Emily Chow Portfolio by PDF Uploads

CHOW HON YING STAGE

ACADEMIC

PORTFOLIO

2020-2021

170760401 BA (Hons) Architecture School of Architecture Planning and Landscape Newcastle University

ILLUSTRATED REFLECTIVE DIARY

CONTENTS Illustrated Reflective Diary & Cultural bibliography

3 - 4

Dementia

5 - 8

Site Analysis

9 - 15

Thematic Case Study Report

16 - 21

Pod Design

22 - 36

Urban Connection

37 - 41

Framing Celebration

42 - 51

Thinking Through Making

52 - 53

Testing Review

54 - 70

Simulation Data

71 - 84

Technology Aspect (Structure, Environmental, Sustainability)

85 - 90

Synthesis Review

91 - 129

Appendix

130 - 142

Bibliography Non-Design Modules ARC3013, ARC3014, ARC3015, ARC3060 2

INTRODUCTORY CHAPTER Designing for dementia elderly is both a challenging and fascinating project, it contains loads of high-specific requirements while there are contrasts between those demands. To devise a purpose-built care centre for this particular group of users, there were numerous researches and studies carried out. As it is hard to communicate with dementia patients and due to the COVID situation, the difficulties of understanding the users’ needs, their preferences, and physically visiting an elderly centre (precedent) has again been emphasised. To make up these deficiencies, I assumed the types of users that would dwell in my design, and base on the assumptions, much research focusing on materiality, sensory experience, homey feeling, familiar environments had conducted. Yet as the project is established on the real condition, the focus on external simulations is being underlined as well. The project seems to be readily over-centralised on these ‘internal’ users’ needs thereby ignored the ‘external’ surrounding environment. Both the study and precedent (De Hogeweyk) emphasise the importance of human interaction, especially intergenerational activities. Hence, my design aims to welcome the public to walk in and use some of the designated public areas while attracting some to stay for the intergenerational activities (bakery therapy). Moreover, the daylight and micro-climate simulation help my design to progress to the more appropriate spaces for dementia users based on the data and their requirements. (Figure 1, 2) The design previously struggled with its form and the connections between spaces, yet I have learnt to decide all the decisions based on the project concepts and from the user perspective, which provided the design with a rationale for this approach. For an instant, the decision on a pod cluster to a building enhance the concept of users’ perception in term of security, open spaces, interactions, and sightlines to external. It also offered the users a better environment in the lighting quality and influenced the overall material and sustainability strategy. Hence, the resultant design decision, of which its form and materiality played an important role in offering non-institution sense, is founded on criteria beyond personal preferences. This design approach has been a vital movement of my development, which benefits my further education and career life. The preparation of the design process involved numerous researches and studies, the reinforced understanding of the user’s needs and the design concept is highlighted (Figure 3). During the pod design stage, from the necessary elements to additional features that enhance the user’ experience. The components that can enrich the users’ experience and integrating those into the architecture itself, such as the design response on ‘identity and dignity, the architectural elements which helps the users’ autonomy and the opportunity on conducting daily activities to ‘maintaining’ self-identity. The technological aspects influence the decision on the massing, roof, and material consumption. To make the building to be built in the reality, the alteration on the form was made due to the structural support and construction method. Moreover, some design options were eliminated due to the consumption of material, hence developed another method that conducts the same notion yet lessen the use of material. The sustainability of the project has been responded through various aspects - the form and massing for optimising the daylight level; roofscape for both rainwater collection, solar energy, ventilation and daylight; roof tilted angel to maximise the solar gain for photovoltaic panels; internal double-height space to enhance the natural ventilation and daylight light; a kinetic facade to control the light level to the room. These strategies are aimed to reduce energy and resource consumption while enhancing the architect’s reputation in term of promoting sustainable prospect and responding to climate changes.

143 144 - 229

Fig. 1 Design response to wind analysis

Work produced or updated following reviews’ feedback is indicated with a red asterisk at the corner of each page and image.

In addition, the design also benefits the wider society as it delivered a purpose-built dementia care centre for the elderly, particularly when it is located within the residential zone. This provides the public with an option to offer a secure and caring condition to the dementia relatives while preserving a similar lifestyle as they used to have. Meanwhile, the facilities such as supermarket, intergenerational centre, provide an opportunity for human interaction and the possibility of slowing down the disease. The design approach helps maintain the dignity of an individual, incapable of carrying out daily activities, and the notion of ‘live as usual; which enhancing the architect’s reputation as it demonstrates a positive design for this rapidly growing population of users in the community.

Fig. 2 Design response to daylight analysis

“My yesterdays are disappearing, and my tomorrows are uncerrain, so what do I live for? I live for each day. I live in the moment” Still Alice (2014)

Fig. 3 Influence on design notion 3

ILLUSTRATED REFLECTIVE DIARY CULTURAL BIBLIOGRAPHY Thematic Case study from other studio (selected examples) Studio 5 - Weaving in Wallsend, TY Pawb (Figure 4) This case study related to the studio theme of the retrofit scheme on a building that the lower floor is a market space and the upper is a car park. The project designed to recreate the ground floor area to an area that serves the entire community. It also emphasis on the community and civic life, which benefits into my own project in term of how to open up the public space to welcome the surrounding to use the area. It involves quite a diverse activity spaces that led me to think of what spaces would be required in my own design to benefits the public and users. Interesting it also mentioned about the activity space and life are in the same space, which concept was fantastic and I wanted to integrate some of this into my own design to create a similar effect. The existing building material and the way to integrate the additional materials were useful when I decided to add an extension to the North existing building.

DEMENTIA

Studio 8 - Curating the city, The Paul Marshall building( Figure 5) This case study talked about the exploration of the ‘generosity of spirit and a sense of humanity at the core of architecture’s agenda’ and ‘emphasize nature’s free gifts’. It is quite interesting to see how the building response to the natural free gifts, which represents light, gravity, materials, and this benefits me when I designed my project. It also focused on the connection between the city and the building interior, the way that they tried to remove the boundaries and barriers between the design and the city to provide a better visitors’ experience has benefited me in my design on both welcoming the public and the way I consider the visitor experience when entering to the main building. The approach of material and ‘tree-like column again reinforced the ‘natural gift’ notion, while the material and structural strategy has inspired me on my own scheme. It benefits me to think of my self-narrative and the way I present my narrative in the design.

Fig 4. Case Study - TY Pawb

Fig 5. Case Study - The Paul Marshall Building

Fig 6. Sustainable architecture

Fig 7. Sight Loss Simulator

This chapter explains what dementia is and the reason for paying attention to this vulnerable type of people. Moreover, it comprises the investigations on the users’ needs and things that need to be aware of when designing for people with dementia. This section also reveals the ten design principles and illustrating how my design responds to these guidelines while explaining some design focuses to the user’ needs. It includes references from various resources such as report, film, and findings from the dementia care’s association.

Website/ Article/ Topics: DSDC Virtual Hospital - guidelines showing a dementia-freindly design Alzzeheimer’s Disease Internation - news and articles on dementia Snoezelen - Multi-sensory enviromments: the postive stimulation to demenatia elderly Rompa - Multi-sensory room and psotive stimulation equpemnts Salutogenesis Theory - supporting health and wellbring Suitability house - Mily Hostetler LEED Green Associate Architects, Tony Ip Green Architects (internship experience)(Figure 6) Sight Loss Simulator (Figure 7)

DEMENTIA

INTRODUCTION TO DEMENTIA

DEMENTIA’S NEEDS

DEMENTIA (Abstract from ARC3015 Report)

Dementia is a physical disease that damages the brain cells and disturbs the interaction between cells. This results in a variety of adverse influences on thinking, behaviour, and feelings. Ordinarily, dementia has some typical symptoms including damaged memory, impaired reasoning and mood changes, communication problems, behavioural and psychological issues, etc. In this case, the most signed one is memory loss; patients may feel confused, hard to remember and forget things. The majority of conditions tend to be progressive, which signifies that dementia is arising gently and gradually deteriorate.

What are the needs of dementia patients?

- Engagement in indoor and outdoor: interaction with daily activities; evoking emotions; emotions remains but not memory

- Dignity: although losing memory, patients still have dignity and the design should not be ‘over’ and letting them feel like they had no choice at all

“My yesterdays are disappearing, and my tomorrows are uncerrain, so what do I live for? I live for each day. I live in the moment”

- Community connection: not being ‘isolated’ due to the disease

Still Alice (2014)

- Familiar Environment: reducing anxiety and allowing them to ‘live as usual’

- Orientation aids, stimulating features and environment safety feature: challenges and opportunities for autonomy - Wandering Path: a continuous path; offering a habit/ routine; reduce aimless wandering, support independence - Quiet room: an individual space to allow themselves to calm down from any external stimulations

According to Alzheimer’s Society research in 2019, it demonstrates that there were over 850,000 people with dementia in the UK. This data denotes that 1 in every 14 people with the age exceeding 65 years old acquire dementia disease. Meanwhile, Alzheimer’s Society (2020) predicts that there will surpass 1.5 million people with dementia in the UK in 2040.

Fig 8: Image on people with dementia

Fig 11: Quote from ‘Still Alice’

Signage Colour Contrast for People with Dementia

- Visual connection: constantly seeing the toilet, outdoor views, which reminded their personal needs - Contrasting: a great colour contrast to allow patients to ‘perceive’ things (floor, wall, ceiling) (furniture) - Lighting level: 300-600 lux are required for the patients to see items; but no shape shadow as which would disturb their viewing

Hence, this growing population of people draws attention to the public and architects realised that there are some architectural design elements that have the possibilities of slowing down the disease. Therefore, to make this specific category of people to enjoy their life, our studio project had emerged.

https://www.enablingenvironments.com.au/signage.html

Visual Diagrammatic Signage

- Temperature: appropriate stable temperature to create an eased environment; reducing the potential of unhelpful simulation https://www.new-vision.co.uk/health/products/care-home-signage https://jivvas.com/portfoliocategory/space-signage-environ ment-design/-door-sign

- Avoiding mirror: they might not recognise themselves in the mirror; creating anxiety - Avoiding stairs: utilising ramps instead of staircases; safety issue https://www.coroflot.com/version absolute/Sign-Design-n-Wayfindi ng#scroll

(A short story on the history of dementia: dementia patients used to be taken to the hospital as people believe the patients obsessed with the devil at that time)

Fig 9: Dementia’s Syptoms

Fig 10. Types and Percentages on dementia

https://sp.depositphotos.com/vector-images/toiletsignage.html

https://www.dementiacareproduct s.co.uk/Interchangeable-bedroom

Fig 12: Signage

DEMENTIA DESIGN PRINCIPLES AND THE DESIGN FOCUSES n La d se U Tr aﬃ c D ty si en

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Fig 13: 10 design principles

- Abstract art

- Creating a non-institional environment

- Signage

- Undestanding personal background: to create a suitable environemnt for the patients

- Avoiding long corridor

Design princples and THings to archieve in the design.

The project aims to design a new-built user-centric for NHS dementia patients in Newcastle. The site is situated in proximity to the Newcastle University Campus for Ageing and Vitality, surrounded by mainly residential buildings and some religious churches. The area was used to consists of various buildings that had been demolished, hence currently is an unoccupied place.

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Yet there are an existing building and two-meter level changes at the north of the site, which results in an invisible boundary between the site and the surroundings. Moreover, the brief asks to preserve the greenery in the site as much as possible, hence my proposal endeavours to retain these vegetations while examining the potential connection between it and users.

- A sense of free movement in the wandering path, but not free to move out of the designated area - Visual access to outside of the buyilding - Optimising helpful stimulation: enriching the sensory experince by the building material textures, the themes of - Intergenerational Center: “Bakery Therapy”, involving tactile and scent sensory experience; d oa

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SITE ANALYSIS nd La se U

INDIVIDUAL - BOARD SITE ANALYSIS

SITE ANALYSIS INDIVIDUAL - LAND USE DIAGRAMS

CARE HOME RESIDENTIAL

Campus of Ageing & Vitality

Residential

COMMERCIAL

COMMERCIAL RETAIL

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Overall Land Use Diagram

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Zoomed in Surrounding Building Type Diagram

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Public Transportation

Traffic Density

Street Pattern

SITE ANALYSIS GROUP WORK Map indicates site location

Tree Prespervation

Measurement on the tree position

SITE ANALYSIS GROUP WORK

Site and Neighbourhood Site Boundaries and Neighbourhood

Site History

Site and Surrounding Material Palette SITE MATERIALS

1860’s site

S T O N E

Scale 1:1250 10

May 25, 2021 16:08 70

100 m

Projection: British National Grid

1910’s site

1910: The surrounding of the site was mostly residential buildings, same as contemporary. The positioning of trees was similar to the nowadays.

Site Photography

Scale 1:1250 10

B R I C K

Site Neighbourhood and Views

W O O D

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1860: The site was a workhouse and a Lunatic Asylum, and a school nearby (currently a car park)

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Projection: British National Grid

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Contains OS data © Crown copyright and database right 2021 Ordnance Survey (100025252)

Scale 1:1250 10

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Contemporary: Only the North existing building remains at the moments, yet the traffic road remains the same since the 1860s.

Road

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Projection: British National Grid

SITE ANALYSIS GROUP WORK Environmental Analysis and Transport Routes

Community Engagement

SITE ANALYSIS INDIVIDUAL

Site Section

Two meter level change at North Site Plan - Meter +2m +0m

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Site Section B

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NOISE LEVEL

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Site Section C

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Site Section D

NOISE LEVEL 1:2500 @A3

Site Photography the road between North existing building and the residential terrace house

+2m +0m

Site Section E

Modified Noise level diagram 14

isometric site analysis

THEMATIC CASE STUDY REPORT DE HOGEWEYK - ENVIRONMENTAL & CLIMATE CRISIS W er at Fe e ur at re G

Climate - Chow hon Ying, emilY

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T H E M AT IC C A S E STUDY REPORT

QUESTION 3: How does tHe case study related to its environmental / climate crisis context? re

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A group of five students were asked to investigate a building that listed by the tutors to analyse different aspects such as studio-specific criteria, climatic crisis, theoretical position and its relationship with others buildings.

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Our group chose a dementia care facility with an innovative concept on living, care and welling for people with dementia, the De Hogeweyk in the Netherlands. The notion that this building advocating was letting people with dementia live the way they were used to, with the support and services they need; this scheme and the design itself had a tremendous influence on me and led my design approach tends to become more user-centric and positing more in the users’ perspective.

INTRODUCTION

Our group has chosen De Hogeweyk as our case study, thus this specific section attempts to explore how does De Hogeweyk respond to its environmental and climate aspects. Particularly focusing on the aspects of transportation to the site; greenery surrounded and within the design; utilising natural ventilation or mechanical ventilation plants in the building; as well as exploring the natural light penetrate into the building; which all attempted to see is De Hogeweyk saving energy or request artificial energy in order to meet the users’ demands.

BIBLIOGRAPHY Page 1 - environmental analysis:

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Images: https://www.weforum.org/agenda/2020/10/climate-change-environment-earth-temperature-global-warming-heat/ Information: https://www.meteoblue.com/en/weather/historyclimate/climatemodelled/lilongwe_malawi_927967 Information: https://weatherspark.com/y/52659/Average-Weather-in-Weesp-Netherlands-Year-Round Information: https://drajmarsh.bitbucket.io/sunpath2d.html

Page 2 - greenery analysis: To watch the group presentation: https://youtu.be/rAmaXq1_cD4 Please check the appendix for the full report

Abhijith et al. (2017) Air Pollution Abatement Performances of Green Infrastructure in Open Road and Built-up Street Canyon Environments - A review, Elsevier BV Images: https://www.infobae.com/america/mundo/2018/02/09/el-pueblo-de-los-pacientes-de-alzheimer-un-experimento-holandes-aclamado-en-el-mundo/ Images: https://www.detail-online.com/article/dementia-village-de-hogeweyk-in-weesp-16433/

Page 3 - ventilation analysis:

Oliver Heckmann (n.d.) “De Hogeweyk” Dementia Village, Building Types Online Krautheim et al (2014) City and wind: climate as an architectural instrument, DOM publisher d

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Page 4 - natural ligHt analysis:

Brendan Crosby et al. (2008) Office Building, Northeastern University School of Architecture 200m

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THEMATIC CASE STUDY REPORT DE HOGEWEYK - ENVIRONMENTAL & CLIMATE CRISIS

THEMATIC CASE STUDY REPORT DE HOGEWEYK - ENVIRONMENTAL & CLIMATE CRISIS Climate - Chow hon Ying, emilY

Climate - Chow hon Ying, emilY

GREENERY ANALYSIS

isometric site analysis

ENVIRONMENTAL ANALYSIS climate tyPe

climate cHange graPH

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sun PatH N -15°

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road witH & witHout vegetation barrier

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There is countless greenery both outside and inside the De Hogeweyk,especially most outside one are adjacent to a vehicle road. In below image, we can see how the vegetation nearby the road helps to increase the urban air quality level, which leads to not only the pedestrian’s health but also their mental well-being. Greenery provides not merely visual pleasure, it also helping on the global climatic issue on the carbon dioxide emission.

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- Insufficient choice of public transportation - Nearest bus stop, ~12mins walk - Prefer drive to the site - Not environmentally sustainable 400m

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THEMATIC CASE STUDY REPORT DE HOGEWEYK - ENVIRONMENTAL & CLIMATE CRISIS

DE HOGEWEYK - ENVIRONMENTAL & CLIMATE CRISIS

Climate - Chow hon Ying, emilY

VENTILATION ANALYSIS

NATURAL LIGHT ANALYSIS

An almost enclosed courtyard space has been chosen for the zoom-in detail analysis due to its ‘closureness’. The courtyard is a really popular public space as it offers not only greenery but also a pond park.

THEMATIC CASE STUDY REPORT - one side is a public outdoor activity space - the other side buildings are most communal use, such as club space - some ground floor level buildings which are covered by an integrated shading, caused by the upper-level cantilever (blue) - the adjacent space does not consist of an integrated shading of the upper floor (green) - Interesting to see the daylight of this kind of two types of spaces

blue area

Isloated Roughness Flow 10m

A width-height aspect ratio of >2.4 results in full flushing of courtyards or street canyons

Skimming Flow

These two In-scaled images demonstrated how the wind is being ‘trapped’ within the enclosed public space. As the air is being ‘trapped’, it requires a great amount of time to exchange the air in such location. Hence, the massing form utilised natural ventilation method to maintain the fresh air and resulted in the air stays in the outdoor courtyard for a longer period of time.

A width-height aspect ratio of <1.4 reduces the air exchange in courtyards or street canyons to a minimum state

2.6m

Seasonal Shading in Summer

aerodynamic flow effects Depth of Daylight Penetration & Use of Artificial Lighting Seasonal Shading in Winter

section of tHe enclosed courtyard area 10m

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green area

Wind direction

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Seasonal Shading in Summer

Cross Ventilation - natural method of cooling down space. The system relies on wind to force cool exterior air into the building through an opening while outlet forces warm interior air outside.

Wind direction

However, this natural ventilation method only occurs in certain spaces in De Hogeweyk such as the public pond park building. As numerous spaces in De Hogeweyk do not have opposite openings (e.g. window, door), or even consist of internal wall act as a barrier in ventilation. Thus, I assume that De Hogeweyk utilises machinal ventilation plants more than natural ventilation. Hence, the energy consumption in this aspect would be enormous.

Wind direction

Plan of tHe enclosed courtyard area

2.6m

6m 10m

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Depth of Daylight Penetration Depth & Use of Daylight of Artificial Penetration & Lighting Use of Artificial Lighting Seasonal Shading in Winter

The most important and easily quantified factor affecting the depth of daylight penetration into a space is the positioning of space’s windows. The dimension from the finished floor to the top of the window (h) is the most important factor in determining the distance that daylight from that window will penetrate into the building (d). A good rule of thumb to use when trying to determine the depth of daylight penetration is that d=2.5h. Thus, the above two diagrams suggested the depth of daylight penetration and the amount/ use of artificial lighting in the selected area in De Hogeweyk. This also suggested that De Hogeweyk required a large amount of artificial lighting to lighten up space, especially people with dementia requires 500-600 lux, which demand is higher than the usual design project.

Climate Change & Overheat

Climate change and when the room is overheated, more mechanical ventilation would be needed to cool down the space. Hence, even more energy would required in order to run this process.

2.6m

Climate Change & Overheat

Through observation, De Hogeweyk would consume/ use a large amount of energy and artificial elements in order to meet the users’ demand. Moreover, the building would not be overheated as the layout of the rooms, most whether having a great in-depth and lead to the daylight could not enter to the ‘deep’ part of the space, or there is a wall disturbs the original depth that daylight could have achieve. However, if the climate change and lead to the temperature rises, there is a high possibility on most of the rooms in De Hogeweyk being overheated as they have a large glazing in the room.

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POD DESIGN INITIAL CONCEPT - SKETCHES

F R A M I N G

POD DESIGN The project commenced from a micro-scale instead of the macro, which was from a pod gradually to the overall massing. This method ensures the user-centric notion integrate into the design throughout the project. In addition, the other benefit of considering the pod at first provided me with an opportunity to understanding the users’ need cautiously and in detail, especially when I was first contact with this specific type of users. The design went through numerous iterations and modifications, yet the initial idea of sightlines, viewing, constant reminders all maintained till the ‘final’. Some additional components such as rounded furniture were then being emphasised to guarantee the minimised hazard to the dementia users.

Including basic furniture such as bed, toilet and wardrobe. Providing window seat offers the user to look at the landscape.

Adding the desk and external balcony to provide the opportunity to ‘work’ and a private outdoor space.

Changing idea from a balcony to an external door that the user can directly access to the outdoor shared sensory garden.

illustrations are reproduced with annotation

Daylight

POD DESIGN

Entrance

FIRST PLAN AND ITS EXPLANATION

POD DESIGN

SUNNY

DEVELOPMENT ON PLAN (VIEWS & SIMULATION)

OVERCAST

SUNNY

OVERCAST

MARCH

Views to JUNE

Sight lines from the bed

Outdoor

Sight lines from the bed

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SEPTEMBER

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Main Entrance For Visitors and Staffs

Daylight Shops and activities

Garden Range of facilities

Indoor

Entrance

Caregiver and Security

Views to Residential

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Own praivate space

Pod Design

Daylight

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amples of the space Shops and activities

Garden Range of facilities

Caregiver and Security

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Examples of theExamples space of the space ①

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Layout

Memory box, Artwork, ‘Hidden’ space under the desk Double door - Half Desk to put small personal object Wall coat rack Desk to put small personal object allows the the desk user to put Double their stuffs ‘Hidden’ space under door - Half locked Memory box, Artwork, i.e. books Wall coat rack allows the user to put theirin,stuffs locked Window Seating

Window Seating

in, i.e. books

Abstract Art

POD DESIGN

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REFINED SCALE ON PLAN (VIEWS & SIMULATION)

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POD DESIGN VELUX SIMULATION 9am

1:50@A3 Pod Design

Angle 1 - View to the bed 12pm March

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Sight lines from the bed

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(images from SketchUp model)

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The Velux simulation indicates the daylight level in the pod, while people with dementia required ~300-600 lux level to perceive things clearly, as mentioned in the ‘Dementia’ chapter. The outcomes demonstrate generally the daylight level during the overcast period would be around 250 lux, suggesting additional lux level can be provided through artificial lighting. Yet the summer simulations meet the users’ requirement of lux level. However, all the results suggest the possibility of creating shape shadows in the room. Hence, a kinetic facade would be installed to prevent this situation. 26

POD DESIGN

POD DESIGN 1:20 SECTION AND PART ELEVATION

T E S T I N G

POD FAÇADE

Part of the ARC3013 report submission

POD DESIGN

POD DESIGN POD FLOOR PLAN RENDERING

S Y N T H E S I S

1:20 SECTION AND PART ELEVATION (REFINED)

RENDERING

View from the bed to the desk

POD DESIGN RENDERING

S Y N T H E S I S

POD DESIGN

POD DESIGN RENDERING

POD DESIGN VELUX SIMULATION ON PLAN & PRESPECTIVE

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POD DESIGN POD SOUTH ELEVATION RENDERING

URBAN CONNECTION

Zoom in Pod Elevation

This chapter illustrates how the design proposal connects with the urban and surroundings in terms of its programming. This section comprises of the arrangement of spaces; the building circulation; the public and private area; the intergenerational centre; the North existing building; and the spaces that could help the people with dementia to achieve the objective of the project (living their life as they used to while providing needed support and service). 0m

URBAN CONNECTION PROGRAMMING

Fig. 14 Initial programming concept

Fig. 15 Developed programming

Fig. 16 Iterated programming

URBAN CONNECTION INTERGENERATIONAL CENTER

Fig. 17 ‘Finalised’ programming A

The North existing building, the concept of welcoming the building has commenced from the beginning of the project. The initial concept from shopping centre (Fig. 14) to an individual restaurant nearby (Fig 15) to attract users to stay in the design to establish the connection with dementia inhabitants. Yet due to the programming seems fragments and not uniform, the iteration version suggested embedded and integrated the restaurant within the North existing building while demonstrating the relationship between the corner cafe and nearby supermarket to attract neighbours. And the finalised proposal (Fig. 17) illustrated the connection between the restaurant, intergenerational centre, cafe, supermarket, outdoor bakery space and the herb gardening area. This strengthens the sensory concept of bakery therapy throughout the design and the intense relationship with the public and neighbourhood.

The intergenerational centre is about bakery therapy, as the centre is located in between the restaurant and the cafe, which serve an idea that the chief from the restaurant would spend time on teaching the bakery for dementia elderly and the youngsters. In addition, the outcome product (bread) can be enjoyed by the makers or either pass to the cafe next door for sale. The location of the intergenerational centre also offers an external baking area that the users could choose to prepare the ingredients in the centre and transfer to the outdoor space to bake in sunny days. Moreover, the supermarket next to the outdoor bakery area could attract more neighbourhood to come in and join this regular activity. In addition, the supermarket itself also another possible potential selling baked product from the intergenerational centre.

S Y N T H E S I S

URBAN CONNECTION BAKERY

URBAN CONNECTION SUPERMARKET

Outdoor Bakery Space

Sport & Playground

4 N

Ground Floor 1:250 @A3

Sensory Garden

3 1

Growing Herbs

The left-hand side still in progression rendering image suggested the interaction between residents and the public, the middle cabinet which about a meter in height acts as a physical barrier between the dementia residents and the public. However, the visual and verbal interaction remained, which offers the user a sense of ‘being in the same space’ yet a barrier in between to pretend the dementia patients walk out of the design accidentally and for safety issue.

S Y N T H E S I S

FRAMING REFLECTION

The first attempts on programming after receiving the knowledge of designing for dementia patients and commencing to be aware of their needs. The design began from the pod (pod chapter to see development) instead of the overall form, which offered me an opportunity to apply the knowledge into the practice. The pod design itself has been through several iterations to make the design appropriate for the dementia patients to dwell in, which then began to merge some other feature to enrich the user’ experience. However, due to COVIID and the lack of sense of the site, the image of the site was weak and could not visualise the spatial quality as good as being in the site physically, although some photographs and online resources were used. This led to most of the spaces are oversized and did not really comprehend the two-meter level difference at the North of the site.

FRAMING C E L E BR AT ION

The programming was influenced by the case study De Hogeweyk’s concept dramatically, its innovated advocated notion was ‘to let the people with dementia to live their life the way they were used to, with the support and services they need’, ‘dementia village’ and ‘encourage interaction with the neighbourhoods’. This led my design wanted to create a similar environment to the dementia residents, hence the centralised sensory garden and facilities which attempted to offer a protected ambience while with the opportunity to slow down the disease.

F R A M I N G

REFLECTION

Therefore, the idea to open up the North existing building to the public to guide the neighbourhood in the design in order to establish the interaction between them and the inhabitants. However, due to the security and public and private use, decided to locate the pod in the South of the site which could receive a greater amount of daylight. Yet, there were numerous attempts on the pod cluster arrangements and realised that the pod was oversized hence reduced the pod dimension to offer more options to the arrangements while not affecting the spatial quality that aimed to deliver to the pod.

First attempts on designing for dementia patients; influences from COVID-19; limitation on the visualisation of the site; not aware of the two-meter level difference; case study De Hogeweyk impact to the design concept; open up North existing building for public use; reasons of pod location; and arrangements of pod cluster.

PROGRAMMING INITIAL PROGRAMMING CONCEPT

PROGRAMMING PROGRAMMING DEVELOPMENT: NEGLECTING TREES

Reception building option 1 & 2

Pedestrian Shopping/ Cafe - for both ppl wiith demenia and surrounding residents

Security Playground

Reception

Nurse station

Quiet room/ Enjoying View (have Nurse)

Pod Cinema

Intergenerational activity Playground Nurse station

Spa/ Beauty

Family Meeting Room

Semi-Public

Pedestrian route

However, these schemes had an enormous restriction from the on-site tree’s position. The greenery positioning limited the arrangement and layout of the design in terms of programming and massing. Hence, the further step would ‘neglect’ the greenery to open up options on layout and programming to see what the outcome would be.

Security

Intergenerational activity

Public

F R A M I N G

The proposed concept was taken into account the prevailing wind, sun path, public and private users, and the relationships of spaces. The North existing building is currently not being used for any specific function, hence appointing this area as a public space that can attracting neighbourhood residents and pedestrians into the design area. While it can also break down the invisible boundary between the site and the surrounding and encouraging the public to come in and interact with people with dementia.

Private

Pedestrian entrance

Quiet room/ Enjoying View (have Nurse)

Spa/ Beauty

Pod

Family Meeting Room

Cinema

Semi-Public

Public Pedestrian route

This design layout proposal deliberated the variety of spaces needed for dementia users while taking into account the level of privacy and noise elimination required to each space. For instant, the pod ideally be in a quiet environment without unhelpful stimulation from the traffic noise. However, some spaces such as the sensory garden seem to be oversized. Hence the further step would be reducing the size of those areas to make the design appropriate for people with dementia to live in. Moreover, the material sensory quality research (helpful stimulation) need to commence to integrate into the design.

Private

Pedestrian entrance

Spaces (direct connection)

Spaces (indirect connection)

illustrations are reproduced with annotation

DESIGN RESPONSE

PROGRAMMING PROGRAMMING PROPOSAL 1

Laundry

W/C

Laundry

Lounge

Bathroom (Nurse control)

Corridor

Nurse station

Toilet

Corridor

Playground

Cafe

Library

Outdoor Seating Area

Underground: Car Park First Floor: Reception Staff room, Nurse, Family Metting Room Second: Green Roof

Lounge (Open space)

Tables Dinning Room

Shopping Centre

Toilet

Ground: Restaurant First: Terrace Cafe

Bathroom (Nurse control)

Corridor

Lounge (Open space)

Security

Beauty

Cinema

Intergenerational Center

Ground Floor: Quiet Room Nurse Station ? First Floor: Common Room

Sensory Garden

Nurse station

Corridor

W/C

Service Kitchen

Private Zone Semi-Public Zone Public Zone

Scale 1:100 @A3

Pod cluster concept and shared spaces

N 7

10m

Scale 1:1000 0

Proposal 1: This layout took up the entire site width and occupied a lot of space at the south of the site.

