IDE3 - Trimester 1, Sensorial Design
Primary Project ~ Aged-care Facility, 2070
Assessment 1
Week 1 - Sensorial Design Introduction
'Eyes of the Skin' by Pallasmaa - Reading
'Eyes of the Skin' by Pallasmaa - Reading
Group Formations
Research into Aged-care and develop a case study
Research into Aged-care and develop a case study
Week 1 Lecture Notes
General Research into the Aged Care Sector/Population
- Support needed for residents that are - passive, under stimulated and clinically depressed and that staff are frequently overworked and stressed.
Housing is usually uninspiring - basic floor plans.
The question is how to bring the community to them. - Staying inside all day they will begin to lose connection with life around them.
Family and friends need to feel welcomed and happy to visit
Stimulating, fun, community engagement
Human-centered design approach
Higher expectations for their quality of life - They are usually more tech savvy now
Multi-generational design
- "Old people's home for 4 year old's" (Potential Case Study)
Baby boomers don't want what is already out there - they want luxury and affordability
This type of design is becoming increasingly important as the population grows in age
Location, location, location!
Design for dementia - needs improvement
Specifically an interior challenge - needs to be responsive and inclusive to their individual needs
(Contrast around doorways, circulation and furniture selection, avoiding heavily patterned flooring and wall coverings - providing clear delineation between them and providing landmarks for way-finding)
Promote safety and mobility - prevention of falls and maintaining the residents independence as much as possible
Marginalised elderly - LGBTI community - underrepresented in the industry - needs access to the larger LGBTI community (communal spaces and interaction between public and private.
Baby boomers will demand choice, variation of services - opens up niche markets
A rise in inter-generational living - promoting social interaction
Anxiety in the Older Generation Research
Treating generalised anxiety disorder in the elderly
Debilitating worry about routine events defines generalised anxiety disorder
One of the most common types of mental illness in over 60's and is often dismissed
Causes physical disabilities, memory, increases death
90% have symptoms for another mental illness
More prone to side effects when on medication
Cognitive behavioural therapy is good first-line psychotherapy for treatment
Usually a condition had before the age of 65. 3% develop after 65
32% heritable
Women account for 2 thirds
Numbers of diagnosed patients is underestimated as those in nursing homes or assisted living are not generally counted
Excessive worry 6 out of 7 days a week for 6mths (generally speaking)
Elderly generally exhibit the physical symptoms over mental as there is less emotional disruption - weakness, tiredness, restlessness or difficulty concentrating
Signs and symptoms of anxiety and depression in older people
A range of symptoms can be present out of the following - Behavioural, feelings, thoughts, physical symptoms
~ avoiding situations, non-assertive, difficulty with decisions
~ Overwhelmed, fear, dread, constantly tense/nervous, uncontrollable or overwhelming panic
~ Flashbacks or dreams about traumatic events, intrusive pessimistic thoughts
~ Physical symptoms - raised heart rate, nausea, muscle tension, detached from self or surroundings, trouble sleeping, sweats, shakes, light-headed, numbness, hot and cold flushes.
Print version ISSN 1516-4446On-line version ISSN 1809-452X
Rev. Bras. Psiquiatr. vol.24 suppl.1 São Paulo Apr. 2002
What happens to anxiety disorders in later life?
