Biennale Architecttura 2018

June 2018

The 2018 Venice Biennale opened to the public on the 26^th May. This year’s theme “focuses on architecture’s ability to provide free and additional spatial gifts to those who use it and on its ability to address the unspoken wishes of strangers”.

Our contribution is a collection of six large-scale models, each representing a hall for gathering that the practice has designed. These models are placed upon a rotating table which is a calendar and a cosmic machine. Each hall has a different purpose yet they all bring people together in a rhythmic and cyclical fashion daily, weekly and annually. The specific uses of each building are regulated by a calendar of events, rituals and times of congregation. Their calendars are inscribed on the outer rim of a turning table. The table can be rotated by hand. When you turn it, varying light falls upon the models representing the passage of the sun through the day from dawn to dusk. It is a manual and mechanical process.

The intention of presenting these models in this way is to emphasise the relationship between the enduring frames of the buildings and the endless procession of fugitive elements that pass through them periodically.

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.”