To Care Children’s Autism Centre
Cian O’Donnell
University of Strathclyde
Department of Architecture BSc (Hons) Architectural Studies ‘To Care: Children’s Autism Centre’ Word Count: 11,241
Cian O’Donnell Registration No.: 201212594 Tutor: Brian McGinlay 20th April 2017
Contents 1. Introduction
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1.0 Prologue - Semester One 1.1 The Brief 1.2 Introduction to Project 1.3 Autism Spectrum Disorder 1.4 Children’s Autism Centre
2. Site Details
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2.0 Govan History 2.1 Poverty in Govan 2.2 Doomster Hill 2.3 Govan’s Detail 2.4 Site Analysis / Context 2.5 Immediate Context 2.6 Water Row Residents 2.7 Masterplan Site Analysis 2.8 Masterplan Routes 2.9 Masterplan Development 2.10 Masterplan 2.11 Building Site / SWOT Analysis
3. Design Process
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3.0 Development from Semester One 3.1 Weekly Booklets 3.2 Schedule of Accomodation 3.3 Typology of Design 3.4 Typology of Sensory Rooms 3.5 Scaled Sensory Rooms 3.6 The Logo 3.7 Building Concept 3.8 Doomster Silhouette 3.9 Materiality Study
4. Design Solution
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4.1 Curtilage Plan 4.1.1 Curtilage Plan 4.1.2 Play Park 4.1.3 Garden 4.1.4 Threshold 4.2 Basement 4.3 Ground Floor 4.3.1 Ground Floor Plan 4.3.2 ‘The Town’ 4.3.3 ‘The Room’ 4.4 First Floor 4.4.1 First Floor Plan 4.4.2 ‘The Home’ 4.4.3 Art Room 4.5 Second Floor 4.6 Elevations 4.7 Sections 4.8 Isometric Section 4.9 Isometric Site Section 4.10 Visualisations
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5. Technical Strategy
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5.1 Structural Grids 5.2 Isometric Technical Section & Detail 5.3 Technical Section & Detail 5.4 Isometic Section 5.5 Environmental Overview 5.6 Environmental Plan
1 // Introduction 1
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To Care // Children’s Autism Centre
1.0
Introduction // Prologue
Semester One In Semester one the project was approached as a childcare facility, this was a development from previous ideas of being a wood work and youth centre. The childcare was intended for wide range of users, ranging from ages 2-12, this meant that the project lacked any clear boundaries and the purpose was too generalised to create an effective brief. However, many ideas were developed in this stage such as the stacked boxes, during this process, diagrammatic sections were developed highlighting the purposes of each spaces. The design intended to have three main spaces originally, a public interior space, a private interior space overlooking the public one and the exterior main space. This idea developed to serve for classrooms, art rooms and theatre spaces. It was an early idea that the lecture theatre space would look across the main space and have a view towards the river, this intention has remained up until the final design of the building. The project has now become specifically for children with autism which has come with many new restraints and requirements, this has allowed the brief to tighten up significantly, with the purpose of improving the children’s social skills and cognitive skills through a series of developed sensory rooms, and this will be discussed as the booklet unfolds.
1 // Introduction
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Masterplan // Site Location Reimagining Govan
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To Care // Children’s Autism Centre
1.1
Introduction // The Brief
To Care // To create a facility that will immerse children with autism into a scaled social environment. Children with autism see, hear and feel the world differently to other children, at any time, one or more of their senses may be over or under sensitive. It can affect their ability to communicate and socialise effectively having a profound effect on the child’s life. By regularly spending time in a ‘sensory room’, with increased sensory loads, a child can develop improved abilities to take in information, communicate and organise. The building should have a series of sensory spaces that will allow for the children to experience their senses all at once: isolated, in a small group, and in a large group. These spaces will represent the scaled environment of the bedroom, home, and town. The masterplan will follow a similar theme of scaled spaces between the lane, promenade, and boardwalk with various levels of use. Within the masterplan there will be a use of safe spaces in which the children can be outside but protected, allowing for a development in their social abilities on a larger scale. The facility will also seek to develop an observational learning pattern for the children whilst improving their social capabilities; thus, it will enable them to become active members of society and reach their full potential as adults. Autism Spectrum Disorder comes in many forms, this project will predominantly address the development of social skills in the children. The hope with this idea is that it will reimmerse the children into regular society, being able to participate in regular classrooms, engaging in observational learning, developed at the centre.
1 // Introduction
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1.2
Introduction // Introduction to Project
This design is intended to serve as a facility for children with autism. In the UK there is a high proportion of children diagnosed with Autism, but little care centres for them. The Autism Centre will propose a design in which children will advance their social and learning capabilities through observational learning development and sensory capacity work. These fundamental ideas will be integrated into the entire design, from the approach to the building, to the main space and private rooms. To create a facility that will immerse children with autism into a scaled social environment. The building should have a series of spaces that will allow for the children to experience their senses all at once: isolated, in a small group, and in a large group. These spaces will represent the scaled environment of the bedroom, home, and town. The masterplan will follow a similar theme of scaled spaces between the lane, promenade, and boardwalk with various levels of use. Within the masterplan there will be a use of safe spaces in which the children can be outside but protected, allowing for a development in their social abilities on a larger scale. The facility will also seek to develop an observational learning pattern for the children whilst improving their social capabilities; thus, it will enable them to become active members of society and reach their full potential as adults.
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To Care // Children’s Autism Centre
Masterplan // Proposed Cycle Route Reconnection of Glasgow
1 // Introduction
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1.3 Introduction
// Autism Spectrum Disorder
A Hidden Disability In the UK, around 1 in 100 people have a form of autism; approximately 700,000 diagnosed. There are many different variations of the neurodevelopmental disorder meaning it is hard to generalise a solution that would suit all forms; some can get university education and hold a job, whereas some need lifelong support. People with autism do not look disabled and it can often be mistook by parents to have a naughty child, adults with autism often feel misunderstood and thus it is known as a hidden disability. The cause of autism is still being studied, but researchers suggest that a combination of both genetic and environment play a role in the development of autism. It is not caused by upbringing or by social circumstances. They develop many different characteristics such as a love of routines and special interests in specific activities. Sensory issues can arise such as a distaste for noise, smells and bright light. Social life can be difficult for people with autism; it can lead to distress in unfamiliarity at a party. A recent study has outlined a feature needed for consideration in designing for children with autism in that it is common to wander, which can place a significant stress on families and carers. The report was published in the Journal of Paediatrics, close to half of all children with ASD frequently try to wander or bolt from even a controlled, supervised location. These children often go missing and into dangerous places so it is important that the design helps to minimise this by providing “safe spaces� for the children to retreat to in times of stress.
Autism in West Scotland In Glasgow City there is over 1500 children from 5-19 with Autism Spectrum Disorder (ASD). Currently, the Scottish Autism Organisation provides services for 5-19 through outreach support and respite and short-break programs. This proposed centre will allow for these children, and younger, to recieve this opportunity for respite.
