PLAYMORPH_ Design Research Compendium

playmoprh

awnili Shabnam Design Research Compendium

table of content

Play is “ a free activity standing quite consciously outside “ordinary “ life.”

-Johan Huizinga Play is a notoriously difficult concept to define , it is a culturally and socially specific idea.In general terms an activity that is voluntary , not functional in the observed context, behaviours are repeated , but the behavioural elements are exaggerated, segmented and non sequencial in nature. This design research exercise is dedicated to explore the notion of play in personal and social context and discover how play can be an effective catalyst in buliding better community. Spontaneous play can create interaction among people,bringing them closer.

design objective

4-7

context : Docklands

8-21

Exploratory projects

22-50

survey and analysis

51-75

playmorph

76-97

prototype

98-107

research on play

108-119

Precedent study

120-139

design objective

4

5

Design objective children as catalyst

response

The idea of community is more than just a location,or a collection of individuals who happen to live or work in the same place. A ‘sense of community’ means the quality of the relationships and connections that bind people together, rather than just the fact that they see each other regularly.

Children can act as catalyst to develops a relation between the people residing in the same place. Activities related to children promote social interaction within families, eventually developing community bondage.

context community

outdoor play : platform for social interaction

play

6

Outdoor play can be a powerful platform for social interaction.Children get exposed to communication with peers that help them become resilient to outside world.It can be a thrieving gathering place for society.A playful environment can motivate people to get together and engage in some activities serving their common interest. It promotes : Interaction between children.

Develop relationship between parent and children.

Communication between people related to children.

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context : docklands

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context: docklands place &people

Docklands is an inner-western suburb of Melbourne, Victoria, Australia, 2Â km from Melbourne's Central Business District. Docklands occupies an area adjacent to the Melbourne CBD, consisting of land and water totalling 200 hectares.

Contemporary Docklands is the product of an ongoing urban renewal project to extend the area of the Melbourne CBD. It is now home to several of Melbourne's modern landmarks, including Etihad Stadium and the Melbourne Star Ferris wheel.

While still incomplete, Docklands developer-centric planning has been widely criticised for its lack of green open space,pedestrian activity, transport links and culture.

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context: docklands place &people

people Male Female Median age

10,964 51.5% 48.5% 30

Families

2,556

Average children per family for families with children for all families

children (0-4) years (5-9) years (10-14) years

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1.3 0.2

788 557 146 85

7.2% 5.1% 1.3% .8%

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context: docklands place &people

Docklands has been critisized for lack of green and harsh weather.Community feedback on Docklands is mostly like this “....it has no soul,very little green space, its a series of roads ,connected to concrete blocks,which become buildings.I a lot areas ,dust and other rubbish just blows through the urban ladscape.Its too clean and yet dirty at the same time.Sure there’s a few lawns and trees here and there,but everything is manufactured.It hasn’t been allowed to develop organically.”

- Peter Tersteeg, Finance broker and strategist or complain about the weather “ ...other than the lack of soul, I was just about blown into the river by the wind. I didnt think it was windy in anywhere else in melbourne that day.”

- Angel, Visitor

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context: docklands community & play

Docklands park 16

The part of the Docklands park that hold children activity encourages social interaction while the other part is left without use.

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context: docklands community & & play play community

What triggers a child to play ?

Docklands park Buluk park 18

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comparative scenario tarneit

people

34,562 49.9% 50.1% 30

Male Female Median age

Families

9,004

Average children per family for families with children for all families

children (0-4) years (5-9) years (10-14) years

1.9 1.2

10,148 4203 3521 2424

29.4% 12.2% 10.2% 7.0%

Haven estate playground 20

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exploratory works

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exploratory project1 : Play interaction objective To engage with children in an act of play and observe their behaviour pattern , interaction with adult

project idea 100 balloons were blown up and hang on an outdoor area to create a ‘‘ BALLOON SPACE ‘‘. Two children and on adult participated in the process.The entire process and the play space activities were used to observe adult and children interaction through play

profile of children

child-1

7 years old, female

child-2

4 years old, female

observation : behaviour pattern

child-1 1.Sense of self-importance

2.interested in constructive

3.opinion on play/color

4.team spirit

5.pretend play

2.interested in spontaneous play

3.inventor of play

4.improvisation of play space

5.attention from adult

child-2 1.Play by own rule

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Play interaction: personal

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exploratory project 2 : Maze objective To introduce a social issue or idea to an existing game and explore the possible dynamic changes that may occur in the game mechanics in the process of interpretation.

project idea A Maze was designed promoting the idea of activating public spaces in Docklands. The maze can be played by multiple players.It encorporates several “Spots� representing public spaces in Docklands, as example- Public square, Park, Children plaground, Community garden, Sports facility and waterfront.

The player has to complete his journey from one end of the maze to another passing through these spaces representing the idea that he has participated in these activities.

The maze has only one route that passes through all the activities. There are other possible routes that player can persue successfully completing the journey, but will miss single or multiple activities, which ensure his failure in achieving the ultimate goal of the game.

observation The game has two sets of goal : 1. Complete the journey following shortest route.

2. Pass through each activity along the journey.

Introduction of the second goal transformed the typical form of maze , creating alternate routes that complete the journey but fail to achieve the second goal.

1

The red line shows the only route that passes through all the activities and completes the journey in minimum turns

1

2 The green line shows one of the few routes that completes the journey but fails to pass through the Park.

2

Public square

Public square

Community

Community

garden

garden

Park

Park

Sports facility Children park

Children park Water front

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Sports facility

Water front

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Play interaction: social audience

participant social norms/ identity

adviser

Social / community issue group identity

referee

sense of belonging open to interpretation

Degree of engagement meaningful play

spatial ordering Urban game space

g a m e mechanics

social play paradigms social engagement

non linear options

social technology intervention

scale

competition order play culture

play behaviour

subversion disruption

simulation

vertigo

limit

possibilities

chance

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exploratory project 3 : discover dockopia Story

dockopia

Known world

lake

garden Mountain

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forest

village

The player is an explorer, he loves to see new worlds. He just came to an unknown world of Dockopia. it has unknown landscape and unfamiliar faces. The player has to explore all the diversity the land has to offer - lake,forest, mountain,village and garden. He has to pass through each sector and do some activities there like collect something or cross a bridge. He can interact with villagers or other explorer and trade goods with them.He might need food, resources on the way. Their might be trap or distraction on the way, the player has to overcome them .There are alternative pathways entirely depending on the player’s choice.The goal is to go back to the known world gathering as much knowledge and experience as possible from the land of Dockopia.

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Game route map

lake

Mountain forest

village garden

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Game activity

• Collect water from the fountain

• Cross the bridge

lake Pick up a wild flower

• Chop wood from the forest

mountain

Forest Climb to the top of the mountain Collect dry leaves

village • Plant some trees

garden

Light fire to cook meal

Trade goods with the villagers 36

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game mechanics rules

Game players

• The player wil have a device containing the route map of the game.They have to follow the map to find the spots of activity.

