Medley : Thesis Project Manual by Emily Pereira

Family Community Center

A playful and educational environment designed to support families of divorce and remarriage

Emily Pereira

ID490 : Thesis I

Prof. Bischoff

Spring 2020

Table of Contents

Part One : Design Research Project Brief Research Paper White Papers Reflective Essay (Thesis 1)

Part Two : Site Site Analysis Existing Condition Pictures Existing Floor Plans

50 51 52 54 56 57

Part Five : Design Development Code Analysis Heart Center Custom Object Rendered Floor Plans Building Sections Final Perspectives Classroom Axonometric Views Material Palettes

36 38 40 42 44 46 48

Part Four : Schematic Design Design Icons Terms of Criticism Bubble Diagrams Block Diagrams Stacking Diagrams Preliminary Sketches

32 33 34

Part Three : Pre-Design Proposal Precedent Studies Inspiration Conceptual Development Users & Their Needs Programming & User Profiles Adjacency Matrix

4 5 21 28

62 68 72 74 76 77 84 86

Part Six : Conclusion Final Presentation Thesis Reflection About the Designer Resume

88 104 106 107

Design Research

Project Brief

Project Summary Nearly half of all US marriages result in divorce, with some individuals later remarrying. How do prior marriages impact relationship and familial dynamics? What if these remarrying or divorcing couples have children? Are there appropriate resources available to both couples and their children during these marital changes? What are families experiencing and how are they handling their emotions? These questions, along with personal family accounts of divorce and remarriage, will guide the processes incorporated throughout this interior design thesis. Common myths, truths, and innovative design approaches will present solutions to some of these questions surrounding the topics of divorce and remarriage.

Thesis Question How can play and education programs support healthy relationship building within families of divorce and remarriage?

Thesis Statement Medley is a community center for families of divorce and remarriage. The design of the center incorporates play and education programs as an alternative solution to common issues that these user groups face. The education programs provide logical insight on the familyâ&#x20AC;&#x2122;s given circumstance, while play ensures a positive distraction and opportunity to explore life skills naturally. The community center features playful and interactive design elements to ensure a sense of community, an engaging experience, and a means of bonding.

Research Paper

Building Healthy Relationships within Families of Divorce and Remarriage Emily Pereira Endicott College

Since the 1970’s, a rise in divorce and remarriage has occurred within American families. Through a historical perspective, correlations have been drawn between the increase of divorce and dual-income homes. This correlation assumes the increased independence and financial stability among women in these relationships and their ability to leave them. Based on the latest published statistics from the U.S. Department of Health & Human Services (2017), a recorded total of 787,251 divorces and/or annulments occurred in 2017. From these statistics, the 2017 divorce rate was 2.9 divorces per 1,000 total population. In some states, divorced parents are required by law to attend divorce education programs. Some of these programs ensure successful outcomes, especially when children are involved and parenting styles are taught. Over time, those who have divorced may consider remarrying. Couples who have children from prior relationships face an added challenge of blending their existing families together. Simply put, a blended family is one that consists of a couple and children from prior relationships. Considering the relationships and dynamics within blended families proves to be a complicated matter. However, established stepfamily educational programs help families better understand each individual and their perspectives. Divorce and remarriage causes a plethora of psychological and behavioral impacts within both parents and children alike. When considering the success of both individually specialized educational programs and the environment they take place in, healthy relationship building will be promoted through the interactions within these families. The positive results that come from educational programs and their playful environments counteract negative behaviors and psychological effects of divorce and remarriage. One way to measure the positive effects of play is through the lens of behaviorism, which is the study of one’s behavior. This theory claims “all behaviors are acquired through conditioning, which occurs through interaction with the environment. Behaviorists believe that human behavior is shaped by our responses to environmental stimuli” (EdX, 2019). Understanding how behavior connects to an individual’s mind proves important, especially due to the challenges that emerge

from divorce or remarriage. The events that surround the divorce or remarriage act as the environmental stimuli that affect an individual’s behavior. To explain why a parent or child might behave in a certain way, the events that frame the behavior must be considered. The innate relationship between a parent and child can be examined through attachment theory, or the primitive care-taking actions of a parent with their child and the continued lifelong desire for proximity within both individuals (American Museum of Natural History, 2011; Reedy, 2017). Through this theory, innate and instinctive behaviors are indicative of the type of attached relationship the parent and child share (Reedy, 2017). The three types of attachment are secure, anxious-resistant, and avoidant attachment. They are determined by the level of distress a child experiences when the caregiver leaves followed by their level of comfort when the caregiver returns (Reedy, 2017). Early and secure attachment is vital for a child’s overall wellbeing as it gauges the types of relationships the child is capable of sharing. The internal working model shown to the right displays how a child understands interactions with their caregiver. The model acknowledges the level of trust that they share and how the child internalizes effective interactions with their caregiver (McLeod, 2017). This model is simply a “mental representation that guides future social and emotional behavior as the child’s internal working model guides their responsiveness to others in general” (McLeod, 2017). Understanding what type of relationship two individuals share provides insight on how they can improve it. Attachment theory can be applied to divorced families as it explains the behaviors and

relationships between a child and their parents. Children of divorced families are significantly affected by their parents’ decision to terminate their marriage. Due to the nature of divorce being a decision made by a once married couple, children typically experience emotional, psychological, and behavioral difficulties as they did not wish the divorce upon their parents. Some psychologists even compare the child’s psychological experience of their parents’ divorce to death. Noted by Rubin and Price (1979), “Several professionals agree that the divorce event is not the central factor in determining the outcome for the child but rather the divorce process or chain of events set in motion by the separation”. Based on this observation, children might struggle with various events that were stemmed by the divorce. Parental divorce is typically experienced differently through a child’s given age group. During infancy, a baby has no cognitive ability to understand what a divorce means, but they can sense hostility or anger and will absorb stress. In some cases, their physical growth could be negatively impacted (Adler, 2014). Secure attachment is also established when a baby is first born, so the way in which the child’s parents care for them is integral for their ability to form relationships in the future. Young children have some cognitive ability to understand a divorce, however, this age group is especially vulnerable to parental conflict. At this stage, young children do not have the social ability to ask for advice or help from their peers, so they depend on their parents to limit conflict (Adler, 2014). During early childhood, ages two to six, children are most vulnerable since they require the greatest amount of emotional warmth and physical care from their parents. Although they may not remember specific details of the divorce, they recall the change in nurturance and remember experiencing certain levels of loneliness (Adler, 2014). Children who are ages six to twelve, have a difficult time adjusting to the divorce. In particular, boys within their middle childhood have statistically been observed to struggle more during this developmental stage. They typically question and feel uncertain toward establishing

a relationship with a stepfather, especially if the father is not the primary custody parent. This is known as “experiencing loyalty conflicts” as a child naturally gravitates toward their biological parents over a new parental figure in their life (Adler, 2014). Challenges between step-parent and child relationships may significantly appear within this age group. When an adolescent experiences parental divorce, it can be painful, complicated, and difficult for them. They begin to gain independence and sometimes that is expedited or complicated if younger siblings or a problematic parent are involved in the divorce as well (Adler, 2014). For this stage, adolescents might experience negative impacts on their academics or social life if they have responsibilities at home. Entering a relationship can be difficult to experience during this age due to fear and anxiety stemming from their parents’ failed relationship (Adler, 2014). Considering attachment theory at this age, “some adolescents whose parents undergo divorce choose to detach from their parents rapidly, often before they are emotionally prepared, while others remain close and delay the psychological departure for as long as possible” (Adler, 2014, p. 9). This avoidant attachment can cause adolescents to mature sooner than necessary and may impact the relationships they share with both parents and siblings alike. Depending on the situation, this avoidance might negatively impact the relationship that an adolescent and their parent share. Regardless of their age, other factors impact a child’s experience of their parents’ divorce. These factors revolve around the family and the situations that surround the event. Family factors include socio-economic status, ethno-cultural background, and childrearing style (Department of Justice, 2015). Situational factors that impact a child’s experience of divorce include parental absence or remarriage, duration, conflict, violence, divorce proceedings, custody, and environmental changes (Department of Justice, 2015). To better understand the child’s experience, divorced parents must be empathetic and consider the resources available, such as divorce education programs. Divorce proves to significantly impact children and create additional obstacles for them; however, “many children emerge in adulthood as empathic, competent, and sometimes courageous,

thanks to some combination of their own inner resources and supportive relationships with parents, grandparents, siblings, or mentors” (Adler, 2014, p. 11). Children and parents alike can develop resources to cope, communicate, and connect with their families to better their relationships. Many of these tools can be supplied through divorce education programs which provide different perspectives and benefits to their users. In fact, 20 states require divorcing parents to attend some form of parenting course, while the remaining states may only require attendance through a judge’s discretion, refer to the map on the right (Divorcewriter, 2019). Regardless of requirement, these programs benefit all users as they learn valuable skill sets. Some courses are to be completed locally with both parents present, while others can be completed individually online. These programs typically cover issues pertaining to trauma, communication, coping strategies, and parenting styles. Triangulation of children, or the act of putting a child in the middle of parental conflict, is also discussed within these programs (Achen, 2019). When focusing on the divorcing family as a whole, programs that include children prove to be incredibly effective as they are equally affected by the divorce as their parents. Two divorce education programs that work in tandem with each other are “Good Talk 4 Children” program and “Parenting Education and Awareness” program. These programs build communication and coping skills for both groups. The “Good Talk 4 Children” program is unique because it is a divorce education program for children that focuses on their needs and emotions when their parents are separating or divorcing. For children, this program offers them a place to vent to peers, learn coping strategies, discuss common myths and truths that children might assume of divorce, and normalize

their situation. The open group discussion invites children to communicate and bond with each other. It also establishes a feeling that other children are going through similar experiences and they are not alone in their thoughts, feelings, or behaviors (FamilyKind, 2019b). Overall, children complete this program understanding their parents’ divorce was not their fault, that they are capable of overcoming this situation through the coping strategies they learned, and they have peers to provide empathy on shared experiences. The “Parenting Education and Awareness” program establishes effective skills between both parents. In the program, hypothetical scenarios are reviewed and educators discuss effective communication and behavior with the attendees. Some takeaways include teaching parents how to stay calm, cooperate, establish goals, and problem solve (FamilyKind, 2019a). One parental benefit from this divorce education program is learning how to co-parent. A healthy co-parenting alliance ensures positive interactions, emotions, and behaviors from both parents and children alike. Coparenting considers the behaviors and actions of parents regarding their children, but does not consider “the romantic, sexual, compassionate, emotional, financial, and legal aspects of the adults’ relationship that do not relate to childrearing’” (Adamsons & Pasley, 2006, p. 241). There are different types of co-parenting relationships that have been uniquely labeled as perfect pals, cooperative colleagues, angry associates, fiery foes, and dissolved duos (Adamsons & Pasley, 2006, p. 241). Based on the characteristics of coparenting interactions, researchers have studied the relationship between how one parent behaves and how the other parent acts. These observations help to conceptualize a way of measuring coparenting relationships (Adamsons & Pasley, 2006). According to the graph on the right,

positive parenting can be achieved with a strong co-parenting alliance and minimal parental conflict. When parents interact positively and effectively with each other, their co-parenting alliance strengthens. Ultimately, the children involved will indirectly benefit from their healthy relationship. Results from the “Parenting Education and Awareness” program demonstrate effective co-parenting between parents and less triangulation, or putting their children in the middle of their issues. Through the skill sets obtained within the program, a positive co-parenting alliance can be achieved to ensure healthy relationships among both parents and their children. Overall, parents and children alike express the program’s success in establishing healthy skill sets and a sense of community among participants.

