Taylor’s University ARC 60808 Advanced Interior Architecture Design II Bachelor of Arts [Honours] Interior Architecture
in the Azha Mohamed Yoosuf I 0335889 Semester 7 I Year 3 Taylor’s Design School
MO O L G U
DESIGN PRO
O N L O U E
OPOSITION
contents. Preface
��
��
1.1 Origin of the project 1.1.1 Proposed title 1.1.2 Idea behind the title 1.1.3 Problem/issue 1.1.4 Target Users 1.1.5 Design statement
3.1 Demography 3.1.1 City size and population density 3.1.2 Population growth 3.1.3 Gender 3.1.4 Employment 3.1.5 Ethnicity & Religion 3.1.6 Language 3.1.7 Age 3.1.8 Disability
Introduction
1.2 Purpose of the project 1.2.1 Aims 1.2.2 Goals 1.2.3 Project justification 1.3 Medium 1.3.1 Description 1.3.2 Objective 1.3.3 Connection to the project
��
Background Research 2.1 Program + narrative 2.2 Site proposal 2.2.1 Site Introduction 2.2.2 Site History Timeline 2.2.3 District & Edges 2.2.4 Vehicle Path and Movement 2.2.5 Micro Analysis 2.2.6 Greenscape Analysis 2.2.7 Sun Orientation and Shadow/Light Analysis 2.2.8 SWOT Analysis 2.2.9 Design Strategies 2.3 Building analysis 2.3.1 Plans 2.3.2 Sections 2.3.3 Perspectives 2.4 References 2.4.1 Case study 01 2.4.2 Case study 02 2.4.3 Precedent study 01
Analysis
3.2 Project Analysis 3.2.1 SWOT Analysis 3.2.2 AEIOU Analysis 3.3 Branding + Image 3.4 Benchmark 3.3 Market Analysis 3.3.1 Market Competetive Analysis 3.3.2 Positioning map + Competitors
��
Project Work Final presentation boards REFLECTION BIBLIOGRAPHY
01 “Where words fail, music speaks.”
��
Introduction
1.1 Origin of the project 1.1.1 Proposed title 1.1.2 Idea behind the title 1.1.3 Problem/issue 1.1.4 Target Users 1.1.5 Design statement 1.2 Purpose of the project 1.2.1 Aims 1.2.2 Goals 1.2.3 Project justification
1.3 Medium 1.3.1 Description 1.3.2 Objective 1.3.3 Connection to the project
1.1 origin. 1.1.1 Proposed Title Treble in the Forte
1.1.2 Idea behind the title The title “Treble in the Forte”, implies the rise and prosperity of the deaf and hard of hearing community by utilizing the power of music. Taking apart the components of the title:
“Treble” refers to tones whose frequency or range is at the higher end of human hearing. In music this corresponds to “high notes”
“Forte” is a thing at which someone excels. In musical terms, “Forte” means to play loudly.
The title “Treble in the Forte”, is also a pun for “Trouble in the Fort”. Fort having the meaning; strategic position, Trouble in the Fort denotes the breaking of norms in the society regarding the deaf and blind, as an act that amplifies their voices high and loudly.
1.1.3 problemissue This project is aiming to design better for those with hearing loss. Since this is a sensory disability, it directly affects the way in which people experience built-spaces. With the numbers rising of people experiencing hearing loss earlier in life, this should be a growing concern for people designing the spaces in which people inhabit. Exploring how spaces can be engaged without the use of site or sound can inform how designs can be made better for everyone.
1 in 2 disabled person cannot afford treatment
Disability increases dependency and limits participation in society
People with disabilities have a more fragile general health The poverty rate is higher for people with disabilities.
1.1.4 target users
1.1.5 design statement
Hearing impared community
Treble in the Forte implies the rise and prosperity of the deaf and hard of hearing community by utilizing the power of music. Music is a universal language that speaks to all humans. Using harmony, proportion, rhythm, composition to be the conductor of manipulating within the interior design work will produce the similar passions we experience in music.
Their Families
General Public
This project provides a platform for the deaf and hard of hearing community to showcase and utilize their talents and capabilities, by designing with subtle changes all brought together to cater for their abilities, integrated with the characteristics of music.
