Interdisplinary Project

Creating a Homely Environment for Students.

Natalie Cheng.

Sarah Burgess.

Keta Rina.

Rose Chung.

Contents

01

Introduction

02

Primary Research 1

03

Primary Research 2

04

Concept

05

Statement

06

Secondary Research

07

Development

08

Final Proposal

09

Personal Reflections

01 Introduction It has already been a year since Hong Kong Design Institute (HKDI)’s commencement. With gratitude to the French architects Coldefy & Associés, Architectes Urbanistes for designing our unique and school building, staff and students of HKDI lived with the campus a whole year as how it was designed. In another words, there were no extra add-on facilities around the school in the past year. In 2012, we students find the need to improve the campus for more convenience and effectiveness in the process of learning design.

A design school is not complete without an artistic ambience. Posters, paintings and portraits are missing to lighten up and warm up the campus. Moreover, there should be adequate facilities to promote creative thinking. There are definitely ample of empty spaces around HKDI campus which can be further furnished, for example, the 2/f podium, the rooftop garden, the 24 hour zone, the area on 8/f etc. Apart from a suitable atmosphere, interactions among students from various disciplines should be encouraged as well. It is through communications with people of different mindsets that we have a clash of inspirations. What’s more, at the end of the day, what is most treasurable are friendships made during your school days.

To enhance our learning experience as design students, our group proposes to make the school a homely one. To be able to think freely requires permission of the environment and atmosphere. You feel comfortable when at home because you can do anything you desire without any restrictions. More freedom should be given to our students to promote creativity. To achieve this, facilities should be compatible with our objectives. School areas with resemblances to kitchens, living rooms, back gardens are possible. A home-like environment does not only refer to the physical places but spiritual connections as well. More assisting facilities and schemes may help design students interact with each other. A home-like learning environment is essential for our school to flourish since it is where we stay in for most of the time.

In our proposal, we would present our objectives, researches and findings, sketches as well as our final proposal. We sincerely hope that our ideas would be taken into considerations after your viewing of our report.

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02 Primary Research 1 Target: Design Students

Objectives of this research: - to find out the sources of inspiration of design students - to understand the creative thinking patterns of design students - to understand what is yet to be improved in our campus - to find out the sensual preferences of design students

Descriptions: This is done by posting questionnaire questions onto www.surveymonkey.com .

Responses are collected online.

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Brief Analysis: Question 1 To design students, creativity means sharing ideas and inspiring each other. Over half (69.9%) of respondents claim that a creative space is where you inspire each other with ideas. Freedom of expression is also very important. (60.9%) of respondents think a creative space is where you can draw or paint anywhere.

Comparatively speaking, spiritual values such as freedom of thoughts and actions are what considered more valuable than being provided with a physical space to use, be it for project discussion (26.1%) or showcasing area (23.9%).

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Brief Analysis: Question 2 Design students are easily inspired with the environment and the surroundings. There are 73.9% responses claim that observations in daily life are what usually inspire them.

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Moreover, 56.5% of responses show that design students usually get inspirations from graphic-related magazine. This shows the importance of visual stimulants.

Brief Analysis: Question 4 Laid-back and relaxed atmosphere is probably the best for creative thinking. If there were to be a background music for thinking areas, the majority (45.7%) would prefer Jazz. Classical music is also high in votes with 43.5% responses supporting.

Soothing environment is favourable for creative thinking. A more quiet environment is usually preferred. Pop songs and country songs were rated the lowest to be in a creative thinking zone. No background music is also welcomed with 32.6% responses.

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Brief Analysis: Question 8 Novel ideas come to design students’ minds when they are relaxed. Daydreaming is when they usually get new inspirations.

There are 75.5% votes. Listening to music is also a kind of stress-relieving activity which invokes inspirations.

There are 65.9% votes. A comfortable and low-stress environment is where inspirations usually come from, for design students.

