Making a Campus for Creative Learning: An Exhibition of Prof. B.V.Doshi's Architectural Studies, Drawings and Models of CEPT Campus, 1962-2012
Making a Campus for Creative Learning: An Exhibition of Prof. B.V.Doshi's Architectural Studies, Drawings and Models of CEPT Campus, 1962-2012: This includes additional Detail Plans, Sectins and al future requirements as requested by faculty
1. Campus without walls, learning without boundaries
1. Campus without walls, learning without boundaries: The founders of the School of Architecture had a most daring and unusual perception of their task. They emphasized learning rather than teaching, and saw the place of learning as one where there were no boundaries, no hierarchies and a complete atmosphere of free and unhampered inquiry. Naturally, they thought of a campus that demonstrated and facilitated that outlook. This exhibition documents a dual movement: a search and for a model of education, and the simultaneous search for an architecture appropriate to the idea of learning. It is rare that there is such a close relation between programmatic development and architectural evolution. CEPT is fortunate to have been such a process [where] the same minds think of the quality of an institution and its architectural form. In the 50 years between 1962 and 2012, the School of Architecture grew into CEPT University, and its founders, many faculty members and students played an active role in designing and making the campus. All this was done under the direction of Balkrishna V. Doshi, founding member, first Director, Dean Emeritus as well as Architecture of the Campus Planning, under the banner of his architectural practice known at various times as Vastu Shilpa, Stein Doshi Bhalla Architects and Sangath.
2. Making the Creative Campus
2. Making the Creative Campus: “Education combines the abstract and the real. It must challenge established patterns, seek out validity in tradition and combine these with possibilities of today. The ultimate aim of education is the training of men to deal challengingly with problems … in process it is a dynamic analysis of culture, values, knowledge and methodology. It must be selective dealing with principles, essence and direction as contrasted to merely accumulated, unrelated facts” Curriculum Statement, 1963
5. July ’67, Site Plan and Model
5. July ’67, Site Plan and Model
6. Aug ’82 and Aug ’91, Site Plans and ‘extension site layout’
6. Aug ’82 and Aug ’91, Site Plans and ‘extension site layout’
7. Dec ’66 – July ’67, School of Architecture, Sections and Elevations
7. Dec ’66 – July ’67, School of Architecture, Sections and Elevations: Delt. Kulbhushan Jain
8. Making the Creative Campus
8. Making the Creative Campus: “On the Other hand Kahn made me more aware of the breeze, structural Clarity, the stark brutal strengths of surfaces, the beauty of the geometry, and the profound meanings of words and sentences. His language made me realise my ancestral heritage, the upnishads.” Doshi, in Le Corbusier and Louis Kahn – the acrobat and the yogi of Architecture
10. Door detail and balconies
10. Door detail and balconies
12. The programmed of Open-Ended learning, a campus of many interlinked disciplines
12. The programmed of Open-Ended learning, a campus of many interlinked disciplines: From the earliest time, the idea of the interconnectedness of architecture, design, planning, construction technologies was held to be important. Equally, the arts and the social and natural sciences were seen to be necessary to all who worked in the field of environment and human habitat. This is reflected in the first curriculum and brought to concrete proposals in the … Centre for Environmental Planning and Technology.
13. Parallel investigations in Architecture in Doshi’s work of the period
13. Parallel investigations in Architecture in Doshi’s work of the period: Left: ATIRA Peon’s housing, 1960, Middle: Competition entry for the Parliament Building a Beirut, Kuwait 1970; Above: Competition Entry for a skyscraper at Toronto, Canada, Right: Study sketches and model of CEPT campus, 1968 onwards
14. Sept ’90 and Aug ’91, proposals for campus Master Plan
14. Sept ’90 and Aug ’91, proposals for campus Master Plan
15. Nov ‘94 – Mar ’96, School of Interior Design (SID)
15. Nov ‘94 – Mar ’96, School of Interior Design (SID): “… the most important things are the experience, the rasa, which is the subtle experience of the space that makes the space memorable. It extends the associations and enriches imagination.”
18. Nov ‘94 – Mar ’96, School of Interior Design (SID)
18. Nov ‘94 – Mar ’96, School of Interior Design (SID)
19. Making the Creative Campus
19. Making the Creative Campus
20. CEPT as a hub of culture, Developing an oasis of learning in the city
20. CEPT as a hub of culture, Developing an oasis of learning in the city: The 1962 vision of an integration of the arts, the sciences, technology and architecture was assiduously pursued and proposal after proposal envisioned such a place and culture. An imaginative and bold vision complemented by enlightened patronage saw the buildings of the Community Science Centre (built through a student competition), the Hutheesing Visual Arts Centre, the Kanoria Centre for the Arts and the Amdavad-ni-Gufa (originally named Hussain-Doshi Gufa). Thus what the early vision promised was fructified by continuous efforts and designed by Doshi.
21. Nov ’90 CEPT Extension proposal site plan, “Imagining CEPT as a cultural hub”
21. Nov ’90 CEPT Extension proposal site plan, “Imagining CEPT as a cultural hub”
22. April ’84, Proposed building, Kanoria Centre for Arts, CEPT Campus
22. April ’84, Proposed building, Kanoria Centre for Arts, CEPT Campus
23. Husain-Doshi gufa
23. Husain-Doshi gufa
25. University as a Microcosm of the City, a community of learning
25. University as a Microcosm of the City, a community of learning: CEPT has now become a vital part of the city, located not at the edge but in the thick of urban life. Greatly in demand and committed to fulfilling its societal role, the campus needs to accommodate a large variety of programmes and activities. It is subject to the same pressures of space as the rest of society. How to increase the facilities and space while still maintaining the ease of interaction, intimacy of scale, the informality of use? This is the question that the projected future buildings.
26. July ’14, Doshi’s proposals for new extensions on the CEPT Campus
26. July ’14, Doshi’s proposals for new extensions on the CEPT Campus
27. The new proposed extension
27. The new proposed extension: The ground floor plan of the proposed extension (left); Top: Sectional studies of the staircase shaft and a view of the computer-generated model
28. The new proposed extension
28. The new proposed extension: Left: First floor plan of the new proposed extension; Top: the model of the extension with the plan of the existing campus and a view from within the model
30. The new proposed extension
30. The new proposed extension: Section and model studies of the extension

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