Front Cover
Cover Type: Softcover (Perfect Bound) Book Size: Standard Landscape 10x8 Page Count: 60 Paper Type: Standard (80# Text, Semi-Matte) Kaitlyn Kehoe -- LSU School of Architecture -- Arch 5102 Thesis Fall Semester 2013 -- Professor: Catherine Bonier
LEVEL EYE LEVEL
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Kaitlyn Kehoe -- LSU School of Architecture -- Arch 5102 Thesis Fall Semester 2013 -- Professor: Catherine Bonier
LEVEL EYE LEVEL
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Intro This thesis began as a vague but serious exploration into how our minds and bodies respond differently as we grow older. Aging is a universal process. We have been aging since we were born. What is different about designing a space intended to be used by people at the extreme ends of the spectrum? How do people whose mind begins to fail them before their bodies perceive the world differently from those whose bodies are the first to go? How do children with minds and bodies still developing perceive the world differently? How do these perceptions and needs influence what spaces they find desirable? How should we design for both? Also, since it is a continuing process how can design be flexible enough to accommodate differences along the continuum of age? It is always tremendously hard until you know what you are doing, and then it is tremendously simple. Over the semester the words of my thesis have evolved and changed. I backed into the project at first. I had a site. I had a
building type. But it took a while for the final thesis to reveal itself to me. After researching precedents and exploring origami, the project didn’t feel like that is what it wanted to be. The questions began to take on a more social bent. Intergenerational daycares can be a very positive model for those with Alzheimer’s. Daycares can also be found on campuses of larger eldercare complexes with success. But they are typically freestanding. Could architecture center around this relationship between the young and the old? Could it nurture it? I began to look at times that activities of children and elders institutional settings line up. When are they doing the same thing? Could they do it together? Could architecture be the instrument that allows it to happen better? When do they have the energy to do things together? What might they do with it? How might the space form around the activity? These queries led to doodles which evolved into more fleshed out vignettes. Each focused on an activity that would be a positive experience for a pair comprised of an elder and a child. I considered how the activity might benefit the pair and weather these benefits would be different for one or the other participant. I also considered how the modified space might make a task easier or push a person to expend more effort to improve or preserve their mental and physical capacity. Many of the vignettes began to show a common denominator. They were focused on how the eye height aligned. Simultaneously I was also looking at how barriers of varying heights provide privacy for a group from another group while still allowing them to be observed by another group.
The eye is the key. Subconsciously I had been arranging space in relation to the line of sight. Normally, due to gravity, we arrange space in relation to the floor. We often imagine it as a plane. Buildings are a series of planes that we stand on surrounded by coverings. But what if we arrange space along something else? What if it is the line of sight? Everyone is equal and face to face. The ground undulates under them. This might minimize the perceived differences in ability with relation to a seated or a standing person, and open up new possibilities as well. Today’s technology means that people do not have to physically share a space to share a perception. It also allows a person to remain in the same place and to participate in a number of experiences simultaneously! Here is the overarching theme I was looking for. The eye is the key to how we perceive so much of our environment. If you manipulate what you encounter with your eyes you can manipulate the experience of the space. To see eye to eye is just as important physically as figuratively in a relationship.
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Can architecture solve problems associated with institutional care for children and elders? RESEARCH AND CASE STUDIES 6
UNIVERSAL PROCESS
Aging is a universal process. We begin to age from the moment that we are born. One could say that life is aging. We think of life as being
divided up into set blocks of time: youth, middle age and old age. In reality, it is a continuum. Life marches steadily on regardless of the artificial divisors that we use to describe it. The number matters less that the ability of the person. While the time passes steadily the abilities a person has vary. Peak physical ability does not occur simultaneously with peak mental ability. Peak physical ability generally happens in early adulthood, while peak mental ability doesn’t occur until late middle age or well into old age. There is a different distribution of abilities between the two extremes on the continuum of aging. Early in life children are all growing and developing both their bodies and minds. Their mental and physical abilities are closely linked. Their age is a good indicator of their abilities. If they do not have certain abilities by a certain age they are considered abnormal. But, at the other extreme, there is great variety. It is possible to have very little physical ability and be completely mentally competent. The reverse is also true. Because of a great number of variables, both genetic and environmental, strict chronological age is of little help determining ability.