Decline with age but are more common than depressive
Often in conjunction with depressive disorders and physical illness
Hasn't been studied as closely as depression and dementia
May indicate that the level of anxiety is not as great as that of depression and dementia
Older People
Approximately 10% experience anxiety
Often is influenced by a stigma that it is a weakness or a character flaw rather than a genuine health condition
Factors that can increase developing anxiety (verbatim)
Increase in physical health problems; heart, stroke, Alzheimer's
Chronic pain
Side effects from medications
Losses; relationships, independence, work and income, self worth, mobility and flexibility
Social isolation
Significant change in living arrangements (into care)
Admission to hospital
Particular anniversaries and the memories they evoke
6.4 Mental health in older Australians (Australian Government, Institute of Health and Welfare)
Interfere with cognitive, social and emotional abilities
Recognition regarding good mental health reflected in healthy ageing
~Though it is a combination of psychological, biological and social and cultural factors
Onset anxiety can be brought on by lack of access to both clinical and non-clinical services
Many symptoms for anxiety, depression and dementia often overlap so it can be difficult to distinguish between them
Usually secondary to an existing mental disorder
Those with underlying disorders have a slower decrease rate of mental illness than those who do not originally harbour a mental illness. As age increases the likelihood of mental illness decreases (on the average spectrum)
24% of people between the age of 25-34 and decreases by 6% between the ages of 75-85
Females are more susceptible
52%/86, 736 permanent aged care residents (June, 2012) had depression/poor mental health - either mild, moderate or chronic
Mental illness in older age is more chronic in nature
Disorder is diagnosed with the Kessler Psychological Distress Scale, which is a series of questions about negative emotional states in the 4 weeks prior to the interview
Even with high levels of diagnosis through this method, they may still not "qualify" for having a diagnosible mental disorder
Care is relative to their situation - if having gone through loss, being placed in a community environment may/will combat feelings of isolation and social detachment ~ Allows for new relationships to flourish
Although it affects females more, suicide age specific rates are higher in men (85 years and older)
Suicide behaviour is hard to pin point as it is no singular trigger - it is a combination of systemic, social, community, relationships
Research relating to improving anxiety through design:
How can Architects combat anxiety in interior spaces
Have examined how hospitality spaces can help relieve anxiety
~Consider partitioned spaces - people with anxiety will tend to sit near walls, corners, partitions - gives a sense of control over the environment
Checklist to consider
~ Natural light, ventilation, floor-to-ceiling windows, intimate spaces with curves, plants, gentle colour palette, acoustics
Comfort, mindfulness, serenity
Biophilic Design - the affinity to seek connections with nature and other forms of life.
The Spaces - 5 interior design hacks to reduce anxiety
Plants - create a calming effect, boosts wellbeing
Colour - too much is draining. Bold colours are mentally stimulating. Blues, greys can help unwind
Lighting - can intensify our feelings. Blue or dimmed light can help with decision-making, should be kept away from sleeping areas as it reduces melatonin production - soft, natural light for relaxation
Minimalism - clutter can cause stress and anxiety
Good bed = good sleep
Designing Interiors to Mitigate Physical and Cognitive Deficits Related to Aging and to Promote Longevity in Older Adults: A Review
Promote wellbeing and aging in place - can assist with longevity
Need to be flexible and adaptable to the individuals needs
"Developing countries constituted 7 of the 50 countries with a population of more than 10M aged 60 and over in the year 2012
Compensate for the decline in their physical and mental health
Aging in place promotes independence, safety and confidence as it is a familiar environment
Communal space is highly important to elderly
Spontaneous social encounters, meaningful change and sensory variability
Allow for familiarity with the space, ease of wayfinding
Hand rails/grab rails should be a contrasting colour to where it is fixed
Flooring must be considered - rubber or non-slip
Place attachment is important - consider spatial cues (ways for the elderly to maintain balance)
Connections to daylight
75yo needs twice as much contrast as a younger person to differentiate between colours - good contrast, not black and white or black and yellow as these can become an optical illusion
Reduce colour contrasts in flooring as it can indicate a change in grade
ACOUSTICS
Facilitate active living
Temperature - can be connected to self-perceived health problems and mortality - Increases in physical activity can help relieve the added stress during a heatwave or even just the hotter months of the year - Thermostats in contrasting colours for ease of finding them and use
Positive influences of nature on human well-being - consider the view from the window
"Healing Gardens" - gives a sense of sanctuary and relief from confinement - vital to their health and well-being, can promote longevity
Ron Mace described the concept of "universal design" (still used today)
Smart homes can promote living independently
Consider pharmacologic, behavioural and occupational approaches
Lights that are blue during the day and amber at night for example
Technology is confronting for them but they are eager to learn as it will help them stay independent
"Buildings affect us psychologically and physically."
Design can play a significant role in an older adult's medical, social and environmental team.
Week 2 - Inclusive Design
Breakdown of our reading notes
Further development in our groups for the Pecha Kucha Presentation
Week 2 Lecture Notes
The Eyes of the Skin - Juhani Pallasmaa
Notes taken from the reading:
A thought prompt that was provoked during the reading
The following are our collective notes as a group in preparation for our response to The Eyes of the Skin. Our responses are colour coded for each group member. We located sections of the reading that correlated to the 4 prompt questions given on Learning@Griffith.
