perceptual mobility: the school for the newly blind

Perceptual Mobility: A School for the Newly Blind

Contents

Site Analysis

Design Charette

Site and Concept

Schematic Design

1.0

2.0

3.0

4.0

Site Analysis

1.0

81’120’

Walnut St

3rd St

1.02

Exist

ing

1.04

(---

,~ .. " ,.'

• \,.°

0

l'

,;. '.•

•, .,

•,..

.', ".

..........' ...

"

.-•

•";.f'

"'1 ~,..,~

::.t'-

,,~ -i'

• ,

• •* •

J.l.It..,

.,

,'.';,I.

~

•',.

-.:'~'1 I

'""

.."

.' •.. "". ~-"\

'.~

....

•,p.... ".'

,

,.

..,.\",•

.~\....-.,.

....•.-....

..,....;:

~.~..

.~..

..J

..:.

."'"'

"1''''',

-'lit

-to.-

.'"..'.'

".

.\J14

•• ."".,

••

•

,*•

",'~

...... ~', .. '., ,>'

,"

'0

..'-

"....

'.., •'t.•. -".

,-"

," " ;'.

,,.

'.. .....:J....

".'"4:-.

....,•.'.

f.,....

,"-'i"··

'iI,"

..'

'.'",'",J.

"".1/:1-"

.....,...

.'. -..,.'.J__

,"

,.~

..,... .. >.'

...t

."', .....

.' :.::..-'

•"",..

~,

.;", ,.,

..•

•

.,,

•.:.

,....

•

... .-•

!"'-1',•

~.;..

.p'"

""-~.

'"',

••'".:'f.~

:..,~,:.:

......

Z..

#'..

""'''-:..-...~;,.-

•... -., ....

,..

-..,.J.

..~.

,.

....~:.;'

... ••

,.

..,..·....t

".","f ,'-

'.' "

r; ,.r,.-

,"

...• ,.t•.~

..'"

..\ .'w. ..' ., ,.. ,'....,.~'./,

•....'~i"-'....'.,ff

~"'",...

llt.'

.•;:.•~.

",

..'., "t'-~ -

••

t~......

•

.....•,;..i~ .......

<'• ... '~

, 'I...#:

',.,.

,t.

..z,

"/~""'f'

,......

',". .,'

."•

......

,'"..-

~\ •

, ~.:.:

..~.:

"

".:,..

.;,.-:.' ......

I•.;.-'"":.~

"\f,'"

'..,•

..- .'"

•• -

.,.'

,,> .,,~

"lo.

..."

.':". '';

'"~ -'.

•.'

•,'. --

.',•

• •"

."..,

...,

". 1:'.'

..'....

#"'.- ."

.'.... ... .,., .... ~.~

';.,j .-,

"

) rji •

- '.~:'.,

.~ .l'..'

Ii ",

•·'

. ......

0

,"

•..

~I>

_.

.',

*.",

.'.• ,

\\ ....., ..

,.•,

"-----------

..",lo~loo................

-------------...,.

........-...-._~-~::o._

__.._==

-.-'

r;' , "..

~~;~"

Co

~""'."....

"._~

".:~:"~~~~~

:;.v;

~..-..i

.'.

,

~~*'";..--...

','

-~"-

~~'!'""'''''''f

r.

?C,.

,.

~~.

/~,

)

Tlt£ ;. , , \-

".

,

..;.-"'.

-,V~

\~i.,

;~...,

~.~

~',".

1.-....,

.0\....

.',\\

'..

.,.ll;

t~,.-,,~

" ~;.~

L.,

;;,..

--~J:"?-,:....,,{\~

~---t

~'il'

~~'f~;t(

,•.. r

.,•

e

\

"->

.. •"

~..-.'.'

"",

,-....~.

~-~

t-, •

.n»:

,

.e

f

.....-........

.l'~'--

\\~e;.. .~.

'.....

.-

'.r

, , , ,

.'\

.r.

/, .'

-"',

.-/

~.', "

.

