2 steps back 1 step forward

A few weeks ago I found myself at a fork in the road. One way took my design down the route of a building designed for autistic users the other an exploration of our academic facilities.

The thing is, buildings designed for the assessment of children with Autism and other special needs are nothing new. My research has shown me this. Though its has highlighted a ever increasing need.

My initial approach was to focus on the children, however as I have progressed my attention has been drawn to the TEACHER. There is a much greater and wider need for teachers who are trained to understand not just Autistic Children, but all aspects of special needs education.

Many universities today offer specific courses for teaching children with various special needs. However, these courses are often part time or on a evening.

The brief for my building has shifted to be the design of a new purpose built Faculty of Education building, for Sheffield Hallam University, into a suburban context in Broomhall, Sheffield.

It is envisaged that the building will create a new direction for the universities teaching program. Sheffield Hallam already provides specific courses dedicated to the education of children with special needs on a part time basis. However, it is planned that the new faculty will provide the platform for the integration of the special needs courses into the main curricular.

The building will also provide a base for teacher training programs on an evening and in the summer months, to provide current educators access to new teaching methods and special needs education courses.

The Goal is to attract Students and teachers from across the country by creating a unique blueprint for future educators, providing them with the necessary skills to better understand the needs of children with special needs.

Shopping List.....

To understand the current chain of events I find my self asking the question what am I trying to achieve and what the building is trying to achieve......

What am I trying to achieve?

• To Breakdown traditional boundaries.
• Allow the buildings occupants to actively choose where to go.
• Create interaction and communication.
• An open learning environment.
• Provide a stress free environment to its Autistic users.

What is the building trying to achieve....

• Blanket its occupants
• Incorporate various environmental strategies
• work with is site and landscape to reduce impact to its surrounding context

Playing with blankets....

So where am I now???.......

A wild concept to generate one fluid space, taking inspiration from the blanket concept.

The working Sketch below shows the floor plan/landscape plan taking shape. The form has been generated from the blanket model produced at the initial design stage. The free flowing undulations in the plan and chamfers to the external boundaries all pay on the folds and curves of a blanket as well as taking certain vistas and site restraints into consideration.

You can see that I am still aiming to produce single fluid space, but understand the need for boundaries. I aim to soften these boundaries with the use of glass and other opaque materials, allowing movement to been seen throughout the building. It is my goal to allow the buildings occupants to see right through the building landscape allowing them to choose where to go rather than conform to a prescribed route.

A single undulating floor plan allows me to keep the building relatively low in its surrounding context. Set back from the road reduces the amount the building would dominate both its occupants and its surround in context.

I am also concious of the fact that it is located in a conservation area, a strong inner city suburb. I envisage the building to be a secluded gem within the local frame work, bouth working with the local university and local community.

I still have quite a few things to cover, but feel that with the building fundamentals in place, I can now get moving on the design of project.....

The blanketing effect of the buildings form on approach to the entrance.

The majority of the facilities will be housed in bespoke pods, although some will be entirely open within the floor plan. Areas such as toilets

Work in Progress......

Following the completion of my initial design I began looking "blanket architecture".

Producing precedents study of built examples within the architectural world.

The question I am looking to answer is "can blankets do both floor and roof, and can I go beyond the wall?

Most of the examples I have looked at seem to use the roof to blanket the internal spaces.

Following my precedents study I have started to design the buildings form and looked in depth at spaces that will be created.

Our institutional buildings, in my opinion are to regimented in there approach, forcing there occupants to conform a set way of learning.

I believe that the role of architecture is to suggest ways to use a space rather than prescribe. Users should be actively encouraged to choose where to go , giving them control over there learning and maximise there independence.

With straight lines we can only create cross roads. Yet with curves we can create so much more diverse interaction.

The form generated is taken from the concept model produced at the initial design stage.

It is derived from the notion that architecture, when used in a certain manner, can create social interaction and a sense of security.

The curves and folds of the blanket will create more diverse interactions both internally and externally. Acting as one fluid space brining is occupants together.

The Buildings architecture could allow its facilities to be programmed into the space created. The curves and contours created in a sense form the boundaries of the individual spaces.

The circulation space between breaks away from traditional and institutionalized corridors we see in many school, university and hospitals today.

The occupants can actively choose there route through the building. Valleys in the buildings form allow congregation, generating interaction between occupants.

Its calm flowing curves produce a stress free, soothing environment for the buildings autistic users.

The Buildings main entrance could be at its heart. Approachable from two directions it parentally blankets its potential occupants with is structure before they step foot inside.

A central entrance allows the creation of a journey allowing the building to engage with its potential occupants and the fluid spaces created hold the occupants attention, thus encouraging interaction.

