Balliol Facade Trip

BALLIOL FACADE TRIP

APRIL 2017

We are working on new student residential buildings for Balliol College, Oxford. As part of the detailed design development we have been working with a façade sub-contractor based in Belgium, and recently made a visit to their manufacturing factories. The itinerary for the day – a design workshop, a factory tour and a review of samples. Lots of coffee after an early Eurostar, and a good lunch.

There had been several similar design workshops before; where gathered around the meeting table, sketches were scattered as we questioned the architectural intent and the construction details equally. Brick samples sat in front of us, books piled up with precedents opened, past project drawings and models pulled out for reference. How to compose the language to create a calm and unified façade across the site. The engineers, the architects, the craftsmen who will build the façade.

These sorts of discussion are an aspect of everyday practice, and incredibly valuable part of the process – marrying the conversations of design aspiration with the actual making of. The bricks and mortar that see the architecture delivered from the paper to the physical form.

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.”