PANGEA Kindergarten Mariana Plata

MARIANAPLATA ARTIST

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Index

ABOUT ME PANGEA KINDERGARDEN

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MynameisMariana.Iwasbornin1998.Iamaseniorstudentpursuing aBFAatSuffolkUniversityinBostonMassachusetts,majoringin InteriorDesign.I’vealwaysfelttheurgetocreateandfind uniquenessandselfexpressionineveryartmedium.Forme,artand designgohandinhand,andexploringthesetwomediumsasoneis whatallowsmetogrowasanartist.IhaveprovedIamacreative individualwithanextraordinaryworkethicandahighlyprofessional attitude.Iamspeciallyskilledindevelopingcreativeandoriginal interiordesignconceptandplansforresidentialproperties.Iam adeptincommunicatingwithclientstodeterminetheirvisionand requirements.Iamexperiencedwithmultipleindustrysoftware programs,includingAutoCAD,Revitt,SketchUp,Lumion,Adobe Photoshop,AdobeIllustrator,AdobeInDesign,AdobeLightroomand MicrosoftOffice.IamanativeSpanishspeakerwithanaptitudein

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EnglishandItalian.

mariana-plata1@hotmail.com https://issuu.com/marianaplatalpz/docs/thesis_book_mariana_plata_4_ www.marianaplatal.com

BIOPHILIC & INCLUSIVE SCHOOL CHAPTER 1. THE ISSUE CHAPTER 2. PROGRAM CHAPTER 3. THE SITE CHAPTER 4. THE DESIGN

Pangea Kindergarten

Chapter1 THE ISSUE

Content

INTRODUCTION ABSTRACT KEYWORDS THESIS EXPLORATION, RESEARCH AND FACTS PRECEDENT CONCLUSION BIBLIOGRAPHY

Introduction

BIOPHILIA IS DEFINED AS THE INNATE HUMAN INSTINCT TO CONNECT WITH NATURE AND OTHER LIVING BEINGS THE TERM IS DERIVED FROM THE GREEK WORDS FOR “LIFE” AND “LOVE OR AFFECTION;” MAKING ITS LITERAL TRANSLATION “LOVE OF LIFE.” (1) SYMBOLIC FORMS OF NATURE HAVE BEEN SEEN IN SOME OF THE OLDEST ROCK ART AND TOLD IN STORIES FROM THE BEGINNING OF RECORDED TIME. TAKE THE 14TH CENTURY MOORISH ALHAMBRA IN GRANADA, SPAIN WHERE INTRICATE PLANT MOTIFS ARE CARVED INTO THE STONE WALLS, CEILINGS, AND COLUMNS AND OUTDOOR COURTYARDS AND PATIOS ARE INTERSPERSED THROUGHOUT THE COMPLEX. THEN THERE IS FRANK LLOYD WRIGHT’S 1950S ERA SAMARA HOUSE IN WESTERN INDIANA, WHERE THE SHAPE OF THE SAMARA, THE WINGED SEED OF A MAPLE TREE, IS REPLICATED IN THE DESIGN OF THE HOME S WINDOWS AND FURNISHINGS (2) BIOPHILIC DESIGN HAS HELD A SIGNIFICANT PLACE IN HISTORY. BIOPHILIC DESIGN HAS BEEN ONE OF THE MOST VALUABLE TRENDS IN RECENT YEARS. THE HEALING POWER OF NATURE IS BEING NEEDED IN OUR HOMES AND WORKING SPACES BESIDES BEING A TREND, IT IS NOW AN INTERNATIONAL MOVEMENT. IT HAS BEEN SUPPORTED BY PLENTY OF AWARDS, INCLUDING A DOCUMENTARY FEATURE CALLED BIOPHILIC DESIGN: THE ARCHITECTURE OF LIFE. (3) THERE ARE 14 PATTERNS THAT DETAIL DIFFERENT WAYS TO INCORPORATE EACH CATEGORY INTO A SPACE. THEY INCORPORATE INTO 3 CATEGORIES. FIRSTLY, NATURE IN THE SPACE: VISUAL CONNECTION WITH NATURE, NON VISUAL CONNECTION WITH NATURE, NON RHYTHMIC SENSORY STIMULI, THERMAL & AIRFLOW VARIABILITY, PRESENCE OF WATER, DYNAMIC & DIFFUSE LIGHT AND CONNECTION WITH NATURAL SYSTEMS. SECONDLY, NATURAL ANALOGUES: BIOMORPHIC FORMS & PATTERNS, MATERIAL CONNECTION WITH NATURE AND COMPLEXITY & ORDER. AND LASTLY, NATURE OF THE SPACE: PROSPECT, REFUGE, MYSTERY AND RISK/PERIL (4) BIOPHILIA RESONATES WITH ME BECAUSE WHEN I WAS A KID I WAS DIAGNOSED WITH ADHD. SINCE THEN, I REALIZED THAT WHEN I AM SURROUNDED BY NATURE, NATURAL LIGHTING, FRESH AIR, AND GREENERY I RELAX AND IMPROVE MY CONCENTRATION LEVELS. EXPOSING MYSELF TO NATURE IN MY HOME AND IN MY WORKSPACE, REDUCES MY ADHD SYMPTOMS AND PROMOTES A HEALTHIER MENTAL AND PHYSICAL HEALTH.

Abstract

RECENT STUDIES HAVE SHOWN A POSITIVE CORRELATION BETWEEN NATURE, THE BUILT LEARNING ENVIRONMENT AND THE HUMAN MENTAL AND PHYSICAL HEALTH. IN CONTRAST, THE DESIGN OF MODERN SCHOOLS HAS LESSENED STUDENTS MULTISENSORY FOCUS AND ENGAGEMENT WITH NATURE. SEVERAL STUDIES HAVE ADDRESSED THESE SCHOOLS FAILURE AND PROVED NATURE IS ESSENTIAL FOR A LEARNING ENVIRONMENT. LOOKING TO THE PAST, PRESENT AND FUTURE OF THE WAYS BIOPHILIC DESIGN HAS AFFECTED POPULATION. THIS PROJECT INVESTIGATES THE RELATIONSHIP BETWEEN BIOPHILIC DESIGN AND ADHD NEEDS. THIS PROJECT INCLUDES STOCK OF THE DATA GATHERED WHILE RESEARCHING THE RELATIONSHIP BETWEEN BIOPHILIA AND ADHD. “TESTING A HYPOTHESIS” WITH THE METHODS OF LOW, MEDIUM AND HIGH CONTACT. TRANSLATING AND REPRESENTING PROGRAMMING DATA GRAPHICALLY AS PRECEDENTS, CASE STUDIES, SITE VISITS AND INTERVIEWS. TWO SITES BASED ON ESTABLISHED CRITERIA ARE EVALUATED WITH MAPPING AND DIAGRAMMING CRITERIA.

Keywords

Ahypotheticalhumantendencyto interactorbecloselyassociated withotherformsoflifeinnature: adesireortendencytocommune withnature(5)

ORGANICDESIGN Isastyleofproductdesignwhich takesasitsstartingpointorganic, flowingnaturalforms.(12)

MEDITATION

FORMFOLLOWS FUNCTION Sullivan’sfamousaxiom,“form followsfunction,”Thismeansthat thepurposeofabuildingshould bethestartingpointforitsdesign. (13)

Thephysicalworldandeverything init(suchasplants,animals, mountains,oceans,stars,etc.)that isnotmadebypeople(6)

BIOPHILICDESIGN Isanappliedsolutiontoappease thisdesirefornatureby integratingnaturalelementsand processesintothebuilt environment.(9)

ADHD

Theactofgivingyourattentionto onlyonething,eitherasareligious activityorasawayofbecoming calmandrelaxed.(11)

NATURE

SUSTAINABILITY Abletobeusedwithoutbeing completelyusedupordestroyed. Involvingmethodsthatdonot completelyuseupordestroy naturalresources.Abletolastor continueforalongtime.(7)

SENSORYDESIGN Sensorydesignactivatestouch, sound,smell,taste,andthewisdom ofthebody.(8)

Isoneofthemostcommon neurodevelopmentaldisordersof childhood.Itisusuallyfirst diagnosedinchildhoodandoften lastsintoadulthood.Childrenwith ADHDmayhavetroublepaying attention,controllingimpulsive behaviors(mayactwithout thinkingaboutwhattheresultwill be),orbeoverlyactive.(10)

BIOPHILIA

Thesis

Figure 10

A BIOPHILIC AND INCLUSIVE SCHOOL WILL ENHANCE THE HEALTH, HAPPINESS, AND ABILITY OF STUDENTS TO CONCENTRATE AND LEARN. BIOPHILIC DESIGN CAN HELP IN SENSORY AND MOTOR DEVELOPMENT, STRESS AND FATIGUE, AND SOME OTHER SIGNIFICANT BENEFITS TO LEARNING, INCLUDING INCREASED ATTENDANCE, HIGHER TEST SCORES, IMPROVED BEHAVIOR, REDUCED STRESS, AND INCREASED FOCUS. HOW CAN A BIOPHILIC DESIGN PROVIDE A HEALTHIER LEARNING ENVIRONMENT FOR KIDS, ESPECIALLY WITH ADHD NEEDS?

F gure

BIOPHILIA STARTED IN THE PALEOLITHIC PERIOD. FOR APPROXIMATELY 95% OF THEIR EVOLUTIONARY HISTORY, HUMAN BEINGS SURVIVED BY ADOPTING A NOMADIC HUNTER GATHERER LIFESTYLE HUMANS HAVE THUS PERFECTED A SET OF RESPONSES ADAPTED TO THE VARIOUS WILDERNESS ENVIRONMENTS MAINLY THE SAVANNAH (ORIANS AND HEERWAGEN, 1992) AIMED AT RECOGNIZING THE QUALITY OF AN ENVIRONMENT IN TERMS OF RESOURCES AND REFUGES. APPROXIMATELY 14,000 YEARS AGO (ARRANZ OTAEGUI ET AL. 2018), MOST OF THE HUMAN POPULATION BECAME SEDENTARY. HUMANS STARTED TO DISTINGUISH THE DOMESTIC FROM THE WILDERNESS ENVIRONMENT. THEY STAYED ON THEIR REFUGEES, THEN VILLAGES AND THEN TOWNS AND CITIES WERE CREATED (DIAMOND, 1998) IN THIS PERIOD, THE BIOPHILIA STRUCTURED IN THE PALEOLITHIC PERIOD WAS ADAPTED TO THE NEW CULTURAL REQUIREMENTS PROXEMICS IS AN EXAMPLE IN THE PALEOLITHIC PERIOD GROUP MEETINGS BETWEEN HUMANS WERE RARE DURING THE NEOLITHIC PERIOD, VILLAGE LIFE REQUIRED A LEVEL OF SOCIALIZATION THAT NEEDED A PHYSICAL PROXIMITY, TO WHICH WE CULDNT FULLY ADAPT. THIS EXPLAINS, WHY MANY PEOPLE SEEK OUTDOOR SPACES IN NATURE. FINALLY, OVER THE PAST 250 YEAR HUMAN BEINGS DEVELOPED THEIR NEED TO TRANSFORM THEIR ENVIRONMENT PERMANENTLY (CRUTZEN, 2006) COMPARED TO THE WILDERNESS ENVIRONMENT, 53% OF THE WORLD’S POPULATION (WORLDBANK, 2018) ARE CHARACTERIZED BY A LACK OF GREEN SPACES, LARGE CROWDS, AND ARTIFICIAL LIGHTING (BEATLEY, 2011) THE LACK OF NATURAL STIMULI ATROPHIED BIOPHILIA (WILSON, 1993; BERTO AND BARBIERO, 2017A). OUR LACK OF RELATIONSHIP WITH NATURE BECAME MORE PRONOUNCED, THIS SHOWS WHY THAT MANY PEOPLE FEEL THE NEED TO REPLACE OR FULLFILL THEIR BIOPHILIA BY SEEKING OUTDOOR SPACES.

"FROMM (1964) ALSO ARGUED THAT URBAN DWELLERS WERE FACING A DISCONNECT FROM NATURE AND LOSS OF THE PSYCHOLOGICAL BENEFITS THAT CAN ENSUE FROM A HEALTHY HUMAN NATURE RELATIONSHIP. TO FOLLOW A POSITIVE, PROGRESSIVE PATHWAY IN LIFE FROMM PROPOSED THAT A LOVE OF LIFE WAS NECESSARY HE COINED THE TERM BIOPHILIA TO EXPRESS THIS HUMAN NATURE CONNECTION, WITH ‘BIO’ MEANING LIFE AND PHILIA , THE OPPOSITE OF ‘PHOBIA , MEANING ATTRACTION OR LOVE (FROMM 1964)" (SDERLUND, 2020) WHAT BEGAN WITH A TERM BY FROMM HAS INCREASED FURTHER INVESTIGATIONS BY INTERESTED PEOPLE WITH COMMON GOALS AND WITH A DESIRE TO ENABLE A GREATER CONNECTION BETWEEN PEOPLE AND NATURE WITHIN THE BUILT ENVIRONMENT. HISTORY 11

Exploration, ResearchandFacts

"RECENT EMPIRICAL STUDIES HAVE SHOWN A POSITIVE CORRELATION BETWEEN NATURE, THE BUILT ENVIRONMENT AND CREATIVITY IN THE HUMAN BRAIN " ABDELAAL, M , & SOEBARTO, V (1970, JANUARY 1)

BIOPHILIA IS “THE INNATELY EMOTIONAL AFFILIATION OF HUMAN BEINGS TO OTHER LIVING ORGANISMS” (WILSON, 1993, P. 31).

NOW, HOMES TO 53% OF THE WORLD S POPULATION (WORLDBANK, 2018) ARE CHARACTERIZED BY A LACK OF GREEN SPACES, LARGE CROWDS, AND ARTIFICIAL LIGHTING (BEATLEY, 2011) THE LACK OF NATURAL STIMULI ATROPHIED BIOPHILIA (WILSON, 1993; BERTO AND BARBIERO, 2017A) AFTER THE INDUSTRIAL REVOLUTION, OUR DETACHMENT FROM NATURE BECAME EVEN MORE PRONOUNCED THIS DETACHMENT WAS SO HARD THAT MANY PEOPLE FEEL THE NEED TO RESTORE THEIR BIOPHILIA BY IMMERSING THEMSELVES IN NATURE DURING THEIR FREE TIME. WHILE BIOPHILIC DESIGN HAS QUICKLY RISEN TO PROMINENCE IN RECENT YEARS FOR ITS VARIOUS BENEFITS IN MENTAL AND PSYCHOLOGICAL THAT HAVE BEEN WELL DOCUMENTED IN VARIOUS STUDIES BIOPHILIC DESIGN IS ESPECIALLY IMPORTANT WHEN DESIGNING SPACES THAT PEOPLE WILL SPEND LARGE AMOUNTS OF TIME IN, SUCH AS A CORPORATE OFFICE OR CLASSROOM. (14) "ONE 2011 STUDY FROM THE JOURNAL OF HAPPINESS STUDIES FOUND THAT PSYCHOLOGICAL HEALTH IS LINKED TO NATURE RELATEDNESS (NR). ACCORDING TO THE STUDY, “CHANGES IN NR MEDIATE THE RELATIONSHIP BETWEEN ENVIRONMENTAL EDUCATION AND CHANGES IN VITALITY.” THIS STUDY BUILT UPON A PREVIOUS ONE FROM THE SAME JOURNAL THAT CEMENTED THE CONNECTION BETWEEN BIOPHILIA AND MENTAL HEALTH THIS EARLIER STUDY POSITED THAT THE CULTURAL AND TECHNOLOGICAL CHANGES BROUGHT ABOUT BY INDUSTRIALIZATION HAVE CAUSED NEGATIVE PSYCHOLOGICAL EFFECTS THE COROLLARY, THEN, IS THAT BIOPHILIC DESIGN CAN ASSIST IN REMEDYING THESE DRAWBACKS." (HOW BIOPHILIC DESIGN IS MAKING HUMANS HAPPIER 2018) TODAY, IN TERMS OF STYLE EVERYTHING IS DONE TO CONNECT THE INSIDE WITH THE GREAT OUTDOORS IT IS A TREND, DESIGNING FOR SUSTAINABILITY AND WELLBEING ARCHITECTS AND DESIGNERS ARE SEEKING NATURE INSPIRED THEMES, ROUGH TEXTURES, VISUAL IMPERFECTIONS, IRREGULAR MOTIFS, AND RANDOMISED PATTERNS THAT MIMIC THE LIVING WORLD, WHICH ARE ALL IN VOGUE AND GIVE AN ILLUSION OF NATURE. BIOPHILIC DESIGN CREATES HEALTHY, HAPPY WORKING ENVIRONMENTS. IT IMPROVES PHYSICAL WELLBEING; DECREASING STRESS, MINIMISING HEALTH PROBLEMS AND EVEN ACCELERATING RECOVERY FROM ILLNESS. IT IMPROVES ENVIRONMENTAL PERFORMANCE IT HAS BEEN PROVED, IT CAN MAKE SCHOOLCHILDREN CONCENTRATE HARDER ON THEIR STUDIES NOWADAYS

Exploration,Research andFacts

E O Wi son Amer can biologist Figure 12

IdentifyingaFocusedResearchQuestion

IssueAlgorithm

2019 STEPHEN R. KELLERT BIOPHILIC DESIGN AWARD 1 THE GREEN SCHOOL IN BALI WAS FOUNDED BY JOHN AND CYNTHIA HARDY IN 2006. THE TAILOR MADE CAMPUS EMERGED FROM THE JUNGLE AND RICE FIELDS SET IN A VILLAGE NEAR UBUD, THIS TROPICAL JUNGLE CAMPUS OF QUIRKY BAMBOO PAVILIONS HAS BECOME A GLOBALLY INFLUENTIAL EXHIBITION OF ONE OF THIS CENTURY S SIGNIFICANT ARCHITECTURAL TRENDS. A SCHOOL WITHOUT WALLS, A CAMPUS WHICH IGNITES THE SENSES AND THE NATURAL CURIOSITY OF CHILDREN. A PLACE WHERE INNOVATION, CREATIVITY AND LEARNING FLOURISH, A COMMUNITY, WHICH HAS COME TOGETHER TO SHARE NEW EXPERIENCES. A COMMUNITY OF LEARNERS AND TEACHERS, TRYING TO MAKE OUR WORLD MORE SUSTAINABLE. A HOLISTIC GREEN COMMUNITY WITH A STRONG EDUCATIONAL MANDATE THAT SEEKS TO INSPIRE STUDENTS TO BE MORE CURIOUS, MORE ENGAGED AND MORE PASSIONATE ABOUT THE ENVIRONMENT AND THE PLANET THE GREEN SCHOOL CAMPUS BUILDINGS INCLUDE CLASSROOMS, GYM, ASSEMBLY SPACES, FACULTY HOUSING, OFFICES, CAFES, AND BATHROOMS. A RANGE OF ARCHITECTURALLY SIGNIFICANT SPACES FROM LARGE MULTI STORY COMMUNAL GATHERING PLACES TO MUCH SMALLER CLASSROOMS THE SCHOOL WON THE 2019 STEPHEN R. KELLERT BIOPHILIC DESIGN AWARD. BIOPHILIA IS DEFINED AS THE INNATE HUMAN INSTINCT TO CONNECT WITH NATURE AND OTHER LIVING BEINGS. (1) BIOPHILIC DESIGN, UTILIZES NATURAL MATERIALS, PATTERNS, AND PHENOMENA TO MAINTAIN A CONNECTION TO NATURE WITHIN THE BUILT ENVIRONMENT BIOPHILIA IS MORE THAN JUST A PHILOSOPHY BIOPHILIC DESIGN HAS BEEN FOUND TO SUPPORT COGNITIVE FUNCTION, PHYSICAL HEALTH, AND PSYCHOLOGICAL WELL BEING. (1) STUDIES HAVE EXAMINED THE IMPACTS OF EXPOSURE TO NATURE AMONG INDIVIDUALS WITH ADHD, FOCUSING ON LARGELY URBAN, MIDWESTERN SAMPLES OF CHILDREN AGED 7 TO 12 YEARS, AND SUGGEST THAT EXPOSURE TO NATURE REDUCES ADHD SYMPTOMS. BIOPHILIA INCREASES RATES OF LEARNING 20 25%, IMPROVED TEST RESULTS, CONCENTRATION LEVELS AND ATTENDANCE, REDUCED IMPACTS OF ADHD. THE GREEN SCHOOL IN BALI INTEGRATED OUTDOOR LEARNING AREAS FOR MORE EXPLORATORY AND EXPERIENTIAL EDUCATION THEY INCORPORATE A VARIETY OF NATIVE SPECIES INTO THE LANDSCAPE AND HAVE A NATURAL HABITAT FOR A MORE BENEFICIAL LEARNING EXPERIENCE. FOR THE INDOORS, THEY NOT ONLY INCLUDED NATURAL MATERIALS LIKE WOOD, BUT ADDED FINISHES THAT MAKE USE OF SYMMETRY AND PATTERNS, PARTICULARLY THOSE FOUND IN NATURE, THIS IS A WAY OF SPARKING INQUISITIVENESS AND PROBLEM SOLVING.