• Each spot will have an interface embedded in landscape. The interface is activated by the device and shows a symbol that is assigned to a specific activity. Each symbol carries certain points.The device will record the points.

• The player can sell goods to other players and gain point.

• The winner will be the one who explored most of Dockopia and gained more points.

Mostly suitable for school-aged children, that is 6+. They can understand the rules of the game and act upon it. Parents can also engage in the game with the children as it takes place in outdoor and exploratory in nature

The device containing the route map of the game

The interface activated by the device showing a symbol

Two players engaged in trading

Light fire to cook meal 10 points

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family with children Children playing with instrument

Children playing with one another

exploratory project 4 : dockpark community app community activity mapping Buluk park was investigated to map people’s activity and interest.The objective was to understand the community composition and co-relation in Docklands.

Children and parents playing

Parents interacting with each other

Parents working while children play

couPle Strolling around

Single working PeoPle Working/ drawing in tablet

StudentS/young PeoPle Spending time with one another / Taking photograph

PeoPle with dogS Walking dogs in the park

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dockpark community app

Physical play and interaction

user profile parents explorer

community Virtual play and interaction

dog lover

A system of play and interaction in combination with physical and virtual world is developed in Dockparks. The study of play and activity in Buluk park is applied to provide different user experience to different people of the community.

The major path through the park branches out into smaller trails offering diverse play possibilities based on the user.The trails lead towards interventions that create opprtunity for play and interaction in the physical space.

Each user will have Dockpark Community App in there mobile device which will be activated in certain intervention points depending on the user profile and create play opportunity in virtual space. The users can share there play experience in the community and interact with other users in the virtual space.

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user experience: parents

3

Parents can share their childrens music compostions in the community app platform and interact with others

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1

2

The puzzle in the playscape is composed of several circular components that can rotate to form different geometry.

When a specific pattern is formed it activates a game inside the app.

Amusical game is activated, children can compose and play with the instrument in virtual space.

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user experience:explorer

1

Young people can explore and stroll in the dense area of the park. There are some seating for relaxation which can rotate to form different pattern. A specific pattern activates a game inside the app.

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2

A game of illuminating artwork activates inside the app which players can share with one another in virtual space.

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user experience: dog lover

1

Dog lovers can walk aroung with there dogs following the trails and spend some relaxing time in “ Dog Spots�. These dog spots can be scanned to activate a map inside the app.

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2

The Dog Spots activate a map that shows how many dog walkers are around at that moment, so the user can interact with them

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exploratory project: findings

exploratory project 1: balloon space

Findings • Children seek attention from adults ,doesnot like when they are busy with their phone • They like to imagine spaces and characters • Children tend to improvise play spaces

observation : personal interaction

exploratory project 2 : maze

Findings

boardgame : Social interaction

exploratory project 3 : discover dockopia

• Social isuues/ idea changes game mechanics • Discover criteria for urban game space

Findings

physical game : imaginary space

exploratory project 4 : Dockpark community physical & virtual game : connect the community

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• How to imagine a phisycal space transforming into an interesting game space • Explore physical space through game

Findings • Cerry on game activity from physical space to virtual space and stay connected to the community

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Survey and analysis

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Survey -1 : parent-child interaction method :questionnaire A survey was conducted on the parents and children engaged in different activities on the library at the Dock and playscapes in Dockland.The objective was to find out the family composition, nature of activity and expectations in terms of outdoor play in Docklands through informal conversation.

Sample questions • • • • • • • • • •

Where are you from?

How long have you been living in Docklands?

What kind of residence you live in?

How many children do you have?

What are their age?

Does they go to school?

Who else you have in your family?

What kind of job you do? When do you get free time to spend with your children?

What kind of activity you do with your children?

What other type of activity you would like to have in Docklands?

family- 1 Ethnography : Living period in Docklands: Residence type: Family composition: Age of children : School: Job : Activity with children:

Expected type of activity:

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family- 2 Ethnography : Living period in Docklands: Residence type: Family composition: Age of children : School: Job : Activity with children:

Expected type of activity:

Indian 1.5 years apartment parents, 1 children 4 years, female goes to kindergarten once a week, part of kindergarten children community father full time job, mother homemaker mother take the child to the library at Docks twice per week. child is interested in electronic media when home, but likes to play outdoor. more building blocks, construction play opportunity ; scope for drawing

family- 3 Indian 4 months apartment, within Indian community parents, 1 children 3.5 years, female goes to kindergarten once a week, part of kindergarten children community father full time job, mother homemaker mother take the child to the library at Docks once/ twice per week. father/whole family visit the plascape in front of the library after work/ weekends more outdoor activity beyond the facility in school.

Ethnography : Living period in Docklands: Residence type: Family composition: Age of children : School: Job : Activity with children: Expected type of activity:

Australian 1 years apartment near Southerncross, no car space, use public transport to get to library at the Docks single mother, 1 child 6 years, female home schooled mother do not have any job at the moment mother take the child to swimming/ gymnastic once per week. sometimes visit playscape the child wanted to have more train stations in Docklands as it is difficult for her to get to library at the Dock or playscape.She also wanted an amusement park like ecvironment to play more.

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Survey -1 : parent-child interaction method :questionnaire

family- 4 Ethnography : Living period in Docklands: Residence type: Family composition: Age of children : School: Job : Activity with children:

Expected type of activity:

family- 6 Indian 3 years apartment parents, 1 children 15 months, male doesn’t go to school father full time job, mother on maternity leave mother take the child to the library at Docks twice per week. the child loves to play outdoor whole family goes to park more outdoor activity beyond the facility in school.

Ethnography : Living period in Docklands: Residence type: Family composition: Age of children : School: Job : Activity with children: Expected type of activity:

Indian 2 months apartment near Southerncross, no car space, use public transport to get to library at the Docks parents, 1 child 5 years, female goes tokindergarten father works full time, mother part time fother take the child to library in weekends sometimes visit playscape not enough playspace in Docklands

family- 5 family- 7 Ethnography : Living period in Docklands: Residence type: Family composition: Age of children : School: Job : Activity with children:

Expected type of activity:

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Chinese/Taiwan 5 years apartment parents, 2 children 5 years, 9 months ; both male 5 year old child go to kindergarten 3 days per week mother works from home, father works full time family stroll around waterfront,goes swimming in weekends sometimes visit playscape mother takes the children to library twice a week play board game,card game or lego at home more outdoor play areas.

