INTERGENERATIONAL FACILITY by Neda Norouzi M.Arch Candidate, University of Colorado, Denver 2008
A thesis submitted to the University of Colorado Denver in partial fulfillment of the requirements for the degree of Masters of Architecture 2011
ABSTRACT This thesis endeavors to study the benefits of intergenerational programs in the United States and analyze the need of designing a facility dedicated to this program. Using my research findings, I propose to create a new set of design strategies for an intergenerational facility. This thesis will be organized in two parts. In the first part of the thesis, I will investigate the shortage of generational interactions in the United States. In the second part of this thesis, I will propose a design solution by building upon existing examples of facilities across the United States, in which the intergenerational programs have been incorporated. This work is intended to encourage the contact of these three generations by designing an intergenerational facility. I will also document how this design proposal will take steps toward solving the intergenerational problem. The particular spatial and social context of intergenerational facilities will be researched for their integrative potential with respect to architectural conditions. Ultimately, the two parts of the research will be synthesized into a more effective set of design techniques that will consist of one facility with the attempt of bridging the separation of the generations. This will inform and help coordinate an intensive contextual analysis of the intergenerational programs in United States.
My Great Grandmother (Madar)
I dedicate this thesis to the memory of my great-grandmother (Madar).
ACKNOWLEDGEMENT I would like to express my appreciation to my advisor, Professor Ranko Ruzic, for all your support and guidance throughout the time I was working on my thesis; my committee members: special thanks to Professor Joseph Juhasz, it has been an honor to work with you, thank you for all you taught me; Professor Willem Kt Van Vliet--, thank you for helping me finding the right topic for my research. I also like to thank my friends: Mary Fran, because of you I was able to extend my research farther and gain more knowledge, thank you. Solmaz, thank you for all your help and kindness. My gratitude also goes to my dear friend Nima YasourAzareh for your endless unconditional support. Thank you.
"What do we live for, if it is not to make life less difficult for each other?" George Eliot
TABLE OF CONTENTS Figures ...................................................................................................... xi Tables ...................................................................................................... xv CHAPTER 1 1. INTRODUCTION .................................................................................. 1 The Purpose of the Research .................................................... 3 Research Methodology .............................................................. 5 CHAPTER 2 2. LITERATURE REVIEW ........................................................................ 6 Definitions of Generation ........................................................... 6 Definition of Family and How It’s Changing ............................... 7 Who Are Children and What Are Their Needs ........................... 9 Who Are Young Adults and What Are Their Needs ................. 11 The Role of Elder Persons in a family ...................................... 12 The Role of Elder Persons in Society ...................................... 13 What Do Elder Persons Need? ................................................ 15 Defining Intergenerational Program ......................................... 15 Why intergenerational facilities are needed in the United States? ................................................................................................. 15 The Benefits of Intergenerational Facilities .............................. 17 viii
Benefits for Children ................................................................ 19 Benefits for Young Adults ....................................................... 20 Benefits for the Elderly ............................................................. 21 Relevance to the Architecture Discipline ................................. 23 CHAPTER 3 3. CASE STUDIES ................................................................................. 24 Hesston Child Development Center ......................................... 24 Strengths ................................................................................. 29 Weaknesses ............................................................................ 30 Sankofa House ........................................................................ 31 Strengths ................................................................................. 34 Weaknesses ............................................................................ 34 Result of the Case Studies ...................................................... 35
CHAPTER 4 4. DESIGN What to Design in the Future ................................................... 36 Site Selection and Analysis...................................................... 38 Relationship to Grade .............................................................. 39 Relationship of Indoor and Outdoor Spaces ............................ 39 ix
Orientation ............................................................................... 39 Pedestrian Access ................................................................... 40 Vehicular Access and Parking ................................................ 40 Facility Size.............................................................................. 40 Space Requirements ............................................................... 40 CHAPTER 5 5. IMPLEMENTATION (SCHEMATIC DESIGN) Design Decision Making .......................................................... 44 Design Process........................................................................ 45 Spatial Analysis ....................................................................... 45 Study of Form and Concept ..................................................... 50 Form Studies ........................................................................... 54 CHAPTER 6 6. ILLUSTRATIVE ARCHITECTURAL CONCEPT Site Analysis ............................................................................ 59 Exterior Renderings ................................................................. 69 Interior Renderings .................................................................. 73 Presentation Boards ................................................................ 78 7. CONCLUSIONS ................................................................................. 84 8. BIBLIOGRAPHY ................................................................................. 85 x
9. POST SCRIPT ................................................................................... 88 Other questions to consider ..................................................... 90
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LIST OF FIGURES Figure 1: Aghazadeh House’s floor plan ......................................................... 7 Figure 2: Aghazadeh House............................................................................ 8 Figure 3: Collecting Leaves and Flowers ...................................................... 18 Figure 4: Playing Cards sharpens memory skills .......................................... 18 Figure 5: older adults watching the children play ......................................... 25 Figure 6: Children’s Playground .................................................................... 25 Figure 7: Children’s Playground .................................................................... 25 Figure 8: Children watching their grand friends ............................................. 26 Figure 9: Drawing a Picture ........................................................................... 26 Figure 10: Grandma Ruth is helping Grace write a story .............................. 26 Figure 11: Playing in the Infant Room ........................................................... 27 Figure 12: Building Blocks with Three Years Olds ........................................ 27 Figure 13: Sharing Toys with Grandma ......................................................... 27 Figure 14: Baking Cupcakes ......................................................................... 28 Figure 15: Making Peanut Butter................................................................... 28 Figure 16: Grandpa is making pottery for preschoolers ................................ 28 Figure 17: Performing a play together .......................................................... 28 Figure 18 ....................................................................................................... 29 Figure19: Visiting grandparents in the lounge ............................................... 29 xii
Figure 20: Sankofa House............................................................................. 31 Figure 21: Exterior view of the light core ....................................................... 31 Figure 22: Entry Lobby .................................................................................. 32 Figure 23: Multi-purpose room ...................................................................... 32 Figure 24: Eight Urban wind turbines on the roof top .................................... 32 Figure 25: two habitable vegetative roofs ...................................................... 33 Figure 26 ...................................................................................................... 33 Figure 27 ...................................................................................................... 33 Figure 28 ....................................................................................................... 33 Figure 29: Spatial studies .............................................................................. 45 Figure 30: Space configuration ..................................................................... 46 Figure 31: Form studies ................................................................................ 46 Figure 32: Space configuration ..................................................................... 47 Figure 33: Space configuration ..................................................................... 47 Figure 34: Space configuration ..................................................................... 47 Figure 35 ....................................................................................................... 47 Figure 36 ....................................................................................................... 47 Figure 37: Form studies ................................................................................ 48 Figure 38: Form and space configuration ...................................................... 48 Figure 39: Form and circulation study ........................................................... 49 xiii
Figure 40 ....................................................................................................... 49 Figure 41: Main entrance .............................................................................. 49 Figure 42: Three point space ........................................................................ 51 Figure 43 ....................................................................................................... 51 Figure 44: Line is the trace of a moving point................................................ 51 Figure 45: Main lines from the site ................................................................ 51 Figure 46 ....................................................................................................... 51 Figure 47: Combination of lines..................................................................... 52 Figure 48 ....................................................................................................... 52 Figure 49: Site ............................................................................................... 52 Figure 50: Outcome ...................................................................................... 52 Figure 51 ....................................................................................................... 53 Figure 52 ....................................................................................................... 53 Figure 53: Shared-space............................................................................... 53 Figure 54: Final outcome............................................................................... 53 Figure 55 ....................................................................................................... 54 Figure 56 ....................................................................................................... 54 Figure 57 ....................................................................................................... 55 Figure 58 ....................................................................................................... 55 Figure 59 ....................................................................................................... 56 xiv
