Somerset House Competition Win

SOMERSET HOUSE COMPETITION WIN

JANUARY 2020

We are delighted to announce that Niall McLaughlin Architects has been appointed to design a new, multi-purpose auditorium and public space. This follows an international competition (organised by Colander Associates) which had a total of 69 entries from an impressive calibre of architectural teams. Eight teams were shortlisted which included Adjaye Associates, Barozzi/Veiga with DRDH, David Chipperfield Architects, Flores Prats with AOC Architects, Haworth Tompkins with Citizen’s Design Bureau, Snohetta with Orms, Studio Seilern, and Niall McLaughlin Architects. The jury, comprising Jonathan Reekie (Director, Somerset House Trust), Julia Barfield (Architect), Martine d’Anglejan Chatillon (Trustee and arts producer), Brian Eno (Trustee and artist/musician), Sarah Gaventa (Director of Illuminated River), Paul Goswell (Trustee and MD of Delancey) and Paul Purgas (Artist and Somerset House Studios resident), was unanimous that Niall McLaughlin Architects’ presentation gave a strong sense of design direction and clarity of thought, with an unmatched commitment to sustainability and a distinctly creative and collaborative approach. The jury felt confident that in our hands, the team would deliver Somerset House’s vision of creating a world-class performance space to make and showcase new, cutting-edge multi-disciplinary work to new, younger and more diverse audiences.

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.”