MBES2113 SPACE SYNTAX ARCHITECTURAL SPATIAL ANALYSIS LECTURER: DR. SHARIFAH S.S. MAHDZAR
ASSIGNMENT 2: CONNECTIVITY IN RELATION TO VISUAL PERMEABILITY ANALYSIS to enhance circulation for Autistic individual in SCHOOL FOR SPECTRUM
Prepared by: JOANNA LIM YIN MBE161060 2017/2018 Semester 02
MASTER IN ARCHITECTURE DEPARTMENT OF ARCHITECTURE FACULTY OF BUILT ENVIRONMENT
TABLE OF CONTENT
1.0
INTRODUCTION 1.1 1.2 1.3
2.0
3.0
Aim Objectives Research Methodology
SITE BACKGROUND STUDY 2.1
AXIAL ANALYSIS OF 3 km DIAMETER FROM PROPOSED SITE 2.1.1 Integration Value 2.1.2 Connectivity 2.1.3 Correlation between local integration value and connectivity
2.2
SITE SYNTHESIS 2.2.1 Land Use and Site Features 2.2.2 Site Issue 2.2.3 Vehicle Accessibility to site
2.3
VGA ANALYSIS OF 1 km DIAMETER FROM PROPOSED SITE 2.3.1 Correlation between visual integration value and connectivity
SCHOOL FOR SPECTRUM DESIGN DEVELOPMENT 3.1
VGA ANALYSIS 3.1.1 Site Planning 3.1.2 Ground Floor Plan 3.1.3 First Floor Plan 3.1.4 Second Floor Plan
4.0
CONCLUSION
5.0
REFERENCES
1.0 INTRODUCTION Autistic Spectrum Disorder (ASD) is a type of neurodevelopment disorder which affects no only the mental and emotion of an individual but also his learning ability and memory. (Mc Cary et al., 2012). According to the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV), three significant features can be identified for ASD. Firstly, lack of social interaction such as lack of eye contact, monotonous facial expression, different body postures and gestures. Secondly, slow in developing spoken language or the lack of ability to initiate a conversation. Lastly, repetitive behavior in nonfunctional routines or rituals and establishing interest in specific activities. (APA, 2000).
Figure 1: Diagram illustrate the basic symptoms of autism (Source: www.autismspeaks.org)
According to a study done by Autism and Development Disabilities Monitoring (ADDM) Network based in United States Centres for Disease Control and Prevention (CDC), the occurrence of autism has rose from 1 in 100 in 2006 to about 1 in every 68 in 2012.
In Malaysia, the total number of ASD individual remains unclear as autism is being categorized as one of the learning difficulties. (MoE, 2012). However, a rate of 1 in 625 children was born with ASD was tabulated in a study which was carried out by Ministry of Health with children between 18 months to 26 months old in the year of 2014. Autistic children who are detected during early age (as early as 2 years old) can attend intervention programs by both public and private medical centres. As the children grow into the age of 7, basic education should be provided. Children at this age either receive knowledge from home schooling or educational interventions which are offered by Autism Centre. Educational interventions offered by Autism Centre will focus on general learning skills apart from basic academic function. Classes will be carried out to improve children’s motor skill, social interaction skills and self-help skills. When children transition into adolescence and young adulthood, the focus of the treatment will shift to promote adaptive behaviour to facilitate and enhance independent functioning. Vocational intervention focuses on developing individual skills to sustain their independent living and supportive life skills to secure employment of young adult in the future.
Individual with ASD often struggle with sensory sensitivity to visual, auditory, tactile, proprioceptive, gustatory and olfactory stimuli (Hinder, 2004). The built environment can be difficult, confusing and even threatening Grandin,1995; Lawson,1998)
Image 1(a)(b) shows current learning environment provided in autism centre in Johor
An autistic children’s ability to learn in a traditional classroom is often compromised as they exhibit different sensory sensitivities and unable to fully communicate with others. The classroom environment which was not designed for autistic individual shown in Image 1.1 (a) and (b) can be disorientating and damaging. A child in Image (a) was distracted by glare and moving tree leaves outside the window during class activity which is to train her ability to focus. In Image (b), a group of young adults were in the middle of their pre-vocational cooking class. Two out of 8 of the students were not sitting at ease. Ceiling fan and flickering fluorescent light are believing to be the source of discomfort. As proven by pilot program which is initiated by NASOM, autistic children who were exposed to the real-life environment shows massive improvement in their social and communication skills. Therefore, inviting more public to get involved in community activities not only benefit autistic individual but also increase social understanding and acceptance towards autism community while decrease in social discrimination and isolation. A school is defined as an institution for educating children. It should offer a safe environment for children to learn, to grow, to explore and discover. Therefore, the current school environment should be improved and allow more public integration as it is important and will directly impact on the child ability to learn. This report will explore and analyses the connectivity integration and visual permeability of the site as well as the proposed design to enhance building performance and public integration. It will also show the decision making in arranging the spaces based on the visibility connectivity and isovist analysis.