Figure 60: ...................................................................................................... 56 Figure 61: Ground level diagram ................................................................... 57 Figure 62: First level diagram ........................................................................ 57 Figure 63: Second level diagram................................................................... 58 Figure 64 ....................................................................................................... 58 Figure 65: Site before planning ..................................................................... 59 Figure 66: Site plan ....................................................................................... 59 Figure 67: Road plan ..................................................................................... 60 Figure 68: Sidewalk plan ............................................................................... 60 Figure 69: Green space ................................................................................ 60 Figure 70: Ground floor ................................................................................. 61 Figure 71: First floor ...................................................................................... 64 Figure 72: Second floor ................................................................................. 65 Figure 73: Structure ...................................................................................... 66 Figure 74: Designed site ............................................................................... 67 Figure 75: Bird’s eye view ............................................................................. 68 Figure 76: West wing, older adults’ units ....................................................... 69 Figure 77: Main entrance .............................................................................. 70 Figure 78 ....................................................................................................... 71 Figure 79: Roof ............................................................................................. 72 xv
Figure 80: Gathering space in the older adults’ corridor ................................ 73 Figure 81: Gathering space in the older adults’ corridor ................................ 74 Figure 82: Interior hallway ............................................................................. 75 Figure 83: Interior hallway looking toward the gathering space..................... 76 Figure 84: Gathering space ........................................................................... 76
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LIST OF TABLES Table 1: Space configuration......................................................................... 42 Table 2: Space needed ................................................................................. 43
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CHAPTER 1 INTRODUCTION I grew up in Iran where family members of different generations -- greatgrandparents, grandparents, parents and children -- lived together in one building and everyone took care of each other. However, this wasn’t true about my family. Both my parents had moved to Tehran from different cities and after they got married, they just decided to stay in the capital city. Therefore, the only family that we had in Tehran was my mom’s grandparents who, at that point, have lived in Tehran for more than 30 years. I grew up knowing them as my own grandparents; they visited us frequently and I loved spending time at their small two-bedroom apartment. They spoiled me and taught me how to love unconditionally. I became a teenager and moved to the United States when I was eighteen and started working at a Child Development Center as preschool teacher. Some of the children spent 8-10 hours a day at the center and I felt blessed that I could watch them grow and give them all the love that I had received as a child. I worked with children for ten years before I decided to go back to school and pursue my dream of becoming an architect. In 2008, my great-grandmother, who I called Madar, turned 100 years old. It was becoming harder for her to use the stairs in their apartment. She didn’t want to architecturally modify her house or go to a nursing home. Nor did she want to stay with my mom or any other family members. She would say, “This is my home, and I like to be here; if I leave then the kids will come to visit and I won’t be here to see them”. We all loved her very much and we wanted to respect her wishes, but it was really hard for my 90-year old greatgrandfather to take care of both of them. In search of finding the best living situation for my loving Madar, I got introduced to intergenerational facilities. 1
Madar was always happier when she was around children. She enjoyed singing for them and it seemed like her hearing would improve around kids as well because she would have conversations with them. I only hoped that I could build an intergenerational facility in Tehran when she was still alive. Madar passed away in 2010 but her loving memory will always be in my heart. I am designing this facility for all the grandparents who are away from their children and all the children who spend long hours in the child development centers. I am proposing to design buildings that are made to meet different needs and have multiple uses that support a reconnection between generations. This development will maximize the use of the building’s sources, time, energy and knowledge of the persons working there. We have heard about the coming “crisis� related to the unparalleled aging of the US population (UN/DESA 2007). Instead of being viewed as a problem, the aging of the population can be an opportunity for designers and society members to rethink the concept of aging and the role of our older adults, and children, both of whom have been relatively invisible in our society as of late. This will also reflect on our human and natural resources. I advocate an all-out campaign to strengthen intergenerational bonds within families and communities. In family life, this means nurturing opportunities to involve all family members in activities such as storytelling and folklore, crafts, song, play and travel. And in the community, this means increasing intergenerational programs. Designing and building infrastructure specific for intergenerational activities is one of the first steps toward this goal.
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THE PURPOSE OF THE RESEARCH Over the past 30 years, the young and the older adults have begun to live and play in increasingly different worlds. This separation between the generations has been linked to the increase in negative stereotypes toward the aging (Kaplan, Talking about Work Across Generations 2008). At the same time, younger people, who are in need of adult guidance and relationships, often find little opportunity for meaningful exchanges with older adults. Family structures are changing; the dramatic increase in life expectancy and lowered fertility in the United States has resulted in people living longer and in more complex family structures (James S. Jackson, Toni C. Antonucci, Simon Biggs 2007). American families are experiencing a filial change where the younger generation is no longer taking care of the elders (McKenzie 2007). The boomer population is aging while younger people are having fewer, if any, children. As a result, there is less family care and support for older adults at an age when they need it most. There is also less emotional support for younger generations who live away from their families. Older people often suffer from loneliness, boredom, and feelings of helplessness. Greater geographical mobility, increased racial and ethnic diversity, new patterns of immigration and identity reformulation, as well as changing work and family roles are important factors that also affect families (McKenzie 2007). Therefore, there is growing support for the view that in order to strengthen our families and our communities, we need to cherish opportunities for people to come together across generational lines and become more invested in each other’s lives. Over the past decade, there has been more focus on intergenerational programs; different programs have been designed to support different generation’s engagement and participation 3
with the community. It is important to understand the changing nature of intergenerational family structures, functioning, and roles in individual wellbeing and to address basic factors related to intergenerational support systems to cope with the challenges facing individuals in all generational positions (both in their families and in communities) in the United States. The specific objectives of the project are to: x
Identify a definition of generation and family;
x
Identify a definition of children, young and older adults and their needs and role in today’s American society;
x
Identify a definition of intergenerational programs and relevant associated concepts, briefly exploring each element;
x
Identify benefits of intergenerational programs to both the individuals involved and the broader community;
x
To design an intergenerational facility with the focus on the shared space between the generations.
In short, this research explores intergenerational programs designed to increase engagement between generations in the community and analyzes existing facilities that are implementing intergenerational programs. In the end, it will demonstrate that existing research can be used to formulate design guidelines for building these facilities and further more the design section of this thesis will demonstrate of how these guidelines can be applied.
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RESEARCH METHODOLOGY The research methods for data collection are pre-structured insofar as it roughly follows the outline listed in the abstract and preliminary research portions of this proposal. The thesis will be handled as two interactive parts. The first part: x
addresses the absence of generational interactions in the country,
x
describes the definition of generation, older persons, young adults and children;
x
talks about their needs from each other
x
analyzes the benefits of the intergenerational programs.
The second part of the thesis: x
references the facilities in which the intergenerational program has been incorporated
x
addresses the intergenerational programs’ need for a specific facility. Ultimately the two parts will be superimposed. This synthesis leads to
responses that are incorporated into the design.
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CHAPTER 2 LITERATURE REVIEW Definitions of Generation Generation is the same age cohort that lives through the same significant events, especially during adolescence or young adulthood (Mannheim 2002). In other words, a generation is shaped not only by the era but also by pivotal events, such as World War II or the civil rights movement or the attack of the World Trade Center. These events symbolize shared reference points and common experiences. Up until the 19th Century, familial generation, the average time between a mother's first offspring and her daughter's first offspring, was the only definition of generation that was known. As the 19th century wore on, the society got divided into different categories of people based on age and cultural generations, cohorts of people who were born in the same date range and share similar cultural experience, were added to the list of generations. The process of modernization and industrialization altered the public’s mentality of understanding of time and society. One important contributing factor to this matter was the change in the economic structure of society. Because of the rapid social and economic change, young men particularly were less beholden to their fathers and family authority than they had been before then. Greater social and economic mobility allowed them to flout their authority to a much greater extent than had traditionally been possible. Additionally, the skills and wisdom of fathers were often less valuable than they had been due to technological and social change. Another important factor was the breakdown of traditional social and regional identifications. The spread of nationalism and many of the factors that created it encouraged a broader sense of belonging, beyond local affiliations. People thought of 6
themselves increasingly as part of a society, and this encouraged identification with groups beyond the local (Wohl 1979). During this time, the period of time between childhood and adulthood usually spent at university or in military service, was also increased for many people entering white collar jobs (Wohl 1979). I believe it was around this period of time when the meaning of family changed and people started to get less attached to their families and more attached to their jobs and society. Definition of Family and How It’s Changing Family is defined as “the basic unit in society traditionally consisting of two parents rearing their children; or a group of persons of common ancestry” (Merriam Webster n.d.). Traditionally, families took care of each other; younger adults cared for the older adults. I spent my childhood in Iran, where traditional houses were built to allow this style of family living; houses usually had a big courtyard with rooms surrounding it, and each family member had lived in a room, as children got older and married they would get more rooms and stay in the same house with their families. This way everyone would take care of each other.
