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Pop Heritage

Part 2 Project 2024
Thomas Reed
 University of Central Lancashire | UK
The retention and adaption of existing buildings will become an ever more frequent scenario as my career progresses. Therefore, I have embarked on a research journey to deepen my knowledge and understanding of the Heritage Sector as well as the techniques used in preservation and renovation. As I delved deeper into my research, I noticed a declining trend in the number of people working in this field. Challenges such as training new staff, lack of interest and education in heritage preservation, and financial contribute to the dwindling workforce with the necessary skills and experience to undertake restoration projects on heritage buildings. This poses a threat to the heritage sector, as it risks becoming an industry on the decline, which could lead to irreplaceable loss. Additionally, this trend means more buildings deteriorating to a point where they become unsafe and beyond repair.

This project engages an abandoned heritage site to create a space for community ownership, via the creation of a practical Heritage Skills Academy, through which the site would be repaired and adapted. This would enable the spread of knowledge to a wider audience while revitalizing the site in question, thereby allowing the heritage sector to grow rather than decline.

Tutor(s)
2024
01. As the continuation of my written thesis, I found that much of the research had already been completed. However, I realized that a more detailed approach was necessary to develop a specific design brief. This involved delving deeper into the existing
02. The initial design of the system involved the analysis of a step-by-step exploration of the theoretical process on an abandoned heritage site and every possible outcome of each stage. This included site analysis, transfer of ownership, funding models,
03. With the initial flowchart (shown earlier) becoming a phase of instigation, the new system explores the parameters of safety, the initial education and the implementation of taught skills on a given site, its experimentation of occupation, and showing
04. I visited Venice, Italy to observe common issues that my new system should be able to address. Despite being a UNESCO World Heritage Site, many buildings in the city have been left to decay and abandoned. If my proposed system can be successful in suc
05. Drawing the plans, sections, and elevations by hand allowed me to include much more detail about the existing condition of the buildings, their character, and the extent to which that character and history would remain after the changes made to the si
06. The layout of the current structures enables a natural division between teaching physical skills in the workshop and implementing the designed 'pod system' for practical application. Meanwhile, the education of local laws and regulations, as well as s
07. In addition to new purpose-built structures like the reception building, which bridged the site both figuratively and literally, there was also the opportunity to construct a new boathouse. This would serve not only to load and unload materials to the
08. Further adjustments to external structures on-site allow for a comprehensive curriculum covering all on-site needs and potential implementation in the surrounding area. Their contemporary forms make them distinct from the existing buildings whilst car
09. I needed to provide a detailed analysis of how the existing building would be updated to meet modern building standards. To do this, I created detailed sectional renders that show the damaged areas over time, highlighted the materials and skills neede
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