100 m

This diagram illustrates this layout of the pods on-site, to give a sense of proportion.

F R A M I N G

PROGRAMMING

Exploration on different positioning of the pods

Intergenerational Center

Cinema

Security

Beauty

Toilet

Shopping Centre

Toilet

Intergenerational Center

Cinema

Toilet

Shopping Centre

Toilet

Intergenerational Center

Cinema

Playground

Toilet

Shopping Centre

Toilet

Intergenerational Center

Cinema

Playground

Toilet

Shopping Centre

Toilet

Intergenerational Center

Playground

Underground: Car Park First Floor: Reception Staff room, Nurse, Family Metting Room Second: Green Roof

Ground Floor: Quiet Room Nurse Station ? First Floor: Common Room

Sensory Garden

Toilet

Playground

Private Zone

Semi-Public Zone

Public Zone

Scale 1:1000 20

100 m

2 pods as a cluster, rotated for daylight

Scale 1:1000 0

100 m

2 pods as a cluster, Expand to East and West

Scale 1:1000 0

100 m

Creating another shared ‘private’ area

Scale 1:1000 0

Shopping Centre

Toilet

Cafe

100 m

30-degree rotation to optimise natural daylight

Library

Outdoor Seating Area

Underground: Car Park First Floor: Reception Staff room, Nurse, Family Metting Room Second: Green Roof

Ground Floor: Quiet Room Nurse Station ? First Floor: Common Room

Sensory Garden

Semi-Public Zone

Security

Beauty

Ground: Restaurant First: Terrace Cafe

Library

Outdoor Seating Area

Private Zone

Cinema

Cafe

Ground: Restaurant First: Terrace Cafe

Library

Outdoor Seating Area

Underground: Car Park First Floor: Reception Staff room, Nurse, Family Metting Room Second: Green Roof

Ground Floor: Quiet Room Nurse Station ? First Floor: Common Room

Sensory Garden

Security

Beauty

Cafe

Ground: Restaurant First: Terrace Cafe

Library

Outdoor Seating Area

Underground: Car Park First Floor: Reception Staff room, Nurse, Family Metting Room Second: Green Roof

Ground Floor: Quiet Room Nurse Station ? First Floor: Common Room

Sensory Garden

Security

Beauty

Cafe

Ground: Restaurant First: Terrace Cafe

Library

Outdoor Seating Area

Underground: Car Park First Floor: Reception Staff room, Nurse, Family Metting Room Second: Green Roof

Security

Beauty

Cafe

Ground: Restaurant First: Terrace Cafe

Playground

Ground Floor: Quiet Room Nurse Station ? First Floor: Common Room

Sensory Garden

Scale 1:1000 0

100 m

Shared seating area between clusters for views

These illustrations are the digital version of the proposal on page 37, which included various diagrams: vehicle and pedestrian access; prevailing wind; sun path; view from the site; and the connection of spaces.

illustrations are reproduced with annotation

PROGRAMMING PROGRAMMING PROPOSAL 2 & 3 CONCEPTS

PROGRAMMING PROGRAMMING PROPOSAL 2 & 3 DETAILS Proposal 2: Pod version that used in this layout

Laundry

Bathroom (Nurse control)

Sketches of shared space arrangement (proposal 2 and 3 initial concepts)

Nurse station

Bathroom (Nurse control)

Corridor

Lounge (Open space)

Tables Dinning Room

Corridor

Nurse station

Corridor

W/C

Service Kitchen

Intergenerational Center

Cinema

Security

Beauty

Toilet

Scale 1:100 @A3 0

10m

Playground

Pros: - Occupied less site area (4 pods as a ‘cluster’) - A ‘private’ zone: shared by 4 residents (e.g. lounge) - Share kitchen and dining room: increase interaction between residents Cons: - Still occupied a lot site areas

- Consider of external views

Cafe

Ground: Restaurant First: Terrace Cafe

Shopping Centre

Toilet

F R A M I N G

- Size of spaces

Library

Outdoor Seating Area

Underground: Car Park First Floor: Reception Staff room, Nurse, Family Metting Room Second: Green Roof

Ground Floor: Quiet Room Nurse Station ? First Floor: Common Room

Sensory Garden

- Lack of ‘quiet room’

Proposal 3: Pod version that used in this layout Laundry W/C Laundry

Bathroom (Nurse control) Bathroom (Nurse control) Nurse station

Private Zone

Lounge Lounge (Open space) (Open space)

Bathroom (Nurse control)

Corridor Circulation

CorridorCirculation

Tables- Tables DinningRoom Room Dinning

Public Zone

Nurse station

Suggested ‘External Relaxing’ activities - sunbathing, outdoor seating areas

Semi-Public Zone

Bathroom (Nurse control)

Lounge Lounge (Open space) (Open space)

Nurse station CorridorCirculation

Circulation Corridor

W/C

Service Kitchen Service Kitchen

Scale 1:100 @A3 0

10m

Pros: - Reduced pods size - More logical rooms arrangement - Dining room: no sensory garden view - ‘Hidden bathroom and nurse station: avoiding users entry to those spaces without company

illustrations are reproduced with annotation

Cons: - Rigid layout

- Consider of external views

Scale 1:1000

N 7

100 m

Proposal 3 site plan

- Lack of ‘quiet room’ 49

PROGRAMMING DRAFT 3D MODEL MASSING

FRAMING CELEBRATION STUDIO 4 - HOUSE OF MEMORIES

FRAMING EXHIBITION

Framing Exhibition - a show that divides into three main sections: 1) Studio Presentation: we attempt to explain our studio theme and explain to our peers what we have been through since the beginning of the year. 2) Thematic Case Study: the case study that our sub-group has chosen to explore, which is the De Hogeweyk in Amsterdam. It is a dementia village and the pioneer of the village notion for dementia patients.

F R A M I N G

IN PROGRSS

3) Individual Work: Our design for people with dementia, what we have learnt from the case study and applied those into our personal project while devel oping individual project scheme.

To view the board: https://miro.com/app/board/o9J_lcBV7Zg=/

THINKING THROUGH MAKING During thinking through making exercise, I decided to make a 1:1 structural model explore the details of materials and their quality. Through the making process, a number of iterations were made due to the insured construction method of Structural Insulated Panels (SIPs), this led me to go into detail of SIPs and fed into the 1:20 section later on. Notably on the intermediate floor structure as I aimed to integrate some services below the structural support.

During thinking through making exercise, I decided to make a 1:1 structural model explore the details of materials and their quality. Through the making process, a number of iterations were made due to the insured construction method of Structural Insulated Panels (SIPs), this led me to go into detail of SIPs and fed into the 1:20 section later on. Notably on the intermediate floor structure as I aimed to integrate some services below the structural support.

T E S T I N G

TESTING REFELCTION

REFLECTION

TESTING

SECTION FACING EAST (COLLAGE)

The exploration on programming, roofscape and sustainable aspects. The key movements involve curved form; sensory garden view; unified form; irregular roofscape; North ‘urban street’; supermarket interaction.

As the programming developed, the location of spaces changed but remained the public (North) and private (South) concept. However, one of the key movement was transferring the restaurant into the existing North building, situated next to the intergenerational centre (bakery therapy) and the cafe. The relationship between these areas has created by helping and selling the product from bakery therapy, and the concept of ‘urban street’. Additionally, the location of the supermarket changed to the East of the design helps to increase the interaction between residents and the public.

1.250 @A3

Yet during the testing stage, there were countless failures and difficulties to create an ideal design with response to the user’s demands, which was both a challenging and amusing process. During the progression, the more and profound interpretation of dementia users and their needs, which guided to a more user-centric design and commencing to integrate some sustainability features to enrich the design, The exploration on roofscape that aimed to respond to rainwater collection, solar panels and daylight into the building created a few options. However, most of them were overheight due to the roof angle as to which is the best angle (30-40 degree) for solar panels. This might result in an overshadowed garden area, yet to avoid this situation, the South ‘building’ was placed further away from the garden space.

T E S T I N G

The movement from a pod cluster to a pod ‘building’ could offer more securer, flexible, and connected spaces for the users. The progression from thinking in loose pieces and abstract ideas to solid and detailed plans eventually could beginning imagine the space and the user’s experience. The detailing used up quite a large amount of time to think and perceive a clear image of individual spaces. The challenges were oversized spacers as the pod was ‘fixed and the proposed arrangements required to include 16 of them, which created some oversized space in the common area. To resolve this matter, the inner faces of the sensory garden changed to be curved which could reduce some spaces while highlighting the views to the garden.

This phrase involves various testing and failures which led to a profound understanding of the dementia user’s needs.

TESTING PROGRAMMING DEVELOPMENT: POD ‘BUILDING’

TESTING PROGRAMMING DEVELOPMENT: POD ‘BUILDING DETAILED PLAN Developement on Internal Layout 2 as a cluster

Security

Beauty

Cinema

Intergenerational Center

Toilet

Shopping Centre

Toilet

Ground Floor

Cafe

Ground: Restaurant First: Terrace Cafe

Playground

Internal Layout 1

Library

Outdoor Seating Area

Ground Floor

Staff Room Changing Room

Sensory Garden

Locker

Relax Room

WCs

Nurse

FMR

Involve: Intergenerational Center Cinema, Shopping Center, Cafe

Nurse Station

WCs

Disable WC

Bathroom

Disable WC

Laundry

Vehicle Shopping Centre

Toilet

Playground

Scale 1:1000 0

Thick wall

Ground: Car Park First Floor: Reception Nurse Second: Staff room

Ground: Common Room Family Meeting Room

Sensory Garden

100 m

First Floor: Quiet Room Nurse Station (passive)

Door to outside designated sensory garden Door to outside private space

Outdoor Sensory Garden Security

Beauty

Cinema

Intergenerational Center

Private Zone

Toilet

Semi-Public Zone Playground

Public Zone

Rooftop terrace, accessible for residents

Shopping Centre

Toilet

Cafe

Ground: Restaurant First: Terrace Cafe

Sensory Garden Cinema

Beauty

Security

Ground: Restaurant First: Terrace Cafe Security

Beauty

Cinema

Toilet

Playground

Shopping Centre

Toilet

Shopping Centre

Toilet

Nurse

Library

Scale 1:1000 60

100 m

WCs

Laundry

Disable WC

Bathroom

Laundry

Disable WC

Bathroom

Ground Floor

Nurse Nurse

Nurse

100 m

Private Zone Semi-Public Zone

Pedestrian

Public Zone

Vehicle

Pedestrian Vehicle

Private Zone Semi-Public Zone Public Zone

Level - Storey

Scale 1:1000

Pedestrian Vehicle

40 50 60 Scale 1:1000

100 m

N 100 m

Scale 1:1000 0

There were two major modifications at this stage were the pod and the reception ‘building’. First, the pod ‘building’ idea emerged because the previous cluster concept restricted the movement and arrangement in the design. Yet by altering the pod cluster into a ‘building’ allows the spaces to be more flexible and more room for the dementia users to wander around. This updated version contained a roof terrace located on the first storey between the two pod ‘buildings’, and the reception ‘building’ green roof also offers a view to the residents living in the left pod ‘building’.

The cons of the layout were the overall programming still lack of physical connection, which made the design not uniform. Additionally, considering the movement of staffs in rainy weather, the internal or covered area is needed. Hence, the further step would be to refine the design based on the former points.

100 m

Cons: - Spaces are oversized but allows movement - Wasted space between the sofa and bottom rooms (laundry, Disable toilet and bathroom) - Wasted space between the ‘buildings’ on the ground floor - Pods located in the North (top) are not receiving sufficient daylight (on both floor)

Nurse Nurse

esruN esruN

Relaxing space

Public Zone

6 pods + open area PU

Pros: - Remain the concept of external and internal access from the pod - Open common spaces: allow see and been seen - Roof terrace on the first floor allows an outdoor interaction between residents, with a spectacular sensory garden view

First Floor

Semi-Public Zone

Laundry

WCs

Library

Outdoor Seating Area

Nurse

Private Zone

Laundry

WCs

Sensory Garden Sensory Garden

Disable WC

Cafe

Disable WC

Cafe

Ground: Restaurant First: Terrace Cafe

Playground

Bathroom

Vehicle

Toilet

Bathroom

Pedestrian

Intergenerational Center

Bathroom

Library

Outdoor Seating Area

Intergenerational Center

Scale 1:1000

Disable WC

T E S T I N G

Ground floor: Common space (kitchen, lounge, laundry, bathroom), nurse station, reception, 2 pods First floor: 6 pods, lounge, nurse station

Laundry

esruN

Nurse

Disable WC

Kitchen

Inquiry

Nurse Station

Laundry

Kitchen

Inquiry

Nurse Station

Ground floor: Quiet room, nurse station

WCs

Internal Layout 2

Cafe

Library

Outdoor Seating Area

Security

Beauty

Cinema

Intergenerational Center

Toilet

two storey

Bathroom

Pedestrian

Ground: Restaurant First: Terrace Cafe

roof terrace

Bathroom

Disable WC

Public Zone

(underground car park)

two storey

Disable WC

WCs

DOWN

Laundry Laundry

WCs

DOWN

Underground car park Ground floor: Reception, staff room, changing room, nurse station, family meeting room First floor: green roof terrace - provide the view for the pods

Common Space + 2 pods

Nurse

Semi-Public Zone

WCs

Nurse

Laundry

one storey

WCs

outdoor

Nurse Station

WCs

Private Zone

one storey + roof terrace

Nurse Station

Inquiry

WCs

two storey

Two storey Library Ground floor for residents First floor for public

Inquiry

Kitchen

WCs

Outdoor Playground: Adjacent to Intergenerational Center

Inquiry

one storey + roof terrace

outdoor

Kitchen

Inquiry

Nurse Station

Kitchen

Inquiry

Nurse Station

Kitchen

Inquiry

Nurse Station

one storey

Inquiry

Nurse Station

FMR

Kitchen

Inquiry

Nurse Station

Disable WC

Break the ‘wall’, connect the neighbourhood

Ground floor: restaurant First floor: roof terrace - for visitors to enjoy view + parents waiting for children when they playing in the playground

First Floor

Further step: - Think of the spaces between ‘buildings’ on the ground floor - Rotate/ Flip the first floor to optimise daylight level to the pods - Consider and test the roof terrace, would it be overshadowed - Think of the connection between the pod ‘building’ and the other ‘buildings’

TESTING PROGRAMMING DEVELOPMENT: UNIFYING

Ground Floor BARBER SHOP

ROOF CONCEPT

First Floor

SECURITY

SUPERMARKET

INTERGENERATION CENTER

CAFE

SUPERMARKET

DISABLED WC

OUTDOOR SEATING STORAGE

QUIET ROOM

STAFF ROOM

SNACK DRINK

RECEPTION

REST ROOM

UNDERGROUND

LOUNGE

CAR PARK DISABLED WC

FMR

NURSE STATION

FMR

DISABLED WC

NURSE STATION

NURSE STATION KITCHEN

KITCHEN

L. POD 1

L. POD 1 KITCHEN (STAFF)

DINNING ROOM

CANTEEN (STAFF)

SEATED LEG EXTENSION SEATED LEG EXTENSION

2 PERSON AIR WALKER 2 PERSON AIR WALKER

N +3.30

LOUNGE

N +3.30

LOUNGE

L. POD 3

L. POD 4

R. POD 3

R. POD 4

NURSE STATION

WC WC

WC LOUNGE

LOUNGE

L. POD 2

NURSE STATION

LAUNDRY

DISABLED WC

L. POD 5

L. POD 2

BATHROOM

BARBER SHOP

DISABLED WC

LAUNDRY

L. POD 6

L. POD 7

L. POD 8

R. POD 5

R. POD 6

R. POD 7

Daylight to the ‘North’ pod

R. POD 8

NURSE STATION

Walkway lack of natural daylight

T E S T I N G

N +3.30

LOCKERS

LOWER BODY COMBO

N +3.30

CHANGING ROOM

LOWER BODY COMBO

N +3.30

PLAYGROUND

N +3.30

DISABLED WC

4 PERSON WAIST TWISTING

- Green roof on reception and quiet room - The covered walkways: a linkage on the first floor - Lounge on the first floor - A balcony for each pod on the first floor

N +3.30

STORAGE KITCHEN

LOWER BODY COMBO

N +3.30

LOWER BODY COMBO

ACCESSIBLE HAND CYCLE

4 PERSON WAIST TWISTING

2 PERSON AIR WALKER

4 PERSON WAIST TWISTING

PLAYGROUND

N +3.30

SEATED LEG EXTENSION

4 PERSON WAIST TWISTING

ACCESSIBLE HAND CYCLE

2 PERSON AIR WALKER

SEATED LEG EXTENSION

ACCESSIBLE HAND CYCLE

N +3.30

STORAGE

ACCESSIBLE HAND CYCLE

- North existing building: added extension for storage - Excluded the library due to it is not necessary - Pod ‘building’: a covered walkway between others - Spaces between pod ‘buildings’ on the ground floor

TESTING

SECURITY

SUPERMARKET

INTERGENERATION CENTER

CAFE

SUPERMARKET

DISABLED WC

RECEPTION

REST ROOM

WC DISABLED WC

FMR

DINNING ROOM

ROOM DINNING LAUNDRY

BATHROOM

L. POD 1

R. POD 1 L. POD 2

R. POD 2 L. POD 3

R. POD 3 L. POD 4

MEDICAL EXAMINATION / TREATMENT ROOM

ACCESSIBLE HAND CYCLE

DISABLED WC

STAFF ROOM

LOWER BODY COMBO

4 PERSON WAIST TWISTING

RECEPTION

REST ROOM

LOWER BODY COMBO

INTERGENERATIONAL CENTER

FMR

WC DISABLED

BATHROOM LOUNGE

PLAYGROUND

LOCKERS

QUIET ROOM

STORAGE KITCHEN

CHANGING ROOM

LOUNGE

STORAGE

DISABLED WC

NURSE STATION KITCHEN

KITCHEN

STORAGE

EXTERNAL

STORAGE

NURSE STATION

CAFE

DISABLED WC

WINTER GARDEN

FMR

SUPERMARKET

2 PERSON AIR WALKER

DISABLED WC STAFF ROOM LOCKERS

SECURITY

2 PERSON AIR WALKER

BARBER SHOP

INTERNAL WINTER GARDEN

SEATED LEG EXTENSION

STORAGE KITCHEN

CHANGING ROOM

- Uniforming the spaces - Internal movement between reception, pod and intergenerational centre - Less rigid - Central sensory garden view - Refined the pods and common spaces - Pods at South optimised natural daylight - Refine the fire staircase

SEATED LEG EXTENSION

STORAGE

PLANT ROOM

NURSE STATION

KITCHEN

QUIET ROOM

DINNING ROOM

All spaces on the first floor have sunlight

Combining ideas and maximise solar panels

KITCHEN

BATHROOM

OUTDOOR SEATING

- Internal movement between reception and pod - Less rigid - Curved: allowed spaces to have a central sensory garden view - Pods at South optimised natural daylight - Tilting the pods to optimise daylight

LAUNDRY

BATHROOM

DINNING ROOM

QUIET ROOM

R. POD 4

MEDICAL EXAMINATION / TREATMENT ROOM

illustrations are reproduced with annotation

TESTING ROOF & MASSING

TESTING SECTION COLLAGE - FUNCTION OF SPACES

S Pod’s Window

Sunlight to the first floor

Idea of the roof window

T E S T I N G

E N

S SECTION FACING EAST (COLLAGE)

1.250 @A3

Bird View

Cluster - each serves 8 persons (view to garden)

TESTING REVIEW UNIFIED VERSION

TESTING REVIEW DESIGN RESPONSE & CIRCULATION

Public and Private Zones A

Circulation

Public Area

Semi-Public Area

Private Area

Ground Floor

First Floor Residents

First Floor

Visitors

The North existing building consists of: a winter garden; a restaurant; an intergenerational space (bakery theory); and a cafe. These areas are public use to incur neighbours and pedestrians to the design in order to break down the invisible boundary between the site and surrounding. These activities, notably intergenerational space, aim to establish an interaction between neighbours and dementia residents. Moreover, there is also a supermarket for both public and private use in the East of the design. Hence, the inhabitants would be able to have a chance to meet the public in such a place, yet it would be a concept of ‘being in the same space but have a physical barrier’ in between them due to the safety issue. 62

Staffs

T E S T I N G

Sun Path Diagram

Prevailing Wind Diagram

TESTING REVIEW

TESTING REVIEW SECTIONS

T E S T I N G

ELEVATIONS

TESTING REVIEW

FIRST FLOOR PLAN

T E S T I N G

GROUND FLOOR FLOOR

TESTING REVIEW

Ground Floor

1:250 @A3

First Floor

1:250 @A3

LIGHT & SHADOW STUDIES 1

Angle 1

Angle 2

TESTING REVIEW LIGHT & SHADOW STUDIES 2

Angel 1

Angle 3 March

9am

12pm

4pm

June

September

9am

12pm

4pm

T E S T I N G

TESTING REVIEW

TESTING REVIEW LIGHT & SHADOW STUDIES 3

Angel 2 March

June

September

9am

S I M U L AT ION DATA 12pm

4pm

This chapter involves the Velux daylight simulation and the ENVI-met micro-climate simulation, which comprises the outcomes and some explanations on how the results affect the design and what does those implies to the dementia users.

SIMULATION DATA FIRST VELUX

View to the window Overcast

SIMULATION DATA FIRST VELUX

View to the desk Sunny

Overcast

Sunny

View to bed March

June

September

Overcast

F R A M I N G

March

June

Sunny

September

This first Velux daylight simulation, which demonstrates a good amount of lux level distribution in the pod. Yet the lux level during overcast was insufficient and which seems to cause a sharp shadow as shown in ‘view to the desk’ during overcast weather in March and September. Hence, this would be the area to improve the next step. In addition, the simulation from and to the view would be useful in the next simulation to see the lux level in such an area. 72

Here is the simulation from the external door to the bed, as shown above, the bed and its surrounding recieved a great amount of lux level, which would able the weak visual perception dementia patients to perceive surrounding clearly. Yet a concern would be the toilet would not receive sufficient daylight, hence which would utilise artificial lighting instead.

1900

SIMULATION DATA

1600

2250

2100

1400

TESING REVIEW

SIMULATION DATA TESING REVIEWV

March - View to bed 12pm

3pm

9am

Overcast

3pm

Overcast

Sunny

12pm

T E S T I N G

9am

June - View to bed

Sunny

Part of the ARC3013 report submission

SIMULATION DATA TESING REVIEW

1900

SIMULATION DATA

1600

1400

March - View to window 3pm

9am

Overcast

Sunny

Part of the ARC3013 report submission

12pm

3pm

T E S T I N G

12pm

2100

TESING REVIEWV

September - View to bed 9am

2250

Part of the ARC3013 report submission

SIMULATION DATA TESING REVIEW

SIMULATION DATA TESING REVIEWV

9am

12pm

September - View to window 3pm

9am

Overcast

Sunny

Part of the ARC3013 report submission

12pm

3pm

T E S T I N G

June - View to window

Part of the ARC3013 report submission

SIMULATION DATA TESING REVIEW 9am

12pm

SIMULATION DATA TESING REVIEWV

Sunset

March

September

Generally, the design receives a high lux level (~700-1000) near the openings (windows and doors) even in overcast weather condition. Yet this is likely to create a shaped shadow on the floor and furniture. To solve this problem, kinetic shading is being installed out the window to control the amount of daylight enters to the room. The overall daylight distribution to the room is between ~100-300 lux that is under the users’ requirement, yet considering this situation happens during overcast weather which seems to be acceptable. To ensure the lux level is matching the users’ demand, the lux level mostly between ~400-600 lux when the weather is sunny. Meanwhile, users can dominate the kinetic shading to permit no excessed amount of daylight to enter the room. 80

The perspective section simulation indicates that the room has a good lux level distribution that seems would not causing any shape shadow. It should provide sufficient daylight for the dementia inhabitants to perceive objects clear enough during the day. For most of the area the lux level maintains at 300 lux, yet the toilet area would require artificial lighting to lighten up space.

S Y N T H E S I S

June

SIMULATION DATA TESING REVIEW

SIMULATION DATA DURING SYNTHESIS

January

Testing Review 9am

12pm

3pm

6pm

Wind Direction Fig.18 Wind Speed and Activity

Fig.19 PMV and PPD explaination

January 9am

Wind Speed

MRT

As seen on the above simulation outcomes in January, it illustrates the wind speed level in the designated outdoor space remained between 0.02 to 1.62 which should offer a gentle wind condition for all the activities (see the previous page for wind speed and activities diagram). In addition, the Mean Radiant Temperature is between -1.99 to 4.35 in January, which indicates a pretty low value of number and in cold temperature. This may result in the limited access of dementia resident to the outdoor space in January as they are sensitive to the temperature and this weather condition may increase the possibility of unhelpful simulation to them. 82

Part of the ARC3013 report submission

S Y N T H E S I S

July 9am

SIMULATION DATA DURING SYNTHESIS

July 9am

12pm

3pm

6pm

Wind Direction

Wind Speed

TECHNOLOGY ASPECTS MRT This chapter utilising diagrams to illustrate the technical aspects of the design, which involves structural, sustainability, and environmental aspects. This session is overlapped with the ARC3013, therefore some contents would be repeated. As seen on the above simulation outcomes in July, it illustrates the wind speed level in the designated outdoor space remained between 0.03 to 0.78 which only have litter variation on the temperature change. In addition, the Mean Radiant Temperature is between 13.75 to 58.61 in July, which indicates quite a wide range of temperature. This may have an effect on the access of dementia resident to the outdoor space in July, yet some of the temperatures in 13.75°C seems to be suitable for them.

Part of the ARC3013 report submission

TECHOLOGICAL ASPECTS TECHOLOGY Isometric Diagram (showing primary and secondry structure)

TECHOLOGY Mono Truss

Sectional Diagram on Residential Pod - Primary, Secondary, Tertiary Structure

TECHOLOGICAL ASPECTS Ground source heat pump system

Ground Loop

Evaporator (liquid to gas)

Refrigerant (gas comprssed) temp. rises Heat exchanger

Mono Truss is only tilted in an orientation. It is usually used to create multi-level roof lines or construction additions to the existing building. Primary Structure

Secondary Structure

Tertiary Structure

The bottom images illustrates where the truss is situated in the resiedential pod area.

Circulates & Antifreeze a mixture of water (in garden)

Sectional Diagram on Residential Pod - Vertical Loading

Distribution System (underfloor heating MVHR)

Remains stored in the hot water tank

3D diagram of Residential Areas - Location of services

Ground Floor 1:250 @A3

Structural Grid Diagram - First Floor

First Floor

1:250 @A3

Part of the ARC3013 report submission

Ground source heat pumps (GSHPs), another word “Geothermal heat pumps”, use the earth as a heat source in winter and acts as a heat sink in summer. GSHPs requires to bury the pipe in the garden to extract heat from the earth, the above diagram illustrates the concept of how it works and where it will be used in the design. As the ground generally stays at a constant temperature under the surface, this represents that the heat pump can be used throughout the year. While the GSHPs extract heat and transfer it to the underfloor heating system, the MVHR system helps to move air between room, which increases the speed of heating from the floor to the rooms. The MVHR air extraction pulls the warm air across and toward the top of the room, helping the air moving from the floor. Yet, MVHR air input pushes the air downward to keep warm in the room to last longer. This combination provides renewable heating without releasing CO2 while effectively circulates the heat around the building and able to warm up the spaces quicker.

KEY

Underfloor heating supplied by ground-source heat pump MVHR ducts Electrical conduit

Part of the ARC3013 report submission

S Y N T H E S I S

Structural Grid Diagram - Ground Floor

TECHOLOGICAL ASPECTS TECHOLOGY Parti Sun Path and Photovoltaic Diagram

TECHOLOGICAL ASPECTS TECHOLOGY

Photovoltaic - Solar Power System

wer ed po exceed y Send tily compan the uti

utitily the eeded n om er fr hen Pow any w p com

Green Roof

Figure 20: Metal roof and Solar Panel reference

Photovoltaic

Photovoltaics (PV) Panels Strategy

Trapezoidal metal roof mounting with solar panel - Aluminum system clamping

Summer Daylight Strategy 88

Part of the ARC3013 report submission

S Y N T H E S I S

Sun Path

TECHOLOGICAL ASPECTS TECHOLOGY

Natural Ventilation Strategy

MVHR Exhaust Air

Supply Air

Fresh Air

Extract Air

SYNTHESIS Mechanical Ventilation with Heat Recovery (MVHR) Strategy The stage to refine the design: refinement on the massing; concept on the double-height area for better natural resources; external covered wandering path added in; the connection between the intergenerational centre (bakery therapy) and the design; integration of bakery elements into the sensory garden (herbs); the selection of materials to offer sensory experience while haveing contrast in between.

Rainwater collection Strategy and Grey Water Recycled System 90

SYNTHESIS REFELCTION

SYNTHESIS DEVELPOEMNTVV

4 PERSON WAIST TWISTING

SEATED LEG EXTENSION SEATED LEG EXTENSION

LOWER BODY COMBO

4 PERSON WAIST TWISTING

LOWER BODY COMBO

2 PERSON AIR WALKER

REFLECTION

ACCESSIBLE HAND CYCLE

2 PERSON AIR WALKER

RAMP

ACCESSIBLE HAND CYCLE

The synthesis stage was the period to refine the project, yet after the testing and technology review, there were loads of modifications need to carry out. To assure the construction is workable in reality, the form needed to alter to rationale from the sensory garden, which has emphasised the importance of the place and the design notion. During Easter, I struggled with the revision of massing as well as the refinement on the South curved elevation as I am unfamiliar with working with curves. This took me extra time to figure out how the curve could integrate with the design. Yet the other concern on the deeper common area in the lower floor would not recieved any natural daylight and little natural ventilation. To solve this issue, some double-height spaces and linkage could be added on the first floor, this enhances the natural daylight and ventilation while enhancing the architectural language to the design.

Ground Floor

1:250 @A3

First Floor

1:250 @A3

First Floor

1:250 @A3

I personally think these modifications were so beneficial and enriched the design from not only the users’ perspective, but also the sustainability, architectural language, and the design narrative. However, there are still some areas that need to improve on such as considering the visitor’ experience, the experience of external wandering path, the refinement on the relationship with the village, etc; these are the further steps to refine my design.

