SEOKE, SR -

KINESTHETIC INTERACTIVE CENTRE

An Alternative Educational System for South African Childhood Development.

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2021

Solly R. Seoke

Figure 01.01 showing­ Symbiotic exchange between the body and the mind (by: Author, 2021)

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Everyone can learn under the right circumstances

I LEARN BY DOING

There is a growing need within communities to address essential roles to a child’s intelligence, but with very little available facilities to advance this form of learning, it is vital for us designers to provide such an option in and around most learning institutions and communities. For a lot of kids, structured needs­specific schooling is seen more as a dream than a reality, an aspiration for the future and only a desirable prospect, however they are always met with a schooling programme that is a standard fit for all modality and more often yield inefficient results and outcomes. This dissertation aims to evoke a desire to design a socially responsive Kinesthetic Interactive Centre for the township of Evaton­ Small farm in the Vaal that will link interactive learning strategies with the existing national schooling programmes for the purpose of learners acquiring holistic applicable skills.

“I never teach my pupils, I can only attempt to provide the conditions in which they can learn.”­ Albert Einstein

Keywords: Kinesthetics, child’s intelligence, interactive learning, applicable skills

Chapter

Introduction The goal of this chapter is to determine the importance of exploring conducive environments for different type of learners and suitable systems in achieving that prospective. Conventionally, South Africa's basic education system has asserted "Instructional Learning" in schools and has provided very little support for other forms of attaining knowledge, particularly within the context of township schools, where we find a rapid instability of academic outcomes. In some schools, Bodily/Physical/ kinesthetic intelligence has been totally eliminated to provide a more instructive form of learning.

The development of TV, laptops and other inactive activities consume a considerable amount of time that could have otherwise have been allocated to physical development. Extensive insight informs us that the role of the physique is vital for experience and discovery. This thesis’ objective is to investigate how creativity through physical education can cultivate better results learners in order to assist learners who absorb information differently.

Definition and Topic hypothesis “Kinesthetic learning or Tactile learning “Speaks to an approach to learning where learning takes place through physical activities, as opposed to the mere act of listening to a lecture or observing demonstrations.

Figure 01.02 learner in transition to their development (by: Author, 2021)

As cited by NurlzzahJamil (2015),Dunn & Dunn (1993) defined

Kinesthetics as a learning style in which learners who use whole­body movement to concentrate on, process and retain new and difficult information. So then the goal is to enable interactive sensory explorations.The idea is to stimulate full body interaction to achieve intuitive human reaction and motion for a sole purpose of broadening alternative learning.

Figure 01.03 showing an alternative use of learning experience through active learning (simulated or real) as articulated by (Fleming & Mills, 2021)

Background A 'Kinesthetic Interaction Space' is perceived as an interactive architectonic intervention designed mostly for children with different learning capabilities, giving sensory stimulation to support with social integration means and aid interaction with other children through shared kinesthetic experience. Howard Gardner, a Developmental Psychologist asserted in (1983), that there are seven different types of intelligence, with an eighth intelligence was added in (1999). He further suggested that each variation of the intelligence is independent from the others.

As the years progressed Neil Fleming's narrowed and formulated programs based on previous notions of sensory procedures to primarily four models.

Although earlier, Bandura (1975) in his article "analysis of modeling processes school psychology digest" argued that most of these strategies are largely only being used to help identify the key steps in the procedure of effective learning where the structure is in such a way that the learners are actually able to create and retain a mental model of efficiency, however there is very little availability of sustainable models (Bandura, 1975).

The four sensory approaches in Fleming's example are as follows:

• Visual Learning

• Auditory Learning

• Read/ Write Learning and • Kinaesthetic Learning

Illustration of the 8 intelligence identified by Developmental Psychologist Howard Gardner.

Fig.01.03 Figure 01.04 showing composites of MRI brain scans of 20 students taking the same test, as measured by University of Illinois researcher Dr. Chuck Hillman. The red sections represent highest amount of neuro­electric activity (by Dr. Chuck Hillman)

The South African HDI (Human Development Index) sits at 0.709, this is an indication of a

lengthy and healthy life, with entry to information and an acceptable standard of living.

Smuts, in her article ' South Africa: A science lesson' found that most South African children are still innumerate and illiterate.(Smuts, 2014) Department of Education in (2009) discovered that inadequate access to schools by learners, specifically those residing in remote areas, is noted as one of the leading factors that impact a provision of quality education and sustainable learning models. In a majority of the cases concerning learners from rural and farm areas, the long distances they have to traverse to and from school resulted in learners prematurely exiting the foundational phase of education. Frequent late arrival and absenteeism is a rather common occurrence in such settings (DoE, 2009).

However, in encounters where all this challenges were met, it is found that lack of sustainable curriculum systems, inefficient technologies and lack of access to sanitation, safety risks, waste management, health and environmental issues together with lack of maintenance of these facilities has led to the closure of most public and boarding facilities (DBE Boarding guidelines,2009).

Figure 01.06 illustrates a diagrammatic timeline formulated (Image by K12academics Educational resource, 2004­2021) Figure 01.05 A distressed learner (by: Author, 2021)

Figure 01.07 Infographic produced produced by Marguerite Ward online news editor at World Policy Journal (Image by Marguerite Ward)

The study paints a gloomy picture of our country’s educational strategies, particularly halfway through schooling in South Africa's elementary levels. Spaull (2007) found that five percent of well­performing sixth grade students had a better grasp of mathematics than the country's 20 percent of teachers and he plainly remarked that it is of importance for teachers to know what they teach (Spaull, 2007).

Figure 01.08 learners who find themselves in worrying outcomes of South Africa’s educational system (Image by: Author, 2021)

Ward (2014) citing Trang (2009: 104), who is well practised in literacy assessments and learner testing, defined the consequences of this outcome as: "Learners who were not able to demonstrate even the basic reading skills of the 'Low International Benchmark' by the fourth grade were considered at serious risk of not learning how to read" (Trang, 2009). This sadly leaves a huge gap in a long run where we have to deal with the setbacks of learners falling behind in the first half of their learning career. In Figure 01.09 Progress in international Figure 01.06 illustrates a diagrammatic timeline formulated Figure 01.10 Trends in international 2007, consultants from McKinsey in their study on primary deficits within the education Reading literacy study (Image by K12academics Educational resource, 2004­2021) Mathematics & Science study sector, found that in certain schools, by the seventh year, learners scoring in the top 20 (Image by: The Economist ) (by: The Economist) percent on literacy and numeracy tests stand twice the chance to likely complete a degree in university than kids who score in the tail end 20 percent (McKinsey, 2007).

The carefully smuggled black educational failure Smuts (2014) reflects on the history and pedigrees of South Africa's education system’s shortcomings that can be traced in its innate ghettoised racial­segregation policy history.

She specifically reflects on the detailed words of the then country’s architect of apartheid, Dr. Hendrik Verwoerd, when he said in one of his famous speeches: "There is no place for blacks in the European community above the level of certain forms of labour," referring to his administration’s education policies. "What is the use of teaching the Bantu child mathematics when 'it' cannot use it in practice? That is quite absurd. Education must train people in accordance with their opportunities in life, according to the sphere in which they live." (Smuts, 2014) citing Verwoerd's (1950's) speech which was administered and implemented as an ideal education purview for black South Africans.

An ideological and architectural antidote to the persistent black failure conversely the insight that Pallasmaa (2005) advocated for is an architectural intervention that will lead to an ideological shift. He boldly defends the total desire for psychological freedom in this very irrational, socially desiccated, elitist era. Reckoning that such imperative freedom can be led by an architecture that elicit an honest human emancipation, which will involve a combination of an artistic and spiritual lens when experiencing spaces (Pallasmaa, 2005). He qualifies his argument by saying: "The ultimate meaning of any building is beyond architecture; it directs our consciousness back to the world and towards our own sense of self and being. Significant architecture makes us experience ourselves as complete embodied and spiritual beings. In fact, this is the great function of all meaningful art" (Pallasmaa, 2005: 11).

