DEAFSOUND: SENSING THE MUSIC

AERIAL PERSPECTIVE FROM TAMU APARTMENT

DEA F S O U N D : MUSIC FOR THE DEAF

DEAFMUSIC: MUSIC FOR THE DEAF

LEARNING & AWARENESS CENTRE

ABSTRACT: Deaf person cannot rely on sound or spoken signals for orientation and wayfinding.

Visual elements are therefore important factors in the enhancement of wayfinding information in a building. This study applies Space Syntax techniques – Visibility Graph Analysis (VGA) as a tool to explore the visual relationship and space configuration, which could enhance the wayfinding information of deaf person for

the Proposal of Deafspace Learning Centre at Jalan Raja Abdullah. The study summarize with discussions of the usability of space syntax between wayfinding and space configuration in the Kampung Baru Deafspace Learning Centre.

Keywords: Visibility, Wayfinding, Deafspace, Visibility Graph Analysis

LEGEND

PROPOSED SITE JALAN RAJA ABDULLAH JALAN DATUK ABDUL RAZAK

LOCATION PLAN scale: NTS

CLOSING THE GAP

Mr Ismail, 65

Second generation community:Dropping off school kids 1. Used to see the Sultan in KSS when he was young 2. Play on the field when he was young and got scold by his late mother 3. Remember KSS as a community space to discuss Kg Baru issues 4. All of his kids studied in the school

The setting of deaf school at Jalan Raja Abdullah for Deaf Communities are too generic. Potential spaces for deaf communities to mingle with the surrounding communities are there.

Moreover, studies shows there are potential on the area in regenerate a sense of place and nodes, which strengthen social interaction and should be considered from the attitude to creating a landmark.

Puan Siti, 44

Her education starts in the school: 1. Remembers playing at the streets with her friends after school 2. School parade when she was young 3. Selling candies and food nearby the school area 4. Sometimes, deaf kids will interact with hers

The needed exposure of the deaf communities could possibly give a positive impact towards the societal prejudices and barriers.

Nurul & Liza, 11

In her primary at SK Kg Baru: 1. Buy candies at one of the stall in front of the school 2. Walked back home with her friends 3. Play mostly nearby the house, as her parent did not allow her to play far

LEGEND 1.

2.

3.

4.

5.

6.

Sport day @ KSS Field Dropping off school kids Interaction with the Cultural Walk Streets as a place of Interaction Resting under a big tree young’s and disabilities community.

LEGEND

1. Kg Baru Residential Houses 2. Pedestrian Pathway for current children plays 3. Historical Kelab Sultan Sulaiman 4. Schools which was build in the early days of Kg Baru 5. KSS’s Field as a recreational area

LEGEND 1.

2.

3.

4.

5.

6.

Sukaneka for School Field as a community sport area Awareness activities Cultural walk integration Kids gather at the streets Waiting for bus

COMMUNICATION

INTERACTION

In the face of immense development in Kuala Lumpur, small parcel of lands located between the pass and present’s of Kampung Baru are dedicated towards the young’s and disabilities community.

Even though the institutional zone have many historical significance attachment towards the development and communities of Kg. Baru, the current situation of the zone doesn’t celebrates it.

WORKING TOGETHER

PLAYGROUND

In the face of immense development in Kuala Lumpur, small parcel of lands located between the pass and present’s of Kampung Baru are dedicated towards the young’s and disabilities community.

Even though the institutional zone have many historical significance attachment towards the development and communities of Kg. Baru, the current situation of the zone doesn’t celebrates it.

REACTIVATING THE SPACE In the face of immense development in Kuala Lumpur, small parcel of lands located between the pass and present’s of Kampung Baru are dedicated towards the young’s and disabilities community.

Even though the institutional zone have many historical significance attachment towards the development and communities of Kg. Baru, the current situation of the zone doesn’t celebrates it.

10

SOCIAL NODES 8

Even though the institutional zone have many historical significance attachment towards the development and communities of Kg. Baru, the current situation of the zone doesn’t celebrates it.

MICRO NODES

SHARED SPACE

Nodes at the site can be identify as the field which located in the center of the institutional zones.

The node exude a strong sense of place for social activities which make the perfect hierarchical set of nodes within a the area

The road within the area acted as a shared spaced within the context.

Activities which includes waiting for buses, playing their bicycle, and curtain cases, the community interacted with the tourist from the cultural walk; exchanging words and culture.

9

2 3 1

1

In the face of immense development in Kuala Lumpur, small parcel of lands located between the pass and present’s of Kampung Baru are dedicated towards the young’s and disabilities community.

