ar.Girish Doshi.ppt

Ar.Girish Doshi

1Megha PanchariyaM.Arch-1st semS.M.M.C.A,Nagpur

Ar. Girish Doshi,Pune

PHILOSOPHY

Ar. Girish Doshi attended BKPS School of Architecture,Pune (1979).

worked with Dr. Balkrishna Doshi at Sangath for 7 years, who worked very closely with Louis Kahn.

He returned to Pune in 1987 to start his architectural practice, an integral part of which has been his involvement with academics at various institutes in the city.

He started NAVKAR in 1987. At the heart of Doshi’s work, is always a negotiation between traditional and Modern forms and values.

A self-coined phrase, “Traditionally Contemporary” what he calls.

The result of his work is an innovatively constructed building inspired by traditional architecture.

Ar. Girish Doshi strongly believes that architecture is not a simple manipulation of forms, but is about construction of space and place.

Light plays a decisive role in his design. To him authentic material, pure geometry and nature are

the essentials that make architecture. Words Beauty, Inspiration, Joy, as well as the concept of

serenity, silence, solitude all this have nestled in his soul and though he is fully aware that he may have not done them complete justice in his work, they never ceased to be our guiding lights.

He and his team has worked and hope to continue to work inspired by the faith that the aesthetic truth of these ideas will in some measure contribute toward dignifying human existence.

The practice is known for theoretical position which emphasizes the study of building typologies and their evolution

The careful study of historic building precedents as a basic for speculating on new solutions.

meticulous and inventive approach to construction. If architecture is the reorganization of space through

bricks and concrete, its soul is the light. Awards

AESA - Kumar Architect of the Year Award - 1995

J.K. Cement award for private residence in Pune - 1996

I.I.A. Architect of the Year Award – 2006

His work has been widely published in journals and newspapers and academic outputs include lectures, seminars, exhibitions, writings and theoretical projects.

Centre for Environmental Planning & Technology

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Physical Environment : -

Megha PanchariyaM.Arch-1st semS.M.M.C.A,Nagpur


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Bricks School of Architecture,Pune

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Case Study : 2

Bricks School of Architecture,Pune1.To understand the curriculum, pedagogy of school and its 2.physical environment. 3.Its expression of sustainability

To produce trained architects for developing nations to shoulder the responsibility of infrastructure. Particularly in providing low cost housing, well equipped hospitals addressing health issues, wide range of luxury and economy hotels to promote tourism in both urban and peri-urban areas amongst other infrastructure requirements.To make the students aware about the new challenges in the field of architecture with sustainability issues such as green construction, eco friendly architecture, rainwater harvesting, and the optimum use of solar energy.To inculcate the ethical, social and moral values in all our stakeholders; which is the basis of humane social order.

Objective of School :-

Architecture EducationArchitecture till very recent

times has always been an esteemed craft, and the architect as master builder held the skill of knowing the full layout of the creation, meeting its every need & aspiration, while balancing the aesthetic intent with the technological compulsions. In the last couple of centuries and particularly in the last few decades, architecture like any other field of human Endeavour has seen immense specialization and internal diversity.Architectural Education in India is a 5-year exercise involving nearly 20 mandatory subject streams (with subjects of various breadths) to be studied, exposure to nearly as many 'optional electives' some of whom enrich and some which serve as pre-specializations, and about a year of 'Practical Training', the compressed avatar of the apprenticeship. Typically the early years focus on skill building and knowledge sharing, while the later years focus on application of the knowledge with the skills, and thereon to further exposure & specialization.

prefer to club the subjects into three streams, that they call Laboratories or sudios:

For each progressing year, there is a mix of subjects under each laboratory / studio. This is planned as per the stage the students have reached and knowledge acquired at each level. Content of every subject is designed so as to trigger thinking, develop technical rules & skills, and then urge students to explore the subject for their understanding throughpractical application, experimentation or creation.

The Thinking Lab (Theories & Society based)

The Construction Lab (Science & Technology based)

The Design Lab (Application and Creation based)

Humanities & Society

Structures - Forces, Effects & Systems

Basic Design

History of Architecture

Building Materials & construction

Architectural Design

Theories & allied disciplines

Systems & Services Workshop(hand & machine skills)

Professional Practice Surveying & Leveling

Research Methods Quantities & Costing

Study Tours Practical Training

Curriculum



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Case Study : 2

Built Environment Located in the suburban region

of Pune, this school of architecture is a model for the pupils to peek into the myriad world of architecture.

For a student who spends nearly one-third of the day in the institution over a period of five years, the design of the institution itself is bound to make an impact on his/her mind

Interaction is and has been the foremost concern of the design which is well reflected in the planning. In fact, the whole structure and layout has been used for this core purpose.

The design also draws its concepts from the vernacular architecture of old Pune city, in making a contemporary interpretation of the courtyard Wada typology.

The series of courtyards connecting the studios, the overlooking corridors, the play of linear and the dramatic angular, along with the honest use of materials of bricks, class and concrete, offer a visual imagery of the place which enhances the experience of the users.

It draws inspiration from the South Indian temples where elements like layering of spaces, symmetry in planning and axial circulation form the essence of the of the campus plan.

The college of architecture promotes modern ideas without losing faith in vernacular concepts of Indian place making. The library plays a pivotal role in the complex, as it is foreseen as hotbed of acquired knowledge and research. Physically the access here is flexible irrespective of whether or not the administration is open, while modern smart card technologies ensure their security.



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Case Study : 2

Built EnvironmentAn informal discussion in the extended studio in courtyards, a jury panel exhibition put up in the court, bumping into a fresh piece of work displayed along the passage – these are all proof that together with these elements, it merely doesn’t become an exercise in nostalgia but it takes ‘design interaction’ to the next level. It is like a walk through a live book where communication and chance encounters are not forced, but more casual and incidental. It is an effective way to share work and thoughts, to blur the boundaries between the juniors, seniors and the faculty.


Inferences Thoughts should reflect from its built expression. we can promotes modern ideas without losing faith in vernacular concepts of Indian place making.Again we should starts to think about our traditional style with modern texture.

References http://arkistudentscorner.blogspot.in/2011/10/bvdoshi-cept-ahmedabad.htmhttp://www.brick.edu.inhttp://www.architecturelive.in/project/420/brick-school-of-architecture-pune-Pune-navkaar-architects/ www.cept.ac.in

http://arkistudentscorner.blogspot.in/2011/10/bvdoshi-cept-ahmedabad.htm

http://arkistudentscorner.blogspot.in/2011/10/bvdoshi-cept-ahmedabad.htm

http://www.architecturelive.in/project/420/

ar.Girish Doshi.ppt

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