Ethnography : Living period in Docklands: Residence type: Family composition: Age of children : School: Job : Activity with children:

Expected type of activity:

Hongkongese 4 months apartment parents, 1 children 3 years, female plan to go to kindergarten father full time job, mother homemaker mother take the child to the library at Docks/playground sometimes. child love to dance and draw,prefer playing outdoor but not sure where to go. more engaging outdoor activity

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Survey -2 : parent-child interaction method : observation A survey was conducted on the parents and children engaged in different activities on playscapes in Dockland.The objective was to find out the level of interaction between parent and children in terms of supervision, verbal communication and engagement in play.

family- 1 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

Preschool, male Mother accompany the child in various play installation and supervise Parents made frequent verbal communication with the child while playing Father took an active part in play with the child ,trying to use every play in stallation even though they were not designed for adults

family- 2 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

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Preschool, male Parent supervise and assist the child to play Parent communicate and give direction to the children in terms of play. actively participated in sound pipe inatallation as the scale of it allowed the child to climb up and parent to bend down

family- 3 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

Preschool, male Parent supervise the child while reading a book Only made verbal communication when direction is needed There was no active participation in play

family- 4 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

2 children,preschool, male Parent supervise the child while speaking on the phone There was no verbal communication during the time of observation There was no active participation in play

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Survey -2 : parent-child interaction method : observation

family- 7

family- 5 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

Preschool, male Parent supervise the child while playing Parent communicate with the children while playing Actively participated in sound installation with the child

Children age group: Parental Supervision : Verbal commuication: Engagement in play:

School-aged, female.

Parent supervise the child while engaged on phone The child was trying to seek attention but parents response was limited There was no active participation in play

family- 8 family- 6 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

2 children; one pre-school, another school-aged; both male.

Parent supervise and play with the children There was frequent communication while playing Parent-children played with an object (ball) while the children was inside the play installation improvising the scope of play

Children age group: Parental Supervision : Verbal commuication: Engagement in play:

School-aged, male.

Parent supervise and play with the child There was frequent communication while playing Parent played with children with an object (ball) in the field

family- 9 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

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2 children; one prechool, another schoole-aged; both male Parent supervise while speaking on the phone There was communication only when children left play and came to parent There was no active engagement in play

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Survey -2 : parent-child interaction method : observation

family- 10 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

family- 13 Toddler, female.

Parent supervise the children and took her picture on phone There was communication with gesture There was no active engagement in play

Children age group: Parental Supervision : Verbal commuication: Engagement in play:

preschool, female.

Parent supervise and play with the children.

There was verbal communication and direction in terms of play Parent actively participated and played with the rotating wheel as the scale of it allowed both parents and child to sit on

family- 11 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

School-aged, male.

Parent supervise and play with the child There was frequent communication while playing Parent played with children with an object (ball) in the field

family- 14 family- 12 Children age group: Parental Supervision : Verbal commuication: Engagement in play:

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Toddlar, male.

Parent supervise and assist in play while engaged in phone There was no verbal communication Parent assisted the child in play by swinging.

Children age group: Parental Supervision : Verbal commuication: Engagement in play:

Toddlar, female.

Parent supervise and assist in play.

There was no verbal communication Parent assisted the child in play by swinging.

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observation :

1. A notable number of parents supervise their children in playspaces while being engaged on phone and without any active participation in play.

2. The parents participation in play with the children varies with the scale and form of the play installations and their adapt ability to include adults.

3. Some parents bring objects of play to improvise the scope of play with the children within the limited setting of playspace.

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play typology

Swimming Strolling in promanade

based on survey-1 and survey-2

Draw Dance Playscape rides

Outdoor Activity

Creative Play

Creative Play

Ambulatory: Engaged in discovering world

Outdoor Physical Play

Coloring/ Painting/ Drawing/ Craft

Activity with children

Research on Pre-school children Play type

Construction Play

Survey on parents and children

Board game Card game Lego Expected type of activity Scope of parents/children interaction in outdoor play

Construction Play

Construction Play

Identifies objects/ Color/ Shape Distinguish Size

Building Block

Outdoor Physical Play

Physical Play

Physical Play

Throw a ball Negotiating obstacles Climb Hop Skip Jump

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Throw a ball Negotiating obstacles Climb Hop Skip Jump

Construction Play

Identifies objects/ Color/ Shape Distinguish Size building blocks 67

Survey -3 : gameplay method : observation and engagement An observation based experiment was conducted on a preschool child using some play object like Lego,wooden puzzle, Rubik’s cube.The objective was to find out how the child engage with the object,how he interacts with other player and which level of difficulty he is comfortable with.

type of game Lego

rubik’s cube •

The child like to engage in collaborative play while constructing lego building.

•

The child imagines the Lego spaces , like the extended arch is diving board in

•

swimming pool

Spaceship Lego toy is too complex for the child to play

RUBIK’S CUBE

•

The child likes Rubik’s cube for it’s simple geometry and color

•

He plays with it like a ball

•

He fegures out the mechanics and

•

enjoys rotating it.

He was more interested in disfiguring the cube than trying to solve it.

wooden puzzle

•

The form of the puzzle is appealing for the child

•

He follows other player for

•

instruction

He tries to solve the puzzle

•

The child gives back the pieces to

•

other player failing to solve it

Loosing interest in puzzle the child gets back to playing with Rubik’s cube

car racing

• 68

The child likes car racing and has specific choice

•

The child is extremely excited in competing and chases the car to see where it is going 69

research-4 : gameplay method : observation and engagement , media: physical games

type of game

level of difficulty

gameplay

level of interaction

Lego

• Lego has a wide variety of options depending on age group and level of complexity

•

Lego, consists of colourful interlocking plastic bricks accompanying an array of gears, figurines called minifigures, and various other parts. Lego pieces can be assembled and connected in many ways, to construct objects; vehicles, buildings, and working robots. Anything constructed can then be taken apart again, and the pieces used to make other objects.

• Lego pieces of all varieties constitute a universal system.

Despite variation in the design and the purposes of individual pieces over the years, each piece remains compatible in some way with existing pieces.

• Lego Mindstorm provides progammable bricks that can be instructed to build robots.

• LEGO© building materials have been adapted as a therapeutic modality for increasing motivation to participate in social skills intervention, and providing a medium through which children with social and communication handicaps can effectively interact.

• Lego promotes collaborative play and builds communication skills in the process of explaining and sharing building instructions.

• Rubik’s cube is a complex puzzle with difficulty level 10 rated by most puzzle manufacturer.

• The world record time for solving a 3×3×3 Rubik’s Cube is 4.22 seconds

• On the original classic Rubik’s Cube, each of the six faces was covered by nine stickers, each of one of six solid colours: white, red, blue, orange, green, and yellow. An internal pivot mechanism enables each face to turn independently, thus mixing up the colours. For the puzzle to be solved, each face must be returned to have only one colour.

• The player can rotate a set of blocks to change the color pattern.When player can no longer affect the pieces without destroying blocks that is already formed,he needs to go ahead and destroy,but remember the steps so he can restore it using inverse move.

• Each method of solving the Rubik’s Cube employs its own set of algorithms, together with descriptions of what effect the algorithm has, and when it can be used to bring the cube closer to being solved.