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To Care // Children’s Autism Centre
1.4
Introduction // Children’s Autism Centre
The centre situated in Govan will provide a facility which will provide diagnosis services for children to be tested at a young age. There are tests developed by the Autism Research Centre in Cambridge for 18-24 months with follow up tests at 4 years old, these can be performed at the centre. There is also tests for 4-11 called Autism Spectrum Quotient for Children (ChildAQ). Providing these early tests will allow for the opportunity of early intervention into the child’s upbringing if necessary. The key idea of the facility will be to help children with autism achieve their full potential. The centre should provide treatment and support for the children in helping them in various means such as developing communication and social skills There have been studies suggesting systematic activities are of much interest to many who suffer from autism, Lego is an extensively systematic toy that provides a great opportunity for children to improve their social skills in this rewarding activity as proven in a study by ARC. The centre will also give the parents of the children training courses to allow them to better care for their own children. There should be a helpline facility within the new building to allow for support to families without a necessity for them to visit the centre. The centre will allow for assessment of the children and ongoing consultation with experts in the field allowing for advancement in understanding the effects of environment on the children; it is currently unclear if environmental factors affect the genetic susceptibility as a child grows up, so this centre would provide a important opportunity to research the significance of this link.
1 // Introduction
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To Care // Children’s Autism Centre
2 // Site Details 11
2.0 Site
Details // Govan’s History
Govan is an area part of southwest Glasgow, it lies on the south bank of the River Clyde, shortly west of the Science Centre and Glasgow Tower. Govan is the earliest known Christian site in Glasgow founded in the 5th century. Historical sources claim the King of Strathclyde, Constantine, in the 7th century founded a monastery in Govan, where he was buried. The first Churches in Govan were dedicated to Saint Constantine. The Govan Old Parish Church was rebuilt in 1762, 1826, and again 1884-1888. It was during this era that many coal mines were being developed, and as the village grew new trades were established such as weaving, pottery and agriculture. By the 19th century, Govan had become a town with a clear street pattern developing with many new factories being constructed along the river. In the 1860s it became a burgh and was the fifth largest burgh in Scotland. Towards the latter of the century, Govan’s population grew from 9,000 to 95,000 by 1907 and became the 7th largest town in Scotland. The name Govan means “little hill” in old language of the kingdom of Strathclyde. This is because north of Govan Cross there used to be Doomster Hill, this was removed during the shipbuilding era of Govan in the 20th Century. It is believed the hill was a construction of a burial site for a nobleman of some form.
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2.1 Site
Details // Poverty in Govan
Scotland was once the shipbuilder to the world and the heart of its industry was sited on the south bank of the River Clyde in the Glasgow district of Govan. The term “Clydebuilt� once echoed around the world as superior craft. the finest ships of the world were created here. William Elder founded the yard in 1864, he was the engineer who developed the compound engine which transformed shipbuilding by allowing vessels to use fuel more efficiently and travel further. Under William Pearce from 1888, the company flourished, building luxurious ocean liners, steamers and naval ships for the world. At its peak before World War 1, the Fairfield shipyard was part of a local industry which directly employed 70,000 workers in 19 yards. After the rapid growth of Govan in the late 19th and early 20th Century the shipbuilding industy has declined at a significant rate. after World War 2, the decline set in swiftly and despite a major modernisation programme in the 1950s the yards of the Clyde were unable to compete with new shipbuilding superpowers such as Japan. By 1967 the receivers were called in and it looked as if the end had come for Fairfield and for shipbuilding in Govan. Govan was at its economic and demographic peak in the early years of the 20th century. The Burgh of Govan had a population of around 100,000 at that time. Today, Greater Govan has a population of about 14,000. The depopulation of Govan was largely the result of slum clearance programmes which cleared large areas of traditional tenement housing, and this was catalysed by the decline of shipbuilding and repair.
2 // Site Details
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2.2
Site Details // Doomster Hill
Doomster Hill A drawing of the former buriel site situated on the proposed site in govan next to water row. The name Govan means “little hill” in the old language of the kingdom of Strathclyde. This is because north of Govan Cross there used to be Doomster Hill, this was removed during the shipbuilding era of Govan in the 20th Century. It is believed the hill was a construction of a burial site for a nobleman of some form.
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To Care // Children’s Autism Centre
2.3
Site Details // Govan’s Detail
Craft and Detail
Materiality
As is shown in this series of 8 images, Govan once had an intricate attention to
For the most part of this town it follows suit with the typology of Glaswegian
detail in its key buildings. Throughout most of the town there are examples of
buildings in that it is predominantly built in red and blond sandstone.Their are a
fine craft on the buildings; however, the new buildings have recieved none of this
few areas in which the cobbled roads are left renewed which is a nice touch to the
attention to detail apart from interesting detail in some of the newer residential
redevelopment and Water Row now is made from the now classic Glasgwegian
blocks, but none of the craft detail.
style vlock work roads that is prominant through Merchant City and Buchanan Street.
2 // Site Details
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2.4
Site Details // Site Analysis & Context
The Site is located within Govan. Situated in the southwest of Glasgow, Govan has the potential location to become a focal point of riverside culture in Glasgow. As it currently stands, Govan is connected to the north of the city only through the subway and the clyde tunnel. In recent years, Glasgow has made significant progress towards improving the riverfront, there is now a cycle path running along the entire of the city’s northbank, however, once it reaches the Riverside Museum it verges away from the river to become a regular cycle path. This route effectively links the east end to the west end via the south of the city centre, making it a pleasant route
Glasgow
Glasgow Riverfront Cycle Paths & Parks
Glasgow Transport Links
Govan Building Uses
the entire way. The southbank intermittently has cycle paths as well, though not as refurbished as the north. This comes to an abrupt halt once it reaches the science centre and the tower. So there is no direct cycle or walk link to Govan, an issue that should be considered as it could link Govan to partick and hillhead if a cycle path and bridge were constructed. Govan has insignifcant transport links with Govan excluding the subway system. Govan is frequntly used as a ‘park and ride’ subway stop, so many cars are parked between Govan Cross and Water Row on a historical site of where Doomster Hill, a noble buriel site, once stood. Beyond the subway links that Govan has, it has recently been reconnected through a refurbished Govan Road that eventually leads into the city centre southbank via the Quay. The diagram on the bottom right illustrates the various building uses around Govan. Red: Industrial sites, only a few shipbuilding yards remain and the industry in Govan is predominantly car garages, wood shops and various other non-expanding businesses.