S Y N T H E S I S

Moreover, the external covered wandering path added a new architectural language (cloister) to the design. In addition, the revision on reconsidering the relationship between the intergenerational centre (bakery therapy) and the design enriched and underlined the sensory experience concept, and integrating it to the sensory garden area which harmonises and have a constant language throughout the design. The sensory experience also happens in the building materials which especially shown in the pod design, the selected external material offers a tactile experience to the user, while internal material has the same pattern as the external suggested connection yet maintained the contrast between them for distinguish.

SYNTHESIS DEVELOPEMENT

DISABLED WC

STORAGE CAFE

INTERNAL UP

RESTAURANT

WINTER GARDEN

KITCHEN

INTERGENERATIONAL CENTER (BAKERY)

STORAGE

EXTERNAL

LOCKER

EXTERNAL OUTDOOR SEATING

WINTER GARDEN

EXTERNAL

WINTER GARDEN

LOWER BODY COMBO DRAFT LOBBY

4 PERSON WAIST TWISTING

SUPERMARKET

LOWER BODY COMBO

4 PERSON WAIST TWISTING

PLAYGROUND

ACCESSIBLE HAND CYCLE

LOWER BODY COMBO

SEATED LEG EXTENSION

ACCESSIBLE HAND CYCLE

LOWER BODY COMBO

2 PERSON AIR WALKER

SEATED LEG EXTENSION

ACCESSIBLE HAND CYCLE ACCESSIBLE HAND CYCLE REST ROOM STAFF ROOM

LOCKERS

PUBLIC

4 PERSON WAIST TWISTING

SEATED LEG EXTENSION

STORAGE

2 PERSON AIR WALKER

CHANGING ROOM

WHEELCHAIR COUNTER

SEATED LEG EXTENSION

OFFICE

4 PERSON WAIST TWISTING

2 PERSON AIR WALKER

ACCESSIBLE HAND CYCLE

LOWER BODY COMBO STAFF

LOWER BODY COMBO

2 PERSON AIR WALKER

RAMP CHANGING ROOM

ACCESSIBLE HAND CYCLE

DELIVERY

SEATED LEG EXTENSION

VEG PREP

KITCHEN

COLD STORE

RECEPTION

2 PERSON AIR WALKER

DISH WASH

DRY FOOD STORE

PRIVATE

MEDICAL EXAMINATION ROOM

WC QUIET ROOM

FMR

BARBER SHOP

DISABLED WC

QUIET ROOM

DISABLED WC

FMR FMR

DISABLED WC WARD MANAGER ROOM DISABLED WC

BATHROOM

LAUNDRY PLANT ROOM PLANT ROOM

DIRTY UTILITY/ DISPOSAL

NURSE STATION

NURSE STATION KITCHEN

NURSE STATION

KITCHEN

STATION KITCHEN

G IN OM NN RO DI

G IN OM NN RO

DI RO NN OM IN

RO DINN O IN M G

KITCHEN

MULTI-SENSORY

ENVIRONMENT ROOM

Quiet Room

MULTI-SENSORY ENVIRONMENT ROOM

ENVIRONMENT ROOM

MULTI-SENSORY

R. POD

L. POD

R. POD

LAUNDRY

Service

Ground Floor

1:250 @A3

First Floor

1:250 @A3

Roof Plan

1:250 @A3

Summer Daylight

Structural Grid 1:250 @A3

Ventilation - Natural and MVHR

Ground Floor

1:250 @A3

Ground Floor

1:250 @A3

Ground Floor

1:250 @A3

S Y N T H E S I S

Winter Daylight

SYNTHESIS

SYNTHESIS POD PLAN RENDERING

S Y N T H E S I S

DEVELOPEMENT

SYNTHESIS

SYNTHESIS SYTHNESIS REVIEW

S Y N T H E S I S

SYTHNESIS REVIEW

SYNTHESIS SYTHNESIS REVIEW

Growing Herbs

Sport & Playground

100

S Y N T H E S I S

Sensory Garden

101

SYNTHESIS SYTHNESIS REVIEW

Wind Direction

Wind Speed

SYNTHESIS SYTHNESIS REVIEW

Long Section

MRT

January 9am

January 12pm

July 12pm

102

S Y N T H E S I S

July 9am

103

SYNTHESIS

SYNTHESIS SYTHNESIS REVIEW

S Y N T H E S I S

SYTHNESIS REVIEW

104

105

SYNTHESIS

SYNTHESIS SYTHNESIS REVIEW

S Y N T H E S I S

SYTHNESIS REVIEW

106

107

SYNTHESIS SYTHNESIS REVIEW

Walk out from the bedroom (1/F)

Rainwater collection and Grey Water Recycle system

Dining Room Area - View to Garden (G/F) (Unfinished) 3D External Bird View

Solar Panels Strategy

Lounge & Double height - Wandering Path (G/F) (Unfinished)

Natural Ventilation Strategy

Mechanical Ventilation Strategy

3D Internal View - External wandering path and covered walkway 108

View from kitchen(1/F) (Unfinished)

S Y N T H E S I S

Daylight Strategy

109

SYTHNESIS REVIEW

Enter to the externall wandering path/ sensory garden (G/F)

Glass Wall - View to Public Zone (Unfinsihed)

External Wandering Path - Under Walkway Covering (Unfinsihed)

Glass Wall - View from Green Roof (1/F) (Unfinished)

Route to Intergenerational Centre (Outdoor bakery)(Unfinished)

Intergenerational Centre (Bakery)(Unfinished)

SYNTHESIS SYTHNESIS REVIEW

1:50 Perspective Section

110

S Y N T H E S I S

SYNTHESIS

111

SYNTHESIS ADDITIONAL WORK

Long Section

SYNTHESIS ADDITIONAL WORK

112

Ground Floor 1:250 @A3

First Floor 1:250 @A3

S Y N T H E S I S

Short Section

113

ADDITIONAL WORK

Long Section

114

Short Section Roof Plan

1:250 @A3

SYNTHESIS

10m

20m

S Y N T H E S I S

SYNTHESIS

115

SYNTHESIS ADDITIONAL WORK

East Elevation

10m

ADDITIONAL WORK

20m

10m

20m

Zoom in Pod Elevation West Elevation

116

10m

20m

S Y N T H E S I S

North Elevation

SYNTHESIS

117

ADDITIONAL WORK

South Elevation

118

S Y N T H E S I S

SYNTHESIS

119

ADDITIONAL WORK

S Y N T H E S I S

SYNTHESIS

121

1:25 Perspective Section

S Y N T H E S I S

123

SYNTHESIS

SYNTHESIS ADDITIONAL WORK

S Y N T H E S I S

ADDITIONAL WORK

124

125

SYNTHESIS

SYNTHESIS ADDITIONAL WORK

S Y N T H E S I S

ADDITIONAL WORK

126

127

SYNTHESIS

SYNTHESIS ADDITIONAL WORK

S Y N T H E S I S

ADDITIONAL WORK

128

129

APPENDIX THEMATIC CASE STUDY RESEARCH

APPENDIX BIBLIOGRAPHY

Bullet points of De Hogeweyk: - s self-contain village rather than a building - aim to let dementia people live their life the way they were, with the support and services they need - resident can choose from seven different lifestyles, find the one that fits them the most - public spaces are important for the residents to wander around freely - residents can go outside but remain in a protected environment - villages contain squares, streets, gardens building, which designed for patients to wander around - restaurant, bar, and theatre are also for surrounding neighbourhoods are welcome to come in and use those facilities - encourage the interaction between the neighbourhood

131

APPENDIX

THEMATIC CASE STUDY ENVI-MET FIRST ATTEMPT

THEMATIC CASE STUDY FULL REPORT Table of Contents

Bitmap for ENVI-met model creation

1. How does the case study relate to the Studio Specific Criteria .01? (Ella Ashworth)

2. How does the case study relate to the Studio Specific Criteria .02? (Samer Alayan)

3. How does the case study relate to it’s 13 environmental / climate crisis context? (Emily Chow) 4. How does the case study relate to the Architect’s theoretical position / how does it explore their ideas / preoccupations? (Lewis Baylin)

5. How does the case study relate to other buildings of it’s type? (Rea Chalastani)

Netherlands

100 1:1250

16 people with dementia per 1000 population (all ages) in the Netherlands 2017 (Financial Times, 2019) 1.49% of total population of the Netherlands with dementia 2018 (Alzheimer Europe, 2020)

De Hogeweyk, Weesp MBVDA Architects Completed 2009

3.15% of total population of the Netherlands with dementia by 2050 (Alzheimer Europe, 2020) 1.94% of total population of Europe with dementia 2018 (Alzheimer Europe, 2020)

Ella Ashworth

0m 10m 20m 30m 40m 50m

Self-made De Hogeweyk site autocad file for ENVI-met

The bitmap that the whole group utilize for creating ENVI-met model

Broad-scale site map with the surrounding environment and contour lines

DE HOGEWEYK Studio Specific Criteria .01 - Understanding the dementia disease and specific requirements

Interior views in De Hogeweyk

Contrast in colours between the walls, curtains and furniture.

DE HOGEWEYK Studio Specific Criteria .01 - Understanding the dementia disease and specific requirements

Ella Ashworth

Unobtrusively reduce risks

Simulation outcomes - mainly focused on wind, temperature, and thermal comfort

Design in response to vision for way of life

Provide a human scale

Furniture creating a homely feel and familiar place - may be used for wayfinding.

USER CENTRIC Provide opportunities to be alone or with others

Plan of a Goois (upper-class) household

Contrast in colours showing the distinction between the wall and floor with the use of the skirting board.

Allow people to see and be seen

Link to the community

edited Fig. 1

Optimise helpful stimulation

Support movement and engagement

Fleming-Bennet Design Principles (Fleming, Zeisel and Bennet, 2020)

Exit controls

Wind Direction

Mean Radiant Temperature

PMV

PPD

Large glazing creates a link between indoor and outdoor areas.

Facilities

ENVI-met allows me to see the urban microclimate in such location, while some design elements can influence the external physical factors such as wind speed, heat radiation, ait temperature and relative humidity. Thus, which method could be utilised for our individual design and determine is that responding to its environmental factors.

Homelikeness

Common spaces

Large glazing providing natural light which is important for dementia patients as darkness can create anxiety.

Doors providing accesibility to outdoor courtyard.

John Zeisel Design Elements (Fleming, Zeisel and Bennet, 2020)

Important use of colours to create contrasts which aid dementia patients to recognise boundaries.

Theatre Offices Restaurant Supermarket Cafe Shops along Boulevard

edited Fig. 4

Clear contrast between wooden floor and wallpaper.

The dark area is potentially frightening for a dementia patient as it can be viewed as a hole.

Unit privacy

Outdoor areas

This sharp corner is potentially hazardous for dementia patients. It also blocks the view of a door to one of the bedrooms for those walking along the corridor.

Disparity between the bedrooms as only one bedroom in the household has access to the outdoors.

This double sided corridor could be confusing for dementia patients. They should be able to have a view to outside areas on one side of the corridor. This makes them more visible to staff.

Large common area providing opportunities for engagement.

1:500

1:500 Ground Floor Plan

This 1:500 ground floor plan above highlights the different households (each implements a different lifestyle, for example, Goois) and the facilities accessible for the residents. The complex seems to be very concerned with design in response to vision for way of life, which is a Fleming-Bennet design principle. The plan layout encourages a village feel with courtyards surrounded by buildings creating a sense of a village green. The facilities, such as the supermarket and the restaurant, are grouped together at the north-east of the site which seems to create a coherence which is easy to understand. The placement of different facilities is logical and intuitive which is key for dementia patients. The village is a homely place with no hint of an institutionalised feel.

edited Fig. 3

132

A B C D E F

Clear seperation between ommon areas and private bedrooms.

Couryards between buildings in the village

Walking paths

USER CENTRIC

Patients are able to view a sink from the bedhead but it is important for dementia patients to see a toilet from their bedhead, to remind them to go to the toilet, which is not present here.

Art needs to be abstract and not mimicking reality. This portrait is too life-like.

edited Fig. 2

Sensory comprehension

Households

1:200

Homely seating area with television providing opportunities to spend time with others and interact.

PMV & PPD Explanation Independence support

Common spaces Staff areas

Wind Contours

Single loaded corridors with windows providing views outside.

Private areas Reduce unhelpful stimulation

Create a familiar place

All the bedrooms in the household have at least one window providing the rooms with natural light which is important for dementia patients with downing syndrome. In addition natural light aids ageing eyes see contrasts more clearly.

133

APPENDIX

THEMATIC CASE STUDY FULL REPORT

THEMATIC CASE STUDY FULL REPORT Samer

DE HOGEWEYK Studio Specific Criteria .01 - Understanding the dementia disease and specific requirements Ella Ashworth

DE HOGEWEYK Studio Specific Criteria .01 - Understanding the dementia disease and specific requirements

Courtyard Areas - Accessible from wandering path

Covered space

- Common spaces which provide opportunities to be alone or with others

Wandering Path Outdoor access points

- Supports engagement and movement

The photograph on the right shows a floor to ceiling window and other large and frequent windows on the facades. Large windows are important in order to allow as much controlled natural light inside as possible. Dementia patients feel most relaxed with 600 lux of light. However, the light needs to be controlled to prevent harsh shadows in the interior. Therefore the engineering of the facade and shading is important. It is clear that the architects have considered this with some windows extruded, some flush with the facade and others inverted.

- Allows people to see or be seen

ENTRANCE

Fig. 5

Controlled Entrance with concierge - The only way in and out of the dementia village - doors lock for security. Therefore the internal courtyards are not secured and patients can move around wherever they wish. 0m

1:500

1:500 Ground Floor Massing Plan

Below is a modelled courtyard including the elevated walkways on the first floor. Half of the development is outside and to access facilities the dementia patients have to walk outdoors, a means of this being the elevated walkways. The walkways allow patients to view the complex from above which creates a familiar environment for them to move around. Therefore they enable patients to see and be seen and easy access to outdoor areas.

Ella Ashworth

Outdoor areas

Fig. 7

January 9:30

Cues along wandering path

1:500

January 12:00

January 15:00

January 18:00

Fig. 6

The wandering path plans indicate the numerous ways of accessing the outdoor areas from the complex. In addition, the wandering paths have clear destinations, such as the courtyards and shops, which is important for dementia patients. 5

Also, in terms of lux levels, a dementia patient needs more sunlight in their rooms than the fully abled persons such that lux levels must rise between 500-600 lux to be able to satisfy their needs. Finally, it is also important to mention the use of the window positioning, which can be learned from, as it not only plays the part of directing sunlight efficiently, but also creates a view for the dementia patient into the external controlled shared space between other patients; such a view is necessary, I believe, to keep the patient connected visually to those around them as well as to not create a pod that feels entrapping like a usual hospital wards tend to do.

Evidently, the contour wind maps show a reasonable difference in terms of the wind speeds between January and June. The wind speed maps demonstrate the areas surrounding De Hogeweyk vary between the blue and green categories thus ranging between 0.3m/s to 2.6m/s throughout the seasons. The massing of De Hogeweyk has controlled the wind speed that which enters the building to about 0.3m/s-0.6m/s. The building form and results are a success, especially for a dementia village as external stimulation could be highly beneficial for dementia patients, yet too much may be counter productive; therefore, De Hogeweyk has minimised the potential harmful stimulation through space designation and the protection from the external environmental factors.

Ground Floor Roofs

Interestingly, the wind speed and wind direction do not have any significant differences between January and June. Any change in direction of winds seem to be attributed to the built environment altering wind paths around them, but not any further. Moreover, the four wind direction maps proved that the predominant wind originates from the South-West while indicating that the micro-wind direction alterations being created around De Hogeweyk and its surroundings. Furthermore, the massing of De Hogeweyk has clearly demonstrated the avoidance of the entering of the SW prevailing winds reducing the wind speed to its sheltered designated outdoor area. Notably, the entrance of De Hogeweyk village is on the East side (the white arrow in the first image). The wind speed ranges at the entrance between the lowest 0.3m/s in June to the highest 1.9m/s in January; thus, it shows the building entrance was situated appropriately.

- Members of the public can enter to use facilities, such as the restaurant link to the community

Outdoor areas

Wandering Path Outdoor access points

Samer Alayan

Alayan

ENVIMET OUTDOOR STUDY

SOUTH

- Optimising helpful stimulation - This sign, for example, indicates the direction a patient would go with their shopping - Improves orientation

1:500 First Floor Massing Plan

5 Samer

Alayan

1:200

This section indicates a human scale as the complex is made up of one and two storey areas. It also shows the large and frequent windows on the facade which are of huge importance to dementia patients which I have outlined above. The section also has the elevated walkway in it which is a means of accessing different parts of the village.

June 9:30

June 12:00

June 15:00

June 18:00

Samer

Samer Alayan

Mean Radiant Temperature (MRT) is the accumulation of the air temperature and the temperature of the surfaces neing added, thus creating greater heat levels in a specific space; this accumulated temperature is then divided thus creating an average which become the MRT. Therefore, in terms of assessing comfort, mean radiant temperature is better than air temperature because MRT takes into account temperatures of all surfaces and spaces creating a better understanding of visitor’s experience. Looking at the January and June MRT maps, De Hogeweyk, regarding its controlled external spaces, seems to have failed at retaining its heat during January and at keeping cool during June, in terms of overall heat retention and transferal. The failure of retaining its heat budget internally is, however, met by the massing’s ability to use its geography advantageuosly thus the east and south walls benefiting off the surrounding to maintain a better heat budget than the rest of the building was to able to do. Above text by Samer and Emily

Alayan

This work I is meant to test how one of de Hogeweyk’s rooms positioning, and openings interact with sunlight over different times of the day during different seasons. Using the Velux software, I found that they were able to maximize sunlight successfully over wintertime during midday but not so much before and after. Summertime on the other hand seems to have presented an abundance of sunlight all throughout the main working hours of the day. Another factor this room has successfully approached is the positioning of the sunlight that seems to have avoided the bed’s position such that there is not direct sunlight hitting the headboard. This is important as the dementia patients have a tendency to get aggravated due to sudden changes in sunlight levels especially if it is directed towards their faces in bed when going to sleep or waking up. To that end, sunlight level changes need to be regulated. I think what I’ll be taking away from this case study’s natural light study of this pod is how to position openings such that sunlight can be positioned in the activity spaces of the room that requires a lot of sunlight such as a sensory wall or a work desk and so on, while avoiding the bed head and such.

2. How does the case study relate to the Studio Specific Criteria? Approaches to sustainability and combat climate change that improves indoor and outdoor environments of a dementia sufferer supported by building and urban simulation 7

134

VELUX INDOOR POD STUDY

The Predicted Percentage Dissatisfied (PPD) is considerably inversely proportional to the Percent Mean Vote’s (PMV) neutral level of 0. The closer the people’s PMV is to 0 the less the area’s occupants are predicted to be dissatisfied thus a lower PPD. An acceptable level of PMV is around +/-1, and any Mean Vote higher or lower than that margin of error becomes highly unnacceptable to most people thus reaching around 100% dissatisfaction all throughout. Looking at the simulated maps above, throughout January, the PMV does not reach above -4.02% at any point in time throughout the day thus the PPD is at a 100% percent meaning everyone is dissatisfied. Inversely, however, June demonstrates much lower rates of PMV. At a lowest rate of -0.79% and a highest of 1.57% PMV, the dissatisfaction is consdiderably lower ranging 54.6% to 5% dissatisfaction.

11 12

135

APPENDIX

THEMATIC CASE STUDY FULL REPORT

THEMATIC CASE STUDY FULL REPORT Climate - Chow hon Ying, emilY

Climate - Chow hon Ying, emilY

isometric site analysis

ENVIRONMENTAL ANALYSIS climate tyPe

- one side is a public outdoor activity space - the other side buildings are most communal use, such as club space - some ground floor level buildings which are covered by an integrated shading, caused by the upper-level cantilever (blue) - the adjacent space does not consist of an integrated shading of the upper floor (green) - Interesting to see the daylight of this kind of two types of spaces

NATURAL LIGHT ANALYSIS blue area

climate cHange graPH

10m 6m

2.6m

er at W Fe

Seasonal Shading in Summer

ur at

Climate - Chow hon Ying, emilY

Q4: How Does This Case Study Relate To The Architects Theoretical Position/ How Does It Explore There Ideas? Lewis Baylin

“Debatable in theory true to life in practice”

Depth of Daylight Penetration & Use of Artificial Lighting

re G

Seasonal Shading in Winter

green area 10m

10m

sun PatH N

-15°

Prevailing wind 2.6m

2.6m

15°

10° 20°

30°

-30

30°

Seasonal Shading in Summer

-45 °

aﬃ

° 45

40°

en D

-60

60°

QUESTION 3: How does tHe case study related to its environmental / climate crisis context?

his project has been labelled “Debatable in theory – true to life in practice”1, the architects’ Molenaar&Bol&VanDillen began to form the idea of a dementia village in 1992, a design vision for dementia care which challenges all existing care homes in creating a microcosm of the outside world. The patients live in an artificial environment which houses the normality of the outside world, and in doing so maintains a memorable lifestyle for the users.

50°

60°

75°

-75°

70°

80°

Depth of Daylight Penetration Depth & Use of Daylight of Artificial Penetration & Lighting Use of Artificial Lighting

105°

-105°

INTRODUCTION

10m

Seasonal Shading in Winter

r St

0°

150

Weesp is considered as a cold, slightly rain and humid climate.

5°

-13

5°

-12

120

0°

-15

165° S

-165°

BIBLIOGRAPHY Page 1 - environmental analysis:

1 Feddersen, Eckhard, and Insa Lüdtke. Lost in Space : Architecture and Dementia. 2014. Print.

Page 2 - greenery analysis: Abhijith et al. (2017) Air Pollution Abatement Performances of Green Infrastructure in Open Road and Built-up Street Canyon Environments - A review, Elsevier BV Images: https://www.infobae.com/america/mundo/2018/02/09/el-pueblo-de-los-pacientes-de-alzheimer-un-experimento-holandes-aclamado-en-el-mundo/ Images: https://www.detail-online.com/article/dementia-village-de-hogeweyk-in-weesp-16433/

Page 3 - ventilation analysis:

- Insufficient choice of public transportation - Nearest bus stop, ~12mins walk - Prefer drive to the site - Not environmentally sustainable

Si ap

Oliver Heckmann (n.d.) “De Hogeweyk” Dementia Village, Building Types Online Krautheim et al (2014) City and wind: climate as an architectural instrument, DOM publisher

13 14

Brendan Crosby et al. (2008) Office Building, Northeastern University School of Architecture Climate - Chow hon Ying, emilY

1:7500 @A3 0m

50m

100m

200m

17 18

Page 4 - natural ligHt analysis:

Climate Change & Overheat

Public transPort

300m

400m

500m

Climate - Chow hon Ying, emilY

GREENERY ANALYSIS

VENTILATION ANALYSIS

Q4: How Does This Case Study Relate These two In-scaled images demonstrated how the wind is being ‘trapped’ within the enclosed public space. As the air is being To The Architects Theoret‘trapped’, it requires a great amount of time to exchange the air in such location. Hence, the massing form utilised natural ventilation method to maintain the fresh air and resulted in the air stays in the outdoor courtyard for a longer period of time. ical Position/ How Does It Explore There Ideas? An almost enclosed courtyard space has been chosen for the zoom-in detail analysis due to its ‘closureness’. The courtyard is a really popular public space as it offers not only greenery but also a pond park.

Isloated Roughness Flow

A width-height aspect ratio of >2.4 results in full flushing of courtyards or street canyons

Skimming Flow

A width-height aspect ratio of <1.4 reduces the air exchange in courtyards or street canyons to a minimum state

1:7500 @A3

50m

100m

200m

300m

400m

500m

“Debatable in theory true to life in practice”

aerodynamic flow effects

section of tHe enclosed courtyard area

The Architects Theory: Non-Institutuionalised Setting

he architects focused on a design which made it unrecognisable as a care home and instead reflected a language and materiality which spoke to the surrounding urban fabric. This non-institutionalised feel takes the dementia care at De Hogeweyk to another level of environmental control.

Wind direction

road witH & witHout vegetation barrier

Cross Ventilation - natural method of cooling down space. The system relies on wind to force cool exterior air into the building through an opening while outlet forces warm interior air outside.

Wind direction

Plan of tHe enclosed courtyard area

The Architects Theory: Community and Normality

I Wind direction

n order to bring the outside world in to the dementia village, De Hogeweyk implemented a range of functioning facilities such as restaurants, a surgery and a supermarket alongside many other facilities which bring the village to life. These facilities also invite the wider community to use them and increases stimulation for the patients which is key for slowing the development of Alzheimer’s disease. This is an important features which I will implement in my now design.

Climate change and when the room is overheated, more mechanical ventilation would be needed to cool down the space. Hence, even more energy would required in order to run this process.

15 16

136

19 20

137

APPENDIX

THEMATIC CASE STUDY FULL REPORT

The Architects Theory: Culture and Connection

“normalized small scale living for people with dementia”

BIBLIOGRAPHY:

FIGURES:

Alzheimer Europe. (2020). Dementia in Europe Yearbook 2019: Estimating the prevalence of dementia in Europe. [online] Alzheimer Europe. Available at: <https://www.alzheimer-europe. org/content/download/195515/1457520/file/FINAL%2005707%20Alzheimer%20Europe%20yearbook%202019.pdf> [Accessed 10 Dec. 2020].

Figure 1 (edited): Hogeweyk.dementiavillage.com. (2014). Hogeweyk. [online] Available at: <https://hogeweyk.dementiavillage.com/en/> [Accessed 20 Nov. 2020].

Cocco, F. (2019). How the world deals with Alzheimer’s and dementia. [online] London: Financial Times. Available at: <https://www.ft.com/content/d5121522-7e36-11e9-8b5c-33d0560f039c>[AcClimate - Chow hon Ying, emilY cessed 10 Dec. 2020]. Fleming, R., Zeisel, J. and Bennet, K. (2020). World Alzheimer Report 2020: Design Dignity Dementia: Dementia-Related Design And The Built Environment Volume 1. [online] London: Alzheimer’s Disease International, pp.25-34. Available at: <https://www.alzint.org/u/WorldAlzheimerReport2020Vol1.pdf> [Accessed 10 Dec. 2020].

References QUESTION 3: H

ow does tHe case study related to its environmental

Figure 2 (edited): Hogeweyk.dementiavillage.com. (2014). Hogeweyk. [online] Available at: <https://hogeweyk.dementiavillage.com/en/> [Accessed 20 Nov. 2020]. Figure 3 (edited): Housing Our Mature Elders. (2018). Tour: De Hogeweyk. [online] Available at: <https://housingourmatureelders.wordpress.com/2018/10/26/tour-de-hogeweyk/> [Accessed 10 Dec. 2020]. Figure 4 (edited): Hogeweyk.dementiavillage.com. (2014). Hogeweyk. [online] Available at: <https://hogeweyk.dementiavillage.com/en/> [Accessed 10 Dec. 2020]. Figure 5: Hogeweyk.dementiavillage.com. (2014). Hogeweyk. [online] Available at: <https://hogeweyk.dementiavillage.com/en/> [Accessed 10 Dec. 2020].

/ climate crisis context? Figure 6: Detail. (2012). Dementia Village ‘De Hogeweyk’ in Weesp. [online] Available at: <https://

Carrington Court Assisted Living | Utah Assisted Living, specializing in senior care and dementia care in its Assisted Living

Community and Memory Care Community of South Jordan, Utah. Retrieved 14 December 2020, from INTRODUCTION

www.detail-online.com/article/dementia-village-de-hogeweyk-in-weesp-16433/> [Accessed 10 Dec. 2020].

https://www.carringtoncourtal.com/ Our group has chosen De Hogeweyk as our case study, thus this specific section attempts to explore how does De Hogeweyk respond to its environmental and climate aspects. Particularly focusing on the aspects of transportation to the site; greenery surrounded and within the design; utilising natural ventilation or mechanRaak ICT BV,plants w. Hogeweyk. Retrieved 15asDecember 2020, fromlight https://hogeweyk.dementiavillage.com/en/ Figureor 7: Urban Edge. (2012). Learning to innovate – Part 2: Hogeweyk. [online] Available at: ical ventilation in the building; as well exploring the natural penetrate into the building; which all attempted to see is De Hogeweyk saving energy request artificial energy in order to meet the users’ demands. <https://www.urbanedgearchitecture.co.uk/all/senior-living-hogeweyk-part-2/> [Accessed 10 Dec. Retrieved 17 December 2020, from https://www.nordarchitects.dk/alzheimer-dax

2020].

BIBLIOGRAPHY Page 1 - environmental analysis:

Page 2 - greenery analysis:

he architects programmed the spaces depending on the surrounding cultural demographic, grouping the patients on background and lifestyle rather than level of illness which is the case within the UK. The Internal courtyard are defined by the buildings and creates external spaces which afford both freedom and safety.