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When I began the origami exploration, I was interested in aging as a process. Since ability levels are changing as age progresses, could the space be altered to compensate for the change. When folding the models, I began with an unfolded square of paper. Each model was created in a procedure of folds. I did not derive building form from these experiments. The models were of ideas of how to treat space. Some of the categories included equal symmetrical spaces, equal space with residual spaces, interlocking spaces, and similar spaces with opposite treatments.
SPACE BY PROCESS 8
How have experts worked to improve the lives for elders ? Environmental Gerontology is the study of how older adults are affected by their interactions with their environment. The press-competence model (Lawton & Nahemow) is a central concept in this field. It states that there is a balance between the demands of the environment (Press) and the person’s competence to deal with them. When their competence declines they must rely on environmental prosthetics.
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STEREOTYPICAL
The stereotypical eldercare facility is associated with a number of problems. Minimum circulation and public space leads to traffic congestion. Centralized services require residents to travel long distances (through congested halls) to use them. There is little privacy. Residents have no control over their environment. All of these issues lead to agitated, lonely residents. To compound these issues, the few visitors who visit are made to feel uncomfortable and therefor visit less.
HOPEFUL IDEAL
It doesn’t have to be this way. There are a number of groups working to improve conditions. They have been working on two fronts to
change both the physical environment and the cultural environment. Eden Alternative was created by an organization dedicated to improving the lives of elders by improving the environment they live in through culture change. They seek to eliminate loneliness, helplessness, and boredom. The developers of the Green House model strive for a facility that is more like a home for a large family. Efforts are made to minimize the visibility of the medical side of care and maximize living. Important features include a private bed and bath, rooms that are arranged around a central living space, and ample access to the outside. Access to outside and nature is valued.
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Each was color coded to understand the distribution of types of spaces. It was also noted weather bedrooms were private or were intended for double occupancy. Measurements were also taken to determine how far a resident would have to travel to utilize the services. Distances were measured from the location of the resident’s bed within their living unit. The culture of care in each was not compared. Precedents include the Carmelite Carefree Village, Wiess Institute, Corinne Dolan Alzheimer Center at Heather Hill, Missouri Veteran’s Home, Rosa Coplon Jewish Home, The Menninger Foundation, Elder Homestead, and Engelbrecht & Griffin apartments.
PRECEDENT STUDIES 13
The Carmelite Carefree Village with an occupancy of 96 was the least desirable. It has long, double loaded halls. Residents cannot live independently. They don’t have their own amenities and must rely on the distant central services.
THE LOSER 14
The Elder homestead features a variety of amenities both communal, centrally located and private ones close by. Meaning that a resident could live fairly independently, but has the option to go to one of the communal areas should they need to or want the company. There are no long halls. In fact the circulation areas are wide enough to be semipublic sitting areas.
