'Colouring life' through a distinctive window - Adaptive reuse of Grimsby cordage mill for an Autism

‘COLOURING LIFE’ THROUGH A DISTINCTIVE WINDOW ADAPTIVE REUSE OF GRIMSBY CORDAGE MILL FOR AN AUTISM LEARNING AND TRAINING CENTRE

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‘Colouring Life’ THROUGH A DISTINCTIVE WINDOW Adaptive reuse of Grimsby cordage mill for an autism learning and training centre

Thesis report submitted in partial fulfilment for the award of the degree of Master of Arts in Interior Architecture and Design University of Lincoln United Kingdom

Ramola Helena Lewis | ID: 14559065 | October 2016

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ABSTRACT Adaptation of existing buildings for new functions is not a new trend: the theoretical approach towards adaptive reuse was established and formulated as early as at the beginning of the 19th century.

This thesis will explore a conservative adaptive reuse practice for the derelict Grimsby cordage mill that not only complements but challenges and reveals the history through the unique character by preserving the ‘spirit of place’. On the other hand, insertion of the new built form into the existing, through interior design, is made alive through disciplines of light and colour which impacts human behaviour.

The design illustrates and makes explicit in this specific situation, and in detail the processes, applications and implications of adaptively reusing Grimsby cordage mill as an autistic learning centre for children and a training centre for people to train and support the same. Every aspect of this project aims to raise awareness, tackle the social and design problem and actively portray the potential of this practice in adaptive reuse.

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ACKNOWLEDGEMENT I would like to thank my mentors Anna Catalani, Rosie Elvin, Tonia Warsap and Raymund Konigk for their insight and guidance, for supporting me and giving me confidence during the undertaking of this thesis. Their knowledge and patience added a great deal of value to my experience.

I would also like to thank Ken Carter, Owner of Grimsby Cordage Mill at Grimsby for his cooperation during the documentation process and imparting for his knowledge about the history of Grimsby Cordage Mill and Grimsby. I would also like to thank Hugh Winfield, Archaeologist at North East Lincolnshire Regeneration Partnership for his cooperation and for sharing all relevant documents of the site.

I would like to thank my family and friends for their care and encouragement throughout the process of the thesis and beyond.

Last but not the least, I would like to thank the one above all of us, God, for answering my prayers and for giving me the strength throughout the process of this thesis.

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TABLE OF CONTENTS Abstract............................................................................................................................................ 2 Acknowledgement .......................................................................................................................... 3 Table of Figures .............................................................................................................................. 5 1

Introduction............................................................................................................................... 6 1.1

Structure ........................................................................................................................... 6

1.2

Aim .................................................................................................................................... 7

1.3

Objectives ........................................................................................................................ 7

2

Project Statement and Justification ........................................................................................ 7

3

Literature Review ..................................................................................................................... 9

4

3.1

Genius loci in architecture for autism ............................................................................ 9

3.2

Impact of light and colour in autism .............................................................................. 10

Formation of the project ..........................................................................................................11 4.1

Overview ..........................................................................................................................11

4.2

About the site .................................................................................................................. 13

4.2.1

Background details ................................................................................................. 13

4.2.2

Urban form .............................................................................................................. 14

4.2.3

Streetscape ............................................................................................................. 14

4.2.4

Climate and analysis .............................................................................................. 15

4.2.5

General Characteristics .......................................................................................... 16

4.3

5

Interior design and development of the project............................................................ 16

4.3.1

Space organisation ................................................................................................. 17

4.3.2

Built form and Material board................................................................................. 19

4.3.3

What’s next?........................................................................................................... 20

References .............................................................................................................................. 21