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To Care // Children’s Autism Centre
The proposed building site will be at the north east site of water row, highlighted in yellow. This will become part of a larger riverfront masterplan bespoke for Govan to bring life from Govan Road to the river. The site includes the Water Row residents in their mobile homes at the west of the site; Water Row; the park and ride car park next to Water Row; and the Napier Housing Estate riverfront pathway. Although some of this area has already been developed to a small extent, the proposal will redesign a new scheme, allowing for a coherency throughout the whole design. The bottom illustration begins to look at areas around the site that could be developed. The
Masterplan and Building Site Location
most prime locations for development are the mobile housing zone and the large car park, both of these areas feel run down and could do with renovation on their own, however, as part of a coherent masterplan, there is a significant opportunity for design. The riverfront of Govan is steeped in history and is virtually completely unused now, this allows for the opportunity fro a full development to bring the space to life and make it a focal point of riverfront culture in Glasgow. Govan is disconnected from the rest of Glasgow with only the motorway and the subway being the key methods of travel to get here. If a bridge was built from Water Row to the Riverside Museum, it would connect Govan with Partick and Hillhead, with a view into the future of potentialy becoming part of the West End Personally, in travelling to Govan, it does not feel as though it is part of the city, the two most effective ways of getting there from where I live in the west end are by the subway or by driving east to the M8 and driving westbound for sometime. This disconnect means it would have minimal foot traffic. Generally, I cycle to most places in Glasgow but would not cycle to Govan as it is too long a route despite being physically closer to my flat than the university. Currently I would not want to live there due to this disconnect, but being able to cycle over the bridge and immediatelt connecting to the most prominent cycle path in Glasgow would make it signifcantly more appealing. Masterplan Site, Initial Analysis 2 // Site Details
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1 2.5
Site Details // Immediate Context
This study seeks to provide a clear depiction of the materiality and nature of design of the proximal buildings to the site. It will cover the Napier Housing Scheme, The Govan Linthouse Parish Church, the Water Row building, the residential building on Pearce Lane, the Pearce Institute, and the Govan Old Parish Church.
1. Napier Housing Scheme This housing scheme in the heart of govan, connecting to Govan Cross and Water Row, is an eyesore and potentially one of the predominant reasons Govan can seem unsafe. Walking through the scheme can make someone uncomfortable and unsafe, the blandness of the material and design portray a sense of depression and poverty regardless of the actual occupants. It cannot be well kept as there is nothing to keep well.
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As the site is in close proximity to this housing scheme, there must be a development for the masterplan to create the pathways to the site welcoming and friendly.
2. Govan Linthouse Parish Church The Linthouse Parish Church is a testement to the historical high quality architecture built around Govan Cross and Water Row, there has been an effort of renovation around the building that this project will seek to develop upon. The building is made of blonde sandstone blocks with dark highlights, it has an ordered intricate design following many traditional architecture theories of symmatry, proportions and geometry.
3. Water Row buildings The only remaining buildings on Water Row are attractive rustic redstone structures, these provide an anchor for designing a new development around Water Row.
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2 // Site Details
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To Care // Children’s Autism Centre
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2.5
Site Details // Immediate Context
cont’d.
4. Pearce Lane Residential block The residential block is tucked away next to the Pearce Institue on Pearce Lane, located close to Water Row, almost overlooking it. It is constructed with standard bricks, combination of red and black, defining hierarchy of spaces on the facade. It is an attractive building, but it has a poor view looking over the water row residents. The new proposed development will provide a renewed atmospger for this building.
5. Pearce Institute The Pearce Institute is another high quality example of the architecture Govan has to offer, constructed in 1906. It is construced with blonde sandstone blocks, similar to the linthouse parish
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church. The building is home to the Pearce Institute, which is a society committed to providing events ans social gatherings, it can host a large range of different community needs.
6. Govan Old Parish Church The Old Parish Church is one of the focal points of Govan historically, the current church was built in 1888 with the blonde sandstone, so frequent in the area, but the site was first used for the purpose of a church in the 6th century.
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2 // Site Details
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2.2
Site Details // Water Row Residents
The site of the Children’s Autism Centre is on the west side of Water Row, currently there is 70 residents on the site and because they have ownership of the land it is important to consider how they should live with the construction of a new scheme on the site. It then becomes necessary to move them within the site to a more compact, organised and efficient manner of living, which would continue to allow them to live as they wish. A new developed area for their mobile homes should be designed for those wishing to stay on the site; others have the opportunity to move into other residences in the area due to the Govan Action Plan placing importance on regenerating the population through building new residential buildings. After analysing what is in the area, it is clear room will need to be made for residential mobile homes to be situated. There are also many vehicles; trucks as well as cars. There is also some boats on the premises that could be relocated into a more organised manner next to the river.
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Residences Vehicles Workshops and Storage
Water Row Residents // Land Use Analysis to Determine Relocation Strategy
2 // Site Details
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Proposed Connection with Partick, Hillhead and Byres Road
Areas for Future Development // The Focal Point of Glasgow’s Riverfront Culture
New Bridge Linking All Key Riverfront Landmarks
A Healthier Connection with Glasgow // Illustrated Proposed Cycle Routes
To Care // Children’s Autism Centre
2.2 Site
Details // Masterplan Site Analysis
A healthier connection with Glasgow. On analysing the location, it becomes clear that a link with Govan and the Riverside Musuem would be significantly beneficial to the town. The route would provide a clear link between Water Row and Govan Road to Byres Road once fully developed. This project focuses on developing the riverfront of Govan and providing the initial link with the Riverside museum through the bridge, This connection with Byres Road would be a valid endevour for a future development, after this initial design of the riverfront. The masterplan proposes a creation and development of three key routes: Riverfront Promenade;
Three Key Routes: Riverfront Promenade; Water Row Avenue; Protected Pathway
Water Row Avenue; Protected Pathway. These three routes will allow for a concise masterplan to built around it; it will also create focal points for the community and thus allows for feature designs to occur in these locations such as theatres and markets.
Key uses of land and opporunities in the masterplan 2 // Site Details
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2.8 Site
Details // Masterplan Routes
The masterplan has been divided into three key routes of varying hierarchy. The first, and most prominant is the Riverfront Promenade, this route is intended to become the key attraction of Govan as a riverfront town. Due to the width of the route, there is plenty of room for both the foot/cycle path and many places of rest along the river. Therefore the path will hug tight to the Napier Houses to provide this space. The second is the water row avenue. The proposal straightens out the route, leading to the bridge
Three Key Routes: Riverfront Promenade; Water Row Avenue; Protected Pathway
connecting to the Riverside Museum, due to this new direction for Water Row, away from the original route of the boat launches, a new water feature along the west of the avenue has been proposed to bring a new meaning to “Water Row”, and evolution of Govan away from the shipbuilding and towards a brighter future. The third is the Protected Pathway that has the main purpose of being a tranquile environment and pathway to provide a calming approach to the autism centre for the children. All this design should include areas of respite for the children with autism, small, semi-enclosed spaces to aid in calming children if they become stressed. The materiality will be designed on a basis on the type of movement occurs in the space. The cycle path (2) will be large slabs to denote an effiicient method of travel. The footpath (3) will be the same style as is currently on Water Row and Buchanan Street, creating a sense of familiarity and directional movement. The Protected Pathway (1) will be of a similar style but consist of smaller paves, denoting an area of slower and unforced movement but still in an organised and directional manner, suitable for the children with autism. The rest of the design will either be made of red brick paving or larger grid pavement. The red brick paved areas will convey a ‘place to be’ without movement and an area to relax. The grid pavement will portray an area of non directional movement, a ‘place to play.’
