6.2.3 PUBLIC SPACE

The following principles were investigated and incorporated into the design of the units:

Curtain walls and stacking folding doors were initially investigated but were scrapped for more traditional doors and window systems for the living units due to a concern that the elderly would not easily handle them alone. The windows were investigated as per the principle of ‘indoor sunlight’ (Pattern 128) (Alexander, et al., 1977) and the principle of ‘window place’ (Pattern 180) (Alexander, et al., 1977). The room’s orientation and the amount of natural light significantly impact the feeling inside a room. Therefore the windows were used to maximise the amount of sunlight in the units, and most of the units (most important spaces) are placed along the northern side of the proposed building.

The balconies’ size and position were designed to the principle of ‘six-foot balconies’ (Pattern 167) (Alexander, et al., 1977) and are often made too small in order to save money. However, too small balconies have a detrimental effect on the use of the space, resulting in wasted space. Therefore the positioning of the balcony is recessed into the proposed building (As per pattern 167) (Alexander, et al., 1977) to allow more balcony space and half enclosed to allow the elderly residents partial privacy, which would make them more comfortable. An opening is placed in the communal wall between two units to allow connections, regardless of whether the elderly are in the hallway or on their balcony.

Canvas awnings were placed above the windows of all the elderly’s bedrooms as per the principle of ‘canvas roofs’ (Pattern 244) (Alexander, et al., 1977). The canvas awning softens the concrete and brick façade of the proposed building. The awnings cast sunshade over the windows and are retractable by the elderly to help filter the bright sunlight (in the case of an afternoon nap) without completely closing the curtains. In the event of rain, the awnings enable the elderly residents a sensory experience by allowing them to hear the rain, which typically cannot be heard in a concrete frame structure, on the canvas roofs by their windows.

FIGURE 6.43: Fully Assisted Balconies.

01 INTRODUCTION06: CONCEPT AND DESIGN DEVELOPMENT

The front entrance of the units were recessed to adhere to the principle of ‘alcoves’ (Pattern 179) (Alexander, et al., 1977). Creating the alcoves in the main hallway acts as a threshold space and enables the elderly to lay claim on public space. This allows the elderly to put various possessions at their front door. This principle was combined with the principle of ‘front door bench’ (Pattern 242) (Alexander, et al., 1977). Placing a bench at the front door of the unit allows the elderly to watch the hallway, which acts as the street. The bench also helps define the half-private domain in front of the unit.

Windows were added to the wall between the unit and the hallway as per the principle of ‘interior windows’ (Pattern 194) (Alexander, et al., 1977). Placing windows in the main passage adds another form of connection between the interior spaces and the resident, allowing the elderly to watch the hallway, which acts as the street. These interior windows allow additional sunlight to enter the units as well. In order to minimise the wasted space in the hallways, curved glazing were incorporated to allow the residents to feel connected to the outside without having to be physically outside. This inward curved invokes the feeling of the nature outside bleeding into the main spaces of the facility. This glazing also allows more natural light to enter the building as per the principle of ‘indoor sunlight’ (Pattern 128) (Alexander, et al., 1977).

FIGURE 6.45: Hallway Benches and Interior Benches. FIGURE 6.46: Curved Glazing in Hallways.

01 INTRODUCTION06: CONCEPT AND DESIGN DEVELOPMENT

Skylights were incorporated to increase the amount of natural light in the hallway of the semi-assisted living wing and the communal dining hall. The skylight in the semi-assisted living wing will allow more natural light into the units through the internal windows in the hallway. The skylight in the communal dining hall allows the residents and younger people to be fully immersed in nature and light, allowing the users of the space to feel like they are outside, without being physically outside. The skylights also adhere to the principle of ‘indoor sunlight’ (Pattern 128) (Alexander, et al., 1977)

A communal dining hall was incorporated into the facility to increase the social connections between the retirement community’s different generations. According to The University of Oxford (2017), research has revealed that people who eat with other people are more likely to feel happier and satisfied with their lives. This social bonding enhances the people’s sense of contentedness and helps to embed them into the community. Alexander, et al. (1977) also states that without ‘communal eating’ (Pattern 147) (Alexander, et al., 1977), groups of people can not maintain a community.

FIGURE 6.48: Communal Dining Hall

01 INTRODUCTION06: CONCEPT AND DESIGN DEVELOPMENT

The after school care facility’s play areas are spread out across the facility. An indoor slide was incorporated to allow a playful environment inside the facility for the children and evoke the feeling of childlike wonder in the adults.

An enclosed outside playground was also incorporated to allow the children a safe environment to play without adult supervision. Trees and planters were mainly used (instead of traditional fencing) to reduce the feeling of being in a cage. The trees around the playground perimeter also allow shade for the children during the day.

An interactive water feature was incorporated into the main public area to allow the sound of water to be heard by the residents and allow the children to play in the water. The sound of the water also has been proven to reduce stress.

FIGURE 6.50: Enclosed Outside Playground.

FIGURE 6.51: Interactive Water Feature.

01 INTRODUCTION06: CONCEPT AND DESIGN DEVELOPMENT

The after school care facility was designed with collaboration in mind. Therefore walls were avoided where possible, and bookshelves were used as partitions.

A mixture of different seating options was incorporated to allow the users of the space flexibility regarding how they want to collaborate in the space. These seating arrangements range from small tables with two seats, couch layouts and big conference tables. Wrap around tables was placed on the perimeter of the window walls to allow for stimulating views while working. Instead of placing the computers for the after school care facility in one designated area, they were placed throughout to encourage small pockets of collaboration and keep a vibrant congenial environment.

FIGURE 6.53: After School Care Facility Interior 2.

01 INTRODUCTION06: CONCEPT AND DESIGN DEVELOPMENT

A pool was added to the programme to allow hydrotherapy. Hydrotherapy has been used as a resource to treat rheumatic, orthopaedic, and neurological diseases such as arthritis, circulatory issues, and joint pains (Carver, 2018). A study done by Fuller (2000) showed that 30% of elderly people who do not live in a retirement facility suffer falls that cause fractures (especially in their hips). The study concluded that physical activity in old age has many benefits, such as increased muscle strength, balance, and flexibility, resulting in less bone and muscle loss. This means that physical activity in old age can reduce the risk of falls and reduce bone fractures by up to 60%, resulting in an improved quality of life for the elderly living in retirement communities (Alikhajeh, et al., 2012). According to Alikhajeh, et al. (2012) , water therapy is considered the best environment for keeping the elderly active. Water is a safe environment and so eliminates the fear of falling and being injured. Water also facilitates a reduction in joint overload, allowing individuals to perform exercises and movements that cannot be done on the ground.

Providing the retirement community with a swimming pool allows the elderly residents to participate in water activities and water therapy. Allowing the after-school facility to interact with the elderly at the pool adds another layer of connection between the elderly and the young people. The pool also opens up the opportunity for the two generations to engage through communal activities that can happen in and around the pool

01: INTRODUCTION06: CONCEPT AND DESIGN DEVELOPMENT

FIGURE 6.54: Communal Pool 1. FIGURE 6.55: Communal Pool 2.

01 INTRODUCTION06: CONCEPT AND DESIGN DEVELOPMENT