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TABLE OF FIGURES Figure 1 SWOT analysis for justification of choice of site for the project (Edited by Author) .. 8 Figure 2 Montage highlighting aspects of autism, light and colour in interior design and merging old with new (Edited by Author) ............................................................................. 12 Figure 3 Google earth image showing the boundary of the site (Earth, 2015) ..................... 13 Figure 4 Ordanance survey map showing the Grimsby cordage mill hatch in blue (Council, 1996) .................................................................................................................................. 13 Figure 5 Photographs of the building captured by the author during site visit in June 2016 . 14 Figure 6 Photographs of the surrounding features captured by the author during site visit in June 2016 ........................................................................................................................... 15 Figure 7 Sun study and wind direction with respect to the site demarcated in red dashed line (Edited by Author) ............................................................................................................... 15 Figure 8 Ordanance Survey map showing the general characteristics of the site with respect to the surroundings (Council, 1996) .................................................................................... 16 Figure 9 Zoning of spaces for planning of the design (Edited by Author) ............................. 17

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1 INTRODUCTION Architecture, as a profession, is responsible for combining people and experiences to define spaces. As time evolves, the spectrum of architecture blends with the ever changing ‘spirit of place’ to create new and profound experiences.

Colour and light in a space are interdependent on each other. Light impinges on coloured surfaces creating depths which is perceived by us, uncovering facets in architecture and design (Coles & House, 2007).

Both disciplines play a major impact on human response covering the psychological and physiological welfare especially within interior spaces. However, autistic people are highly sensitive to colour and light in a learning environment and respond differently (Freed & Parsons, 1997).

Arguably, autism is a cause for concern today since the number of people diagnosed with it, is rapidly increasing from day-to-day (The NHS Information Centre, et al., 2012). It is termed as a lifelong developmental condition that affects how people perceive the world and interact with others (Society, 2016).

Without the appropriate support at the right time as a child, the person could grow up having an intense level of autism and can have a negative impact on families in the long run. Also, more than half of the parents of autistic children in the United Kingdom believe that there is no appropriate support for their children to grow and learn (Reid, 2011).

1.1 STRUCTURE This thesis report is comprised of a series of sections giving an insight into the research of the topic to the design problem and through the concept and development of the design project.

Following this, the aim and objectives of this report are discussed, which detail the approach towards this design project. Section 6 gives an understanding into the justification of the design problem formulated over a relevant social issue and the site location chosen leading to the research question.

Furthermore, Section 7 emphasizes the design of interior spaces for the autistic learning environment, how colour and light play a major role in it and shaping the design by retrofitting on the site chosen. It is explained in two parts: 

An overview of the concept and importance of genius loci in architecture for autism.



An insight into colour and light in interior design and its impact on autistic people.

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The next section deals with the process involved in collecting data to concept and production of the design to achieve the aims and objectives mentioned. This is followed by expressing ethics and limitations faced during the process.

Lastly, the conclusions drawn are summarized and reflected through the design for an autistic learning centre for children and training centre in the Grimsby cordage mill through the project.

How will colour and light in Interior Architecture for autistic learning environments create new experiences?

1.2 AIM To shape the interior space using colour and light disciplines suitable for an autistic learning environment in Grimsby Cordage Mill while adapting to the existing building.

1.3 OBJECTIVES 

To understand presence of light, how it enhances coloured surfaces in interior spaces, merging the old with new materials and structure and its impact on autistic people through the literature review.



To formulate design guidelines and find a site that would best fit the background research acquired in-depth from previous sections, followed by the site history and analysis leading towards the design.



To design the project using detailed 2D/3D visuals and technicality to portray a deep understanding of how the new experience merges with the old.

2 PROJECT STATEMENT AND JUSTIFICATION Autism being a lifelong condition requires support at an early stage as this will enable one to achieve stability and full potential later as an adult. Back in January 2015, a new problem arose in Lincolnshire wherein autistic children were forced to go to schools outside the county due to insufficient funds for facilities to support their needs. This was due to cost cuts and changes by the government (Echo, 2015). Also, based on the 2013/2014 estimates, statistical figures show that North Lincolnshire has approximately 1500 autistic people in the county (Council, 2015).

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Therefore, there is a need to design an autistic learning centre for children to grow, learn and be able to deal with situations in time. Also, an introduction to a training centre where people can train to provide care and support for autistic children thus generating employment opportunities in the area.

While choosing the appropriate site for the design project, there were a few key points that were kept in mind: 

The scale of the existing site should not be as large as for an urban scale project.



The typology of the derelict building should preferably be a warehouse since the spaces within would be devoid of restricting columns in between which would allow the design to shape the interior.