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Paving Materiality
The Key Routes // Yellow: Riverfront Promenade. Red: Water Row Avenue. Green: Protected Pathway 1. Site
2. Market Area 3. Link between Govan Cross and Water Row Avenue. 4.Link with Glasgow
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3 4
2.9 Site
Details // Masterplan Development 5
Riverfront Promenade. The riverfront promenade will have both the cycle path and the footpath running along the length of it to connect Govan. 1. Dock, for use by the relocated Water Row Residents 2. Skate Park 3. Theatre Space 4. Semi Private Garden ideal for isolation for children autism as a calming space. 5. More protected gardens and a public dock space.
Riverfront Promenade
Water Row Avenue. Water Row Avenue will be the leading connection for Govan to become a part of the West End and glasgow, it will become in a sense the end of Byres Road. The new water feature will allow it to become a new and improved modern interpretation of ‘Water Row’ 1. New water feature with small bridges across to the market area. 2. Seating areas 3. Retained developed area to connect with Govan Cross
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2
3 Water Row Avenue 28
To Care // Children’s Autism Centre
Protected Pathway This pathway will serve as a quiet secure route to the Children’s Autism Centre. It will be framed with trees to shield it from the housing estate and the car park. This pathway could be considered a diamond in the rough. Market, Sports & Water Row Residents This will be the development of the space where the water row residents currently live, it will relocate them slightly to the west to create a large quantity of space for developing sports areas and
Protected Pathway
a large permenant market. 1. Water Row Residents new clean location, paving and grass, a sweeter deal than what they had. 2. Car Park fro Water Row Residents 3. Sports Grounds. Two Basketball courts and a football court 4. Permenant Market fixture, areas defined by different uses of materials, Govan could become famous for its market, potentially transforming into Glasgow’s equivelent of Campden, this would
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serve as a climax if apporaching from Byres Road. 5. Storage Building for market
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Market, Sports & Water Row Residents 2 // Site Details
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2.10 Site
Details // Masterplan
1. Water Row Residents 2. Sports Pitches 3. Permenant Market 4. Skate Park 5. Theatre 6. New Water Row water feature 7. Semi-private autism friendly park 8. Bridge to Riverside Museum 9. Existing Dock 10. New Docks 11. Docks for Water Row Residents 12. Children’s Autism Centre
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5
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3
10 6
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2 // Site Details
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Site Details // Building Site & SWOT Assesment 2.11
Strengths Views to River Close to active travel route developments Links to City centre via subway station Close to museums and venues Near many residential buildings, allowing for easier accessibility for children with autism Weaknesses Next to ‘park and ride’ car park for subway station Currently underdeveloped run down area Lack of connectivity to north of river before masterplan proposal. Opportunities Whole area completely open to redevelopment Threats Small risk of flooding, Currently a high crime rate in the area
Autism Centre Placed on Site
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To Care // Children’s Autism Centre
Brief Overview of Site Features
View of autism centre from cycle path, symbolising the reconnection with Glasgow
Key Site View (yellow) and Three main routes interecting
Proposed new blocks for Future & Direction of sunlight into building.
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3 // Design Process 35
Design Process // Development from Semester One 3.0
The development of design from a Childcare Centre to a Centre for Children with Autism has caused the design of building to change somewhat. However, many of the key ideas of the design have remained. A key structure of design is the stacked boxes, which has been sustained in the new design for the Children’s Autism Centre. This will be outlined and developed in the proceeding pages.
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3. Design Process
3.1
Design Process // Weekly Booklets
Throughout the process of this semester, on each weekly tutorial, a booklet with collated with the work of that week, this sub-section will summarise the development and content of each
Week One Booklet
book. This process as succesfully helped to outline how design development has occurred throughout the process. Week One It was in this week that the most significant development of the brief was outlined, the decision to focus the project on specifically on children with autism was made and fundemental research was carried out on the subject. Furthermore, an analysis of the current Water Row residents was undertaken, outlining the various different uses and features found within the site so that they could be relocated in a fair manner with the amenities and space they require. The presentation of the final booklet was also considered in this first proposal booklet. Week Two In this booket a clear schedule of accomodation was initially outlined from which to build upon. In addition to this, a new form for the ‘stacked boxes’ was developed. At this stage some develop-
Week Two Booklet
ment of the structural details was drawn to help create a full detailed section of the building and to begin to determine the structural strategy and materiality. Week Three Floor plans were put together after the idea of the Sensory Rooms was developed as the Town, Home and Room. Furthermore, a progression of the technical section was drawn and a Revit model was put together.
Week Three Booklet
3 // Design Process
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3.1
Design Process // Weekly Booklets cont’d.
Week Four & Five These two weeks were a continuation of the previous, floor plan presentation was a priority and the Detailed Section was brought to a near completion, as was the Revit Model, this allowed for elevations to be drawn up as an initial drawing. Week Six & Seven These weeks were predominantly focused on dissertation work, so a development of the floor plan presentation was done and the initial renders of the interior and exterior of the building were presented. Furthermore, the specific materials and features of the main space were outlined.
Week Four & Five Booklet
Week Nine & Ten Booklet
Week Six & Seven Booklet
Week Eleven Booklet
Week Eight Booklet
Week Twelve Booklet
Week Eight In the week eight booklet, a significant focus was placed upon the masterplanning, connecting the main site lines, outlined in this final booklet. In addition, The floor plans were developed in much more significant detail, with much focus being placed on the smaller design of forms and materials being shown. A number of renders were shown to provide clear imagery of the interior form. Week Nine & Ten In this period, the opportunity was taken to go over all current drawings with tracing paper to ensure the current design was at its most effective, therefore, the floor plans and curtilage plans recieved a large development, helping to outline the three sections around the building: the play-park, the garden, and the building itself. This moment in design helped to create a clear understanding of materiality, drawn onto the plans. As well as this, a window and door study was carried out to allow for a fluidity throughout the entire project. Week Eleven Week ten was to be considered the red pen day of semester two, the desire was to have a materplan, plans, elevations, sections and the technical section. As well as the structural and M&E stratgegies. Therefore this booklet provides the barebones for much of this work. The most significant development was in the masterplanning and the intricates of the floor plans. It was in this and the preceeding work that the specific building location was changed so a reasoning for this change was outlined. Week Twelve Week twelve was the final opportunity to consult the tutor so the chance was used to present a demonstration of the intention for the final booklet. Along with this a proposed drawing schedule was produced to outline the plan of work for the following final three weeks of this semester’s design work. 38
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3.2
Design Process // Schedule of Accomodation
Basement Plant Room 50m2 Ground Floor ‘The Town’ Sensory Room Nine
300m2
‘The Room’ Sensory Room One
15m2
Dining Hall 80m2 Theatre 70m2 Reception / Foyer
30m2
Staff Room 30m2 Office
15m2
Toilets 50m2 First Floor ‘The Home’ Sensory Room Three
100m2
Art Room 70m2 Toilet
5m2
Second Floor Library 50m2 One-on-One Offices
10m2
Soft Room 10m2 Toilet
6m2
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3.3
Design Process // Typology of Design
Precedent // Rafael Moneo - Spain This building was chosen as precedent to the children’s autism centre due to the similar aesthetic it shares with the centre. The building is constructed to appear as a series of boxes along side each other, dancing their way up the hill. It helped to create a clear image of the final design would turn out as a finished design. It was from this design that the window levres were introduced at the corner of the buildig in two locations. Furthermore, this building integrates the ‘Golden Ratio’ into much of the design which is something that was then implemented into much of the design of the Autism Centre, for windows, rooms and zoning.