Brief Analysis: Question 9 The results show that design students like to stay at school. 75.6% votes for a 24-hour access to LRC

*Charts by surveymonkey.com

03 Primary Research 2 Interview with HKDI students

Objectives of this research: - to have a clearer idea of what individuals need in studying design

Descriptions: This is done by randomly asking schoolmates questions in Zone 24 during lunchtime. We tried to find schoolmates from different discipline.

What we have discussed was voice recorded and below is the notes taken.

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CDM - VC

Jewellery

Improvements:

Improvements:

- more computers

- facilities not enough

- graffiti wall  problem: no time to paint

- slow lifts

- want to have a Printer Room

- Add more sofas(existing ones not enough)

- stationery shop

- some little rooms

- creative place: should be quiet, can eat inside

- Roof garden: don’t go there always be cause windy

- locker use: some doesn’t use lockers yet they have one

- 2/f outdoor no chairs and tables.

Better to have more

- lift: always have to wait - small canteen - can have a self-serve coffee shop - LRC: can let students suggest what books they want to add in LRC, can add message box

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CDM Music

PID

Improvements:

Improvements:

- LRC not enough information: sound design, music

- Weather > too wet > wet locker

- Want to have a room to hear music. Just for music. Sound System Room - Creative space: have sound system. CD library. Not enough CDs. Should be more genres of music - LRC only got one exit. Not convenient when go to washroom - Welcome the idea of graffiti walls - Add more sofas - Zone 24 should have hot water provided.

- Have cup noodles but no hot water - Roof garden: should plant more flowers Wet weather - Increase choices of $14 lunches in Canteen - Exhibition in B: can be more large scale.

Too small now. Duration too long - Can have more music areas. Perform in more places in HKDI

- Too much space - Materials > have to have 6 signatures to get a small piece of foam board - Want to have more space to work > open classroom > need a quiet place > time: not only at night - Better firewalls in computers (USBs always infected with virus)

Overall Analysis for the Primary Researchs Based on the primary researches done, it is shown that the creative thinking patterns of design students are inclined to be of a free style one. In addition, they like to think undisturbed. Freedom and expression are a desire as reflected in chart 1. 60.9% responses claim they would want to draw and paint anywhere at school. Moreover, from chart 2, 41.3% responses agree that personal conversations are what usually inspire them.

The time when design students are most inspired is when they are under a state of relaxation and relief. According to chart 8, respondents feel most inspired when daydreaming and listening to music, the voting rates are 75.6% and 65.9% respectively.

This can also be reflected in their choice of background music for work. From chart 4, 45.7% responses, which take up the majority, opt for jazz and 43.5% responses prefer classical music.

Pop music and country songs are having a relatively low voting rate (23.9% and 17.4%) and this shows that lyric music is not desirable under a thinking mode. 32.6% responses even say they would like it without background music. Individual and private thinking space and time is needed.

Design students may have already treated their school as their home sub-consciously.

During interviews, different interviewees mention about adding more sofas in school coincidentally. According to the survey, there are half of the respondents who would think more sofas are needed in school. Furthermore, design students are willing to and in fact have to, stay in school most of their time. According to chart 9, 75.6% responses claim they would want a 24-hour opening LRC.

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Concept Based on the analysis of surveys and interviews done, our group proposes to enhance learning experience by creating a home-like environment in school.

{

In a comfortable learning experience, the school can efficiently promote freedom of thoughts and encourage quality inter-personal relationships between students from different disciplines.

} Objectives - to allow students to think freely - to promote quality communication among students from different disciplines - to provide students with place to think and reflect individually and independently - to provide convenience for students in acquiring artistic materials - to create an artistic ambience

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{

Statement A good learning experience comes from freedom of thoughts and genuine inter-personal-relationships.

What is better than having a homely environment?

}

Why we choose a home-style Theme?

First of all, it is to match the typical creative thinking style or pattern of design students.

As mentioned in the overall research analysis, design students like to think independently and with a relaxed mood. Our group would want the school to be home-like so that students can feel comfortable in a learning environment.

There are two directions when defining what comfortable is. On the physical level, it would mean that you can stretch however you like and to be in a calm atmosphere.