1.2 purpose. 1.2.1 aims Educational Infrastructure
Self Relying
Rehabiitate
Support
Public Awareness
• To design educational infrastructure for deaf and hard of hearing to facilitate them to be a part of mainstream society. • to educate the deaf and hard of hearing so as to make them independent • To rehabilitate the deaf and hard of hearing so that they can earn for their livelihood and be the part of society • To help them emotionally, mentally, physically, psychologically and economically. • To help the public to understand and overcome the problems faced by the deaf and hard of hearing community
1.2.2 goals
1 know
more about disability
WHO estimates 15% of a population experience disability. It can affect all of us.
5 champion employment
People with disabilities want, can and do work. Support more of it!
2 cultivate mutual respect
Discrimination and negative attitude are the biggest barriers people with disabilities face
6 create an inclusive environment
Ensure access to buildings, transport and public places. Barriers block inclusion.
3 promote rehabilitation and disabilty services
4 support
inclusive education
Rehabilitation, early childhood intervention and assistive technologies make a difference
7 enable
and
social protection
People with disabilities play sport, create art, get married, study and work. Encourage them.
Lifelong learning for end with people with disabilities is a path to an equitable society.
8 realise rights
People with disabilities have rights. Share this information if you care about their rights.
The goal of this project is not to reinvent architecture in an obvious way that alienates or repulses those who are fully abled but instead seeks to remedy the problems that deaf and hard of hearing individuals face with common designs with simple, elegant and subtle changes all brought together.
1.2.3 project justification
at h De
YLD Years lived with disability
Healthy life
DALY = +
Birth
YLl
YLD Years lived with disability
Years of life lost due to premature mortality DEATH
DEATH
YLl Years of life lost due to premature mortality
148M 13M
466M
194M 253M
Hearing impaired Visually impaired Learning/Cognitive Physical Disabilities Other disabilities
Level 1 imparement Rank among leading Level 1 impairments of global deaths, YLLs, YLDs, and DALYs in 1990, 2010, and2019, for both sexxes combined
1 in 7 people are disabled worldwide
Hearing loss 35 million YLDs in 2019
More and more people are affected by disability every year. It is often the most vulnerable people who are most at risk.
6% of the world’s population
466 MILLION HEARING people have
LOSS (DISABLING)
are
It is estimated that
by 2050
700 MILLION people or one in every ten people will have disabling hearing loss.
Why did the project come into the picture?
I grew up in a very musical environment. I grew up participating in singing competitions, attending piano classes, playing in the school brass band for 6 years. Whichever stage of life I have gone through, music has always played a crucial role in it. I hold immense passion towards it and I strongly believe that it has greatly contributed in making me the person that I am today. I have always felt the positive impacts it has had on my life but I did not truly realize the magnitude of the effects music has on people scientifically. Since it has always meant so much to me, I frequently entertain the thought – “what if I could not hear?” or “what if I could not see” “could I still be a part of the musical world? Could I still play music?” It was a deeply worrying thought for me. I personally don’t want to imagine a life without music. And this curiosity has led me to venture into this project. While music is something so close to my heart, I have a raging desire in me to help everyone in the world experience this beautiful gratification. Especially the deaf and blind community. The more I dived deeper into the effects of music on the deaf and blind people, the more I realized that this is much bigger than enjoyment. It could actually help change their lives for the better.
Why deaf people?
Over 5% of the world’s population – or 430 million people – require rehabilitation to address their ‘disabling’ hearing loss (432 million adults and 34 million children). It is estimated that by 2050 over 700 million people – or one in every ten people – will have disabling hearing loss. When unaddressed, hearing loss impacts many aspects of life at individual level: Communication and speech, Cognition, Education and Employment: In developing countries, children with hearing loss and deafness often do not receive schooling. Adults with hearing loss also have a much higher unemployment rate. Among those who are employed, a higher percentage of people with hearing loss are in the lower grades of employment compared with the general workforce. They face social isolation, loneliness and stigma. Impact on society and economy: WHO estimates that unaddressed hearing loss poses an annual global cost of US$ 980 billion. This includes health sector costs (excluding the cost of hearing devices), costs of educational support, loss of productivity, and societal costs. 57% of these costs are attributed to lowand middle-income countries.
Why music?
Being the most powerful form of communication, music innately triggers the inherent emotions each individual has. Its greatest strength is the liberation by demand. Music has all the encompassing quality to free one’s self from all anxieties created in this modern epoch. Music is a universal language that speaks to all humans. Regardless of gender, age or culture, we are hardwired to respond. The natural rhythms intrinsic to music compels us to dance, tap our feet or sing along. The benefits of music education extend well beyond simple entertainment. If we can understand the way music as cognition triggers our sensation to reach an emotional response, then we can apply such knowledge in architecture using the rudiments of music to trigger the same emotions. Manipulation of form and space is how an emotional response can be reached in architecture to produce attainable sensation within the inhabitant. Using harmony, proportion, rhythm, composition to be the conductor of manipulating within the architectural design work will produce the similar passions we experience in music. The faculty to harness these principles is a music therapy center, whereas the many psychological sensitivities in such a faculty can be addressed in a manner to produce appropriate emotions. Architecture is fundamentally about helping others. This facility type is a direct outreach to the community in the healing power of music.