THE WINNER 15
PROBLEMS WITH TRADITIONAL CENTER CARE : CHILDREN Few Adults Per Child
Little Alone Time
Children Don’t Accompany Adults Tasks Associated With Living Are Done Away From Them
Solitary Behavior Considered Antisocial
La Of rge Ch Gr ild ou re ps n
Children Are Taught About The Community But Don’t Experience It
? Less Space Per Child
Conversations With Adults Are Of A Different Quality
Caretaker Inconsistency High Turnover And Changing Classes
Better
Consists Of Memorization, Repetition, And Directions
“ Some Programs... Have Children Change Groups Every 6-12 Months... Where Children Stay With The Same Teacher For The First 3 Years Is Developmentaly The Most Sound” - OLDS Minimums Exist Which Prevent Increased Aggression
Conversations Are Less Conversational
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Minimums (Interpreted As The Norm) Are Not The Best Case
Little Physical Contact Siblings Don’t Grow Up Together
PROBLEMS WITH TRADITIONAL INSTITUTIONAL CARE : ELDERS on lati
h
m
mu
ni Mi
dt Wi
cu Cir
Minimum Public Space
+
on
To ds
ďŹƒc Tra
esti ng
Co
a
Le
+
t en
nm
iro nv E r
No
C
l tro on
Centralized Services
Little Socialization
Few Choices About WhereTo Spend Time
Long Distances To Travel Makes Them Less Accessible By Residents To Use Independently Tasks Scheduled Centrally
e Ov
Little Privacy For Visitors
+
+
Tasks Traditionally Done Privately And Independently Are Done Publicly
Visitors Uncomfortable In The Environment Visit Less
Few Tasks Can Be Done By The Residents Little Ability To Personalize Space
+ Little Opportunity To Visit Others
Agitated = Lonely Residents 17
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What happens when we design with the needs and abilities of both groups in mind?
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Part of figuring out how to design for both groups is to figure out what they do when and when might be the best time for them to do things together. In the top portion, time spent in work and school is graphed. Hatches represent where there is variance and solids show consistency. These represent the outside world’s activities. The second portion is dedicated to daycare activities. The information is from daycare.com users who posted their daily schedules for their own daycares. As a general pattern children arrive in the morning and paly inside until everyone arrives. They eat a snack. Then the morning is spent doing activities together that require attention and social skills. They eat lunch and go to take a nap. As they wake up they play quietly and eat. They paly independently after that. They experience their energy and focus highs in the morning. The third portion is dedicated to the elders. They also experience their energy high in the morning.
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CHC I LHDI L+DE +L DE EL R D EARC TA ICVTI ITVI IETSI E S
ACTIVITYACTIVITY
Seated Exercise Tell Stories Seated Exercise Tell Stories
Plant Something Have Tea Bake Something Go On An Plant Something Have Tea Bake Something GoErrand On An Errand
ABILITY ABILITY HearingHearing Sight Sight Dexterity Dexterity MemoryMemory Reasoning Reasoning MobilityMobility StaminaStamina
T O TD O DD L EDRL E+ RE +L DE EL R D EARC TA ICVTI ITVI IETSI E S
ACTIVITYACTIVITY
Tell A Story Tell A Story
ABILITY ABILITY
HearingHearing
Sight Sight Dexterity Dexterity MemoryMemory
Reasoning Reasoning MobilityMobility StaminaStamina
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Take A Walk Take A Walk Art Project Art Project
Enjoy Music Decorate A Cake A Cake Enjoy Music Pick Produce Decorate Pick Produce
Share AnShare Inte
eeaAn Interest
oduce
Next, I explored what activities might an elder and a child do together. Share An Interest Art Project
Art Project Dance
Dance Go For A Walk
GoBoard For AGames Walk
Board Games
Activities are divided up by the children’s age. The colored bars below the images represent the abilities needed by the elder to complete the activitiy. The darker the bar the more ability is required.
B EY R+ EA LCDT EI VR I TA ICETSI V I T I E S B A B Y + BE A LD
Rock A Baby
Rock A Baby Feed A Baby
Feed Baby SingATo A Baby
Sing GoTo ForAABaby Walk
GoFold For Laundry A Walk
Fold Laundry
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PROGRAM LIST Living Units
4500 sqft
Primary Users
Outdoor Sitting Space Children’s Classrooms
Children’s Play Area
Kitchen Dining Restrooms Multipurpose
Shared Outdoor Space
Service/Admin
Visitors: Long + Occasional Visits
Activities : What Do They Do Here?
Connections : Where Do They Go From Here?
Time : When Do They Use It?
