wander m. weirich senior thesis spring 2015
thank you peter emily camden mom
hesh. for your guidance. for your questions. for your kind heart.
for
“The Six basic needs that we should meet on a daily basis for overall wellness.
those who are lost.
S -piritual P -hysical I -ntellectual C -reative E -motional S -ocial
wander. explore. embrace. you will find home.
Spiritual; finding the meaning in life, sense of belonging. I am a small piece of a greater whole Physical; including food, sleep, exercise, sex, etc. Intellectual; our need to know and learn. Creative; literally our need to create and find joy in it. Emotional; our need for human connection and love. Social; exactly what it is. Humans are not meant to be alone forever. Being around friends and loved ones to satisfy another part of belonging.” - Carolina Ordonez “Qualified Mental Health Professional”
contents research case studies program building drivers + concept the design
“There is a prevailing nervousness about institutions. They are often contrasted unfavorably with individuals and their believed personal autonomy and quest for personal meaning. Institutions can and do on occasion obstruct personal development.” [shapiro, 171]. From a study made in 2012 by the National Alliance of Mental Health more than 80 percent of university students have felt overwhelmed by their course load and around 45 percent felt hopeless. This feeling of stress and overload result in almost 50 percent of these students dropping out of college and majority of them did not even seek professional help. Not even half of these students actually had a mental health condition, they were just stressed and began to feel discouraged by the work load. [NAMI] A third place is defined as “a place where people can congregate other than work or home”. Most importantly, they are accessible and open to all. They promote a neutral community where one can go whenever they please, but are always greeted with encouragement and enthusiasm. All individuals are seen as equal; no one person is has a higher status. A third place is a happy place. Within a third place our identity can be restored and our hope renewed. [peterson] After conducting a survey of 50 college students, about 70 percent agrees there is a stigma surrounding university health and wellness centers. A sense of embarrassment can be felt when a college student admits that they may need help because it can be seen as a form of weakness. Branding environments and bold graphics can be an excellent way to create appeal to a space. I would like to utilize this concept to attract students to the mental retreat. Color can inspire and engage users within the space. Branding is an effective way to create a memorable experience and will essentially promote the users to come back. [manish]
research summary
Another concept I explored was Japanese garden design. Each aspect of the garden is considered greatly with fine detail and craft. Specifically, I was drawn to the concept of “making karnensansui”. Patterns are created with a rake in stone and gravel. These patterns give visible life to zen. There are several different patterns illustrated in the book, but I was drawn to sazanami (ripples), ichimatsu (checkerboard), seikaiha (sea waves), sui (water drop), and tatsunami (high waves). [yoshikawa, 66-67] Essentially, I would like to combine the concepts of third place, branding, and making karnensansui to achieve my design goal for a mental retreat. It will be a happy place that is clearly branded.
problem statement The purpose of this project is it provide a space for students who need a mental retreat. It is a space that promotes rejuvenation and community. Here students can seek professional advice or have a quiet place to dwell. There will be different degrees of retreat available associated with the varying types of mental distress. It is a place for students to seek professional guidance for stress from their work loads, finances, and physical health.
users The users of the space will be Virginia Commonwealth University students who are experiencing some form of mental distress. To be considered a full time student, one must take at least 12 credits. On average, in order to graduate in 4 years, a student must be taking 15-18 credits per semester. According to a study done in 2011, only 50 percent of VCU students were graduating by the end of 4 years. The other 50 percent either dropped out or needed more time to complete their degree. The main stresses for missing class or dropping out was juggling a job to pay for tuition and housing while also going to class and completing assignments on time.
direct indirect
case studies
kronstad psychiatric hospital
forced interaction between interior and exterior
access of interaction between interior and exterior
bergen, norway
With the a focus on promoting comfort about mental health issues in today’s society, the architects used the drivers ‘openness and transparency’ to design the space. They challenge this idea with public spaces, nature and new visual qualities. Each department has it’s own roof garden and green zone with it’s own specific characteristics and functions. Security is also strongly considered and can be clearly seen in the plan. The window solutions and stair designs provide the solution for strong security. A visual connection is provided between all the floors by the three large atriums and outdoor recreational areas. There is also a visual connection with the outdoors since the hospital opens to the east with a view of the mountain Ulriken. Overall, a calm atmosphere is created by the sensible plan, natural materials, and curated visibility.