As with biological parents, attachment theory can be applied to the relationship between

a step-parent and child. Inevitably, when divorced parents decide to remarry, it is a decision that impacts all associated family members. In general, “It has also been noted that compared to first marriages, step-families often experience greater stress and more difficulty with issues such as communication, finances, and parenting” (Skogrand et al., 2010, p. 49). Some remarried couples face the complexity of having children from prior relationships while other couples may only entail one parent. For families that are blending, the process creates feelings of awkwardness, discomfort, and heightened emotions for all members. Family roles and dynamics that were once filled by the opposite parent may or may not be filled by the step-parent, creating an uncomfortable and unsure atmosphere. As mentioned previously, children might have a hard time connecting with a stepparent as it might “accentuate the child’s loss, provoke competition for the remaining parent, and elicit conflicts in loyalty... society allows adults to have multiple marriages, but children are reared to love and trust only their natural parents” (Thies, 1977, p. 59). To help children navigate this new territory, it is important that parents and step-parents establish healthy co-parenting relationships and provide the child with security and social support. In addition, parents and step-parents must be aware of their negative actions among each other and be cognizant of any manipulative actions

that the children might take part in. In each relationship, the parent and step-parent must establish boundaries, discuss expectations, and ensure fairness among step-siblings (Adler-Baeder, 2007). One unique program that has helped blend families together is “Smart Steps”. The program teaches skills that are necessary for healthy relationship building within blending families, such as establishing expectations, learning empathy, awareness of individual behavior, managing conflict, and learning communication skills (Adler-Baeder, 2007). The program is self-motivated and participants must have a desire for knowledge, to resolve family dynamic conflicts, and to bond their family together (Skogrand et al. 2010). Similarly to the structure of the divorce education programs, “Smart Steps” is inclusive to all family members and encourages children to participate. The program teaches couples and children separately to ensure each class is taught through the appropriate perspective for their needs. Regardless of the separate classrooms, the topics are taught in tandem and include: families today, changes within their individual families, where each family member comes from, strengthening relationships, managing conflict, creating connections, and building family strengths (Adler-Baeder, 2007). The program focuses on a strength-based approach through the empowerment model, or the strength-based approach to determining positive elements that each individual offers within their family (Adler-Baeder, 2007). One study determined the long-term effects after one year of completing the “Smart Steps” program. Through interviews, the researchers discovered that adults had a better understanding overall with individual family members and they became more patient and tolerant of their stepchildren (Skogrand Davis, & Higginbotham, 2011). Also, the parents claimed to share a stronger relationship with better communication, and some mentioned increased commitment from their spouses. Overall, the course implemented awareness of family dynamics and how to improve interactions within the family unit. Some parents also mentioned having a changed attitude toward their ex-spouse. Lastly, parents noted encouraging their children to have a relationship with their other parent and ensured speaking positively about their ex-spouse in front of them (Skogrand et

al., 2011). Through an additional case study researchers examine how “Smart Steps” welcomes individuals from all different backgrounds, providing a sense of relatability among all participants (Skogrand et al., 2011). Those who attended also claimed that it was beneficial to be in a group with peers. Based on participant feedback, this program was humbling and emphasized the human experience within the process of merging families (Skogrand et al., 2011). In addition, the program helped the family to accept, appreciate, and establish new family traditions. This implementation is imperative in stepfamilies because they come from different backgrounds, so new traditions should be developed to define them now and help form who they want to be (Skogrand, Davis & Higginbotham, 2011).

Considering the physical environment of these programs proves imperative to ensuring

a comfortable atmosphere. Elements of place attachment will ensure that users feel attached, connected, and safe within the space around them. This connection promises comfort in discussing private and personal matters, especially with strangers who might also be experiencing divorce or remarriage. This feeling of safety from the built environment will encourage a sense of community, or “a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together” (McMillan & Chavis, 1986, p. 9). Although the idea of a community can be defined within a geographical perspective, the sense of community is typically achieved through four key factors. These factors include membership, influence, reinforcement, and shared emotional connection. When analyzing the membership factor, individuals want to feel invested, secure, and safe within the boundary of the community. Next, influence can be recognized on an individual level or from the community as a whole. The third factor is reinforcement and it is considered to be the “motivator of behavior” (McMilan & Chavis, 1986, p. 12). Humans thrive off of reward and some examples to achieve reward within a community are through status and competence. Shared values

also connect the emotional and intellectual needs of individuals within the community. Shared emotional connection is the fourth factor within the theory of sense of community. Various features help to implement these connections that individuals within a community experience. Overall, it is imperative that the sense of community is achieved to ensure a strong social fabric within the divorced and remarried user groups.

A comfortable environment that establishes a sense of community will retain users to

continue visiting. The attachment that individuals experience within the environment promises recurring visits, and a sense of safety, security, and comfort. For all users, whether they are divorced or remarried, they might feel uncomfortable participating in their appropriate program due to the surrounding social stigma or preconceived opinions. However, breaking down these preliminary beliefs and providing incentives such as refreshments, transportation, ethnic considerations, and tokens of appreciation have proven to draw users to their appropriate program (Skogrand et al. 2010). One incentive to offer divorced and blending families is an engaging experience through play. Current research examines the psychological, social, and emotional benefits that stem from it. By definition, “play is an activity that is carried out for the purpose of amusement and fun, that is approached with an enthusiastic and in-the-moment attitude, and that is highly interactive” (Van Vleet & Feeney, 2015, p. 632). Individuals have an innate desire to play and be playful. To define a person’s innate playfulness, it is described as, “a dispositional tendency to engage in play (i.e., an inclination to pursue activities with the goal of amusement or fun, with an enthusiastic and inthe-moment attitude, and that are highly-interactive in nature” (Van Vleet & Feeney, 2015, p. 632). This natural drive to interact through play paired with the countless benefits of it, establishes a compelling relationship when paired with individuals who are negatively affected by divorce or remarriage. Play is proven to stimulate positive emotions, feeling of well-being, and improve coping skills.

It is also known to initiate human connection and local engagement (Tsekleves & Darby, 2017, p. 5). These activities proved to engage the senses and distract users from direct issues they are facing. For individuals battling with the negative effects that come with divorce and remarriage, play is a healthy alternative distraction. The natural curiosity that play provokes within individuals has been correlated with social, emotional, and cognitive development (Van Vleet & Feeney, 2015). Lastly, individuals have also learned coping skills, communication skills, felt a sense of community, and unknowingly built relationships all through play. When considering the typical age group that participates in play, one might think of children. However, theories prevail within current research that these positive effects can also be obtained by adults too. Unlike the acceptance of child’s play, adult play has been historically unaccepted due to the surrounding social norms. In addition, adults develop a problem-solution mindset which differs from the make-believe mindset of a child (Tsekleves & Darby, 2017). Due to this disconnection, there is significantly less research and empirical evidence available regarding adult play. The benefits of child’s play and playfulness can be applied to the perceived benefits of adult play and playfulness. For the adult age group, it is important that play is integrated as it can “continue to serve as a mechanism through which adults, too, can learn, bond practice important skills, and acquire cognitive and behavioral flexibility” (Van Vleet & Feeney, 2015, p. 639). A change in the stigma against adult and play must be adjusted as it is argued that “playfulness can be a resource (e.g., for coping with stressors or as an elicitor of positive emotions) for people of all ages and that people find age-specific ways of exerting their playfulness, e.g., from physically active forms to intellectual/ creative variants” (Proyer, 2014, p. 511). Resources and playful activities must be creatively integrated into environments so that adults too can experience the benefits of play and the feelings of playfulness. Incorporating the benefits of play will naturally ensure the environment is interactive and driven by experience. The public building environment is “ideal for this due to their interactive

nature and since they are designed to be looked at, walked around, and used by many people on a daily basis… Hence the development of ambient play environments provides an opportunity to design and develop playful interactions to stimulate social and physical play” (Tsekleves & Darby, 2017, p. 2). When a playful activity is integrated into a public space, people are more apt to participate in it due to their ability to meander and discover on their own terms. Statistics demonstrate one example of an interactive public installation being utilized by the public. In this instance, a staircase was turned into an interactive piano and 66% of users chose to take the stairs to participate than to take the adjacent escalator (Tsekleves & Darby, 2017). Playful design also promotes healthy relationship building as users will naturally interact with those around them in a positive way. Encouraging users to not only communicate with one another, but with the building as well “set[s] the occasion for and help[s] maintain [the] desired behavior” (Zifferblatt, 1972, p. 54). Ultimately, experiential, interactive, and playful design stimulates communication, positive interaction, and curiosity within all users, no matter their age. Overall, an environment that is welcoming, comforting, and playful will ensure all user groups connect, communicate, learn, and enjoy their experience. Although the behaviors, emotions, and experiences surrounding divorce and remarriage might be negative, educational programs paired with a positive and playful environment provide successful outcomes within these families. Implementing a sense of community establishes healthy relationships and connections within individuals who experience similar situations. Ultimately, when families share positive relationships, healthy family dynamics and behaviors follow. Consequently, less issues amongst ex-spouses, new couples, and their children will prevail due to the gained knowledge and experience from divorce and remarriage education programs. An added sense of community, empowerment, and whimsical play will ensure and maintain positive experiences for those experiencing divorce or remarriage.

References Achen, T. (2019). Co parenting classes for divorce. Womenâ&#x20AC;&#x2122;s Divorce. Retrieved from https://www.womansdivorce.com/parenting-classes-for-divorce.html Adamsons, K. and Pasley, K. (2006). Coparenting following divorce and relationship dissolution. In M. A. Fine and J. H. Harvey (Ed.), Handbook of divorce and relationship dissolution (pp. 241-261). New York, NY: Routledge. Adler, N. (2014). Examining divorce from a developmental perspective. Family Kind. Retrieved from https://www.familykind.org/wp-content/uploads/2014/12/ Examining-Divorce -from-a-Developmental-Perspective.pdf Adler-Baeder, F. (2007). Smart steps: Embrace the journey. The National Stepfamily Resource Center. Auburn: Author. American Museum of Natural History. (6 December 2011). Science bulletins: Attachment theory. [Video file]. Retrieved from https://www.youtube.com/watch?v=kwxjfuPlArY&t=327s Department of Justice. (7 January 2015). The effects of divorce on children: A selected literature review. Retrieved from https://justice.gc.ca/eng/rp-pr/fl-lf/divorce/wd98_2-dt98_2/p3.html DivorceWriter. (2019). Divorce parenting classes: State requirements. Retrieved from https://www.divorcewriter.com/parent-education-class-divorce EdX. (2019). What is behavioral psychology?. Behavioral Psychology. Retrieved from https://www.edx.org/learn/behavioral-psychology. FamilyKind. (2019a). Parenting education and awareness program class agenda for divorcing, separating, or never-married parents. NY: Author. FamilyKind. (2019b). Parent letter for session 1 good talk 4 kids. NY: Author. McLeod, S. (2017). Bowlbyâ&#x20AC;&#x2122;s attachment theory. SimplyPsychology. Retrieved from https://www. simplypsychology.org/bowlby.html McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal

of Community Psychology, 14(1), 6–23.https://doi.org/10.1002/1520-6629(198601) 14:1<6::AID-JCOP2290140103>3.0.CO;2-I Proyer, R. T. (2014). Playfulness over the lifespan and its relation to happiness: results from an online survey. Zeitschrift Fur Gerontologie Und Geriatrie, 47(6), 508–512. Retrieved from https://doi.org/10.1007/s00391-013-0539-z Reedy, B. (therapist). (22 March 2017). Attachment theory. [Audio podcast]. Retrieved from https:// podcasts.apple.com/us/podcast/evoke-therapy-programs/id1157223571?i=1000382971787 Rubin, L. D., and Price, J. H. (1979). Divorce and its effects on children. The Journal Of School Health, 49(10), 552–555. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&AuthType=ip&db=mdc&AN=260790&site=ehost-live&scope=site Skogrand, L., Davis, P., and Higginbotham, B. (2011). Stepfamily education: A case study. Contemporary Family Therapy: An International Journal, 33(1), 61–70. https://doi.org/10.1007/ s10591-011-9141-y Skogrand, L., Reck, K., Higginbotham, B., Adler-Baeder, F., and Dansie, L. (2010). Recruitment and retention for stepfamily education. Journal of Couple & Relationship Therapy, 9(1), 48. Retrieved from https://doi.org/10.1080/15332690903473077 Thies, J. M. (1977). Beyond divorce: The impact of remarriage on children. Journal of Clinical Child Psychology, 6(2), 59-61. Retrieved from https://doi.org/10.1080/15374417709532766 Tsekleves, E. and Darby, A. (2017). The role of playfulness and sensory experiences in design for public health and for aging well. Sensor Arts and Design. Retrieved from http://www .research.lancs.ac.uk/portal/en/publications/the-role-of-playfulness-and-sensory-experie nces-in-design-for-public-health-and-for-ageing-well(8988e1df-7b4f-4e6c-ba25-db0778f 3ef79).html U.S. Department of Health & Human Services. (2017). Provisional number of marriages and marriage rate: United States, 2000-2017. Marriage and Divorce. Retrieved from

https://www.cdc.gov/nchs/data/dvs/national-marriage-divorce-rates-00-17.pdf Van Vleet, M., & Feeney, B. C. (2015). Play behavior and playfulness in adulthood. Social & Personality Psychology Compass, 9(11), 630â&#x20AC;&#x201C;643. https://doi.org/10.1111/spc3.12205 Zifferblatt. S. M. (1972). Architecture and human behavior: Toward increased understanding of a functional relationship. Educational Technology Publications, Inc. Retrieved from https://www.jstor.org/stable/44418593