Figure

Precedent TheGreenSchoolBali ARCHITECTS: IBUKU AREA: 7542 M² YEAR: 2007 Figure 8 Figure 9

Figure2 Figure3. Figure4. Figure5 Figure6 Figure7. Precedent TheGreenSchoolBali

Chapter Conclusion

BIOPHILIAC DESIGN IS BECOMING MORE COMMON THANKS TO ITS POSITIVE EFFECTS ON HUMAN WELL-BEING. IN THE FUTURE, IT WILL BECOME A STANDARD FOR DESIGN AS IT HAS ALREADY BEEN REALLY NEEDED. UNDERSTANDING AND IMPLEMENTING BIOPHILIC PRINCIPLES INTO SCHOOLS IS ESSENTIAL TO CREATING LEARNING ENVIRONMENTS THAT WILL PROMOTE A BETTER LEARNING EXPERIENCE.

Bibliography

11)https://dictionarycambridgeorg/us/dictionary/english/meditation 12)https://www.emamidesign.de/en/design/organic design.html 13)https://wwwguggenheimorg/teaching materials/the architecture of the solomon r guggenheim museum/form follows function

8)https://www.cooperhewitt.org/2018/04/03/why sensory design/ 9)https://wwwbdcnetworkcom/blog/biophilic design what it why it matters and how do we use it 10)https://wwwcdcgov/ncbddd/adhd/factshtml

https://wwwdemcointeriorscom/blog/biophilc learning environments/ SDERLUND,J.A.N.A.(2020).Emergenceofbiophilicdesign.SPRINGER. Abdelaal,M,&Soebarto,V (1970,January1) Historymatters:Theoriginsofbiophilicdesignof nnovative earningspacesintraditionalarchitecture AdelaideResearch&Scholarship:Home RetrievedDecember18,2021,fromhttps://digitallibraryadelaideeduau/dspace/handle/2440/119410

Figure12 AmericanSocietyofNaturalists NominationsfortheEdwardO WilsonNaturalistAward (nd) RetrievedDecember18,2021,from https://wwwamnatorg/announcements/NomEOWilsonhtm RESEARCH

Figure1 https://wwwlevistrausscom/2016/03/01/green school a sustainabe utopia in bali and modern day pioneer/ Figure2 7.https://www.designboom.com/architecture/pt bamboo pure green school bali/ Figure8 https://wwwakdnorg/architecture/project/green school Figure9 https://wwwarchdailycom/81585/the green school pt bambu

Figure10.https://materialdstrict.com/artcle/biophilic school biobased materials/

Figure11 Chronologies:Stoneageera chronologes:StoneAgeeras (nd) RetrevedDecember18 2021,fromhttps://histclocom/chron/stone/sa erahtm

1)https://www.nrdc.org/experts/maria mccain/bringing outdoors benefits biophilia 2)https://wwwnacarchitecturecom/naclab/biophiliaaspx 3)https://wwwhomesandgardenscom/news/bophilic design 4)https://wwwterrapinbrightgreencom/reports/14 patterns/ 5)https://www.merriam webster.com/dictionary/biophilia 6)https://wwwmerriam webstercom/dictionary/nature 7)https://wwwmerriam webstercom/dictionary/sustainability

PICTURES

14)Howbophilicdesignismakinghumanshappier

TerraMai (2018,October26) RetrievedDecember18,2021,fromhttps://wwwterramaicom/blog/biophilic design making humans happier/ https://wwwterramaicom/blog/biophilic design making humans happier/ https://digitallibraryadelaideeduau/dspace/bitstream/2440/119410/2/hdl 119410pdf

Chapter2 PROGRAM PT.1 LOW, MEDIUM, HIGH CONTACT RESEARCH

Content HYPOTHESIS VEHICLE PROGRAM STRATEGIES LOW CONTACT RESEARCH RESEARCH ABOUT BIOPHILIA AND BIOPHILIC DESIGN. RESEARCH ABOUT ADHD NATURE & ADHD THE GREEN SCHOOL IN BALI PRECEDENT TAKEAWAYS BIBLIOGRAPHY MEDIUM CONTACT RESEARCH BUCKINGHAM BROWNE & NICHOLS SCHOOL IN CAMBRIDGE CASE STUDY FARR ACADEMY IN CAMBDRIDGE CASE STUDY QUESTIONNAIRE TAKEAWAYS BIBLIOGRAPHY HIGH CONTACT RESEARCH PERSONAL EXPERIENCE EXPERT BIOGRAPHY AND INTERVIEW TAKEAWAYS

BIOPHILIA OFFERS AN ANSWER TO THIS CHALLENGES WITH ITS PRINCIPLES OF EVOLVED HUMAN-NATURE RELATIONSHIPS, LIGHT AND SPATIAL RELATIONSHIPS, AND ENVIRONMENTAL FEATURES. A BIOPHILIC AND INCLUSIVE SCHOOL WILL ENHANCE THE HEALTH, HAPPINESS, AND ABILITY OF STUDENTS TO CONCENTRATE AND LEARN.

Hypothesis

BIOPHILA IS ESSENTIAL TO STUDENTS WITH ADHD IN SUCCESFULL LEARNING. PEOPLE WITH ADHD EXPERIENCE BOUTS OF OVERSTIMULATION, IN WHICH THEY FEEL BOMBARDED BY OVERWHELMING SIGHTS AND SOUNDS.

Figure1

Vehicle

TYPOLOGY PRESCHOOL WE HAVE A PHYSIOLOGICAL NEED TO BE IN CONTACT WITH NATURE AND THE NATURAL WORLD. THE PROJECT TYPE IS A BIOPHILIC DESIGN OF A SCHOOL THAT WILL ENSURE THE SUCCESS OF STUDENTS, SPECIALLY STUDENTS WITH ADHD. BY DESIGNING A BIOPHILIC SCHOOL, STUDENTS WILL CREATE A STRONG CONNECTION TO NATURE. THIS WILL ENHANCE STUDENTS DEVELOPMENT AND WILL HAVE A MORE BENEFICIAL LEARNING EXPERIENCE. IT IS A SPACE THAT PROMOTES HARMONY AND A VERY PEACEFUL SPACE FOR STUDENTS TO ENJOY. A SPACE THAT ITS DESIGN AND AMBIENCE IS COMPLETELY INCLUSIVE FOR STUDENTS OF ALL AGES TO ENGAGE BENEFICIALLY WITH THE NATURAL ENVIRONMENT. THERE IS MULTIFUNCTIONAL SPACES TO INCREASE STUDENTS ENGAGEMENT AND PRODUCTIVITY.

Program Strategies

BUCKINGHAM BROWNE

RESEARCH ABOUT BIOPHILIA BIOPHILIC DESIGN.

RESEARCH ABOUT ADHD NATURE & ADHD THE GREEN SCHOOL IN BALI CASE STUDY MEDIUM CONTACT

LOW CONTACT

AND

& NICHOLS SCHOOL IN CAMBRIDGE. FARR ACADEMY QUESTIONNAIRE HIGH CONTACT USER & EXPERT INTERVIEWS BIOGRAPHY

LOW CONTACT RESEARCH ABOUT BIOPHILIA AND BIOPHILIC DESIGN RESEARCH ABOUT ADHD NATURE & ADHD THE GREEN SCHOOL IN BALI PRECEDENT TAKEAWAYS BIBLIOGRAPHY

THEN THERE IS FRANK LLOYD WRIGHT’S 1950S ERA SAMARA HOUSE IN WESTERN INDIANA, WHERE THE SHAPE OF THE SAMARA, THE WINGED SEED OF A MAPLE TREE, IS REPLICATED IN THE DESIGN OF THE HOME’S WINDOWS AND FURNISHINGS. (2)

BIOPHILIA

ISSUES SUCH AS DECREASED ABSENTEEISM, STAFF RETENTION, JOB PERFORMANCE, HEALING RATES, CLASSROOM LEARNING RATES, AND REDUCTION OF VIOLENCE STATISTICS ARE AMONG THOSE INFLUENCED BY A BIOPHILIC SPACE. (3)

Figure 3 Frank L oyd Wr ghts 1950s era Samara House in western Ind ana

BIOPHILIC DESIGN HAS HELD A SIGNIFICANT PLACE IN HISTORY. BIOPHILIC DESIGN, UTILIZES NATURAL MATERIALS, PATTERNS, AND PHENOMENA TO MAINTAIN A CONNECTION TO NATURE WITHIN THE BUILT ENVIRONMENT. BIOPHILIA IS MORE THAN JUST A PHILOSOPHY BIOPHILIC DESIGN HAS BEEN FOUND TO SUPPORT COGNITIVE FUNCTION, PHYSICAL HEALTH, AND PSYCHOLOGICAL WELL BEING. (1)

Figure 2 14th century Moor sh Alhambra in Granada, Spain

SYMBOLIC FORMS OF NATURE HAVE BEEN SEEN IN SOME OF THE OLDEST ROCK ART AND TOLD IN STORIES FROM THE BEGINNING OF RECORDED TIME. TAKE THE 14TH CENTURY MOORISH ALHAMBRA IN GRANADA, SPAIN WHERE INTRICATE PLANT MOTIFS ARE CARVED INTO THE STONE WALLS, CEILINGS, AND COLUMNS AND OUTDOOR COURTYARDS AND PATIOS ARE INTERSPERSED THROUGHOUT THE COMPLEX (2)

LOWCONTACT:Biophilia& BiophilicDesign

BIOPHILIA IS DEFINED AS THE INNATE HUMAN INSTINCT TO CONNECT WITH NATURE AND OTHER LIVING BEINGS. THE TERM IS DERIVED FROM THE GREEK WORDS FOR “LIFE” AND “LOVE OR AFFECTION;” MAKING ITS LITERAL TRANSLATION “LOVE OF LIFE.” (1) BIOPHILIC DESIGN

NATURE IN THE SPACE

The direct presence of nature in a space in the form of plants, animals, water, breeze, scents, light, shadows, and other natural elements. 1 2 3 4. 5 6 7.

Visual Connect on with Nature: A view to elements of nature, iving systems and natural processes

NATURAL ANALOGUES

Non Visual Connection with Nature: Auditory, haptic o factory or gustatory stimul that engender a deliberate and positive reference to nature, liv ng systems or natural processes

Presence of Water: A condition that enhances the exper ence of a place through the seeing, hear ng or touch ng of water Dynamic & Diffuse Light: Leveraging varying intensities of light and shadow that change over t me to create conditions that occur in nature

12 Refuge: A place for withdrawal, from environmental conditions or the main flow of activity, in which the individual is protected from behind and overhead 13. Mystery: The promise of more information achieved through partially obscured views or other sensory devices that entice the individual to travel deeper into the environment.

Connection with Natural Systems: Awareness of natural processes, especially seasonal and temporal changes characteristic of a healthy ecosystem

(4) https://www terrapinbrightgreen com/reports/14 patterns/

8 Biomorphic Forms & Patterns: Symbolic references to contoured, patterned, textured or numerical arrangements that persist in nature

10. Complexity & Order: Rich sensory information that adheres to a spatial hierarchy similar to those encountered in nature

NATURE OF THE SPACE

3Categories:

LOWCONTACT:Biophilia &BiophilicDesign

14. Risk/Peril: An identifiable threat coupled with a reliable safeguard

The incorporation of spatial elements commonly found in nature 11. Prospect: An unimpeded view over a distance for surveillance and planning.

Non Rhythmic Sensory Stimuli: Stochastic and ephemera connections with nature that may be analyzed statistica ly but may not be predicted precisely Thermal & Airflow Variability: Subtle changes in air temperature, relative humidity, airflow across the skin, and surface temperatures that mimic natural environments

THERE ARE 14 PATTERNS THAT DETAIL DIFFERENT WAYS TO INCORPORATE EACH CATEGORY INTO A SPACE.

The representational presence of natural materials, patterns, objects, colors, and shapes incorporated into building design, facade ornamentation, decor, and furniture

9. Material Connection with Nature: Material and elements from nature that, through minimal processing, reflect the local ecology or geology to create a distinct sense of place.

TREATMENT

ADHD ADHD IS ONE OF THE MOST COMMON NEURODEVELOPMENTAL DISORDERS OF CHILDHOOD. IT IS USUALLY FIRST DIAGNOSED IN CHILDHOOD AND OFTEN LASTS INTO ADULTHOOD CHILDREN WITH ADHD MAY HAVE TROUBLE PAYING ATTENTION, CONTROLLING IMPULSIVE BEHAVIORS (MAY ACT WITHOUT THINKING ABOUT WHAT THE RESULT WILL BE), OR BE OVERLY ACTIVE. (6) SIGNS AND SYMPTOMS IT IS NORMAL FOR CHILDREN TO HAVE TROUBLE FOCUSING AND BEHAVING. HOWEVER, THE SYMPTOMS DONT GO AWAY. THEY MAY CONTINUE AND CAN BE SEVERE. IT CAN CAUSE DIFFICULTY AT SCHOOL, AT HOME, OR WITH FRIENDS. A CHILD WITH ADHD MIGHT: DAYDREAM A LOT FORGET OR LOSE THINGS A LOT SQUIRM OR FIDGET TALK TOO MUCH MAKE CARELESS MISTAKES OR TAKE UNNECESSARY RISKS HAVE A HARD TIME RESISTING TEMPTATION HAVE TROUBLE TAKING TURNS HAVE DIFFICULTY GETTING ALONG WITH OTHERS FOR CHILDREN WITH ADHD YOUNGER THAN 6 YEARS OF AGE, THE AMERICAN ACADEMY OF PEDIATRICS (AAP) RECOMMENDS PARENT TRAINING IN BEHAVIOR MANAGEMENT AS THE FIRST LINE OF TREATMENT, BEFORE MEDICATION IS TRIED. FOR CHILDREN 6 YEARS OF AGE AND OLDER, THE RECOMMENDATIONS INCLUDE MEDICATION AND BEHAVIOR THERAPY TOGETHER PARENT TRAINING IN BEHAVIOR MANAGEMENT FOR CHILDREN UP TO AGE 12 AND OTHER TYPES OF BEHAVIOR THERAPY AND TRAINING FOR ADOLESCENTS. SCHOOLS CAN BE PART OF THE TREATMENT AS WELL. AAP RECOMMENDATIONS ALSO INCLUDE ADDING BEHAVIORAL CLASSROOM INTERVENTION AND SCHOOL SUPPORTS. (7)

ADHD STUDENTS

LOWCONTACT:ADHD CHILDREN WITH ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD) EXPERIENCE MORE OBSTACLES IN THEIR PATH TO SUCCESS THAN THE AVERAGE STUDENT. THE SYMPTOMS OF ADHD, SUCH AS INABILITY TO PAY ATTENTION, DIFFICULTY SITTING STILL, AND DIFFICULTY CONTROLLING IMPULSES, CAN MAKE IT HARD FOR CHILDREN WITH THIS DIAGNOSIS TO DO WELL IN SCHOOL TO MEET THE NEEDS OF CHILDREN WITH ADHD, SCHOOLS MAY OFFER: ADHD TREATMENTS, SUCH AS BEHAVIORAL CLASSROOM MANAGEMENT OR ORGANIZATIONAL TRAINING SPECIAL EDUCATION SERVICES; OR ACCOMMODATIONS TO LESSEN THE EFFECT OF ADHD ON THEIR LEARNING. (5) BEING HEALTHY IS IMPORTANT FOR ALL CHILDREN AND CAN BE ESPECIALLY IMPORTANT FOR CHILDREN WITH ADHD. IN ADDITION TO BEHAVIORAL THERAPY AND MEDICATION, HAVING A HEALTHY LIFESTYLE CAN MAKE IT EASIER FOR YOUR CHILD TO DEAL WITH ADHD SYMPTOMS.(6)

COMBINED PRESENTATION: PREDOMINANTLY HYPERACTIVE IMPULSIVE PRESENTATION: THEPERSONFIDGETSANDTALKS T.ITISHARDTOSITSTILL LONG SMALLERCHILDREN AYRUN,JUMPORCLIMB STANTLY.THEINDIVIDUAL EELSRESTLESSANDHAS OUBLEWITHIMPULSIVITY. MEONEWHOISIMPULSIVE INTERRUPTOTHERSALOT, THINGSFROMPEOPLE,OR KATINAPPROPRIATETIMES HARDFORTHEPERSONTO THEIRTURNORLISTENTO ECTIONS.APERSONWITH LSIVENESSMAYHAVEMORE DENTSANDINJURIESTHAN OTHERS. PREDOMINANTLY INATTENTIVE PRESENTATION: ITISHARDFORTHE 3Types: THERE ARE 3 TYPES OF ADHD. DEPENDING ON WHICH TYPES OF SYMPTOMS IN THE INDIVIDUAL: LOWCONTACT:ADHD Figure4 (6) https://www cdc gov/ncbddd/adhd/facts html