Figure 01.11 learners symbolic exchange between the body & the mind (by: Author, 2021)

RESEARCH OBJECTIVE The objective is to investigate alternative and impactful environmental ideas of knowledge production that will bear positive and lasting educational outcomes mainly focusing on interactive and sustainable methods.This will include exploring strategies of optimising available resources and skills, exploring regenerative and ecological systems that will help minimise environmental destruction and also probing the performance of different sustainable schooling policy frameworks that can improve efficiency in public and learning facilities.

RESEARCH QUESTIONS Given the high rate of poor educational outcomes in South African township schools, how can a Kinesthetic Interactive Centre improve childhood development with a primary aim of producing holistic and applicable knowledge?

Sub­ Questions 1. What other type of modalities that influence and infuse both basic instructive learning and active learning can be explored?

2. How can we design a more context specific kinesthetic centre while not compromising the spacial requirements of the countries public schools?

DELIMITATIONS Apart from the standardised schooling interventions that largely emanate from the government, the study will focus on interactive learning principles that will optimistically enhance and introduce us to more detailed and well researched technical and technological solutions, institutional measures and most importantly behavioural change methodologies.

The limitations of the proposed study may come from restrictions and controlled access to information, this limitation could possibly be mitigated by augmenting readily secondary data available in the public domain in order to fill in the gap. Furthermore, secondary data in official documents by experts which might create a risk of capturing imprecise data will have to be mitigated by comparing official reports with credible reports from accredited sources to ensure synergy in data collection.

It is important to also mention that the availability of kinesthetic information is not as readily attainable as conventional topics but there is comprehensible in­depth information on kinesthetics from comparable and akin topics which relate in principle.

METHODOLOGY A case study research approach will be explored because ii allows for a diagnostic assessment and detailed knowledge of intricate problem. Zaidah (2009). It is understood to be a direct type of methodology particularly when ii is subjected to in­depth scrutiny. In sustenance of this approach, Oluigbo (2011) perceives case study approaches as helpful in architectural related research because they more often Illustrative and explorative.

The study will also employ both quantitative (depth) and qualitative (breadth) research tactic for the purpose of correlational and interactive data collection.

Figure 01.12 proposed sketch of the design (by: Author, 2021)

Architecture is hypothesised as a personified interface and physical space that when bonded with interactive materiality to stimulate the imagination of inhabitants, it offers more than a sensory experience but a life long bond between the man and his shelter.

How do we know we embarking on the right system ?

"The degree to which the system minimises level of service failure magnitude and duration over its design life when subject to exceptional conditions. Essentially, it is a measure of how the system performs when subject to unexpected threats that exceed design conditions and the system is unable to meet the required level of service" (Butler etal., 2014).

With consideration of available topic related literature, this thesis will appraise a range of spatial requirements depending on the capacity desired to reach, the design will adopt a spatial production exercise manageable to suit the community's needs. Bayat (2010) in his article called "Life as Politics" argued that individuals engaged in prolonged direct actions, of disenfranchised persons, who require the basic amenities of life, be it land for shelter, educational facilities, basic services, informal / formal work, business opportunities and public spaces generally find expression in unassuming illegal ways. We can optimistically say that the study is one that will be socially responsive and worth exploring in depth (Bayat, 2010).

Figure 01.13 learners development approach (by: Author, 2021)

HISTORY AND BACKGROUND

BACKGROUND Fleming and Mills (1992) argue that historically, the kinesthetic approach speaks to the perceptual inclination related to the use of experience and practice. Even though the nature of this occurrence may conjure other modalities, the core belief is that people who prefer this method are connected to reality, either through solid personal encounters, practices and simulations (Fleming and Mills, 1992).

Fleming and Mills (1992) further argue that this type of modality entails demonstrations, simulations, video material of "real" things, case studies, practices and applications. The important factor is the solid nature of the example. If it can be interacted with through some of the five senses, it will most likely be assimilated.

People with a strong inclination for this approach gain knowledge from practical engagement and they place a greater value on their own framework of experiences and less so, the encounters of others. It is possible to write or speak Kinesthetically if the topic is firmly based in reality. Assignments that entail elements of project management such as who will do what and when are better­suited to individuals with this inclination, and so are case studies or working examples of expected outcomes. (Fleming and Mills, 1992).

Figure 02.01 (by: Author, 2021)

CIRCUMSTANTIAL OVERVIEW As with the other chapters on the idea of alternative strategies of learning, the objective is not to set it on stone that all kinesthetic strategies, under varying conditions, are beneficial. That would prove to be an incorrect outlook. The objective rather pivots on investigating the strengths of kinesthetic strategies for the benefit of optimising students learning potential.

Gardner (1983) posits that kinesthetic approaches are a key component in a universal dialect, with a figurative way of depicting the world. These approaches enable us to liaise with others, present human experiences, share knowledge, and develop solutions to address common problems. Kinesthetic arts provide us with a better platform for understanding other cultures and make provision for our health and emotional expression. Movement, dance, physical education, and theatre all comprise a different approach to attaining knowledge not just different from a lecture, but a superior alternative. Kinesthetic arts may amplify learning, positive viewpoints, and confidence; in some cases, kinesthetic arts may foster the growth of new brain cells (Gardner, 1983).

Gardner (1983) further argues that the kinesthetic approach can take the form of performance arts (dance, drama, mime, theatre, musicals), industrial (sculpting, auto repair, design, electronics, building, metal or wood working), or recreational (classroom games, physical education, sports, active health programs). would identify them as the bodily kinesthetic intelligence.

This chapter contends skilfully carried out, kinesthetic schemes cultivate a vehicle that enhances learning with a huge upside potential and minimal risk. Eventually they add to the development and improvement of critical neurobiological frameworks, including perception, emotions, immune, circulatory, and perceptual­motor. The impact of kinesthetic arts warrants them having strong representation in the daily syllabus.

Figure 02.02 an undated image of kinesthetic programme

COMPARISON OF STRATEGIES

The key to maximising lesson plans and assessment strategies catering to kinesthetic learners rests on educators being well­versed in the strengths and weaknesses associated with kinesthetic learners.

The table below lists some of the most common strengths and weaknesses linked to kinesthetic learners that educators ought to take note of when dealing with a student with this learning approach.

The goal The expected outcome of this concept is to explore how creativity can foster an environment conducive for physical activity and assist children discover and test their bodies while participating in beneficial activities with other children.

The challenges One of the great challenges in designing a model for assessing kinesthetic learners requires students to incorporate movement in order to demonstrate their knowledge and misconceptions of a particular topic or concept. This is a great manner to get the class moving and gives students an alternative means to express their comprehension. This can be done through various means such as presentations, simulations, role play, artistic projects and music.

There are a great number of challenges with regard to the nature of end­users who quickly become disinterested without the physical element being assimilated into the learning process. When distracted or bored one can become restless which can become a distraction to other students. Lengthy lecture times without opportunities to debate tend to prove challenging to students. The teaching of multi­ process skills without allowing students time to explore each process, may lead to students appearing disinterested whilst they actually need the opportunity to engage the content in a practical manner.

The Kinesthetic centre will narrate an interactive architectonic intervention designed mostly for children who grasp information differently to those who prefer instructional learning, giving sensory stimulation to support with social integration means and aid interaction with other children through shared

Figure 02.03 showing image comparison of strategies

The experience It is well­known that individuals with elevated kinesthetic intelligence process knowledge through the physique, through muscle, sensation, and movement. Their bodies act as a conduit to gaining knowledge and the comprehension of any content or subject, this is also their preferred manner of self­ expression. So we can confidently say that "the need" is one that is socially responsive and worth exploring. Much to its adaptability, the design is generally flexible, transformable and fully demountable, meaning that the same design can be assembled to adapt to a range of spatial requirements. Depending on the capacity desired to reach, the design can be reduced or increased to a manageable scope.

We know touch is the parent of all senses, primarily because tactility is a sense of nearness, intimacy and felt experience. With that in mind, questions such as the following come to mind, how do we imagine spaces in a pandemic era of a touch­less society? Bloomer and Moore (2014) in their book Body, Memory, and Architecture argued that every place can be recalled from memory, in part due to it is uniqueness, but mostly because it has had an impact on our bodies and tactile experience.