Conditions : What is Conducive? Peaceful Quiet Private With Connections Homey Adaptable No Glare High Contrast
Staff
Visitors Escorted Children
Sleep Alone Time Have Personal Guests Watch TV Take a Bath Get Ready To Greet The World
Elders Visitors
Staff
Visitors Escorted Children
Do Activities, TV / Video Games Change Of Scenery, Socialize
Living Units Outside Multipurpose
Morning Afternoon Evening
Peaceful, Good Acustics Lively, No Glare
600 sqft
Elders Visitors
Staff
Visitors Escorted Children
Sit, Make Vitamin D, Watch Activity / Nature, Socialize
Social Space Living Units
Late Morning Afternoon
Nice Views, Quiet, Warm, Partly Shaded
954 sqft
Children Staff
Parents
Elders
Learning, Daily Children’s Activities, Alone Time, Nap, Socializing
Children’s Play Area Multipurpose Service / Admin
Day
Dynamic Level Changes, Lively, Small Details, Dappled
Children Staff
Parents
Elders
Run, Explore, Make Noise, Burn Energy, Develope Physical Skills
Classroom Late Morning Shared Outdoor Space Afternoon
Crazy, Fun, Bright, Not Burning Crinkled, Wonder
330 sqft
Staff Elders
Parents
Children
Cook, Therapy
Dining, Multipurpose Before Mealtimes Classroom
Clean, No Glare, High Contrast
375 sqft
Elders Children
Staff
Visitors
Eat, Socialize
Kitchen, Classroom Multipurpose
Mealtimes
Warm Colors, Good Accustics Clean, Centrally Focused
115 sqft
Elders Visitors
Staff
Parents
Use Restroom
Dining Multipurpose
Day
Easy To Find, Protruding Into Space
Elders Children
Staff
Parents Visitors
Fun And Games, Reading, Mingling, Quiet Activities, Bonding
Social Space Shared Outdoor Space Classroom Before Noon
Good Accustics, Segmented No Glare, Pleasant
Elders Children
Staff
Parents Visitors
Bonding, Transitioning Circulating, Exercise
Multipurpose Outdoor Sitting Space Before Noon
Pleasant, Partly Shaded Warm, Fragrant
Staff
Everyone
Business, Admin, Welcome Planning, Security
Parking, Classrooms Multipurpose
Pick Up Drop Off
Inviting, Bridging Surveying
Staff Parents
Children Elders
Parking, Drop Off
Admin
Pick Up Drop Off
Connects To Covered Entrance
Elders Social Space
Visitors: Short + Frequent Visits
1200 sqft
Morning Social Space Evening Outdoor Sitting Space Night
2400 sqft
1200 sqft
900 sqft
576 sqft 4200 sqft
Parking
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What happens when we begin to organize space with respect to eye level rather than the floor? 25
47 in
A V E R A G E
38 in
H E I G H
61.5 in
72 in
Old Man 66 in
Old Woman
Wheel Chair User
Three Year Old
61.5 in 47 in
A V E R A G E
38 in
H E I G H T
CAD Block Man
When we design we often design for our six foot tall scale figure. But the reality is that none of the users of the space are that size. The average elder is Old much shorter. It is also important to consider seated height. Many have mobility issues and may useOld a wheelchair. The Old Woman Wheelelders Chair User CAD Block Man Man Three Year young children are constantly growing but they remain the shortest group of users .
COMPARATIVE HEIGHTS 26
Preventing the eye from seeing some things is just as important as enabling it to see other things. Because of the varying heights of users, walls of varying height can be used to provide privacy from one group but still allow contact with another.
PRIVACY AND HEIGHT 27
What happens when we align the eye line? We focus on the connection between the two disparate groups. We allow them to have similar if not the same perceptions.
EYELINE AS DATUM 28
FULL HEIGHT
H E I G HT S
This diagram shows the occupant groups and what spaces that they primarily use. In this way The spaces can be organized so that they connect smoothly along the eye level of the primary users.The next few pages feature vignettes that embody these ideas. Each attempt to bring together a pair comprising of an elder and a child in such a way as to greater benefit them through the particular activity.
