150120 interim portfolio submission by hanhao

Investigations into Learning and Playing

Empowering the Legacy of Generation Z Han Hao / Unit 22

Adventure Playgrounds in Post War - Abundance of ‘materials and tools’ For my initial investigation, I looked into the adventure playgrounds first proposed by Danish Landscape architect C.H Sorenson in 1964. Commenting on the safety of these playgrounds, she was heard to have said “Better a broken arm than a bruised spirit,”

and urged New York parents to sue the city fathers “for emotional damage to their children because they failed to provide suitable and exciting playgrounds for them

Empowering the Legacy of Generation Z Han Hao / Unit 22

16 types of Play English Psychologist Bob Hughes spent years observing play behaviour in adventure playgrounds. Most importantly, he attributed their merits to be 1) Lots of loose parts 2) Ability to accomodate all types - 16 types of play without being prescriptive There are 16 types of play observable in children. Broadly, they can be grouped into 4 main categories.

Empowering the Legacy of Generation Z Han Hao / Unit 22

Playground Type Study This study is looking into typical playground environments found around us today.

Classic elements

Slides, Swings, Merry go rounds

Prescripted Methods of Play

Fantasy elements

Creatures, ships, fantasy scenarios

Abstract geometric elements

Interactive/non prescriptive play elements

Groundscape

Completely open land surface for child to explore

Non Prescribed Play

Loose parts free to kids to appropriate

Interactivity, Freedom of Child

Shadwell Adventure Playground Shadwell Adventure Playground was one of the first adventure playgrounds to be adopted today.

Empowering the Legacy of Generation Z Han Hao / Unit 22

Site Photographs The plan of the site is currently divided distinctly into indoor and outdoor play areas. The play ground weaves around the open space. The studies involved freeing up the site of the current programmatic divisions. The ‘indoor spaces’ are distributed across the site, while the outdoor spaces weaves around the indoor spaces. The project aims then to dissolve the notion between indoor and outdoor, dividing the building into zones which ‘leak into each other’. A form of drawing then is developed to investigate the experience within the space. The view of the child, the section of the body through the space, the plan, the interaction. The Clay is infused into each section, leaking and seeping into every corner of the playground. The ‘movement of the boundaries actually release and create working areas for the children. Surfaces fold, unfold and unravel surfaces to work on.

Empowering the Legacy of Generation Z Han Hao / Unit 22

Constructivist Learning Approaches Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live

Piaget’s Theory on Assimilation and Accomodation Piaget’s Beachball analogy

in. Constructivism states that children learn through

assimilation and accomodation.

1-Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. 2-Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

A child who understands and makes sense of the world with his mouth.

The child would come across new objects, and tries to ‘mouth’ them too, but realises that this method does not work

The child then invents a new type of way to interact with the object, learning a new ‘skill’ in the process

Jean Piaget (1896-1980)

French Philosopher Father of Constructivist theory

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CASE STUDY: Investigate Room at Natural History Museum London The investigate Room in the Natural History Museum is sited by many journals and publications to be an exemplary example for constructivist study. I visited the room and tried to map out the activities of kids who are studying various specimens.

Objects of Investigations ( Selected )

Process Diagram

Amounts of Specimens

Physical tools

Online Database

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Interpretation (Worksheets)

Tools of Investigations

Empowering the Legacy of Generation Z Han Hao / Unit 22

CASE STUDY: Investigate Room at Natural History Museum London

1- Gathering of Specimens

2- Spreading out - Gathering of tools

3- Using tools against Specimens

4- Cross referencing between physical and digital

5- Checking Information on Screen/Filling in Worksheets

6- Packing Up

CASE STUDY: Investigate Room at Natural History Museum London

Empowering the Legacy of Generation Z Han Hao / Unit 22

References: Science Centre Equipments - A ‘Remapping’ of concepts/ideas into Basic Geometry Besides the capacity to investigate, science centre equipments also tend to ‘remap’ dry information into tangile, sizeable material for children to interpret. This engages in a multi sensory experience through action, which in turns validates the learning process.