Week 3 - Inclusivity Applied to the Design Process
Group work
Week 3 Lecture Notes
Inclusive Design and The Design Process
Universal design - Fitting and Misfitting
- Remember the senses
- Occurs when two things come together in harmony or
- Shape and substance of these two correspond - the union
- Misfit - Non Harmonious (Square peg in a round hole)
- Misfit problem - Two items separately are fine, but do not work in harmony together
The bus system has become more inclusive (fitting environment). Ramps and gas-lowering systems, more frequent services
- Misfitting produces segregation
- Older generation - segregation occurs when there is conflict with their environment (Designed for able people)
Primary negative effect
~ Exclusion from the public sphere
~ Segregation into their homes or aged-care institutions
Design Process reminder
Conceptual, Schematic, development, construction documents, bidding, administration.
Universal Design Principles
Equitable Use - does not stigmatise
Flexibility in use
Simple and intuitive use
Perceptible information - Sensory abilities
Tolerance for error
Low physical effort
Size and space fir approach and use
Goals - Extending the principles
Body fit
Comfort
Awareness
Understanding
Wellness
Social Integration
Personalisation
Cultural Appropriateness
~ All must be considered for an effective human-centered design approach
More than Accessibility
Built environment can create barriers with life
Social bonds can be severed
~ The changes experienced with ageing must be considered, abilities and cognitive sense will be effected
Applying Universal Design to the Design Process
- Include, Align, Remember
~ Include the goals and principles at each stage of the process
~ Align with HCD
~ Remember that senses will change
How?
Enable rather than disable (Proactive vs Reactive)
HCD!!
Considered at each stage of the process
Design needs to be convenient, and inclusive and not overtly suggesting old age
Examples
BADL - Basic activities of daily living
~ Bathrooms - think of work, Easy access rooms in a hotel
~ Physical - Open floor plan
IADL - Instrumental activities of daily living
~ Height adjustable - seated and non seated users (pull down shelves)
~ Kettles - use of colour instead or in conjunction with sound to be informed of it being ready
~ Large print on signs
Transgenerational Living - Any age can use it
~ Wheelchair accessible cooktop
~ Raised outlets
~ Wider doorways
~ Varying counter heights
~ Raised dishwasher
Plinths, pull down shelving and cupboards
Intergenerational Living - Multiple generations living together
~ Multiple functions
~ Housing affordability
~ Social loneliness
Home Plans (Granny Flats)
~ Granny flat integrated into a standard house - Gives them inclusivity, dignity
Multigenerational Home
~ Infant and toddler area - toy room - TV, electronics area - young adult accommodation - two families - separate beds - senior accommodation
Side notes taken during the lecture:
Beige walls = Negative - Tarah's interview
Sensorial, universal, human-centered will be expected for IDE3 & 4
Inter = Multiple, open systems among groups
Intra = On the inside, within
Assessment 2
The senses
Universal design principles and goals
Inclusivity
How will I feel in current spaces and the proposed future space
Case Study - Interview with an elderly person
Who was the person who influenced your life the most?
Pastor Frank Fullord
Taught her about life and feelings. How these affect human beings
Unfortunately, he is no longer with us so she has that disconnect for someone who has stabilised her.
They met in 1986
Which technology have you found most helpful in your life? Which do you find to be most annoying?
Loves Google. You can find out anything! Don’t need to bother with study…Lol.
But it’s good, she’s not ‘smart’ with it.
She can put her TV on with her phone – can adjust her hearing aids with her phone, loves that. Tends to forget about her aids, still adjusting to needing them.
Annoying – Addicted to it!! Waste hours and hours, all sit together on your phones, no interaction.
What is the happiest moment of your life?
Nothing goes ‘wow.’
Was very happy when she married her still current husband
What are the most important lessons you’ve learnt in life?
Forgiveness.
What was school like for you as a child?
She did the best that she could, to keep out of trouble. Really enjoyed school. High school was better. In regard to school these days, she wouldn’t be a teacher (her husband is a teacher). They have no classroom control and the curriculum is too intense. Schools these days need to teach more life skills – how to do your finances! She was taught life skills, knows how to cook and clean.
Do you remember and fads from your youth? Popular hairstyles? Clothing?