• Speedcubing is the practice of trying to solve a Rubik's Cube in the shortest time possible. There are a number of speedcubing competitions that take place around the world • There are other competition in which the cube is solved in different ways: Blindfolded solving, Solving the Cube using a single hand,Solving the Cube with one’s feet,Solving the Cube in the fewest possible moves.

• Multiplayer online rubik’s cube games gives scope of ineraction in virtual world

• The puzzle is difficult to solve as the components are oriented in multiple direction

• These wooden puzzles are a collection of strange interconnecting wooden jigsaw pieces • The interlocking pieces have similar gemetry, they have to be arranged in a specific manner to connect to each other

• The puzzle needs to be solved in two equal and symmetrical components, without another person holding it the components tend to fall apart.

Age group

Lego type

1-2 years 3-5 years 6-11 years

rubik’s cube

wooden puzzle

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VARIATIONS

VARIATIONS

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research-4 : gameplay

method : observation and engagement , media: physical games

type of game

level of difficulty

gameplay

level of interaction

minecraft

• There are four difficulty levels in the game: Peaceful, Easy, Normal and Hard. These can be set in the settings

• Gameplay in most game modes of Minecraft consists mainly of adding and destroying a variety of different blocks in a randomly generated world.

• With these blocks, players can manipulate the world around them, building and destroying structures. As gameplay in Minecraft is so open and unguided, players often set their own goals and play the game as they see fit • The five game modes in Minecraft are Survival, Creative, Adventure, Spectator and Hardcore.

• Multiplayer in Minecraft is available through direct game-to-game multiplayer, LAN play, local split screen, and servers.

• It enables multiple players to interact and communicate with each other on a single world.

• Each server has its own rule and players have to follow to be included in the community.

• There are 10 game modes. Each mode is available once you reach the required level or complete the required level.

• The modes are :Normal, Sudden death,Endurance,Heroic,Swarm,Time siege,bleeding edge, carapace,Arcane, Beyond corruption.

• In GemCraft, players are given gems to combine and put in towers.

• Different combinations of gems produce different effects, such as splash damage, damage over time and triple damage.

• The player’s life bar and magic energy are represented by the same statistic - mana. With mana, the player can purchase towers, gems, trenches, traps, and combine gems.

• A key aspect of strategy in GemCraft is to increase the player’s mana gain to high levels, enabling creation of stronger and stronger gems.

• Gemcraft is a single player game • There are online game communities where the players can share experiences and game tactics

• As the player progress the mazes will become increasingly difficult and more complex. The initial mazes only contain a small number of tunnels but as you complete more levels, you will have to guide the ball through a huge number of twists, turns and corners.

• The player must try and guide a ball through a series of complicated 3D mazes. The mazes are beautifully rendered and are based in some amazing space landscapes – you can view each side of the 3D maze and you must guide the ball successfully through each panel to reach the end.

• The game is single player.There is no scope for comparing score in public

• Peaceful : No hostile mobs can spawn naturally.

• Easy:Hostile mobs spawn, but they deal less damage than on Normal difficulty • Normal:Hostile mobs spawn, and will deal standard damage.

• Hard: Hostile mobs spawn, and deal greater damage than on Normal difficulty

gemcraft

VARIATIONS

ROYAL GEMS

3D Maze

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VARIATIONS

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gameplay based on survey-3 and research-4

Level of interaction

Physical object game

Lego Wooden puzzle Rubik’s cube

Level of difficulty Research on type of game

Survey on children

Choice of form and color

Gameplay Computer game Minecraft/Trail/Witness Jewelhunt/craft Maze games

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treasure hunt

jewel quest

interlocking puzzle

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playmorph

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Design idea

play system to connect people in community

alternate docklands

activate public space

play interaction

scope of education

physical and virtual play network

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play system to connect people in community Playmorph is a system of play that transforms the physical environment as well as relation between people through play and response.It is a network of playscapes that can be applied to new developing community like Docklands. Playmorph considers Docklands as an alternate land of treasure where a player has to travel in different spots to discover and collect jewels. Each playscape is composed of curve structural element intersecting each other and forming nodes. The nodes act as interfaces for people to interact.

1 • Parent’s can find the location of playspaces using there phone as tracking device

4

playmorph

• The illuminated playspace will create interest in people to engage in play.

• The app will notify which playscape is being played

2 • Each playscape has some objects to form.

When the right pieces are placed together the complete object change color transforming the environment of playscape.

• The player can collect points inside the app in the phone once a playscape is completed.

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3 • When all the objects in a playscape are formed in right way, another playspace is illuminated.

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site analysis : docklands • It is a pocket space in between Ericson and ANZ building.

• The space opens up towards bay offering a great view • Its a shaded space with trees • The space is perfect for children and parents who stroll in Victoria Promanade.

• Linear space in between buildings.

• The space is a combination of several functions- bikestand , bench

6 • A plaza in between buildings • It offers a view towards Australian warf

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3

4 • The space issurrounded by official and residential buildings • It is a central space connected with several routes • Existing landscape is adaptive to childspace

2

1 • Easily accessible from pedestrian bridge • Adjacent to Dockparks • Its a shaded space with trees • Nearby ANZ office building

• The space is near the last tram stop,easily accessible triangular leftover space.

• It is located near an adult exercise space.

• Buluk park and library is nearby,so the space is suitable to expand the scope of play

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5 4 3 6

1

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alternate docklands Playmorph considers Docklands as an alternate land of treasure where a player is an explorer who has to travel in different spots to discover and collect jewels.The game is a combination of treasurehunt and jewel quest. It promotes exploring unfamiliar parts of Docklands and get connected to the place.There are alternative pathways entirely depending on player’s choice.

preferable route shortest route

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design intervention :1

Collect points in app after completeing the game Parent-child participation in play

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Diverse play possibilities provide scope for improvisation

Diverse play possibilities

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play interaction

1. The playscape promotes playful interaction between parents and children.The structural elements contain components of play object that can move and rotate along the curve. Each play object is composed of two components - children can reach one of them and for the other they need parents participation depending on the position of the components.

Play object for parents

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Play object for child

2. Parent and children together can form a complete object at the node. When the right pieces are placed together the complete object illuminates transforming the environment of playspace.

Complete illuminating object

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design intervention :2

Parent-child participation in play

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Diverse play possibilities provide scope for improvisation

Parent-child participation in play

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gameplay Each playscape is composed of several nodes where componants of game objects can be combined to make a complete form. Each componant can travel along the curve towards two nodes, providing the choice of making the same object in two diffrent position. It is further divided into two parts which can stretch and rotate in an axis in order to change orientation.

Rotating axis

Travelling axis Travelling route for a single componant

Node 2

Node 1

Two parts of a componant can stretch and rotate to change direction

Node 2

Node 1

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scope of education The geometry of the playscape and play objects offers scope for education for the children.The jewels / play objects are developed from primary objects , reconfiguring them develop problem solving skills in children and also promotes inquisitive and creative attitude.