Figure 1: Aghazedeh House’s floor plan, Abarkooh
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Figure 2: Aghazedeh House
In time, people needed more privacy and time away from each other; in order to keep the tradition, families started living in separate houses but in the same neighborhood so they can be close to each other in times of need. In the last four decades, more changes have resulted in the virtual disappearance of the extended family and dramatic decrease in the amount of significant interactions between generations. America has become more mobile, widening the geographic and emotional separation between children and senior adults, creating a societal health problem: disconnectedness. Family members of different generations, great-grandparents, grandparents, parents and children, are not living together anymore. Traditional familial tasks (caring for the children and elderly) are now delegated to institutions outside the home; children centers and nursing homes. Therefore, we need to find effective ways to bring the young and the older adult together so they can become more invested in each other's lives. In the process, they can tell their stories, share their experiences, and provide and receive care and support.
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Who Are Children and What Are Their Needs? “A person between birth and full growth” is defined as a child” (Merriam Webster n.d.). In this thesis I focus on the first five years of their lives. As a preschool teacher, I learned that what children learn in the first few years of their lives is the most important learning experience. Nearly 90% of children’s brains develop during the first five years of their lives. In today’s society, child care is becoming a fact of life for many American families. As increasing numbers of women enter and remain in the work force after pregnancy, and more are single parents, more families are relying on non-maternal care for their infants and children. Since most of these mothers return to work in their child's first three to five months of life, more than one million children under the age of five in the United States spend much of their early lives in a variety of child care situations (Townsend 2002). The philosophy of Dr. Maria Montessori is that within each preschool child is the seed of unlimited potential, which will guide the child into adulthood (Standing 1957). Therefore, we can say early childcare education is the foundation of everything that follows. The question is "Are we properly preparing our children for the life that lies ahead?" (UnkownOrigin n.d.) to be competent, confident, compassionate and a capable individual learner. Children are educated at their own rate of development. Child Development should be focused on continually stimulating the child through an enriched environment with activities, materials, and extensions that promote experimentation at every developmental level. The goal is to treat each student as an individual. This philosophy is in direct opposition to a traditional daycare setting with the ratio of 6-15 children per teacher, but in an intergenerational facility with “grand- friends” can pay oneon-one attention to children and their needs. Children learn by making 9
connections. The meaning of true love and understanding gets created by the response they get to their demands. Children learn to trust or mistrust, to feel safe or be afraid, to feel loved or unloved based on the way others will treat them. The help of grand-friends in an intergenerational facility will allow the opportunity of respecting and responding to each child on individual basis which will produce self-discipline and a lifelong love of learning. Children have basic human needs in addition to requirements unique to their particular situation. Children’s basic needs include food, shelter and physical safety but just as important is their emotional security. Due to development of their minds, they need support in developing and learning important and useful skills. They need to learn the rules of society, to be able to communicate their ideas and desire, to persuade and change minds. Children grow to become functioning adults-- many abilities that are useful in developing careers can be very much an exploratory activity as children discover their talents and the things that motivate them. Children also need to learn to be happy with themselves and to cope with the difficulties and traumas of life. They thus need to learn self-confidence and emotional maturity (Judith MacCallum, David Palmer , Peter Wright, Wendy CummingPotvin, Michelle Brooker, Cameron Tero, Peter Wright 2010). It is a profound responsibility of parents and caregivers to provide for these needs.
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Who Are Young Adults and What Are Their Needs? Anyone between the ages of 18-23 is considered a young adult. However this program is focused to take care of the young adults who spent their entire youth being bounced from one foster home to another. These young people often leave the foster care system with few resources and very little support. Young people transitioning out of the foster care system are significantly affected by the instability that accompanies long periods of out-of-home placement during childhood and adolescence. The experiences of these youth place them at a higher risk for unemployment, poor educational outcomes, health issues, early parenthood, long-term dependency on public assistance, increased rates of incarceration, and homelessness (Hall n.d.). Many young people live with their parents during the time of economic downturns when jobs are scarce, and housing is expensive. Unfortunately, foster youth do not always have the option of turning to their families for support. Every child deserves a family, someone to turn to as she/he grows into adulthood and the need doesn’t end at the age of 18. Alone, these young people are confronting the harsh reality of the gap between the wages they earn and the cost of housing. In an effort to assist youth in their transitions to adulthood, the intergenerational facility will create a place where they can call home. Young people who are aging out of foster care need the safety net that permanent supportive housing provides. Housing, healthcare, employment and most importantly the need of getting prepared for being in the society, get a job, and support themselves are the basic needs of this group. The intergenerational population’s inherent diversity of age, enhanced by the requisite diversity of race, ethnicity, education, income, life experience, and perspective will help the young adults develop self-esteem resulting in independence and a sense of purpose. 11
The Role of Elder Persons in Family “Respect your grandparents, love them and help them if they need you to” is what my mother used to tell me and my brother when we were younger. Both sets of my grandparents lived out of state so we only saw them on holidays. During every Norouz1 when schools were out for thirteen days, my parents, , my brother Nima (who is three years younger than me), my great grandparents, and I would travel by train and went to Mashhad where my grandparents lived. Those days are the highlight of my childhood. The whole family gathered together at my grandparent’s house, all my cousins, aunts and uncles. We celebrated the New Year and enjoyed life together. My grandma cooked traditional yummy food and baked special Norouz cookies and if we would ask to help, she would say, “Just go have fun; I enjoy doing work for all of you”. She taught me how to serve others without asking for anything in return. She was kind and patient. My cousins, Nima and I climbed up the big sour cherry trees in the yard, ate fresh cherries and played in the small pool. As we got older, the amount of aeidi2 that we got from our grandparents went up. We usually played cards or Jenga3 as a family and the loser would buy everyone Kabab which would also encourage all of us going out together. My grandfather used to say it doesn’t matter how old you are, if you lose you have buy Kabab for everyone, and if one of the kids would end up buying it, he would give us
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Norouz widely referred to as the “Persian New Year” marks the first day of spring and the beginning of the year in Iranian calendar. It is celebrated on the day of the astronomical vernal equinox, which usually occurs on March 21 or the previous/following day depending on where it is observed. 2 Traditionally elders give money to younger adults and children for Norouz. This money is called “Aeidi” 3 Jenga is a game of physical and mental skill. During the game, players take turns to remove a block from a tower of wooden blocks (1”X3”) and balance it on top, creating a taller and increasingly unstable structure as the game progresses.