Interior interacting with the exterior garden or courtyard.
nepean mental health centre
perith, australia
This drawing explores the idea of interaction between the outside community and the inside of the centre. The community can view certain levels of growth and rehabilitation.
While researching various healing environments, I was looking specifically for designs that considered the community surrounding the building as well as the use of green space. The Nepean Mental Health Centre by Woods Bagot is an excellent example of designed space that considers internal space and external space. There is a focus on healing by encouraging “a sense of humanity and ownership� within one’s community. Specific drivers for this project were solar access, visual connectivity of the courtyards and landscape, and promoting community. Woods bagot wanted to allow the process of regeneration to be a visible and tangible notion.
Q: How does the Wellness Center reach out to the student? Z: “There are multiple ways, we try to use every point of communication we possibly can. That includes, social media, the telegram, tv screen ads around campus, flyers. Basically any means of communication that is going to reach the students, we try to do it in that way.”
Q: Do you feel there is a stigma around getting help from the Wellness Center? Z: “Yes, for sure. It is interesting because I think more people are likely to go to Student Health than come here, even though the services we offer are also really important. There are more things that people don’t really about. Things like stress and nutrition, things that people don’t think they need help with necessarily, which is why we put the stall seats out. Which the stall seats are obviously another means of communication. That then shows them that these are resources that they can use and like if you have trouble sleeping, it is okay to talk to someone. You are not the only one, you are not alone, you know? And a lot of times people come in here thinking this is Student Health, so they will ask for Student Health and we will say “oh, yeah. It’s over there. But we can help you too.” Obviously not if you are sick, but we do have resources that I think are incredibly under utilized. We have quit-kits for quitting smoking and I don’t think a lot of people use them, but they are a great resource. We try to get information out about them, but the problem with health is that especially in college students don’t want to hear it. We try to make it so everything we do it positive and inclusive and empowering.”
Q: Do you feel that your current space promotes the idea of rehabilitation for the students? Z: “My favorite thing is that when you walk right in we have a little library. It has different sections with books and resources on different health topics that we offer. If you came in and you didn’t want to talk to someone, you can find the resources. Also, right when you walk into The Well, you know it is a happy place. Everyone here is always smiling. I can’t tell you about the design necessarily, but I think the energy from the people makes it a very inclusive place.”
Q: What are the main services The Well provides? Z: “Main topics we deal with are sexual assault, inter-partner violence, tobacco, alcohol + drugs, nutrition, and stress + sleep. So with each of these we have different programs and different people who work here who are specialized in certain things. For example, with alcohol we have classes for students who may have gotten in trouble with alcohol. We have some rams in recovery, which is for students who are trying to quit drinking. If you want to quit smoking we have somebody who can talk to you. If you need help with sexual assault, we have someone who can talk to you. And if it is something we can’t help you with, counseling services will walk you over to Student Health if it is something that you need and make sure that you do get the resources.”
Q: Do you believe that the students feel safe here? That there is a sense of security? Z: Yes, I think so and I hope so. I know that everyone who works here tries very hard to make sure that it is an inclusive place. Again, everyone is always happy. Everyone is always smiling. We hope to make sure that they aren’t embarrassed and that coming here isn’t a big deal. We don’t ask questions, you know? If someone comes to talk to us we hope that they get the help that they need and we make sure that we never talk to anyone about them. This is something that we all take very seriously. It is very important to everyone who works here that people can come in and know that this is a safe environment.
Q: How do you help the students who are stessed and have problems with sleeping? K: “For stress and sleep we offer individual consults. I speak with students about stress management, time management and sleep habits (sleep schedules, sleep hygiene, etc). We typically discuss academic priorities, work schedules and other time stressors. Sometimes I teach deep breathing or progressive muscle relaxation. We usually get some students coming in for free ear plugs and about 1-2 per week for an individual appointment. We also discuss mindfulness and meditation.”
interview Zhina Kamali + Katie Vatalaro VCU Wellness Center
inspiration
circular shape
activity pockets
communal eating
sequence of seating
Drawing inspiration from the Boston Medial Building and “A Pattern Language�, I have started to investigate the notion of taking a circle and dividing into more detailed aspects. First, I took the large whole and applied smaller pockets that make up the whole. Next, I considered what may happen within each pocket. Lastly, how specific is each function within the pocket and how important is it’s designated space?
