The Folkestone Foord Viaduct

© http://kentrail.org.uk/
© http://kentrail.org.uk/

 

 

 

 

 

 

 

Background

With the arrival of the railway in Folkestone in 1843, the town began to prosper. Business and tourism were booming and there was a need for further railway stations to be built. A suitable site was earmarked on the eastern side of the Foord Valley, hence a viaduct was built. The Foord Viaduct was designed by the Victorian engineer, Sir William Cubitt and completed in remarkably short time in 1844. It is built from bricks made locally and comprises nineteen arches, the highest of which measures 100ft. The structure gained Grade 2 listed status in 1975 and has been more recently reinforced with steel tie rods within the arches and fencing sympathetically erected for safety reasons. The viaduct remains one of Folkestone’s great landmarks.

For Folkestone Triennial 2014, Potrč and Ooze Architects have used the iconic brick structure of the mainline Foord Road Viaduct as the backdrop for The Wind Lift – a wind powered lift that will carried people to the top of the viaduct offering stunning views over the Creative Quarter and Folkestone Harbour. The iconic structure of the viaduct is beautiful in its own right, but also marked with the town’s heritage (the advent of the railways was the beginning of Folkestone’s modern age). Now it has been co-opted to serve as a platform from which to look out on the future.

© folkestonetriennial.org.uk
© folkestonetriennial.org.uk

 

 

 

 

 

 

 

Cross curricular Activities

Art/DT – Famous artists and bridges, Drawing, painting, sketching, using a range of techniques and processes to recreate a picture of a bridge. Patterns and textures. Photographing bridges. Designing and constructing model viaduct/bridge using a range of materials.

PSHE- building bridges (Getting on with others), team work building the strongest bridge.

Geography – Famous bridges worldwide, types of bridges, mapping locations of bridges.

History – battles named after bridges, famous engineers, importance of bridges for industry and transport.

Maths – bridging through 10, measuring (height, length)

Literacy – poetry/stories about bridges.

PE – building bridges.

The Pent Stream, Folkestone

Background

The Pent Stream is an ancient watercourse flowing from the North Downs into the sea at the Folkestone harbour.  The Pent Stream can still be seen from the bottom of the garden at the Red Cow Pub but the main course now runs through a culvert to the Harbour. In August 1996 a one in 600 years storm left homes and businesses in Black Bull Road, in the Foord Valley, under two metres of water. Heavy rainfall combined with inadequacies in the local drainage caused the flooding.

This photo is of a painting in the ‘Red Cow’ Public House     (Foord Road North, Folkestone). It shows the water level at its highest point during the flood.
This photo is of a painting in the ‘Red Cow’ Public House (Foord Road North, Folkestone). It shows the water level at its highest point during the flood.

 

 

 

 

 

 

 

 

The main source of the Pent comes from a large spring situated between Cherry Garden Hill and Castle Hill (sometimes called Caesar’s Camp) and there is some evidence to suggest that this site was occupied in Neolithic times (about 6000 to 4000 years ago). The source streams can be found but their flows have now been diverted under the M20.

Inspired by the Pent, Diane Dever and Jonathan Wright have produced their first artistic collaboration in the form of a series of five sculptures called the Pent Houses.The five sculptures are all different but are all based loosely on the water towers that used to be so common above the streets of New York. The sculptures have been placed along the line of the hidden waterways of the Pent Stream, mapping its course under the streets of East Folkestone by placing waters towers above ground. These waterways were the foundation of Folkestone’s past prosperity, creating the harbour which attracted the initial human settlement, and providing not only fresh water to its inhabitants but also, in the post medieval period, a source of power for industrial mills. As a result of the search for building land near the city centre, the streams were culverted in the nineteenth century, and today the water flows untapped, unused and unseen from the hills to the outflow at Folkestone Harbour.

Acknowledgement: http://www.folkestonetriennial.org.uk/history/diane-dever-jonathan-wright

Cross curricular Activities

Art/DT – Famous artists and rivers, Drawing rivers, using water colours, colour mixing,  creating 3D map of local area including main landmarks. Contructing and researching water wheels.

Geography – Creating maps, map reading, following/locating water courses, flooding causes/effects/defences. Famous rivers world wide.

History – Importance of rivers for early settlers/different cultures, timelines.

Maths – Measuring (capacity, length)

PSHE -Problem-solving – crossing the river (team work)

Literacy – river/water poetry, shape poetry, stories about rivers (Fiction/non-fiction texts)

Music – inspired by water.

Science – habitats, water cycle.

PE – dance and gymnastics.

The Old Gasworks Site, Folkestone

© tfpc.co.uk
© tfpc.co.uk

 

 

 

 

 

 

 

For Folkestone Triennial 2014, Bradley presented Green/Light (for M.R.), a major new sculptural light installation created for the Old Gas Works site, Foord Road North, Folkestone. Now redundant and inaccessible, the site was once a hub of energy and the very place where electric light was first generated for the town. The creation of the installation has been an intense personal journey for Bradley, who was born in Folkestone in the same year that the Gas Works were decommissioned, but has lived her adult life as a successful artist in London.

Green/Light (For M.R.) is an attempt to ‘square the circle’. The outer square grid of the sculpture – built as a traditional hop garden with wooden poles, wirework and stringing – creates a webbed enclosure that represents her childhood in Kent. The inner circle of aluminium poles that shimmer with colour and gather light occupies the precise footprint of one of the original gasometers on the site, and stands for the energy and insight of her adult life.

Green/Light (For M.R.) has been made with the engagement of the local residents association and in close partnership with Structural Engineer Ben Godber. The sculpture’s exciting, immersive, reflective space invites the further regeneration of the site for the local community.

Acknowledgement:  http://www.folkestonetriennial.org.uk/artist/jyll-bradley

Cross curricular Activities

Art/DT – Patterns, shadows and light.

Geography – Hop-picking

History – Then and now, timelines.

Literacy –Light/dark poetry, shape poetry, stories about  (Fiction/non-fiction texts)

Music – inspired by light.

Science – Energy/light :electricity, solar power  Shadows

PE – dance and gymnastics inspired by light.

Links to National Curriculum

Art and design – key stages 1 and 2

Key stage 1

Pupils should be taught:

 to use a range of materials creatively to design and make products

 to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

 about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Key stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils should be taught:

 to create sketch books to record their observations and use them to review and revisit ideas

 to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 about great artists, architects and designers in history.

Human and physical Geography KS1

Use basic geographical vocabulary to refer to:

 key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

 key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.

Geographical skills and fieldwork  KS1

Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Human and physical Geography KS2

Use basic geographical vocabulary to refer to:

 key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.

 key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.

 describe and understand key aspects of:

 physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.

 human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

Geographical skills and fieldwork  KS1

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.