Remapping of dry information

Not only that, they also provide a capacity to accomodate children’s interpretation of interest. The images below show cards illustrated by children as they left the museum, showing inventions of all sorts inspired by what they have just seen.

Remapping The Translation of Scientific Principles into a tangible/ interactive format

Interpretation of Knowledge and Interests

Empowering the Legacy of Generation Z Han Hao / Unit 22

Proposed interventions to Glamis Rd Adventure Playground Shadwell Adventure Playground was one of the first adventure playgrounds to be adopted today.

invisible Gardens

Indoor Area with IT facilities

A reconfigurable ground scape

Poles/Columns

Responsive Exchange Walls

Empowering the Legacy of Generation Z Han Hao / Unit 22

Proposed interventions to Glamis Rd Adventure Playground

Empowering the Legacy of Generation Z Han Hao / Unit 22

Timber ‘Plug-in’ Frame Children goes through each other’s designs

Ceiling Mounted Camera detects group formation

Group Brainstorms through Sketches.

Discussion Spaces

Projector rotates as cameras gathers enough activity to form a group, allowing group to enter discussion space

Loose Material Roof

STUDY MODEL 1 This model looks into the idea of learning as a flexible frame.

Empowering the Legacy of Generation Z Han Hao / Unit 22

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STUDY MODEL 1 Empowering the Legacy of Generation Z Han Hao / Unit 22

Empowering the Legacy of Generation Z Han Hao / Unit 22

An attachment to external institutions Of the elements in London museums, I chose Clay pottery and ceramics for display at the Glamis Road. Clay is an extermely versatile material, and is very suitable for children to play with. It is also sensitive to changes in temperature, moisture and elements the playground is exposed to. The museum tracks ceramics exhibits all over London, including big name museums as well as small galleries to showcase and encourage children to interact with the material. The playground integrates the idea of a clay imprint through play. During activities of play, running and pulling on â&#x20AC;&#x2DC;sensitiveâ&#x20AC;&#x2122; areas, the children get to explore the sensitivity of materials, challenging it to the extreme. The playground manipulates clay in an extreme way, showcasing it as objects of curiousities. Fig 1 - http://www.vam.ac.uk/__data/assets/image/0006/181617/2010ee2563-ceramics-collection.jpg

Collecting Fragments from London institutions

Victoria and Albert Museum, London

Natural History Museum

Geoffrye Museum, London

British Museum, London

Study models: Using Children’s movement to form physical site This initial model looks into the idea of using children’s movement ot form the physical site. The clay is mounted on a spinning disk. Adjacent to the disk, physical devices respond to children’s motion,, rotating up and down. The spinning clay on the wheel changes form as they respond to the different physical locations of the the armatures.

INPUT : PHYSICAL Children’s movement

DIGITAL PROCESS

Sensors detect children’s motion and causes...

REACTION Armatures rotate

OUTPUT : PHYSICAL Physicality of Clay changes

13. Study model 1: Spinning Coil pots 14. Study model 2: See Saw Clay Flattener

Empowering the Legacy of Generation Z Han Hao / Unit 22

STUDY MODEL translation of the digital into the physical I wanted to study the idea of translating digital images into physical form. The virtual, immaterial notion of a form found online, can be modified, and then translated into physical form in clay. Using the image sampler tool, image obtained from the internet are sorted into points. These points then are translated into physical movements of the imprinting device.

INPUT : DIGITAL The found image

DIGITAL INPUT

image processing software converts images into a hierachical pixel system

REACTION

based on the pixel values, the printing landscape moves

OUTPUT : PHYSICAL Physicality of Clay changes

Empowering the Legacy of Generation Z Han Hao / Unit 22

Responsive Clay Wall This is a clay wall featuring water as a trigger for clay deposits. This envisions a clay wall constantly in flux, as water levels fluctuate. Water funnels are located in various areas around the walls. Children access them via ladders and ‘water’ the clay wall, triggering rotary sections to slice off sections for clay for individual use. This could be the ‘hub’ for group activity when children enter the pkayground.