The location of the site to be close to a mainstream school to avoid complete seclusion for the autistic environment.



The surroundings outside the building should not be distractive, therefore, residential surroundings are preferred with good proximity to the city centre.

This led to the choice of the derelict Cordage Mill at Grimsby. The diagram below justifies that it is the most suitable site for the project through SWOT analysis method.

Figure 1 SWOT analysis for justification of choice of site for the project (Edited by Author)

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3 LITERATURE REVIEW This section explains the concept and relevance of genius loci in architecture and a collocation with autism and its common traits further deriving principles for the design project.

3.1 GENIUS LOCI IN ARCHITECTURE FOR AUTISM The conservation of built structures not only contributes to the economic and environmental composition of a community, but also to its social and cultural identity, which helps to create dynamic places, and defines the concept of ‘genius loci’. This concept deals with viewing the architectural infrastructure along with the ‘spirit of place’ thus learning experiences and human responses with respect to the entire setting through place and time.

Just as genius loci defines the identity of the place, autism is also considered as an identity within a person as it forms a fundamental part of the person’s life portraying a unique personality.

It is vital to understand that it is not a form of disease or health problem which can be cured, rather acceptance of this unique character in the person so as to accommodate them as a part of our diverse world today.

While designing a space for an autistic person, a couple of unique traits from their personality can be used in principle in design as follows: 

Repetitiveness: This is can be used while designing in plan to enable familiarity and organisation of spaces/zones for the person. This avoids isolation in a space and differentiates between public and private spaces.



Consistency: This can be used in the form of materials used in the design as this would avoid distraction and confusion in the person. Also, this helps in connecting the past with the future in choice of materials used in order to protect the existing structure.



Scaling and interlinking: Large spaces tend to overwhelm whereas small spaces tend to cause claustrophobia to the person. Therefore, breaking down of zones in the interior of the building with well interlinked buffer spaces allows the person to access and dwell more easily. A concept of ‘zero corridor’ design in an interior space would be preferable thus avoiding the thought of an infinite pathway by the person.



Eco-friendly: Merging surroundings with the interior of the building will help the person enjoy the best of both worlds without having to be forced into just a box structure.

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Looking further, the impact of light and colour on autistic people and how to incorporate in interior design is explored.

3.2 IMPACT OF LIGHT AND COLOUR IN AUTISM Natural beauty in the environment is perceived only by the presence of light. It stirs the virtual world around us making architecture more remarkable and it is exploited further by human behaviour. The presence of colour connects users with the spaces around them. It allows users to be directed, emotionally and confidently and results in constituting experiences.

However, autistic people suffer from sensory overload. Studies show that 85% of people with autism perceive colours with high intensity than normal. Primary colours are the most vibrant and fluorescent to them and cause panic and anxiety amongst them (Dawson & Watling, 2000).

Spaces should be designed by using non-defined patterns and neutral colours for the walls and furniture to differentiate each form. Introduction of sensory rooms or hydrotherapy pools can be used for therapy to help the person explore a distinct method of visualizing intensive environments inspiring the reality.

Use of natural lighting is beneficial to the autistic person as well as towards a sustainable building design. Use of flickering or spot lights as artificial lighting should be avoided. Careful care in types of window coverings should also be kept in mind. LED sensory mood lighting is also another method of calming and soothing the person with autism.

Both aspects are equally important and interdependent as it brings life to the spaces, altering each phase to bring out variations in design of interior spaces. It alters the mood of an individual in a space, which is a very delicate matter to avoid bringing a negative atmosphere overall to the person.

The following section details out the concept and development for the design project incorporating the design principles from the above two sections.

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4 FORMATION OF THE PROJECT 4.1 OVERVIEW A designer has the power to develop spaces, to create a distinct environment and to establish a relationship between the user and the space. Having researched previously on the theoretical aspect of genius loci in architecture and how human behavior is affected by light and color in interior design, combining these ideas together formed the inspiration and the background to this design project.

