Autism & Art

Education and Awareness through Architecture

By: Isaiah Parod

Table of contents

Precis Research

PRECIS

All over the United States of America people, especially children with Autism Spectrum Disorder (ASD), struggle with getting needs met, especially in a state that has sub par access to resources needed to learn and thrive. Schools that specialize in autism education are often private and expensive. This results in many children with ASD ending up in the special needs department of public schools. Special needs departments are great resource in schools, however, they are often understaffed and unable to give each and every child the attention needed to really succeed in education. The proposed solution discussed is an Arts Academy that is focused in autism education. There are several therapies that are used to assist people with autism to learn, cope and manage daily life, art therapy is helping with communication and regulation of emotion to over stimulation of those with autism. Therapies can go hand in hand with art education, like Occupational Therapies being applied to drawing and painting. The use of art education mixed with therapies can lead to brighter futures of children with ASD. The site selected for this project is

Danner Meadow Park in Charleston, West Virginia. Charleston is the capital of West Virginia and has the bare minimum for resources for people with ASD. Only having a specialized doctor and a facility that does ABA therapy. Being the highest populated city in West Virginia, accommodations should be in place and offered. West Virginia also ranks the lowest in overall resources for autism and even has the lowest insurance coverage out of any state in the USA. The site is located on a park that is nested in a quiet forested residential neighborhood. Using the park as a way to spread awareness and education of autism is crucial to help provide more resources for people with ASD to the Charleston area and the population of West Virginia.

Research

Autism, What is it? What helps? Thesis

Autism, What is it?

Autism is one of the most severe psychiatric development disorders in children affecting 1% of the total world population (75,000,000 people approx.). There are three deviant behaviors that are often characterized in the diagnosis of autism. The first; is the inability to relate to people. The second; the use of odd or made up language. The third; an obsessive desire to maintain a routine. These three behaviors were first discovered by Leo Kanner in 1943, when autism was first described. The circumstances in which autism affects communication and comprehension are completely unique even when compared to children with severe receptive language disorder. This disorder resembles autism the closest, but autism affects much more than a delay in language comprehension. Autism affects comprehension of language and gestures. Speech was also not used often for reciprocal social communication. Autism is statistically

more likely to occur in boys. 31% of children with autism have an intellectual disability and an intelligence quotient (IQ) below 70. 25% are considered within borderline range (IQ between 71–85), and 44% have IQ scores in the average to above average range (IQ of 85 and above). 40 percent of autistic children are non-verbal but often age out of not communicating. Autism is often diagnosed during early childhood and when it is most crucial for treatment. Autism diagnosis is often done during developmental screening that often occurs at 9 months, 18 months, 2 years, and 2 and a half years. The screening is based on research that compares the development of the child compared to children of the same age. The screening is based on language, movement, emotions, thinking skills, and behavior. The screening tool is an important part in the diagnosing process and allows doctors to put in precautionary measures to make sure the child is on the right individual developmental path. For further diagnosis and treatment, the child

should see a specialist for developmental tests.

Autism Spectrum Disorder (ASD) is the umbrella encompassing all autism but there are specific forms of autism. The most common are Asperger’s Syndrome, Childhood Disintegrative Disorder (CDD), Rett Syndrome, Kanner Syndrome, and Pervasive Developmental Disorder (PDD). Asperger’s syndrome has been reclassified to level 1 Autism Spectrum Disorder but is still often referred to as Asperger’s syndrome. A child that has level 1 ASD will have above average intelligence and strong vocal skills but will struggle with social communication.

Rett syndrome is a rare neurodevelopmental disorder that is noticed in infancy. The disorder predominantly affects girls and affects every aspect of the child’s life. Rett syndrome affects the child’s movement and coordination, often struggling with communication, speech and in some cases breathing. Childhood Disintegrative Disorder (CDD) is a neurodevelopmental disorder that is unique in the sense that this usually affects children ages 3-10 where their

language, motor skills, and social function stop developing and often regress. Kanner’s syndrome was the beginning of research into autism. Establishing a base line of unique characteristics including; the lack of communication, lack of emotional attachment, uncontrolled speech, obsession with handling objects, a high degree of rote memory and visuospatial skills, while other struggling in other areas of learning. Lastly, Pervasive Developmental Disorder (PDD) is a mild type of autism that usually affects social and language development. This is usually used for children that have ‘a’ symptom of autism rather than many.

Autism, what helps?

