MSA Live 25

Hi, I'm Ariana, and I'm from Peru. I moved to the UK four years ago to complete my undergraduate degree in architecture at MSA. After graduating, I moved to London, where I worked as a Part 1 architectural assistant and absolutely loved the experience.

After a year in practice, I decided to return to MSA for my master's, choosing CPU as my atelier for this year. It has been an incredible experience, surrounded by inspiring people and an environment that constantly enriches my knowledge.

My passion for architecture began in childhood, as I was always fascinated by construction sites and the development of different projects up close with my family. I’m excited to continue on this path, refining my skills and applying them to future projects around the world.

Posted 10 Mar 2025 15:56

Hi, I'm Eu Jin!
I'm currently an MArch 1 student in the CPU Atelier.

I grew up in Malaysia and Singapore, where I completed my Diploma in Architecture at Singapore Polytechnic. I have always been fascinated by the building blocks that shape and influence the ever-changing skylines of the built environment.

My appreciation for craftsmanship has deepened my empathy for human-centric design and spatial experiences. Through my passion for current affairs and my understanding of the social fabric and climate emergency, I aspire to create a lasting impact by enriching communities and societies at large. In my pursuit of advanced parametric design, I aim to enhance sustainability and building system efficiency.

Having worked on hospitality and theatre architectural designs during my industrial placements, I look forward to applying and sharing my knowledge of placemaking with my peers during MSA Live.

Posted 10 Mar 2025 15:59

Hello, my name is Emanuil.

My journey in architecture began in Denver, CO, where I was captivated by the endless possibilities the field offered.

After earning my Bachelor of Science in Architecture from UC Denver, I embarked on an 18-month journey in Paris. This period was fundamental as I had the privilege to work with two distinguished architecture firms. Each firm had a distinct architectural philosophy. I honed my skills on a broad spectrum of projects, from residential communal dwellings to large sports centre arenas, and everything in between, including refurbishment projects in the heart of Paris, France.

At MSA, I found myself drawn to the NSH atelier through its unique approach to originating non-standard forums that architecture can inscribe through material exploration, unconventional sites and aspiring future sustainable notions.

I am eager to share my enthusiasm with fellow students and professionals and embark on exciting projects within the field of architecture.

Posted 10 Mar 2025 16:00

Hello! My name is Xinran Zhang, and I come from China.

I completed my undergraduate studies in Interior Design at Macao University of Science and Technology in 2024, and I am currently pursuing a master's degree in Architecture and Adaptive Reuse. Although architecture is a relatively new field for me, I am eager to learn and committed to doing my best to improve and grow in this area. I have a deep passion for historical and ancient buildings from different cultures and enjoy exploring their unique architectural details and stories. In addition to architecture, I also love working with my hands and enjoy crafting, as it allows me to express creativity in a tangible way.

I am excited to be here, connecting with like-minded individuals, and I look forward to learning, exchanging ideas, and expanding my knowledge in architecture with all of you.

Posted 10 Mar 2025 16:01

Hi, I’m Caoimhe! (KWEE-VA)

I’m currently a MArch 1 student who is enjoying her time in SKN.
I’m originally from Ireland and moved to the UK to study my BA in Architecture at Liverpool John Moore’s University where I was nominated for the RIBA Bronze Presidents Medal 2022. I worked in London as a Part 1 Assistant for 2 years at Bennetts Associates where I experienced a range or projects from retrofit to highly ambitious BREAAM sustainable credits on new builds.
My passions lie in image creating, form making and interior design. I also have a huge love for the great outdoors. My current intrigues are placemaking, conceptual narrative and sustainable outputs, all which feel perfectly matched to the work we will do on the gorgeous chapels by Alfred Waterhouse.

Posted 10 Mar 2025 16:05

Firstly, some background!

The Ince Cemetery Chapels are a slice of local history right in the heart of Ince. Built in the mid-1800s, these chapels were created by the Ince Burial Board, which was set up after the Burial Act of 1852 to improve burial practices and sanitation in the area. The land for the cemetery was purchased from John Walmesley, part of the Ince Hall Estate, and the site was split according to the town's religious makeup—two-thirds for Protestants and one-third for Catholics and Dissenters. The chapels were designed by the famous architect Alfred Waterhouse, known for his Victorian Gothic style, and completed in 1857. As Ince grew and more churches popped up, the chapels saw less use. Today, the cemetery and chapels are cared for by Wigan Council, standing as a fascinating reminder of the town's history and how it transformed during the industrial revolution.