White Paper 1 Color Psychology and Color Association

There are layers of symbolism, perception, emotion, and association tied to color. When

designing a space, especially one that is intended for public use, it is detrimental to consider how color might be perceived and experienced by the user groups. To do so, considering color psychology might be the first step in understanding these factors. By definition, color psychology is â&#x20AC;&#x153;the study of colors in relation to human behaviorâ&#x20AC;? (Ferreira, 2019). This means that each color impacts individualsâ&#x20AC;&#x2122; mental, emotional, or physical behaviors differently depending on how the color is perceived. To better understand the common positive and negative associations that each color symbolizes, see the infographic to the right.

Although colors hold meaning and symbolize

certain emotions, feelings, or ideas, studies have investigated color association and what color an individual psychologically ties to specific terms or feelings. For the purpose of understanding what colors tie to positive or negative terms in relation to my thesis project, I will be selecting the relatable terms and listing what color was associated with it. Participants were asked to share what colors they associate with anger, fear, mad, frustration, hostile, divorce, insult, and pain. The consecutive answers for all these terms were red and black (Sutton & Altarriba, 2015). In an environment that must be uplifting, positive, and soothing, the associations that red and black hold are not appropriate. Later, the participants were asked about their color association to terms such as hopeful, inspired, friendly, peace, safe, merry, and grateful. The results were the colors yellow, blue, pink, white, and green. (Sutton & Altarriba, 2015). In another study, results demonstrate the

affects that bright versus dark colors have on individuals. The responses demonstrated that â&#x20AC;&#x153;bright colors elicited mainly positive emotional associations, and dark colors elicited mainly negative emotional associationsâ&#x20AC;? (Hemphill, 1996). Although colors might hold specific meaning, it is also important to consider the value of the given color because a light version of the color might hold a significantly different meaning that the darker version of said color. Based on these studies, dark colors such as red and black hold a negative and somber meaning. Brighter colors such as yellow, blue, pink, white, and green prove to be appropriate for a positive and uplifting setting. Overall, when considering the best colors to use within a specific design environment, it is integral to research and understand how design choices might impact the users and their experience within the space.

References Ferreira, N. (2019 May 31). Color psychology: How color meanings affect your brand. Oberlo.

Retrieved from https://www.oberlo.com/blog/color-psychology-color-meanings

Sutton, T., and Altarriba, J. (2015 May 19). Color associations to emotion and emotion-laden

words: A collection of norms for stimulus construction and selection. Psychonomic Society.

DOI: 10.3758/s13428-015-0598-8

Hemphill, M. (1996). A note on adultsâ&#x20AC;&#x2122; color-emotion associations. Journal of Genetic

Psychology, 157(3), 275. https://doi.org/10.1080/00221325.1996.9914865

White Paper 2 Interactive Materials

Technologies have improved the ways in which users can interact within their built

environment. For example, building materials have gained unique qualities and characteristics that directly engage users. Incorporating interactive materials within the built environment will evoke curiosity, creativity, and playfulness from all users no matter their age due to the fully immersive sensory experience. Two innovative materials to highlight are Contact, and Wind 3.0. These materials have the flexibility to transform and interact based on how they are used.

Contact is an “interactive surface with augmented acoustics” (Transmaterial, 2017) that was

developed by Felix Faire. This technology works based on the type of touch, pressure, and motion users interact with it (Transmaterial, 2017). Since Contact responds with visual stimulation and noise, one of the material’s purposes is to explore the connection between the sense of touch, sight, and sound. A fully immersive experience, such as the one that Contact offers, is not obtainable in any typical building material. This technology does not follow traditional architectural building materials; it relies heavily on coding (Transmaterial, 2017). This one device transforms any surface into a touch-sensitive, interactive feature that can be incorporated into any design.

A second interactive technology is Wind

3.0. This material reacts to the user’s presence through electronic sensors and ventilators (Transmaterial, 2010). Comparisons can be made between this technology and the natural movement

caused by wind. The material itself consists of fiber and creates swaying motions based on user interaction. The wall becomes an interactive sculpture that engages with the physical movements of the users (Transmaterial, 2010). Wind 3.0 establishes a platform for users to explore and create a connection among the physical world and technology.

The final material is Sensitive Floor which

is an interactive flooring technology that interacts based on the way users walk on it (Transmaterial, 2009). Reacting to the pressure caused by the userâ&#x20AC;&#x2122;s weight, Sensitive Floor creates virtual landscapes that evoke curiosity and play. Sensitive Floor establishes a connection between the user and their built environment, providing them with the opportunity to control and decide how to use the space (Transmaterial, 2009). Some have even considered this interface similar to a game based on the way it reacts and transforms with the user.

References Transmaterial. (2017 July 16). Contact. Retrieved from http://transmaterial.net/contact/ Transmaterial. (2010 September 6). Wind 3.0. Retrieved from http://transmaterial.net/wind-3-0/ Transmaterial. (2009 June 14). Sensitive Floor. Retrieved from http://transmaterial.net/sensitive-

floor/

White Paper 3 Innovative Playful Design Elements

To understand how play can be implemented within a space, it is important to consider

the various types of play that children experience developmentally. In the 1930â&#x20AC;&#x2122;s, researcher Mildred Parten examined the correlation between how children play with each other and how it demonstrates their social development. Partenâ&#x20AC;&#x2122;s theory Social Stages of Play, discusses the idea that children learn how to relate with their peers through play. Understanding each of the stages of play can promote healthy relationship building among children and those around them.

The stages within Partenâ&#x20AC;&#x2122;s Social Stages of Play include unoccupied, solitary, onlooker,

parallel, associative, and social/cooperative play. At age 0-3 months, infants partake in unoccupied play where they are content simply being and observing their surroundings. Solitary play takes place between the ages of 3-18 months and is when babies begin to interact more with their surroundings through their sense of touch, sight, and taste (American Parks Company, 2019). Next, onlooker play is when a child simply observes or listens to other children playing. Although it might seem like they are shy or do not want to join the others in play, it is a way that the child acquires social skills. Onlooker play can be observed within toddlers, but also during any age group. Parallel play takes place at age 18 months to 2 years and the child will play alongside another child without directly interacting with them, but perhaps mimicking their actions (American Parks Company, 2019). Associative play is the next stage for ages 3-4 years old. During this type of play, children are interested in the other playmate, but not necessarily playing with them and setting a specific goal or outcome. Social rules are introduced at this time and children begin to learn how to share and problem-solve (American Parks Company, 2019). Finally, social/cooperative play, beginning at the age of 3, is when children learn to effectively share and work together to establish rules and guidelines during their play. Make-believe play is introduced at this stage as well.

One article delves further into this theory and proposes additional types of play. These

types include motor-physical, constructive, expressive, fantasy-dramatic, competitive, and virtualdigital play (American Parks Company, 2019). Motor-physical play is when children engage in physical activity, such as hide-and-go-seek or tag. This type of place focuses on winning, losing, coordination, and muscle strength. Next is constructive play which is when children build or create things and develop fine motor skills (American Parks Company, 2019). Expressive play offers a place for children to express their thoughts or feelings specifically through art, music, and writing. Fantasy-dramatic play is when children make-believe or test scenarios through re-enacting roles. Working out emotions is common through this type of play. Competitive play introduces rules to the activity and teaches children about social interactions. Sports, Follow the Leader, and Simon Says are examples of this type of play (American Parks Company, 2019). Lastly, virtual-digital play engages children through video games or computer-based programs. This type of play is considered a solitary play style and typically does not incorporate social interactions (American Parks Company, 2019).

Understanding how a child plays leads to the consideration of the environment around them

that fosters playfulness and creativity. To be successful, this type of environment must ensure enough space for movement, engage the five senses, stimulate social interaction, offer the option to customize and interact with the space, and provide the user with a challenge (Shackell, Butler, Doyle, & Ball, 2008). These spaces must also offer the user a chance to explore, manipulate, create, and imagine (Baynes, 1994). In addition to specific spaces, design elements can establish a sense of playfulness through scale, color, flooring, finishes, furniture, and lighting (Kaur, 2020).

Examples of spaces that effectively consider the childâ&#x20AC;&#x2122;s developmental ability and how they

engage in play include playgrounds, makerspaces, and interactive installations. In a playground, children experiencing any stage of Partenâ&#x20AC;&#x2122;s Social Stages of Play may engage within this setting. Motor-physical, competitive, and fantasy-dramatic play can be explored within a playground. In addition, it offers a space for a challenge, physical activity, stimulation, and exploration. Next, a

makerspace engages a child in constructive, expressive, and sometimes virtual-digital play. This type of setting may engage all the senses, ensure customization and environmental interaction, spark creativity, and teach manipulation of tools and equipment. Spaces with multiple purposes have proven to be effective for children. So, a makerspace that incorporates activities such as arts and crafts, 3D modeling, construction, and programming will promise a successfully engaging and playful environment. Finally, interactive installations are playful environments that establish sensorial stimulation, exploration, imagination, and customization. Motor-physical, fantasydramatic, competitive, constructive, and virtual-digital play might be engaged within this type of setting. Similarly to a playground, children of all ages can experience interactive installations based on their developmental stage. Overall, these three spaces naturally initiate social interaction and are positive environments to foster positive relationship building among any age group.

References American Parks Company (2019). The 12 types of play and what they mean for children.

Retrieved from https://www.americanparkscompany.com/blog/types-of-play-for-

children/

Baynes, K. (1994). Designerly play. Loughborough University. Retrieved from

https://core.ac.uk/download/pdf/2737956.pdf

Kaur, A. I., & ivpartners. (2020, Jan 27). Interior design: Experiential design & grandeur. MGS Architecture, Retrieved from https://search.proquest.com/docview/2347545809?account

id=43872

Shackell, A., Butler, N., Doyle, P., and Ball, D. (2008). Design for play: A guide to creating

successful play spaces. Play England. Retrieved from https://www.playengland.org.uk/

media/70684/design-for-play.pdf

Reflective Essay (Thesis 1)

Families within the United States continue to organically change through various means.

For my thesis project, I will delve into the needs of families going through a divorce or remarriage. Two statistics that intrigued me include half of marriages end in a divorce, and half of marriages are not their first. These statistics lead me to believe that a majority of families are impacted by the relationships that they or their parents experience. Studies of family dynamics within first marriages prevail, but even less information supports families that are split or blended together. Impacts due to this relationship might be both positive and negative, and I believe that through designing a family community center will provide necessary support that these families need to succeed. As a child of both divorced parents and a remarried father, I am passionate about the topic.