Autism Spectrum Disorder does not have a definitive cure, only tailored treatments and therapies to assist with the disability. It is important to keep in mind that the treatments put into place are to help maximize the child’s ability to function by reducing the symptoms of autism. Increasing awareness of autism and the treatments for autism are critical in finding the right treatment for the child. The importance of these treatments is to help a child learn social, communication, functional and behavioral skills. The number of treatment options can be overwhelming, as one treatment or therapy might work for some time, the child will learn and mature, as should the therapy and treatment to accommodate the individual. Communication with the specialist about specific and appropriate treatment options for your child is in best practice.

Establishing what needs to be accomplished in and throughout therapies is also important. People with ASD struggle with communicating effectively. Not being able to express feelings can result in a loss of behavioral control, referred to as a meltdown. These emotions are triggered when an individual with autism is overwhelmed and/or over stimulated. These meltdowns start out as what is called a “rumble stage” where the person starts pacing, rocking, sitting very still, or seeking reassurance through repetitive questions, leading to a meltdown that can involve verbal or physical expression such as shouting, crying, kicking, biting, and lashing out. These meltdowns can be caused by sensory overload, social challenges, and long-term stress. It is important for the parent, guardian, therapist, or teacher to recognize the triggers that associate with a meltdown. These triggers can be noises, smells, textures, lights, large groups, multiple social encounters, and prolonged stress. The best way to prevent potential meltdowns is knowing the individuals

triggers but can also be prevented by creating a distraction, remaining calm, and giving positive reinforcement. If a meltdown is unavoidable, controlled environments should be in place if bolting occurs. Bolting happens when the fight or flight response is triggered during a meltdown. Flight is the chosen reaction when overstimulation is too overwhelming and the individual is fleeing the cause. After the meltdown subsides it is important the child is comforted after an episode. Calming techniques and methods help the child regulate and maintain emotions. Weighted blankets, favorite stuffed animal, alone time and/or quieting the surrounding sounds with noise canceling headphones, are a few methods of choice for calming technique options.

The first treatment researched is behavioral management therapy. Therapies like these, help reduce unwanted behaviors and reinforce positive behaviors. Behavior therapies are often based on Applied Behavior Analysis (ABA). ABA tracks a child’s progress in skills

improvement. Positive Behavioral Support (PBS) is used to find out what causes a child to perform negative behaviors. This knowledge is used to change the environment and teach skills to correct negative behavior. Another type of ABA is Pivotal Response Training (PRT). PRT’s goal is to reinforce the essential skills with motivation and initiating conversation with the individual . The next form of ABA is Early Intensive Behavioral Intervention (EIBI). EIBI is highly individualized, behavioral instruction that is given to very young children. This ABA requires a larger time commitment and is mainly one on one instruction or in small groups. The final ABA is Discrete Trial Teaching (DTT) and it uses positive reinforcement for good behaviors in a controlled and organized environment .

Another treatment for autism is Cognitive Behavior Therapy (CBT). CBT focuses on the connection between thoughts, feelings, and behaviors. The child and therapist will work together to set specific goals for the therapy session. The child learns to identify

problems, change thought patterns and regulate behavior. CBT is adaptable to each child to tailor individual treatment and therapy based strengths and weaknesses. Research has shown that CBT benefits some children with ASD and managing anxiety. In other cases CBT helped children cope in social environments and with emotion recognition and regulation.

Educational and school-based therapies are available for every student in America through the Individual with Disabilities Education Act (IDEA). IDEA makes sure that children with autism spectrum disorder (ASD) get educational services and devices to provide the best possible education for the student. Researchers have started including communication interventions in classroom settings that have produced positive outcomes.

Occupational therapy is used to establish interventions with autism, based on research they have synthesized. They use this knowledge and apply it to sensory based interventions, social cognitive skill training, relationship

interactive interventions, developmental skill intervention, parent led approaches, and intensive behavioral intervention. Occupational therapies help people with autism establish the ability to learn, play, care for themselves and how to interact within the environment. More specifically they learn how to do essential day to day tasks like; dressing themselves, eating, grooming, and using the bathroom independently. Fine motor skills are also utilized like; writing, coloring, and using scissors.

Occupational therapy is extremely beneficial to children with autism.