TWO STUDIES HAVE EXAMINED THE IMPACTS OF EXPOSURE TO NATURE AMONG INDIVIDUALS WITH ADHD. BOTH FOCUSED ON CHILDREN AGED 7 TO 12 YEARS WHO HAD BEEN PROFESSIONALLY DIAGNOSED WITH ADHD IN THE FIRST STUDY, 96 PARENTS RATED LEISURE ACTIVITIES WITH RESPECT TO WHETHER THEIR CHILD’S SYMPTOMS WERE BETTER THAN, WORSE THAN, OR THE SAME AS USUAL AFTER ENGAGING IN THOSE ACTIVITIES PARENTS ALSO RATED THE GENERAL SEVERITY OF THEIR CHILD S SYMPTOMS AND PROVIDED INFORMATION ON THE “GREENNESS” OF THE CHILD S TYPICAL PLAY SETTINGS. RESULTS INDICATED THAT SYMPTOMS WERE BETTER THAN USUAL AFTER ACTIVITIES IN RELATIVELY GREEN SETTINGS MOREOVER, THE AFTEREFFECTS OF ACTIVITIES TAKING PLACE IN GREEN OUTDOOR SETTINGS WERE BETTER THAN THOSE OF ACTIVITIES TAKING PLACE EITHER INDOORS OR IN RELATIVELY BUILT OUTDOOR SETTINGS, AND THE GREENER A CHILD S TYPICAL PLAY SETTINGS, THE LESS SEVERE HIS OR HER GENERAL SYMPTOMS. A CONTROLLED FIELD EXPERIMENT (A FABER TAYLOR AND F E KUO, UNPUBLISHED DATA, 2004) WAS CONDUCTED TO ADDRESS THE ISSUE OF CAUSALITY IN THIS STUDY, CHILDREN WITH ADHD WENT FOR GUIDED WALKS, WHILE UNMEDICATED, IN EACH OF 3 SETTINGS DIFFERING IN THE EXTENT TO WHICH NATURAL OR URBAN ELEMENTS PREDOMINATED. THE 20 MINUTE WALKS WERE COUNTERBALANCED FOR ORDER AND CONTROLLED FOR DAY OF WEEK, TIME OF DAY, WALKING GUIDE, AND WALKING PACE. ROUTES WERE CHOSEN TO INVOLVE ROUGHLY EQUIVALENT LEVELS OF NOISE AND PEDESTRIAN DENSITY AS A MEANS OF ENSURING SOME DEGREE OF ATTENTIONAL FATIGUE, 15 MINUTES OF PUZZLE LIKE TASKS WERE ADMINISTERED TO CHILDREN BEFORE EACH WALK AFTER EACH WALK, A SINGLE EVALUATOR, UNAWARE OF CONDITION ASSIGNMENTS, ADMINISTERED OBJECTIVE MEASURES OF ATTENTION. CHILDREN S PERFORMANCE ON THESE MEASURES WAS SIGNIFICANTLY BETTER AFTER WALKING IN THE GREENEST SETTING THAN AFTER WALKING IN EITHER OF THE OTHER 2 SETTINGS. BECAUSE THE RESEARCH DESIGN COMPARED THE SAME CHILD ACROSS SETTINGS, IT CONTROLLED FOR INDIVIDUAL FACTORS SUCH AS AGE, GENDER, SOCIOECONOMIC STATUS, AND CASE CHARACTERISTICS

Studies

THESE STUDIES, BOTH FOCUSING ON LARGELY URBAN, MIDWESTERN SAMPLES OF CHILDREN AGED 7 TO 12 YEARS, PROVIDE THE FIRST EVIDENCE TO SUGGEST THAT EXPOSURE TO NATURE REDUCES ADHD SYMPTOMS gov/pmc/articles/PMC1448497/

LOWCONTACT:Nature&ADHD F gure 5 (7) https://www ncbi nlm nih

THE USE OF CLEAR GLASS OVER MORE TRANSLUCENT OPTIONS ALLOWS FOR GREATER TRANSPARENCY BETWEEN THE INDOORS AND THE NATURAL OUTDOORS; THE INDECIPHERABLE SHAPES CREATED BY MORE OPAQUE BARRIERS BECOME UNNECESSARY DISTRACTIONS FOR CHILDREN IN CLASSROOMS FOR INDOOR MATERIALITY, NOT ONLY SHOULD NATURAL MATERIALS LIKE WOOD BE CONSIDERED, BUT FINISHES THAT MAKE USE OF SYMMETRY AND PATTERNS, PARTICULARLY THOSE FOUND IN NATURE, ARE ENCOURAGED AS WAYS OF SPARKING INQUISITIVENESS AND PROBLEM SOLVING. AS THE HUMAN POPULATION GROWS AND ACCESS TO WILDERNESS BECOMES LIMITED, INCORPORATING NATURE INTO THE BUILT ENVIRONMENT BECOMES VERY IMPORTANT SO THAT THE BASIC CONNECTION BETWEEN HUMANS AND NATURE IS NOT LOST CONSISTENT EXPOSURE TO NATURAL ELEMENTS THROUGH BIOPHILIC DESIGN SUPPORTS LONGEVITY AND ENSURES THAT FUTURE GENERATIONS MAINTAIN AN AFFINITY WITH NATURE, SO THAT THEY WILL GROW UP TO BE STEWARDS OF THE WILD PLACES AND ANIMALS THAT MAKE OUR PLANET MAGNIFICENT. SUGGESTIONS OF HOW CAN SCHOOLS INCORPORATE ELEMENTS OF BIOPHILIC DESIGN INTO THEIR PLANS Biophilia increases rates of learning 20 25%, improved test results, concentration levels and attendance, reduced impacts of ADHD org/experts/maria

LOWCONTACT:Nature&ADHD F gure 6

mccain/bringing outdoors benefits biophilia

BIOPHILIA IN SCHOOLS

THE INTEGRATION OF OUTDOOR LEARNING AREAS ALLOWS FOR MORE EXPLORATORY, EXPERIENTIAL EDUCATION. WHEN A VARIETY OF NATIVE SPECIES ARE INCORPORATED INTO THE LANDSCAPE, A NATURAL HABITAT CAN BE ESTABLISHED FOR A MORE BENEFICIAL LEARNING EXPERIENCE

(9) https://www nrdc

LOWCONTACT:TheGreenSchoolinBali Precedent TheGreenSchool-Bali 2019 STEPHEN R. KELLERT BIOPHILIC DESIGN AWARD

A SCHOOL WITHOUT WALLS, A CAMPUS WHICH IGNITES THE SENSES AND THE NATURAL CURIOSITY OF CHILDREN, A PLACE WHERE INNOVATION, CREATIVITY AND LEARNING FLOURISH, A COMMUNITY, WHICH HAS COME TOGETHER FROM ALL CORNERS OF THE GLOBE TO SHARE NEW EXPERIENCES, A PLACE OF JOY. MISION

THE SCHOOL’S BAMBOO BRIDGE, SPANNING 22 METERS ACROSS THE AYUNG RIVER, WAS COMPLETED IN NOVEMBER 2006. GREEN SCHOOL OPENED IN SEPTEMBER 2008 WITH 90 STUDENTS AND A TAILOR MADE CAMPUS THAT EMERGED FROM THE JUNGLE AND RICE FIELDS. SINCE THEN IT HAS GROWN TO 400 STUDENTS AND TO AN INSPIRING EXAMPLE OF EDUCATION FOR SUSTAINABILITY.

F gure 7 Figure 8 (10)

GREEN SCHOOL WAS CONCEIVED BY ITS FOUNDERS, JOHN AND CYNTHIA HARDY IN 2006. AFTER YEARS OF HOMESCHOOLING, THE HARDYS WANTED THEIR DAUGHTERS TO ATTEND A REAL SCHOOL. WHEN HE READ ALAN WAGSTAFF’S “THREE SPRINGS”, HE WAS SO INSPIRED BY THE DREAM THAT HE WANTED TO BUILD IT IN BALI.

A COMMUNITY OF LEARNERS MAKING OUR WORLD SUSTAINABLE GREEN SCHOOL WAY WE EDUCATE FOR SUSTAINABILITY, THROUGH COMMUNITY INTEGRATED, ENTREPRENEURIAL LEARNING, IN A WALL LESS, NATURAL ENVIRONMENT. OUR HOLISTIC, STUDENT GUIDED APPROACH INSPIRES AND EMPOWERS US TO BE CHANGEMAKERS. ABOUT SET IN A VILLAGE NEAR UBUD, THIS TROPICAL JUNGLE CAMPUS OF QUIRKY BAMBOO PAVILIONS HAS BECOME A GLOBALLY INFLUENTIAL EXHIBITION OF ONE OF THIS CENTURY’S SIGNIFICANT ARCHITECTURAL TRENDS. https://www greenschool org/about

HISTORY

us/

ARCHITECTS: IBUKU AREA: 7542 M² YEAR: 2007 THE GREEN SCHOOL, A GIANT LABORATORY BUILT BY PT BAMBU, IS LOCATED ON A SUSTAINABLE CAMPUS STRADDLING BOTH SIDES OF THE AYUNG RIVER IN SIBANG KAJA, BALI, WITHIN A LUSH JUNGLE WITH NATIVE PLANTS AND TREES GROWING ALONGSIDE SUSTAINABLE ORGANIC GARDENS. CAMPUS BUILDINGS INCLUDE CLASSROOMS, GYM, ASSEMBLY SPACES, FACULTY HOUSING, OFFICES, CAFES AND BATHROOMS. A RANGE OF ARCHITECTURALLY SIGNIFICANT SPACES FROM LARGE MULTI STOREY COMMUNAL GATHERING PLACES TO MUCH SMALLER CLASSROOMS ARE A FEATURE OF THE CAMPUS. THE RESULT IS A HOLISTIC GREEN COMMUNITY WITH A STRONG EDUCATIONAL MANDATE THAT SEEKS TO INSPIRE STUDENTS TO BE MORE CURIOUS, MORE ENGAGED AND MORE PASSIONATE ABOUT THE ENVIRONMENT AND THE PLANET.

Fgure10.

LOWCONTACT:TheGreenSchoolinBali Precedent Figure9

Figure12 Figure11 (11) https://www.archdaily.com/81585/the green school pt bambu

THE FORM OF THE STRUCTURE CREATES AN ILUSION OF NATURE KIDS ARE IN A MORE PEACEFUL AND SERENE ENVIRONMENT. ADDITIONALLY, OPEN PLAN CLASSROOMS ARE SEEN TO BENEFIT TEACHERS AS THEY PROMOTE THE SHARING OF SKILLS, IDEAS, AND EXPERIENCES (BROGDEN, 1983)

SECOND FLOOR MULTI USE SPACE FUN FACT!

Figure13,14,15,16&17 LOWCONTACT:TheGreenSchool inBaliPrecedent

THE GREEN SCHOOL, A GIANT LABORATORY BUILT BY PT BAMBU, IS LOCATED ON A SUSTAINABLE CAMPUS STRADDLING BOTH SIDES OF THE AYUNG RIVER IN SIBANG KAJA, BALI, WITHIN A LUSH JUNGLE WITH NATIVE PLANTS AND TREES GROWING ALONGSIDE SUSTAINABLE ORGANIC GARDENS.(11)

LARGE INTERIOR SPACES ORGANIZED AROUND THE CENTRAL COLUMNS OPEN PLAN SCHOOLS AID CHILDREN S SOCIAL DEVELOPMENT AND MAKE THEM TAKE MORE RESPONSIBILITY FOR THEIR WORK (BROGDEN, 1983; HICKEY & FORBES, 2011)

STRUCTURAL BAMBOO IS ENGRAVED WITH THE NAMES OF SUPPORTING ORGANIZATION SPIRALING BAMBOO STAIRS

A HARP WAS INSTALLED ON SEVERAL OF THE WOOD COLUMNS CONVERTING THEM INTO MUSICAL INSTRUMENTS FOR ANYONE TO PLAY.

NATURAL LIGHT ENTERS TO THE SPACES THIS INCREASES KIDS PRODUCTIVITY AND ALERTNESS

“ALONG WITH AESTHETICS, TREES HAVE PSYCHOLOGICAL BENEFITS AND MAKE US FEEL BETTER,” HUSEMOLLER SAID. (13)

THIS PROJECT WAS TO SHOW PEOPLE HOW TO BUILD WITH SUSTAINABLE MATERIALS, MAINLY BAMBOO A FLUID HELICAL THATCH ROOF STEMS FROM EACH MAIN VERTICAL SUPPORT CORKSCREWING TO ALLOW LIGHT TO REACH EVERY SPACE, WITH DEEP OVERHANGS TO PROTECT THE OPEN AIR INTERIOR. THREE MAIN STAIRCASES SERVE THREE FLOORS WITH MULTI FUNCTIONAL AREAS AND VARYING LEVELS OF PRIVACY TO ACCOMMODATE THE VARIOUS ACTIVITIES(12) THE GREEN SCHOOL IS AN INTEGRATIVE EXPERIENCE DIRECTLY RESONATING WITH ITS EDUCATIONAL PRINCIPLES.

FUN FACT!

Figure13,14,15,16&17 LOWCONTACT:TheGreenSchool inBaliPrecedent

THE SIGNIFICANT AMOUNT OF SCIENTIFIC RESEARCH ON BIOPHILIA IN EDUCATION CLEARLY ILLUSTRATES THAT A CONNECTION TO NATURE CAN EXTREMELY ENHANCE STUDENT DEVELOPMENT. THERE ARE A LOT OF BENEFITS FROM BIOPHILIC DESIGN, FROM COGNITIVE TO AFFECTIVE TO SOCIAL OUTCOMES. STUDENTS OF ALL AGES ESPECIALLY WITH ADHD NEEDS, SHOULD ENGAGE BENEFICIALLY WITH THE NATURAL ENVIRONMENT.

LowContact Takeaway

LOWCONTACT:Takeaways

MEDIUMCONTACT BUCKINGHAM BROWNE & NICHOLS SCHOOL IN CAMBRIDGE CASE STUDY FARR ACADEMY IN CAMBDRIDGE CASE STUDY QUESTIONNAIRE TAKEAWAYS BIBLIOGRAPHY

MEDIUMCONTACT:Buckingham Browne&NicholsSchoolinCambridge CASESTUDY BuckinghamBrowne& NicholsSchoolinCambridge AN INCLUSIVE SCHOOL

AFTER CARE PROGRAM OFFERS CHILDREN IN BEGINNERS THROUGH GRADE 6 A BALANCE OF ORGANIZED AND FREE PLAY ACTIVITIES THAT PROVIDE A PLEASANT, COMFORTABLE, AND LESS STRUCTURED AFTERNOON EXPERIENCE. ACTIVITIES INCLUDE FREE PLAY, GAMES, ART, STORIES, COMPUTER TIME, AND A QUIET PLACE FOR HOMEWORK WITH AFTER CARE STUDENTS GROUPED ACCORDING TO GRADE LEVEL (14) ABOUTBB&N EMBRACE CAMBRIDGE AND BOSTON AS VITAL PARTS OF AN EXTENDED “CLASSROOM.” STUDENTS “ADOPT” TREES IN LONGFELLOW PARK AND DO ECOLOGY EXPERIMENTS IN THE CHARLES RIVER. THEY USE LIBRARIES AT HARVARD, VISIT SCIENCE LABORATORIES AT MIT AND BOSTON UNIVERSITY, AND CREATE ART PROJECTS AT THE MUSEUM OF FINE ARTS AND THEY ENJOY THE MANY INFORMAL OPPORTUNITIES THEY HAVE DURING THEIR YEARS AT BB&N TO SIMPLY WALK INTO HARVARD SQUARE AND SOAK UP THE AMBIENCE THERE (14) F gure 18

BB&N S MISSION IS TO PROMOTE SCHOLARSHIP, INTEGRITY, AND KINDNESS IN DIVERSE, CURIOUS, AND MOTIVATED STUDENTS THE SCHOOL PREPARES STUDENTS FOR LIVES OF PRINCIPLED ENGAGEMENT IN THEIR COMMUNITIES AND THE WORLD. (14) AFTER CARE PROGRAMS

BUCKINGHAM BROWNE & NICHOLS IS A DAY SCHOOL IN CAMBRIDGE THAT ENGAGES STUDENTS IN GRADES PRE K (CALLED BEGINNERS) THROUGH 12 IN A RICH AND INVIGORATING EDUCATIONAL EXPERIENCE OF THE HIGHEST QUALITY THE SCHOOL EXCELS AT HELPING STUDENTS DISCOVER THEIR UNIQUE TALENTS AND PASSIONS AND DEVELOP THEM TO THE FULLEST (14) MISION

HISTORY

BUCKINGHAM BROWNE & NICHOLS SCHOOL, A COEDUCATIONAL DAY SCHOOL IN CAMBRIDGE, WAS ESTABLISHED IN 1974. BB&N CAME INTO EXISTENCE THROUGH THE MERGER OF TWO SCHOOLS IN CAMBRIDGE THE BROWNE & NICHOLS SCHOOL, A SCHOOL FOR BOYS FOUNDED IN 1883 BY ONE TIME HARVARD CLASSMATES GEORGE H. BROWNE AND EDGAR H. NICHOLS; AND THE BUCKINGHAM SCHOOL, ESTABLISHED SIX YEARS LATER AT THE CORNER OF BUCKINGHAM STREET AND BUCKINGHAM PLACE BY JEANNETTE MARKHAM. THE FORMAL MERGER THAT CREATED BUCKINGHAM BROWNE & NICHOLS BECAME EFFECTIVE ON NEW YEAR S DAY, 1974. (14)

MEDIUMCONTACT:Buckingham Browne&NicholsSchoolinCambridge CASESTUDY UPPERSCHOOLFigure25 LOWERSCHOOLFigure23 MIDDLESCHOOLFigure24

ARCHITECTS: CENTERBROOK ARCHITECTS AND PLANNERS AREA: STRETCH OVER 14 ACRES ACROSS THREE CAMPUSES 80 GERRY’S LANDING ROAD CAMBRIDGE, MA 02138 BB&N WAS FOUNDED IN 1974 FROM THE MERGER OF TWO SCHOOLS, BROWNE & NICHOLS SCHOOL AND THE BUCKINGHAM SCHOOL BUCKINGHAM BROWNE & NICHOLS WAS CONCEIVED AS PART OF AN EXTENSIVE RENOVATION AND EXPANSION OF THE INSTITUTION’S UPPER SCHOOL. SITUATED ALONG THE CHARLES RIVER, THE LANDSCAPE BUILDS ON THE DIVERSE RIPARIAN ECOSYSTEM AND IS INSPIRED BY THE RIVER’S MANY OXBOWS. (15) THE LOWER AND MIDDLE SCHOOLS ARE BLOCKS AWAY FROM HARVARD SQUARE, WHILE THE UPPER SCHOOL CAMPUS SITS ABOUT A MILE AWAY ON THE BANKS OF THE CHARLES RIVER. (16) LARGE CURVING WALKS RELATE TO THE BUILDING’S SCALE AND LEAD VISITORS TO THE RENOVATED MAIN ENTRY, WHICH BRINGS A SENSE OF THE URBAN REALM ONTO THE CAMPUS.(15)

SITEANALYSISFigure26

LOWERSCHOOLFigure23.

