Haptic Architecture: An Anchor For Independence

DESIGN RESEARCH PROJECT

HAZELWOOD SCHOOL

HAPTIC ARCHITECTURE: AN ANCHOR FOR INDEPENDENCE HOW SUCCESSFUL IS THE HAZELWOOD SCHOOL?

SYEDA KAZMI @00552909

Figure 1. Sketch by author

CONTENTS INTRODUCTION

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Abstract.................................................................................................... 5 CHAPTER 1 Designing with senses ............................................................................ 6 Factors aiding neurological development .............................................. 10 CHAPTER 2 Contextual Narrative ............................................................................... 11 CHAPTER 3 Science and Education ......................................................................... 16 CHAPTER 4 Architectural Analysis ........................................................................... 19 Special Timber Features ....................................................................... 21 Building Design Feautures .................................................................... 22 CONCLUSION

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Bibliography ........................................................................................ 27

ABSTRACT

A total of 60 kids, ranging in age from two to nineteen, are hosted by the school. It is possible to identify kids who have more than one of the following conditions: vision impairment, hearing impairment, mobility impairment, and cognitive impairment. The fundamental objective of the design was to provide a safe and interesting workplace for both students and staff members. To avoid any institutional associations and the usage of conventional or standard features, the design is intended to be one-of-a-kind. Visual, audio and tactile cues are all included in this category (Jackson, 1988). Bellahouston Park (figure 4), which is flanked by enormous lime trees and has three beech trees in the middle of its grounds, borders the school’s green, which has been meticulously maintained. Several enormous lime trees and three beech trees along the perimeter of the school.

A number of tiny garden areas are created as the structure snakes over the site, arcing around existing trees to maximise the opportunity for more intimate outdoor educational settings (Racine, 2020).

https://archidose.blogspot.com/2008/04/ hazelwood-school.html Figure 2. Hazelwood School, top view

INTRODUCTION

The epitome of experiencing architecture lies within our senses, but what happens when these are compromised?

Haptic architecture aims to tackle such questions, gifting the sensory impaired a rich architectural experience.

Architectural theory and design studies have surged in popularity in recent years. However, there has been relatively little study on the multisensory experience within the built environment. Haptic features and restrictions in the built environment were recognized with the assistance of the congenitally blind who are more attuned to non-visual senses, as well as professionals who collaborate with them.

As stated by Nigel Cross (1982), architects of today think and design visually, thus, unfortunately fail to comprehend the current situation at hand (Herssens & Heylighen, 2012).

Hence, the present study aims to further explore sensory impairment through a detailed analysis of The Hazelwood School, concluding whether it is a sufficient example of successful haptic architecture.

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https://aasarchitecture.com/wp-content/uploads/ Hazelwood-School-Glasgow-by-Alan-DunlopArchitect-12.jpg

Figure 3 Site plan

https://www.geograph.org.uk/ photo/3720043

Figure 4.

Bellahouston Park

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CHAPTER 1 Designing with senses

Hazelwood School is a special education facility for blind and deaf children and teenagers between the ages of 2 and 17 who have both cognitive and physical disabilities.

Some of the most seriously challenged persons in the United Kingdom are represented in this group of young people. As long as they need constant care, they will never be able to live on their own without assistance. Even more so for the youngsters and young adults who attend the school. To work on the project, Alan Dunlop was chosen after winning a design competition and securing a conventional kind of architect commission and construction contract with the client.

Alan Dunlop. South of Glasgow, amid a densely populated residential and conservation region, this school aims to foster children’s self-reliance by providing a highly customised, multisensory curriculum (Russo, 2019).

A sophisticated design approach was adopted to suit the school’s complex and convoluted brief, which considered every aspect of the construction as a chance to enhance learning outcomes.

Beautiful beech trees frame the structure, which sits on one side of a vast public park just next door.

Classrooms are carefully located towards the northern quiet border of the campus to maximise ambient light and provide views of the lush play areas in order to provide the greatest possible learning environment. In order to create a succession of manicured teaching gardens that are both safe and entertaining for children to explore, the school takes a number of steps and curves. As a result, the use of these outdoor venues is essential to the school’s pedagogical practises. In addition, outside, children must be able to breathe in fresh air, listen to the wind whisper through the trees, and feel the rains on their skin in order to thrive (LoMonte, 2021). Despite the fact that these sensory experiences are often taken for granted, they are an important aspect of a child’s education and should not be overlooked.