Thesis

Autism is a neurological and developmental disability caused by a significant increase in the folds of the brain and more specifically in the left parietal and temporal lobes. These extra folds result in a modification in neuronal network causing individuals with autism to struggle with communication, learning, and behavioral regulation. One percent of the total world population has autism (approximately 75,000,000 people). The statistics have been changing due to increased testing for autism and an increase in overall awareness of autism. The proposed project will be an arts education academy for children with autism. This academy will offer parents an alternative to public school and will actively focus on bringing education and therapeutic pedagogies into the classroom for these children. Art education can be used to reinforce certain therapies such as Cognitive Behavior Therapy (CBT) and Occupational Therapies. CBT is discovering the connection

between thoughts, feelings, and behaviors. Art often facilitates the connection in the literal and figurative sense. Art is another great advocate for occupational therapies through fine tuning motor skills by using different artistic mediums like; painting, drawing, and ceramics. Using group therapies will reinforce communication and social interactions. Using art therapy results in more succinct emotional expression and leads to being more imaginative when it comes to creating. Keeping in mind that approximately 40% of children with autism are non-verbal. Nonverbal autism is associated with learning how to communicate in infancy, if this process is never developed, communication becomes an issue and changing the thought process around communication becomes difficult and frustrating for those with autism. Children can communicate as we all do without speaking, teaching and developing alternative skills to actually speaking can create a pathway of communication and education to those with autism. It is important when creating a

classroom for individuals with autism that the space is flexible, adaptable, nonthreatening, non distracting, predictable, controllable, sensory attuned, safe and non-institutional. All these aspects of a classroom should be kept in mind when designing classrooms and for them to function successfully.

Endnotes

Bailey, A. J., and M. L. Rutter. “Autism.” Science Progress (1933- ) 75, no. 3/4 (298) (1991): 389–402. Autism Speaks (2022). Autism Statistics and Facts. Accessed October 14, 2022. “Screening and Diagnosis of Autism Spectrum Disorder,” Centers for Disease Control and Prevention (Centers for Disease Control and Prevention, March 31, 2022), Integrity Inc., “What Are the 5 Types of Autism?,” Integrity, Inc., March 9, 2021, “Autism Spectrum Disorder,” Mayo Clinic (Mayo Foundation for Medical Education and Research, January 6, 2018), “Autism Spectrum Disorder,” Mayo Clinic (Mayo Foundation for Medical Education and Research, January 6, 2018), “Behavioral Management Therapy for Autism,” Eunice Kennedy Shriver National Institute of Child Health and Human Development (U.S. Department of Health and Human Services, April 19, 2021), “Behavioral Management Therapy for Autism,” Eunice Kennedy Shriver National Institute of Child Health and Human Development (U.S. Department of Health and Human Services, April 19, 2021), Educational and School-Based Therapies for Autism,” Eunice Kennedy Shriver National Institute of Child Health and Human Development (U.S. Department of Health and Human Services, January 31, 2017), Jane Case-Smith, Marian Arbesman; Evidence-Based Review of Interventions for Autism Used in or of Relevance to Occupational Therapy. Am J Occup Ther July/August 2008, Vol. 62(4), 416–429

Site

Site Statement

West Virginia lacks support and resources for those with autism. The state has only six specialist schools that focus on education for individuals with autism. The state also has less than five Applied Behavior Analysis (ABA) therapy providers and zero sensory gym locations. Having these resources is crucial for people with ASD to get the treatment and therapy needed. Sensory gyms and playgrounds are beneficial to everyone but especially to those individuals with varying degrees of disabilities. These spaces can also be used as a place to improve body awareness, motor skills, and can function as a social space. Based on the statistic that 1% of the total world population has autism, and West Virginia has approximately 18,070 people that are on the spectrum of autism. That would mean each specialty school would have approximately 3,000 students in attendance. The average school in the US has 514 students, which is almost six times less. These statistics are important to express the need for specialty schools and special education teachers to accommodate all those in need.

Charleston, West Virginia is the of location choice, it is the capital city of West Virginia, and the highest populated city of West Virginia.

Being the capital city of West Virginia and the most populous, the city should set a precedent for having access to autism resources, ABA therapy providers and local doctors that specialize in autism. The population of Charleston is 48,356 people, which means that there are approximately 484 people who have autism based on the 1% statistic. Charleston does not have any schools or facilities focusing on individuals with autism. One of the leading causes of an individual with autism to meltdown is sensory overload. Overload can come from any of the five senses (sound, touch, taste, smell, and visual) individually or simultaneously. The placement of the proposed site is incredibly important. A referenced traffic map was used to avoid majorly traveled areas with levels of high road noise and distractions that could trigger a meltdown. Considerations to the centrality location of the facilities offering care for autistic individuals is important for the location site. Allowing parents and care givers to form a routine of care and educational support for themselves and loved ones with autism.