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more money after the fact. He taught us responsibility and the joy of sharing with others and “paying it forward.” All this happiness was created by my grandparents and, because of them, my family came together at least once a year. Even though we lived apart, our relationships was close and as studies have shown long-distance grandchildren can still feel satisfied and have emotionally close relations with their grandparents (Alan C. Taylor, Mihaela Robila, Hae Seung Lee 2005). Since my grandfather passed away, and some of us have moved outside of the country, it’s been harder to get together and celebrate Norouz every year, but the existing emotional closeness remains within the family and we always talk about our childhood memories and how fortunate we were for having them in our lives. The Role of Elder Persons in Society An elder person is someone with a lot of life experience and wisdom with increase knowledge by virtue of their years of living. In many earlier cultures elders were considered essential to the continuity and identity of the community. In these cultures elders performed deliberative representative and judicial functions and were admitted to that governing body purely on the basis of age (Campbell 1994). Establishing and fostering positive, effective communication with the elderly will provide the foundation for a better life. In Japanese culture, elders were the primary perpetuators of religious affairs and they made offerings and attended the private devotions and communal prayer on behalf of their family (Palmer 1975). Unfortunately during the Industrial Age, the role of older adults became distorted and American culture lost sight of how important this generation is. In the United States, age-segregation and age-related stereotypes could be limiting children’s exposure to cultural diversity. The focus of this Age turned 13
to productivity and, therefore, if a person wasn’t productive- in terms of producing material goods- she/he wasn’t valuable. Knowledge learned from science and technology took the place of knowledge gained from experience. People of this period lost interest in their history, ancestors and as a result their own identity (Frances Cox, Ndung'u Mberia 1977) and became more focused on themselves which led to individualism and less value for the elders of the family. These events created an atmosphere where older adults got separated from other generations and there was no place for them to share their stories, experiences, visions and dreams with the younger people. This has continued to our age and time where even today our elderly don’t always receive the care and respect they deserve. Older adults are an important and growing segment of our society with wisdom to share and valuable life lessons to teach; therefore, they should be honored for their historical significance. They should be seen as connection to the past. Their very presence creates a connection between generations past, present and future. They establish an awareness of the culture and rootedness that is so necessary for the health and growth of our community (Best 2001). Older adults have an important role in the society even if they don’t have any grandchildren of their own, or if they are separated by geographical distances. A friend of mine tells a story of his childhood about an elder neighbor, Mr. Yaghoubi, who would knock on every door in the neighborhood every Norouz and ask everyone to come out, wash and clean the street together; he then would asked everyone to bring a flower pot from their house and form a line in the middle of the street and leave it there during the holidays. So for thirteen days of Norouzi holiday, the street would become walkable and today, more than thirty years later, Mr. Yaghoubi’s memory is 14
being celebrated in our thoughts. The older adults have the power of making the past becoming alive and giving a broader view to our lives. They need to be loved and praised. Defining Intergenerational Programs Intergenerational programs are “social vehicles that create purposeful and ongoing exchange of resources and learning among older and younger generations” (Matthew Kaplan, Nancy Z. Henkin, Atsuko Kusano 2002). Another definition describes intergenerational program s as interventions that aim to “increase cooperation, interaction or exchange between any two generations” (Duugar 1993). Therefore intergenerational programming offers an opportunity for generations to come together and to celebrate the uniqueness of one another by sharing their talent and resources allowing their unique personal knowledge, experiences and expectations to shape their interactions. Why intergenerational facilities are needed in the United States? Being able to teach and to make a difference in young people's lives will help the elderly feel part of society again. Also encouraging young people to become involved with voluntary community service projects will enable them to better understand other people, become familiar with new service opportunities, and will open up new career options to them. As the result of increased self-esteem, any young volunteers make better decisions in life and feel greatly enriched by giving of themselves (van Vliet-- 2009). Children will be use the older adult’s wisdom, learn how to solve problems and respect others. There is a need for intergenerational facilities in the country. “Aging is everyone’s business” (Jekins 2010). Everyone will get older, and due to 15
modernism we use more industrial material and less hand crafted, therefore houses are more modules and less need specific for the users. Industrial modularity is cheaper and easier to build; the sense of space has changed and there is no space in new houses for grandparents to live with their children and grandchildren. Also due to globalization, children are moving to different states, countries and continents in search of a different and possibly better life. Intergenerational facilities will allow the society to use resources that are available through the tremendously underutilized economical and social knowledge of elders, and the unrecognized children and youth services through volunteer activities.
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The Benefits of Intergenerational Facilities Intergenerational facilities can provide leadership and resource support for organizations interested in developing intergenerational programs and activities that enrich people's lives and help address vital social and community issues. Intergenerational approaches will help strengthen weakened social safety nets, promote economic sustainability, and improve social integration in cities (Hellen Kim, Klein Kim, Robby Rpdrigues 2009). An intergenerational program creates a sense of family, strengthen the community, and will make the skills and experience of different generations available to one another. It brings a sense of shared purpose and values; it serves as a foundation for caring relationships among all members of its community, including staff. It provides children experiences with other children and adults of varying ages under the supervision of trained personnel. Intergeneration philosophy allows all ages use their senses to explore, create, discover or re-discover new things about themselves or nature. Seniors can help kids with homework or conduct more formal tutoring sessions, read aloud to young children or help older ones to read, play cards or board games, help them with computers or gather a group to go outside for soccer or basketball. A simple activity like collecting leaves and flowers will create different learning opportunities such as: interacting and communicating (verbal/non-verbal), enhancing self-esteem and pride in accomplishment, staying on task and completing an activity, working as a team and cooperating, be generative, nurturing, helpful and caring, learn new terms and skills.
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These facilities will result in more efficient use of the physical building and funding sources (Willam van Vliet--, Selena Paulsen 2008). They will save money by sharing staff, space, and other operational costs. The senior staff can train the young adults who live in the facility, to work with children or the elder persons. This will give the young adults education, work responsibility, and a great place to live and an experience f to love and be loved. It will create an easier transition out of the foster homes into the real world.
Figure 3: Collecting leaves and flowers
Figure 4: Playing cards sharpens memory skills in children and elderly alike
Intergenerational facilities will enhance quality of life for all participants, provide needed services to the community, increase cost saving and opportunities to share resources, attract additional funding and positive public relations and most importantly improve attitudes about different age groups.
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Benefits for Children: Older adults could serve as positive influences in the lives of children by taking on roles such as caregiver, playmate, adviser, mentor, and friend (Shalhevet Attar Schwartz,Jo Pei Tan ,Ann Buchanana ,Eirini Flouri and Julia Griggs 2009). Studies have proven that preschool children involved in intergenerational programs had higher personal/ social developmental scores by about a year, and higher school attendance and performance in later school years than children involved in nonintergenerational programs. Being involved with intergenerational programs enhances the children’s communication skill, promotes their self-esteem and develops their problem-solving abilities. Also interaction with older adults will develop the children’s positive attitude toward sense of purpose and community service. Children who regularly participate with older adults in a shared site program at a nursing home have enhanced perceptions of older adults and persons with disabilities and nursing homes in general. The vast majority of parents surveyed believe the intergenerational program is beneficial for their children (Metlife Foundation 2008). Josh is a member of his middle school Intergenerational Project run by a group called the Hesston Area Seniors, Inc. Josh says the very first time that he got involved with the elderly, he had the stereotypical image that many children have of an older person: that “they’re slow, sick and –well, stinky”. Instead he discovered that taking part in these sessions not only beats the alternative of watching TV and waiting for his dad to get home from work, but the older people are “pretty cool” after all. “These guys are fun, they really help you” Josh says (Holland 2000).
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Benefits for Young Adults: The transition to adulthood is an intimidating prospect for all teens but for young adults in foster care it means more than just branching out on their own. It means the end of programs, case workers, and foster homes that were tasked with providing for their basic needs. Older adults in an intergenerational facility can provide guidance, wisdom and support the young adults during the transition to adulthood (Metlife Foundation 2008). Foster youth are the group of children who have been separated from their families to be protected from harm. When these kids turn 18, they need to move out, find a job, and go to college by themselves and without the support of their parents or anybody else to help them establish happy and productive lives. An intergenerational program can be a resource for these young adults to fall back on; to have their own apartment to live in, to go to school or be involved in the training programs. They will be able to work at the intergenerational facility they are living in, and to also take advantage of counseling, therapy and other available services at the facility. They would gain the ability to develop financial skills, manage their finances and accumulate savings for the future. They would have the opportunity to establish a relationship with older adults, children and their families as well as with other employees working at the facility. They can be the center of attention when they needed and learn how to give undivided attention to others. Experiencing the goodness of all ages living together, sharing big events and small moments would lead to laughter, surprises, reminiscing and learning from one another and a greater perspective of life in the real world for the young adults.
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Benefits for the Elderly: For older adults, regular interaction with children results in an atmosphere that is more “family/home-like” and promotes social enrichment and a renewed interest in others. The majority of older adults participating in intergenerational programs indicate that they feel happy, interested, loved, younger and needed (Metlife Foundation 2008). Making the older adults feel needed “has a powerful impact on depression, physical health, and well-being” (Sullivan 2002). Staying involved, having a chance to give back to their community and helping others contributes to the maintenance of good health, and can diminish the effect of psychological and physical diseases and disorders. (Aging Initiative 2010) Older adults with dementia or other cognitive impairments experience more positive affect during interactions with children than they do during non-intergenerational activities. An Alzheimer's care provider shared, “My residents mostly sit in their wheelchairs moaning and groaning until they hear the sweet little voices of Children. Then...they speak up; I see the smiles, brighter eyes, and even a resident who can do books on tapes with the kids.” Being engaged in intergenerational activities would enhance the older adults’ self-esteem, improve their life satisfaction; it would also help them remain productive, useful, and contributing members of society. They increase interaction with children and youth and engage more with one another to prevent isolation in later years. They learn new innovations and technologies from their younger counterparts. Helen Matthews is a senior adult who shares local history and cultural arts with children in a local elementary school in Hawaii. Helen says that she finds inspiration and a sense of power from her work with children. This is something she can do, within her realm of influence, to make a difference in 21
young people's lives (Kaplan, Out of Audience And Onto The Playing Field: Preventing School Violence 2001). Judy Douglass, Generations Mentor at Denver Urban Gardens Connecting Generations, says: During the school year, I’m privileged to read to groups of children in the library, to practice simple words with kindergarteners, and do some lattice multiplication with the fourth graders. The kids all love unconditional attention from someone who is not a teacher or parent; I so love their unconditional love in return. During the spring and summer we share special times in the garden. We all benefit from Judy Elliott’s gardening lessons but also marvel as children mature, explore, and find calmness.