Raw, starched petticoats for fluffy dresses! Fashion and the trends are a fond memory. In her youth you were made to be fashion conscious. Doesn’t miss this point these days, but still likes to dress nice.
Do you have a sense that is weaker than the rest? How does this affect the way you live? Privately and public life.
Finds it annoying, the family never speaks loud enough. It’s fine when watching TV as you can have it all the way up, lol.
It doesn’t affect her lifestyle and it comes with age. Hearing aids aren’t too bad though they do make a metallic sound, like it’s through a microphone. But, it will never be pure sound, you can never replace your hearing.
Final conclusive points in discussion
She doesn’t want to constantly clean anymore, finds that she isn’t as good a carer (she had a lot of passion for raising and breeding birds) in response to this.
Her bathroom has been recently renovated to provide assistance if needed. The toilet is on a rail for support.
Regarding time and progression, being ‘stuck in an era’
Has always liked old houses, but not stuck. Likes the character they hold. She knows she’s progressive with how society is changing.
Does not like society as it is today. Not a doomsday person, but the way it’s going it certainly feels that way. In her day there wasn’t any technology, no calculators, you had to use your head!
Because of the industrial age and technology it’s creating a world with no jobs. So how will you get work?!
Regarding technology
There has been good from it. Knowledge has come from it. But there is nothing you can do about it, it’s snowballing.
She feels for kids today as she believes they will find it difficult in life.
Breaking down and Planning the Pecha Kucha Presentation
Initial ideas for the slide progression, rough concepts were considered and Angela polished it up for confirmation in class (Week 3). We found that our slide progression was too systematic.
Our reordered slide content is below. We will break this down into individual slides in our meeting after class.
Intro - Narrative
1. Sensorial Design - Habitus - Tom
2. Vision Dominance - Pallasmaa (Ocularcentrism) - Courtney
3. Lecture 2 - Inclusive Design - elderly - Chanelle
4. Information we found with our case study - Problems found through our research - All
5. Link to the interview(s) - Angela & Courtney
6. Cognitive Memory - In place of your environment - Architecture - Courtney
7. Different types of ageing - frailty, fitting, unfitting - Chanelle
8. Lecture 3 - Fitting and Unfitting - Angela
9. Fear of death - the end (Quote positive/negative e.g. compliment sandwich) - Courtney
10. Link back to Interview - ageing in place. - Angela & Courtney
11. Narcissism - reflection on modern society. - Courtney
12. Next Steps
My notes for the reading response as this will be the section that I am to compose and draft for the group:
The quote we have decided on for our conclusive slide. (Graphic layout below created by Angela Barratt)
Assessment 1 Submission:
This is the link to our Pecha Kucha presentation for Aged Care - https://youtu.be/GjGex5KgRi4
I have embedded this presentation as well in case of technical difficulties.
Below are the images of each slide, including an extra reference slide.
Week 5 - Return Brief & Site Analysis
The timeline I have created for this next assignment, hoping to spread the workload evenly and give enough time for each element before submission.
To begin my understanding and design process for my aged-care facility I compiled all of my research and initial brainstorming for this facility into mind-maps for easier understanding. Once that was completed I was able to break it down into what should/need to be included into my design. After this I then drafted a proposed experience or vision for my design.
I would like to incorporate colour theory into my design. I am always interested in utilising colour as this has always been a fascinating concept for me. As I understood from week 8 "this goes beyond aesthetics" (Magda Myszkowski - Deicke Richards Design).
My notes are used to help decide on what colours could work well in my facility, this can be expanded when the set location in Maleny is decided.
Further notes on naming the facility are included as well as a quick site analysis of the floor plan to begin my understanding of the space in question.
My notes are used to help decide on what colours could work well in my facility, this can be expanded when the set location in Maleny is decided.
Further notes on naming the facility are included as well as a quick site analysis of the floor plan to begin my understanding of the space in question.
After discussing my ideas so far with Paul, my tutor, he suggests to simplify the name of my facility to using just the Latin phrase. I find this an interesting take on the naming of this care facility and may play around with it further.
