Pak Mei Kei_From Chaos Comes Order_Design Proposition_2021

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CHAPTER 1 | INTRODUCTION

TABLE OF CONTENT Chapter 1 1.0 Introduction 1.1 Research Background 1.2 Research Issue 1.3 Scope of Research 1.4 Theoretical Hypothesis 1.5 Research Questions 1.6 Significance of Research 1.7 Limitation of Research

Chapter 2 2.0 2.1 2.2 2.3 2.4 2.5

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Topic Proposal Introduction Definition of Topic Theories Related to Topic Application of Theories Towards Space Clientele/ Financial Sustainability Site Mapping

TABLE OF CONTENT

Chapter 3 3.0 3.1 3.2

Chosen Area & Rationale Design Feasibility Design Reasoning

Chapter 4 4.0 4.1

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Critical Reflection Direction for Following Semester

TABLE OF CONTENT

CHAPTER 1

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CHAPTER 1 | INTRODUCTION

“L

iving conditions and social issues of Palestinians whom are struggling from the destruction of their homeland”...

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CHAPTER 1 | INTRODUCTION

1.0 INTRODUCTION

From Chaos Comes Order

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ocial media has slowly and inevitably become a part of our life, where it also started to invade one’s news feed unknowingly. A topic can be outraged quickly with the help of the Internet, people would start commenting without the awareness of the consequences. Thus, attention was given towards the issue where several discussions were made to further spread the message across the globe. Trends were brought up by the massive community that could be influential to one’s mindset or perspective towards a certain topic regardless of the genuity of the article or statements made worldwide especially on social platforms. That being said, “From Chaos Comes Order” is a topic inspired by a recent trend in social media about the Israeli-Palestinian conflict that is and had successfully grasped the concern of global humanitarian. Despite the fact that Palestinians have gained numerous supporters in the online war between Palestine and Israel, the conflict had yet come to an end (Ward, 2021).

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CHAPTER 1 | INTRODUCTION

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he exposure of the crisis had led to worldwide realisations, protests, demonstrations etc. Though majority of the activists are pro-Palestinian, Israeli proceeds to spread false rumours in hopes the tables would turn. (Frenkel, 2021). In addition to the statement above, The Conversation (2021) had stated that evidence of human rights towards innocent civilians are being erased overtime as social media are censoring criticisations, removing contents that are related to the crisis itself.

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CHAPTER 1 | INTRODUCTION

IN SHORT, P

ro-Palestinian is being suppressed to voice out their opinions.

The massacre in Palestine during this lockdown period due to Covid-19 had also caused a significant impact on Palestinians’ daily lives, from famine to poverty, refugee camps and inadequate health facilities, the unfair treatment from Israelis had scarred and abuse Palestinians, both physically and mentally.

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CHAPTER 1 | INTRODUCTION

“Revamping the definition of Palestinian refugee camps.”

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his issue had sparked my interest as the conflict also introduced a devastating pandemic that everyone is facing since 2019. Then again, “From Chaos Comes Order” would also be taking part as a pro-Palestinian revolution specifically designed on how to assist and provide a place for the Palestinian refugees, revamping the definition of Palestinian refugee camps, in hopes that “Free Palestine” would come true, and that justice will be made for both countries to co-exist in peace.

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CHAPTER 1 | INTRODUCTION

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1.1 RESEARCH BACKGROUND

T

he overview research background of “From Chaos Comes Order” consists of social issues mainly the living conditions of Palestinians, children without education and also limitation of health care access because of strict border regulations in addition of the emergence of Covid-19. The Israeli-Palestinian conflict has been going on for decades, the tension between the people was never at ease.

CHAPTER 1 | RESEARCH BACKGROUND

Visual from https://visualizingpalestine.org

In the eyes of the social media,

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sraeli is undoubtedly the bad guy who attacks Palestine for cultural and political reasons.

Palestine on th e other hand, is known to be shrinking, with its population decreasing over time as families are losing their homes, turning into refugees (Aljazeera, 2015). As Palestine is slowly being taken over by Israel, refugee camps are being settled around Palestine. Some of the examples of the refugee camps formed by UNRWA are located at Gaza, Jordan, Lebanon, West Bank and Syria (Kadabashy, 2019).

CHAPTER 1 | RESEARCH BACKGROUND

To simplify the situation

on how Palestinians involuntarily became refugees,

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n the beginning, Palestinians were notified by newspapers to evacuate from their hometown as there will be invasions from the Israelis. They will move to the refugee camps nearby to seek shelter and protection.

However, they are not allowed to return to their original state as the travelling documents granted by Egypt and Syria were not able to justify their citizenship or to hold any human rights, the people are then classified as stateless Palestinians.

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n addition to the homeless, the living conditions of the refugee camps are poor and concentrated. According to MAP (Medical Aid for Palestine), refugee camps in Lebanon are facing a deadly economy crisis where there is little to no access to healthcare, that children living in such poor conditions would affect their childhood as well. Furthermore, life in Palestine is considerably harsh because of border restrictions.

Crumbling infrastructures together with inadequate education had caused inflation in currency where food become expensive (Anera, 2019).

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CHAPTER 1 | RESEARCH BACKGROUND

Moving on, 50 schools in Gaza were destroyed by Israeli airstrikes,

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hile 3 schools are damaged in Israel by

rockets from Gaza. There were 63 fatalities and 450 injured children in Gaza (Save the Children, 2021). This unhealthy practice of military strength as power of suppression had taken a toll on the Palestinians where children live in fear and depths of despair as they witness war and deaths of their loved ones. According to UNRWA, schools act as a temporary shelter for people who had lost their homes due to airstrikes. The further destruction of schools had ripped apart families and also the future of children in Palestine (UNRWA, 2021).

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part from that, NGOs such as International

Crisis Group, Medical Aid for Palestine, Palestine Advocacy Project etc, had been advocating for the Palestinian cause by reaching out to those affected by the crisis. Many of these global organizations spread awareness to the public to seek help for the victims in Palestine, and people who were involved in the recovery projects are mostly volunteers with research backgrounds.

CHAPTER 1 | RESEARCH BACKGROUND

Countless of efforts were made by the organization of Anera as they had successfully completed a preschool project at the West Bank. An educational facility was erected for children in a poor community that also acts as a training center for new teachers to gain experience (Anera, 2021). Given the opportunity, an educational shelter for refugee children can be taken into consideration to accommodate those who had lost their homes and schools.

Educational Shelter For Refugee Children

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CHAPTER 1 | RESEARCH BACKGROUND

As suggested,

MOBILE CLINIC

The shelter should also be designed in a way that encourages learning experience such as having sufficient light exposure and ventilation that creates spacious areas. Moving on, a study from International Crisis Group about The Gaza Strip and Covid-19 had stated that Israeli should allow medical equipment and supplies to get into Gaza as there are too little healthcare facilities available for the Palestinians.

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aza is now facing a catastrophe due to the outbreak of Covid-19, with the aid of humanitarian organizations, Gaza is still suffering from its underequipped health care sector. With that in mind, Medical Aid for Palestinians (MAP) had partnered up with the Palestinian Medical Relief Society (PMRS) to provide a mobile clinic and interviewed Saeda, a mother of ten children knowing that the mobile clinic plays a major role as it is the only healthcare service in their community. From the study above, temporary structures are believably to be more reliable and flexible in places where war takes place anytime. From the study above, an educational shelter should be considered as a station for mobile clinics to stop by because it could act as a potential medical waypoint to direct or introduce the refugees an option to receive medical support.

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CHAPTER 1 | RESEARCH BACKGROUND

1.2 F

RESEARCH ISSUE

or the following part, the research issue will be focusing on the factors of that causes the issue to surface and why it persists until now, such as the power abuse from Israel, the lacking in refugee camps overseas. In the beginning of the study, there are many factors of which that inflicted the Israeli-Palestinian conflict dating back to the 80s.

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owever, my research issue will be determining the factors that are related to How Israel had affected Palestine in terms of living, moving and the lack of access of facilities such as healthcare and education spaces.