, r \ ,

~,

-.~

, i t

't;',

; i· .. s

Opp

ortu

nity

1.03

Design Charette

2.0

Cognitive Science

Cognitive Mapping

External InfoInternal Info

Memory Attention Tasks to be doneCurrent State of Things

Sensual Experience

Touch

Receiving InformationDoing Something

SmellHearing

Makings things goChanging Physical State

ComponentsPeople Components Natural

Door handleHandrailsChairsTablesFloor Patterns

FaucetsFlushersLight switchThermostatButtons

FootstepsStair StepsEatingTalkingWorking

RestroomDoorsElevatorsMechanical

RestroomFood

Stale airFresh Air

Prog

ram

Issu

es

2.01

TouchComing in contact with the building is only a minimal interaction. Opening door handles, leaning on handrails, moving furniture, feeling textures and consistencies are interactions with buildings that change the physical state of the buildings, or make things go.

SmellThe smells created by buildings are nt necessarily the most pleasant, but are crucial for distinguishing one space from another. A restroom smells different than a classroom, and a cafe from a workshop.

HearingThe atmosphere of a building is established by hearing the ‘sound of space’. The two things heard within a building are noises created by people, and components of a building.

2.02

PartiAfter separating the program, circulation is introduced into the design and moved to the edges of the site in order to separate the program from the street.

Site Program

2.03

The floor-area ratio of the site is 1.4. The building requires at least two floors.

The program split into a teacher/student mass and a service mass. Separating the program creates an acoustic separation between program massing.

Parti Design

2.04

The parti is then enclosed with a glass facade to visually show te textures within the building, but to keep them out of reach.w

After separating the program, circulation is introduced into the design and moved to the edges of the site in order to separate the program from the street.

2.05

The Book WallThe book wall has an acoustic quality that absorbs sound, decreasing the amount of reverberation within a space.

Program SeparationStudent spaces are lifted and separated from the street in order to create an enclosed learning envrionment within the class rooms. The spaces are physically separted from the street by the stairs, and are acoustically separted from the street by the book wall.

Noisy PipesThe pathway is lined with a recess that has textural and acoustic qualities. The recess is lined with pipes with different diameters and guages in order to serves as the acoustic instructive pathway through an urban environment. The blind will be able to run their canes across the pipes to feel the texture and to hear the tones created.

Instructive PathwayThe River Market District serves as the ideal learning environment for orientation and mobility instruction. The pathway is well-structured and layed out within the district.

2.06

Site and Concept

3.0

“As buildings are increasingly conceived and confronted through the eye rather than the entire body - as the camera becomes the ultimate witness to and mediator of architecture - the actual experience of a building, of its spaces and materials, is neglected.”

Juhani Pallasmaa, Encounters

3.01

How can architecture have a presence without being seen?

3.02

How can architecture have a presence without being seen?

3.02

The School for the Newly Blind

An Internal+External Instructive Learning Environment

3.03

Perceptual Mobility: A School for the Newly Blind

Classroom (3)Laboratory (2, kitchen and computer)Teacher WorkroomLibraryOfficeOffice Space (5)CafeteriaKitchenRestroomElevatorElevator MechMechanical RoomStairsJanitor Closet

Circulation 20%Total

2,2502,000

77550010070050030040010010020011050

1,83711,907

Space List Area (SF)

Site areaFloor area ratio

8,5571.4

3.04

The School for the Newly Blind

An Internal+External Instructive Learning Environment

School

Program

Site

Cognitive Map

103 N 3rd St River Market DistrictKansas City, MO

Design Issues

Memory

Attention

Internal + ExternalInstructive Invisible Pathway

Project Issues

Circulation

Accessibility

City Market

External

Internal

Light

Touch

SoundExternal Info

Internal Info

District

Building

Learning Environment

Navigation

Program

Program AnalysisThe main issues of a School for the Newly Blind are the cognitive map of a blind person, and navigation. The key parts to a cogntive map of an individual depends on internal information, the ability to recognize information, analyze it, and store it, and external information, the current state of things and tasks to be accomplished. Navigation is broken down into how a blind person moves within a spatial environmen. These key factors aid the blind in creating an invisible map of spatial envrionments, and inform the design of how to enhance the experience.

3.05

Instruction Reporton blind navigation

Process

Structure

Enclosure

Circulation

Entry

Site

District

Design

Building

Diagraming

External

Internal

Light

Touch

Sound

Touch

Light

Sound

Program

Design

Research Application Schematic Design Development

3.06

School

Program Site

Cognitive Map

Design Criteria

Memory

Attention

Project Issues

ExternalInternal

LightTouchSound

External Info

Internal Info

District

Building


Navigation

School Project Issues

Cognitive MapExternal Info

Internal InfoMemory

Attention

Cognitive Mapping: How do the blind learn?