Page 3 - ventilation analysis:

Oliver Heckmann (n.d.) “De Hogeweyk” Dementia Village, Building Types Online Krautheim et al (2014) City and wind: climate as an architectural instrument, DOM publisher

Page 4 - natural ligHt analysis:

Brendan Crosby et al. (2008) Office Building, Northeastern University School of Architecture

21 22

25 26

23 24

138

139

APPENDIX

PROCESS WORK

6250 2000

4250 100 750

300 1700

300

300 1600

1200

300 1050

1100

1050

1000 50 1250 1450

6650

Private Residential Clusters (4&4, 4&4) Spaces 8 females pods 8 males pods Lounge Shared Toilet Laundry Kitchen Dining room Bathroom Nurse station

Area in sq.m (m2) 1 pod = 6 x 7.75 = 46.5 1 pod = 6 x 7.75 = 46.5 1 lounge = 8.8 x 4 = 35.2 1 toilet = 3 x 2 = 6m2 1 Laundry = 4 x 1.5 = 6m2 1 kitchen = 4 x 2.5 = 10m2 1 dining = 4 x 2.5 = 10m2 1 bathroom = 3 x 3 = 9m2 1 station = 3 x 2 = 6m2

notes 8 pods = 372m2 , 4 & 4 connected 8 pods = 372m2 , 4 & 4 connected Each shared by 8 residents 2 toilet = 12m2, shared by 8 residents Each shared by 8 residents Each shared by 8 residents Each shared by 8 residents Each shared by 4 residents Each shared by 4 residents

Others Sensory Garden Family Meeting Room Common room Quiet room Nurse Station (Common room)

TBC TBC TBC TBC TBC

Center Ground Floor, Same building as the Common Room Ground Floor First Floor, Same building as Common Room First Floor, Same building as Common Room, Passive observation

Semi-Public Intergerenational Center Playground Restaurant Terrace Café

20 x 6 = 120m2 TBC TBC TBC

Indoor, adjacent to Playground Outdoor, adjacent to Intergenerational Center Ground Floor First Floor of Restaurant Building

Public Entrance Reception Car Park Pick up and drop down service Ambulance Access Public Toliet Beatuy Cinema Shopping Centre Café Securiy Library

N/A TBC TBC N/A N/A 1 toilet = 2.5 x 2 = 5m2 4 x 1.5 = 6m2 13.5 x 4 = 54m2 23 x 5 = 115m2 4 x 11 = 44m2 3 x 2 = 6m2 15 x 12 = 180m2 (TBC)

Via Reception, Allow wheelchair access First Floor The ground level of the Reception Building In Car Park Area Behind the Pod Within the built building Within the built building Within the built building Within the built building Within the built building Within the built building Ground Floor for residents, First floor for public

Total 16 Total = 744m2 2 Laundry = 70.4m2 4 toilets = 24m2 2 Laundry = 12m2 2 kitchen = 20m2 2 dining = 20m2 4 bathroom = 36m2 4 stations = 24m2

4 Areas Total = 150m2

2100

1500

7750

7750 6700

1200 2400

2000

50 1100

150

1600 300

1400 700

1800 150

1900

4350

6250

140

300

2 toilets = 10m2

141

APPENDIX

BIBLIOGRAPHY

FEEDBACK SHEETS

LIST OF ILLUSTRATION

STUDENT NAME:

Hon Ying Chow (170760401)

DATE:

STUDIO:

House of Memories

REVIEWERS:

18.12.20

ASSESSMENT CRITERIA:

X A B C D E

76-100 66-75 56-65 46-55 36-45 0-35

GRADE BREAKDOWN

Percentage teamwork

Percentage individual

THEMATIC CASE STUDY 5%

CHOSEN CASE STUDY AND INDIVIDUAL CATEGORY:

The Thematic Case Study Report should respond to the categories set. Students should explain their analysis at a variety of scales ranging from the site-wide through to detailed drawings, utilising annotated, original diagrams and illustrations as far as possible.

TITLE OF CASE STUDY

The most successful group presentations will be clear, considered and engaging and cross reference individual contributions.

PLEASE TICK

PROCESS

research - iteration - rigour - control - articulation of method(s) - relevance of method(s)

ETHICAL FRAMEWORK

judgement - response to social, political, environmental, material, cultural, historical professional context(s) [where appropriate] - inclusivity - sustainability

ARC3001 FEEDBACK SHEET STUDENT NAME:

Hon Ying Chow (170760401)

DATE:

STUDIO:

House of Memories

REVIEWERS:

control - accuracy - clarity - composition - detail - relevance - judgement - atmosphere inhabitation - coherence

CRITICAL THINKING & NARRATIVE

criticality - argument - evaluation - questioning - interpretation - multiple perspectives - quality relevant sources - coherence

18.12.20

ASSESSMENT CRITERIA:

2. How does the case study relate to the Studio Specific Criteria .02? 3. How does the case study relate to it’s environmental / climate crisis context? 5. How does the case study relate to other buildings of it’s type?

GRAPHICAL QUALITY

How successful is the graphical formatting of the document. Is it clear, coherent and appropriate?

NARRATIVE & STRUCTURE

Within each chapter how well is the work structured to record and communicate the work? Is the narrative clear and engaging? How well has the student cross-referenced between the design project, other modules and various process work?

REFERENCING

X A B C D E

PORTFOLIO DOCUMENT 5%

GRADE BREAKDOWN

76-100 66-75 56-65 46-55 36-45 0-35

Percentage teamwork

100

Percentage individual

ARC3001 FEEDBACK SHEET

RECORD OF PEER/TUTOR COMMENTS:

1. How does the case study relate to the Studio Specific Criteria .01?

4. How does the case study relate to the Architect’s theoretical position / how does it explore their ideas?

COMMUNICATION & REPRESENTATION

FORMATIVE LETTER GRADE

you presented the protfolio as weekly activities which is a record of hat the studio work entailed but it needs to be presented thematically and coherently to show how user centric design requirements and the environment are integrated into one holistic design framework

'Group 1 Presentation' a good level of engagement with group work but could have improved with a more thorough and in depth presentation of analysis of outdoor spaces and the economic difficulties There was no title page, conclusion, nor references individual presentation feedback The presentation was only on Miro boards, so needs to be included in the portfolio submission -Needs to cross-reference and relate the critical analysis to probabilities of air temperatures increasing in the future GRAPHICAL QUALITY

Advanced

Hon Ying Chow (170760401)

DATE:

18.12.20

STUDIO:

House of Memories

REVIEWERS:

Neveen Hamza and Stuart Franklin

PROCESS

research - iteration - rigour - control - articulation of method(s) - relevance of method(s)

ETHICAL FRAMEWORK

judgement - response to social, political, environmental, material, cultural, historical professional context(s) [where appropriate] - inclusivity - sustainability

DESIGN PROPOSITION FRAMING

relevance - brief - consideration of user - contextual integration - spatial articulation - spatial quality - scale - functionality - experiential consideration - control - construction & materiality - synthesis

COMMUNICATION & REPRESENTATION

control - accuracy - clarity - composition - detail - relevance - judgement - atmosphere inhabitation - coherence

CRITICAL THINKING, LINE OF ENQUIRY & NARRATIVE

criticality - argument - evaluation - questioning - interpretation - multiple perspectives - quality relevant sources - coherence

INVENTIVENESS & CREATIVITY

experimentation - testing - risk taking

STUDIO SPECIFIC 01

STUDIO SPECIFIC 02

Approaches to sustainability and combat climate change that improves indoor and outdoor environments of a dementia sufferer supported by building and urban simulation

ced NA R STR RATIV E UC TU & RE

2- sustainability of the building and tis response to climate change needs to be worked out in more detail. this will also need to be shown with detailed floor plans. The latter currently missing 3-As per the above comment, as the plans are not presented it is difficult to judge how the composition and detail of the user needs will be accommodated. Clarify the main entrance, how are you controlling more than one entrance and how the topography of the site works 4- there is evidence of critical thinking and the pod design developing accordingly 5-Use the user's scale and environmental factors to show how it informs design

ST U CR DIO IT SP E

Use more expressive drawings to show the experience of the space indoors and outdoors

& ed S nc va ES EN TY IV IVI NT AT VE CRE

STUDIO:

REVIEWERS:

01/02.03.21

ASSESSMENT CRITERIA:

76-100 66-75 56-65 46-55 36-45 0-35

Adva

GRADE BREAKDOWN

Percentage teamwork

100

Percentage individual

TESTING 60% (inc synthesis)

Advanced

RECORD OF PEER/TUTOR COMMENTS:

PROCESS

research - iteration - rigour - control - articulation of method(s) - relevance of method(s)

ETHICAL FRAMEWORK

judgement - response to social, political, environmental, material, cultural, historical professional context(s) [where appropriate] - inclusivity - sustainability

DESIGN PROPOSITION FRAMING

COMMUNICATION & REPRESENTATION

control - accuracy - clarity - composition - detail - relevance - judgement - atmosphere inhabitation - coherence

CRITICAL THINKING, LINE criticality - argument - evaluation - questioning - interpretation - multiple perspectives - quality OF ENQUIRY & NARRATIVE relevant sources - coherence INVENTIVENESS & CREATIVITY

experimentation - testing - risk taking

STUDIO SPECIFIC 01

Sensitive and reflective approaches to specific user centric approaches and translation into an architectural programmeandaestheticlanguagethatreflectsthoseintricateandcomplexneeds ofadementiasufferer. Approaches to sustainability and combat climate change that improves indoor and outdoor environments of a dementia sufferer supported by building and urban simulation

-Well structured presentation, clearly presented, but needed to be more structured in explaining the location of the site and its surroundings -The presentation needed to more explain the development process of plans and site analysis. -Plans were declared, but need to be presented to show how the building anchors to its site and context. This needs to respond to questions of how visual lines and the urban grid affects the plan design massing and entrances of both people and services. -Consider the pod design in 3D and what patients see when laying on beds -Need to further integrate shadowing, wind and internal light simulations to test design, showing how it leads to varying design decisions for the whole building. -Use simulation studies to enhance the atmospheres of outdoor and indoor spaces, testing and drawing how it changes perceptions of the materiality and environment of space. -Show how the structural grid works and consider in 3D as an addition to the materiality of the space - Think about showing visual moments of walking in the wandering path and various key spaces in the building. -Consider and declare your sustainability strategy and integration of renewables on your roof and grey water recycling

ARC3001 FEEDBACK SHEET

Present a full set of architectural drawings and habitat them with humans and context

T F A

show the materiality of your project and how this respinds to the sensitive nature of dementia

Integrate the use of environmental modeling into design and specifically massing to accommodate users but also renewable energy rechnologies

FORMATIVE LETTER GRADE

STUDENT NAME:

Hon Ying Chow (170760401)

DATE:

STUDIO:

House of Memories

REVIEWERS:

ASSESSMENT CRITERIA: PROCESS

research - iteration - rigour - control - articulation of method(s) - relevance of method(s)

ETHICAL FRAMEWORK

judgement - response to social, political, environmental, material, cultural, historical professional context(s) [where appropriate] - inclusivity - sustainability

DESIGN PROPOSITION SYNTHESIS

COMMUNICATION & REPRESENTATION

control - accuracy - clarity - composition - detail - relevance - judgement - atmosphere inhabitation - coherence

CRITICAL THINKING, LINE OF ENQUIRY & NARRATIVE

criticality - argument - evaluation - questioning - interpretation - multiple perspectives - quality relevant sources - coherence

INVENTIVENESS & CREATIVITY

experimentation - testing - risk taking

STUDIO SPECIFIC 01

STUDIO SPECIFIC 02

Approaches to sustainability and combat climate change that improves indoor and outdoor environments of a dementia sufferer supported by building and urban simulation

Advanced

X A B C D E

GRADE BREAKDOWN 76-100 66-75 56-65 46-55 36-45 0-35

0 100

SYNTHESIS 60% (inc testing)

Figure 9: Queensland Brain Institute (2019) Signs and symptoms [digital photograph] Available at: <https://qbi.uq.edu.au/dementia/dementia-signs-and-symptoms> [Accessed: 09 February 2021] Figure 10: Dementia Connections (2018) Padmaja Genesh from the Alzheimer Society of Calgary explains the most common types of dementia [digital photography] Available at: <https://www.dementiaconnections.ca/ blog/2017/9/21/dementia-defined> [Accessed: 09 February 2021] Figure 18 - 19: Wind Speed comfortable activity diagram. PPD & PMV Explanation Diagram. Markopoulou. M. 2020, Lecture: ENVI-met, lecture notes, Architectural Design 3.1 ARC3001, Newcastle University, delivered 3 December 2020.

Percentage teamwork Percentage individual

Figure 20: Metal roof and Solar Panel reference. Available at: <Available at: <https://www.yellowlite.com/blog/post/metal-roofing-the-best-choice-for-solar-panels/> [Accessed: 6 May 2021]

Advanced

Ad Advanced

Highlight the narrative that your brief has contrasting requirements that you need to meet -higher levels of light but uniform distribution and no sharp shadows visual access to outside of the building and a feeling of free movement in the wandering path but not free to move outside. how you achieved this without an institutional plan -Make sure that your doors and furniture have a stark contrast to their surrounding to be easily visible to patients. If you have glass balustrades in balconies or around stairs make sure that there is a clear railing on them -daylight simulations must present peak summer and peak winter days, same for shadowing analysis. when using daylight simulation make sure that the rendering output is set to 'Illuminance' and ISO contours so the numerical values of daylight levels are indicated. Dementia patients need lighting levels between 300-600 lux show how your pod provides uniform distribution of light Your sections need to present the layering sections from the technology submission without the exact layering details, but will show slab and construction thicknesses on your sections. Sections need to show context, daylight quality indoors, and ventilation -Present diagrams of process and how you arrived at this final design linked to simulation outputs. The dementia village is drawn to scale and movement path and landscaped areas are designed

DESIGN PROPOSITION

STUDIO SPECIFIC CRITERIA 01

Basic

Draw a narrative that shows how the Envi-Met simulations in winter and summer combined with shading and solar availability will prolong the use of outdoor areas

1:50 section needs to reflect the thicknesses of various consturction elements (without the detailed layering of the building roofs and walls etc),

x d

e & nc va SS NE Y IVE VIT NT TI VE CREA

-Show process, reconsider the spaces on your plan, it seems all the testing of pods suddenly moved into a plan without much testing on the relationship between these spaces and uses. This would also mean you need to show how you testing the massing of the project. -testing different massing strategies needs to correspond to the local sun path and wind movement.

-Draw and story board a day in the life of patients and staff.

Figure 7: Sight Loss Simlator (n.d.) Available at: <https://simulator.seenow.org/webgl-camera.html?fbclid=IwAR1xpRUyPuv5k_a6XIME9UAA0oBzyk3uHYJWjSSMMoU5vty2VW6CZrpIX4U> [Accessed: 9 December 2020]

Advanced

DESIGN PROPOSITION

Basic

- Show the materiality and lighting of key spaces in your design -Revise the logic of positioning functions in your plan based on the views out. This is particularly related to placing laundry facilities right in the centre of the visual axis between common spaces and the indoor gardens

Figure 6: Hostetler, M. (2012) Sustainable Architecture Definition. Available at: <https://sites.google.com/site/milyhostetlerleedgaarchitect/home/sustainable-architecture-definition> [Accessed: 3 December 2020]

YOUR KEY NEXT STEPS:

AL K HIC OR ET MEW d A ce FR an

ST U CR DIO S ITE PE R C va IA 0 IFIC n 2

PROCESS

Advanced

YOUR KEY NEXT STEPS:

Figure 4-5: From other studio miro board

RECORD OF PEER/TUTOR COMMENTS:

PROCESS

17/18.05.21

Advanced

CRITICAL THINKING, LINE OF ENQUIRY & NARRATIVE

Ad CO va nc RE MMU ed PR NI ES CA EN TIO TA N TIO & N

DATE:

House of Memories

X A B C D E

Figure 1-3, 11-17: Author’s own work, some used in ARC3015 report

Figure 8: Smith, J. (2020) Hospice-Sundowners-PIONEER. Available at: <https://pioneerpublishers.com/wp-content/uploads/2020/04/Hospice-Sundowners-PIONEER.jpg> [Accessed: 25 May 2021].

Basic

CIN

CO Ad va RE MM nc ed PR UN ES IC EN AT TA ION TI & ON

nce

EN ER

a Adv

F RE

FORMATIVE LETTER GRADE

Hon Ying Chow (170760401)

Advanced

Percentage individual

CRITICAL THINKING, LINE OF ENQUIRY & NARRATIVE

STUDENT NAME:

STUDIO SPECIFIC CRITERIA 01

Advanced

Reference your research within text

ARC3001 FEEDBACK SHEET

142

FRAMING: 25%

1- regarding process: a lot of work on individual parts of the design phase but still doesn't present a holistic design approach for example there are pods inwards looking and oriented north, there are room simulations of daylight band urban performance modelling ut doesn't really show how this leads to design iterations

DESIGN PROPOSITION

STUDIO SPECIFIC CRITERIA 01

Show an integrated thinking approach and narrative to the development of your thinking

CRITICAL THINKING & NARRATIVE

STUDIO SPECIFIC 02

Percentage teamwork

YOUR KEY NEXT STEPS:

L K CA R HI O ET MEW ed A nc FR Adva

L K CA R HI O ET MEW d A ce an FR dv

Advanced

Basic

include in your portfolio

GRADE BREAKDOWN

Advanced

76-100 66-75 56-65 46-55 36-45 0-35

PROCESS

YOUR KEY NEXT STEPS:

YOUR KEY NEXT STEPS: Basic

X A B C D E

RECORD OF PEER/TUTOR COMMENTS:

R EC Ad va IA 0 IFI nc C ed 2

PROCESS

STUDENT NAME:

ASSESSMENT CRITERIA:

Has a full and complete bibliography been provided and does this reference all material from secondary sources? Does it use a consistent and accurate referencing system?

RECORD OF PEER/TUTOR COMMENTS:

FORMATIVE LETTER GRADE

CO Ad va RE MM nc PR UN ed ES IC EN AT TA ION TI & ON

FORMATIVE LETTER GRADE

Advanced

ARC3001 FEEDBACK SHEET

Elevations need to show surrounding context and also a canopy to accommodate a full ambulance over the main entrance

143

Dissertation Title Reflective Practice and its implications for architecture students who have and have no practical experience.

ARC3015 THEORY INTO PRACTICE 2020-2021

Professional Practice Report

ARC3013 Architectural Technology 3: Integrating Construction

2020/ 2021

CHOW HON YING, EMILY 170760401

Dissertation

STUDIO 4: HOUSE OF MEMORIES

2020/ 2021

WORD COUNT: 1986

Dementia Care Center Arthurs Hill, Westgate Road, Newcastle upon Tyne, United Kingdom Studio 4: House of Memories Neveen Hamza & Stuart Franklin Chow Hon Ying, Emily 170760401

0m 1m 2m 3m 4m 5m

Student Number:

170760401

Word Count:

2126

Full name: Student Number: Dissertation Tutor: Word Count:

CHOW Hon Ying, Emily 170760401 Dr John Kamara 8764

Word Count exluding Title page, Bibliography, Reference

COVID Research Adaptation Account is on page 4.

ARC3014 Professional Practice and Management Architecture Newcastle University

ARC3060 Dissertation Studies Architecture Newcastle University

6m 7m 8m 9m 10m

NON-DESIGN MODULES

ARC 3013 ARCHITECTURAL TECHOLOGY & I N T E G R AT I NG C ON S T RUC T ION

144

145

ARC3013 Architectural Technology 3: Integrating Construction Dementia Care Center Arthurs Hill, Westgate Road, Newcastle upon Tyne, United Kingdom Studio 4: House of Memories Neveen Hamza & Stuart Franklin Chow Hon Ying, Emily 170760401

0m 1m 2m 3m 4m 5m

146

6m 7m 8m 9m 10m

147

Campus of Ageing & Vitality

CONTENTS

Residential

Resident

SECTION 1 - PROJECT DECLARATION 1.1 PROJECT DESCRIPTION

4-7 4 5-6 7

Section 2 - 1.20 Technical Section & Part Elevation Study. 1.20 Scale Technical Section & Part Elevation

8-9 8-9

Section 3 - Additional Technical Components. 3.1. Sustainability Strategy & Environmental Design 3.2. Structural Strategy & Construction Sequencing 3.3. Fire Strategy (Part B) Section 4 - Studio Specific Technical Research Critical Reflection References and Bibliography List of illustration References

Residential

Simplified Massing Diagram

Residential

courtyard

10-23 10-14 15-19 20-23

b a a

24-30 31

a =b 2m level different from N to S (change in height in response to sunlight)

Residential Car Park Brighton G rove

Section 1 - Project Declaration. 1.1. Project Description 1.2. Spatial Design Summary 1.3. Programmatic Summary

The design of this project is to design a purpose-built dementia care centre, while with emphasis on several vital aspects such as user-centric and ‘homely’ feeling. The form and arrangement of the design break down the institutional feel yet provide the sunlight to enter the courtyard space without getting overshadow. The courtyard also acts as a sensory garden that maximises the user’s accessibility to the outdoor and provides a wandering path without a dead end. The north existing building is being modified and extended to attract the surrounding residentials and passerby to come in and used those facilities in order to break down the invisible gap that a 2-meter level difference has created. A timber structure, SIP (Structural Insulated Panels), aims to provide a lightweight, flexible spatial organised structure to the design. Meanwhile, it also offers a homely and warm atmosphere for the residents with dementia to live in. In addition, the design focus on delivering a various sensory experience to the residents which are being represented in the materiality, some re-use materials would be used. Furthermore, the building response to environmental conditions through roofscape adhering to the demands of sunlight, natural ventilation and rainwater.

b = 2m level different from E to W (change in roofscape to break down the boundary)

Residential

33 Residential

Figure 1: A site photography from SW direction to the site. (Cafarelli, 2020) 148

Westga

te Roa d N

100

149

tial

SECTION 1 - PROJECT DECLARATION

1.2 SPATIAL DESIGN SUMMARY

1.2 SPATIAL DESIGN SUMMARY (2) Parti Site Section (South to North)

Additive & Subtractive Diagram

A 22 2

12 2 2 2

13 17

15 16

2 2 2

23 23 2

2 2

15 16

13 18

2 2

Changing Room Office Room Medical Examination Room Fire Escape Staircase Family Meeting Room Bathroom Plant Room Dirty Utilities/ Disposal Nurse Station

19. 20. 21. 22. 23. 24. 25. 26.

4. Lounge 5. Kitchen 6. Plant Room

13 12

7. Bathroom 8. Family Meeting Room 9. Vertical Circualtion

1. Brighton Grove 2. Vertical Circulation 3. Quiet Room

19 19

10. Office Room 11. Storage 12. Access Street for Crossley Terrace

13. Terrace House 5m

10m

20m

10 2

4. Barber Room 5. Outdoor Terrace 6. Communal Space

7. Outdoor Courtyard 8. Multi-Sensory Environment Room 9. Family Meeting Room

10. Toilet/ Disabled Toilet 11. Access road to ‘Centre for Ageing & Vitality

GROUND FLOOR PLAN

10. 11. 12. 13. 14. 15. 16. 17. 18.

Symmetry & Balance Diagram

Winter Garden Toilet/ Disabled Toilet Restaurant Kitchen Storage Intergenerational Center Locker Room Cafe Reception

19 19

19 N

1. 2. 3. 4. 5. 6. 7. 8. 9.

19 19

Parti Site Section (East to West)

2 2

1. To Westgate Rood 2. Residential Pod 3. Communal Space

10 2 11 2

Plan to Section Diagram

FIRST FLOOR PLAN

3D Massing Diagram - overall form & indication of transparent (highlighted in blue)

Residential Pod Multi-Sensory Environment Room Laundry Barber Shop Quiet Room Supermarket Lounge Terrace SECTION A-A (same scale to plans)

150

151

SECTION 1 - PROJECT DECLARATION

SECTION 2 - 1.20 TECHNICAL SECTION

1.3 PROGRAMMATIC SUMMARY

1.20 TECHNICAL SECTION & PART ELEVATION

Ground Floor - Key Space Programme Diagram

First Floor - Key Space Programme Diagram

External Wall Detail (E) 20mm larch cladding Vertical battens Breather membrane 142mm SIP panel Damp proof membrane Vapour membrane 30mm rigid insulation 20mm finishing Foundation Wall Detail (G) (Left to Right)

12.5mm plasterboard 38mm rigid insulation Breather membrane Thermoblock (Downward)

Foundation blocks Reinforced concrete footing

Intergenerational Center - 149m

Staﬀ Area - 127m

Staﬀ Area - 127m2

Residential - Pod - 387m2

Vertical Access

Ground Floor - Zone Diagram

First Floor - Zone Diagram

Circulation to Use Diagram

Ground Floor Detail (F) 20mm finishing 62mm screed (underfloor heathing) Vapour membrane 160mm rigid insultion Perimeter insulation 120mm concrete slab Damp proof membrane 50mm sand blinding 20mm finishing

Hierarchy Diagram

Public Area Semi-Public Area Private Area

152

Private Area

153

SECTION 2 - 1.20 TECHNICAL SECTION

SECTION 3 - ADDITIONAL TECHNICAL COMPONENTS

1.20 TECHNICAL SECTION & PART ELEVATION

3.1 SUSTAINABILITY STRATEGY & ENVIRONMENTAL DESIGN Sun Azimuth

Sun Altitude (section a-a) N

100

Summer Solstice 58.52°

Light and Shadow Study 9am

12pm

7pm

Summer Solstice (2020) a

Equinox 35.02°

a SUMMER

WINTER

Winter Solstice 11.52°

SOLSTICE

Equinox (2020)

SOLSTICE

Parti Plan Diagram with Sun Path Winter Solstice (2020) The form and height of the design are considered and decided deliberately of the natural sunlight. It aims to maximise the daylight enters to the building while the building at the East and South could not be too high as the main courtyard (garden) will be overshadowed. Photovoltaic also being installed at the North and South building’s roof, again avoided the East as the overshaded issue. Eaves Detail (B) Stainless steel gutter Roof beam Mono Truss Lintel 154

142mm SIP panel Lintel 142mm SIP panel Wood packing, insulation

20mm finishing

Balcony Floor Detail (C) 20mm finishing Horizontal battens Waterproof membrane Drip flashing

25mm wooden decking 50mm rigid insulation 25mm wooden decking Tapered firring pieces

Counter battens 142mm SIP panel Vapour membrane 30mm rigid insulation

20mm finishing Sun Path

Green Roof

Photovoltaic

Shadow analysis on massing - The three specific timing of the year (2020) are chosen for the exploration as these are the most extreme daylight condition. This study suggests the suitability of photovoltaic positioning, which is the South semi-circular area and the North existing building. Moreover, the results indicate that the East green roof has always received a sufficient amount of sunlight, which could offer the residents with dementia a positive condition. 155

SECTION 3 - ADDITIONAL TECHNICAL COMPONENTS

3.1 SUSTAINABILITY STRATEGY & ENVIRONMENTAL DESIGN (2)

3.1 SUSTAINABILITY STRATEGY & ENVIRONMENTAL DESIGN (3)

Ground source heat pump system

Ground Loop

Mechanical Ventilation with Heat Recovery (MVHR)

Exhaust Air

Supply Air

Fresh Air

Extract Air

3D diagram of Residential Areas - Location of services

Evaporator (liquid to gas)

Refrigerant (gas comprssed) temp. rises

Summer Day Time Heating Strategy

Winter Day Time Heating Strategy

The Structural Insulated Panels (SIPs) has extremely high wall R-value and low level of air infiltration, this reduces the amount of heating in summer. Yet added another rigid insulation in the external wall also helps to improve the thermal performance and U-value.

Mechanical Ventilation with Heat Recovery (MVHR) provides fresh filtered air into a building while reserving most of the energy that has already used in heating the building. This can ensure the building would not be overheated while having some fresh air in.

Summer Night Time Heating Strategy

Winter Night Time Heating Strategy

At night, the heat that remains in the building during the daytime would rely on the natural ventilation method to extract the air and bring in fresh air to cool down the place.

At night, underfloor heating is on and MVHR helps to shift air and heat up the rooms quicker. MVHR input and output system plays a vital role in helping space warm-up and ensuring the heat last longer.

Heat exchanger

Distribution System (underfloor heating MVHR)

Circulates & Antifreeze a mixture of water (in garden)

Remains stored in the hot water tank

KEY

Underfloor heating supplied by ground-source heat pump MVHR ducts Electrical conduit

4 1 - Filtration Unit 2 - Underground greywater storage tank

3 - Recirculating filter system 4 - Re-use (garden watering)

1 5

5 - Re-use for irrigation, winter garden watering

The rainwater recycling system is another vital element in the design, as the design comprises the different area that needs to use water such as the courtyard, winter garden space, green roof. However, not only the areas mentioned but also some other functional use that can help to reuse this natural resource, which includes irrigation, shower, washing machines, etc. Hence, to maximise the rainwater collection, most roof areas have a hidden gutter to allow rainwater to gather and transfer to the underground pumps for the reusing process, as shown in the above drawing.

156

A - single-side ventilation

B B - stack ventilation

B C

C - cross-flow ventilation

157

SECTION 3 - ADDITIONAL TECHNICAL COMPONENTS

3.1 SUSTAINABILITY STRATEGY & ENVIRONMENTAL DESIGN (5)

3.1 SUSTAINABILITY STRATEGY & ENVIRONMENTAL DESIGN (6)

Summer daylight

Photovoltaic - Solar Power System

Photovoltaic and Meter Location Photovoltaic Meter Location - Plant Room

3D model on the kinetic facade when it slides to the end

Winter daylight wer ed po exceed y Send tily compan the uti

utitily the eded n ne

m er fro he Pow ny w pa com

Photovoltaic

3D model on the kinetic facade when it is in used Figure 2. Photovoltaic Installation

Figure 3: Metal roof and Solar Panel reference

Trapezoidal metal roof mounting with solar panel - Aluminum system clamping

Figure 4. Kinetic Facade Precedent Precedent: Alfredo Salazar Residential Building by Llama Urban Design The idea on Kinetic Facade - Can rotate and move depends on the weather/ users’ needs - Control daylight enter to the room, heat - Does not prevent natural ventilation from occurs

158

159

SECTION 3 - ADDITIONAL TECHNICAL COMPONENTS

3.2 STRUCTURAL STRATEGY & CONSTRUCTION SEQUENCING

3.2 STRUCTURAL STRATEGY & CONSTRUCTION SEQUENCING (2)

1) Measurement and Trees

2) Safety, Extension and Foundation

5) Intermediate floor and Roof

6) Primary and Secondary Structure

Measurement of the site to update the site condition, and starting to plan where the construction work is in the actual site. Excavation of all the trees for later replacement.

All signages are being installed clearly for the safety of both pedestrian and workers on site. Make sure of all the accessibilities on pedestrian, vehicle and transportation. Beginning of the construction work - Extension of the North existing building and commence building the foundation (concrete) of the design.

When the ground floor structure is ready, the intermediate floor pieces (SIPs) is being situated on top of those structures. Meanwhile, the North extended building’s roofs are in progress.

Repeat stage 3 and 4 for the installation of primary and secondary structure for the first floor. Meanwhile, the completion on North extended building.

7) Truss

8) Roof and Finishing Stage

For the preparation of the roof construction, a secondary structure ‘truss’ (timber) would need to put in place in order to support the roof loading. The location of the ‘truss’ is illustrated in the drawing, highlighted in blue.

The roof construction launches, roof pieces place on the truss to ‘stand’. The completion of the roof section, check on the entire building stability. Then initiating the finishing stage, involve windows and doors installation, as well as the internal finishing.

3) Primary Strucutre

All the primary structures are being installed on top of the foundation, these include structural walls (SIPs) and columns. Openings on the structural wall such as windows and doors would be installed later on after all the main construction process is done (at the finishing stage). 160

4) Secondary Strucutre

The secondary structure on the ground floor is putting in place after all the primary structure is there. The set up of secondary structure is also taking place in the North extended building. 15

161

SECTION 3 - ADDITIONAL TECHNICAL COMPONENTS

3.2 STRUCTURAL STRATEGY & CONSTRUCTION SEQUENCING (3)

3.2 STRUCTURAL STRATEGY & CONSTRUCTION SEQUENCING (4)

Isometric Diagram (showing primary and secondry structure)

Sectional Diagram on Residential Pod - Primary, Secondary, Tertiary Structure

SIP Installation method Details - Stages SIP External Wall Details - Section and 3D model

Horizontal Timber Cladding Vapour Control Layer Verical Battens Rigid Insulation Breather Membrane

Primary Structure

Secondary Structure

Tertiary Structure

Plasterboard/ Finishing

142mm SIP panel

Sectional Diagram on Residential Pod - Vertical Loading

Compare to a typical SIP external wall, extra rigid insulation added in between internal finishing and vapour control layer in the design. This could improve the thermal performance, able to achieve 0.15W/m2K in U Value.