Beyond the Wall Intial Design

Over the past few months I have be building my intial design,

below is the link that will take you to my Issuu account.

http://issuu.com/mattquinn68/docs/initial_design

Case Studies

Rolex centre


Situated on a single campus overlooking the shores of Lake Geneva at Lausanne, Switzerland, with extraordinary views of the Alps is the Rolex Learning Centre. The centre is conceived as an integrated learning environment and includes both study and social spaces.
It is designed as a single fluid space, with gentle slopes and terraces, undulating around a series of internal ‘patios’, with hidden supports for its complex curving roof.
Designed as the new campus hub the building breaks down the traditional boundaries between facilities creating spaces where the users are inspired and made welcome. The building uses its form as its boundaries creating the kind of space that influences social interaction. It actively encourages its users to choose where to go, giving them the sense that they are in control of their learning.
The building plays on the movements of its users. Architectural forms can be created from human movements and in turn influence humans. Human movements are not linear, like the way a train moves, but are alive in a more organic way.

Pod City Taiwan San zhi

Located on the most northern point of Taiwan is the now abandoned Pod City.
Commissioned and built in the 1970’s, it was an attempt at luxurious accommodation for the rich of Taipei. Boarded by the East China sea and lush green hills of Taiwan the area is picturesque.

The development is made up of 17 blocks. Each block houses a cluster of 4 circular pods. The initial concept for the pods may have allowed them to expand vertically as required, simply by adding more pods on top.

Architecturally, its like staring at something from a science fiction movie. The modernist/futurism style creates strong powerful forms, allowing the pods to sit in their own little world. Colour coordination has been used to allow each group of pods to become independently recognisable.

In a sense these pods create a capsulated environment for each individual user. The strong views out from the pods forms a connection between the occupant and the surrounding environment, whilst also allowing them to feel contained within their own personal space.

Leslie L. Dan pharmacy building in Toronto

Located in Toronto, Canada, the building is situated adjacent to two significant historic buildings and state-of-the-art facilities for more than 1200 students. The building skin is oriented to maximise daylight where needed and minimise unwanted solar gain, reinforcing its clear and logical diagram. The full height atrium functions as a light slot, bringing daylight deep into the building's plan.

The buildings design seems to responds in a sensitive manner to its context while also creating a landmark facility for the University. The building is lifted above a 20m-high, five-storey, colonnaded circulation space. This daylit space is the hub of undergraduate activities, providing quick and easy access between the basement lecture theatres and the laboratories and the library as well as encouraging interaction between students.
The main feature of the building is a soaring atrium that pierces the height of the building providing visual connections between all floors as well as creating a central hub. Within this space two reflective silver-coloured pods are suspended. These change colours according to the light conditions, adding a striking focal point for the building. The larger pod houses a 60-seat lecture theatre and a reading room, while the other houses a 24-seat classroom, a quiet study lounge for undergraduate students and the faculty lounge.
The strong forms of the pod act as visual references both from the outside of the building and the inside. This manner of reorganization could be repeated on a smaller scale, much similar to that of the pod city in Taiwan, to provide visual reference for the autistic users of a building.

I have begun looking at spaces that I feel express their architecture whilst meeting the users needs. Can the buildings architecture connect with its Autistic occupants. My initial thoughts and dicussions with my course mates and tutor have outlined the lack of a need for corridors. This is due to many autistic children's discomfort when there personal space is invaded, as outlined in my background study. Therefore the circulation within the buidling could be space and the facilities themselves could be pods within this space. This could lend itself to planning around routine. Coloured pods, easily identifiable, could form visual reference to the users, creating routine and lowering stress levels. This at least gives me a starting point. I am to progress this over the next few weeks.

Following the completion of my background studies, I found my self asking the question what could drive the buildings architecture. My first thought was to list the buildings functions out creating a mind map of how a user could approach the building. I then began looking for connections.

I began to explore comparisons to a buildings language to that of DNA, obviously a play on the fact that Autism is a gentitic disablility. Could I take the building stones of DNA sequencing and transfer them to the spacial planning of the facilities required.

This exercise was useful, however I feel it only allowed me to begin planning the building in a regimented approach. I simply dropped into "office mode" trying to plan the building logical round its functions without consideration for the spaces I was creating. There is little room for architecural expression and need to start concentrate on the induvidual spaces in relation to the users needs.

Beyond The Wall of Autism

Below is the link to my Background study "Beyond the wall of Autism". A study in to the affects architecture can have on autism and how this could be adapted to a site in Sheffield.

http://issuu.com/mattquinn68/docs/beyondthewallofautism

The Cleveland Centre for Autism

Housed at Cleveland Clinic Children’s Hospital in the Debra Ann November Wing, a state-of-the-art facility dedicated to autism treatment, education, and research, Cleveland Clinic Center for Autism is uniquely integrated within the health-care system and the center’s Shaker campus location, where it began providing services in 1998. During its first years, the center offered limited diagnostic services and a small outreach program, primarily providing consultation and training for parents who were establishing home-based behavioral treatment programs for their children with autism. In 2000, in response to community demand, the program expanded dramatically, adding more specialized diagnostic and treatment services and a full-day, nonpublic chartered school, along with continued consultation and training programs.