program Clearing (entry): 175 sq ft -security swipe system -front desk [ 1 user ] -task chair -check in -guest seating for 6-8 -2 low tables
Lily Pads (Silent study): 500 sq ft [100 each] -1 user per room -small desk -task lighting -task chair -dimmable lighting
Lily Pads (Rest): 960 sq ft [100 each] -large [ [ 144 sq ft each x 3 = 432 ] -medium [ 36 sq each x 12 = 432 ] -small [ 16 sq ft each x 6 = 96 ] -lounge -rest -meditate -read -work -controllable -quiet Olive Trees (offices): 600 sq ft [150 -calm each] -desk [ 2 users ] -task chair Willow (resource library: 1,200 sq ft -shelving [ 16 sq ft min ] -seating and sculptures -storage -transitions to outdoor garden -guest chair x 2 -conference table [ 24-30� diameterBamboo ] (yoga studio): 750 sq ft -open studio Live Oak (open gather): 1,650 sq ft -shelving storage -custom built-in -yoga mats -seating that promotes conversation -individual comfort seating Rockery (open study): 1,570 sq ft -stadium seating -large community table -Eating -task seating -drinking -task lighting -play -collaboration restrooms: 690 sq ft [230 each] -ada accessible Grove: 1,408 sf -separate bathrooms for staff -custom built-in -seating Elevator Shaft: 45 sq ft -rest -bench Maintenance: 12 sq ft Spring (juice bar): 820 sq ft -prep counter -prep storage -small fridge for food -serving counter -register -sink -cafe tables -cafe chairs
total: 10,380 sq ft
building
Existing Conditions: Entry Basement Large open dance studio space First floor [4 dance studios, classroom, teacher’s lounge, bathrooms and common area] Second floor [small changing room, 2 bathrooms, large open]
Orginally The Sacred Heart School, 1920 Total SF = 25,485 sq ft/ 4 floors Designing = 10,380 sq ft. / 2 floors 4 floors Points of egress = 2 Heating: yes Air-conditioning: yes Security: yes
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grove
harrison
laurel
morris
monroe park
bru
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floyd
belvidere
main
cary
documentation
existing first floor Overall, the building has excellent natural light. I visited the VCU Dance Building at several times of day to monitor the light. I came to the conclusion the the natural light fills the space the most around 12:00 - 12:30 pm. The 2nd floor with the open floor plan was flooded with natural light. Natural light in this space is very important for my design goals. Exposure to natural light is proven to lift spirits.
natural light study: best light was between
drivers + concept
part of a whole: individuals make whole; to belong
security: enclosed locked swipe access
rest: release relieved transfer of stress
concept: forest; an experiential walk to wholly regain oneself
the design
2’
5’5”
dogwood materials 3form panels - 3/8” thick (48” x 96” panels) oak veneer- 1/8” thick fumed monocoat oil finish stud wall ply foam cushion hbf textile - french knot 915
7’6”
grove materials ply filzfelt- 3/6” thick maintenance (soap and water spot clean) oak veneer- 1/8” thick fumed monocoat oil finish stud wall bendy ply hbf textile- french knot 915 (gray) foam cushion
4’2” 8’2” 3’6”
live oak materials corian- 1/3” thick oak veneer- 1/8” thick fumed monocoat oil finish stud wall bendy ply maharam textile- highfield by kvadrat (plum)
20” 29’7” 11”
1 grove intellectual physical socail spiritual
6
2
1
3 spring (juice bar) physical social
4
3
first floor
2 dogwood intellectual emotional social
5
4 clearing (entry emotional social 5 rockery (open work space) creative social intellectual
7’
small lily pad materials corian - 1/3” thick foam cushion knoll textile - ultrasuede K10921/18 (poppy)
4’
medium lily pad 6’
materials corian - 1/3” thick oak veneer - 1/8” thick fumed monocoat oil finish stud wall bendy ply knoll textile- ultrasuede K1021/18 (kiwi) foam cushion
6’
large lily pad materials corian - 1/3” thick oak veneer - 1/8” thick fumed monocoat oil finish stud wall ply maharam textile- highfield by kvadrat (plum) foam cushion
4’
10’
4’
1 lily pads intellectual spiritual emotional
1
2 bamboo (yoga studio) emotional physical spiritual 3 rockery (open - silent workspace) creative intellectual emotional
2 3 6
4 olive trees (guidance counselors) social physical emotional 5 cabin (single - silent workspace) creative intellectual
4 5
4 5
6 willow (resource library) intellectual creative emotional
1
1
materials materials materials
ri
h
c
terracotta terracotta
farn
farn
3form - struturra marsh fizz marsh 3form -fizz struturra
gray oak gray oak
walnut
corian
walnut
design design driver - driver security - security
enclosed enclosed
surrounded surrounded
swiped accsess swiped accsess
locked
locked
corian
the end
