PRELIMINARIES DESIGN STUDIO

preliminaries Architecture Of The Senses: A Model School For Disabled Children In Isolo Community

BOLUWATIFE GETTA SOREMI 140501024 | RESEARCH PROJECT | ARC804

DR. UDUMA-OLUGU | DR. OKUNOLA | DR. FAKOLADE | DR. AKANDE | ARC. FAYEMI | ARC. SANNI | ARC. AKINNUBI

Project Definition “I see the task of architecture as the defense of the authenticity of human experience.”

— Juhani Pallasmaa

Upon entering a quiet library, the sound of turning pages is amplified; in a chapel, whispered prayers are captured gracefully. All of these are in the experience of spaces.

Architecture is mostly described as a series of retinal images translated into being. Traditionally, the practice of architecture has been dominated by the eye/ sight. Hence, we are more aware of the elements that are visually represented that we manage to “forget’ about those we can feel, smell, hear or walk-through.

Like Pallasmaa said, “the taste of the apple lies in the contact of the fruit with the palate” not merely in the look of it.

Emotional traits of an environment are induced by senses and the absence of the eyes does not translate to the incapacity to feel and experience spaces. In the words of J.W. von Goethe, “The hand wants to see, the eyes want to caress...”.

My project seeks to explore forms and methods engaging tactile and non - visual senses in the experience of architecture. It is aimed at creating areas where the users are not “handicapped”. A space for all; allowing the senses to engage in the programs.

With his eyes blindfolded, I Dheepak Arjun’s fingers deftly flick the rows of the Rubik’s cube back and forth.

Dheepak has set a record for solving 555 Rubik cubes while being blindfolded with the Real World Record.

“There are three other senses — smell, touch and sound — that help me solve the cube even though my eyes are shut,” he shares.

Design Brief The project will test and propose ideas for the design of a model Waldorf School for the disabled in Isolo community through the exploration of multi sensory programs, materials and textures, technology, navigation and architectural concepts. The site selected is proposed to be an extension and home of special education for the SOS Children’s village located adjacent the area. The school will cater for the needs of children with physical impairments and disabilities while attempting to create a space for optimal engagement and cognitive balance.

Spatial Requirements Classrooms Kindergarten Teacher Support Spaces Breakout Rooms Library Workshops Eurhythmics Hall Administration Reception Canteen Kitchen Storage & Janitor Play Areas Technology Rooms Staff Area Kitchen Conveniences Multipurpose Area Sick Bay

Site Context Oshodi Isolo

Site Area

Oshodi-Isolo is a Local Government Area (LGA) within Lagos State. It was formed by the second republic Governor of Lagos State, Alhaji Lateef Kayode Jakande, also known as ‘Baba Kekere’ and the first Executive Chairman of the Local Government was late Sir Isaac Ademolu Banjoko.

The site is surrounded by a host of activities including the old housing estate by the lateLateef Jakande. In the environs, there are many industrial buildings and commercial activities. This leads to constant congestion on main roads adjoing the site. It is connected to within 1km distance to a major highway and highly accessible from the central part of Lagos.

N

1km

0

Residential

50m

250m

Figure Ground

Industrial Institutional Commercial Site

0

50m

250m

Land Use Map

Districts & Landmarks

Rotary Community Hall

Round About

GT Bank

Zenith Bank

First Bank, Iyana Isolo

LSDPC Estate

Lagos State Polytechnic

SOS Children’s Village

N

INDUSTRY

INDUSTRY

DANGOTE CEMENT DEPO

INDUSTRY INDUSTRY 0

Residential

50m

250m

Districts, Edges & Landmarks

Industrial Institutional Arterial Roads Streets

OSO LO WA Y MUSHIN

ROAD

0

50m

250m

Public Transportation

Traffic Nodes Data of average traffic at peak times on days of high activity show that the area is prone to high traffic. This is as a result of the surrounding industrial and commercial activities. The images below show the existing traffic nodes.

Oshodi-Isolo Expressway

Osolo Way Bus Stop

Under bridge Iyana Isolo

Overhead Bridge from Mushin

Mushin Road

Laspotech Bus stop

Round About

N

Monday 8:00am

Fast Monday 4:00pm Slow Monday 8:00pm

Site Analysis

S Strategic location beside main road can help increase visibility.

Accessible public transportation

WGovernment claim to land may hinder intervention.

O

Proximity to existing SOS Children’s Village and community center.

Connection to residential districts.

Sufficient set back from road can help create pedestrian connections.

Greenery on site can be worked with.

T

Heavy traffic flow can lead to air pollution.

Connection to main road can be dangerous for the disabled.

N The site is popularly known as ‘Ile Iwe Meta” literally translating to 3 schools, including the estate primary schools and the Lagos State Government Continuing Education Centre (CEC). All buildings are in not so very impressive conditions and the area undergoes constant renovations.

