Architecture as Stress Management: Using Architecture to Promote a Psychological Response by meggallahue92

ARCHITECTURE AS STRESS MANAGEMENT Exploring how to manipulate an architectural environment to provoke a psychological response MEGAN GALLAHUE MASTER OF ARCHITECTURE

D E D I C AT I O N Thank you to everyone who has supported me over the past few years. Nick, there’s no one else I would have wanted by my side. Thank you for cooking, cleaning, and supporting me. You will never know how much it meant to me.

, AIA

INTRODUCTION

BIOGRAPHICAL NOTE ......................................................................................................................................................................................................... 13 RESUME ..................................................................................................................................................................................................................................... 15 CONCEPT INTRODUCTION ............................................................................................................................................................................................... 17

CONCEPT

CONCEPT ................................................................................................................................................................................................................................. 21 THEORY ................................................................................................................................................................................................................................... 25 CONCEPT DEVELOPMENT .............................................................................................................................................................................................. 27 THESIS OVERVIEW ............................................................................................................................................................................................................. 31

C R E AT I N G E N V I R O N M E N T

DEFINING PROGRAM.......................................................................................................................................................................................................... 37 WORK ....................................................................................................................................................................................................................................... 39 FUN ........................................................................................................................................................................................................................................... 43 COMMUNICATE .................................................................................................................................................................................................................... 47 RESTORE ................................................................................................................................................................................................................................. 51 SECTION DEVELOPMENT ................................................................................................................................................................................................. 55

SITE

INTRODUCTION ................................................................................................................................................................................................................... 61 ACCESS ................................................................................................................................................................................................................................... 63 SITE STRESS........................................................................................................................................................................................................................... 67

DEVELOPMENT

SITE STRATEGY ................................................................................................................................................................................................................... 71 ENVIRONMENT DEVELOPMENT .................................................................................................................................................................................. 79 CHOOSE YOUR OWN PATH ............................................................................................................................................................................................ 91

CONCLUSIONS

CONCLUSION OVERVIEW ............................................................................................................................................................................................... 99 CONCLUSION APPLICATION ......................................................................................................................................................................................... 101 CONCLUSION DISCOVERY ............................................................................................................................................................................................. 119

APPENDICES Appendix A .......................................................................................................................................................................................................................................................... 123 Appendix B .......................................................................................................................................................................................................................................................... 125 Appendix C .......................................................................................................................................................................................................................................................... 131

INTRODUCTION Biographical Note Resume Project Overview

BIOGRAPHICAL NOTE I have always searched for ways to better manage stress. Previously, I have focused the majority of my attention on work. This created a deficiency in other aspects of my life like fun, community, and relaxation. Practicing yoga over the past few years has created a new balance in my life. While I was thinking of a topic to explore for my thesis, stress was at the forefront of my mind. Stress is something everyone encounters and not everyone manages. If an architectural environment can play a role in stress management, many lives will be improved.

MEGAN GALLAHUE Megan.Gallahue@the-bac.edu MPG.Gallahue@gmail.com

DESIGN SKILLS Problem Solving Diagramming Rendering Interior Design 3D Printing Laser-cutting

E D U C AT I O N Boston Architectural College, Master of Architecture Candidate, Boston, MA, New England School of Art & Design Suffolk University Bachelor of Fine Arts in Interior Architecture, Boston, MA

PROGRAMS

PROFESSIONAL

Revit AutoCAD SketchUp Enscape Lumion Ultimaker Cura InDesign Photoshop Illustrator

Architectural Designer 2017-Present Phase Zero Design, Hingham, MA Involved in all phases of design from due diligence through project close out for Multi-family Residential Projects. Zoning analysis, Schematic Design presentations, Construction Documents, Other Sectors: Commercial, Hospitality and Retail AutoDesk Build Resident 2019-2020 Autodesk, Boston, MA Design investigation and fabrication series using Autodesk Software, testing limits and efficiency Software: Fusion 360, Cura, Ultimaker, Final Product: Full scale Light fixture Residency length: 5 mos. Teachers Assistant 2018-2019 Boston Architectural College, Boston, MA Lead a class of 10-15 graduate students through though research, diagramming and presentations for Sustainable Materials Assemblies

