Bioclimatic Design, Connection to Nature + Sustainability

staff sick days and higher attrition rates.” 124

Bioclimatic Design, Connection to Nature + Sustainability

Overall benefits

The importance of using nature within design: sustainable materials, bioclimatic design

and giving back to nature are more necessary in modern-day design than ever before. Arthur

Gautam works at the University School of Architecture and Planning in Dwarka, Delhi, India.

Ideally biophilia can be used in several design aspects to provide an enriching relationship

between humans within the built world and the constant connection to the natural world around

them. 125 Some important terms and concepts Gautam describesinclude prospect, dynamic and

diffused light, visual and non-visual contact, exploration and discovery, security and protection,

and lastly curiosity and excitement.126 These are allthings that can help liven a space to make the

user feel a certain way, while almost combining psychological aspects of design to the natural

world.

Similarly, author, Brian Edwards explains that “there are two interconnected themes: first,

that energy efficiency leads to quasi-natural environments in schools which are valued by

teachers and pupils and, second, that sustainable architectural design can be an important aspect

in raising educational standards or altering the perception of a school”. 127 These two approaches

to incorporating sustainability into educational design have been explored since early

construction of the school facilities. As many sustainable integrations have been used throughout

124 Ibid. 125 Arthur Gautam. “Biophilic Design in Architecture - IJERT.” (IJERT, 2017). 126 Ibid. 127 Brian W. Edwards, “Environmental Design and EducationalPerformance.” Research in Education 76, no. 1 (November 1, 2006).

the human-nature relationship. 128

Technology can even be implemented into sustainable elements and the integration of

biophilia through the building technology’s success. This can be done through vertical forests,

roof terraces and the use of local, or recycled materials that will serve structural purposes as well

as benefiting the environment.129 Exterior walls canbe designed in a way to work harmoniously

with nature, such as a source of vegetation growth which can increase oxygen circulation and

give back to the surrounding environment. Incorporating aesthetic, visual and physical

connections to nature, such as the roof or natural partitions between interior spaces will have the

potential to ease the eye to see architecture and nature as one.130

All-Inclusive Outdoor Environments for Children with Special Needs Many specific design considerations have been made in hopes to improve the outdoor

learning environment for children with special needs. Some of these solutions include having a

quiet and tranquil space with little to no distraction, prioritizing safety and security by instilling a

fence boundary at least 6’-0” in height so that children cannot climb or hop over it. 131 Also

having smooth, wide pathways that have distinct edges can diminish any feeling of crowing of

claustrophobia, while non-glare pavers can act as a soothing eye point for children that may be

sensitive to light and textures. Providing an orientation map to show the setup of the outdoor

space can help children understand how to navigate the space while instilling the idea of prospect

and refuge for security. Having different opportunities to overcome sensory issues, thinking

beyond the five senses can be greatly beneficial for children with Autism to interact with nature

128 Ibid. 129 Sumit Singhal, “Gentofte School Extension in Denmark by Arkitema Architects.” (ArchShowcase. Internet Business Systems, Inc., 2015). 130 Alexandria Bramley. “The Story of Gardening / StonewoodDesign.” (ArchDaily, 2021). 131 Kumar, Sunil, and Shri L.K. Das. “Design for AllInstitute of India, Special Issue, December 2015, Vol. 10, No. 13.” Dehli, December 2015.

elements, observation points, soothing areas to re-center, plenty of shade and ‘tight fit’ hammock

swings” can be implemented into the outdoor environment to provide children with an overall

sense of security and ease while promoting ideas of exploration and creativity.

133

Environmental Factors

Henry also explains that “in the end, the impact of the architectural environment on

individuals with Autism might be nominal for many or most and substantial for only a few or

none” 134 However, there is not enough evidence to makea certain argument. Other

environmental factors “such as cultural acceptance, early intervention and educational programs

have already been shown to substantially improve the quality of life for those on the Autism

Spectrum.” 135

Natural Play vs. Playgrounds Sean Alquist has led an ongoing research project called Social Sensory Architectures

where he has designed a prototype of “a tactile architecture-for-Autism environment that does

much more than offer visitors a pleasing and diverse haptic experience. It’s a form of therapy for

kids.” 136 The prototype is called the sensoryPLAYSCAPE,see Figure 2.11, in which it is a

“tent-like pavilion made of tensile fabric stretched over rods to create an immersive

environment.” 137 The idea that a child can simply touchthis structure and be able to visually

connect their motor skills and auditory and visual feedback has been successful in helping

children with Autism understand amounts of force and pressure to apply to something, which is a

132 Ibid. 133 Ibid. 134 Henry, Christopher N. “Designing for Autism: SpatialConsiderations.” ArchDaily, October 26, 2011. 135 Henry, Christopher N. “Designing for Autism: Spatial Considerations.” ArchDaily, October 26, 2011. 136 Mortice, Zach. “These Architectural Playscapes Provide Therapy for Children with Autism.” ArchDaily, December 17, 2016. 137 Ibid.

the second you build it into a quote-unquote ‘architectural system,’ the materiality quickly

becomes a passive backdrop, it becomes a thing that goes around you, as opposed to the thing

that you actually engage.” 139

Figure 2.11

The hypothesis or concept here has been the idea that if motor skills can be improved,

there is a direct correlation to creating potential chances for social interaction, which is solving

the Autistic community a great deal of service. The general idea is to break down the

hypothetical barrier between task-like therapeutic activities and fun sensory room play and

seeing the two as one.Specifically “creating responsive, sensory environments like these-physical

interaction- which could be a powerful tool in the treatment of Autism.” 140

In an alternative approach, Spencer Luckey, who designs vertical climbing structures that

expand past the current design of playgrounds, see Figure 2.12. “Luckey Climbers are part jungle

gym, park work of art that rise up off the ground with undulating platforms sprouting out,

creating an abstract space to inspire creativity and intellectual development.” 141 In his research,

Luckey had found a predominantly male bias towards current playground equipment, and used

this as an antithesis to his design. By using white platforms, the structure is seen as a gender

neutral space while creating a blank canvas in which the children can establish their own use,

play and narrative. The abstract shapes are seen as mysterious and varying from one another

which only makes children want to explore them more, while fusing architecture and design with

a passion for children. 142

Figure 2.12

140 Ibid. 141 Thorns, Ella. “Gender Neutral Playground InspiresCreativity and Intellectual Development by Combining Art and Architecture.” ArchDaily, January 20, 2018. 142 Ibid.

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