Professional Documents
Culture Documents
First Responses
Following our meeting last week we discussed
a number of potential areas that we felt might
make interesting starting points for our input.
We have outlined these areas below and
presented broad ideas that could serve as the
beginnings of initial investigations.
Thematic Approaches.
The following areas may form the basis for integrated
public artworks throughout the New East Blackburn
School;
1. Colour
2. Identity
3. Pattern
4. Lighting
5. Surface Treatments
6. Hub, centrepiece.
7. Bespoke Furniture
8. Integrated landscape and view.
Colour
We would like to investigate
the function of colour in the
external and internal
environment – to understand
the significance of colour
choices so far, potential for
colours to directly influence
the ways in which the building
is read as a series of
experiences.
Common approach to colour?
Colour Changes
Colour can change through
responsive pigments/inks
applied to surfaces or objects.
Thermochromatic inks, UV
responsive inks, phase change
materials could pick out key
features of the school
environment as a product of
their function.
Colour Landscape
How does the landscape
connect with the physical
experience of the building? Do
the colours link, contrast and
complement the building?
Colour Pattern
Colour Pattern
Looking at the form of colour
or dramatic/intense colour
zones.
Colour & Line
Adopting geometries and
influences in the landscape.
Colour & Line
Using abstraction of line and
3d collage.... Exploring the use
of a limited palette through
the interior design.
Identity
Through pattern/icon image
the heritage, future and
contemporary cultural identity
could be expressed through
inset/embossed/printed
pattern.choices so far,
potential for colours to
directly influence the ways in
which the building is read as a
series of experiences.
Common approach to colour?
Pattern
Using a repeating or
transforming natural/designed
motif embossed/set into the
cladding panels. Reflecting
natural landscapes.o far,
potential for colours to
directly influence the ways in
which the building is read as a
series of experiences.
Common approach to colour?
Lighting
The scale of lighting, and
pattern of lighting could have
a dramatic impact on the
image of the school itself – as
an abstract image or a series
of sharply defined spaces or
through changing projected
image.
Surface
Treatments
eg: Tilberthwaite Touchstone Fold.
The stone/brick/slate wall that
forms the new boundary may
be a series of dovetailed
opportunities to incorporate
found objects, legacy objects
from the old buildings or re‐
interpret the natural material
heritage of Pennine Lancs.
Making pockets/niche spaces
in walls to include
found/made objects from the
school’s history – a manifest
time capsule recording
everyday objects and
moments.
Manipulating materials away
from their expected form
could present opportunities to
subvert/augment balustrades,
stairs, furniture and fittings.
Taking Surfaces
for a Walk.....
Taking some of the strong
architectural elements of the
design and pushing their
potential to transform the
space. Possibly to adapt the
strong red horizontal balcony,;
introducing some organic
playfulness juxtaposed with
the cartesian interior.
Hub
Seeing the hub in a context is
as important as what the
image of the hub is in itself.
Is it a reflective or stealth/
natural surface, does it have a
solid bridge or a moveable
draw‐bridge? How can you tell
what is happening in there
and who is using it. Should it
be a private or public
experience?
Hub
Bridget Riley patterns and
their relationship with
understood form – what
would happen to the hub if
we treated the surface as
camouflage?
Etched glass for the
roof light in the pod
casting patterns
and shadows
Key approaches might be;
Mirror underside sections of
the brise soleil,