Reality is that in this period, we likely to have sensory overload of the visual and auditory senses seeing that the three other primary senses of taste, smell and touching are barred and limited in public spaces.In architecture 'the void' or the empty space, materiality and enclosure are an essential part of any design. How then do we measure any architectural intervention and its impact on humans when Covid19 is keeping us away from those spaces?.

A Finland­based Architect, Juhani Pallasmaa claims that the answer to such complex questions is not an easy one, notably in Pallasmaa’s book The Eyes Of The Skin, it's a sensorial experience that lies beyond the realm of analysis not because it is too broad but largely because the problem persists and mutates.

However it should come as no surprise because at the height of the western obesity epidemic (which is another mutating problem) the CDC­ Centre for Disease Control in (2019) had already noted a culture of inactivity and sedentary behaviour in most societies and therefore supported Blaydes­Madigan's (2010) observation of what he coined a culture of "sitness".

Key words: Tactility, Pandemic, Touch­less society, inactivity

Spence (2020:3) argued that architecture should exercise a considerable influence over our wellbeing, considering that a large portion of the world's human inhabitants who live in developed regions expend upwards of 95% of their time inside some form of dwelling. On the other hand, the greater part of architecture is designed for external appeasement and satisfaction of the eye and have a tendency to neglect the other four senses (Spence, 2020).Retrospectively, Spence (2020) citing Steven Holl (2008:40) argued a similar stance that "Architecture wields the power to rouse and transform our day­to­day existence. The daily practice of pressing a door handle and opening into a light­washed space can become profound when experienced through sensitised consciousness. To see and to feel these physicality's is to become the subject of the senses" Holl (2008).

The kinesthetic component of architecture and humans is regularly disregarded, in fact, too often, the initial objective of physical engagement with a building generally takes place when one enters and exits the building. Pallasmaa in (1994: 33) once eloquently stated: "The door handle is the initial contact­point of the building". Notably, Tonetto, Klanovicz, & Spence in (2014) equally affirmed that, once one has entered a structure, it is worth recalling that we will also inevitably engage with flooring, hand rails, elevator buttons, furniture, and other similar contact points although this is will likely change in this era of pandemic (Tonetto et al, 2020).Much like Sennett (1994), who authored Flesh and Stone, in his expository assessment on the sensory sequence of modernity he asserted that: "sensory­deprivation which seems to bedevil most modern buildings; the dullness, the monotony, and the tactile sterility which afflicts the urban environment" (Sennett, 1994).Witold

Rybczynski (2001) who authored The Look of Architecture notes, upon writing about the absence of tactile interest he says: "Although architecture is often interpreted in terms of abstractions such as space, light and volume, we must remember structures are above physical artefacts.The experience of architecture is discernible: the grain of wood, the veined surface of marble, the cold precision of steel, the textured pattern of brick." (Rybczynski, 2001).

Figure 03.01 showing how spatial factors impact on health and health equity (by: Lanal, 2018

Spence (2020) further maintained that the continued neglect of the multi­sensory approach could be partially responsible for a multitude of challenges encountered by various individuals within our present­day society, this is inclusive of occurrences like SBS (sick­building syndrome) to SAD (seasonal affective disorder), let alone the rising challenge of noise pollution. However, the objective of designing a built environment that promotes our health and well­being, it is vital to not only to take into account the effect of the array of senses on those who use those spaces, but to be additionally cognisant of the manner in which sensory atmospheric and environmental factors interrelate (Spence, 2020).

In the main, as Altobrando (2010:127) deduced, it could be concluded that kinesthetic experiences have an essential aim in the conceptualisation and inspiration element, without these cues, there can be no recognition of any given thing and broadly no deliberate experience. Merely, with the introduction of kinesthesis and constructing a free space of activity that the potentiality of the psyche takes to the field, for it does not seem sensible to attribute freedom to the physical body, regardless of how "alive" it might be (Altobrando, 2010).

Spence (2020) further reason that multi­sensory awareness research provides significant insight concerning the fundamentals leading sensory incorporation in the insight of articles and occasions. This appraisal expands that method in appreciation of how multi­sensory spaces and stratospheres can impact us, obviously depending on how we intelligibly translate or attribute their impact. He further argues that the confounding idea of synesthetic design should be replaced with a method of multi­sensory harmony that is established on the embryonic writings on cross modal correspondence. Eventually, the desired result is a multi­sensory approach, in moving from research to the real world implementation domain of architectural design practice, which will eventually result in the evolution of structures and urban surroundings that do a superior function of advancing our social, emotional, and cognitive evolution, instead of impeding it, as has numerous times been the occurrence in previous instances (Spence, 2020).

Mora, Segovia & Del Arco (2007:78) posits that long­term consequences of architecture on the human mind can also occur indirectly through its effects on human behaviour. A constructive cue for human physical and mental wellbeing and most importantly brain plasticity is physical exertion (Mora et al., 2007).

Cheng (2016:85) later deduced that "Physical exertion not only assists in keeping the body strong and healthy but it also fosters the production of brain­derived neurotrophic factor, which is a substance that aids in neuronal growth, maturation, and maintenance. It is also associated with cognitive reserve, which is the brain's ability to withstand damage while maintaining optimal performance" (Cheng, 2016).

It was Jackson in (2013:191) who inferred that architectural design can also add to physical exertion by fostering circulation throughout the built environment.

The existence of pavements, attractive boulevards, pleasant sceneries and topographies can inspire walking and movement (Jackson, 2003). To which Goldhagen (2017) recognises it as flow within the space that has a valuable aspect and social exchange (Goldhagen, 2017). Of course social exchange has various effects on mental and physical wellbeing as both attributes are negatively associated with several ailments, from colds to cardiac arrest, depression, strokes, and cancer (Jackson, 2003). Consequently, spaces constructed with the outlook to cater to human pursuits and social interaction can help to avoid or reduce the prevalence of several problems.

Pambo (2013) insists that landscape is not just an outside entity, it is a composite of many things. Architecture it cannot find itself ignoring landscape, however it should find different ways to embrace and acknowledge landscape. To some, landscape is merely regarded as an element, to others it is as significant as mediums, light, size, shape, detail or temperature. Architectural professionals ought to defend landscape as an effective component to be taken into consideration in design approaches (Pambo, 2013).

Reed (1996: 18) citing Friedman on Mies van der Rohe famous Farnsworth's house and the creation process, he appraises what they call The beauty of Nature, "the immediacy of Nature at the riverbank site that has granted access to an unparalleled adjacency with the work of architecture and the intersection of the two" (Reed, 1996).

Zumthor (2001:11) elaborates the design interplay between the sensory and the mind. He argues that there is a fundamental interchange and constant chemistry of feelings and logic. The preferences, feelings and aspirations that develop and ask to be given a form must be administrated by analytical commands of reasoning, but it is our sensory feelings that tell us whether abstract deliberations really register true. To a great extent, designing is founded upon comprehension and forming systems of order. However it is believed that the vital essence of architecture we search for comes from feeling and insight.

Valuable instances of intuition arise from enduring work" (Zumthor, 2001).

Holl (2008:42) particularised that pragmatically we may be content with a structure as an entirely physical­spatial entity but spiritually and intellectually we require comprehension of the impetus behind it. This opposition of sensations and intention is like the interaction between subjective and objective or, more precisely, logic and feeling.

And so the test for architecture is to engage both internal and external acuity so that we intensify phenomenal sensory experience while at the same time articulating meaning and cultivating this doubleness in response to site characteristics and context" (Holl 2008).

Pallasmaa (2005: 12) continues to argue that the trope of the whole senses is a summons for both, a consolidated perception of the individual's observed reality and the world in which architecture is a presence. He says:”Architectural works are not engaged by the subject as a series of isolated retinal pictures, but in its fully integrated material, embodied and spiritual essence, it offers pleasurable shapes and surfaces fashioned for the touch of the eye and other senses but it also incorporates and integrates physical and mental structures, giving our existential experience a strengthened coherence and significance" (Pallasmaa, 2005).

