East Meets West: Where Rigor & Creativity Intersect

East Meets West Where Rigor & Creativity Intersect

Certification This is to certify the written portion of this thesis prepared by Jessica Knowlden, titled, “East Meets West: Where Rigor and Creativity Intersect� has been approved by her committee and meets the requirements to complete the degree of Master of Arts in Interior Design at Harrington College of Design. Completed December 18, 2015.

Constantine Vasilios, Thesis Committee Chair

John Kelly, Thesis Committee Reader

Hana Rha, Outside Thesis Committee Reader

Table of Contents 04

Acknowledgments

06

Abstract

07

Biography

09

Introduction + Key Terms

12

Thesis Statement

14

Social Framework

38

Theoretical Framework

44

Synthesis + Design Drivers

50

Design Component

125

Conclusion

127

Bibliography

130

Appendix A: Research Paper

169

Appendix B: List of Illustrations

Introduction

02

Acknowledgments

Most importantly, I would like to extend my greatest appreciation to my caring family for always supporting my decisions and acting as my biggest cheerleaders.

I would like to thank Constantine Vasilios for his guidance and direction during this thesis process and throughout my program at Harrington College of Design. He encouraged my project to focus on the big picture, as well as the smallest details. His perspective was a valuable asset during thesis preparation.

The thoughtful comments and suggestions from John Kelly and Hana Rha helped me proceed in more practical and creative directions. Their support and assistance motivated me greatly and allowed my project to reach a level otherwise unattainable.

Assistance from Eric Eichler and Angela Peckham provided realistic input to maximize the potential of my thesis project. Site visits to GEMS World Academy, Gary Comer Youth Center and Hyde Park Day School here in Chicago were instrumental in my research process. Finally, graphic design assistance by Brandon Knowlden, as well as editing assistance from Sandra Urias was invaluable.

04

Abstract

This thesis addresses the design of a youth center and private educational space in the Republic of Korea. Youth in South Korea feel tremendous pressure to succeed in their studies but lack appropriate outlets for stress and anxiety.

The proposed youth center and hagwon (private teaching institution) aims to fill the void of play.

Through interior design, the design solution titled Rock Paper Scissor, can affect the health and wellbeing of youth in South Korea. The resulting space fuses eastern and western cultures to create a learning environment that strikes a healthy balance between their respective educational principles, where East meets West.

The research examines the role of youth supporting and educational spaces in the urban context, analyzes current design guidelines used in the built environment and synthesizes the spirit of these standards into a set of design drivers and principles vital to a healthy youth supporting space.

06

Biography

Jessica Knowlden grew up in Clarkston, Michigan. She obtained a Bachelor of Science in Business Marketing from Oakland University in Rochester, Michigan.

Growing up in a family full of artists, builders and engineers, it’s no surprise an interest in design developed and curiosity beyond her tiny world only intensified when she took a position teaching English in The Republic of Korea. While there, Jessica learned firsthand how remarkable the Korean people, their culture and heritage are, but discovered many alarming behaviors.

After leaving South Korea, she began studying at Harrington College of Design in Chicago, Illinois.

Through her studies in the interior design field, she began to frame her design philosophy and personal design interests. A focus on youth, health and education took shape at the center of her studies.

07

Fig. 2-7

Builder

Educator

Traveler

Introduction Environments that support youth have been undergoing a drastic transformation in recent decades. Countless studies have determined most educational spaces we offer our youth today are not only uninspiring but also dangerous to their health and wellbeing. These undesirable conditions leave youth unhappy and uninspired.

This study explores design as a fundamental solution in improving educational and youth supporting environments. Design can activate creativity and feelings of peace, as well as aid in learning and retention of educational material. The solution to our problem is twofold; shape smart and happy children through healthy, meaningful spaces.

One country struggling to strike a balance between youth who are smart and happy is South Korea. South Korea continuously develops youth into brilliant minds; unfortunately, those minds often lack creativity and ingenuity.

Furthermore, Korean students, as young as age ten, are resorting to drastic measures such as suicide in order to cope with the tremendous pressure. Korea is a country that will value education above all else, but youth need a healthy outlet to relieve stress.

The objective of this investigation is to raise the question of healthy educational design. This study examines the state of educational design defined by a knowledge based social and theoretical framework drawn from research.

The purpose is to assess educational design in the present, examine existing parameters and touchstones used to measure educational design in urban architecture and interior design, and to interpret the spirit of these systems into a set of principles crucial to an effective educational youth supporting design.

The design solution of this thesis investigation results in the development of Rock Paper Scissor, a youth center and private teaching institution located in Seoul, South Korea.

Key Terms Acoustics: Properties of a space that govern how sound is diffused Cheok: Traditional Korean unit of length approximating 30.3 cm Diverse Cultures: Combinations of eastern and western cultures Eastern Design Principles: Design principles originating from the eastern world Eastern World: Central Asia, the Far East, the Middle East, Siberia and South Asia Hagwon: Private for-profit tutoring academy located in South Korea Kan: Traditional Korean unit of measurement Kangnam: Affluent business and educational district located in Seoul, South Korea Noise Reduction: Techniques used to reduce noise impacts Sound Intrusion: Sound perceived or understood as not belonging or inappropriate to a given sound

environment

Speech Intelligibility: Measure of how comprehensible speech is Speech Privacy: Acoustical discretion between adjacent spaces Western Design Principles: Design principles originating from the western world Western World: Europe, the Americas, Australia and New Zealand Youth Center: Public space that offers youth development programs that meet the basic physical, social and developmental needs of children and adolescents

10

Thesis Statement Korean youth are being pressured to academically outperform one another like never before. Such stress and angst often reaches a breaking point, resulting in depressed and anxious youth. Furthermore, Korean youth frequently lack the creativity and autonomy spurred by structured play.

Through interior design, collaboration and a sense of community can emerge in these educational spaces. The result is creativity and individuality that spark a much-needed improvement in the mental and emotional health of today’s Korean youth.

A design for a youth center and private institution fosters a healthy mental wellbeing for these children. While appreciating the value of a solid education, the design solution combines the necessary intellectual discipline and rigor of learning with a positive social, emotional and mental atmosphere.

12

Social Framework

14

Education Shapes our Future

As an ex-educator and eldest sister to four brothers, the author believes there is nothing more valuable than education. Youth environments must rediscover themselves as the world shrinks.

There is a rising urgency that we teach our youth to both navigate difference and embrace identity.

15

Fig. 8-11

“Children must be taught how to think, not what to think.�

-Margaret Mead

Shrinking

Navigate

Embrace

World

Difference

Identity

South Korea

South Korea is a wondrous place where its people value cultural pride. Korea is located in Asia between China and Japan. It shares one of the world’s most heavily militarized borders with North Korea. Kimchi is a traditional Korean side dish served with every meal and is a cultural staple.

South Korea is well-known for its role in the fashion world and genre of music, K Pop. Advanced technology from companies such as Samsung and LG Electronics originate in Korea and drive its economy.

17

Fig. 12-15

Educational System

Environments that support youth have been undergoing a drastic transformation in recent decades.

Most educational spaces today are not only uninspiring but dangerous to youth’s health and wellbeing.

South Korea operates under an intense educational structure referred to as a pressure cooker.

Beginning as early as age three, children are under immense pressure to perform.

Two systems exist in Korea; public schooling and private teaching institutions called hagwons.

19

Fig. 16-19

Korea

Public

Private

Hagwons

The term hagwon refers to a private for-profit institution providing supplemental education to Korean youth. They focus on the English language and eventually, testing preparation for students’ final high school exam.

Hagwons have gained the reputation of profit-seeking cram factories that take advantage of their staff and students. However, each hagwon varies considerably.

21

Fig. 20-23

Purpose

Reputation

English Arrives in Korea

Today, hagwons are the primary source of learning English in Korea and hold a valuable place in society. Koreans believe advancement hinges upon the English language.

Korea’s focus on the English language began in the 1800’s with western expansion into East Asia.

English was used as a bridge to gain knowledge.

In 1883, the Korean government established a school to study “western learning” in Seoul.

In 1885, the Paichai School was founded as a cover for missionary work. The school was used to study English by Koreans.

As native English speakers began to teach in hagwons the number rose 49 times between 1970 and 2008, reaching nearly 70,000 instructors.

23

1800’s

1885

Western

Paichai

Expansion

School

1883 “Western Learning” School

Fig. 24-27

1970 - 2008 Rise of Hagwon

Why Koreans Educate

Since the 1800’s, South Korea has had a volatile history ultimately being forced to split with their communist led northern neighbors. Tragedy and pain has spurred a nation of action, vowing to never endure such hardship again.

In the 1950’s Korea began to cultivate its own people due to an unstable past and lack of natural resources. Korea became a “talent power.”

Korea has since turned education into currency. Education is a way to elevate one’s family, earn a higher income, secure a simpler job and gain respect.

25

Fig. 28-33

Korean

Lack of

Economic

War

Resources

Motivation

Korea #1

Every three years, PISA (Programme for International Student Assessment ) testing takes place.

Fifteen year-old students from around the world are tested in math, science and reading. South Korean students rank as one of the highest scoring countries as compared to the much lower scores of the United States.

However, internally Korea is realizing their limits. Youth are extremely smart but miserable.

27

“In Korea,your education can be reduced to a number. If your number is good, you have a good future.”

-Korean Student South Korea 554 538

Average 501

536

United States

501 498

498 497

Reading Science Math

496 481 2012 PISA Scores

Creative Thinking

Not only does the pressure in schools cause intense stress, children fall short on creativity and innovative thinking due to strict memorization and use of a single university entrance exam.

The life of a Korean student is demanding to say the least. Students study up to 16 hours a day.

29

Fig. 34-37

Student Life

Study

Korea

Pressure

Hye-Seung Hyun

Korean students follow an extremely arduous routine. Meet Hye-Seung Hyun. She is a 12 year old student living with her family in Seoul, Korea.

At 7 am Hye-Seung wakes up, enjoys a Korean style breakfast and heads to elementary school.

She attends reading, English and art classes.

At noon, she eats lunch and practices gymnastics.

She then studies Taekwondo and attends additional classes.

By 3 pm Hye-Seung arrives at swimming class.

A family dinner is served at 6 pm.

Afterward, one on one English lessons, homework, flute practice and a family dialogue.

Bedtime arrives at 10 pm.

This tiring routine follows Koreans throughout a lifetime and children as young as age ten have committed suicide as a result.

31

Fig. 38

Student Life wake - bed

bed 2200

Korea

wake 0700 eat 0730

study 1830

12 years old

Seoul, Korea

Parents, brother & sister

study 0815

eat 1800

eat 1200

swim 1500

study 1300

Suicide

Although no one can dispute the rapid growth and achievement of South Korea, its economic success has taken a toll on society.

As of 2013, South Korea had the highest suicide rates in the Organization for Economic Co-operation and Development (OECD), 29.1 suicides per 100,000 persons.

The average death toll is more than 40 people each day; at least one is underage (or 2.5% of deaths).

In 2010, 353 children between ages ten and 19 ended their own lives.

From 2009 onward, suicide was the number one cause of death for children between those ages.

33

Suicide Stastics Highest suicide rate per 100,000 persons One of 40

29.1

every day

suicides

2.5% Children

children

Cause of

between

death for

ages 10 & 19

youth

353 deaths

#1

30 OECD countries

Year 2010

Government reports

2009 onward

Suicide

Fifty-three percent of students name educational rivalry as the cause of suicidal thoughts. Other reasons include economic difficulty and worries about their future.

The Korean government has made efforts to thwart educational stress by capping hagwon tuition, enforcing hagwon curfews and simplifying admissions tests, without much success.

Experts believe combining effective policies and practices from the U.S. and South Korea, will form one successful hybrid educational system.

35

Fig. 39

53% Educational Rivalry

28%

Economic DiďŹƒculty

16%

Future Worries

Theoretical Framework

38

Thought Leaders

Maria Montessori & Bruce Mau emerged as thought leaders with philosophies on design and education. Rock Paper Scissor benefits from these philosophies in many ways.

Montessori education began in Italy in 1907. This unique philosophy emphasizes natural discovery through all five senses, fosters creativity and social aptitude in children.

In a special collaboration, Bruce Mau joined VS Furniture and OWP/P Architects to discover the link between learning and environment. Their goal was to improve life through environments that are effective, inspiring and sustainable.

39

Fig. 40-41

Experiential Design Valuable underlying principles used to shape healthful youth environments exist. These principles can be grouped in the following way.

Heritage Respecting one’s culture through design in an interior space creates a sense of connection and community.

Value of a Child Valuing our youth in relation to design focuses on sustainability, acoustics and ergonomics. Natural light, a relationship to nature and material choice directly affect users’ mental and emotional wellbeing. Poor classroom acoustics can account for normal hearing children to miss up to one third of instruction. Providing youth with dynamic environments gives growing bodies the opportunity to move and absorb rather than restrict.

