Cept case study

6/15/2017 Cept Case Study
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Cept Case Study

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Chanakya Kuchipudi, Student
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Published on Mar 27, 2016
Architectural Case Study of CEPT, Ahmedabad
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Published in: Design
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Cept Case Study
1. 1. Center for Environmental Planning & Technology(CEPT University) was started in 1962 under the Ahmedabad Education Society and was
actively supported and encouraged by Kasthurbhai Lalbhai, a leading industrialist and philanthropist of the city. Its initial direction was set by
architect B.V. Doshi, Dr. Rasvihari Vakil and Bernard Kohn. The school broke away from the conventional teaching course structure which
was prevalent at the time and instead adopted a more open curriculum with many elective courses. The concept changed from architecture as a
technical discipline to architecture as a design discipline. LOCATION: Gujarat University area, Ahmedabad Architect: BV Doshi Area of the
site: 12.5 acres Inspiration The influence of Louis Kahn and le Corbusier can be clearly seen in the building design. The free plan concept of
Corbusier is adopted with space underneath it which is active and multi-functional, designed for sun protection and exposure to breeze.
2. 2. Site: The site is located in the Kasturbhai Lalbhai Campus in Navrangpura, a western suburb of Ahmedabad. It lies within a zone occupied
by other educational institutions. Being at the edge of this zone, it is also immediately proximal to some residential localities which adjoin. The
site about 12.5 acres, measuring about 300 metres North-South and about 150 metres East-West. It is roughly rectangular, with extensions on
the eastern side at the northern and southern ends for vehicular parking and on the southern side (Hussain-Doshi Gufa). The general slope is
towards the north- western corner. Feasibility The site is 6.7 km from Ahmadabad railway station, 6.9 km from Ahmadabad Bus stand and
11.8 km from Ahmadabad airport. Context-(surrounding area) The site is surrounded by A wide arterial road on the western side Smaller
public approach road on the northern side Cricket field on the eastern side Internal access road on the southern side
3. 3. ACADEMIC FRAMEWORK OF CEPT Campus is of four different schools 1. School of planning 2. School of architecture 3. School of
building science and technology 4. School of interior design INTAKE B.Arch. - 30 M.Arch (Theory and design) - 20 M.Arch (landscape) - 20
M.Phil.(Architectural and settlement conservation)-20 M.Arch (Urban Design) - 20 M.Arch (Architectural & settlement conservation) - 20
4. 4. Features: • The school building is set back 100 ft. from the main road and shielded by trees to create a serene atmosphere inside the campus
and is hardly visible from the main road. • Emphasis on open flexible spaces with hardly any doors. • Creation of a proper working environment
facilitating faculty and students to have free scope to learn and teach anywhere. • Exposed local materials for low cost, easy expansion and
maintenance. • The design is intended to be close to nature and experiment the designing skills, play with levels etc. Since the land was earlier a
brick kiln, the site was undulated and gave opportunity to play with levels. • There are inclined skylights on top of the studios, perpetually letting
in natural light into the spaces. • The studio spaces have bay spaces facing the exterior, creating semi-private spaces which are yet totally open
to the exterior - spaces where the individual can be alone with nature even in the environment of a studio. Disposition of buildings: The buildings
are placed orthogonally with respect to the sides of the site and hence along the cardinal directions. A look at the plan will reveal the
predominance of the north- south direction in the general organisational scheme of the site as well as its component buildings. The placement of
the buildings themselves spread out and interspersed with loosely held open spaces characterised by terrain features and greenery which creates
a set of inter connected, flowing spaces which may be traversed by several combinations of paths taken thus conveying a sense of continuity
and openness.
5. 5. Approach Main access on the northern side Two entrances on the southern side Two entrances on the western side There are two types of