1.3 medium.
As a medium for this project, I have chosen to design and display a conceptual model that represents the phenomenal process of how people are able to detect a stimulus and convey the messages to the brain through a series of connections and exchanges. This also represents how the hearing impaired people are able to use their senses to identify what surrounds them, different from the rest. The model also consists of a structure resembling an eye, showing how this would be an opportunity to open a new world for them, hence the name, revive.
Objective This idea allows the provision of educational and job opportunities as well as improved access to services and a better common ground for communicating with others.
3D REN DER
Action The rotating handle represents the stimulus that triggers an impulse and action. Symbolically this represents the action taken by any individual or community that brings about a much bigger change progressively. This first action is the first step taken in the programming, which is the admission of the target users.
Guiding Light The hanging lights going round the circle represent guiding lights making way for those people with hearing and visual impairment. The part of the project that connects to this is the second step, helping the blind and deaf identify their troubles and guiding them according to their abilities
Vision It also resembles the support for them to have great visions for their future The major activity in this programming, music therapy incorporates this idea of vision into the project. The students are empowered through music without any discrimination and well rounded inclusivity. They are encouraged have great vision for their future.
1
2
3
4
5
6
ADMISSION
SENSORY EDUCATION
Message Transfer The continuous structure consisting of cog wheels and metal frame represents the neurons that help us to eventually transfer the message of a stimulus to our brains. It also symbolizes the unity amongst people that could eventually bring out bigger changes in the community and thus, help the world. This represents the education system establshed in the programming of this poject, where a skilled group of people come together and help convey knowledge to the deaf andthe blind. Which in turn helps change their worlds for the better.
TESTING
COMMUNAL SPACES
The Change The moving clock hands represent the final changes that are brought about in time, as a result of the actions One of the final stages of programming, which includes communal spaces represents this change. We are able to create a public that is more aware of the stories behind the deaf and the blind. This interaction and communication is what is going to bring about a change in the world, when people are considerate of ALL people, regardless of their physical capabilities.
MUSIC TRAINING
RECREATIONAL AREA
Equality The different rods of different heights represent the inclusion of people and provision of opportunities for people of different abilities and capabilities in a safe and inclusive environment The recreational faciities included within the programing is a true indicator of equality amongst the users. They are not restricted from participating in the activities with regard to any
02 “Music is the literature of the heart; it commences where speech ends.”
��
Background Research 2.1 Program + narrative
2.2 Site proposal 2.2.1 Site Introduction 2.2.2 Site History Timeline 2.2.3 District & Edges 2.2.4 Vehicle Path and Movement 2.2.5 Micro Analysis 2.2.6 Greenscape Analysis 2.2.7 Sun Orientation and Shadow/Light Analysis 2.2.8 SWOT Analysis 2.2.9 Design Strategies 2.3 Building analysis 2.3.1 Plans 2.3.1 Sections 2.3.2 Perspectives
2.4 References 2.2.1 Case study 01 2.2.2 Case study 02 2.2.3 Precedent study 01
ADMISSION • paperwork- student, faculty and facility records • parent/faculty meetings • displays- faculty and student (awards, etc.) • first impressions--student, parent, community • faculty meetings TESTING Testing/Evaluating (visual) • faculty/child interaction • child testing- medical, visual • filing • evaluation Testing (auditory) • faculty/child (/parent) interaction • playing child • testing of the child • fitting of hearing aids MUSIC TRAINING • Identification of the level of blindness and deafness so as to allow users to understand how to proceed further into the space. • Speech therapy and articulation with tone-bars and spectral converter • Response-training – Using music as a medium to develop body response rates to stimuli • Music composition • One on one Counseling with trained professionals • Playing of instruments – To trigger vibrations and communicate with each other through these resonations • Musical voice treatment • Training of the accents in music and speech, exercises in phonation with wind-instruments (e.g. reed-horns) • Expressive movements to music