Electrical Designer 2015-2017 Vincent A. DiIorio, Inc., Norwood, MA Designed plan for life safety, lighting, and power distribution using AutoCAD. Independently worked on multiple large-scale projects and managed project schedule. Sectors: Commercial, Residential, Hospitality, Institutional, Corporate Architectural Design Intern Summer 2014 Scott M. Brown Architects, Newburyport, MA Worked on all phases of design using AutoCAD and Revit. Independently designed small projects with a focus on electrical design, space planning and custom detail work for high end single family residential dwellings. Worked closely with clients, creating designs based on client input. Architectural Design Intern Summer 2013 Stefanov Architects, Boston, MA Created plans for single and multi-family residential city dwellings. Preformed site surveys, documented existing conditions. 15

CONCEPT INTRODUCTION Stress is inevitable and therefore requires management. A significant number of students suffer from daily stress and don’t seek professional help. This project attempts to address this problem by provoking a psychological response using architecture as a means. This thesis explores how the choreography of changing environments using connection, disruption, and human scale can influence how an individual experiences stress. It will explore the theory of restorative environments and stress recovery, understand why students are stressed, and create environments that provoke the desired response.

CONCEPT Concept Introduction Theory Concept Development Thesis Overview

STRESSED STUDENTS Stress can come from a variety of sources. For students, the main components are performancerelated; going to class, completing assignments, maintaining a schedule, as well as academic and personal responsibilities. At times, these stressors can be consuming and can create an obstacle in your academic and personal evolution. If this stress isn’t properly managed, serious problems can arise.

WHY ARE STUDENTS STRESSED

CLASS

HOMEWORK

SCHEDULE

RESPONSIBILITIES

CAREER

SOCIAL

STUDENTS ARE UNDER AN ENORMOUS AMOUNT OF PRESSURE IN COLLEGE. WITHOUT SUPPORT, STUDENTS ARE IN DANGER OF UNDERGOING ANXIETY AND DEVELOPING ANXIETY DISORDERS.

HOW CAN STRESS BE MANAGED

TRANSFORMING THE STUDENTS SCHEDULE

COMMUNICATION

FUN

WORK

RESTORE

In order to manage stress, students need to be exposed to environments that allow for communication, fun, work, and restoration. My concept intends to transform the student schedule and make these four activities and environments a priority. Daily interaction will aid in creating a balanced student experience.

AT T E N T I O N R E S TO R AT I O N T H E O RY EXPOSURE TO ENVIRONMENTS THAT PROVIDE VARIOUS TYPES OF ATTENTION TYPES CAN RESTORE ATTENTION. UNDERSTANDING THE QUALITIES OF THESE SPACES WILL HELP TO ENHANCE THE USER EXPERIENCE WITHIN THE STUDENT CENTER.

QUALITIES “BEING AWAY” Creating a feeling of a changing environment

“FASCINATION” Ability of an environment to generate awe, which gives attention rest

“EXTENT” Connection between each element found in an environment, moving through and taking in elements

The feeling of being away is important to attention restoration because is signifies a break. Whether it is a physical or mental break, this can be achieved by creating an environment that prioritizes change. Fascination is a major component of restoration. This provides something to focus on that is larger than yourself, giving perspective. To achieve this, I will introduce something visually unexpected in the environment. Procession becomes an important aspect of restoration. Defining the transition between each element and space will help to achieve the restoration.

“COMPATIBILITY” Program: Characteristics found in environment that meet the preferences and goals of a person

Compatibility will include everything a student needs for daily life and restoration. To achieve this, I will need to explore how a student uses space to determine their needs.

STRESS RECOVERY THEORY EXPOSURE TO NATURAL ENVIRONMENTS HAVE POSITIVE IMPACTS ON PSYCHOLOGICAL STRESS. MIMICKING THESE ENVIRONMENTS AND PROVIDING A VARIETY OF ATTENTIONS WILL ENHANCE THE USER EXPERIENCE.

ATTENTION TYPES “EFFORTLESS ATTENTION”

Effortless Attention is meant to keep an individuals attention maintained without exertion. This is intended to create an environment to support daily tasks.

