additional
storeroom (4-6m2) can be planned.
Guest House 60 m² to a max. of 80 m²
It should be possible to accommodate two to three guests there. It can be planned as a single
building or it could be a part of the administration or of the aunt’s house.
Room Programme
1 Living area with kitchenette
2-3 Guest rooms (with own small sanitary area each)

VILLAGE FACILITIES
This area is made up of the buildings listed below, which can either be put together in one
complex or designed as separate structures.
Administration max. 130 m²
Offices, which are necessary for the running of the village (Village Director, management,
educational) should be in there. A facility should be included where SOS aunts, staff and guests
can eat and spend time together.
Room Programme
4 Offices
1 Archive
1 Meeting room
1 Bathroom area (2 toilets, washbasin)
1 Kitchen
1 Dining room ( calculation of floor area for approximately 10 people).
In case the possibility for undisturbed study and/or additional tuition shall be provided for the
children in this house, an additional study (library) must be included in the plans ( max. net area
for the study or library is 25 m²).
Multipurpose Building max. 100 m²
The purpose of this building is to hold events and meetings organized by the SOS Children's
Village itself and by people from the community or outside persons. It should only be
constructed if there is no other SOS Children's Village facility on the site, which has a meeting
hall (Social Center, Kindergarten, etc.). In warmer regions the multipurpose building can be a
simple, open building.

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Room Programme
1 Meeting hall
1 Sanitary unit

Workshop with Garage max. 60 m²

This is where the SOS Children's Village cars are kept. Facilities for small repair jobs of all
types and the storage of various items should also be included.
Room Program
1 Double garage
1 Workshop
1 Store room
1 Sanitary unit
Co-workers Residences max. 80 m²
Single houses or buildings containing several units can be planned. It is also possible to
integrate a co-workers unit into the workshop area.
Room Program
1 Living/Dining area
1 Kitchen with larder
1 Bedroom
1 Children‘s room
1 Sanitary unit (1 toilet, 1 shower, wash basin)
*
These area statements liable to change after case studies*

SOME RELEVANT EXAMPLES:

SOS CHILDRENS VILLAGE:

AQUABA JORDAN:
 This SOS complex for orphaned children is located in the residential
outskirts of the city of Aqaba, on the Red Sea.
 A prerequisite of SOS Villages International is that they should be
built within an existing social environment, so that they are not
isolated from the urban context of the town or city they are in. This
was the second such village to be constructed in Jordan; the first
was in the capital, Amman, and a third, in Irbid, was completed in
2000. (All three were designed by Jafar Tukan & Partners.)
 The architecture is attractive, well designed and sincere, and represents a modern interpretation
of the local vernacular stone building.

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LITERATURE AND LIVE CASE STUDIES

1.SOS VILLAGE AND FARM

al outer morocco

2.SOS CHILDRENS VILLAGE

aquaba Jordan

LIVE CASE STUDIES:

1.SOS CHILDRENS VILLAGE
AT BHANNERGATTHA BANGLORE
2.LOCAL CASE STUDY

LIST OF REFERENCES AND MAIN STUDIES FROM CASE STUDIES

 Spatial layout arrangement of the village

 Manin drawbacks in the arrangement

 Local materials used

 Studying the routine off the administration

 Listing out various activities

 School planning and requirements

 Security arrangement

 Type of workshops provided

 Services
Etc..