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http://arch3611sp09esrakilic.blogspot.com/2009/02/hazelwoodschool.html?m=1

Figure 5.

Zonal diagram

Each child’s ability to navigate the classroom on their own is critical to their development of selfconfidence. Students may use the sensory wall on the building’s circulation “street” as a guide to help them find their way around the school without becoming lost or distracted. The sensory wall’s enormous sculptural components serve as both storage and display units for the equipment used in mobility training. In addition to adding warmth to the space, the cork wall covering acts as a set of 7

markers for students to use as they make their way around the school.

The ability for students to use the lavatory without the assistance of an adult caregiver significantly increases their sense of independence (Zoe Hazelwood, 2021).

There are many various sorts of toilets that students may experience throughout their time at the university, therefore it was imperative that they evaluate the placement, type, size, and fixtures of sanitary facilities.

https://www.building.co.uk/hazelwoodschool-presents-a-new-challenge-for-burohappold/3114509.article

As part of the selection process, the sensory properties of each piece were considered. This natural larch weatherboarding has a pronounced grain and tactile feel when exposed to the outdoors, making it a great ‘trailing’ material (navigation using the sense of touch). In the northfacing classrooms, several floors of celery glass cover a large portion of the façade, allowing for the largest amount of sunlight to enter deeply into the interiors and providing an equitable distribution of light (Dickinson, 2019). Teaching staff have found that poor attention levels in certain visually challenged pupils may be exacerbated by external visual distractions, therefore they’ve implemented a solution that includes storage boxes that are 2.5 metres high with clearstory glass. Hanging the roofing slates vertically as wall covering creates visual contrast with the wood planks. In contrast to brick walls, outside regions are demarcated by rough slate walls.

Slate walls also have the benefit of acting as a major heat source on the south elevations, which helps students navigate the building more easily (Im & Sang, 2021). After an invitation-only competition involving six architectural companies, the architect was selected as the “principal consultant” and would act as the project manager. The client trusted the architect to come up with a unique solution for a particular project type, and he did so.

Figure 6.

Larch weatherboarding on the ‘sensory wall’. https://architizer.com/projects/hazelwood-school/#.V59jLtuwiQo.pinterest

Figure 7.

North-facing classroom https://www.glasgowarchitecture.co.uk/hazelwood-school

Figure 8.

Verticle slates and wood planks

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The client’s realisation that the first brief was just a basic idea of what was truly required was a crucial part of the engagement. One of the most significant aspects of the relationship was this. Because of the complexity of the users’ requirements, it was decided to add an extra short development stage to the project’s design timeline (McIntosh et al., 2019). Data collection, site inspections, and interviews with users and personnel were placed over a four-month period during this phase. For the development of a unique and practical building, the investigation and refining of needs took place throughout this period. For this reason, and in anticipation of the school’s anticipated opening date, the client hired a new Head Teacher to work for them for a term of two years in advance. As a consequence of employing a headteacher so early in life, we should be grateful for the money and work that went into it. (Katrichenko et al., 2021). The Head Teachers were responsible for organising the interests of a wide variety of users and delivering this information to the building design team, among other things, throughout this time period. To help the architect better understand what the school’s users needed, the Head of School also served as the architect’s primary point of contact for issues related to user needs on a daily basis (McIntosh et al., 2019).

Each and every aspect of design—from colour choices to furniture design and positioning—was heavily influenced by a particular customer’s needs.

https://www.greekarchitects.gr/en/public/independence-spaces-hazelwood-school-glasgow-id4150

Figure 9.

Early development sketch

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CHAPTER 2 Contextual Narrative https://www.glasgowarchitecture.co.uk/hazelwood-school

Figure 10.

South facing roof tiles In addition, medical specialists, such as ophthalmology specialists, were on board to help the customer identify and analyse the specific consequences of certain diseases and ailments, such as vision impairment. This group of experts was consulted throughout the design process to ensure that any possible stumbling blocks were identified and addressed prior to going ahead with the project. The goal of these seminars was to promote open discussion and the exchange of ideas (Katrichenko et al., 2021). There was a great deal of benefits to the architect in having access to persons who were well-versed in the unique physical and mental conditions of the intended users throughout the design process. A full understanding of the project’s needs, potential, and restrictions was gained by the architects via discussions with employees, school principals, and a specialised expert (Ghaziani et al., 2021). After a four-year design and consulting process that included input from several stakeholders, including parents, school authorities, physicians, and the children themselves, the finished facility has been hailed a success by both the architect and the client.