“SUSTAINED ATTENTION”

Sustained Attention is intended for focusing. In order to achieve sustained attention, it requires minimal distractions, clean lines and the ability to phase out others around you.

“ALTERNATING ATTENTION”

“RESTORED ATTENTION”

Alternating Attention is intended for engagement. This becomes a back and forth between effortless and sustained attention, intended to ignite curiosity. Restored Attention is meant to provide an individual space to reflect. This becomes a space for solitude.

PROSPECT AND REFUGE THEORY EXPOSURE TO ENVIRONMENTS THAT PROVIDE AREAS PROSPECT AND REFUGE CAN CREATE A POSITIVE PSYCHOLOGICAL THE USER EXPERIENCE. “PROSPECT AND REFUGE”

An environment that allows an individual or group to observe without necessarily being seen. This will be beneficial when designing for comfort and security, which is important for stress management.

THE STRESS CURVE STUDENTS STRESS CURVE

OPTIMAL ZONE TARGET ZONE FOR STUDENTS IN AN ACADEMIC SETTING.

This graph, showing the stress curve, presents the correlation between pressure and performance. As pressure rises, so does performance. The most concerning areas on the graph are at ether ends. Low pressure yielding low performance is problematic for students doing academic work. If their performance is low, then their capacity to evolve will be low. Very high pressures will also yield low performance and can cause burnout. It is important to balance student pressure in order to remain in the optimal zone for student evolution.

CONCEPT DEVELOPMENT THESIS: USE ARCHITECTURE TO PROMOTE A PSYCHOLOGICAL RESPONSE This research allowed aided in organizing a framework to create the desired environments and psychological reactions. Pairing pressure levels with attention types will produce the desired psychological response for student balance.

PRESSURE LEVELS

STRAIN

ATTENTION TYPES RESPONSES

STRETCH

COMFORT

“SUSTAINED “ALTERNATING “EFFORTLESS ATTENTION” ATTENTION” ATTENTION” FOCUS

EXCITE

ENGAGE

BURNOUT

“RESTORED ATTENTION” REVIVE

CHOOSE YOUR OWN PATH Since everyone experiences stress and deals with it in a variety of ways, the building will be set up for users to ‘choose your own path’. Below are a few examples of user experiences that may occur daily.

POST ALL NIGHTER ENTRY: PRIVATE REVIVE ENGAGE EXCITE

HANGOUT

ENTRANCE: MAIN ENGAGE 1 FOCUS REVIVE ENGAGE 2

GET WORK DONE ENTRY: PUBLIC ENGAGE EXCITE FOCUS REVIVE ENGAGE

HANGOUT

GET WORK DONE

POST ALL-NIGHTER

This student might enter through the main high trafficked entrance, seeing friends along the way and will become ENGAGED. The student then takes refuge in a group nook where they can FOCUS on a friendly conversation. This conversation and the group of friends REVIVE the student from the stress they had been feeling from the day before. After this conversation, they part ways, becoming more aware of their surroundings. The student leaves ENGAGED and ready to take on their next adventure. This student might enter through a public entrance, becoming ENGAGED by passing people chatting along the way, as the student proceeds up a communicating stair and is met by a focal point meant to EXCITE before proceeding to the area for FOCUSED work with minimal distractions. After getting work done, the student will exit the building and become REVIVED by slowly getting re-acclimated with the building and people.

This student might enter through the private entrance due to their vulnerable state. They pass through therapeutic landscaping and proceed to a private pod, where the targeted views, acoustics, and privacy begin to REVIVE the student. Once they have reset, the student then proceeds and ENGAGES with other students, before they leave EXCITED by exiting to the city.

THESIS OVERVIEW USE ARCHITECTURE TO PROMOTE A PSYCHOLOGICAL RESPONSE

CONCEPT HOW THE CHOREOGRAPHY OF CHANGING ENVIRONMENTS CAN INFLUENCE HOW AN INDIVIDUAL STUDENT EXPERIENCES STRESS.