JEWELS

REFORMED ISOCAHEDRON

2-LOOPS

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ISOCAHEDRON

DODECAHEDRON

3-LOOPS

DIPYRAMID

REFORMED DIPYRAMID

4-LOOPS

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play network Complete game in one playscape illuminates another representing somebody else is playing the game in other places. The app also notifies which playscape is active. This encourages people nearby to engage in competition with players in other playscapes and create a joyful interaction.

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prototype

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prototype 1 exploratory project 4: dockplay A physical model and an app Dockplay was developed as part of exploratory project 4.The physical model was scanned by the app and an AR game is activated inside it. An image of the physical model is used as marker.

1. The AR app Dockplay installed in the phone

2. The physical model is scanned using Dockplay

3. An AR musical game is activated inside the app 100

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prototype 2

playmorph An interactive physical prototype was developed to visualise the idea of playmorph. The prototype was composed of two game objects moving on a curve structural element.When the objects touch each other they glow from inside.Arduino uno microcontroller and touch sensors were used to design the interaction.

Touch sensors and the led was placed inside the game object.

experiment

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prototype 3

playmorph An interactive physical prototype was developed to visualise the idea of playmorph. The prototype was composed of curve loops intersecting each other forming nodes.The componants of game objects travel along the loops and form a complete object in the nodes. The complete object illuminate when formed correctly.

construction of game obejects

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prototype 3

playmorph The game objects were constructed casting resin in plastic moulds. Polypropylene Sheets were also used to make partitions in order to keep space for nodes where the object is formed.Magnets were casted with the resin to ensure the componants attach to each other correctly.

construction of game obejects

The curve elements were made of Vinyl wire and reinforced with GI wire inside. Eletronics componants including LED lights were embedded inside Vinyl wire. A connector was used to attach the Vinyl wires at the intersection. structural element and electronics

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research on play

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what is play?

It is very difficult to define play in a formal way. There are several theories defining play behaviours:

According to PiagetPlay was the paradigm of assimilation dominating accomodation. Different forms of play (functional, symbolic and games) corresponds to different developmental periods,respectively: sensorimotor, preoperational and concrete operational.Importantly Piaget viewed play as non adaptive, a form of autistic thought that , with development would be replaced by the rational, logical thought of adulthood.

(Pellegrini, 2009)

Burghardt suggests‘‘There are core criteria, all of which must be present, for a behavior to be categorized as play: The behavior must be voluntary, observed in a ‘relaxed field,’ the behavior is not functional in the observed context, the behaviors are repeated but the behavioral elements are exaggerated, segmented, and nonsequential in relation to the functional behavior. A relaxed field is one where the individual is safe, healthy, and well fed. Further, the child should choose to, voluntarily, engage in some social, locomotor, fantasy, or object-directed activity that is not directly or immediately functional.’’ (Pellegrini 2013)

In the “Ambiguity

of play” Sutton-Smith suggests-

that play provides a working model of species variabilityby incorporating mental feedback that keeps aspecies flexible in evolution.He particularly focuses on play’s potential to to help define social norms and identity, noting that the “use of play forms as forms of bonding ,including the exhibition and validation or parody of membership and traditions in a community” is essential to cultural formation.

(Flanagan 2013)

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There have been two camps in the study of play : those who see play as voluntary,intrinsic, and important to class structure (leisure) and socialization, such as Huizinga and Caillois and those who look more to ritual ,to communication and who study play in natural settings, such as Bateson,Turner and Sutton-Smith.

In the “Homo suggests-

Ludens: A study of the play elements in culture” Johan Huizinga

play is a “ function of the living,but is not susceptible of exact definition either logically, biologically or aesthetically.”He rather defines formal characteristics of play as “ a free activity standing quite consciously “outside” ordinary life.”

Unlike Sutton-Smith, Huizinga focuses on adult play, and he argues that play activities tend not to be serious in and of themselves but shape culture nonetheless through ritual and social custom.At the same time ,they absorb the player utterly in a special time and place set aside for play : “ a closed space is marked out for it , either materially or ideally, hedged off from the everyday surroundings” that he later famously defined as “ the magic circle”. (Flanagan 2013)

Most anthropologists and historians agree that play is central to human and animal life ; is generally a voluntary act; offers pleasure in its own right ; is mentally and physically challenging ; and is separated from reality,either through a sanctioned play space or through an agreed upon fantasy or rule set.

Because play and the ordinary world are intermingled amid the increasing popularity of games,games are becoming the “sacred spots “Huizinga” identifies in his anthropological writing. (Flanagan 2013)

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type of play According to A.D. Pellegrini play is catgorized in following types : locomotor play

social play

• The trends in locomotor play in humans appear to show in two successive peaks, reflecting two types of locomotor play, probably with different functions: rhythmic stereotypies and exercise play.

• Rhythmical stereotypic behaviors are gross motor movements with no ascribed goal or purpose to those movements; examples include body rocking and foot kicking.

• Age group for Rhythmical stereotype behaviour: from 6 months to 1 year.

• Exercise play means gross locomotor movements in the context of play, such as functionless swinging, marked by positive affect; it can be solitary or social, with parents or peers.

• Age group for Exercise play: mostly from 2 to 4 years.

• Social play takes the form of interaction between children and adults and between peers. The earliest forms of social play occur between children and adults, typically parents. For example, a mother playing peek-a-boo with her infant is one of the earliest, and pan-cultural, forms of social play.(Pellegrini 2013)

object play

pretend play

• Object play includes use of objects as tools for construction and explore their properties and possibilities. Through exploration, children find out that objects are flat or rounded, long or short, used for drinking or for covering. These attributes and the ways in which they observe others utilizing them, in turn, are related to children’s play with those objects.

• Age group for Object play: boys’ object play followed an inverted-U curve accounting for 11% of the observations at 0–3 years, 17% at 4–6, and 3% at 7–9 years. For girls,an inverted-U curve was also observed for object play, but the peak was at a later age: 4% at 0–3 years, 8% at 4–6 years, 11% at 7–9 years, 15% at 10–12 years, and zero at 13–15 years. (Pellegrini 2013)

• Pretend play is arguably the most thoroughly studied aspect of human play behavior. Pretend has been used as the defining attribute of children’s play and considered a paradigm example of children’s play.

• For Piaget, symbolic play is an extension of the representational process where children recognize that one thing stands for another and through repeated engagement of pretend play children practice having one thing representing another and separating the symbol from its referent.

• Age group for Pretend play behaviour: At around 1½–2 years of age, pretense becomes more peer oriented and peaks in the preschool years, around 5 years of age. (Pellegrini 2013)

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• Age group for Social play behaviour: It follows the play-typical developmental,inverted-U, curve, accounting for about 4% of all behavior during the preschool period, peaking during the primaryschool years at around 10%, and declining again adolescence to around 4%. (Pellegrini 2013)

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age appropriate play Age group

form of play

type of play

Sensory play Rythmical stereotype behavior 40% of time Social play (with mother pickaboo)

• Explore materials by looking, smelling, touching, mouthing and banging toys.