MEDIUMCONTACT:Buckingham Browne&NicholsSchoolinCambridge CASESTUDY Figure29

Figure30

THE NEW WING, OFFERS A LIGHT FILLED SPACE FOR OUR 2ND, 3RD AND 4TH GRADERS THE COMMON SPACE IS USED FOR SMALL GROUP MEETINGS AND CREATIVE WORK SESSIONS EXPOSURE TO BRIGHT BLUE LIGHT DURING THE DAY TO BOOSTS MOOD, ALERTNESS, CONCENTRATION AND ENERGY LEVELS

KINDERGARTENERS AND GRADE 1 STUDENTS BENEFIT FROM THEIR OWN PLAYGROUND, GIVING THEM THE OPPORTUNITY TO BUILD CLOSE RELATIONSHIPS WITH ONE ANOTHER AND WITH THEIR TEACHERS.

THE MARKHAM HOUSE, IS THE ORIGINAL BUILDING IN WHICH THE BUCKINGHAM SCHOOL FOR GIRLS STARTED IN 1889 IT IS NOW THE ARTS MATH, AND WORLD LANGUAGES STUDIES THERE IS ALWAYS SOMETHING FUN AND INTERESTING HAPPENING IN THIS BUILDING

THE LEHNER CENTER AS YOU WALK IN YOU MAY HEAR MUSIC ON THE GROUND FLOOR, WHERE BOTH MUSIC CLASSROOMS ARE LOCATED THREE SCIENCE LABS, THE HALLWAY IS USUALLY FULL OF THE FRUITS OF THE STUDENTS LABOR, AND A COMMUNITY SPACE USED FOR AFTERCARE, CLASSROOM DISPLAYS, AND GROUP PROJECTS Figure28

Figure27

SITEPLANCONCEPTFigure22 SITEPLANUPPERSCHOOLFigure21 GREEN AND OPEN SPACES FOR KIDS PROMOTES ATTENTION RESTORATION, MODERATES THE IMPACTS OF STRESS, IMPROVES BEHAVIORS AND SYMPTOMS OF ADHD AND WAS EVEN ASSOCIATED WITH HIGHER STANDARDIZED TEST SCORES (17) CLASSROOMS AND COMMON AREAS ARE AROUND THE TILTED LAWN PANEL. THIS ENHANCES A FEELING OF BEING OUTSIDE WHILE KIDS ARE TAKING CLASSES IN CLOSE CLASSROOMS Figure31 MEDIUMCONTACT:Buckingham Browne&NicholsSchoolinCambridge CASESTUDY MIDDLESCHOOLFigure24 ON THE TERRACE LEVEL IS THE LIBRARY LEARNING COMMONS THE FIRST FLOOR CONTAINS CLASSROOMS, EACH WITH AMPLE WINDOWS FOR NATURAL LIGHT, AND STATE OF THE ART TECHNOLOGY THE SECOND FLOOR CONTAINS CLASSROOMS AS WELL AS THE CAMPUS LARGEST COMMUNAL SPACE, KNOWN AS THE BIG ROOM. Figure32. Figure33. INTERACTIVE SPACES FOR STUDENTS TO RELAX AND SPEND TIME ART CLASSES CAN HELP YOUR CHILD GROW AND DEVELOP THEIR CREATIVITY, FINE MOTOR SKILLS, PROBLEM SOLVING ABILITY COMMUNICATION SKILLS, SELF ESTEEM AND SOCIO EMOTIONAL ABILITIES AND MUCH MORE (19)

INTEGRATING TEACHING AND COUNSELING, FARR ACADEMY PROVIDES A NURTURING ENVIRONMENT FOR MEANINGFUL INTERACTION AND PERSONAL GROWTH

ABOUT

MEDIUMCONTACT:FARRACADEMY inCambdridgeCASESTUDY

MISION TO PROVIDE CHALLENGING AND TROUBLED ADOLESCENTS WITH A THERAPEUTIC EDUCATION THAT FOSTERS THE BUILDING OF ACADEMIC, PERSONAL AND INTERPERSONAL SKILLS, THEREBY ENABLING THEM TO GRADUATE FROM HIGH SCHOOL; ACHIEVE SUCCESS IN THEIR CHOSEN CAREERS; REMAIN CONNECTED TO THEIR FAMILIES; AND BECOME POSITIVE MEMBERS OF THE LARGER COMMUNITY(23) INDIVIDUALIZED SUPPORT

“I LOOK AT THE TEACHERS HERE LIKE THEY ARE PART OF MY FAMILY. THEY HAVE HELPED ME SO MUCH THE PAST TWO YEARS.” SENIOR STATEMENT, 2018 GRADUATE Fgure 19 Figure 20.

HISTORY TOM CULHANE, FOUNDER OF FARR ACADEMY, KNEW FIRSTHAND WHAT IT’S LIKE TO BE A RELUCTANT LEARNER AS AN ADOLESCENT GROWING UP IN CAMBRIDGE, TOM WAS MENTORED AND INFLUENCED BY TEACHERS WHO ACTUALLY MADE HIM WANT TO LEARN IN JULY 1972, TOM CULHANE FULFILLED HIS DREAM OF ESTABLISHING A SCHOOL FOR SPECIAL NEEDS ADOLESCENTS. THE JAMES F. FARR ACADEMY FOCUSED ON TOM’S INTEREST IN HELPING THESE YOUTH TO CHANNEL THEIR ENERGIES INTO HEALTHY OUTLETS AND POSITIVE ACTIVITIES (23) FARR TEACHER/COUNSELORS MEET STUDENTS WHERE THEY ARE, CRAFT A PERSONALIZED CURRICULUM TO ADDRESS SPECIFIC EMOTIONAL AND/OR LEARNING CHALLENGES, AND CREATE A THERAPEUTIC ENVIRONMENT TO NURTURE THE WHOLE PERSON IN ADDITION TO A SOLID FOUNDATION OF CLASSROOM LEARNING, THEIR CURRICULUM INCLUDES ACCESS TO COLLEGE PREP SERVICES, MULTIFACETED PHYSICAL EDUCATION AND OUTDOOR ACTIVITIES, STUDIO ART AND WOODWORKING, AND AN INTENSIVE SCHOOL TO CAREER PROGRAM.(23)

FARRACADEMYinCambdridge

WITH A 1:3 CLASSROOM STAFF TO STUDENT RATIO, FARR ACADEMY PROVIDES THE OPPORTUNITY TO DEVELOP EXCEPTIONAL INDIVIDUALIZED INSTRUCTION INCLUDING SPECIFIC APPROACHES FOR LEARNING DISABLED STUDENTS AS WELL AS ACADEMICALLY ADVANCED STUDENTS WITH SOCIAL EMOTIONAL BARRIERS TO LEARNING AND TO MODIFY THE CURRICULUM TO ADDRESS THOSE NEEDS. SMALL CLASSES ENABLE ATTENTIONAL, DISTRACTIBILITY AND IMPULSIVITY PROBLEMS TO BE ADDRESSED MORE EASILY. STRUCTURED GROUP ACTIVITY AND LEARNING IS ALSO EMPHASIZED IN ORDER TO ENCOURAGE PRO SOCIAL INTERPERSONAL SKILLS.(23)

WHILE THE CLASSROOM IS THE CENTRAL ELEMENT IN A FARR ACADEMY EDUCATION, WE PROVIDE STUDENTS WITH OTHER AVENUES TO DEVELOP THEIR SENSE OF SELF TO HELP ROUND OUT THEIR EDUCATIONAL PATHS AND LIFE SKILLS, FARR OFFERS A RANGE OF INSPIRING AND ENGAGING EXTRACURRICULAR ACTIVITIES. (21)

THE OVERARCHING MISSION IS TO SET EXPECTATIONS AND STANDARDS THAT SUPPORT LEARNING, EMOTIONAL GROWTH, POSITIVE CHANGE, COMPETENCE, ACHIEVEMENT AND THE ABILITY TO BE SELF RELIANT AND INDEPENDENT THIS ALL TAKES PLACE WITHIN A THERAPEUTIC ENVIRONMENT THAT FOSTERS TOLERANCE AND UNDERSTANDING BY FOCUSING ON REFLECTION, GROUP PROCESS AND SHARED GOALS. (20)

Figure36. SMALL CLASSES ENABLE ATTENTIONAL, DISTRACTIBILITY AND IMPULSIVITY PROBLEMS TO BE ADDRESSED MORE EASILY STRUCTURED GROUP ACTIVITY AND LEARNING IS ALSO EMPHASIZED IN ORDER TO ENCOURAGE PRO SOCIAL INTERPERSONAL SKILLS. (22)

Figure34 Figure35 WITH A 1:3 CLASSROOM STAFF TO STUDENT RATIO, FARR ACADEMY PROVIDES THE OPPORTUNITY TO DEVELOP EXCEPTIONAL INDIVIDUALIZED INSTRUCTION INCLUDING SPECIFIC APPROACHES FOR LEARNING DISABLED STUDENTS AS WELL AS ACADEMICALLY ADVANCED STUDENTS WITH SOCIAL EMOTIONAL BARRIERS TO LEARNING AND TO MODIFY THE CURRICULUM TO ADDRESS THOSE NEEDS.(22)

MEDIUMCONTACT:FARRACADEMYin CambdridgeCASESTUDY

WORKING WITH STUDENTS TO REMEDIATE AREAS OF ACADEMIC STRUGGLE AND SPECIFIC LEARNING DISABILITIES IS A REFLEXIVE PART OF THE FARR CLASSROOM EXPERIENCE THIS INCLUDES ONE ON ONE TUTORIALS WHEN NEEDED WHETHER A STUDENT HAS A SPECIFIC LEARNING DISABILITY (I.E. DYSLEXIA), NEEDS HELP IN A PARTICULAR SUBJECT, WANTS TO PURSUE AN AREA OF STRENGTH/INTEREST, OR WOULD SIMPLY BENEFIT FROM A ONE TO ONE RELATIONSHIP (22)

MEDIUMCONTACT: Questionnaire

HOW ARE ADHD PEOPLE ENVIRONMENTAL OR SPATIAL CHALLENGED?

WHAT ARE KIDS WITH ADHD CHALLENGES?

WHAT ARE THE HUMAN SENSES?

WHAT IS A BIOPHILIC DESIGN? HOW IS ADHD TREATED? WHAT ARE ADHD SYMPTOMS?

WHAT ARE THE BIOPHILIC PRINCIPLES?

WHAT ARE THE NATURE ELEMENTS?

HOW NATURE HELPS WELLNESS?

HOW DO STUDENTS FEEL IN A CLASSROOM?

WHAT DOES ADHD KIDS THINK OF THEIR SCHOOL?

HOW DO STUDENTS FEEL WORKING OUTDOORS?

WHAT EASES ANXIETY IN ADHD KIDS?

WHY PEOPLE WITH ADHD CHANGE SCHOOLS OFTEN?

WHAT IS THE FURNITURE PEOPLE REALLY USE IN PARKS?

HOW NATURE CURES MENTAL AND PHYSICAL HEALTH?

WHAT ARE ALTERNATIVE SUSTAINABLE MATERIALS?

HOW NATURE WORKS IN PARKS?

WHAT IS THE RELATIONSHIP OF PEOPLE WITH NATURE IN PUBLIC SPACES?

Questionnaire

WHAT IS ADHD? WHAT IS BIOPHILIA?

WHY BIPHILIA IS ESSENTIAL IN SCHOOLS?

WHY DO WE NOT INCLUDE BIOPHILIC ELEMENTS IN EVERY PROJECT WE DESIGN?

MEDIUMCONTACT:Takeaways

MediumContact Takeaway

THE BUCKINGHAM BROWNE & NICHOLS SCHOOL IN CAMBRIDGE AND THE FARR ACADEMY IN CAMBDRIDGE ARE SCHOOLS THAT HAVE SPECIAL PROGRAMS AND HAVE A BIOPHILIC DESIGN IN THEIR LEARNING ENVIRONMENT. THESE CASE STUDIES SHOW WAYS OF IMPLEMENTING BIOPHILIA PRINCIPLES INTO A LEARNING ENVIRONMENT. FROM THE SCHOOL DESIGN TO THEIR TEACHING PROGRAMS. BOTH SCHOOLS ARE GOOD EXAMPLES OF THE RELATION BETWEEN BIOPHILIA AND KIDS.

Bibliography

PICTURES

Figure5 https://nurtureandthriveblogcom/nature walks with kids/ Figure6.https://www.archdaily.com/tag/biophilic design Figure7 https://wwwgreenschoolorg/bali/about/ Figure8 https://theconversationcom/bamboo archtecture balis green school inspires a global renaissance 121248 Figure9,10,11https://www.archdaily.com/81585/the green school pt bambu Figure12,13,14,15,16&17https://wwwdesignboomcom/architecture/pt

frank lloyd wright house gets landmark status/26276063/ Figure4 https://housefandomcom/wiki/ADHD

Figure3 https://wwwusatodaycom/story/news/nation/2015/04/23/ind

Figure24.https://www.stimsonstudio.com/buckingham browne and nichols Figure34&35 https://wwwfarracademyorg/the farr program/extracurricular/ Figure36 https://wwwfarracademyorg/the farr program/classes curriculum/

Figure1 https://wwwnacarchitecturecom/naclab/biophiliaaspx

Figure2.https://www.britannica.com/topic/Alhambra fortress Granada Spain

bamboo pure green school bali/ Figure18 https://wwwbbnsorg/about/history tradition Figure19 https://wwwfarracademyorg/about us/history/ Figure20.https://www.farracademy.org/about us/ Figure21,22 https://wwwstimsonstudiocom/buckingham browne and nichols Figure23 33 http://highschool tourcom/bbns org/map/upper school campus

RESEARCH

1)https://wwwnrdcorg/experts/maria mccain/bringing outdoors benefits biophilia 2)https://www.nacarchitecture.com/naclab/biophilia.aspx 3)https://shepleybulfinchcom/creating joy through biophilic design/ 4)https://wwwterrapinbrightgreencom/reports/14 patterns/#final thoughts 5)https://wwwcdcgov/ncbddd/adhd/school successhtml 6)https://www.cdc.gov/ncbddd/adhd/facts.html 7)https://wwwcdcgov/ncbddd/adhd/treatmenthtml 8)https://wwwncbinmnihgov/pmc/articles/PMC1448497/ 9)https://www.nrdc.org/experts/maria mccain/brnging outdoors benefits biophilia 10)https://wwwgreenschoolorg/bal/about/ 11)https://wwwarchdailycom/81585/the green school pt bambu 12)https://wwwdesignboomcom/architecture/pt bamboo pure green school bali/ 13)https://www.clcillinois.edu/aboutclc/news/2021/08/24/growing

number of trees bring more than envronmental benefits to clc campus#:~:text=%E2%80%9CAlong%20with%20aesthetcs%2C%20trees%20have,rate%20which%20improves%20student%20focus 14)https://wwwbbnsorg/about/hstory tradition 15)https://www.stimsonstudio.com/buckingham browne and nichols 16)https://wwwbbnsorg/uploaded/PDFs/All School/2017 18/BB N PD for ADpdf 17)https://wwwpediatricnursingorg/article/S0882 5963(17)30185 9/pdf#:~:text=The%20results%20indicate%20that%20access,with%20higher%20standardized%20test%20scores 18)https://wwwsunightinsidecom/light and health/natural light improves student performance/ 19)https://www.hunakaistudio.org/the many benefits of art classes for children/#:~:text=Art%20classes%20can%20help%20your,outside%20of%20their%20comfort%20zone. 20)https://wwwfarracademyorg/the farr program/the therapeutic environment/ 21)https://wwwfarracademyorg/the farr program/extracurricular/ 22)https://www.farracademy.org/the farr program/classes curricuum/ 23)https://wwwfarracademyorg/about us/history/ BB&NembraceCambridgeandBostonasvitalpartsofanextended“classroom”Students“adopt”treesinLongfellowParkanddoecologyexperimentsintheCharlesRiver https://wwwbbnsorg/about/bbn cambridge

HIGH CONTACT PERSONAL EXPERIENCE EXPERT BIOGRAPHY AND INTERVIEWS TAKEAWAY/CONCLUSION

PersonalExperience

HIGHCONTACT:Personal Experience

I WAS BORN AND RAISED IN MEXICO. ATTENDED TO LOWER, MIDDLE AND UPPER SCHOOL IN MONTERREY, MEXICO. FOR YEARS I COULD NOT CONCENTRATE AND FOCUS ON CLASSES. IT WAS REALLY OVERWHELMING TO BE ON A CLOSED CLASSROOM FOR A LONG PERIOD OF TIME WITHOUT DISTRACTING MYSELF OR GETTING REALLY ANXIOUS. MY PARENTS CHANGED ME OF SCHOOLS PRETTY OFTEN, I WASN'T AWARE OF THE REASONS. WHEN I WAS A KID I WAS DIAGNOSED WITH ADHD (ATTENTION-DEFICIT DISORDER). MY PARENTS COULDN'T FIND A SCHOOL THAT HAD SPECIAL PROGRAMS TO HELP ME WITH MY LEARNING CHALLENGES. ALL OF THE SCHOOLS WOULD TELL MY PARENTS EITHER I SHOULD LEAVE THE SCHOOL OR FIND HELP OUT OF SCHOOL. THIS WOULD FRUSTRATE NOT ONLY MY PARENTS BUT ALSO ME, CONSTANTLY CHANGING THE ENVIRONMENT WAS NOT HELPING ME AT ALL. MY MOM STARTED HER OWN RESEARCH ON WAYS TO EASE MY ANXIETY AND WAYS TO HELP ME IMPROVE MY CONCENTRATION LEVEL. SHE FOUND OUT MEDITATION AND NATURE EXPOSURE REDUCES ADHD SYMPTOMS. SO SHE STARTED TAKING ME TO THE PARK WHEN IT WAS HOMEWORK TIME. SHE NOTICED I COULD FOCUS MUCH MORE THAN IN A CLOSED ROOM OR SPACE. WHEN I WAS SURROUNDED BY NATURE, NATURAL LIGHTING, FRESH AIR AND GREENERY I WOULD RELAX AND FINF IT EASIER TO CONCENTRATE AND FINISH MY HOMEWORK. SINCE THIS MOMENT I KNOW THAT NATURE HELPS ME EASE MY CHALLENGES PROVOKED BY ADHD. NATURE IS ESSENTIAL FOR WELLBEING, MENTAL AND PHYSICAL HEALTH. UNTIL KNOW, I GO TO THE PARK TO READ A BOOK, FINISH WORK OR EVEN FINISH MY HOMEWORK. NATURE AND MEDITATION IS ESSENTIAL IN MY DAYS.

HOW MEDITATION CAN HELP KIDS HEALTH?