INPUT : PHYSICAL Water Sensors

DIGITAL PROCESS

Sensors detect water levels in clay

REACTION

Armatures rotate to slice pieces of clay for use

OUTPUT : PHYSICAL Physicality of Clay changes

Sliced Clay pieces fall down fabric for children to use

Empowering the Legacy of Generation Z Han Hao / Unit 22

Test Model 1 - Clay Wall This test model is a test for partition formed, and framed by clay. Slender frames functioning as vertical structures are reinforced by Clay walls.

Fabric:

To segregate the different â&#x20AC;&#x2DC;packages of clayâ&#x20AC;&#x2122;, a smooth and elastic tights fabric was used to physically separate clay but remain flexible and manipulable. The instrinic elasticity of the fabric was a challenge for the structure of the frame. Elements that root it to the ground level must be particularly reinforced. The idea of a flexible material could also enclose or partially enclose spaces. Water: Water is the main variable in this set-up.

Test Model 1 Materials: 1) Wood - MDF for frame 2) Air Dry Clay 3) Skin Tights Fabric 4) Perspex 5) Steel nails, bolts and nuts

Empowering the Legacy of Generation Z Han Hao / Unit 22

Test Model 1 - Clay Wall This test model is a test for partition formed, and framed by clay. Slender frames functioning as vertical structures are reinforced by Clay walls.

Fabric:

Test Model 1 Materials: 1) Wood - MDF for frame 2) Air Dry Clay 3) Skin Tights Fabric 4) Perspex 5) Steel nails, bolts and nuts

Clay as Infill and Reinforcement This test model tests the ability of clay to function as infill. A diamond pattern is cut and scored onto 2mm thick cardboard. This perforations aclow the cardboard to be bent freely.

Empowering the Legacy of Generation Z Han Hao / Unit 22

States of Clay The various states of clay allow modifications of the playground to be carried through. Air Dry Clay solidifes to a great extent as it is first dried. Upon its first dry, it does not yield much again to additional moulding and water. Earthware Clay are more malleable. Paper fibres can be added to clay. This allows more malleability as the paper helps the clay disintegrate faster and respond quicker to additional water.

8. Shredded Paper in Slip Clay

9. Shredded Paper 1. Cardboard Column Reforced with slip clay.

2. Dry Earthenware Clay

3, Slip Clay

4. Wet Earthenware Clay

5. Dry Clay with small amounts of shredded paper

6. Dry Clay with large amounts of shredded paper

7. Wet Clay Dissolves in water quickly to disintegrate

1: 6 Fragment Model Material Playlab

Empowering the Legacy of Generation Z Han Hao / Unit 22

1: 6 Model The fragment model was constructed based on the study and research about learning and playing habits of children. A series of â&#x20AC;&#x2DC;framesâ&#x20AC;&#x2122; serve to present and encourage interactions. This playground encourages spontaneous and intuitive interactions. Materials are engaged through the whole body.

Empowering the Legacy of Generation Z Han Hao / Unit 22

Details The model is designed to empower children. Some of the details have been devised to encourage interactivtiy. The details are split into four categories 1) Frames and Interface of Interaction 2) Reconfigurability 3) Interiors

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Frames present materials in manners which encourage interactivity. Children engage with materials with not only their hands but with their bodies

The frames here present artefacts of interest. These areas would be placed in between the outdoor play areas for children to spontaneously wonder into.

Empowering the Legacy of Generation Z Han Hao / Unit 22

Structural Analysis - Materials and learning points The test model was extremely useful as a learning tool to understand structures. The understanding of how structures fail help inform certain stages in the design. In particular, the understanding of material scaling and fabriaction techniques is re-eavluated.

Vertical Loads

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The horizontal trusses are clearly insufficient to support additional vertical loads.