1.1 AIM To analyse spatial configurations through space syntax analysis and achieve optimal visual impact of spaces towards centre amphitheatre. 1.2 OBJECTIVES The objectives of this study are: a. To evaluate local environment connectivity against integration value within Taman Sutera through axial map analysis. b. To observe and evaluate the pedestrian movement pattern in relation to site accessibility, human connectivity and visual connectivity of the sub-urban context through visibility graph analysis. c. To analyse the relation and connectivity of the internal spaces of the proposed building through visibility graph and isovist analysis 1.3
RESEARCH METHODOLOGY a. Axial Map Analysis 3km diamter from proposed site (Connectivity analysis, integration analysis and correlation data) b. VGA Analysis 500 m radius from propose site (Visibility analysis and correlation data) c. VGA Analysis School for Spectrum spatial analysis (visibility connectivity analysis, Isovist analysis)
2.0 BACKGROUND STUDY OF SITE School for Spectrum is located at Jalan Persisiran Sutera Danga 1, current building site for Calcary Vicotry Centre.
c View point 1
b
a
Figure 2 shows site plan with its surrounding development
a)Site Location
b) Kiwanis CareHeart Centre
c) Matahari Private School
Image 2 show surrounding development from view point 1
2.1
AXIAL ANALYSIS OF 3km RADIUS FROM THE PROPOSED SITE
Figure 3 shows a base map by AutoCAD of 3km from the proposed site
An axial map is a representation of the continuous structure of open space. Therefore, a base axial map focusing within 3km diameter from the proposed site is mapped by using Auto CAD for axial map analysis. 2.1.1
INTEGRATION VALUE
Figure 4 shows axial map with global integration value
Figure 5 shows axial map with local integration value
The global integration refers to the general accessibility and connectedness of each space in the whole spatial system, where, integration value is a measure of distance from any origin to all others in a system. Based on the axial analysis, both global and local integration value of 3km radius on several roads are obtained as follow:
Roads (Jalan) Persisiran Sutera Danga Persisiran Sutera Danga 1 (a) Persisiran Sutera Danga 1 (b) Persisiran Sutera Danga 1 (c)
Global Integration Value 1.7279 1.3814 1.1387 0.9673
Local Integration Value 3.0977 2.1235 1.3305 0.8619
2.1.2
CONNECTIVITY
Figure 6 shows axial map with connectivity value
Connectivity value is a representation for number of space connecting to a space immediately. Based on the axial analysis, the connectivity value for several roads around the chosen site are as follow: Roads (Jalan) Persisiran Sutera Danga Persisiran Sutera Danga 1 (a) Persisiran Sutera Danga 1 (b) Persisiran Sutera Danga 1 (c)
2.1.3
Connectivity Value (3km diameter) 9 4 3 2
CORRELATION BETWEEN LOCAL INTEGRATION VALUE AND CONNECTIVITY
Figure 7 shows correlation between Global Integration and Connectivity
Figure 8 shows correlation between Local Integration and Connectivity
Data in Figure 7 shows the correlation between global integration (HH) value and connectivity is 0.1208. This indicates a loose suburban structure in relation to the proposed site. Jalan Persisiran Sutera Danga , which is the only road leading public into the proposed site from Taman Sutera and Nusajaya, shows low global integration value. Data in Figure 8 shows the correlation between local integration (HH3) value and connectivity is 0.431416 which is moderate.
2.2 2.2.1
SITE SYNTHESIS LAND USE
Figure 9 shows land use around Taman Sutera
From the overall land use of the proposed site, Taman Sutera Town and Taman Uda Utama consist of residential area (80%) and commercial area (20%).One of the reason for low global integration value is due to the geographical location of proposed site. Taman Sutera development is dislocated from the neighbouring
development due to Sungai Melana, an edge at the south of the proposed site. Furthermore, most of the land around proposed site are under develop as shown in Image 3 below.