Factors aiding neurological development Built to maximise the use of natural and lasting materials, including locally obtained materials; naturally ventilated and insulated beyond the precise requirements of national technical standards; and built to be as energy efficient as feasible (Cragoe, 2019). In addition, south-facing roof tiles provide an ample heat source, while north-facing classrooms pitch up to provide large areas of clerestory glazing, which allows maximum daylighting to penetrate deep into classroom spaces and ensures an even distribution of light, which is critical for students with visual impairments (Reghukumar, 2019). In the words of administrators, “the school’s learning environment is extended by the outside environment.” For the benefit of pupils, the school has been given the opportunity to help design and implement future sensory gardens.

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Gordon Murray + Alan Dunlop Architects were able to build an astonishing, globally award-winning school that is still in operation today despite a very difficult set of limitations. Using a “research and development” strategy, the designers were able to set a high bar for innovative solutions to a complex demand. The undertaking was completed in July of that year.

“Hazelwood is a wonderful place to work and learn,” stated the school’s administrator, Monica McGeever.

After entering the structure, you are instantly enveloped in the building’s vitality and warmth.” The new school has a total floor area of about 28,632 square feet [2660 square metres], which includes a modest Life Skills House (150 square metres). A maximum of 60 pupils, ranging in age from three to eighteen, may be accommodated in Hazelwood, which is designed to be accessible and navigable by everyone (Ghaziani, n.d.). As it winds its way through the neighbourhood’s parks, the school creates beautiful twists and turns around the area’s elderly trees.

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The single-story house, which is composed completely of natural materials, creates little garden areas suited for small class numbers. Using natural materials everywhere allows for more intimate outdoor learning and teaching environments. With its unique bending spine, it is able to handle both the specific demands for an intuitive navigation system and the substantial storage requirements for a broad range of goods used by children with a variety of impairments. Hazelwood is a neighbourhood of Glasgow, Scotland, on the outskirts of Bellahouston Park, which is controlled by the city council of Glasgow. There are three important roadways around the region.

Because the site is shared with the Dumbreck conservation area, private houses, and a residential tower, it was critical that the structure be sized and heighted appropriately (Wu et al. 2021).

https://www.glasgowarchitecA requirement of this project was to save existing trees on the site, as well ture.co.uk/hazelwood-school as to keep the building’s roofline lower than the first floor of the neighbouring residences that looked out into the property. In the town, there were already two special education schools for children with disabilities that needed to be replaced. Children with visual and hearing impairments, as well as other disabilities, are serviced by one centre, while children with a variety of disabilities, including learning difficulties and autism spectrum disorder, are handled by the second centre. To begin with, it was difficult to merge two schools with very different student populations and pedagogical Figure 11. approaches, both of which had View showcasing preserved trees previously operated as residential around the site schools (Ma & Green, 2019). To fulfil the needs of Hazelwood’s instructors, students, and parents, as well as the site limits, the designers had to think outside the box when it came to accessible school design and Devices such as the “Trail Rail” collaborate with teachers, students, have been created to let youngsters and parents. Because to their good securely and autonomously traverse fortune, they were able to succeed. the facility. It was for this reason Twisting and turning around the trees that GM + AD Architects decided to that have already been planted, the take on the Hazelwood project: to school makes its way through the develop knowledge and skills on a school’s grounds.A single long hallway facility that would be used to engage may elicit an institutional feeling from with children of various abilities and the general public when seen from backgrounds. Special needs schools, the outside, but the building’s curved such as those for students with vision design reduces this impression from or hearing impairments, cognitive the perspective of the public. Using difficulties, or physical restrictions, tactile assistance, contrasting colours are the most prevalent example. and materials, and developing clean, Because of these issues, the design readable interior and exterior spaces would have to suit the children’s were only some of the things that requirements while simultaneously went into constructing the construction increasing their freedom (Mohd (Mohd Thiyahuddin et al., 2021).

Thiyahuddin et al., 2021).