CHAPTER 1 | RESEARCH ISSUE

An interview between MAP and Nohad

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ad taken place in Shatila refugee camp, about

the Sabra and Shatila massacre 40 years ago.

The Israelis are known to abuse their power in gaining control over Palestine as many people were slaughtered mercilessly, totaling up to 3,500 deaths. Furthermore, Israel have been wanting to conquer over Palestine, MAP also interviewed Abbas, a Palestinian refugee was imprisoned, beaten up and tortured by members of a militia during the “War of the Camps”. In addition to Abbas’ story, he is also suffering from financial burden without proper healthcare and medicine due to poor or destroyed facilities.

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n short, the homes of Palestinians are poorly

constructed without proper electricity and water supply due to the limitations of resources, controlled by Israel. Homes are being demolished to build Israeli religious theme park and people were protesting to get a building permit which is very unlikely to happen (Al Jazeera, 2021).

There are also little to none refugee camps provided overseas that would accept Palestinian refugees that act as a shelter or education center.

CHAPTER 1 | RESEARCH ISSUE

“War of the Camps”

Moreover, Palestinian refugee camps’

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ousing conditions are overcrowded that are often lacking basic necessities and infrastructures such as roads or sanitation. The place is often flooded with sewage water during winter rain season. Interior and exterior of the houses are not allowed to be repaired or a hefty fine is given. Construction is very limited in the refugee camp itself. The planning of the refugee camp does not take consideration to healthcare where medical centers have insufficient healthcare products. Besides that, the authority had also neglected the importance of education for children in Lebanon refugee camp. As mentioned, electricity supply is very low at areas as such therefore electrical outages happen frequently, resulting in the availability for children to study (Anera, 2019).

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CHAPTER 1 | RESEARCH ISSUE

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urthermore, the dilapidation of houses had caused health issues making the Palestinians more vulnerable to Covid-19 disease. According to the British medical journal in 2012, derived from the Anera web page, it is believed that 31% of the people suffered from severe illnesses and 55% of those were psychologically distressed. This had proven the significance of having properly designed shelters as it may cause a person to have health complications both mentally and physically.

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CHAPTER 1 | RESEARCH ISSUE

1.3 SCOPE OF RESEARCH T

o recap, the proposal of “From Chaos Comes Order” solely plays its part on helping especially refugee children based on interior and architecture. Henceforth, the research background of this topic revolves around the homeless, children, education or the living conditions of Palestinians, mainly focusing on the impacts of social issues provoked by Israeli-Palestinian conflict.

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CHAPTER 1 | SCOPE OF RESEARCH

Interestingly, living in Palestine means to adapt, to be versatile, including the people and the infrastructure.

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oving around has been a norm in the Palestinians’ life, not to mention schools are located kilometres away from the camps or residential areas and there are also frequent attacks from Israeli. These circumstances had introduced new survival skills – to move, to be flexible, to be quick to escape. For example, the emergence of the mobile library in Gaza in 2017 have had very positive feedback as children were encouraged to take up reading as a hobby, and to cheer up the children who are facing difficulties in childhood, eg. The destruction of schools and damaged houses or personal properties (TRT World, 2017).

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CHAPTER 1 | SCOPE OF RESEARCH

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EDUCATIONAL ATTENDANCE

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ducation must not be taken lightly as it helps the young to further understand the devastating living conditions in Palestine as children can take years to practice and cultivate themselves to come up with innovative solutions that may solve the crisis. NGOs are the perfect examples of world leaders that had stepped up to prevent unethical schemes by Israel. According to Palestinian Central Bureau of Statistics (PCBS), in every state of Palestine, the educational attendance in 2017 is 40% in average.

CHAPTER 1 | SCOPE OF RESEARCH

“Being mobile” UNRWA, 2021

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he under

average attendance

suggests the inadequate number of educational resources and also the external influences from neighbouring states have had disrupt the ability of a child to have a positive mindset.

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eing mobile benefits the Palestinian commu-

nity. One of the greatest solutions to overcome access restriction of medical equipment is to set up a mobile clinic that provides masks, sanitiser, mental heath services (UNRWA, 2021). This innovative idea serves eleven remote communities along the West Bank and helped suppress medical diseases such as Covid-19.

CHAPTER 1 | SCOPE OF RESEARCH

1.4 THEORETICAL HYPOTHESIS Theoretically speaking,

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f the poor living condition in Palestine is affecting the learning experience of the refugee children, then the educational shelter should provide an interior space equipped with proper facilities to study and learn with their peers in order for them to grow and become great leaders in the future where they can sustain themselves from the knowledge and experience gained from the shelter. The education process may be long but it is profoundly the most reliable method to improve living capabilities while dealing with the negative impact from the Israelis.

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CHAPTER 1 | THEORETICAL HYPOTHESIS

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n addition to the hypothesis, if the refugee camp has a bad house planning that often become overcrowded with refugees, then the refugees at the educational shelter can utilise the shelter as a place for discussion to plan or carry out a project on replanning the houses.

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CHAPTER 1 | THEORETICAL HYPOTHESIS

“Revamping the refugee camps” UN-Habitat

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f the people achieved to do so, the houses at the

refugee camps would be more habitable for children so that they can grow under a better environment. To support the statement above, UN-Habitat had proposed a city planning to achieve a better outlook and also to overcome the planning crisis in East Jerusalem, from housing to public or open spaces, education and facilities in 2015. The report itself was published and had been used as a study reference for many researches. Right to Develop had explained and justified the recommended type of housing planning required for different states in Palestine. Many have agreed that Palestine is strongly in need of revamping the refugee camps so that it can sustain itself in a long run.

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urthermore, if an educational shelter is formed,

the possibility for the shelter to sustain becomes a challenge for the Palestinian refugees.

Thus, it is also a great idea to introduce self-sustainability architecture into the shelter itself where it relies more on manpower instead of electricity.

Hence, a self-sustainable space may be able to generate food and income to maintain the shelter.

CHAPTER 1 | THEORETICAL HYPOTHESIS

CHILDREN’S EDUCATION “Selk-sustainable educational shelter”

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ast but not least, if the destruction in Palestine is physically and men-

tally affecting the refugee children, then the professionally trained educators in the shelter will provide help and consultation for the children.

Children are easily influenced and are more susceptible to become traumatised by the negative impacts of the war. Thus, when there are educators that act as a protection barrier for the children, it is possible for them to mentally support the children while filtering the inappropriate knowledge or information that may harm the livelihood of the children. To strengthen the given statement, an example of a successful event so-called the Summer Camp, organised by Friends for Mental Health (FFMH), had great results in boosting the mental health of children who were living in fear under 14 years of blockade and repeated military assault (MAP, 2021). The Summer Camp is an annual campaign that consists of games and competitions. A good learning curve is crucial for the growth of children especially those who lives in harsh conditions like Palestine. Hence, a self-sustainable refugee center should take social issues into consideration and most importantly to provide shelter, protection and basic necessities for the needy.

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CHAPTER 1 | THEORETICAL HYPOTHESIS

1.5 RESEARCH QUESTIONS

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CHAPTER 1 | RESEARCH QUESTIONS

1. C

2. H

3. H

4. C

an schools or educational sites act as a form of physical and mental shelter for Palestinian’s refugees to involve study programs?

ow to provide proper educational spaces whom schools had been destructed by Israelis?

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ow does a bad environment with poor housing planning and interior spaces affect children’s learning experience?

an a refugee camp become self-sustainable enough to form their own organisation to spread awareness throughout the Palestine?

CHAPTER 1 | RESEARCH QUESTIONS

Children of Palestine are the hope of Palestine’s liberty, they perceive things creatively, much different from the adults. As the legacy suggests, knowledge is power as one would understand that freedom of speech is the key solution to solve the Israeli-Palestinian conflict because confronting the Israel with fists and punches could only lead to more casualties.