Figure 1: This shows the location of the my site in the United States, The county its located, and the city.

The resources available in Charleston ,WV

The resources available in Charleston ,WV

Figure 2: This is a map showing the resources available in Charleston, West Virginina. These resources include an ABA facility, and specialty doctor. It is important to note the lack of sensory gyms, sensory playgrounds and specialized schools.t

Site analysis

The history of Charleston, West Virginia starts when Col. George Clendenin purchased the land in 1787, building Fort Lee there a year later. The town was then chartered in 1794 and named Charles Town, it was later named Charleston in 1819. Charleston was named the capital of West Virginia in 1870. The city was most well-known for its salt production, but also contributed to coal mining, petroleum, and natural gas. The site’s location is at 500 Longwood Rd. in Charleston, West Virginia. The site is a local park called Danner Meadow Park. The park’s current amenities are two little league soccer fields and a half mile walking trail. There is also an approximate 20 feet of incline according to the topography of the site. The site’s location is far enough from the local airport’s flights paths and also far enough from any nearby road noises to alleviate unwanted stress. Site placement is important to auditory stimuli to avoid meltdowns and bolting that occurs with autism. The surrounding area is heavily forested and hilly. The site will be cleared of any trees and will be relatively flat. The site is also located in a low trafficked residential area. Most of Charleston, WV is riverfront, the site

location is not a part of the river’s flood plain. Local facilities were considered that offer resources to people with autism. These locations are both within a 7-minute drive, excluding traffic. Individuals with autism when triggered can have a sensory overload and these unregulated feelings can be overwhelming causing the flight response, causing them to run without thought of consequence or danger. This reaction results in many accidental injuries and potentially deaths to those who have autism.

With 90% of occurring deaths being a result drowning. It was important for the site location to be away from the riverfront or any other dangerous terrain, keeping the site location as safe as possible when and if triggered responses occur. The site being heavily forested allows for potential connection from the classroom to nature while being a controlled environment for the student.

Figure 3: This shows my site that is Danner Meadow Park and its surrounding context which is heavily forested and residential.

Photo of site

Figure 4: This is a google street view of the site showcasing what the site looks like. You can see the parking lot, walking trail and the large field that makes up most of the park.

Flight pathes over Charleston

Figure 5: This is a map that shows the flight patterns over Charleston, WV. this was important to keep in mind because the site is an active park. Loud noises can cause meltdowns in people with autism. Keeping that in mind while picking the site

Traffic Volume map of Charleston West Virginia

Figure 6: This map shows the traffic vollume for the areas around my chosen site. It is importan to note where potential loud noises can come from to prevent potential meltdowns when playing outside

Endnotes

1. Emily Ansell Elfer, BA Hons. “Which States Are Most Supportive for Raising a Child with Autism?” Autism Parenting Magazine, April 19, 2022.

2.“Meltdowns - A Guide for All Audiences.” National Autistic Society. British National Autism Society. Accessed October 13, 2022.

Image Sources

Figure 1: Made by Author

Figure 2: West Virginia Autism Resources map, West Virginia University 10/11/22

Figure 3: Google Earth 2022, Danner Meadow Park Site Photo, 10/13/2022

Figure 4:Google Earth 2022, Site Location, 10/13/2022

Figure 5: Flight paths for Charleston West Virginia, FlightRadar 24, Date Accessed 10/12/22, Modified by Author

Figure 6: Traffic Volume map of Charleston, West Virginia, West virginia Department of Transportation

Program

Program Statement

Charleston, West Virginia, lacks resources to support parents and caregivers to properly care for and educate autistic children. Without specialized education, their choices are limited either to public, homeschooling, or expensive private school options. The only private school focusing on autism is the Augusta Levy learning center where they focus on being one on one with each student. They also focus on learning using Applied Behavior Analysis (ABA) and through the teaching of independence with everyday activities. Unfortunately , the dedication for one-on-one learning leads to only ten active students during the school year and the students range from kindergarten to third grade. The Individuals Education Disabilities Act (IDEA) states public schools must accept students with autism, however, not all schools can adapt curriculum and classrooms to meet autistic needs. The proposed solution is an arts academy where students can develop the ability to communicate through art. Autistic children also find over-stimulating environments challenging. Designed schools must be safe, predictable, and controllable but not institutional. Understanding

the diversity of needs, spaces must be flexible, adaptable, and attuned to sensory and motor experiences. To accommodate different modes of communication, this project will focus on art education and therapy.

