NU LIFE Daycare Center

NU LIFE DAYCARE CENTER

Academy of Art University Interior Architecture & Design MFA Thesis Project Fall 2019 Ting-Chih "Tim" Jen

table of contents

6

Abstract

OVERVIEW

Design Concept

14

Inspiration

City Neighborhood Site

ANALYSIS

Building

24

Client Profile

RESEARCH

Childhood Injuries

34

New Timeshare School

PRECEDENT STUDIES

User Profile Ergonomics

Hakusui Nursey School Leport Montessori School

48

Concept

DEVELOPMENT

Space Planning

60

Lobby & Cafe

FOCUS AREAS

Outdoor Playground

Programming

Classroom Indoor Playground

CHAPTER 1 |

overview

O

verview

d

|7

e

tract s b a n o i t a r pi s in pt e c n o c gn i s

01

CHAPTER 1 |

overview

abstract

Area of the site

Due to the increase in the working hours of parents, the time to accompany their children is decreasing day by day, and the demand for daycare centers is relatively large. This daycare center will provide more than just a building with a fantastic facade and a creative and playful interior space. It will also offer a home away from home for children.

This architectural style gives us more opportunities to create a unique daycare center. Unlike other daycare centers, 21,350 square feet and centralized buildings allow us to make the design within the connection of the space. It is not just simply connecting vertical spaces with stairs or corridors linking horizontal spaces, we can integrate the elements that children love into this space. For example, using slides to connect vertical spaces and bridges to make horizontal spaces connected as well. The goal is to design a creative and playful daycare center that will not only make adults astonished but let children enjoy staying there.

8|9

Yilan (site location)

Above from left: World map with site area highlighted. Taiwan map with site location highlighted.

Below from left: Existing building’s main entrance. Entrance with the public area. Courtyard. Building view from the back yard.

CHAPTER 1 |

overview

inspiration

This site, which is surrounded by several buildings and has an open atrium in the middle provides more outdoor activity space for children and flexibility and playfulness of space. Each building is connected by bridges to increase the flexibility of interaction between the entire site. The building’s unique construction gives the designer more significant advantages in designing a unique childcare center to attract children's attention. Under the new design, the building not only provided the children's unique childcare center, but also provided a home away from home for children.

From the paintings of Malevich, he connected simple geometric figures in different ways and overlapped to form an impressive art piece. I think this is very much like we are doing the concept of interior design or architectural design. Spaces are connected in different ways to create more interesting areas.

Suprematism The art of Suprematism had produced a new visual language and a new structural design for painting. It implied the transferral of forms from the surface of canvas to space. Suprematism had opened up new possibilities for visual art, by the abandonment of so-called "objective consideration," a non-objective sensation rendered on canvas can be carried over into space. The artist was no longer bound to the canvas (the picture plane) and can transfer his/her compositions from canvas to space.

Source: Graphic design and visual art written by Lisa Cianci.

10 | 11

Pictures below: The ar t pieces painted by Malevich.

CHAPTER 1 |

overview

design concept

Extending the concept of Malevich's painting; I used the interactive relationship between the vertical and horizontal lines to create more possibility of spatial imagination and the connection of each space. By applying this concept to my project, the shape of the building is very similar to Marley's paintings. It is also constructed from several different buildings. The relationship between the spaces and the way they are connected will be one of the interesting design elements of this project. The connection between spaces is not necessarily connected with actual objects. It can also use the virtual space enclosed by the two real buildings as the connection of space.

For example, between two actual buildings, leaving a little passway in the middle, so that the sunlight can enter the middle area of the two buildings, and the virtual space formed by the central channel can also be used as a way to connect two spaces.

Therefore, the way of connecting the spaces is not necessary to use actual building volumes, it is the relationship between virtual space and real space to create more interesting spaces.

Above: Use the interactive relationship between the vertical and horizontal line to create more possibility of spatial imagination and the connection of each space.

Right: Use three geometric elements: point, line, and plane to represent combinations of virtual and real spaces in the vertical and horizontal dimensions.

Plan

Use the interactive relationship between and horizontal line to create more possibi imagination.

n the vertical ility of spatial

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A

nalysis

i e n

g

o b h b

city rhood site

g n i d l ui

02

CHAPTER 2 |

analysis

city Because of the rapid growth of the transportation in Taiwan and rising housing prices in the urban area, more and more young families who are working in the urban area have chosen to live in the rural areas and by using convenient mass transportation to work in the urban area.

It forms a one-day living circle in Taipei (urban area) and Yilan(rural area).

Compared to Taipei City which is the capital of Taiwan that is surrounded by urban cement buildings, Yilan is a beautiful city that facing the mountains and back to the sea. Yilan has abundant natural resources and convenient transportation which takes only 30 minutes to drive to Taipei. Therefore, it is also known as the back garden of Taipei city.