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Precedent // BIG Architects - NYPD This design by Bjarke Ingels Group in Manhatten is similar on a number of levels to the design intended for the Children’s Autism Centre. The key idea of design in the Autism Centre is the stack of boxes, a method used clearly in this design. BIG designed this building in a similar manner, intially identifying the key rooms and the number of necessary boxes, then arranging them around a central atrium, defined by the boxes shaped around it. A key point to consider in this design was the method in distinguishing each indivual box in the design through a deeper cut in the wall, a larger joint’ to create a drop shadow, making the stack clear to the viewer.
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3. Design Process
3.1a Sensory Precedent A This space has examples of the interactive lighting equipment in an existing sensory room, it has varying materials of surfaces
3.4
Design Process // Typology of the Sensory Room
from the floors, furniture and walls whilst framing and indentifying important spaces from which a child can play with the light
Controlled multisensory environment is a form of theropy in which it places a person with
and touch toys.
autism in a soothing and stimulating environment. A sensory room is designed to develop the senses in a person with deprived abilities, through special lighting, music, and objects. The room helps to create a safe space that a child can retreat to in times of stress. These sensory abnormalities can influence the behaviour of children, it can have a profound effect on the child’s life. Benefits The rooms can provide an area of relaxation, allowing for an overall development of well-being.
3.1b Sensory Precedent B
The children can benefit through tracking exercises, colour matching, and vocalisation of aural exercises. The room should provide a variety of stimulus and experiences for all varitions of the
Consistently in these figures there is a
Autism Spectrum Disorder.
strong presence of the controlled lighting,
Children with autism see, hear and feel differently to than other people. Any one of the sense
however there are many toys and objects
may over or under sensitive at different or the same time. Autism can effect the way the child
with which a child can interact with to de-
communicates and socialised compared to other children. Small differences and changes to the
velop other senses such as touch, smell
environment can make a significant difference.
and hearing through an interactive play
It has been proven that if a child with autism frequently spends time in a sensory room, with
experience.
projection lighting, bubble tubes, sounds, aromas and interactive activities , they will see and imprivement in the ability to take in information, communicate and organise through the increased sensort stimulation. This development works in a similar manner to lifting weights, to get stronger you put a high stress on the muscles and make them work hard, this will strengthen them and make lifting every day objects easier; much in the same way that increasing the sensory load will help to improve
3.1c Sensory Precedent C
the ability to understand senses in every day life. This type of learning is epitomised in “Ob-
42
Equipment
servational Learning” which has been dis-
A sensory room is a space that can offer sensory toys, lighting, music and aromas to create an
played to be an extremely effective social
engaging, multi-sensory environment. There are examples of sensory rooms that have computer
learning skill which many children with au-
controlled sensory equipment that can create a large variety of environments through lighting,
tism lack. This opportunity to parcitipate in
sound, and mist and aroma machines. It can be further implemented through objects such as
this form of learning in a scaled, controlled
glowing bubble tubes, vibrating platforms and tactile discs. There can also be equipment to intro-
environment will help to build a foundation
duce the development of a sense of balance through balancing equipment in the rooms. To Care // Children’s Autism Centre
of reimersion.
3. Design Process
3.5
Design Process // Scaled Sensory Rooms
In this project the sensory room will be addressed as three seperate entitites. Each representing a different area of a childs life. The smallest will represent the bedroom (‘The Room’) of a child, being for one child and a carer. The second is to portray ‘The Home’), an area of the building which will accomodate three children with a carer. The final is ‘The Town’ which will be scaled for nine children at once with three carers. Each of these sensory rooms will be exponentially scaled to accomodate the idealogy and retain the safe spaces for the children , seeking to re-engage with the standardised method of learning of observational learning. The Room The room will host one child and a carer, it will resemble the regular idea of a sensory room as shown in the figures 3.1a-d. Caring for one child it will serve as a safe space to introduce a child with more severe symptoms of ASD to the concepts that will be consistent through the entire building. The Home A sensory room designed for the purpose of socialising in a small group of people, similar to the situation of a family, it will contain the same spirit of design as the room but on a broader scale to immerse three children at once, developing the social skill involved in interacting with senses. The Town This space will seek to expand the concept of a sensory room to a much larger scale. It is to host nine children and to be nine time larger than the Room in size and function. The space will also have room for larger activities of play to occur within it. The space should also be scaleable in its activity, surrounded by a series of spaces such as the dining hall and theatre that can be opened or closed depending on the reuqired purpose of the space. Having the space be adequete for nine children provides a learning environment more similar to a traditional school. Adjustable to the purpose, it can provide formal enviroments to serve as lecture halls or projected screen movies; or as informal spaces for imaginatitive play in the soft area, and expansively through the larger area.
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3.6
Design Process // The Logo
The logo of this project has been created as a result of these three sensory room spaces. The Autism Centre will be a construction of the stacked volumes to create a new main space with an integral theme of rehabilitating children with autism. Each box represents one of three sensory rooms: The Room, The Home, and The Town.
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3.7
Design Process // Building Concept
Over the following few pages, there will be a step process of how the building has found its form and the explanation of the ideologies that have driven the design.
Volume Organisation
Connected Spaces
Ordinarily, buildings stack vertically like a tower, however, this structure of stacking
As seen in this development, there are now opportunities created for the main
inwards will preserve the feeling of a one story building while creating new spaces
space to become a significant feature contained within the other spaces. This de-
like the main volume within and the roof terraces on the outside. Instead of keeping
sign allows for all volumes to have an interaction with both the interior main space
the generic use of stacked spaces it will stack the spaces in such a way to create
and the outside.
an entirely new space.
‘The Town’
‘The Home’ and ‘The Room’
This function in design has created the main space of the building, named ‘the
Both of these spaces are in contact with the main space, allowing for a close rela-
town’ it becomes the largest sensory room with several points of natural lighting,
tionship between the whole project.
ventilation and views.
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Programme Requirements
Massing and Box Organisation
Town within a Town
The Autism Centre requires ten seperate blocks and a cic-
The boxes are arranged vertically to retain a link to the central
Volumes are arranged in manner to allow for a relationship of
ulation block within it, condensed from the predetermined
atrium from all rooms. This will allow each box to have a con-
the boxes to create a main space within. This allows for each
schedule of accommodation.
nection with both the main space and the outside.
box to be defined as a seperate entity from both within and outwith the building. Setbacks allow for features and entrances to be empahsised.