SIP Panel to Panel Connection Details

SIP Panels with Openings Details Framing around the openings

Structural Grid Diagram - Ground Floor

Detail on the structural connection of the ground floor roof and first floor and wall

Structural Grid Diagram - First Floor

SIP

Balcony Floor Strucutre

Floor Joist

Building Service

Openings can be pre-cut in the prefabrication process.

162

Location is marked on the section drawing (check section 2/ 1:20 section document for reference)

The building service allows which the hidden pipes, electrical wires those elements to take place under the structural support.

163

SECTION 3 - ADDITIONAL TECHNICAL COMPONENTS

3.2 STRUCTURAL STRATEGY & CONSTRUCTION SEQUENCING (5)

3.3 FIRE STRATEGY - PART B

Warm Roof vs Cold Roof

Mono Truss

Roof covering

Extracts from Approved Document B Volumn 2

3D Model illustrating Fire Staircase location

STAIR C

Roof covering Optional Timber deck Insulation Vapour control layer

Timber decking

Cold Roof

The roof insulation is located between the joists.

Location is marked on the section drawing (check section 2/ 1:20 section document for reference)

Timber deck

Insulation Joist

Joist

Ceiling Finishing

Mono Truss is only tilted in an orientation. It is usually used to create multi-level roof lines or construction additions to the existing building. The bottom images illustrates where the truss is situated in the resiedential pod area.

STAIR A

Mono Truss and design

Warm Roof

The roof insulation is located above the joists.

The balcony floor structure would require a warm roof method instead of the cold roof, as the selected method can be very simple to install and offers higher thermal performance at the cost of a higher roof profile. Notably, the space below the balcony is another residential pod for dementia patients, which require significant attention to the temperature. Ordinary, the warm roof is not preferable to be used in the balcony or roof that can be walked on as the insulation is not able to support the weight. Hence, a solution for that would be integrating the concept of a warm roof yet providing some structural supports between the insulations to allow the balcony to stand.

STAIR B

Roof Truss Connection to SIP Walls Process

A dementia care centre with facilities that provided to the surroundings should have different building types for these areas. The building consists of two-storey and a terrace which only serve the inhabitants; it aims to provide a safe and control environment for people with dementia to live in while encouraging them to take activities that could slow down the disease. Building Type for regulations: a residential (institutional) building for the areas accessed by the residents with dementia on both floor. Yet for the areas with public and intergenerational centre should be classed as ‘assembly and recreation’ on the ground floor. Location is marked on the section drawing (check section 2/ 1:20 section document for reference)

164

Connectors are installed to the top plate of SIPs first on the ground - Less time working at heights, Improving safety

Attach the top plate to SIP wall as usual, screw the top plate and the rest of SIP together

The approximate total occupancy calculation: max. 16 residents, approx. 26 staffs members at once (e.g. 1 manager, 2 receptionists, 3 chefs, 3 cleaners, 4 supermarket/ shop, 5 workers, 8 nurses), and a maximum of 100 visitors to public spaces.

Crane lifts Truss into awaiting brackets, place and screw them in place 19

165

SECTION 3 - ADDITIONAL TECHNICAL COMPONENTS

3.3 FIRE STRATEGY - PART B (2)

3.3 FIRE STRATEGY - PART B (3)

Extracts from Approved Document B Volumn 2

Extracts from Approved Document B Volumn 2 18m

12m 2m

Fire Exit Fire Exit

17m

18m

17m

2m 12m 3m

Escape route distance

13m 13m

Protected stairway

Escape route distance

Area of relative safetyExternal assembly point Emergency service route External assembly point Compartment Wall Emergency service route

15m

Compartment Wall

Life well in enclosure with fire resisting construction

External assembly point

Compartment Wall 15m

Fire Staircase Distance

15m

KEY

18m

15m

42m

17m

12m

15m 15m

15m

13m

KEY

2m 6m

Protected stairway Escape route distance

Area of relative safety External assembly point 15m

Life well in enclosure of protected stairway

Life well in enclosure with fire resisting construction Compartment Wall

Compartment Wall

166

15m

Escape route distance

Emergency service route

15m

15m 2m

Fire Exit

15m 15m

5m 15m

15m

5m 15m

15m

13m

Life well in enclosure of protected stairway

Compartment Wall 15m

12m 2m

Area of relative safety 2

Emergency service route

15m

17m

Escape route distance

Fire Exit

Area of relative safety Escape route distance

18m

15m

167

SECTION 3 - ADDITIONAL TECHNICAL COMPONENTS

SECTION 4 - STUDIO SPECIFIC TECHNICAL RESEARCH

3.3 FIRE STRATEGY - PART B (4)

ENVI-MET SIMULATION IN JANUARY 9am

Extracts from Approved Document B Volumn 2

ROW 1: WIND DIRECTION 12pm

ROW 2: WIND CONTOURS 3pm

ROW 3: MEAN RADIANT TEMPERATURE 6pm

ROW 1: WIND DIRECTION

Fire staircase in the design (see the stair location in page 20)

Stair A

Stair B

Stair C

Firefighting lobby

Firefighting stairs

Firefighting lobby

Firefighting stairs

Firefighting lobby

Firefighting stairs

1700mm

1700mm 1700mm

ALL SIMULATIONS ON THE PAGE IS 16 JANUARY 2020, DIFFERENCE IN TIME 168

169

SECTION 4 - STUDIO SPECIFIC TECHNICAL RESEARCH ENVI-MET SIMULATION IN JULY 9am

SECTION 4 - STUDIO SPECIFIC TECHNICAL RESEARCH ROW 1: WIND DIRECTION

12pm

ROW 2: WIND CONTOURS 3pm

ENVI-MET SIMULATION COMPARISON

ROW 3: MEAN RADIANT TEMPERATURE 6pm

Figure 5. Wind Speed comfortable activity diagram

Surprisingly that the wind speed, the direction did not have a significant change on the day of 16 January, yet this happens in the July simulation as well. In such a case, I assume that is due to the surrounding buildings also ‘shape’ the regions’ micro-climate in a way. Hence the wind in both simulation has a similar situation and results, which both indicate that the design form has responded to the prevailing wind well so that limited the wind speed enter to the design area. This allows the residents with dementia to wander around without concern about the wind. Even though the results of the wind are pretty similar, yet the mean radiant temperature (MRT) is different. This indicates how comfortable and the temperature that the users are experiencing at that particular moment. Comparing the results on January and June, it seems that the MRT is about -1°C in January, and July’s seems to have a wide range of MRT from 18 °C-60 °C depends on the time of the day. ALL SIMULATIONS ON THE PAGE IS 16 JULY 2020, DIFFERENCE IN TIME 170

Figure 6. PPD & PMV Explanation Diagram

PMV - Percent Mean Vote PPD - Predicted Percentage Dissatisfied These two simulations tell the outdoor pedestrian thermal comfort and see do they satisfied with the current circumstance. Normally, the higher the PPD is, the unsatisfied the pedestrians are, and the uncomfortably in such temperature. The simulation results demonstrate that most people are not satisfied in January as the temperature is too cold for them. However, July’s outcome seems exceeded expectation as most pedestrians are pleased with the temperature. 171

SECTION 4 - STUDIO SPECIFIC TECHNICAL RESEARCH

LIGHT AND SHADOW STUDY

LIGHT AND SHADOW STUDY 2

9am

12pm

5pm

9am

March

5pm

March

June

Sept

Both angles shadow study focuses on the courtyard area, in a different position to observe would the roofscape cause overshadow to the courtyard area.

Interestingly, it seems like 9 am would cause quite a bit of shadow to the garden space. Further exploration is required to study the light and shadow between 9 am to 12 pm and discover will it affect the users.

They both focus on March, June, September, and three different timing of the day (9 am, 12 pm, 5 pm). This allows a comparison of angles to observe the shadow.

172

12pm

173

SECTION 4 - STUDIO SPECIFIC TECHNICAL RESEARCH

VELUX SIMULATION ANGLE 1

VELUX SIMULATION ANGLE 2 MARCH 9am

View of this simulation - highlights on the plan 1900

1600

2250

12pm

MARCH

3pm This is the residential pod, the view is from the internal door to the bed. Here are three different period of the year (March, June, September), each of them has both ‘overcast’ and ‘sunny’ option.

Overcast

2100

1400

9am

View of this simulation - highlights on the plan 1900

1600

2250

12pm

3pm

2100

Overcast

1400

The idael lux level is around 500600 lux for the residents with dementia, as they require a greater amount of light in order to percieve objects. Sunny

Sunny

JUNE 9am

12pm

SEPT 9am

3pm

12pm

JUNE 3pm

9am

Overcast

3pm

9am

12pm

3pm

Overcast

Sunny

174

12pm

SEPT

175

CRITICAL REFLECTION

REFERENCES AND BIBLIOGRAPHY

REFLECTION AND FUTURE STUDY

HAVARD REFERENCING BM Trada (2014) TRADA Timber Industry Yearbook 2014, Issuu. Available at: <https://issuu.com/trada/docs/trada_yearbook_2014_singles> [Accessed: 3 May 2021]. Department of Health (2015) ‘Health Technical Memorandum 05-02: Firecode. Guidance in support of functional provisions’, p. 112. Available at: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/473012/HTM_05-02_2015.pdf> [Accessed: 17 April 2021].

Throughout the report, there has been a lot of studies required to fulfil the aesthetic, function, and technical aspects of the design. The project began with a user-centric, purpose-built concept while asking to integrate some environmental strategy within the design; there are lots of possibilities and restrictions on the guidances for dementia users. Gladly to these, I experienced some new approaches and commenced to consider the structural aspects which led me to this unexpected and challenging design form.

Energy Saving Trust (no data) ‘A guide to ground source heat pumps’. Available at: <https://energysavingtrust.org.uk/advice/ground-source-heat-pumps/> [Accessed: 28 April 2021].

Since the beginning of the project, the emphasis on the user’s requirement inspired me to explore the relationship between users and the design itself. The specific requirements and things that need to be aware of when commencing the design process, the early massing focuses on responding to the environmental aspects, with the concept of a central sensory garden that provides both aesthetic and function use to the users. The massing was kept transforming as could not fulfil the requirement nor my expectation. An enormous move from an individual ‘house’ to a ‘room’ in the building, yet considering the needs of care to the residents which transformation was essential. Since then starting to consider more on the secondary observation, wind speed, sun path, kinetic facade, these considerations on technologist aspects has started to commence and help with the development of users’ experience.

HM Government (2019) Building Regulations 2019 - Approved Document B - Fire Safety - Volume 2 - Buildings Other Than Dwellings. [ebook] NBS, RIBA Enterprises Ltd. Available at: <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/832633/Approved_Document_B__fire_safety__volume_2_-_2019_edition.pdf> [Accessed: 16 April 2021]. Lake, N. (2016) Warm Roof vs Cold Roof. What’s the difference?, JJ Roofing Supplies. Available at: <https://jjroofingsupplies.co.uk/blog/warm-roof-vs-cold-roof-whats-the-difference/> [Accessed: 28 April 2021]. Landpower (2013) Trapezoidal Roof Mounting. http://www.landpowersolar.com/Trapezoidal-Roof-Mounting.html?Solar-Roof-Mount=2&Solar-Ground-Mount=161> [Accessed: 6 May 2021].

Further evidence of the integration between technology and design comes from the studio-specific aspects, which are the environmental strategy including responding to the daylight (PV panels) and micro-climate (kinetic facade). Yet, I personally focused on the re-use of rainwater, ground sources heat pipe as well for my design. For these I tried to integrate them together, such as ground source heat pipe could help with the MVHR system and solar panels for sources that run in the background. These aspects are worth exploring, yet upon reflection, I realised insufficient exploration on these various approaches that could have to richen the design that would make it more successful.

Modukar SIPs (no data) Basic SIPs Constructio Techniques. Available at: <https://www.modularsips.co.uk/information-centre/basic-sips-construction-techniques/> [Accessed: 26 April 2021]. Pasquill (2019) ‘The Different Types of Roof Trusses and Their Uses’. Available at: <https://www.pasquill.co.uk/the-different-types-of-roof-trusses-and-their-uses/ [Accessed: 28 April 2021]. Patrick (2021) ‘MVHR compatibility with underfloor heating, air conditioning, heat pumps and cooker hoods’, Heat, Space and Light Ltd. Available at: <https://www.heatspaceandlight.com/mvhr-underfloor-heating-ac-heat-pump-cooker-hood/> [Accessed: 28 April 2021].

The 1.20 section demands a great level of detail to study with, these comprised the balcony, underfloor service structure, roof truss support, timber structure junctions which all require a huge amount of time to explore. Every time when I thought it was completed and finished, another mistake had discovered and required modification on that to ensure the detail and structure are being understood and presented correctly. I personally feel beneficial at this particular part of the study as I came into some aspects that had neven been carefully consider, while it is amusing to see how the design need to be changed in order to make the building stand up in reality.

Structural Insulated Panel Association (2021) SIP Connection Details. Available at: <https://www.sips.org/technical-information/sips-construction-details#prettyPhoto> [Accessed: 28 April 2021]. Walshaw, E. (2017) Understanding Architectural Details: Residential Construction. Third. (First in Architecture). Available at: <https://www.firstinarchitecture.co.uk/understanding-architectural-details-third-edition/ > [Accessed: 16 April 2021].

For the future study, I will explore more on the sustainable aspects including the kinetic facade, increasing the number of solar panels, adopting the roofscape with the panels, resolving the issue of shadow on the courtyard space and more exploration with the green roof and to make it another feature of the design.

176

Yellow Tile (2018) Metal Roofing: The Best Choice for Solar Panels. Available at: <https://www.yellowlite.com/blog/post/metal-roofing-the-best-choice-for-solar-panels/> [Accessed: 6 May 2021].

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CARE HOME RESIDENTIAL COMMERCIAL RETAIL INFRASTRUCTURE

LIST OF ILLUSTRATION REFERENCES

FAITH HEALTH EUCATIONAL CAR PARK

All drawings, images and graphics are authors own, unless specified as ‘Figure...’. Illustrations from a secondary sources are as follows: Figure 1 (page 4) - A site photography from SW direction to the site. Cafarelli, M. 2020 [google drive] 7 November 2020. Available at: https://drive.google.com/drive/u/1/folders/12FzsEgUXpZOnF8EoWoW9wKJC55RxYIzl?fbclid=IwAR2zGm60-0bccyTBx3llrZFUeU6W3_3AU5o8HKn5AbIP1iHMJ7yBkTFCOcE [Accessed: 25 April 2021]. Figure 2 (page 13) - Photovoltaic Installation Available at: <https://www.bristarsolar.com/solar-metal-roof-mount/solar-panel-metal-roof-mount/solar-panel-mounting-on-metal-roof.html> [Accessed: 25 April 2021]. Figure 3 (page 13) - Metal roof and Solar Panel reference Available at: <Available at: <https://www.yellowlite.com/blog/post/metal-roofing-the-best-choice-for-solar-panels/> [Accessed: 6 May 2021] Figure 4 (page 14) - Kinetic Facade Precedent. Available at: <Available at: <https://www.archdaily.com/341465/eden-art-wall-apartments-tony-owen-partners> [Accessed: 15 April 2021] Figure 5 , 6 (page 26) - Wind Speed comfortable activity diagram. PPD & PMV Explanation Diagram. Markopoulou. M. 2020, Lecture: ENVI-met, lecture notes, Architectural Design 3.1 ARC3001, Newcastle University, delivered 3 December 2020.

ARC 3014 PROFESSIONAL PRACTICE & MANAGEMENT 178

179

Section 1: Project information Project Name: Newcastle Art Dementia Care Centre Client: National Health Service (NHS) The project brief is to design a new-build user-centric care centre for NHS dementia patients, offering the opportunity to link health care professionals and the intergenerational social link with society. The facilities and the architectural design aim to slow down dementia symptoms while responding to some environmental and climatic approaches.

The programming of spaces is chiefly determined by the public and private zones (Figure 3, 4). Aforementioned about the north existing building is utilised for public use, these included a winter garden, restaurant, intergenerational centre and café. The intergenerational centre is one of the key spaces of the design as which is proofed by numerous researchers that intergeneration activities can help the elderly to slow down their symptoms when they are interacting with children. Moreover, the semi-public space included the reception and supermarket, then to the private residential region. The crucial spaces in these two zones are the staff’s areas including the nurse stations and the residential pods. Additionally, except for the public building, the rest of the design is mainly 2.4 meters in height. Hence, the overall building size should be around 3000 m2.

Site location: Arthurs Hill, Westgate Road, Newcastle upon Tyne, United Kingdom CARE HOME RESIDENTIAL COMMERCIAL RETAIL INFRASTRUCTURE FAITH HEALTH EUCATIONAL

Professional Practice Report

CAR PARK

2020/ 2021

Student Number:

170760401

Word Count:

2126

Word Count exluding Title page, Bibliography, Reference

ARC3014 Professional Practice and Management Architecture Newcastle University

Figure 4: Ground Floor - Public & Private (Author, 2021)

Figure 1: Land use diagram (Author, 2020)

2.1 Procurement Strategy To select the most appropriate procurement strategy, the priority consideration should be the client’s need. In this case, as a care centre, the client pursues quality and cost. Hence, the tradition procurement strategy ensures the product’s quality, yet its shortcoming is a longer completion than other methods. This traditional scheme enables the design to be finished and finalised before the cost estimation and construction commences. This allows any modifications to occur in the design stage, and once the design is agreed upon with the client, the cost consultant prepares and predicts the project budget. When these are all confirmed with the client, the client appoints a contractor to complete the construction work. Hence, this approach provides a better buildability and a greater certainty in term of cost and time (Metroun, 2020). Besides, the two-stages of tender, which are prepared tender docs and submit tenders. The former is produced by the architects during the design process, yet the latter is committed by the construction company at stage 4 of RIBA Plan of Work 2020 (RIBA, 2020, p.145). This results in a better integration and handover between these two teams as they could discuss any complete design details of the project if required.

Figure 5: First Floor - Public & Private (Author, 2021)

Figure 7: Traditional Procurement Strategy in this project (Author, 2021)

Figure 2: Map indicating site locaion (Author, 2020)

The site is situated in proximity to the Newcastle University Campus for Ageing and Vitality (NE4 6BE), surrounded by mainly residential buildings and some religious churches (Figure 1). It is currently an unoccupied area that was consisted of different edifices which had been demolished (Figure 2). The only requirement of the brief is to preserve the greenery in the site as much as possible, hence my proposal endeavours to retain these vegetations while examining the potential connection between it and users. Yet the north of the site has two-meter level changes which is one of the vital factors resulting in an invisible boundary between the site and the surroundings. Hence, one of the outcomes that the design is dealing with is to break down this boundary by appointing the north exiting building (Figure 3) as a public space to attract pedestrians and neighbours to the design to interact with the dementia patients. The design keen on creating a protected environment that enables dementia patients to live their life as they used to while providing the required services and support.

Section 2: Brief ProPoSalS

Figure 6: Schedule of accomodation for the proposed building, including the area of key speaces (Author, 2021)

2.2 Other consultants Structural Consultant The structural engineer is a skillful professional who is responsible for the overall building stability, covers from the foundations to the roof, and “advise on structure, support and design stability” (Chappell and Dunn, 2016, p.12). The structural consultant should be appointed by the client directly at RIBA stage 3. That stage determined the building to utilize a timber structure, Structural Insulated Panels (SIP) with horizontal timber claddings and a pitched roof. Besides, the ground floor roof acts as the first-floor balcony in the residential areas. Hence, the engineer should provide some solutions to the challenging cases and suggest some secondary structure supporters hold up the entire building structure as well as the roof load. Building Service Consultant The building service engineer is responsible for the design in term of various approaches such as installation, operation, and monitoring the mechanical and electrical details. (The Hong Kong Polytechnic University, 2021). Ordinarily, these approaches refer to numerous systems such as ventilation, heating, water, drainage, light, lift, etc. (Design Building Wiki, 2020). Particularly these listed systems are indispensable elements of the design, especially the design consists of a deep plan which requires mechanical ventilation to exhaust and exchange the air. In addition, a prudent consideration of the heating aspects due to the users might be extremely sensible with the temperature.

Figure 3: Site and North existing building (Mok, 2020)

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2.3 Keeping to Budget To make the project stay within the budget and not exceed the client’s expectation, I suggest the client employs a Quantity Surveyor (QS), another word cost manager (Chappell and Dunn, 2016, p.11). QS is a professional with expert knowledge of construction cost and contracts, aligning the client needs with the budget (Kirkham, 2015, p. 39). QS in the project is expected to manage all the financial aspects related to the building process, ensure that there is no unnecessary expenditure on any part of the project, and even seeks to diminish and minimise price and save the customer short-term money. QS plays a significant role throughout the project; generally, he is appointed by the client at RIBA stage 1. He offers a cost scheme to the client which included the estimation of the construction cost on the overall project before the design emerges, and this project budget should be agreed upon to the client (Towey, 2012, p.4). Hence, QS is expected to produce an initial cost plan that aligns with the concept design at RIBA stage 2. The calculation is based on the (proposed building size) x (some similar building cost data) to estimate the likely cost of the construction project. Yet this stage of the cost plan still requires a detailed backup and it becomes more accurate while the design and specifications develop, thus to update the design with the coordinated design at RIBA stage 3 (Garner, 2014, p.8). 2.4 Planning The local planning authority for the project site is Newcastle City Council. The site lies within the Campus For Ageing and Vitality (CAV) Site, which also refers to Policy DM9 in the Development and Allocations Plan (DAP) in Newcastle upon Tyne (Newcastle City Council, 2021). The site is settled on Westgate Road with liable access to Urban Core and consist of diverse healthcare services. When reviewing the DAP 2015-2030, CAV is designated for mix-used development and “promoting the wider regeneration of the area and, supporting local shops and services” (Newcastle City Council, 2020, p.39-40). The design responds to the former strategy by incorporating different functions of the space, which enables the users to conduct different activities within the same area. In addition, the design reacts to the latter aspect by integrating public and semi-public facilities to enhance the usage of shops and services in the region, while offering a new experience to both the building elderly users and neighbours.

2.5 CDM Regulations “To integrate health and safety into the management of the project” (Hughes and Ferrett, 2009, p.432), the designer ought to take responsibility to eliminate, minimize the potential hazard risk of the project, this comprises of (HSE, 2015, p.26):

· Communicate with the client to assure the client fully be aware of his responsibilities and duties under the regulations before the project commenced.

· To reduce any predictable risk on Health and Safety (H&S) that cannot be excluded in the design stage. · Prevent utilizing any potentially hazardous materials such as toxicity, by reviewing the product specifications. · Provide information and include the resolutions in the H&S file to the client and principal contractors to ensure they

have sufficient details to accomplish their duties as well as the Construction Phrase Plan (CPP).

· Provide adequate information about the design, construction and maintenance of structure to the client. · Measure the potential noise and dust pollution, and material transportation risk to the site, as the site is situated nearby

a residential area. Report and discuss with the local community about the possible hazards and feasible resolutions such as working hour restriction. The proposed building is in the middle of two public pedestrian pavements. In this case, to avoid and minimise the risk to both pedestrians and workers in the site, some readily identifiable signages will be arranged around the construction site (HSE, 2015, p.51). 2.6 Office Procedures This specific project involves a number of members within the architectural office, the office is situated in Newcastle. Hence, the design team members readily access the site and enable the clients to come to the workplace and consult with the company. The office has a meeting room that allows the architect and client to greet face-to-face and custom ideas in one-to-one. Once agreed with the concept, some sketches and two-dimensional CAD drawings would be produced by the architect and the assistant. Besides, the structural engineer, building service (BS) engineer, and other consultants begin to identify and refine some issues in the project. This stage consists of modifications and iterations to approach the client’s needs and expectations. After all alterations and discover the one that satisfied with, a three-dimensional Revit model completed by Building Information Modelling (BIM) member, to demonstrate it to the client and allow him to perceive how the building and spaces would be. Yet the updated Revit model is being shared with the structural and BS engineers, and they produce some accurate drawings on the structural and service approach to illustrate how the building operates in these aspects. Furthermore, some rendering images also offer the client a sense of the atmosphere of the design and how it is settled in the place.

Section 3: DiScuSSion 3.1 Client and wider society Choosing the traditional procurement strategy which benefits the client with better buildability and great quality building. The client can appoint the contractor at RIBA stage 2, which can offer the contractor a better sense of the project, yet the direct communication between the architect and contractor can provide a strong work relationship and avoid any misunderstanding caused by a third-person involved in the contact. Moreover, the design is completed before the construction phase commences, this transition stage can prepare most of the materials and goods for the construction. This minimises the possible material errors while saving time and cost that result from unpredictable deviation. Hence, assuring the project complete in the scheduled time, also reduce the likelihood of price uncertainty for the client. Once completed, the proposal will benefit the wider society by delivering a user-centric dementia care centre for the elderly, particularly when it is located within the residential zone. It offers a preference for the public that they have an opportunity to provide a safe and caring environment to the dementia relatives, yet remaining the similar lifestyle as usual than the other option as the care centre is close to their living place. This signifies that the family could spend more time with dementia relatives and meet up more frequently than in other option. 3.2 Reputation of architects and their ethical obligations to sustainability and climate change The building benefits architects in terms of their reputation and ethical obligation aspects, as well as sustainability and climate change in several cases. Reputation and Ethical obligations:

· Utilitarian Ethics: The architects do the right thing for the society (Fisher, 2010) while “serve the public interest”

BiBliograPhy Brookhouse, S. (2013) Professional Studies in Architecture: A Primer. London: RIBA Publishing. Chappell, D. and Dunn, M. (2016) The Architect in Practice. 11th edn. West Sussex, England: Wiley Blackwell. Design Building (2020) Wiki Building services engineer. Available at: https://www.designingbuildings.co.uk/wiki/Building_services_engineer (Accessed: 25 March 2021). Electrical and Mechanical Services Department (2018) Energy Efficient Building. Available at: https://www.emsd.gov.hk/filemanager/en/content_61/Book_3_EnergyEfficientBuilding.pdf (Accessed: 26 March 2021). Fisher, T. (2010) Ethics for architects: 50 dilemmas of professional practice. 1st ed. New York: Princeton Architectural Press. Garner, J. (2014) ‘Tendering strategies’, Royal Institution of Chartered Surveyors, p. 30. Health and Safety Executive (2015) Managing health and safety in construction: Construction (Design and Management) Regulations 2015. United Kingdom, p. 90. Available at: https://www.hse.gov.uk/pubns/priced/l153.pdf (Accessed: 25 March 2021). Hughes, P. and Ferrett, E. (2009) Introduction to Health and Safety at Work: The Handbook for the NEBOSH National General Certificate. Elsevier.

(Brookhouse, 2013) for the rapidly growing population of dementia patients in the community.

Kirkham, R. (2015) Ferry and Brandon’s Cost Planning of Buildings. 9th edn. West Sussex, England: Wiley Blackwell.

· This dementia care centre is one of the few purpose-built buildings, it will positively demonstrate how the architect can

Knutsson, J. and Knutsson, P. (2020) ‘Water and energy savings from greywater reuse: a modelling scheme using disaggregated consumption data’, International Journal of Energy and Water Resources, 5(1), pp. 13–24.

create a positive design for this specific type of user in the community.

· Raise the architects’ reputation in the care centre approach of the building completed successfully. Sustainability and Climate change:

· The building geometry responds to sunlight as well as prevailing wind, which optimizes renewable solar energy via

photovoltaic (PV) panels and natural ventilation. Both assist the design to reach energy-efficient, reduction of pollution emissions (EMDS, 2018, p.13).

· Recyclable greywater system is utilised in the design, from collecting rainwater to reuse it for planting, toilet flushing, etc. (Knutsson and Knutsson, 2020, p.13)

· A kinetic façade is applied in the building which can control the sunlight level in the room while considering the climatic change, it can adapt and respond to the users’ needs to maintain thermal comfort (EMDS, 2018, p.15).

Metroun (2020) JCT Contracts Explained. Available at: https://www.youtube.com/watch?v=AzQSkb2wzsg (Accessed: 25 March 2021). Mok, H. (2020) Site and North existing building [photography]. Newcastle City Council (n.d.) 4.5 Campus for Ageing and Vitality (CAV) Site, p. 2. Available at: https://www.newcastle. gov.uk/sites/default/files/planning/policy/DAP%20Policy%20extract%20DM9.pdf (Accessed: 26 March 2021). Newcastle City Council (2020) Newcastle upon Tyne: Development and Allocations Plan 2015-2030, p. 147. Available at: https://www.newcastle.gov.uk/sites/default/files/2020-06/DAP%20FINAL%20Adoption%20-%20Online%20 Version.pdf (Accessed: 26 March 2021). Newcastle City Council (2021) Newcastle upon Tyne Planning Policies Map. Available at: https://community.newcastle.gov.uk/mapping/planningpolicy (Accessed: 26 March 2021). RIBA (2020) RIBA Plan of Work 2020 Overview. London: RIBA. Available at: https://www.architecture.com/-/media/GatherContent/Test-resources-page/Additional-Documents/2020RIBAPlanofWorkoverviewpdf.pdf (Accessed: 25 March 2021). The Hong Kong Polytechnic University (2021) What’s Building Services Engineering. Available at: https://www.polyu.edu.hk/bse (Accessed: 25 March 2021).