4

1

GREENSCAPE

Demographic In the Zone

6

7

5

168

SOLID AND VOID 331

Even though the institutional zone have many historical significance attachment towards the development and communities of Kg. Baru, the current situation of the zone doesn’t celebrates it.

1287 Gen Z, 00 - 20 8

467

Gen Y, 21 - 37 Gen X, 38 - 56 Disabled People

PATH AND CONNECTION

In the face of immense development in Kuala Lumpur, small parcel of lands located between the pass and present’s of Kampung Baru are dedicated towards the young’s and disabilities community.

LEGEND

PROPOSED SITE PEDESTRIAN ROUTE VEHICULAR ROUTE 1. Vehicular Entrance 2. Pedestrian Entrance from Chow Kit 3. Pedestrian Entrance from Kampung Baru Food Centre

4. Service Route 5. Sultan Sulaiman Field 6. SK Deaf School 7. Clinic 1 Malaysia 8. Community Social Nodes 9. Chow Kit Nodes 10. Heart of Kampung Baru

SITE PLAN scale: 1:750

SECONDARY ENTRANCE DEAFMUSIC: MUSIC FOR THE DEAF

PROJECT STATEMENT PROJECT STATEMENT

The setting of deaf school at Jalan Raja Abdullah for Deaf Communities are too generic. Potential spaces for deaf communities to mingle with the surrounding communities are there. Moreover, studies shows there are potential on the area in regenerate a sense of place and nodes, which strengthen social interaction and should be considered from the attitude to creating a landmark. The needed implementation of the deaf music to communities could possibly give a positive impact towards the societal prejudices and barriers. A cultural aid learning and awareness centers should demonstrate a place that address the issues and should be accounted for creating awareness for Deaf Communities.

AIM

The project aim is to creates a Learning and Awareness Centers for the deaf community, through enhancing deaf musical talents and creating a building which caters the deaf accessibility, in order to develop the interest in learning and interacting between the surrounding communities.

OBJECTIVE

1/6

1. To regenerate the sense of place in the area for social interaction & participation 2. To create place for the deaf people could learn and showcase their musical talents by incorporating architectural element for the deaf 3. To integrate accessibility for deaf person in the building to move about in the building

D E M O G R A P H I C COMPARISON

Bouncing Acoustic SENSING MUSIC

Vibrations & Material Visual Sound Deaf People & Public

Deaf People

ACCESSIBILITY

DEAF: 752 OTHER: 3782

ARCHITECTURE APPROACH

Wayfinding Mobility

P R O X I M I T Y DEAFSCHOOL & TRAINING CENTRE

The setting of deaf school at Jalan Raja Abdullah for Deaf Communities are too generic.

Potential spaces for deaf communities to mingle with the surrounding communities are there.

Potential Of Making Kampung Baru A Landmark For Deaf People in the City Centre.

DEAF CHILDREN PUBLIC PARTICIPATION OPPURTUNITIES WITH MUSIC Even if you can’t hear the music, the vibrations through this soundbox let people like Ethan feel it through his hands, through his feet, through any part of his body really.

SITE PLAN scale: 1:750

SECTIONAL PERSPECTIVE scale: NTS

Rhythm can most definitely be taught using physical, kinaesthetic exercises. Deaf people learn very visually, often by watching cues, following demonstrations and by imitation”

LEGEND

Unfortunately, though, the rights of Deaf people are often overlooked, especially in developing countries. Societal prejudices and barriers prevent Deaf people from enjoying full human rights; for Deaf people the major barrier is lack of recognition, acceptance and use of sign

language in all areas of life as well as lack of respect for Deaf people’s cultural and linguistic identity.

Most of the Deaf people do not get any education in developing countries and approximately 80 % of the world’s 70 million Deaf people

do not have any access to education. Only about 1-2 % of the Deaf get education in sign language. Particularly situation of Deaf women and children is weak. Legal development and recognition of sign languages promotes Deaf people’s equal participation in the society.

MUSIC WITH SENSING

MUSIC WITH VIBRATIONS

MUSIC WITH VISUAL LEARNING

Deaf Person are unable to participate equally in life; education, employment, recreation, conduct day to day living because thoughtlessness in Urban & Built Environment

Rhythm can most definitely be taught using physical, kinaesthetic exercises. Deaf people learn very visually, often by watching cues, following demonstrations and by imitation”

Rhythm can most definitely be taught using physical, kinaesthetic exercises. Deaf people learn very visually, often by watching cues, following demonstrations and by imitation”

It is not just musical ‘information’ that we want to convey, but the musical ‘experience’.

1. Performance Atriam 2. Main Amphitheater 3. Deafbeat Gallery 4. Light Globe 5. Sign Language Class 6. Foyer 7. Library

scale: 1:200

Sound wave that interact with their surroundings. Understanding the suitable material for vibrations.