2.1 programme +narrative. SENSORY EDUCATION Preschool - Highschool Deaf • play with others • snacks • hygiene • sleep • arts and crafts • oral skills (lipreading) • minor hearing tests • field trips • speech skills • enter/leaving
COMMUNAL SPACE • Lobby • Food stalls • Lounge space • Park • Retail Area
RECREATIONAL AREA Aided by music conditioning, users will have the option to take part in recreational activities as per their abilities. • Running • Board Games • Bowling • Rock Climbing • Gym
2.2 siteproposal
2.2.1 site introduction
Sentul Depot, a unique 110-year old colonial Malayan architectural masterpiece, in its raw, undefined industrial state, offers a spectacular and grand setting in Kuala Lumpur to bring people together. The unique spaces of Sentul Depot are set in a lush green sprawling park
Selayang Batu Caves
Sentul Melawati Titiwangsaa
Wangsa Maju Setiawangsa
Kuala Lumpur City Centre Ampang
2.2.2 site history timeline
1800
1905 FOUNDED IN THE LATE 1800S 1ST MALAYSIA RAILWAY LINE OPENED BETWEEN TAIPING AND PORT WELD GRADUALLY EXPANDED TO CONNECT THE NORTH AND SOUTH OF MALAYA
ST. JOSEPH CHAPEL WAS BUILT
DEVELOPMENT OF ENGENEERING RAILWAY WORKSHOPS HELPED TO ELEVATE SENTUL’S PROMINENCE AND GREW ITS COMMUNITY
HIGH CRIME RATE AND GANSTERISM
1937
MOST OF THE EARLY RESIDENTS IN SENTUL WERE INDIANS WORKING IN THE TRAIN DEPOT AND SENTRAL WORKSHOP.
THE ATHEESWARAN TEMPLE, THE COUNTRY’S FIRST SIVAN TEMPLE WERE BUILT, RAILWAY WORKERS COLLECTED 1 CENT FROM EVERYONE TO BUILD TEMPLE
1940
YEARS LATER POPULATION GROWS AND CRIME RATE DECREASE, INVESTSMENT PROSPECT COMINGS AND ECONOMICALLY STARTS TO BECOME STABLE
SMK CONVENT SENTUL, USED AS A HOSPITAL FOR JAPANESE SOLDIERS, BODIES BURIED UNDER SCHOOL FIELD IN WWII
1960
2016
YTL DEVELOPER HAD BROUGHT ALMOST 90% OF SENTUL LAND AND DEVELOPED THEM, THUS IT IS NOW SURROUNDED WITH COMMERCIAL BUILDING, RESIDENTIAL AND MIX DEVELOPMENT BUILDINGS.
2.2.3 district & edges This analysis provides data that supports the proposed site location as it shows a higher percentage of residents nearby and very less educational facilities comparatively. This would make the proposed project a solution to the issues caused by the zoning as well.
LEGEND Proposed Area Mixed Development Industrial Institutional Commercial Religious Residential Greenscape Others (Abandoned, unused & carpark spaces)
It can be concluded that there will be 5 main users for this purpose of analysis. Primarily the working class of locals and foreigners. Secondly the families staying in the residential regions and the students from nearby institutions
Family Family
Student
Elderly
Foreign Workers
Office Workers
2.2.4 vehicle path & movement Heavy Moderate Smooth
8AM - 10AM Heavy traffic are spotted suring the morning
12PM - 1PM A moderate amount of traffic dring lunch hour Primary Road Secondary Road Tertiary Road
5PM - 7PM Heavy traffic observed at dawn due to job hours
KTM Station Bus stop Two way One way
it is important to take these into consideration when allocating times for public travel activities
9PM - 12AM Smooth traffic during night time, few night activities
Morning Cars and motorcycles dominate the roads. A moderate amount of lorries and buses. Cyclists are rare.
Intermediate Vehicles on the road decrease at mid day but increase durng late afternoon with the amount of buses exceeding that of the motorcycles. Amount of lorries and bicycles also decrease.
Night The amount of cars and motorcycles decrease simultaneously with amount of buses remaining moderate. Lorries are rare and bicycles are absent at night.
2.2.5 micro analysis
SMELL ANALYSIS Some smell sources found around the site. Most of it comes from drainage and vehicles. The smell is faint but precautions must be taken since visually and hearing impaired users have heightened sense of smell.