Posted 10 Mar 2025 16:46

On December 4th, our team met with collaborators from Friends of Waterhouse Chapels, Peter Fleetwood and Nigel Roberts. We began with a brief introduction to the Waterhouse Chapels, outlining potential works, key stakeholders, and National Lottery funding.

We then discussed the project's significance and its potential impact on the community. From these conversations, we developed an initial concept strategy, positioning the chapels as a functional space that celebrates the works of Alfred Waterhouse.

To move forward, we arranged a site visit to further assess the space and explored the possibility of coordinating a meeting with Buttress to support their process and guide the following stages of our development.

Posted 10 Mar 2025 18:29

Our plan for the two weeks working with us includes a variety of exciting activities! We’ll start by welcoming you to the team and providing all the information you’ll need to get started. You'll meet our collaborator, and if all goes well, we may even arrange a site visit. Along the way, we’ll have group tutorials and creative sessions designed to foster collaboration and skill-building. Our goal is to create an engaging and informative environment that closely mirrors a real-world working experience.

In week one, we’ll focus on laying a solid foundation, setting us up to hit the ground running in week two. During this time, we’ll pay special attention to placemaking within a heritage setting and other key aspects of the project. In week two, we’ll dive into refining the final designs, visuals, and presentations to share with our collaborator. To wrap up, we’ll have a presentation and handover to potential collaborating architects, followed by a celebration to mark the success of our time together!

Posted 10 Mar 2025 18:56

The team held several preparation meetings internally and with the stakeholder to finalise plans ahead of the MSA Live week. These meetings helped confirm our plans, ensuring everyone is clear on their roles and that everything is in place to minimise miscommunication later in the project.

Posted 13 May 2025 00:22

Emanuil and I visited Buttress Architects' office prior to the start of the MSA Live project, where we met with our stakeholder, Nigel, to present our plans and gather valuable insights to share with the students the following week. The meeting covered discussions on Grade II listed heritage buildings, the user participation activities planned for Week 2, and a CPD session on 'Colours in Design,' which helped us explore how colour can shape the atmosphere of our proposed space.

Posted 13 May 2025 00:27

On February 5th, we conducted a site visit to assess the current state of the Waterhouse Chapel. This visit allowed us to gain a comprehensive understanding of the chapel’s condition, architectural details, and any necessary restorations. Through close collaboration with our partners, we gathered valuable insights into both the historical significance and structural requirements of the site. Engaging with the local team provided us with firsthand perspectives on existing challenges and potential areas for enhancement. These findings will play a crucial role in shaping our next steps, and we look forward to implementing strategic improvements to ensure the successful advancement of the project.

Posted 14 May 2025 10:22

DAY 1

On the first day, we organised a series of activities to help students get to know each other, starting with a bingo game where they could introduce themselves, ask questions, and find common interests.

After these icebreakers, we presented our project, outlining its aims, structure, and the activities planned over the following two weeks.

We then moved on to the first creative task, in which students were asked to design an abstract space using three words—each selected from separate categories: emotion, colour, and character. They were encouraged to interpret these words freely, relating their ideas to the Ince Chapels.

The outcomes reflected each student’s unique perspective and interpretation of emotional connections to space, explored through the use of colour. This process also highlighted their individual approaches to spatial relationships.

To conclude the session, each student created a personal colour palette they felt should be represented in the project. The group then voted to select the colours and emotions that would define the collective palette moving forward.

Posted 15 May 2025 12:31

DAY 2

The creative outputs from Day 1 were useful in abstracting initial impressions of the chapels, setting the tone for the next day’s programme. Day 2 focused on understanding the site in relation to its wider context. By exploring the significance and history that make the chapels stand out, such as their design features, historical background, and the work of architect Alfred Waterhouse, students began to develop a more meaningful relationship with the site, equipping them to observe more critically during the on-site visit.

Given the limited availability of building plans and survey information, we conducted an activity using a Miro board to investigate the chapels. Our research drew from photographs from our prior site visit, documents provided by Buttress, basic point cloud scans, and online sources—mirroring typical industry practices. To encourage critical thinking, we posed thought-provoking questions, such as comparing the design features of the chapels with other works by Alfred Waterhouse and identifying differences between the chapels and nearby structures. Each student then selected a detail from the chapels to illustrate in their own style.