Clare L. Vogel talked about the classroom design for someone with autism. While Most students do not have autism. Her point should be recognized and should be kept in mind when designing a school’s classroom. Her list of considerations are as follows flexible and adaptable, non-threatening, non-distracting, predictable, controllable, sensory motor attuned, safe, and non- institutional. All these considerations make sense in the context of the journal and all of them can be applied to normal students as well. Safe, predictable, and controllable all make sense because schools should be a safe space to learn. Non-distracting, non- threatening, and non-institutional apply to the needs of a classroom as said before students need to be comfortable to learn. The function of the classroom should meet these needs to allow students to learn and thrive in a successful classroom.

Public Private Crowded Intimate Loud Quiet Generic Speci c

Education Support Awareness

Figure 1: This is a color coded diagram that responds to the types of spaces that are associated with that specific programatic element. Like, with education it can be done in a group or individually. which working in a group tends to result in a louder setting which isnt the best for people with autism sometimes. when it comes to support that is more on a individual setting and more personal to the person, Awareness is a very public setting and can result in loud gathers of people.

group learning Individual learning Making Art Teaching Meeting Looking at Art

Teachers

Parents

Students General Public

Figure 2: This diagram is layed out to show the type of people interacting with the buiulding and what they will specifically be doing.

Education

People with autism often struggle with communication with others and the comprehension of emotion within themselves or others. 40% of children with autism are non-verbal, meaning that they have trouble communicating through vocal or gestural means. This is a very important aspect of teaching students with autism. Students with autism need to be provided with a way to communicate their basic needs which is usually through an app on a phone or tablet. Children with autism struggle with the representation of objects. Parvathi established three basic goals to help them understand this concept. Goal one, was developing object consistency so for example recreating an object by drawing it or molding it out of clay. Goal two, was building a relationship with the object, this goal was achieved by having the student relate a ‘mandala’ shape and relate it to an object or person. Goal three, is the idea of closure and they achieved this by making a story board where the student established a main character, a person other than the main character, and the student will share how he feels with that other character. The fourth and final goal was the development

of language. This was done by having the students do a theater performance of their choice.

Using these pedagogical solutions to provide the students with the best opportunity for success in and out of the classroom is critical for a person with autism going through arts-based therapy (ABT).

Figure 3: this diagram is showing how education branches into specific outcomes for the intended user which is children with autism.

There are many types of therapy that can be provided with the production of art. The first therapy is art therapy. People with autism are often visual thinkers which means that they are more likely to participate in art-based projects. Art gives them a way to self-soothe and a safe way of discharging aggression. Art therapy should not be limited to just one specific type of art. It should be explored in its entirety with the student. The next type of therapy is the Context outcome art therapy (COAT) model. Students that use this model were more expressive and able to communicate their problems in a school and home setting better. They were also more relaxed. Finally, we have group therapy which is essential in improving social skills. Group therapy is important in building friendships. Providing therapy is very essential in the children’s growth as a student and as a functioning human.t

presentation

Communication

Context Outcome Art Therapy (COAT) Group learning Applied Behaivior Analysis (ABA) Group therapy

Social interaction Therapy

Support

Figure 4: This diagram shows how the support aspect of the program goes hand in hand with a lot of the education diagram. These aspects of support and education should mesh together by both aspects being applied.

Awareness

Autism awareness is important in the location of my site being in the capital of the state with the worst resources available in the entire united states. Bringing awareness to autism spectrum disorder (ASD) leads to children getting diagnosed earlier and more accurately. Providing a gallery space creates a place for students to display their art. This allows people to learn about autism and look at student’s artwork. This gallery space could be a multi-purpose space that can host events that are about fundraising and raising awareness. Allowing fundraisers would lead to scholarship opportunities, better school equipment, better paid teachers, and contributions to charities that focus on autism. Also, with the student attending school the parents could be made aware of services that are available to them and their child. There could even be potential for local teachers to come in and learn how to detect autism in their students. So, Raising awareness is essential in the detection of autism but it can also lead to better treatment of people with autism.

Fundraising

Charity events

Scholorship opportunities Drawing Painting Ceramics

Education through the site

Art Exhibition

Awareness

Figure 5: This diagram shows what will be used to raise awareness, what events could raise awareness, and what spaces could be used to raise awareness.