1.7 SIGNIFICANCE OF RESEARCH “Educational shelter could maintain a healthy lifestyle”

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CHAPTER 1 | SIGNIFICANCE OF RESEARCH

Additionally,

CHILDREN OF HOPE

If assistance is provided to help the Palestinians to rebuild their refugee camps, a stronger bond between Palestinians will surface to solve the issue of this conflict. The main downside of Palestinians is their poor access to education which puts them in a disadvantage state. They are not armed with military weapons or equipped with the proper knowledge to resolve this issue.

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ith the help of a revamped refugee center or known as an educational shelter specifically for refugee children, a rebirth may happen within Palestinians, to relieve the tension between Israel and Palestine, to settle the discord at last.

There are records of Palestinians had lived and have contributed their life dedicating to projects that highlights the cultural resistance in the aftermath of the Nakba (Sani, 2021).

The magazine featured the heroic personalities back in the 1940s whom had expressed their revolutionary thoughts through pen and paper, in a poetically way.

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CHAPTER 1 | SIGNIFICANCE OF RESEARCH

As mentioned, A good interior living space,

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can definitely comfort the mental health of

children of Palestine. Therefore, it is essential to prepare an educational shelter equipped with medical resources or books for the refugees so that they could maintain a healthy lifestyle. The educational shelter can include different facilities for different purposes. For example, it can be catered with an information hub with comfortable resting areas, discussion rooms, or resting areas etc. The overcrowded Palestine community are lacking of team discussions to improve the living environment. This issue is commonly seen around us as we are wellequipped with communication devices.

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evertheless, the information hub will play its

part in solving the lack of communication between neighbouring families in the camp itself. Finally, everyone in the camp is obliged to learn and come up with educational values that can be implemented into campaigns to spread the knowledge across the camp on how to protest, demonstrate or protect themselves from invasions. It will be difficult for an educational shelter to become self-sustainable however the community itself should have the knowledge to come up with a proposal to expand or to opt for a change in the environment or to seek for financial aid. In short, the presence of education can guarantee a fruitful outcome such as working opportunities or innovative ideas.

CHAPTER 1 | SIGNIFICANCE OF RESEARCH

1.8 LIMITATION OF RESEARCH

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CHAPTER 1 | LIMITATION OF RESEARCH

To summarise, T

he area of my research will be focusing on the social issues of Palestinian refugees, mainly focusing on children, and will not be involving political issues such as the government backgrounds of both countries or the military support, national alliance and forces or relationship between nations that had contributed to the Israeli-Palestinian conflict. My topic is inclined towards the living conditions and social issues of Palestinians whom are struggling from the destruction of their homeland, and to accommodate the refugees to foster their needs and providing education. In addition to clarify the focal point of the research topic, religious issues are also not included as a part of the study material as it contains sensitive content that could relay a negative impact on the readers. It is also an important aspect to respect people from different religion backgrounds.

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CHAPTER 1 | LIMITATION OF RESEARCH

In short, “From Chaos Comes Order” is a pro-Palestinian topic

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o tackle the issue of Israeli-Palestinian conflict, specifically studying the refugee camp sites regarding the factors, consequences, and solutions of the living condition in Palestine, while noting down for possible design ideas to solve the social issues by proposing a functional interior space that caters for all the issues and needs as a form of design solution.

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he above concludes my researches and study materials for chapter 1 and introduction, inspired by the latest trend via social media posts about #FreePalestine, an uproar movement, an undying determination of Palestinians in protecting their own pride and identity, these are the social issues of Palestine, people are already taking up the challenge, so what are we waiting for?

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CHAPTER 1 | LIMITATION OF RESEARCH

CHAPTER 2

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CHAPTER 2 | TOPIC PROPOSAL INTRODUCTION

“Out of order comes chaos”

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CHAPTER 2 | TOPIC PROPOSAL INTRODUCTION

2.0 Topic Proposal Introduction From Chapter 1,

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t was mentioned that the topic focuses on a trend about the Israeli-Palestinian conflict which I took inspiration from proposing an educational shelter to help the refugees of Palestine, prioritizing children as the main target audience. The growing attention of the victims in Palestine were caused by the injustice acts of Israel which hopes to overtake Palestine. The main events that took place at Palestine are mostly about the destruction of educational sites, poor planning of residential houses, and poor resources of medical resources which transportation is restricted from Israel. From Chaos Comes Order was inspired to assist the refugee children of Palestine, to enhance the growing experience of children and to teach the children to be independent on their own.

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n contrast to the chaotic mess in Palestine, there are organisations which aims to assist and provide protection and temporary shelter to the refugees who lost their homes during the Israel invasion. There are survivors, interviewed, and campaigns were held to

spread awareness to encourage people across the globe to make a change and

lend a helping hand to Palestine in terms of funding domestic goods or facilities. It was also mentioned that the people in Palestine should learn how to fight for their own rights, not only by demonstration or violence but education and attitude, as suggested by the poets of Palestine that wrote about freeing Palestine from Israel.

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CHAPTER 2 | TOPIC PROPOSAL INTRODUCTION

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n this chapter, the topic From Chaos Comes Order will be further explained via the definition, ideas and theories of how the selected issue can be translated into a functional space which holds a significant value to its existence. In this case, the space has to suggest methods to solve the conflict. It will also talk about how the space can be sustained, proposed by a few possibilities to enhance the user experience.

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CHAPTER 2 | TOPIC PROPOSAL INTRODUCTION

FROM CHAOS

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2.1 DEFINITION OF TOPIC PROPOSAL

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he term ‘chaos’ is a noun originated from Latin and French in the 15th century which is known as ‘khaos’, a vast chasm or void, or a formless primordial matter. In the modern dictionary, ‘chaos’ was understood as a property of a complex system, which is appeared to be spontaneous and unpredictable owing to great sensitivity to small changes in conditions.

CHAPTER 2 | DEFINITION OF TOPIC PROPOSAL

COMES ORDER W

hereas the term ‘Order’ is both a noun and a verb, known as ‘ordo’ in Latin. In this case, ‘order’ is defined as an arrangement or disposition of people or things followed by a pattern, sequence or method. According to the topic, ‘chaos’ and ‘order’ is combined together to form a statement ‘from chaos comes order’. From chaos comes order is a quote derived from a German philosopher, Friedrich Nietzsche originally known as ‘out of order comes chaos’. From Chaos Comes Order hopes to direct the readers to visualize a scenario where a dreadful situation can be turned into a miracle. It was intentional to bring up two different definitions because the topic can structure out the sequence of events.

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CHAPTER 2 | DEFINITION OF TOPIC PROPOSAL

2.2 THEORIES RELATED TO TOPIC

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CHAPTER 2 | THEORIES RELATED TO TOPIC

- The Chaos Theory - The Shelter Theory - Humanistic Learning Theory

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CHAPTER 2 | THEORIES RELATED TO TOPIC

THE CHAOS THEORY I

nterestingly, the topic was studied by a German philosopher named Friedrich Nietzsche in the 19th century. He introduced the Chaos theory in a poetical way, “one must still have chaos in oneself to be able to give birth to a dancing star”. Although his works are not directly related to architecture but life and nature, the theory can be applied onto different circumstances, given the statement itself has vast possibilities and ideas that can be further ventured or specified in details. However, Nietzsche wanted to prove that the Chaos theory is living with us, on a daily life basis. He used water pressure as an example where the turbulence can be achieved when factors such as the speed of flow, the pressure of the water are taken place, to him, these factors are seen as the “Order” because it can be seen as a system that manipulates the outcome of the turbulence (Hill, 2013).

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CHAPTER 2 | THEORIES RELATED TO TOPIC

“One must still have chaos in oneself to be able to give birth to a dancing star”.