Design for the Senses Designing for the senses helps trigger memories and an environment rich in sensory experiences helps youth recall and retrieve what they learn. Studies have found that 75% of learning occurs visually, 13% through touching and hearing, and 12% through taste and smell.

Flexible Spaces Users form connections to each other and new ideas in a variety of ways and environments.

Providing flexible spaces accommodates a number of learning based social interactions.

41

Fig. 42-45

Heritage

Flexible Spaces

Value of a Child

Design for the Senses

Synthesis

44

Design Drivers

By examining these principles of experiential design, a set of standards for Rock Paper Scissor was synthesized. Ultimately, four design drivers were chosen to guide the design process of the space, Rock Paper Scissor.

Heritage

Design for the Community Social Interaction

Design for the Senses

45

Fig. 46-53

Heritage

Design for the Community

Social

Design for

Interaction

the Senses

Learn

Hagwon Community

RPS Youth Center Play Heritage Design for the Community Social Interaction Design for the Senses

What is Rock Paper Scissor

Korea is a country that will always value education above all else but youth need a healthy outlet.

Rock Paper Scissor offers a middle ground where children can study and play, creating a network of support; a community. The name Rock Paper Scissor represents diverse elements working together to create a dynamic synergy. The hagwon, youth center and community balance each other, just as the rock, paper and scissor do.

By combining a hagwon and a youth center, RPS aims not to ask for educational reform but rather raise the question of healthy educational design.

48

Design Component

50

Location

Republic of Korea

The location of the design test is in South Korea.

Fig. 54

52

Location

Seoul

Kangnam

Seoul, the capital city of South Korea, is divided into 25 neighborhoods, or districts called “gu.� Kangnam District lies south of the Han River and is recognized as the national capital of education.

Fig. 55-56

54

Project Site

Bo

o

sa-R

un nge

aero

m-d

gna

Kan 601-15 Yeoksam-dong, #114 Bongeunsa-ro, Kangnam-gu

The building chosen is located at 114 Bongeunsa-ro. Multiple subway lines and buses accommodate the location. Parking is offered nearby. The main entrance faces northwest. The second entrance is located on Bongeunsa-ro 4-gil. Here, access to an underground garage acts as the service entrance. The rear of the building faces southeast, benefiting most from the sun. Programming based upon daylighting requirements have been placed in this section of the building.

Fig. 57-62

Site Analysis Subway Exit Parking Building Entry Point Loading Entry Point Emergency Exit

a-ro

ns geu

Bon

-gil

ro 4 nsa-

geu

Bon

ro

-dae nam

g Kan

Sample Users

Minju

Joon

Users of RPS include children from the area, parents, family members, young adults, local business members, supporters of the community and staff members.

Fig. 63-64

Look + Feel

The look and feel of RPS is clean and modern with pops of color and texture. The palette was pulled from a terrain map and is meant to represent the world around us.

Spaces are touchable, climbable and dynamic, inspiring interaction and awakening the senses.

Fig. 65-74

58

Atrium Study

Atrium Placement It was important to create a visual connection throughout RPS in order to bond users of the hagwon, youth center and community. A study on atrium placement was undertaken. Three atria were placed into RPS. An atrium connects the bakery with the gallery, stimulating the senses.

Staff levels are connected with an atrium and open stair for ease and accessibility.

Classroom levels have a central atrium meant for circulation and visual connection.

Youth Center Classrooms + Hagwon Classrooms

Staff Lounge + Staff Offices

Bakery + Gallery

60

Programming Strategy

The various programs in Rock Paper Scissor work hand-in-hand with the concept of integrating rigor and imagination while engaging the community.

Learning spaces fill the center of the building. Moving outward in each direction are supportive spaces, play places and community areas.

61

Classrooms Library

Learn Support

Staff Cafeteria Lobby Bakery Gallery

Community

Meeting

Play

Game Room Playroom Rooftop

Programming + Design Drivers

The building spans 12 levels with an open rooftop. Interior space planning is organized into four zones: community, play, learn and support. Design drivers have been integrated throughout each of these zones.

63

Fig. 50-53

Heritage

Design for the Community

Social Interaction

Design for the Senses

Rendered Space

Programming Community

Heritage

Design for the Community

Social Interaction

Design for the Senses

Community

Fig. 50-53

Programming Play

Heritage

Design for the Community

Social Interaction

Design for the Senses

Play

66

Programming Support

Heritage

Social Interaction

Design for the Senses

Support

Fig. 50-53

Programming Learn

Heritage

Design for the Community

Social Interaction

Design for the Senses

Learn

68

Level 1

First Level

Render Location

70

Lobby

Upon entering Rock Paper Scissor, reception greets guests, ivy framing its desk.

Restrooms fall to the left, elevators are left center and emergency stairs fall on both the east and west walls.

71

Fig. 77

Lobby Render

Lobby

Children scamper around the open space. Their senses ignite from the oversized wall murals by British artist, Graham Carter.

73

Fig. 77-78

Bakery

Users gain a connection to the outdoors through full height windows. A bakery offers guests a chance to snack or sit down and socialize with peers.

75

Patio

The patio gives users a chance to connect with their senses, as well as peace and quiet.

77

Level 2

Second Level

Render Location

Gallery

On the second level, a public gallery allows for display of both casual exhibitions from students and more formal showings from the community.

An exhibit by 26-year-old local artist, Minjae Lee, will be up for the next few weeks. It is vital that work from young artists is present in the community.

81

Fig. 79-83

Meeting

Community meeting spaces offer users of RPS both open and private areas to gather.

83

Fig. 83-86

Level 3

Third Level

Render Location

Playroom

The third level functions as a dual purpose space; a playroom and an assembly hall.

In the playroom, children let loose. In the morning, they attend yoga classes exercising their senses. During the afternoon children practice taekwondo, Korea’s national sport. Student performances and school assemblies take place in the evenings.

87

Fig. 87-88

Climbing Wall

The climbing wall gives youth an opportunity to move and play. It supports good health, mental wellbeing and relieves stress.

Kids learn through movement. They discover how to trust themselves and take risks.

Children are encouraged to work together and support each other as they climb.

89

Fig. 87-88

Level 4

Fourth Level

Render Location

Resource Center

On level four, users enter the resource center and computer lounge.

The floor is divided into a.m. and p.m. sections, one for younger children and the other for older youth.

93

Resource Center

Story time on the children’s side of the resource center offers children a moment to gather and learn together.

Children are able to exercise their senses by climbing on the bookshelves and playing in the tree house.

95

Fig. 88-89

Level 5

Fifth Level

Render Location

Level 6

Sixth Level

Render Location

Levels 7 + 8

Seventh + Eighth Levels

Render Location

Open Class

Levels seven and eight are the first of four classroom levels. These levels are geared toward users of the youth center.

Open classrooms allow for breakout activities and group work in a less formal setting.

The interior atrium spanning the four classroom levels begins on level seven.

103

Fig. 88, 93-94

Classroom

Private classrooms are large and flexible. All furnishings and technology are movable.

Full height soundproof glass walls surround the atrium and give guests an easy view inside the classrooms. They allow older students a visual break during class, without causing unwanted distraction.

Children from the youth center work on collages to represent Korea. They are drawing traditional Korean symbols on the board.

105

Fig. 88, 95

Levels 9 + 10

Ninth + Tenth Levels

Render Location

Open Class

The ninth and tenth levels provide classroom space geared toward students of the hagwon.

The private classrooms are smaller to help manage younger students. Open classrooms provide space for informal lessons and creative activities.

The illustrations on the walls and massive windows excite the senses of each guest.

109

Fig. 88, 91-92, 94

Level 11

Eleventh Level

Render Location

Cafeteria

On level 11, a cafeteria occupies the entire floor. Various seating options give children a chance to interact with each other and form new friendships. Social event pods use touch screens to keep kids up to date on social events in and around RPS. An open kitchen allows youth to observe as food is being prepared.

113

Fig. 88, 97

Level 12

Twelfth Level

Render Location

Game Room

The twelfth level is a game room which caters to all children. Ping pong, pinball and chess are available, while a kid’s play mat is used for blocks, puzzles and small toys.

A neighborhood puzzle shows children where local businesses are located in the surrounding area. The playroom is a perfect environment to inspire interaction.

117

Fig. 88, 98-99

Rooftop

Rooftop

Game Room Render

Render Location

Playground

Game Room Render

The rooftop of Rock Paper Scissor is a place of learning and play. An indoor patio acts as a reading garden for guests.

An outdoor playground gives children a chance to run, jump and climb, all sensory activities. The greenhouse, tended by youth, is always open to taste or smell its contents.

121

Fig. 88, 100

Playground

Game Room Render

Wind turbines gather energy for the building, as do solar panels on the patio rooftop.

Children play tag on the playground. They use Rock Paper Scissor to determine “who’s it.”

123

Fig. 88

Conclusion

Providing children and the rest of the community with healthful learning environments that support growth and individuality should not be the exception, they should be the norm.

RPS meets at the intersection of design and culture. Elements pulled from eastern and western ideals and philosophies merge to form RPS.

125

Fig. 101

Rock Paper Scissor

Cultivating Creativity in the Community

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128

Appendix A: Research Paper

130

Table of Contents

Key Terms and Definitions

131

Abstract

131

Research Background

132

Introduction

132

Thesis Statement

134

Social Framework

134

Theoretical Framework

145

Synthesis

155

Design Test

161

Conclusion

166

132

KEY TERMS AND DEFINITIONS

ABSTRACT

Acoustics: Properties of a space that govern how sound is diffused Cheok: Traditional Korean unit of length approximating 30.3 centimeters Diverse Culture: Combinations of eastern and western cultures Eastern Design Principle: Design principle originating from the Eastern world Eastern World: Central Asia, the Far East, the Middle East, Siberia and South Asia Hagwon: Private tutoring academy located in South Korea Kan: Traditional Korean unit of measurement Kangnam: Affluent business and educational district located in Seoul, South Korea Noise Reduction: Techniques used to reduce noise impacts Sound Intrusion: Sound perceived or understood as not belonging or inappropriate to a given sound environment Speech Intelligibility: Measure of how comprehensible speech is Speech Privacy: Acoustical discretion between adjacent spaces Western Design Principle: Design principle originating from the Western world Western World: Europe, the Americas, Australia and New Zealand Youth Center: Public space that offers youth development programs in order to meet the basic physical, social and developmental needs of children and adolescents

This thesis addresses the design of a youth center and private educational space in the Republic of South Korea. Youth in South Korea feel tremendous pressure to succeed in their studies but lack appropriate outlets for stress and anxiety.

The proposed youth center and hagwon (private teaching a institution) aims to fill the void of play. Through interior design, the design solution titled Rock Paper Scissor, can affect the health and wellbeing of youth in South Korea. The resulting space fuses eastern and western cultures to create a learning environment that strikes a healthy balance between their respective educational principles.

Research examines the role of youth supporting and educational spaces in the urban context, analyzes current design guidelines used in the built environment and synthesizes the spirit of these standards into a set of design drivers and principles vital to a youth supporting space in an urban context.

Data has been pulled from a number of sources including text, interview and online material. Eastern and western philosophy, healthy educational design, Korean statistics, Montessori methods, as well as the history of youth centers and hagwons have been examined.

RESEARCHER BACKGROUND Jessica Knowlden grew up in Clarkston, Michigan. She attended Oakland University in Rochester, Michigan to obtain a Bachelor of Science in Business Marketing.

ethical level. The author supposes it is a moral obligation to shape spaces for youth that are not merely functional, but inspire our youth to be resilient and autonomous beings.

INTRODUCTION Growing up in a family full of artists, builders and engineers it was no surprise that an interest in design evolved. Curiosity beyond her tiny world intensified when she took a position teaching English in the Republic of South Korea.

Our future lies in the hands of our youth. Therefore, it is important how we treat our children, the opportunities we provide them and the world we leave in their hands. Dancer and artist, Stacia Tauscher, stresses, “We worry about what a While in South Korea, Jessica learned firsthand how remarkable child will become tomorrow, yet we forget that he is someone the Korean people, their culture and heritage are, but was also today.� Many children receive the message that they are not exposed to many inequalities and alarming behaviors. After valued by society. Some youth feel that education is not four years of teaching in South Korea, she returned home to essential, or even worse, that their happiness is not important. pursue a design career at Harrington College of Design.

Environments that support youth have been undergoing a While attending Harrington College of Design, the author was drastic transformation in recent decades. Countless studies engrossed in the Interior Design field. Through the study of have determined most educational spaces we offer our youth design principles and thought leaders of past and present, she today are not only uninspiring but also dangerous to their began to frame her design philosophy and personal design health and wellbeing. Toxins and chemicals in timeworn interests. A focus on youth, health and education took shape school buildings cause our children to develop learning at the center of her studies. It is the intersection between the disabilities and behavioral issues. Poor learning conditions health of youth and the design of educational spaces where leave students disinterested and distracted by clutter or noise this design test is positioned. and uncomfortable in their surroundings that fail to adhere to their growing bodies.

