RIBA Stirling Prize Shortlist

RIBA STIRLING PRIZE SHORTLIST

JUNE 2015

Niall McLaughlin Architects are thrilled that Darbishire Place, Whitechapel Peabody Housing has been shortlisted for this year’s Stirling Prize.

Writing about Darbishire Place in a piece written for the Guardian, Olivier Wainwright said ” Filling in the gap of a second world war bomb site, the building follows the sobriety of Darbishire’s designs for “cheap, cleanly, well drained and healthful dwellings for the poor”, but updates it with generous internal spaces and sharply-crafted details that make it as near to a model housing scheme as you could find”.

The RIBA President Stephen Hodder, says: “The shortlisted projects are each surprising new additions to urban locations – hemmed into a hospital car park, in-filling an east London square, completing a school campus. But their stand-out common quality is their exceptionally executed crafted detail.”

The other 5 buildings making this years shortlist are Burntwood School in Wandsworth, designed by Allford Hall Monaghan Morris; the Maggie’s Cancer Care Centre in Lanarkshire, by Reiach and Hall; the NEO Bankside luxury apartments in Southwark, Rogers Stirk Harbour; the Library and Teaching Building at the University of Greenwich, by Heneghan Peng; and the Whitworth Art Gallery in Manchester, by MUMA.

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.”