Interior Architecture Professional Practice II Portfolio by Liberty Woon by Liberty Woon

pasar cer ta

TAYLOR’S UNIVERSITY DESIGN DISSERTATION REPORT | BA (HONS) INTERIOR ARCHITECTURE

A STORY BY LIBERTY WOON HUI TSE

FREEING MARGINALIZED KIDS OFF THE STREETS BY STORYTELLING

STORY MARKET 故事市场 கதை சந்தை

STORIES SHAPE LIVES

DIS 60204 DESIGN DISSERTATION PASAR CERITA: EMPOWERING MARGINALIZED CHILDREN PROJECT A project report submitted in partial fulfilment of the requirements for the DESIGN DISSERTATION MODULE

Bachelor of Arts (Hons) Interior Architecture by Liberty Woon Hui Tse 0328261 December, 2020

Interior Architecture Department | The Design School at Taylor’s University (December 2020 of completion)

acknowledgement I give my highest acknowledgement to Jesus Christ, my God for the opportunity to work with children since I’m 13 years old. This book’s publication marks my 10th anniversary of connecting with children and youths. To be honest, I am not born with the bravery, love and compassion towards children at all. I remembered I dread every lesson with children because my first experience with well-to-do children are uncontrollable, disobedient and have an undebatable skill of words.

how to love children with the same love God has loved me. With this first-hand experience, I can see beyond the layers of research and understand the needs of these children.

As a timid past self, I struggled to find my voice and the wisdom to connect with them. 18 year old me gave up teaching children and took 2 years of hiatus (running away). During my undergraduate studies, God opened a new door for me to reach out to B40 (poor) families through my local church and teach their children English (see figure 8.1.1). I perceived this as God nudging me to continue and I obeyed, allowed Him to heal my heart and deposit His love for His children.

I would like to acknowledge the support of my family and friends for accompanying me in this journey and motivating me during this pandemic season. Special thanks to my mum for staying up late to accompany me when I working on this project late into the night and also to Ong Sher Rou, my coursemate for the uncountable zoom calls to keep each other entertained, focused and in check.

This is our story, the story of how these beautiful families helped a random girl rediscover what a passionate and grateful heart of learning is. From that day onwards, I decided to learn

I am thankful to my lecturers, Mr Romzi, Mr Muzzamil and Mr Redzwan for their undivided attention, sacrifice and patience to hone my skills and enhance my thought process. Kudos to their faith in believing in the impossible.

Last but not least, I would like to extend my appreciation to Ms Diana, my program director for approving this course‘s framework and Taylor’s University for all the great experiences I had!

Figure 8.1.3 The result of the mini collaboration doodle with the girls denotes the desire of children to handle complex concepts of space, further reinforcing the effectivity of a labyrinth flexible learning space. Figure 8.1.1 (Top Left) The family that God gave me to change my life. Figure 8.1.2 (Top Right) A mini experiement is done with them on 24/11/2019 by teaching them a creative cave doodle on how I used to kill my boredom when I was a kid just like them.

abstract Liberty Woon Hui Tse, PASAR CERITA: Empowering Marginalized Children Project, December 2020, Mohd Redzwan Hisham BIDIN, Mohd Romzi Ali Bachelor of Arts (Hons) Interior Architecture When growing up in the suburbs, I am brought to a safe place to play, that is a playground. However, my desires to play are vanquished due to shyness. Perhaps, this is a dilemma where the playground is not designed according to the children’s needs and preferences which causes a low engagement with the environment (Aziz and Said, 2016). Hence, we long for places that are less ideal to play. Outdoor environment play is crucial for children’s healthy development because this engagement can contribute to their physical, social, cognitive, and emotional development (Pellegrini, cited in Aziz and Said 2016) and enhance their problem-solving abilities and creative thought (Kellert, cited in Aziz and Said, 2016). However, Malaysians are not aware that these are crucial in building a successful nation. Therefore, in this project research, I explored creating a space that not only encourages playing but stimulates characters and qualities while playing. Umberto Eco (1986, cited in Ledford, Olin and Promey 2014) claims that the architectural discourse is psychologically persuasive where one is prompted to follow the ‘instructions’ implicit within. The vision is to come out with a design solution for a children paradise but redesigning it from a child’s perspective of “fun”. Therefore, this research will tap in heavily on the psychology of space and behavioural management through play and interior design. As Janelle, Grossner, and Montello (2014) stated that spatial learning and education pose definite challenges for researchers, I believe it is worth a try.

Keywords: playground, child development, curriculum framework, environmental psychology, behavioural management

LIBERTY WOON

“

A good design solves problems so much that it makes you passionate for M RE ”

CHAPTER 1 : SITUATION & SCENARIOS

1.1 Introduction 1.2 Issues 1.3 Trends 1.4 Hypothesis 1.5 Ideals

CHAPTER 2 : PROJECT BACKGROUND

2.1 Project introduction 2.2 Precedent Studies

2 19

CHAPTER 3 : ANALYSIS

3.1 User Introduction 3.2 Market Analysis 3.3 Benchmarking 3.4 Site Selection Criteria 3.5 Potential sites

CHAPTER 4 : PROGRAMMING

CHAPTER 7 : Design solutions

7.1 The Form 7.2 The Exterior 7.3 The Interior 7.4 The Cut 7.5 The Furniture Detail

CHAPTER 5 : STRATEGY

CHAPTER 8 : CONCLUSION

5.1 The BIG IDEA – Philosophy | Client | Supporter 5.2 Brand 5.3 Innovation + Sustainability – Design Framework | Material | Building System

CHAPTER 6 : spatial solutions

6.1 Main Spaces 6.2 Circulation 6.3 Zoning 6.4 Public-User activities 6.5 Operational activities 6.6 The Hideout activities 6.7 The Market activities 6.8 Activity schedule

8.1 Our Story 8.2 Reference 8.3 Appendix

STORY MARKET 故事市场 கதை சந்தை

4.1 Project Concept 4.2 Design Framework 4.3 Programs

why this ORANGE?

Orange is a stimulating, highlight factor that attracts attension with a hint of cheer! It pulls children into the spaces. People often describe orange as sunny, happy, and uplifting. However, too much orange can seem too bright and overwhelming. Much like purple, orange tends to be a controversial color. People tend to either love it or hate it.That is why this colour is chosen as it is neither too dull or too bright, just like my favourite childhood orange juice. It is also a revolutionary statement. “Orange is very blatant and vulgar. It makes you immediately start having feelings.”— Wolf Kahn

NIPPON CIRCUS TOP YO 1134 A

SITUATION & SCENARIOs

1.1 Introduction

the dystopian playground

MY STORY

When growing up in the suburbs, I desired to play in the outdoors as I watched the neighbouring children laughing down the street. However, this is discouraged due to safety concerns and worrying news of urban hazards. But when I am brought to a safe place to play, that is a playground, my desires of play are vanquished by shyness as my parents can’t play together with limited design ergonomics. Looking back on that day, I often am regretful for not taking the courage to play. I missed out on the freedom of childhood play and social interactions. Perhaps, this is a dilemma where the playground is not designed according to the children’s needs and preferences which causes a low engagement with the environment (Aziz and Said, 2016). Hence, we long for places that are less ideal to play. Perhaps, we should redefine the playing platform.

Playground

Places for children designed & controlled by adults

Play ground

Children places found & controlled by children (Rasmussen, cited in Aziz and Said, 2016)

the playground is

not designed according to the

children’s

needs

THE FUTURE OF EDUCATION

why play? Outdoor environment play is crucial for children’s healthy development because this engagement can contribute to their physical, social, cognitive, and emotional development (Pellegrini, cited in Aziz and Said 2016) and enhance their problem-solving abilities and creative thought (Kellert, cited in Aziz and Said, 2016).

“I’m too shy & my parents can’t play with me.”

Figure 1.1.1. (Aziz and Said 2016) captures the transactional person - environment relationship

1.1 Introduction

the utopian plAY GROUND This research aims to show how physical spaces can affect and manipulate the minds of children in a positive way through design. Umberto Eco (1986, cited in Ledford, Olin and Promey 2014) claims that the architectural discourse is psychologically persuasive where one is prompted to follow the ‘instructions’ implicit within. The vision is to come out with a design solution for a children paradise but redesigning it from a child’s perspective of “fun”. Therefore, this research will tap in heavily on the psychology of space and behavioural management through play and interior design. This aims to create a space that not only encourages playing but stimulate characters and qualities while playing. As Janelle, Grossner, and Montello (2014) stated that spatial learning and education pose definite challenges for researchers, I believe it is worth a try. What if play has the answer to the future of our child’s education after all?

“

this combinatory plaY seems to be the essential feature in productive thought — before there is any connection with logical construction in words or other kinds of signs which can be communicated to others.” - albert einstein,1945

1.2 Issues

THE MODERN SLAVERY

their STORY

CHOW KIT

This research will focus on the growing community of urban poor children and teenagers in Chow Kit, Kuala Lumpur, who often do not have a safe space to play. Many of them ended up playing in available open areas such as dirty and dark back lanes, pedestrian walkways, road islands and construction sites. The city has little conducive space for people to mingle and grow, causing issues of loneliness, aggressiveness, depression, bad influences, abuse and more to manifest in the later phase of life. This is especially true to children who are enslaved to an unfair future with various causes. Because they have no choice but to chose the streets, this made them known as “street children” by the community. However, the negative connotation of “street” children caused these children to be looked down upon by the public and themselves as lacking, needing monetary help and as “charity zoo” humans. In reality, they are as capable as everyone else with different perspectives and backgrounds worth learning from! Hence, it is apt to refer these potential clients as “marginalized children” and cather the design solution generally for all.

the slaves Inter-NGO (1985) defines a street child as any girl or boy who has not reached adulthood, where the street (including unoccupied dwellings, wasteland, etc.) becomes the habitat and/or livelihood, and who has lack of protection, supervision or direction by responsible adults. UNICEF (1984) has categorized the street children into three categories. They are mostly from the age of 5-18 years old as young infants under the age of 5 are most vulnerable and are mostly protected within the home while older teens after 18 years old are already independent. I am homeless and live and sleep on the streets.

I am facing social, economic and political problems in my daily life and is new to the street.

Children at risk

Children on the street

Children of the street

I earn my living or beg for money on the street and return home at night.

Figure 1.1.2. The different types of street children

The term “street children” are mostly used by academians to aid in data collection and effecient, specific categorization. However, in God’s eyes, all chidren are created equal with different sets of talents and trials. All children are not meant to be in the streets nor being declared as of the streets. To all the children and community of Chow Kit and beyond, if you are reading this, know that you are more than what society and people labels you. You have purpose, you are loved, you are appreaciated because you are a child of God who still loves you dearly.

1.2 Issues

the human street traps

SOCIAL FACTORS The poor community in Chow Kit consists of local from rural areas and immigrants in hopes to earn money in the city. However, they are not equipped with the necessary skill sets to face the competition of city life.

Because of this, the parents are always out struggling to meet the needs of the family, leaving the children mostly on their own at home. This causes the children to find a better place to be instead of playing in a small cramped home. Some of them are also encouraged to find jobs and work underage in the streets.

environmental FACTORS

Figure 1.1.3. The dangers of the urban world.

