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CHARLES JENCKS AWARD

SEPTEMBER 2016

Niall has been announced as winner of the Charles Jencks Award 2016, which is given annually to an outstanding architect or practice that ‘has recently made a major contribution to both the theory and practice of architecture’.

Explaining the judges’ choice, RIBA President Jane Duncan said: ‘Niall’s body of work exemplifies the spirit of this award, which recognises the ability to seamlessly, and, in this case, beautifully, build theory into one’s practice. I am in awe of the materiality and the craftsmanship, of the dedication, the collaborative relationships and the contextual sensitivity with which Niall’s buildings are created.’

According to Charles Jencks, Niall ‘is a great inspiration for architects today, especially the young, because of his masterful skill in drawing from all traditions – Classicism, Modernism, Postmodernism. All the ‘isms’ are under his belt, not on his back, and he extends them all through the commitment to architecture as an art and professional practice’

Previous winners of the award include Herzog & de Meuron, Benedetta Tagliabue, Rem Koolhaas, Stephen Holl and Zaha Hadid.

Niall will receive the award at a public lecture, chaired by Charles Jencks, at RIBA on 25th October.

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.”