BGS SCHOOL OF ARCHITECTURE AND PLANNING

BGS International Residential School Campus, Nithyanandha Nagar, K. Gollahalli Post,

Bangalore South - 560074

RESIDENTIAL SCHOOL
“Jawahar Navodaya Vidyalaya”

1. INTRODUCTION
Residential schools or boarding schools are the most earliest known form of education in india, known
popularly as ‘Gurukul’. The system of gurukul was very different from other system of teaching or learning
of any kind of education or technique. Now a days, its value or scope rises more and more. Because, of the
discipline among the management and teaching staff, and the methodology of education which varies
from other education patterns.

The aim of residential schools is to provide students the opportunity to achieve academic excellence
and develop their creative, social, emotional, intellectual and physical growth. Thus, this education system
offers students discipline and physical environment comparable to their homes along with high academic
standing.

1.1 JAWAHAR NAVODAYA VIDYALAYA

Jawahar Navodaya Vidyalaya (JNV) is a system of central schools for talented students
predominantly from rural areas in India, targeting gifted students who lack access to accelerated
learning due to financial, social and rural disadvantages.

They are run by Navodaya Vidyalaya Samiti, Noida, an autonomous organization under the
Department of School Education and Literacy, Ministry of Education. JNVs are fully residential and co-
educational schools affiliated to Central Board of Secondary Education (CBSE). The specality of this
residential school compared to other similar organizations is the management of the whole system as
residential. To create an environment of itself and its discipline.

2. AIM

To provide good quality modern education -including a strong component of culture

inculcation of values, awareness of the environment, adventure activities and physical
education- to the talented children predominantly from the rural areas without regard
to their family's socio-economic condition.

3. OBJECTIVES

The most important objectives while designing a school is

To provide a perfect environment for learning.
To understand the needs and requirements of the topic.
Study and design to create spaces for formal and informal
educators.
To provide healthy environment for living and studying for primary
and secondary students.

18 ARC 8.3 Coursework – PUSHKARANI H N 1

 BGS SCHOOL OF ARCHITECTURE AND PLANNING
BGS International Residential School Campus, Nithyanandha Nagar, K. Gollahalli Post,
Bangalore South - 560074

FASHION HUB

1. INTRODUCTION
Fashion Hub as the names suggests, where fashion speaks a different language, it makes an identity for itself,
bringing out various fashion houses, designers making room for the other international brands giving way to
gallery spaces, hosting fashion shows and related events.

Fashion hub will act as a meeting point for all the major activities related to fashion. It is an amalgamation of
retail spaces, exhibition area, museum, library, conference room, seminar rooms, office, production units, ramp
show areas, food court, boarding facilities etc.

2. AIM

To create an interactive, creative and inspiring platform for various professionals pertaining to fashion industry.
To develop a hub that has a mix of fashion, business, entertainment, culture, and leisure with a unique and
powerful identity that ought to be internationally recognized as a fashion pit stop.

3. OBJECTIVES

➢ To develop a space that is synonymous to fashion, a statement of time and to blend the Indian tradition
and heritage with international fashion and design.
➢ To successfully provide a permanent high-end hub for Indian fashion and to integrate its various aspects.
➢ To give the Indian fashion business a grand rise and to create interest among people.
➢ To incorporate spaces that will nurture and help the upcoming fashion designers in and around bangalore
and to give them marketing support.
➢ Supporting the growth and development of local fashion industries by connecting designers and
manufacturers with resources, investors, and other industry professionals.
➢ Focusing on the interests of fashion at the local, national and international levels, and working to
promote policies that support the growth and development of the industry.

4. SCOPE

➢ India started emerging as a major manufacturer of textile till 2000’s and later took other dual role of
consumer and manufacturer. therefore the fashion hub will play a pivotal role in the years to come and
also enhance the current developments in the industry. the Indian fashion industry is an important vein
connecting India with other countries.
➢ India produces very rare and authentic fashion that is unique to the land, owing to this.
➢ Indian fashion industry is very easily bought and sold in other countries in the name of popular fashion
also , it is very important to make people aware about the process that is involved in the production of
the garments or the accessories we wear.