Children are kinetic and will likely be drawn to a kinetic space that has a high level of energy. Unfortunately, due to undermaintained playgrounds1 and absence of conducive play spaces in the urbanscape, they are drawn to dangerous traffic areas2, mysterious back lanes3, dirty slump areas4 and marketplaces5 as these places are the only “safe” free open space to play and many things to see. This causes the children to grow up unhealthily in a high crime rate hotspot and ended up robbed of their childhood freedom as they are easily lured by what other adults do (role modelling) not limited to working, smoking and partaking in illegal activities.

1 2

5 4

1.2 Issues

the human street traps

SOCIAL FACTORS These vulnerable children are easily swayed by bad influences on the street. Boys are prone to be involved in violent acts whereas girls are lured into prostitution to earn a living. It is like a game of dice as these children have no idea what is best for life. Some children are not so lucky as they happened to stumble upon crime mates as a source of security and mentor.

the designer

the child

the parent

the teacher

Therefore it is up to us to be the change for our nation’s future generations.

“Children have the right to the best health care possible, clean water to drink, healthy food and a clean & safe environment to live in.” - unicef Convention on the Rights of the Child (UNICEF)

1.3 trends

family index These trends are according to the Urban Child Poverty Report conducted by the United Nations Children’s Fund (UNICEF) in 2018 to study the urban child poverty and deprivation in lowcost flats in Kuala Lumpur.

On average, one household has 5 household members to feed. The majority of household heads have low educational attainment (see Figure 1.3.1). Because of a deficiency in knowledge, the children of Kuala Lumpur lack good and solid guidance from the parents on how to survive and compete. This resulted in a new generation that continued to struggle to advance in life skills. Without knowledge, the skill sets of these guardians placed themselves and their children in semiskilled or low skilled jobs that are often mistreated by employees who prefer to pay for the cheapest option. This causes them to be paid under wage and strives to work harder to earn back the loses.

9 /10

Poor family planning leads to too many heads to feed

Most guardians are not having the opportunity to be empowered to lead

Secondary school (4-5) Secondary school (1-3) Primary school University

have semiskilled or low skilled jobs (see Figure 1.3.2)

Collage

No schooling

Form 6

No info

Figure 1.3.1 Heads of household by educational attainment (%)

The families here work harder but earn much less than the average worker, that is less than RM2000 a month! Therefore, some of them can’t even afford and being discouraged to send their many children to public schools despite they are citizens of Malaysia due to the cost of transportation, uniforms & stationaries. How much more do the stateless children with no identification have the opportunity to go to school?

1 /3 families earns <RM2,000/month

Percentage of heads of household (%)

Working Not-working Retired Employment satus

Skilled Semi-skilled Low skilled Occupational groups

Figure 1.3.2 Heads of household by employment status and occupational groups (%)

1.3 trends

marginalized children index*

300k

32% total street children in Asia, the second-largest compared to the rest of the world

Based on a UNICEF study on 2018, in Kuala Lumpur, there’s a total of

199 299

Children at risk Unacompanied minor/ separated child

* The term “street children” are mostly used by academians to aid in data collection and categorization and by no means are ancouraged to refer to the children in real life.

Stateless children found in Malaysia (The Star, 2017)

Moreover, those poverty-stricken local children on the streets are mostly found to stay at unconducive environment of the low-cost flats.

CHILDREN IN POVERTY

CHILDREN IN ABSOLUTE POVERTY

Figure 1.3.3 The initial proposal ideation on the social urban issue at Chow Kit, Kuala Lumpur, Malaysia.

1.4 hypothesis

the solutions L

INFLUENCE

TE Y OR T S

LIN

The hypothesis is that architecture storytelling is a solution to make the home of these children - the streets to be a more conducive living room (piazza) and empower them to be the streets superheroes by learning & changing according to the environment in subtle ways. This is because it is a struggle to encourage these playful children to sit still and being lectured as they are needed to be respected as a capable individual due to their independent exposure in the marketplace. This will also be a perception changer for the public to understand the truth of these special children through storytelling or in other words, testimonials. In a study conducted by Moreland-Russell, Sarah et al. in the International Journal of Health Policy and Management (2015), the results show that a majority (81.3%) of legislators implied that testimony at least somewhat influenced policy-making, hence are able to influence the minds of young and old alike with something as simple as testimonial storytelling. Figure 1.4 Storytelling spaces win, build and send children to do the same.

SP AC E

PLAY A storytelling interactive environment engages users in a curious manner. As our ancestors used to hunt and move about in their environment, we as humans are meant to move around and learn healthy cues around. This model of learning is what makes Finland’s education one of the best in the world and will reshape how we think education should be. Finland’s learning spaces incorporated a flexible open classroom and even swings for young and old alike, helping students to destress via movement and stimulate happy and pleasing cues for better focus and memory building. This effective fun environment helps to speed up the human building process.

EXCHANGE A storyteller engages the listeners to listen and relate. A book engages the readers to ask and apply. It is deduced that an interactive space fosters a community of “we” with information simple enough to be easily accessed through reallife stories. This encourages a quicker exchange of resources much quicker than the sending of SMS. This will bridge the gap between the public and the children, sending both parties out to share their own stories.

Figure 1.5 Win, build & send eveolution

1.5 ideals

the result

Marginalized children will have a bright future with their rights secured and equipped with skills for future growth and opportunity in honest work. This will secure a better future for Chow Kit and see crime rates decrease as the next generation are well supported with necessary opportunities.

The storytelling space will awaken the perception of the public to see that all marginalized children are super explorers to be respected and learned from. This will inspire more like minds for change in involving in works that benefit the society wherever they are.

securing a future

changing MINDS

This also changes the perception that success is made with lots of homework and without play. Instead, the other is true where one learns best with movement.

revolutionalize education This space has a hidden agenda: to challenge the norm of education and inspire schools to redefine the learning environment, pick up a new approach and go beyond the “stamp” system. This will challenge researches to question the educational model of creating a low survival instinct generation as compared to the resilient marginalized children. This space will also challenge town planners to consider the importance of a community space for the health of its citizens.

why this green? Green is calm and fresh, toning down the energy and preparing the children to be secure and open up to the healing aspects of nature. Green imitates nature and its serenity, thus encouraging its growth properties.

NIPPON MOUNTAIN HIGH BGG 1640 D

PROJECT BACKGROUND

2.1 PROJECT INTRODUCTION

Pasar Cerita INTRODUCTION

PLAY = LEARN

The core of Pasar Cerita champions the voices of the marginalized children and bridging the gap between the public and their story. Under the layers, this subtlely brings a challenge to the education norm in creating a new child-friendly approach and break free of the controlled learning environment. This model known as kinaesthetic learning is used in the space and is practised by one of the world’s best education system by Finland which introduced kinetic movement between periods of learning to help children with autism to better concentrate. Besides, the Bauhaus Design School incorporated morning exercise as part of the syllabus requirements and produced many bright students. Children are meant to play and be free. Therefore, a sight, sound and motion approach of learning should be present for an ideal learning environment.

2.1 PROJECT INTRODUCTION

PASAR CERITA INTRODUCTION

Pasar Cerita is a new culture and experience of learning in providing a platform to learn unknowingly. Its main aim is to free the marginalized children from the knowledge bound by books and lure them into discovery with the power of play. With spaces and activities designed to control the actions and minds of the children, it unknowingly programmes the child to act accordingly to the hidden rules of the spaces while learning about life skill sets. With interactive storytelling via physical spaces and live human testimonial galleries, the public & marginalized children can learn together, bringing awareness and discovery to the hidden powers which only marginalized children are known to possess.

Figure 2.1 The philosophy of storytelling brings change.

Carl-Bolle Elementary School by Die Baupiloten Location: Waldenserstraße 20, 10551 Berlin Mitte, Germany. Completion: Fall 2008 Client: Jahn, Mack & Partner Designer: die Baupiloten (Lena Fischer, Anna Lafite, Lukas de Pellegrin, Lisa Plücker, Daniel Theiler, Nadia Poor-Rahim) Budget: 50,000 EUR brutto (+- RM 243,570) / 241 m²

Figure 2.2.1 The facade masked a gem within.

GERMANY

Figure 2.2.2 Play interacts.

2.2 PRECEDENT STUDIES

evidence 1: the play education

This school is designed by pupils where they experience the architectural curriculum as a praxisoriented ideal and take part in all phases of design and construction. They come up with an espionage story, the foundation for designing the inaccessible spacious corridor area. The corridor was converted into a leisure zone fostering “explorative learning”. This new architecture experimented with its acoustic and visual-spatial phenomena to allow children to play while making serious scientific observations. The spaces encourage high-quality communication, exercising and research spaces. For instance, they can put on a spy persona and get an idea of the workings of a periscope, understand the colour spectrum or even invent reflection communication codes.

Figure 2.2.3 The space that storytells, image from karmatrendz.wordpress.com (2009)

2.2 PRECEDENT STUDIES

highlighted PROGRAM & SPACEs

Figure 2.2.4 Carl-Bolle Elementary School planning, image from karmatrendz.wordpress.com (2009)

This corridor functions as a storyline, with different “stations” of activities being fostered by the design itself. In this precedent study, I will highlight 3 spaces & their design.

THE GREETER The mirror above is placed in a 45-degree angle such that the children can spy to see what the other hiding children are doing in the corner. This helps children better understand how a periscope works.

This place also serves as a personal area for study, resting or playing.

WALL OF DISGUISES Children can flip the shapes to form codes to communicate.

Discover the power of reflection to illuminate dark spaces.

Camouflage oneself with light and create new colour mixtures. Experience contrasting colours from shadows and understand the contemporary colour spectrum.

2.2 PRECEDENT STUDIES

highlighted PROGRAM & SPACEs

SPY WALL & spy cell Holes for children to spy on others which train sensitivity towards surroundings with sharpened senses. Rhomboidal openings serve as holes for climbing and encouraging motor skills among the children.

Hidden spaces encourage exploration and aware of their surroundings.

Figure 2.2.5 Carl-Bolle Elementary School planning, image from https://likeellebelle.wordpress.com (2011)

2.2 PRECEDENT STUDIES

evidence 2: the labyrinth gym DISTRICT 21 PUTRAJAYA, MALAYSIA Location: AT 6, IOI City Mall, IOI Resort City, 62502 Putrajaya, Wilayah Persekutuan Putrajaya. Completion: 2014 Client: IOI Properties Group Berhad Size: 70,000 sqft

District 21 is an apocalypse-themed adventure park situated in the year 2066 with a revived, recycled and repaired environment. The deconstructed interior incorporated intentionally exposed M&E works. All material that has not been recycled has been rendered to appear weathered. District21 offers activities for all visitors to climb, jump, ride, slide and fly, preparing users to be ready for the future. Surprisingly, this adventure theme park was awarded five Malaysia Book of Records (MBR) titles in the presence of finalists of Miss Tourism Queen International 2015 (The Star, 2015), further confirming its demand and effectiveness.