H E I G HT S O F
SEATED HEIGHT
O F
Elder’s Living Unit Elder’s Social Spac Elder’s Outdoor S Dining Room Multipurpose Roo Shared Outdoor S Kitchen Laundry Restrooms Van Parking
Baby Classro Service / Ad Laundry Kitchen Restrooms Staff Parking Van Parking Drop-Off Zo
Toddler Classroom Preschool Classroom Dining Room Multipurpose Room Shared Outdoor Space Drop-Off Zone
SEATED HEIGHT
Toddler Classroom Preschool Classroom Dining Room Multipurpose Room Shared Outdoor Space Drop-Off Zone
Elder’s Living Units Elder’s Social Space Elder’s Outdoor Space Dining Room Multipurpose Room Shared Outdoor Space Kitchen Laundry Restrooms Van Parking
Baby Classroom Service / Admin Laundry Kitchen Restrooms Staff Parking Van Parking Drop-Off Zone
FULL HEIGHT CHILD HEIGHT
U S E R S
CHILD HEIGHT
U S E R S
FLOOR FOLLOWS ALONG 29
ACTIVITY: BAKING
Is It Done In The Oven
REASONING
Remember Each Addition
MEMORY
High Contrast Edge
SIGHT
HEARING
Grasping Utensils
Kitchen features counters comfortable for both seated and standing users. Level surface allow people to cook together no matter the height. Children have an observation place where they can watch when not involved and have a clear view of the action without being under foot.
DEXTERITY
Participants At Eye Level
BONDING
Measuring, Adding...
MATH SKILLS
Demonstrate Manners
SOCIAL SKILLS
Making Something With Others
COOPERATION
Grasping Utensils
SMALL MOTOR SKILLS 30
MODIFIED LOCATION:
Coordination Of Efforts
REQUIREMENTS FOR ELDER
B E N E F I T S F O R C H I LD
BONDING
RELAXATION
READING
VISUAL DISCRIMINATION
LISTENING
MODIFIED LOCATION:
Soft bench allows young and old to sit together cozily and read. Arms raise to allow elder to get up when the story is over. The same piece of furniture can be used for other group activities.
SELF ESTEEM
SIGHT
HEARING
Oppertunity To Be The Carer
Everything Is Up Close
Everything Is Up Close
Spark Conversation About Past
B E N E F I T S F O R C H I LD
MEMORY
Both Participants At Eye Level
Comfortable Quiet Activity
Both Participants Close To The Book
Both Participants Close To The Book
Both Participants Close To Each Other
ACTIVITY: READING A STORY REQUIREMENTS FOR ELDER
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BONDING
RELAXATION
READING
VISUAL DISCRIMINATION
LISTENING
MODIFIED LOCATION:
Soft bench allows young and old to sit together cozily and read. Arms raise to allow elder to get up when the story is over. The same piece of furniture can be used for other group activities.
SELF ESTEEM
SIGHT
HEARING
Oppertunity To Be The Carer
Everything Is Up Close
Everything Is Up Close
Spark Conversation About Past
B E N E F I T S F O R C H I LD
MEMORY
Both Participants At Eye Level
Comfortable Quiet Activity
Both Participants Close To The Book
Both Participants Close To The Book
Both Participants Close To Each Other
ACTIVITY: READING A STORY REQUIREMENTS FOR ELDER
BONDING
RELAXATION
READING
VISUAL DISCRIMINATION
LISTENING
MODIFIED LOCATION:
Soft bench allows young and old to sit together cozily and read. Arms raise to allow elder to get up when the story is over. The same piece of furniture can be used for other group activities.