Defending the architecture of "the multitude of sensory experiences" Pallasmaa in (2005: 35) relying upon a number of translations argued that an interleaving of senses and an encounter of emotions will be contrary to the primacy of the perspectival eye (2005:35).He continues to emphasise that "the kinaesthetic and textural architecture of Frank Lloyd Wright, the robust and tactile structures of Alvar Aalto, and Louis Kahn's architecture of geometry and grandeur are worth examining" Pallasmaa (2005)

Susan Griffin (1999:19). Reflects on her work around ailment and its impact on our physical experiences, she emphasises the significance of being aware of our ability to monitor the

different experiences of our sensory changes during our healing period, primarily because our complete intuited healing depends on that awareness of bodily change (Griffin, 1999).

Perhamus (2020:99) continue to give emphasis that the concept of kinesthetic bodily connections bargains for, but more importantly probes how movements between bodily entities

can offer the much needed understanding of positive sensory interplay for the sole purpose of social integration. Similarly, with the notion of psychological and mental health which is

by all accounts systematic in a way that the body and the mind have been seen to be controlled by the prevailing societal norms on an individual, and therefore, the rationality for

steadied social health squarely lies on the balance and connectivity of positive sensory stimulations and experiences (Perhamus: 2020)

Susan Griffin (1999) concurrently maintains that we need a deeper understanding on why kinesthetic functions largely in a visceral way, particularly reflecting on the sub theme of

this thesis, which is “Using the body, to get to the mind” and how it can offer better aptitude in fighting aggressive health attacks, because when left unexplored as an alternative,

much deeper implications can affect the body (Griffin, 1999).

Leahy & Malin's (2015) argue that we should look into kinesthetic connections nurtured in the premise of contextualising the implication of security and threat of safety, particularly in the methods of special needs children. These kinesthetic facets of this health conscious period could be adopted by the society as a whole and potentially bid a communal awareness around the importance of wellbeing of all children (Leahy & Malin's, 2015). Illustration of this approach is of a nursery teacher that shares her experience in an crèche setting where most learners are loofahs and magnetic beings which consume any given information offered to them however cannot distinguish what is beneficial to them and what is of importance to them (Leahy & Malin's, 2015).

Susan Griffin (1999:19) in retrospect, identified the kinesthetic connections between the individual body and their surroundings, primarily when focusing on the bio­political connection demonstrated in the symbolism of the magnetic beings, where she argues that: “The individual body resists repressive aspects of the social body with an aim of fostering a more inclusive, equitable social arrangement, the implications of children learning this embodied practice are enormous. Recalling a child going through mental health arrests, the homeless children sleeping in the school and the children who may not know that they are somebody”.

This thesis argues that bio­political inferences of kinesthetic exploration, amongst other things, involves an intuitive realigning of sensorial control and meaningful heightening of senses to particularise learning (Griffin, 1999).

I share the opinion of Perhamus (2020) in her observation that individuals logically understand health in different ways and that the impact of healthy living gets to be in its dire form when the means do not justify the gains. The aim of this thesis hopes to bring forth an understanding of balancing contextual relevance of health and its relation to kinesthetic and sensory experience which often looks at methods that recognises the unique aspect of visceral activation. When experiences change, perspectives also change and we then begin to find contextualised meaning of spaces through kinesthetics.

Appreciation of the importance and urgency of health expressed through sensory means will often communicate firsthand changes among individuals. By using these conversions of sensory connection, control is therefore reorganised, emphasising the significance of self­preservation. This sensory approach gives awareness about lasting methods to the society at large about their health position.

Perhamus (2020) similarly concludes by relating this kinesthetic approach in both the health and educational perspective, she says: “In the work of schooling, especially in the ways that teachers are positioned to translate standardised curriculum with students, the constructs of kinesthetic and kinesthetic connectivity, as pedagogical frame, meaningfully foreground the role of the experience. Somatic memories and experience often resist the potentiality of culturally recontextualised health promotion and directs the analytic eye toward the experiential ‘grit and heart’ of schools' health and the layer of crisis management. Deeper understanding of how young children and their educators kinesthetically come to define health can offer insight into how to resist decontextualised biomedical definitions and support culturally and context­specific health assemblages”

ENVIRONMENTAL STRATEGIES The purpose of this chapter is to appraise different environmental trends in and around the site and to investigate reasonable energy efficient infrastructure provisions, particularly in public and learning amenities, with the objective of strengthening two things: obtaining access to better living conditions and access to quality education with an intention to activate a framework of interrelation with the immediate context and optimisation of available resources.

ECOLOGICAL CONSIDERATIONS Feng et al. (2012) argue that townships are rapidly expanding and there is a need for energy, waste and water services has increased to almost uncontrollable levels. Operative cost reserves are to be closely observed in new developments particularly because energy demands and new technologies aimed at meeting sustainable levels tend to consume a lot of energy. The national water and electricity rates are projected to shoot at alarming proportions in the foreseeable future hence it is vital to invest in energy efficient strategies because they bargain for better chances of sustainability and savings (ibid). Figure 1 Background One of the reasons observed as a challenge in providing valuable tutelage and sustainable learning models is children who cannot comprehend but one style of learning schools particularly in townships. More often than not, this results in children quitting school even before the end of the mandatory exit level of schooling, nonattendance and prolonged arrivals at schooling facilities due to long travels is also a major barrier to success. However, in encounters where all this challenges were met, it is found that lack of sustainable water systems, energy efficient technologies and lack of access to sanitation, safety risks, waste management, health and environmental issues together with lack of maintenance of these facilities has led to the closure of most public facilities (DBE guidelines,2009).

Objective The objective is to investigate the social, economic, and environmental ideas through systems thinking principles with a focus on green and sustainable technologies. This will include exploring strategies of optimising available rural resources and skills, examining regenerative and ecological system that will help minimise environmental destruction and also probing the performance of different sustainable water and energy regulations and policy frameworks that can improve efficiency in public and learning facilities.

Figure 04.01 showing the symbol of design ecological framework

Figure 04.02 showing closure of Ezakheni Combined School due to water closure (by: Adrian Bischoff, undated)

Lehmaan (2010) argues that environmental approach alludes to an interdisciplinary outline approach that goes for limiting utilisation of water, materials and energy at each phase of advancement of any development. This incorporates exemplified energy of extraction, transportation, production, assembling and reusing of materials (Lehmaan, 2010). This is essential for the time in which humanity has gotten itself where high globalisation and populace has driven itself to short supply of natural resources consequently demanding the need for new type of urban communities and he further argues that, the methodology proposes the conservation and reasonable utilisation of resources, such as empowering smaller energy efficient urban improvements and advancement of socially and naturally manageable urban areas. This as Lehmaan (2010) proposes is a comprehensive methodology of both ecological and social maintainability while advancing healthy communities (Lehmaan 2010) Uitermark and Loopmans {2013) argue that as South Africa handles the Apartheid racial segregation inheritance and prohibition and exclusion everywhere throughout the country and in its communities, it ought to likewise manage the ecological­footprint of sprawling communities with equal exertion and drive.

With this outlook in mind, the quest is to deal with exclusionary policies for communities' associated with the now disputable methodology frequently alluded to as densification which has turned out to be far reaching in township arrangements around the country (Uitermark and Loopmans,2013).

On the other hand, Ramos (2014) contends that while the present realities of our communities and spaces see the poorest groups pushed out of developing areas we should keep pushing towards a transformed future which is not exclusionary but one that also just and encourages participatory (Ramos, 2014).

Similarly, Harvey (2016) sees a need for significant recreation and reconfiguration of communal life with the end goal to deal with economic, environmental and social issues confronting the present reality (Harvey, 2016). He further adds that while recognizing that there is no single basic methods for accomplishing a sustainable objective throughout the world, he underpins the methodology of taking a shot at various aspects of communal life simultaneously. He additionally noticed that the towns we trying to make are specifically connected to the general population we plan to essentially become and along these lines, the push for sustainable communities means people need to change and live more sustainably and inclusively themselves (ibid).

Figure 04.03 showing existing green house on the west side of the site that could be preserved for local food production (by: Author, 2021)

INTEGRATED HYBRID SYSTEMS AS CONSIDERATIONS ccording to Lehmaan (2010), there are 15 principles of green urbanism to ensure zero waste and zero risks and low levels of exclusionary greening in urban planning and implementation. He proposes the following as key principles of Inclusive Green Urbanism: Climate & Context ­The author proposes climate conditions as the fundamental guiding principle in building design. Optimisation of orientation and compactness assists the structure in reducing heat gains and losses thereby reducing demanding for energy.