• Creeping, crowling, sitting, developing an increase in her eye-hand co-ordination and grasp

playspace IN-DOOR

playspace OUT-DOOR

INFANTS (0-1Yr) 6 months

1 Year

• Open container with lids, throw object, stack object, knockdown things • Enjoy sand, music, rythm and demonstrate movement with music

TODDLER (1-3 Yrs)

Rythmical stereotype behavior 5.2% of time Object play boy 11% & girl 4% Predent play (with mother)

• Walking without falling, sitting in a chair, holding onto object, beginning to seribble • Build with blocks, distingguish difference and similarities, basic words, expressions

PRESCHOOL (3-6 Yrs)

Exercise play 20% Object play boy 17% & girl 8% Social play R & T 4% Predent play ( peer oreinted)

• Ambulatory, engaged in discovering world around.

• Throw a ball, negociate obstacles, identifies objects, colors, shapes, distinguishes sizes, climbs, hops, skips, jumps and show greater agility.

• Distinguish between numbers, letters, shapes/ symbols.

• Can play in a more social and co-operative play setting within a small group of child • Moves from concrete thinking towards more abstract and complex thinking, memory, greater language and vocabulary acquistion are building.

• opprtunities for socio-dramatic and imaginative play increase.

• Express like/dislike, emotions/ability to work with a varity of art material is evidentin coloring/painting/drawing.

SCHOOL-AGED (6-11 Yrs)

Exercise play 13% Object play boy 3% & girl 11% Social play R & T 10%

• Great complex play • Knowledge, skill, attitude and emotions will be focused in more structured academic setting which will shape and influence child’s ability and approach to play.

• Physical skills- balance, strength, agility, co-ordination, building both her fine and gross motor skills • Build frindship, understand her place in group learning settings, individual learning and teamwork.

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critical play Critical play means to create or occupy play environments and activities that represent one or more questions about aspects of human life.These questions can be abstract, such as rethinking co-operation or winning or loosing or concrete, involved with content issues.Critical play is characterized by a careful examination of social,cultural, political or even personal themes that function as alternates to popular play spaces.The challenge then is to find ways to make compelling ,complex play environments using the intricacies of critical thinking to offer novel possibilities in games and for a wide range of players.

(Flanagan, 2013)

games as technology Games and play activities themselves ,with their emphasis on order and conventions, act as technologies which produce sets of relationships,governed by time and rules,played out in behavioral patterns.

Media theorist Marshall McLuhan noted , “ games as popular art forms offer to all an immediate means of participation in the full life of a society, such as no single role and job can offer to any man.”

A simple game of Hopscotch can act as a social technology to manipulate certain behaviours: a. If the map size is larger than usual some people will have advantage over other (as example, people with longer legs) b.If two maps are laid side by side,players might play for speed,one racing another. c.Players waiting in the line might try to distract the hopping player participating in another play behaviour.

games Game refers to those instances of more or less constructed play scenarios.Katie Salen and Eric Zimmerman among other game scholars,note the wide variety of definitions of the term “ Game”.

Greg Costikyan has a concrete definition of what contitute a game, which he describes as “ a form of art in which participants, termed players, make decisions in order to manage resources through game tokens in the pursuit of a goal.”

In much of game scholarship, it has been argued that games are by their definition competitive in that they always have an end point - a winning or losing state .He additionally details how the structure of games compares to other kinds of experiences, such as stories.stories are inherently linear while games are non-linear. They depend on decision making.Decisions habe to pose real, plausible alternatives,or they aren’t real decisions.It must be entirely reasonable for a player to make a decision one way in one game and a different way in the next.(Flanagan, 2013)

Salen and Zimmerman discuss the designers ability to create situations for “ meaningful play”.

They have provided perhaps the most codified definition of a game: “a system in which players engage in an artificial conflict, defined by rules,that results in a quantifiable outcome. “ Salen and Zimmerman offer six key game concepts in their influencial game creation book, Rules of Play: 1. a game is a system 2. it is artificial 3. it has players 4. it has conflict 5. it has rules 6. it contains a quantifiable outcome/goal, an ending state in which players can either be considered the “winners” or the “ losers” (Flanagan, 2013) 118

Subversion A subversion is an action,plan or activity intended to undermine an institution,event or object.When working againts pervasive systems of power , he notes that sebversive practices still have the power to trigger the social change when used on the right scale and with the right tools.Perhaps games are such a tool.

intervention Interventions are specific types of subversions that rely upon direct action and engage with political or social issues- a stepping in ,or interfereing in any affair,so as to affect its course or issue.

a. Avante garde street performance acting as an intervention to convey artists message.

disruption The definition of the term disruption lies somewhere in between the concepts of intervention and subversion.A useful term derived from “ Disruption -Innovation “ theory in the IT business innovation field, a disruption is a creative act that shifts the way a particular logic or paradigm is operating.

(Flanagan, 2013) 119

play in melbourne’s public spaces It is difficult to generalize about the social life of the city. Urban behaviour does not conform to a simple set of rules, nor does it always meet expectations. The concentration of a diversity of unfamiliar people, objects, meanings, and opportunities for action in urban public spaces stimulates a wide range of behaviours: “As a place of encounters, focus of communication and information, the urban becomes what it always was: place of desire, permanent disequilibrium, seat of the dissolution of normalities and constraints, the moment of play and of the unpredictable. “ (Lefebvre, 1996: 129)

People invent many different ways of playing with the statues, all of which pretend they are real people. They explore the fine details of the sculptures’ physiques through both vision and touch, and discover what the statues can ‘do’. People stand arm-in-arm with the figures, hug them, imitate their stiffness and their comical facial expressions. They shake their hands, pick their noses and pat them on the belly. Many of these playful engagements are transgressive of behavioral norms. They are performances of imagined social relations with strangers which are inappropriate within urban society, particularly as these are businessmen.

Play behaviour can be divided into four distinct types: competition, simulation, chance, and vertigo (Caillois, 1961). Each type of play highlights different ways in which play provides an escape from the conventions of social life

chance

competition

Chance refers to an opportunity of play that is not intentionally designed, but occurs as a response to some inervention.

For example- a man stands out in the middle of the footpath on one of the city's busiest intersections,holding up a large placard explaining his personal political philosophy. His position indicates that he is keen to attract attention and engage passers-by. It is in such a densely-used public space that he can make contact with the greatest diversity of people to generate friction and stimulate debate. In the city, strangers’ paths inevitably cross. Such encounters are unplanned, and this changes the nature of social engagement, making it less predictable, more risky, and potentially more provocative. Although the man’s action is confrontational, the situation is playful because passers-by have a certain amount of control over whether they engage with him.