Figure 2.2.6 An indoor adventure park in Putrajaya

highlighted PROGRAM & SPACE

THE maze

Lined with industrious metals and tight spaces, adults and children can venture in and try to find their way out.

This tests not just the physique of the players but their orientation skills and teamwork.

2.2 PRECEDENT STUDIES

evidence 3: customizable play learning Children’s Playground india Location: Village Gusbethi, Sahsola Patti, Block Tavru, Western Peripheral Expy, Haryana, India. Completion: 2004 Client: Deepalaya School Gusbethi Designer: Romi Khosla Design Studios (Romi Khosla & Martand Khosla) This design is where engaging children could redefine the storyline through the kinetic dynamics of the playground. This playground is a canvas which is different from the fixed spaces determined by adults. Children are free to realize enclosed, intimate or secure spaces with the panels and attempt a little game of design and seek, where children explore the architectural elements which are introduced on each of the pivoting panels and discover more spaces beyond. Figure 2.2.7 Children’s Playground by Romi Khosla Design Studios

highlighted PROGRAM & SPACE

An important role the “play ground” is to allow the children to exercise, think, create physically themselves. Each pivoting panel forms a space that the children can align and misalign to create new spaces while simultaneously removing the old ones. A combination of the opaque and see-through panels opens up great opportunity to play hide and seek as well.

2.2 PRECEDENT STUDIES

evidence 4: hide-and-seek curiosity Piccolo museo del diario (Little museum of diary) ITALY

Location: Piazza Pellegrini Plinio, 1, 52036 Pieve Santo Stefano AR, Italy. Completion: 2013 Client: Italy’s National Diary Archives Designer: dotdotdot

The museum houses a permanent exhibition that visitors can dive into the interactive and emotional stories with entertaining and interactive systems. It was created to display and promote more than 7000 stories written in the past and conserved since 1984 in the archive of Pieve Santo Stefano. The writings of normal people who did reflection and wrote stories through diaries, letters and autobiographical memories are capsulated in these public archives.

Figure 2.2.8 A tiny museum in Pieve Santo Stefano

highlighted PROGRAM & SPACE

From a boring library museum to a mysterious archive lair, this hide-and-seek approach enables visitors to be curious and engaged in the lives of ordinary people and the history. With physical and virtual copies embedded within the spaces, users can experience sight, sounds and see how different stories and ideologies have been forced together through the dynamic video projections. Pages of the diaries are video projected on the walls and surfaces to appear fluttering from the drawers to drop into other drawers.

why this blue? Blue encourages security and comfort while helping the children to open up further to the healing process of their heart.

NIPPON CLASSICAL BLUE BGG 1581 D

ANALYSIS

3.1 user INTRODUCTION

USER INTRODUCTION

the witness PUBLIC

DAY

with or without children from age 8 years old and above (younger children require supervision).

the explorer

Most marginalized children are mostly at this age. They PASAR CERITA CHILDREN are also at the stage of from age 8-12 years old curiosity and are easier to be and beyond persuaded. Morning time to distract them from working in the busy streets.

Children with working parents can be taken care of after school and finish up their homework.

NIGHT

Many children come from poor backgrounds and lack of a conducive place to study. Here at STAFF Pasar Cerita, we have Pasar Cerita Staff (Guardian Angel) volunteers to give HLO Partner (Human Book) additional support Counsellor (Druid) and guidance.

the guide

Lawyer (King) Artist (Mage) Volunteer (Traveller)

Figure 3.1 Marginalized children are subjected to an uncertain future. Just like a game of dice, they have two ways to live

3.2 Market Analysis

demand Family/indoor entertainment centres (FECs) are small entertainment zones or amusement parks that targetted local communities in big and small cities. FEC’s aims to engage the entire family, generally with a less per-person cost than a traditional amusement park. The global family/indoor entertainment centres market size was valued at USD 18,907 million in 2017 and is projected to reach USD 40,814 million by 2025, growing at a compound annual growth rate (CAGR) of 10.2% from 2018 to 2025 (Rake, 2019). The demand for the better future growth of children is expected to rise with educational reforms constantly being improved over the years. Besides, with the awareness of Autism growing amongst Malaysians, more people are aware of the reality of the proverb “All work and no play makes Jack a dull boy” as most children that faced Autism can be helped with rhymic movements, actions that relieve stress and a nice physique

workout. It is noted that a satisfactory complex play which creates a sense of mystery will trigger the mind to be curious and engaged (Zhang and Jin Li, 2012; Kaplan and Kaplan, 1989, as cited in Aziz and Said, 2016), hence releasing Endorphins, a chemical produced by the body to relieve stress and pain. This promotes an overall sense of well-being and improves brain function just like cleaning all the unnecessary background processes of an overloaded disk computer. Fun activities that challenge the brain can help prevent memory problems and improves brain function. Even though play and learning are not widely accepted by some conventional school of thoughts, it has a positive outlook with more play-driven learning spaces getting awards and recognition in Malaysia.

the self-sustaining cycle

Working parents nearby

Daycare

Family

Marginalized children

School

services in demand* Tuition

Recreational

School

*Free service only for B40 group (low income) families & marginalized children

Pasar Cerita

Minimal rent

Client

Collaborator & Seller

3.2 Market Analysis

competitor Currently, there are balanced competitors in Chow Kit. As Pasar Cerita is an education hub, its competitors will be the surrounding educational centres. However, if it is targetted on the method of learning through fun spaces, it will have limited competition. There are around 3 centres of social organizations targetted for the poor and marginalized children. Most of them provide a rather structured mainstream education except Yayasan Chow Kit (YCK) which offers a variety of skill targetted syllabus and have even two sub-locations (Pusat Aktiviti Kanak-Kanak & KL Krash Pad)targetted for different age groups. However, YCK lack of a conducive interactive space to play and learn compared to Pasar Cerita. For this analysis, I will be only comparing it with nearby similar social organizations that have the same goal and other theme parks in KL.

social org.

Pasar Cerita

programs fun food

Yayasan Chow Kit

Sekolah Bimbingan Jalan Kasih

Pasar Cerita is also a theme park play area with the theme of an adventurer’s city. Hence, its competitor will be indoor theme parks and playgrounds around Kuala Lumpur such as the District 21 which is an apocalypse park, Kidzania which is a miniature Kuala Lumpur city park and Berjaya Times Square Theme Park, the second-largest indoor theme park in Asia. As most of these famous competitors offer huge programs and have big spaces, it is a struggle to compete with them in these areas. The aim of Pasar Cerita is not to compete with them in promoting entertainment but of educational values both to the children and adults. Pasar Cerita aim is also catered towards the Chow Kit community and aims to be a dark tourism spot that is affordable for all.

theme park

ticket price program edu age

Pasar Cerita

District 21

Kidzania

Berjaya Times Square Theme Park

child - rm 45 adult - rm 35

weekdays - rm64 weekends - rm 80

child - rm95 adult - rm 50

child - rm 45 adult - rm 55 *Mykad

3.2 Market Analysis

compliment The symbiosis relationship between an organization and Pasar Cerita will be with the Buku Jalanan Chow Kit (BJCK). The BJCK and Pasar Cerita both targets marginalized children. BJCK provides the necessary manpower, facilities and materials in educating the children while Pasar Cerita provides public exposure and an attraction for the marginalized children to come and learn via play. This brings a balance between formal and informal learning. By collaborating with BJCK, Pasar Cerita can help to expand BJCK’s capabilities to match that of Yayasan Chow Kit’s exposure and movement, hence encouraging and building up the existing small organization. Buku Jalanan Chow Kit’s passion is also in line with what Pasar Cerita should be. The idea of bringing children in via outreaches is what will make Pasar Cerita more focused on the plight and reality of the surrounding context. After the children learned via play, they can choose between their favourite play area and start learning the life skills associated with it. This is because every play area has its specific functions and relates to a real-life application. For example, a pair of binoculars sparks interest in observation and observation correlates with photography and journalism. Therefore, with this partnership, the options for the children to discover will be much more complete and easier.

“

Over the long term, symbiosis is more useful than parasitism. More fun, too. Ask any mitochondria.” - Larry Wall,1997

Learning through fun. Photograph of Carl-Bolle Elementary School by Jan Bitter (2008)

3.3 benchmarking

standard of service to others safety

hygiene

As an artificial child play area, safety is often the most debatable issue in the design. Hence, Pasar Cerita is designed based on the Handbook for Public Playground Safety by U.S. Consumer Product Safety Commission (CPSC).

With the new normal, SOPs by the government will be followed with more frequent sanitisation of the play area as well as regular maintenance of all materials and equipment. Every user is required to wash their hands with soap before entry as soap kills more bacterial compared to hand sanitizers. Hand sanitizers are only used in each activity spaces/checkpoints.

The use of the right materials such as poured-in-place rubber (PIP) as flooring which is shock absorbent and provides grip, coated metal as well as cushioned landing pads and climbing spaces. Fall-proof nets and landing areas are also taken into consideration. However, Pasar Cerita ensures that a certain controlled risk is still evident for a healthy exploration and growth, this is so a child can learn to access risk via observation and experience. If any injuries should happen, Pasar Cerita has immediate response team from the +HP Base to provide immediate care and assistance.

PIP Flooring

Paddling

Safety Net

FIVE times a day disinfection and sanitation of hightouch surfaces in between session

Park wide disinfection fogging to eliminate micro-particles

Capacity limit control to ensure 200sqft of play space per user

Four person in a group activitiy

staff

refuge laws

Staffs training are of utmost importance to provide a quality experience for all. Every volunteer of staff has to undergo an intensive 1-week orientation and training before being released into the field as a probationary staff under supervision. Briefing and debriefing will be conducted to ensure excellence and constant improvement.

It is a controversial issue to protect illegal immigrants’ children or children at risk. Certain viewpoint sees that immigrant children should be deported immediately. For children at risk, some parents see this as an act of “stealing” or separating the child from their care even if the family environment is not conducive.

Besides having the passion and the skill sets, every staff will learn about the boundaries and the sensitivity in a social cause. Each has to be equipped mentally to face the different behaviours of the marginalized children and understand their needs as these children are special. The staff will also learn how to deal with the conflict between the public and the children should there be any disagreement.

At Pasar Cerita, we will partner with the Chow Kit Police Station and the Lawyers for Liberty as well as other human rights organizations. Instead of being in lockup camps or stuck at an unconducive environment during the day while the children’s cases are being resolved, they will be required to attend Pasar Cerita: The Hide Out as part of their educational curriculum. Any marginalized children freshly rescued will also be accountable to the Immigration Department of Malaysia and they will have the United Nations High Commissioner for Refugees (UNHCR) card applied by Pasar Cerita for temporary stay till their cases are resolved. According to the Convention on the Rights of the Child (CRC), as a State Party to the CRC, Malaysia is required under Article 2(1) to ensure the rights of all children within its jurisdiction without discrimination of any kind. Furthermore, under Article 22, Malaysia is required to provide child asylum seekers with all the additional protections guaranteed to them under international refugee law, at least until proper procedures have been instituted to verify and determine their status (The Malaysian Journal on Human Rights Vol. 6, 2012).