In the afternoon, we carried out an exercise to remap the site at a 1:1500 scale, speculating on areas where people gather, green spaces, and points of access, in line with Kevin Lynch’s five urban elements. This proved to be a valuable exercise, enabling students to creatively and visually interpret the site.

Posted 15 May 2025 20:34

DAY 3

Building on the critical observations of the site from Day 2, Day 3 shifted focus towards understanding the demographics and community. Students explored the social context of the chapels and their surrounding area, aiming to build future design decisions in the lived realities of local people.

The day began with an investigation into the demographics of the area using digital tools such as Digimaps and Snazzy Maps. These tools enabled students to visualise patterns of age, ethnicity, household composition, and socio-economic data, highlighting how spatial decisions can and should respond to the needs of the Ince community. By overlaying this data onto the site, students began to ask: Who lives nearby? Who visits? Who feels welcome here and who doesn’t? As a result, students developed a map integrating all of the data.

To expand this thinking, we looked at two precedent studies. These projects exemplify how temporary and adaptive design interventions can foster community engagement. We analysed how these spaces invited participation, created atmosphere, and responded to their urban or cultural context.

In the afternoon, we introduced iterative AI image generation tools to help students develop speculative design concepts rooted in the earlier demographic findings. This session was not about finalised proposals, but rather about translating insights into early design language. "How might a space reflect the diversity of its users?" "What forms could community participation take?" Using AI as a generative partner, students began to sketch and model initial responses to these questions, visualising architecture as a mediator of community identity and memory.

Overall, Day 3 encouraged students to think beyond the physical attributes of the chapels and begin considering the socio-spatial relationships that underpin meaningful design.

Posted 16 May 2025 11:35

DAY 4

Day 4 began with an introduction to the significance of modelmaking, particularly in the context of public consultation. We led a discussion on public engagement and inclusivity, emphasising how physical models play a crucial role in communicating proposals—especially for individuals with visual impairments. We highlighted that accessible, tangible models can help ensure all voices are heard during consultations, making the process more inclusive and equitable.

We also stressed the value of modelmaking when working with clients and stakeholders. Physical models serve as a bridge of understanding between designers and non-designers, making abstract ideas more tangible and facilitating clearer communication.

Following the lecture, students were introduced to the basics of 3D printing and the processes involved in producing digital models. Something they will look into over the following days.

The remainder of the day was dedicated to a hands-on task: creating physical models of the chapels at various scales. These models were to be used during the upcoming site visit and public engagement session. Students were encouraged to incorporate textures and architectural details that reflect the current state of the chapels, promoting authentic representation and expression.

Posted 21 May 2025 11:20

DAY 4/5

We began our day with students finalising the physical models they had started on Day 4. There was clear progress across the group, with a range of exciting and expressive models beginning to take shape.

Following this, the focus shifted to preparing digital models for 3D printing. The Chapels Team was selected for this task due to their strong 3D modelling skillset. They were tasked with producing detailed Revit and Rhino models of the chapels, which would be used to create high-quality 3D prints. With guidance and tutorials from our Masters students, the team successfully finalised the digital models and exported them into slicing software in preparation for printing.

The 3D prints were scheduled for a total print time of approximately 30 hours over the weekend, ensuring they would be completed in time for the upcoming site visit. These prints are intended to be handed over to the clients to support future community engagement and consultation efforts.

Posted 21 May 2025 11:28

DAY 5

Guinness Day!!! Our lovely little emotional support puppy Guinness came to offer some well needed hugs and kisses after a long week of working hard. She offered some critics on our models and told us we are doing fantastic and wants a dedicated dog treat section at INCE for when she visits.

Posted 21 May 2025 11:53

DAY 5

On Day 5, students transitioned into the model-making phase, building upon their previous research and site observations from the first four days. This stage aimed to translate abstract design ideas into physical form, allowing students to gain a deeper understanding of spatial construction through hands-on making. Based on the available drawings and site information, students reviewed and analysed the material before starting to cut and assemble components. A 1:100 printed site plan was used as the base for constructing the site model, while the church model was created using foam boards and wooden sticks to represent its massing and structural characteristics.

Meanwhile, another group of students focused on digital modelling. They developed three-dimensional models based on their designs, making multiple refinements to proportions and details, and generated files suitable for 3D printing. This process not only improved their digital skills but also enabled them to produce more accurate and presentable outputs for later stages of the project.