Considering this gap within family research, I decided to pursue a thesis that considers the

unique needs of families that are divorced or remarried. To achieve this goal, I intend to design a family community center that provides these families a comfortable, yet active and exciting space. Here, families can attend educational programs, participate in activities that promote bonding, and experience playfulness. Divorce and remarriage education programs are tailored to their user groups and teach appropriate life skills to support their new lifestyles. For example, divorce education teaches parents how to appropriately speak to one another, while separating their issues from their children. For children, a divorce education program offers them a safe space to vent to peers, develop coping strategies, and acknowledge that they are not alone. Remarriage education programs teach communication skills, how to set boundaries, and healthy relationship building for the new couple, while children learn to process their emotions and develop coping and communication skills. Besides educational programs, the center will integrate family bonding areas and activities for the whole family to participate in. Regardless of their marital status, it is integral for parents to positively co-parent their children together. Spaces such as indoor play areas, communal kitchens, and makerspaces can offer a neutral space so that divorced parents can focus

on their children and participate in activities with them. Step-parents and their step-children can also utilize these areas as they naturally promote healthy relationship building. These spaces will not force individuals to bond together, they will simply promote communication and activities that lead to a naturally bonding experience.

To make these spaces successful, elements of play and playfulness will be incorporated

to ensure a positive environment. Through research, I discovered that the positive psychological aspects of play work to combat the negative effects of divorce and remarriage. For example, both children and parents alike might experience poor communication, depression and anxiety, a disconnect from their family, and doubt. When an individual partakes in play, they gain communication and coping skills, a sense of community, happiness, curiosity, and a positive distraction to what they are going through. This pairing will promise a space that is active, engaging, positive, and all users will feel a bonding sense of community, not only within their individual families, but with other families as well. Theoretically, the positivity a user experiences through play will help heal psychological, emotional, and communicational wounds that were created through the associated divorce or remarriage.

An exercise that I intend to further investigate is branding. When implementing a brand,

users of the space will further feel attached to it. Branding elements will ensure cohesion within the design and experience a sense of loyalty to the space. A helpful assignment was Assignment 6 when I was asked to develop branding concepts. On the right, I drew the word â&#x20AC;&#x153;Blendâ&#x20AC;? in a curved and organic way. The form resembles the blending a remarried family experiences. Playing off of these forms, I intend to create an ultra organic space through Scandinavian and playful designs. Further investigation is necessary to determine the appropriate

brand name.

One concept that is currently appropriate for the space is a single thread. One single thread

may act as the bond for families who might not feel connected. A single thread can weave them together and promote healthy relationship building. This community center will ensure these families have the resources they require, while providing them with a playful and energetic experience. A verbal metaphor I came up with is â&#x20AC;&#x153;I look around and find that we are oneâ&#x20AC;?. For this metaphor, I was inspired by the image to the right. It appears as though all the individuals are drawn from one line; a single thread. When perspectives are acknowledged and respected, the individuals bond due to the gained understanding of their experience. Ultimately, this bond becomes the single thread that unites individuals experiencing a transitional period within their life. Through the combination of verbal, written, and visual metaphors, a single thread will establish a sense of security, natural bonding, and aspects of playfulness within the design of a family community center.

Site

Site Analysis

100 Fort Hill Road Groton, CT 06340 Location Background Groton is a suburban area situated on the Thames River in Connecticut. Out of the 38,700 residents of Groton, there is an 18% divorce rate which is one of the highest in the state; the divorce rate average is 12%. The area is known for its employers: the US Naval Base, General Dynamics Electric Boat, and Pfizer. Surrounding 100 Fort Hill Road in Groton, CT, there are 12 schools within a 4 mile radius and it is located right outside of a residential area. The site is easily accessible within the community which makes it a prime location for the Medley Family Community Center.

Regional Map Local Map

Neighboring Properties

Transportation

Groton Family Farm

Car: I-95, Routes 1, 349, and 649

Groton Public Library

Bus: 2 Stops Along Property Line

Claude Chester Elementary School

Train: Mystic Train Station

Recreation

Ferry: New London Ferry

Bluff Point State Park

Plane: Groton - New London Airport

Ocean Beach

Leisure

Submarine Library & Museum

Family-Owned Restaurants & Cafes

US Coast Guard Museum

Ocean and Beaches

Mystic Aquarium Mystic Seaport 32

Existing Condition Pictures

North Exterior View

Dynamic View of Entrance

East Exterior View

Interior View of Skylight

Existing Floor Plans

First Floor

Second Floor

Pre - Design

Proposal

How are they affected?

1970â&#x20AC;&#x2122;s

Rise in divorce and remarriage due to increased independence and financial stability for women

Infants

Absorb stress, physical growth impacted, attachment as an infant affects their relationships throughout their entire lifetime

Young Children Children

Require emotional warmth and physical care

Experience loyalty conflicts with same gender parent which may cause issues for future stepparent

Adolescents

Negatively impacts social, academic, and romantic development. Early maturation and extended responsibilities

Effects of Divorce

Effects of Remarriage

Anxiety & Depression Loyalty Conflicts Feelings of Abandonment Social & Academic Issues Avoidant Attachment

Awkwardness & Discomfort Heightened Emotions Communication Issues Feeling Replaced Loyalty Conflicts

Benefits of: Play

Education

Sense of Community

Place to Vent

Social Bonding

Coping Strategies

Coping & Communication Skills

Communication Skills

Positive Distraction

Discusses Commonly Assumed Myths

Conflict Management

Normalizes the Situation

Reduces Stress, Anxiety, & Depression

Conflict Management

Enjoyable

Co-Parenting Skills

Welcomes all Ages & Abilities

Understanding Empathy

Promotes Creativity & Imagination

Establishing Healthy Relationships 37

Precedent Studies

Mama Smile This indoor playground facility located in Mito, Japan is intended for families to engage in creativity and imagination.

interactive

consistent forms

imaginative

clear wayfinding

colorful 38

Family Resource Center This center in Scottsdale, Arizona helps at-risk families with issues pertaining to parenting and divorce.

child friendly

user centered

available resources

engaging

collaborative 39

Inspiration Architecture & Design Inspiration

play

bright

community

active

communicate 40

Experiential Inspiration

explore

fresh start

connect

create 41

support

Conceptual Development

Metaphorical Inspiration

I look around and find that we are all connected

2D Parti Diagram Symbolic Exploration A single thread represents the family; regardless of their

Transition

relationship, they will forever be connected. The black portion of the thread represents the darkness one might feel when experiencing family transitions such as divorce

Blurred Boundary

or remarriage. The concept model becomes active, engaging, and playful when color is later incorporated Implied Line

within the single thread. Although some individuals might feel a disconnect during family changes

Unexpected Tangled

3D Parti Model

(represented by the white areas of the thread), they will forever be apart of one common identity; family.

SingleThread: Thread:3D 3DParti Parti AASingle EmilyPereira Pereira Emily

Process When completing both the 2D and 3D partis, I explored the organic forms and abilities that embroidery floss offered. The 2D parti A single they will forever be be connected. TheThe black portion of the thread single thread thread represents representsthe thefamily; family;regardless regardlessofoftheir theirrelationship, relationship, they will forever connected. black portion of the thread

family transitions such as as divorce or remarriage. TheThe concept model becomes representsthe thedarkness darknessone onemight mightfeel feelwhen whenexperiencing experiencing family transitions such divorce or remarriage. concept model becomes wasrepresents created dipping sections of asingle single thread into watercolor active, engaging, playful when incorporated within the thread. Although some individuals might feelfeel a disconnect active, engaging,and andby playful whencolor colorisislater later incorporated within the single thread. Although some individuals might a disconnectand slowly dropping it onto during the thread), they will forever be be apart of one common identity; family. during family family changes changes(represented (representedby bythe thewhite whiteareas areasofof the thread), they will forever apart of one common identity; family.

the paper below. A similar process was utilized for the 3D parti; instead of watercolor though, I used acrylic paints. Once the thread dried, I carefully pulled and picked at segments to explore the modelâ&#x20AC;&#x2122;s 3D abilities. I embarked on playful journeys for both conceptual explorations by fully trusting the process and having fun while creating art!

Users & Their Needs

Children Parents

Parents

User Groups & Needs

Divorce Divorce

Shared Needs Shared

Remarriage Remarriage

Controlling emotions Cooperate with other parent Redirecting attention & behavior Uninvolving child in conﬂict

Communication Awareness of individual behavior Co-parenting strategies Establishing goals Coping Problem Solving

Establishing expectations Identifying family strengths

Acknowledging emotion Shared Needs Addressing individual needs Communication Coping Communication Managing conﬂictbehavior Awareness of individual Awareness of individual behavior Co-parenting strategies Venting goals Establishing

Establishing expectations Remarriage Identifying meaning of family Bonding

User Groups & Needs Debunk common myths & truths Divorce Normalizing the situation Feeling at fault Feeling unableemotions to overcome Controlling Feeling broken Cooperate with other parent Redirecting attention & behavior Uninvolving child in conﬂict

Establishing expectations Identifying family strengths

Coping Problem Solving

Additional User Groups Debunk common myths & truths

Acknowledging emotion

Establishing expectations

Children

Program educators, trained family science professionals, attorneys, play facilitators, Breakdown of Ages &needs Effects Identifying meaning of family staff Normalizing the mediators, situation Addressing individual

Bonding Communication Coping Factors of ChildrenManaging conflict Children Adolescent Awareness of individual behavior Venting Parental absence, duration, conflict, violence, divorce proceedings, custody, environmental changes, (6-12 Years) (13- 19 Years) (0-2 Years) (2-6 Years) Experience loyalty conflict Impact on academics, social Absorb stress Vulnerable to parental conflict life, and individual relationships Sense hostilitystatus, and angerethno-cultural Require emotional warmth and parenting style socio-economic background, Stages of Social Play: Increased responsibilities physical care Onlooker play (18+ months) Prone to rapid detachment Stages of Social Play: Recall changes in nurturance Breakdown of Ages, Effects & Play Stages Social cooperative play Unoccupied play (0-3 months) Solitary play (3-18 months) Stages of Social Play: (3+ years) Stages of Social Play: Onlooker play (18+ months) Onlooker play (18+ months) Onlooker play (18+ months) Social cooperative play Parallel play (18-24 months) Associative play (3-4 years) Baby Young Children Children Adolescent Social cooperative play (3+ years) (3+ years) Feeling at fault Feeling unable to overcome User BabyNeeds Feeling broken Young

Breakdown of Ages & Effects

(0-2 Years) (2-6 Years) (6-12 Years) (13- 19 Years) Absorb stress Vulnerable to parental conflict Experience loyalty conflict Impact on academics, social Categories ofanger play: motor-physical, constructive, fantasy-dramatic, competitive, and individual virtual-digital Sense hostility and Require emotional warmthexpressive, and life, and relationships *Children in any stage of social play can participate in these six categories. Consider their abilities to ensure the specific Stages of Social Play: Increased responsibilities physical care activity is appropriate to theirOnlooker skills andplay development. Stages of Social Play: Recall changes in nurturance (18+ months) Prone to rapid detachment Social cooperative play Unoccupied play (0-3 months) Solitary play (3-18 months) Stages of Social Play: (3+ years) Stages of Social Play: Onlooker play (18+ months) Onlooker play (18+ months) Onlooker play (18+ months) Social cooperative play Parallel play (18-24 months) Associative play (3-4 years) Social cooperative play (3+ years) (3+ years) Outcomes of Play Outcomes of Education Programs

Solutions to User Needs

Categories of play: motor-physical, constructive, expressive, fantasy-dramatic, competitive, and virtual-digital Positive emotions Strength based approaches* Debunking myths & truths* Behavioral growth *Children in well-being any stage of social play can participate in these six categories. Consider their abilities to ensure emotion* the speciﬁc Feeling of Communication* Acknowledging Emotional development* activity is appropriate to their skills and development. Coping skills* Coping* Awareness of individual behavior* Positive distraction* Social skills* Co-Parenting strategies* Normalizes situation* Sense of community* Bonding* Problem-solving* Sense of community* Problem solving* Initiates human connection* Managing conﬂict* Understanding of family dynamics* Cooperation*

Solutions to User Needs

*(Effect) - Provides a solution to a user group need

Outcomes of Play

*(Effect) - Provides a solution to a user group need

Outcomes of Education Programs

Solutions to User Needs Outcomes of Play

Outcomes of Education Programs

Education Programs For Divorce : Parenting Education & Awareness Program and Good Talk 4 Children For Remarriage : Smart Steps

Stages of Social Play Unoccupied Solitary Onlooker

Parallel

Associative

Social Cooperative

Motor-Physical

Constructive

Expressive

Fantasy-Dramatic

Competitive

Virtual-Digital

Categories of Play

Children in any stage of social play can participate in these six categories. Consider their abilities to ensure the specific activity is appropriate for their individual skills and development

Programming & User Profiles

Entrance / Exit All Users: Upon entrance, users will pause here and choose what area of the space they want to engage with. Reception nearby will provide assistance to those who need help.

