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New School of Architecture, Lincoln

Part 1 Project 2003
Peter Kidger
Clifford Gouws
 University of Nottingham Nottingham | UK
Digital media are increasingly important in Architectural Presentation. This is exploited to attract public awareness of the school and the process of architectural education. Externally, the 'Learning Wall' serves to visually connect the academic campus to the student village. Whilst internally, its cinematic screen continuously displays student work. The transparent and dynamic nature of the building is a direct response to pedestrian routes over the site, affording views of the 'Learning Wall' while directing people towards public crit-spaces, galleries and public library. The 'Zoetrope' wall allows glimpses into the heart of the school from the elevated road that divides it.


Peter demonstrates a remarkable maturity of design understanding for a Year 3 student. Inspired by his studies of time, motion and media, the building is clearly a response to site and brief; setting up a dialogue with the existing campus, the Brayford Pool and the elevated highway bordering the site. Each aspect is brought into, and inspires, his building. His design is highly creative and yet believable; something many students, with their pre-occupation for abstract form-making, struggle with. His grasp of design, technological, presentation and computer / film-making skills stands Peter in good stead for a great career in architecture.
Tutor(s)

Mr Rudolf Van Rensburg
2003
A Zoetrope. This encompasses some of the inspirational influences of my project. The Moving image, illusion, altered perspective, 'time and motion' and fractured view.
Plan Development. My initial stages of design in reponse to the site study, accomodation, limiting factors and inspirational material. The plan follows the fractured form prescibed by the aspect of routes of motion around the site.
Structural Development. An important stage in the resolution of certain design intentions.
Environmental Strategy. The effectiveness of the building as a viable school of architecture was its ability to inform. A strong environmental strategy was necessary to point the way forward in Architectural Education.
Exploded Perspective. This demonstrates the complexities of such a building. The provision of accessible information and arenas for practice and presentation is key.
Ground Floor Plan. The building identifies surrounding pedestrian routes to re-inforce public interaction. The hope is that the building will serve to improve the immediate social environment.
Typical Upper Level PLan. The inter-jection of the elevated road plays an important role in the accesibility and public perception of the building and its Educational Strategy.
Exterior Model Perspective. Showing the location of the building. The building encloses the road to form a gateway to the centre of Lincoln. The form is a direct response to the routes of motion that intersect the site.
The materiality reflects the processes that occur within specific spaces. Dark monolithic spaces enclose the introvert and comtemplative areas, transparent areas reveal public and presentation spaces.
Key Section. The aspect of varied areas within the building reveals how the spaces interact and relate.
Bridges Connect the transparent-open Plan studio areas to the solid wall.
The 'Learning Wall' concourse serves as the main circulation route and provides visual connections between spaces.
Entrance to the introvert Postgraduate Studio.
Public Viewing Galleries overlooking the 'Learning Wall' and elevated tutorial areas.
View down the 'Learning Wall' concourse, demonstrating how the wall is used to project work and presentations.
A blank Canvas. When not in use, horizontal windows allow a projection of passing shadows in the circulation spaces behind.
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