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oving on to the part where architects start to introduce the Chaos theory as a breakthrough of combining various of design principles to create unpredictability. Arkhenspaces had summarized the Chaos theory from the book “The case for subtle ar(t)chitecture”, quoted with Nietzsche’s dancing star as an introduction to the research study. To start off, the study is referred as a deterministic chaos, which means that the Chaos theory is actually a complex system consists of typical laws. The author stated that Chaos architecture reflects the current living situation of people because of its unique structure and system, it stands out differently from the typical, it actually portrays a deeper meaning and a story behind the inspiration of an architecture. Chaos architecture often becomes a criticism because it is a style that is not accepted in this era, or displeasing to the public’s eyes because the elements are conflicting each other. Theoretically, the theory itself is governed by possible laws of geometric and organic architecture, a combination of both to create a disorder impression. The chaotic system differs from the deconstructivism in architecture as it does not deconstruct itself to create a whole other meaning, instead it is a combination of few design principles that creates a chaotic system.

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CHAPTER 2 | THEORIES RELATED TO TOPIC

CHAOTIC ARCHITECTURE

On that note,

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haotic architecture can always take place on different contexts as its designed to reinvent itself from time to time with awe-inspiring background stories that tells the tale of the architecture. Despite the past or future works, the chaotic outlook would astonish the public, as its originality would maintain forever (Arkhenspaces, 2008). These findings are found to be inspirational and it is taken into practice. For instance, Frank Gehry is a mastermind of the chaotic architecture. The chaotic architecture is called LUMA Arles founded in 2013, is an art center in France which was opened in the mid of 2021.

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CHAPTER 2 | THEORIES RELATED TO TOPIC

Visual from Google image (2021)

LUMA Arles

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UMA Arles is an astounding example of chaotic architecture as it perfectly opposes the symmetrical geometry and introduce several types of principles, it can be observed that Frank had used horizontal lines to create an organic curvilinear form of the towers. Frank stated that he designed the architecture to pay tribute for the artist Vincent Van Gough and the Romans who were popular residents in Arles. The whole architecture itself is jagged and seemingly, but it was seemed as a whole because he uses the same material which is stainless steel marble, that presented the towers in a futuristic manner. The essential part of the design process told by Frank was he believed that LUMA Arles has its own time and feeling that can be welcoming at the same time, and it is a place of past, present and future combined (Willsher, 2021).

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CHAPTER 2 | THEORIES RELATED TO TOPIC

THE SHELTER THEORY T

he shelter theory, also known as the small states theory which explains about the economic, political and societal shelter of a small state which often provided by larger nations and international organisations to survive (Thorhallsson, 2018). The shelter theory’s main objective is to encourage a shelter relationship between a small and large state to benefit each other mutually. Thorhallsson, a professor from Iceland had listed out disadvantages and the unfair treatment of a small state, from the political, economic and social perspectives. For instance, small states are vulnerable from external violence because of limited military power, limited domestic markets, and also limited educational opportunities. Henceforth, the theory justifies the method and outcome of a shelter relationship in order to help the smaller states to survive

and prosper.

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CHAPTER 2 | THEORIES RELATED TO TOPIC

“To encourage a shelter relationship between a small and large state to benefit each other mutually.”

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n Thorhallsson’s research, he had published his shelter theory which Iceland is his topic of discussion, as a small state to demonstrate the unique needs of small states. In this context, the shelter theory can be implemented into the site because judging from the condition in Palestine, many have lost their homes from the mass destruction caused by airstrikes of Israel etc. The concept can be used to strengthen the objective of an educational shelter which is proposed to help the children refugee in Palestine, and to come up with newer possibilities that may attract large states to benefit the small state of Palestine. For example, the site can be supported by strong organization but in return the site has to abide the agreement in exchange to survive. The theory is closely related to the current situation where organisations are already funding the refugees, providing them free medical services or education, however the proposed theory is functional for an educational shelter because it provides an opportunity for the refugees to sustain a site.

To implement the theory in space, the educational shelter can specifically design a space for the educational visitation purposes for visitors who would like to study the behavioral of children refugees at the site. It can become a useful resource for researches who are interested about the past of the refugees.

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CHAPTER 2 | THEORIES RELATED TO TOPIC

HUMANISTIC LEARNING THEORY T

he humanistic learning theory prioritise the human needs and interests rather than academic skills and knowledge as it helps an individual to develop their abilities in a long road. This theory provides an alternative from the traditional learning method where the students are passive learners while the teachers conduct.

The method of learning in this theory are to develop personal growth, which could enhance the learning experiences of a student via students’ self-concept, values and emotions. The humanistic learning theory is concerned with personal growth as it strives to nurture functioning human beings to look after people and the environment, and also to become life-long learners. The humanistic learning theory encourages students to embrace their imagination and creativity because problem solving requires not only the practical knowledge but also intuition and decision makings, not to produce an inflexible mindset.

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CHAPTER 2 | THEORIES RELATED TO TOPIC

“Everyone in the shelter shares a personal connection and are willing to listen to one another.”

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reedom of thinking and learning is also an important aspect of humanistic learning theory as students’ interest play a major role in the teaching method where they are given options to what and how they learn and present (Johnson, 2014). Similarly, the education system at the site should implement the humanistic learning theory because the refugee children are sensitive individuals and it would only bring harm to educate them traditionally as most of the children had lost their homes were traumatized by the loss of families and friends. Introducing a humanistic learning theory helps to induce better learning experience for the children because it shows compassion and understanding between the educators and students. Everyone in the shelter shares a personal connection and are willing to listen to one another. Therefore, this theory is more suited to be discussed in terms of translating into an educational space.

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CHAPTER 2 | THEORIES RELATED TO TOPIC

2.3 APPLICATION OF THEORIES TOWARDS SPACE

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CHAPTER 2 | APPLICATION OF THEORIES TOWARDS SPACE

- The Chaos Theory - The Shelter Theory - Humanistic Learning Theory

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CHAPTER 2 | APPLICATION OF THEORIES TOWARDS SPACE

CHAOS THEORY

“Slipsteam”

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here are a number of demonstrations of chaos theory in space by designers and artists who had constructed an installation or art forms, exhibited at many galleries. For example, Slipstream is an installation made up of 1,800 pieces of plywood that are has sharp edges but attached to each other, in a curvilinear form then, continually stacking up to increase the height of the installation, that forms a rounded surface. As the name suggests, the installation is mimicking the form of water, translating into a static form, where the observer can feel the embrace of the Slipstream, by the chaotic detailing of the waves, and the harmonious feeling of the overview installation (fpsbutest, 2012). There is more to explore in Chaotic architecture, fascinated by the eerie detailing and the extraordinary wholesomeness, it is considered to be unique, a bizarre experience to both construct and observe. Resuming back to the topic From Chaos Comes Order, the proposal is to provide an educational shelter to help the refugees of Palestine. The spatial presentation however will be reflecting to the chaotic representation of the living conditions, and translate the Palestinian movements and emotions into a physical form, or an installation as a core ideation.

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CHAPTER 2 | APPLICATION OF THEORIES TOWARDS SPACE

Form

and

Function

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he application of Chaos theory cannot be excessive as it may affect the original purpose of the educational site. In contrast, the adequate amount of chaotic expression better explains the hierarchy of the design and will not confuse the observer, or mislead the intention of the space. Composition matters and without it, the resonance of chaos and order will fail to coexist.

To represent a space with Chaos theory, one should be mindful about the form and function because it will affect the user’s experience because the interactivity of the theory is relatively high, people would want to touch and feel the installation, being so unique on its own, it emits fervour to the surrounding of the site and people of different backgrounds. As the idiom goes, a picture paints a thousand words, in this case, the educational shelter is not the ordinary, but catered for Palestinians of a miserable past. In short, the application of the chaotic theory in space are encouraged to be demonstrated to the visitors and to avoid this method in classrooms or shelters because it may cause distraction to the refugees.

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CHAPTER 2 | APPLICATION OF THEORIES TOWARDS SPACE

THE MODULAR CAPSULE SHELTER “Shelter relationship”

T

he shelter theory basically talks about the methods of how a small state struggling to survive without the help of another nation, thus providing a list of methods to encourage the shelter relationship to help the growth of a small state. In this context, the shelter theory will specifically discuss about the lack of accommodation as an issue and how the other organisations can help to provide and design a shelter suitable for refugees.