Renewable energy ­Development of towns and districts as self­sufficient and on site power producers by encouraging use of locally available renewable energy sources to power energy and transport systems.

Zero waste city­This involves formation of closed loop and turning waste into a resource.

Principles of reduce, reuse, recycle and introduction of extended manufacture responsibility are all guiding principles.

Water ­Reduction of consumption and encouragement of practices such as rain water harvesting and grey and black water recycling assist in the sustainable use of water. Protection of wetlands and aquatic habitats are also key components.

Landscape Gardens and urban biodiversity ­ Counteracting urban heat island effect by encouraging urban cooling through parks and open spaces. This also includes provision of gardens to maximise biodiversity.

Green buildings and districts: passive design principles­This involves promotion of best practices for passive design principles and reduction of building energy use and introduction of solar architecture Local food and short supply chain ­This involves maintenance of culture and identity within different sites by promoting uniqueness, local businesses and cultural activities.

Cultural heritage, identity and sense of place ­ Making available land for promotion of local farming and agriculture to ensure local food production.

Urban governance, leadership and best practice ­Engagement of local communities and stakeholders as well as political support.

Education, research and knowledge ­ Sensitising communities of sustainability through formal education as well as skilled training are all guiding principles.

Strategies for cities in developing countries ­Development to specific strategies for developing countries that are appropriate for their needs and capacities.

Sustainable transport and good public space ­ Encouraging low impact transport systems and non­motorised transport systems by proving good accessible public spaces and easy connections to services.

Local and sustainable materials with less embodied energy ­ Encourage use of local materials in construction with less embodied energy. Also use of modular systems is encouraged.

Figure 04.04 showing energy design guide (by: Achieving Zero Energy)

PRECEDENT STUDIES

05 CHAPTER

PRECEDENTS The selected precedent studies worked as design stimulus in articulating the different internal and external functions of the project, they formed part of the response for spatial, material and typological translation. The chosen precedents similarly informed parts of the building tectonics and architectural language. Critical design values from selected precedent studies will be observed and carried out through the project but more importantly the precedents will serve as a link between the conceptual design and conceptual development stages.

Client: Silindokuhle Crèche

PRECEDENT 1.

Location: Joe Slovo Township north of the city of Port Elizabeth Collaborators: Kevin Kimwelle Project: “Childhood development crèche” Year completed: 2019

Kevin Kimwelle argued that: “He re­engineered materials that are already here, adding value to the structure, fostering local skills and taking the green agenda to the township.”

1

1

With the principle of communal participation, Kevin Kimwelle a Kenyan Architect designed and constructed a crèche for an early childhood development program for the children of Joe Slovo township. The building was erected from locally sourced material, recycled from local industries. The unique feature is a wall infill made entirely of wine bottles that produces a pallet of lighting and luminance and that lighting is used for sensory stimulation whenever the children touch and see the pallet.

1

Silindokuhle Crèche

PRECEDENT 2.

Client: Verwey Holding Mijdrecht Location: Amsterdam

In collaboration with: Student Experience, J. Snel BV, LBP Sight

Project: “The Ravel Residence”

Program: 820 student apartments, 400 m2 communal facilities, 1.000 m2 commercial services Status: completed in 2015

Team: J.Bosch, T. Ultee, M. de Jong, H. Meijer, W. Elshot

2

2

The Ravel standout as a multipurpose, ecological institution which was architecturally intended to provide a positive impression particularly on the environmental and interactive domain. The aim was to deliver building identification that will influence and respond to the cultural arrangement of the area of Ravel by linking landscape, activating cyclist lanes and paying attention to material layers.

It also provides a synthesis of functions to the program and sustainable energy efficient amenities pleasant for all internal and external users.

PRECEDENT 3.

3

Interactive systems developed by companies such “Mindstorm ­ iSurface”, use projections of digital effects on walls, floors and different surfaces. The idea is to stimulate full body interaction to achieve intuitive human reaction and motion for a sole purpose of broadening alternative learning

PRECEDENT 4.

Client: University of Nottingham Location: United Kingdom Collaborators: Stephen Townsend (Thesis conductor), G. Farmer, B. Starkey and J. Hale (Overseers) Project: “The Kinesthetic Interactive Space” Year completed: 2009

4

4

“The Kinesthetic Interactive Space” is formulated with the idea of it being an architectonic response intended to assist kids and learners living with autism, equally with the hope to give sensory activation primarily to help interaction methods between different type of children for communal interrelation through kinesthetics. The study of this conceptual precedent was adopted from Stephen Townsend (2009) in his thesis of “Kinesthetic Interactive Spaces” which developed and constructed by using life­size archetypes to stimulate sensory reactions and to observe end user response.

PRECEDENT 5

The wisdom well is an interactive flooring prototype digital mat, it is designed to keep learners engaged in kinaesthetic learning, it is envisioned by Ole Sejer Iversen, who together with the team encourage those imaginative and tactile children who wish to be part of the learning arrangement but not necessarily mainstream leaning.

5

PRECEDENT 6.

Client: The IOC Location: Lausanne Size: 22.000 m

2

Collaborators: I. Brechbühl, Ingeni, E. Pfenninger, Hüsler and Associés, J. Kongshaug (architectural lighting design) Completed 2019

6

6

The Olympic House was designed based on 5 pivotal goals which are: participation, movement and openness to landscape, transparency, fluidity and sustainability. What is of great dynamism is its vibrant, articulated movement strategies, the structure will not take its beauty outside its strong links with the landscape and efficiency techniques.

Assessors of the Olympic House concluded that it: “has received three of the most rigorous sustainable building certifications ­ LEED v4 Platinum, with the highest score ever given, SNBS Platinum and Minergie P, making it the most sustainable office building in the world.”

EXISTING CONGREGATIONAL SPACES

Architects: Diller Scofidio + Renfro, Rockwell Group

PRECEDENT 7.

Area: 18500 m² Year: 2019 Energy Modeling Consultant: Vidaris Lighting Consultant: Tillotson Design Associates Acoustic Consultant: Akustiks

7

7

CONTEXT ANALYSIS AND SITE APPRAISAL

CONTEXTUAL APPROACH Apart from it being an area I grew up in and around, the site was selected for its potential positive contribution to its immediate context.

The proposal will reflect on the needs and desires of local citizens and possible benefits to the local micro-economic opportunities.

Contextual analysis and site appraisal

6

The proposed development is located about 120 km down south of Tshwane, it is a township known as Evaton I Small farm in the Vaal region.

The Vaal area falls within Emfuleni Municipality, which is located on the south tip of Gauteng province.

Corridors to the siteIDP (2020/2021) guides that: “Emfuleni is linked to the rest of Gauteng through two north­south corridors that are situated along the N1 and the R59 freeways appropriately. These corridors also connect Emfuleni to areas situated in between, such as Orange Farm, Soweto, Meyerton and Germiston. The N1 corridor is paralleled by a passenger railway line, which links Vereeniging to the Johannesburg CBD via Sebokeng and Orange Farm. Fundamentally, Emfuleni thus constitutes the southern anchor of the greater Gauteng urban conurbation.

Site location

6

As this developing metropolitan area matures, it will become a similar urban structure in the south of Johannesburg as Tshwane is north of Johannesburg. It is imperative to recognise Emfuleni as part of this emerging metropolitan area in order to understand the developmental potential that is set in it, as well as to make planning resolutions to bring about the inception of this metropolitan area”.

Figure 06.01 showing the Gauteng province map and Site location in relation to Tshwane (by: Author, 2021)

Local Economic Development & Spatial Planning IDP (2020/2021) states that: “The strategic objectives of the Integrated Development Plan and the development strategy around the site are to re­invent promising micro­economies and release human potential. As at 2019/2020, the Municipality anticipated to review the Integrated Local Economic Development Strategy, Tourism strategy, implement the Agra­processing framework and lastly to attract new investment to the region. (IDP,2021)

Figure 06.02 showing the site contours (by: Author, 2021)

Contextual analysis The aim is to identify different livelihood generators, exploration of different spatial probabilities but more importantly to re­activate the much needed social and educational activities, with the intent to provide a more sustainable place with a variety of public spaces.