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This model is constructed at 1:6 scale to be a test for an actual, built structure. The materials used at 1:6 scale might not be linearly scaled up by 6 in terms of strength. This is one of the main learning points of the model. Another major learning point was the limitations of laser cutting. As with the points mentioned above, laser - cutting at 1:6 would not relate at all to 1:1 scale, except in terms of form. Intially, the project was always dominated by the laser-cutter. Towards the end, the model started to employ more techniques, eventually resulting in more detailed constructions.

the structure would break easily

Stiffness, in some materials like steel is independent of scale. All force currently in joints. Although the frames can stand up in the 1:6 models, the actual structure scaled up cannot maintain stability as two thin panels under vertical or horizontal forces.

Frames requires a structural element

“If a model is made of a ‘full-size’ material such as steel, while the loads are scaled down, then deflections are likely to be extremely difficult to measure. It might be appropriate to replace steel by a less stiff material such as celluloid or Perspex.” (Bill Addis, Toys Save Millions, The Structural Engineer, Apr 2013)

Perspex used to represent steel

Although the frames can stand up in the 1:6 models, the actual structure scaled up cannot maintain stability as two thin panels under vertical or horizontal forces.

Diagonal supports ensure stability. The roof of the indoor structure can become inhabitable.

Areas addressing overall structural stability

Frames become ‘structure + cladding’ The frames then became a purely structural timber column ‘cladded’ with a panel that functions as an interface for children’s interaction.

Limitations of Laser Cutting

Occupation in Plan

Empowering the Legacy of Generation Z Han Hao / Unit 22

The Frame The fins of the installation are to present an interface for children to interact with material. The frame presents a structural member, fastened to the ground or otherwise. The verticla structural member is then cladded with 3 layers of skin. The frame occurs around multiple areas in the playground to generate a different bodily interaction with children.

Exploded Frame Detail

Interior learning space The interior engages with the other side of the frame. Behind each induced interaction lies a learning process that deals directly with artefacts.

Timber Column

1st layer of Cladding : Defines boundaries of interaction zone 2nd layer of Cladding : Defines height of interaction zone 3rd layer of Cladding : Defines type of interaction

Empowering the Legacy of Generation Z Han Hao / Unit 22

Various forms of the frame

Frame for moist clay This frame presents wet clay clung onto stretched fabric. It is washed down as the sac on top comes across water, or when it rains. Children can climb the frame to â&#x20AC;&#x2DC;pullâ&#x20AC;&#x2122; pieces of moist clay off

Frame for Slip Clay Slip clay is hung precariously onto two clay swings. Whenever children move it, slip clay drops down, covering whatever that is below, including the children

Frame for Paper origami This area is quite hidden from the outside. Children must crawl under the structure, and pass beyond the paper canopy to a shelter space, where they can then engage with origami paper games

Frame for Curious Shapes This area presents objects with curious shapes kept in a paper pocket high above. When children becomes curious, they climb the net ladder above to observe and obtain them.

Costa Rica Workshop

Collaboration with Veritas University

Empowering the Legacy of Generation Z Han Hao / Unit 22

Structural Strategy The starting point of the project was considering the structural properties of the bicycle wheel, as proposed by Nawan. The proposal seeked to create a structure that aims to a resting and chilling spot in the University grounds.

Key Tectonic Joints

1 From Rebar to frame structure, and 2 Core connections to the frame

Materials used are mostly scraps from the University Skip, including the timber structure, steel tripod structure and the core.

the hammocks to 3 Attaching the main structure

structure of the 4 Woven hammocks

between frame and 5 Junction â&#x20AC;&#x2DC;tripodâ&#x20AC;&#x2122; structure

Empowering the Legacy of Generation Z Han Hao / Unit 22

Timber Frame The timber frame was designed to form the perimeter of the â&#x20AC;&#x2DC;wheelâ&#x20AC;&#x2122; structure. To achieve a more stable structure, 2 hexagons were rotated and overlaid. Raw Materials were recycled timber panels obtained from the school skip.

