A Transition year Module in Architecture

Mary-Anne Fogarty

I have always believed that knowledge of architectural history and practice, no matter how small, is an essential prt of a broad education. Second level school tours visit capitals, London, Paris, Berlin, Rome and an understanding of the evolution of styles in buildings brings the cityscape alive. It becomes a living, talking city, we admire the result of intelligent and imaginative planning or if needs be, the lack of same. However, being realistic, the extent to which this can be accomplished when accompanied by 40 pupils and viewing often from the interior of a coach, fall far short of the ideal.

With the introduction of the Transition Year Programme to the school in 1995, I saw the chance to bring in such and architectural module as part of geography. We set about studying the growth and development of Thurles through its buildings. Our ambitious task had to be accomplished within the confines of three periods a week over a six to eight week module.

We took three historical periods, Norman, 19th century and 20th century since these were the most represented in the town. Classes of fieldwork and outdoor sketching were promised but we had to begin with the theory. (Omitted text)

The next step was to relate general theory to the local knowledge using as sources, Thurles- The Cathedral Town, edited by W. Corbett and W. Nolan, A Chronology of Thurles by J. Kennedy and Historic Thurles, a walking tour. (Omitted text). Finally with a little knowledge of how to recognise Georgian and Victorian door and window styles, we were ready for the street.

The pupils selected three buildings from any part of the town to represent the three periods we were studying. I will refer to the 20.th Century later. They sketched the castle of their choice from different angles. The 19th century was exciting, which building to select, how could they be sure it was 19th century? This is where our theory and preparation studies were invaluable. Standing in front of the intricate fa�ade of the Cathedral with paper and pencil or the decorative but balanced fa�ade of the Bank of Ireland was an education in close observation. The attention to detail in buildings, the ornamental plasterwork around windows, the artistry of the Rexhall pharmacy with its miniature pillars and arches, help the pupils appreciate the value of good architectural design.

For the 20th century, the girls observed and sketched the buildings and then drew up their own theories of mid to late 20th century design. While the previous century elicited a buzz of excited appreciation, the 20th century caused the strongest emotional response, often of a negative nature. Some selected a chain store beside the stately Bank of Ireland, the 1960's fa�ade of the store would not be out of place among farm sheds. The 1962 parochial hall, The Premier Hall, with its flat roof, large graceless windows and functional appearance stands beside the already mentioned Confraternity hall. The latter has varying roof heights and rounded windows, a work of craftsmen. Now we appreciate the need for modern and changing design but seniority should be respected and newer buildings should compliment the older. Maybe we were a little biased in our attitude to 20th century styles? However we gave praise where praise was due, the renovated Ulster bank with its lower part stone finished, Broderick Auctioneers with its slender two storey part preserved and the Anner Hotel extension were all admired.

Each pupil presented a finished project at the end of the module. It contained general theory, their sketches with historical context and most importantly their assessment of building styles and materials through the ages. This it was hoped would encourage the pupils to open their eyes and minds in any city or town they visit, to appreciate and be critical of the built environment. It certainly was a fresh and new approach to geography.

What I have outlined is one model to try to make students architecturally aware. The second model is using Shaping Space which the R.I.A.I. have very kindly furnished all second level schools with. This is experiential learning and the end of each transition year, nearly completed housing estates are to be seen around the corridors. The designers and builders understand the use of varied materials, the construction of roofs, unusual spatial layout and attractive open spaces. A section of this module is a research topic on a well-known architect or designer. Eileen Gray is a popular choice, a woman who worked so hard at her craft and finally achieved due recognition with her work displayed in The Pompidou Centre, The Victoria and Albert and closer to home, in Farmleigh, the government "guesthouse".

To conclude, the hope of the modules I have outlined is that a well informed public is likely to influence the quality of the built environment for the better. The reality is not so heartening. In Cathedral Street, Thurles, the street with a large concentration of attractive, well designed buildings, the Romanesque Cathedral, the cut stone Presbytery, the two convents, the decorative plaster work on Corbetts and Delahuntys, the new Munster Hotel was built in the late 1990s. It has been allowed to tower over the streetscape. It is completely out of line with the street elevation. The side view on both sides is a huge windowless wall that one might see in a big suburban shopping complex or an industrial unit. Because of its height it is visible from the approach roads into the town. There were some letters to the local papers, but the plan went ahead. We as teachers can play our part in educating our pupils to appreciate and influence their built environment but the question that remains unanswered is, who is influencing the planners?

Mary-Anne Fogarty is teacher of geography in The Presentation Convent Secondary School, Thurles, Co. Tipperary