PROJECT STUDENT STRESS CENTER

C O N C E P T S T R AT E GY BALANCE PROCESSION CHOICE RESPONSE

Create architecture that balances students’ stress Let the building program balance stress and the progression through the space push you to the optimal zone User choice, not everyone experiences stress the same way Use architecture to produce a targeted psychological response

C R E AT I N G E N V I R O N M E N T S Work Fun Communicate Restore Section Development

DEFINING THE PROGRAM

WORK “SUSTAINED ATTENTION” FOCUS

FUN “ALTERNATING ATTENTION” EXCITE

C O M M U N I C AT E “EFFORTLESS ATTENTION” ENGAGE

RESTORE “RESTORED ATTENTION”

The Work environment is a place for students to do focused work. This becomes a place for students to grow academically. This space is meant to FOCUS. The Fun environment is a place for students to break up the monotony of work and stress. This becomes a place to go and breathe life and energy into your day. This space is meant to EXCITE. The Communication environment is a place for students to gather and network. This becomes a place for students to build a social and professional network. This space is meant to ENGAGE. The Restore environment is a place for students to take a break or meditate. This becomes a place for students to reset. This space is meant to REVIVE.

REVIVE

WORK

PROGRAM The Work program is meant to be a place for students to engage in focused work. The variety of private and public workspaces are meant to encourage a collaborative, yet focused environment. Some areas are connected more than others to provide relief from sustained attention. This variety provides a space for every kind of worker.

SUPPORT SPACE EDUCATION SPACE

PRIVATE WORKSPACE PRIVATE OFFICES

SEMI- PRIVATE WORKSPACES

S PAT I A L Q UA L I T I E S COMPRESSED SPACE MINIMAL DISTRACTIONS CONNECTION TO NATURAL LIGHT

Individual Connection: Compact, disconnected with directed sight-line

Group Connection: Human scale & uninhibited sight lines

PROCESSION The procession through the space changes with a variety of scales to engage the student. The scale creates open areas to connect students as well as closed areas for individual separation. This change fosters focus and relief.

Program Engagement

Changing Human Scale Connecting & Disconnecting from surroundings

FUN

PROGRAM This program is meant to break up the monotony of work and stress by creating an “Adult Playground”. This is meant to breathe life into the student and create space in their schedule for fun. The human scale changes and connection to other spaces beyond create an open oasis for the mind. This becomes the central space of the building where people connect with friends, blow off steam or engage in play.

PERFORMANCE SPACE OUTDOOR GAME AREA LOUNGE

S PAT I A L Q UA L I T I E S PARTICIPATORY FLEXIBLE VIEWS & OPEN SPACE

Va r i at i o n s o f s p a ce

Changing of Elevations

Creating Focal Points

PROCESSION

Program Engagement

The procession through the space is meant to Excite. The compression and expansion of space, sight-lines, and connection to spaces beyond in strategic areas foster engagement. The floor and ceiling elevation are the main components of the space that are constantly changing. There is a major emphasis on the human scale. There is a mix of spaces with a comfortable human scale as well as an uncomfortable scale. This is meant to shake up the user and create a dynamic space that feels like constant change as you proceed through the space.

Va r i e t y o f s p a ce s co n n e c te d by a co m m o n element

C O M M U N I C AT E

PROGRAM The Communication program is meant to be a place for students to engage in conversation. The variety of private and public seating options are meant to support and foster this for every personality type. This could provide a space for someone to quickly pass through, sit and stay, have a meeting or just hangout with friends. This is an area with a quick turn-around and where people won’t spend the majority of their time, but will endure energizing benefits.

CAFE SEATING

PRIVATE NOOKS

CASUAL SEATING LOBBY

LOCKERS

PRIVATE SEATING

WORKBAR

S PAT I A L Q UA L I T I E S COMPLEX SIGHT LINES RHYTHMIC CONNECTED COMFORTABLE VS. UNCOMFORTABLE CONNECTION TO NATURAL LIGHT CONNECTION TO OTHER SPACES VARIETY OF SPACES

Va r i e t y o f S p a ce & connections

Elevation Changes

Focal Points

Views Beyond

PROCESSION

Program Engagement

The procession through the space is meant to excite and engage users. Compression and expansion of space, sight-lines, and connection to spaces beyond are meant to create the ideal environment for this. The floor and ceiling elevation are the main components that are constantly changing, creating a variety of comfortable and uncomfortable human scaled spaces. These qualities are intended to excite and draw people through the space and create a space for people to engage with one another.