Designing safe, healthy and exciting interiors for youth is not only vital to the author in a practical sense but also on an

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These undesirable conditions leave youth unhappy and uninspired. Tests such as the PISA (Programme for International Student Assessment), a test administered worldwide by the Organization for Economic Co-operation and Development (OECD), a group composed of 34 countries meant to uphold policies to improve the social and economic wellbeing of people throughout the world, found that youth are under performing in many areas such as reading, math and science.

Many believe more studying is the answer. Others agree that money, technology or resources will solve the problem. Could it be possible that environment is the answer?

resorting to drastic measures such as suicide in order to deal with the tremendous pressure.

This study explores the idea that design is a fundamental solution to improve educational and youth supporting environments. Through interior design, youth environments can impact children in a positive way, leaving them with thoughts of curiosity and independence. Design can activate creativity and feelings of peace, as well as aid in learning and retention of educational material. The solution to our problem is twofold; shape smart and happy children through healthy and meaningful spaces.

Although Korea is a country that will value education above all else, youth need a healthy outlet to relieve stress. Korean children generally do not engage in after school play; they are too busy studying. Additionally, mental health resources are stigmatized in Korea and rarely offered or accepted as a useful practice. All things considered, youth environments have a tremendous opportunity to affect Korean youth in the best way possible. Furthermore, this model can be used as a template and applied to any diverse culture suffering from an imbalance of education and creative play.

One country struggling to strike a balance between youth who are smart and happy is South Korea. South Korea continuously develops youth into brilliant minds; unfortunately, those minds often lack the creativity and ingenuity necessary to fulfill competitive positions within Korea and throughout the world.

Furthermore, Korean students, as young as age ten, are

Korea operates under an intense educational structure often referred to as a pressure cooker system. Beginning early in childhood, children are under immense pressure at every academic level. A single standard final exam at the end of high school determines which university a child can attend. There are three top universities in South Korea. If you are accepted into one of these, your life is set; your career, wealth and even spouse are almost guaranteed.

The objective of this thesis investigation is not to ask for educational reform but instead raise the question of healthy educational design. This study investigates the state of educational design defined by a knowledge based social and theoretical framework drawn from research. The purpose is to

assess educational design in the present, examine existing parameters and touchstones used to measure educational design in urban architecture and interior design, and to interpret the spirit of these systems into a set of principles crucial to an effective educational youth supporting design.

combines the necessary intellectual discipline and rigor of learning with a positive social, emotional and mental atmosphere.

SOCIAL FRAMEWORK The design solution of this thesis investigation results in the development of Rock Paper Scissor, a youth center and private Philosophy of the East and West teaching institution located in Seoul, South Korea.

The Eastern world refers to the countries geographically east of Europe or the social structures, cultures and philosophical THESIS STATEMENT systems of Asia, which comprise of Central Asia, the Far East, the Middle East, Siberia and South Asia. Eastern philosophies Korean youth are being pressured to academically outperform include Buddhism, Confucianism, Hinduism, among others. one another like never before. Such stress and angst often Buddhism originated in India in the fifth century BCE, reaches a breaking point, resulting in depressed and anxious Confucianism in China in 500 BCE and Hinduism in India in youth. Furthermore, Korean youth frequently lack the creativity 2000 BCE. Easterners value social responsibility and strive to and autonomy spurred by structured play. find balance in accepting the truth.

Through interior design, collaboration and a sense of community can emerge in educational spaces. The result is creativity and individuality that spark a much-needed improvement in the mental and emotional health of today’s Korean youth.

A design for a youth center and private institution fosters a healthy mental wellbeing for these children. While appreciating the value of a solid education, the design solution

In contrast, the Western world refers to the regions and countries that were culturally swayed by the Greco-Roman world. The Western world includes all cultures directly originating from European cultures. These areas include Europe, the Americas, Australia and New Zealand. Western philosophies are mainly comprised of logic based schools and Christianity, which originated in Palestine in 30 CE. Westerners

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value individual rights above all else and strive to find and prove the truth.

Korean Demographics The Republic of South Korea is located in Southeast Asia with an estimated population of fifty million people in 2014. Seoul, the capital of Korea, boasts ten million inhabitants, larger than New York City’s eight million and is the world’s most wired city.

Seoul is divided into 25 neighborhoods, or districts called gu (구). Kangnam District lies to the south of Han River and is the heart of education and commerce in Korea. The area is known for its affluence and high standard of living and is recognized as the national capital of education.

two main religions in Korea (31.6 percent and 24.2 percent, respectively), although many declare no religious preference (43.3 percent).2 As of 2014, 14.1 percent of the population range between the ages of 0-14 years, with 7.3 percent male and 6.8 percent female.3 Korean Culture

Since the late 1800’s, South Korea has had a volatile history, ultimately being forced to split with their communist led northern neighbors into two separate countries: the Democratic People’s Republic of Korea, or North Korea, and the Republic of Korea, or South Korea. Because of South Korea’s unstable past and its lack of natural resources the country has worked hard toward its status as a super power through As of 2008, Kangnam contained only 2.5 percent of Seoul’s cultivating its own people. This cultivation only began in the people but produced 25 percent of its gross domestic 1950’s, a time after the Korean War when vast majorities of its 1 product. Several influential companies such as Toyota, IBM people were illiterate. Korea’s education minister, Lee Ju-Ho, and Google operate offices in Kangnam. In addition, numerous described Korea as becoming a “talent power” over the 50 shopping and entertainment attractions reside in Kangnam years following war. Korea “turn[ed] education into currency.”4 District; notable are Cheongdam-dong, an upscale shopping Education was a way to elevate one’s family, earn a higher area, COEX Convention and Exhibition Center-Korean World income, secure a simpler job and gain respect.

Trade Center, and Apgujeong, a trendy shopping and entertainment area.

Korea’s remarkable growth in such a short time frame has created certain cultural imbalances. For example, in fields such Nearly all fifty million residents of South Korea are Korean, with as technology and education, Korea far surpasses most of the a small portion being Chinese, Japanese and foreign nationals. world yet Korean people are still particularly conservative in In a 2010 survey, Christianity and Buddhism account for the traditions such as honoring elders, gender roles and familial

obligations. This blend of new and old surface in every facet of Educational Principles Korean life and these dissimilarities are what make Korea a truly wondrous place.

There are overarching tendencies in every country that produce a certain attitude toward education, and in return, Considering everyday worries of Korean life, two Millennium yield corresponding results. A special mix of intellect, drive, Development Goals have been brought to attention: to guidance and capital, among other facets, push youth achieve universal primary education and promote gender in a clear direction. Yet, at what cost is education being 5 equality and empower females. Interior design can be used to administered? shape educational spaces that compliment learning and help students feel at ease while minimizing distractions. Spaces Over a half-century, 18 different tests were given to children can promote positive educational experiences and facilitate throughout the world. Economists Ludger Woessmann and retention, creativity and excitement while keeping children happy, healthy and engaged. It is no doubt that Korean Footnotes students are intelligent but they are certainly not satisfied with 1. “Gangnam District, Seoul, South Korea (2008).” their learning environments, as seen by high rates of youth Intelligent Community Forum (ICF). 2008. Accessed June suicide.

14, 2015. http://www.intelligentcommunity.org/index. php?src=news&refno=253&prid=253.

Additionally, alongside the educational pressure cooker, 2. “Korea, South Demographics Profile 2014.” Korea, South conservative customs of the East are still very present. Males Demographics Profile 2014. Accessed June 7, 2015. http:// typically rule the household and women take care of the www.indexmundi.com/south_korea/demographics_profile. home. In the twenty-first century many customs are evolving, html. particularly with the younger generations. Through interior 3. Ibid. design, spaces that are equally comfortable for both genders 4. Ripley, Amanda. The Smartest Kids in the World: And How can be realized. Environments can be designed to encourage They Got That Way. 2013, 59. social involvement of females, rather than discourage 5. “Empowered Lives. Resilient Nations.” UNDP. Accessed June participation. Gender-neutral users must be considered, as 8, 2015. http://www.mdgmonitor.org/index.cfm. well, keeping in mind that children may be struggling with gender identity and sexuality issues.

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Eric Hanushek predicted kids’ performance onto a common measuring stick.6 The results indicate that education levels change considerably over time, for better or worse. Specifically, the tests show that South Korea ranks as one of the highest scoring countries in learning critical thinking in math, science and reading as compared to the much lower scores of the United States (See Figure 1: Dance of the Nations).7 It is curious to consider why.

Figure 1: Dance of the Nations Surprisingly, it is significant to note that poverty level, dollar amount spent on each student and other advantages do not necessarily affect these test scores. Classrooms with less

resources and larger numbers of students are outperforming those strewn with technology and intimate settings. It is often thought that education is a function of culture. If this is true, how can culture change so quickly and dramatically across the globe?

The United States has always been thought of as a powerhouse in relation to its economy, income level, natural resources, technology, medicine and military power.

Unfortunately, the reality is children are under performing in nearly every subject. Why are children in South Korea so much more academically advanced? What is the trade off? There must be specific philosophies and techniques that lead to a successful education, but does this successful education come at the cost of a happy, healthy, well-adjusted child?

The South Korean educational system, known as a pressure cooker, poses a number of inquiries. A Korean student explained the educational system as such, “In Korea, your education can be reduced to a number. If your number is good, you have a good future.”8 Beginning as early as preschool, children spend 12 to 18 hours a day studying.

Students attend eight hours of public school during the day, which is taken lightly; students can be found sleeping during class, as public school teachers demand less. In the evenings, children attend hagwons, or private tutoring academies, for more focused learning. These hagwons are often English language based and prepare youth for their long awaited

college entrance exam, comparable to the SAT (originally known as the Scholastic Aptitude Test) in the United States.

The highest scores on the college entrance exam guarantee acceptance into one of Korea’s most respected universities.

Yet only two percent of high school seniors are accepted into these top schools, forcing many to move abroad in search of other opportunities. The entrance exam is also much more rigorous than that of the U.S.’s SAT and is only administered once a year. The test is regarded with such esteem that police officers enforce traffic and air control on this day.

Great emphasis is placed on university placement because acceptance means a destiny full of respect, a nice home, good job and a lifetime of ease.

This intense drive in the Korean educational system is a double edge sword, however. Although educational pressure is intense, “without the education obsession, South Korea could not have become the economic powerhouse that it was in 2011. Since 1962, the nation’s GDP [has] risen about forty thousand percent making it the world’s thirteenth largest economy.”9 Korea has continued to rise, reaching the eleventh spot in 2015.10 With such success, Koreans have never been a people of rest; they continue to strive for advancement in a number of areas including vehicles, electronics, machinery and technology.

Footnotes 6. Ripley, Amanda. The Smartest Kids in the World: And How They Got That Way. 2013, 3.

South Korea’s pressure cooker generates unrealistic levels 7. Ibid. of stress and anxiety for youth. This stress, which begins in 8. Ibid., 54. childhood and follows individuals throughout their life, is 9. Ibid., 60. considered a social norm. Peers and society strongly influence 10. “World GDP Ranking 2015 | Data and Charts - Knoema. stress levels in youth, but frequently pressure is self-inflicted. com.” Knoema. Accessed September 23, 2015. http://knoema.

Korean youth feel an intense loyalty to help their family’s com/nwnfkne/world-gdp-ranking-2015-data-and-charts. wealth and position in society. Education is the single best way 11. Lynch, David. “USA Could Learn from South Korean to do this. In addition, parents play a vital role in pressuring Schools.” ABC News. November 18, 2008. Accessed July 23, their youth. For example, Korea’s economic advancement 2015. http://abcnews.go.com/Business/story?id=6293334. happened so rapidly that the generation of parents alive today experienced war and poverty firsthand. Due to hardships of the past they realize how critical educational attainment is, which is one reason why parents are so diligent.

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There are, however, a number of practical differences from the United States that account for Korea’s apparent success. In Korea, income level does not necessarily determine a child’s education. The South Korean system is distinguished for implementing a national curriculum and spreads resources more evenly than the United States. Also, in Korea, many parents take it upon themselves to further a child’s chances by spending up to one third of their income on supplemental education. “Foreigners may think it’s strange. I think the main difference between the Western and the Korean parents (is) their way of life is quite different from ordinary Westerners.

They are ready to sacrifice themselves for their kids. Whereas ordinary Westerners are seeking their own happiness,” expresses Seo Dong Mok, a school principal in Korea.11 This mindset can be traced back to traditional eastern philosophical points of view. Koreans often sacrifice their own happiness for the betterment of another’s, in this case, their children’s.

Moreover, youth in Korea are taught to revere their teachers.

Teachers are valued and admired by everyone. Teaching is an honorable career to pursue and one tough to obtain. Proof is in the dollars; according to OECD data, an experienced secondary teacher in Korea makes nearly 25 percent more than one in the United States.