Playscape Children: As the first play area within Medley, children will be actively engaged with the desire to run, jump, tumble, climb, and explore this space. Parents: Might engage with children physically here. Design to be inclusive to all ages and abilities

Make-Believe Children: Costumes, toy figures, stages, and props engage children in expressive and fantasy play. Parents: Might engage children in expressive and fantasy play.

Seating / Breakaway Parents: Sit in this central area with view lines to all open play areas within Medley. A comfortable and safe space for parents to lounge or wait in. Children: babies and younger children can use this space to play individually in a safe and less busy area. Stages of social play that could take place here include unoccupied, solitary, and onlooker.

Interactive Installations Children: Walk through these installations to explore and physically submerge the senses in visual, audible, and physical stimulation. This area of play can be categorized under any type as it provides opportunities for constructive, physical, expressive, competitive, fantasy, and digital play. Parents: Enjoy this play area equally to the children due to the sensory-driven experience it offers.

Makerspace Children: Sensory tables, 3D printing, arts and crafts, and model making provide the opportunity for constructive play for all ages. In some instances, competitive and digital play might be engaged.

Parents: They might help children in creating, making, and designing. They might also build their own and use this space alongside their children.

Classrooms Childrenâ&#x20AC;&#x2122;s: Resources for the appropriate education program will be in the classroom for children to use and learn from. It will be designed for private use for groups of 8-20 kids. Children will engage in various activities in this room to learn. Items such as a projector, toys, and crafts will be utilized in these rooms. Parentsâ&#x20AC;&#x2122;: Resources for the appropriate education program will be in the classroom for the parents to use and learn from. This classroom must consider pairs of people rather than individual beings.

Level 1 Level 2

Key

Playscape & Make-Believe

Classrooms

Entrance

Makerspace

Seating / Breakaway

Interactive Installations

Restrooms

Seating / Breakaway Restrooms

Adjacency Matrix

First Floor Reception & Check-In Playscape Make-Believe Play Interactive Installations Kitchen Dining Game Room

Second Floor Classrooms Waiting Area Interactive Installations Makerspace

Key Direct / Primary Convenient / Secondary Undesired / Remote

Schematic Design

Design Icons

Stages of Social Play Unoccupied Solitary Onlooker

Parallel

Associative

Social Cooperative

Motor-Physical

Constructive

Expressive

Fantasy-Dramatic

Competitive

Virtual-Digital

Positive Atmosphere

Flexible Use

Attachment Theory

Building Skills

Communication Promoted

Categories of Play

Additional Icons

Terms of Criticism

User Group Does the overall environment ensure a positive, neutral, and comfortable sense of community for blending and/or divorced families to be together?

Education Do the private group education rooms provide a welcoming and comfortable environment to promote open communication and interpersonal connections?

Play & Age Do the public play spaces engage all user groups in age appropriate ways with the purpose to promote communication, healthy relationship building, and sense of community?

Healthy Behavior Does the facility promote healthy social, emotional, and physical behavior within individuals?

Building Skills How can the design promote communication and coping skills to both children and parents of divorced and blending families?

Kitchen & Dining Does the Collaboration Kitchen foster a sense of bonding, comfortable environment, and neutral setting for all types of families?

Attachment Theory How can the design ensure attachment interpersonally and environmentally?

Bubble Diagrams

First Floor

Legend

Adjacency

Day Lighting Acoustical & Semi-Visual Privacy 52

Entrance

Second Floor

Legend

Adjacency

Day Lighting Acoustical & Semi-Visual Privacy

Block Diagrams

First Floor

Entrance & Reception

Play

Restrooms

Dining & Kitchen

Stairs

Second Floor

Stairs

Quiet Waiting Areas

Open to Below

Restrooms

Remarriage Classrooms

Divorce Classrooms

Stairs

Stacking Diagram

Elev.

Quiet Lounge & Waiting

Divorce (Parents’ Classroom) *Visual & Acoustic Privacy

Men’s Wom. BR BR

Stairs Remarriage Education (Parents’ Classroom) *Visual & Acoustic Privacy

* Open to First Floor

Elev.

Stairs

Make- Believe Play

Stairs Remarriage Education (Kids’ Classroom) *Visual & Acoustic Privacy

Interactive Installations

Seating & Breakaway

* Proximity to all major play areas

Kitchen

Dining Hall

*Semi-Visual & Acoustic Privacy

Playscape * Open to Second Floor Entrance

Divorce (Kids’ Classroom) *Visual & Acoustic Privacy

Makerspace

Seating

Stairs

Preliminary Sketches

Entrance View of Playscape Connection to Second Floor

Active Play Zone

Soft Flooring Material Floor Transition

Playscape & Skylight Connection

Curtain Wall & Skylight (Natural Lighting)

Moments of Exploration

Parent Classroom Integrated Technology

Sound Absorptive Materials

Collaborative Seating Arrangement

Reception

Transitions to Playscape Area Playful Tile

Branding Moment

Dining Area

Playful Lighting Features

Varied Seating Choices

Privacy Elements

Interactive Installations

Motion Activated Installation Musical Pipes- Engaging Auditory Senses Audio/Visual Interactive Technology

Weight Sensitive Interactive Technology

Playscape (Further Developed)

Connection to Second Floor

Unexpected

Active Play Rubber Flooring

Make-Believe Play

Connection to Second Floor Engaging Ceiling

Accessible Play

Design Development

Code Analysis

Occupancy Load Calculations Occupancy Load Load Calculation Calculation Occupancy First Floor: Floor: First Classification Classification Play Play Stage Stage Kitchen Kitchen Dining/Game Area Area Dining/Game Dining/Game Area Area Dining/Game

Occupancy Occupancy Daycare Playground Playground Daycare Stages and and Platforms Platforms Stages Educational: Shop/vocational Shop/vocational Educational: Assembly: Unconcentrated Unconcentrated Assembly: Assembly: Fixed Fixed Seating Seating Assembly:

SQ FT FT Occ. Allowance Allowance SQ Occ. 2692.5 54 2692.5 54 125.69 125.69 99 450.95 10 450.95 10 1177.5 79 1177.5 79 N/A N/A 88 Total: 160 160 Total:

Occupancy Occupancy Educational: Classroom Classroom Educational: Educational: Shop/vocational Shop/vocational Educational: Assembly: Standing Standing Assembly: Assembly: Fixed Fixed Seating Seating Assembly:

SQ FT FT Occ. Allowance Allowance SQ Occ. 2745.6 138 2745.6 138 1010.4 21 1010.4 21 250.09 51 250.09 51 N/A N/A 88 Total: 218 218 Total:

Second Floor: Floor: Second Classification Classification Classrooms Classrooms Makerspace Makerspace Arched Alcoves Alcoves Arched Arched Alcoves Alcoves Arched

Plumbing Calculations Plumbing Calculations Plumbing Calculations Plumbing Calculations Level 1 Plumbing Calculations Occupancy Load Calculation Level Level 1 1 Classification # Of Female Toilets Level 1 First Floor: Classification # Of Occ. Ratio Toilets Occ. Req. Classification # Of Female Female Toilets

Male Toilets Urinals Male Toilets Urinals Ratio Occ. Req. Ratio Male Toilets UrinalsToilets Allowed Classification # Of Female Toilets Male Toilets Urinals Occ. Ratio Occ. Req. Ratio Occ. Req. Ratio Occupancy SQ FT Occ. Allowance Daycare 63 Ratio 1/15 Occ. 32 Req. 2.1 Ratio 1/15 Occ. 32 Req.2.1 Ratio 1/3 Toilets 2.1 Allowed 0.7 Occ. Toilets Allowed Occ. Ratio Occ. Req. Ratio Occ. Req. Ratio Toilets Play Daycare Playground 2692.5 54 Allowed Daycare 63 1/15 32 2.1 1/15 32 2.1 1/3 2.1 0.7 Education 10 1/50 5 0.1 1/50 5 0.1 0.1 0.03 Daycare 63 1/15 32 2.1 1/15 32 2.1 1/3 2.1 0.7 Daycare 63 1/15 32 2.1 1/15 32 2.1 1/3 2.1 0.7 Stage Stages and Platforms 125.69 9 Education 10 1/50 5 0.1 1/50 5 0.1 0.1 0.03 Assembly 87 1/65 44 0.67 1/125 44 0.35 1/3 0.35 0.11 Education 10Calculation 1/50 5 0.1 1/50 5 0.1 0.1 0.03 Occupancy Load87 Education 10 1/50 5 0.1 1/50 5 0.1 1/3 0.1 0.03 Kitchen Educational: Shop/vocational 450.95 10 Assembly 1/65 44 0.67 1/125 44 0.35 0.35 0.11 Total:3 Total:3 Total:1 Assembly 87 1/65 44 0.67 1/125 44 0.35 1/3 0.35 0.11 Assembly 1/65 44 0.67 1/125 441177.5 0.35 1/3 0.35 0.11 Dining/Game Unconcentrated 79 Total:1 Total:3 Total:3 First Floor: Area87 Assembly: Total:3 Total:3 Total:1 Total:3 Total:3 Dining/Game Area Fixed Seating Classification # Of Assembly: Female Lavoratories Male Lavoratories Occupancy SQ FTN/A Occ. Allowance8 Total:1 Total: 160 Classification # Of Female Lavoratories Male Lavoratories Occ. Ratio Lavoratories Occ. Req. Ratio Occ. Req. Play Playground 2692.5 54 Classification # Of Daycare Female Male Lavoratories Classification # Of Female Lavoratories Male Lavoratories Occ. Ratio Occ. Req. Ratio Occ. Req. Daycare 63 Stages 1/15 and 32Platforms 32 Stage 125.69 9 Occ. Ratio Occ. Req. 2.1 Ratio 1/15 Occ. Req.2.1 Occ. Ratio Occ. Req. Ratio Occ. Req. Daycare 63 1/15 32 2.1 1/15 32 2.1 Second Floor: Education 10 1/50 5 0.1 1/50 5 0.1 Kitchen Educational: Shop/vocational 450.95 10 Daycare 63 1/15 32 2.1 1/15 32 2.1 Daycare 63 1/15 32 2.1 1/15 32 2.1 Education 10 1/50 5 0.1 1/50 5 0.1 Assembly 87 44 0.21 44 0.21 Dining/Game Area Assembly: Unconcentrated 1177.5 79 Education 10 1/50 5 0.1 1/50 5 0.1 Classification Occupancy SQ FT Occ. Allowance Education 10 1/50 5 0.1 1/50 5 0.1 Assembly 87 44 0.21 44 0.21 Total:3 Total:3 Dining/Game Area87 Educational: Assembly:44 Fixed Seating N/A 8 Assembly 0.21 44 0.21 Classrooms Classroom 2745.6 138 Assembly 87 44 0.21 44 0.21 Total:3 Total:3 Total: 160 Total:3 Total:3 Makerspace Educational: Shop/vocational 1010.4 21 Total:3 Total:3 Arched Alcoves Assembly: Standing 250.09 51 Level 2 Level 2 Arched Fixed Seating N/A 8 Second Floor:# Of Assembly: Level 2 Alcoves Classification Female Toilets Male Toilets Urinals Level 2 218 Toilets Allowed Classification Of Female Male Urinals Occ. Ratio Toilets Occ. Req. Ratio Occ. Ratio Classification # # Of Occupancy Female Toilets Male Toilets Toilets Urinals SQ FTReq. Total: Occ. Allowance Classification # Of Female Toilets Male Toilets Urinals Occ. Ratio Occ. Req. Ratio Occ. Req. Ratio Education 159 Educational: 1/50 Occ. 80 Classroom 80 1.59 Ratio 1/3 Toilets 1.59 0.53 Classrooms 2745.6 138 Allowed Occ. Ratio Req.1.59 Ratio1/50 Occ. Req. Toilets Allowed Occ. Ratio Occ. Req. Ratio Occ. Req. Ratio Toilets Allowed Education 159 1/50 80 1.59 1/50 80 1.59 1/3 1.59 0.53 Assembly 59 Educational: 1/65 80 30 Shop/vocational 0.46 1/125 30 0.23 1/3 0.23 0.07 Makerspace 1010.4 21 Education 159 1/50 1.59 1/50 80 1.59 1.59 0.53 Education 1/50 1.59 1/50 80 1.59 1/3 1.59 0.53 Assembly 59 1/65 30 0.46 1/125 30 0.23 0.07 Total:3 Total:2 Arched Alcoves 159 Standing 250.09 51 Total:1 Assembly 59 Assembly: 1/65 80 30 0.46 1/125 30 0.23 1/3 0.23 0.23 0.07 Assembly 59 1/65 30 0.46 1/125 30 0.23 1/3 0.23 0.07 Total:3 Total:2 Total:1 Arched Alcoves Assembly: Fixed Seating N/A 8 Total:1 Total:3 Total:2 Total:3 Total:2 Total:1 Classification # Of Female Lavoratories Male Lavoratories Total: 218 Classification Of Male Classification # # Of Female Female Lavoratories Male Lavoratories Lavoratories Occ. Ratio Lavoratories Occ. Req. Ratio Occ. Req. Classification # Of Female Lavoratories Male Lavoratories Occ. Occ. Occ. Ratio Occ. Req.1.59 Ratio Ratio1/50 Occ. Req. Education 159 Ratio 1/50 Occ. 80 Req. 80 Req. 1.59 Occ. Ratio Occ. Req. Ratio Occ. Req. Education 159 1/50 80 1.59 1/50 80 1.59 Education 159 1/50 80 1.59 1/50 80 1.59 Assembly 59 30 0.14 30 0.14 Education 159 1/50 80 1.59 1/50 80 1.59 Assembly 59 30 0.14 30 0.14 Assembly 59 30 Total:2 0.14 30 Total:2 0.14 Assembly 59 30 Total:2 0.14 30 0.14 Total:2 Total:2 Total:2 Total:2 Total:2 62

