NZIA Local Award wins 2019: Canterbury

Jasmax is thrilled to have received four awards in the Te Kāhui Whaihanga New Zealand Institute of Architects (NZIA) Canterbury Awards for 2019.

The Terrace won in the Planning and Urban Design Category, while the University of Canterbury’s Ernest Rutherford Building took home three awards - Education, Interior Architecture and a Resene Colour Award.

These projects will join other local branch awards, such as our winners in Auckland, to enter the National round of the 2019 awards.

Here’s what the jury had to say about the projects:


The Terrace

“After the loss of a landmark row of restaurants and bars in the Christchurch Earthquakes, this project was initiated to provide a focal point for the city as it re-emerged from the rubble. Today it is a world-class network of character laneways and sophisticated buildings. At play here is a symbiotic balancing of positive and negative space, with the use of space optimised not maximised, and bold buildings, colours, textures and landscape emphasising the ideas of spatial play and celebrating the connections with Oxford Terrace and the Avon River.” Judges comments.

Ernest Rutherford Building (RRSIC – Rutherford Regional Science and Innovation Centre)

Education Award, judges comments:

“This bold, confident building illustrates a social respect for learning and a celebration of education. The composition of contemporary forms, warm natural textures and sparing but striking bursts of colour translates the university’s vision for future tertiary education into a physical form. The design facilitates a human-centred university experience, with carefully edited, open learning spaces interwoven with a range of common areas that provide diverse opportunities for use. This is a celebration of light, space and serious study – all wrapped in a wonderful architectural cloak."

Interior Architecture Award, judges comments

“The expansive core and central stair are the lungs of this modern learning hub. They encourage movement between floors, on foot, and playfully remind us that learning takes one to elevated places – although only one step at a time. There has clearly been careful consideration of the inter-relationship between formal learning spaces and common areas, with a diverse and interesting series of spaces the result.”