Figure 8: Newcastle Local Development Plan (Newcastle City Council, 2021)

Figure 9: Breakdown of Office Role (Author, 2021)

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Towey, D. (2012) Construction Quantity Surveying: A Practical Guide for the Contractor’s QS. West Sussex, England: Wiley Blackwell. 183

ARC3015 THEORY INTO PRACTICE 2020-2021 CHOW HON YING, EMILY 170760401 STUDIO 4: HOUSE OF MEMORIES WORD COUNT: 1986

ARC 3015 THEORY INTO PRACTICE 184

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Project Targeting

DEMENTIA Dementia is a physical disease that damages the brain cells and disturbs the interaction between cells. This results in a variety of adverse influences on thinking, behaviour, and feelings. Ordinarily, dementia has some typical symptoms including damaged memory, impaired reasoning and mood changes, communication problems, behavioural and psychological issues, etc. In this case, the most signed one is memory loss; patients may feel confused, hard to remember and forget things. The majority of conditions tend to be progressive, which signifies that dementia is arising gently and gradually deteriorate.1

CONTENTS PROJECT TARGETING

PROJECT INTRODUCTION

PRECEDENT STUDIES

POD DESIGN DEVELOPMENT

CONCLUSION

There are four main types of dementia disease: Alzheimer’s, vascular, frontotemporal, and lewy bodies. Each type has varying effects on the brain and brings out diverse consequences. The most common cause of dementia is Alzheimer’s disease, which occupied 50-75% of dementia cases. It is about memory loss, hard to form new memories, and impact on other cognitive abilities which significantly affected their daily life. 3 According to Alzheimer’s Society research in 2019, it demonstrates that there were over 850,000 people with dementia in the UK. This data denotes that 1 in every 14 people with the age exceeding 65 years old acquire dementia disease. Meanwhile, Alzheimer’s Society (2020) predicts that there will surpass 1.5 million people with dementia in the UK in 2040. 4

PROJECT TARGETING

Alzheimer’s Association. Alzheimer’s Society, Alzheimer’s Society’s View on Demography (2020) <https://www.alzheimers.org. uk/about-us/policy-and-influencing/what-we-think/demography> [Accessed: 09 February 2021]

3 4

Figure 1. Dementia’s Symptoms

Alzheimer’s Association, What is Dementia? (2021) <https://www.alz.org/alzheimers-dementia/ what-is-dementia#:~:text=Dementia%20is%20a%20general%20term,Diagnosis> [Accessed: 09 February 2021] 2 Queensland Brain Institute, Signs and symptoms (2019) [digital photograph] <https://qbi.uq.edu.au/ dementia/dementia-signs-and-symptoms> [Accessed: 09 February 2021] 1

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Project Introduction

PROJECT AIM & INFLUENCES Our studio endeavours to construct a user-centric design for people with dementia, conceived and design from the users’ perspective while slowing down symptoms with architectural design. To pursue this goal, a variety of studying was required, such as the application of environmental psychology theories on attention restoration, design principles for dementia patients, and etc. We attempted to study from the view of people with dementia, yet the difficulties of fully recognised and being aware of their needs as this could not be accomplished via conversation, instead, deliberation and careful observation are essential. Two references had a tremendous influence on my perception of people with dementia and commencing to stand in their perspective. ‘Still Alice’ was a memorable and beneficial movie for me to realise how people feel and enforce when they undergo the dementia process, there are several impressive scenes that impact and alert me while I design the space for dementia patients. Besides, ‘World Alzheimer Report 2020’ provided me with lots of useful design guidance on designing an environment for people with dementia.

PROJECT INTRODUCTION Figure 5. ‘Still Alice’ - Quote

Figure 2. Types of Dementia’s

A quote from ‘Still Alice’ reveals that people with dementia are living and enjoying the moment, as everything else are uncertain. Thus, we as a designer construct an environment for them to accomplish this goal without any concern. Hence, there are some scenes from ‘Still Alice’ had spotted my eyes on and these elements constantly remind me to be aware of when designing for people with dementia. These will be illustrated and explained later on in the essay.

Dementia Connections, Padmaja Genesh from the Alzheimer Society of Calgary explains the most common types of dementia (2018) [digital photography] <https://www.dementiaconnections.ca/ blog/2017/9/21/dementia-defined> [Accessed: 09 February 2021] 5

Figure 3. Still Alice Movie Poster

Figure 4. World Alzheimer Report 2020 v.1

Emily Chow, Still Alice’s quotation, created by the author (2021).

Amazon, Still Alice (2015) [digital photograph] <https://www.amazon.com/Still-Alice-Julianne-Moore/ dp/B00ST1P4SU> [Accessed: 09 February 2021] 7 World Alzheimer Report 2020, Design, Dignity, Dementia: Dementia-related design and the built environment Volume I (2020) <https://www.alzint.org/resource/world-alzheimer-report-2020/> [Accessed: 09 February 2021] 6

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Project Introduction

Precedent Studies

PRECEDENT

Starting to be aware of the daily life of people with dementia, the World Alzheimer Report 2020 volume 1 has offered some design principles for designers to create a healthier environment for dementia residents (Figure 6).

Abe’s Garden Abe’s Garden, a purpose-built edifice for people living with dementia in the United States. The scheme promotes socialisation, movement, learning, and creating an intimate relationship with nature. 10 This building’s pod design has been studied at the commencement of the design project, as one of the most attractive elements of this design is that most of the rooms are connected to the garden. This pleasant visual bond stimulates residents to walk out of their room and experience nature. 11

PRECEDENT STUDIES Figure 9. Case Study analysis - Plan

Figure 7. Image of the bedroom

Figure 6. 10 design principles for people with dementia

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Figure 8. Case Study analysis

Abe’s Garden (2021) <https://www.abesgarden.org/> [Accessed: 18 February 2021] Alzheimer’s Disease International 12 Abe’s Garden 13 Emily Chow, Case Study analysis, created by the author (2021). 10 11

Emily Chow, 10 design principles for people with dementia, created by the author (2021).

This precedent’s pod layout has been carefully studied while starting to adopt some principles to my own design. For instants, the width of the door demands to be broad enough to provide both wheelchair and hospital bed access; sightlines from the bed evoking residents’ memory of certain incidents such as toilet and arouse their sensation on wandering around; space for the sofa to ensure relatives have an intimate space with the residents. These factors have been adapted to my individual design project later on. Yet, some spaces are required to focus on when planning my scheme, which is the entrance. Residents are hard to observe the only entering space in the room, this might lead to unsecured perception to people with dementia. 14

Emily Chow.

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Precedent Studies

Pod Design Development

Figure 12. Very first concept of the pod

Figure 13, 14 Developments

Sight lines from the bed

POD DESIGN DEVELOPMENT Figure 10. Glengara Care’s bedroom

Main Entrance For Visitors and Staffs

The Glengara Care’s bedroom has inspired me to create another door to the external spaces, which could be to a balcony or even direct access to the external sensory garden that the residents could enter straightly to the designated wandering path. Meanwhile, this is also guiding the natural light to the bedroom, which is energy-efficient and enables the dementia patient to perceive nature. However, another aspect that needs to be conscious of is not causing the room to be overheated as dementia inhabitants are sensible to some stimulations. Thus, the purpose of optimising the useful stimulation while minimising those unnecessary to prevent any superfluous negative effect on patients.

Figure 11. Gaynes Park Manor

Glengara Care (2021) <https://glengaracare.com.au/> [Accessed: 19 February 2021]

Gaynes Park Manor 17 has a wonderful design on the entrance of pods, which allows residents to put their belongings before reach to the actual dwelling area. Memory boxes and personal items can also be placed in this place for dementia patients to recognise which one is their bedroom. Moreover, a lounge is designed next to the bedroom with a glass wall to provide a greenery view while guiding natural light to this specific area. This results in a cosy and relaxing space for residents to spend their time on. 16

Units

Shops and activities

Caregiver and Security

Residential

Own praivate space

Pod Design

Layout

Figure 15. First in-scale pod drawing

Emily Chow. Life Care, Gaynes Park (2021) < https://www.lifecare.org.au/gaynes-park-manor?utm_source= Google&amp;utm_campaign=Gaynes_Park_Manor > [Accessed: 19 February 2021] 18 19 20

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Garden Range of facilities

Emily Chow, Plan development, created by the author (2021)

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Pod Design Development

March

June

Sept

Sunny

Daylight Entrance

Views to

① ②

③ ⑥ Skylight Window

⑤

BED

④

Overcast

Examples of the space ①

Window Seating

②

③

‘Hidden’ space under the desk allows the user to put their stuffs in, i.e. books

Double door - Half locked

④

Memory box, Artwork, Wall coat rack

⑤

⑥

Desk to put small personal object

Figure 16. Explanation of the pod

Abstract Art

Figure 17. Scene in ‘Still Alice’ - ‘Reminder’

A scene in ‘Still Alice’ (Figure 17) demonstrates Alice’s anxiety of incompetent to remember incidents, thus she decided to written down some questions that ask (remind) herself; questions such as “what is the name of your oldest daughter?”. This particular spot has trapped my attention, hence reflecting on what I can do for them in the design, the outcomes are signs and visual access to certain elements that can evoke their memory.

Figure 18, 19. Rounded corner desk sample

Sunny

Thus, the initial concept has commenced to include a window seat, balcony and visual connection to external spaces are demonstrated in Figure 12, 13 and 14. Moreover, these notions continue to develop and integrate into the first proper in-scale drawing (Figure 15). Figure 15 pod’s design had already been aware of the direct sightlines from the bed, which these views also serve as a ‘reminder’ for people with dementia to conduct a specific incident, this point was highlighted by one of the ‘Still Alice’ scenes. For instance, providing residents with a view to an external landscape, a pleasant stimulation for them to calm and relax; to the toilet seat, which evokes their need for excretion; and to the door which implies them to reach the external area to the community. Besides, the natural daylight is also entering to the pod from the south window (Figure 16), which optimises the amount of light throughout the day. However, the issues found in this version were the corner glass window, as if flip and repeated the layout, such window location caused an issue. Moreover, there is no place for visitors to stay overnight, hence a sofa bed would be appropriate as a solution. While the items are all quite rectangular, which have corners that could injury the residents, a rounded corner of the desk and furniture would be better (Figure 18, 19, 20). Besides, the wardrobe could be built within the wall to save some space (Figure 21).

Overcast Figure 22. Iteration Version of pod design

Figure 20. Curved Wardrobe sample (not in wall)

Figure 21. L shape built-in wardrobe sample

Emily Chow Go Modern, Novamobili Curved Wardrobe (2021) <https://www.gomodern.co.uk/novamobili-tempo-curved-wardrobe.html> [Accessed: 20 February 2021] 25 Pinterest, L shaped built in wardrobe sliding doors (n.d.) <https://www.pinterest.com/ pin/466333736412851818/> [Accessed: 20 February 2021] 23

Emily Chow Velux, Daylight Visualizer (2021) < https://www.velux.com/what-we-do/digital-tools/daylight-visualizer > [Accessed: 20 February 2021]

Sunny

WINDOW Overcast

Emily Chow 22 Amazon

According to the mistakes that Figure 15 had made, an iteration version of that plan emerged. Figure 22 remained the pros of the early version (sightlines), yet concentrated on the accessibility of a wheelchair in the pod while examining the position of a sofa bed in the room. Initially, I strived to set the sofa bed nearby the bed, yet it acted as a barrier that prevented wheelchair access. Hence, I determined to locate the sofa bed in the corner of the room while it is adjacent to both the desk and window seat. Therefore, no matter which seats visitors prefer to sit on, they still have a connection with the residents. Furthermore, the software was utilised to test the daylight that penetrated the room, “Velux Daylight Visualizer 2” 27. It provided information on the selected month and chosen weather conditions. This version achieved the goal on the daylight level, which aimed to be about 500-600 lux as it is the standard amount of daylight for people with dementia to perceive items precisely.

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DESK

All date generated by the author, software used - Velux Daylight Visualizer 2 21

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Pod Design Development

W/C

Pod Design Development

Laundry

Lounge Corridor

Figure 23. Cluster Arrangement 1

This is Figure 29’s accurate drawing to illustrate the refined dimension of the pod, the judgment was made according to the function of space. Although the pod’s size is decreased, the design still assures wheelchair access to any point of the room without any inconvenience. This version provides an appropriate size to dementia residents with a homey ambience to dwell in.

Laundry W/C

Circulation Bathroom (Nurse control) Laundry

Lounge (Open space)

Laundry

Circulation

Tables Dinning Room

Bathroom (Nurse control)

Lounge (Open space)

W/C

Nurse station Bathroom (Nurse control)

Circulation Circulation

Lounge (Open space)

Nurse station

Lounge (Open space)

Tables Dinning Room

Corridor

Nurse station

Bathroom (Nurse control)

Corridor

Bathroom (Nurse control)

Nurse station

Corridor

W/C

Lounge (Open space)

Bathroom (Nurse control)

Lounge (Open space)

Tables Dinning Room

Nurse station

W/C

Circulation

Service Kitchen

Nurse station Circulation

Circulation

Service Kitchen Service Kitchen

Scale 1:100 @A3 0

Figure 24. Cluster Arrangement 2

Figure 27. Cluster Arrangement 3

N 7

10m

Figure 25. Cluster Arrangement 3 (Reduced size)

Figure 23 - Design: ○ Cluster with four pods ▵ Spaces (lounge, common area) are fixed ▵ Non-flexible design

Intergenerational Center

Cinema

Security

Beauty

Toilet

Shopping Centre

Toilet

Cafe

Ground: Restaurant First: Terrace Cafe

Playground

Library

Outdoor Seating Area

Sensory Garden

Figure 24 - Design: ○ Cluster with four pods on the ground level ○ Direct access to the external garden area while providing internal access to the common area (lounge) ▵ Took up the entire site width (74m)

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Emily Chow

This cluster arrangement had thought of both direct access to internal common spaces and an externally designated sensory garden space for people with dementia. The inner communal area permits residents to stay in an open area (lounge) or do some activities together such as cooking. Figure 27’s layout has also granted the residents’ privacy in the lounge area as only four inhabitants shared, yet the dining regions are trending to be more public and expecting more interactions between inhabitants. The purpose of such design was considering letting the residents live their lives as they were before while providing some needed support to them when they need it. This concept is greatly influenced by a case study, De Hogeweyk in Netherland. 34 Meanwhile, this idea could also benefit the residents in terms of their autonomous, retain their self-confidence, maintain their identity and positive attitude toward life, in line with the scene that ‘Still Alice’ had brought to light (Figure 28).

Figure 29. General idea of the plan with demension on Cluster Arrangement 3 35

Emily Chow Amazon 34 De Hogeweyk (2021) <https://hogeweyk.dementiavillage.com/en/concept/> [Acessed: 10 January 2021] 33

Private Zone Semi-Public Zone Public Zone

Vehicle

28 29 30 31

Figure 28. Scene in ‘Still Alice’ - ‘Identity’

Pedestrian

Figure 25 - Design: ○ Same as Figure 21’s design, but reduced the pod’s size to fit into the site

Figure 30. Scene in ‘Still Alice’ - ‘Lost’

35 Scale 1:1000 0

100 m

Figure 26. Site Plan Cluster Arrangement 3 (Reduced size)

Emily Chow Amazon

In ‘Still Alice’, this scene in which the lady gets lost when finding the toilet location, as she was unfamiliar with space and lacked navigation. Hence, this edition of the design offers a homey and friendly environment for dementia residents to identify the space that they want to go to.

Figure 31. Updated Detail Plan of the Pod

This is the current status of the pod design, which attempted to design in an appropriate size and comfortable space for the dementia inhabitants. Meanwhile, contributing some architectural design elements that support the residents to live in this scheme with less anxiety and a more favourable situation. Yet this design scheme still demands some data analysis information such as the daylight visualisation software to retest this contemporary process to discover the problems and to be resolved. Hence, further steps would tend to be more data-based and solve the issues in a theoretical approach. 37

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List of Figure

Figure 15. First in-scale pod drawing - created by the author.

LIST OF FIGURE

Figure 16. Explanation of the pod - created by the author.

Cover Page - iStock, dementia (2019) <https://www.istockphoto.com/ hk/%E6%8F%92%E5%9C%96/dementia> [Accessed: 20 February 2021]

Figure 17. Scene in ‘Still Alice’ - ‘Reminder’ - Amazon, Still Alice (2015) [digital photograph] <https://www.amazon.com/Still-Alice-Julianne-Moore/dp/B00ST1P4SU> [Accessed: 09 February 2021]

Figure 1. Dementia’s Symptoms - Queensland Brain Institute, Signs and symptoms (2019) [digital photograph] <https://qbi.uq.edu.au/dementia/dementia-signs-and-symptoms> [Accessed: 09 February 2021]

Figure 18, 19. Rounded corner desk sample - created by the author. Figure 20. Curved Wardrobe sample (not in wall) - Go Modern, Novamobili Curved Wardrobe (2021) <https://www.gomodern.co.uk/novamobili-tempo-curved-wardrobe. html> [Accessed: 20 February 2021]

Figure 2. Types of Dementia’s - Dementia Connections, Padmaja Genesh from the Alzheimer Society of Calgary explains the most common types of dementia (2018) [digital photography] <https://www.dementiaconnections.ca/blog/2017/9/21/dementia-defined> [Accessed: 09 February 2021]

CONCLUSION The design endeavour to respond to the users’ need while attempting to create a friendly space for people with dementia. To accomplish this goal, the movie ‘Still Alice’ and the World Alzheimer’s Report 2020 Volume 1 had a tremendous influence on the design approach. Hence, the further plan would focus on testing the pod on a date-base as mentioned, the Velus daylight visualisation software will be used to find out and solve the discover issues. Moreover, the details of material choices is another consideration, which hopes to lead the residents to feel familiar and homey ambience spaces as much as possible.

Figure 21. L shape built-in wardrobe sample - Pinterest, L shaped built in wardrobe sliding doors (n.d.) <https://www.pinterest.com/pin/466333736412851818/> [Accessed: 20 February 2021]

Figure 3. Still Alice Movie Poster - Amazon, Still Alice (2015) [digital photograph] <https://www.amazon.com/Still-Alice-Julianne-Moore/dp/B00ST1P4SU> [Accessed: 09 February 2021]

Abe’s Garden (2021) <https://www.abesgarden.org/> [Accessed: 18 February 2021] Alzheimer’s Association, What is Dementia? (2021) <https://www.alz.org/ alzheimers-dementia/what-is-dementia#:~:text=Dementia%20is%20a%20general%20term,Diagnosis> [Accessed: 09 February 2021] Alzheimer’s Disease International, World Alzheimer Report 2020 (2020) <https://www. alzint.org/resource/world-alzheimer-report-2020/> [Accessed: 09 February 2021] Alzheimer’s Society, Alzheimer’s Society’s View on Demography (2020) <https://www. alzheimers.org.uk/about-us/policy-and-influencing/what-we-think/demography> [Accessed: 09 February 2021]

Figure 22. Iteration Version of pod design - created by the author.

Figure 4. World Alzheimer Report 2020 v.1 - Alzheimer’s Disease International, World Alzheimer Report 2020 (2020) <https://www.alzint.org/resource/world-alzheimer-report-2020/> [Accessed: 09 February 2021]

Figure 23. Cluster Arrangement 1 - created by the author.

Glengara Care (2021) <https://glengaracare.com.au/> [Accessed: 19 February 2021]

Figure 24. Cluster Arrangement 2 - created by the author.

Figure 5. ‘Still Alice’ - Quote - created by the author.

Figure 25. Cluster Arrangement 3 (Reduced size) - created by the author.

Life Care, Gaynes Park (2021) < https://www.lifecare.org.au/gaynes-park-manor?utm_ source=Google&amp;utm_campaign=Gaynes_Park_Manor > [Accessed: 19 February 2021]

Figure 6. 10 design principles for people with dementia - created by the author.

Figure 26. Site Plan - Cluster Arrangement 3 (Reduced size) - created by the author.

Figure 7. Image of the bedroom - Abe’s Garden (2021) <https://www.abesgarden. org/> [Accessed: 18 February 2021]

Figure 27. Cluster Arrangement 3 - created by the author.

Figure 8. Case Study analysis - created by the author.

Figure 28. Scene in ‘Still Alice’ - ‘Identity’ - Amazon, Still Alice (2015) [digital photograph] <https://www.amazon.com/Still-Alice-Julianne-Moore/dp/B00ST1P4SU> [Accessed: 09 February 2021]

Velux, Daylight Visualizer (2021) < https://www.velux.com/what-we-do/digital-tools/ daylight-visualizer > [Accessed: 20 February 2021] World Alzheimer Report 2020, Design, Dignity, Dementia: Dementia-related design and the built environment Volume I (2020) <https://www.alzint.org/resource/world-alzheimer-report-2020/> [Accessed: 09 February 2021]

Figure 29. General idea of the plan with demension on Cluster Arrangement 3 created by the author.

Figure 10. Glengara Care’s bedroom - Glengara Care (2021) <https://glengaracare. com.au/> [Accessed: 19 February 2021]

Figure 30. Scene in ‘Still Alice’ - ‘Lost’ - Amazon, Still Alice (2015) [digital photograph] <https://www.amazon.com/Still-Alice-Julianne-Moore/dp/B00ST1P4SU> [Accessed: 09 February 2021]

Figure 11. Gaynes Park Manor - created by the author. Figure 12. Very first concept of the pod - created by the author.

Figure 31. Updated Detail Plan of the Pod - created by the author.

Figure 13, 14 Developments - created by the author. 26

BIBLIOGRAPHY

Amazon, Still Alice (2015) [digital photograph] <https://www.amazon.com/Still-AliceJulianne-Moore/dp/B00ST1P4SU> [Accessed: 09 February 2021]

Figure 9. Case Study analysis - Plan - created by the author.

198

Bibliography

199

Gather Information Research, Observation, Inspiration, Analysis

Solve

Action

How to solve the problem? Is there a better way to do it?

Sketching, Modelling

Find issues

Reflection

What are the problems? why it happens?

Reviewing the situation What are the good and bad of the action?

Dissertation Title Reflective Practice and its implications for architecture students who have and have no practical experience.

Dissertation 2020/ 2021

Gather Information Observation, Analysis

Reflection

Experiment

Reviewing the situation What have been learnt? A new idea?

Evaluation Is that a good or a bad experience? What can be adopted? What cannot?

Testing, Exploring ideas

Full name: Student Number: Dissertation Tutor: Word Count:

Find issues What are the problems? why it happens?

CHOW Hon Ying, Emily 170760401 Dr John Kamara 8764

COVID Research Adaptation Account is on page 4.

ARC 3060

ARC3060 Dissertation Studies Architecture Newcastle University

DI S S E RTAT ION I N ARCHITECTURAL STUDIES 200

201

Contents Acknowledgements

COVID Research Adaptation Account

With many thanks to my supervisor Dr John Kamara. for his consistent support and guidance during the running of this dissertation. Besides, I would like to also acknowledge all the individuals who sacrificed their time to participate in interviews that enriched the research of this dissertation. I am also grateful to my family for continuous support through the process of researching and writing this dissertation. Last but not least, I would like to thank my friends and peers for their constant encouragement and supports for my dissertation as well.

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The topic that I aimed to investigate was altered to focus on architecture students rather than broaden the scope beyond mere architects. There are two significant reasons for such a decision, one is to provide more in-depth research on the targeting; however, another and the most important reasons were the constraints that COVID-19 has posed on the ability to contact people. Although adjusting the topic to focus on architecture students, yet the restrictions of COVID-19 and time still impacted the number of interviewees involved in the dissertation research. This fact might have influenced the accuracy of the results of the analysis of the interview. Thus, due to these limitations, respondents and the author endeavored to make time available for the interviews while asking them to conduct the interview via Zoom with their permission to record the conversation for research use.

COVID Research Adaptation Account

Abstract

Introduction Description Objective and Scope

7 7 8

Chapter 1. Overview of Reflective Practice. 1.1. What is reflective practice? 1.2. Tacit and Explicit Knowledge 1.3. Why is it being encouraged? 1.4. Principles and Approaches for Reflective Practice 1.5. Reflective practice advantages and shortcomings

9 9 10 11 11 13

Chapter 2. Architectural Education. 2.1. Journey from students to professional 2.2. The difference between students and professionals 2.3. What does practical experience offer? 2.4. Reflection-in-action and Reflection-on-action

15 15 17 17 18

Chapter 3. Methodolog. 3.1. Methodology

21 21

Chapter 4. Critical Analysis 4.1. Summary table of interviewees 4.2. Characteristics between students without practical experience (Category A) 4.3. Characteristics between students with practical experience (Category B) 4.4. Comparision between Category A and Category B 4.5. Comparison between the findings and the literature review, theoretical models

27 28 29 32 35 37

Conclusion

List of illustration

References

Appendix

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Introduction

Abstract

Introduction

reflect on what happened; however, reflective practice on an individual is more concentrated on what has been done and the way to reinforce our unique identity. Therefore, this paper endeavours to examine the objectives and methods of individual reflective practice favourable for personal architecture journey by enabling students to learn from doing and being.

Chapter

Overview of Reflective Practice

OBJECTIVE AND SCOPE Reflection is an extraordinarily personal matter, and everybody does it whether he or she realises it. Besides, reflective practice is a further step and more profound than a simple reflection. This paper aims to critically analyse the advantages of reflective practice, such as why it is being encouraged; and its shortcomings to find out why not many reflective practitioners, especially in architecture. Besides, it would address the architectural education to demonstrate the journey from architecture students to professional architects, bringing in two major categories of students: one with and one without practical experience. Hence, the paper would investigate how these two types of architecture students reflect through an open question survey to determine their reflective cycle by a critical analysis of the interview conversation. After that, comparing the findings with theoretical models to distinguish whether students follow the same pattern and if not, the paper will explain the reason. The two categories of students’ findings indicated that those without practical experience tend to follow a specific pattern equivalent to the selected theoretical models. However, students who have practical experience are more feasible to develop their unique method, which has some different contrasting with the theoretical models.

DESCRIPTION There are several evidences and many professionals encourage students to take into account the workplace to develop their professional knowledge and skills rather than formal academic learning via institutions (Little, 2004). Reflective practice is an indispensable component to reflect based on their individual experience through several aspects such as e-journal, portfolio, etc.; it can enhance learning. This method has significant benefits, for example, assisting students in merging their theoretical knowledge into practice while contributing to their design and practice. Therefore, it is why experts encourage reflective practice to occur in architecture, not only students but would also be a benefit to professionals. Moreover, Boud, Keogh and Walker (1985) proposed that “reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning” (p.19). It suggests a few important terms, such as recapture, experience, evaluate, and digest the information, which begins to reveal the process and the importance of reflection. Hence, it implies that architecture is about knowledge; students can review the experience to acquire knowledge and feed into future practice. Additionally, there are several ways in which reflective practice occurs in the architecture world, for instance, Post-Occupancy Evaluation (POE) and Post Project Review (PPR). POE is principally about” ‘understand the building is performing when finished, and the experience of building users’, both good and bad, so that ‘the next project learns from it’” (Hay et al., 2018, p.700).

To pursue how reflective practice occurs among architecture students, some open question survey interviews are conducted in this paper. By way of observation and analysis of the interviewees’ answers to the question, a reflective cycle for each type of student will be proposed. Furthermore, by juxtaposing and comparing the two purposed reflective processes, to discover the relationship between these two groups of students in reflection. The suggested cycles will juxtapose some theoretical reflective models to identify the similarities and differences to confirm whether the architecture students apply the same paradigm as the theoretical models. Thus, this dissertation explains the reflective practice and introduces tacit and explicit knowledge and its relation to reflective practice in the architecture field. Then, analysing the reasons for reflective practice is encouraged critically and proposes reflective practice approaches. Hence, it critically examines reflective practice’s benefits and shortcomings. Secondly, it discusses the journey from architecture students to experts, indicating the similarities and differences between them and the relationship to reflective practice. Therefore, it examines the interviews and proposed two reflective cycles for students with and without practical experience, to identify the methods students use for reflection. Thirdly, the comparisons of proposed cycles and theoretical models would critically judge the similarities and reasons they are distinct.

On the other hand, PPR is “one of the most important and common approaches for the capture of project knowledge” (Choudhary et al., 2009, p.728), which is an official review of the project with identification of its weaknesses and recognition of its strength for further projects. PPR is relatively similar to POE, yet which focuses more on evaluating the project delivery process’s effectiveness and efficiency. POE and PPR have numerous advantages, yet only a few buildings chosen to conduct and published POE and PPR may have affected the prestige of edifices, architects and clients. Therefore, the limitation of publishing and analysing POE and PPR references is one of the crises that the architecture world confronts.

Reflection is “an active process of exploration and discovery which often leads to very unexpected outcomes” (Boud, Keogh and Walker, 1985, p.7). It is an exchange, recapture, and assimilating our experience to form a brand-new expression and understanding of the forthcoming incident. It is also a crucial component of professional education and development; reflection is claimed to improve both the depth and relevance of learning for individuals (Moon, 2004). Consequently, by recognising the significance of reflection during the learning process, encouraging students to peruse and analyse their experience would be essential as Boud, Keogh, and Walker’s (1985) proposed an insight of reflection as a junction between learning and experience. However, Reynolds and Vince (2004) strive to point out that the crucial issue of deficiency in critical dimension on reflection and its importance to participator. However, reflective practice (RP) is related to some dominant terms, such as critical thinking; critical evaluation; self-awareness; self-critical; examination, etc. These terms present that RP is not a particular type of problem-solving method, but acts as a further step of reflection as it consists of the indispensable factor - ‘critical’. Griggs, V. et al. (2015) advocate that the importance of critical review as it facilitates participants to “critique taken for granted assumptions within a social and political context while becoming more receptive to alternative ways of thinking” (p.214). To express the way of critical self-reflection, Meziro (1990) delivers an example of himself, “reassessing the way we have posed problems and reassessing our own orientation to perceiving, knowing, believing, feeling and acting” (p.4). Reflective practice “is the process of obtaining new insights through self-awareness and critically reflecting upon the present and prior experiences.” (Jacobs, 2016, p.62), which is regarded as a procedure of learning through and from experience to acquire a fresh vision of the practice. Moreover, this self-awareness is associated with what Donald Schön called the practitioner’s role frame, which helps them consider their role in a project, and put it into a frame. This role frame allows the participants to clarify and define the performance and actions they need to adopt in the project. Schön (1983) argues that RP is a crucial attribute of being professional and McKay (2008) notes that it “is a professional imperative”. Additionally, those applying reflection as a tool to critically review and learn from experience, identify their role frame and frame the indistinct professional practice problems are reflective practitioners.

As far as an architecture stage three student is concerned, this paper aspires to explore how reflective practice occurs in architecture students as individuals in architectural education and their practice, rather than board vision reflective practice in POE and PPR. POE and PPR

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1.1. WHAT IS REFLECTIVE PRACTICE?

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Overview of Reflective Practice

1.2. TACIT AND EXPLICIT KNOWLEDGE

1.3. WHY IS REFLECTIVE PRACTICE BEING ENCOURAGED?

Hatleskog, E.K. (2014) refers “reflective practice is an established method, by which attempts are made to express the tacit knowledge found in practice” (p.148). This quotation reveals a rare term - ‘tacit knowledge’. Principally, knowledge is being classified into two styles, tacit and explicit. Understanding the notion of implicit and explicit knowledge could provide an image, yet realising the concept happened in our daily lives and design process.

RP was intentionally established to address the well-documented problems in professional practice; however, it then quickly adapted by other disciplines and became a mainstream of professional education and development practice. As the process of critical reflection can permit the initial reflective participants to link and break the gap between theory and practice; to understand their feelings and the influence of incidents to feed into future practice; and the opportunity on vent to incidents and experience, whether good or bad. Consequently, it is recommended to carry out RP in both rudimentary and continuous professional development.