First and foremost, the term ‘shelter’ in architecture is a structure or building where humans consider as a habitat. According to a humanitarian shelter terminology framework proposed, shelter is also divided into few stages which are emergency, temporary, transitional, progressive and core shelter (Brogden, Kennedy, 2021). For the educational shelter that is planned to propose at Investcorp building, it will serve as a core site but with the function of a temporary shelter. On a side note, over 60 years, Palestine had also undergone the stages of shelter development started from the very beginning and had erected housing areas. However, the development is often disrupted by the infiltration of Israeli armies (Rueff, Viaro, 2015)

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CHAPTER 2 | APPLICATION OF THEORIES TOWARDS SPACE

“Capsule Shelter”

T

his section will introduce the system of capsule hotels which was invented in Japan, also known to be pod hotels in the western countries. The purpose of capsule hotels to exists is because of their compact sizes and also affordable pricing of temporary accommodation. One of the famous examples are the Nakagin Capsule Tower by Kisho Kurokawa which is the pioneer of the metabolism architecture in Japan. Japanese architects are slowly following the footsteps of Kurokawa to design an economical and space-saving temporary shelter or known as a hotel. One of the recent examples that applied the capsule concept is the Nine Hours Capsule Hotel designed by Naruse Inokuma Architects In Osaka, Japan. The capsule hotel only has a single floor plan but consists of an entrance lounge, reception capsule area and sanitary lounge. The architectural thinking behind this concept aims to provide only the necessities of temporary accommodation which are – the pantry at the lounge, sleeping area, and also for hygiene purposes with a span of 994m2 that could accommodate 125capsules in total. It is a very straightforward and minimalistic design; the simplicity of the interior and the corridor really demonstrates a strange feeling of liminality (archdaily, 2019). In an educational shelter, modular capsules can be introduced, in hopes to take in more refugee children. The proposal of installing modular capsules can be an agreement of a shelter relationship with influential organisations.

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CHAPTER 2 | APPLICATION OF THEORIES TOWARDS SPACE

HUMANISTIC ARCHITECTURE “Therapeutic design”

T

he design of a humanistic architecture focuses on the therapeutic effects, often planned for educational, healthcare and science faculties and placed the individual as the heart of the design process. Nightinagle Associates (NA) had published an article as a guideline to design a humanistic architecture by using the ‘sense sensitive design’ method.

This method is discussed about the factors that may affect a patient’s mental and physical health especially those that are mentally depressed. These factors are light and artificial light, sound, material, touch, colour, smell etc. The designer must be wary of how the individual may perceive the environment that may affect their psychological and physiological processes. For instance, ‘touch’ is a very strong emotional contact because our nervous system is designed to respond to the environment, therefore places that are high in temperature should be secluded from the high traffic pathway so that the people will not accidentally harm themselves in the heat zone. For this instance, the educational shelter should provide a sense of protection, hench walls and floors must be levelled and the materials must be true to themselves and not decorated by artificial finishes to provide a sense of security.

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CHAPTER 2 | APPLICATION OF THEORIES TOWARDS SPACE

T

he overuse of artificial materials can cause perceptual confusion and may lead to the refugee children experiencing a distressing event such as anxiety attack. Touch is relevantly important in the spatial design because it helps to assist the road of recovery of a patient with traumatic pasts or mental health problems. Furthermore, sound is an important aspect when designing a space too. In the belief of humanistic architecture, an adequate amount of sound enhances the sensory perception of the people around and it can be beneficial for mental health.

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CHAPTER 2 | APPLICATION OF THEORIES TOWARDS SPACE

“Sound, Smell, Light, Colour” Factors that affect the environment mood

H

owever, excessive use in

sound

may

distract the focus of a patient or making communication impossible when the volume is too loud. While planning the spaces, the sound of a space must be considered because the source of noise may affect the refugees’ sleeping experience. Therefore, it is encouraged to locate the shelter and educational spaces apart from one another because one has a high traffic path in contrast of another. Besides, hard materials tend to not have great sound absorbent qualities so consideration must be taken into context while choosing the suitable materials for quiet places.

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M

oving on will be the smellof the space. For

starters, a space designed with smells must always avoid the smells of hospitals or body odours because some of the scents may evoke unpleasant memories of the refugees. If smell is introduced into the space, a good ventilation system is needed to always remove the damp air to refresh the scent so that the environment can be breezier and more breathable. There are various of choices that can boost productivity and actually helps to arouse the nostalgic feeling of warmth and safety, (Amador, 2020) to reminisce home. A good sample of choices are citrus, floral, woodland and ‘baby smells. These scents are proven to be pleasant and helps to produce hormones – endorphins which are released during exercising, eating or during stress as it helps to relieve pain and boost pleasure (Sampson, 2017).

CHAPTER 2 | APPLICATION OF THEORIES TOWARDS SPACE

“Sense sensitive design method”

W

indows are really important because it

reduces the mechanical and electrical interstitial space. Windows can control the light exposure and some patients are required to have a good natural light exposure therefore are often assigned at rooms where the windows are facing east. Windows does not only bring in natural light but also the scenery of the outside world.

L

ast but not least is colour, it is the inexpensive healing mechanism in space as the designer must consider about the brightness and reflectivity of the colours. For an educational shelter, it has a combination of both passive and active spaces. In a study of colour and healing, it is stated that warm colours surch as reds, oranges and yellows can vitalise living things while blues, indigos and violets or cold colours have calming effects (S.Kothari, D.Jahagirdar 2014).

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2.4 CLIENTELE & FINANCIAL SUSTAINABILITY

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CHAPTER 2 | CLIENTELE & FINANCIAL SUSTAINABILITY

- Palestine’s Children Relief Fund (PCRF) - Self-sustainable, environmental friendly methods

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CHAPTER 2 | CLIENTELE & FINANCIAL SUSTAINABILITY

CLIENTELE

Visual from www.pcrf.net

T

he financial sustainability of the educational shelter can be contributed by an organization known as the Palestine Children’s Relief Fund (PCRF). The organization had been dedicating for 30 years in providing more than tens of thousand children free medical care and specialize in providing humanitarian care for Gaza’s children.

They also sponsor large infrastructure projects and provide food and clothing for hundreds of kids that lost their parents in the war zone or diseases. The PCRF is carrying out projects such as Pediatric Cardiac Surgery Program, Gaza Pediatric Mental Health Initiative, Gaza Orphan Sponsorship Program etc. The organization can be the backbone of the educational shelter because it had been standing strong for the 30 years supporting the victims of Palestine (PCRF, 2021).

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CHAPTER 2 | CLIENTELE & FINANCIAL SUSTAINABILITY

FINANCIAL SUSTAINABILITY “Self-sustainable & Environmental-friendly”

O

n the other hand, if the educational shelter has been successfully constructed and launched, the invitee can start to build their community of cultivation programs to grow their own food and herbs. The residents can hold a mini market to generate a small income as a maintenance fee for the shelter. Besides, if there are any extra food resources, composting is a great way to recycle food waste because it can boost the production of vegetation growth and it does not harm the environment as it uses the natural process to become an organic fertilizer. Figures have also shown that it could reduce the carbon footprint and the green gases, making it an environmentally-friendly method to grow better and healthier plants (greenactioncentre, 2011). Furthermore, the educational shelter can set up a rain-water collecting canopy to prevent excessive consumption of water. The rain water can be used to water the plants or for domestic use. The canopy can also act as a shade in the open space (Frearson, 2016).

L

ast but not least, the shelter can install dye-sensitised solar cell (DSSC) onto the building’s exterior because it is a low-cost solar cell that can generate electricity when it detects the presence of light. The scientific method of the solar cell relies on the dye that is made out of photoactive material which captures sunlight or artificial light to produce electrons which goes through a few processes and eventually the movements of the passing process create energy that can be harvested into a battery (Gcell, 2021). Therefore, the process of harvesting the electrical energy can only occur in the morning, to light up the corridors and rooms during night time, and at the same time saving the cost of electricity. These are the proposed ideas to lower the maintenance cost and to be more selfsustainable with environmentally-friendly methods.