Diagram Sources

Figure 1: Made by author

Figure 2:Made by author

Figure 3: Made by author

Figure 4: Made by author

Figure 5: Made by author

Precedents

Program Precedent

Reed Academy

WXY Studio

Oakland, New Jersey

Reed Academy is a school that focuses on people with autism spectrum disorder (ASD). The building’s concept is using the environment as a teacher. The building encourages the productive relationship between the built environment and pedagogical techniques. The school focuses on the learning of life skills and job training above and beyond academic learning. The building has permanent builtin features such as glass distraction markers, wall graphics, LCD screens, and lighting effects. These aspects reflect the design focus of interchangeable and interactive spaces. Another focus was provoking visual excitement and providing sensory experiences. The building uses spatial sequencing to provide a routine and predictability to the building. The organization of spaces is put into a logical order and involves a sensory compatible

function in the space. When the building is set up with spatial sequences in mind it allows for scheduling of rooms to be consistent and allows for seamless transitions between activities. The circulation also flows in a direction allowing for a routine to be formed when transitions from one space to another. Having places that have high-stimulus functions like; music, art, and psychomotor therapy can be grouped in the building layout. While the same can be said for low stimulus high focus areas like speech therapy, one-to-one instruction, and classrooms can be grouped together as well. Also, services should be separate; services include areas like bathrooms, kitchens, staff rooms, and administration spaces. Most of these services areas should be separate from the student areas. The final spaces are called buffer areas and these include areas such as free-play spaces, gardens, sensory curriculum rooms, escape spaces and transition spaces between the low and high stimulus zones.

Figure 1: This is a model made by the architects. This shows some site contect and how the building sits on the site. in this view you can see how they have highlighted the interior sensory play space in the middle of the building.

Figure 2: This is a photo showing the interior sensory play space. you can see the skylights and how well the function in the space. a space like this is important for social interaction and helps provide a space for children to go play and even potentially relax.

Figure 3: this is a photo of one of the classrooms in the building and you can see that there are spaces that are designed for small groups and places that are set up for more intimate one on one instructions.

Figure 4: This is a diagramatic floor plan that shows the organization of specific spaces and the transition between spaces as you move through the building.

Figure 5: I further diagrammed the circulation flow and simplified the organization into high stimulus areas, low stimulus functions, service areas, and buffer areas. You can see that the service areas are in concentrated areas along circulation and so are the low stimulus areas.

Site Precedents

Archaeological Museum and Park Kalkriese Gigon / Guyer Architekten Osnabrück, Germany

2002

The Archaeological Museum and Park Kalkriese is built on the supposed site of the battle between the Teutons and the Romans in 9 AD. The only architectural artifact they unearthed was a rampart. This led the architects to have a more abstract approach rather than a more literal representation. It also resulted in a more symbolic interpretation. The site consists of three paths, three pavilions, and a museum. The site is theoretical in the way it is laid out. The main path that is comprised of large iron plates represents the roman legions route along the rampart and some of the plates marked with historical, roman, or contemporary information. There is a contrasting path that is made of wooden mulch and narrower than the roman path. This is Teuton’s path through the forest. These paths cross and allow patrons to move from one path to another. Along the path you come across iron poles that represent the height and placement of the roman rampart.

The landscape was reconstructed to represent where the forest was historical and other parts of the site were cleared of trees to represent other parts of the land. There are three pavilions in the field. These pavilions function as perception instruments. These pavilions function as ways to broaden the perception of visiting patrons. The first pavilion is labeled as ‘Seeing’. It uses a lens that flips the image much like a camera does. This makes you view the site in a completely new way. The next pavilion is known as ‘Hearing’. This pavilion is insulated from exterior noises except for an acoustic pipe that is movable and can focus sounds from the nearby areas. The last pavilion is called ‘Questioning’ this is an Enclosed space that has holes punched into wall and the wall opposite has nine televisions displaying news. The main takeaway from this precedent is the use of materials in the path to provide a different experience as you move through the park even the opportunity to switch paths. The paths also have meaning through association with specific sides of the battle. The more interesting aspect is the use of the pavilions on the site. They are used to provide an experience that changes the perspective and

thinking of the people in the pavilions. Using the path as a tool to provide an experience and also having these pavilions to provide educational experiences to show people what having autism is like.

Figure 6: This is a modified site plan combining both the paths on one site plan. The contrast between paths provide completely different experiences from eachother. The pavilions are also located on the different paths meaning that both types of paths have to be used to get the full experience of the park.

