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Tom Gregory

Tom Gregory

Architecture | Architectural Assistant | BSc. MArch. PHI Certified Passivhaus Designer

Tom joined Bryden Wood in August 2017 after graduating from the University of Bath, where he completed most recently his Masters in Architecture.

 

During these studies, Tom worked within a team to produce a redevelopment masterplan proposal for the city of Saint Petersburg, as part of a Sustainable Cities urban design project. The design response focused around reforging the city’s historic pathfinding devices of waterways and boulevards, connecting the redevelopment of the city’s three historic rail termini.

His individual thesis project developed from this, acting as an investigation into the cultural importance of vodka to the Russian national identity. This design, adjacent to the location of the first railway station in the former Russian Empire, played on the duality of a celebration of waiting both physical and metaphorical, echoing the national psyche of escapism through vodka.

He also authored a research paper, investigating the legacy of conflict on urban centres. The paper, based on an investigation into the implications of the destruction and rebuilding of Stari Most, the Old Bridge of Mostar, during the wars of the breakup of Yugoslavia in the early 1990s, used first-hand research to question whether structures can be rebuilt to retain the cultural significance they are perceived to embody.

Prior to joining Bryden Wood, Tom had experience working on a variety of projects of differing scales, across practices ranging in size. During these times he has helped to deliver a range of residential schemes across London, dealing with complex planning constraints and heritage projects within sensitive conservation areas.

Since joining Bryden Wood, Tom has been involved in developing a primary school as part of a wider masterplan adjacent to the Queen Elizabeth Park in East London. The spatial constraints of the urban context have led to the development of a ‘vertical school’ typology, challenging the traditional model of a primary school.

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