3.4 Site Selection Criteria

how is a site chosen? A good site is key for sustainable design. With the right criteria, all of the design’s programs and function can run smoothly. To measure the compatibility of the potential sites and identify the best location, a measuring method of a scale of 1-10 will be used where each number will be the mark given (e.g. scale 6 is 6 marks). The chosen site must be a minimum of 70% (B) out of 100% to pass the selection criteria and be chosen as the official site. As Pasar Cerita caters to the children as primary targets followed by the public as secondary targets, it needs to be taken note of with 5 criteria, that is the location hotspot for marginalized children, air quality, safety, accessibility and exploratory features.

the rubric

Air Quality

2m- Away from busy road 2m- No environmental smell (e.g. from garbage, drains) 2m- Humidity <50% 2m- No chemical 2m- No dust & allergens

1 mark

10 marks

2m- Brightly lit 2m- Minimal transportation traffic 2m- Wide buffer zones 2m- Visible security 2m- No physical hazards (holes, edges, unlevel ground)

1 mark

10 marks

2m- Car park 2m- Public Transport 2m- Pedestrian walkway 2m- Good traffic flow 2m- Friendly street life

0.5 km radius

5 km radius

2m- Nature 2m- Double volume 2m- Minimal structural obstruction 2m- Special feature/appearance 2m- Expandable surroundings

1 mark

10 marks

Space

Children’s Hotspot

A location where marginalized children normally visits is very important because that is how they are aware of such services and can access it easily.

Safety

good

Accessibility

bad

Exploratory

criteria

650m radius

200m radius

3.5 POTENTIAL SITES

TOP 3 SITES time toybar

Situated in a famous toy shop area and just beside a lowcost apartment, it is the nearest to the displaced children’s “hang out” areas in Chow Kit. Lined up with tree shades, it has a beautify mystical surroundings. However, it has limited outdoor space and accessibility.

Address: Jalan Raja Laut, Chow Kit, 50350 Kuala Lumpur, Federal Territory of Kuala Lumpur.

good

Children’s Hotspot

criteria

650m radius

200m radius

The nearest location to the hotspots.

1 mark

10 marks

Time Toybar is located beside a street (-1m) but there’s minimal traffic and the place is lined with trees. Dust, however, is still present when there’s a road (-1m).

10 marks

The front facade is brightly lit by street lamps and shops but the back lane is dark and narrow (-1m). It has a big traffic around (-2m) , a wide pedestrian walkway around the building (2m) & many shops around but no police station nearby (-1m). The physical hazard is the stairs at the side. (-1m)

5 km radius

There is no car park nearby (-2m) but a bus stop just opposite the building (2m) and a walkable pedestrian walkway (2m). It is situated at a busy road with bad traffic (-2m) but still has a friendly street life there (2m).

10 marks

There’s no nearby green area for outdoor playground (-1m) exploration but many adjacent trees . A double volume is explorable in the Time Toybar building (2m) and there’s minimal structural obstructions (2m). It also has a beautiful diagonal facade (2m). It is not expandable on the sides due to the clost vicinity with other buildings and the road (-2m).

Space

Exploratory

Accessibility

Safety

bad

Air Quality

the rubric

1 mark

0.5 km radius

1 mark

total score: 36/50 (72%)

3.5 POTENTIAL SITES

TOP 3 SITES Wellvest youth hostel

This site is near to the LRT station that connects to important places and the station is also the home for the homeless and drug addicts. Most displaced children of Chow Kit will not venture this far. However, this site is potential in becoming a “play ground” school with a personal green field and a quiet neighbourhood.

Address: Jalan Merpati, Jalan Raja Laut, Chow Kit, 50350 Kuala Lumpur, Wilayah Persekutuan Kuala Lumpur.

good

Children’s Hotspot

criteria

650m radius

200m radius

The furthest location to the hotspots.

1 mark

10 marks

Away from the main roads and surrounded by trees, it is the most freshest place compared to the other potential sites. However, the main rubbic collection spot is just beside the field and entrance.

1 mark

10 marks

It is brightly lit by street lamps and the LRT station (2m) & has the most minimal traffic (2m). There is no designated pedestrian walkway at the residential areas (-2m) & is very secluded from the rest of the human traffic (-2m). No physical hazards are around (2m).

0.5 km radius

5 km radius

There is no nearby car park (-2m), but is just beside the LRT station (2m). It is accessible via a walkable pedestrian bridge (2m). There are no traffic (2m) but a questionable street life there (-1m).

10 marks

There’s a nearby green field for outdoor playground exploration (2m). As it is a row of old residential terrace houses, double volume is unachievable (-2m) and there’s many columns and beams (-2m). The building does not have a dominant special feature (-2m) and only has minimal expandable front porch space to explore (-1m).

Space

Exploratory

Accessibility

Safety

bad

Air Quality

the rubric

1 mark

total score: 25/50 (50%)

3.5 POTENTIAL SITES

TOP 3 SITES BUKIT JALANAN CHOW KIT + SENDAYU TINGGI HQ

This site will include two building adjacent to one another. Situated at the intersection of the bustling Jalan Tuanku Abdul Rahman, it is hard to not notice this building just after the tall corporate skyscrapers. One of the buildings (on the left) is home to the famous Buku Jalanan Chow Kit organization. It is a potential site as it is situated at the epicentre of Chow Kit and has a lush green empty spot nearby for exploration.

Address: Lorong Tuanku Abdul Rahman 2, Chow Kit, 50100 Kuala Lumpur, Wilayah Persekutuan Kuala Lumpur.

CHOSEN

the rubric

Space

Exploratory

Accessibility

Safety

Air Quality

Children’s Hotspot

criteria

bad

good

650m radius

200m radius

It is situated at the center of all known hotspots of social organizations and chidlren’s “hang out” places, even though not the nearest, it is still a walkable distance.

10 marks

Sendayu Tinggi HQ is just beside the main road, hence, chemical and dust are present. However, BJCK is opposite a green open space with tall trees that helps improve the air quality. Therefore, it is in a balance.

10 marks

It is brightly lit by street lamps, tall buildings and shops (2m) & has minimal traffic in the small lanes but the main road is always busy (1m). There are also a wide pedestrian walkway around the building (2m) & many shops and a police station nearby (2m). No physical hazards are around. (2m)

5 km radius

There is plenty of car park in the green open space (2m), a few bus stops (2m) and a walkable pedestrian walkway and bridge (2m). There are many small routes to avoid the main traffic flow (2m) and has a friendly street life there (2m).

10 marks

There’s a nearby green area for outdoor playground exploration (2m). A double volume is explorable in the Sendayu Tinggi HQ building (2m) but there’s many columns and beams (-2m). Even though, it has a special diagonal facade that can be seen clearly from the main road (2m). As both buildings are corner shop lots, it is expandable on the other sides (2m).

1 mark

0.5 km radius

1 mark

total score: 38/50 (76%)

why this PINK? Pink is both lively yet calm, making comfort and delicate safe place to learn attentively. Pink calms and reassures our emotional energies, alleviating feelings of anger, aggression, resentment, abandonment and neglect. Thus, forming longlasting friendships.

NIPPON ANGELIQUE R 1290 T

programming

4.1 project concept

the Market The market is the conceptual inspiration that birthed Pasar Cerita. This inspiration is derived from the ASEAN culture itself which is the very home of these marginalized children. Growing up in the marketplace, a market is the best place that affiliates itself with its users and even the unexpected ones. The market is the hub of life where essential needs are met and its true culture and lifestyle shown. In every country, the reality is shown through their markets just like Italy’s open-air living room (piazza), Australia’s flea market, Sabah’s pasar tamu as well as the Bangkok’s railway market. To experience the real local interaction and discover rare local products, just simply head down to the public markets and not the overrated advertised ones. Each of these local markets has a story and its special mechanism to tell. It is the ideal tourism that shows reality without the rose tinted glasses. The idea is to create an environment that showcases a fusion of cultures that represents the ASEAN countries which those marginalized children originate. Either immigrant children from Bangladesh, Myanmar to our very own stateless local children, each will feel at home and find their identity at Pasar Cerita as the children of the world. With the setting of a marketplace, marginalized children will have a home of their own to sell stories that will impact the surrounding context. The idea is to create a new cultural hotspot as a catalyst for an urban cultural makeover just like the backstreets of Penang.

the railway The railway is the second conceptual inspiration that birthed Pasar Cerita. This inspiration is derived from the philosophy of the journey of life. Our journey on Earth is symbolized by a railway journey. Each season of our lives is mini stations that are along the railway. There are people around us that will journey with us while some will switch trains along the way. We do not know where our journey ends but as long as we live, we get to see new sceneries and experience new places. In reality, not everyone has a train ticket. While some are given platinum, gold or silver seat tickets since birth, there are a few that have to work for a place by cleaning the train and stations. At least, they get to see a glimpse of the scenery through a tiny window. However, little did the commuters realized that there are many who are playing on the railway tracks! Who are they other than the playful children who are oblivious to the danger they are in? They have no guardians to take care of them! As the train wheels sounded louder and louder in the near distant, the trainmaster noticed this and quickly made an announcement with a shaky voice and say “Whom should I send to rescue these children? Who will go for us?” I said, “Here I am. Send me.” Hence, these concepts reminded me of the Maeklong Railway Market in Bangkok, which embodied these two concepts together as one story of hope.

Figure 4.1 The concept story illustrated in a child’s perspective.

4.2 DESIGN FRAMEWORK

how does design help?

WIN : healing space

BUILD : discovery space

How do we help the marginalized children unless they choose to be led, open up and tell us their story? How can they learn productively when issues are distracting and pulling them down?

After the children are ready to start the life of freedom, they must first pick up where they have left off and discover who they are. Through this space, children get to know their special powers and true identity which helps them to see with eyes of hope. It is a space where they discover what is most profitable in life and get to learn profitable soft and hard skill sets.

First, the children must be healed physically, mentally & emotionally in order to learn. Therefore, it is important to meet basic needs like daily necessities and someone to journey towards a breakthrough.

Loo this k! Tak pat e h!

ou, y e r wa Ho dear? my

Id o go n’t fe od el s .

Ah o

yes !

I se

e it

SEND : motivating space Now that the children are equipped, it is important not to raise a hoarder but a giver. This ensures a self-sustaining cycle of new leaders training new followers. This space motivates the children to be aware of the need to pay it forward and be mini superheroes of our society. Only then, they are able to really make a change by reaching out just like how this space and its people train them to. The other reason is children understand more about their own age’s needs and wants, hence, becoming the best relatable & effective on-ground leaders out there.

e Sh

ea sr

No ab , wha ou t? t is it

u , e yo Hav of win d ? r hea & send d buil

WIN BUILD SEND

4.2 DESIGN FRAMEWORK

psychology OF SPACE

1 2

WIN : healing space BUILD : discovery space

Pasar Cerita’s design will incorporate the use of colour theory to invoke feelings within the children in a particular space. NIPPON MOUNTAIN HIGH BGG 1640 D

Calms, freshen and roots the child to open up to the healing aspects of nature who serenes and spur growth.

