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AUCKLAND CASTLE WING EXTENSION

MAY 2019

Following the completion of the Auckland Tower, the Faith Museum is our second project at Auckland Castle and is an extension to the Grade I listed Scotland Wing. Unlike its vertical sister, which wears its expressed timber structure on the outside, the Faith Museum is singular and monolithic in its appearance, forming a continuous horizontal stone edge to an enclosed courtyard. Cop Crag sandstone, local to the north-east of England, is the external treatment for the roof, walls and weatherings of the building. Far from being homogenous, the stone is alive with natural variation which ranges from delicate lacy swirls to something resembling animal markings.

The principal internal space is a 9.5m tall gallery which follows the steeply pitching roof form, supported by a procession of closely-centred fine metal trusses. The Museum is largely inward-looking, borne of its intended purpose for contemplation and preservation of religious artefacts. This provides further enjoyable contrast and conversation between our two buildings in how they seem to view one another: the Tower’s expansive 360˚ views offering a full appreciation of the Faith Museum in its entirety as begins to take form, whilst the introspective Museum offers the only the slightest peek of its neighbour over the wall.

RIBA EDUCATION REVIEW PRESENTATION

MARCH 2015

Niall gave a presentation to the RIBA Education Review at a specially convened Forum and Council, which debated significant changes to the structure of architectural education. Niall spoke about the relationship between education and practice, arguing for a lifelong cycle of practice and education.

“Education should not end with RIBA Part III, or even limp along through minimum prescribed CPD events. It should no longer be possible for an architect to finish their education. I propose a more comprehensive model of life-long learning. If practitioners come back to the schools throughout their lives, they will be constantly invigorated and, by extension, they will constantly invigorate the schools to which they return. This would constitute a discourse – in the sense of a ferrying back and forth – in which practice and education are both part of a seamless continuity. The purpose of education is not so much the acquisition of set skills but – to borrow a phrase from John Hattie – learning how to learn. Once you have done this, you have built an engine for a lifetime of renewal.”