Lastly, the objective is to help develop a neighborhood which retains and enhances the existing natural and environmental elements which will not only bring together but preserve local traditions and cultural norms. When looking at the contextual characteristics and that site is a huge premise of the growing local development, the intent is to support the favorable site characteristics as springboards for social and educational intervention.

Figure 06.03 showing the site and its surroundings (by: Author, 2021)

Reclaiming the existing greenhouse

Currently, the contextual fabric is highly fragmented, it is therefore important that the proposed development and expansion within the immediate context be done in a manner that achieves urban consolidation, density and compactness. There are many opportunities for infill development and consolidation in and around the site.

Figure 06.04 showing contextual massing and existing site characteristics (by: Author, 2021)

ET STRE ERICK FRED

2804

2805

Locality and site dimensions

FREDERICK STREET

2806

2807

UNION

2808

2815

2816

2817

2818

6

2820

RD ERF 2941

ERF 13 ERF 12

2819

D G ROA

ERF 26

2802

2799

2803

ERF 25

STIRLIN

ERF 2703

2801

105/536

N

LOCALITY PLAN Scale : 1:2000

Site considerations 1. Culture and Community

2. Landscape

– Site location – Planning context – Surrounding land and building use – Neighbourhood structure – Consultation & engagement – Socio­economics – Market analysis

– Topography – Green and blue infrastructure – Ecology – Ground conditions – Microclimate

N

3. Movement and Infrastructure – Road hierarchy and access – Public transport – Utilities and infrastructure

Figure 06.05 showing site edges (by: Author, 2021)

4. Built form – Urban form – History and archaeology – Building scale, height and density – Building character and building traditions

Site considerations

6

Existing green house

There are opportunities for infill development within the site and along the edges of the two main roads (Union road and Fredrick Street) similarly on the intersection of the two roads however it is also important to be careful and sensitive as to how we treat those thresholds.

6

AERIAL VIEW OF SITE

Existing gathering spaces and play area

Existing amphitheater

Existing covered area

AWARENESS OF THE PRESENT

Harrison and Tades from the analysis of Gaborit (2010) argue that a focus should always be one that appreciates the existing site characteristics. For broadened strategies that will conceivably combine the integration agenda with those on the edges, an essential piece is one that will bring forth inclusion by giving spatial access to a greater amount of locals. This method of access to spatial equality for the local residents will also foster a speeded resolution of better basic services (Harrison and Tades, 2010).

Micro­economic strategies The design focused on its appropriateness with the immediate context, which will also grasp opportunities to enhance the existing site character, quality and the overall function of the area. There are great opportunities for reclaiming existing micro­economic activities to avoid the idea of big business being the main driver.

Figure 06.06 Existing micro­economic stimulation (by: Author, 2021) Existing micro­economic stimulation­ Figure by (Author:2021)

6

EXISTING SITE CHARACTERISTICS

6

SITE GRADIENT

Figure 06.07 showing the existing site features (by: Author, 2021)

Movement routes and access When identifying the hierarchy of movement networks and accessibility to site and buildings, footpaths should take preference above surrounding main routes, cycle routes and vehicular routes.

Pedestrian movements

RECLAIMING CHILDREN’S CONGREGATIONAL SPACES AND EXISTING SITE OPPORTUNITIES

Reclaiming back the spaces for the benefit of kids who regularly use them will not only combat the evident lack of socio­microeconomic opportunities but more importantly bring back the sense of normalcy, independence and freedom that every kid should playing in without the fear of being put in danger needing heightened surveillance. Providing of cycling parks, gathering spaces, benches, workout equipment and green spaces usually improve kids' spatial experience. Kids possess an Inherent energy to enjoy outdoor spaces, they are constantly searching for rudiments which offer them new and varied experiences and wide­ranging abilities or a different sensations and so advancing that inherent and internalised ambition will make them be attracted to the idea of appreciating surrounding arrangements, materiality, street furniture, shapes and sizes of objects. .

Marius Du Plessis (2014) argue that: “An in profundity study of the site is a necessity to explore the full potential of the site.

The structure and the site must form a unit to serve humans and to preserve the environment. To achieve this unity good building design responds to the inherent qualities that the site has to offer. It involves the views from and onto the site, the grid layout of the surrounding buildings, the contours of the site and wind direction over the site” (Du Plessis, 2014)

Chapter conclusion

6

DESIGN OBJECTIVES

07 CHAPTER

7.1 Design strategies 7.2 Design development 7.3 Design considerations 7.4 Design response 7.5 Design delineations

DESIGN RESPONSE

This chapter will focus on demonstrating a design that was in constant interaction with the site and environment, the design experiment is also one that will respond to the social and environmental issues. The idea is to produce a design that is an instrument of functionality that offers bodily comfort and stimulation of sensory experience.

Fig. 07.01 Showing schematic kinesthetic interactive centre by: Author (2021)

Looking at the surrounding development we see alot diverse characters, function, density, height, mass and orientation and therefore the development on the chosen site edges will require varied and carefully thought responses.

venue Second A

on the immediate west across Frederick street we see an abandoned and neglected four greenhouses and on the north end of the site, across Union road we observe an informally arranged residential area.

Cha

mbe

rlain

ad

Union ro

Stre

Local Green House

et

Frederick Street

SURROUNDING DEVELOPMENTS

DESIGN CONSIDERATIONS

IDENTIFYING SITE FEATURE FOR ALTERNATIVE CONFIGURATION

On the east of the site we notice a public building which manages the locals social expectations, its the local Post office building recessed back to cater for outside parking and also avails its function as a SASSA building.

Towards further eastw there is a local police station and a tennis club house.

Site

Entrance

Local SAPS station

Local Home affairs & Sassa building

NORTH

Residential space­ north of the site Home affairs & Sassa building Local Green House

Fig. 07.02 Showing site surroundings exercise by: Author (2021)

Local SAPS station Local Tennis Academy

DESIGN STRATEGIES PARTI DIAGRAM ­ FLUIDITY AND PERMEABILITY

Fig. 07.02 Showing parti­diagram exercise by: Author (2021)

ACCESS AND COURTYARD

The essence of the design is about fluidity and movements, movements that breaks horizontal barriers, movements that leads to interaction and sense of community, movement through a diversity of spatial volumes that stimulates and invigorates design impetus Fig. 07.03 Showing parti­diagram exercise by: Author (2021)

Connectivity through program to achieve cohesiveness Sensory connectivity significantly affects the use of socially active spaces. It increases the value of the space, by enhancing the visual connections between different locations and different spatial entities, It also adds perceptions of new levels of excitement and provides new experiences in the visual environment of any particular space. Through physical connectivity, flow of people through the space can be controlled, and new chances to explore the space can also achieved.

Connectivity through program

Giving back the street to children would not only fight the socio­economic inequalities at child’s level, most importantly it stimulates to regain the normality of playing independently.

Provision of bike parks, concrete blocks/ seats, benches, or greenery) generally enhances children’s spatial experience. Children have an intrinsic drive to play, children are always looking for elements which give them new input, perspective, sound, ability or a new feeling. Making use of children’s internal drive to experience whatever attracts them by differentiating materials, heights, shapes or, structures.

Necessary street­furniture form great playing opportunities for children particularly design of playable furniture.

Figure 07.03 design will be designed by existing park features (by: Author, 2021) Design that will be informed by existing park features Figure : by author (2021)

DESIGN DEVELOPMENT

Theoretical underpinning This dissertation aims to advance the role which bodily kinesthetics play an in informing role to formalize ideas of space.

Hazem Ziada (2007) argues that the claim to be contested is that ephemeral as our bodily gestures and even our sense of weight, do form into physical spatial morphology, albeit indirectly. This thesis will investigate areas where this occurs, with the objective of scaling this uncommon topic. This thesis will probe the kinesthetic approach as morphology of ‘body and the building’ with the desire to formulate spaces to accommodate learners which are, directly in need of connecting their sensory experience with their communal experiences.