SELF ESTEEM
SIGHT
HEARING
Oppertunity To Be The Carer
Everything Is Up Close
Everything Is Up Close
Spark Conversation About Past
B E N E F I T S F O R C H I LD
MEMORY
Both Participants At Eye Level
Comfortable Quiet Activity
Both Participants Close To The Book
Both Participants Close To The Book
Both Participants Close To Each Other
ACTIVITY: READING A STORY REQUIREMENTS FOR ELDER
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BONDING
RELAXATION
READING
VISUAL DISCRIMINATION
LISTENING
MODIFIED LOCATION:
Soft bench allows young and old to sit together cozily and read. Arms raise to allow elder to get up when the story is over. The same piece of furniture can be used for other group activities.
SELF ESTEEM
SIGHT
HEARING
Oppertunity To Be The Carer
Everything Is Up Close
Everything Is Up Close
Spark Conversation About Past
B E N E F I T S F O R C H I LD
MEMORY
Both Participants At Eye Level
Comfortable Quiet Activity
Both Participants Close To The Book
Both Participants Close To The Book
Both Participants Close To Each Other
ACTIVITY: READING A STORY REQUIREMENTS FOR ELDER
ROSEDALE
How might this work in the real world?
BATONROUGE
Where might it go? 35
The Rosedale site is a whole acre site that is located in a residentially zoned area, but is close to a number of amenities that a resident might need. To the southwest is a hospital. A number of shopping centers are located to the northeast. Geologically the site sits in a bowl, creating the U shaped stream that divides the property.
ROSEDALE 36
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The Baton Rouge site is about a half-acre. It is also in a residential community near desired amenities. In addition to a hospital, there is also an Alzheimer’s care center and a dialysis center. This sight would require a more compact arrangement of spaces but still accommodates the required minimums that are dictated by the program list.
BATON ROUGE 37
How might it manifest itself?
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The reading island is designed to encourage reading together. It features an L shaped arrangement of seats intended for the elders. They feature armrests on each side of the chair to help the user be able to get up independently when the story is over. They are located next to each other so that even with the armrests users can sit side by side and read, or at least look at the pictures. The other portion is irregular and allows the children to climb into whatever position they are comfortable to either read independently or amongst themselves.
READING ISLAND 39
The togetherness is a nature trail that winds through the naturally wooded northern section of the site. It features a raised section that undulates for the child to walk on. The elder’s side is lower and smooth. Together they traverse the site while remaining eye to eye. They share the same visual experience but the child’s path is more difficult to traverse because they have more energy to expend. Afterwards both parties are equally worn out.
TOGETHERNESS HIGHWAY 40
The kitchen is connected to several spaces. The one side connects to the dining room. The counter is arranged to allow cooking from both the kitchen side and the dining side. This allows the counter height from the kitchen side to be higher for the comfort of the standing cook and on the other side to be lower for a seated or significantly shorter cook. Above the kitchen is a window into the preschool room. This allows children who want to watch what is going on to do so without actually being in the kitchen. Connected dining room features a U shaped table with a raised center. This allows everyone to sit at the table together as on big extended family.
KITCHEN CONNECTIONS 41
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SECTION THROUGH KITCHEN 43
SECTION THROUGH READING 44
SECTION THROUGH TUNNEL 45
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SITE SECTION 47
SITE PLAN 48
S SE ITE C TI O
SE
N
1 C
TI
O
N LIVING ROOM
ELDER LIVING ROOM READING ISLAND
BABY ROOM
DINING TODDLER ROOM
KITCHEN
PLAY YARD
DESK
2
SE
C
TI
O
N
PRE-SCHOOL ROOM
3
SE
C
TI
O
N
ENTRACE
1st FLOOR PLAN 49
2nd FLOOR PLAN N SCALE 1:8 50
3rd FLOOR PLAN N SCALE 1:8 51
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MODEL PHOTOS 53
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AFTERWARDS CONTINUING THOUGHTS 56
FE NCE SLATS
SEAT
RAISED AREA
PLANTER
The Undulating wall was an existing detail from the presented project. However it was not nearly fleshed out as it could have been. This move opens the wall up to be much more than simply an enclosure to protect the children in their play yard. The top portion in fairly typical slat construction. The bottom, however, has been thickened. It is this thickening that allows for other uses. For instance, a dip in the undulation could become a cozy bench which could provide a resting place. Or the more active sent could climb on it. The dips in the undulation need not be voids. They could become glass fronted planters, that allow an eye level view of the roots that would normally remain obscured. This idea could appear in other areas of the site as well. It has the potential to become the underpass of togetherness.