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Setbacks and Windows
Stacked Boxes
Merged & Green Roofs
The theme of setbacks to emphasise moments in the struc-
From the outside the building resembles a series of stacked
The Autism Centre will have a consisten feature of accessbile
ture is continued on the upper floors; also allowing for roof
boxes. This design symbolises two features within Govan: the
green roofs to allow for private gardens for the centre, which
terraces. The large windows at the setbacks provides signifi-
consistent blond sandstone block buildings, and the resem-
will have a unique style and be visible from within the building.
cant natural lighting and large framed views, while also allow-
blance to the former doomster hill that was once on the same
ing for privacy from the street.
site as the Autism Centre. These boxes help to represent the
Furthermore, the stacked boxes will be merged together to
different functions and stages of the sensory rooms within
ensure a smooth circulation through the building.
the building.
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Silhouette of Doomster Hill where it once stood.
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Silhouette of Children’s Autism Centre in place of Doomster Hill
3.6
Design Process // Doomster Silhouette
As discussed previously in this booklet, Doomster Hill was an ancient buriel ground next to water row, it was removed during the shipbuilding era of Govan, a time of much squalour and poverty depsite the thriving industry. The new Children’s Autism Centre stands in the hill’s stead, a symbol of moving away from the shipbuilding and towards a brighter future with its roots held deep into its history.
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Design Process // Elevation Materiality Study 3.7
Over this set of images, it shows seven of the materials that were an option for this project. Each paragraph considers the advantages and disadvantages for each material, seeking to provide a clear argument for why the blonde sandstone panels were chosen. Aspects worth considering are the afformentioned vernacular materials used in the near by buildings and the wider context of Govan and Glasgow. Predominantly in Govan, near the site, the buildings are made of either blondestone or redstone so for the desired effect of becoming part of the fabric, a material resembling this may be necessary. As the deature of a stacked box design is a first for Govan, it already falls away from the norm within the town, therefore, it becomes more desireable for the building to have a suita-
Blonde Sandstone Panel
Blonde Sandstone Block
Red Brick
The blonde sandstone panel is the material chosen
Many of the buildings surrounding the site, and in
The red brick material is extremely effective in ren-
for this project. The colour and texture suit the local
Govan in general use this material. Of particular note
ders as it often looks brilliant. I believe, however, that
style well which allows the building to intergrate as
is that several of the near facinity buidlings and the
in real life it loses its quality. Furthermore, there is little
part of the town. The panel feature allows for each
church use the blonde sandstone blocks. However,
standard red brick in govan apart from a few modern
‘box’ in the stach more clearly defined, allowing
the small blocks display a poor aesthethic compara-
buildings.
the whole building to resemble, in a way, a stack of
tively for the stacked box design.
ble vernacular material to relate to the context.
blonde sandstone blocks. This use of material will also create the building to look strong and secure, a safe environment for children with autism. The pale material also helps to emphasise the nature residing throughout the design.
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Redstone Panel
Timber
Concrete
Aluminium Sandwich Panels - Blonde
The redstone panel is again a good looking materi-
Timber is a visually soft material, unaggressive and
Concrete has many overtones, it is an unpleasant
A modern material found in many new structures of-
al. The advantages and disdvantages of this material
warm, These features would make it effective for a
material, it stains in the wet and it attracts graffitti
ten in city centres. Although this is an effective and
are similar to the blonde variety, but I strongly believe
building for children with autism, however, a part of
and, possibly due to the fact it is an aggressive ma-
environmentally effective material, it does not com-
that the blonde will be more aesthetically pleasing as
the choice is in making the building feel like a secure
terial. However, it can be a very photogenic material,
municate with the Govan vernacular as a traditional
a finished design.
environment which is why the building shouldn’t be
but in reality it is not so pretty.
material may. As the building is already an extrav-
timber, the softness is why much of the interior will
agent design compartively, it needs a familiar material
consist of timber.
to suit the Govan typology of design.
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4.1
Design Solution // Curtilage Plan
4.1.1 Curtilage Plan The curtilage plan of the Children’s Autism Centre is based on a similar idea of the stacked boxes. The design is split into five seperate area, put together: the Centre, the threshold, the park, the garden and the grounds. Each space occupies a different function and are thus held differently in design, all seeking to have an underlying service to the children. 1.Children’s Autism Centre // The building itself is orientated to both recieve the protected pathway and have views down and across the river. 2.Play Park // The play park has been design as bespoke for children with autism. 3. Garden // An area of the property that has been shown to have significant positive impacts on the observational learning skills in a child with autism. 4. Threshold // The transition between the protected pathway and the Children’s Autism Centre.m 5. Grounds // An open area, ideal for active play to burn off energy, the space has a landscaped area, a small hill risen from the paving to improve the area for the children with autism, being able to use this space to play on and engage in varied movement, beneficial for their social development.
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5 1
4
2
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4.1
Design Solution // Curtilage Plan
4.1.2 Play Park The park of the Children’s Autism Centre was design in close accordance with an article published on the Playworld website about designing a playground for children with autism. This play park will also seek to touch upon the idealogies of the sensory rooms, providing play objects that engage mulitple senses. Outwith of the park there will be plenty of are for running and exerting energy in the rest of the plan 1.Fenced off area // Children with autsim have a tendency to wander off or bolt from where they are so it is important that in a play park it is enclosed by a fence to avoid any stressful moments if carers fail to notice a child wander off. 2. Bench and outer perimeter space // This space allows a child with autism to observe the dynamics of a playground whilst feeling secure; this area of a playground is often used by children with autism as it is a quiet area seperate from the play park. 3. Cozy Cocoon // This is a branded piece of euqipment where the child can have a cozy place to recover from any stressful or raised anxiety moments, children with autism tend to enjoy just chilling out in one of these spaces anyway, the holes in it allow for the carer to keep an eye on the child without the safe space being compromised for the child. They can be either fixed or swinging. 4. Jungle Play Frame // Large modular structure is kept to the perimeter to maintain the line of site through the hole play park 5. Merry go-round // Balancing toys like this have been proven to aid children with autism in engaging the their proprioception sense. 6. Sand Pit // A sand pit is a play environment that many children with autism enjoy 7. Sound Toy // A musical play instrumenthat many children with autism enjoy 8. Rocking Play Objects // More balancing and rocking equipment for proprioception the seesaw is a great way to teach children how to co operate 9. Hop Skotch markings // A great way for children with autism to develop their obeservational learning though copying others do the hop skotch. 10. Honeycomb ‘touch toy’ // A toy designed for children with autism to encourage them to engage with and understand their sense of touch.
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4.1
Design Solution // Curtilage Plan
4.1.3 Garden This area of the curtilage plan is a gardening area for growing a range of different flowers and root vegetables. This sense of engagement with the carer is a key way, along with art that children with autism can begin to develop their observational learining skill. A skill essential for integration into the standardised schooling system. 1. Raised platform // The garden is raised up and surrounded by small trees to create the sense of being in a different place from the autism centre, a defensible space. 2. Ground level gardening.// This area of the garden is at foot level, allowing for larger types of plants and vegetables, there is a stream of water going through the middle, helping the children to associate water with gardening and adding a serene sound to the area. 3.Lowered level // this lowered area creates another, smaller protected zone that a child with autism will feel secure in, this also allows for access to waist height gardening at the end of the strips. 4. Flower Area // A small area at the corner dedicated to creating beautiful flowers. A nice focal point of the area. 5. Potatoes and carrots // this area of the garden is larger so will allow more large vegetables to be grown in a collective manner such as carrots, potatoes and onions. 6. Protective Trees and grass // The garden is shielded from Water Row witha stretch of grass and three trees protecting the view.