NIPPON CLASSICAL BLUE BGG 1581 D

Secures the children to open up further towards inner healing.

NIPPON ANGELIQUE R 1290 T

Lively yet calm, comforts and creates a delicate and safe learning place. It reassures our emotional energies, alleviating negative feelings of anger, aggression, resentment, abandonment and neglect. Thus, forming long-lasting friendships.

NIPPON PINK GERANIUM R 1265 P NIPPON AUSTERE YELLOW YO 1112 D

SEND : motivating space

NIPPON CIRCUS TOP YO 1134 A

Optimistic, innocent, joyful and hopeful. Builds and inspire, encourages action and elevates hope. Stimulates, attracts, highlights and uplifts. Too much can be overwhelming. It is controversial as both danger and attention seeking. This chosen colour is neither too dull or too bright, just like our childhood’s orange juice. “Orange is very blatant and vulgar. It makes you immediately start having feelings.”— Wolf Kahn

NIPPON KORALLE R 1261 D

Spurs and advances change, sending the children off to a better place by highlighting the future.

9 LEVELS OF INTELLIGENCE CURRICULUM HEALING SPACE

1 2 3 4 5 6 7 8 9

DISCOVERY SPACE

MOTIVATING SPACE

2,6

verbal - linguistic

17. egress & lookout

math - logic music visual - spatial

16. memory market & 15. HQ & +hp base dream weaver

7. BATAS

body - kinesthetic interpersonal

6. WAR ROOM

2,6

5,6

intrapersonal naturalist existential 5. KAMPUNG 4. SOUND & SIGHT

3,4

1,2, 3,4

12. mystical forest 13. the cave

11. lost & found

7,9 8. castle

1,2, 4,5,6 10. story dungeon

2. SUPER STORE 1. Hi Truck

3. mamak

9. TRAP DOOR & power cafe

14. river of time & TREEHOUSE

4,8

the hideout

the market

4.3 Programs

DESIGN NARRATION

Figure 4.3 The Hideout & The Market’s design & program relation illustrated perspective.

DESIGN catalyst With the chosen site, Pasar Cerita will have 3 stages of progression from the outdoor car park into building 1(existing BJCK building) and then into building 2 (Sendayu Tinggi HQ). The main aim of Pasar Cerita is to bring awareness about the powers of the marginalized children. Furthermore, the grander aim is to see the culture of the urbanscape around Pasar Cerita experience a change. This is the catalyst! Instead of an outdoor car park, the idea is to inspire action and convert this area into a mini teaser of Pasar Cerita — an outdoor playscape. It will be the next town square (piazza) where artists and town planners gather to create a better playground or park in the centre of Chow Kit. Instead of a dark back lane, Pasar Cerita will bring a change into this shady alley. It will be the next street education outreach, Chow Kit backstreet market, a tourist hotspot and even a Children’s Day Carnival Lane! The idea is to spark a catalyst movement of good urban design & culture for all to enjoy. With this vision, Chow Kit will no longer be the notorious city without recreational, nature, safe back lanes or play area anymore.

THE PLAYSCAPE

THE HIDEOUT

To inspire & encourage the building of an outdoor playscape or a city park. To spark a collaboration of street art & performance culture with local artists. To envision a future street education and livelihood market for the displaced community.

THE MARKET

4.3 Programs

project mechanism

4.3 Programs

OPERATION HOUR

ticket price

BUILDING 1 9am - 10pm BUILDING 2 Weekdays: 12pm - 8pm Weekends: 10am - 8pm

BUILDING 1 - THE HIDEOUT Only for marginalized children, staff and volunteers BUILDING 2 - THE MARKET Start charging after 30 mins Adult RM 35 Child RM 45 After 5.30pm 50% off

Family Pack (4) RM 150 Group Pack (10) 25% off

Online purchase 10% off

Registered Marginalized Children Gold Level

MEMORY MARKET Free

piazza

“the or square, is not just the architectural space that characterizes cities and villages, but an open air, urban living room. It is the heart of each Italian town where history, architecture and social relations become one.” - Donatella Polizzi, 2019

4.3 Programs

SPACE PROGRAM

THE PLAYSCAPE BUILDING 1 : THE HIDEOUT

play AREA STAFF AREA GREEN AREA MULTIPURPOSE AREA RETAIL AREA

BUILDING 2 : THE MARKET

why this PINK?

Pink is both optimistic and innocent, making a joyful sound and creates a hopeful and safe place to learn.

NIPPON PINK GERANIUM R 1265 P

Strategy

5.1 The BIG IDEA

philosophy

WIN

BUILD

A storytelling interactive environment engages users in a curious manner. As our ancestors used to hunt and move about in their environment, we as humans are meant to move around and learn healthy cues around. This model of learning is what makes Finland’s education one of the best in the world and will reshape how we think education should be. Finland’s learning spaces incorporated a flexible open classroom and even swings for young and old alike, helping students to destress via movement and stimulate happy and pleasing cues for better focus and memory building. This effective fun environment helps to speed up the human building process.

In a study conducted by Moreland-Russell, Sarah et al. in the International Journal of Health Policy and Management (2015), the results show that a majority (81.3%) of legislators implied that testimony at least somewhat influenced policy-making, hence are able to influence the minds of young and old alike with something as simple as testimonial storytelling.

SEND A storyteller engages the listeners to listen and relate. A book engages the readers to ask and apply. It is deduced that an interactive space fosters a community of “we” with information simple enough to be easily accessed through reallife stories. This encourages a quicker exchange of resources much quicker than the sending of SMS. This will bridge the gap between the public and the children, sending both parties out to share their own stories of win, build & send.

Figure 5.1.1 Pasar Cerita bird eye view.

CLIENT #1 5.1 The BIG IDEA

VISION To bridge the gap between different social and ethnic groups and to allow dialogue and comprehension.

The Human Library Organisation (HLO) is a registered international not for profit with its administrative headquarters located in Copenhagen, Denmark. The HLO is dedicated to ensuring global implementation of the Human Library as a learning platform. This is an innovative method designed to promote dialogue, reduce prejudices and encourage understanding. The HLO have successfully implemented this method in Malaysia in Impact Hub Kuala Lumpur, a coworking space. The idea behind The Human Library is to create a safe and positive learning environment where volunteers become ‘human books’ and share their personal stories with ‘readers’ wanting to learn more about that book title. Human Library is a mobile library set up as a space for dialogue and interaction.

OBJECTIVE - To bring different social and ethnical groups of society together - To challenge (and overcome) prejudice, stereotypes, and discrimination in society - To learn, educate, and change attitudes.

Figure 5.1.2 The Human Library family and what they do.

CLIENT #2 5.1 The BIG IDEA

VISION To provide equal access to education as well as a healthy growing environment for underprivileged children and to help them escape the cycle of poverty in the Chow Kit area.

Buku Jalanan Chow Kit (BJCK) is a non-profit organization since 2015 that provides an educational opportunity to every child. It is a safe space and a children activity centre and home-schooling centre for the displaced children. Founded by Miss Siti Rahayu and a group of friends, it is located exactly on the first floor of Building 1: The Hide Out. BJCK will merge with Pasar Cerita and The Human Library to provide a better holistic approach to champion the voices of the displaced children effectively.

OBJECTIVE - To provide a resource centre, an educational and a safe space that helps to empower the underprivileged children - To provide skills-based training to further develop the children’s potential - To increase the literacy rate to 90%

Figure 5.1.3 The BJCK champions the children and includes them in their family.

5.1 The BIG IDEA

supporterS

GOVERNMENT

The Ministry of Women, Family and Community Development

-To increase the participation and active role of women, families and society as contributors and beneficiaries of national development. -To preserve the rights of women, families and society fairly and equitably without any element of discrimination. -To expand equal opportunities for women and society in the social, economic and political spheres. -To strengthen family institutions. -To ensure an efficient and effective delivery and support system.

INDEPENDANT

The Human Rights Commission of Malaysia

-To promote awareness of and provide education relating to human rights. -To advise and assist the Government in formulating legislation and procedures and recommend the necessary measures to be taken. -To recommend to the Government with regard to subscription or accession of treaties and other international instruments in the field of human rights. -To inquire into complaints regarding infringements of human rights.

NGO The United Nations Children’s Fund

ngo

CARE CHANNELS INTERNATIONAL LTD

- To look after children’s welfare especially in developing countries by providing people with low-cost community-based services -To promote the equal rights of women and girls and support their full participation in the political, social, and economic development of their communities.

-To empower poor communities and equip them with literacy and vocational skills that they need to be gainfully employed. -To improve access to healthcare with feeding programmes, Community Development and Empowerment (CDE), surgery and medical assistance. -To engage communities to identify their needs, and work with them progressively towards a better standard of living.

5.1 The BIG IDEA

supporterS

NGO

Lawyers for LIBERTY

MEDIA R.AGE

-To protect and promote human rights. -To promote constitutional reform, improve the legal and criminal justice system. -Access to justice -To raise the standards in the conduct and policies of the Home Ministry and its agencies

-To educate young people on the importance of being clued into current affairs and news. - To tell stories that makes a difference. - To provide engaging, interactive, positive and groundbreaking news content.

“You must

be the change you wish to see in the world.” - MAHATMA GANDHI

5.2 Brand

THE image

PASAR CERITA

Figure 5.2 From left, Habibganj Railway Station, India; light of the end of a tunnel; Hagia Sophia, Turkey; St. Basil’s Cathedral, Russia

Yellow = Hope & Confidence Red = Love & Passion Blue = Care

Hope & Confidence first supports Then, Love & Passion grows within to desire change Care finally inspires action from within

Pasar Cerita symbolizes the doorway to a bright future for the street kids. Its yellow arch shape derives from the feature design that resembles a door. The middle big arch represents the children while the side arches represent the support provided. This then forms a tower-like structure, a fortified strong city or community in times of need.

A pastel similar colours are chosen to provide a balance between fun and calmness. Extreme bright colours are avoided to make it both adult and child-friendly.