Fig. 07.04 Showing access, massing, views and movements by: Author (2021)

SPATIAL PRODUCTION THROUGH HUMAN EXPERIENCE

Hazem Ziada (2007) eloquently drives the notion that design ought to focus on the kinesthetics of human bodies and its interaction with buildings, whether through engagements in generic everyday movements or in ritual formations, to attempt the articulation of how kinesthetics constitute a layer of experience which, while ephemeral and barely­ conscious, is deeply informative of the conception and configuration of building space.

Dell (1977) To connect the ephemeral grain of kinesthetics to spatial production, the argument looks into Rudolph Laban's Effort­Shape theory of movement (Dell 1977).

Laban distinguishes between movements that the body directs at itself, and movements directed towards other objects and bodies. The latter, termed spatial­ movements, construct nearly­imperceptible forms of social interaction, as demonstrated by systematic analyses of dance forms in various cultures (Bull 1967).

7

Design considerations

Access and movement routes

Framing of predominant views

DESIGN CONSIDERATIONS

TMD (2017) argued that our hands for sensory tactile connection of that particular space, which indirectly exchange varied subconscious stimulations every single minute we in that space (TMD Studios, 2017) Similarly, with the spatial exploration exercise undertook in formulating spaces, the idea is to create the perfect reflection between the user and the space for the purpose of interaction dynamism. The spatial arrangement will definitely differ from i.e: take­apart studios and exhibition areas or lecture rooms and interactive digital spaces however the sensory stimulation should be constant throughout every space.

Through the writings of Alois Regel (1905) in his modalities of aesthetics there are: “three main scales that we experience space; near, middle and far range. ”However, how I perceived and envisioned the spaces for the Kinesthetic Interactive Centre, was mostly in diverting away from the dominance of visual sense, it was primarily founded on our correlation with space and materiality. So therefore the lines are designed to contain space but more importantly, spaces are formulated for thermal comfort and are program and needs specific.

DESIGN DELINEATIONS

A Low Carbon Polli­brick System

The design principles and consideration are guided by the essential need to achieve maximum natural lighting, to harness and maximize adequate insulation strategies, to consider the intersection between conventional construction elements and environmentally friendly and lastly to probe and investigate durable coating finish. PET (Polyethylene Terephthalate) which will be locally sourced and then blow­moulded into “Poli­Brick” on or produced locally near site. Innocuous chemical binders will be used in recycling undertakings, this method will be used for the purpose of meeting the requirements of an indoor air quality which will further be coated with a High Gloss a polycarbonate film System The main supplier describes the specifications of the system as follows “With the unique round cut hole patterns on the plastic composite board the Polli­Brick can will be fabricated into rectangular panels or any customised shape. It can be customised to either a simple modular, quick to install, inexpensive cladding system for a state­of­ the­art interactional colour LED fused animated building skin system. Furthermore, the system underpins radical lateral force up to category 5 storms, without any damage or water leakage. The performance improved films enforce the paneI strength while providing additional protection against UV, water and fire. The PC coating renders the Polli­brick panel scratch­resistant and effortless to clean. Polli­brick can further upgrade its environmental resilience with biaxial­oriented metalled film to grant the building facade and roofing a semi­translucent aluminium finish with peerlessly low carbon footprint. Incorporation of nano­fillers into the organic coatings will amplify their barrier performance, by lessening the permeability and zigzagging the diffusion path for harmful species. The coating contains nano­fillers which have notable barrier attributes for corrosion protection and decrease the trend for the coating to blister or delaminate.”

7

Design considerations

A Low Carbon Polli­brick System

1

Locally sourced recyclable plastic bottles

2

3

Clean recycled non­biodegradable plastic materials­ locally sourced

Clean dried plastic bottle

4

5

Stick to compress waste in the bottle until you reach the desired weight

The design principles and consideration are guided by the essential need to achieve maximum natural lighting, to harness and maximize adequate insulation strategies, to consider the intersection between conventional construction elements and environmentally friendly and lastly to probe and investigate durable coating finishes

Sketches by author, 2021

System

Precedent Study

With the unique round cut hole patterns on the plastic composite board the Polli­Brick can will be assembled into rectangular panels or any customized shape.

It can be tailored to either a simple modular, quick to install, affordable cladding system for a state­of­ the­art interactive color LED integrated animated building skin system. Furthermore, the system sustains radical lateral force up to category 5 storms, without any damage or water seepage.

Architect: Arthur Huang from Cornell and Harvard University’s. .

Elevation of a framed polli­brick panel

DESIGN DELINEATIONS EXPLORATION OF MATERIALITY AND BUILDING COMPONENT

Polli­brick system

Fastening joints

380mm x 1.76m x 1.62m modular reinforced panel

single layer harden glass performance enhanced film glass with interactive color LED with integrated animated building skin. axial­ orientated metallized film

7

Design considerations

112 x 112 x 6m mild steel square hallow section

SECTION EXPLORATION OF A MAKER­SPACE COMPONENT

Some of the design tactics will be managing generative spatial qualities as well as aesthetic languages, due to the kinesthetic approach a rhythmic organization of the movement either through program or choice of materiality, either way, morphological performance has to achieved.

As architects we need to manipulate the different experiences of the site to harness the available opportunities for maximum. What this offers as spatial exercise is twofold, it generates a means for spatial differentiation, maintaining a more easily­formulated tactic for navigation.

7

Secondly, it makes the involvement of learners and users activity far more meaningful and significant to spatial definition; it involves the end­user in the very definition of space itself.

Design considerations

7

Environmentally friendly Building components

Standard available in­fill panel sizes

Exploded sketch of the polli­brick facade system.

DESIGN DELINEATIONS A Low Carbon Polli­brick System 1. Prefabricated polli­brick assembly panel 2. Fastening Joints 3. Structural sub framing

A Low Carbon coating finish Incorporation of nano­fillers into the organic coatings will enhance their barrier performance, by decreasing the porosity and zigzagging the diffusion path for deleterious species. The coating contain nano­fillers which have significant barrier properties for corrosion protection and reduce the trend for the coating to blister or delaminate.

The PC coating makes the Polli­brick panel scratch­resistant and easy to clean. Polli­brick can further enhance its environmental durability with biaxial­oriented metallized film to give the building facade and roofing a semi­translucent aluminum finish with unbeatably low carbon footprint. The performance enhanced films enforce the panel strength while providing extra protection against UV, water and fire.

Chosen building element.

DESIGN RESPONSE

7

N

PLACEMENT

Existing amphitheater

DESIGN RESPONSE

ROAD

UNION

FREDERICK STREET

Main intersection

Gathering space

Slides

o

Prop

ance

Entr sed

Existing Home Affairs and SASSA building

Multipurpose Community Building

Spinning wheel

Parking area

Gathering space Proposed building

Amphitheatre

SITE PLAN Scale 1: 200

N

INTERACTIVECENTRE KINESTHETIC SITE PLANS

SPATIAL EXPLORATION EXERCISE SPATIAL PRODUCTION THROUGH HUMAN EXPERIENCE

DESIGN CONSIDERATIONS

1. Reception area 2. Ablutions 3. Community hall 4. Courtyard 5. Ablutions 6. Circulation space 7. Cafeteria / tuckshop 8. Exhibition spaces 9. Take­apart studios

3 1

2

4 9

8

5 6 7

Ground Floor Spatial

Exploration

10

11 12

13

10. Amphitheatre

11. media rooms

12. Interactive digital spaces 13. Lecture rooms

Fig. 07.08 Showing spatial exploration

exercise

by: Author (2021)

TMD (2017) argued that experiencing space is a frontal act of the human body and mind. We use our eyes to visually investigate a space, our hands for sensory tactile connection of that particular space, which indirectly exchange varied subconscious stimulations every single minute we in that space (TMD Studios, 2017)

First Floor Spatial Exploration

According to the theories Alois Regel (1858–1905) and his Aesthetic Model, there are three main scales that we experience space; near, middle and far range.