Lecture Notes Week 5
Research and design a facility for aged Australians in 2060 (early 70s)
Research and design a facility for aged Australians in 2060 (early 70s)
Floor plan to alter
See design slides for a brief break down x3
Site analysis of floorplan only
Create a timeline - Clear, deliverables and milestones - stick to it
Blog is marked as part of the 2nd assessment
We analyse the site to ensure that the design outcome suits the client and site needs
Inform us of the site before the design process
Size, zoning, location, surroundings
Study the current conditions of the site, study the issues of the site
Be thorough - Collect all data
Checklist
Location - where is it (the floorplan) - where do I want this facility
Neighbourhood context
Zoning and the size
Legals
Natural and Physical features - typography - NA
Applicable for floorplan
Circulation - consider patterns
Utilities
Climate - Nth QLD, cyclone regulations
Sensory - visual, audio and tactile
Human and Cultural - psychological, ethnic patterns
Diagramming
Needs to be easy to understand
Consider sun path and wear and tear - see slide
Evaluation of results
Building on the site
Structure
Circulation
Axis - North aspect? Nth Wst?
Symmetry
Scale and proportion
Balance
Light quality
Rhythm and repetition
Views geometry
Hierarchy - Of the space - active space - private/public
Enclosure
Space and relationship
Week 6 - The Creative Process & Design Principles & Elements
Translation of a Metaphor was my focus this week
Paul, my tutor, brought to my attention the idea of 'Borrowed Scenery' after listening to my ideas and concepts so far. This was his only clue and I am glad of it! After research into this design method I was drawn into the idea of Japanese Gardens and the qualities surrounding them. Serenity, meditation, relaxation and bringing nature into the lived environment were the key factors I have been focusing on and these gardens are designed around this atmosphere.
I was struggling to find a metaphor I was able to draw from and after today's class I have found the direction and the "Translation of Metaphor" I would like to explore further.
I was struggling to find a metaphor I was able to draw from and after today's class I have found the direction and the "Translation of Metaphor" I would like to explore further.
A SWOT Analysis of the Current Floor Plan
The above images are further inspiration imagery for this project after finding a metaphoric direction to follow.
The middle image on the second row is an example of "Borrowed Scenery," as the temple is assumed to be part of the immediate landscape.
The middle image on the second row is an example of "Borrowed Scenery," as the temple is assumed to be part of the immediate landscape.
Having developed a metaphor I felt much more on track this week and was able to develop my ideas more clearly over the next week.
Lecture Notes Week 6
What is Creative Thinking
Design Process
Creative Thinking Components
P & E Design
Case Study
Creative Thinking
Design process = Problem solving
Creative Process - Part of the design process
Research THEN commence creative component of the design process.
Research informs your imagination
Imaginative - as many solutions as possible
Divergent!
Lateral = Outside the box
Analyse and define the problem
~ Disability, parking etc
Research
Brainstorm potential solution
Refine and select the best solution (a, b, c, d etc)
Build a prototype or model
Test and evaluate the solution
Write the report on the process
Any of these may need to be repeated!
CONSIDER EVERYTHING! Exhaust all options! Use your hand in this process.
Embrace silly
Place no restrictions on the design process - No Judgement
How?
Just start! Stop overthinking
Brain Storming! - Draw connections
Keep a visual diary - Visual documentation, constant ideas
Ideation - Drawing, sketching, colour, texture
Model making - Use your hands!!
Fail. Make mistakes. This will help you learn.
If you are stuck. Stop. Go for a walk. Come back.
Consider the 5 W's
What, where, why, who, when?
Design Principles and Elements
Include or disclude - Research will inform which you need to use.
Line - Help shape the space, draw the eye.
Horizontal - appear wider and longer - can be boring and uninspiring.
Vertical - Illusion of being taller
Dynamic - Too many can be distracting (Strike a balance between - chose one dominant one)
Shape -
Natural, flowers, mountains, clouds
Geometric, Squares, triangles
Non-objective - Manmade though colour and line
Form- The shape o the room and the objects in the room
Can be geometric or natural
Can be open - looked into or self contained
Consider proportions
Use a dominant form
Colour - A science of its own
Define unity
Defines the size of space
Use the theories! Stimulate the emotions desired
What is the room used for?
Natural and artificial lighting can alter perceptions
Principles
Texture
Bring unique dimension to the room
Adds interest and detail.
Visual and Actual (Visual - perceived by the eye, Actual - Has 3D aspects, appreciated by the eye and touch.)