buildings in CEPT campus - Wide spanning, multiple storeyed usually in transverse groupings Narrower spanning, single storeyed, vaulted,
usually not combined.
6. 6. Planning: The built form starts with a pair of parallel walls. The basic component of the buildings of CEPT is a derivative of a pair of parallel,
load-bearing walls, supporting a flat floor-slab. The repeated occurrence of parallel-walled structures in the buildings of the campus can be
observed. The overall planning has been done around the central court with built masses on sides and green on one side which gives the campus
noise protection from traffic. Architect has included uneven contours into the plan transforming a drawback into a delightful experience of space.
7. 7. • The whole building is very simple and architectural elements are expressive of their functions. • The spaces created by volumes and voids
are visually exciting. • The building has simple horizontal lines and merges beautifully with the site. • The building is two-storeyed with a split
level basement. • The building design incorporates the thermal comfort and natural sensibly.
8. 8. Entrance: • The entry to the complex is through a long axis which ends up in facing a blank wall. One is forced to turn, go down a flight of
brick paved steps and turn then again to enter the main wide flight of steps rising up ever so slowly towards the framed entrance to the library.
On the right side is the double storeyed studio block perpendicular to the axis of the library. • The main administrative block is approached by
an informal and indirect approach thus emphasizing the change in direction and the informal nature of the campus. • There are small structures of
the wood workshop and the TV room, which helps in containing space. • The building forms are arranged around a courtyard which can be
accessed from all the sides with open spaces flowing into each other through well designed transition spaces. • The entry to the individual
buildings provided from the common court around which the buildings are arranged. • Vehicles are restricted to the parking space provided at
the periphery while the campus is pedestrianized.
9. 9. BASEMENT The basement is a multipurpose space. It is a very active space of the campus. On one side of the basement rising contours
can be seen, and on the other side steps towards the central courtyard. Thus the north and south walls have been avoided. Numerous activities
are performed here like cultural programs, fests and exhibitions, indoor games etc.
10. 10. CENTRAL COURTYARD • The central court is a combination of paved and unpaved areas, shaded by trees in certain areas. • All
entrances are linked to the courtyard by pedestrian pathways. • Hence the courtyard is an area of heavy circulation and interaction. • The
courtyard has grown organically with the addition of informal seating Court has large unpaved area, lacking in grass or vegetation. Cultural
activities, reading, games, meetings etc. all happen here.
11. 11. Canteen • The canteen is on the corner of the axis of the studio block. • There are external built in seats which encourage discussions and
which over the years have evolved into the most active vibrant part of the entire campus. • Both students and faculty sit around this space,
chatting. • This space is a true reflection of the spirit and culture in the campus with a great atmosphere of interaction, informal discussions and
learning.
12. 12. STUDIOS • The studios have large openings which open into the greenery outside. • Panels at the sides help the students to put up the
important and useful sheets. • All the studios are above one another, along with the adjacent lecture rooms. • There are common interaction
zones between the studios of different years. • The studios are designed keeping in mind the climatic needs and comfort of its users. • The
building section and double height studios are well conceived to facilitate air flow. • The building is oriented along the E-W axis with openings
on N and S and thick walls are provided on the east and west to keep off the hot sun.
13. 13. MAIN BLOCK

14. 14. SCHOOL OF BUILDING SCIENCE & TECHNOLOGY
15. 15. • The plaza in this block is one of the most actice places in the campus. • It is double heighted and has two parallel walls on which art
installations are done. • This can be considered as an inspiration from Lecorbusier’s FREE FLOOR PLAN
16. 16. Kanoria Centre for Art
17. 17. INDOOR CIRCULATION • The circulation within the building is very complicated with lots of level changes and staircases at different
level. • The corridors are less and short length. • All the places within are visually interconnected. OUTDOOR CIRCULATION • The
circulation with in this campus is pedestrianized. • The vehicular access is restricted along the periphery of the campus. • There are lot of trees
within the enclosed spaces from where all the building are accessed which provide ample shade and comfort.
18. 18. Ventilation: • The parallel walls, forming an open tube of space are predominantly aligned North-South, effectively closing off the East and
West sides. • The north side is heightened to allow more north light in while the south side is kept low to shield from the harsh direct radiation. •
This results in a configuration with a double height north side and a single height south side. • Such difference in heights in section leads to a
combined volume, emphasising the directionality set out by the parallel walls in plan.
19. 19. Sculpture Park • The campus is also has magnificent sculptures. • A sculpture park is situated in the southern part of the campus. • The
“Hussain Doshi Gufa” forms another locus of the campus designed by B. V. Doshi in collaboration with eminent artist M. F. Hussain.
20. 20. ACTIVITY CENTRES • The nodes/hub of activity of the campus have been identified as following: • 1. Central court • 2. Canteen • 3.
The school of interior design plaza • 4. The earth mounds • 5. The basement The basic factors that contribute to spaces that have actively
evolved to be the activity centres of the campus are Activities: eating, recreation, contemplation Comfort: shade, air movement, Informality of
space, extroverted spaces
21. 21. School of Interior Design Plaza North Lawn
22. 22. Multi Purpose Basement
23. 23. LANDSCAPE The campus is full of neem trees, which were planted over the years since the initial phase makes hot Ahmedabad climate
cooler. The trees provide a perpetual changing pattern of light and shade. There are many interconnecting pathways with brick paving and
terracotta tiling. There are also small plants within the building and plotted plants at places. The steps in fact become external activity hubs with
students using the levels for reading, organising informal discussions, performances or even for simply lazing around.
24. 24. RAINWATER Inverted channels are provided on the roof with large water spouts at the end. These stand out in the building form as a
visual feature.
25. 25. INFERENCES • Simple structure of parallel brick walls, concrete beams & floors that is extendable & easy to maintain. • An open place
with hardly any doors. No feeling of restriction to the exchange of ideas & free scope of teaching & learning anywhere. • More use of
interaction & transition areas like corridors, galleries & courts & foyers throughout the campus. • Structural obstruction free ground makes the
spaces multi-functional & active zone in campus. • Building looking inward makes the environment livelier. • Circulation is so easy to make all
buildings easily accessible. • The informal interaction spaces with trees & seating make them relaxing & calm. • Combined studios at two levels
effect the environment positively & negatively. SECTION OF STUDIO BLOCK
26. 26. Demerits • The loose soil in the central courtyard is unpleasant to walk on and makes the atmosphere very dusty. • Even though the entry
for school of architecture is spacious and well ventilated, it is too dark at the day time also. • There is no ramp at the entrance making it difficult

for the physically challenged people to enter the building. • In many places spiral stairs are used widely and are uncomfortable for daily use. •
Studios at the southern part of the building have the problem of glare because of sunlight.
27. 27. THANK YOU
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e basement is a multipurpose space. It is a very active space of the campus. On one side of the basement rising...

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