In terms of tacit knowledge, it is derived from Michael Polanyi in 1958 in his book, Personal Knowledge. Polanyi describes this implicit knowledge has acquired the meaning of messages; however, it is “ineffable, but differs from them profoundly by its verbal origin” (Polanyi, 1958, p.95). Thereby, in his later work, he asserted that “we know more than we can tell” (Polanyi, 1966, p.23). Hereafter, Schön (1983) proposes the idea that “even though professionals, such as architects, might not be able to accurately express exactly what they know, knowledge can be found in their intelligent actions” (Hatleskog, 2014, p.147). To support Polanyi’s viewpoint on tacit knowledge, Hatleskog (2014) reinforces that it is “an unspoken knowledge and, such, resist to being described” (p.147). Thus, tacit knowledge could be summarised as another word ‘implicit knowledge’ that is a knowledge gained by experience. People know it is in their mind but have difficulty in codifying, extracting and transferring to others. In contrast to tacit knowledge, explicit knowledge is an articulated knowledge that can be verbalised, documented, codified, and shared with others. Yet, implicit and explicit knowledge cannot be determined as separate because they are interconnected (McAdam, Mason, and Mcrory, 2007). This manifesto assists Polanyi’s statement (1966) which declares “while tacit knowledge can be possessed by itself, explicit knowledge must rely on being tacitly understood and applied. Hence, all knowledge is either tacit or rooted in tacit knowledge” (p.7).

Figure 1. Tacit Knowledge

Moreover, it allows participants to assimilate and digest learned knowledge, feelings, and thinking. After evaluating these subjects, reflective practitioners learn from the experience, understand, and analyse what has been done well and mistaken. This manner allows them to realise and benefit the future, not ending up with the same failings. Hence, practitioners progress to a superb standard of “self-awareness about the nature and impact of their behaviour” (Nesbit, 2010, p.82), facilitate both personal and professional growth, as well as development. This RP technique results reflective practitioners in “learning through and from experience towards gaining new insights of self and practice” (Finlay, 2008, p.1). Furthermore, RP enables practitioners to examine and enhance their professional practice and is a media that helps participants turn into an effective self-directed learner. Once they get used to using RP as a tool to help self-enhancement, it will become a life-long learning process that can apply to both professional and daily use.

1.4. PRINCIPLES AND APPROACHES FOR REFLECTIVE PRACTICE

Overview of Reflective Practice

Nevertheless, the point at issue is how to transfer the action-oriented tacit knowledge into an explicit verbal form. The Knowledge-Creating Company by Ikujiro Nonaka (1991), introduces four transformations of expertise: a knowledge creation cycle.

Thus, by understanding the knowledge creation cycle’s implicit and explicit knowledge and operation and its implications, realising the knowledge creation cycle is intimately associating with Kolb’s learning cycle (1984). Hereafter, discovering numerous messages from the creation cycle could integrate into the learning cycle, yet identifying its occurring process is in the architecture field. Hence, demonstrating RP’s aspects and approach could capture the problem and be a method to reinforce the knowledge creation progress. Hatleskog, E.K. (2014) introduces that “by reflecting upon practice, however, misconceptions and mistakes can be revealed, which may help professionals to progress to greater expertise” (p.147). An alternative could presume design and communication with others about ideas; the knowledge creation cycle is already taking place in architecture students study life unconsciously. “Reflective practice can help us to express the knowledge present in practice, it is not a means of producing knowledge through practice” (Hatleskog, E.K., 2014, p.148). It also enables them to see how RP helps reflective practitioners arrange their ‘tacit know-how’ knowledge and put their ‘explicit know-what’ knowledge into practice (Brown and Duguid, 1998).

1. From Tacit to Tacit – socialisation. People can acquire tacit skills via learning from others through “observation, imitation, and practice” (Nonaka, 1991, p.99). For instance, a person does not know how to sketch, through his observation of his peers, imitating and practising what he observed could become a part of his tacit skill and the craft. 2. From Explicit to Explicit – combination. An individual could “discrete pieces of explicit into a new whole” (Nonaka, 1991, p.99) through discussion. As proof, a person who is having a conversation with another person and maybe some debates are ongoing. Through the discussion, they can test against what is already known, and by accepting new viewpoints, the fresh insight may occur. 3. From Tacit to Explicit – externalisation or articulation. This stage is the most challenging section of the knowledge transfer. Tacit knowledge becomes revealed and captured when trying to codify it. It supports that by an example of a writer trying to compose a book, the process transfers what she thinks in her mind into the text and allows others to read the documents.

1.5. REFLECTIVE PRACTICE ADVANTAGES AND SHORTCOMINGS

4. From Explicit to Tacit – internalisation. After conveying tacit knowledge into explicit knowledge, explicit knowledge can then be shared throughout the organisation. Therefore, readers of the explicit document would start internalisation of the information. To illustrate this, it should refer and continue with the previous example of ‘From Tacit to Explicit’. After the writer publishes her book, readers try to understand and digest the context of the book. Accordingly, that is the moment of internalisation.

· · · · · · · · · · ·

Figure 2. Explicit Knowledge

(Modified from source: The differences between implicit and explicit knowledge 2020)

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Overview of Reflective Practice

(Modified from source: The differences between implicit and explicit knowledge 2020)

Figure 3. Principles of Knowledge

(Modified from source: The Knowledge-creating Company 2016)

Figure 4. Kolb’s Learning Cycle 1984 (Wordpress 2017)

There are numerous benefits of RP if engaging it effectively. The following are some listed advantages of RP, especially for the aimed targets – architecture students. Raise the ability to learn from experience and practice. Identify and improve both personal and professional strengths and weaknesses. Enhance both personal and professional confidence and understand their attitudes and values. A deep understanding of the contents rather than superficial learning. Promote self-motivated and self-directed learning. Provide a link between experience and learning. Providing personal meaning to the experience. Willing to accept new viewpoints to gain new insights. A life-long learning process that enhances personal and professional life. Critical reflection benefits to future practice/ career life. The smoother transformation from an educational environment to the professional field for students.

These advantages mainly help students figure out their self-directed learning method to learn from experience, and this skill can apply in both academic and practice. Although numerous benefits, the fact that if RP is being taught quickly and forcing students to conduct it would harm them rather than the opposite, due to the growing possibility of resentment and resistance (Hobbs, 2007). Yet, the awareness of individual development of RP would be various because each holds a unique approach for learning. Hence, RP should be introduced slowly and cautiously to minimise adverse effects.

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Chapter

It is unnecessary to force students to conduct RP, but it is highly encouraged for developing personal and professional growth as if they acquire this skill. Nevertheless, there are several limitations of RP as well. Due to the following reasons, not many practitioners conduct RP, even though there are innumerable advantages. · · · · · · · ·

Do not understand the concept of reflective practice. Lifestyle attitude, i.e., ‘live for the moment’. Time-consuming. Academic modular system, the difficulties to connect the learning from a module to another. Do not understand how to carry out a reflective process. Difficulties of being self-critical. Unwilling to challenge and evaluate their practices and comfort zones. Uncertain of which issues to reflect on.

Although there are extensive merits of executing RP, these requirements and shortcomings caused lack of architectural reflective practice participators. The variety of reasons for students not carrying out RP, the dominant one might be time-consuming. Most architecture apprentices agree that time balancing is essential to consider in many cases, such as allocating time to different subjects, scheduling a project. Thus, this might be the principal reason that students do not execute RP to save time on other works. Nevertheless, students should cultivate their skills in organising their schedule while allocating some time to reflect against this deficiency. Secondly, another primary reason may be the attitude and comfort zone. Nowadays, people’s lifestyle attitudes tend to be “live for the moment’, and they prefer to stay in their comfort zone rather than try the new matter. This lifestyle can avoid negative feelings and failures while remaining in the current state. However, on an alternative side, these people restrict to move on in terms of their personal development. Hence, people should begin to build up their self-confidence, spiritually uplift, and willing to challenge themselves. Consequently, it can be seen the fact that the benefits of RP can bring to people is immeasurable in a long time, no matter what kind of reason for refusing to conduct RP. To sum up, this section has investigated RP in several aspects and demonstrated its pros and cons. Thus, the next chapter will explore architectural education, identify differences between students and professionals, and discover how RP plays a role in the architectural aspect. Notably, it would be interesting to see how practical experience made a distinction between novices and experts while highlighting the importance of practical experience and its benefits. Hereafter, the dissertation will inspect two categories of architecture students, one with and one without workplace experience, to examine how they do reflection and how RP appears.

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Architectural Education 2.1. JOURNEY FROM STUDENTS TO PROFESSIONALS

Architecture students refer to those who are still in training, required “ability, knowledge, skills and competence to undertake architectural practice” (Chappell and Dunn, 2016, p.22), they “should be given the chance to question and to respond in contemporary ways to the changes in society” (Pearce and Toy, 1995, p.88). Hence, architectural education is defined as this ongoing training process with architecture students doubting and challenging the current social issues and ultimately passing through a set of criteria to become a part of the professional body. This set of standards is established by Royal Institute of British Architects (RIBA) and Architects Registration Board (ARB) for architecture students, ‘The General Criteria for Parts 1 and 2, and The Profession Criteria for Part 3’. Therefore, architecture students are asked to meet the criteria through a composition of formal academic education via lectures, and a professional practical training experience at least 24 months before the official architect qualifies examination.

Architectural Education

3. “Serve the public interest” – the impact of a building in the society exceeds the imagination, thus the liability of promoting the positive interest of public, society and culture.

Therefore, architecture practitioners must interact with a range of disciplinary fields; hence they absorb a diversity of information and interpret their apprehensions into their design. Thus, to reflect on the different aspects of knowledge’s body that students have to learn from numerous elements such as arts, humanities to science, technology, law, and management, makes reflection necessary to synthesis all this combined knowledge while designing. Moreover, accumulating and learning from different fields could arouse the designers’ inspiration and raise brand new architectural design possibilities.

“architecture is treated as cultural capital” (Mayo, 1992, p.61) 4. “Enjoy mutual recognition from other professionals” – to build an environment required not only an architect but a team. Members of the team play their role while complementation of others weakness. However, there is a proposed schedule from RIBA, which indicates RIBA’s expectations on the teaching materials and the outcomes of students in different stages of their journey to an architect. Accordingly, the institutions would structure their pedagogy modules and teaching methods to meet the scheme and make students adapt to different stages seamlessly. For instance, tthe course is mostly project-based education, which has a vital element of “learning by doing”. This method promotes students to obtain a self-directed learning style throughout the journey and enables them to seek knowledge and self-reliant to solve problems.

Indisputably, there is some differentiation between academic education and professionals, not merely in the subject of architecture. Despite that, there are still several similarities between these two stages of architectural practitioners. Both of them are project-based, needed to confront with the same restriction on the issue of time and resources, which architectural students might identify their “architectural constraints as functional, technical, economic, and aesthetic” (Leinhardt, Young and Merriman, 1995, p.403). However, these restrictions are similar to the architecture professions as well. The significant disparity would be the clients, profit, and those elements that forced them to confront real issues and income to sustain their daily lives. In this case, the significant importance of professional practice training has been made prominent as “workplace experience offers a context to learning, which an academic-based programme cannot stimulate” (Chappell and Dunn, 2016, p.29). There is evidence advocating that professional development is best learned in the workplace rather than via the formal academic curriculum. (Eraut et al., 2000; Little, 2004). Besides, Blackwell et al. (2001) raise the viewpoint by promoting reflection that could enhance learning. Thus, there are numerous benefits of workplace experience can provide for both students and architects.

Nevertheless, being a professional or the term ‘professional’ is indefinite as it can be used in different aspects and meanings. Supported that, some sociologists raised that “there is no logic for distinguishing between so-called professions and other occupations” (Brookhouse, 2013, p.10). Yet, without a doubt, the image of ‘professional’ will come out based on our performance, output and experience. At the same time, professions and state will develop specific judgments to determine the profession’s standard. Thus, many specialists agree that the architect profession is defined by four distinguishing features which causing them different from other occupations:

2.3. WHAT DOES PRACTICAL EXPERIENCE OFFER?

1. “Have their own distinct body of knowledge” – this allows architects to communicate with other members of professions in an unintelligible way as this ‘body of knowledge’ refers to a wide range of knowledge. This term comprises of history and theory of architecture; the related arts, technologies and human science; understanding of urban planning; knowledge of physical problems and technologies and the function of the building; the role of architects in the society, etc. (ARB, 2010) 2. “Erect barriers to entry to main standards” – certain levels of skills and knowledge, ensuring the practitioners’ competence to maintain the industry quality. Figure 5. RIBA Plan of Work 2020 (RIBA 2020)

2.2. THE DIFFERENCE BETWEEN STUDENTS AND PROFESSIONALS

First, “theory always requires transformation” (Bunge, 1967). The knowledge learned from academic education tends to be declarative, explicit, abstract, and conceptual; thus, the necessity of theory and knowledge transformation is required before it turns into practical knowledge. This practical knowledge offers and acts as a foundation for practical activity and professional expertise. While the conversion occurs in architecture students, they start to develop their ‘identity horizons’, which provides them with insight into the thinking, acting from a professional perspective, and having a ‘good fit’ for the future profession of architecture. Pearce and Toy’s (1995) statement endorses that “there is no way an architect can work at the level of pure thinking entirely in Plato’s ‘Intelligible World’, nor can he ignore the World of the Sense” (p.11). This citation strengthens the notion that professionals are not merely designing forms and progressive ideas but should exceed this stage and expect to confront the visual world full of change and uncertainty. Students would unearth and have a profound feeling on this fact while conducting practical training. Besides, this practice training process can be recognised as a

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Architectural Education

self-transformation and meaning-making process; this helps the participants “constitute the identity of an architect” (Crysler, 1995, 208). Aforementioned term — ‘professional knowledge’ is formed via the cultivation of a working environment with professionals, which is determined as an “activity-orientated knowledge” (Bromme and Tillema, 1995, p.263). This knowledge incorporates certain information for problem-solving and is utilised to define and understand the problems that a professional is requested to deal with. Thus, the academic section of professional practice ensures architecture participants apply the newly acquired theoretical knowledge into regular vocational training. Indeed, the transition of knowledge presents a necessary procedure for architectural practitioners, yet the differences between students and professionals are contingent on a crucial element – empirical tools. Empirical tools, in other words, ‘experience’, is the structure of professional knowledge. The conceptualisation of professional expertise can be perceived as concrete evidence of “cognitive foundations of professional activity are influenced, shaped, one could even say pervaded by expert experience” (Bromme and Tillema, 1995, p.263). Consequently, this practical tool enables architects to make professional judgments based on learning from the past and throughout the project, particularly confronting problematic situations.

Architectural Education

In conclusion, this chapter explains the journey from students to professionals. It emphasises the significance of reflection in different phrases could promote various advantages, such as synthesis of their design. Then, it identifies the similarities of them while exploring the importance of practical experience and what it could offer to architectural practitioners. Moreover, it also discusses reflective practice methods, reflection-on-action and reflection-in-action. It highlights the significance of these two reflection strategies to architecture practitioners simultaneously.

Methodology

This chapter evolves from how reflective practice affects architecture practitioners’ forthcoming career life and how reflective practice impacts their professional practice. Thus, this paper will focus on architecture students categorised into two majorities: students who have practical experience and students with no practical experience, accompanying the discussion and comparing the differences in how they reflect.

This study aims to compare reflective practice between two groups of students, students with and without practical experience. Thus, the qualitative analysis would satisfy the aim with stronger sensitivity than a quantitative methodology can afford. There are limited secondary resources on this topic; therefore, qualitative methods are more suitable for this study. An overview of the literature had offered direction for exploratory research questions that led to the development of interview protocol. According to numerous literature reviews, these research questions are set up based on the criteria of RP and some proposed RP models. Some questions are developed from recommended RP models, while several researchers utilise them to identify the process and how the readers conduct reflection. Moreover, these are open questions that offer the interviewees a chance to have a dialogue with the author, while it is acceptable to answer anything relevant.

Schön (1983) argues that “reflective practice is a key attribute of being a professional” (Roberts, 2009, p.3) and identifies two types of reflection: reflection-on-action (after-the-event thinking) and reflection-in-action (thinking while doing). On a hand, reflection-on-action is when a person is understood to review, describe, analyse and evaluate their previous practice experience to obtain fresh insights and perspectives to advance their future practice. On the other hand, reflection-in-action tends to be “examining their experience and responds as they occur” (Finlay, 2008, p.3). Still, Schön claims the aforementioned reflection technique as the essence of “professional artistry”. Additionally, Hatton and Smith (1995) present that reflection-in-action “is the ultimate goal for the development of reflective capacity in students” (p.46). Since the most obvious difference is when reflection occurs, the two reflection approaches are endeavoured to correlate with their feelings and connection with relevant theory while building a new understanding to mould their actions in an ongoing circumstance.

Research Questions How do architecture students reflect on their practice? Is the reflection process similar or different for the two types of students, does the practical experience have a tremendous influence on that? Definition of Terms

Students. Here, students refer to architecture students who are undertaking an architecture course and still in the training process to become a qualified architect.

Reflection-in-action is more like postulating themselves from a particular perspective, focusing more on gaining new insights than solving problems; thus, it tends to be a more intuitive approach. This reflective method permits participants to obtain valuable experience through acquiring new perceptions, and “the capability of a designer to reflect in action was based mainly on experience in the profession” (Hatleskog, E.K., 2014, p.148). Thereby, both architecture students and professionals can enhance their learning and experience via possessing these reflection methods. Schön’s declaration on “a designer is actively constructing a view of the world based on his/ her experience” (Hatleskog, E.K., 2014, p.148) could effectively support it.

3.1. METHODOLOGY

2.4. REFLECTION-IN-ACTION AND REFLECTION-ON-ACTION

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Chapter

Practical experience. The work-based experience consists of the summer internship experience, a year-out work experience, and 24 months of professional practical training experience.

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Methodology

Methodological Approaches A qualitative study is appropriate when a researcher seeks to understand the relationships between variables (Creswell, 2003). It is “exploring and understanding the meaning individuals” (Creswell, 2014, p.294) and involves collecting non-numerical data such as text and audio. Additionally, it analyses and understands the respondents’ perceptions, sentiments, and experience, and “making interpretations of the meaning of the data” (Creswell, 2014, p.295). The most popular qualitative research methods are ethnography, ground theory, phenomenology, and case study. Ethnography approach allows interviewees to embed themselves in a natural setting of the subject that researchers tried to study. However, grounded theory is distinct from the previous method, which derives approach from the collected data rather than drawing on theory at the beginning. Phenomenology method is similar to grounded theory, which attempts to study a phenomenon from many angles while adding to its knowledge. Finally, the case study tries to gather all aspects and information about the object under investigation by illustrating and depicting it. As the purpose of this study is to examine the experiences and methods of interviewees conducting reflections in their life as architecture students, the qualitative ground theory approach is the most appropriate option, through much deliberation. Methodology Selected Grounded Theory Methodology This qualitative study was conducted utilising the grounded theory methodology. “Grounded theory is a respected qualitative way of moving from individual knowledge to collective knowledge” (Stake, 2010, p.17), and it is “the discovery of theory from data” (Glaser & Strauss, 1967, p.1). Hence, the objective of this methodology is identical to the intention of this study. It demands to translate the approaches of reflection that interviewees performed to generate a collective reflective cycle. Moreover, Glaser and Straus (1967) created this methodology where theory could emerge by methodically coding interviews with terms that succinctly and conceptually summarise each phrase, line, or even word. Charmaz (2006) illustrated that “grounded theory contains both positivist and constructivist inclinations” (p.127). Besides, Birks and Mills (2011) and Charmaz (2006) described the philosophical constructivist view is from human experience that is relative to their paradigm, influenced by society, culture, or other external influences. This extract precisely indicates the meaning of this study is to find out what the architecture interviewees know and, through observation and critical analysis to propose an assumption on that, a reflective cycle.

Methodology

(Charmaz, 2006, p. 127). This research seeks to conceptualise the phenomenon of each participant’s experience, to understand in some abstract terms such as reflection, inspiration, build through the process of codifying data from interviews, and form up a theoretical reflective model based on the analysis and interpretation of their shared experience. Data Collection The proposed questions are generated according to various widely recognised theoretical models and theories such as Kolb Reflective Cycle (1984), John’s Model for Structured Reflection (2006), Gibb’s Reflective Cycle (1988), Donald Schön. Hence, these tailor-made questions’ primary inclusion criteria aim to reveal how respondents conduct reflections in their life, their personal or identical methods. To discover the similarities and differences of reflection and uncover some facts that they do unconsciously to compare the reflection between the two types of students. Furthermore, an interviewing method has been selected for questioning respondents as every single topic is open questions, giving them the freedom to answer anything that they think is relevant to the subjects without any restriction. Five interviewees for each category of students had been selected to participate in the one-toone interview; in total, there were ten respondents. Ordinarily, fifteen minutes would be adequate to complete the discussion and allow additional questions if required. The recordings were being transcribed, transferred to interviewees so that they had an opportunity to verify and amend the transcript if needed. Data Analysis Thereafter, the data analysis process could begin after the verification of the transcript by interviewees. A tabular form is selected to show the result as which is liable for viewing. Moreover, the inferences are from perusing and examination of the interviews and their transcript. The investigation would involve a diversity of comparison: characteristics of students without practical experience (Category A); characteristics of students with practical experience (Category B); comparisons between Category A and Category B (their similarities and differences), the findings on this result; comparison between the findings and the literature reviewed, while examining are those findings match to the theoretical reflective cycles such as Gibbs Reflective Cycle (1988), and Kolb Reflective Cycle (1984).

Methodology

Research ethical issues in dissertation

Methodology

Participant Characteristics

The supervisor confirmed an ethics form for this undergraduate dissertation to ensure no risk and harmful elements to participants. All the interviewees acknowledge that the interview questions, the consent of recording, modification and confirmation of the transcript, and understanding the conversation would be quoted in this paper. Limitation & Bias The study has some limitations as it is mainly investigating stage three architecture students or students who had just completed their placement year after their undergraduate degree. Thus, this study focuses on architecture stage three students rather than the entire degree of architecture course. Moreover, due to interviewees having an opportunity to read the question beforehand, bias could occur because the respondents had awarded what the research was about and would answer the questions slightly tend to the topic. Besides, only two chosen theoretical models for comparison, a limitation of resources could result from insufficient evidence of conclusion. Hence, this study could only refer to specific models for accuracy.

Participants included in this study were ten students (ages 20-23 years, median age = 21) self-chosen from recruitment. Five interviews are undertaken with students without an internship, and the five remaining are performed with students with an internship. These interviewees generally are stage three architecture students, and some just completed their undergraduate bachelor architecture degree and have begun their practical training journey. Thus, the interview would have some limitations as interlocutors are restricted to a particular stage of architecture students.

Interviewees Recruitment Participants in this study were drawn from a primary group of students, architecture undergraduate students at the University of Newcastle. A total of 25 undergraduate students were emailed about participation by the researcher, informed the potential participants of the researcher’s identity and the research purpose and method, i.e., interviews about how reflective practice is applied in their design or project. Study Participants The application of 8-15 interview participants draws on the experience of recommended Hill et al. (1997, 2005). Ten interviews were created out of 20 students who indicated an interest in participating in the interview. Decisions for interview selection were primarily based on the availability of interview times that corresponded between students and the researcher. The researcher conducted an online recording interview through Zoom with all participants. The researcher reviewed the analysis for the study from a third-person perspective. As mentioned before, interviewees were divided into two principal categories ture students, one with practical experience and one without. The observation sation and analysis on the dialogue afterward, identified common points on each type of students and then introduced the reflective cycle for both groups

of architecvia converreflection in of students.

Thus, this study applied the grounded theory method with a constructivism approach. This technique aims to “conceptualise the studied phenomenon to understand it in abstract terms, articulate theoretical claims, acknowledge subjectivity in theorising, and offer an imaginative interpretation”

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Chapter

Critical Analysis

Following the methodology, data has been critically analysed by the author. This study included a detailed examination of the transcripts while investigating the messages that interviewees present unconsciously. The research outcomes are presented in a tabular form to ensure liable to understand and follow. There are three tables for each section; a summary table of interviewees to aware of their background; an activities table to examine the activities they do as an architecture student; a process table to identify their reflection order in an event. A comparison table of the two categories is presented after analysing the groups. Finally, compare the findings with selected theoretical models to discover are students follow the identical pattern as those models. This section demonstrates the uniform and district phrases between the study and theoretical models, while reasons would be explained and clarified.

Critical Analysis

4.1. SUMMARY TABLE OF INTERVIEWEES

4.2. CHARACTERISTICS OF STUDENTS WITHOUT PRACTICAL EXPERIENCE (CATEGORY A)

Table 1. Students without practical experience. No.

Student

Background information

Additional info.

1. 2.

A N

Architecture stage three student Architecture stage two student, currently taking a gap year

3. 4. 5.

R W X

Architecture stage three student Architecture stage three student Architecture stage three student

none Studied architecture about three years (including foundation year) none none Participate architectural competition in stage two

Duration of interview 16 mins 30 sec 14 mins

16 mins 13 mins 30 sec 15 mins

Table 2. Students with practical experience. No.

Student

Background information

Additional info.

Architecture master course student in Canada

Architecture stage three student

Architecture stage two student, currently taking a gap year Completed bachelor’s degree on Architecture this summer

Summer internship in Hong Kong, projects related t green building and sustainability and interior design Had an internship experience Had an internship experience Short term internship at architectural firms and home planning studios Summer internship in Hong Kong for the last two years

Architecture stage three student

Critical Analysis

Duration of interview 11 mins

14 mins 25 mins 8 mins 20 sec

Table 3. (1) Activities that Category A students do as an architecture student. Activity Design Precedent Sketching Learn from others Photography Travelling Research Books Referencing Exhibition Modelmaking 3d model Others

Student A Y Y Y

Critical thinking

Student N Y Y Y Y

Y Y

Critical thinking, feedback from tutors

Y = Yes

Student R Y Y Y Y

Student W Y Y

Y Y Y

Y Y

Searching for different media, skills and own styles

Student X Y Y Y

Y Field trip, selfquestioning

Y Discussion, architectural competition

As seen in the chart above, Category A students’ activities seem to be quite diverse. However, most of them focus on design, precedent studies, sketching and learning from others. These suggest that the majority of Category A students learn from similar methods.

17 mins

The interviewees’ name is disguised into an alphabet letter to protect their privacy. Here is the preliminary information of the interviewees and the duration of the interview.

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Critical Analysis

Table 4. (2) Process that Category A students do as an architecture student. Activity Defining Research Observation Analysis Inspiration Discussion Experiment Action plan Evaluation Reflection Identification Conclusion Experience Recording

Student A 1 2 3 4 5 6 7 8 9 10 11 12

Student N

Student R

1 4 3 2 5 9 8 6 7 10 11

1 3 5 4 7 6 8 9 10 2

Order = Starting from 1

Student W 2 1

3 4 5 6

Student X 8 1 3 5 2 4 9 6 10 7 11 12

Identified process order: Research > Inspiration > Observation > Analysis > Action Plan > Reflection > Identification > Conclusion

Critical Analysis

(3) How and did Category A students learn from experience. The individual students had evaluated and identified the matter that they should have done to create a better outcome, as proof by Student A claimed that “I think the consideration of operate the minor bits will be very important to me to just that kind of improvement”, and Student W stated that “I should explore more in spatial form and test more before the final outcome….”. Thus, these convey that interviewees have examined their methods and determined their faults during the process. Most students had mainly learned from experience via looking back at the resource, feedback, and references. The consequences they obtained would apply to their next projects, such as the advanced method and skills. Besides, Student R declares that she would “…use different drawing technique, apply that to the next project for representing the space…”. Nevertheless, interviewees seem not considered much of the good and bad about the experience. They can merely talk a little about this motif, and some of them even showed a clear pause to think of the question yet can only answer a few of it. Thence, this expresses that Category A students did not ponder the good and bad about the experience, which implies the absence of critical evaluation.

This processing order is being found according to the analysis of data. The proposed sequence has focused on merely three or more students that have done the same phase. It demonstrates that Category A students would gather information and examine it at the beginning. Hereafter, some consequences appear in the light of examination, and students would put it into action. Reflection occurs in the move after ‘action plan’, which could assume that Category A students merely reviewed the particular subjects they did in the process between ‘research’ and ‘action plan’. Following the reflection that they conducted, they identified problems and zoomed into the issues. Therefore, a conclusion has come up and discovered a method to solve problems. The reflection happened in Category A students tends to be identifying issues that arise in the way to the final, which could classify as ‘reflection-on-action’. Supported by Student N and Student W, they mentioned “asking about how to do better for asking the tutor” and “where can be improved in front of an outcome”. These indicate that they aimed to unearth the aspects that could be improved before reaching the final. Therefore, Category A students’ learning process seems to be unique, and “I usually follow my own processes” according to Student W. However, it seems to follow a particular pattern unconsciously. It is not doubtful that interviewees reflect on the activities and the process, while only a few had developed critical thinking when executing their reflection.

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Critical Analysis

4.3. CHARACTERISTICS OF STUDENTS WITH PRACTICAL EXPERIENCE (CATEGORY B) Table 5. (1) Activities that Category B students do as an architecture student. Activity Problemsolving Learnt from past Share idea Photography Model-making Experimenting 3d model Sketching Discussion Precedent Learning from others Selfquestioning Books Travelling Architecture clubs Mentoring scheme Conferences Others

Student I Y

Student M Y

Y Y Y Y

Student V Y Y Y Y Y Y Y

Y Y Y

Y = Yes

Student Y Y

Student C Y

Y Y Y Y Y

Y Y Y Y Y Y Y Y

Y Y Y

Y Y Y Role frame, contribution, selfquestioning

Feedback, critical thinking, critical evaluation, doubting the situation

Selfconfidence, stand for own options

Brainstorming, Selfself-reminding confidence, selfreminding, critical thinking

Furthermore, most of them prefer to express their idea. This evidence indicates in several activities, for instance, discussion, share ideas, and feedback from tutors. Table 6. (2) Process that Category B students do as an architecture student. Activity Defining Research Observation Analysis Inspiration Discussion Experiment Action plan Evaluation Reflection Identification Conclusion Experience Recording

Student I 1

Student M

Student V

2 3

1 3

2 3 4

5 7 6 4

5 7 4 6

5 7 8 9 6

8 2

Order = Starting from 1

Student Y 2 3 7 1 6 10 5 9 11 8 12 13 4

Student C 1 2 4 5 3 7 9 6 10 11 8 13 12

Identified process order: Observation > Analysis > Action Plan > Experiment > Identification > Evaluation > Reflection This processing sequence is according to the stages completed by at least three students. It manifests that Category B students would start by observing and analysis subjects before experimenting with ideas. After the “experiment” stage, the learners would identify the issues and evaluate the proposal’s goods and shortcomings. Hereafter, a reflection would take place. Most students in Category B tend to do reflection at the end of the entire process, the presence of ‘reflection-on-action’. This discovery assumes that these students reflect on the overall procedure, involving identifying issues of the experiment and evaluating to see what could be adopted and what could not. Moreover, the experiment’s process already demonstrated the existence of ‘reflection-in-action’, as students reflect during the process. This finding implies that these students should have benefits and could assimilate the failures that they have made in this process. Hence, the results of reflection should feed into their future projects.