Furthermore, as an architect, it is important to understand to build the future which is bigger, better and non-existent in the past. For this reason, research was carried out to explore relevant social issues in the United Kingdom which resulted in finding out about the lack of support and care for people with autism, a very common condition faced by many people right from birth in the country.

Looking into the matter through statistics, many parts of Lincolnshire especially the North are currently the most affected since the funds are being directed towards adult healthcare and not for autism, by the government. Also, many adults today have severe autistic conditions since they did not have access to the right ecosystem when they were younger. Even today, there are still many children who are either forced to attend mainstream schools or move out of the county to enroll into an autistic centre.

These outcomes form a strong platform to justify the need to design an autistic learning centre for children to grow, learn and be able to deal with situations in time. Also, an introduction to a training centre where people can contribute and train to teach and support autistic children in their growth process could help generate employment opportunities and creates more awareness at a national scale.

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Figure 2 Montage highlighting aspects of autism, light 12 and colour in interior design and merging old with new (Edited by Author)

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4.2 ABOUT THE SITE 4.2.1

Background details

The first step towards the design project was visiting the site and doing a detail survey of the existing structure and its surroundings in real time. Relevant information was noted down in the form of sketches and detail notes along with photographs and panoramic shots where feasible. Following sections below, forms the summary of the site visit.

Name: GRIMSBY CORDAGE MILL Road: CONVAMORE ROAD Built: 1899 Designated: 10/04/1995 Amended: 19/09/1997 Grade: II Problem: Derelict building Proposed

re-use:

an

autistic

learning centre for children and Figure 3 Google earth image showing the boundary of the site (Earth, 2015)

training centre

The Cordage mill manufactured twine and nets built in 1899, and was later extended

in

1908

with

minor

alterations. For the structure, red brick in

English

bond

with

terracotta

dressings and welsh slate roofs with glazed panels and concrete tiles to southernmost section was used. The total area of the site extends over 3 hectares and includes a range of subordinate buildings of no architectural Figure 4 Ordanance survey map showing the Grimsby cordage mill hatch in blue (Council, 1996)

merit. From top, the buildings take a 'T' form with schools to the west of the site and residential development to the south, north and east of the site (Council, 1996).

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4.2.2

Urban form

Surrounding the main twine factory is an open ground to the west, partly used for parking facilities and partly left as green space. To the east and south, it is flanked by residential units.

To the north, the existing industrial units are being used as storage and warehouse units.

The interior of the building is left with wild grass growing, presence of rotten timber frames and rusted machine parts.

Figure 5 Photographs of the building captured by the author during site visit in June 2016

4.2.3

Streetscape

The character of Convamore road has been influenced by the former development of streets with a mix of semi-detached red brick and concrete block houses with Welsh slate tile roofs dating back to Victorian expansion of the city.

Welholme community primary school was opened in 1892 and is situated to the west of the site. Also, many of the houses built were mainly for the workers of the factories nearby. Small scale commercial industries and warehouses are situated around the structure. Civic infrastructure includes the St. Chirstopher’s Church to the south-east of the site.

The building is aligned in a north-south where the main signage ‘GRIMSBY CORDAGE COMPANY LTD’ lies to the east of the site. The main entry to the site is via Ropery street perpendicular to Convamore road.

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Figure 6 Photographs of the surrounding features captured by the author during site visit in June 2016

4.2.4

Climate and analysis

The site boundary is marked by the red dashed line. This analysis is essential in determining the position and size of the openings to maximize natural ventilation and light into the building.

Figure 7 Sun study and wind direction with respect to the site demarcated in red dashed line (Edited by Author)

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4.2.5

General Characteristics

This gives an understanding of the surrounding regard depicting

to

environment the

the

built

with

structure

different

building

typologies and zones. This explains the suitability of the location for the project since it is a residential dominant zone and could merge forces

with

the

Welholme

community school present to the west of the plot which would allow the autistic child to feel more accepted and welcomed in the environment as a whole.

Figure 8 Ordanance Survey map showing the general characteristics of the site with respect to the surroundings (Council, 1996)

4.3 INTERIOR DESIGN AND DEVELOPMENT OF THE PROJECT This design project revolves around three main aspects. The heart of the project being the design for a school for autistic children and alongside a training centre for staff that would aid the school and community.