Below is a link to the centre website and video.

http://my.clevelandclinic.org/childrens_hospital/departments/autism_center/default.aspx

It is stated that the centre is a "state of the art" facility, built from the ground up to cater for the induvidual needs of Autistic children. The question I ask is does its Architectural language confrom to this theory also?

Is it a case of less is more?

With this case study I feel that the managment of the childs evironment along with facilities provided take precedent.

It is my aim to provide a building which can take the princples laid down by the Cleveland Centre and transfer them into its architectural languge and spacial planning.

Back ground study so far DRAFT!!

Beyond The Wall of Autism
A Study into the influence Architecture can have on Autism


Narrative

The focus of this back ground study is the integration of a new Research and Assessment centre for Autistic Children, into a suburban context in Broomhall Sheffield. It is envisaged that the centre will be in partnership with Sheffield Hallam University an the National Autistic society, providing a wide range of facilities, to aid in the research, teaching, and understanding of Autism Spectrum Disorders. The building aspires to emulating the symptoms of Autism, within its architectural language, in an attempt to improve intercommunication and interrelation abilities that lead to an impairment of cognitive and emotional development.





Physical Context The Site

The site is located in an established inner city suburb in the South West of the city, know as Broomhall. It is close to Sheffield Hallam University’s Collegiate Crescent campus and is a diverse area, mixing larger houses and student accommodation. It has good local transport connections to the city centre and surrounding areas. It is bordered by residential accommodation to the South and West, the Robert Winston Building of Sheffield Hallam University to the East and a nursery school to the North East. There is one primary access point, from the North, off Broomhall Road and a secondary access and through fare from the University buildings to the East.

Current State

The site is currently occupied by the Woodville Hall teaching block and halls of residence, both of which are in a dilapidated state.

Right of light........
Listed Buildings.......
TPO.....
Change of Use.....
Cultural Context.......

The City

Sheffield owes its identity, in part, to its definition of being a 'city', and it shares common characteristics with other cities nationally and globally. To be more specific, Sheffield is inscribed within a particular type of city, which can be understood as a North of England Industrial City that has gone through processes of de-industrialisation. Other cities within this remit include Manchester, Newcastle and Leeds. Sheffield is an exceptionally strong cultural city with deep roots in metal production and a driving ambition for innovation and creativity. Over the past few years the city has built upon its strong heritage and undergone massive transformation, with some of the most inspirational public realm designs, such as the Peace Gardens, Millennium Square and Sheaf Square, Sheffield has ever seen. Locally the people of Sheffield have such affection for the city. Whichever way you look, the charming haphazard sprawl of the city is nearly always neatly framed by the beautiful surrounding countryside, which are only minutes away. There is a general consensus to ensure that Sheffield remains a unique place. It is felt that the city needs to concentrate less on trying to be like everywhere else and spend more time celebrating the individuality of the city and its distinctive collection of buildings.

Sheffield Hallam University

Sheffield Hallam University traces its roots back to 1843, when the Sheffield School of Design was founded. It had a distinguished history as one of Britain's top schools of art and design and teacher training for more than a century. The two campuses that make up Sheffield Hallam University are in complete contrast to each other. Right in the heart of Sheffield's busy city centre is the University's City Campus, a welcoming modern environment surrounded by a diverse academic community. The second campus is the tranquil Collegiate Campus. Set among lawns and trees in one of Sheffield's leafiest suburbs, which is just typical of the city, England's greenest bustling city centre.

The Site......

User Requirements
Research and Assessment Centre


What is Autism?

Autism is a lifelong developmental disability. It is a set of disorders in intercommunication and interrelation abilities that lead to an impairment of cognitive and emotional development. The essential characteristics of this disorder are the presence of an abnormal development in the following areas:

Communication: Difficult or inexistent verbal communication. Difficulties in non-verbal communication.

Socialisation: Severe difficulties in interpersonal relationship.

Imagination: There is a lack of imagination characterised by uncommon and repetitive game play.

It is a lifelong developmental disability and is externally manifested in a lack of affective expression, an apparent lack of empathy, an obsessive concentration on particular elements and, often, repetitive movements. The factors that determine autism have a biological cause and the disorder is manifested during the first thirty months of the child. At a cognitive level, there is a weak central coherence that impairs an adequate integration of the stimuli that surrounds the child. The three main characteristics mentioned above, make the child unable to discriminate between and, more importantly, predict, any of the events that occur in daily life. Hence, this unpredictable world is felt as alien and makes them feel isolated. Technically it is said that they have no sense of connection between them and the surrounding world. It is part of the autism spectrum and is sometimes referred to as an autism spectrum disorder, or an ASD. The word 'spectrum' is used because, while all people with autism share three main areas of difficulty, their condition will affect them in very different ways. Some are able to live relatively 'everyday' lives; others will require a lifetime of specialist support.