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CHAPTER 2 | CLIENTELE & FINANCIAL SUSTAINABILITY

MICRO Investcorp Building

The Gateway Building

Hilda Besse Building

Micro map of St. Antony’s College, consists of 3 landmarks

2.5 SITE MAPPING T

he educational shelter will be located at Oxford, UK. Upon approval of the arrival of children refugees, the children are relocated to the shelter where its surrounding is a campus. The original site itself serves as a Middle East Center which goes by the name Investcorp building, a library of St Antony’s College. There are professionals, historians who are involve in the research and studies about the Middle East and teaches the students who majors in Contemporary Islamic Studies.

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CHAPTER 2 | SITE MAPPING

The Orthodox Church Oxford Media

Ubitricity Charging Station

Oxford Centre for Mission Studies

MACRO Investcorp Building

Leckford Place School

Kellog College

Tylor Library

Park House Bed and Breakfast

St Anne’s College

Macro map of the site context of Investcorp Building

T

he demography of population around the St Antony’s College can be found on the official website of University of Oxford. As stated on the web page, there are currently 296 taught graduates and 209 research graduates between year 2020 to 2021. The college specializes in social sciences and humanities that includes international relations, politics and anthropology of different regions across the globe, etc, making it ideally the leading centre of modern history. The community are majority university students, hence the educational shelter can consider to cater a space for the students to interact with the refugee children under the supervision of educators for research purposes. School trips can also be organized to visit the educational shelter for the refugee children to expose to the local culture, to learn and make new connections.

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CHAPTER 2 | SITE MAPPING

SITE CONTEXT Visual from https://www.thestudentroom.co.uk/university/student/st-antonys-college-oxford

ST ANTONY’S COLLEGE MAP T

he landmarks of the site context around Investcorp building are St Antony’s College, the Hilda Besse building as a ceremonial hall, and a number of churches surrounded with Medieval Oxford housing style which dates back to the 14th century.

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CHAPTER 2 | SITE MAPPING

Visual from Google Map (2021)

INVESTCORP BUILDING T architecture

he Investcorp building contradicts to the architectural style of the campus as it was designed by Zaha Hadid who is famous for her futuristic

works that are often inspired by organic forms. The interior design and spatial programming will cater for mainly sleeping, resting areas and also interactive classrooms equipped with technology based facilities to reflect the futuristic appearance of Investcorp building.

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CHAPTER 2 | SITE MAPPING

CHAPTER 3

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CHAPTER 3 | DESIGN RATIONALE

Design Rationale -Learn to play and play to learn.

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CHAPTER 3 | DESIGN RATIONALE

3.0 CHOSEN AREA & RATIONALE To begin,

A

refresher from the previous chapter will be the concept idea of design, where humanitarian architecture was mentioned, because definition of humanitarian architecture is to design to improve human livelihood wellbeing. The chosen area for the main programming of educational shelter will be located at the basement level, which the room is originally a lecture hall.

The lecture hall has a 117-seats available, stretching up approximately 110m2 with the height of 3.5m. The core design of the programming will be at the very end of the hall, where the podium is. The programming of the core will be related to the learning experience of children. Therefore, it will be designed in a playful and fun manner. Besides, the lecture hall also consists of areas that children will be able to rest or sleep. In short, the basement level will be accommodating a learning corner and also temporary shelter pods. The main design objective is to make the learning space interactive and fun for the children.

W

hy is the basement suitable for learning or resting? The answer lies on the type of target user, which is the refugee children. Refugee children are sensitive individuals, and there are several factors that may affect their wellbeing which are the people, colour, sound, smell etc.

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Basically, the micro-environment for the refugee children to learn, play or rest must be separated from the public, or to avoid places that has high traffic or loud noises. In Syrian Arab Republic, there is a sign of emergence of the basement schools, and it is known to be offering shelter and education for the children in East Ghouta (UNICEF, 2017). Basement schools also provide safety and assurance for the children who dropped out of school as they are fear of attacks and injury. Hence, the learning and resting areas dedicated for refugee children should be designed on the basement level to ensure their mental and physical wellbeing.

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CHAPTER 3 | CHOSEN AREA & RATIONALE

Lecture hall at the basement level as a strategic location for the core design

F

L

T

T

urthermore, one of the main reasons of

designing a learning space inside the lecture hall is the lighting and ventilation. The lecture hall has central air-conditioners which are able to circulate the air, providing great ventilation for the space. On the other note, the lighting of the lecture hall is sufficient for students to take notes, to observe the screen projector. herefore, proposing a learning space in the lecture hall would not be an issue as the lighting can be adjusted for reading, writing, or sleeping. Not to mention, the staircase of the lecture hall is considered as a temporary installation and can be removed for renovation purposes. The removal of staircases provides flexibility in designing the learning space or the shelter pods in the future.

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ast but not least, the

advantages of the

basement hall will be convenient for the children and educators. The Investcorp building is divided into 4 levels which are the basement, ground, first and second floor. The designated space for lecture hall is in basement level as mentioned previously, and it is considered as a major function for the building itself which is built as a facility for the students in St Antony’s College. he basement level acts as a separation of the regular traffic flow starting from the entrance which is located at the ground floor level.

The division of public and private space starts from the ground floor, and moving up will be the public areas and down will be the opposite.

CHAPTER 3 | CHOSEN AREA & RATIONALE

“Basement for learning and resting.”

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T

o put it simply, if the learning space shall be located in the upper floors, it will may not be too convenient for the refugee children and also visitors as it is also recommended for the visitors to avoid any physical contact with the children. In contrary, if the learning space is placed in the basement level, it can avoid unnecessary contact and also making sure that the children deserve the space they need to learn and rest. This could also make sure that the entry of the basement can be easily supervised on the ground floor from the entrance, to prevent accidents from happening.

CHAPTER 3 | CHOSEN AREA & DESIGN RATIONALE

3.1 DESIGN FEASIBILITY T

he design direction of the educational shelter will be facilitated with tools that will enhance the learning experience of refugee children. As previously mentioned, the learning space must cater for three types of learners in a fun and interactive way. The ideation of the design feasibility is to think humanitarian, think kindergarten. The fusion aims to encompasses education in playful ways so that children could better digest the programs and progressively learning how to cope with their mental stress. As suggested, the educational shelter encourages interaction between children, so there will be a space for the children to gather and discuss about their learning experience. The space will focus on children from four to seven years old or known as kindergarten child. Therefore, it is important to introduce playful colours and soft materials into the surrounding. The learning space will be divided into three sections which are the Kinesthetic, Auditory and Visual areas.

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CHAPTER 3 | DESIGN FEASIBILITY

“Simple and Minimalistic....”

T

he design element of the learning space must look simple and minimalistic and only be contrasted by colours to differentiate the three different types of learning spaces for the learners to play and study. This is to reduce distraction of the children from their surroundings. The ideal colours for children are both warm and cold soft or pastel shades to avoid aggressiveness. The intensity of colours will strongly affect the mood of children therefore the primary, secondary and tertiary colours must be toned down. Aside from the colours, the humanistic architectural design introduces minimalistic muted or neutral tones to the background design, to blend in the surroundings or to not overshadow the highlights of the learning space.

The most important factor of the learning space is to provide sense of protection and assurance to the children who have highest level of curiosity at their age. The greatest concern of kindergarten architecture is to design a space for children to explore and venture while caring for their safety (Dudek, 2000). The learning space is designed as a fun place to learn but marrying the qualities of a home which are safe and comfortable. The construction design of the learning shelter is mostly temporary built-ins where it can be renovated and refurbished for easy maintenance.

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An idealistic approach for the space will be an integration of iBadge and Sylph middleware which are the invention for a smart kindergarten.

The concept of smart kindergarten proposed

by UCLA in 2002 targets to implement sensing infrastructure by using microphone, camera and iBadges that will be worn by students or embedded inside objects that could detect temperature and the location of the entity. Their sylph middleware processes the collected information and can be studied by the educators about the children’s reading pronunciation or behaviour, basically It helps the teacher to evaluate the students’ social behaviour and self-learning qualities (UCLA, 2002).

