Giles Hoeg - Liverpool School of Architecture
’Floating Frame’ intends to address a variety of ethological and social issues that are prominent with the design of care facilities.
’Floating Frame’ intends to address a variety of ethological and social issues that are prominent with the design of care facilities. The well-being of the patient, both psychologically and physically, is paramount. The design therefore upholds ’reason’ between allocation of spaces and their interaction. Integrating both external and internal environments keeps an element of ’life’ to the centre, somewhat distracting attention from its purpose.
The building is united by its frame, one that envelopes its entirety (ground to wall, wall to roof). These enhance its floating delicacy whilst still providing the strength and security required. The views under the 1.5m ’floating lips’ at both the entrance and garden area can be enjoyed from a wheelchair or by a child, as well as ’encouraging’ others to interact with their built context. How the public (whether they be family, friend or stranger) interacts within an environment of this nature dictates the design.
’Lifting’ the building provides a feeling of security, whilst bringing the street ’into’ the building gives a sense of welcoming. The public can ’access’ parts of the building, with views to certain areas; most notably the spiritual area. The patient has their privacy when in this space, but does not feel disconnected as the public area looks through to the same setting, a tree. This juncture of public and private space provides an area of reflection for both patient and visitor.
Creative Learning Environments_404
The project concentrates on the creative and cultural necessities of the deprived Vauxhall area of Liverpool. The secondary school intends to revitalise and stimulate the community by providing a diverse range of facilities for both children and adults. Workmanship, skill and craft form the basis of providing employment opportunities for the area. Creative resources provided for the secondary school are accessible by the public at appropriate junctures.
The permeability and privacy of certain spaces was paramount to the project’s success. Creative units to the west (art, music, theatre, drama and dance) provide the public gateway to the complex, whilst the upper school, middle school and lower school facilities slowly dissipate to the east. The main assembly hall forms the epicentre of the school, surrounded by hard and soft recreation areas buffered by the teaching spaces.
Visual corridors allow for enhanced security and ease of circulation. Pupils have options to get to their next class both internally and externally (this movement being an important part of the school day). The project was laid out and designed to accommodate the diverse range of activities that take place- learning, playing, eating, relaxing and socialising.
Polyark Railway Foundry
The foundry is grounded in a respect for journey and process through a considered movement. With a sense of celebration and sensation, the proposal plays on spatial density and light, enhanced by the articulation of motion through and around triangulated nodal points that define the site. A consideration to the sensitive topography that encapsulates a site embedded in historical interest makes for an intriguing adventure into the unknown.
The ground level becomes a gateway to a life and vibrancy that lies below. The scheme strives to see the process of the foundry as a whole, encompassing the very nature of activity that takes place; appropriation, creation and interaction. The continuum of spaces never ends, nor is it broken or disassociated from the next. By incorporating the notion of ’work in progress’, the public and private barrier disappears, when a visitor can visually or physically interact with the spaces in which the work is created.
A narrative is bridged between the building and the display. Spaces within the foundry speak for themselves, either by reflecting the buildings purpose, or by subtly exhibiting the work that is produced. A degree of transparency depicts key moments when moving through the building. The cyclic nature of the process and journey of artwork reveals a new yet familiar relationship between inside and outside, private and public.
Fluvial City: Liverpool Glassworks
Each year, up to 3 million tonnes of sediment is dredged from the Mersey River (to keep the City’s waterways open), and deposited out into Liverpool bay. Research and investigation has led to the development of a hypothetical yet highly plausible refining process for such sediment from estuaries to be used for a variety of functions. The masterplan is comprised of extracting coarse aggregate and organic matter for the construction and agricultural industries of the North West, and refining sand for a glass making, blowing and demonstration facility along the Princes Dock, named the Liverpool Glassworks.
The Glassworks becomes the paradigm for the Fluvial City: fluvial being any process that directly refers to what is produced by or found in a river. Once the sand is refined, the glass produced shall be used for bespoke glass manufacturing, professional glass blowing, and training studios along the water’s edge.
Liverpool owes its existence to the Mersey, a city that has grown through trade and craft. The thesis intends to re-ignite this identity and heritage by capitalising of the rivers inherently rich properties for the greater good of the city, resulting in a working function for the waterfront once again.
I am pleased to provide this statement for Mr Giles Hoeg, who has graduated this year from our M.Arch. programme (part II). I am writing this letter in the capacity as head of 4th year and Giles’ design studio instructor in year 4 and 5 at the Liverpool School of Architecture and Co-Director of the Centre of Architecture and the Visual Arts (CAVA). Giles has been a Student Representative in the M.Arch programme in our School of Architecture for two years.
Academic achievements: Giles is an outstanding student and one of the most talented students we have seen in recent years. He is an intellectually mature, extremely diligent, and indeed a student with exceptional design talents. He has not only consistently outperformed the majority of his peers in design studio (and as such achieved very high academic marks), but has kept a sense of modesty and team spirit that is unusual of a student of his calibre.
Team spirit:When working with me in a demanding studio environment, Giles showed team spirit as well as outstanding leadership qualities. Despite being in a competitive environment and despite having very clear personal goals in mind, he possesses the social skills necessary to work effectively in groups and to achieve excellent results.
Intellectual rigour: Giles’s architectural design work often foregrounds social concerns. Crucially, he manages to not see such issues in isolation, but instead link his concerns with a series of wider cultural, environmental and economic issues. Giles has a brilliantly analytical mind and his competent work stands out from the crowd by the sheer depth of research and rigour of investigations that he displays in his projects.
Alexander Anderson Medal and Prize 2010:The Liverpool School of Architecture has a number of awards for their best performing students. Giles Hoeg received the Alexander Anderson Medal and Prize (£1000), which is awarded for the best performance by an individual student at final year level in either the BA Hons Architecture or MArch programme.
Giles has chosen to work with van Heyningen and Haward Architects in London – a practice that has been highly commended at the Building Awards Architectural Practice of the Year 2010. I have no doubt that Giles will rise to this challenge and thrive in his new environment as much as he did in our School. I recommend Giles for the BD Brightest Graduates award in the highest possible terms. Please feel free to contact me if you have any further questions.
Dr Richard Koeck
Dipl.-Ing. (FH), M.Phil, (Cantab), Ph.D. (Cantab)
Head of M.Arch. 4th Year, Director of CAVA
Liverpool School of Architecture