However, how I perceived and envisioned the spaces for the Kinesthetic Interactive Centre, was mostly in Similarly, with the spatial exploration exercise I diverting away from the dominance of visual sense, it undertook in formulating spaces, the idea was create the was primarily based on our relationship with scale and perfect reflection between the user and the space for materiality. Our sense and knowledge of scale is the purpose of interaction dynamism. The spatial complemented by our bodily sense, primarily through arrangement will definitely differ from i.e: take­apart haptic feedback. so therefore the lines are designed studios and exhibition areas or lecture rooms and to contain space far beyond that of provocative shapes interactive digital spaces however the sensory but more importantly, spaces are formulated for stimulation should be constant throughout every space. thermal comfort and are program and needs specific.

DESIGN RESPONSE

OAD

UNION R

trance

d En opose

Pr

FREDERICK STREET

Existing Home Affairs and SASSA building

Gathering space

Slides

Spinning wheel

Parking area

Gathering space

Amphitheatre

Ground Floor Plan Scale 1: 200

N

KINESTHETIC INTERACTIVE CENTRE GROUND PLAN

DESIGN RESPONSE

OAD

UNION R

FREDERICK STREET

s ome Affair H g n ti is x E A building and SASS

6 8

7

6. Interactive digital spaces 7. Lecture & study rooms 8. Offices

N

KINESTHETIC INTERACTIVE CENTRE

FIRST FLOOR PLAN

SECTIONAL DELINEATIONS

A sectional exploration of the intended multi­sensory space with a Low Carbon Polli­brick in­fill wall system

ELEVATIONS

EAST ELEVATION Scale 1: 100

SOUTH ELEVATION Scale 1: 100

DESIGN RESPONSE

WEST ELEVATION Scale 1: 100

7

COMMUNITY MULTIPURPOSE HALL

DESIGN RESPONSE

7

COMMUNITY MULTIPURPOSE HALL AXONOMETRIC EXPLORATION

SECTIONAL ELEVATION

SCALE 1 : 100

7

PERSPECTIVE Fig. 07.04 Render showing south­eastern perspective

by: Author (2021)

DESIGN RESPONSE

7

PERSPECTIVE

DESIGN RESPONSE

7

INTERACTIVE SPACE

7

EXHIBITION SPACES

7

MULTI­SENSORY DIGITAL SPACE

DESIGN RESPONSE

7

PERSPECTIVE

7

KINESTHETIC CENTRE

08

CHAPTER TECHNICAL RESOLUTIONS

TECHNICAL RESOLUTIONS This Chapter will focus on the parts of the Kinesthetic Interactive Centre that were resolved with necessary technical resolution techniques. The multipurpose hall and the interactive multi-sensory in-fill wall panel will be the main focus of the chapter, the reasons behind this approach is because of their intricacies and also their environmental arrangements.

The site is located in the south of Gauteng, in a township called Evaton- Small farm. The north of the site, across Union road is mostly residential buildings, the east of the site lies mostly governmental services program and an open veld on the south of the site.

Figure. 08.01 locality plan (by: Author, 2021)

The main Kinesthetic interactive centre is orientated north-east with the public parking on the east side of the site. The building is placed in a way that appreciate the existing amphitheatre with the courtyard in the middle.

Figure. 08.02 Site plan (by: Author, 2021)

The ground floor is made up of mostly the admin amenities, ablutions centralised for reachability purposes with exhibition spaces on the west. The multipurpose hall is placed on the north end of the kinesthetic building.

Figure. 08.03 Ground floor plan (by: Author, 2021)

Figure. 08.04 First floor plan (by: Author, 2021)

Figure. 08.05 Section b-b (by: Author, 2021)

Figure. 08.06 Section a-a (by: Author, 2021)

Figure. 08.07 Section c-c (by: Author, 2021)

Figure. 08.08 Isometric edge detail (by: Author, 2021)

Figure. 08.10 detail (by: Author, 2021)

Figure. 08.09 edge detail (by: Author, 2021)

09

CHAPTER CONCLUSION

CONCLUSION

The human body is a kinesthetic entity that interacts with its environment through the five senses. This observation, of the body's kinesthetic attributes, ought to highlight the significant role architecture plays in how the body experiences the space around it. The aim of this article is to present the relationship between the body and its inherent kinesthetic attributes, but also the importance of architecture's recognition of this component in the construction of spaces.

Ultimately this will be utilised in the context of education to investigate how to create stimulating learning experiences by using the body as a medium of interaction. Kinesthetic Empathy Interaction is one possible means to achieve this. In this case enjoyment will inform the approach for engagement. By drawing on known preexisting elements of psychomotor abilities and. insights on how athletes plan intricate movement patterns, my intention is to investigate how to encourage playful psychomotor learning, through means of Kinesthetic Empathy Interaction.

Students in environments of learning such as schools, often spend a significant portion of their time sedentary while receiving instructions or working on assignments. When humans seated for extensive periods of time, their cerebral cortex (outer layer of the brain) falls asleep and thus results in the brain being unable to process new information. Motion is the only means to wake the brain again and it is therefore vital to get bodily movement incorporated seamlessly into both established and new spaces of learning. Interactive technologies can contribute in developing these new types of learning experiences that actively engage the children in the learning process by utilising the body as a tool for interaction.

In this final chapter the objective through investigate and research on how Kinesthetic Interaction can be utilised in a teaching environment by importing the outcomes of the world of work and play into the learning space, can conclude that by utilising Kinesthetic learning, the teaching process when focused around the student's natural way of using their body and observing bodily interactions which is founded in cognitive science and the field of sports, the learners can reach higher outcomes.

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List of figures

1. Figure 01.01 showing- Symbiotic exchange between the body and the mind (by: Author, 2021)

13. Figure 01.13 learners development approach (by: Author, 2021) 14. Figure 02.01 (by: Author, 2021)

2. Figure 01.02 learner in transition to their development (by: Author, 2021) 3. Figure 01.03 showing an alternative use of learning experience through active learning (simulated or real) as articulated by (Fleming & Mills, 2021) 4. Figure 01.04 showing composites of MRI brain scans of 20 students taking the same test, as measured by University of Illinois researcher Dr. Chuck Hillman. The red sections represent highest amount of neuro-electric activity (by Dr. Chuck Hillman) 5. Figure 01.05 A distressed learner (by: Author, 2021) 6. Figure 01.06 illustrates a diagrammatic timeline formulated (Image by K12academics Educational resource, 2004-2021)

15. Figure 02.02 an undated image of kinesthetic programme 16. Figure 02.03 showing image comparison of strategies 17. Figure 03.01 showing how spatial factors impact on health and health equity (by: Lanal, 2018 18. Figure 04.01 showing the symbol of design ecological framework) 19. Figure 04.02 showing closure of Ezakheni Combined School due to water closure (by: Adrian Bischoff, undated)) 20. Figure 04.03 showing existing green house on the west side of the site that could be preserved for local food production (by: Author, 2021)

7. Figure 01.07 Infographic produced produced by Marguerite Ward online news editor at World Policy Journal (Image by Marguerite Ward)

21. Figure 04.04 showing energy design guide (by: Achieving Zero Energy)

8. Figure 01.08 learners who find themselves in worrying outcomes of South Africa’s educational system (Image by: Author, 2021)

22. Figure 06.01 showing the Gauteng province map and Site location in relation to Tshwane (by: Author, 2021)

9. Figure 01.09 Progress in international Reading literacy study (Image by: The Economist )

23. Figure 06.02 showing the site contours (by: Author, 2021) 24. Figure 06.03 showing the site and its surroundings (by: Author, 2021)

10. Figure 01.10 Trends in international Mathematics & Science study (by: The Economist) 11. Figure 01.11 learners symbolic exchange between the body & the mind (by: Author, 2021) 12. Figure 01.12 proposed sketch of the design (by: Author, 2021)

25. Figure 06.04 showing contextual massing and existing site characteristics (by: Author, 2021) 26. Figure 06.05 showing site edges (by: Author, 2021) 27. Figure 06.06 Existing micro-economic stimulation (by: Author, 2021)

List of figures

28.Figure 06.07 showing the existing site features (by: Author, 2021) 29. Fig. 07.01 Showing schematic kinesthetic interactive centre by: Author (2021) 30. Fig. 07.02 Showing site surroundings exercise (by: Author, 2021) 31. Figure 07.03 design will be designed by existing park features (by: Author, 2021) 32. Figure 07.04 Showing access, massing, views and movements (by: Author, 2021)