Compression & Expansion of space, sight-lines, and connection to spaces beyond.

RESTORE

PROGRAM This type of program is usually neglected in an academic setting and acts as a new addition to the students’ routine. It becomes a place for the student to go to reset throughout the day. Whether it’s recharging with a coffee and a view or quietly chatting with a friend, this becomes a space for students to center themselves.

OUTDOOR RESTORE PRIVATE MEDITATION CAFE SEATING

STORAGE LOCKERS

GROUP MEDITATION 51

S PAT I A L Q UA L I T I E S FOCAL POINT CONTROLLABLE COMPRESSED ACOUSTIC INDIRECT & DIFFUSED LIGHT

Individual: Ownership & Focused View

Group: Ownership & Focused view

PROCESSION INSIDE

OUTSIDE

As you proceed through the Restore environment you begin to feel a sense of compression. This architectural “hug” begins to form pockets of solitude. Tailored views are meant to act as a moment of meditation, meant to melt away the surrounding environment. This provides space for reflection.

Program Engagement

Compressing space Revealing sight lines

SECTION DEVELOPMENT

PRIVATE WORKSPACE

EDUCATION SPACE

PRIVATE OFFICES

SEMI- PRIVATE WORKSPACES

PERFORMANCE AREA

PUBLIC ENTRANCE

MAIN ENTRANCE

GAME AREA

LOUNGE

PRIVATE SEATING

LOCKERS

CASUAL SEATING LOBBY

PRIVATE NOOKS CHARGING STATION STORAGE LOCKERS

PUBLIC ENTRANCE

WORKBAR

UPPER GRADE LEVEL PRIVATE MEDITATION

PRIVATE ENTRANCE CAFE

GROUP MEDITATION

LOWER GRADE LEVEL

L AY E R I N G O F S PA C E

This conceptual section is showing how I plan to layer the spaces. Each environment is contained on their own floor with connections in meaningful ways. The orange emphasizes the “peek through” to the adjacent space, meant to entice students to journey through the environments. Since you are able to see spaces beyond, you being to “Choose your Own Path” through the building.

MAIN GESTURE THROUGH THE CORE This main gesture is intended to connect all of the spaces and provide orientation for the students.

COMPLEX CONNECTIONS

H OW S PAC E S I N T E R AC T

This section was exploring how each program environment could be dispersed through each level. Providing this range of program and reaction to each level diluted to intent of the project.

REFINING CONNECTIONS This section shows a simplified program dispersement. It focuses on how to make each activity it’s own place, giving each level ownership of the environment. This puts emphasis on the core of the building, showing there can be connection to the program environments without requiring direct physical connection.

SITE Introduction Access Site Stress

SITE The site is located on Parcel 13 at the corner of Boylston St and Massachusetts Ave. Boston, MA. This Parcel is over a portion of the Backbuilding Bay — Boston is within the urban context of Massachusetts Turnpike.near This the city. The site is in close proximity public transportation and two academic institutions.

near Boston — Suﬀolk

THE BOSTON ARCHITECTURAL COLLEGE

BERKLEE SCHOOL OF MUSIC

URBAN CONTEXT 0

250

ACADEMIC INSTITUTIONS IN PROXIMITY

500 feet 1 of 1

0.5

1.5 miles 1 of 1

SITE PLAN

MA SS AC HU SE TT S AV

Y BO

E. 61

VIEWS FROM THE HUMAN SCALED SIDE OF SITE

VIEW SHOWING PROXIMITY TO THE BOSTON ARCHITECTURAL COLLEGE

EXISTING ENTRANCE INTO THE SITE

ACCESS: HUMAN SCALE

P R I VAT E B AC K A L L E Y E N T R A N C E

This side of the site is less stressed and the surrounding buildings and context are more human scaled. HIGHWAY BELOW