TO EASE ANXIETY I HAVE A TOOL THAT WORKS WONDERS. FIRST FOCUS IN A POINT OR VISUALIZE SOMETHING IMPORTANT THAT GIVES YOU PEACE OR LIKE. SECOND EXHALE THROUGH YOUR MOUTH. YOUR LUNGS ARE USUALLY FULL OF AIR. AND YOU WANT TO INHALE BUT YOU CAN’T, SO WE HAVE TO EXHALE. BEGIN TO INHALE SLOWLY, TAKING YOUR TIME THROUGH YOUR NOSE. EXHALE AGAIN. INHALE SLOWLY. REPEAT SEVERAL TIMES. UNTIL YOU REACH A STATE OF CALM AND BALANCE. SOMETIMES I ASK THEM TO VISUALIZE THEMSELVES IN FRONT OF THE BEACH AND WHEN THEY EXHALE THEY PUSH THE WAVES AWAY WHEN THEY INHALE THEY BRING THE WAVES TO THEM. THE SOUND OF THE WAVES ALWAYS BRING CALM TO US. ¨ITS IMPORTANT TO BE EMPATHIC WITH PEOPLE WHO SUFFER FROM MENTAL HEALTH IF WE GIVE THEM LOVE AND RESPECT, THEY WILL FEEL SECURE¨

MEDITATION HELPS KIDS FOCUS. IT GIVES NEW TOOLS FOR LIFE. IT TAKES THEM TO A SECURE ZONE. IT HELPS THEM BECOME MORE AWARE OF THEIR NEEDS. IT HELPS THEM TO LEARN HOW TO BREATH AND USE IT IN DIFFERENT SITUATIONS IN THEIR LIFE. IT GIVES THEM STRENGTH. IT TAKES THEM TO A BETTER STATE OF BEING. IT GIVES THEM BALANCE AND PEACE.

WHAT DO YOU USUALLY RECOMMEND KIDS TO EASE ANXIETY?

HOW DOES NATURE CURE MENTAL AND PHYSICAL HEALTH?

I M ALEJANDRA GARCÍA ADAME I GRADUATED FROM HUMAN RESOURCES MANAGEMENT, I HAVE A MASTER IN GESTALT PSYCHOTHERAPY. I HAVE BEEN MEDITATING FOR 21 YEARS. I HAVE DIFFERENT CERTIFICATION IN MEDITATION I’M A LIFE COACH, I GIVE THERAPY FOCUSED IN SPIRITUALITY AND POSITIVITY. I GIVE DIFFERENT TOOLS TO MY PATIENTS. TO HELP THEM LIVE A HAPPIER AND BALANCE LIFE INTERVIEW

BIOGRAPHY

NATURE HELPS PEOPLE IN DIFFERENT WAYS, IT GIVES THEM DIFFERENT EXPERIENCES THROUGH COLORS, TEXTURES, SMELLS, SOUNDS. WHEN WE INTERACT WITH NATURE IT CAN GIVE US A BALANCE. THE CLEAN AIR GIVES HELPS US BECOME AWARE OF OUR BREATH. IT CAN CHANGE A STATE OF MIND AND MOOD. NATURE IS A FREE GIFT.

HIGHCONTACT:ExpertBiography &Interview

LifeCoach:AleGarcia

WHAT ARE THE CHALLENGES YOUR KID GOES THROUGH IN SCHOOL?

MARIANA HAS ADHD, SHE EXPERIENCES THE COMBINES PRESENTATION OF ADHD. SHE HAS ALWAYS HAD DIFFULTIES WITH CONCENTRATING IN CLASS TIME, WITH SITTING STILL, AND CONTROLLING IMPULSES. SHE GETS A LOT OF ANXIETY AND STARTS DISTRACTING HERSELF. SHE ALSO STRUGGLES WITH DYSLEXIA, THIS HAS BEEN A BIG CHALLENGE FOR HER TO OVERCOME SHE IS STILL IN THERAPY FOR THIS NEED. JUAN PABLO WAS BORN WITH DOWN SYNDROME. SINCE HE WAS A KID, HE HAS NEEDED SPECIAL NEEDS IN HIS SCHOOL HE NEEDS A COACH WITH HIM AT ALL TIMES OF CLASS TIME BECAUSE HE DISTRACTS HIMSELF AND MAY GO INTO THE POINT OF LEAVING THE CLASSROOM HE STRUGGLES WITH BEING PRESENT AT CLASS, HE LIKES TO BE OUTSIDE AND IS WAITING FOR LUNCH BREAK AT ALL TIMES. WHERE DOES YOUR KID USUALLY CONCENTRATES FOR DOING HOMEWORK?

BOTH, MARIANA AND JUAN PABLO ARE MORE LIKELY TO CONCENTRATE IN AN OUTDOORS ENVIRONMENT OR WHEN THEY ARE IN ONE ON ONE WITH THE INSTRUCTOR. SPACES THAT HAVE A LOT OF SENSES STIMULATION CAN HELP FOR THEM TO ENGAGE MORE AND CREATE CURIOSITY AROUND THE TOPIC OF CLASS. BUT IF THERE IS EXTRA SOUND OR VISION STIMULATION AROUND THE LEARNING ENVIRONMENT, THEY WILL DISTRACT EASILY WITH THAT WHAT IS A THING THAT YOUR KIDS SCHOOL MUST TAKE IN CONSIDERATION?

WELLBEING

INTERVIEW I AM ADRIANA LOPEZ DENIGRIS. I AM 57 YEARS OLD. I GRADUATED FROM PSYCHOLOGY I AM MARIANA PLATA´S MOTHER SHE IS 23 YEARS YOUNG AND WAS DIAGNOSED WITH ADHD WHEN SHE WAS 8 YEARS OLD. I HAVE 3 DAUGHTERS AND 2 SONS. MY YOUNGEST DAUGHTER IS MARIANA. AND MY YOUNGEST SON, JUAN PABLO, WAS BORN WITH DOWN SYNDROME I HAVE BEEN TRAINED WITH SOME SKILLS TO HELP WITH MY KIDS NECESSITIES.

BIOGRAPHY

SCHOOLS SHOULD BE MORE INCLUSIVE WITH KIDS THAT HAVE SPECIAL NEEDS. I HAVE ALWAYS HAD TROUBLE IN MEXICO, FINDING INSTITUTIONS THAT ARE COMPLETELY INCLUSIVE (WITH THEIR LEARNING PROGRAMS AND WITH THEIR LEARNING ENVIRONMENT). I HAVE ALWAYS HAD TO TAKE MY KIDS TO EXTRA THERAPY CLASSES OR SPECIAL NEEDS INSTITUTIONS TO FULFILL WHAT SCHOOLS CANT PROVIDE TO THEM. SCHOOLS SHOULD CREATE A LEARNING ENVIRONMENT THAT PROMOTES FOR ALL OF THEIR KIDS. THEY SHOULD INCLUDE A LOT OF OUTDOOR SPACES, GREENERY AND SPACES FOR KIDS TO FEEL IN PEACE AND IN COMFORT, SO THEN THEY WILL ENGAGE MORE IN CLASS.

AdrianaLopez HIGHCONTACT:Expert Biography&Interview

ADHDParent:

I USUALLY FEEL VERY ANXIOUS. I FEEL LIKE WE ARE ALL CROWDED AND CANT REALLY MOVE. THE TEACHER IS ALWAYS IN HER DESK AND BECAUSE I AM SMALL I CANT REALLY SEE WHAT SHE IS DOING. THERE IS USUALLY A LOT OF NOICE AT CLASS. MY CLASSMATES ARE REALLY LOUD. BUT I TRY TO CONCENTRTATE AND MAKE A MEDITATION WHENEVER I FEEL DISTRACTED.

BERNARDO IS 9 YEARS OLD. HE LIVES IN MEXICO AND GOES TO A SCHOOL IN MEXICO. HE WAS DIAGNOSED WITH THE COMBINED PRESENTATION OF ADHD AND DYSLEXIA WHEN HE WAS 7 YEARS OLD. INTERVIEW

HOW DO YOU FEEL WHEN YOU ARE WORKING OUTDOORS?

IT IS A LOT OF FUN. MY ARTS TEACHER ALWAYS TAKES US TO THE PARK NEAR MY SCHOOL, IT IS ALWAYS SO MUCH FUN. WE GET TO DO SOME EXPERIMENTS ON THE WOODS AND SHE TEACHES US HOW WE CAN USE PLANTS AND THING THAT ARE OUTSIDE FOR OUR ART PROJECTS. FOR EXAMPLE I USED SOME LEAVES TO MAKE A NEW TEXTURE IN MY ART PROJECT, IT WAS AMAZING. I REALLY ENJOY MY TIME OUTSIDE, I FEEL FREE AND SO ENERGETIC. WHERE DO YOU FEEL MORE COMFORTABLE IN SCHOOL? AT THE LIBRARY, I LOVE THERE IS PUFFS AND I CAN RELAX AND HAVE SOME TIME FOR MYSELF

BIOGRAPHY

HOW DO YOU FEEL WHEN YOU ARE WORKING ON A CLASSROOM?

ADHDKid: BernardoReimers BIOGRAPHY HIGHCONTACT:Expert Biography&Interview

HIGHCONTACT:Takeaways HighContact Takeaway

PROVES NATURE IS ESSENTIAL FOR HUMAN BEINGS. NATURE SHOULD BE INCLUDED IN THE LEARNING ENVIRONMENT OF KIDS. SCHOOLS SHOULD BE MORE INCLUSIVE WITH PEOPLE WITH SPECIAL NEEDS, ESPECIALLY IN THEIR LEARNING PROGRAMS AND IN THEIR LEARNING SPACES. KIDS NEED TO SPEND MORE TIME IN NATURE.

MY PERSONAL EXPERIENCE AND THE INTERVIEWS MADE FOR ALEJANDRA GARCIA, ADRIANA LOPEZ AND BERNARDO REIMERS

Chapter2 PROGRAM PT.2 PROGRAM + SPATIAL SUMMARY LIST AND THE GRAPHICS

Content

SPATIAL SUMMARY SPATIAL MATRIX DIAGRAM ROOM DATA SHEETS LIBRARY RECEPTION PLAYROOM MEDITATION ROOM CLASSROOM CAFETERIA BUBBLE DIAGRAM BLOCK DIAGRAM BIBLIOGRAPHY

SpatialSummary

MEETING SOCIAL REJUVENATION PROGRAMSUMMARY

SpatialMatrix Diagram

THE LIBRARY IS A PLACE COMPOSED OF 4 AREAS, THE WINDOW SIDE READING WITH AN INTERNET AREA, THE GROUP READING AREA, THE AUDIOVISUAL AREA AND FINALLY THE PEBBLE CHAIR/READING AREA. IN ORDER TO IMPROVE THE READING ATMOSPHERE, THIS LIBRARY CONTAINS SEVERAL AREAS FOR CHILDREN TO HAVE THEIR OWN SPACE AND PRIVACY. IT WILL BE A SPACE WHERE CHILDREN FEEL AS IF THEY ARE READING OUTDOORS, FOR THAT, WOOD FRAME BOOK WALL CURVES WILL BE IMPLEMENTED ONTO THE CEILING. THIS WILL LOOK AS IF YOU ARE READING UNDER A TREE ACOUSTIC FLOORING WILL BE ADDED FOR BETTER ACOUSTIC IN THE SPACE. KIDS WILL FEEL AS IF THEY ARE IN A FOREST READING UNDER A TREE. Figure 1. Figure 2. FLOOR PLAN AND ELEVATION DESIGNED BY ME.

Library 500 SQ FT 25' PER PERSON OCCUPANCY: 20 BOOK SHELVING STANDARD DIMENSIONS: 31.5 INCHES TALL (JUST UNDER 3 FEET), 23 INCHES WIDE (NEARLY 2 FEET), AND 10 INCHES DEEP FOR TODDLERS UP TO 4 YEARS OLD, THE STANDARD TABLE HEIGHT IS 20 TO 22 INCHES FOR CHILDREN AGE 5 TO 7, A TABLE 22 TO 25 INCHES HIGH IS STANDARD. THERE IS NO STANDARD FOR CHAIR BACK HEIGHT, BUT THE SEAT RANGES FROM 10 TO 12 INCHES OFF THE GROUND FOR TODDLERS, 12 TO 14 INCHES FOR CHILDREN AGE 5 TO 7. THE MOST POPULAR SCREEN SIZES FALL WITHIN 100 120 INCHES (2.5M 3M) DIAGONAL, BUT THIS LARGELY DEPENDS ON THE SIZE OF YOUR ROOM. THIS IS AROUND 2.2M 2.65M WIDE (BASED ON A WIDESCREEN 16:9 PROJECTOR) AND MAKES GOING FOR A PROJECTOR OVER A PROFESSIONAL DISPLAY WORTHWHILE. WIDTH OF PROJECTOR SCREEN X 2 = MINIMUM COMFORTABLE DISTANCE

AN AVERAGE OF 6 TO 20 FEET FOR SMALLER TREES IS ENOUGH SPACING, WHILE BETWEEN 50 TO 60 FEET APART IS IDEAL FOR LARGER TREES. ALONG THE ENTRANCE IS AN ARC SHAPED SAFE PATH. THE CHILD RUNS FREELY ALONG THE BRIGHT AND SMOOTH ATRIUM AND ENTERS THE "CORE" THE CENTRAL COURTYARD. THIS IS AN OVAL SHAPED ATRIUM SPACE WHERE YOU CAN LOOK UP AND BREATHE IN NATURAL AIR. THE COURTYARD IS CONNECTED BY A SURROUNDING CORRIDOR, WHICH IS A SEMI OUTDOOR SPACE, WHERE THE BOUNDARIES BETWEEN INDOOR AND OUTDOOR ARE HIDDEN AWAY. SEATING IS INCLUDED IN THIS CORRIDOR, FOR CHILDREN TO SEAT AN WAIT FOR THEIR FAMILIES TO COME AND PICK THEM UP. BEHIND THE WALLS THAT SURROUND THIS CORE IS THE CHILDREN'S CLASSROOMS. THE COURTYARD DESIGN INCORPORATES A BIG TREE, LETTING THE RECEPTION HAVE A MOMENT OF NATURAL TIME. SINCE KIDS ENTER THE SCHOOL OR THE LEARNING ENVIRONMENT, THEY WILL FEEL COMPLETELY CONNECTED WIHT NATURE. FLOOR PLAN AND ELEVATION DESIGNED BY ME.

Reception

300 SQ FT THE STANDARD BENCH WIDTH IS BETWEEN 42" AND 60" AND DEPENDS ON THE NUMBER OF PEOPLE YOU ARE LOOKING TO SEAT. FOR REFERENCE, A 42" 52" BENCH CAN ACCOMMODATE TWO ADULTS COMFORTABLY.

Figure 3 Figure 4

Figure

F

Playground

FLOOR PLAN AND ELEVATION DESIGNED BY ME.

Figure

400 SQ FT 75 SQFT PER PERSON OCCUPANCY: 5 AS A RULE OF THUMB, THE NATIONAL RESOURCE CENTER FOR HEALTH AND SAFETY IN CHILD CARE AND EARLY EDUCATION RECOMMENDS AT LEAST 75 SQUARE FEET OF TOTAL OUTDOOR PLAY AREA FOR EACH CHILD OVER 2 YEARS OF AGE USING A PLAYGROUND AT ONE TIME. THE PLAYGROUND SHOULD INCLUDE GREENERY AND SPACES FOR KIDS O RUN AROUND AND FEEL A SENSE OF FREEDOM GENERALLY FOR SLIDES THE LENGTH IS ABOUT TWICE THE DECK HEIGHT IT IS MADE TO FIT. FOR EXAMPLE, A SLIDE THAT IS MEANT FOR A 5 FT DECK HEIGHT WILL BE APPROXIMATELY 10 FT LONG. IN GENERAL FOR A SLIDE THAT STICKS STRAIGHT OUT YOU CAN DETERMINE THE SLIDE REACH (DISTANCE THE SLIDE STICKS OUT FROM THE DECK) BY MULTIPLYING THE SLIDE LENGTH BY 0 866 FOR EXAMPLE, IF YOUR SLIDE IS 10 FT LONG, THE SLIDE REACH WILL BE APPROXIMATELY 8 FT 8 IN. THIS PLAYGROUND IS DESIGNED FOR KIDS TO FEEL FREE AND CONNECTED TO NATURE. THE PLAYGROUND CONSISTS OF SLIDERS, STAIRS AND GREENERY. ITS STRUCTURE IS DESIGNED IN A HILL, THIS WILL HELP TEACHERS TO BE MORE PRESENT AND AWARE OF WHAT KIDS ARE DOING. KIDS WILL BE ABLE TO RUN AROUND AND ALSO CHILL AT THE HILL GREENERY. EXTERIOR SPACES PROMOTE WELLBEING FOR KIDS. gure 5 6. 7

120 SQ FT 17.5 SQFT PER PERSON OCCUPANCY: 6

2 4M MINIMUM HEIGHT CEILING A STANDARD YOGA MAT IS ABOUT 24 INCHES WIDE AND 68 INCHES LONG. TO CAPITALIZE ON THE SPACE YOU HAVE, IT IS ESSENTIAL TO SPACE YOGA MATS AT APPROPRIATE DISTANCES. ENSURING THERE IS ENOUGH SPACE FOR THE YOGA INSTRUCTOR TO WALK IN BETWEEN OR FOR YOUR STUDENTS TO TAKE THEIR PLACE AND PRACTICE COMFORTABLY A MINIMUM DISTANCE OF AT LEAST 2 5 FEET TO 3 FEET BETWEEN YOGA MATS WOULD HELP THE STUDENTS CONCENTRATE BETTER DUE TO GOOD ACOUSTIC SEPARATION. IT IS ESSENTIAL TO FACILITATE A WELL VENTILATED AND TEMPERATURE REGULATED ROOM WITH FRESH AIR CIRCULATION. THE OPTIMUM TEMPERATURE TO MAINTAIN INSIDE A YOGA STUDIO IS 16 TO 18 DEGREES CELSIUS. TO MAKE A MEDITATION SPACE FEEL LIKE AN OASIS OF CALM, INTERSPERSE YOUR WALLS WITH FULL SIZED MIRRORS AND WALL DECALS THAT RELATE TO YOGIC SPIRITUALITY DIRECT SUNLIGHT IS, THE BEST LIGHTING A MEDITATION STUDIO CAN HAVE, BUT IT IS ESSENTIAL TO BE ABLE TO ADJUST THE INTENSITY OF THE LIGHT. THIS MEDITATION ROOM IS DESIGNED FOR KIDS TO FEEL AT PEACE AND RELAXED. KIDS WILL HAVE A SPACE FOR MEDITATING AND FOR PRACTICING YOGA. NATURAL LIGHTING WILL ENTER TO THE SPACE, AND THERE WILL BE AN OPTION TO DIME LIGHTS SO KIDS CAN FEEL MORE IN THE RELAXATION MOOD ACOUSTIC FLOORING PANELS WILL BE IMPLEMENTED, FOR KIDS TO CONCENTRATE IN THEIR PRACTICE. Figure 8 F gure 9. FLOOR PLAN AND ELEVATION DESIGNED BY ME.