18 ARC 8.3 Coursework – PUSHKARANI H N 2

 BGS SCHOOL OF ARCHITECTURE AND PLANNING
BGS International Residential School Campus, Nithyanandha Nagar, K. Gollahalli Post,
Bangalore South - 560074

4. REQUIREMENTS
➢ Commercial zone (international stores and display spaces, retail shops, designer studios and staff area,
etc)
➢ Event zone (dressing rooms, photoshoot area, exhibition halls,
➢ Amenities information center, gallery areas, library – to promote fashion journalism, etc )
➢ Administrative block, workshop area, cafeteria, etc

5. CASE STUDIES

➢ Pearl academy of fashion, Jaipur

➢ Calico museum of textiles
➢ Blink, gurugram, Haryana
➢ Ub city, bangalore

18 ARC 8.3 Coursework – PUSHKARANI H N 3

 BGS SCHOOL OF ARCHITECTURE AND PLANNING
BGS International Residential School Campus, Nithyanandha Nagar, K. Gollahalli Post,
Bangalore South - 560074

CULTURAL INTERPRETATION CENTRE

1. AIM

The aim of cultural interpretation center is to provide visitors with the experience that helps them to better
understand and appreciate the cultural heritage of a particular place. It can serve as a valuable tool for
promoting cultural awareness, understanding, and appreciation, and can help to foster greater respect and
tolerance for different cultures and ways of life.

2. INTRODUCTION

A interpretation centre or interpretive centre, is an institution for dissemination of knowledge of natural or

cultural heritage; these are located in connection to cultural, historic or natural sites.

Heritage is the best expression of cultural identity of the community of its civilization personally. Its one of
the aspects of the creativity that a community has in store, where it originates in individual or in groups.
Temples of Tirupathi, hampi, madurai and many more are considered to be the important cultural places in
south india, And it has been the important cantre of cultural heritage importance.

3. SCOPE

• Interpretive centre helps in preserving the rich cultural heritage of the place.
• Project will be combination of the art, architecture and the communal heritage.
• To promote cultural understanding and appreciation, provide educational opportunities, and foster
intercultural dialogue and exchange.
• cultural interpretation centers have a broader focus, providing information and education on multiple
cultures, including local, regional, and international cultures.
• To offer exhibits, performances, lectures, workshops, and other programs that promote intercultural
understanding and dialogue.
• To showcase the traditions, art, history, and beliefs of that culture.

4. OBJECTIVES

• To preserve and promote the cultural heritage of a particular region or community.

• To interpret or spread knowledge on places such as historic buildings, artwork, and archaeological
sites, as well as cultural expressions like traditional music, dance, and storytelling.
• Cultural heritage centers typically serve as place for collections of cultural artifacts and provide
educational programming, exhibits, and research opportunities for the public.
• In addition to preserving and promoting cultural heritage, cultural heritage centers may also play a
role in tourism development by showcasing the unique cultural attractions of a particular region and
providing a space for visitors to learn about and engage with local culture.

18 ARC 8.3 Coursework – PUSHKARANI H N 4

 BGS SCHOOL OF ARCHITECTURE AND PLANNING
BGS International Residential School Campus, Nithyanandha Nagar, K. Gollahalli Post,
Bangalore South - 560074

5. FOCUS OF CULTURAL INTERPRETATION CENTRES

• Exhibitions: Cultural interpretation centers create exhibitions to showcase the history and
traditions of their region. These exhibitions can be temporary or permanent and may include
displays, interactive exhibits, and educational programs.
• Education programs: Cultural interpretation centers offer educational programs for people of all
ages. These programs can include workshops, seminars, and classes on various topics related to
the cultural heritage of the region.
• Conservation and preservation: Cultural interpretation centers may also work on conservation
and preservation projects to protect historic sites and artifacts. This can involve activities such as
restoration, repair, and maintenance of cultural heritage assets.
• Digital resources: Many cultural interpretation centers are developing digital resources to provide
access to their collections and educational materials online. This can include virtual tours, online
exhibitions, and digital archives.
• Community engagement: Cultural interpretation centers often work to engage the local
community in their activities. This can involve partnerships with local schools, community groups,
and other organizations to promote cultural awareness and heritage tourism.

6. CASE STUDIES

1. Jawahar kala kendra, jaipur

2. Bharat bhawan, bhopal
3. Indian Islamic interpretation centre, delhi
4. Cultural centre, rome

Hampi cultural & heritage interpretation centre.

7. REQUIREMENTS

Museums, theaters, library, art gallaries, studios, workshop areas, guest house, dorm,
amphitheatre, cafeteria, administrative spaces and recreational spaces.

18 ARC 8.3 Coursework – PUSHKARANI H N 5