Organisations

There a numerous organisations and charities that are dedicated to the research, support and treatment of autistic children world wide, ensuring a better future for them and there families.

Nationally – The National
Autistic Society
OAASIS

Globally - The National Autism Research Institute
The Autism Society of America
Autism One (global organistaion)


Existing facilities....
Facilities Required.....
Community Use.....


Designing for Autism

Philosophy

My aim is to provide a fully integrated Autism centre for Sheffield, in partnership with both Sheffield Hallam University and the Children’s hospital, with the aim of meeting the extensive needs of children with autism and there families. As well as educating student teachers and the local community. A new state of the art facility uniquely designs from the ground up, with the primary goal of maximising its user’s independence and the ability to function in the real world. By minimizing distractions and focusing on an environment where individuals can concentrate on learning. I intend to explore the possibility that the building will be able to emulating the symptoms of Autism, within its architectural language and attempt to improve intercommunication and interrelation abilities that lead to an impairment of cognitive and emotional development.

Routine

Whilst all children benefit from routine in their day to day lives, children with Autism thrive on it. It is very important to look at establishing daily routines in an Autistic child's life. Routines will provide predictability in their life and relieve much anxiety and uncertainty about what is happening around them. A routine will allow a child with autism to have greater control over their environment. The need for routine could be the driving force behind the special arrangement for the building. Allowing me to test my theories on whether architecture can benefit children with autism. Spaces designed to foster social interaction and cooperation. For example the use of colour coded wings, floors, walls or pods to create landmarks to distinguish one area from another, helping to create a sense of place for the children. The buildings arrangement could also be derived around routine. Starting at an entrance point, a familiar journey could be created to suppress anxiety and provide comfort. Over time, as the child progresses a new element is added on to his or her routine. This allows a controlled approach to the child’s development and hopefully improving communication and social ability.

Repetition

An autistic child needs repetition. In order to learn, things must be done over and over and over again. This repetition is often followed by a reward when a task is complete, a mental note to the child. In my case this could be a reward room. The theory behind an autistic child’s routine is taken from this repetitive nature. Routes to school, the same order of dressing, and the same schedule everyday allow the child to feel safe and in control. In the same way I am proposing that the architectural language is repetitive, thus mimicking the child’s need for repetition. Can this create an environment which allows its occupants to feel safe and secure in the “outside” world?

Things to take into consideration

The building is a laboratory to learn how to function better in both public and private spaces. For this reason, the more experiences the building can offer, the more opportunities these children will have to learn both self-care and vocational skills. Large public spaces give students the opportunity to become comfortable in spaces surrounded by much activity. A library media centre might offer learning opportunities with electronic equipment. The chance to create flexible and versatile classroom spaces. Ideal classrooms permit multiple activities to occur simultaneously. Reconfigure spaces for groups differing in size from one-on-one learning to large group activities.

Research Methods from around the globe.......

User Requirements
Academic.......
Existing Facilities......
Facilities required......


Segregation Academic/Research.....

Sustainability – Rain water harvesting
Solar gains/control
Natural ventilation
Night time cooling
Ground source
heat pumps
Green Roofs

Following my investigation into the two Sheffield universities, I discovered that Sheffield Hallam University provides a Post Graduate Diploma in Autism along with existing facilities for Autism research.

With this information in mind I have concentrated my search for a suitable site around the around the facilities for Sheffield Hallam University.

Psalter Lane Campus site......




Broomhill Road site....




Following my site feasiblity studies I seem to be moving towards a new Autism research and assessment centre. This build type would be part of the University providing assessment, research and the facilities for the post graduate course. The assessment centre would cater for the whole of Sheffield and could even act as a blue print for other cities, forming a national network dedicated to improving the research into Autism Spectrum Disorders.



I envisage that teacher training courses would utilise the building throughout the summer providing local teachers with the necessary training and management skills required, raising the 22% national average.

This would also allow me to test my theory of producing a building that is able to manage the symptoms of Autism by using the symptoms of autism....

A working Narrative...

A working Narrative.... The points above outline the intial theory of the building type.

Learning Outcome...

Sheffield Hallam University has a post graduate diploma in Autism. This course is part time and often during evening hours. My aim is to provide a building allowing the course to grow and a school for first hand experience.

My thinking pattern....

Can Architectural forms be used to reduce the difficulties that children with ASD face in traditional schools?

Could routine management be transferred in to the spacial planning of the building to reduce the symptoms of Autism?