Portfolio - Alana Morris

PORTFOLIO

ALANA MORRIS

Institution: Boston Architectural College Program: Masters Of Architecture

ALANA MORRIS

For as like as I can remember I knew I wanted to pursue architecture. After completing my bachelors degree I got stuck in the realm of practice. I forgot how much fun it was to design. When I discovered the BAC I was thrilled to enroll and began what I call my new journey towards licensure. I am grateful for the staff, the lessons that I have learned, and the amazing program.

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THESIS // EDCUATION CENTER FOR THE BLIND

01

Education Center For Visually Impaired

Masters of Architecture // Thesis Location // Little Rock, AR

Research shows that other senses are heightened when someone is blind or visually impaired. In the case of blindness, the brain rewires itself to be more responsive to non visual information (Communications, 2017). In addition, a considerable and growing body of literature reported the impact of the built environment on school performance, social engagement, and independence. However, the design guidelines have been scattered among multiple research traditions. The goal is to propose the project for a learning center that will serve as a living lab for testing different technologies, environmental settings, and conditions and help us develop more precise design guidance and recommendations.

THESIS STATEMENT

NAVAGATION

Understanding what it means to be visually impaired and how persons with vision loss navigate and use space is crucial for designing the environments that support their independent daily functioning.

UNIVERSAL DESIGN APPROACH

By implementing universal design principles, and innovation, learning spaces can be reimagined and redefined to serve better the needs of the blind and visually impaired children and support their independence and learning process.

LIVING LAB

The goal is to propose the project for a learning center that will serve as a living lab for testing different technologies, environmental settings, and conditions and help us develop more precise design guidance and recommendations.

CONCEPT

Traditionally architecture practice has been dominated by visual perception. People mostly tend to think, reason, and imagine visually. Socially, we can’t feel or connect to architecture because of the over execution to be pleasing to the eye. Naturally, if something is pleasing to the eye, it is in favorable condition. But what about the case of someone who is blind and visually impaired? In the absence of sight, BVI people rely heavily on the other senses to compensate for the loss of visual perception. To produce a more inclusive space, we must recognize that architecture cannot be one dimensional. Meaning architecture should provide a total body experience, not just a visual aesthetic.

CONCEPT

“EARLY DEVELOPMENT”

Children began to develop patterns that help their approach to learning, motor skills, and emotional development.

PROPOSAL

Kit of Parts

The following principles provided the basis of development and evolution of my proposal.

Provide daylight, and specialized lighting controls for students with light sensitivity

LIGHTING CLASSROOM ORGANIZATION

Organize and create architectural moments to encourage independent and social interactions

SENSORY DESIGN

Design that activates touch, smell, sound, smell, and taste.

ACOUSTICS

Characterize different sound qualities needed for learning. Remove unwanted exterior sound.

COLOR CONTRAST

LINEAR WAYFINDING

TACTILE INFORMATION

Offer tactile information for shape recognition, touch and auditory skills

Provide color contrast for walls, floors, and doors. Will help determine walking paths, and avoid bumping into objects.

BARRIER FREE

Limit the amount of obstructions in the classroom. Inclusive design for variety of visual impairments

MULTIFUNCTIONAL

Ability to adapt to multiple needs and programs such as play, learn, and sleep.

PROPOSAL Site Analysis

Little Rock, AR 65,000 sq ft

Site slopes towards the South Capture views within the classroom Bring the outside inside Linear wayfinding Connection to children's library Connection to the outdoors and natural light

Below are site photos of surrounding buildings and architecture materials, profiles, and textures.

Observations of nearby architecture:

•Brick

•Red, green, and brown color palette

•Porch

•Stone masonry

•Stone masonry retaining walls, and signage

•West facing facade/entry

MATERIALS

Material Analysis of Existing Architecture

PROPOSAL

01 SITE

To create a linear path of wayfinding for accessible travel and independence. Location of program away from the residential and quiet areas.

02 BEND

Create a central courtyard that is accessible for all classroom spaces.

03 REMOVE

Create void to add green space for sensory wayfinding through the building.

04 PUSH

Create acoustic patterns to signal entrance and exit from the building.

05 CONNECTION

Include a ramp to connect to adjacent children's library.

06 ROOF

Connecting the roof of the building and ramp to bring the program together.

07 NATURAL LIGHT

Skylights add diffused natural light to assist in wayfinding and orientation to the building.

PROPOSAL

LEGEND

1 PARKING LOT 2 DROP OFF/ENTRY 3 SOUND POLES 4 TACTILE WALL 5 ELEVATED LANDSCAPE 6 TUNNEL 7 CLIMBING WALL 8 BRAILLE TRAIL 9 RETAINING WALL/SITTING AREA 10 RAMP CONNECT TO LIBRARY

MULTII SENSORY TYPES OF PLAY

This design offers a variety of different play spaces for children with multiple disabilities not just visually impaired. Research encourages different styles of play improves balance and motor development for visually impaired.

Sloping landscape for climbing and retreating. Reaching above should height improves motor function. Overhead tactile items for children with physical challenges.

Elevated landscape removes site barriers. Fragrant landscape to guide as wayfinding.

Multiple textures to be felt with hands, and feet.

LEGEND

1 ENTRANCE 2 DINING ROOM

INDOOR PLAY AREA

OFFICE SPACE

CLASSROOM

CLASSROOM

RESTROOMS

UTILITY SPACE

STORAGE

SITTING ALCOVE

OUTDOOR COURTYARD

Each classroom may function as a single or multiple learning space. For instance, each classroom has a pivot wall, and foldable furniture for single and group learning.

This increases the long term flexibility of the classroom. Children do not have to leave the classroom for different programing needs. Furthermore, it eliminates barriers.

The floorplan was arranged to create one linear path of wayfinding to encourage independent travel. There are three smell or fragrant landmarks that indicate arrival to new spaces for children. For example, the classrooms have a perforated wall to introduce fragrance into the corridor to help orient students to the space.

Also, incorporated into this design is acoustic or sound properties to dampen or catch sound through out the corridor. The ceilings were design with specific compression and decompression moments. When children enter each space, the ceiling is at the highest point and slopes to the exit of space to indicate the end. This creates a change in pitch and variation of sound that alerts the ears of a change in space.

SPATIAL RELATIONSHIPS

PROPOSAL

MULTIFUNCTION & FLEXIBLE SPACE

Typical kindergarten classroom design requires more furniture than classroom space. In order to create more space within the classroom and less barriers for the visually impaired. I proposed a series of movable partitions and furniture. This system allows a single open space to be used for multiple program types

All necessary furniture would be concealed in the walls, which would increase storage and encourage children to travel independent through out the space.

This concept is carried through out the building within the dinning, indoor play area, and classrooms.

LARGE GROUP ACTIVITIES

SERPERATE GROUP ACTIVITIES AND PRIVACY

ADAPTABLE FOR DIFFERENT PROGRAM NEEDS

CONCEALED STORAGE TO REDUCE BARRIERS

PROPOSAL MATERIAL

SECTION EXTERIOR COURTYARD

SECTION

INDOOR PLAY AREA