A non-sophisticated stylish design would be refreshing. On the psychological level, being comfortable means to be free from stress and that there is no restrictions in thinking,

Home is unanimously a place of comfort.

A comfortable environment is helpful for learning and doing design because it can make you more concentrated in a calm and quiet state. It also promotes freedom of thought when you are under a state of trust and relax. A comfortable environment also helps in inter-personal interactions. It would allow people to be their true selves all the time. People would feel more comfortable talking to others. Relationships in school would also be more genuine.

Another reason to adopt a home-style theme is that the school is actually where design students stay most of the time. It would be nice to make it homely so that everyone in school would have a sense of belongingness and not feel so lonely.

06 Secondary Research An Ideal Family

Objectives: - to find a professional model to base on so that our design would be more home-like

Findings: Family Environment Scale

By Bernice S. Moos & Rudolf H. Moos

Scales Include: Family Relationship Index: Cohesion, Expressiveness, Conflict

Personal Growth: Independence, Achievement Orientation, Intellectual-Cultural, Orientation, ActiveRecreational Orientation, Moral-Religious Emphasis

System Maintenance: Organization, Control

Development Proposal 1

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Wall of Inspiration

Other Proposals: to have projection walls to have an iPad gallery to have a film night regularly To try discover a way for students to

Interact.

After Consultation Below are the comments gathered from our tutor and classmates:

Comments gathered for the escalator.

Comments gathered for 2/F podium design (Swings)

- May not be practical > how often should the escalator be painted with something new?

- not homely enough - the before and after image should be from the same viewing angle

- What should be the content to suit the duration of paint?

>>>> Solutions

>>>> Solutions

- cancellation of idea

- Add more facilities usually found in a homely environment

Comments gathered for 1/F student room (material room)

Comments gathered for 2/F labyrinth

- can think of some other cupboard designs to put materials

-better to show the walls in the rendering

>>>> Solutions

>>>>Solutions

- use wooden cupboard

- show the walls

08 Final Proposals Projection Walls Descriptions: The projection walls is proposed to be along the walls on G/F. As for the contents, they could be for example, graphic images designed by students or they could be photos of outstanding work of students. In this way, students’ hard work would be appreciated and they would have more confidence for more future achievements.

Self-served Cafe - left: top view - below: micro views of the cafe

The cafe resembles a kitchen in school. It is an alternate place from the crowded canteen. Students can stay and have a tea. They can bring their own food and store them in the cupboards provided. They may also want to use the food vending machine. The selfserved cafe is also an interaction hub for schoolmates. Apart from chit-chatting, schoolmates from different disciplines may also combine minds here!

Stage and Stand Descriptions: Music unites. With music in the air, students would have a greater sense of belongingness for the school. As for music students, performances would definitely be a chance for them to show their achievements.

This is where music students display their talents. This is not only a place beneficial to music students but also to student audiences. With a musical atmosphere, students can think more relaxingly and more creatie ideas would come out.

The Swings Descriptions: This is also for recreation and thinking. The movement of swings gives a laid-back atmosphere, which helps relieving stress in a hectic design life.

iPad Gallery Descriptions: Shown are different probable versions of how an iPad gallery would be like. This is where students store and download works into the iPads provided by the school. Students would walk along the gallery and share inspirations and works. There would be intellectual-cultural interactions which helps personal growth of individuals.

Left upper: micro view of the iPad gallery (version 1) Descriptions: The area is designed with a monotone so that it gives a cyber feel and this allows students to stay focused on the glowing iPads.

Left lower: micro view of the iPad gallery (version 2) Descriptions: There are lighted chairs in the iPad gallery.

This gives a feeling that our school keeps up with techonology advancement and prepare students to be elites of the future.

Materials Room Descriptions: This is where students exchange leftover/ extra materials. They can put down some materials or get away some useful ones during the opening hours. In this way, students can obtain materials conveniently and in a low-cost way.

Slanted Desks for Self-study Descriptions: The desks are located near the materials room. The slanted desks are especially good for design students because the slope provides a comfortable angle for user to view what is on the desk.