In the United States, a more lax approach to education is generally taken. Public education varies widely across the country and usually reflects one’s poverty level because

school funding is sourced from taxes based upon property values. Private education is predominantly reserved for those who can afford its heavy financial burden. Teachers are also undervalued, underpaid and unqualified due to less stringent regulations. Additionally, in the United States learning standards are often quite low and advanced students find themselves unchallenged. Due to easily attainable teaching credentials, teachers often lack the appropriate education to develop original solutions to keep youth engaged. Ripley revealed a basic theme she discovered in Korea and Finland, the two highest-ranking countries on PISA testing, compared with the United States: In Korea and Finland, despite all their differences, everyone – kids, parents, and teachers – saw getting an education as a serious quest, more important than sports and self-esteem. This consensus about the importance of a rigorous education led to all kinds of natural consequences: not just a more sophisticated and focused curriculum but more serious teachertraining colleges, more challenging tests, even more rigorous conversations at home around the dining room table. Everything was more demanding, through and through.12 Furthermore, systems in America value creative activities over intense studying and students who fall behind are placed in remedial classes, never given proper resources to catch up.

Stock is put on artistic tasks, group projects and providing help and resources. Sports are often seen as more important than academics. As proof, twice as much time is spent playing sports in the United States as in Korea. All this unites, forming lackadaisical attitudes toward education and low graduation rates in the U.S. as compared to Korea.

Korean Perspective on Education Although many around the world praise South Korea for its superior educational system, internally they are realizing its limits. Not only does the intense pressure in schools cause stress and even suicide, children fall short on creativity and innovative thinking due to the strict memorization and use of a single university entrance exam. Samuel Kim, a Columbia University scholar, collected research revealing that 44% of South Korean students at top U.S. universities drop out.13 The primary reason for this failure is that “rote learning in Korean schools does not prepare students for the creative, active, and self-motivated form of learning U.S. universities require.”14 Kim also attributes an isolated study-concentrated lifestyle and a lack of socialization to the American culture as major problems to student success.

Korea’s educational minister, Lee Ju-Ho, declared, “You Americans see a bright side of the Korean education system.

But Koreans are not happy with it.”15 Looking in from the outside, observers notice that although Korean students are

incredibly bright they seem to be working harder, not smarter, than necessary. It is certainly a waste of time and energy to sleep through public school only to pay a fortune to attend private learning academies at night.

Perhaps Finland should be used as a model for Korea and the United States, alike. They are in fact the only other country to score as high as Korea on national tests and they do so very efficiently. In Finland, public and private spending combined is less per student than in South Korea. In addition, a meager 13 percent of pupils take after school lessons.16 Now is the time for Korea to modify their youth environments before suicide rates influenced by educational pressures rise.

Footnotes 12. Ripley, Amanda. The Smartest Kids in the World: And How They Got That Way. 2013, 116.

13. Park, Si-soo. “44% of Korean Ivy League Students Quit Course Halfway.” Koreatimes. Accessed January 7, 2016. http:// www.koreatimes.co.kr/www/news/nation/2010/03/117_ 3212 4.html.

14. Pellissier, Hank. “High Test Scores, Higher Expectations, and Presidential Hype.” GreatKids. Accessed January 7, 2016. http:// www.greatschools.org/gk/articles/south-korean-schools/.

15. Ripley, Amanda. The Smartest Kids in the World: And How They Got That Way. 2013, 58.

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Hagwons

country and operate late into the evening becoming the norm in Korean education.

The term hagwon refers to a for-profit private institute that provides supplementary education to Korean youth in addition to public schooling. They primarily focus on the English language and eventually, testing preparation for students’ final high school exam, the College Scholastic Ability Test (CSAT).

Hagwons have gained the reputation of profit seeking cram factories that take advantage of their staff and students alike. However, each hagwon is operated independently and therefore, varies in intensity and rigor. With the cost of preschool enrollment upwards of one thousand dollars per Korea’s focus on the English language only began in the 1800’s month, the market is extremely competitive and hagwons with western expansion into East Asia. Previously, traditional must compete with each other for student enrollment. This Chinese was the main language studied in Korea. However, as competitive nature often spurs unethical behavior within the West emerged as a threat, as well as holders of valuable hagwons. Reports of mistreated staff at hagwons are all too knowledge and ideas, Korea began its efforts on mastering common. Working hours, job requirements, pay, verbal abuse English. The Korean people did not necessarily study English and living conditions have all been concerns among foreign for the sake of the language, though. They used it as a way teachers. to master other areas of knowledge such as physics, math, science and engineering.

Suicide Rates In 1883, the Korean government followed the Chinese and established a school to study “western learning” in Seoul. In 1885, Henry Appenzeller founded the Paichai School as a cover for his missionary work. At the time, it was illegal to preach other religions in Korea. Although Appenzeller’s main goal was to spread his faith, Korean people used his school to learn English.17 Over time, native English speakers began to teach in private institutions called hagwons. Between the years of 1970 and 2008, the number of hagwons rose 49 times, from 1,421 to 70,213.18 Today, hagwons sprout up in every area of the

No one can dispute the rapid growth and achievement of South Korea; nevertheless, this economic success has taken a toll on Korean society. From 2009 onward, Statistic Korea reported suicide as the number one cause of death for children between the ages of ten and 19.19 In 2010, 353 children between those ages ended their own lives.20 As of 2013, South Korea had the highest suicide rates in the OECD, reaching 29.1 suicides per one hundred thousand persons; a rate which had been rising steadily for a decade.21 The average death toll is more than 40 people each day; at least one is

underage. In 2014, Korea experienced a 4.1% drop in suicides October 4, 2007. Accessed June 2, 2015. http://www.korea 22 per one hundred thousand persons. Still, the rate of suicide is times.co.kr/www/news/opinon/2007/10/165_11302.html. alarmingly high and is as a call to action for the Korean people. 18. Gwang-lip, Moon. “Statistics Paint Korean Picture.” Korea JoongAng Daily. December 15, 2009. Accessed September 23, A 2009 OECD report on suicide in South Korea credits the rise 2015. http://koreajoongangdaily.joins.com/news/article/article. to the “weakening of social integration and erosion of the aspx?aid=2913964. traditional family support base for the elderly” along with 19. Cho, May. “Op-Ed: A Need to Better Understand Youth the hurried economic change that pushes the competitive Suicide Issues in Korea - South Korean Human Rights Monitor.” and stressful nature of Korea.23 Statistics Korea 2012 released South Korean Human Rights Monitor RSS. July 12, 2012. a report with a poll regarding student suicide: an astounding Accessed May 24, 2015. http://www.humanrightskorea.

53% named extreme educational rivalry as the primary cause org/2012/op-ed-a-need-to-better-understand-youth-suicide24 of suicidal thoughts. Suicide in youth tends to increase issues-in-korea/. around the month of November, when high school students 20. Ibid.

25 take college entrance exams. This represents a stark contrast 21. “Korea’s Increase in Suicides and Psychiatric Bed Numbers to American students who take the SAT’s without much is Worrying, says OECD.” OECD. Accessed July 24, 2015. http:// preparation whatsoever. By comparison, youth suicide rates in www.oecd.org/els/health-systems/MMHC-Country-Pressthe United States are less than half of those found in Korea.

Note-Korea.pdf.

22. Kim, Myeong-un. “지난해 한국 자살률 소폭 감소...

Children in Korea who have not yet reached teenage years 여전히 OECD 1위.” 뉴스1 코리아. September 23, 2015. are confronted with a very serious pressure to succeed. Due Accessed October 29, 2015. http://news1.kr/articles/?2436793. to traditional eastern beliefs, many Koreans would rather end 23. Ibid. their life than shame their family with failure.

24. Ibid.

25. Costa-Roberts, Daniel. “South Korea Announces App to Footnotes Combat Student Suicide.” PBS. March 15, 2015. Accessed May 16. Ripley, Amanda. “Teacher, Leave Those Kids Alone.” Time.

24, 2015. http://www.pbs.org/newshour/rundown/southSeptember 25, 2011. Accessed June 25, 2015. http://content. korea-announces-app-prevent-student-suicides/. time.com/time/magazine/article/0,9171,2094427, 00.html.

17. Lankov, Andrei. “Original English Boom.” The Korea Times.

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Government Policy The Korean government has made efforts to repair the system for years but their attempts seem to only scratch the surface and not reach the core issues. As early as the 1980’s when Korea was under a dictatorship, government went as far as banning hagwons altogether. In more recent years, caps on hagwon tuition have been enforced, operating hours have a 10 p.m. curfew and admissions tests have been simplified.

McCormick Rambusch, an influential educator focused on bringing about change, led the American revival of Montessori education. By 1960, Rambusch launched the American Montessori Society, the first and largest organization supporting Montessori in America.

The unique philosophy of Montessori education emphasizes self-motivated learning and natural discovery through all five senses. The method is structured and paced in accordance to each child’s choices and needs. In regards to children, Nevertheless, South Korea continues to reach for reforms Maria Montessori believed, “We cannot create by saying to westernize their schools and “experts in both countries ‘observe,’ but by giving them the power and the means for this [South Korea and America] now believe that the most observation and these means are procured through education effective policies and practices from the U.S. and South Korean of the senses.”27 The Montessori Method fosters creativity, education systems should be combined in order to form one social aptitude and a sense of fairness and justice in children 26 successful hybrid system.” It is this hybrid system that this through these philosophies. thesis research strives to inspire through programming and interior design.

Applying Montessori methods into real life environments has experienced great success. In “A New Slant on Preschool,” Montessori Education Judith Flynn, the founder and director of The Montessori Children’s Center in San Francisco, remarks, “We provide a Montessori education began in a low-income district in foundation for the excitement of learning. And we create a Rome, Italy, when Maria Montessori opened the Children’s harmonious atmosphere so children can develop all aspects House, or Casa dei Bambini, in 1907. The movement caught of their personalities – physical, social, intellectual, and attention around the world as countless schools opened in the emotional.”28 Another key aspect of the Montessori Method is a following decades. Nonetheless, by the 1920’s the movement three-year age range to support the movement of knowledge had nearly dissolved and it would be another 40 years before between age groups.

Montessori education gained speed once again. Nancy

By design, Montessori learning spaces are distinguished with varying colors, textures and patterns, which stimulate the mind. Diverse learning stations are incorporated to house a multitude of activities. Mark Horton, AIA’s architect of The Montessori Children’s Center, as previously mentioned, gathered evidence through firsthand observations of earlyage classrooms, in order to build a stimulating space. Through spatial programming and design concepts, Horton responded to the Montessori methods by highlighting the connection to nature and distinguishing indoor and outdoor spaces. The Montessori Method lands at the intersection of education and design, where genuine learning takes place.

Montessori methods can be found in a multitude of hagwons throughout Korea; however, many of the basic principles are not observed due to lack of care, funding, logistics or knowledge. Opponents of the theory believe many guiding philosophies of the Montessori methods leave children with a lot of fluff and not much substance. Therefore, Montessori methods, which employ a western philosophy, must be combined with eastern methods of education in order to reach an ideal solution for Korean youth.

Youth Centers A youth center offers youth development programs by meeting the basic physical, social and developmental needs of children and adolescents. The main purpose of a youth center

is to help youth build the necessary skills to become successful adults.

The path of supporting children through youth centers has taken centuries to mature into what it is today. Progress has been slow and steady, beginning in the mid 1800’s.

Before this time, children were thought of as tiny adults who would naturally follow their inclination toward transgression, stubbornness, hostility and idleness without familial guidance.

Footnotes 26. Blazer, Christie. “Is South Korea a Case of High-stakes Testing Gone Too Far?” Research Services. February 1, 2012.

Accessed May 26, 2015.

27. “History of Montessori Education.” History of Montessori Education. Accessed May 15, 2015. http://amshq.org/ Montessori-Education/History-of-Montessori-Education.

28. Sullivan, C.C. “A New Slant on Preschool | Case Study: Montessori Children’s Center, San Francisco.” Architectural Record. Accessed May 16, 2015. http://archrecord.construction. com/schools/0701_CS1_montessori-1.asp.

29. “Youth Development Programs - Historical Development of Youth Development Programs, Youth Development Programs in the Early Twenty-First Century.” - StateUniversity.com.

Accessed June 11, 2015. http://education.stateuniversity.com/ pages/2557/Youth-Development-Programs.html.

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In the mid 1800’s, a number of philosophers and educators began to dispel much of what was deemed true about troubled youth. English philosopher, John Locke, among others, adopted the view of children “as pure and good human beings who learn from experience and, as a result, are corrupted by the influence of society.”29 This shift in thinking lead to drastic changes in the services offered to youth.

empowerment theory where children and adolescents actively participate in the youth services.31 Today, youth centers tend to shadow these principles and position themselves as community pillars that guide youth along their path to adulthood.