To design this into the derelict warehouse which is a Grade II listed building proved to be a challenge since the existing structure cannot be altered in any form.

The proposed autistic learning centre will be for children aged 6-16 years of age and will feature a ‘zero corridor’ space designed for the internal plan to overcome the problem of creating narrow and infinite illusive spaces. The new additions by method of insertion within the existing structure would avoid hampering it. Insertion of the new merging with the old establishes a unique relationship as a whole and simultaneously portrays their identities independently.

Additionally, Grimsby cordage mill has a rich history in the fishing industry and the production of rope and twine with the factory warehouse for local use and exportation. Research was further done to understand the types of knots used in the production of fishing nets over the

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years, drawing out principles of strength and focus of the knot was envisioned through the interior plan of the design.

By doing the above, the second aspect of project is covered by retaining the ‘spirit of place’ despite the new functional use and built form insertions into the building.

Lastly, the third aspect – forming two disciplines that enhance interior design, being light and colour, affects autistic people in a different manner. This helped in shaping the design in a unique manner forming public, private and semi-private zones by creating different moods in each whilst still being interlinked with each other.

4.3.1

Space organisation

The space organisation formed the next step to understand the connection between each space.

Figure 9 Zoning of spaces for planning of the design (Edited by Author)



Double storey library feature – This forms the central focus spanning through the length of the plan. This library will be a self-lit and interactive space. It forms a connection between all the spaces horizontally and vertically. Inspiration towards this design is taken from the bookshelf design at Selexyz Dominicanen, Maastricht, Netherlands (Fairs, 2007).

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

Entrance and other facilities – o

The entrance to the building and the drop off lane form a crucial part of an autistic child’s journey. To avoid commotion and anxiety, the entrance to the plot is from an inner lane off Convamore road and away from the noisy traffic or the adjacent school. Also the drop off lane is demarcated by using a different surface material and visual aid for easy direction.

o

There are three entrances inside the building, one enters to the learning zone of the student which is restricted by public access, one leads towards the lift, stairs and toilet access and the other leads towards the café.

o

The waiting area, staff rooms and Principal’s room are also easily access on entrance to the building.



Learning – o

The classrooms are designed within a cylindrical form conceptualized from student pods. The ground floor consists of the learning spaces and the top floor has access from the classrooms below which are the quiet zones for the students. This is linked with the central library.

o

Also, autistic children respond well towards soft play toys especially reflecting day-to-day objects which is present on both levels.

o

Smart room/sensory room is considered a favourite with the autistic students which needs to be a typical dark room with coloured lighting equipment and furniture thus helping the student to grow.

o

Ecofriendly zone is where the student can experience the best of both worlds by bringing nature into the interiors. Small sunken portions of mud has been dug to allow them to learn to grow fruits and vegetable on a small scale and to have a live understanding rather than in just books.

o

Hydrotherapy pool helps an autistic person to reduce levels of anxiety and confusion, and focus on being calm and composed.



Public spaces – this constitutes the vertical transportation system within the building, toilets and café which is open to all.



Private spaces – o

Quiet zones are very essential for an autistic child to help in calming or relaxing the mind. Other rooms include the maintenance room which is situated adjacent to the hydrotherapy pool area due to heavy plumbing and mechanical equipment and food services area/back kitchen for the cafe.

o

Also, since the new structure has been inserted into the existing building, a gap of 300 mm is left to conceal all forms of services. This being another autistic

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trait wherein the person gets overwhelmed when seeing exposed service wires or pipes. 

Training centre – it is open to the public to join, volunteer and train to support autistic children in the school. There are a couple of training rooms, a manager’s room and administration office. The training centre has an entrance to the learning zone from the inside. This is to allow them to interact with the students whilst on training. The entrance to the training centre is isolated from the school entrance but shares the same vertical transportation system.

4.3.2

Built form and Material board

Existing building exterior: •

The main central manufacturing hall is a tall single-storey building with 41 internal bays, housed under a triple-span north-light roof, with a main side entrance to the east. It is constructed in brick with long key stones beneath a terracotta frieze with raised lettering – GRIMSBY CORDAGE COMPANY LTD. The south end has 2 tall gabled roofs at right angles to the main hall, and north has 2 gabled ranges in line with main hall.