Site Images

Hazelwood School Case Study 1 Architects: Alan Dunlop Architect Limited Location: Glasgow, Scotland, UK Year: 2007

https://universaldesigncasestudies.org/education/primary/hazelwood-school#intro http://www.alandunloparchitects.com/work/selected-work/hazelwood-school https://architizer.com/projects/hazelwood-school/

Hazelwood is a school for children and young people, aged 2 to 18, who are blind and deaf – “dual sensory impaired”. Many of the school’s children are physically handicapped and all have a degree of cognitive impairment. Therefore, they will need lifetime support. It was created to support the needs of the children and the aspirations of their parents, a place of safety and ambition that would free the teacher and inspire the child.

The school snakes through the parkland site, forming gentle curves around the existing mature trees. The single story, built in natural materials, creates a series of small garden spaces ideal for small class sizes and maximizes the potential for more intimate outdoor teaching and learning opportunities.

The distinctive curving interior spine meets the complex demands for an intuitive way finding system as well as the substantial storage needs for a wide range of equipment used by children with a variety of disabilities.

Planning The school contains eleven (11) classrooms in a single story structure, providing nursery through secondary education. The main teaching spaces are located to the quiet northern edge of the site in order to escape direct sunlight.

The entrance area was designed as a loop system to allow vehicles to rack up in a dedicated drop off area. The main entrance area opens to a large dining room, which doubles as the main assembly space.

Tactile Design The central circulation space houses a large cork-clad storage wall to accommodate the children’s equipment. Integrated into this wall is a unique “trail rail,” which provides tactile cues for the children to clearly and safely navigate the building. Each bay of sensory trail wall is individually shaped. This helps children orient the length of the circulation space in the school. Coupled with the ‘street’ design of the corridors in the school, this layout has proven an effective device for independent navigation for all kinds of students.

Way Finding Signages throughout the school is redundant: in Braille, in pictures and in Moon (a system made up of lines and curves including some ordinary letters in simplified form), and has proven effective for the communication needs of the children. The subtle colors, contrast, and adaptable lighting elements maximize use of children’s residual vision.

Large classrooms are equipped with ample built-in storage space at the back of the room, and adaptable areas between the classrooms. The lack of clutter in the classrooms and on the walls elicits a calming atmosphere where children can flourish while not being bombarded by extraneous visual information. Some rooms offer viewing for staff and visitors without disturbing the children. These areas fulfill a dual function of quiet space when needed.

El Til·ler School Case Study 2 Architects: Eduard Balcells, Ignasi Rius Architecture, Tigges Architekt Location: Bellaterra, Spain Area: 950 m2 Year: 2018

https://www.archdaily.com/918637/el-til-star-ler-school-eduard-balcells-plus-tigges-architekt-plus-ignasi-rius-architecture?ad_source=search&ad_ medium=search_result_projects

The Waldorf method of teaching is a unique educational strategy which aims to create well-rounded students through a broad curriculum, including academics, art and music education, physical education, and emotional and social education. The stated goal of the Waldorf Method is to produce individuals able to create meaning in their own lives.

The school complex is articulated along the existing main access path, which becomes a “rambla” -the Mediterranean name for high street- that ends at a square which opens to the landscape.

Five of the six buildings that make up the school are existing modular pavilions of wood and steel reconfigured at the new site. The sixth building, which is presented here, houses the kindergarten and the common spaces.

Sequences, horizons, light.

Urban design as an expression of pedagogy. The school proposes a contemporary spatial expression of the Waldorf-Steiner pedagogy adapted to a Mediterranean climate.

Alcoves and frames.

Architecture as an expression of pedagogy.

Pedagogy: The method and practice of teaching, especially as an academic subject or theoretical concept.

The new building, which houses the kindergarten and common spaces, frees the plan from columns and concentrates them at the facades in the shape of thick buttresses, making it possible to place the kindergarten classrooms on top of a necessarily column-free multi-purpose hall. The spaces between the buttresses become alcoves, which are shaped according to the functional and pedagogical needs of each space.

The horizons.

The views.

The views expand as the child grows, and the rotation of the classrooms on the topography gives them varying light qualities, both in intensity and color.

Sequences, horizons and light personalize each classroom, emphasizing and accompanying the experience of growing up and learning.

Exterior On the outside, the alcoves are contained within frames which order the facade and visually reduce the size of the building, bringing it closer to that of children.

The “seasonal table”, the most unique spatial element of the Waldorf pedagogy, organizes the new kindergarten classrooms. This small “altar”, where the cycles of nature are explained, is placed focally, within an alcove that provides a specific natural light -lateral, reflected and diffuse.