NOISE ANALYSIS The neighbouring KTM station and peak hour traffic contributes to any noise disturbance that takes place. However, surrounded by vegetation, the location normally remains quiet
2.2.6 greenscape analysis GREENSCAPE ANALYSIS An abundance of preserved greenery and waterbody surrounds the location giving it its notable closeness to nature, proviidng a sense of peace. This is deemed important and benifitting for the programming of the project that involve delicate therapy processes and musical vibrations
2.2.7 sun orientation & shadow/light analysis
The design of Sentul depot and its roof structure provides abundance of light for the interior, which is very crucial when the target groups are visually and hearing impared
Research evidence : Gallaudet University Three tiered glass walled assembly hall. Refocused on visual dimension. People who cannot hear have heightened need to see. As those with visual impairment need well lit spaces to navigate better.
interior shadow & light study
renders
interior shadow & light study
2.2.8 SWOT analysis
S W O T
KTM Station
STRENGTH
Strategic location of site beside the main road increases its visibility to potential users
Public transport (Sentul KTM Station) is within walking distance to the site, making it more convenient for pedestrians to access
Stretch of greenery around the site enhances the users experience by manifesting a calm nature
WEAKNESS
Limited methods of transport may not be convenient for all of the public
Several openings in the site could pose security breaches
Noise disturbance from nearby roads may cause inconvenience
OPPORTUNITY
Feasible project expandabilty over the years, due to the open space surrounding the site
Becoming a renown education and rehabilitation center for the deaf and blind on the outskirts of Sentul
Employment opportunities open up allowing the surrounding inhabitants to
Pathways are insufficiently lit, especially back lanes, which increase crime rate
Systematic parking system not established creating a more accident prone area
Limited parking area may not be able to cater for larger groups of visitor/users
THREAT
2.2.9 Design Strategies BARRIER-FREE Explore and imply the ways in which the design could be made barrier free.
SUSTAINABILITY Incorporate green building strategies in order to create a more sustainable solution to this innate human need in the long run.
FREE CIRCULATION Provide simple and free circulation in an around building to make movement easy and negotiable
SENSORY STIMULATION Give a rich environment in sensory stimulation such as texture, smell, sound, shapes, sizes and colors.
2.3 building analysis.
2.3.1 Plans.
Site Area
Ground Floor Plan
Second Floor Plan
2.3.1 sections
Section 01
Section 02
Section 03
Section 04
2.4 references
Gallaudet University, Washington D.C, US Architect : Hansel Bauman Significance : Deaf Space - only university in the world where all programs and services are designed with deaf and hard of hearing people in mind
Focused on five key elements that impact how deaf and hard of hearing users navigate buildings and landscapes
2.4.1 case study 01
SENSORY REACH
They visually read their surroundings like movements in objects, shadows, vibrations or facial,body expression of people around them. Hence sensory reach must extend to 360 degrees.
SPACE AND PROXIMITY
When using sign language it is important to enhance a clear visual connecting, by standing in a distance to see the facial expression, but also ensure enough space for signing.
MOBILITY AND PROXIMITY A larger distance is often necessary to maintain clear visual communicaion and steer around obstactles and in the right direction.
LIGHT AND COLOUR The choice of clour that contrast the skintone can highlight a person that is signing for visual orientation. Soft diffused light for better communication and wel-being.
ACOUSTICS
Distractions caused by reverberation and background noise from hard surfaces can be painful and therefore need to be minimized
Gallaudet University, Washington D.C, US
Hazelwood School, Glasgow, Scotland Architect : Gordon Murray + Alan Dunlop Architects Significance : for children and young people, aged 2 to 18, who are blind and deaf – “dual sensory impaired”. Architecturally, it is a new type of project.
2.4.2 case study 02
• main teaching spaces located at quiet northern edge of site to escape direct sunlight.
• “trail rail,” on wall provides tactile cues for children to clearly and safely navigate the building.
• Each bay of sensory trail wall is individually shaped, helping children orient the length of the circulation space in the school.
• indirect artifical lighting and clerestory windows
• subtle colors, contrast, and adaptable lightingelements maximize use of children’s residual vision.
Characteristics • children with visual limitations • hearing limitations • cognitive issues • physical limitations.
• Design of the games hall, trampoline area, and hydrotherapy pool created opportunities for children to explore, extend their skills, and gain confidence through engagement in relatively independent activity.
• The external environment is an extension to the learning environment and numerous external teaching spaces are provided within the school grounds.
Hazelwood School, Glasgow, Scotland
Aalborg University, Denmark Head of music therapy programme: Claus Bang Significance : Presentations and demonstrations of Music Therapy and Special Music Education in forty-two countries. Five decades of therapeutic and educational work with approximately five thousand children and adolescents
Age Category Age 2 to 20 years old.