Throughout the day, students worked in multiple teams, coordinating with one another to advance the project. Despite limited materials and time constraints, they communicated effectively, divided tasks efficiently, and supported each other—demonstrating strong teamwork and adaptability. The day’s activities not only gave students a more tangible grasp of the site and building, but also enhanced their skills in physical and digital modelling, spatial reasoning, and collaborative working.

Posted 21 May 2025 12:18

DAY 6

The day began with a lesson on AI, where we introduced students to tools that could support the development of their initial design ideas. Using their own hand-drawn sketches and photographs of handmade models, students learned how to generate visual outputs that helped them explore early concepts related to arts and culture, health and well-being, and heritage. These AI-generated visuals encouraged students to reflect on their ideas, test variations, and consider the relationships between form, space, and materials. The process worked alongside traditional methods, offering new ways of thinking and storytelling that will continue to be developed by hand.

After this, students moved into the model-making phase, building on their research and site work from earlier in the week. This part of the day focused on turning abstract ideas into physical models to better understand spatial relationships and structure. Using available drawings and site information, students carefully studied the material before cutting and assembling their models. A 1:100 printed site plan was used as the base for the site model, while the church was represented using foam board and wooden sticks to convey its overall form and key features.

Throughout the day, students worked collaboratively in teams, sharing tasks and supporting one another. Despite limited materials and time, they remained organised and adaptable. The day helped deepen their understanding of the site and its architecture, while also strengthening their spatial thinking, teamwork, and both physical and digital making skills.

Posted 22 May 2025 10:48

DAY 7 - Morning

The team arrived early at the site to set up for our public engagement session at Ince Community Centre. The activity began at 11am, with residents gradually making their way in. We engaged in conversations with them, introduced the models we had prepared, and asked for their thoughts on the site's shared cultural memory.

We also used question prompts focused on the community, local cultures, and everyday life in Ince to spark discussion. These conversations provided valuable insights into the site’s current issues and areas where we could offer design interventions.

Although attendance was lower than expected, we made the most of the opportunity, embracing the realities of public engagement where flexibility and adaptability are key. The staff at the community centre kindly offered us tea and breakfast, creating a warm and welcoming environment for the session.

Posted 23 May 2025 12:01

DAY 7 - Afternoon

After lunch, the team returned to the site with the stakeholders to further explore and test our initial design proposals. We were joined by representatives from Buttress Architects, who guided us on a tour of the cemetery, revisiting key features identified during Week 1.

Seeing the chapels in person added depth to our understanding of the site. We brought along our models and were pleasantly surprised by how closely they resembled the actual structures, affirming the accuracy of our interpretations and the strength of our design process.

Posted 23 May 2025 12:05

DAY 8

In the morning of the second Wednesday, students engaged in a reflective session based on the site visit conducted the previous day. To capture the collective impression of the site, each student was asked to contribute a single word or phrase summarising their feelings and observations. These responses were compiled into a visually striking word cloud, which served as both a conceptual foundation and a creative prompt for the upcoming design work.

In the afternoon, we reviewed and finalised the overall layout for the group portfolio, ensuring a consistent and professional presentation style. Responsibilities were clearly assigned to each member to ensure smooth progress in the final stages. Following this, the undergraduate students began developing their initial design ideas based on their interpretations of the site context and user needs.

To explore different possibilities for the church’s future use, students were divided into three groups, each focusing on a specific function. Within these groups, students worked collaboratively to generate design concepts for both the interior and exterior spaces. Sketches, mood boards, and rough models started to take shape, illustrating diverse and creative approaches tailored to the chosen themes.

Each group produced inspiring preliminary outputs that demonstrated a growing confidence in design thinking and spatial understanding. More importantly, the process of collaboration fostered a strong sense of teamwork. As students shared ideas, solved problems together, and built upon one another’s suggestions, not only were their cooperative skills strengthened, but new friendships also naturally formed.

With a shared sense of direction and increasing momentum, the team entered the final stage of the project with high morale and a clear vision.

Posted 23 May 2025 12:06

DAY 9

On Day 9, the students advanced their design work by translating their program analyses into spatial compositions within the Ince Chapels. Each student focused on a thematic category—Heritage, Arts and Culture, or Health and Wellness—and began developing architectural proposals tailored to their chosen theme.

Using isometric drawings, floor plans, sections, and elevations, they explored how their concepts could be physically and visually integrated into the existing chapel structures. These drawings formed a cohesive visual narrative, clearly expressing how each program would occupy and transform the space.

Posted 23 May 2025 12:07