BACK ALLEY ON SITE

BACK ALLEY FROM THE BOSTON ARCHITECTURAL COLLEGE

VIEWS FROM THE CITY SCALED SIDE OF SITE

AERIAL SHOWING BUILDING CONGESTION

MAIN NODE AND CORNER OF SITE

ACCESS: CITY SCALE

This side of the site it more stressed and the surrounding buildings and context are larger and city scaled. HIGHWAY BELOW

FRONT ENTRANCE TO SITE

V E H I C U L A R S T R E S S AC R O S S M A S S . AV E

A E R I A L S T R E S S AC R O S S M A S S . AV E AND MASS. PIKE

AERIAL OF SITE

VECTORS OF STRESS

T R A F F I C AT C O R N E R O F S I T E

SITE STRESS

The project site is stressed by vehicular and pedestrian traffic and surrounding building congestion. In general, the site is stressed because it is on a main road and intersection in the city. The unique site stress comes from the Massachusetts Turnpike, running through a portion of the site. The diagram below maps out this stress and emphasizes out two major nodes.

VIEW OF MASS. TURNPIKE FROM EXISTING SITE ENTRANCE

SITE STRES: BUILDING CONGESTION AND STRESS VECTORS

VIEW OF SITE FROM MASS. TURNPIKE 67

DEVELOPMENT Site Strategy Environment Development Choose your own Path

S I T E S T R AT E GY The two main site nodes will create the main public entrances to the site and a secondary private entrance will be added from the back alley. The building is laid out to cut the stress vectors on the site. The program blocks will be laid out to break up the site vectors that flow through the site. This will create a visual and physical break from the stress.

VAT

PRI

LIC PUB NCE A R ENT

IN MA NCE RA T N E

LIC PUB NCE RA ENT

RAN

NT EE

MASSING CONCEPT

CITY SCALE The massing showed from the Mass. Ave. side of the site is intending to respond to the city scale. This is larger in scale than the other sides of the building. The communication floor acts as the main base of the buildings, with fun poking out. This creates interest and a visual of multiple spaces. The work program will sit on top of those interacting with the fun level. Each of the program blocks is meant to create a “peek through” to entice people to enter the site and interact with the building/program.

HUMAN SCALE The massing showed from the Boylston St. side is meant to have more of a human scale. You are still able to see every program level but a more inviting refuge is created to mimic the lower buildings and context surrounding.

CITY SCALE This view of the Student Center responds to stress with: • Overhang: Creates a human scaled refuge from the stress of the street • Band of Greenery: Acts as a visual and physical barrier for the interior and exterior • Massing: Creates an interesting shape for a visual and physical break from the site stress

LAYERING STRESS: USING STRESS AS MANAGEMENT This perspective is intended to show how you can use environmental stress to manage stress. These stressors foster student evolution through engagement of their surroundings.

SHIFTING & BREAKING UP STRESS This view of the Student Center responds to stress with: • Site-work: Acts as a refuge and place for students and the public to use • Node Manipulation: This pulls people from the corner through multiple alleys on the site • Building: draws people in through journey

HUMAN SCALE This view of the Student Center responds to stress with: • Overhang: Creates an outdoor refuge to peel off of the street • Massing: Creates an interesting shape for a visual break from the site stress

OUTDOOR THRESHOLD

HUMAN SCALE ENTRY PROCESSION This view of the Student Center responds to stress with: • Site-work: Acts as a refuge and place for students and the public to use and feel restorative benefits • Node Manipulation: This pulls people in from site node • Building: Draws people in through a procession journey • Greenery: Acts as a barrier and creates a zone for pedestrians on the street to peel off and destress

EXTERIOR STRESS

BUILDING SECTION

This section runs through the length of the site. It is showing the main core through the building as well as how the program interacts with one another.