Assembly of Frames

Preparing the Notches

Initial Assembly

Main Construction Sequence

The intersection points were done by notching the joints.

Empowering the Legacy of Generation Z Han Hao / Unit 22

Steel Tension Cables The timber frame was designed to form the perimeter of the â&#x20AC;&#x2DC;wheelâ&#x20AC;&#x2122; structure. To achieve a more stable structure, 2 hexagons were rotated and overlaid. Raw Materials were recycled timber panels obtained from the school skip.

Main Construction Sequence Bending the Frames

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Assembly of Frames

Main Construction Sequence

The intersection points were done by notching the joints.

3 of the steel bars are fitted within the frame to support the frame vertically

The other 3 bars are used for diagonal bracing. They are extended towards the ends to leave room for the hammocks to hook onto.

The 2 wheels were joint together with a bolt and threaded rod. For extra stability, the

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Empowering the Legacy of Generation Z Han Hao / Unit 22

Steel Columns The timber frame was designed to form the perimeter of the â&#x20AC;&#x2DC;wheelâ&#x20AC;&#x2122; structure. To achieve a more stable structure, 2 hexagons were rotated and overlaid. Raw Materials were recycled timber panels obtained from the school skip.

Concept Model Cutting Individual Componenets Assembly

Plan view

Base Plate

Main Construction Sequence

The intersection points were done by notching the joints.

Junction with Frame

Structure at ground

Overall Assembly of Structure Overall Assembly Part 1 - Fitting the Rebars This process was by far the most challenging part of the fabrication. The rebars have to be constantly adapting to the inconsistencies of the frame. Only about 50% of the â&#x20AC;&#x2DC;pre-fabricatedâ&#x20AC;&#x2122; rebars were used, and the rest were measured and bent on the spot.

Overall Assembly Part 2 - Fitting the Vertical Columns Main Challenge - Getting the vertical structure to ideal positions The tripod structure was orientated whilst the main structure was raised. We tested about 4 variations of the orientation before settling on the one that was most stable

Empowering the Legacy of Generation Z Han Hao / Unit 22

Complete installation

Details

Got featured on the university page!

Empowering the Legacy of Generation Z Han Hao / Unit 22

Main Learning points I felt that the workshop was a really interesting and intensive aspect of the field trip. There were numerous learning points in various aspects.

Design Strategy / Structure 1. For interactive installations/architecture, the primary structure should be stable. MAKING THE ENTIRE PRIMARY STRUCTURE MOVE SHOULD BE AVOIDED. The moving element should be kept as light as possible. 2. The interrelationship between tension and compression to produce a span. 3. Learning from industrial products. We can both apply the structural logic and use the properties of the objects themselves 4. The importance of a 3D model for consistency and communication both for fabrication and the delegation of work.

Fabrication 1. Invention of temporary tools for fabrication

Elem ents

2. Reuse of existing materials

Others 1. Effective Communication 2. Spanish workshop vocabulary :)

Elements in compression

3. Responding promptly to unexpected turns.

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Stable Primary structure. Stability in both horizontal and vertical axis

Making â&#x20AC;&#x2DC;bespokeâ&#x20AC;&#x2122; tools for the construction of specific elements

Cmpression and Tension acting concurrently to produce a span

Exploiting properties of ready made materials

Learning from industrial materials Light interactive element Effective Communication

Calthorpe Playlab Situating Play

Empowering the Legacy of Generation Z Han Hao / Unit 22

Situating Play The project is sited in Calthorpe Project, a green oasis in Kings Cross. Currently, activities there include allotment planting, adult classes, children classes. The proposal wants to relate Play to the wider context of society and community. In particular, the potential and creativity of children is harvested, and they become treated not as unknowing recipients of knowledge, but also as active contributors of innovation. -Children should be empowered to change their surroundings