Code Analysis Code Analysis General: Buiding Type Icc Building Classification Stories Included In Project Sprinklered

Office B 2 Yes

Occupancy Load:

Level 1

Square Footage Max. Floor Allowance Per Occupant Total Occupant Load Calculation:

4685 3945 35.23 19.44 160 218 See 1st Spread See 1st Spread

Level 2

Egress: Required Number Of Exits Max. Travel Distance Allowed Min. Exit Width

2 200 44"

Plumbing Facilities:

Level 1

Level 2

# of Water Closets Male: # of Water Closets Female Calculation: # of Lavatories Calculation: # of Bathtubs/showers Calculation: # of Drinking Fountains Calculation: # of Service Sinks

1 Urinal, 2 WC

3 See 2nd Spread 2 See 2nd Spread N/A N/A 2 1 / Occupancy 3

3 See 2nd Spread 2 See 2nd Spread N/A N/A 2 1 / Occupancy 2

Finishes: Interior Wall & Ceiling Classification Interior Floor Finish Classification Upholstery Code Requirement

B B A

First Floor Life Safety Diagram Scale : 3/32” = 1’0”

Length of Travel

Flo

Actual Separation of Exits = 78' - 6"

al = ron iag n D - 9" Pla or 105'

Length of Travel

Exit @ Grade 0'-0"

Second Floor Life Safety Diagram Scale : 3/32” = 1’0”

Length of Travel

Flo on iag n D 10 " Pla or 107' al =

Length of Travel

5' - 11"

First Floor Accessibility Analysis Scale : 3/32” = 1’0”

6' - 5"

3' 2

5' - 0"

5' - 7"

3' - 2"

5' - 2"

1' - 6"

3' - 0"

2' - 6"

4' - 0"

3' - 6"

Second Floor Accessibility Analysis Scale : 3/32” = 1’0”

9' - 1"

4' - 7"

3' - 6"

7' - 2"

1' - 6"

3' - 0"

2' - 6"

4' - 0"

3' - 6"

Heart Center

9' - 4"

Enlarged Floor Plan - Dimensioned Scale : 1/8”=1’0”

7' - 11"

15' - 7"

UP 4' 11

7' - 0"

11' - 9"

20' - 0"

Heart Center: Playscape

24' - 9"

ENLARGED PLAN-DIM Door Schedule Door Schedule1 1/8" = 1'-0"

Code GL-DH

Information Glass Door Double Hung

Width 7'0"

Height Finish 7'6' Glass and Aluminum

Count 1

Enlarged Furniture Plan Scale : 1/8”=1’0”

Furniture Schedule ENLARGED PLAN-FURN 1 Furniture Schedule 1/8" = 1'-0" Icon

Item

Manufacturer Count

Playscape

Custom

Small Bench

Custom

Large Bench

Custom

Reception Desk

Custom

Check-In Screen

Custom

ENLARGED PLAN-FURN 1/8" = 1'-0"

ENLARGED PLAN-FURN 1/8" = 1'-0" DN

A108 1

3' - 3"

6' - 0"

18' - 0"

21’-0” A.F.F. 6' - 0"

3' - 3"

8' - 0"

Enlarged RCP - Dimensioned Scale : 1/8”=1’0”

21’-0” A.F.F.

3' - 10"

6' - 3"

6' - 0"

1' - 1"

5' - 6"

RCP Schedule RCP Schedule Icon

6' - 6"

5' - 6"

Second Floor- Areas 1/8" = 1'-0"

Item

Manufacturer

Custom LED Drop Lighting Fixture

Custom

6" Recessed LED Can Lighting Fixture

Energy Star

70 1

Second Floor 1/8" = 1'-0"

6' - 6"

Count

Finish FinishSchedule Schedule& &Specifications Specifications Application Code Flooring RB-1 Flooring

RB-2

Flooring

WD-1

Wall

PT-1

Wall

PT-2

Wall

PT-3

Wall

WP-1

Upholstery

U-1

Upholstery

U-2

Description Manufacturer: Nora Rubber Product: Satura Item #: 5121 Hydra Manufacturer: Nora Rubber Product: Satura Item #: 5124 Aquila Manufacturer: M. Bohlke Corp. Product: White Oak Plank Item #: N/A Manufacturer: Benjamin Moore Product: Paint Item #: BM 1344 Night Flower Manufacturer: Benjamin Moore Product: Paint Item #: BM 836 Sea View Manufacturer: Benjamin Moore Product: Paint Item #: BM CC-932 North Sea Manufacturer: N/A Product: Custom Design Wallpaper Item #: N/A Manufacturer: HBF Textiles Product: Ms. Quilty Item #: 1002 80 Distinct Manufacturer: Maharam Product: Divina MD Item #: 613

Reference

Custom Object

Plan Scale : 1/2”=1’0”

3' - 0" 1' - 1"

Elevation Scale : 1/2”=1’0” 5' - 2"

R 2' - 3"

Rope 3' - 1" 8' - 10"

0' - 1"

3' - 0"

3' - 9"

Clear Glass

1' - 9"

Wide to Share With a Friend Steel

0' - 4"

Elevation 1/2" = 1'-0"

Section Scale : 1/2”=1’0”

Glass / Stainless Steel Connection Detail Ceiling Scale: 3” = 1’

10' - 0" 0' - 1"

0' - 3"

SS Recessed Channel

1' - 1"

Blocking as Required Colored Glass

2' - 7"

Sealant Colored Glass

Steel

GLASS DETAIL 3" = 1'-0"

Floor / Swing Connection Detail Scale: 1 1/2” = 1’ 3

BASE DETAIL 3" = 1'-0"

Blocking as Required L-Bracket Bolted to Swing & Floor

Upholstered Swing Seat 1' - 1"

Flooring Channel Recessed

Second Floor 0' - 0"

Design Icons

GLASS DETAIL 3" = 1'-0"

BASE DETAIL 3" = 1'-0"

Description The Overlook Swings activate the second floor railing in a playful and physical way. Depending on which way the user sits, they can engage in overlook play by observing either the playscape below or the makerspace adjacent. The swing is double wide, allowing two people to swing together. This width provide the means for users to engage in behavior that promotes healthy relationships. Each Overlook Swing has a different clear glass enclosure to provide a unique immersive experience.

Rendered Floor Plans

First Floor (Not to Scale)

Second Floor (Not to Scale)

Open to Below

Building Sections

North Section (Not to Scale)

East Section Perspective (Not to Scale)

Final Perspectives

Exterior View of Entrance

Design Icons

Description The idea of visiting a community center focused on families of divorce and remarriage could evoke daunting emotions for some. As a lighthearted and playful initial impression, musical chimes were designed into the accessible ramp entrance. Families can engage in physical and auditory play by running their hands along the chimes, similarly to the imagery of a stick along a white picket fence. The existing building hosted two separate entrances for differently abled people. To embrace all individuals equally in this design, the ADA ramp became the primary entrance point. Further branding moments promote means of place attachment and evoke comforting emotions through the corresponding color psychology.

Heart Center : Playscape

Design Icons

Description Different elements incorporated within the playscape offer children and parents the

Key Plan

authority to choose how they engage with it. Two primary forms of engagement include physical and musical activation. First and second floor features provide children with the opportunity to explore, such as the crawling portal connection. On the left, families may engage in make-believe First Floor

play.

Heart Center : Playscape

Design Icons

Description Relationship building is promoted directly within the design of the playscape. For example, a multi-

Key Plan

person disk swing allows children to play together in an unconventional way. This swing is also one example of seamlessly incorporating universal and accessible design into the space. Other breakaway moments provide children with a place to communicate privately with one another. First Floor

Collaboration Kitchen

Design Icons

Description Research shows that food brings people together, so a kitchen was incorporated to promote healthy

Key Plan

relationships. The Collaboration Kitchen provides cooking classes and is a setting for families to passively engage in a task together. Preparing a recipe, family members can engage in parallel play, as well as, constructive play. Outside of the kitchen, varied seating options provide a space First Floor

for families to eat their completed meals together.

Family Touchdown & Game Area

Design Icons

Description Due to their design, picnic tables promote physical proximity. When sitting together, families

Key Plan

can feel “close” to one another, subconsciously promoting connections. Families can read, play games, or engage in other isolated activities at these tables or the ones further in the space. This area can also function as a touchdown and transition zone for children going to their opposite First Floor

parent’s house.

Makerspace

Design Icons

Description Parents and children can collaborate, craft, build, explore, and innovate within

Key Plan

the makerspace. Art supplies, 3D printers, and virtual reality tools are some resources within this space. If a child or parent needs a moment to step away from mentally stimulating activities, they can engage in physical stimulation by swinging alone or

Second Floor

together on the overlook swings.

Classroom Corridor

Design Icons

Description Before class, families can wait in the arched alcoves and feel inspired by the uplifting and

Key Plan

positive quotes. These booths also provide a quieter place for friends to check-up with each other. The concept of a single thread prevails through wayfinding and lighting elements within the classroom corridor. Lastly, children can crawl through the portals on the right and into the

Second Floor

playscape on the first floor.