This graph illustrates all activities that Category B students do, which seem are distinct. Nevertheless, they all focus on problem-solving and learn from the past. Most of them would like to share ideas, photography, model-making, experimenting, 3d models, sketching, and discussion. It seems there are many resemblances for the activities that they do. Moreover, Category B students appear to be concentrating on the “self” part, such as self-reminding, self-confidence, and self-questioning.

Therefore, Category B students’ learning methods are diverse, yet they would be aware of some mutual elements while learning. Besides, some Category B students demonstrate the phenomenon of evolving critical thinking, but most are not obvious.

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Critical Analysis

(3) How and did Category B students learn from experience. All students had evaluated and distinguished their mistakes, while some proposed a new learning method that could be utilised in future projects. For instance, Student M said “I will combine more materials, such as like Photoshop….”, “…seeing to create more possibilities…”. This evidence indicates that Student M has attempted to discover an advanced method for improvement and endeavoured to archive some surprising outcomes to offer a new possibility to the project. Thus, it shows that students considered their schemes and failures and attempted to explore a better result. Additionally, there is clear evidence that students had sufficient learning from their experience, chiefly focusing on the past and targeting to improve their weaknesses. According to Student V and Student Y, they asserted that “I think those mistakes there are worth to do it wrong. It’s like you made some mistake and find out the right way”, and “see what I can learn from what I’ve made before, what are the good points and mistakes to avoid, and to build a better model next”. Thus, these displays that Category B students are willing to make mistakes as these all become their foundation to better advancement. The actions that students took tend to influence their self-confidence, self-esteem, and self-recognition. Category B students had indicated the trend of developing critical evaluation since they realised both good and bad about the experience. Besides, further expansion of critical evaluation could help students to reflect deeper and obtain some new insights.

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Critical Analysis

4.4. COMPARISONS BETWEEN CATEGORY A AND CATEGORY B Table 7. A brief summary table on Category A and B students. Reflective Practice

Category A student ‘reflection-on-action’

Learning method

Similar, precedent, sketch…

Reflective method

Most consist of: research, inspiration, observation, analysis, action plan, reflection, identification, conclusion

Learning from experience Reflective process

Look back from resource, feedback, and references Seems to follow a pattern

Category B student ‘reflection-on-action’ ‘reflection-in-action’ Diverse, problem-solving, learn from past, share ideas… Most consist of: observation, analysis, action plan, experiment, identification, evaluation, reflection Quite diverse, i.e., learn from the past Seems to be diverse

Critical Analysis

Possible causes for Category A students: · Education system trains students in a similar mindset. · It is random that they are identical in term of learning method, reflective method, etc. · Utilise this method could obtain a higher grade and academic achievement. Possible causes for Category B students: · Workplace experiences break down the mindset. · More personal thoughts, styles and interests have been developed. · Desire to stand up for personal ideas and styles. · Prefer using their personal method that is more efficient and comfortable. · Think more on self-related issues such as self-questioning, self-reminding, etc., as only can rely on themselves in the workplace. · Develop critical thinking and doubting the situation as already ‘stepping out’ of the academic zone.

Prove: · Both Category A and B students had ‘reflection-on-action’, yet Category B students indicated the presence of ‘reflection-in-action’ in the experiment phrase. · Category B students considered more on the ‘critical’ aspects than Category A students. · Category A students have similar behaviour in term of learning methods, reflective method, learning experience, and reflective process. · Category B students indicate similar behaviour in reflective method, however distinct in learning strategies, learning from experience and reflective process. · Category A and B students generally have a different order in the reflective method. · Category A students prefer to physicalize some research outcome in their ‘action’, for example, sketch and model-making. · Category B students trend to exceed the physicalism stage, prefer to experiment and test more on their ideas in the ‘experiment’ phrase. · Assume that Category B students would be benefit more from their experience due to their method and the order of reflection. · Category A students have less developed from their experience than Category B students. · Category B students tend to doubt the situation and desire a better condition or do things that passionate about, which Category A students have not shown.

Critical Analysis

4.5. COMPARISON BETWEEN THE FINDINGS AND THE LITERATURE REVIEW, THEORETICAL MODELS Figure 6. Proposed reflective cycle for Category A students.

Gather Information Research, Observation, Inspiration, Analysis

Solve

Action

How to solve the problem? Is there a better way to do it?

Sketching, Modelling

Find issues

Reflection

What are the problems? why it happens?

Reviewing the situation What are the good and bad of the action?

Figure 7. Proposed reflective cycle for Category B students.

Gather Information Observation, Analysis

Reflection

Experiment Testing, Exploring ideas

Reviewing the situation What have been learnt? A new idea?

Find issues

Evaluation

What are the problems? why it happens?

Is that a good or a bad experience? What can be adopted? What cannot?

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Critical Analysis

Figure 8. Kolb’s reflective cycle 1984 (McLeod 2017)

Figure 9. Gibb’s reflective cycle 1988 (Smith 2013)

Kolb’s Reflective Cycle 1984 A learning style model was published by David Kolb in 1984, as he stated that “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 2014, p. 90). It strives to provide a model of adult development while emphasising the experience plays in the learning process. It demonstrates four stages of staring who concrete experience, followed by reflective observation, abstract conceptualisation and active experimentation. · · · ·

Concrete experience: encountering an experience or a situation. Reflective observation: step back and reviewing what has been done and experienced. Abstract conceptualisation: interpretation of the event and learn from experience. Active experimentation: apply what have learned into practice.

Gibb’s Reflective Cycle 1988 One of the most famous cyclical models of reflection is Gibb’s Reflective Cycle proposed by Graham Gibbs in 1988. The method is different from Kolb’s cycle. Gibb attempts to provide a framework for learning from experience, which comprises six stages to investigate the experience: description, feelings, evaluation, analysis, conclusion, and action plan. · · · · · ·

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Description: to visualise and recall the experience. Feelings: both emotions and thoughts about the incident. Evaluation: to examine the good and bad of the experience. Analysis: to inspect the experience, and let it make sense of the situation. Conclusion: to identify what have you learnt, and what could you have done. Action plan: how would you deal with a similar circumstance if it rose again.

Critical Analysis

Category A reflective cycle versus Kolb’s reflective cycle 1984 Category A cycle seems to have a strong connection to Kolb’s model after investigating the messages that both processes present. Through a careful study on these two cycles, the same reflection pattern has exposed at the end. This conclusion could be explained by demonstrating the classification of stages of these two models. The ‘gather information’ and ‘action’ can be seen as ‘concrete experience’ because this section is all about doing a new action. Hereafter, learners would reflect on what they have done, and the following step is identical in both cycles. Then ‘find issues’ is attempting to identify the problem made; thus, a conclusion would naturally appear, the ‘abstract conceptualisation’. Finally, ‘solve’ issues refer to the stage of ‘active experimentation’ as students try to figure out queries in practice. Hence, Category A cycle is corresponding to Kolb’s reflective cycle.

To conclude the findings, Category A cycle is generally equivalent to the theoretical models. This inference might be due to the education system trained students in this similar mindset; hence this method is similar to the selected theoretical models, which provides an easy following structure to reflect on the experience. Without a doubt, this finding evidence again proves that Category A students follow a specific pattern in their reflective method. However, there is some discrepancy between the Category B cycle and selected theoretical models. Category B distinct to theoretical models, which could be students developing their unique reflective method; thus, they are not identical. Yet, the possibility of limited resources in terms of the selected published models results in this disparity. Hence, the conclusion is merely aligned with these specific nominated theoretical models.

Category A reflective cycle versus Gibb’s reflective cycle 1988 After examining the proposed Category A reflective cycle and Gibb’s reflective cycle 1988, it indicates that Gibb’s scheme has occurred in Category A reflective process. However, Gibb’s method only shows up in three stages in Category A cycle, which is from ‘reflection’ to ‘solve’. The author presumes that ‘reflection’ phrase in Category A cycle has the ‘description’, ‘feeling’ and ‘evaluation’ present, allowings students to consider the situation and begin to ponder the pros and cons of the experience. Hereafter, ‘analysis’ and ‘conclusion’ naturally come up in the ‘find issue’ phrase. This point makes sure learners can inspect the exercise, frame problems, and determine what action should be taken. After that, the action plan has decided and gone to the stage of solving the discovered issues. Thus, this illustrates that Gibb’s cycle has been found in the Category A cycle.

In summary, this paper explained tacit and explicit knowledge, knowledge creation cycle, and reflective practice’s definition while exploring reasons for it being encouraged and its pros and cons. It also explained why the lack of architectural reflective practice practitioners even though numerous benefits to conducting RP, attempted to propose possible solutions to deal with the circumstances. Subsequently, it investigated the journey from students to professionals and the distinction between them. It also explored the importance of practice and the relationship of reflective practice with the architectural field. Therefore, understand the role of practice in the architectural field, a query of how practical experience affected the architecture students emerged. The following chapter investigated this study methodology, which explained the research questions and definition of terms. Meanwhile, it suggested different methodological approaches and illustrated reasons for nominated grounded theory for this study. It also exhaustively demonstrated the process of data collection and analysis, and the beginning from recruitment interviewees and identify their common characteristics. Hence, the next chapter is a critical analysis of interviews. It scrutinised the interview transcripts and examinated the messages that interviewees present whether in purpose or unconsciously. This section also incorporates the comparison of various aspects to reveal reflective methods that students are utilising. Additionally, this dissertation compared the proposed reflective cycles with selected theoretical models to examine their similarities and possible reasons for the discrepancy.

Category B reflective cycle versus Kolb’s reflective cycle 1984 The result of analysing the Category B cycle and Kolb’s cycle is unanticipated. A simple explanation of the outcome would be that the Category B cycle is anticlockwise of Kolb’s model. All stages are fundamentally identical, but the order of the process is distinct. On a hand, Category B cycle commences from gathering information to experiment, hereafter finding issues and evaluation came up a conclusion, hence reflecting on the experience. On the other hand, Kolb’s model begins by undertaking an event, reflecting on that, then coming up a conclusion and applying what have learnt into practice. Therefore, they are the same in terms of the stages, but a different sequence.

It appears to be most students seem to have the presence of RP during their reflective process as the evidence of ‘reflection-in-action’, and ‘reflection-on-action’ has uncovered in their reflective method. However, both types of students seem to commence developing their critical aspects, such as thinking and evaluation. The potential cause of this circumstance might arise due to students who do not have the concept of RP, even though they conduct RP. Thus, students conduct RP unconsciously and naturally developed their skill through their reflective process. Therefore, the potential of promoting RP to ensure architecture students fully understood its concept might enhance their reflective learning.

Category B reflective cycle versus Gibb’s reflective cycle 1988 Category B cycle is almost irrelevant and unconnected to Gibb’s cycle. The analysis could not find the overall Category B cycle has the presence of Gibb’s method. However, Gibb’s cycle potentially occurs in the ‘experiment’ stage in the Category B cycle. This hypothesis is due to the progress of experimentation, which is precisely an example of Gibb’s reflective cycle. Therefore, Gibb’s method happens within the Category B cycle progression, which might not be apparent to identify in the overall Category B cycle.

Conclusion

Hence, predicted practical experience helps them to develop their skill on third-person perspective and critically thinking. Although practical experience influenced RP’s progression, yet it chiefly depends on other factors such as personality and learning attitudes.

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List of illustration

Figure 9. Gibb’s reflective cycle 1988 (Smith 2013) Smith, P. (2013) Gibbs Reflective Cycle. Available at: <http://ciqmbc.blogspot.com/2013/01/gibbs-reflective-cycle.html> [Accessed: 1 January 2021].

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Table 1 – Students without practical experience Created by author.

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Table 2 - Students with practical experience Created by author.

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Table 3 - Activities that Category A students do as an architecture student Created by author.

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Table 4 - Process that Category A students do as an architecture student Created by author.

Figure 3 - Principles of Knowledge (Modified from source: The Knowledge-creating Company 2016) Original source: Stiki Blog (2016) The Knowledge-creating Company [Online] Available at: <https://www.stiki.io/blog/the-knowledge-creating-company/> [Accessed: 3 March 2020].

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Table 5 - Activities that Category B students do as an architecture student Created by author.

Brookhouse, S. (2013) Professional studies in architecture: a primer. London: RIBA Publ.

Table 6 - Process that Category B students do as an architecture student Created by author.

Chappell, D. and Dunn, M. H. (2016) The Architect in Practice. 11th edn. Hoboken, United Kingdom: John Wiley & Sons, Incorporated.

Figure 4 - Kolb’s Learning Cycle 1984 (Wordpress 2017) Wordpress (2017) Fig 1: A diagram of Kolb’s (1984) learning cycle. [Online] Available at: <https://coachedvarley.wordpress.com/blog/> [Accessed: 30 December 2020].

Table 7 - A brief summary table on Category A and B students Created by author.

Charmaz, K. (2006) Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London; Thousand Oaks, Calif: Sage Publications.

Figure 1 - Tacit Knowledge (Modified from source: The differences between implicit and explicit knowledge 2020) Original source: Harvard University (2020) Figure 3: The differences between implicit and explicit knowledge. (Adapted from: Beilock et al., 2001) [Online] Available at: <https://bokcenter.harvard.edu/comprehending-and-communicating-knowledge> [Accessed: 2 March 2020]. Figure 2 - Explicit Knowledge (Modified from source: The differences between implicit and explicit knowledge 2020) Original source: Harvard University (2020) Figure 3: The differences between implicit and explicit knowledge. (Adapted from: Beilock et al., 2001) [Online] Available at: <https://bokcenter.harvard.edu/comprehending-and-communicating-knowledge> [Accessed: 2 March 2020].

Choudhary, A. K. et al. (2009) ‘The needs and benefits of Text Mining applications on Post-Project Reviews’, Computers in Industry, 60(9), pp. 728–740. doi: 10.1016/j.compind.2009.05.006.

Figure 5 - RIBA Plan of Work 2020 (RIBA 2020) RIBA (2020) RIBA Plan of Work 2020 Template. Available at: <https://www.architecture.com/knowledge-and-resources/resources-landing-page/ riba-plan-of-work> [Accessed: 30 December 2020].

Chow, E. (2020) ‘4th March 2020 Dissertation’ [PowerPoint presentation]. ARC2020: Dissertation Studies and Research Methods. Available at: <https://drive.google.com/file/d/1QyGCLyH5ezZhuVu8-5oBembAGjI8NrKe/view?usp=sharing> [Accessed: 17 January 2021].

Figure 6. Proposed reflective cycle for Category A students Created by author.

Creswell, J. W. (2014) Research design: qualitative, quantitative, and mixed methods approaches. 4th ed. Thousand Oaks: SAGE Publications.

Figure 7. Proposed reflective cycle for Category B students Created by author.

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Figure 8. Kolb’s reflective cycle 1984 (McLeod 2017) McLeod, S. (2017) The Experiential Learning Cycle. Available at: <https://www.simplypsychology.org/learning-kolb.html> [Accessed: 1 January 2021].

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Hatleskog, E. K. (2014) ‘Reflection, participation and production of ideas through architectural design practice’, Reflective Practice, 15(2), pp. 144–159. doi: 10.1080/14623943.2014.883309. Hatton, N. and Smith, D. (1995) ‘Reflection in teacher education: Towards definition and implementation’, Teaching and Teacher Education, 11(1), pp. 33–49. doi: 10.1016/0742-051X(94)00012-U. Hay, R. et al. (2018) ‘Post-occupancy evaluation in architecture: experiences and perspectives from UK practice’, Building Research & Information, 46(6), pp. 698–710. doi: 10.1080/09613218.2017.1314692.

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Appendix INTERVIEW TRANSCRIPT - A SAMPLE FROM CATEGORY A STUDENT Interview with Student W: 21st November 2020 Emily Chow (EC): I would like to record our discussions, the recording will be transcripted and the interviewees will have the opportunity to confirm and amend the transcript. The transcript and audio recording will be part of the data for the research and will be used purely for the purpose of this research. Dissertation questions confirmed by my tutor so please don’t need to worry about there would be any inappropriate questions appear in our discussions. So, we will start our interview, are you ready? Student W (SW): Yes. EC: Okay, the first question would be, who are you? Which stage are you in? Do you have any practical experience or relevant experience to architecture? SW: Um, I’m from stage three architecture. You can call me W, and I don’t have any practical experience related to the course.

Moon, J. A. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge. doi: 10.4324/9780203416150.

EC: Okay. So what kind of activities you do as an architecture student?

Nesbit, T. (2010) ‘Beyond reflective practice: new approaches to professional lifelong learning’, Studies in Continuing Education, 32(1), pp. 82–84. doi: 10.1080/01580370903546771.

SW: As an architecture student, I will take some photo, precedent studies and have a field trip. Before the design project started, I also watch some YouTube videos to enrich my skills for the design project, and the technology project as well.

Nonaka, I. (1991) ‘The Knowledge-Creating Company’, Harvard Business Review, 69(6), pp. 96–104.

EC: Cool. What action did you take as an architecture student in those activities?

Pearce, M. and Toy, M. (1995) Educating Architects. London: Academy Editions.

SW: Um...

Hill, C. E. et al. (2005) ‘Consensual qualitative research: An update.’, Journal of Counseling Psychology, 52(2), pp. 196–205. doi: 10.1037/0022-0167.52.2.196.

Philip, L. (2006) ‘Encouraging reflective practice amongst students: a direct assessment approach’, Planet, 17(1), pp. 37–39. doi: 10.11120/plan.2006.00170037.

EC: So for example, you said about the precedent studies. Did you analyse the precedent in order to get some inspiration or whatever to fit into your design?

Hill, C. E., Thompson, B. J. and Williams, E. N. (1997) ‘A Guide to Conducting Consensual Qualitative Research’, The Counseling Psychologist, 25(4), pp. 517–572. doi: 10.1177/0011000097254001.

Polanyi, M. (1958) Personal knowledge: Towards a Post-Critical Philosophy. Chicago: University of Chicago Press.

SW: Yeah. I will get on to the website and see the relevant architecture project, which is really related to my design. And we’ll make it as an example. And anothers in terms of like spatial arrangement and design approach in that project.

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EC: Okay, so could you expand that further in terms of how do you perform those activities? Please describe how you do that, do you follow any process, and if so, what is it? SW: Um.... EC: For example, maybe you can think of when designing a project, what was the procedure or the process? So from the very beginning of the project what you do? And then to the process and to the final outcome, was like is there any specific following process that you take? SW: In a design project, I usually follow my own processes to get as much as resources information off my project. First, like in terms of like precedent studies for the site information, and what kind of materials am I gonna use, and who is the client that I am dealing with. And then I was starting to be trying to experiment in a lot of like forms, make some massing model. And in the refinement of the project, I will see like, where it can be improved, and a for the final outcome. Yeah. Like, see where can be improved in front of an outcome. EC: So I guess you have inspiration, reflection, analysis, observation, and make conclusions right? SW: I think is similar. EC: Okay. What could or what should you have done to make it better? SW: I think for me, I should explore more in spatial form and test more before the final outcome because like every time in the design project, I don’t have time to explore much before the deadline. Of course, I can like, explore more and like getting my other inspiration from others’ design project. EC: So have you learned from the experience? What have you learned and how have you learned from those activities? For example, did you document that, or looking back from a portfolio or whatever. SW: I think my skill is much improved in those activities like for presentation, I need to have better digital skills like digital drawing and InDesign. You put your ideas together and to let the tutor knows how’s your design come together to the final outcome. And also like I’ll be better in like making a design concept, compared with the first design project. I was quite confused about how to make a design concept but now is much better to organise all the things together. EC: Okay, so you said about you improve on the digital skills, I assume you improve that by watching YouTube videos?

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SW: Yes, that is one of the resources and method. EC: Okay, you mentioned about having a better understanding of the design concept. How did you find out and how did you do that? SW: Like, when I begin to approach the design project. I will ask a lot of question from myself, like, how, how can I approach it in different ways, and maybe in the first time I just not focus enough in the aspect of the design project. But after a few design projects, I finished in actually thinking about in a lot of aspects. In terms of like spatial materiality and I also know like more precedent design than before. So, it must be right better. EC: Do you apply the learning to the next project? SW: Yes, the skill is used in the next project. And the new thing I developed in the previous project, I also can use them in a new one. Like in the presentation and the development and design approach. EC: What was the good and the bad thing about the experience? SW: Like being an architecture student, the thing the cause me to think is that it is really time-consuming to do design. Because when you are trying to figure out how is your design going to be, you need some inspiration, and you need to spend a lot of time on the website to find out which other project is relevant to yours and which is good and what can be used in your project. Like, there’s a lot of things happening in the design. So it’s really time-consuming. And sometimes is satisfied. After the submission, like it’s not explored enough, the time is not enough. I think maybe this is what I experienced and what I think is the bad aspect of this. EC: Okay, you talk about the bad things, and I assume you talk about the good things like improving the skills. Did you think this is one of the good things that you learned from this experience? SW: Improving my skills is one of the good things for the course, but I also in the daily life, I can use this skill for like photo-taking, sketching. And when you go for a trip, you also think about how the space is working, how the people designing the space. When you go out anywhere, I think it’s a good thing that you don’t just visit a place for no purposes, you also think about the surrounding. EC: Okay, so you integrate what you have learned from your design projects, and apply that to your daily life. SW: Yes.

Appendix

EC: Great! I think this is the end of the interview. Thank you veru much for your time and I will stop the recording now.

sketch model and have a conversation with my peers, seeing what are the weak points of the design and possible alternatives. Or just the model itself, what are the better ways to build a model. And on the next iteration, I’ll try to address the issues by making a better model.

INTERVIEW TRANSCRIPT - A SAMPLE FROM CATEGORY B STUDENT

EC: Um, so, um, I guess you have included analysis, observation, evaluation, reflection and took some inspiration from precedence as well, for this process of model making.

Interview with Student Y: 22nd November 2020 Emily Chow (EC): I would like to record our discussions, the recording will be transcripted and the interviewees will have the opportunity to confirm and amend the transcript. The transcript and audio recording will be part of the data for the research and will be used purely for the purpose of this research. Dissertation questions confirmed by my tutor so please don’t need to worry about there would be any inappropriate questions appear in our discussions. So, we will start our interview, are you ready? Student Y (SY): Okay. EC: Te first question would be, who are you? Which stage are you in? Do you have any practical experience or relevant experience to architecture? SY: So my name is Y and I’m from Hong Kong, I’ve just finished my bachelor’s degree on Architecture this summer, and I’ve had some short term internships from architectural firms and town planning studios. EC: So what kind of activities you do as an architecture student? SY: Within the studio, well, all kinds of activities actually. All the way from brainstorming, researching on precedents on books and magazines, sometimes even looking on Pinterest, and building models, both digital and physical ones. And perhaps the most important of all, we discuss our ideas with our peers within and outside of the studio. Personally, I like taking photos and travelling. Outside of the studio, I do site visits and take notes on the atmosphere of the space. Additionally, I would research on the site and the intended purpose of the project, and sometimes to chat with the locals in order to get an overall idea of what’s happening. EC: Okay, basically you talk about the action that you take as an architecture student as well. So, the next question I would like to ask, how do you perform those activities. Please describe how you do it. Do you follow any process, and if so, what is it? SY: Right. Let’s take the model building as an example. When you have an idea in your mind and you physicalise it, almost everytime it will be different from what you have intended. You will be discovering weak points on the design and ways to improve on it. So I’d first build a

SY: Yes, I do. Also, what I have learned in the past, or have learned from others, will inform my next model as well. EC: Great. What could you or what should you have done to make it better? SY: So, usually after I’ve made the model I will keep it in my room for a while and but obviously, I won’t be able to keep all the model I’ve made all over the years, so I take photos of it and I’ll document it in my folder. And in my next model building activity. I would look back at it, and see what I can learn from what I’ve made before, what are the good points and mistakes to avoid, and to build a better model next. EC: What have you learned and how have you learned from those activities. So, what do you think was too good and bad about the experience. SY: Yeah well, I mean, sometimes getting a model in real life, the process of building a physical model and seeing your idea taking shape is really refreshing and exciting. It feels like it’s coming into fruition, and seeing it in real life is really satisfying. But we can’t build a model as fast as we think. Building one model, let alone multiple iterations, could take a very long time. But by the end, with repetitions and learning from my peers, I would be able to build a better one faster in the next run. And so, I’d say it has been a positive experience overall. EC: Great! Is there any other method, other than like just looking back from your previous model? Like how have you learned from those activities, like, are you going to document that or like from portfolio or try another method? SY: Yes, I always document my process on a notebook. And in the end, bits of it may eventually be parts of my portfolio. Learning from activities, I would also ask advices from my peers and tutors to see how I can improve on the current model and design, and it will be reflected on my next iteration. EC: Okay, I think this is the end of the interview. Thank you veru much for your time and I will stop the recording now.

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Appendix

Faculty of Humanities and Social Sciences Checklist for Undergraduate/Taught Postgraduate Research Projects (to be completed by the student)

Appendix

7. 8.

Name of student: CHOW Hon Ying, Emily 9. Project title: Reflective practice and its implications for architecture students who have and have no practical experience. Project description (100 words max.): Reflection is an extraordinarily personal matter, and everybody does it whether he realises it or not. In the dissertation, I aim to investigate the reflective practice between the two groups of architecture students: one with and one without practical experience. Moreover, the analysis would involve a diversity of comparison: the comparison between different students without practical experience (Category A); comparison between students with practical experience (Category B); comparison between Category A and Category B (their similarities, differences, etc), the findings on this result; comparison between the findings and the literature reviews, while examining are those findings match to the theoretic reflective cycle models such as Gibbs Reflective Cycle (1988), and Kolb Reflective Cycle (1984).

10. 11.

12.

13.

14. 1. 2. 3.

Does the project involve human participants? Is there any risk of damage to the University’s reputation because of the sensitivity of the chosen topic? Does the project involve more than minimal risks to the researcher?

YES Y

NO N

15.

If the answers to all THREE questions above is NO, then there is no need to proceed any further. The supervisor needs to consider whether the answers are reasonable given the chosen topic.

members of a self-help group, residents of a nursing home, prisoners)? Will participants in the study be taking part in a study without their knowledge and consent? Will the study involve deliberately misleading participants in any way? Will the study involve discussion of sensitive topics (e.g. sexual activity; drug use; pornography)? Will participants be offered financial inducements (other than reasonable expenses and compensation for time)? Will the study involve prolonged and repetitive testing of subjects (i.e. more than 4 hours commitment or attendance on more than two occasions)? Will the study induce psychological stress or anxiety or cause harm or negative consequences beyond the risks encountered in normal life, or induce pain or more than mild discomfort? Are any substances (e.g. food; vitamins) likely to be administered to the participants or will the study involve invasive, intrusive or potentially harmful procedures of any kind, or involve obtaining blood or tissue samples? Will the study involve the collection or analysis of sensitive data which will be identifiable within the project outputs and could potentially cause harm? Will the study cause damage to the environment, the landscape or cultural heritage, or involve any other action which might (otherwise) be regarded dangerous or illegal?

Appendix

Newcastle University Dissertation on Reflective Practice

N N N N N

[“Reflective practice and its implications for architecture students who have and have no practical experience.”] Background Reflection is an extraordinarily personal matter, and everybody does it whether he/ she realises it or not. In the interview, I aim to investigate the reflective practice between the two groups of architecture students: one with and one without practical experience. Moreover, the analysis would involve a diversity of comparison: the comparison between different students without practical experience (Category A); comparison between students with practical experience (Category B); comparisons between Category A and Category B (their similarities, differences, etc), the findings on this result; comparison between the findings and the literature reviewed, while examining are those findings match to the theoretic reflective cycle models such as Gibbs Reflective Cycle (1988), and Kolb Reflective Cycle (1984).

YES

1. 2. 3. 4. 5.

Role/basic information of interviewee What kind of activities they do (in relation to their studies) How they do their activities (take examples from point 2) How they learn from their activities Any other questions that may arise from the above

228

To aid the flow of discussion, we would like to record our discussions on tape. The recording will be transcribed and the interviewee will have the opportunity to confirm and/or amend the transcript. The transcript and audio recording will become part of the data for the research, and will be used purely for the purpose of this (and similar) research.

The proposal should go ahead

Signed:

2. What kind of activities they do (in relation to their studies) a. What (kind of) activities do you do as an architecture student?

Topic Areas to Explore b. (Only ask if the previous question is not clear) Did you revisit tasks to arrive at a final outcome? [iterative process] 4. How they learn from their activities a. What could/ should you have done to make it better?

c. Did you apply the learning to the next project? d. What was the good and bad about the experience? 5. Any other questions that may arise from the above

Safeguards required:

1. Role/ basic information of the interviewee a. Who are you? Which stage are you in? Do you have any practical experience or relevant experience to architecture?

b. Have you learnt from the experience? What have you learnt and how have you learnt from those activities? E.g., documenting, look back, portfolio, design....

NO N N

More about Reflective Practice: Key objective of the interview: to discover how do interviewees reflect and learnt from experience in order to come up with a reflective cycle from conversation and observation

a. How do you perform those activities, please describe how you do it? Do you follow any process, and if so, what is it?

The nature of the problems raised: Is the research going to be conducted in a clinical setting? Will the study involve: (a) patients or users of the NHS; (b) users in a social care setting (or social care research projects funded by the Department of Health); (c) children; (d) participants who lack the capacity to consent; (e) participants who are in unequal relationships (e.g. participants who are subordinate to the researcher(s) in a context outside the research)? Does the project require the co-operation of a gatekeeper for initial access to the subjects (e.g. students at school;

Self-Introduction – name, background, stage in architecture school, practical experience

3. How they do their activities (take examples from point 2)

If the answer to any of the questions above is yes, please answer the remaining questions:

Topic Areas to Explore (Detailed Questions)

b. What action did you take as an architecture student in those activities?

If your answer to any of the questions 4-15 above is YES, then you need to discuss the proposal with your tutor/supervisor, who needs to write a comment in the box below and determine whether any safeguards are needed and whether the proposal needs to be referred to the School’s Ethics Co-ordinator.

Appendix

(by tutor)

Date: 19 October 2020

Documentation: Ethic Form, page 1.

Documentation: Ethic Form, page 2.

Documentation: Data Collection, page 1.

Documentation: Data Collection, page 2.

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