Sound wave that interact with their surroundings. Understanding the suitable material for vibrations.

2

4 6

SECTION X-X

Sound arriving at the listening location after bouncing off one or more of the surrounding surfaces.

Sound arriving at the listening location after bouncing off one or more of the surrounding surfaces.

Visual display with real-time abstract animations corresponding to Music for queuing the rhythm.

3

5

7

1

MOHAMMAD NURHALIFF BIN LATIF MBES161018 MBES2089 Design Pre-Thesis 2 – New Spirit Unit Session 2017/2018 Semester 1

“Music is liquid architecture; architecture is frozen music”

MICROPHONE TO LED LIGHT SIGNALS

― Johann Wolfgang von Goethe

1

1

1

MUSIC WITH VISUAL QUES Rhythm can most definitely be taught using physical, kinaesthetic exercises. Deaf people learn very visually, often by watching cues, following demonstrations and by imitation”

2

MUSIC WITH SENSATION AND VIBRATION

2

Rhythm can most definitely be taught using physical, kinaesthetic exercises. Deaf people learn very visually, often by watching cues, following demonstrations and by imitation”

MICROPHONE TO SPEAKER VIBRATION

MUSIC LIGHT GLOBE

DEAFMUSIC: MUSIC FOR THE DEAF

PERFORMANCE ATRIUM DEAFMUSIC: MUSIC FOR THE DEAF

2

NORMAL PERSON SENSES

DEAF PERSON SENSES

*Awareness initiative and wellbeing for the disabled 1. To provide recognition and acceptance of the principle.

2. PWD enjoy the rights, opportunities and equal access 3. To eliminate discrimination 4. To educate and raise public awareness

Bouncing Acoustic SENSING MUSIC

BREAKING THE STEREOTYPE The setting of deaf school at Jalan Raja Abdullah for Deaf Communities are too generic. Potential spaces for deaf communities to mingle with the surrounding communities are there.

*Primary Talent of the deaf in Malaysia” 1. Raising awareness towards the publics 2. Acts as support network for families of persons with learning difficulties 3. Early intervention 4. Skills training 5. Educational therapy

2

LEGEND

1. Performance Atriam 2. Main Amphitheater 3. Deafbeat Studio 4. Grandstand 5. Sign Language Class 6. Basement

SECTION Y-Y scale: 1:200

4

Participation: Deaf + Deaf Deaf + Publics

Empowering: Blinds Teach Deaf Professional Teach Blinds

Feedback: Formation Of Strong Deaf Musician Community That Help Each Other

Feedback: Improve The Quality Of Deaf Musicians Up To Market Level

Vibrations & Material Visual Sound Deaf People & Public

Deaf People

ACCESSIBILITY

ARCHITECTURE APPROACH

Wayfinding Mobility

Showcasing: Platform For Deaf To Showcase Their Talent To The Public And Media Feedback: Build Confidence Among Deaf In Order To Compete With Normal Musician

1 3

6

EAST ELEVATION scale: 1:200

WEST ELEVATION scale: 1:200

MOHAMMAD NURHALIFF BIN LATIF MBES161018 MBES2089 Design Pre-Thesis 2 – New Spirit Unit Session 2017/2018 Semester 1

WAYFINDING FOR DEAF PEOPLE

Deaf person cannot rely on sound or spoken signals for orientation and wayfinding. Visual elements are therefore important factors in the enhancement of wayfinding information in a building. This study applies Space Syntax techniques – Visibility Graph Analysis (VGA) as a tool to explore the visual relationship and space configuration, which could enhance the wayfinding information of deaf person for the Proposal of Deafspace Learning Centre at Jalan Raja Abdullah. The study summarize with discussions of the usability of space syntax between wayfinding and space configuration in the Kampung Baru Deafspace Learning Centre.

OPTION 01

A

scale: NTS

CLEAR SIGHT

Rhythm can most definitely be taught using physical, kinaesthetic exercises. Deaf people learn very visually, often by watching cues, following demonstrations and by imitation”

B

SEETHROUGH COMMUNICATION

Rhythm can most definitely be taught using physical, kinaesthetic exercises.

B

7

8

OPTION 02

scale: NTS 7

OPTION 03

RESULT AND DISCUSSION

The analysis consist of four types of configuration for easiness of wayfinding for the deaf. The Space Syntax program been used to understand the Visibility Graph Analysis. The entire figure demonstrates sample house plans coloured according to Visibility space respectively. Figures 8, 9 and 10 are the initial configuration of the space which was design periodically accordance to improvement. Figure 11 is the current configuration of space for the proposed Kampung Baru Deafspace Learning Centre.