SITE PLAN

RESTORE

LOWER LEVEL

ORE REST

AIR ST

OF BACK

HOUS

AL/ TRIC ELEC NICAL HA MEC

STAIR ROO REST

ATOR ELEV

M CAFE

ROO REST

HEN KITC

CAFE

ING SEAT

ER LOW

Y LOBB

C O M M U N I C AT E

GROUND LEVEL

TOR RES

TO OPEN W BELO

R AI ST

Y LOBB

ERS LOCK

STAIR

ATOR ELEV

M ROO REST

CAFE G IN SEAT

ATE PRIV M ROO

TO OPEN W BELO

CAFE G IN SEAT

FUN

SECOND LEVEL

IR SH STA

AFT

GAME AREA OPEN TO BELOW

ATOR ELEV

LOUNGE

WORK + FUN

THIRD LEVEL

R AI ST

R STAI ATOR ELEV

OPEN TO BELOW

WORK

FOURTH LEVEL R AI ST

IR STA ATO ELEV

TO N PE OW O EL B

CHOOSE YOUR OWN PATH

HANGOUT

ENGAGED

FOCUS

REVIVE

ENGAGED

CHOOSE YOUR OWN PATH

GET WORK DONE

This student might enter through a public entrance, becoming ENGAGED by passing people chatting along the way, as the student proceeds up a communicating stair and is met by a focal point meant to EXCITE before proceeding to the area for FOCUSED work with minimal distractions. After getting work done, the student will exit the building and become REVIVED by slowly getting re-acclimated with the building and people.

ENGAGED

EXCITE

FOCUS

REVIVE 93

CHOOSE YOUR OWN PATH

POST ALL-NIGHTER

REVIVE

ENGAGE

EXCITE

CONCLUSIONS Conclusion Overview Conclusion Application Conclusion Discovery

CONNECTION Connection is an important aspect to consider when designing for stress management. It is meant to foster community, conversation, engagement, and prevent isolation that can accompany stress. Achieve architecturally through: • • • •

Visual Physical Sight lines Focal point(s)

HUMAN SCALE Human Scale an important aspect to consider when designing for stress management. It is meant to create comfort, prospect and refuge, and ownership of space. This is meant to ground the student and provide stability. Achieve architecturally through: • • •

Compressing spaces Separating spaces Variety of Spaces

DISRUPTION Disruption is an important aspect to consider when designing for stress management. It is meant to create excitement and attempts to make students comfortable with change and breaking the norm, by creating distractions in areas encouraging students to wander. This is meant to create more excitement, engagement, and evolution of the student. This will influence students to become more evolved and willing to encounter new experiences. Achieve architecturally through: • •

The Unexpected Distractions

METAL MESH SCULPTURE

SECTION SHOWING METAL SCULPTURE The mesh metal sculpture that runs like a ribbon through the core of the buildings helps with stress management through: • Way-finding: Uses this sculpture to assist in way-finding, proven to assist in stress management. • Connection: Connects the separate environments visually, unique: place making • Human Scale: Plays with scale to accentuate comfortable and uncomfortable areas • Disruption: Creates an unexpected energy throughout the building • Lighting: Creates areas of visually interesting diffused lighting • Meditation: Becomes a forced meditation anywhere in the building, provides a mental break for students 101

COMPLEX SIGHT LINES RHYTHMIC CONNECTED COMFORTABLE VS. UNCOMFORTABLE CONNECTION TO NATURAL LIGHT

GROUP COMMUNICATION NOOK This nook is an ideal propect and refuge from the city, building, and other students. This small nook contains specific communication architectural elements, making this a comfortable place for a group to hangout after class.

103

SCALE EXPANDING, SIGHT LINES OPENING

TOR RES

TO OPEN W BELO

AIR ST

Y LOBB

ERS LOCK

STAIR

ATOR ELEV

ROOM REST

CAFE ING SEAT

TE PRIVA ROOM

TO OPEN W BELO

CAFE ING SEAT

SCALE IS EXPANDING, SIGHT LINES EXPANDING 105

PARTICIPATORY FLEXIBLE VIEWS & OPEN SPACE

FUN EXTERIOR “PEEK THROUGH” The Fun exterior space is meant to attract, creating a preview of spaces to come. This energetic outdoor retreat is sandwiched between the city and the fun interior. Students would seek this environment to get fueled by this energy.

107

OPEN SPACE AND SIGHT LINES

R SH STAI

AFT

GAME AREA OPEN TO BELOW

ATOR ELEV

LOUNGE

CHANGING SCALE AND OPEN VIEW TO OUTSIDE CITY VIEW 109

FOCUSED MINIMAL DISTRACTIONS CONNECTION TO SUNLIGHT BREAK AWAY SPACES AREAS FOR COLLABORATION

FOCUSED WORK This work environment is where students go for focused work because of it’s separation, minimal distraction and proximity to natural lighting.