SMART KINDERGARTEN LEARNING TECHNOLOGY

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iBadge & Sylph

CHILDREN & TOYS

Because some students may be left out from the group and teachers may not realise the seriousness of the issue if no proper measurements are taken. In the humanistic design principles, students are best to learn how to selfstudy and gain awareness of what they truly want in the learning process.

The construction of the space must be able to accommodate the requirements of a smart kindergarten by installing video cameras at private spaces, or to use iBadge on smart toys and children.

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CHAPTER 3 | DESIGN FEASIBILITY

T

he mapping itself can be considered as an advanced technology that makes learning interesting and there are examples of schools or exhibitions are integrating interactive projection mapping as a new method of presentation, where the visitors touch the surface and the map will visually respond to them (bareconductive, 2021).

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KINESTETIC LEARNING SPACE

F

urthermore, kinesthetic learners learn more efficiently by moving, touching or modeling. To put it simply, they prefer modeling over pencils and are attracted to books that have pop-ups (Mead, 2021). Therefore, an active space can be integrated for them to learn by interacting with toys or games that could train the children’s problem solving and creative thinking skills. There will be tables or built-in facilities for the kinesthetic learners to touch and feel. Interactive Projection Mapping can be installed onto a partition of a surface that encourages the children to touch and the projection will respond to the touch.

CHAPTER 3 | DESIGN FEASIBILITY

T

he best part of projection mapping is that it provides an opportunity for the walls to be painted by fun elements that attracts the kinesthetic learners. At the kinesthetic learning area, it will be parted with a window partition whereby the walls or structures will be mounted with soft materials such as foam mats, soft edges table, and door fingers protection (Chia, 2021).

B

esides offering a crafting space for the kinesthetic learners, there will be puzzle walls integrated as a part of the space’s function, both fun and aesthetically pleasing too. Puzzle is a great game that children can help each other to put the pieces together and the pieces any be replaced anytime to a newer design when needed. Besides that, activity such as throwing balls into the right “basketball hoop” can be a method of answering a question to increase the level of physical activity of the children too.

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CHAPTER 3 | DESIGN FEASIBILITY

AUDITORY LEARNING SPACE M

oving on, this section will be discussing about how to cater for the auditory learners. As previously mentioned in Chapter 3, pod hotels are offering a temporary accommodation for visitors to sleep in. The ergonomics of the design are capable of fitting an adult in a sitting and sleeping position only. It is compact, space-saving and at the same time achieving its objective as a hotel.

From the reference study of the Nine Hours Capsule Hotel, a capsule must be equipped with air conditioner, lights, control panel, blinds to fulfill the basic requirement of a comfortable stay, as a pod hotel. Some of the luxurious pod hotels do provide TV or a working desk such as the Riccarton Capsule Hotel in Malaysia. In the Nine Hours Capsule Hotel, there are also pods that provide a space for reading and writing, there are built-in tables and chairs inside the pods.

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“Learning pod and Hammock floor”

T

he concept idea of transforming the micro-environment into a pod will be derived and applied for a better learning environment for the auditory learners. The pods will be designed as a reading pod for the children to read aloud inside and they will also be provided with a selection of audio books to read for them. The interior of the reading pods will be soundproof but supervised to prevent noise and monitor the child’s safety. These auditory learners often enjoy music and remember the rhythm or lyrics, so as commands or teachings. They prefer to remember phrases using lyrical method or engaging in conversations, discussions, reading out loud may help too. They communicate and read to learn better.

T

he second section of the learning space will be known as the listening space, where it will be equipped with headphones, CDs, to play recordings. Imagine – an audio or CD store, where children are lying or sitting on a hammock floor, listening and relaxing to the CDs or music. The advantages of installing a hammock floor above height level is to allow better air circulation for the children because they require more breathable space for growth purposes. The hammock floor will be designed surrounding a centre shelf where children can reach easily to locate the CDs or headphones.

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VISUAL LEARNING SPACE I

n addition, the last section will be designed for the visual learners. The visual learners are fascinated by colourful illustrations, graphics and pictures.

They prefer to learn using diagrams than point forms and would remember through concept sketches or flashcards. On the other hand, for the visual learners, the space will be put up with nets or boards for the children to hang or pin up their drawings for presentation and discussions.

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T

here will be drawers to keep the drawing tools and also easels for the children to draw diagrams or visualize their ideas onto paper for better understanding.

During the learning session, educators can also pin up flashcards or diagrams onto the netting. The netting method is often use as an interior decoration, nailed on the wall to hang up photos.

CHAPTER 3 | DESIGN FEASIBILITY

Draw to learn Imaging on both sides

N

et is a very

flexible material

as

it can also be a hammock when stretched across the room. In addition, there will be a small component that gathers everyone at the public space to work together to interact with the flipping board which was inspired from the turning blocks “tic-tac-toe”. The installation will be flipping boards instead where one side will be the flash card and the other side is the drawing board. The pair have to work together to describe for the other side to draw out the object. Last but not least will be a dual side image projection, or known as anisotropic nano-structure light control film (ANSLCF). This projector is specially made for projecting onto transparent surfaces; therefore, it works well in interior space that has glass in between rooms.

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T

hese three sections art parted with a window

between each other, so that the projector will be able to project onto the window to play the

video or presentation on both sides of the room but with just one projector. It

is a new technology by BenQ which was published in 2021. It provides excellent image quality, colour and optimizes a living space. Most importantly, it allows more opportunities for interaction by viewers through the glass (benqmaterials, 2021). The projector will basically work as a teaching session for all of the children before assigning them homework to work at their preferred corners.

CHAPTER 3 | DESIGN FEASIBILITY

3.2 DESIGN REASONING

New way of learning

T

his part of the passage will be explaining about the rationale behind the design decision making process. The particular allegory for the design will be prioritizing the humanitarian aid for the refugee children. The refugee children may not be able to learn in a normal school like ordinary people because they had experienced a different childhood from others. The children lived in constant fear because of attacks and wars in Palestine. This learning space is specifically designed for them to familiarize with learning in different ways with the aid of technology. Some parents were not able to realise the potential and abilities in their children because of the stereotyping of typical academic education, which was mentioned in the previous chapter, passive learning where only the teacher speaks and students would listen. Nevertheless, the advancement of research and development had started to spread awareness about different types of learners and humanitarian architecture is one of the designs that promotes and prioritise human welfare. Every child has their own way to study and it is important to supervise and pay attention to their emotional needs because communication is the key to open their hearts, to accept lessons and people around them.

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CHAPTER 3 | DESIGN REASONING

T

he next step of acceptance will be engaging and exploring the wonders of learning together with their peers. In short, to achieve the outcome as stated above, the space will have to follow the guidelines of the humanistic principles and also the kindergarten architectural design. The following will be focusing on kindergarten design as humanistic principles were mentioned in the previous chapter, about prioritizing their emotional needs over academic requirements, while avoid using traditional teaching methods. The kindergarten design always demonstrates basic guidelines about having places for group activities and privacy, but most importantly to make it feel like home which is to have toys, cushions, soft pastels and materials to maximise comfort.

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CHAPTER 3 | DESIGN REASONING

Safety Aspect Properties of Design

M

oving on is the safety aspect of designing a

learning space for children with emotional baggage. The space should only allow round edges and allows transparency for parents or adult supervision. The space proposed in the previous passage allows the children to have higher physical activity and interact the surroundings with their peers. The placement of lighting Is also important and it’s always better to avoid pendant lighting because children are more likely to throw toys around and may accidentally break the lighting. Therefore, lightings are better to be coved or flushed with the ceiling. Another consideration of designing for kindergarten children is their health therefore humanistic architecture prioritise green materials that are non-harmful to the occupants. Green materials such as bamboo, stone, cork, wood etc. Furthermore, the ergonomics of children are also different from adults as their eye level is 1 meter from floor which needs to be take note of as they may not able to read or observe the surroundings.