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https://aasarchitecture.com/hazelwood-school-glasgow-alan-dunlop-architect.html/

Data collecting by the architect was halted when a new Headteacher was brought in. Instead, all of the teachers were involved in the study effort. As a result of this dedication, users have been actively involved in the product’s development, as well as specialists in related fields. The Head of School at Hazelwood worked closely with the design team throughout the project to guarantee a good conclusion.

Teachers, ophthalmologists, and mobility specialists, as well as an expert on the Disability Discrimination Act (DDA) and other related laws, were all involved in the design process (Ma & Green, 2019). To ensure a successful result for students who are visually impaired, RNIB Scotland collaborated closely with the school’s new Head Teacher on its design. The school, which is a single-story edifice with eleven (11) classrooms, serves students from nursery to secondary education. Unless otherwise specified, all pupils go to Hazelwood by cab or minibus. The school’s entry area was constructed as a loop system to enable cars to park in a designated drop off space without blocking the main entrance (Wu et al., 2021). In addition to the main entry area, there is a huge dining room that serves as the primary assembly place.

Figure 12.

Learning Classroom Figure 13.

Car Park - loop system Sketched by architect Edited by author

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Spacious rooms with adequate storage space at the rear and adjustable regions between them are common features in large classrooms. The absence of clutter in the classrooms and on the walls creates a soothing environment in which children may thrive without being overstimulated by visual information that is not necessary for their development (Reghukumar, 2019). Some rooms are designed to allow staff and guests to observe without disturbing the children in the room. These spaces have the dual purpose of providing quiet space when required.With the design of the game hall, trampoline area, and hydrotherapy pool, children were given the opportunity to explore, improve their abilities, and acquire confidence via participation in relatively autonomous activities, which was beneficial to them (Ghaziani et al., 2021). Individual freedom to play as much as possible at his or her own level is provided by the playground and playground equipment on the property.

The major teaching areas are positioned on the peaceful northern side of the campus, away from the direct sunshine, in order to maximise privacy. Large cork-clad storage walls flank the centre circulation area, where the children’s equipment is kept safe and organised. Incorporated within this wall is a one-of-a-kind “trail rail,” which gives tactile clues for the youngsters so that they may travel the building clearly and securely (Ghaziani, n.d.). Each bay of the sensory trail wall has a unique form and design. This aids the youngsters in determining the length of the circulation area in the classroom.

When combined with the ‘street’ architecture of the school’s hallways, this arrangement has proved to be a very successful tool for autonomous navigation for students of all ages and backgrounds.Throughout the school, signage is provided, whether it is in Braille, images, or Moon (a system composed of lines and curves that includes some standard letters in reduced form) and has shown to be helpful for meeting the communication requirements of the pupils (Cragoe, 2019). The combination of subtle hues, contrast, and variable lighting features allows youngsters to make the most of their remaining eyesight.

https://www.flickr.com/photos/engageforeducation/5032867895

Figure 15.

Exterior Envrionment

The exterior environment serves as an extension of the learning environment, and several outdoor teaching areas are available on the school grounds.

The selection of exterior materials is also important for effective navigation. A second residential section, the three-bedroom “Life Skills House,” is utilised not only to educate the children on fundamental life skills but also to offer respite lodging for the parents of the children who are absent from school (Katrichenko et al., 2021). https://www.flickr.com/photos/ markhogan/5039855427

Figure 14.

Hydrotherapy pool

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CHAPTER 3 Science and Education

https://www.glasgowarchitecture.co.uk/hazelwood-school

Figure 16.

Curvature system In light of the Stockholm Declaration for equality and cultural participation in social activities, the architectural work could not be based solely on averages, but rather on an investigation of all parameters and their harmonious coexistence, in order to establish a school that can be effectively experienced by all participants (McIntosh et al., 2019). Since the architect was able to work with so many different stakeholders, including the facility’s administrators and endusers, it seems that “designing for everyone” was a success in this situation. An artist’s subjective expression is not enough to make a project significant; the project itself was developed from a need that was shared by the whole community, making it much more important.

The term ‘haptics’ was initially used in research in experimental or developmental psychology, engineering, or robotics to denote the active exploration of objects or environments via the body. Today, haptics comprises the study of touch and human interaction with the external environment through touch in its broadest definition (Herssens & Heylighen, 2012). It is important that the architect’s approach to inclusive design be seen as a major achievement from the outset, even if it goes beyond strictly utilitarian or declared criteria. It has already been established that the synthetic approach is utilised to create an architectural setting that encourages student interaction, personalisation, and the development of their own sense of agency.