MeditationRoom

YOGA MATS, YOGA BALLS, AUDIO/VISUAL SYSTEMS AND CLOTHING STORAGE IS NEEDED FOR A MEDITATION ROOM. PERSONAL LOCKERS CAN ACT AS A GREAT VALUE ADDITION.

Classroom

"KIDS USE THEIR 5 SENSES TO DISCOVER THE WORLD AND SHAPE THEIR PERSONALITY THEY ABSORB SURROUNDING, WHICH AFFECTS CONCENTRATION AND HARMONIOUS DEVELOPMENT. SURROUNDING CREATES CHILDREN’S REALITY, AFFECT KNOWLEDGE AND ENCOURAGE TO DEVELOP CERTAIN SKILLS AND THROUGH ALL OF ABOVE MAKES THEM HAPPY." (SÁNCHEZ, KINDERGARDEN IN CHROSCICE / PORT 2014) THIS WILL BE A GREEN ROOM. THIS ROOM WILL REFLECT THE NATURAL ENVIRONMENT, PROVIDING SEVERAL SENRORIAL EXPERIENCIES TO CHILDREN. THE COLOR GREEN WILL THRIVE IN THE ROOM TO RENEW AND RESTORE DEPLECTED ENERGY. THIS COLORS IS THE SANCTUARY AWAY FROM THE STRESSES OF MODERN LIVING, RESTORING KIDS BACK TO A SENSE OF WELL BEING.

FLOOR PLAN AND ELEVATION DESIGNED BY ME.

F gure 10 Figure 11 Figure 12

200 SQ FT 18 SQFT PER PERSON OCCUPANCY: 11 FOR PRE SCHOOL SETTINGS AND DAYCARE FACILITIES THAT HAVE CHILDREN 3 AND 4 YEARS OLD, SCHOOL OUTLET RECOMMENDS CHAIRS WITH SEAT HEIGHTS OF 10 INCHES AND 12 INCHES. TABLE HEIGHT IS OF 18' 20'. TEACHERS DESK: 60"W X 30"D. THE DESIGNATED AREA FOR CHILDREN’S ACTIVITIES SHOULD CONTAIN A MINIMUM OF FORTY TWO SQUARE FEET OF USABLE FLOOR SPACE PER CHILD A USABLE FLOOR SPACE OF FIFTY SQUARE FEET PER CHILD IS PREFERRED.

Figure 13 Figure 14

800 SQ FT 15 SQFT PER PERSON OCCUPANCY: 53 FOR TODDLERS UP TO 4 YEARS OLD, THE STANDARD TABLE HEIGHT IS 20 TO 22 INCHES. FOR CHILDREN AGE 5 TO 7, A TABLE 22 TO 25 INCHES HIGH IS STANDARD. THERE IS NO STANDARD FOR CHAIR BACK HEIGHT, BUT THE SEAT RANGES FROM 10 TO 12 INCHES OFF THE GROUND FOR TODDLERS, 12 TO 14 INCHES FOR CHILDREN AGE 5 TO 7. THE STANDARD MINIMUM FORMULA FOR A FULL SERVICE DINING ESTABLISHMENT IS 5 SQUARE FEET OF KITCHEN SPACE PER RESTAURANT SEAT. KITCHEN COUNTERTOPS THAT MEASURE 25.5 INCHES IN WIDTH (FROM THE WALL TO THE EDGE OF THE COUNTER), WITH SOME MEASURING UP TO 28 INCHES. THE MOST COMMON WINDOW SIZE OR AVERAGE WINDOW SIZE IS 24×36. ALL COMMON WINDOW SIZES & DIMENSIONS FOR FIXED, STANDARD & DOUBLE HUNG WINDOWS CAN DIFFER ON MANUFACTURE. THIS IS A PLACE WHERE CHILDREN CAN HAVE MEALS AND PLAY AT THE SAME TIME. A PLACE WHERE THEY CAN CONCENTRATE ON PLAYING WHILE CREATING PLAYS BY THEMSELVES AND TAKING EXERCISE. THIS PLACE WILL INCLUDE GREENERY VARIOUS KINDS OF PLANTS ARE PLACED SO THAT CHILDREN CAN FEEL GREEN INSIDE. ALSO, THEY CAN PLAY WITH THEY SENSES. THE ATELIER IS A SPACE WHERE CHILDREN WILL BE ABLE TO WORK OR EAT BY THEMSELVES THE LOW WALLS WILL ALLOW ADULTS EYES TO SEE INSIDE. IT IS SURROUNDED BY WALLS SO THEY STAY AND FOCUSE IN THE TASK THEY ARE DOING. THERE IS A SECRET PATH BETWEEN THE ATELIER AND THE WINDOWS, WITH SHELVINGS FOR TOYS. THE WINDOWS ALLOW CHILDREN TO FEEL THE SUN WARM AND STIMULATE THEIR VISUAL SENSES LASTLY IN THE DINING THE HEIGHT OF THE KITCHEN IS ADJUSTD AND SUITED TO CHILDRENS SIZE. THIS WAY THEY CAN INTERACT AND USE THEIR SENSES. THIS STIMULATES CHILDRENS INTEREST IN FOOD KIDS WILL FEEL VERY INDEPENDENT IN THIS SPACE, THEY WILL BE ABLE TO CREATE THEIR OWN MEALS, EAT BY THEMSELVES AND WORK BY THEMSELVES. FLOOR PLAN AND ELEVATION DESIGNED BY ME.

Cafeteria/Workroom

BubbleDiagramStudies CAFE GYM LIBRARY CLASSROOMS FORUM SPACE INDIVIDUAL WORK AREAS INSPIRATION ZONE IN BETWEEN SPACES RESTROOMS/ LOCKERS WAITING AREA/ RECEPTION STAIR PLAYROOM MEDITATION ROOM PRIVATE OFFICES RESOURCE CENTER INDIVIDUAL RESTROOMS ENTRY WORK MEETING SOCIAL REJUVENATION

IN BETWEEN SPACES PLAYROOM RESOURCE CENTER BlockDiagramStudies CAFE GYM LIBRARY CLASSROOMS FORUM SPACE INDIVIDUAL WORK AREAS INSPIRATION ZONE RESTROOMS/ LOCKERS WAITING AREA/ RECEPTION STAIR MEDITATION ROOM PRIVATE OFFICES INDIV DUAL RESTROOMS ENTRY WORK MEETING SOCIAL REJUVENATION

Bibliography

LIBRARY: https://homeguidessfgatecom/childrensfurnituredimensions105928html https://www.projectorpoint.co.uk/news/whatsthebestprojectorscreensize

https://wwwhrgreencom/articles/classroomoccupant/

Figure 8. https://www.archdaily.com/521495/kndergarden in chroscice port/53ae0f09c07a80790f00003d kindergarden in chroscice port photo? next project=no Figure 9 https://wildproofgear com/best travel yoga mat/ Fgure 10. https://www.archdaily.com/521495/kindergarden in chroscice port?ad medium=gallery

https://wwwswingsetmallcom/faqslides/ MEDITATIONROOM https://studiogrowth.com/howbigshoudayogastudiobe/ CLASSROOM

Figure1 https://wwwarchdailycom/896683/lishin elementary school library tali design/5b291f6ff197ccf2e8000040 lishin elementary school library tal design axonometric concept?next project=no

Figure 7 https://www law cornell edu/cfr/text/16/1207 5

Figure 13&14 https://www archdaily com/967741/kids smile labo nursery hibinosekkei plus youji no shiro?ad medium=gallery RESEARCH

https://wwwnationalbusinessfurniturecom/teacherdesk60wx30d220234?option=220234 1 https://nrckidsorg/cfoc/database/5121 CAFETERIA/WORKROOM

Figure 5. https://www.archdaily.com/869081/18 cool examples of architecture for kids/58ee895de58ece9d7d000073 18 cool examples of architecture for kids photo?next project=no Figure 6 https://www upcparks com/height options

Figure 12 https://www pinterest com/pin/231302130850269359/

RECEPTION: https://www.wayfair.com/sca/ideasandadvice/guides/whatisthestandardbenchheightandotherbenchdimensionstoknowT5730 https://wwwbobbyfordkubotacom/plantspacingcalculator/

https://wwwempoweryourselfwithcolorpsychologycom/colorgreenhtml

PICTURES

Figure 4 https://who ewoodplayhouses com/pages/kids furniture

Figure 3 https://www archdaily com/931646/sanmen dafu kindergarden thnk logic design?ad medium=gallery

Figure 11 https://www worthngtondirect com/desks/26161 bul et cascade teacher desk w single pedestal drawers 60 w x 20 d htm

PLAYGROUND

https://homeguidessfgatecom/childrensfurnituredimensions105928html https://yourbusness.azcentral.com/nationalaveragesizerestaurantkitchen29446.html https://www.dreammakerremodel.com/livonia/2019/06/19/countertopdesigncomfortableworkingheightswidths/

Figure2.https://www.pinterest.com/pin/766737905282516499/

Chapter3 THE SITE PT.1 SITE CRITERIA + SITES DOCUMENTATION PT.2 SITE EVALUATION + SELECTION

Content

INTRODUCTION EVALUATION METHOD SITE CRITERIA POTENTIAL SITES 50 60 STANIFORD STREET 234 BERKLEY STREET SCORING RUBRIC CONCLUSION

Introduction

THIS CHAPTER WILL ANALYZE SPECIFIC CARACTERISTICS FROM TWO POTENTIAL SITES IN THE BOSTON AREA, 50 60 STANIFORD STREET AND 234 BERKELEY STREET. BASED ON 10 DIFFERENT SITE CRITERIAS, THIS SITES WILL BE ANALIZED WITH A SET OF MAPING AND RESEARCH INFORMATION. THIS CHAPTER WILL CONCLUDE WITH A SITE SELECTION BASED ON THE 10 DIFFERENT SITE CRITERIAS THAT WILL BE ANALYZED THROUGHT THIS CHAPTER, THE BEST SITE WILL BE SELECTED FOR THE REST OF THE INTERVENTION.

Evaluation Method

FOR THIS INTERVENTION, EACH SITE WILL CONLUDE ITS OWN SITE CRITERIA ANALYSIS BY ANALYZING ITS PAST AND PRESENT CHARACTERISTICS. TAKING INTO CONSIDERTION EACH OF THE SITES INTERIOR AND EXTERIOR HISTORICAL BACKGROUND, LOCUS AND SITE MAPS AND A VARIETY OF DIFFERENT DIAGRAMS, SITES WILL BE ANALYZED BASED ON 10 BASIC SITE CRITERIAS. SITES WILL BE COMPARED BY A SCORING RUBRIC OF ITS SITE CRITERIAS, AND THE BEST SITE WILL BE SELECTED FOR THE REST OF THE INTERVENTION.

Thesitemustbeexposedtodaylight andsunlight.Since,Itisimportantto haveadequatelightingthroughoutthe variousinteriorspaces,butitismost importantwithintheclassrooms.

ENTRIES

Thesiteshouldallowmultiple entries.Sinceparentswillbe droppingofftheirkids,itiseasier forthemtohavemultipleoptionsof droppingoff.Multipleentrieswillbe neededforemergencymatters.

Thesiteshouldallownaturalventilation. At35to50sqftperchildinclassrooms occupiedduringmuchoftheday,CO2 levelscanriseduringthedayleaving childrenirritable,tiredorworse Ventilationisparticularlyimportant

OPENPLAN

Thesiteshouldinviteanopenplan design.Sincemultifunctionalspaces willbeincludedintothissite,thissite shouldprovideanopenplanlayout.

GREENAREAS

Thesiteshouldbeinproximityto outdoor/greenareas Sinceteachers willbetakingkidsoutdoorsforclass experiments.

LIGHTING

Thesiteshouldbeinproximityto anyformoftransportation.Thiswill allosparentsandemployeesan easierandbetterwaytogettothe site.

VENTILATION

TRANSPORTATION

Criteria

Thesiteshouldbeabletoprovidestorage room Provisionforstoring administrative,classroomsuppliesand seasonalequipment,outdoorstorage, andstoringcarseatsandstrollersaswell asthelargermulti childstrollersusedto transportyoungchildreninwalksaround theneighborhood

OUTDOORSPACE Thesiteshouldprovideoutdoor spacesforkidstobeabletoget freshair.Natureisessentialfor childrenshealth.

STORAGE

RESIDENTIALAREA Thesiteshouldbeinproximityof residentialareas.Since,parents willbelookingforakindergarten schoolneartheirhome.

VISUALPRIVACY Thesiteshouldprovideareaswithvisual privacy Kidswithspecialneedwillhave specialonetoonemeetingswith teachers.Privacyisneededfor concentrationandpersonalmatters.

POTENTIAL SITES

50 60 STANIFORD STREET 585 COMMERCIAL ST

THERE ARE SEVERAL HEALTHCARE PROVIDERS AROUND THIS SITE, THE MASS GENERAL HOSPITAL AND MASS EYE & EAR AND SHRINERS INSTITUTE CAMPUSES. THE PROPERTY IS SURROUNDED BY COMMERCIAL AND RETAIL BUILDINGS, INCLUDING WHOLE FOODS AND SOME OTHER INCOVENIENCE STORE

"THE 50 STANIFORD ST. PROJECTS REPRESENT A CONTINUATION OF LKCO.’S RELATIONSHIP WITH THE ARCHITECT, MARGULIES PERRUZZI ARCHITECTS AND OWNER’S PROJECT MANAGER, CBRE/NEW ENGLAND " LEE KENNEDY CO BEGINS 50, 60 & 62 STANIFORD ST EXPANSION/RENOVATION 2018 "MARGULIES PERRUZZI WORKED WITH DWS AND CBRE TO DESIGN A MORE MODERN FACE TO THIS MEDICAL OFFICE BUILDING BY CREATING NEW RENTABLE TENANT SPACE, ACTIVATING THE REAR COURTYARD, AND REPOSITIONING THE LOBBY. THIS EXPANSION CREATED A NEW, WELCOMING, LIGHT FILLED LOBBY WITH UPDATED AMENITIES AND A CONCIERGE/SECURITY DESK THE REDESIGNED LOBBY IMPROVES CIRCULATION AND ACCESS TO THE TOWER ABOVE WHILE IMPROVING THE SECURITY DESK S VISIBILITY TO BOTH ENTRIES AND DROP OFF LOCATION." (PERRUZZI, 2021)

F gure 1 HISTORY ESRI Topographic Map © OpenStreetMap contr butors POTENTIALSITES:5060StanifordSt HistoryandNowadays NOWADAYS 1975 Boston Regional Core Illustrative Site Plan © OpenStreetMap contributors 50 60StanifordStreet 50 STANIFORD BUILDING WAS BUILT IN 1975, WITH ITS MOST RECENT RENOVATION IN 2019 BY MARGULIES PERRUZZI TODAY, 50 STANIFORD IS BOSTONS MULTI TENANT MEDICAL OFFICE BUILDING THIS BUILDING IS PROPERTY OF THE MASS GENERAL HOSPITAL & OPHTHALMIC CONSULTANTS OF BOSTON

Figure F2 igure 3

NeighborhoodAnalysis

WATERAREAS GREENAREAS PARKING FOODSOURCE TSTOP LIGHTTRAFFIC MEDIUMTRAFFIC HIGHTRAFFIC Maps Contributed from Map Quest

THE WEST END NEIGHBORHOOD OF BOSTON WAS ONCE THE MOST DENSELY POPULATED AREA OF THE CITY, WITH 174 PERSONS PER ACRE. FROM THE MID 1800S TO THE MID 20THCENTURY THE NEIGHBORHOOD WAS CONSIDERED A “SLUM” BY THE WEALTHY AND MERCHANT CLASSES. SOME OF THE NOTABLE RESIDENTS INCLUDE ARCHITECT CHARLES BULFINCH, MEDIA MAGNATE SUMNER REDSTONE, LAWRENCE BERK, FOUNDER OF BERKLEE SCHOOL OF MUSIC AND ACTOR LEONARD NIMOY WHAT WAS ONCE A LARGELY RESIDENTIAL NEIGHBORHOOD HAS TRANSFORMED INTO ONE THAT FEELS VERY COMMERCIAL TODAY. HAVING SOME OF BOSTON’S MOST WELL KNOWN LANDMARKS, SUCH AS THE MASSACHUSETTS GENERAL HOSPITAL, NORTH STATION, A MAJOR TRANSPORTATION HUB FOR AMTRAK, COMMUTER RAIL, TWO SUBWAY LINES AND NEW ENGLAND S LARGEST SPORTS AND ENTERTAINMENT ARENA, HOME TO THE NHL S BOSTON BRUINS AND NBA'S BOSTON CELTICS FRANCHISES AND HOST TO WORLD RENOWNED CONCERTS, FAMILY SHOWS AND OTHER SPORTING EVENTS, THE TD GARDEN.

WEST END BOSTON

PROPERTY FACTS: BUILDING TYPE OFFICE PROPERTY SUBTYPE MEDICAL BUILDING CLASS B YEAR BUILT/ RENOVATED 1975 2019 BUILDING HEIGHT 10 STORIES PARKING: 600 COVERED PARKING SPACES LAND ACRES 8.18 AC LAND SF 356,321 SF BUILDING SIZE 193,230 SF TYPICAL FLOOR SIZE 20,000 SF UNFINISHED CEILING HEIGHT 9’

SiteAnalysis POTENTIALSITES:5060StanifordSt SiteAnalysis

THIS PROPERTY IS WITHIN WALKING DISTANCE OF MASSACHUSETTS GENERAL HOSPITAL THIS IS A HEAVILY TRAVELED AREA WITH LOTS OF DAYTIME TRAFFIC. UP TO 14,696 SQUARE FEET OF NEW STREET LEVEL SPACE. 50 STANIFORD IS A SITE SITUATED BETWEEN STANIFORD ST AND BLOSSOM ST IT IS REALLY NEAR TO THE MAIN ST, CABRIDGE ST CAMBRIDGE ST LEADS TO THE CHARLES RIVER TRAFFIC IN THIS SITE IS MODERATE, DEPENDING ON THE HOURS. KINDERGARDEN MINIMUM REQUIRED HOURS PER DAY IS 5 HOURS A DAY. USUALLY CLASSES ARE BEING HELD FROM 8AM 1PM. AT THOSE HOURS, 50 STANIFORD SITE IS NOT EXPOSED TO TRAFFIC. IT IS LOCATED WITHIN WALKING DISTANCE OF THE MASSACHUSETS GENERAL HOSPITAL, A WHOLE FOODS MARKET, CHARLES MGH T STOP AND PARKING SPOTS ALSO, THERE ARE SEVERAL PARKS NEAR THE AREA. THIS ALLOWS SCHOOL TEACHERS OR EMPLOYEES A BETTER AND EASIER LIFE. FACILITATING TRANSPORTATION AND CONVENIENCE STORES. IT IS A SAFE SITE, IN CASE THERE IS AN EMERGENY, THE MASS HOSPITAL IS WALKING DISTANCE FROM THE SITE.