Figure 7: This is a photo of the “Seeing” pavilion. It is important to note how it interacts with the path and how it sparks interest on approach.

Figure 8: These are plans, elevations and sections of the “Seeing” pavilion. It is interesting to see how just a simple box can be interesting through materiality and one specific feature that is the lens to look through.

Figure 9: this is the “Hearing” pavilion and it sparks the same if not more interest through form and once you get in side you can interact with it by moving the acoustic funnel. This is particularly interesting because it has nothing to do with sight and it purely an auditory experience.

Figure 10: This is plan,section and elvation of the “Hearing” pavilion. the most intersting is seeing the acoustic funnel in section.

Figure 11: This is a photo of the “Questioning” pavilion. This paviolion is simpliest out of the three but i think it is the most powerful at communicating its message. On the inside it had 9 TVs showing news cast and war films and with the name of the pavilion being “Questioning” it funtions more as a reflection space compared to the other pavilions.

Figure 12: once agains this is the plans, elevations, and sections of the “Questioning” Pavilion. This is the most simple of the pavilions in these views and uses holes that are punched through the facade to bring in light and draw interest to lure people into the pavilion.

Masoro Learning and Sports Center General Architecture Collaborative (GAC) Masoro, Rwanda

2022

The Masoro Learning and Sports Center is located in the village of Masoro, Rwanda.

The center provides classrooms, tech education rooms, interior and exterior exercise spaces, community teaching gardens. The basketball court, community soccer field, and a library are all available to the people of the village. One of the main focuses was to provide a safe and secure environment for learning, play, and wellness for the community.

Making this a community hub for the entire village and providing several different spaces not only for education but for playtime and wellness too, providing a well rounded learning/therapy are for those with autism and their families to utilize in the community. This includes the soccer field to connect more with the local youth since it is very popular in Rwanda. They also have these spaces that are built into or from the ground. These spaces provide spectators with a place to sit, and it can also function as an outdoor lecture space. There

are also two other smaller outdoor classrooms for the community to use. These precedent does an excellent job at blending public and private spaces and outdoor and indoor spaces to make a functioning community center.

Figure 13: This is a photo of one of the many outdoor garden classrooms that makes up the Masoro Learning and Sports Center. the interesting aspect of this space is that it can be a small classroom or meeting space for the community.

Figure 14: This is another exterior classroom that functions more as a lecture space for the students and community.

Figure 15: This is showcasing the soccer field that is on site and the use of topography as a way to make seating for spectators. This can also function as a large gather space for the community or educational purposes.

Endnotes:

1. WXY Studio, Reed Academy, June 2011, Oakland, New Jersey

2. Gigon / Guyer Architekten . “Museum and Park Kalkriese: Gigon / Guyer Architekten.” Archello. Accessed November 16, 2022.

3. General Architecture Collaborative (GAC), Masoro Learning and Sports Center, 2022, Masoro, Rwanda

Image Sources:

Figure 1: WXY Studio, Reed Academy, June 2011, Oakland, New Jersey

Figure 2: WXY Studio, Reed Academy, June 2011, Oakland, New Jersey

Figure 3: WXY Studio, Reed Academy, June 2011, Oakland, New Jersey

Figure 4: WXY Studio, Reed Academy, June 2011, Oakland, New Jersey

Figure 5: WXY Studio, Reed Academy, June 2011, Oakland, New Jersey (modified by author)

Figure 6: Gigon / Guyer Architekten . “Museum and Park Kalkriese: Gigon / Guyer Architekten.” Archello. Accessed November 16, 2022. (modified by Author)

Figure 7: Gigon / Guyer Architekten . “Museum and Park Kalkriese: Gigon / Guyer Architekten.” Archello. Accessed November 16, 2022.

Figure 8: Gigon / Guyer Architekten . “Museum and Park Kalkriese: Gigon / Guyer Architekten.” Archello. Accessed November 16, 2022.

Figure 9: Gigon / Guyer Architekten . “Museum and Park Kalkriese: Gigon / Guyer Architekten.” Archello. Accessed November 16, 2022.

Figure 10: Gigon / Guyer Architekten . “Museum and Park Kalkriese: Gigon / Guyer Architekten.” Archello. Accessed November 16, 2022.

Figure 11: Gigon / Guyer Architekten . “Museum and Park Kalkriese: Gigon / Guyer Architekten.” Archello. Accessed November 16, 2022.

Figure 12: Gigon / Guyer Architekten . “Museum and Park Kalkriese: Gigon / Guyer Architekten.” Archello. Accessed November 16, 2022.