•

Tall segmental-headed windows are seen across the elevation of the building with shaped terracotta sill, 2-course header brick arch and iron glazing bars.

Existing building interior: •

The elongated manufacturing hall has pilaster buttresses between bays, and windows in alternate bays.

•

The floor was made in concrete and still stands strong today.

•

The triple-span roof carried on cast-iron pillars, with king-post trusses in pitch pine.

New material additions: The west face of the building, includes a new addition containing the training centre running on the ground and first floor which protrudes from the existing building horizontally and vertically.

The small elongated space alongside the main hall extends vertically above which forms the vertical transportation through the building and this continues over to the portion of right angled gabled roofs. This forms the administrative office on the first level and below forms the back kitchen and food service area. The roof for these additions are all flat.

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The central portion of the main hall forms the café and the learning zone with linking bridges on the first level which is covered by a pitched roof mimicking the previous north-light roof form. The north portion of the main hall has no additions and houses the hydrotherapy pool below a pitched roof.

All the new insertions are made using powder coated steel since it merges well with the existing red brick by dating back to the industrial building materials. The roofs are made from aluminium panels which is also used in encasing the truss systems in the interior since it is lightweight, durable, works well with roof clerestories and skylights and helps to regulate internal temperature. All floorings in the interior are made in concrete, both for the old and the new construction.

4.3.3

What’s next?

Through the process of the dissertation and thesis design project, a deep understanding about autism in relation with architecture and design was achieved. Despite a few restrictions towards an autistic designed space, solutions for every trait of an autistic child was thought through, to design a supportive learning environment.

A lot of inspiration has been taken from well-renowned architectural designs, however, all forms of linking the key concepts specifically, light and colour in interiors and genius loci of the place have been collated under one roof for a social cause, all being original and self-created.

Each space in the design accounts to a certain reason for the way it has been planned by picturing a day in the life of an autistic child.

Heading into the final design development stage in drafting the drawings and 3d modelling, going forward, the ideas generated through this process will form a part of future research.

This would help in exploring the project’s aim, further unfolding new facets and creating profound experiences through design.

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5 REFERENCES Coles, J. & House, N., 2007. LIGHT/mood. In: The Fundamentals of Interior Architecture.

Switzerland: AVA Publishing SA, p. 119.

Council, N. E. L., 1996. Cordage Mill assessment document, Lincolnshire: s.n.

Council, N. L., 2015. Vulnerable Children and Young People, Lincolnshire: s.n.

Dawson, G. & Watling, R., 2000. Interventions to facilitate Auditory, Visual, and Motor Intergration in Autism: A Review. Journal of Autism and development disorders of the Evidence, 30(5).

Earth, G., 2015. [Online] Available at: https://www.google.co.uk/maps/place/Convamore+Rd,+Grimsby+DN32+9HY/@53.5615189, 0.0739221,778m/data=!3m1!1e3!4m5!3m4!1s0x48788334b0d969f9:0xac0767cb535891aa!8 m2!3d53.563209!4d-0.071219 [Accessed 2016].

Echo, L., 2015. Lincolnshire schools struggling to meet needs of all autistic children, Lincolnshire: s.n.

Fairs, M., 2007. A shop in a church by Merkx + Girod Architecten. [Online] Available at: http://www.dezeen.com/2007/12/04/a-shop-in-a-church-by-merkx-girodarchitecten/ [Accessed 2016].

Freed, J. & Parsons, L., 1997. Right-Brained Children in a Left-Brained World. New York: Fireside.

Reid, B., 2011. Great Expectations, London: The National Autistic Society.

Society, T. N. A., 2016. Autism. [Online] Available at: http://www.autism.org.uk/about/what-is/asd.aspx The NHS Information Centre, C. a. M. H. T. et al., 2012. Estimating the prevalence of autism spectrum conditions in adults: extending the 2007 Adult Psychiatric Morbidity Survey, Leeds: NHS Information Centre for health and social care.

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