Characteristics • hearing impairment (e.g. deaf, hard of hearing, with a cochlear implant) • learning disability • multiple disabilities (e.g. deaf-blind) • physical disability • mental retardation • developmental disability • behavioural or communication disorders.
3-6 yrs
3-20 yrs motor, sensory and cognitive skills
Kindergarten and pre-school
Deaf-blind children and adolescents music therapy
Vibrations Learning for those with difficulties in
music must be adapted to the child, not the • co-ordination child to the Interaction music • hearing loss • field of vision Multi-handicapped children and Children in class • apprehension adolescents groups of space transform to movements, • physical mimicry, speech restrictions and singing felt through skin, bones in all parts of body
Beethoven became deaf in the middle of his unbelievable career as composer, but continued to create immortal music, even when he was profoundly deaf.
taking under consideration their possibilities and potential
7-12 yrs
Approaches wide range of both individual and group music therapy approaches
3-16 yrs
2.4.3 precedent study 02
1 2
Musical voice treatment Speech- and song therapy Picture 1:
A deaf girl with a tone bar close to her throat
Picture 2:
A deaf child playing and vocalising the tone
Picture 3:
Spectral converter and two multi-handicapped children with tone-bars
• improve the voice levels and the voice qualities of the children
by utilizing the children’s residual hearing by means of
Hearing-Aids Sound perception in whole body Contractvibration sense, specially limbs
Instrument
Picture 4:
Dance and movement
Activities
Picture 5: Pocahontas dance and drama
Intensity Duration Pitch Intonation
• systematically teach the accentuation in
• sonor tone-bars (see picture 1 and 2)
A deaf-blind child on the piano
3
Activities
• sound perception and accentuation of sound and music. • rhythmical and creative dance activities.
• frequencies 64 Hz to 380 Hz - a range that the majority of the deaf people have some residual hearing.
Rhythm Programme for Movement and Speech Stimulation
• sound is heard in the hearing-aids and felt all over the body.
vibration-bench motor exercises expressive movements
Science behind it • sounds and music are perceived directly by the body.
4
Instrumental and orchestral work Picture 6: Orchestral work “Amazing Grace”
• deaf person as a total being who receives through music a multisensory impact on all his/her senses.
Activities rhythm-groups orchestra with Orff-instruments playing on the organ guitar and drums improvisation on new ethnic instruments from Schlagwerk-Percussion.
5 6
Auditory training Training in sound-perception
Stimulation through physical action and motor training contributes to the initiation of linguistic development.
Frequency 32 Hz - mostly in the feet 64 Hz around the knees 128 Hz in the pelvis middle C 256 Hz in the chest 512 Hz in the throat and 1.024 Hz in the head. Higher frequencies are often felt on the crown of the head and the hair.
0
03 “Music can name the unnameable and communicate the unknowable.”
��
Analysis
3.1 Demography 3.1.1 City size and population density 3.1.2 Population growth 3.1.3 Gender 3.1.4 Employment 3.1.5 Ethnicity & Religion 3.1.6 Language 3.1.7 Age 3.1.8 Disability 3.2 Project Analysis 3.2.1 SWOT Analysis 3.2.2 AEIOU Analysis 3.3 Branding + Image 3.4 Benchmark
3.3 Market Analysis 3.3.1 Market Competetive Analysis 3.3.2 Positioning map + Competitors
3.1 demography.
3.1.1 city size and population density Kuala Lumpur, or KL, is the federal capital and most populous city of Malaysia. Kuala Lumpur is the fastest growing metropolitan area of the country. Ranked as an alpha world city, it's the economic, financial and cultural city of the country and one of three Malaysian Federal Territories. The city also has a high Human Development Index. In 2016, Kuala Lumpur had an estimated population of 1.76 million. Kuala Lumpur has an estimated 2016 population of 1.76 million people in an area of just 94 square kilometers (243 square kilometers). This gives the city proper a very high population density of 17,310 people per square mile or 6,890 per square kilometer. Greater Kuala Lumpur, or the Klang Valley, is a significant urban agglomeration with an estimated population of 7.2 million in 2016 with a population density that is nearly equal to that of the city proper.
3.1.2 population growth Kuala Lumpur is an aging city as birth rates have fallen in the last decade or two. This has led to a lower percentage of young people under 15, a group that has dropped from 33% in 1980 to under 27% in 2000. The working age group between 15 and 59 has increased from 63% in 1980 to 67% in 2000 as more people move to the city for opportunities.