THEORETICAL FRAMEWORK In the first half of the twentieth century, attention focused on treating troubled youth rather than merely punishing them, resulting in the development of the juvenile court system.

Dr. William Healy’s Juvenile Psychopathic Institute helped further the idea that the problem of delinquent children was not limited to the poorest classes.30 Negligence of youth was increasingly attributed to a lack of parental supervision. It was also becoming clear that punishing youth did not deter future criminal activity.

In the early twenty-first century, youth development programs took a more encouraging approach to prevention.

Youth programs such as youth centers began to emphasize helping youth grow into happy, healthy adults rather than discouraging risky behaviors. Professionals have since agreed upon a number of principles relevant to youth development efforts. The principles include: meeting the needs and developing capabilities for all youth, using a strength-based model rather than problem and treatment focused, directing efforts at the community level, and employing the

How Children Learn Psychological and behavioral studies have discovered much about how children learn. Male and female perspectives on gathering and collaboration vary greatly and require special attention. Preschool aged children typically play in groups of two, with the size of playgroups increasing as they age. Two thirds of these two-child groups are unisex with the bulk of the children’s favorite playmates being same sex.32 As males grow they tend to form larger groups with well-defined leaders, whereas girls form more intimate pair groups. Girls generally develop verbal skills faster than boys and so value communication over action, while boys tend to do more but say less.33 A social environment must consider these gender and social distinctions to promote a healthy and active learning atmosphere.

Many theories exist on how children learn and which factors benefit the learning process. As Maria Montessori believed,

“Watching a child makes it obvious that the development of his mind comes through his movements.”34 As further evidence, studies conducted by Dr. Dieter Breithecker, a sports and physical scientist well known in Europe for ergonomic design in school furniture and physical development of school children, indicate that an inactive body reduces brain activity.

Breithecker discovered that challenging youth with activities where their vestibular system, or balance system, is activated stimulates concentration levels.35 This research determines that children need comfortable and dynamic spaces to move about in order to inspire learning. Interior design has the opportunity to create such spaces.

Following the same logic, Fridtjof Nansen School organized with the Ministry of Education of Lower Saxony and City of Hannover, held a four-year study committed to examining the relationship between a student’s opportunity for inclass motion and their health, wellbeing and classroom performance. As a result, the test group’s working behavior was more dynamic and student’s motor processes and posture were positively influenced.36 Consequently, a skill such as climbing is seen as a basic need for youth to build selfconfidence, overcome fear and experience their talents and motor skills. Children also grasp the value of boundary setting and uncover strategies for overcoming restrictions.37 This western study, which connects learning and movement, is in direct opposition with current methods used in Korea where children sit motionless studying for hours on end. In many

public schools, children do not rotate classrooms. Instead, the professors rotate, enforcing a sedentary learning environment.

Experiential Design Experiential design can be broken into four categories: importance of one’s heritage, the value of a child in relation to friendly design, designing for the senses and designing flexible spaces.

Footnotes 30. Ibid.

31. Ibid.

32. Parten, M. B. “Social Play Among Preschool Children.” The Journal of Abnormal and Social Psychology 28 (1933): 136-47.

33. Crisan, Alina. “The Difference Between Boys and Girls.”

Enroll.com. February 27, 2013. Accessed July 22, 2015. http:// blog.enroll.com/view-post/The-Difference-Between-Boys-andGirls.

34. Mau, Bruce, O’Donnell Wicklund Pigozzi and Peterson.

The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York: Abrams, 2010, 80.

35. Ibid., 82.

36. Ibid., 100.

37. Ibid.

38. Ibid., 136.

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Heritage Cultural Importance Respecting one’s culture through design in an interior space naturally creates a sense of connection and community.

Michelle Sakayan, founder of Sakayan Inc., a consulting firm dedicated to programming, planning, design and management of schools and charitable foundations, is leading the way. Sakayan spent time forming a community for South African schoolgirls by “making sure that the mission and the culture of [the] school shines through in the architecture, that it becomes a mirror of what the teachers, the students, the parents, and the administrators are trying to do in their daily lives.”38 It was her intent to make sure the mission of the school, as well as the nature of the girls’ personality was illustrated throughout the design. Credence was placed on visual cues of culture, which honor individuality and personal heritage.

Design Principles of the East and West When considering diverse philosophies between the Eastern and Western world, a number of design principles emerge.

Design variations arise in features such as lighting, material, color, scale and reference to culture.

Traditional eastern design commonly welcomes warmth and softness into its space while incorporating a sense of mystery.

The use of light and shadow are crucial elements of most

eastern designs as Jun’ichiro Tanizaki describes in, “In Praise of Shadows.” “The beauty of a Japanese room depends on a variation of shadows, heavy shadows against light shadows – it has nothing else.”39 Tanizaki continues by comparing eastern and western ideals, “We Orientals tend to seek our satisfactions in whatever surroundings we happen to find ourselves, to content ourselves with things as they are; and so darkness causes us no discontent, we resign ourselves to it as inevitable.”40 In this way, eastern design is directly related to its philosophies as Easterners accept what is and do not seek to constantly improve, as many in the Western world do.

In addition to the use of light, color plays an important role in traditional eastern design. Neutral colors are ideal so that sunlight interacts peacefully with them. They rarely shine or glitter for fear of offense, with the exception of the color gold, which is used modestly. High importance is placed upon age and patina of materials. By contrast, western design often places a value on brightly lit and colored spaces. Materials and items are generally new and shiny, to reflect light rather than absorb it.

Throughout history, traditional western design has favored a grander scale with qualities originating from the Greek and Roman worlds. Westerners looked to Leonardo Da Vinci in the sixteenth century and Le Corbusier in the twentieth century for proportional methods to form a more civilized dimensioning system. Conversely, Korean architects and designers turned to

the ancient flexible module of kan (간), a traditional Korean unit of measurement, as well as the measurements of cheok (척), a traditional Korean unit of length approximating 30.3 centimeters.41 Both kan and cheok assist in developing area, space and structural units for design and architectural purposes in Korea.

As ancient methods influence design in Korea, modern elements also impact the field. With the spread of the English language throughout Korea, many began to study abroad and return home as professors. They began to share their newfound international influence on design with others and became more able to express and understand contemporary architecture informed by their traditions. In the text, “Korea Style,” Marcia Iwatate and Kim Unsoo describe the humble qualities of traditional Korean design as: moderation, constraint, simplicity and a deep respect for all things natural. These principles have remained symbols of Korean architecture and interiors throughout the ages.

Notwithstanding its traditions, contemporary Korea is remarkably accepting to contrast and absence of formality.

Iwatate and Unsoo comment, “”Korea Style” often employs many contrasting elements to create uniquely harmonious relationships.”42 Spaces frequently intertwine old with new, noise with silence, rural with urban, unstructured with structured, light with dark. Fashion designer, Jin Teok, speaks lovingly about her home planned by Interior Designer, Lee

Chong-Hwan, “I enjoy the house in every season, rain or shine, night or day. It is very contemporary and minimalist in design but there is a soothing Asian spirituality flowing within.”43 Perhaps it is the mix of contrasting elements that Teok finds so pleasant.

Koreans are a proud people who faced challenging times during the global surge toward “modernism.” Events such as the Japanese occupation, the Korean War and other geopolitical matters delayed Korea’s progress. Korean architecture and design suffered for many years without any direction or clarity. Ultimately, it was the principles of the modern movement combined with those of Korean vernacular architecture that began to emerge as a distinctly Korean “style.”44 Iwatate and Unsoo attribute Korea’s inclusive approach to design, respect for heritage and integration of nature as the important fundamentals of success.

Footnotes 39. Tanizaki, Jun’ichiro. In Praise of Shadows. New Haven, Conn: Leete’s Island Books, 1977, 18.

40. Ibid., 31.

41. Iwatate, Marcia, and Unsoo Kim. Korea Style. Tuttle Publishing, 2013, 15.

42. Ibid.

43. Ibid., 51.

44. Ibid., 12.

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Value of a Child in Relation to Design

hinder the learning process.

Valuing our youth in relation to design focuses on efforts in sustainability, acoustics and ergonomics. Sustainability can be split further into three categories incorporating natural light, relationship to nature and material choice.

As another thought leader in the field, Prakash Nair, established four design principles for schools in, “Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning” An effective school design is welcoming (safe, nurturing, encourages good citizenship), versatile (agile and personalized), supports varying and specific learning activities (multiple learning settings), and sends positive messages (concerning behavior and identity).46 It is essential to provide a variety of diverse environments to create a positive impact on users. Nair describes elements of design that define educational effectiveness. They include spatial organization, the learning environment, personalization, technology and interior design.47 Each of these elements aid in developing positive youth environments.

In a special collaboration, OWP/P Architects, VS Furniture and Bruce Mau came together to discover the link between learning and environment. Their goal is a commitment to improve life through environments that are effective, inspiring and sustainable. Their text titled, “The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning,” suggests countless techniques to transform learning environments and introduces a number of thought leaders in the field.

Raffi Cavoukian, a renowned Canadian troubadour remarks, “A society that honors its young is one that has a chance of creating a humane, peacemaking, sustainable culture.”45 Cavoukian describes a safe learning environment as respectful and fun, a space that inspires wonder and creative play both individually and in groups. At its core, a school should foster a sense of community and provide protection. As a society, we must place a high value on our children and their environments. In the United States, a majority of our youth is attending schools that were built decades ago for a different era and different purpose. These buildings are unhealthy and

Sustainability Sustainability is the ability to withstand. It is based on a simple concept that all systems of life are interdependent upon one another. Our natural environment is responsible for supporting us in every way. Ideally, humans and nature coexist in a harmonious relationship so that future generations continue to thrive. This relationship between humans and nature ensures that our valuable resources such as air, water and minerals remain pure.

In recent years, it is clear that humans have not treated the

Earth with such care necessary to maintain a healthy existence.

The Earth currently suffers from air, light, noise, water and land pollution. Reversing such dangerous effects falls on each one of us as an ethical responsibility. The building industry accounts for the largest portion of air pollution, emitting nearly half of all CO2 in the United States. 48 Seventy-five percent of all electricity produced in the states is used to operate buildings.49 Even small improvements in building design could account for drastic reductions in pollution. Sustainable design provides the basic components of a healthy environment and is the future of design.

Sustainability / Natural Light Having an abundance of natural light is an essential element in all effective learning spaces. It is important for those indoors to be conscious of the outside environment as it changes throughout the day and as seasons pass. Daylight can improve health and feelings of wellbeing. Natural daylight also gives energy to youth, promotes a connection to nature and inspires curiosity. The effects of natural daylight have more measurable results, as well. For example, natural daylight improves the working environment by increasing concentration and learning. Additionally, increasing daylight in classrooms has been proven to raise test scores and reduce absenteeism.

Sustainability / Relationship to Nature Not only is it widely known that a relationship with nature improves mental and emotional wellbeing but it also provides

endless opportunities for youth to play and discover. Bringing the outside indoors offers children a chance to experience their community and landscape in a safe environment.

Providing imagery or tactile objects for youth to interact with sparks the imagination and builds a connection with one’s surroundings.

Sustainability / Material Safety, above all else, is the first priority of a youth environment. Children must have their basic needs taken care of, particularly in spaces where they spend so much of their time. Child safety includes thoughtful attention to indoor air quality and material content. More often than not, indoor air quality is worse than air outdoors due to chemical Footnotes 45. Mau, Bruce, O’Donnell Wicklund Pigozzi and Peterson.

The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York: Abrams, 2010, 30.

46. Nair, Prakash. Blueprint for Tomorrow: Redesigning Schools for Student-Centered Learning. 2014, 12.

47. Ibid., 27.

48. “Why The Building Sector?” Why The Building Sector?

Accessed October 3, 2015. http://architecture2030.org/ buildings_problem_why/.

49. Ibid

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concentration levels. Chemical levels in cleaning products and other building related materials contribute to poor indoor air quality.

background noise in the room, in order to fully understand what he is hearing. An adult with typical hearing requires an SNR between +4 and +6 decibels. Due to the Inverse Square Law, a teacher’s voice drops six decibels for every doubling of Children are more physically vulnerable to hazards than adults. distance.52 Therefore, a student at the rear of the classroom They breathe in more air due to a higher metabolic rate and may lose a large portion of the conversation (See Figure 2: engaging in more physical activity. Children’s organs are Inverse Square Law). still developing and are at higher risk to permanent damage and chronic disease when exposed to toxins, even in small amounts.50 Children cannot focus on learning or enjoying themselves when they have a headache or asthma related issues. Therefore, sourcing sustainable materials in youth environments is imperative.

Acoustics Acoustics can be described as the properties of a space that govern how sound is diffused. Acoustics in public spaces raise a number of concerns such as speech intelligibility, speech privacy, sound intrusion and noise reduction. It is vital that programs centered on youth pay attention to acoustics.