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colours aid the children’s ability to differentiate the spaces and guide them to Hence,

their preferable study place.

T

he other topic of discussion will be the integration of technology into children education in an early age. While toys are able to shape a child’s experience to enhance their imagination, technology has already taken over the physical toys and have gained a digital appearance. It is also known as educational magic toys (EMT) where it can be played on a tablet or a phone. In a research study of EMT for childhood education, it had proven that teachers and children had a positive attitude about EMT and children interactively played with it (Yilmaz, 2015).

In conclusion of the research, toys as such are proven to be effective in early childhood education with proper guidance. Henceforth, technology can only be used as an aid to enhance the learning experience, but the core intention of the space is to bring the children together by introducing fun activities to play together.

CHAPTER 3 | DESIGN REASONING

L

ast but not least will be the part discussing about the impact of using the facilities to learn effectively. If these facilities are used properly, it will show a positive result of children learning together to solve problems or applying their creative thinking into practice. They will realise their own strengths and hobbies when provided with different sets of tools and discover what they love most about themselves and how to encourage or help their peers to learn together. The idea of a fun learning space is to help children that are mentally hurt or unable to learn through the traditional method. In conclusion, the story of a learning space is to assist the refugee children in recovering from the traumatic past and also providing them a better childhood to reminiscence home and schools.

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CHAPTER 3 | DESIGN REASONING

CHAPTER 4

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CHAPTER 4 | CRITICAL REFLECTION

-Reflection on design -Design direction in future semester

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CHAPTER 4 | CRITICAL REFLECTION

4.0 CRITICAL REFLECTION

Strengths of Design

T

he final chapter of this project will be self-reflecting upon the design direction taken for the semester. First of all, the strengths of this educational shelter are the ability to increase physical activity of refugee children, new method of education and to improve social relationship between children.

The refugee children are able to register and accepted into the school which also provides temporary shelter if needed. On a side note, there are numbers of refugees from Palestine that are currently seeking for protection in United Kingdom. Although they are small in numbers but their welfare shall be taken into consideration, such as providing basic education for the children in the proposed educational shelter. The humanitarian teaching method emphasizes on the emotions and emphatise the refugee children’s past memories.

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CHAPTER 4 | CRITICAL REFLECTION

T

aking in the refugee children meaning to hold responsibility in helping the children to recover and blend into the new society in UK. Refugees are often looked down because of their social status and they need to have grit and resilience to survive in f oreign nations.

Not to mention, they are the victims of Israel’s attacks. under care of the humanitarian welfare in UK. Therefore, the educational shelter trains the children to recover and fortify their mentality. Besides, basic healthcare is also provided by the humanitarian organisation such as UNRWA or UNICEF that also covers the medical bills of healthcare in children.

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In addition, the learning corner is designed to increase the physical activity of refugee children because studies have shown that they are often sluggish because of their living routine which often includes hiding or escaping from the invasions of Israel. Hence, they do not have much time to do outdoor activities with their friends or families.

Facilities such as playgrounds or parks are unlikely to be seen in Palestine as it is overcrowded with waste fills or wars debris. Therefore, the refugee children seldom engage with any physical activities and prefer to stay at home as advised.

The design proposal encourages the children to walk around to access different facilities to play and learn.

MOVE TO PLAY & LEARN Increasing physical activity

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CHAPTER 4 | CRITICAL REFLECTION

Freedom to learn

LEARNING EXPERIENCE

On the other hand, chapter 2 had mentioned about the humanistic learning theory whereby it prioritise the human needs and interests rather than academic skills and knowledge. This particular teaching method can be a strength of the educational shelter because it focuses on personal growth, creativity to freedom of thinking and learning.

The expected outcome of this learning method is that children will truly become independent and reliable, to have self-confidence to help and empathies others that share the same trauma with themselves.

Apart from that, the learning space is equipped with different facilities that could help different types of learners to learn efficiently in their own preferable method. Moving on, the learning space may consist of three different types of learning methods to cater for the children’s preference. However, the real intention of the space is to slowly make sure that every child gets to experience all the facilities because it offers different kind of learning outcomes. Therefore, children that are bad or new to a new type of learning method can ask for help of other children to improve their social relationship. The open space design which offers transparency also allows adult supervision, making sure that there is no quarreling between children.

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WEAKNESSES A

pparently, there are also a few weaknesses of the educational shelter as follows: limited space of shelter, lack of professionals to supervise the children and also the risk of child abandonment. First of all, because the Investcorp building is initially a library, or an archive for the Middle East Centre and also consists of a lecture hall, meeting room etc. It was not designed to be a hotel to act as a permanent shelter for the refugees so it will only serve as a temporary shelter for children to stay in case their parents are away for business as refugees do not have relations or relatives that could help them in the UK.

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High maintenance?

Prioritising children’s safety

B

esides that, the weaknesses of the design will

be the canopy floor because the rope quality must be properly maintained to ensure safety and it also may not be able to withstand too many occupants as it has a weight limit or else the ropes may snap and result in injuries; therefore, maintenance must be done accordingly to prevent accidents. Besides that, the toys, puzzle walls or installation may also be damaged when children refuse to follow proper user instructions.

There will also be scratches on walls or flooring when there is no supervision. However, the main issue of the design will be narrow spaces which children may not be able to rest after playing or learning. Moreover, the damage of the infrastructure may also cause debris to scatter around the space that will dirty the floor and may prick the children.

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L

astly, the educational shelter will face the risk

of child abandonment by the refugee parents. The reasons are very straightforward which are due to financial instability, unplanned pregnancy etc. The social status of refugees in UK has put a lot of pressure and stress on the shoulders of the parents and it will be too tiring for them to bear the cost of an extra member.

There are many case s of child abandonment in the local newspaper where baby dumping is a serious social concern in Malaysia (Hamzah, 2020). There is no concrete solution to solve this issue and it may cause a serious problem in the educational shelter where the refugee child may have to become a drop out and transferred to an orphanage.

CHAPTER 4 | CRITICAL REFLECTION

4.1 DIRECTION FOR FOLLOWING SEMESTER Learn and play together

I

n the following semester I would like to integrate facilities that refugee children are able to enjoy to increase their physical activity by giving sufficient space to run, walk or play around the space to perform group activities. To follow the guidelines of humanistic principles, it is undoubtedly important to consider about the emotional baggage of the refugee children. Therefore, an expansion of fun facilities would attract the attention of the refugee children whereby increasing their physical activity that could also lower stress levels at the same time. It is also crucial to have events and campaigns for the children and educators to take part together.

T

he space programming will show more transparency to the visitors on how the refugee children interact and learn in the learning space. For example, the space will use materials such as glass or acrylic for better observation purposes. Furthermore, it is also essential to include space that could improve mental health and self-awareness aside from learning and studying only. Apart from that, is it inevitably to design a space for the children to rest and sleep which is repetitively mentioned from the intention of educational shelter.

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I

n contrary, the weaknesses of the design may disrupt the effectiveness of the place if not taken into consideration. As mentioned, the weakness of the design may be the limited space to fit in the facilities. The key solution to that is to design the toys, components or facilities that may also be moved or mobile which can be carried to other areas to save space or temporarily avoid congestion. Besides that, the hammock floor if not maintained properly, soft flooring materials may come in handy because it decreases the collision impact of the children when one falls down. The damaged toys or facilities must always be replaced from time to time so it is advisable to have a storage to keep the spare parts to replace the old ones.

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100

AUTHORITIES

L

ast but not least, to ensure the sustainability of the educational shelter, the relevant authorities must make sure the income stability of the refugee parents before sending their children into the school to prevent unwanted abandonment problems.

CHAPTER 4 | DIRECTION FOR FOLLOWING SEMESTER

CHILDHOOD I

n conclusion, the design direction of the educational shelter will be focusing more on the growth of the refugee children and hopes to teach and spread awareness about the Israel-Palestinian

conflict that had affected many families. To close the chapter, we should always remember that children are the future of our kin, and they are the next generation to leave behind their legacies.

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