Secondary users

-Adults should learn from the creative acts of children, adults and Children should be of equal status

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Greenhouse Cafe / Kitchen Material Stores

The General Public

Local Community - Parents and Families of the children

Preschoolers Ages 3-5

Primary 1 - 3 Ages 7-9

Primary 4-6 Ages 10-12

Recycled materials from the existing activities Management Staff/ UCL Staff

Diadectic Materials brought externally

University Student Volunteers

Calthorpe project The project adds onto the existing Calthorpe Project. The Calthorpe project is an existing community project that offers a range of activities, including adult classes, children â&#x20AC;&#x2DC;drop inâ&#x20AC;&#x2122; play sessions, football pitches for young children etc. The site is located in the midst of housing estates, University Campuses, as well as Student Accomodation. Currently, the playground is only open to children on the weekends. There are some other pockets of playspace littered around the vicinity. The proposal is to further activate the Calthorpe Project as a community garden. A footbridge is proposed that adjoins the Garden to nearby play areas to provide another form of access to students.

Empowering the Legacy of Generation Z Han Hao / Unit 22

Calthorpe Project - Activities Funding from the Calthorpe project has steadily decreased as public funding is cut. The London Borough of Camden has previously been funding the project since its construction in 1989. In 2011, the funding has been removed.

POTENTIAL INCOME SOURCES ...

CURRENT INCOME SOURCES Funding/Grants

Facilities Rental

Classes for Local Community

Feasibility Study - Self Sufficient Cafe, with low carbon footprint.

Calthorpe Project has to find ways to become self sufficient to ensure its survival. Current income sources: 1) Public Funding/Donations Local grants are decreasing and would soon be depleted. 2) Renting out facilities Football Pitches - hosting local football league Gardens for functions Meeting Rooms

Public Funding cut in 2012. Calthorpe has to become self sufficient within 5 years to sustain itself.

3) Classes 4) Public Donations

Allotments Greenhouses

Open Square Garden Meeting rooms Futsal Field UCL Dental Institute

A group of UCL students are proposing to install a Micro digester on site to recycle food waste and paper to generate fertiliser and heat

Community Cafe.

Empowering the Legacy of Generation Z Han Hao / Unit 22

Greenhouse design There are currently 3 greenhouses on site. The design strategy here is to empower children by allowing them the opportunity to test and potentially utilise their inventions.

Children’s exterior frame

‘Standard’ Greenhouse

A double-frame building. The interior is a ‘standard greenhouse’, while the exterior is used to contain children’s inventions

Canopy Used as mediation between the external and internal cladding

2 sets of sensors monitoring the temperature and sunlight in the greenhouse. The external one can be used to test the students’ inventions, and eventually the internal cladding can be replaced.

External Structure Supporting sensors and external frame

Internal Cladding Internally, the greenhouse roof is constructed of modular, easily removable material. Eg, polycarbonate panels.

Eventually, the children inventioned areas take over, replacing the exterior cladding of the ‘standard greenhouse’.

External Frame Students test out their inventions here. Eg. A chain of plastic bottles

Empowering the Legacy of Generation Z Han Hao / Unit 22

Plan

Greenhouse

Child Presentation Space

Acitivty Houses

Allotments

Acitivty Houses

Playground

Material Stores

Existing Futsal Court. Kitchen and Learning spaces overhead Greenhouses

Open Square Garden Meeting rooms Futsal Field UCL Dental Institute

Cafe/Kitchen

Children Presentation space

Clay activity house

Playground

Material Store

Futsal pitch

To preserve the current futsal pitch on site, there would need to be a great structural span to support the space above it. This structure would be one of the key issues to consider.

Sketch Section 1:200

Greenhouse Children can test the thermal or light properties of plastic or paper against the requirements of the greenhouse. Eventually, their inventions would take over the greenhouse.

Sketch Section 1:100

Children Presentation Space Children can present their findings and organise their own exhibition or space with modular floor systems and wall systems.