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Relevance to the Architecture Discipline One of the critical issues in the intergenerational studies field is the lack of attention to how the physical environment plays a role in promoting intergenerational engagement. Today, architecture mostly responds to one need in regards to these demographics. Architects design schools or senior citizens facilities; however the combination of these programs is revolutionary. “Intergenerational facilities will result in more efficient use of physical facility and funding sources. This will allow local government and school districts to respond more flexibly to demographic shifts, obviating the need for demolition and construction of specialized facilities designed narrowly to accommodate a single age group.� (van Vliet-- 2009)
I am proposing to design buildings that are made to meet different needs and have multiple uses that support a reconnection between children, young adults and Older Adults. By focusing on the needs and desires of theses generations architects will have the opportunity to design specific spaces that would respond to the client’s needs, rather that adjusting the needs to fit the space. Instead of connecting two separate buildings of a senior citizen home and a daycare center, we will design and build them together with the addition of all the share space they need. This will allow the older adults to have their privacy and live in their own space, yet have the opportunity to be with the children as often as they desire. It will also make it easier for the children to visit their grand-friends in the older adults section or for all of them to get together in the shared spaces.
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CHAPTER 3 CASE STUDIES Hesston Child Development Center Hesston Intergenerational Child Development Center located at 441 Neufeld Dr., Hesston, KS 67062-8101, is a new building that was designed and built connected to the Assisted Living area of Schowalter Villa. For over 14 years Hesston Child Care Center (HCCC) and Schowalter Villa have valued highly the interactions that happen when children from the child care are able to interact with residents from the retirement center. At first it was very limited as it was necessary to bus children to the Villa. Only one or two groups of older children were taken on a monthly basis. But both organizations realized the benefits to both populations. In 2001, when it became necessary for Hesston Child Care to find a new permanent home, it was only natural that the administrators and boards of both organizations looked at the possibility of building a facility for the child care that not only was close to the retirement center but that was purposely designed to facilitate many levels of interaction between children and elderly. The result after four years of planning and much community involvement was the Hesston Intergenerational Child Development Center (HCCC). The two facilities are connected through a corridor named “Main Street” that includes a gift shop, a bank, a small meeting room and a stop for Ice Cream Shop. Judy Friesen, HCCC’s director said that the children call the elderly “grandma and grandpa”. This will create trust and love between the two groups. The design of the HCCC, though it wasn’t flawless, has created a great connection between the existing building of Schowalter Villa and the new extension of the HCCC. Different observation and interaction areas were
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planned to allow the elderly interact with children as much as they like. These areas include: x
One-way observation windows into the Infant room and the youngest Toddler room, accessed from the child care lobby.
x
Large interactive observation windows at the end of Main Street, looking into the multi-purpose room where there are generally groups of children playing.
Figure 5: Older adults watching the children play in the Multi-Purpose room
x
Outdoor playgrounds that can be observed from some of the resident rooms, and from common sidewalks
Figure 6: Older adults are able to sit in their rooms and watch the children play in the playground
Figure 7
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x
Children can look out of their classroom windows and see their Grandma and Grandpa friends walking by.
Figure 8: Children watching their grand-friends through the classroom window
Judy mentioned that HCCC also facilitated schedule interactions between the children and the elder persons, including: weekly visits of a small group of children of each classroom to do activities with their particular residents at the Villa. They do art projects together, play games, sing music and often bake. I observed one of these daily visits where the children draw a picture that told the story then the grandparents helped them by writing the stories.
Figure 9: Drawing a picture
Figure 10: Grandma Ruth is helping Grace write a story about her picture
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There are eight seniors who come on a regular basis each week and help in the classroom as teacher aides. The infants take daily strolls down the halls of the Villa in their Bye-Bye Buggy, and the Toddlers play puzzles with their grandparents.
Figure 11: Playing in the Infant room
On occasion residents are brought to the children’s rooms to visit. And children visit residents in their rooms.
Figure 12: Building Blocks with Three years olds
Figure 13: Sharing Toys with Grandma
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Many special events are planned to include children, college students from Hesston College and residents from Schowalter Villa. They include Parades, Festival of Creativity – three days of planned activities such as baking, storytelling, music, and other interesting experiences. Christmas celebrations; a Mardi Gras Parade, Petting zoo, and picnics.
Figure 14: Baking Cupcakes Making Peanut Butter
Figure 15:
Figure 17: Performing a play together4
Figure 16: Grandpa is making pottery for Preschoolers
4
Images 14-17 are from: http://www.hesstonchildcare.org/page4.php
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Figure 18
Figure 19: visiting Grandparents in the lounge
Strengths HCCC’s passionate employee, and parents in addition to the long term relationship they’ve had with the Villa helps creating a loving friendly environment for the children and grandparents to live, learn and play. The center also collaborates with Hesston Community College. Student volunteers bring in the new energy and faces to the group. The class curriculum involves students connecting with residents in Assisted Living and Health Care. Many enjoy one-on-one visits where they can spend time sharing and enjoying each other’s company. Hesston College also encourages residents to attend their many cultural, educational, and recreational opportunities. An Arboretum that is part of the seamless campus community with grassy meadows that surround a lake, hundreds of varieties of native and adaptable wildflowers, scrubs and trees creates a beautiful backdrop for relaxation and meditation. There is also a half mile circle trail with benches provided for residents and children to enjoy new discoveries in all four seasons.
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Weaknesses HCCC and the Villa are two buildings that were designed and built in two different times. And even-though in the design of the HCCC, the architect did a great job of creating shared spaces and the Main Street, the building still lacks the innovative connections between the programs and reads as two different building connected together by a hallway, called “Main Street�. Inorder for intergenerational activities to take place, one group always has to travel to the other side of the main street, which will lower the chance of the elderly who choose not to participate in the activities. When I interviewed the grandparents, some of them complained about the children being loud in the shared space. These spaces were originally designed for the Villa’s residents to get together to talk, watch TV or just relax outside of their rooms. But the daily activities with the children now limits the quiet time for the grandparents.
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Sankofa House Located at 4041 West Roosevelt Road, Chicago, IL 60624-3970, Sankofa House is a new 58-unit, 5-story apartment building for young adults and kinship families. It is a project completed by Interfaith Housing who builds affordable housing for underserved populations. Sankofa House consists of a combination of two-, three- and four-bedroom units for the kinship families and one bedroom “starter apartments” for young adults ageing out of foster care. Kinship families are growing nationally, and according to the Illinois Department of Aging, over 200,000 children under the age of 18 are living with their grandparents whose average income is around $15,000 to $25,000. One of the major goals of this project is to support underserved families and keep them intact. Sankofa House earned the top-tier three-star certification through the Department of Housing’s Green Residential Program. The most outstanding sustainable feature of the building is the light-core that begins at the ground floor entry lobby and is organized vertically through the building.
Figure 20: Sankofa House
Figure 21: Exterior view of Light core
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The entry lobby at the ground level was designed where vision for security in two directions was required; floor to ceiling glass at both sides provides a welcoming space where the electric power light are barely needed.
Figure 22: Entry Lobby
Figure 23: Multi-purpose room
Sankofa House’s other sustainable features include wind turbine, vegetative roof gardens, fixed sun shades on the southern windows, an eco-friendly elevator, low flow plumbing fixtures, a tri-sorter chute, built-in recycling bins and recycled limestone flooring.