In a built environment that had been discussed by Bauman (2010) in Deaf Space Principle, deaf person prefers

scale: NTS

clear sightlines in a building for mobility and communication. As shown in figure 8, 9 and 10 demonstrates the analysis of visibility which shown poor of visual accessibility in the configuration makes the deaf person difficult to communicate across the floors.

The configuration are mainly focus on the open central court which plays an important role for the deaf in relationship between visibility (what you can see) and permeability (where you can go) (Hanson, 1998).

C

COLOUR COORDINATE

When walking, deaf person are looking at the people they are signing with and navigating the space at the same time,

5 9

6

Sensory Reach

Deaf people’s spatial awareness and orientation of the activities taking places around them is important to maintain to enhance their way finding. They visually read their soundings like movements in objects, vibrations or facial, body expression of people around them.

Space and Proximity

When using sign language it is important to enhance a clear visual connecting, by standing in a distance to see the facial expression, but also ensure enough space for signing.

Mobility and Proximity

Deaf conversation with sign language automatically change gaze to scan the surrounding danger in between conversation while maintaining a proper direction. While walking, if they senses a slightest hazard, one of the deaf people will attentively alert each other, adjust and continue the journey without interruption.

Colour and Lights

When walking, deaf person are looking at the people they are signing with and navigating the space at the same time, so they are not always looking straightforward and constantly scanning for obstacles, the edges of the room. They use colour and contrast to provide quick visual clues to make that process safer and easier.

D

A

2

4 9 1

3

D

FINAL OPTION scale: NTS

MUSIC WITH VIBRATIONS

Rhythm can most definitely be taught using physical, kinaesthetic exercises. Deaf people learn very visually, often by watching cues, following demonstrations and by imitation”

E

MUSIC WITH VIBRATIONS

Rhythm can most definitely be taught using physical, kinaesthetic exercises. Deaf people learn very visually, often by watching cues, following demonstrations and by imitation”

10

CONCLUSION

Based on the three configuration studies that been defined, the fourth configuration, are the best suited for the deaf community. The role of Visibility Graph Analysis in architectural design for the deaf’s wayfinding can be summarised as follows:

The problem is tackled through the use of the deafspace design principles and architectural elements that address the senses in different ways. By implementing it elements, the improvement of spaces could provide steps forward the creation of an equal perception of space between hearing and Deaf individuals.

Architectural design is an activity to learn by making and testing, Visibility Graph Analysis contributes to this process by providing scientific method to understand more about the deaf person visualize the build environment and experimenting on how they perceive the surrounding and navigating.

The striking point is that by implementing deafspace elements into the design are beneficial towards the wayfinding for the deaf. Which then prove by the VGA that give a chance for to evaluate the configuration not simply as a physical and static entity, but as a living organism, which does deaf person experience.

LEGEND

PROPOSED SITE PEDESTRIAN ROUTE VEHICULAR ROUTE 1. Central Plaza 2. Deafsound Atrium 3. Student’s Library

4. School Canteen 5. Deaf Music Class 6. Sign Language Class 7. Amphitheater 8. Management Office 9. Deaf School 10. Teratak Apartment

EXPLODED AXONOMETRIC scale: NTS

MOHAMMAD NURHALIFF BIN LATIF MBES161018 MBES2089 Design Pre-Thesis 2 – New Spirit Unit Session 2017/2018 Semester 1

INTERACTIVE SOUND TO VIBRATION & LIGHTS The sound that we hear is basically made up from mechanical vibrations produced by an Audio Sound Transducer used to generate the acoustic waves, and for sound to be “heard” it requires a medium for transmission either through the air, a liquid, or a solid.

Also, the actual sound need not be a continuous frequency sound wave such as a single tone or a musical note, but may be an acoustic wave made from a mechanical vibration, noise or even a single pulse of sound such as a “bang”.

2

DETAIL A scale: 1:15

1

3

DETAIL B scale: 1:5

6

VIBEAT TECHNOLOGY

The sound that we hear is basically made up from mechanical vibrations produced by an Audio Sound Transducer used to generate the acoustic waves, and for sound to be “heard” it requires a medium for transmission either through the air, a liquid, or a solid.

Also, the actual sound need not be a continuous frequency sound wave such as a single tone or a musical note, but may be an acoustic wave made from a mechanical vibration, noise or even a single pulse of sound such as a “bang”.

A-A SECTION scale: 1:50

LEGEND

1. Performance Atriam 2. Main Amphitheater 3. Deafbeat Studio 4. Grandstand 5. Basement

NORTH ELEVATION scale: 1:200

MOHAMMAD NURHALIFF BIN LATIF MBES161018 MBES2089 Design Pre-Thesis 2 – New Spirit Unit Session 2017/2018 Semester 1