mind self and society “how can we take the individual with his peculiarities and bring him over into a more nearly uniform type of response? he has to have the same language as others, and use the same units of measurement; and he has to take over a certain definite culture as a background for his own experience. he has to fit himself into certain social structures and make them a part of himself. how is that to be accomplished? we are dealing with separate individuals and yet these individuals have to become a common part of a whole.” (pg 35) “experience, even that of the individual, must start with some whole.” (pg 36) “ the degree to which the self is developed depends upon the community” (pg 265) “recognizes himself as a member” (pg 270) “ the self has a character which is different from that of the physiological organism proper. the self is something which a development; it is not initially there, at birth, but arises in the process of social experience and activity, that is, develops in the given individual as a result of his relations to that process as a whole and to the other individuals within that process” (pg 135)
appendix use group: business B occupancy load: 100 gross restroom requirement: (water closet 1 per 25 for the frist 50 and 1 for the remainder exceeding 50) (lavatories 1 per 40 for the first 80 and 1 per 80 for the remainder exceeding 80)
existing materials Ceiling in studio: Acoustic cloth
Flooring: Terrazo and Carpet
“ and that character, as we have seen, is to be found in the process of communication” (pg 145) lost in familiar places “the potential space between baby and mother, between child and family, between individual and society or the world, depends on experience which leads to trust. it can be looked upon as sacred to the individual in that it is here that the individual experiences creative living” - d. w. winnicott, playing and reality “the individual feels isolated, unable or unwilling to participate, desperately searching for any form of connection. personal boundaries and identity seem to become fragile or even dissolve as each person finds difficulty maintaining psychological distance from what is happening in the group. individuals cannon be recognized; experiences cannot be grasped; even the notion of the group itself and its task are easily lost” (pg 168) “there is a prevailing nervousness about institutions. they are often contrasted unfavorably with individuals and their believed personal autonomy and quest for personal meaning. institutions can and do on occasion obstruct personal development.” (p. 171) “individuals need institutions and some image of them in the mind to contain, define, and shape the space in which they operate. the more confidently people can shape the space in the complexity of their many roles, the more able they will be to assume other responsibilities in a range of other roles. through these connections, individuals can become not isolated, nor depersonalized and institutionalized beings, but citizens-” (p. 172) “a key ingredient in the process of naming and exploring this collective fantasy of oneness is the use of ritual. .....ritual provides a context within which important issues can be taken seriously; it provides space and the symbols necessary for containing diverse feelings; and it allows the possibility of individual regression that leads to the uncovering of transcendent connections” (p.175-176)
Restroom: Ceramic tile flooring and wall
Studio Floor: Hardwood
the creation of a community “in our society, at least, creating a setting involves one with a variety of existing settings which may have different purposes and traditions but with which one must develop and maintain relationships” (p 72) “it is not necessary that this setting have a physical structure, new or old, but only that it involves people in new and sustained relationships that are thought to be required if certain objectives are to be realized” (p 1) a pattern language “the life of a public square forms naturally around its edge. if the edge fails, then the space never becomes lively” (p.600) “surround public gathering places with pockets of activity- small, partly enclosed areas at the edges, which jut forward into the space between the paths, and contain activities which make it natural for people to pause and get involved” (p. 601-602) “communal eating - without communal eating, no human group can hold together” (697) “ it is clear, then, that communal eating plays a vital role in almost all human societies as a way of binding people together and increasing the extent to which they feel like “members” of a group” (p. 698) “sequence of sitting spaces” look at visual (p. 675) “every corner of a building is a potential sitting space. but each sitting space has different needs for comfort and enclosure according to it’s position in the intimacy gradient.” (p. 673)
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