Art Jamming Room Descriptions: Drawing stands are provided for students to draw at anytime they like during opening hours. This allows students to freely express themselves. It is also where they can sharpen their drawing skills.

Cheerful Decoration Descriptions: By adding plantations along the edges, the monotone campus would be brightened up with warmer and natural colours. This would make the school a

Fountain Descriptions: By adding a fountain with stairs, students can have an extra choice for a seat. It also makes the school more lively.

9/F Top View

09 Personal Reflections Sarah Burgess’s Personal Reflection: 61905S_1A

Once completing the project, there have been many realisations as to why certain aspects didn’t go so smoothly. However, the main lesson I have learnt throughout working to this brief, Is the importance of communcation within a group.

It is difficult to work around schedules that don’t always adjust well to one another, and to make people realise how important it is to discuss work in person, not through the computer as you can not explain so easily. Communication within this group has not been good and because of this, our work has suffered. I hope that if there was a chance to work to an interdisplinary brief again, both teams would co-operate conjunctively from the very beginning.

Also, understanding the proposal is very important and with a language barrier it is difficult in any project. I’ve learnt that in order to express an idea, you have to present with confidence and great understanding. When presenting one idea, I couldnt make it clear because of the insufficient practise presentation board I had produced, as it was conflicting with my spoken ideas. Before completing any presentation board, we should make the proposal clear to all group members so we can all have a great input, together.

Working with the interior design students has been fun, It has made me realise that in everyone there is areas of strengths and weaknesses and between us we have had to figure out to which team member each strengths belongs to in order to complete a strong final outcome.

As I was responsible for the presentation board and final design of the report, I have come to find that with more time management and understanding of each others schedules we could of spread the work out more evenly, however, I have enjoyed learning about new directions and working to a proposal and working in new, exciting subject areas.

Cheng Hong Ting’s Reflections: [61905A 1A (10)] After completing the project, it occurs to me that the biggest lessons are to cooperate and communicate with different people as well as to develop a persuasive presentation.

I see that different people have different working patters. It is not just about what subject they are studying but their personal unique inclinations. For me, it would be easier to understand and arrange concepts first then practice what I have learnt. I originally expected people to be on the same route as I am since this has been going on so well with me.

I expected teammates to know their parts immediately and then we can combine everything conveniently. However, there are teammates who would find difficulties in attending team meetings or understanding the concepts. There are obstacles along the way. It seems that no one ever totally fulfills anyone’s expectations. Nevertheless, we have also contributed significantly in the end.

To have a convincing presentation, the way of presenting matter most. They are like the basic structures of an architecture which our final work would sit upon. Without researching, without analyzing all the way and without sounding evidence, the final work would sink or collapse. As I am mainly responsible for putting together ideas and rearranging the report, I have a deeper realization in this part of learning. As for communication between different subject students, I do not think it is quite helpful in my learning. I know that interior design students are used to working individually all the time but they should be more aware of the importance to attend meetings. It would be ideal if they could explain to us more about the procedures of finishing a piece of work so that we can arrange a better time schedule.

It has been an experience working on this project. I hope to have more assistance for us in cooperating inter-disciplinarily if similar projects are to be completed in the future.

KetaRina, Cheung Pok Wan. 61913S. 1A. 03. Mon 09 April 2012 Interdependence is always a higher value than independence. However, it is hard to do, especially for those who are really independent in his early stage of life. In my group, I think four of us are really independent, with confidence and having our own ideas. Yet, I think I am lucky that all of us have the same goal—to do the best, so that we do not have many arguments.

I am really glad to do projects with students from different department and aspect.

Through discussion, we learn from each other and grow up together. Win/ Win is a frame of mind and heart that constantly seeks mutual benefit in all human interactions. Like this project, if students can contribute each strength to the project, I am sure the project will be doing better than finishing oneself. On the other hand, I deeply believe that, no matter you are great or in the lower quartile at the moment, it does not mean anything. Great people may have weakness and weak people may be not graded against the full use of their present capacity or potential. Therefore, I enjoy doing group projects. Besides provoking new ideas, I can see my potential and challenge my limitation. ď Š ( 205 words)