Figure 24: Eight urban wind turbines on the roof top
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Figure 26: Sun shades
Figure 25: Two habitable vegetative roof gardens located in each wing, and accessible from the fifth floor corridor
Figure 27: A tri-sorter chute encourages recycling and requires residents to select waste or two types of recycling and diverts waste to the appropriate bin at the ground floor
Figure 28: Recycled limestone flooring
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Strengths Snakofa House’s sustainable features were great. The residential units are design with the needs of the community in mind. During my interview with some of the grandparents, they said that the residential units are beautiful and they love living there. They not only take care of their grandchildren but also support each other in their community. A grandmother said “the recycling system in the house has made it very easy for me and my three grandsons to recycle and help the environment, this makes us feel good”. Susan King, the architect of the building said “It was important that the design support the community within the building through the shared spaces, but we needed to promote independence for the young adults as well. Therefore we took advantage of the site” (King 2010). Sankofa House is on a corner site with two street facades. The kinship apartments are placed along the more residential street and the starter apartments are situated along the bustling Roosevelt Road. The light-filled shared space is designed on each floor as multipurpose rooms. Weaknesses Snakofa House’s residential units’ design doesn't show the consideration of the age and scale of children and ability of the grandparents. For example the counter-tops and built-in furniture are not age appropriate for grandparents’ comfort. Even-though the architect spent time and energy designing and placing the sustainable features into the building, the details on how to make them usable for the residents have been ignored. The green roof is beautiful but the lack of safety makes it impossible for the grandparents or the children to be on the roof using the gardens without supervision. And since there is not 34
enough staff working at Sankofa House the roof garden is not being used and behind the lock doors. The shared- spaces are bare and empty and since they are stack above one another on each floor and placed as a divider between the two sets of the kinship apartments and the starter apartment, it feels like as they were designed to create separation between the residents not connection. Result of the Case Studies The above examples are two of the best centers that I visited, however it seems that Hesston Intergenerational Child Care Center is more attentive to the intergeneration activities and Sankofa House is more focused on sustainable design elements and not so much on how to design the space so it would best serve the client. These two along with many other intergenerational programs are proof of the immediate need for a set of design requirements and the fact that just like any other program it is best to design a building that is specific to this program rather than design the program to fit an existing building.
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CHAPTER 4 DESIGN What to Design in the Future? One of the main issues in intergenerational studies is the lack of attention to the role of the physical environment in the intergenerational engagement. Some guiding principles for developing effective intergenerational facilities include: activities that meet real community needs, partnerships that extend the service capacity of community organizations, and that create decisionmaking opportunities for all participants (Matthew Kaplan, Jawaid haider, Uriel Chen, Dyke Turner 2007). The design needs to be focused on an intergenerational setting where the physical environment accommodates the physical and psychological needs of people across the age and ability ranges which will create an environment that is appropriate for different generation users, and beneficial to intergenerational interaction. The challenge in intergenerational design is that the space must accommodate a variety of ages. The solution is the creative use of color, natural light, home-like elements and finishes; and the incorporation of scale that is appropriate and inviting for different ages. This place must truly have the feel and function of home by providing residents with the proper balance of privacy and community, by incorporating effective safety and security measures and by promoting their independence and pride. Home-like elements and finishes such as wood moldings and casework, carpet, window treatments, and furniture which will allow individuals to take ownership and feel comfortable in the space. Flexibility in the design can encourage activity and allow for changes.
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General or non-assigned areas should be created to promote contact and communication. Safety factors of an intergenerational center, such as a central entrance that can be monitored and visibility to all areas of the center is a critical concern in the design (Kim Modrynski, Cynthia Ethington n.d.). The outcome should be a place x
that older adults want to move into;
x
a dynamic, highly functioning environment for people to age in;
x
one that provides activity, interest, excitement and connection to each other and outward with those in the surrounding community.
The design should pay attention to x
program integration and interaction,
x
community connection, and contextual and contemporary building design.
Program integration should allow for an environment that x
promotes health and wellness in smooth transitions between levels of care as residents become less mobile,
x
promotes independence for the young adults by having a separate section of the building for their apartments. Residential units need to be designed with size of children and ability
of the elder persons in mind. Sustainable and affordable building design through the use of cost effective, low maintenance, energy efficient futures are important as well.5 There are eight phases that comprise this project: 5
Please see page 45- 90 for implemented design outcomes
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1. site selection and analysis, 2. relationship to grade, 3. relationship of indoor and outdoor spaces, 4. orientation, 5. pedestrian access, 6. vehicular access and parking, 7. facility size, 8. space requirements Site Selection and Analysis Downtown areas in North America have become an area for people with double income and no kids. As a volunteer with senior citizen facilities, I have noticed that these buildings are generally placed on the edge of the cities or in the suburbs. From an architecture and urban planning standpoint, placing these facilities in the newly re-emerging center city provides an opportunity for the suburbanized aged persons and children to be part of the society again. In the site selection and analysis phase, it is necessary to make sure that the site is located in an urban neighborhood that includes amenities for the residents to use. These include retail and a grocery store, health and wellness programs, community centers, schools, libraries, museums, green space, planned transportation hub and educational and volunteer opportunities. Additionally, the neighborhood includes other types of housing. Walkability and visit ability are also important features of the neighborhood. Intergenerational facilities should be located in proximity to compatible, safe and environmentally appropriate land uses and away from noisy, dirty or 38
noxious areas. Residential developments and community facilities are the most desirable sites, although sites in mixed-use and commercial developments can also be considered. Building an intergenerational facility in the downtown area will create convenience for those living in, working at or visiting the facility. Relationship to Grade In intergeneration facilities the safety and security of the outdoor areas as well as indoor areas should be addressed. If the facility is located above grade the emergency exits must be clearly provided. These concerns increase with height above grade. Locations below grade are unacceptable due to requirements for natural light and outdoor areas. Relationship of Indoor and Outdoor Spaces Each level should include outdoor space specific for children and older adults. The outdoor spaces should be contiguous with the indoor space and the two areas should be planned together. Ramps for wheeled equipment should be provided when a level change exists. A strong visual connection should exist between the indoor and outdoor activity areas. Orientation The availability of natural light is important to the creation of sustainable and desirable intergenerational spaces. The facility should be oriented so that outdoor areas have both shade and sunlight. Indoor and outdoor spaces should allow for inter-related indoor and outdoor activities and free movement. The facility should be oriented to facilitate the surveillance of outdoor areas from the primary indoor area.
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Pedestrian Access Intergenerational facilities should be close to public transit. If the facility is located within a mixed use or commercial development, access from the street or drop-off area should be as direct and simple as possible. Pedestrian access should be safe, secure and accessible to the disabled. This also facilitates access by strollers and bikes. Vehicular Access and Parking Safe vehicular access should be provided for the intergenerational facility. Adequate short-term drop-off parking for visitors and staff parking should be provided on the building site. Drop-off parking should be located as close as possible to the main entry. Facility Size The size of an intergenerational facility depends on the number of the residents and varies from one center to another. However the Child Development Center and the Skilled Nursing sections of the building would have specific state requirements that need to be met. Space requirements The spaces should incorporate intergenerational spaces, community spaces, and senior housing, children spaces and young adult housing in one dynamic project. How and where all of these program elements come together is the critical part of this facility. The housing for older adults should be divided into three elements of the Skilled Nursing, Assisted Living and Independent Living. Skilled Nursing is for the residents who need consistent care and attention. Care in Assisted Living is focused on helping the resident with activities of daily living, including 40
such things as eating, dressing and taking medication. Independent Living houses for active seniors who do not require care but would like to age in place so that they can live independently as long as possible. When they require care, they will move into Assisted Living. Skilled Nursing is the highest level of care and for residents who are unable to care for themselves and it is preferred to keep this section on the ground floor with the most visual outdoor access. A resident can move into any level of care, but often progress from Independent to Assisted Living and finally to Skilled Nursing. The Skilled Nursing should be designed in small scale non-institutional settings. These small scale houses should look and function as a typical home. Meals should be provided for the resident therefore a commercial kitchen and a restaurant that would serve food is needed. The Young adults could be provided with studios or large one bedroom apartments based on their needs. A separate entrance to this section of the building would allow the young adults their privacy when they need it. There will also need to have access to a library, gathering space and entertainment. The Child development Center could provide services for ages six weeks to five years. The design of this section should promote spaces that are child-oriented, developmentally appropriate, beautiful, environmentally sensitive, health promoting and functional. Children who attend a child development center, spend an average of nine hours per day at the center and children’s needs in many respects corresponds with their ages. There are usually five broad age groups of Infants (birth-12 months), Toddlers (12-24 months), Tows (24-36 month), Pre-school (36-48 month) and Pre-K (48-60 months). Each age group needs a separate classroom and separate outdoor 41
play ground. There is also a need for an interior playground and at least one multi-purpose room. The following diagrams and chart will provide details of space requirements in each section of an intergenerational facility.