Texture plays a part in each aspect of the room
Adds emphasis and contrast
Space
Space usually cannot be changed
LxWxH
Positive and Negative
Positive contains objects
Negative the space between
Strike a balance between these two
Negative space are walkways remember this
Minimalist design will have more negative space
Pattern
Repeated designs
Many different styles
Consider the size of the room
Vertical or horizontal can help with the size of the space
Can create a focal point of the room
Fun and functionality - usually no more than 3 patterns from the same colour scheme
Contrast
Juxtaposition of different elements
Emphasis
Attention is given to one element of a room
Can be colour, size, focal point
Balance
Symmetrical or asymmetrical placement
Proportion and Scale
Relationship between objects with respect to size, number
Harmony
Arrangement gives impression of all parts of a whole design
Rhythm/Movement
Recurring elements directs the eye to move through a space
Case Study
Music store, 45yo M, composer and broadcaster, loves salon romantic music, Francophile, inner Melbourne suburb.
Research
Create a mood board!
Brainstorm - Mind maps (Colour theories!) - Dump your research
Make models, look for imagery, what will inform my design
The idea
Write down your proposed experience
Week 7 - The Interior Designer & The Design Process
I am one step ahead this week
I began this week with a relationship diagram developed from my early mind-map stages and was able to clearly define what areas needed to be connected together. This was then further expanded into more in depth schematic analysis of the areas. Colour coding was utilised to group areas together. Green spaces are defined as connected to just the guests and not used by any other visitor or staff. Warm grey is defining spaces for the guests to use together for use with their guests and for required areas such as laundry and dining. Cool grey are for staff services for the guests and blue are exercise.
During this exercise I found I had the clusters already framed for the design and was experimenting with layout. One thing to note was that exercise should be kept away from the visitor spaces to create privacy for the guests.
These schematic diagrams allowed me to easily create a floor plan that I felt would work well. Using the current layout and yellow trace I could utilise existing walls into the areas so to save the construction phase of the design. It helped inform the sense of scale for the facility as well.
I really wanted to place a lap pool in the design that can be disguised as a water feature as this connects well to my Japanese garden concept - creating a sense of tranquil and reflection through the connections to the elements. By meshing this concept and exercise I find I am creating a peaceful area of physical movement and meditation in one.
I really wanted to place a lap pool in the design that can be disguised as a water feature as this connects well to my Japanese garden concept - creating a sense of tranquil and reflection through the connections to the elements. By meshing this concept and exercise I find I am creating a peaceful area of physical movement and meditation in one.
Looking at spatial awareness for the guest rooms so the layout in Revit can become more accurate.
A resource used that was very informative is as follows:
https://www.yourhome.gov.au/housing/livable-and-adaptable-house
https://www.yourhome.gov.au/housing/livable-and-adaptable-house
Lecture Notes Week 7
The Role of the Interior Designer in the Design Process
3-5 projects at one time
Ideation 1st
Research 2nd
Documentation 3rd-4th
You use the design process everyday!
Client Engagement
Discuss project
Discuss scope
Goals
Timeline
Budget guide
Conceptual/Schematic
Research - history, swot, case studies
Return Brief - a formal document
Present the pitch/design brief
Sign off on the preferred design by the client
Design Development
Develop detailed design
Create detailed final concept - plans, sections, details, budget
Present detailed design to client - the sell
Sign off with client
Construction documentation
Create detailed technical drawings, specifications to Aus. Standards
Coordinate special consultants
FF&E schedule
Tender process
Consider permits required
Prepare contractor documents where needed
Tender Process
Send drawings to 3 companies
Re-selection of materials may be required
Re-design of floorplan may be required
All changes must be documented
Reissue drawings for further pricing
Construction Phase
Regular site visits
Ensure all materials and products are specified
Designers must be flexible
Substitutions may be required
All changes must be documented
Post Construction/Occupancy
Defects list
Organise contractor to repair
Review defects
Sign off - designer, client and builder
Conduct post-occupancy evaluation
Records must be retained by the designer!
Scope and order may change
"Interior Design is dynamic and situations will alter"
Clients can/will change their minds
Clients can run out of money
Weeks 8 - 9 - Schematic Design & Statutory Approvals
Finalising the design
Work within Revit and conceptual sketches to gain further understanding of the project. The location has been decided on - Reesville, QLD. This is situated 15min west of Maleny in the Blackall Range.