3.1.3 gender
3.1.4 employment
3.1.5 ethnicity & religion According to the 2010 census, major ethnic groups in Kuala Lumpur are: Malay/Bumiputera: 45.9% Chinese: 43.2% Indians: 10.3% Other: 1.6% The city is primarily a mix of Malays, Chinese, and Indians, although there are many cultures in the city such as Eurasians, Kadazans, Ibans and indigenous peoples from East Malaysia and Peninsular Malaysia. In the 1970s, the Malaysian government put in place policies deemed "racially discriminatory" to favor the Malays (also called Bumiputera, a term that describes the Malay and other indigenous peoples of Southeast Asia). This was done to defuse ethnic tensions after violence against Chinese Malaysians, and it created a strong urban Malay middle class, although it did little to get rid of poverty in rural areas and it led to resentment from other groups, including the large Chinese and Indian minorities. In recent years, the share of foreign residents in the city has increased, now accounting for about 9% of the total population. Rapid development in the city has led to an influx of low-skilled foreign workers from countries like Thailand, India, Bangladesh, Nepal, Burma, Sri Lanka, Philippines, and Vietnam. Many have come illegally or without the permits necessary for work. Kuala Lumpur has many religions. Islam accounts for 46.4% of the population, followed by Buddhism (35.7%), Hinduism (8.5%), Christianity (5.8%), Daoism (1.1%) and other religions (2%).
3.1.6 language Sign languages include Malaysian Sign Language and the older Selangor Sign Language and Penang Sign Language. No sign language is used in the education of the deaf. Instead, Manually Coded Malay is used. Signed Malaysian Sign Language Jawi Alphabet Used as states culture identity in peninsula malaysia (Malays land)
3.1.7 age
3.1.8 disability hearing loss Hearing loss (HL) is a disability which people only can hear the sound greater than 25 decibels (dB) and the severities of hearing loss range from mild to profound (deaf ). People with HL tend to communicate with others loudly and frequently use facial expressions (e.g. smiling and nodding). Additionally, people with HL request others to repeat their statements during conversation. As a result, HL people tend to use hearing aids and employ sign language when communicate with others.mprehension, self-esteem and academic performance of children with this disability. Experimentalists mentioned that children with HI are hard to comprehend the spoken language because of the decline in auditory speech. Children with HI perceive they have low ability in communication and in socialization because of: (1) they cannot clearly hear and understand the conversation of friends, and (2) ask irrelevant questions during conversation. In addition, children with HI tend to have poor academic performance due to the deficit in receptive language
factors affecting attitudes toward people with disabilities This section elaborates the demographic factors (level of contact, education level, age andgender) which are regularly discussed in the study of attitudes toward people with disabilities. These demographic factors significantly predict the attitudes of individual toward people with disabilities in literature.
They have slightly negative attitudes in affect, slightly negative attitudes in cognition and slightly negative attitudes in behaviour as well. Although positive attitudes toward PWDs, such as employers praise PWDs as hardworking and able to solve job-related problem and laws and regulations, are provided, negative attitudes of Malaysians toward PWDs still exist. Male and female participants present the similar attitudes toward PWDs. Thus, there is no difference found between gender and attitudes toward PWDs. However, significant results are found between independent variable (level of contact, education level and age) and dependent variable (attitudes toward PWDs). Participants living in Kuala Lumpur have physical interaction with PWDs tend to present more positive attitudes, compared with participants with no physical interaction. Participants living in Kuala Lumpur with undergraduate and postgraduate degree have more positive attitudes toward PWDs than participants with other qualifications (secondary school and primary school qualifications). Respondent with 18 to 35 years old and with 36 to 55 years old are more likely to have and to express positive attitudes towards PWDs.
3.2 project analysis
S W O T
3.2.1 SWOT analysis
Ability to cater for both hearing impared as well as the general public Inclusivity and accessibility for the disabled Opportunity to harness and develop skills (musical & craftsmanship etc.)
strengths
weakness
There are different levels of deafness, which makes it upredictable to an extent on how the activiies will take place for each individual
This project provides the opportunity to open up a new range of communicating medium for the the deaf and hard of hearing (ie. music) which is also understood and heard by those who are not disabled
opportunities
threats
Project has a chance of not being successful in the case that the public does not accept music as a medium for communicating
3.2.2 AEIOU analysis
A E
activities
Users will undergo a series of activities ranging from looming, craftsmanship, music therapy, music classes, jamming sessions, socializing, dining and entrepreneurial work.