Table 1: Space configuration
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CHAPTER 5 IMPLEMENTATION OF THE DESIGN GUIDELINES Design Decision Making In-order to follow the guidelines that I mentioned earlier in my proposal, the central entrance is designed so everyone has to enter the shred-space that is monitored at all times and due to its three story high ceiling, it has the most visibility from different parts of the building. The child development center and young adult’s corridor are accessible from the main entrance; however, they have independent entrances as well. With the intention of creating a dynamic, highly functioning environment for people to age in I used different colors for different sections of the older adult corridor as a way-finding element, all the units designed for the older adult have a sliding door to a balcony so they can enjoy natural light and fresh air as they need it. The use of wood, carpet and furniture in the units and it the corridor was to create a home like environment that the older adults would want to live in. The indoor and outdoor play grounds and gardens, bird garden, movie theater, game hall, multiple libraries and workshops, coffee shop, restaurant, stores, dining halls, gathering and therapy spaces, pool, Jacuzzi and fitness room are designed within the facility to provide activity, interest, excitement and connection between the residents and to invite people in from the surrounding community. It is important to promotes health and wellness in smooth transitions between levels of care as the older adults become less mobile, therefore, the skilled nursing was placed on the first floor because they need the most visual
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connection to the outdoor area and the independent living program that is designed for people with most mobility is placed in the third floor. Design Process The detailed design component is an opportunity to learn how to design for these specific populations and how to connect the generations through space. I started my sketches by having the three generation in mind. My main goal was to create spaces that would connect the generation while allowing them to have their own privacy. The following drawings are illustration of my thought process. Spatial Analysis
Figure 29: spatial studies
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Figure 31: Form studies
Figure 30: Space configuration
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Figure 33: Space configuration
Figure 32: Space configuration
Figure 34: Space orgonization
Figure 35
Figure 36
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Figure 37: Form studies
Figure 38: Form and Space configration
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Figure 40
Figure 39: Form and circulation study
Figure 41: Main entrances
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Study of Form and Concept My main goal is designing spaces that would celebrate the privacy needs of each demographic while supporting the reconnection between children, young adults and older adults. In attempt of bridging the separation of the generation, I research connection, and imagined these demographics as two separated points in space; moving these points toward each other will leave a trace behind that is called a line. In order to strengthen our families and our communities, we need to cherish opportunities for people to come together across GENERATIONAL LINES. These generational lines come together and create the shared space allowing the generations to celebrate the uniqueness of one another by sharing their talent and resources allowing their unique personal knowledge, experiences and expectations to shape their interactions The direction of the lines in this project was influenced by its site, direction of the roads and the square footage needed in each area. This approach creates connectivity to the surrounding area and allows the building to belong to its site. The following diagrams and drawings illustrate the process of this design and show how the building became what it is.
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Imagine a point in space with no breath, length or width; with no dimensions.
Figure 42: Three point in space
Each point could be considered to be one of the generations we are providing services to in this thesis. Now imagine this point moving slowly toward another point. It will leave a trace; this trace is called a line. We need to cherish opportunities for people to come together across generational lines.
Figure 44: line is the trace of a moving point
Figure 43
Figure 46
Figure 45: main lines from the site
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Figure 48
Figure 49: Site
Figure 50: Outcome
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Figure 47: combination of lines
Figure 53: shared-space
Figure 51
Figure 52
Figure 54: Final outcome
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Form Studies
Figure 55
Figure 56
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Figure 57
Figure 58
55
Figure 59
Figure 60
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Figure 61: Ground level diagram
Figure 62: First level diagram
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Figure 63: Second level diagram
Figure 64
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CHAPTER 6 ILLUSTRATIVE ARCHITECTURAL CONCEPT Site analysis
Figure 65: Site before planning
Figure 66: Site Plan
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Figure 67: Road plan
Figure 68: Sidewalk plan
Figure 69: Green Space
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Figure 70: Ground floor
The ground floor of the facility is consists of a fitness room: for the use of both Younger and Older adults. There is a one way window open to the Children’s indoor playground that will allow the older adults watching the children play without having to interact with them, child development center, gathering space in the older adult’s section are designed to create a break in the residential hallways; so the residents can use these spaces to get 61
together, talk, play chess, backgammon or just relax. These breaks allow each residential section to be a different color, which will be used as a wayfinding element. Pool and Jacuzzi space will be used for water therapy for both children and adults. Multiple small libraries, and one larger library where the residents can spend their time reading books, newspaper articles and magazines while discussing important issues. A restaurant that serves the resident’s meals and creates a family like environment for older adults and children to converse and enjoy life over a meal; it will also provide opportunities for the residents and their families to get together. A workshop for the older adults to enjoy doing activities such as making sculptures, knitting, sewing, carpentry which they can enjoy creating in the workshops. A vvegetable garden to provide moderate exercise and fresh air, plus the oxygen given off
by plants can be stimulating. Planting seeds or transplanting seedlings strengthens fine motor skills for both children and older adults. Activities such as digging and raking involve gross motor skills. Gardening provides opportunities to grow fresh fruits, vegetables, and flowers, which can be money-saving, and often empowering to individuals. Stores are designed so the residents can work in the stores and sale the products they have produced in the workshops or in the garden. Others can also shop and enjoy spending time with their relatives and friends. A bird garden that is a communal space used by both children and adults. Studies have shown that older adults with pets tend to have a better physical and mental health. The location of the bird garden in this facility allows it to be used as a conversation piece and promote social interaction. A theater that is specifically designed to accommodate wheelchair seating. The theater seats are placed on a rail and can be moved to create the space needed for a wheelchair. This would allow the older adults who need to be in their wheelchair enjoy watching the movie while sitting along-side of other viewers. A coffee shop that is close to the 62
entrance and in the shared-space to allow the non-residents, such as the parents who are dropping off their children at the child development center, stop by for their morning coffee, and also for the residence to be able to work and play while interacting with other residents as well as the non-residents.
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Figure 71: First floor
The first level of this facility is consists of therapy spaces, that are designed based on the therapeutic needs of the all residents. Services such as physical therapy, occupational therapy, art therapy, music therapy, speech therapy, water therapy and group therapy can be provided in this area, child development center, dining hall, game hall, gathering space, workshop, and a large library.
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Figure 72: Second floor
The second floor of the facility includes gathering space, therapy space and an accessible rooftop.
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Figure 73: Structure
The structure of the building is vertical shear concrete cores with secondary wood structural framing and secondary shear walls. The dark lines and points of this drawing represent the concrete bearing walls and columns. The building will also have structural concrete floor slabs in order to maximize the clear spans.