POTENTIAL OF A WALL 57
Ideas about sightlines can be implemented to great effect when bridging the inside and outside environments. Broad, uninterrupted windows are important for the caretakers to be able to observe what is going on inside and outside of the building. The lower portion is solid with cutouts. This allows the children who want to, to hide behind them, and those who want a view to have it. Due to the fact that the floor inside is raised, the portal is higher in relation to the child on the outside. A child wanting to see inside must seek it out actively. The depth of the sill might prove attractive to nesting birds. Placed out of reach from the outside but at eyelevel (and perhaps magnified) from the inside, the windows afford the children a little window into another world.
INSIDE AND OUTSIDE 58
MAGNIFIED WINDOW
WINDOW SEAT
SMALL WINDOW MAGNIFIED WINDOW MAGNIFIED WINDOW
SITTING AREA
3’
PORCH
KITCHEN
6’
What can’t be seen is just as important as what can be seen. This is especially true for the elder resident’s privacy. Public and semipublic areas feature lower wall to allow for lines of sight to and from the area and therefore encourage interaction. Private places such as the bed and bath have much higher patricians to allow light to enter the area but not for the potential wardrobe malfunction to be witnessed.
BEDROOM
8’
BATH
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Today technology is pervasive in our lives. It would be foolish not to consider it in our
TELEPRESENCE 60
D IL H
PROJECTORS
R
EN
’S
A
R
EA
E L D E R ’S A R E A
C
architecture. As time moves forward, mobility becomes an issue. Just because a person is unable to leave their bed does not mean that they should be shut away without contact with others. These people need to continue to nourish their souls as well as their bodies. They should be included in the extended family meal as well. One way is to use telepresence technology to allow them to join the group virtually, even if their body isn’t willing to allow them to join physically. In this way they can continue to enjoy the benefits of eating with the family. This same idea could be used to allow friends and relatives who might not live nearby to visit on a regular basis.
IN ROOM SCREEN
E L D E R ’S A R E A
The grounded tree house makes use of a low tech telepresence device.
TREE TRUNK PERISCOPE PLATFORM
The slightly raised platform is ringed with periscopes. They serve as a screen to define the space and to allow the children to have the experience of being up high without being so. Their bodies are not transported up wards, but their eyes and therefor their experience is.
GROUNDED TREE HOUSE 61
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Conclusion Questions about eye level are not unique to my thesis. They have been both consciously and subconsciously present in several of my past projects. They will almost certainly continue to appear in my work. For example, in Cocodrie I explored the idea of being two places at once my manipulating what the eye could see. I used periscopes to allow the eye to travel above the project, and allow the body to remain in place.
Even at the end of the thesis period, ideas about the project are still evolving. During the project I started with vignettes. I created a plausible building and after review I went back to vignette sketches. I incorporated some of the comments. The most important one for moving forward is that the resulting building was rather timid and conventional. In reality there was only a small portion of the building that incorporated the ideas that I had thought so much about. Moving along, the project seems like it might want to evolve again. It doesn’t want to be a building. Whether the time is not quite right or if it will be something quite different entirely, remains to be seen.
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Environment And Children: Passive Lessons From The Everyday Environment By: Christopher Day with Anita Midbjer How We Die: Reflections On Life’s Final Chapter By: Sherwin B. Nuland Folding Techniques For Designers: From Sheet To Form By: Paul Jackson Child Care Design Guide By: Anita Rui Olds Design For Dementia: Planning Environments For The Elderly And The Confused By: Margaret P. Calkins, M. Arch. Hospitable Design For Healthcare And Senior Communities By: Albert Bush- Brown and Dianne Davis
READING LIST 65
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