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Unlike a piece of furniture, the structure does not have a fixed placement in space. In addition to the building, it creates an integrated landscape that links the building and its surroundings. A dialectical interaction between natural and artificial components occurs in response to this choice, boosting multi-sensory information input from consumers while lowering artificial information intake.

A positive attribute involved is that it produces an atmosphere rich in surprises and spatial experiences that constantly change while remaining in close contact with the natural world and its constituents. In this way, the natural world, and the osmosis it has with the artificial world are both emphasised as being critical to human growth (Dickinson, 2019). Consequently, it is more likely that each student will discover and ‘own’ a unique set of spatial qualities.

An overarching and intuitive framework for the production of space must be established for the second objective, in order to guarantee accurate spatial orientation of sensory and cognitive impulses. But even though the cork wall is plainly apparent, the building around a central channel is not restricted to it. To ensure that all regions are constantly connected to the broad directional flows recorded in a user’s cognitive map, it also acts as an arterial ligature (Zoe Hazelwood, 2021). There is no need to consider the curvature of the system while determining this criterion since the links between spaces remain unchanged. Using bends as gateways to natural places, which may be either introverted or extroverted depending on the current scenario, this simple change increases the spatial experience. The overarching framework, which is a structural arrangement of the two, connects movement and spatial perception.

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CHAPTER 4 Architectural Analysis

Figure 17.

South elevation sketch by architect edited by author

The most vital thing to keep in mind in light of the latter result is that this framework transforms into a language of communication. It is found that the southern enclosed courtyard is warmest, the northern extroverted yards are coldest, classrooms are located on the left flank, and the right flank is transparent to the southern courtyard; all of these conditions work together to create a vocabulary that communicates the spatial awareness of those who are in it. ‘ In Saussure’s view, this collection of spatial experiences is tied to a set of spatial functions in a virtually structural and educational manner, allowing for the formation of a common language that relates to all of the senses and cognition via movement (LoMonte, 2021). A shared code of knowledge, ownership and social space are all

provided by the architecture in this example, all to the benefit of its clients. Hence, Hazelwood School meets both of the school’s fundamental requirements.

First and foremost, it promotes equitable opportunities for all kids to participate. Each learner must simultaneously encounter both the social and personal sides of their existence in order to uncover their own unique areas. The ability to freely communicate one’s thoughts and feelings in a communal setting fosters the development of something even more valuable: a common language (Russo, 2019). Building a secure haven of freedom for everyone on the planet requires these two prerequisites.

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The school and the Life Skills House (a self-contained facility used for life learning and respite) are situated adjacent to Bellahouston Park and have a total area of 2665 square metres. The Life Skills House and the school are both surrounded by well-kept grass. The design of the building has as one of its key purposes the provision of a safe and exciting environment for its students and staff.

With this kind of project, GM&AD were given the task of developing a building that would minimise as much as possible the institutional atmosphere.

The customer’s primary goal and emphasis from the beginning of the project have remained unchanged (Racine, 2020). Rather than using conventional or standard detailing, the designers created a solution tailored to the project’s needs, resulting in a building that perfectly meets the expectations of its intended audience.

A large lime tree and three beach trees in the middle of the plot suggested that this was the original location. Several mature lime trees could be seen around the property.

Figure 18.

Sketch by architect - garden classrooms edited by author

As it travels through the terrain, it creates a series of loops and turns around the already-existing trees.

Modest class numbers may be accommodated by the arrangement of the gardens, which allow for more personal outdoor teaching scenarios because of their small size.

With its curved design, the building serves to prevent an institutional image that a lengthy hallway would give off, which would otherwise be formed if the corridors were straight and uniform (Racine, 2020). Even more importantly, it reduces visual confusion by restricting the breadth of the region.

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While developing a design that was both acceptable to the environment and engaging to the user, the selection of materials was critical. The design team created a palette of highly textured natural materials that were both tactile and odour-stimulating for the touch and nose (Jackson, 1988). The building’s exterior features: natural disintegrating wood planks, recycled slate tiles, and zinc to provide visual interest and contrast to the surrounding area.