Lecture Notes Week 8
Schematic Design
"of a diagram or other process"
Interview, research, swot, sketches, space zoning, ideation
A number of iterations
Quick perspective sketches
An idea of how the building will look
Show your concept quickly
Research intensive
Converging our ideas
Client Interview
Tells you everything that they want
Opportunity to quiz them on their design
You learn their style and how they are thinking
Research
Case Studies
Specialist research
Consult specialists
Ideas can change
Ideation
Mood board - for you not the client
Brainstorm the elements
Your hand can come up with more ideas than your brain sometimes
Space Planning
Gross floor area - all items
Net Floor Area - usable space
Zoning - How elements interact with each other
Understand how the relationships between elements work
Bubble planning
Spatial Composition
Creating a space desired by the client
Translating a metaphor into a space
Magda Myszkowski's Presentation - Notes
Deicke Richards Design
Work with a social purpose
Aged care work as well - all design for seniors should be dementia friendly
Women account for 64% of all dementia related deaths
Dementia costs Australian economy over $15B each year
Shrinkage of cerebral cortex, hippocampus and severely enlarged ventricles
Alzheimer's 60%, Vascular 20%, Lewy bodies 10%, other 10%
5 years from diagnosis
Risk Modifiers
Physical activity
Healthy balanced diet
Ceasing harmful drinking
Cognitive training (Speaking another language - playing an instrument)
Weight management
High blood pressure management
Diabetes management
High cholesterol management
Mild Dementia
Lifestyle and community facilities, improved colour contrasts, visual aids to prompt memory
Focus on autonomy, forward planning, social activities - reconnecting, participating in meaningful activity
Moderate Dementia
Focus on safety
Failure to function
Risk of injury, judgement is impaired, requiring companionship
Cease driving, connectivity, wandering
Family seeking assistance and support
Calm environments
Regulated tapware
Monitor noise and stimuli
Legible pathways
Advanced Dementia
Focus on comfort
Mobility
Easing distress and discomfort
Communication
End of life
Limiting exposure to higher levels of stimuli
Controlled lighting
Connection to nature
Living with dignity
Comfort
Familiar and home like
Connection to nature
Natural Light
Authentic materiality
Human scale
Managed stimulation
To see and be seen
Supporting carers and staff - quality of care
Cross ventilation
Use of natural stone and timber finishes
Open flexible living spaces - partitioned for privacy
Change of ceiling height
Activity
Movement
Engagement
Colour variety - saturated colour
Articulated activity spaces
~ Card tables, billiards, setup art spaces
Way of life environments
Legibility
Clarity of space and orientation
Luminance and colour contrast
Environmental visual literacy
(Design visual ques to prompt memory - use of artworks - orientation devices - coloured doors)
Order and visual stimuli
Way finding
Connectedness
Belonging
Connection to community
Inclusivity
Colour
Important for reasons beyond aesthetics
Reduction in the vividness of colour (Check your images in black and white to check the contrast!!)
Colour can manipulate response
Highlight visual elements
Encourage engagement
Contribute to mood and ambience
Light is a vital part of colour perception
Light control
Circadian lighting
Differentiate horizontal from vertical
Every corridor end needs a destination
Nooks an crannys in corridors - surprising encounters
Open shelving can be used as moderate surveillance for staff
Curtains filter light and soften the space
(Submerged in the experience)
Lecture Notes Week 9
Building Regulations
Community expects consistency and certainty
Life span
QLD
The Sustainable Planning Act 2009
The Building Act 1995
Regulation are the rules
BCA - Building Code of Australia
Legislation
Workplace health and safety
Planning
Brisbane City Plan 2012
Designers must always design to a set of codes
The Applicant is the person who applies for Development Application
Documents must all comply with "applicable codes"
Certifier assess the work against the codes, issue development approvals
BCA
Perquisite
EPA
Applications are lodged through local government
Receive and assess the application
Appoint an employer to inspect the site
Certifiers carry out periodic inspections of the development of the site
Special Fire Services
Submission of Assessment 2 - Beati Vetus Aged Care
Link to my video presentation if the video below doesn't work: https://youtu.be/JmyoKFmZnEE