Classroom Axonometric Views

Remarriage Education Classrooms (Secondary Use)

Design Icons Description When the movable partition is open, the parent and children classrooms may gather together. Some types of uses that would benefit from this configuration include course introductions, combined presentations, and course completion celebrations. Each classroom has its own projector system and dry erase walls for use by the students and program educators. Both the children and parent remarriage classes follow the Smart Steps program which centers around a strength-based approach to accepting family dynamics. Lastly, the children classroom is designed to hold 16 kids and the parent classroom is designed to hold 12 adults or 6 couples.

Divorce Education Classrooms (Secondary Use)

Design Icons

Description As a legal requirement in Connecticut, couples with children who are in the process of divorce must attend a parenting course to receive a judgeâ&#x20AC;&#x2122;s sign off. Research has proven that incorporating children during this process prepares them with life skills and peer support. Similar design choices have been integrated into the divorce classrooms, with different furniture selections. For the parent divorce course, adults may want to attend separately. Individual seating options provide parents with the authority to choose where they would like to sit. The children classroom is designed to hold 10 kids and follows the Good Talk 4 Children program. The parent classroom is designed to hold 12 adults and follows the Parenting Education & Awareness Program. 85

Material Palettes

First Floor

Second Floor

16.

1. 2.

3. 4. 6. 17. 3. 4. 5. 6.

10.

18.

11. 7.

12.

20. 21. 13.

14.

19.

12.

22.

23.

15.

Legend 1. Tied Rope (Playscape)

14. Satin Chrome

2. Custom Wall Covering

15. Fireclay Tile Arable (Floor Tile)

3. BM 1344 Night Flower (Paint)

16. Custom Wall Covering

4. BM CC-932 North Sea (Paint)

17. BM CC-560 Raintree Green (Paint)

5. BM 836 Sea View (Paint)

18. Carnegie Pigment 6506 11 (Upholstery)

6. BM 2173-50 Coral Dust (Paint)

19. Carnegie Pigment 6506 16 (Upholstery)

7. Light Oak Wood (Flooring)

20. Formica Dover White 7197 (Solid Surface)

8. Nora Satura 5121 Hydra (Flooring)

21. Stainless Steel

9. Maharam Divina MD 613 (Upholstery)

22. Custom Colored Glass (Overlook Swing)

10. Maharam Divina MD 943 (Upholstery)

23. Concrete Collab. Venetian Alabaster

11. HBF Ms. Quilty 1002 80 Distinct (Upholstery)

Terrazzo (Flooring)

12. Brown Combi Wood (Veneer) 13. Creative Materials Corp. Chroma (Wall Tile)

Conclusion

Final Presentation

Medley: the Family community center Emily Pereira

Thesis Statement

Medley is a community center for families of divorce and remarriage. The design of the center incorporates play and education programs as an alternative solution to common issues that these user groups face. The education programs provide logical insight on the familyâ&#x20AC;&#x2122;s given circumstance, while play ensures a positive distraction and opportunity to explore life skills naturally. The community center features playful and interactive design elements to ensure a sense of community, an engaging experience, and a means of bonding.

Schematics

Site Analysis: 100 Fort Hill Rd Groton, CT

Groton is a suburban area situated on the Thames River in Connecticut. Out of the 38,700 residents of Groton, there is an 18% divorce rate which is one of the highest in the state. The area is known for its employers: the US Naval Base, General Dynamics Electric Boat, and Pfizer. Surrounding the site, there are 12 schools within a 4 mile radius and it is located right outside of a residential area. The site is easily accessible within the community which makes it a prime location for the Medley Family Community Center.

Research & User Needs User Groups && Needs User Groups Needs User Groups & Needs

Parents Parents

Divorce Divorce Divorce

Controlling emotions Cooperate with other parent Redirecting attention & behavior Controlling emotions Uninvolvingwith child in conﬂict Cooperate other parent Redirecting attention & behavior Uninvolving child in conﬂict

Shared Needs Shared

Remarriage Remarriage

Shared Needs

Remarriage

Communication Awareness of individual behavior Co-parenting strategies Communication Establishing goals Awareness of individual behavior Coping Co-parenting strategies Problem Solving Establishing goals Coping Problem Solving

Outcomes of Education Programs

Establishing expectations Identifying family strengths Establishing expectations Identifying family strengths

Acknowledging emotion Establishing expectations Addressing individual needs Identifying meaning of family Communication Bonding Acknowledging emotion Establishing expectations AddressingCoping individual needs Identifying meaning of family Managing conﬂict Communication Bonding Awareness ofCoping individual behavior Venting Managing conﬂict Awareness of individual behavior Venting Additional User Groups: Program educators, trained mediators, family science professionals, attorneys, play facilitators, staff Factors of User Needs: Parental absence, duration, conflict, violence, divorce proceedings, custody, environmental changes, socio-economic status, ethno-cultural background, childrearing style

Children Children

Debunk common myths & truths Normalizing the situation Feeling atmyths fault & truths Debunk common Feeling unable to situation overcome Normalizing the Feeling at broken Feeling fault Feeling unable to overcome Feeling broken

Baby

Outcomes of Play

Breakdown of Ages & Effects Breakdown of Ages, Play Stages Breakdown of Effects Ages Children && Effects Young Children Adolescent

Baby

(0-2 Years) Absorb stress Sense hostility and anger (0-2 Years) Absorb stress Stages of Social Sense hostility andPlay: anger Unoccupied play (0-3 months) Solitary (3-18 months) Stagesplay of Social Play: Onlooker play Unoccupied play(18+ (0-3months) months) Parallel months) Solitary play play (18-24 (3-18 months) Onlooker play (18+ months) Parallel play (18-24 months)

Young Children

(2-6 Years) Vulnerable to parental conﬂict Require emotional warmth and (2-6 Years) physical care conﬂict Vulnerable to parental Recall changes in warmth nurturance Require emotional and physical care Stages of Social Play: Recall changes in nurturance Onlooker play (18+ months) Associative (3-4 years) Stages ofplay Social Play: Social cooperative play Onlooker play (18+ months) (3+play years) Associative (3-4 years) Social cooperative play (3+ years)

Children

(6-12 Years) Experience loyalty conﬂict (6-12 Years) Stages ofloyalty Social conﬂict Play: Experience Onlooker play (18+ months) Social play Stagescooperative of Social Play: years) Onlooker(3+ play (18+ months) Social cooperative play (3+ years)

Adolescent

(13- 19 Years) Impact on academics, social life, and individual relationships (13- 19 Years) Increased responsibilities Impact on academics, social to rapid detachment life,Prone and individual relationships Increased responsibilities Stages of Social Play: Prone to rapid detachment Onlooker play (18+ months) Social play Stagescooperative of Social Play: years) Onlooker(3+ play (18+ months) Social cooperative play (3+ years)

Categories of Play Motor-physical, constructive, expressive, fantasy-dramatic, competitive, and virtual-digital Children in any stage of social play can participate in these six categories. Consider their abilities to ensure the specific activity is appropriate for their individual skills and development

Categories of play: motor-physical, constructive, expressive, fantasy-dramatic, competitive, and virtual-digital *Children in any stage of social play can participate in these six categories. Consider their abilities to ensure the speciﬁc activityconstructive, is appropriateexpressive, to their skills and development. Categories of play: motor-physical, fantasy-dramatic, competitive, and virtual-digital *Children in any stage of social play can participate in these six categories. Consider their abilities to ensure the speciﬁc activity is appropriate to their skills and development.

Solutions to User Needs Solutions to User Needs

Design Icons Outcomes of Play

Outcomes of Education Programs

Outcomes of Play

Outcomes of Education Programs

Positive emotions Feeling of well-being

Behavioral growth Emotional development*

Stages of SocialPositive Playdistraction* Copingemotions skills* Positive Behavioral growth

Social skills* Feeling of well-being Sense of development* community* Emotional Bonding* Coping skills* Problem solving* Positive distraction* InitiatesSocial human connection* Sense skills* Cooperation* of community* Unoccupied Bonding* Problem solving* Initiates connection* *(Effect)human - Provides a solution to aCooperation* user group need *(Effect) - Provides a solution to a user group need

(Additional Factors) Solitary (Additional Factors) Parental absence

Duration Conﬂict Parental absence Socio-economic status Violence Duration Ethno-cultural background Divorce proceedings Conﬂict Childrearing style Socio-economic status Onlooker Custody Violence Ethno-cultural background Environmental changes Divorce proceedings Childrearing style Custody Environmental changes

Strength based approaches* Debunking myths & truths* Communication* Acknowledging emotion* Coping* of individual behavior* Strength based approaches* Awareness Debunking myths & truths* Co-Parenting strategies* Normalizes situation* Communication* Acknowledging emotion* Problem-solving* Sense community* Coping* Awareness ofof individual behavior* Managing conﬂict* of family dynamics* Co-Parenting strategies* Understanding Normalizes situation* Parallel Problem-solving* Sense of community* Managing conﬂict* Understanding of family dynamics* *(Effect) - Provides a solution to a user group need

Additional Icons

*(Effect) - Provides a solution to a user group need

Associative

Flexible Use

Cooperative

Attachment Promoted

Categories of Play Constructive

Positive Atmosphere

Communication Promoted Digital Skills Building Promoted

Physical

Fantasy

Expressive

Competitive

Concept: A Single Thread

A Single Thread: 3D Parti Emily Pereira

Transition

Implied Line A single thread represents the family; regardless of their relationship, they will forever be connected. The black portion of the thread represents the darkness one might feel when experiencing family transitions such as divorce or remarriage. The concept model becomes active, engaging, and playful when color is later incorporated within the single thread. Although some individuals might feel a disconnect during family changes (represented by the white areas of the thread), they will forever be apart of one common identity; family.

Unexpected Blurred Boundary

A single thread represents the family; regardless of their relationship, they will forever be connec represents the darkness one might feel when experiencing family transitions such as divorce or rem active, engaging, and playful when color is later incorporated within the single thread. Although som during family changes (represented by the white areas of the thread), they will forever be apart of

Metaphor: I look around and find that we are all connected. 3D Model Exploration: A single thread represents the family; regardless of their relationship, they will forever be connected. The black portion of the thread represents the darkness one might feel when experiencing family transitions such as divorce or remarriage. The concept model becomes active, engaging, and playful when color is later incorporated within the single thread. Although some individuals might feel a disconnect during family changes (represented by the white areas of the thread), they will forever be apart of one common identity; family.

Bubble & Block Diagrams First Floor

Second Floor Legend

First Floor

Second Floor

Sketches Make-Believe Play Classroom Sound Absorbing Material

Dining Integrated Technology

Connection to Second Floor

Engaging Lights

Engaging Ceiling

Collaborative Furniture

Arches Privacy

Inclusive Design (Ramp)

Accessible Play

Playscape

Interactive Installations Connection to Second Floor

Wind 3.0 Installation (Physical)

Unexpected

Rubber Flooring Active Play

Musical Pipes (Auditory engagement) Interactive Installation (Physical, Auditory, Visual) Sensitive Floor (Visual, Physical)

Design

Terms of Criticism

(User Group) Does the overall environment ensure a positive, neutral, and comfortable sense of community for blending and/or divorced families to be together? (Education) Do the private group education rooms provide a welcoming and comfortable environment to promote open communication and interpersonal connections? (Play & Age) Do the public play spaces engage all user groups in age appropriate ways with the purpose to promote communication, healthy relationship building, and sense of community? (Healthy Behavior) Does the facility promote healthy social, emotional, and physical behavior within individuals? (Building Skills) How can the design promote communication and coping skills to both children and parents of divorced and blending families? (Kitchen & Dining) Does the Collaboration Kitchen foster a sense of bonding, comfortable environment, and neutral setting for all types of families? (Attachment Theory) How can the design ensure attachment interpersonally and environmentally?