5.2 Brand

THE identity body soul

image • Champion the rights of marginalized children • Contribute to the future of education • Well-being oriented

spirit space • Fun & engaging atmosphere • Speaks for the users • Experience life of marginalized children

• Learni • Play in • Excite contro

• • • •

Fun, fa Enjoy Inform Under

culture • • • •

character

ing oriented nducing ement, modular, discovering, adventure, subtle ol

RELATIONSHIP

amiliar being special mation exchange rstanding

Encourage growth Contribute to the future of education Socially responsible Urban catalyst changer

aim • A place to meet, learn, exchange and change • Energetic, Hotspot • Leadership

5.2 Brand

THE PRODUCTS STAFF’S UNIFORM

RFID Entry WRISTBAND WITH SECURITY TAG Public

MERCHANDISE PACKAGING

THE HIDEOUT LEARNING PACK

Pasar Cerita Children

Collaborators

CHOW KIT GAME CARDS

GRAPHIC T-SHIRT T-shirt graphic art by the marginalized children community, proceeds go to them as support

CHOW KIT MONOPOLY FAMILY BOARD GAME

RECYCABLE DESIGNER BAGS Designed and made by the poor local & immigrant community

5.3 Innovation + Sustainability

INNOVATION For generations, education for children is designed by adults to act like adults and to think like adults. Media and cartoons often glorify adulthood by branding the freedom and fewer rules of adulthood. This negatively hinders the confidence and gratefulness of the present in a child and discourages abstinence. In an adult perspective, this seems to be speeding up the growth of children to be adults and make individual decisions, but in reality, children ended up giving up their creativity and their learned boundaries just to live the adult “free” life. Moreover, many schools promote the boxed up life where mobility is highly discouraged in the name of control. Mobility has been a great friend to pacify mood swings and release stress. The system that limits the flexibility of the body promotes a generation of adults that have the “baby syndrome” and are unable to find healthy ways to cope with the inner conflicts. Therefore, Pasar Cerita brings a challenge to the way adults treat children. Do we design for children or ourselves? Can we put down our ego and unlearn what we know? Can children codesign the way of interactive learning? Instead of following the footsteps of what the society chooses to brand, Pasar Cerita highlights the strength and not the plight of marginalized children. Pasar Cerita sees the goodness these children bring. These children are not the scum, they are the X-Men of tomorrow!

Hence, instead of alienating movement and learning, Pasar Cerita joins them together. Instead of adults controlling the energy of the children, the spaces will subconsciously control the interactions. Instead of teachers taking full control of the future of Pasar Cerita, it is time to lead the very children to take possession of their generation. This time, these very heroes of Chow Kit will be the ones telling their stories and their experience in life. They will be the ones to aid us in research and teach us how to see in a child’s perspective of peace, trust and hope. These children will be trained to reach out to their generation, generating a ripple of unending leaders where the role of the teachers is to guide, to counsel and to motivate. It is time not to treat children as inferior but as Explorers!

material Pasar Cerita’s design is aimed at reducing the overhead and operational cost of the facility. The main reason is that all proceeds are best to be channelled to those in need rather than sustaining the facilities itself. Hence, Pasar Cerita utilizes the local surrounding context in fulfilling the needs of the building.

Pasar Cerita designs around old and unwanted architectural elements such as bricks, shattered or lone tiles, balustrades, louvres, doors and scrap metal from construction dumps and junkyards around Chow Kit. This doesn’t just reduce the footprint but also showcase the urban context around it. Besides, Pasar Cerita reuse abandoned items such as vehicles, oil drum or buckets and repurpose them as part of the furniture and design. In order to show the city, Pasar Cerita aims to bring in the colours of the city and give them another chance to shine.

5.3 Innovation + Sustainability

sustainability Pasar Cerita doesn’t just explore the mundane method of energy efficiency such as solar panels, rainwater harvesting system or natural lighting. Pasar Cerita brings energy sustainability to a whole new level by exploring on the natural way of thermal regulation. Pasar Cerita explores how termite mounts selfregulate in hot weather despite buried underground with narrow channels. Inspired by Eastgate Centre in Harare, Zimbabwe, this country’s largest office and shopping complex is an architectural breakthrough with biomimicry principles. This building stays regulated year-round without any conventional air-conditioning or heating which greatly reduces energy consumption. So, how does it work? Figure 5.3.1 Eastgate Centre in Harare, Zimbabwe by Mick Pearce in collaboration with Arup engineers

While referring to Figure 5.3.2 (B), imagine the path of wind as a marathon route. As the hot wind (runners) rises and moves above the mount in high speed, the top of the mount experiences high pressure (more runners, more squeezing). The side of the mount (roadside) has a vacuum of air hence the low pressure of air (less squeezing). This causes the other cooler side of the air from the bottom to rush in and fill in the gaps, replacing the hot air from bottom to top with convection.

Vacuum

Figure 5.3.2 A. Air flow in a termite mound with natural convection; B. Air pressure regulates air flow, image from https://inhabitat.com (edited)

As the exterior air enters the building to displace the warm air that is rising out at the rooftop, the air enters the small gaps of the turbine funnel and the facade louvre. Venturi Effect occurs in the gaps and the low pressure causes the air to flow in high velocity. This causes a cooling effect just like the eco plastic bottle air cooler created by Bangladeshi Ashis Paul!

+ CH D N

IMNEY

D E L O U VE R A C FA WARM AIR COOL AIR

INE FUNNEL B R TU

Figure 5.3.3 Natural ventilation for The Hideout building using Termite mount model

wir

e mes

Before the warm air escapes out into the sky, it goes through the chimney that is partially submerged in the water body. It is then being cooled by the water surrounding it before being released into the atmosphere. Now, the heat that is trapped in the water evaporates, releasing the heat and lowers down the temperature of the rooftop.

Pasar Cerita: The Hideout utilizes a similar termite model concept to regulate the main learning facility by taking advantage of convection.

why this yellow?

Yellow builds and inspire, communicating action and and elevates hope.

NIPPON AUSTERE YELLOW YO 1112 D

spatial solutions

6.1 MAIN SPACES

1. Hi Truck 5. KAMPUNG

5 2. SUPER STORE

6. WAR ROOM

7. BATAS 3. mamak

1 8. castle 4. SOUND & SIGHT

17. egress & lookout

13. the cave

9. TRAP DOOR & power cafe

14. river of time & TREEHOUSE 10. story dungeon

15. HQ & +hp base 11. lost & found

12 zs

16. memory market & dream weaver

12. mystical forest

6.2 CIRCULATION

the trail

the explorer MARGINALIZED CHILDREN

the witness PUBLIC

the guide STAFF

the train CHILDREN & PUBLIC

6.3 ZONING

THE SPACES

HEALING SPACE DISCOVERY SPACE MOTIVATING SPACE

Logic will get you from A to B. Imagination will take you anywhere. - Albert Einstein

6.4 PUBLIC-USER ACTIVITIES

the summary

enter

play

enter

play

be heard

aware

Pasar Cerita: The Hideout is open for only the users, that is the marginalized children while Pasar Cerita: The Market is open to all. The Hideout exists as a place to provide a conducive place for marginalized children to grow and be equipped while The Market is a place where marginalized children apply what they have learned, interacts with the public to spread awareness and build relationships via play. The Market also serves as a children playground or a children care centre for the public.

discover

support

involve

apply

sell story

briefing

cook

teach

manage

debrief

win

MARKET

care

Pasar Cerita consists of a team of diverse staffs where the official staffs will handle the general management such as overseeing activities, managing space mechanisms or teaching while external collaborators handle specialized task such as counselling, managing court cases, sharing or conducting workshops. Volunteers will help out in simple tasks such as engaging users, manning the booth or become mini helpers & trainees in different activities.

6.5 operational ACTIVITIES

enter

6.6 The Hideout activities

1 Hi Truck

REGISTRATION

This recycled food truck is where new marginalized children register themselves for The Hideout programme or redeem snacks with tokens.

2 super store

This store will function as a thrift store and a grocery store for children. Marginalized children are encouraged to trade in recyclables for necessities and toys. They are required to deposit into the recycle vending machine and retrieve tokens. There is a limit of how many tokens to be released per deposit. The children can choose to retrieve physical tokens or deposit the points into their RFID Entry wristband. Those who attend The Hideout program will have a higher chance of gaining more points through activities and applications. With the tokens/points, the children can redeem the prizes on the rotatable carousel that functions like a vending machine. The prizes are donated reused items, snacks, toys, stationeries, books and even dry foods and basic amenities for the family!

6.6 The Hideout activities

3 mamak

The Mamak functions as a healing place for the children’s body to be ready for learning and collabs with volunteer caterers to provide for the children and their guardians. This space also has a kitchen and barista where in-house training is provided for high-tier students from The Hideout before they further their training to vocational schools.

4 SOUND & SIGHT

Before the users enter the space, they are required to place their shoes in the 1st section of the locker system followed by belongings in the 2nd section. In the 3rd section, the children are to retrieve a jumpsuit each and tuck up at the nearest dressing room before starting their journey into the spaces for maximum safety and comfort.

LOCKER

Automated Storage & Retrieval System (ASRS)

In the spaces, children can converse with each other through the sound pipes. Some of these sound pipes are connected to recordings for children to hear while some are connected to the top or bottom floors and to The Market. The aim is to bring out concentration in the child and ease the child to communicate freely in a fun way. Once the child is ready, there will be part-time psychiatrist and counsellors that will guide the child to open up and receive professional emotional or psychological support through conversing via pipes. The child can choose to speak in a separate space at the train booth from the staff just like the confession booths in churches. The next activity is Sight. It consists of coloured acrylic panels that diffuse patterns and lights reflected from the outdoor sun and spotlights. These panels are attached to movable tracks and can move around to mix and match colours and patterns. The children can compose a reflection/diffuse artwork on the floor, walls and ceilings. This helps children to understand the light spectrum and composition. Sound trains children to be vocal while Sight trains children to explore art compositions and visual attributes.

6.6 The Hideout activities

5 kampung

Kampung is a formal learning space but with a twist. The houses contain materials hidden within, forming a material library. Children can press the button and hear the pronunciation while referring to the material itself. The centre of the kampung is the field where formal learning happens with classes on various topics. It has a sound isolated sound shed where children can play musical instruments in peace. There is a stage for children to perform too!

6 war room

Just like the angels fighting for us in the heavenly realms, this room is the “heavenly” staff meeting room. It is where major decisions, pitches, debates and discussions are held with the team. This space is where court cases are handled as well. Besides the War Room is the Sea Room where it will be a therapeutic room to rest and destress. The water reflection from the pond above shines down into the spaces via the ceiling opening, mimicking the calmness at the bottom of the quiet still waters.

6.6 The Hideout activities

7 BATAS

Batas is an application site to introduce farming to marginalized children. The aim is to equip the children with survival skills, patience and the love for nature. It serves as a green roof for The Hideout too! There are two levels in this hands-on activity. The first level will be the usual soil farming while the second level will be the hydroponics farming technique. The soils to be used for the first level will be self-made from leftovers from the Mamak to form quality compost. The final product will then be reused for the Mamak or sold as charity items at The Market.

8 Castle

This space is a healing and motivating space. It is where children learn about mindfulness and spirituality. The aim is that these children will learn about self-actualization which is the highest hierarchy of Maslow’s hierarchy of needs. This will help the children to live a life of fulfilment. This is where children get to listen to stories and sharings about moral values. Besides, this area provides space to chill and unwind above the hustle and bustle of city life.

6.7 the market ACTIVITIES

9 TRAP DOOR

The Trap Door will host only the public users and the guides. After registering online for an express pass, the users can immediately access by providing QR keycode. On counter payment is also available.

LOCKER

Automated Storage & Retrieval System (ASRS)

The users are provided with sanitized footwear and are required to wash their hands before entering. Disposable gloves and hair cover are allowed and provided upon purchase as extra safety measures.

PANTRY

$ REGISTRATION

Moving on, an RFID entry wristband is given with a unique ID for locker identification, point collection, purchase and donation. The users then are then required to store their items including shoes in the ASRS locker system using the unique ID as a tag.