Typical hearing children can miss as much as one third of what a teacher says due to poor classroom acoustics.51 In addition, interferences such as traffic, heating and cooling systems and other teachers and students may cause hearing difficulties.

Signal to Noise Ratio (SNR) determines speech intelligibility, which is the ability to understand what you hear. A child must have a teacher speaking at least 15 decibels louder than the

Figure 2: Inverse Square Law It is also important to consider that a child’s hearing abilities are not fully developed until age 15.53 Additionally, unlike adults, “since children have smaller vocabularies, they are less able to fill in the words not heard clearly.”54 Youth environments focused on students with English as a second language operate under special circumstances. Youth will be less likely to understand instruction not in their native tongue.

Techniques as simple as placing the teacher in the middle of the classroom or using proper acoustical materials can make an enormous difference when it comes to a child’s hearing and comprehension.

Taking this notion further, a child who cannot hear in class is likely to misbehave and cause tension within the classroom.

To illustrate, Song In, a Senior Designer at the firm Gensler, remarked in an interview that acoustical issues are the most common problem found in today’s educational facilities. The solution may be to adjust the acoustical characteristics found in the child’s environment to improve learning.

Ergonomics Safety and comfort seem obvious when choosing furniture for youth environments. Unfortunately, all too often school furniture is budgeted to last 20 years, no matter its performance. There is also a sizable variation in height and weight of students; therefore a single size chair is not appropriate for all youth. Ergonomics refers to the study of one’s efficiency in their working environment and children in learning environments require proper tools to be efficient, just as adults do.

Providing children with dynamic seating environments gives growing bodies the opportunity to move and absorb rather than restrict. Movement assists in concentration levels of youth. Consequently, specifying furniture that lets them lean and twist safely benefits everyone.

Design for the Senses Juhani Pallasma has practiced architecture since the early

1960’s and has taken an active role in designing spaces that appeal to the senses. He argues that nowadays schools fail to feed any of the senses other than sight and by doing so, shrink learning from life. Designing for all the senses is critical in youth environments in order to maximize learning potential and elicit creativity.

Learning through the senses helps trigger memories and an environment rich in sensory experiences helps youth recall and retrieve what they learn. Studies have found that 75 percent of learning occurs through visual stimulus, while 13 percent occurs through touching and hearing.55 Taste and smell Footnotes 50. Mau, Bruce, O’Donnell Wicklund Pigozzi and Peterson.

The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York: Abrams, 2010, 36.

51. “Enhanced Classroom Hearing.” Enhanced Classroom Hearing - Home Page. Accessed February 25, 2015. http:// classroomhearing.org/.

52. Ibid.

53. Ibid.

54. Mau, Bruce, O’Donnell Wicklund Pigozzi and Peterson.

The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning. New York: Abrams, 2010, 42.

55. Ibid., 165.

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account for 12 percent of learning.56 A vibrant, expressive and exciting atmosphere will help encourage youth to get excited about learning and collaborating with others.

Color can be used in many ways to enhance the overall experience of a space. Color is, after all, the most immediate form of non-verbal communication. Depending upon the purpose of each space, colors have the ability to elicit a specific response. For example, painting the front of the classroom a deeper or brighter shade than the side walls allows students to focus attention to the front of the room while also giving the eyes a visual break when they shift focus to the side walls.

Happy, bright colors are best used in corridors or stairwells to create interest and reflect spirit. Color can also be used to aid in navigation or for color-coding particular areas.57

Suggested Curriculum Youth environments would benefit from a mixture of curriculum’s from a variety of thought leaders rather than one strict discipline. A unique mindset must exist to cultivate a truly stimulating setting.

Sir Ken Robinson, an internationally recognized leader in the development of creativity, innovation and human resources, has found that there is a hierarchy placed on our educational subjects and not all of the arts are currently offered to each student. Robinson suggests getting rid of this hierarchy and placing equal weight upon physical education, the arts, the sciences, humanities and technology.59 Robinson realizes creativity is vital and only a creative mind can speculate what the future has in store.

Flexible Spaces Users of a space form connections to each other and new ideas in a variety of ways and environments. Randall Fielding and Prakash Nair have acknowledged 20 distinctive modalities of learning. In order to accommodate learning based social interactions such as peer-to-peer tutoring, team collaboration, distance learning, interdisciplinary study, art-based learning, social-emotional learning, and play- and movement-based learning, youth environments must offer a number of flexible spaces.58 Spaces with varying comfort levels, lighting, privacy levels, furniture layouts and acoustics aid in learning.

Jean Piaget has always been a forward thinker regarding the “discovery method” of teaching. His philosophies encourage creativity in all areas of learning. Paiget claims, “The principal goal of education is to create men who are capable of doing new things, not simply repeating what other generations have done.”60 Youth environments must offer youth experiences and spaces that nurture lifelong ingenuity, teach them to take calculated risks, to investigate and innovate.

Juhani Pallasmaa is involved with a group of Finnish psychologists, editors and educators who are studying the

role of sensory experience in the human composition. They consider the whole human person as the starting point and are trying to change curriculum-driven attitudes toward education. These techniques value multiple learning avenues and aid in creating memories that resonate with every child.

Lastly, the Montessori Method of education provides great opportunities for youth. The Montessori Method assists in crafting socially responsible and independent youth.

Montessori education is currently employed in Korea; but some of the core ideologies are not being implemented.

SYNTHESIS Today we are undergoing a transformation in educational responsibility to our youth. Time and again, studies have proven that environment can have a monumental affect on its users. It is no longer acceptable to place our children in unsafe and uninspiring buildings. Society is beginning to see the value of supporting healthful educational and youth environments. Now is the time to make nourishing youth environments a standard in education, rather than the exception.

Design Principles Valuable underlying principles used to shape healthful youth

environments exist. This investigation examines these standards in an attempt to translate them to the more specific field of interior design. These design principles aid in creating a fruitful youth environment in an urban context. These principles include: Time and Place: Time and place reference scales in which a youth environment is positioned. Youth environments are set at community level to foster relationships and a sense of belonging. Cultural, political and historical climates of the country weigh heavily on the structure and design of a youth environment. The use of technology and materials, design elements, and programming all need to reflect the time and place of a location.

Site selection is a significant part of the design process. A strategic location is necessary to maximize community involvement. Studies in climate, Footnotes 56. Ibid., 165.

57. Ibid., 180.

58. Ibid., 68.

59. Ibid., 56, 58.

60. Ibid., 54.

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population, transportation and surrounding facilities should be measured. A design must symbolize the community as a whole and offer a sense of pride to its users.

People: This principle centers on feelings, attitudes and reactions typical of most human beings. Spaces should follow universal design principles, welcoming all of society, no matter the age, gender, sex, religion or disability. Public spaces such as youth environments must honor diversity and respect its occupants by designing spaces on a human scale for comfort, ease and security. Spaces should foster interaction and inspire collaboration among users.

Function: Function refers to the functionality, efficiency and flexibility of a space. Functionality indicates practical measures taken in order to make a space usable, such as circulation. Efficiency references the proper use of energy, water and waste management.

The goal is to balance resources as necessary, including personal resources such as staff and equipment.

Flexibility takes advantage of adaptable spaces and forms a relationship between the user and the environment.

Durability: This principle includes the strength, resilience and permanence of objects, materials and

structures in an environment. Youth not only need a safe environment but one that will stand up to the wear and tear they impose. Interior pieces and materials should be chosen not only for aesthetic pleasure but also for their lasting power and performance.

Sustainability: Sustainability revolves around the health and wellbeing of users and the surrounding environment. Spaces should incorporate techniques such as daylighting, outdoor views, efficient energy systems and flexible design. Locally sourced and rapidly renewable materials help inhabitants experience a safe and healthy atmosphere free from chemicals and harmful materials. Interior designers should always plan in such a way that supports the environment.

Feeling: Although the design of an interior cannot directly influence teaching styles, curriculum and organizational structure, it does have a strong impact on the mood, energy and feeling of those using the space. As a metaphor pulled from “The Smartest Kids in the World: And How They Got That Way,� a youth environment is meant to represent an authoritative figure.61 This figure strikes a perfect balance between coach and cheerleader. Inspiration is key but guidance and rules are also important. In this way, eastern and western educational principles intersect.

Feeling is commonly described as the experience of a space. A feeling is formed by the way an interior is molded and the materials it calls its own. Lighting, color and material choice play essential roles in creating feeling inside a space. Size, scale and proportion also heavily influence the feeling of a space.

A youth environment should aim for feelings of joy, wellbeing and belonging.

Beauty: Simply put, “Beauty is the promise of happiness.”62 Stendhal offers such an explanation when connecting our visual taste with our values. The beauty of a space is meant to inspire, stimulate and motivate.

It triggers a visceral reaction and through this reaction youth and other guests feel alive and encouraged.

Through beauty, a youth environment should build a community of learners and searchers of knowledge, while maintaining traditional Korean values.

Design Drivers The design objective of this thesis investigation is to shape a youth environment with the power to challenge the current atmosphere of youth environments in Korea. The objective is to encourage Korean youth to become more creative, have an outlet to relieve stress and develop a strong sense of self with high levels of confidence and individuality.

Through evaluating the design principles needed for a successful youth environment, several design drivers have been established for the design solution within Rock Paper Scissor. The design drivers include heritage, design for the community, social interaction and design for the senses.

Heritage: Recognizing cultural heritage fosters a sense of community and comfort. Design choices show respect for Korean culture in an effort to encourage pride in Korean history. Visual representations of cultural elements show all users that national pride is essential in shaping one’s identity. They also spark a dialog between users, create connections and build relationships.

Design for the Community: Establishing community involvement and creating an environment open to the public where families, children and visitors can learn, grow and play together is ideal. The success of both the youth center and hagwon depend heavily upon Footnotes 61. Ripley, Amanda. The Smartest Kids in the World: And How They Got That Way. 2013.

62. De Botton, Alain. The Architecture Of Happiness. New York: Pantheon Books. 2006.

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the acceptance and love from the nearby community.

If potential users do not relate to the space or understand its purpose, failure is inevitable.

alike. Extroversion and activity are encouraged in highly collaborative environments, which stimulate growth and development for youth.

Youth environments have a rare chance to bring a community together and to influence youth in a positive way. The demise of many youth centers in the past correlate directly with community support. A youth environment must be transparent, engaging and welcoming.

Flexible classroom design allows for a number of stimulating activities to occur simultaneously. Spaces are shaped after small learning communities, rather than individual rooms. Classrooms are modeled after learning studios and incorporate surrounding areas into larger open environments.

In order to be a powerful twenty-first century design, this youth environment provides the community with flexible choices where various types of learning and community based interactions can occur.

Design for the Senses: Human beings learn through senses, which help activate our memories. Designing for the senses engages aspects such as color, texture, transparency, smell and taste.

Social Interaction: Human beings are social by nature and require interaction to foster a sense of community and belonging. Social interaction involves building relationships among users of a public space. Interior design offers a chance to shape that interaction. The design must support social behavior and encourage contact between its users.

Material choice should reflect a diverse range of colors and textures. Molding spaces where light and shadow dance across the walls creates interest. Acoustical techniques should be employed so that children are set up to succeed when learning and collaborating with others.

The mixing of programs provides an excellent opportunity for diverse inhabitants to commingle and form unique connections. This interaction builds confidence and a comfort level for children and adults

A rooftop garden allows users to experience color, texture, smell and taste. Pallasma argues, “There has to be a smell of life in a healthy environment.�63 What if the smell of herbs or ripe fruit entered the air rather than chemicals, which typically overwhelm a space.

Designing a Nourishing Youth Environment A youth environment is one that supports and develops youth into responsible well-adjusted members of the community.

A youth environment assumes an active community role by offering programs, resources and encouragement to youth who need physical, mental or emotional support. Each member contributes a small piece, one, which combined with all others, unites to form a healthy community atmosphere.

For a youth environment to be effective there are a number of facets, which need to be highlighted. These dimensions include social, emotional and educational.

In the social dimension, the objective is to inspire interaction between the primary, secondary and tertiary users. Primary users include children of the youth center, as well as students of the hagwon. Secondary users consist of supporters from the community who have an inherent interest in helping youth. This could include parents, family members, young adults, local businesses or other community members. Tertiary users include all staff members such as owners, management, counselors, leaders, teachers and custodial staff. Social interaction will be encouraged through design of the built environment and programming efforts.

Learn: Learning is one of the primary focuses of a youth environment. Two major learning programs exist: the hagwon and youth center. The hagwon centers on

more formal learning strategies. Spaces are located in slightly more stationary classrooms to provide safety and organization. Youth will be younger in age, requiring additional supervision. Members of the youth center will occupy flexible classrooms and will be given more autonomy. Topics such as language, cooking, music, art, and traditional subjects such as reading, math and science are offered. Tutoring and mentoring programs and spaces to support each program will be widely accessible.