111

SCALE CONTRACTING

AIR ST

IR STA ATOR ELEV

TO N PE W O ELO B

FEWER DISTRACTIONS AND SCALE CONTRACTING 113

FOCAL POINT CONTROLLABLE COMPRESSED ACOUSTIC INDIRECT & DIFFUSED LIGHT SECLUDED

RESTORE This restore environment becomes a place where students come after a strenuous day. Taking a moment to close your eyes in this space will provide restorative effects.

115

SCALE CONTRACTING, ACOUSTICS HEIGHTENING, LIGHT BECOMING SOFTER

TOR RES

TO OPEN W BELO

AIR ST

Y LOBB

ERS LOCK

STAIR

ATOR ELEV

ROOM REST

CAFE ING SEAT

TE PRIVA ROOM

TO OPEN W BELO

CAFE ING SEAT

SCALE CONTRACTS, VIEWS BECOME FOCUSED, SOUND DAMPENS 117

CONCLUSION CONNECTION

HUMAN SCALE DISRUPTION

Throughout this thesis process, I have learned that Connection, Human Scale, and Disruption can combine to create an ideal environment for students to manage stress. Each design concept presents itself throughout the environments, but human scale has become the more dominant characteristic of designing for stress management. I found that manipulating the human scale while evoking stress can provide stress management results. Human scale and stress have not been an obvious design strategy before but this project has made the correlation between the two. SCALE DIRECTS THE STRESS MANAGEMENT EXPERIENCE Further development of this concept will explore sound and color mapping to enhance the student experience. Introducing acoustic materials and the application of color theory to the program environments will improve the desired psychological result.

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APPENDICES Appendix A Appendix B Appendix C

IMAGES

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Stress Word Map – www.google.com Attention Image - https://www.theodysseyonline.com/the-senior-struggle?ref=pn Stress recovery image - https://positivepsychology.com/attention-restoration-theory/ Stress Curve image - https://www.chilternhillsacademy.co.uk/attachments/download.asp?file=350&type=pdf Work image - https://www.esl.ee/en/awards/2016-2/offices-of-lenne/ Fun image - https://www.admagazine.ru/interior/sovremennaya-shkola-v-nyu-jorke-ot-byuro-big Communicate image - https://www.youvisit.com/tour/photos/ubcca/80215?id=10074 Restore image - https://architizer.com/idea/2796500/ Site image 1 – Google Earth Site image 2 – google Earth Site photo 3 – Google Earth Site photo 4 – Google Earth Site photo 5 – Google Earth Site photo 6 – Google Earth Site photo 7 – Google Earth Site photo 8 – Google Earth Site photo 9 – Google Earth

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Site photo 10 – Google Earth Site photo 11 – Google Earth Site photo 12 – Google Earth Site photo 13 – Google Earth Site photo 14 – Google Earth Site photo 15 – Google Earth Connection 1 – http://northpoint.co.kr/portfolio/ulsan-exhivition-convention-center/?ckattempt=1 Connection 2 – https://www.pinterest.co.uk/pin/88101736432209620/ Connection 3 – https://www.graftonarchitects.ie/ Human Scale 1 – https://commonscampus.com/2018/ Human Scale 2 – https://in.pinterest.com/pin/1196337389032431/ Human Scale 3 - http://architecturebookslegallyfree.blogspot.com/2019/06/hyatt-global-headquarters-gensler.html Disruption 1 - http://www.campave.com/show-12-8629-1.html Disruption 2 – https://www.world-architects.com/en/studio-zhu-pei-beijing/project/minsheng-museum-of-modern-art Disruption 3 - https://www.picuki.com/tag/teslimhaftas%c4%b1 Metal Panel 1 - http://www.dglnlt.com/aspcms/product/2017-8-1/2083.html Metal Panel 2 - https://www.dezeen.com/tag/facets/

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Architecture as Stress Management: Using Architecture to Promote a Psychological Response

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