HIGHLIGHTS OF THIS SITE: MINIMUM REQUIRED DAYS / HOURS FOR KINDERGARTEN 180 DAYS PER YEAR 425 HOURS PER YEAR FOR HALF DAY KINDERGARTEN (~2 4 HOURS PER DAY) 900 HOURS PER YEAR FOR FULL DAY KINDERGARTEN (~5 HOURS PER DAY) (MASSACHUSETTS 2014) PARKING SUPERMARKET TSTOP Maps Contributed from Map Quest

RESIDENTIALAREAS GREENAREAS COMMERCIALAREAS 50STANIFORDSTREET Site Map

THIS SITE FLOOR PLAN HAS CAPABILITY OF HAVING MULTIPLE ENTRANCES, FOR EMERGENCY OR MULTIPLE USES. THIS PLAN INCLUDES EVACUATION ROUTES, SHELTER AREAS, FIRE ALARMS, FIRE SUPPRESSION EQUIPMENT AND EXTINGUISHERS. ALSO IT HAS INDICATIONS OF EMERGENCY ASSEMBLY AREA (S) OR ROUTES TO THE AREA (S)

MP REDEFINED THE ENTRY BY EXTENDING THE FIRST FLOOR SPACE, INCLUDING POTENTIAL FOR A NEW RETAIL TENANT, TO ENGAGE WITH THE PUBLIC SIDEWALK AND STREETSCAPE. THIS EXPANSION CREATED A NEW, WELCOMING, LIGHT FILLED LOBBY WITH UPDATED AMENITIES AND A CONCIERGE/SECURITY DESK THE REDESIGNED LOBBY IMPROVES CIRCULATION AND ACCESS TO THE TOWER ABOVE WHILE IMPROVING THE SECURITY DESK S VISIBILITY TO BOTH ENTRIES AND DROP OFF LOCATION. EXISTING ELEVATORS WERE RENOVATED TO IMPROVE ACCESS FROM THE GARAGE LEVEL TO INDIVIDUAL TENANT FLOORS WHILE REDUCING ELEVATOR WAIT TIMES. IMPROVED ACCESSIBILITY INCLUDES NEW AT GRADE ENTRY LOCATIONS AND A RENOVATED EXISTING REAR PLAZA TO CREATE A COVERED DROP OFF LOCATION FOR PATIENTS AND VISITORS THE HEAVILY USED GARAGE LEVEL ENTRANCE NOW HAS A NEW VESTIBULE AND FRONT DOOR FOR PATIENTS, VISITORS AND TENANTS, PROVIDING A COMFORTABLE WAITING AREA FOR VISITORS. THIS PROJECT PARTNERED WITH THE CITY OF BOSTON TO RE DESIGN SIDEWALKS, BRINGING THEM INTO COMPLIANCE WITH APPLICABLE ACCESSIBILITY CODES (PERRUZZI, 50 STANIFORD STREET 2021)

THE SITE IS INVITES OPEN PLAN AND MULTIFUNCTIONAL SPACES THERE ARE LOW HEIGHT BUILDINGS BESIDE THIS BUILDING, THIS MEANS MORE NATURAL LIGHTING WILL BE ENTERING TO THE BUILDING. THE SITE IS EXPOSED TO NATURE WHICH IS AN ESSENTIAL THING FOR KIDS.

LEVEL 1 FLOOR PLAN Level 1 Floor Plan Top V ew BY Infogroup (c) 2021

PlanAnalysis

SectionAnalysis POTENTIALSITES:5060StanifordSt SectionAnalysis WATERAREA GREENAREAS HOSPITAL 50STANIFORDSTREET V ew 1 at 11am 50 STANIFORD IS SURROUNDED BY COMMERCIAL BUILDINGS AND NATURE THIS SITE RECEIVES A LOT OF NATURAL LIGHTING DURING THE DAY IN THIS DIAGRAMS YOU CAN SEE HOW SUNLIGHT HIT ON THE BUILDING DEPENDING THE DAY TIME. DAYLIGHT HIT ON THE ARCHITECTURAL STRUCTURE AND REFLECTS TO THE STREETS, THIS CAPTURES PEOPLES ATTENTION. THE ENTRY, HAS A MODERN AND INNOVATIVE COVERED DROP OFF AREA FOR PEOPLE ENTERING OR EXITING THE SITE THIS CAPTURES PEOPLE ATTENTION BECAUSE OF ITS BLCACK CONTRASTING COLOR THE ENTRANCE FEELS VERY WELCOMING AND WIDE YOU CAN SEE THROUGH THE WINDOWS THE RENOVATED LOBBY BY PERRUZZI. A LOBBY THAT INVITES PEOPLE TO ITS AMENITIES, WITH A VERY ELEGANT AND MODERN STYLE PARKING SUPERMARKET TSTOP View 2 at 11 am Figure 6Figure 7 Figure 8 F gure 9 Maps Created by Office of GIS, Boston Planning & Development Agency

THE SITE SHOULD PROVIDE AREAS WITH VISUAL PRIVACY. THE SITE SHOULD BE ABLE TO PROVIDE STORAGE ROOM. 1. 2 3. 4 5. 6. 7.

THE SITE SHOULD ALLOW NATURAL VENTILATION

THE SITE MUST BE EXPOSED TO DAYLIGHT AND SUNLIGHT.

THE SITE SHOULD BE IN PROXIMITY TO ANY FORM OF TRANSPORTATION THE SITE SHOULD PROVIDE OUTDOOR SPACES FOR KIDS THE SITE SHOULD BE IN PROXIMITY TO OUTDOOR/GREEN AREAS.

SiteCriteriaAnalysis POTENTIALSITES:5060StanifordSt SiteCriteriaAnalysis 50 60 STANIFORD ST OFFERS:

585CommercialSt. NOWADAYS ELIOT INNOVATION SCHOOL POTENTIALSITES:585CommercialSt. HistoryandNowadays

HISTORY

1864 Plan of Lands Map © OpenStreetMap contributors THE PROPERTY WAS ORIGINALLY CONSTRUCTED IN THE 1962 AS AN FDA TESTING FACILITY, AND MORE RECENTLY HOUSED RETAIL AND OFFICE SPACES. THE EXISTING CONCRETE STRUCTURE REQUIRED MEP AND LIFE SAFETY UPGRADES, INCLUDING EXTENSIVE SEISMIC BRACING, TO MEET TODAY’S CODES.

SIZE: 42,000 SF PROGRAM: CLASSROOMS, BREAKOUT NOOKS, MULTI PURPOSE SPACE, ART + TECHNOLOGY SPACES, MEDIA CENTER COMPREHENSIVE RENOVATION PROMOTES STUDENT ENGAGEMENT AND COLLABORATION AT EVERY TURN. GRAND VIEWS AND THOUGHTFUL DETAILS BRING CLASSROOMS, ART AND TECHNOLOGY SPACES, AND A MEDIA CENTER INTO THE 21ST CENTURY. YET HISTORY REMAINS A SIGNIFICANT PART AS WINDOWS OVERLOOK THE BOSTON HARBOR, ZAKIM BRIDGE, OLD NORTH CHURCH AND USS CONSTITUTION. AND LET’S NOT FORGET THE INFLUENCE OF NATURE. THE COLORS CHOSEN TO REFLECT THE GREEN, BLUE, AND AQUA OF EARTH, SKY, AND WATER.

NeighborhoodAnalysis NORTH END/WATERFRONT

THE NORTH END / WATERFRONT AREA HAS A REPUTATION AS A SAFE PLACE TO LIVE WITH ONE OF THE LOWEST CRIME RATES IN BOSTON.

POTENTIALSITES:585CommercialSt. NeighborhoodAnalysis RESIDENTIALAREAS GREENAREAS COMMERCIALAREAS 234BERKELEY PARKING TSTOP 585BUILDING NORTH BUSSTATIONS MapsContributedfromMapQuest

CONTINUOUSLY INHABITED SINCE THE 1630S, THE NORTH END AREA IS THE SUM OF ITS HISTORICAL INFLUENCES. THERE ARE CENTURIES’ WORTH OF HISTORY PACKED INTO AN AREA OF JUST 0.36 SQUARE MILES.

THROUGH THE AMERICAN REVOLUTION AND ANY NUMBER OF OTHER IMPACTFUL EPISODES, THE MIGRATION OF PEOPLE FROM ITALY, IRELAND, PORTUGAL, ITALY; CATHOLICS, EASTERN EUROPEAN JEWS, PROTESTANTS ALL ARRIVED TO BECOME NEW AMERICANS. AMONG THEIR NUMBERS, THERE WERE ARTISANS, JOURNEYMEN, LABORERS, SERVANTS, AND SLAVES; ALL CONTRIBUTED TO THE INNUMERABLE INFLUENCES ON COMMERCE AND EDUCATION, CUSTOMS, AND POLITICS; TRULY, THE NORTH END WATERFRONT HAS ALWAYS BEEN THAT MYTHICAL GREAT AMERICAN MELTING POT.

Restaurants nearby Banks nearby Groceries nearby

ADDRESS 585COMMERCIALSTREETBOSTON,MA02109 AREA NORTHEND/WATERFRONT GLA 39,294SQUAREFEET COUNTY SUFFOLK PROGRAM CLASSROOMS,BREAKOUTNOOKS,MULTIPURPOSESPACE,ART+TECHNOLOGY SPACES,MEDIACENTER EDUCATION/SCHOOL ELIOTK8INNOVATIONUPPERSCHOOL 4FLOORBUILDING 12,786SQFTOFCONSTRUCTION SiteAnalysis POTENTIALSITES: 585CommercialSt SiteAnalysis 585 COMMERCIAL ST

PlanAnalysis POTENTIALSITES:585CommercialSt. PlanAnalysis

FIRSTFLOORPLAN SECONDFLOORPLAN

FLOOR PLANS

SiteCriteriaAnalysis POTENTIALSITES:234BerkeleyStreet SiteCriteriaAnalysis 585

Figure 22

THE SITE MUST BE EXPOSED TO DAYLIGHT AND SUNLIGHT. THE SITE SHOULD ALLOW MULTIPLE ENTRIES THE SITE SHOULD BE IN PROXIMITY OF RESIDENTIAL AREAS. THE SITE SHOULD ALLOW NATURAL VENTILATION THE SITE SHOULD BE IN PROXIMITY TO ANY FORM OF TRANSPORTATION THE SITE SHOULD PROVIDE OUTDOOR SPACES FOR KIDS THE SITE SHOULD INVITE AN OPEN PLAN DESIGN. THE SITE SHOULD BE IN PROXIMITY TO OUTDOOR/GREEN AREAS THE SITE SHOULD PROVIDE AREAS WITH VISUAL PRIVACY. THE SITE SHOULD BE ABLE TO PROVIDE STORAGE ROOM 1. 2 3. 4 5. 6 7. 8 9. 10

COMMERCIAL ST

ScoringRubric 585 COMMERCIAL 5ST 0 60 STANIFORD ST 6 3 2 8 10 8 6 8 9 10 70 8 10 10 8 8 9 9 10 8 9 89

THE SITE SHOULD PROVIDE OUTDOOR SPACES FOR KIDS THE SITE SHOULD INVITE AN OPEN PLAN DESIGN. THE SITE SHOULD BE IN PROXIMITY TO OUTDOOR/GREEN AREAS. THE SITE SHOULD PROVIDE AREAS WITH VISUAL PRIVACY. THE SITE SHOULD BE ABLE TO PROVIDE STORAGE ROOM. TOTAL

THE SITE SHOULD ALLOW NATURAL VENTILATION THE SITE SHOULD BE IN PROXIMITY TO ANY FORM OF TRANSPORTATION

THE SITE MUST BE EXPOSED TO DAYLIGHT AND SUNLIGHT. THE SITE SHOULD ALLOW MULTIPLE ENTRIES. THE SITE SHOULD BE IN PROXIMITY OF RESIDENTIAL AREAS

Conclusion

BASED ON THE 10 DIFFERENT SITE CRITERIAS, THIS CHAPTER CONCLUDES WITH 585 COMMERCIAL ST AS THE BEST AND MOST SUITABLE SITE FOR THE UPCOMING INTERVENTION. ENDING UP WITH A 89 TOTAL SCORE COMPARED TO 5060 STANIFORD ST WITH A 70 TOTAL SCORE. 585 COMMERCIAL ST SUITS THE NEEDS AND CRITERIA FOR THIS INTERVENTION.

Bibliography

Figure 13. https://www.compass.com/neighborhood guides/boston/back bay/ Figure 14 &15 https://www bergmeyer com/work/rh boston the gallery at the historic museum of natural history

Figure 16 &17 https://www architecturaldigest com/gallery/restoration hardware boston flagship store slideshow Figure 18 &19. https://www.bergmeyer.com/work/rh boston the gallery at the historic museum of natural history

PICTURES

Fgure 1&2 https://www loopnet com/Listing/50 60 Staniford St Boston MA/13803449/ Figure 5,6,7,8 &9 . https://mparchitectsboston.com/work/50 staniford street/ Figure 10. https://www.wsdevelopment.com/our properties/234 berkeley/ Figure 11 https://www digitalcommonwealth org/search/commonwealth:0p096w64k Figure 12 https://en wikipedia org/wiki/Boston Society of Natural History

https://wwwbostonusacom/plan/bostonneighborhoods/westend/ educationcommissionofthestates (2014) Massachusetts StateKindergartenPolicies RetrievedDecember18,2021,fromhttps://ecssecureforcecom/mbdata/mbstprofexc?Rep=KP14&st=Massachusetts https://wwwmapquestcom/?zoom=18 https://boston.maps.arcgis.com/apps/webappvewer3d/index.html?id=cf3415dea19d480caa71eb5dbdce185f

BackBay,MAPatch RetrievedDecember19,2021,from https://patchcom/massachusetts/backbay/234berkeleystreetrecognizedbybostonpreservationalliancewith2013preservationachievementaward

MassachusettsEmergencyManagementAgency&DepartmentofEarlyEducationandCare.(2010).Emergencymanagementplanforgrouporschoolagechild...RetrievedDecember18,2021,from https://wwwmassgov/doc/emergencymanagementplanforgrouporschoolagechildcare/download PR,N (2014,January7) 234BerkeleyStreetrecognizedbyBostonPreservationAlliancewith2013preservationachievementaward

Figure 20. https://onthegrid.city/boston/back bay/restoration hardware Fgure 21 https://www bergmeyer com/work/rh boston the gallery at the historic museum of natural history

Figure 22 https://www mannpublications com/mannreport/2020/02/06/eliot innovation school with a view opens n boston/ RESEARCH 1)http://archprofgrpcom/234berkeleystreet louisbostonhtml 2)https://www.wsdevelopment.com/ourproperties/234berkeley/ 3)http://weinerventures.com/portfolio items/234berkeleystreet/ 4)https://theculturetripcom/northamerica/usa/massachusetts/boston/artcles/bostonneghborhoodspotlighteverythingtoknowaboutthebackbay/ OTHERSOURCES

Chapter4 DESIGN

Content SITE ANALYSIS ORIGINAL SITE DIAGRAMS BLOCK DIAGRAMS SPATIAL MATRIX BUBLE DIAGRAM CIRCULATION DIAGRAM PROGRAM FLOOR PLANS MATERIALITY PLANS RFC PLANS MODELS SELVA/FOREST CAFETERIA CIELO/SKY PLAYGROUND CIELO/SKY LIBRARY MAR/OCEAN SENSORY ROOM MAR/OCEAN LIFE SKILLS FACILITY

ADDRESS 585COMMERCIALSTREETBOSTON,MA02109 AREA NORTHEND/WATERFRONT GLA 39,294SQUAREFEET COUNTY SUFFOLK PROGRAM CLASSROOMS,BREAKOUTNOOKS,MULTIPURPOSESPACE,ART+TECHNOLOGYSPACES,MEDIACENTER EDUCATION/SCHOOL ELIOTK8INNOVATIONUPPERSCHOOL 4FLOORBUILDING 12,786SQFTOFCONSTRUCTION SiteAnalysis 585 COMMERCIAL ST

RESIDENTIALAREAS GREENAREAS COMMERCIALAREAS 234BERKELEY PARKNG TSTOP 585BUILDING NORTH BUSSTATONS MapsContrbutedfromMapQuest

FIRSTFLOORPLAN Originalsites 585 COMMERCIAL ST

SECONDFLOORPLAN

Diagrams 585 COMMERCIAL ST BLOCKDIAGRAM FIRSTFLOORPLAN CAFE RESTROOMS LIBRARY/ PLAYROOM PRIVATE OFICES FORUM SPACE STORAGE STORAGE RECEPTION TEACHERS ROOM PRIVATE OFFICES LIFE SKILLS FACILITY INDIVIDUAL WORKAREA BLOCKDIAGRAM SECONDFLOORPLAN CLASSROOMS MEDITATION ROOM PARENTS ROOM RESTROOMS

SPATIALMATRIX DIAGRAM

INDIV RESTROOMS RECEPTION PRIVATE OFFICES CAFE LIFE SKILLS FACILITY FORUM SPACE LIBRARY/ PLAYROOM PARENTS ROOM STORAGE ELEVATOR STAIR RESOURCE CENTERELEVATOR STAIR BUBBLEDIAGRAM FIRSTFLOORPLAN CLASSROOMS MEDITATION ROOM RESTROOMS STORAGE ART ROOM INDIVIDUAL WORK AREA ELEVATOR STAIR BUBBLEDIAGRAM SECONDFLOORPLAN STORAGE ELEVATOR

Circulation 585 COMMERCIAL ST CIRCULATION FIRSTFLOORPLAN CAFE RESTROOMS LIBRARY/ PLAYROOM PRIVATE OFICES FORUM SPACE STORAGE STORAGE RECEPTION TEACHERS ROOM PRIVATE OFFICES LIFE SKILLS FACILITY INDIVIDUAL WORKAREA CIRCULATION SECONDFLOORPLAN CLASSROOMS STORAGE MEDITATION ROOM PARENTS ROOM RESTROOMS ART ROOM INDIVIDUAL WORKAREA

Program 585 COMMERCIAL ST

PROGRAM SUMMARY WORK MEETING SOCIAL REJUVENATION

FloorPlans 585 COMMERCIAL ST FIRST FLOOR PLAN

SECOND FLOOR PLAN

585 COMMERCIAL ST SectionPlans 585 COMMERCIAL ST

SECTION B 585 COMMERCIAL ST

1STFLOOR PLAN 585 COMMERCIAL ST Sintetic Grass Light Oak Wooden Floor Ceramic Floor Green modular carpet Concrete Floor The WELL Light concept. Creates lighting environments that promote visual, mental and biological health. Olive Green Painted Walls USG Compositions® Decorative Clouds/USG Mars™ Acoustical Panels/USG Donn® Brand DX®/DXL™ Supports the WELL Sound concept with Acoustical Suspension System1 PVCFlooring Materiality 585 COMMERCIAL ST

2 Light Oak Wooden Floor Ceramic Floor Green modular carpet The WELL Light concept. Creates lighting environments that promote visual, mental and biological health. Neutral Painted Walls Concrete Floor Plant Pots Grey modular carpet

DormaInteriorGlassWallSystems All the spaces are closed with glass walls. Natural light flows into the spaces easily Individual Desk High Table Workstations INSPIRATION 1STFLOOR PLAN 585 COMMERCIAL ST1

In

Automatic

¨The WELL Community concept aims to support access to essential healthcare, build a culture of health that accommodates diverse population needs and establish an inclusive, engaged occupant community.¨ Room incites coexistance and creates a community

INSPIRATION 2ND FLOOR PLAN 585 COMMERCIAL ST2

Water Conserving Toilets restrooms Tap In restrooms

Recycling Garbage Cans

Meditation

Workstations Smart Glass For Windows Large windows provide natural light

These garbage cans separate the top four recyclable waste streams identified by the waste study. Placed on different spots throughout the office.