Work: Developing programs where users naturally form groups for a common purpose builds a sense of community. Staff and community members will foster relationships with youth, lead by example and encourage children to get involved. Youth and adults can work side-by-side completing schoolwork and practicing valuable skills for their future. Guests of the space will also be able to practice sustainable habits through recycling, gardening and education by observing solar and wind energy on the rooftop.

Footnotes 63. Ibid., 176.

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Play: Designing spaces where youth and adults can play together are fundamental. Play provides an immediate connection to one’s surrounding. It releases energy and develops motor skills. The playroom, climbing room, game room, garden and exhibit spaces generate much-needed opportunities for play.

In the emotional dimension, the purpose is to shape a safe place for youth to share feelings, reach out for help or simply be themselves. Growing up in the Korean educational system is not easy. Not to mention, eastern traditions teach youth it is better to hold emotions inside. Youth need a comfortable environment that feels familiar and fun at the same time.

The educational dimension accounts for all learning that takes place and is fundamental to this design test. Educational spaces employ an open layout design but strive to conquer acoustics, materiality and natural light. Spaces are flexible, durable and functional. Providing learning opportunities through exhibits, galleries and visual graphics will inspire curiosity while creating moments to explore and discover.

Role of an Interior Designer The role of an interior designer is to craft meaningful spaces.

As technology and knowledge spread, the role of an interior designer will grow exponentially. Youth environments are no exception. Youth are our future and it is time we treat their

spaces with care. There are many strategies used to design inspiring environments for our children including appreciating culture through design, shaping spaces that encourage youth to move about, socialize and form relationships, designing for the senses, incorporating sustainable design, among others.

An interior designer explores new methods to solve problems for people, to make life easier and more rewarding. They create interior spaces that serve a purpose. Interior designers shape human experience as related to a space. Authors of “Make Space: How to Set the Stage for Creative Collaboration,” Scott Doorley and Scott Witthoft, explain the relevance of space quite eloquently: Space is the “body language” of an organization.

Intentional or not, the form, functionality, and finish of a space reflect the culture, behaviors, and priorities of the people within it. This suggests that a space designer is simultaneously a cultural translator and a builder. That said, space design has its own grammar that can be tweaked to bolster desirable habits.64 Interior designers have a great responsibility to design healthy spaces that reflect its people, time and place. An interior designer walks the line between beauty and madness, balancing practicality with fantasy. Duties of an interior design are many: managing cost, client expectations, use of technology, time restraints, design complications and

sustainable challenges, just to name a few.

Stakeholders

Designers also have the obligation to inform others. Often, clients and users do not understand or underestimate the affect design choices may have on themselves or the community. Interior designers must teach others of safe practices and be held accountable for their choices.

DESIGN TEST

Stakeholders of Rock Paper Scissor are community members, students, parents, mentors, volunteers and staff of the facility.

The youth center’s user groups are found in the surrounding community. School aged children of all backgrounds are welcome. Parents of local children share the space with community volunteers and mentors. The hagwon’s user groups are children from the surrounding area, ages four through ten, their parents and family members. The youth center and hagwon staff includes teachers, counselors, kitchen and cleaning crew, owners and directors. All clients, visitors and staff of Rock Paper Scissor will be encouraged to participate in youth programs and take an active role in this community space.

Client Request

Location

At the client’s request, Rock Paper Scissor is meant to strike a balance between learning and expression – shaping well-adjusted youth who are confident, imaginative and understand the value of education but do not resort to drastic measures such as depression or suicide when failure occurs.

Rock Paper Scissor intends to stir such bold actions through its design and distinctive use of space. It is at this intersection, where design and culture meet. Elements pulled from eastern and western ideals and philosophies merge to form Rock Paper Scissor.

Rock Paper Scissor is located in Kangnam, one of the 25 districts that make up Seoul, the capital city of South Korea.

Kangnam District lies to the south of Han River and is recognized as the national capital of education.

Designers mold our daily lives and have an opportunity to influence our mood and feelings. With that power lies great responsibility. On one hand, Interior spaces risk causing harm; on the other hand, they have a chance to truly inspire.

Footnotes 64. Doorley, Scott, Scott Witthoft. Make Space: How to Set the Stage for Creative Collaboration. 2012, 38.

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Project Site

became the “a.m.” zone where activities taking place in the early morning are placed. The section of the building facing The building chosen is located at 114 Bongeunsa-ro. This northwest became the “p.m.” zone where activities occurring particular building was chosen due to its location within Seoul, later in the day are placed. Surrounding buildings blocking square footage, rooftop garden and modern exterior facade. light and interior views were also studied for the placement of The overall square footage of the building reaches thirty interior atria and programmatic elements. thousand square feet and Rock Paper Scissor occupies the entire space. Each of the 12 floor plates reach two thousand Programming five hundred square feet. Level one has a height of 15 feet, while all remaining floors have a floor to ceiling height of ten Programming within the building mixes both public and feet. private spaces. This allows learning, play and community areas to be linked together, accounting for a variety of interactions Site Analysis ranging from study to play. Design choices vary depending upon the level of privacy of each space, requiring different Multiple subway lines and buses accommodate the location color, furniture, lighting and acoustic techniques. Four zones and parking is offered nearby. The main entrance is located have been layered throughout the building to promote safety, on Bongeunsa-ro and faces northwest. The second entrance privacy and accessibility. The center levels of Rock Paper is located on Bonguensa-ro 4-kil. Access to an underground Scissor are learning zones. Moving out in each direction are garage acts as the service entrance. support spaces, play places and community areas.

Careful thought has gone into placing program elements in the most desirable locations possible, maximizing interior and exterior views, adjacencies, light and sound. The rear of the building faces southeast and therefore benefits most for natural daylight. Creation of an imaginary diagonal line across the space from the southern corner to the northern corner allowed for programming based upon daylighting requirements. The section of the building facing southeast

The core of the structure remains consistent on each floor and is positioned along the northeast wall of the building. The core contains an emergency stair, two elevators and restroom facilities. A second emergency stair is enclosed and located on the exterior of the building on the west corner.

Nearly all spaces of Rock Paper Scissor are multi-use and flexible. Youth center and hagwon users share programming

throughout the building. Community environments sandwich these spaces to encourage social interaction. Private classrooms are central to the hagwon and youth center but are placed among open teaching spaces. Through programming, Rock Paper Scissor aims to change the focus on individual classrooms to group-related occurrences. Currently in Korea, classes act alone with rare instances of gathering. For example, during lunch students eat within their respective classrooms.

The new design brings children together in the dining hall to experience a group atmosphere during such a valuable time.

The Montessori Method places a high value on mixing age groups so that younger children learn from older youth.

Creating mixed-use spaces such as the gym, library, lounges and exhibit spaces fosters relationships between multiple age ranges. Several community spaces offer a chance for kids to enjoy unstructured play with their peers while being supervised.

Design On level one, upon entrance a reception area greets each guest. A monumental stair and graphic wall illustrations by British artist, Graham Carter, command attention. A public bakery offers baked goods to passersby, as well as users who desire a snack throughout the day. Seating areas provide a moment to relax and catch up with friends, while an outdoor patio offers fresh air to occupants. This level sets the tone for

the building as being inclusive and community oriented.

The second level is comprised of a gallery and community meeting rooms. The gallery is flexible and allows for both casual exhibitions from students and more formal showings from community members. Open community seating encourages collaboration and the inclusion of users. In addition, a private meeting room provides an area to discuss more personal issues. Level two offers an area open to below, connecting it vertically to level one’s bakery, engaging the senses through sight and smell.

On level three, a playroom gives youth a chance to let loose.

A large open space allows for countless activities such as gym class, yoga, taekwondo or kickball. A built in stage can be used for performances or community meetings. Located alongside the playroom is a climbing room similar to a rock-climbing wall where children practice movement and coordination. Lounge seating allows parents and other community members to observe children as they play.

A resource center and computer lounge are situated on level four. An open floor plan allows for sight lines across the entire space. Zoning for different age groups give children a number of comfort levels to choose from. Quiet learning zones are designated for study and mentorship, while active climbing and play areas offer children excitement.

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Level five contains the staff lounge and kitchen. An open kitchen design allows staff to prepare meals with ease. A multitude of seating options permit staff to choose desired comfort, privacy levels and groupings. The lounge provides a more formal zone to meet parents without distraction. An open stair allows staff to enter the office level above.

A game room with an exhibit space of the neighborhood is located on level 12. The game room can be appreciated by all users and enjoys the greatest views in the building. Youth of all ages are welcome and given special zones to unwind. Ping pong, pinball and chess are available, while a kid’s play mat is used for blocks, puzzles and other small toys.

On level six, staff offices stretch across the floor. Private offices for the director and owner are enclosed while additional staff has an open office plan. An opening to below visually connects the office space with the staff lounge and kitchen.

A rooftop garden encourages users to meet outdoors and houses a number of sustainable energy sources including wind turbines and solar panels. An indoor patio acts as a reading garden. The greenhouse, tended by youth, is always open to taste or smell its contents. An outdoor playground gives children a chance to run, jump and climb, all sensory activities.

Levels seven through ten are comprised of classroom spaces.

Moving upward, each level varies in class size and privacy level.

Levels seven and eight are geared toward the youth center children and consequently require larger open areas and collaborative spaces. Levels nine and ten are more intimate, allowing for safety and control of younger children attending the hagwon. A central atrium vertically connects these learning spaces and adds visual interest for the youth.

Taking advantage of the tremendous views, level 11 consists of a cafeteria and kitchen open to all users of Rock Paper Scissor.

The open kitchen design gives users the chance to watch staff prepare food firsthand. Various dining options encourage new groups to form and eat together. Social event pods with touch screens keep youth up to date on social events in and around Rock Paper Scissor.

CONCLUSION Providing children with nourishing healthful learning environments that support their growth and individuality should not be the exception, it should be the norm. Our children are vulnerable and need adults to stand up for them.

The design industry occupies a valuable role in setting the standard for youth environments. Specific to South Korea, youth environments play a vital role in preventing depression and suicide where creating a balance of study and play within these environments is key to success.

The design principles discussed in this thesis investigation offer the structure needed to shape youth environments that are truly effective. Employing design drivers that value heritage, community, social interaction and the senses should be used as a starting point and throughout the design process of youth environments. Each of these dimensions of design assists in reaching a nurturing environment that stakeholders will be proud of.

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Appendix B: Illustrations 1. Lund, John. Illuminated light trails and cloud over cityscape.

Getty Images. Accessed December 12, 2015. http://www. gettyimages.com/license/530676803.

2. PeopleImages.com. He’s prepared for any project. Getty Images. Accessed November 30, 2015. http://www. gettyimages.com/license/512693593.

3. Grill, Jamie. Digital tablet and book on desk in classroom.

Getty Images. Accessed November 30, 2015. http://www. gettyimages.com/license/543195795.

4. Grill, Tom. High angle view of coffee, maps, photographs, camera and cell phone. Getty Images. Accessed November 30, 2015. http://www.gettyimages.com/license/573103249.

5. Creative Stall, PK. Hammer. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q= hammer&i=174890.

6. Augustine, Kevin. Education. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q= apple+book&i=90009.

7. Ahluwalia, Yamini. Briefcase. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q= travel&i=117149.

8. Emma Innocent. Cute girl holding stick with black moustaches.

Getty Images. Accessed December 12, 2015. http://www. gettyimages.com/license/576473615.

9. Médard, Rémy. World Economy. Noun Project. Accessed

December 12, 2015. https://thenounproject.com/search/?q= world+change&i=21617.

10. Mullins, Griffin. Independent. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q= different&i=23464.

11. Forrester, Andrew. Fingerprint. Noun Project. Accessed December 12, 2015. https://thenounproject.com/ search/?q=identity&i=1803.

12. Goksu, Omer Sukru. North Korea. Getty Images. Accessed November 25, 2015. http://www.gettyimages.com/license/ 163113181.

13. Moggara12. Kimchi salad Korean food traditional.

Getty Images. Accessed November 18, 2015. http://www. gettyimages.com/license/153055888.

14. GD & T.O.P.. KPopro. Accessed December 12, 2015. https:// kpopro.wordpress.com/tag/trouble-maker/.

15. Samsung Curved TV. Samsung. Accessed November 25, 2015. http://www.samsung.com/global/microsite/tv/uhdtv/ mobile/images/img_category5_figure5_1.jpg.

16. Martn, Blanca. Empty Old Classroom in Traditional Public School. Getty Images. Accessed November 30, 2015. http:// www.gettyimages.com/license/552621925.

17. Echo. Female student in school uniform using calculator for exam at desk in classroom. Getty Images. Accessed November 30, 2015. http://www.gettyimages.com/ license/141338999.

18. Stüker, Michael. Backpack. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q= backpack&i=74337.

19. Van den Broeck, Marie. Shield. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q= crest&i=196277.

20. Multi-bits. Children during a class. Getty Images. Accessed November 27, 2015. http://www.gettyimages.com/ license/588684223.