Attention Individuals receive information by paying attention to the information interpretted by the senses of the human body. An attention span determinies the length of time one can focus on a particular subject.

Memory Information received by an individual is analyzed and stored with the memory portion of the brain. Memory deals with the image an individual assigns to certain information in order to ‘remember’ it. Use: orientation and mobility The blind use cognitive mapping to create images of their environment by paying attention to their surroundings, receiv-ing, analyzing, and making sense of the information received through their senses.

3.07

http://jdl1214.edublogs.org/2011/04/18/robotic-human-brain/

3.08

103 N 3rd St River Market DistrictKansas City, MO Internal + External

Instructive Invisible Pathway

Circulation

Accessibility

City Market

Design CriteriaProject Issues

Navigation: Perceptual Mobility

Using the senses to move around

School

Program Site

Cognitive Map

Design Criteria

Memory

Attention

Project Issues

ExternalInternal

LightTouchSound

External Info

Internal Info

District

Building


Navigation


Navigation

3.09

HearingBlind people are able to use refl ective surfaces to determine general directions and navigate through urban landscapes. Similar to using echo-location, the blind can ‘click’ to create a noise and to receive, analyze and store the information.

TouchTextural surfaces establish a general direction or a change in surface pattern can distisguish spacial differences.

Sight (Visually impaired)Tonal light qualities can be interpreted as light sources and can be used for alignment and general direction.

Navigation: Perceptual Mobility

Using the senses to move around

3.10



Circulation

Accessibility

City Market


School

Program Site

Cognitive Map

Design Criteria

Memory

Attention

Project Issues

ExternalInternal

LightTouchSound

External Info

Internal Info

District

Building


Navigation


NavigationSound

Navigation: Sound

Flash Sonar (like echo location) Similar to echo-location, fl ash sonar detects specidifc types of information regarding location. Certain objects can refl ect their dimension, form factor and depth of structure, of the density of the material.

“It’s like turning on and off a fl ashlight, but with sound” -Daniel Kish

Wave

Refl ection

Absorption

Transmission

3.11

Soundspace, Peter Grueneisen

Topography

Barriers

Natural Barrier

Building Orientation

Building Features

Refl ection Pattern

Surface Shapes

Diffuse Surface

Building Features

Refl ection Pattern

Surface Shapes

Diffuse Surface

3.12



Circulation

Accessibility

City Market


School

Program Site

Cognitive Map

Design Criteria

Memory

Attention

Project Issues

ExternalInternal

LightTouchSound

External Info

Internal Info

District

Building


Navigation


Navigation Touch

Texture Change

Pattern

Form

Navigation: TouchNavigation: Touch

3.13



Circulation

Accessibility

City Market

Design Criteria

Slope

Gradient

Slope

3.14

Project Issues

Texture Change

Pattern

Form

Navigation: Light

Detection of lightLight Study

School

Program Site

Cognitive Map

Design Criteria

Memory

Attention

Project Issues

ExternalInternal

LightTouchSound

External Info

Internal Info

District

Building


Navigation


NavigationLight

3.15

Pathway

Node

Destination

3.16

Navigation: Light

Detection of lightLight Study



Circulation

Accessibility

City Market


School

Program Site

Cognitive Map

Design Criteria

Memory

Attention

Project Issues

ExternalInternal

LightTouchSound

External Info

Internal Info

District

Building


Navigation


ExternalInternalLearning

Environment

Learning Environments: Juan Ruiz

Juan Ruiz, a perceptual mobility coach with World Access for the Blind, takes his students to all types of environments including interior, exterior, and complex environments.

Interior environments provide opportunities to teach about specifi c conditions, such as stairs. Universities are typically very good learning environments due to the wide variety of interior conditions. Universities have large spaces, small spaces, elevators, stairs, offi ces, studios, class-rooms, computer labs, etc.

Exterior environments serve the notion of orientation and mobility. In order to be fully in-dependent, the blind must be able to navigate the world through all types of environments: suburban areas, urban areas, concrete areas, grassy areas. External environments are the prime mode of cane instruction and is vital for independence. Much of the instruction given to the blind in external environments is to keep them safe from hazardous areas and objects, primarily cars.