Image 3 shows surrounding under develop site parallel to propose site
Moreover, the whole area is being developed in smaller group based on zoning (residential and commercial). There is high human population however there is lack of attraction except for institution around proposed site as shown in Figure 10 below. Hence, less crowd will be seen other than peak hour.
Figure 10 shows surrounding development near proposed site
2.2.2
VEHICULAR ACCESSIBILITY TO SITE
The overall suburban development priorities vehicle accessibility. There is no facilities provided, neither pedestrian nor cyclist. As the proposed site is located next to the edge, Sungai Melana, it can be accessible by vehicles via Jalan Persisiran Sutera Danga 1.
2.3
VGA ANALYSIS OF 500 m RADIUS FROM PROPOSE SITE
Like axial map analysis, a base route map focusing within 500 m radius from the proposed site is mapped by using Auto CAD for Visual Graph Analysis.
Figure 11 shows visibility connectivity of 500m radius from proposed site
2.3.1
Figure 12 shows visibility integration of 500m radius from the proposed site
CORRELATION BETWEEN VISUAL INTEGRATION VALUE AND CONNECTIVITY
Figure 12 shows correlation between Visibility connectivity and visibility integration
Data shows the correlation between Visual Integration and Connectivity is 0.6771 (moderate correlation). Although the correlation value is being interpret as high visibility, however, in the context, due to buildings and landscape surrounding the site, making proposed site it hardly visible from Persisiran Perdana. Low visibility from Persisiran Perdana provides privacy for Autism School. More campaigns initiated by management should allow more integration of public with autism individual to increase social awareness.
3.0 SCHOOL FOR SPECTRUM DESIGN DEVELOPMENT School for Spectrum is a design proposal of vocational school for Autistic individual for Kalvari Victory Center. The re-conceptualised Autism Centre aim to improve autistic learning environment and establish more direct and indirect interaction spaces for public integration through understanding autistic individual’s self needs and their underlying potentials to reduce negative perceptions of public community. Although Autistic individuals exhibit different sensory sensitivities, visual engagement is effective in improving their cognitive learning process. To have successful integration, each space should be carefully laid out based on its visibility. Therefore, Isovist analysis which shows the potential field of views from a stand point is used to examine each important space. Hence, visibility graph analysis and Isovist analysis will be tested on each of the floor plans.
Figure 13 shows the proposed program for School for Spectrum
3.1
VGA ANALYSIS 3.1.1 SITE PLANNING
Figure 14 shows some views captured around the proposed site
View 1
View 2
View 3
View 1 - 3 show how the edge, Sungai Melana, reduces the visibility from Persisiran Perdana. Low visibility from Persisiran Perdana provides privacy for Autism School. With only single access to proposed site, site planning is illustrated in Figure 15 below.
Figure 15 shows vehicle accessibility and human flow for propose site.
The ingress and egress are located at Jalan Persisiran Sutera Danga 1. Both vehicle accessibility and human connectivity can be seen concentrated at the front of the proposed site.
3.1.2
GROUND FLOOR PLAN
Figure 16 shows the ground floor plan of School for Spectrum
Ground Floor Plan consist of drop off, waiting area, reception, Autism diagnose clinic, children assembly area, staff room, washroom, vocational kitchen, vocational cafĂŠ, cafeteria, changing rooms and therapy pool.
Image 4 shows waiting area for children
Image 6 shows outdoor play area with horticulture program
Image 5 shows assembly area for children
Image 7 shows view towards Sensory Plaza from Assembly Area
Drop off
Drop off
Waiting Area Assembly Area
Vocational Kitchen
Waiting Area Assembly Area
Staff office
Vocational Kitchen
Clinic
Therapy Pool
Staff office
Clinic
Therapy Pool
Figure 17 shows VGA Analysis within the site boundary
Figure 18 shows Step Depth Analysis at ground floor plan
VGA analysis in Figure 17 is done within the site boundary. As the site is enclosed, the highest visibility is along Sungai Melana compare to the entrance adjacent to Jalan Persisran Sutera Danga 1. This analysis illustrates the importance of public visual connection different space at ground floor plan. Area which has highest visual connectivity can engage public interest, while areas with low visual connectivity provide enough privacy and concentration for private activities to be carried out. In Figure 17, the highest visibility connectivity is outdoor play area where horticulture program and therapy pool are located to engage public as well as autistic individuals. Isovist analysis in Figure 19 illustrate quarter isovist (90 degree) from waiting area to therapy pool. The lowest visibility connectivity is clinic, staff room, vocational kitchen and services of the school. Both Autism Diagnose Clinic and Staff room have more depth in Step Depth Analysis in Figure 18. This ensure enough privacy is given to both spaces. Autism Diagnose Clinic is slightly tuck away from the lobby to give enough privacy at the same time remain highly accessible by public and reception. Staff office on the east block allow staffs to monitor autism children’s activities at main activity area (Sensory plaza) as shown in Isovist Analysis at 90 degrees in Figure 20.