21. Rickinkorea. “Hagwon Row” in Dunsan-dong, Daejeon, South Korea. Wikimedia Commons. Accessed December 12, 2015. https://commons.wikimedia.org/wiki/File:Dunsan-dong.jpg.

22. Iconsmind.com. Uppercase Text. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q= alphabet&i=72792.

23. Prazeres, Heitor Varvaki. Factory. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/? q=factory&i=88455.

24. Whitcroft, Adam. Compass. Noun Project. Accessed November 25, 2015. https://thenounproject.com/search/?q =west&i=2641.

25. Pham, Linh Thi Dieu. Mortar Board. Noun Project.

Accessed November 25, 2015. https://thenounproject.com/ search/?q=graduation&i=62971.

26. González, Bruno Gätjens. Church. Noun Project.

Accessed November 25, 2015. https://thenounproject.com/ search/?q=church&i=6753.

27. Pham, Linh Thi Dieu. Calculator. Noun Project. Accessed November 25, 2015. https://thenounproject.com/search/?q =calculate&i=62980.

28. Photo Researchers. Korean War. Getty Images. Accessed December 5, 2015. http://www.gettyimages.com/license/ 128618126.

29. Busan, South Korea. Suitqais Diaries. Accessed November 25, 2015. http://www.suitqaisdiaries.com/wp-content/ uploads/2014/02/south-korea-busan.jpg.

30. Korean Won. TopNews.in. Accessed November 25, 2015. http://www.topnews.in/files/South-Korea_3.jpg.

31. Keuning, James. Grenade. Noun Project. Accessed December 12, 2015. https://thenounproject.com/ search/?q=grinade&i=17260.

32. Fuller, Alex. People. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q=people &i=10579.

33. Teenck, Till. Won Bag. Noun Project. Accessed December 12, 2015. https://thenounproject.com/ search/?q=korean+won&i=203951.

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Appendix B: Illustrations 34. REB Images. Close up of paperback book spines. Getty Images.

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35. DragonImages. Asleep manager. Getty Images. Accessed November 30, 2015. http://www.gettyimages.com/license/ 496432780.

36. Boatman, Edward. Watch. Getty Images. Accessed December 12, 2015. https://thenounproject.com/search/? q=watch&i=395.

37. Kwa, Alex. Anxiety. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q=stress &i=42869.

38. Kim, Jae-Hyun. Hye-Seung Hyun. Time for Kids. Accessed December 18, 2015. http://www.timeforkids.com/destination/ south-korea/day-in-life.

39. Sorensen, Henrik. World chart of boxes birds view.

Getty Images. Accessed December 12, 2015. http://www. gettyimages.com/license/593387049.

40. Associated Press. Maria Montessori Visits School. AP Images.

Accessed November 25, 2015. http://www.apimages.com/ metadata/Index/Associated-Press-International-News-EnglandUni-/567b6548b9e5da11af9f0014c2589dfb/2/0.

41. Gillespie, Dave. Bruce Mau. Harvard Magazine. Accessed December 12, 2015. http://harvardmagazine.com/2012/04/ bruce-mau-is-gsd-class-day-speaker.

42. Bu, Alex. Bowl of Noodles. Noun Project. Accessed December 14, 2015. https://thenounproject.com/search/?q= noodles&i=167491.

43. Liu, Lemon. Money. Noun Project. Accessed November 26, 2015. https://thenounproject.com/search/?q=bag+of+ money&i=8174.

44. Vicons Design. Eye. Noun Project. Accessed November 26, 2015. https://thenounproject.com/search/?q=eye&i= 48975.

45. Tarning, Jens. Jump. Noun Project. Accessed November 26, 2015. https://thenounproject.com/search/?q=jump.

46. Almaraz, Afton. South Korea Travels. Getty Images.

Accessed December 13, 2015. http://www.gettyimages.com/ license/171759487.

47. Lund, John. Businessman assembling puzzle of collage of smiling face. Getty Images. Accessed December 13, 2015. http://www.gettyimages.com/license/508482219.

48. Barwick. Thomas. Overhead view of friends at table during party. Getty Images. Accessed December 13, 2015. http://www. gettyimages.com/license/518495011.

49. Hankinson, Alissa. Hazel eye. Getty Images. Accessed December 13, 2015. http://www.gettyimages.com/license/ 161690571.

50. Gurn, Joh. Hanok. Noun Project. Accessed November 26, 2015. https://thenounproject.com search/?q=hanok&i= 227649.

51. Community. Noun Project. Accessed December 13, 2015. https://thenounproject.com/search/?q= community &i=139022.

52. Jeannet, Fabrice. Social Network. Noun Project. Accessed November 28, 2015. https://thenounproject.com/ search/?q=social+interaction&i=20399.

53. Walden, Gilbert. Eye. Noun Project. Accessed December 13, 2015. https://thenounproject.com/search/?q=eye&i=253315.

54. Ksiom. Projection of Asia with South Korea in green. Wikipedia.

Accessed November 18, 2015. https://en.wikipedia.org/wiki /South_Korea#/media/File:South_Korea_(orthographic_ projection).svg.

55. Gangnam, South Korea. Nipunscorp. Accessed December 2, 2015. http://nipunscorp.com/wp-content/uploads/2012/10/ gangnam-style.jpg.

56. Kurykh. Location of Gangnam-gu in Seoul. Accessed November 28, 2015. https://en.wikipedia.org/wiki/Gangnam_ District#/media/File:Seoul_Gangnam-gu.svg.

57. 114 Bongeunsa-ro. Google Maps. Accessed August 3, 2015. https://www.google.com/maps/place/114+Bongeunsa-ro, +Gangnam-gu,+Seoul,+South+Korea/@37.5046878,127.01734 5,15z/=!3m1!4b1!4m2!3m1!1s0x357ca3e251a8f767:0xf6c1bffe2 b9e880d.

58. Arias, Santiago. Crosshair. Noun Project. Accessed December 14, 2015. https://thenounproject.com/Sa_arias/ uploads/?i=261220.

59. Vicons Design. Play. Noun Project. Accessed December 4, 2015. https://thenounproject.com/search/?q=play&i=36455.

60. AIGA Collection. Exit. Noun Project. Accessed December 4, 2015. https://thenounproject.com/search/?q=exit&i=20.

61. Parking. Noun Project. Accessed December 4, 2015. https:// thenounproject.com/search/?q=parking&i=66.

62. Onori, P.J.. Sun. Noun Project. Accessed April 9, 2015. https://thenounproject.com/search/?q=sun&i=2892.

63. Bradbury, Paul. Smiling businesswoman leaning against whiteboard and drinking coffee. Getty Images. Accessed November 29, 2015. http://www.gettyimages.com/license /171693398.

64. Fashion Korean Children. Ali Express. Accessed November 20, 2015. http://www.aliexpress.com/store/product/FashionKorean-Children-Kids-Boys-Girls-Winter-Coat-Cotton-CartoonWarm-Vest-Down-Padded-Vest-Jacket/111479_2046525198. html.

65. Noraplan Eco in Barracuda. Nora Flooring. Accessed November 1, 2015. http://www.nora.com/us/products/ flooring/noraplan/product/eco/art-1490-1/6626-1/.

66. Noraplan Eco in Marlin. Nora Flooring. Accessed November 1, 2015. http://www.nora.com/us/products/flooring/noraplan/ product/eco/art-1490-1/6625-1/.

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Appendix B: Illustrations 67. Seamless Light Wood. Accessed December 15, 2015. https:// lh3.googleusercontent.com/6mO_lVleTh9fnyYd3N680_JSINQI a97i8uKalAxgJhsD6etJliFtMddscuK-5FYWXss85A=s85.

68. Alloy in Sapling. Maharam. Accessed November 8, 2015. http://maharam.com/products/466064/colors/009-sapling.

69. Alloy in Baltic. Maharam. Accessed November 8, 2015. http://maharam.com/products/466064/colors/012-baltic.

70. Alloy in Rave. Maharam. Accessed November 8, 2015. http://maharam.com/products/466064/colors/011-rave.

71. Jens Risom Child’s Amoeba Table. Palette and Parlor.

Accessed December 15, 2015. http://www.paletteandparlor. com/products/jens-risom-amoeba-coffee-table.

72. Chair_One Stacking. Herman Miller. Accessed December 15, 2015. http://store.hermanmiller.com/Products/Magis-Chair_ One-Stacking-Set-of-2.

73. Caravaggio Opal. HighTower Access. Accessed December 15, 2015. http://hightoweraccess.com/product/caravaggioopal/.

74. Nimbus. HighTower Access. Accessed December 15, 2015. http://www.hightoweraccess.com/product/nimbus/.

75. Walsh, Tom. Pin. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q=pin&i=52981.

76. Shimaru. Man. Noun Project. Accessed December 12, 2015. https://thenounproject.com/search/?q=point&i=188987.

77. Carter, Graham. Lark Rising. Lark Rising Blog. Accessed November 9, 2015. http://larkrisingblog.blogspot. com/2010/09/artists-spotlight-graham-carter.html.

78. Carter, Graham. Dragonflies Blue. Boxbird. Accessed November 16, 2015. http://www.boxbird.co.uk/shop/grahamcarter/dragonflies-blue.

79. Lee, Minjae. DevonAoki. GrenoMJ. Accessed October 26, 2015. http://www.grenomj.com/#!DevonAoki(2014)/zoom/ cf1o/i3f9h.

80. Lee, Minjae. Circulation. GrenoMJ. Accessed October 26, 2015. http://www.grenomj.com/#!Circulation(2011)/zoom/ cf1o/i16gj.

81. Lee, Minjae. Indian. GrenoMJ. Accessed October 26, 2015. http://www.grenomj.com/#!product/prd12/31676 31281/ indian.

82. Lee, Minjae. Blossom Desire. Monster Active Blog. Accessed October 26, 2015. http://blog.monsteractive.com/showcase12-minjae-lee/.

83. Carter, Graham. Man Grilling. Twitter. Accessed November 9, 2015. https://twitter.com/carterworks.

84. Lee, Minjae. Kate. GrenoMJ. Accessed October 26, 2015. http://www.grenomj.com/#!kate(2008)/zoom/cf1o/i171aaz.

85. Lee, Minjae. Natalia. GrenoMJ. Accessed October 26, 2015. http://www.grenomj.com/#!Natalia(2008)/zoom/cf1o/i141du3.

86. Lee, Minjae. Dace. GrenoMJ. Accessed October 26, 2015. http://www.grenomj.com/#!Dace(2008)/zoom/cf1o/i566uh.

87. Graham, Carter. Chair Lift. Boxbird. Accessed November 10, 2015. http://www.boxbird.co.uk/shop/graham-carter/chair-lift.

88. Seoul. Tri-DTravel. Accessed November 11, 2015. http:// www.tri-dtravel.com/index.php/site/ProductDetails?pid=449 &cid=23.

89. Carter, Graham. Night Shift. Boxbird. Accessed November 9, 2015. http://www.boxbird.co.uk/shop/graham-carter/nighshift-zilla-inc.

90. Carter, Graham. Lovely Big Hands. BBC. Accessed November 15, 2015. http://www.bbc.co.uk/arts/yourpaintings/paintings/ lovely-big-hands-18559.

91. Carter, Graham. Submarine. Boxbird. Accessed November 15, 2015. http://www.boxbird.co.uk/shop/graham-carter/ submarine-boy.

92. Carter, Graham. Marionette. Animation Blog. Accessed November 22, 2015. http://www.animationblog.org/2012/04/ graham-carter-me-marionette-inkd.html.

93. Carter, Graham. Windy Pops. Some Gallery. Accessed November 16, 2015. http://www.soma.gallery/windy-popsprint.

94. Carter, Graham. Chickens. Carter Works. Accessed November 10, 2015. http://www.graham-carter.co.uk/ portfolio/illustration/style-2.

95. Carter, Graham. The Gardener. Brighton Illustrators. Accessed November 9, 2015. http://brightonillustrators.co.uk/blog/ graham_carter_simon_armstrong_meeting.

96. Carter, Graham. School Run. Carter Works. Accessed November 9, 2015. http://www.boxbird.co.uk/shop/graham-carter/school-run.

97. Carter, Graham. Bucks Blue. Carter Works. Accessed November 14, 2015. http://www.graham-carter.co.uk/ news/2010/02/.

98. Carter, Graham. White Water Warrior. Illustrators. Accessed November 10, 2015. https://www.illustrators.co/artwork/whitewater-warrior.

99. Neighborhood. Leave it to Stever. Accessed November 12, 2015. http://leaveittostever.blogspot.com/.

100. Carter, Graham. My Deer Boy. Boxbird. Accessed December 11, 2015. http://www.boxbird.co.uk/shop/graham-carter/mydeer-boy.

101. Malan, David. Rock, paper & scissors. Getty Images.

Accessed December 9, 2015. http://www.gettyimages.com/ license/164817360.

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