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4.1
Design Solution // Curtilage Plan
4.1.4 Threshold The process of approaching and entering a building is an important moment in any design so it is with careful consideration for a child with autism that a threshold should be design accordingly. Children with autism benefit from muted tones, so throughout the building, unsurprising materials will be used like the familar blonde sandstone and standard red bricks. 1. The Steps // The steps are orientated slightly both the building and the Protected Pathway to create a welcoming embrace, orientating a person towards then entrance effectively from the path. 2. Defensible Space // The paving used at the threshold denotes a sense of unforced movement with no clear direction, making the space develop a serene tone helping to calm children with autism. 3. Entrance // Automatic sliding glass doors, the immediate threshold within will continue to use the same paving as the exterior to create a seemless transition from external to external. 4. Enclosed Single Seat // This space will serve in a similar manner to the ‘Cozy Cocoons’ in that it will provide a protective an calming area a child with autism can sit and recover from stresss and anxiety. They may also want to wait out here instead of inside if the situation occurs where a child prefers this. 5. Public Seat // A shareable seat with a loose connection to the building directly on the Protected Pathway.
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4.2
Design Solution // Basement
4.3
Design Solution // Ground Floor
4.3.1 Ground Floor Plan The Basement will be used solely for the plant room, this will include a CHP unit and an Air handling unit, from this point, the ducts can run up inside the stair/lift core and
1.Foyer / Threshold
provide ventilation and heat for the building. From here the waste heat can be used
2. Reception // first point of contact with a carer in the facility, here the children will be
to heat the greenhouse to allow for cultivation of tomatos.
greeted by a member of staff at reception an can be seated in the waiting room in the foyer reception, or they can be brought round to the smaller ‘protected waiting room for a child and one other person, this space has a slight connection with the reception through the wood slats 3. Staff Office // as the facility serves as a data collection point for research into autism, this is the space the carers will use to document the progress of the children for that day. 4. Staff Room // an area for the staff to chill out with the sofas and television, store their things in the lockers, and make some food in their kitchenette. 5. Sensory Room One ‘The Room’ // see page 67 6. Sensory Room Nine ‘The Town’ // see pages 62-65 7. Male Toilet 8. Female Toilet // within both toilets there will be illustrative descriptions on processes, this has been proven to significantly improved the efficiency of children with autism learning to use toilets. 9. Kitchen // There is a window looking from the dining area into the kitchen, allowing for children to gain a visual experience of food preperation. The kitchen is lowered slightly to provide a better view from the main space. 10. Kitchen Store 11. DWC 12. Greenhouse // This space will use waste heat from the CHP unit and natural light to heat up, allowing it to be kept to a climate suitable for cultivation of tomatoes, as is being done at a building in Newcastle. 13. Outdoor Gardenening 14. Fire Escape 15. Stair/lift Core 16. Main Space Store for play equipment.
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4 10 5 9
11
3
2
16
1
6
7 8 12
15
13
14
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4.3
Design Solution // Ground Floor
4.3.2 ‘The Town’ // Sensory Room Nine The main space of the building will act as the final stage in the sensory room programme developed in the building thesis. It will represent a full immersion into society within the building, serving as a ‘town’. This will be a flexible space, with many different arrangements possible as the theatre and the dining hall can both be closed off to the main space. Connected to this space there will the store in the dining hall that can store all the play equipment used such as: balancing boards, building blocks, and musical equipment. 1. Main Play Area // ‘The Town’ will have a large open area, allowing for physically active play in the space, this large space also allows for the use of larger play equipment such as soft building blocks. This area will be floored with wood planks, giving an aesthetic softness to the area, 2. Soft Domes // Soft dome play area will be small enough that only the children can play in here comfortably, making it their own defensible space while engaging with their sense of touch and balance, while encourage social play with others. 3. Sensory Room Features // This area of ‘The Town’ will include many typical sensory room equipment pieces, examples of these will be described further when discussing ‘The Room’ on page 67. Furthermore, this space serves as a room within a room giving a more protected feel. 4. ‘The Road’ // this concrete area will be the circulation that flows through the space, connecting the building, much in the same way a road would flow through a town. The concrete of this area will also help to clarify a clear definition of areas within the main space; seperating the main play area from the theatre and further protects the area of the cozy cocoon. 5. Cozy Cocoon // This will be a similar feature as to what was in the park, giving an area of respite for children to recover if the main space becomes to stressful, the cocoon can rotate and sway slightly, allowing for motion and to look out of, or into, the building. 6. Theatre // This area can serve multiple functions: it can provide a teaching environment, replicating to an extent, standardised schools; a play area as climbing steps and use of the slide; a movie screening area, when the shutter is brought done from within the wood slats above and the slide out wall extends on the right hand side, it becomes an enclosed theatre with a projector built into the shape of the wood slat ceiling. The top of theatre also has a low roof to serve as a third secure space within the main space. 7. Dining Area // Serving two functions, a meal place with two different heights of tables to accommodate the different ages; or, when the tables fold up onto the wall, an extenstion of the play area. 8. Sinks // for handwashing and toothbrushing, both can be challenging times in the day of a family of a child with autism, this programmatic approach with illustrative instructions will help the child to understand the process and develop their observational learning skills. Toothbrushing will occur around 3060 minutes after meal times to avoid any enamel decay from acidic / citric foods (you were right, Brian).
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64
Main Space Variations To Care // Children’s Autism Centre
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4.3
Design Solution // Ground Floor
4.3.3 The Room // Sensory Room One Within this room the facility will allow for one child to be taken into a secure environment, serving as a safe space in which the child can engage the senses and develop social skills. Some children with more severe symptons of ASD will require time in this room. The room will allow for exercises to be carried out by the child under supervision from the carer such as tracking exercises, colour matching and aural exercises. 1. Window Shutter // electronically operated to block
4. Bean Bags // soft seating for children. Bean bags
7. Seat // moveable stool for carer to use as a more
all light - creating black room so light can be controlled
surround the child as they sit in it, providing a more se-
stable seat.
when natural light is not required.
cure seat as well as being a maluable interactive seat
8. Surround Sound Speakers // surround sound
2. Soft Wall // improves the accoustics within the room
through tough and sound.
speakers to enhance environment atmospheres.
and supplies an added material that children can interact
5. Shape Shelving // interactive space with shapes to fit
9. Projector // mounted to ceiling and projected onto
with.
into storage space. Such as in fig. b showing the shapes
closed shutters.