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Figure 74: Designed site
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Figure 75: Bird’s eye view
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Exterior Renderings
Figure 76 : West wing, older adults’ units
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Figure 77: Main entrance
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Figure 78
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Figure 79: Roof
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Interior Renderings
Figure 80: Gathering space in the older adults’ corridor
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Figure 81: Gathering space in the older adults’ corridor
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Figure 82: Interior hallway
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Figure 83: Interior hallway looking toward the gathering space
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CONCLUSION Crossing the intergenerational divide there are many significant reasons why our society needs intergenerational programs and why architects should consider designing multipurpose buildings that specifically contribute to stronger intergenerational links. Designing new facilities shared by all age groups, including older adults, can contribute to ending the unhealthy age segregation that defines so much of America’s culture today. Whether we like it or not, American society is increasingly fragmented and segmented by age, gender, income, and lifestyle. Coupled with America’s fondness for the new and cutting edge, this fragmentation has helped foster a disconnection between generations. Yet, older adults have much to offer children, and young people have much to offer older adults. By designing new facilities that serve these demographics, architects can become a unifying force in a community and can help build new connections between young and old. (Sullivan 2002)
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BIBLIOGRAPHY Aging Initiative. 05 26, 2010. http://www.epa.gov/aging/index.htm (accessed 04 25, 2011). Alan C. Taylor, Mihaela Robila, Hae Seung Lee. "Distance, Contact, and Intergenerational Relationships:Grandparents and adult grandchildren from an intergenerational perspective." Journal of Adult Development, 2005: 33-41. Best, Robert J. "The Spritual Role of the Elder in the Twenty-first Century." In Aging and Sprituality, Spritual Dimensions of Aging Theory, Research, Practice and Policy, edited by phd David O. Moberg, 21-31. Binghamton: The Haworth Pastoral Press, 2001. Campbell, Alastair. "The elder: Seniority within the earliest Christian community." 1994: 2031. Duugar, Margaret Lynn. "The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. Intergenerational Programs: Weaving Hearts and Minds." 1993: 28-35. Frances Cox, Ndung'u Mberia. "Aging in a changing village society: A Kenyan experiance ." 1977: 22-31. Hall, Chapin. Hellen Kim, Klein Kim, Robby Rpdrigues. Working Across Generations. San Francisco: Jossey Bass, 2009. Holland, Holly. "These Guys are Fun." Teaching Tolerance, 2000. James S. Jackson, Toni C. Antonucci, Simon Biggs. "Intergenerational Relations: Theory, Resreach, and policy." Journal of Social Issues 4 (2007): 679-693. Jekins, Joe. "Sustainable Communities For All Ages, A ToolKit for Planning, Engagement and Action." Baltimore, Maryland: Public Health Institute, 2010. Judith MacCallum, David Palmer , Peter Wright, Wendy Cumming-Potvin, Michelle Brooker, Cameron Tero, Peter Wright. "Community building through intergenerational exchange programs." Journal of Intergenerational Relationships (Routledge), 2010: 113-127. Kaplan, Matthew. "Talking about Work Across Generations." Ideas for Intergenerational living, 2008: 1.
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Kaplan, Matthew. "Out of Audience And Onto The Playing Field: Preventing School Violence." 2001: 1-2. Kim Modrynski, Cynthia Ethington. An Enviornment for all agaes. http://www.pacearchitects.com/ (accessed 11 27, 2010). King, Susan, interview by Neda Norouzi. Sankofa House (05 19, 2010). Mannheim, Karl. "Nazarene Baby Boomer’s in the 21st Century:The Problem of Generations." ANSR . 2002. 1-3. Matthew Kaplan, Jawaid haider, Uriel Chen, Dyke Turner. "Environmental Design Perspectives on Intergenerational Programs and Practices." Intergernerational Relationship, 2007: 81-110. Matthew Kaplan, Nancy Z. Henkin, Atsuko Kusano. Linking lifetimes: A global view of intergenerational exchange. Lanham: MD:University Press of America, 2002. McKenzie, David J. A profile of the world's young developing migrants. Wshington DC: Population Council, 2007, 115-135. Merriam Webster. http://www.merriam-webster.com/dictionary/generation (accessed April 14, 2011). Metlife Foundation. "Intergenerational shared sites." Fact Sheet, Washington, 2008. Palmer, Edwina. "The honorable elders." Durham, NC: Duke University Press, 1975. Shalhevet Attar Schwartz,Jo Pei Tan ,Ann Buchanana ,Eirini Flouri and Julia Griggs. "Grandparenting and Adolescent Adjustment in Two-Parent Biological,." Journal of Family Psychology, 2009: 2-7. Standing, E.M. Maria Montesoori: Her Life and Work. New York: Penguin Group, 1957. Sullivan, Kevin J. "Catching the Age Wave: Building schools with senior citizens in mind." National Clearinghouse for Educational Facilities, 2002: 1-12. "'The Intergenerational Approach to Development: Bridging the Generation Gap." 2005. Townsend, Milton Moskowitz & Carol. 100 best companies for working mothers. 2002. UN/DESA. "Development in an Aging World: World Economic and Social Survey." UN/DESA, UN Department of Econimics and Social Affairs, New York, 2007.
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UnkownOrigin. van Vliet--, Willem. Creating livable cities for all ages: Intergenerational Strategies and Inititives. Boulder: University of Colorado, 2009. Wikipedia. http://en.wikipedia.org/wiki/List_of_generations#List_of_generations (accessed 4 15, 2011). Willam van Vliet--, Selena Paulsen. Public policies for intergenerational Cities: Background Trends and a Case Study of Denver, Colorado. Paper prepared fo UN-Habitat's Global Dialougue on Harmonious Cities for All Age Group as the World Urban Forum IV, Boulder: University Of Colorado, 2008. Wohl, Robert. The Generation of 1914. Cambridge, Massachusetts, Harvard University Press, 1979.
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POST SCRIPT This is a list of questions and comments that were discussed during my defense: 1) If this facility gets build, how would you measure the success of your project 10-15 years from now? Architecture needs to serve the users. My focus on designing this project as described in the thesis narrative and with specific design strategies identified was to create an environment that would encourage positive intergenerational interaction. To the extent that this goal is positively experienced by the users, I would say the work has been successful. 2) You talked about bringing the generation together and creating an environment that encourage intergenerational activities, but both your design and your boards give me the feeling of isolation; in a sense that everything else is fading in the back ground? That is actually intentional, my research showed that these demographics are the forgotten groups in our society- that there is a lack of settings and opportunities for interaction among the groups being studied within the thesis- and I wanted to show that in this project contrary to being forgotten they will be the center of attention and that is why the building might look isolated and that is also the reason the boards have faded backgrounds to emphasize on the importance of this place and the people who are living there. Also as you read the proposed thesis, you will find a section on site analysis that will explain all the criteria I have for choosing a site for this project.
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3) Why this form, why couldn’t the building be another form? The form is not what is important and it could be many different forms. This form was created more as a volumetric program test and less as an architectural design proposal with the attention on the user’s needs . I wanted to create a shared space that would provide opportunities to bring the generations together within the place they live. That shared space is the center zone of the building, planned as a community commons area- a village commons perhaps. Also from my interviews with some of the older adults who live in intergeneration facilities, I found out that not all of them like to interact with children indiscriminately but they like to be ‘around’ children; I also know from experience -- that a young adults like to have their own privacy, and that’s how the two main arms of the building were designed. To allow one arm for the younger adults and the other for the older adults. The children are in the middle and close to the shared-space because they only spend part of their day at this facility; also they need both t younger and older adults attention. 4) You say you didn’t want the users to have to go to another place in-order to interact with other generations but in your design you have to main corridors and it feels like they still need to go from one corridor at one side of the building to the other corridor at the other side of the building, or come to the middle where the shared-space is. So how do you think you have solved that problem? The shared-space is in the middle because sharing and coming together is the reason for the design of this building. But if you look closely, you will notice that there are provisions for different levels of interactions. For example, children’s outdoor play ground goes 89
across the wing that holds the older adults’ units, so the older adults can sit in their room and watch the kids play outside, or they can come out to their balcony and interact with the kids. There are smaller interaction opportunities in the older adults’ wing. And those are the shared-spaces with a seating area, a small library, a small workshop and a small kitchen so they can get together and cook or bake. 5) If you wanted to do farther research and ask these demographics what they need, whose opinion would be more important? I would say the older adults. 6) How one would evaluate the aesthetics of a building—particularly a building that might exist for a very long time and the functions of which might change radically over time? There are more to a building than the first generation users, buildings usually change over time, their functionality will change as well; I have to say if I had a saying for the future use of this building, I would suggest this building to be used as mixed used facility. As for the beauty of a building, and how to measure it, the only thing that I can think of is how happy the users are in the building. Other Questions to Consider 1. How do would or should we decide that a give building is beautiful? 2. Is there not more to a building than the building program for the first generation of users? 3. Is one significant aspect of this beauty? 4. Do you want to design a beautiful building? 5. How would you know that you succeeded in doing so?
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6. How you would determine whether the project's goal (#1) will have been positively experienced?
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