(Lees 2004)

vertigo

Two men play chess on a giant board set into the pavement of a small plaza on one of Melbourne's main pedestrian promenades. By focusing all their attention on a test of mental skill, the men suspend the limits of social identity, as defined by such traits as race, class, and occupation. Within the chess game, the participants have freedom to direct their own action. (Lees 2004)

simulation The public artwork The Three Businessmen Who Brought Their Own Lunch is located at Melbourne's busiest pedestrian intersection. It consists of three very thin, life size bronze statues wearing suits and carrying briefcases.

They stand on the kerb and stare quizzically out at the city.

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Vertigo refers to more rigorous and energetic form of play .

For example- in front of the victoria state library, a teenager on skateboard get up speed and then jump clear of the ground, grinding the base of his skates on the surface of a large stone sculptur. This skater only see the sculpture as a smooth surface to skate on. His playful moves across it have no regard for the rules of that game. The physical environment of the city does not dictate the playful possibilities of skateboarding. Urban space is, rather, a ‘drawing board’ on which potentials for spatial engagement are perceived and acted out. The freedoms of the city are defined through the projection of the body’s own speculative spatial gestures within a complex terrain of boundaries, levels and inclines (Borden, 2001) 121

precedents

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precedents study play and response

Cloud Odeum Architects : Location : Project year:

Aether Architects , Futurelab Central Park, Huang Gang Yi Jie, Futian Qu, Shenzhen Shi, Guangdong Sheng, China 2015

Cloud Odeum, the pavillion, tries to consider about the theme of reliving the city from the perspective of city re-imagination, then propose the concept of “Odeum” (composition of daily fragments), an urban odeum which represent the environmental permeation (behavior, climate, landscape, etc.) following the variation of time.

Through re-imagination(behavior or thought)and using the basic element "building / space" which forms a city, the "Cloud Odeum" attempts to show the phenomenon of environmental relationship beyond material and form, and furthermore, inspire the dialogue and imagination to the creation and possibilities of the built environment ( urban / construction) through the interactive process of body and space. (“Cloud Odeum / Aether Architects + Futurelab” 2018)

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aquascape Architects : Location : Project year:

F.A.D.S + fujiki studio Orangery, England 2013

Aquascape in Orangery, is the second iteration in a series of outdoor installations centered around the exploration of structure and design in nature. the form pushes the capabilities of state-of-the art materials, in particular plastics, to create structure out of pliable sheets. an expanse of transparent polycarbonate, a weak material in sheet form is immediately made structural by folding, a concept explored thoroughly in the art of origami. once again the designers used sine-like waves that meet at their crests to create curved spines across the form. the object itself remains ‘boneless’ but appropriates the structural methodology of a shrimp in that a transparent shell wraps around a soft core of woven polyethylene fibers.this inner skin allows the form of the body to find its own resonance in space. (“F.A.D.S + Fujiki Studio: Aqua Scape In The Orangery, England” 2018)

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precedents study play and response

Sensorial playscape

Architects :

Project year:

SEAN AHLQUIST University of Michigan, Taubman College of Architecture and Urban Planning 2014-15

Social Sensory Architectures, an ongoing research project led by Sean Ahlquist, creates therapeutic structures for children with ASD. One prototype, the sensoryPLAYSCAPE, is a tent-like pavilion made of tensile fabric stretched over rods to create an immersive environment. Responding to touch, sounds are triggered, and 2D imagery is projected onto the fabric’s surface, as if on a screen. This visually demonstrates the connection between motor skills and auditory and visual feedback, helping children with autism adjust the amounts of force appropriate to apply at a given movement—a common issue among those on the autism spectrum.

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precedents study play technology

TeamLab’s Future Park

reimagines the playground for digital natives

Designer: Location: Project year:

TeamLab It has been a fixture on the international art scene since 2011 and has exhibited on almost every continent.

The Future Park exhibition at MAAS opens 24 November 2017 and ends 30 April 2018.

The first of these computer-age playgrounds opened in Okinawa, Japan, in 2013.

Future Park acknowledges the reality of the digital world of which children are a part and encourages them to use their whole bodies for activities, not just their fingers.

Future Park is a playground for children and adults alike. But unlike traditional playgrounds, the exhibition space calls for a collaboration between the imagination and digital technology, as visitors explore dreamt-up jungles, compose symphonies, build cities, and bring to life their own creations and people of the future.

Comprised of eight different installations, Future Park tickles all the senses. Music is composed with the Light Ball Orchestra, where live music plays as the balls of different sizes float above or roll around to connect with one another. Graffiti Nature – Mountains and Valleys is a jungle of imaginary animals and plants, drawn up by the visitors. The landscape changes and evolves in response to a shared vision of what was, what is, and what could be. Leaving the flora and fauna behind, creative guests can interact with a townscape of their own in Sketch town, drawing and scanning vehicles, buildings and public spaces onto the surfaces. (Michel 2018)

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HYBRIDPLAY

Play Smartphone games using the playground as a control interface Designer: Concept idea: Hardware development: Project year:

A project by lalalab Clara Boj and Diego Díaz Diego Díaz and Hangar Barcelona medialab team.

The first of these custom sensors, custom software, mobile devices were launched in 2008

Hybrid Playground transforms kids playgrounds into interactive game scenarios. A network of wireless sensors transforms the playground game elements into physical interfaces to control videogames that are shown in mobile devices (pda). Data of kids movements playing in the swings, the slide, the seesay, etc.. are registered by the sensors and a custom software transforms this data in actions for control the digital game: walk, jump, run, turn, beat, etc…

Hybrid Playground combines physical and digital interaction to create open air game experiences by mising digital game strategies with street game dynamics, verbal and corporal comunication and team playing.

Hybrid Play comes with two custom designed games: Puzzle City, and Space Kids.

We can also try hybrid versions of classic games. Give a new life to old games on the playground, or even better: We can create our own games. with our creations, our rules! (“Hybrid Play | Transforming Kids Playgrounds Into A Videogame!” 2018)

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precedents study Hybrid Playground at Ciutadella Parc, La MercĂŠ, Barcelona, 2012

HYBRIDPLAY

play technology

Play Smartphone games using the playground as a control interface

how the system works

Hybrid Playground at amber08, Estambul

Hybrid Playground at Techformance, Murcia, 2009

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precedents study Parents want to ensure their kids get outside and active. tgoma game system motivates kids to jump more and play longer by providing high energy and educational games

TgomaFit, a fitness app for adults, tracks personal fitness goals, helping you jump into a healthier lifestyle

play technology

Springfree Trampoline

Jumps into Outdoor Interactive Digital Gaming

Owner: tgoma stands for “take gaming outside and make it active.”

The company, based on Toronto and founded in 2015, is committed to evolving the mission of safe outdoor fun by integrating the trend of electronic gaming to encourage kids to go outside and be active.