3. Interactive Lighting Fixture // replicating images
in the wall
10. Mist and Aroma Machine // mounted into the
shown previously, a glowing bubble tube. Interactive light
6. Storage Unit // storage for toys within the bench
raised lighting, this machine will allow the room to en-
strands to involve touch.
along wall. Unobstrusive, allowing for order when re-
gage all the five basic senses.
quired within the room.
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4.4
Design Solution // First Floor
4.4.1 First Floor Plan 1. Art Room 2. Sensory Room Three // ‘The Home’ 3. External Green Roof // each green roof will have its own unique character and act as the front and back gardens to ‘The Home’ sensory room. 4. Overlooking Window // this walkway from the circulation tower to the art room will have a view across the main space and through a second window where one would be able to see the Riverside Museum, The Hydro, and SECC.
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1
4
2
3
4 // Design Solution
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4.4
Design Solution // First Floor
4.4.2 ‘The Home’ ‘The Home’ will be the intermediately scaled sensory room, designed for three children and a carer to act as a increased version of ‘The Room’. As in the name, this sensory will socially act in a similar manner, developing an intimate social situation for a small group of children, allowing them to each become involved in social activities and reclusion to be easily noticed and amended by the carer. 1.Threshold // A door mat area will signify a familiar threshold environment as an entrance to the home, this room will be a no footwear area, and this threshold will provide a clear, organised moment to take of the shoes and place them in the corner to the side of the door on the mat. 2. Interactive Table // This space allows a child with autism to interact with a carer across a table with autism friendly toys, this space is enclosed by hung tassel string engaging the sense of touch and creating a secure space, backed by levred window subtly looking over the main space. 3. Slide // A fun moment in moving through the room in contrast with the steps 4. Theatre // a simple soft stairway leading through the middle, flanked by seats, or climable steps. 5. Vibrating Platform Stage // Vibrating platforms have been shown to be highly beneficial in engaging the proprioception sense and serve as a valuable addition to a sensory room space. 6. Window Shutter// Closeable to make the room dark when necessary for light shows. 7. Sliding Wall // Close off the soft area of the sensory room, it then becomes a similar purpose to ‘The Room’ allowing for a second one on one sensory room. 8. Sensory Equipment // A continuation of the same equipment found in ‘The Room’ 9. Changing Carpet Materials // Most effective in this room due to the no footwear rule, children can walk on and touch the carpet experiencing different textures. 10. Sliding Wall // The second wall to ensure the sensory room is closed off from light when it is made smaller. 11. Door to Green Roof 12. Door to Green Roof 13. Store // This will allow for the storage of a wide range of toys used for development in children with autism.
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4.4
Design Solution // First Floor
4.4.3 Art Room The art room will provide a different aspect of this design; much in the same way as the gardening areas, art practice and learning can provide a brilliant way to improve the observational learning capabilities in a child with autism. Furthermore, many children with autism develop a profound interest in art, drawing or painting so this will help to enable some children fully immerse themselves into a passion they have developed. This space will incoporate a curved wall design, originally inspired by the beautiful Park Guell Mosaics by Antoni Gaudi in Barcelona, the art room intends to be a blank canvas for the children to decorate with intricate mosaics and paint. This practice would extend out into the masterplan where children can decorate bollards, lamposts and some walls with the mosaic skill they had developed here in the art room. The curved walls represent fluidity in art and a freedom; however, the curves are designed in accordance to the golden ratio, a ratio that many people with Autism develop a great love, therefore, they would vastly appreciate this use in design once it is pointed out to them. 1.Protected Painting // A small area with large quantity of western evening light and views west along the river. This area can serve effectively one child and a carer as some children will take longer to be able to
Art Room East Room
interact with others effectively yet still may have a passion for art. 2. Interactive Art Study// This space allows the children to participate in a classroom environment, developing their social skills as wel as their observational learning skills. 3. Drawing Area 4. Equipment Store 5. Art supplies 6. Sinks // A bespoke design for the sinks (and doors) in this room to mould smoothly into the curved wall design.
Golden Ratio
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4.5
Design Solution // Second Floor
The second floor will provide a more similar environment to a standardised school, with a tailoring for children with autism, as with the rest of the building, there will always be the option to sit in a enclosing bean bag rather than a seat to help calmness. 1. Library // This library will serve the function as a small classroom as well, three or four children will sit around the main space in bean bags and be taught by a standing carer, trained in the best observation learning methods for teaching children with autism. The library is segmented by bookshelves into three sections: the threshold, a transitional space from the hallway into an enclosed learning environment;the main area for learning; the private area, much like the reclusive area in the art room, this segement of the library is intended for a one on one situation for a child who may be dealing with a raised level of anxiety, this protected area will aid in calming them down with hope to reimmerse them on the other side back in the main area. This main area of multiple children will serve as a progressive social learning step from the one on one classrooms. 2. One on One Classrooms// These two rooms will both serve the same purpose of educating the child in a quiet environment that that child will appreciate. The two rooms will vary in materiality, to give a different environment for each without affecting the quality of learning, this will aid in allowing the child to naturally indicate which environment suits their personality best, allowing for an effective calm learning situation. 3. Soft Room // This room will provide a calming environment, with very little colour, this room won’t serve in a similar way to the sensory as a sensory overloading tool; but as sensory cleansing room, too much going on constantlty can stress a child out, so this room will calm them through using a soft floor, mattress like floor and walls coloured with muted tones allowing the child to relieve themselves of any built up stress if any stage of the sensory room process was too much for them. 4. WC
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East Elevation
West Elevation
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South Elevation
North Elevation
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4 // Design Solution
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5 // Technical Strategy 89
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3
7
7280
8
5
11354
7626 4133
2
4 6540
6 4169
1738
A
B
C D
9120
DN
E
L
1939
F
4084
3196
3018
G UP
5230
H
I
5852
J
K
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03 - Third Floor 10300
02 - Second Floor 7300
01 - First Floor 4300
00 - Sensory Floor 1300
00 - Ground Floor 0 94
- Foundation To Care000 // Children’s Autism Centre -675
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Floor
Floor
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Natural Lighting // Summer
Natural Lighting // Winter
Artificial Lighting
During the summer months, the high sun projects natural light deep into the main The central atrium and its white walls have been designed to reflect the ambient and Artificial lighting is focused in the corners where there are no windows, but for night space, reflecting and refracting illuminating the space significantly
any direct light from the exterior, effectively lighting the buillding during the day even lighting, the most powerful lights are placed at the roof light, continuing to illuminate through out the low winter sun months,
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the space in the same manner.
Natural Ventilation // Main Space
Natural Ventilation // Subsidary Spaces
Mechanical Ventilation
The main space of the design will be ventilated naturally with stack ventilation, allowing The smaller rooms throughout the building maintain a width less the twice their width, The building will be run with mixed ventilation so MVHR will be implemented areas fresh air to come in at the lower windows and let the stale air leave via the roof light.
this allows all these rooms to be naturally ventilated through wind driven ventilation as where warm air can’t escape naturally, it can also recycle air from the roof light and these rooms have windows that open towards the western prevailing wind.
bring it down and be released close to ground level, for example, under the theatre in the main space.
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