9 power cafe

In the same area, there’s a pantry for the Power Cafe. The Power Cafe lives up to its name to provide the best energy and nutrition-packed snacks for unlimited fun! Every user can redeem a free 100 Plus beverage as an in-house treat.

HEALTHY SNACKS

YOGURT DRINK

COLD PRESSED JUICE

VITAMIN PILLS

PACKET JUICE

KURMA

6.7 the market ACTIVITIES

story dungeon 10 LIVING ROOM @ gf

This space aims to let users experience the life of marginalized children in a poor living room setting and get to know the simulated surroundings. Users are required to listen to a Human Book introduction from a window kiosk before exploring Pasar Cerita and to download the Pasar Cerita interactive app. The users can access other human books from different kiosks too by pressing the buzzer and selecting the available story. In the living room, users are to navigate carefully in the tight and labyrinth-like space. The aim to find clues and information hidden within the spaces in the form of a scannable AR info or a plain real-life artefact. Users are also encouraged to listen in to the children’s conversation through the pipeline from The Hideout Sight & Sound. The users finally can excess the hidden quiz QR code by finding it and unlocking the compartment with their RFID entry band to access one question per user. Upon answering correctly, users can claim points for reward redemption.

story dungeon 10 child’s ROOM @ gf

This space aims to let users experience the life of marginalized children in a poor child’s room setting. The functions of this space are as the same with the Living Room with the only difference of items present according to the topic. This space is where users can dive in deep into the thoughts of these children and walk in their shoes.

s2 - personnel fortress

6.7 the market ACTIVITIES

dungeon 10 story personnel fortress @ ff

This multipurpose place is a staff room for staffs to rest and manage the Human Books as well as the window kiosk mechanism. The staffs will also be managing the sound pipes to ensure that the conversations transmitted from The Hideout are applicable to be shared to the public for the Story Dungeon gallery below.

sound pipelines

11 lost & found

This customizable “play grounds” are flexible with movable partitions. With the main axis of the space accentuated with street lamps with a rotatable feature, this ensures a fun play. There’s a children tower to access to the first floor by climbing up foam tyres while crane trees transport new materials made from any of the workshops vertically using a pulley system and a bucket. Solar panels that follow the sun direction are installed on the trees as well to save electrical energy.

1 3

6.7 the market ACTIVITIES

12 MYSTICAL FOREST

At the Mystical Forest, children can interact with nature and observe highlighted plants captured in the viewfinder of the design sculpture. It is a multifunctional space where children can choose to create either for leisure or for reading.

13 the cave

The Cave is a labyrinth where adults and children are free to roam and get lost in this multipurpose space. From a study area to nap place, it is up to the users’ creativity on how to use it. Before the users enter the space, they are required to check their body size through the play hole at the entrance. The hole is the minimum diameter the entire Cave has. In the Cave, there are hidden exhibitions, AR and more quizzes and riddles. Each main spaces have a map in case the users are lost. Users are encouraged to interact with others to find their way out.

OPTION 1 OPTION 2 OPTION 3 ?

6.7 the market ACTIVITIES

14 RIVER OF TIME

This is a place where children can fascinate themselves with the flowing water feature and get creative with the pixel wall art.

This sculpture mechanism in the middle of the artificial waterfall will move every hour, powered by the kinetic energy from the waterfall itself.

14 TREEHOUSE

The Treehouse is a place of interaction with nature. This space will reintroduce the plant most Malaysian kids grow up to. It is the multifunctional red Ixora flower, also known as “Jenjarum” in Bahasa Malaysia. Many may have had the experience of pulling out the needle-shaped bud of this flower and sucking on its nectar as a child. Users can experience the childhood of making things out of this non-toxic organic plant to form wreaths and other useful items and even taste its edible nectar. This helps users to be in touch with their childhood and establish a positive connection with plants and how to take care of them.

6.7 the market ACTIVITIES

15 HQ

This place is a staff room for staffs to rest. It is also a media room where collaborators can hang out here and do shootings and interviews.

15 +HP Base

There are first-aid service and health checkup area at this dismantlable kiosk. There will be a partnership with collaborators on health services and providing talks here too!

DREAM WEAVER 16 @FF

Memory market 16 @gF

The Dream Weaver is a place users can learn how to weave daily objects which include ropes, baskets, bags, mats and others. This space can be used as a multipurpose space as well.

This merchandise shop is where users can get mementoes. The items sold here are products made and collaborated by the refugees and Care Channel’s Orang Asli Community. Other social organizations can also sell their products here.

Before entering, users have to register their slots at the registration area and wait for their turn to participate in this joint-collaboration workshop with Care Channel and the Orang Asli community.

Users can purchase with cash or redeem the merchandize with points earned while interacting within Pasar Cerita.

6.7 the market ACTIVITIES

17 egress

Egress is a maze + gallery area where users will feel the sense of claustrophobia and directionless that the child at risk felt. The doors are customized such that some are unable to be opened and some will be just a digital panel of information or more artworks and artefacts of the marginalized children. The users have to navigate through the labyrinth to reach the exit. If the users get lost, all they have is to look up to the mirrored ceiling features and find where they are. They can also shout for help and the staff on duty will help to navigate the users out safety using the CCTV system and microphone.

This multipurpose area can be used for any activities. Generally, it will be used as a campaigning and fundraising area as it is located near the exit.

LOOKOUT 17 beside egress

6.8 ACTIVITY schedule

daily IXORA flower workshop WEEK 1 WEEK 2 WEEK 3 WEEK 4

Ixora wreaths making Ixora lemonade making Ixora skin care making Ixora planting

bamboo weaving workshop WEEK 1 WEEK 2 WEEK 3 WEEK 4

Bamboo rope Mini basket making Bamboo bookmark Bamboo cup mat

weekly 10.00am - 10.30am 1.00 - 1.30 am 3.00 - 3.30 am

6 pax per session

11.00am - 12.00 am 2.00 - 3.00 am 3.30 - 4.30 am

10 pax per session

live performances

6.00 - 6.30pm

Every Saturday

- Different local artists are invited to share the joy - Children get to learn childhood folk songs and values while being inspired by music

talks

3.00 - 5.00 pm

Every Weekends

Representatives of supporters are invited to share the pressing truths of the society, redefine the lives of marginalized children and drive change for a better fair future.

lost & found friendly match

10.30 - 11.00am 2.00 - 2.30pm 5.00 - 5.30 pm

Every Sunday

Adults, staffs and kids team up to secure the fortress and prevent intruders from reaching the base and steal the voucher treasure.

monthly Food updates - New Vitamin Pill pack launch - New snacks and drinks - Mystery fun meal of the month

pHOTOGRAPHY & Poster COMPETITION -Participants to document the best image of Chow Kit and Pasar Cerita/artwork that champions human rights. The best artwork that gets the theme message across will be chosen by representatives of all supporters. -Chosen artworks will be used for the month’s campaign poster, exhibition entry and to be published in the newspaper. - Winners walk out with RM 500 cash and 2 free entrance tickets.

annually Happy children’s day

20 November

- National Children’s Week promo - 50% discount on weekend tickets - Children party with activities, special hosts & lucky draws

new theme - New workshops - New designs & experiences

January

why this RED? Red spurs and advances change, sending the children off to a better place by highlighting the future.

NIPPON KORALLE R 1261 D

Design solutions

“BONGKAH” is a feature design structure/installation/kiosk/ sculpture/furniture with multifunctional concept that will tie the entire design theme together. The size of this “BONGKAH” will be limited to a 4m(W) x 4m(L) x 6m(H) size. It is the epicentre design of the entire space and the mother of the concept elements. With the inspiration of a trailway station and a market, Story Dungeon is born! Its design is similar to an arabic train station with many colours, to portray the essence of the localized design taste as well as appealing to marginalized children from Bangladesh, Vietnam, Thailand or Myanmar which is popular with their many colourful cultures. I wanted the marginalized children to feel at home and in touch with their identity. Its metal I-beams and mechanism is to mirror the local urban landscape. The double level with retractable stairs mirrors the childhood treehouse but in the form of a concrete tree with its industrial design. I purposely intended the arch shape to be the highlight to signify the doorway or transition to freedom and change.

story dungeon

7.1 The Form

BONGKAH - concept

BONGKAH - design transformation 1

Figure 7.1: The idea processes. 1. Elements are identified from children familiar items 2. The elements are mixed and matched to new shapes 3: Exploring meanings in concepts (hot air baloon) 4. Exploring meanings in concepts (treehouse) 5. Finalizing chosen concept (train station) 6. Initial design render to troubleshoot mechanism 7. Final design render with proper ergonomics

7.1 The Form

BONGKAH - exploded The specialty of this design is the integration of the columns and beams of the existing site. This is to accentuate the structures and at the same time hide it by making it part of the overall design network. This bongkah highlights the interactive gallery and the human book testimonials. The ground floor is the gallery for the public while the first floor is the personnel room. It is a lift where staff & collaborators enter from the first floor and down to share information or experiences. This lift is operated with a few engineering systems in order to function well. Besides, the users can also listen to conversations of marginalized children via the sound pipelines all the way from the first building. The conversations are monitored by the staff above to ensure appropriateness for publishing.

BONGKAH - drawings

7.1 The Form

BONGKAH - detail

BONGKAH - TRANSFERABLE ELEMENTS

THE HIDEOUT

7.2 THE EXTERIOR

Pasar Cerita is a place where marginalized children sell their stories.

THE MARKET

THE HIDEOUT ELEVATION

7.2 THE EXTERIOR

Its main aim is to free the marginalized children from the knowledge bound by books and lure them into discovery with the power of play.

THE MARKET ELEVATION

THE HIDEOUT ELEVATION

7.2 THE EXTERIOR

With storytelling via physical spaces and live human galleries, children and adults can learn together, bringing awareness to the public & EMPOWERING Marginalized children BE WHO THEY ARE, SPECIAL & LOVED.