A primary goal was to encourage the children to be as self-sufficient as possible https://archidose.blogspot.com/2008/04/hazelduring the whole process, so they could wood-school.html navigate and find their way about the institution on their own. Since it worked Figure 19. as both a storage wall to meet specific Backbone wall storage demands and a navigational aid or device in the building to allow the children to freely walk about the building, a trail rail After a lengthy and exhaustive was constructed as a main original idea in briefing process, the building this circulation area (Russo, 2019). Cork was designed to answer specific is used to cover the wall, which not only problems while maintaining serves as a wayfinding sign but also gives a high level of architectural students a pleasant tactile sensation as excellence. The building is not they move around the facility. just intended to assist excite the senses, but it is also meant The architects designed a “backbone wall” to operate as a setting that in the centre of the Hazelwood School encourages creative thinking (Fig.19) that serves multiple purposes: first, (LoMonte, 2021). In the opinion it serves as a cupboard for the children’s of GM+AD, the architects who coats, canes, and briefcases, as well as handled this project, the building the teachers’ working materials; second, is extremely responsive to what it serves as a transit zone between the was ultimately a very tough passageway and the classrooms; and third, brief. This was accomplished it aids in the organisation of the school. by considerable and regular The “backbone wall” kinetically forms a engagement with the client and line across the structure (Herssens & end users.

Heylighen, 2012).

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https://www.ajbuildingslibrary. co.uk/projects/display/id/1114

Figure 20..

Exterior, showcasing timber cladding

Special Timber Related Features High levels of acoustic insulation were required for this building due to the high levels of vehicular traffic noise in the surrounding area. This was largely accomplished by the use of ‘air plenums,’ which allow for natural ventilation while also lowering the amount of exterior noise that enters the building to an acceptable level. This thick wall, which serves many functions, including storage, incorporates the air intake plenum located at a low level on the wall (Zoe Hazelwood, 2021). Externally, the air is filtered through modified timber cladding boards, while internally, a ventilation grill is integrated into the storage door pane, creating a seamless appearance. (“Case Study 17 – Hazelwood School - A&DS Materials Library”, n.d.)

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Building Design Feautures

For students with special needs, using a sensory trail wall (fig.21) that weaves its way around the school intended to aid greater confidence, a stronger sense of mastery and improved self-esteem. It has a pleasant texture and serves as a visual cue to help students find their way throughout the institution.

Moreover, it has been meticulously designed and developed for each of the sensory path walls. Further aiding movement around the school’s 100-meter circulation area (Dickinson, 2019). Multiple design features have been meticulously added to the building envelope to enhance the user’s experience. For example, the buildings corridors are also supposed to serve as thoroughfares in order to make travel more efficient and easy.

School signs in Braille, pictogram, and Moon, which may be seen around the building, let students to communicate effectively, regardless of their level of communication competence (Im & Sang, 2021).

https://www.researchgate.net/publication/259464727_Haptic_design_research_A_ blind_sense_of_space/figures?lo=1&utm_ source=google&utm_medium=organic

Figure 21.

Sesnsory trail wall

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Children studying in focus-learning rooms may be seen by visitors and staff without causing any disruption to them. In these instances, they also allow for calm contemplation.

The buildings classrooms are highly intuitive and aid towards learning.

For example, they benefit from the employment of subtle colour and contrast, as well as adjustable lighting factors, in order to maximise their residual visual talents. As the classrooms face north, they get a more equal distribution of light than other portions of the building, making it easier to distinguish transitional and storage spaces. On top of that, they may enjoy the quiet of the school’s classroom gardens. In addition, storage “boxes” were installed at the back of each classroom to form a solid wall and reduce visual distractions from the outside environment for students.

In addition, as a result of the building’s curving shape, it is divided into manageable sections on both the inside and outside. Due to their close proximity to a major crossroads and the acoustic requirements of the classrooms, there are no moveable windows in the classrooms. This is owing to the location’s proximity to a major crossroads and the classrooms’ specific acoustic needs. The architect was intent on the inclusion of any tiny details that would aid the users experience of the building. All lecture halls have been fitted with acoustic ceilings to lessen the resonance that may be created by loud music. This allows acoustically attenuated fresh air plenum to be installed without the need for windows due to storage box depth (“Hazelwood School | Universal Design Case Studies”, 2016).