Product launch date: Toronto, May 9, 2016 / tgoma announced Springfree Trampoline to provide the first outdoor interactive digital gaming system that encourages kids to go outside and be active.

In the current, digitally-saturated world, studies have shown that kids are spending 60 hours per week consuming media1and less than 60 minutes playing outside.

Springfree featuring tgoma harnesses the growing passion for interactive gaming and competition, taking it outside and making it a physical activity.

Springfree featuring tgoma incorporates specialized sensor technology on the trampoline that directly integrates with the users’ own tablet device. Families can download the free tgoma app from iTunes or Google Play to access seven signature games, designed to engage the entire family with options including educational games, interactive fitness options and playful activities.

Tgoma enables players to participate in worldwide competitions and compare their high scores with friends, family and participants all over the world.

(Trampoline 2018)

Players can compare their score with other players worldwide GET FAMILY MORE ACTIVE

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INCREASE FAMILY TIME OUTSIDE

EDUCATION THROUGH ACTIVE PLAY

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precedents study Playscape in melbourne

Valley Reserve, Mt Waverley , adventure playscape Designer : Location : Client: Project year:

Playce ( Landscape Architecture Firm) 80 Waimarie Drive, Mt Waverley, Melbourne City of Monash 2015

Valley Reserve is a hidden bush reserve within Mt Waverley, connected through the creek and path trails and is well loved by the local community.

Playce was engaged to design an all ages playspace as part of a broader strategic project (SPARC -a Socially Inclusive, Playful, Active, Relevant and Connected playspace.)

The resultant play space has been designed as a series of playful timber terraces, tree houses and rope climbs. Complementing this less prescriptive play area are flying foxes, swings, spinners and a slide.

There is also a multitude of natural play opportunities, sand play and a sprinkling of playful art reflecting the native wildlife. Whilst the space has a play focus, it is also created as an educational area to assist in connecting the community with the broader significant bushland reserve.

It has been voted one of Melbourne’s 25 best playspaces with a rating of 9/10 as part of a Herald Sun Article Jan 17, 2106. (“Valley Reserve Mt Waverley Playground | TOT: HOT OR NOT” 2018)

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precedents study Playscape in melbourne

ROYAL PARK , natural playscape Project team : Location: Client: Project year:

Design - City of Melbourne - City Design Studio Managing Contractor - Lendlease Corner Gatehouse Street & Flemington Road, Parkville VIC 3052 City of Melbourne & Department of Health & Human Services Opened to the public in March 2015

Nature Play at Royal Park is a part of the partnership project between City of Melbourne and the Victorian Department of Health and Human Services to re-establish parkland on the former Royal Children’s Hospital site.

The seven Wurundjeri seasons of Melbourne are central to this new landscape, informing the structure, planting and play experiences of the space.Engagement with children, young people, RCH patients and staff, and a range of other specialists in child development and play underpinned the project.

Designed to evolve over time, users are invited to look deeper to see the layers and seasonal change within the landscape. This approach has had real resonance with the people of Melbourne and beyond, building appreciation, engagement and respect for the space.

From a strategic and horticultural perspective, building a resilient landscape has been a priority, allowing the space to provide a legacy for current and future generations. (“Royal Park Playground Parkville | TOT: HOT OR NOT” 2018)

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precedent analysis precedent study : play and response

analysis

• The playscapes respond with people and environment and transform to adapt with changing natural phenomena.

• Cloud Odeum and Aquascape reflect natural transformations and Sensorial Playscape activate with human engagement.

Cloud Odeum

aquascape

Sensorial playscape

analysis

precedent study : play technology

• The precedents were studied to discover technological intervention in playscapes and how they create meaningful interaction.

• Hybridplay and Springfree Trampoline carry on the physical game into virtual space and create connection within community.

• Teamlab’s future park creates a scope for playculture and develop relation between adult and children.

TeamLab’s Future Park

HYBRIDPLAY

Springfree Trampoline

precedent study : playscape in melbourne analysis • The precedents explore natural landscape and create opprtunity for adventure play.

• The plascapes express current trends in play in Melbourne and approach towards playground design.

• The elements in the playscape encorporated play opprtunity for different age groups.

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Bibliography Borden, I. (2001) Skateboarding, Space and the City: Architecture and the Body. Oxford: Berg.

Caillois, R. (1961) Man, Play and Games. New York: Free Press of Glencoe.

“Cloud Odeum / Aether Architects + Futurelab”. 2018. Archdaily. https://www.archdaily. com/778626/cloud-odeum-aether-architects-plus-futurelab.

Flanagan, M. (2013). Critical play. Cambridge MA: Mit Press.

“F.A.D.S + Fujiki Studio: Aqua Scape In The Orangery, England”. 2018. Designboom | Architecture & Design Magazine. https://www.designboom.com/ architecture/f-a-d-s-fujiki-studio-aqua-scape-in-theorangerywest-yorkshire-england/.

“Hybrid Play | Transforming Kids Playgrounds Into A Videogame!”. 2018. Hybrid Play. http://www.hybridplay.com/ Michel, Patrick. 2018. “Teamlab’s Future Park Reimagines The Playground For Digital Natives”. The Sydney Morning Herald. https://www.smh.com.au/entertainment/teamlabsfuture-park-reimagines-the-playground-for-digital-natives-20171114-gzkweyhtml.

Lees, Loretta. 2004. The Emancipatory City?. London: Sage Publications.

Lefebvre, H. (1991b) The Production of Space, trans. D.Nicholson-Smith. Oxford: Blackwell.

Lefebvre, H. (1996) Writings on Cities, trans. and eds E.Kofman and E.Lebas. Oxford: Blackwell.

Pellegrini, A. (2009). The role of play in human development. Oxford: Oxford University Press.

Pellegrini, Anthony D. 2013. “Object Use In Childhood: Development And Possible Functions”.

Behaviour, 1-31. doi:10.1163/1568539x-00003086.

“Royal Park Playground Parkville | TOT: HOT OR NOT”. 2018. TOT: HOT OR NOT. http://tothotornot.com/2015/03/hot-royal-park-nature-play-playground-gate house-st-parkville/.

Sean Ahlquist.2017. Sensorial Playscape: Advanced Structural, Material and Responsive Capacities of Textile Hybrid Architectures as Therapeutic Environments for Social Play. https://www.researchgate.net/publication/317230761.

Trampoline, Springfree. 2018. “Springfree Trampoline Jumps Into Outdoor Interactive Digital Gaming With Tgoma”. Prnewswire.Com. https://www.prnewswire.com/ news-releases/springfree-trampoline-jumps-into-outdoor-interactive-digi talgaming-with-tgoma-300265039.html.

“Valley Reserve Mt Waverley Playground | TOT: HOT OR NOT”. 2018. TOT: HOT OR NOT. http://tothotornot.com/2016/11/valley-reserve-mt-waverley/.

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