The project space environment is designed to be an orchestrated musical space where they are able to feel the vibrations and sound travelling around them. Each space will environment have a specific note allocated to them.
I
All activites and designs in this project are designed to be interactive such as the loming and craftsmanship activity. Most of them require users to carry out rhythmic continuous movement.
interactive
O object
U users
Objects used in this space are hearing aids, musical intruments and also hand crafted instruments that are custom designed for each user. They can use the device to create their own sounds.
The users in this project are, the deaf and hard of hearing community, their families, and the general public.
3.3 branding & image. colour palette
look and feel
3.4 benchmark. Gallaudet University, Benchmarking is the process of measuring key business metrics and practices and comparing them—within business areas or against a competitor, industry peers, or other companies around the world—to understand how and where the organization needs to change in order to improve performance. The DeafSpace Project In 2005 architect Hansel Bauman (hbhm architects) established the DeafSpace Project (DSP) in conjunction with the ASL Deaf Studies Department at Gallaudet University. Over the next five years, the DSP developed the DeafSpace Guidelines, a catalogue of over one hundred and fifty distinct DeafSpace architectural design elements that address the five major touch points between deaf experiences and the built environment: space and proximity, sensory reach, mobility and proximity, light and color, and finally acoustics. Common to all of these categories are the ideas of community building, visual language, the promotion of personal safety and well-being. This is the benchmark for project treble in the forte, because of how well designed Gallaudet University is for the deaf and hard of hearing community.
3.5 market analysis.
3.5.1 market competetive analysis
new associations
World Deaf Mission Center Malaysia Federation of the deaf
Selangor ManminDeaf Association RC Deaf missions malaysia
low quality
high quality
Pusat Mjudiri Y’ for the deaf @ YMCA KL
Society for the Deaf Selangor & KL
National Society for the Deaf Malaysia
Community Service Centre for deaf Malaysia Federation of the deaf
old associations
3.5.2 positioning map + competitors
treble in the forte malaysia federation of the deaf national society for the deaf malaysia
skill development
0
experience
spatial quality
accessibility
04
“Music is the universal language of mankind.”
��
Project Work Final presentation boards REFLECTION
BIBLIOGRAPHY
final presentation boards
reflection During the development of this project, I have learnt many valuable lessons that I will carry forward with me as I move on to my next chapter. I learnt the importance of thorough research, prototyping and having a firm base for the project before further venturing into it. I also learnt the significance of following through a series of smaller steps in order to fully achieve the bigger picture at the end. Music being something that I am passionate about, my interest in the project did not waiver throughout the entirety of this project. However, there were some hard reality checks amid the length of this semester, which has also allowed me to grow my skills and expand my thoughts beyond confined boundaries. I am grateful for all the successess and failures that has taken place, leading up to this point as I conclude a big chapter of my life. All the knowledge imparted by lecturers has stuck with me through the course of 3.5 years, and I convey my sincerest gratitude to all of them for the valuable service they have provided.
biblography. Music to our Ears – 4 ways Music Therapy supports those who are Deaf and Hard of Hearing (0nline) https://www.jbmusictherapy.com/music-to-our-ears-deaf-and-hard-of-hearing/ Music Therapy for the Hearing Impaired (Online) https://www.mtabc.com/what-is-music-therapy/how-does-music-therapy-work/hearing-impaired/ Acoustic Design Planning For Music Spaces (Online) https://ateliercrescendo.ac/acoustic-design-planning-for-music-spaces/ Music therapy with children with hearing impairments (Online) http://www.therabeat.com/news-and-events/2018/5/8/music-therapy-with-children-with-hearing-impairments You Wouldn’t Expect Them to Benefit from Music Therapy (Online) https://samsfans.org/benefit-from-music-therapy-hard-of-hearing/ The Rise of Deaf Architecture (Online) https://www.washingtonpost.com/news/magazine/wp/2019/09/12/feature/the-rise-of-deaf-architecture/ How Gallaudet University Has Reimagined Architecture for the Deaf (Online) https://www.archdaily.com/785189/how-gallaudet-university-has-reimagined-architecture-for-the-deaf Hazelwood School Glasgow by Alan Dunlop Architect (Online) https://aasarchitecture.com/2016/09/hazelwood-school-glasgow-alan-dunlop-architect.html/ Kuala Lumpur Population 2021 (Demographics, Maps, Graphs) (Online) https://worldpopulationreview.com/world-cities/kuala-lumpur-population