To minimise the impact of nearby traffic sounds, the bulk of classroom spaces are positioned towards the property’s northern (fig. 22), peaceful boundary, with a few additional temporary classrooms built towards the property’s southern border (Katrichenko et al., 2021).

Between these two sections, there is a “street,” which directs construction to keep it in line with the area’s existing trees.

Figure 22.

Floor plan indicating classroom bulk

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https://archidose.blogspot.com/2008/04/hazelwood-school.html

Figure 23.

South windows

Moreover, due to the overall form of the roof, it is feasible to construct serene, covered outdoor teaching spaces that may be shared by radial classrooms to the north. In addition to letting students know where they are, this transition between the “street” and the classroom rooms was meant to tell them about forthcoming school activities, among other things. Natural larch boards are used for the path wall, which not only looks great but also has a pleasant fragrance and feels to walk on. A few examples are the northfacing slope of the roof, the use of clerestory windows, and windows on the south side that enable natural light to flood the inside (“Hazelwood School | Universal Design Case Studies”, 2016). It was shown that many visually impaired children can distinguish between scenes with natural and

artificial illumination in research

by GM + AD. All of the facility’s navigational components, such as trail rails, window transoms, and door signs, are located at the same height throughout the building to guarantee that the children can easily identify them. To aid students in finding their way throughout the school, tactile floor finishes that vary from one another are used instead of or in conjunction with trail walls.

Rather than or in addition to the trail walls, tactile floor finishes that vary from one another serve as navigation and cues in some parts of the school (“ARCHITECTURE Winner / HAZELWOOD SCHOOL / gm+ad architects”, n.d.).

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Independent learning is a prevalent theme within the building and is thus designed to achieve this. Children may play as much as they want because of the design of the playground and the playground equipment in this location.

For youngsters, the games hall, trampoline area, and hydrotherapy pool are designed to encourage exploration and self-confidence via participation in activities that are mostly independent of their parents. It is shielded from traffic noise by a slate wall that surrounds the area.

Before construction began, the sensory impact of the building’s structure and cladding was assessed. The school’s glulam wood frame casts shadows throughout the building, creating a distinctive pattern that runs along the school’s internal street. For building, we used glued-laminated wood (“Hazelwood School | Universal Design Case Studies”, 2016). Roofing slates delineate certain outdoor areas, provide an excellent trailing surface, and the tactile difference between them and the wood helps youngsters to understand where they are while they are outdoors.

In addition, slate has the benefit of serving as a heat source for youngsters who may use it as a navigation device on the south elevations of the building.

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Figure 24.

Interior sketch Edited by author

From bound gravel that crunches underfoot to recycled bound rubber and wood decking, a network of routes surrounds the school and its gardens, each with a unique finish. Each area is distinguished by its own set of finishes, each of which feels and sounds distinct underfoot.

(Jerkins & Ferrari, 2007).

Given the information above, it is evident that the architect has given much thought to the buildings architectural qualities and has reflected on its users needs.

CONCLUSION

BIBLIOGRAPHY

Despite the inconsistent literature surrounding sensory impairment within the built environment, Dunlop successfully catered his award-winning building to its user’s needs. The client’s design team were looking for a facility that didn’t have an institutional feel, that would enable children with disabilities to learn and experience new things, that was safe but also difficult, and that was also useful for instructors and administration. There are several instances of Hazelwood architecture that have been a success. As a consequence, it may be concluded that the Hazelwood design works as the school’s design incorporates all navigational and mobility assistance. A cork-covered “trail wall” serves two purposes in the room’s design: it acts as a navigational aid while also providing a large amount of storage. As a result, children may go on their own without assistance since it spans the whole length of the construction.

Consequently, “trailing” was only a partial success at Hazelwood and its two predecessor schools due to the adaptation of their environments and the incapacity of the system to work consistently. After only two weeks of exposure to the trail wall system, they were able to navigate the building on their own. All children should have the opportunity to play freely and take risks on the playground and on the playground equipment since this is essential for their healthy development. As a result of the facilities’ selfcontained design, the games room, trampoline area, and hydrotherapy pool provide a safe environment for youngsters to experiment, enhance their skills, and gain self-assurance via their own initiative. In other words, it might serve as a template for future building projects. Dunlop’s work exists as a reminder to architects to design with greater attention to impairments that may hinder architectural experiences.

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ARCHITECTURE Winner / HAZELWOOD SCHOOL / gm+ad architects.

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