THE MARKET ELEVATION

EXPLODED ISOMETRIC

7.3 THE INTERIOR

THE PLAYSCAPE zs

BUILDING 1 : THE HIDEOUT

15 zs

21 zs

23 zs

1. Hi Truck 2. SUPER STORE 3. mamak 4. KITCHEN 5. SOUND & SIGHT 6. KAMPUNG 7. WAR ROOM 8. BATAS 9. CASTLE 10. TRAP DOOR 11. STORY DUNGEON 12. LOST & FOUND 13. MYSTICAL FOREST 14. THE CAVE 15. +HP BASE 16. HQ 17. river of time 18. TREEHOUSE 19. PERSONNEL FORTRESS 20. DREAM WEAVER 21. EGRESS 22. LOOKPUT 23. POWER CAFE 24. MEMORY MARKET

10 BUILDING 2 : THE MARKET

7.3 THE INTERIOR

PLAN

TAMU NYATA

1860 SQFT

GROUND FLOOR PLAN

TAMU CERITA 4590 SQFT

7.3 THE INTERIOR

PLAN

TEROWONG 1860 SQFT

FIRST FLOOR PLAN

TAPAK BINA 3200 SQFT

7.3 THE INTERIOR

PLAN

KAMPUNG 1860 SQFT

SECOND FLOOR PLAN

7.3 THE INTERIOR

PLAN

AWAN

1860 SQFT

THIRD FLOOR PLAN

LANGIT 1860 SQFT

ROOFTOP FLOOR PLAN

7.3 THE INTERIOR

THE HIDEOUT space design

MAMAK

SOUND & SIGHT

7.3 THE INTERIOR

THE HIDEOUT space design

KAMPUNG

CASTLE

7.3 THE INTERIOR

THE MARKET space design

LOST & FOUND

STORY DUNGEONS

7.3 THE INTERIOR

THE MARKET space design

STORY DUNGEON - LIVING ROOM

WATERFALL

7.3 THE INTERIOR

THE MARKET space design

STORY DUNGEON - PERSONNEL FORTRESS

POWER CAFE

7.4 THE cut

section

section b-b

7.4 THE cut

section

section a-a

section c-c

7.5 THE furniture detaiL

flexible fun urban furniture

KAPORE This bench is given the name ‘Kapore’ and is derived from the Malay word “kapur” which means chalk. It is inspired by the golden days of blackboard where chalk is used for presentations. This bench brings a sense of appreciation for the past, now and future via fun! It is designed in such a way that it is multifunctional with fun arrangable “kapurs”.

292

7.5 THE furniture detaiL

flexible fun URBAN furniture 38

1206

180 10 180 10 180 10 180 10 180 10 180

180 10 180 10

636

180 10 180 10 180

370

10 180 10 180

1206

180 10 180 10 180 10 180 10 180 10 180

636

100

408

636

292

100 38

860 20

292

860 20

410

100 38

860 20

410 38

860 20

100

38 292

860

100

228

410

180 10 180 10 180 10 180 10 180 10 180

410

38 410

FRONT VIEW

LEFT VIEW

370

636

180 10 1206

180 10 180 10 180 10

636 38

370 38 180 10 180 38 410

1206

228

860

860 20

410

10 180

180 10 180 10 180 10 180 10 180 10 180

636

292

100

408

860

38 292

100

860

180

370

860

410

410 38

860

100

636

100

370 A

100

PLAN VIEW

10 180

410

370

636

860

180 10 180 10 180 10 180 10 180 10 180

180 10 180 10

410

1206

636

228

636

100

180 10 180 10 180 10 180 10 180 10 180

292

1206

408

410

292

110 35

50 160

636 180 10

BACK VIEW

100 38

RIGHT VIEW

636

370

636

10 180 38

370

180

410

110 35

410

292

860

20 140

180 10 180

1206

DOWELLED MORTICE & TENON JOINTS

DETAIL SECTION A-A

Finally This orange represents gold, royalhood and the glory of a future. For the greatest of them all, is the one who serves.

CONCLUSION

8.1 Our story

conclusion In conclusion, Pasar Cerita is a complete solution that doesn’t just tackle the urban social issues of neglected marginalized children but also reduce the environmental carbon footprint and boosting the economy around the area. It will be the new piazza of the urban Chow Kit, a market of social exchange, a historical advancement and political reform. It is proof that interior architecture can make a greater impact. All we need is to stop and listen to the stories around us. With a deep research, It is possible that space are able to shape the way we think, move the way we move and be part of our daily growth. Instead of bystanders, interiors involuntarily contribute to the growth, attention and necessary energy required to complete a task efficiently. What makes Pasar Cerita stands out from the rest is that Pasar Cerita are able to unvictimize marginalized children and see themselves beautiful the way they are. They shouldn’t be placed into the mold of adulthood but should celebrate their skills and the way they learn. It is high time we learn from them how to play hard, work hard & be resilient! Pasar Cerita is a place where Stories Shape Lives! Therefore to you who are able, I will say to you: “Go, and write your very own story!”

8.2 references

Allcock, A., 2019. Healing environments for children who have experienced trauma. [online] Available at: <https://www.iriss.org.uk/ sites/default/files/2019-04/iriss-esss-outline-healing-environ-children-20190506.pdf> Al-Akkam, A.J., 2013. Toward a Psychological Design Process for Interior Architecture. Alexander, Z.Ç., 2017. Kinaesthetic Knowing: Aesthetics, Epistemology, Modern Design. University of Chicago Press. [online] Available at: <https://cap.ksu.edu.sa/sites/cap.ksu. edu.sa/files/imce_images/jap_ksu_jan2013_e3_0.pdf> A’tna-Mardhiyah, B.M., 2017. Child Centered Pedagogy for At Risk Children at Chow Kit, Kyala Lumpur (Doctoral dissertation, Universiti Teknologi Malaysia). [online] Available at: <http://eprints.utm.my/id/eprint/78449/1/AinaMardhiyahMohdMFAB2017.pdf> Austin, T. Children Pay High Price of Asian Economic Miracle. Available: www.fva.org/0195/children.html Undated. https:// resourcecentre.savethechildren.net/node/2351/pdf/2351.pdf Aziz, N.F. and Said, I., 2016. Outdoor Environments as Children’s Play Spaces: Playground Affordances. Play and Recreation, Health and Wellbeing, 9, pp.1-2. Bajunid, A.F.I., Aliaas, M.Y. and Abdullah, R., 2018. Stories Untold: The street children of Chow Kit–An architectural intervention. Asian Journal of Environment-Behaviour Studies, 3(6), pp.157-168. [online] Available at: <https://pdfs.semanticscholar.org/09bb/ fbcd19f4883a1a56a6e057e33fe1b81e7399.pdf> Childhope Philippines, 2016. #Igivehope. [online] Philippines: https://www.globalgiving.org/. Available at: <https://www.globalgiving. org/pfil/14464/projdoc.pdf> Divisare. 2010. Romi Khosla Design Studios Children’S Playground. [online] Available at: <https://divisare.com/projects/126946romikhosla-design-studios-charudutt-chitrak-children-s-playground> Domusweb.it. 2013. The Little Museum Of Diary. [online] Available at: <https://www.domusweb.it/en/news/2013/12/06/the_little_ museumofdiary.html> Dosm.gov.my. 2019. Department Of Statistics Malaysia Official Portal. [online] Available at: <https://www.dosm.gov. my/v1/index.php?r=column/cthemeByCat&cat=455&bul_id=MEs4QzNxWkNZZDEyM08yM0Jsd05vQT09&menu_ id=U3VPMldoYUxzVzFaYmNkWXZteGduZz09>

Drotner, K 2011, Creativity and aesthetic production in the knowledge society. in M Dael, J Helmer-Petersen, P Grønbech, PR Rasmussen & MC Madsen (eds), Architecture and design for children and youth. The Network for Children and Culture, Copenhagen, pp. 7-11. [online] Available at: <http://byggaskola.se/wp-content/uploads/2017/09/Architecture_and_Design_for_Children_and_Youth.pdf> Fehrenbacher, J., 2012. BIOMIMETIC ARCHITECTURE: Green Building In Zimbabwe Modeled After Termite Mounds. [online]. Available at: <https://inhabitat.com/building-modelled-on-termites-eastgate-centre-in-zimbabwe/> Friberg, A. and Martinsson, V., 2017. Problems and Solutions when Dealing with Street Children: A qualitative study based on experiences from Social Workers’ in Bloemfontein, South Africa. [online] Available at: <http://www.diva-portal.org/smash/get/diva2:1148447/ FULLTEXT01.pdf> Hamdan Adnan, M., 2012. Refugee Issues in Malaysia: The Need for a Proactive, Human Rights Based Solution. The Malaysian Journal on Human Rights, [online] 6, p.28. Available at: <https://www.suhakam.org.my/wp-content/uploads/2013/11/Binder1.pdf> Janelle, D. G., Grossner, K. and Montello, D. R. (2014) Space in Mind : Concepts for Spatial Learning and Education. Cambridge, Massachusetts: The MIT Press. Available at: https://search-ebscohost-com.ezproxy.taylors.edu.my/login.aspx?direct=true&db=nleb k&AN=910335&site=eds-live&scope=site KARMATRENDZ. 2009. Carl-Bolle Elementary School By Die Baupiloten. [online] Available at: <https://karmatrendz.wordpress. com/2009/07/18/carl-bolle-elementary-school-by-die-baupiloten/> Ledford, D.L., Olin, P.M. and Promey, S., 2014. Psychology of space’: The psycho-spatial architecture of Paul Rudolph (Doctoral dissertation, Thesis. Yale, New Haven: Yale Divinity School). [online] Available at: <https://www.academia.edu/10200011/Psychology_ of_Space_The_Psycho_Spatial_Architecture_of_Paul_Rudolph> Likeellebelle. 2011. Carl Bolle Elementary School. [online] Available at: <https://likeellebelle.wordpress.com/2011/02/08/carlbolleelementary-school/> Knoema. 2019. Malaysia Adult Literacy Rate, 1960-2019 - Knoema.Com. [online] Available at: <https://knoema.com/atlas/Malaysia/ topics/Education/Literacy/Adult-literacy-rate>

Menon, P., 2015. Mall’S Indoor Theme Park Receives Five Titles From Malaysia Book Of Records. [online] The Star Online. Available at:<https://www.thestar.com.my/metro/community/2015/12/24/sweeping-up-firsts-malls-indoor-theme-park-receives-fivetitlesfrom-malaysia-book-of-records> Moreland-Russell, S., Barbero, C., Andersen, S., Geary, N., Dodson, E.A. and Brownson, R.C., 2015. “ Hearing from all sides” how legislative testimony influences state level policy-makers in the United States. International journal of health policy and management, 4(2), p.91. Muhammad, N., 2016. 5 Benda Yang Mengubah Fikiran Saya Pasal ‘Orang Jalanan’ Chow Kit | SOSCILI. [online] SOSCILI. Available at: <https://soscili.my/5-benda-yang-mengubah-fikiran-saya-pasal-orang-jalanan-chow-kit/> Rake, R., 2019. Family/Indoor Entertainment Centers Market To Hit $40.81 Billion By 2025. [online] Alliedmarketresearch.com. Available at: <https://www.alliedmarketresearch.com/press-release/family-entertainment-centers-market.html> UNHCR. 2020. Child Protection In Malaysia. [online] Available at: <https://www.unhcr.org/child-protection-in-malaysia.html> UNICEF, 1984. The State of the World’s Children 1984. [online] Available at: <https://www.unicef.org/media/84666/file/SOWC-1984. pdf> UNICEF, 2001. Orphans and other vulnerable children and adolescents in Zimbabwe. Zimbabwe: UNICEF. Available at: <https://gdc. unicef.org/resource/orphans-and-other-vulnerable-children-and-adolescents-zimbabwe> UNICEF. 2018. Children Without. [ebook] Malaysia: United Nations Childrens’ Fund, Malaysia. Available at: <https://www.unicef.org/ malaysia/media/261/file/Children%20Without%20(ENG).pdf>

8.3 appendix

the design brief

STORY MARKET 故事市场 கதை சந்தை

Perhaps, we should redefine the playing platform

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AND RETHINK OUR LEARNING METHODS AND SYSTEMS