Floor Plans First Floor

Second Floor

Not to Scale

Not to Scale Inclusive Play Stage

Check-In & Activity Board Open to Below

Inclusive Musical Ramp Entrance

Touch & Glow (Interactive Installation)

Make-Believe Play Overlook Swings Playscape

Makerspace Sensory Cave (Interactive Installation) Portals (Connection to Playscape)

Movement Grass (Interactive Installation)

Children’s Classroom (Divorce Program)

Arched Alcove Seating Collaboration Kitchen

Family Touch Down Area

Movable Partition Children’s Classroom (Remarriage Program) Movable Partition

Game Room

Restrooms Parents’ Classroom (Remarriage Program)

Parents’ Classroom (Divorce Program)

Restrooms

Material Palettes First Floor

Second Floor

16. 2. 3. 4. 6. 17. 3. 4. 5. 6.

10.

11.

18.

12.

8. 20. 13.

14.

21.

23. 22.

15.

1. Tied Rope (Playscape) 2. Custom Wall Covering 3. BM 1344 Night Flower (Paint) 4. BM CC-932 North Sea (Paint) 5. BM 836 Sea View (Paint) 6. BM 2173-50 Coral Dust (Paint) 7. Light Oak Wood (Flooring) 8. Nora Satura 5121 Hydra (Flooring)

9. Maharam Divina MD 613 (Upholstery) 10. Maharam Divina MD 943 (Upholstery) 11. HBF Ms. Quilty 1002 80 Distinct (Upholstery) 12. Brown Combi Wood (Veneer) 13. Creative Materials Corp. Chroma (Wall Tile) 14. Satin Chrome 15. Fireclay Tile Arable (Floor Tile) 16. Custom Wall Covering

Building Section

Building Section Scale: 3/16” = 1’

17. BM CC-560 Raintree Green (Paint) 18. Carnegie Pigment 6506 11 (Upholstery) 19. Carnegie Pigment 6506 16 (Upholstery) 20. Formica Dover White 7197 (Solid Surface) 21. Stainless Steel 22. Custom Colored Glass (Overlook Swing) 23. Concrete Collab. Venetian Alabaster Terrazzo (Flooring)

19.

Heart Center: Playscape

21’-0” A.F.F.

Enlarged Plan of Playscape

21’-0” A.F.F.

Enlarged RCP of Playscape

Axon View of Custom Playscape

Recessed LED Can Lighting Fixture Custom LED Drop Lighting Fixture

Second Floor 1/8" = 1'-0"

Heart Center: Playscape First Floor

Custom Object: Overlook Swing

Ceiling 10' - 0"

5' - 2"

0' - 1"

0' - 3"

Level 2 10' - 0" SS Recessed Channel

1' - 1"

5' - 2"

0' - 1"

0' - 3"

Blocking as Required Colored Glass

2' - 7"

1' - 1"

Sealant

R 2' - 3"

Colored Glass

Steel R 2' - 3"

3' - 0" 3' - 1" 3' - 1"

Rope

GLASS DETAIL Glass 3" = 1'-0" / SS Connection Detail Scale: 3” = 1’

8' - 10"

0' - 1"

8' - 10"

0' - 1"

3 3' - 0"

1' - 9"

1' - 1"

0' - 4"

Steel

Plan View 0' - 0" 2

Elevation Scale: 1/2” = 1’

Scale: 1/2” = 1’ 2

Section 1 1/2" = 1'-0"

Flooring Channel Recessed

Second Floor 0' - 0"

2' - 7"

0' - 4"

Elevation 2 1/2"Plan = 1'-0"

BASE DETAIL 3" = 1'-0"

Blocking as Required L-Bracket Bolted to Swing & Floor

Upholstered Swing Seat

Wide to Share With a Friend 1' - 9"

3' - 9"

Clear Glass

GLASS DETAIL 3" = 1'-0"

Section Section Scale: 1/2” = 1’ 1 1

1/2" = 1'-0"

Floor / Swing Connection Detail Scale: 1 1/2” = 1’ 3

BASE DETAIL 3" = 1'-0"

Elevation 1/2" = 1'-0"

Heart Center: Playscape First Floor

Collaboration Kitchen First Floor

Family Touchdown & Game Area First Floor

Makerspace Second Floor

Classroom Corridor Second Floor

Classroom Axons (Secondary Use)

Remarriage Classrooms

Divorce Classrooms

Section Perspective

Overlook Swings

Entrance & Activity Board

Makerspace

Arched Alcoves

Playscape

Movement Grass (Interactive Installation)

Childrenâ&#x20AC;&#x2122;s Classroom (Remarriage)

Family Touchdown

Parentsâ&#x20AC;&#x2122; Classroom (Remarriage)

Game Room

Thank you

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Thesis Reflection

Initially determining what my thesis would be, I brainstormed all possible topics, but didn’t

feel attached or motivated by any of them. Stretching each idea to its furthest dissection kept leading me to my present and personal reality; divorce and remarriage. To be honest, I didn’t want to focus on my family’s dynamics. Historically, it caused deep emotions and I wanted to leave those feeling behind. But through a different perspective and the inspiration I gained from speaking with my thesis professors, I found light within this topic.

Little did I know, completing my thesis would be a therapeutic outlet for me to work through

some of my emotional and personal problems. The research process of Thesis I proved to be difficult for me. It reawakened emotions I felt from my parents’ divorce and it provided me with other not-so-positive feelings surrounding my father’s remarriage. Giving myself time to process both my emotions and research, I gained insight and an inner drive to take action. I interviewed divorce and remarriage professionals, and yet again, experienced other feelings. I constantly felt humbled as they complemented my innovative approach and when I shared my design intent, they warmly assured, “you’re on the right track”.

As I sprang into action during Thesis II, I found that completing assignments felt effortless as

I brainstormed, processed, designed, and critiqued my own work. Each week, I met with my thesis professors and they constantly inspired me to reach my total design potential. I fiercely cultivated my work, whether it was graphically displaying information, or developing designs. My ample motivation soon came to a halting stop; COVID-19 has shut down Endicott College for three weeks. Living back at home, I was hopeful that I would return to school and finish off my college career on campus with friends and classmates. After two weeks, Endicott sent out an email declaring virtual learning for the remainder of the semester. I was devastated, heartbroken, angry. I had no motivation. My last experiences on campus had already passed and I didn’t even know it in the moment. Not only that, but all senior celebratory events would be canceled. As I write this out, I am

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still crushed, sad, and heart-broken. I am angry that a microscopic virus has taken away all events including those that I have looked forward to since I entered college. Yet again, I allowed myself time to process my emotions.

Due to the shock and sadness of this news, I fell behind in my classwork. It was difficult for

me to find motivation. The contrast in inspiration from earlier in the school year to remaining home was unfathomable. Maybe it took reviewing my research or fearing failure to pick myself up and get back designing. I spent 16 days straight working 10am - 2am to get my thesis where I initially envisioned it. I experienced major eye strain, sore wrists, and headaches from staring at my 15” screen, but I don’t regret it at all. I can wholeheartedly say I gave Medley my soul. I reviewed and revised countlessly making sure every detail was accounted for. I am so proud of where this project landed.

Looking back on my work, I did it because more resources are essential to help both parents

and children process their familial changes. I know not everyone is comfortable with therapy, so alternate options are crucial to provide support during divorce and remarriage. By implementing the alternative solutions of education programs and play, I’ve challenged stigmas associated with divorce and remarriage. I hope one day all families can view these marital changes differently by embracing healthier relationships and clearer communication through it. I know a facility like Medley would bring peace to my own family, and I intend to honor my work by later presenting it to those who could make it happen. What a spectacular idea it is to have my work come to fruition. Thank you for reading this personal account of my journey through Endicott College’s Interior Design Thesis.

With much love and hope, Emily Michelle Pereira Endicott College, Interior Design Coronavirus Class of 2020 105

About the Designer

Emily is a soon-to-be graduate from Endicott Collegeâ&#x20AC;&#x2122;s Interior Architecture program. She

discovered her design passion early on through the endless hours of reconfiguring her Barbie Dreamhouse and eventually the rooms within her childhood home. During high school, Emily experienced her parentsâ&#x20AC;&#x2122; divorce and in college, she celebrated her fatherâ&#x20AC;&#x2122;s remarriage. These events inspired her senior thesis project as she feels passionately that more support and resources could be provided to help both children and parents going through these familial changes. Through her design of Medley, Emily challenges the stigmas associated with divorce and remarriage. She hopes that one day, all families could embrace these changes by ensuring healthy relationships and clear communication to benefit those who are involved.

After graduation and when a COVID-19 vaccine is discovered, Emily hopes to challenge

herself personally and professionally by relocating to Northern Europe for a short period of time. Specifically, Emily hopes to find a commercial design position in Amsterdam or Copenhagen as she is interested in Scandinavian design. During her prior travels, Emily has found great inspiration for her projects and feels as though these experiences would be indispensable for her future.

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Resume

Emily Pereira Stonington, CT epereira98@gmail.com (860) 287-5218 LinkedIn: @emilypereira Instagram: @ep_id

Education Endicott College, 2016 to 2020 Bachelor of Fine Arts, Interior Architecture GPA: 3.91 Honors: Mortar Board, Dean’s List, Honors Program, Presidential Academic Scholarship Florence University of the Arts, Fall 2018 Fall Semester Study Abroad Program Explored Historical Architecture and European Design CIS Madrid, Jan. 2017 Three Week Cultural Tour of Spain Explored Historic Architecture and Museums to Study the Spanish Language and Culture

Awards & Recognitions 2019 PAVE Student Aid Scholarship Nov. 2019 International Retail Design Conference Boston, MA, Oct. 2019 Attended as PAVE’s Student Scholarship Recipient NASAD Accreditation - Student Work Endicott College, Spring 2019 ClaynSoul Experiential Design The Body Shop Global Shop Booth Da Vinci’s Humanism Student Invitational Florence University of the Arts, Fall 2018 Equality Bar Restaurant Design International Education Photo Contest Endicott College, Third Place, Fall 2018 Road to the Acropolis 2018 IIDA NE Design Awards Finalist in Student Entries, Jan. 2018 ClaynSoul Experiential Design 2018 Student Invitational Exhibition Endicott College, Jan. 2018 The Body Shop Global Shop Booth

Work Experience Bergmeyer, Interior Design Intern Boston, MA Sept. 2019 to Dec. 2019 Collaborated on a Hospitality-Style Lobby Reposition, Conducted Material Research and Selections for its Palette, Assisted with Design Options, Formatted Client Presentations and Attended Meetings, Organized and Drew within the Construction Document Set Payette Associates, Interior Design Intern Boston, MA May 2018 to Aug. 2018 May 2019 to Aug. 2019 (AIA Firm of the Year) Developed Dynamic Material Palettes, Investigated Healthy and Sustainable Materials, Generated Furniture Specifications, Organized an In-Office Materials Trade Show Revival Interiors Showroom, Design Intern Westerly, RI May 2017 to Jan. 2018 Consulted with Residential Clients, Collaborated in Designing Kitchen and Bathrooms Watch Hill Designs, Intern Westerly, RI June to Sept. 2016 Coordinated Client Invoices and Product Orders, Supervised the Design Boutique, Streamlined all Products on a Point of Sale System

Additional Experience Endicott College Writing Tutor Jan. 2017 to Present Certified CRLA Level III Writing Tutor Etsy Shop Owner: Peony Pen June 2017 to Sept. 2019 Custom Hand-Made Watercolor Products Endicott Mentorship Program Sept. 2017 to May 2018 Mentor: Amelia Papadakis, Bergmeyer Associates IIDA NE Student Mentorship Program Spring 2018 Mentor: Alicia Kosasih, CBT Architects

Skills Design Technologies: Revit, SketchUp, Enscape, InDesign, Illustrator, Photoshop Personal: Leadership, Communication, Adaptability, Organization, Time Management 107

When life throws you a rainy day, play in the puddles - Winnie the Pooh

Medley : Thesis Project Manual

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