Complex environments provide tests for navi-gation and mobility. All senses are receiving contrasting information, and must be analyzed quickly, and effi ciently. Interior

Misty Boe www. fl ickr.com

3.17

Complex ExteriorGoogle Earth Roger Clusella www. flickr.com

3.18



Circulation

Accessibility

City Market


Interior

Site: The Classrooms

School

Program Site

Cognitive Map

Design Criteria

Memory

Attention

Project Issues

ExternalInternal

LightTouchSound

External Info

Internal Info

District

Building


Navigation


Site

http://www.blindandlowvision.org/Newsletters/blindfold_jan_2010.htmlhttp://www.blindandlowvision.org/Newsletters/blindfold_jan_2010.htmlExternal

3.19

Site: The Classrooms

www.flickr.comInternal

3.20



Circulation

Accessibility

City Market


http://www.blindandlowvision.org/Newsletters/blindfold_jan_2010.html

Instruction Pathway


3.22

1 Folie | Sound | Railroad

3 Folie | Smell | Park


3.23


(

oo

---~



3.25

6 Folie | Spatial Awreness | City Market

3.26


(

oo

---~



3.27

Entry and Alley

Program Separation

Structure

Acoustic Qualities

3.28

Circulation

Textures and Materials

Enclosure

Roof Drainage

Transverse Section - Touch

Transverse Section - Sound

3.29

Longitudinal Section - Touch

Longitudinal Section - Sound

3.30

Transverse Section - Touch

Transverse Section - Sound

South Elevation - Touch

South Elevation - Sound

3.31

West Elevation - Touch

West Elevation - Sound

3.32

South Elevation - Touch

South Elevation - Sound

Ground Floor Plan 1:64”

3.33

Second Floor Plan 1”:64’

3.34

Schematic Design

4.0

Space List

Site areaFloor area ratio

8,5571.4

Internal

Classroom (2)Laboratory (2, kitchen and computer)LibraryCafeteriaTeacher WorkroomOfficeOffice Space (5)KitchenRestroomElevatorElevator MechMechanical RoomStairsJanitor Closet

Circulation 20%Total

2,2502,000

500300775100700500400100100200110

50

1,83711,907

Area (SF)

S

ervi

ce

T

each

er

Stu

dent

4.01

Well-Structured

Algorithms

Easily defined, focused, classification of type

Single correct set of logical operations

Implements strategies and evaluate result

“Necessity drives development” -Juan Ruiz, Perceptual Mobility Coach, World Access for the Blind

Problem Solving

UnderstandingProblem

Representation

Solution

Monitoring

Evaluation

Ill-Structured

Heuristics

Unclear Description and goals, multiple

understandings

An arguement support-ed by sufficient and consistent evidence

Justifying selections, and must support

decisions and defend it

ExternalInternal

4.02

The best way an individual learns is through problem solving exercises. Problem solving, as defined by Natalie Mino, is split into two groups: well and ill structured situations. Well-structured situations have a formula to find a correct answer, linear thinking. Ill-structured situations require adaptive thinking, the ability to find multiple solutions, and deduce which one is best.

4.03

The schematic design began with parti perspectives, working on program organization, structure alignment, circulation, entry, and enclosure.

4.04

The plan parti defined a major circular axis throughout the building and a large entrance space. The circulation axis separates the program, service from teacher and student, and teacher spaces from student spaces.

4.05

A proportioning system emerged from the study of a blind person with a walking cane. There is an overlay of an equilateral triangle on a golden rectangle. The triangle stems from the triangulation of the cane sweep in front and side elevation. The ratio of the triangle to the rectangle comes out to about 1.2. The rectangle/triangle overlay works within the structural grid of the building, but the triangle must rotate to fi t within the footprint, creating the public space outside, and entrance into the building.

4.07

Interior Wall Analysis

4.08

Site Plan

Atrium Perspective

4.09

First Floor Plan

4.10

Second Floor Plan

4.12

AtriumAtrium Light Study

perceptual mobility: the school for the newly blind

Documents

program massing

site analysis1

site program2

design charette2

book wallthe book wall

te textures

acoustic quality

acoustic separation