Figure 19 shows Isovist Analysis at 90 degrees from Waiting Area
Figure 20 shows Isovist Analysis at 90 degrees from AssemblyArea
Figure 21 shows Isovist Analysis at 90 degrees from Outdoor Play Area
The Isovist Analysis shows that there is continuous visual engagement from entrance of school to the outdoor play area.
3.1.3
FIRST FLOOR PLAN
Figure 22 shows the First-floor plan of School for Spectrum
First Floor Plan consist of Therapy Rooms (Sensory Room, Social Skill, Speech Therapy, Occupational Therapy), 4 Early Intervention classrooms,2 Primary classrooms and 2 Vocational classrooms.
Figure 23 shows VGA Analysis for adult’s vision
Figure 24 shows VGA Analysis for children’s vision
Classrooms and therapy rooms at first floor is being arranged adjacent to the centre sensory plaza. Sensory plaza separates the school into 3 zones, from high stimulus to low stimulus zone. Visibility connectivity analysis in Figure 23 is based on adult’s vision where railing is invisible. The result displayed shows high visual connectivity between building spaces. On the other hand, visibility connectivity analysis in Figure 24 display a different result as railings are considered as visual barriers for autistic children. Unlike adult, children who is autistic often need visual cue to navigate from space to space to reduce distraction. Hence, pocket planters and mesh railing are placed outside the individual classrooms to help children to navigate around the space.
Figure 25 shows Isovist Analysis at 90 degrees along classroom corridor
Image 8 shows Sensory corridor along classroom corridor
Isovist Analysis has illustrated how planter boxes are used to create visual cue for autistic children to navigate outside their classroom. Image 8 shows the sensory corridor along classroom corridor for children.
Figure 26 shows Isovist Analysis at 90 degrees inside classrooms
Image 8 shows Sensory corridor along classroom corridor
Isovist Analysis at 90 degrees help to understand children visual path at 90 degrees, later design a most suitable classroom design for autistic individual learning environment.
Figure 27 shows Classroom design 1
Figure 29 shows Classroom design 3
Figure 28 shows Classroom design 2
Figure 27 shows classroom with large window opening at typical classroom which potentially causes sensory distraction which hinders autistic learning ability. Figure 28 shows classroom with angle facades and large window opening that will cause sensory distraction to autistic individuals too. Figure 29 shows classroom with angled faรงade and small window which is place perpendicular to entrance to reduce distraction. This design help autistic individual to focus in learning activities but with too much visual cue which leads to window opening. Legend 1. 2. 3. 4. 5. 6.
Figure 30 shows Flexible classroom design which is adopted
Classroom Pocket Sensory Garden Threshold and entrance with observation window Quiet room Pantry Toilet Activity space
Figure 31 shows floor plan of flexible classroom
Classroom in Figure 30 and 31 are designed to transformed based on different learning outcomes. During classes, the 2 classrooms were separated for privacy and noise control. During play time or intervention session, classroom can be expanded by keeping the acoustic panel away, to form larger activity space for larger team involvement.
3.1.4
SECOND FLOOR PLAN
Figure 32 shows the Second-floor plan of School for Spectrum
Second Floor Plan consist of Therapy Rooms (Dance Studio, Music Studio, Art & Craft Studio, Carpentry Studio and Teaching Kitchen),12 Vocational housings and a common area.
Figure 33 shows VGA Analysis at Second Floor
Figure 34 shows Step Depth Analysis at Second Floor
Vocational housing is located at the highest floor due to its high privacy setting. In Figure 33, Sensory plaza has the highest visibility connectivity. Common facilities like living room, dining and kitchen for autistic adult are
slightly more visible compare to their bedroom. Both VGA Analysis (Figure 33) and Step Depth Analysis (Figure 34) show the most private room in second floor is individual room of autistic adult. These experiential hierarchy (Figure 35) allow autistic adult to achieve independent through time.