Figure 13: General Architecture Collaborative (GAC), Masoro Learning and Sports Center, 2022, Masoro, Rwanda

Figure 14: General Architecture Collaborative (GAC), Masoro Learning and Sports Center, 2022, Masoro, Rwanda

Figure 15: General Architecture Collaborative (GAC), Masoro Learning and Sports Center, 2022, Masoro, Rwanda

Speculation

Site

The park is actively a communal hub for the surrounding neighborhoods, making it the ideal location for my site. With the addition of the Arts Academy and a more accommodating and interactive playground it will also function as the local communal hub for adults and children alike, broadening curiosity and interest within the community. So, using the current site features as benefits to bring awareness and education about people with Autism Spectrum Disorder (ASD), into the neighborhood and community in which they live. This will be accomplished by adding onto the existing playground with sensory based play equipment and by adding places for people to destress from excessive or overstimulation of senses. Allowing both spaces to meet their needs by accommodating people with ASD. There is also a walking trail along the site. Making the path flow in a routine manner helps reduce over stimulation. Putting these education nodes to raise awareness for ASD and offer education and experiences that people with ASD enjoy will also allow friends, family and the community to also become more aware and welcoming. The path will most likely change to incorporate sensory

based activities along with the quiet places as the focus of the path will shift to an educational experience as you walk through the park. The location of the building on the site does replace the practice soccer fields in the park but the main fields remain.

Figure 1: This is a diagram of how Danner Meadow park currently is layed out. There is a walking trail, a small playgorund, and soccer fields for the community to use.

Figure 2: This is my proposed changes to the site which includes replacing the practice fields with the arts academy. I also expanded the playground because i would like it to accomadate people with special needs such as sensory playgorund equipment for people with ASD. also using the walking path as a way to educate and spread awareness for aurism.

Program

Designed to be an educational art building that blends education and therapy, focusing on helping those with autism spectrum disorder (ASD), their families and the community in which they live. The building will have a gradient approach that starts public and becomes private as you move through the building. In the beginning, within the entrance people are greeted by a gallery space, admin offices, and social service offices, and conference rooms. These are the most public areas accommodating the students, parents, teachers, administration, so they can meet here easily if needed without having to go through the building. Next, we move onto spaces where teachers and many students meet for group therapies or as a class. The courtyard location is for relaxation and should help prevent over-stimulation of some students with ASD. The individual instruction areas, individual therapies, and solo sensory rooms are the next spaces in the building. These spaces house one on one interaction between teachers/therapists and students. These spaces allow multiple ways for students to relax and prevent over

stimulation. These are the most private spaces in the building. Another important feature is that the building has a strict circulation that flows in one direction to keep a consistent routine as you ambulate around the building. The building will be one floor allowing for routine to remain consistent. The floor plan of the building should not be over stimulating for the students and should help build a routine for the students.

Figure 3: This is a diagram showing the transition from the public spaces being right in the front of the building and as you circulate though the building it gets more and more private.

Blending of building and park

The art academy being situated in this location will influence the site greatly. The site will either influence the building or the building will influence the site. These influences also create great opportunities to educate and raise awareness for people who have ASD. The spaces created can offer a place for people with ASD to visit and relax after overstimulation of everyday life. The blending of the park with the building could create a space for alternative or overflow seating for the soccer fields. Creating stimulating visuals and capturing the attention as the path goes onto a green roof and becomes a point of education and awareness for people with autism. The façade could potentially be made of green walls that connect it with the site and could be another point of relaying information about how people with autism think differently. Part of the building could be submerged into the land to lower the roof line making the building’s scale appear smaller to the visiting the park. This can extend beyond the building and could start to influence them in the opposite direction. For

example, the sensory playground can become more architectural in experience and play. So rather than the building blending with the park the park blends with the building. This could be another tactic for educating how individuals with ASD think and navigate life differently, helping the community understand these differences and those with autism.

Figure 4: This is showing a planned area where the building and the park will blend together offering spaces much like the Masoro Learning and Sports Center. since the path is rather close is could also funtion as a place where education pavilions for autism could go or provide an experience that educates.

Image sources:v

Figure 1: Google Earth 2022, Site Location, 10/13/2022(modified by author)

Figure 2: Google Earth 2022, Site Location, 10/13/2022(modified by author)

Figure 3:Diagram made by author

Figure 4: Google Earth 2022, Site Location, 10/13/2022(modified by author)

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