RFC 585 COMMERCIAL ST LightingLegend Pendant LEDLinearPendant RecessedLEDStrip Recesssed GWB ceiling dropped to: 11 0" A.F.F. 10' 0" A.F.F. USG Compositions® Decorative Clouds/USG Mars™ Acoustical Panels/USG Donn® Brand DX®/DXL™ Supports the WELL Sound concept with Acoustical Suspension System LIGHTING FIRSTFLOORPLAN

" Coordination of HVAC ductwork, data management and life safety systems shall be the responsibility of the consulting engineers with input from the architect + interior designer to ensure ceiling compatability." LED Recessed Strip 4" LED Recessed LIGHTING SECONDFLOORPLAN

AxonometricViews

1ST FLOOR

AxonometricViews

2ND FLOOR

TopViews 585 COMMERCIAL ST 1STFLOOR PLAN 585 COMMERCIAL ST1

2ND FLOOR PLAN 585 COMMERCIAL ST2

LE, IS A SPACE WERE KIDS ARE S A SPACE CREATED SO THAT WITH A GREEN DESIGN AND EL IN A FREE AND OPEN SPACE. H FOOD. CHILDREN HAVE THE CT PLATFORM TO THE KITCHEN

REST IA

SELVA/FOREST CAFETERIA

MEANING OCEAN, IS A SPACE WERE KIDS GAIN TIMULATION AND THEIR BODIES LEARN HOW TO TIMULATION. MAR ENHANCES KIDS LEARNING OT) OR ADULT DIRECTED PLAY, WHICH ENGAGES DING TO IMPROVED INFORMATION RETENTION. SUAL, AUDITORY AND TACTILE PROCESSING, AS KILLS. ALSO, BY PROVIDING A SENSE OF CALM RN TO SELF REGULATE THEIR BEHAVIORS, WHICH LY IMPROVES FOCUS.

/OCEAN RYROOM

MAR/OCEAN SENSORYROOM

MAR/OCEAN LIFESKILLS FACILITY

LOCATED IN THE FIRST FLOOR. MAR MEANING OCEAN, IS A SPACE WERE KIDS ARE ABLE TO HAVE PERSONAL MEATINGS WITH THEIR TEACHERS, WERE KIDS CAN STUDY IN A PRIVATE AND SECURE SPACE. THIS IS A BLUE ROOM WHICH WILL HELP KIDS FEEL IN PEACE AND CONCENTRATED.

MAR/OCEAN LIFESKILLSFACILITY

CIELO/SKY

PLAYGROUND

LOCATED IN THE FIRST FLOOR. CIELO MEANING SKY, IS A SPACE WERE KIDS CAN HAVE FUN. PLAY IS CRITICAL FOR KIDS TO DEVELOP THE SOCIAL, CREATIVE AND EMOTIONAL THINKING SKILLS THEY’LL NEED IN THE FUTURE. CIELO ALLOWS THEM TO ENGAGE WITH THEIR SURROUNDING ENVIRONMENT AND WITH OTHERS IN THEIR COMMUNITY IN A FUN CONTEXT. IT ENABLES THEM TO EXPLORE IDEAS AND DIFFERENT WAYS TO BEHAVE TESTING THEIR BOUNDARIES AND GROWING IN THE PROCESS. REE AND IN PEACE.

CIELO/SKY PLAYGROUND

CIELO/SKY LIBRARY

DEVELOPING STRONG LITERACY SKILLS HELPS PREPARE KIDS NOT ONLY FOR SUCCESS IN READING AND WRITING BUT ALSO IN OTHER ACADEMIC FIELDS. IT ALSO HELPS THEM BECOME MORE ABLE TO INTERPRET THE WORLD AROUND THEM. THE IMPORTANCE OF READING FOR KIDS HAS NEVER BEEN MORE APPARENT, TEACHING KIDS TO LOVE READING IS INTEGRAL TO ANY STRONG EDUCATIONAL PROGRAM. LOCATED IN THE FIRST FLOOR. CIELO MEANING SKY, IS A SPA KIDS CAN GO AND TAKE A LOOK AT BOOKS. IT IS A FUN AND VERY INTE SPACE. CIELO IS A SPACE WERE THEY WILL FEEL FREE AND IN PEA

CIELO/SKY LIBRARY

ARCOIRIS/ RAINBOW ARTROOM

ART CAN HELP KIDS WITH PROBLEM SOLVING ABILITIES, CREATIVITY, LITERACY, FINE & GROSS MOTOR SKILLS, CONNECTION, AND UNDERSTANDING. ART IS LINKED TO CREATIVITY, AN ATTRIBUTE THAT IS INCREASINGLY BEING ONE OF THE MOST IMPORTANT FACTORS FOR THE SUCCESS OF INDIVIDUALS, ORGANIZATIONS, AND CULTURES. LOCATED IN THE SECOND FLOOR. ARCOIRIS MEANING RAINBOW, IS A SPACE WERE KIDS CAN HAVE FUN AND CREATE THEIR OWN ART.

ARCOIRIS/RAINBOW ARTROOM

ARCOIRIS/RAINBOW ARTROOM

LUNA/MOON MEDITATION ROOM

DITATION CAN HELP KIDS BY IMPROVING ACITY. THIS CAN RESULT IN IMPROVED LUDING MATHEMATICAL AND LITERACY ES KIDS SLEEP, INCREASES FOCUS AND EDUCES STRESS AND ANXIETY. LOCATED ANING MOON, IS A SPACE WERE KIDS CAN TH THEMSELVES. LUNA TRANSMITS A HERE IS SPACE FOR MEDITATING AND FOR YOGA.

LUNA/MOON MEDITATION ROOM

Specialthankstomyparentsfor alwayssupportingmewithmy dreams.Toallmyprofessorsat SuffolkUniversityfortheir constantguidingonthisproject.

Bibliography

PICTURES Fgue1 https//www evstausscom/2016/03/01/geenschoola susanabeuopa nba andmoderndayponeer/ Fgue27 https//wwwdesgnboomcom/achtecure/ptbamboo puregreenschoolba / Fgure8 htps//wwwakdnorg/archiectue/proec/greenschoo Fgure9 htps://wwwachda ycom/81585/thegreenschoo p bambu Fgure10 https//materadst ctcom/atce/boph cschoo bobasedmae as/ Fgue1 Chronooges Stoneageera chronooges:StoneAgeeas (nd) RerevedDecember18 2021 fom htps//hstcocom/chon/stone/saerahm Figure12 AmercanSocetyo Natura sts NominatonsfortheEdward O W sonNatura stAward nd RerevedDecember18 2021 rom htps//wwwamna og/announcements/NomEOW sonhm RESEARCH

CH.3 RESEARCH https//wwwhgeencom/ar ces/cassroomoccupant/ LIBRARY htps//homegudessgaecom/chdrensfurnturedmensons 105928hm https//wwwpoectorpon couk/news/whatsthebes projecor screensze RECEPTION htps://wwwwayfarcom/sca/deasandadvce/gudes/whatisthe sandardbenchheghtandoherbenchdmensonstoknowT5730 htps//wwwbobbyfordkubotacom/pan spacngcacuao/ PLAYGROUND htps://wwwswngsemalcom/aqsdes/ MEDTATONROOM htps//sudogrowhcom/howbgshouldayogastudobe/ CLASSROOM https//wwwempoweryouse wthcoo psychoogycom/coor geenhtm htps//wwwna onabusnessunturecom/teacherdesk60wx30d 220234?opton=220234 htps//nrckdsog/coc/daabase/5121 CAFETERA/WORKROOM htps//homegudessgaecom/chdrensfurnturedmensons 105928hm https//youbusnessazcentracom/natona aveageszerestauant ktchen29446hm htps//wwwdeammake remodecom/vona/2019/06/9/counertop designcomotabeworkngheghtswdths/ PICTURES Fgure1&2 ht ps//www oopnetcom/Ls ng/5060S anfordSt Bos onMA/13803449/ Fgu e56,78&9 h tps//mparchi ectsbostoncom/wo k/50 stani o dst ee / Fgure10 https//wwwwsdeveopmentcom/ourp opertes/234 be keey/ Fgure 11h tps//wwwdgtacommonweatho g/search/commonweath 0p096w64k Fgure12 h tps//enwkpedao g/wk/Boston Socety o Na ura Hstor y Fgure13 h tps//wwwcompasscom/neghbo hood gudes/bos on/backbay/ Fgure14& 5 h tps://wwwbergmeyercom/work/ hbostonthe ga eryatthehsto cmuseumofnatura hstory Fgure16&17 h tps//wwwarchtecturadgestcom/ga ery/restoraton hardwa ebostonfagshps ores deshow Fgure18& 9 h tps://wwwbergmeyercom/work/rhbos on he ga eryatthehsto cmuseumofnatura hstory Fgu e20 h tps://on hegrdc y/bos on/backbay/res ora ion hardwa e Fgure21 https//wwwbergmeyercom/wo k/ hbostonthe ga eryatthehsto cmuseumofnatura hstory Fgure22 h tps:// neartame cacom/featured/ hboston bu dngbackbayjoannvta htm RESEARCH )htp://archpogpcom/234berkeleystreet ousbostonhm 2 htps://wwwwsdeveopmentcom/ourpropetes/234bekeey/ 3)htp//weneventurescom/potoo ems/234berkeley sreet/ 4)https//thecutuetrpcom/noth amerca/usa/massachusets/boston/artces/boston neghborhoodspotghteveything oknowaboutthebackbay/ OTHERSOURCES htps//wwwbostonusacom/pan/bostonneghbohoods/west end/ educatoncommssonofthestates 2014) Massachusetts State KndergartenPoces Ret evedDecembe 182021from htps//ecssecureforcecom/mbdaa/mbspoexc? Rep=KP4&s=Massachusets htps://wwwmapquestcom/?zoom=18 htps://bosonmapsarcgscom/apps/webappvewe3d/ndexhtm ?d=c3415dea19d480caa71eb5dbdce85f MassachusetsEmergencyManagementAgency&Depatmentof EaryEducatonandCare 2010 Emergencymanagementpan o grouporschooagechd RerevedDecember182021fom htps//wwwmassgov/doc/emergencymanagemen plan o grouporschoo agechdcae/downoad PRN 2014January7) 234BerkeeyStreetrecognzedbyBoston Peseva onAlancewth203preseva onachevementaward BackBayMAPach Ret evedDecembe 192021from htps://pachcom/massachusets/backbay/234bekeeysreet recognzedbybosonpreservatona ancewth2013 peservatonachevementaward

CH.2 P CTURES Fgure1 htps://wwwnacachtecturecom/nacab/bophiaaspx Fgue2 htps//wwwbrtanncacom/opic/Ahambaforress GranadaSpain Fgure3 htps://wwwusatodaycom/story/news/na on/205/04/23/ndfank oydwrgh housegets andmarkstatus/26276063/ Fgure4 htps://house andomcom/wk/ADHD Fgure5 https//nutureandh vebogcom/naturewakswthkds/ Fgure6 htps//wwwarchdaycom/tag/bophlcdesgn Fgue7 htps//wwwgreenschoo og/ba/abou/ Fgure8 https//theconversatoncom/bambooarchtecturebals greenschoo nspresagoba enaissance121248 Fgure910 1htps//wwwarchdaycom/81585/thegreenschoo pt bambu Figure12, 3141516&17 htps//wwwdesignboomcom/archtecture/p bamboopuregeen schoolba/ Fgure18 https//wwwbbnsog/about/hsoytadton Fgure19 htps//wwwfaracademyorg/aboutus/hstory/ Fgure20 https//wwwfaracademyorg/aboutus/ Fgure2,22 htps//wwwstmsonstudocom/bucknghambrowneand nchos Fgue2333 htp//hghschoo ourcom/bbns org/map/uppe schoo campus Fgure24 htps//wwwstmsonsudocom/bucknghambrowneand nchos Fgure34&35 htps://wwwfarracademyog/thefar pogram/exracur cuar/ Figure36 htps//www aracademyorg/the arpogram/casses curcuum/ RESEARCH )h tps//wwwnrdco g/expe ts/maramccan/b ingngoutdoo s benef sboph a 2)h tps//wwwnaca chtecturecom/nacab/boph iaaspx 3 h tps//shepeybu nchcom/creatng oythroughbophlcdesgn/ 4)https//wwwter apnbrgh g eencom/ eports/14pat e ns/#fna hough s 5)h tps://wwwcdcgov/ncbddd/adhd/schoolsuccessh m 6 ht ps//wwwcdcgov/ncbddd/adhd/factsh m 7 h tps//wwwcdcgov/ncbddd/adhd/t eatmenthtml 8)h tps://wwwncb nmnhgov/pmc/ar ces/PMC1448497/ 9 h tps//wwwnrdcorg/exper s/maramccan/brngngou doors benef sboph a 10 h tps://wwwg eenschoo o g/bal/abou / 11)ht ps//wwwarchda ycom/81585/ heg eenschoo ptbambu 12)https//wwwdesgnboomcom/a ch ec ure/ptbamboopu e greenschoo ba / 13 h tps://wwwcc nosedu/abou cc/news/2021/08/24/growing numberoft eesb ngmo e hanenvronmenta benef s oclc campus# text=%E2%80%9CAong%20wi h%20aesthe cs%2C%20tr ees%20have a e%20whch%20mproves%20s udent%20 ocus 14 ht ps//wwwbbnsorg/about/hstory rad on 15 ht ps//wwwstmsonstudocom/bucknghambrowneandnchos 16 ht ps//wwwbbnsorg/upoaded/PDFs/A Schoo/2017 8/BB N PD for ADpdf 17 h tps://wwwpedatrcnu singorg/ar ce/S08825963(17 30185 9/pd #~ ex =The%20 esuts%20ndcate%20tha %20accesswi h%2 0hghe %20standa dzed%20 es %20sco es 18 h tps//wwwsun gh nsdecom/ ghtandheath/natura gh imp ovess udentpe formance/ 19)https//wwwhunakas udioo g/ hemanybene i sofartcasses for ch dren/# text=Ar %20casses%20can%20hep%20you outsde%2 0of%20ther%20comfor %20zone 20)h tps://www arracademyo g/thefar prog am/thetherapeu c envronment/ 2 )h tps://www arracademyo g/thefar prog am/ex racu rcuar/ 22)h tps://www arracademyo g/thefar prog am/casses cu rcuum/ 23 ht ps//wwwfa racademyorg/abou us/hstory/ BB&NembraceCamb dgeandBostonasvi alpa tsofanex ended cass oom S udents adopt trees nLong e owParkanddoecoogy experments n heCharesRver ht ps//wwwbbnsorg/abou /bbncambrdge

B I B L I O G R A P H Y / T H E S I S

PICTURES Fgure1 ht ps//wwwarchda ycom/896683/ shneemen ary schoo braryta desgn/5b291 6f 197cc 2e8000040 shn eemen a yschoo b a yta designaxonometrcconcept? nex p oect=no Fgure2 https//wwwpnterestcom/pn/766737905282516499/ Fgu e3 ht ps//wwwarchda ycom/931646/sanmenda u knde ga denthnklogcdesgn?ad medum=ga ery Fgu e4 ht ps//whoewoodpayhousescom/pages/kdsfurnture Fgure5 ht ps//wwwarchdalycom/869081/18coolexampesof archtecture o kds/58ee895de58ece9d7d00007318coo exampleso archtecture o kdspho o?nex p oect=no Fgure6 https//wwwupcparkscom/heghtoptons Fgure7 https//www awco ne edu/c r/text/ 6/12075 Fgure8 h tps://wwwarchda ycom/521495/kndergarden n ch osccepo t/53ae0 09c07a80790 00003dkndergarden n ch osccepo tphoto?next proec =no Fgu e9 ht ps//widp oofgea com/besttrave yogamat/ Figure10 h tps://wwwarchda ycom/521495/kndergarden n chroscceport?ad medum=ga ery Fgure11 h tps://wwwwor hng ondrec com/desks/26161bule cascade eache deskwsngepedes a d awers60wx20dhtm Fgure12 ht ps//wwwpnteres com/pn/23 302130850269359/ Fgu e13&14 ht ps//wwwarchda ycom/96774 /kdssmle abo nurseryhbnosekke pusyou nosh o?ad medum=ga e y

1 htps://wwwnrdcorg/expers/maramccan/brngngoudoos beneftsboph a 2 htps://wwwnacarchtecturecom/nacab/bophi aaspx 3 htps//wwwhomesandgardenscom/news/boph cdesgn 4 htps//www erapnbightgreencom/repots/14paterns/ 5)htps//wwwmer amwebsercom/dctonary/bioph a 6)https//wwwmer amwebse com/dctonary/naure 7)htps//wwwmeriamwebse com/dctonary/susanab ty 8 htps//wwwcoopehewt org/2018/04/03/whysensorydesgn/ 9 htps//wwwbdcneworkcom/bog/boph cdesgnwha why t matesandhowdoweuse 10)htps//wwwcdcgov/ncbddd/adhd/actshm 11 htps//dc onaycambrdgeog/us/dc onay/eng sh/med a on 2 htps//wwwemamdesgnde/en/desgn/organcdesgnhm 13 htps//wwwguggenhemog/eachingmaerals/heachtectureo hesoomonrguggenhemmuseum/omfo ows uncton 14)Howboph cdesgn smaknghumanshapper TeraMa (2018 Ocober26) RerevedDecember18 2021 fom htps//www erama com/bog/boph cdesgnmaknghumans happe/ htps//www erama com/bog/boph cdesgnmaknghumans happe/ htps://dg a bayadeadeeduau/dspace/b stream/2440/1 9410/2/ hd 119410pdf htps//wwwdemconterorscom/bog/boph c earnngenvionments/ SDERLUND, A N A 2020) Emergenceo boph cdesgn SPRNGER Abdeaal M &Soebarto V (1970 Januay1 Hsoymaters The o gnso boph cdesgnof nnovatve eanngspaces ntadtona archiectue AdeadeResearch&Schoarshp Home Ret eved Decembe 8 2021 rom htps//dgial braryadeadeeduau/dspace/hande/2440/119410

857 413 9137 mariana plata1@hotmail.com https://issuu.com/marianaplatalpz/docs/thesis book mariana plata 4 www.marianaplatal.com