Image 9 shows Vocational Housing Common Area for visitors
Figure 35 shows Experiential hierarchy in designing living quarters for Autistic individual
Figure 36 shows Isovist Analysis at 90 degrees from Common Area
Figure 37 shows Isovist Analysis at 90 degrees from Lobby at House 2
Figure 38 shows Isovist Analysis at 90 degrees from Living Room
The Isovist Analysis shows that there is less visual engagement for common area and lobby at House 2. However, common facilities such as living room, dining and kitchen has more visual engagement from 6 autistic adults.
4.0 CONCLUSION
The aim of the report is to analyse spatial configurations through space syntax analysis and achieve optimal visual impact of spaces towards centre amphitheatre (Sensory plaza). Overall study shows the centre amphitheatre can offer both public visibility engagement and high privacy needed for autistic individual. At the
Ground floor, sensory plaza is highly visible and highly connected by spaces from all three building blocks, hence more public activities should be organised for public integration. On first floor, corridors framed by planter boxes which is adjacent to the centre amphitheatre allow autistic individuals especially children to navigate and move freely on their own without adult assist. This is the first step towards autistic individual independence. Although vocational housing at second floor show less engagement towards centre plaza but it has promoted visual connectivity and visual integration between autistic adults in individual neighbourhood house 1 n house 2.
Both Visibility Graph Analysis and Axial Map are tools in the research programme which have significant role in spatial configuration design. Unforeseen on-site conditions might affect the accuracy of the simulated result. Nevertheless, these analytical tools assist designers to design good building in relation to its immediate surrounding. 5.0 REFERENCES 1. Baron-Cohen, S, M. Leslie, A. & Firth, A. (1985). Does the autistic hild have a “theory of mind”?: 3746. 2. Christopher, H. “Architecture for Autism: Exterior Views.” Archdaily (April 4,2012): 18 May 2017 3. Christopher, H. “Designing for Autism: Lighting.” Archdaily (Oct 19,2011): 18 May 2017 Christopher, H. “Designing for Autism: More Able Not Less Disabled.” Archdaily (Dec 7,2011): 18 May 2017 4. Christopher, H. “Designing for Autism: Spatial Considerations.” Archdaily (Oct 26,2011): 18 May 2017 5. Christopher, H. “Architecture for Autism: Architects Moving in the Right Direction.” Archdaily (Jan 5,2012): 18 May 2017 6. Frith, U. & Happe, F.(1999). Theory of mind and Self-Consciousness: what is it like to be autistic?. Mind and Language 14(1):82-89. 7. Huerta et al. (2012) Application of DSM-5 Criteria for Autism Spectrum Disorder to Three Samples of Children With DSM-IV Diagnosis of Pervasive Developmental Disorders. Am J Psychiatry 169(10): 1056-64. PMID: 23032385 8. Humphreys, S. (2008). Architecture and autism URL: http://www.auctores.be/auctores_bestanden/UDDA%2003102008%20S%20Humphreys.pdf 9. Khare, R & Mullick, A. (2008). Educational spaces for children wih autism: design development process, CIB W 084 Proceedings, Building Comfortable and Liveable Environment for All, Atlanta, USA, pp. 66-75. 10. Khare, R. & Mullick, A. (2009) Incorporating the behavioral dimension in designing inclusive learning environment for autism, International Journal of Architectural Research 3(3): 45-64. 11. Lounds, T. J., Dove, D., Veenstra-VanderWeele, J., Sathe, N. A., McPheeters, M. L., Jerome, R. N., Warren, Z. (2012). Interventions for Adolescents and Young Adults with Autism Spectrum Disorders. Nashville: AHRQ Publication. 12. Mostafa, M. (2008). An architecture for autism: Concepts of design intervention for the autistic user, International Journal of Architecture Research 2(1): 189-211. 13. Richer, J. M. & Nicoll, S. (1971). A playroom for autistic children, and its companion therapy project, British Journal of Mental Subnormality 17(33): 132-143. 14. Scott, I. (2009). Designing learning spaces for children on the autism spectrum, Good Autism Practice 10(1):36-51 15. Sinclair.S. (2005). What is Autism? The Core Deficit in autism Spectrum Disorders. Autism Voice. Retrived from http: www.autismvoice.com