Based on the growing number of young families working in Taipei who have migrated to Yilan City or the families that used to live in Yilan to go to work in Taipei by public transportation, during the parents' work time, it is essential for their children to have a daycare center. Therefore, the conversion of this building into a daycare center will be a very beneficial solution to the development of Yilan.

Right: Taiwan map which showing the distance from Yilan city to the capital of Taiwan, Taipei city. The scene of Taipei city. Below from left: Aerial view of Yilan city.

Capital 30 Mins drive

Yilan

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Percentage of 2 to 6-year-old children who sent to childcare center in Taiwan

2008

2009

2010

2011

2012

2013

2014

2015 UNIT: %

Source: Executive Department of Taiwan Government

Certificated childcare teachers in Taiwan

2008

2009

2010

2011 2012 2013

2014

2015 UNIT: People

Source: Executive Department of Taiwan Government

Based on this information, we can find that the demand for child's daycare centers is increasing during recent years in Taiwan. Also, professional child care teachers are more than the past.

In Yilan city, a lot of children are being taken care of by their grandparents until they go to elementary school.

The main issue of this situation is that the grandparents have not been taking professional training on how to teach the child to develop themselves and learn the essential abilities. Thus, based on this issue and the increasing of the demand of the daycare center in Taiwan, designing a professional daycare center for Yilan will be an appropriate decision.

Above chart from top: Percentage of 2 to 6-year-old children who sent to childcare center in Taiwan. Certificated childcare teachers in Taiwan

CHAPTER 2 |

analysis

SITE

D

on

g

Sh

an

R

iv

er

si

de

Pa

rk

neighborhood

Picture below: Yilan Dong Shan Riverside Park.

Police Station Supermarket Residential Area

ADDRESS: 51-9, Xindian Rd., Wujie Township, Yilan, Taiwan TYPE: Daycare center PAST USE: The elderly community center SIZE: Three-story, 21350 Sq. Ft.

Hospital School Bus Station

Dong Shan Riverside Park provides a good opportunity for children to have an outdoor activity instead of only activity in the classrooms. In this way, Children cannot only be educated in class but learn directly from the natural environment.

A supermarket is just 5minutes drive distance from the site location, which means it is very convenient to get food, daily essentials and anything that a daycare center needs.

Hospital and police station just a few minutes walk from the site location. This area will be very safe. Also, children can get help from the hospital rapidly if there is something emergency.

The highways are on the east and south side of the site, which means it is easy to access the site by car. Also, parents can drop off their kids on their way to work or pick them up on their way back home.

Bus stations are close to the site, and it makes the site to be easier to access as well.

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site winter monsoons

summer sunset

summer sunrise

winter sunset winter sunrise SUN PATH

summer monsoons

N

Solar & Wind There is a river on the southwest side of the site which means the view is broad and beautiful. It is an excellent design opportunity. Besides, the wind also comes from the southwest side which is the backyard of the building.

In the hot season, it can get the cross ventilation of the building to increase the IEQ. It is an opportunity to save energy in the summertime which can also achieve a sustainable goal.

Site potential: Large green area Natural environment No tall buildings nearby Open space & parks Clean air & water

CHAPTER 2 |

analysis

building SIZE

OCCUPANCY LOAD

A-1 (15)

41’ x 27’ = 1107

74

A-2 (30)

19’ x 26’ = 494

17

A-2 (30)

36.5’ x 20’ = 730

25

Activity Room

A-1 (15)

27’ x 35’ = 945

63

Social Room

A-3 (30)

19’ x 26’ = 494

17

A-3 (30)

27’ x 20’ = 540

18

ROOM Recreation Hall

Gym

Meeting Room

Classroom

LOAD FACTOR

This building is a fire-sprinkler building and Based on the IBC, this building needs 2 exits which is separated by a distance at least 1/3 the maximum diagonal dimension of the area served. So it needs another exit. If the interior spaces' occupancy load are more than 49, it needs 2 exits as well.

Also, every 1" of hight change requires at least 1’ (12") length ramp. The entire floor high change of this building is 24”, so the length of the ramp needs to be 24’ long.

Pictures from top: Existing building facade.

Courtyard. Recreation hall. Back yard.

Opposite page: Existing building first floor plan with structure and code analysis.

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FIRST FLOOR

Note: It is a fire-sprinkler building.

The occupancy load of the recreation hall is more than 49, it needs 2 exits.

All the doors’ swing direction need to swing out.

This door need to swing out.

ENTRANCE

+2'

A

Stair

This area needs 2 exits because the occupancy load is more than 49.

C B

Column Vertical Shaft Area need ramps Natural light Structural Wall Partition Wall Parapet Wall Exit diagnal distance of interior space Exit diagnal distance of the whole building

First Floor

0’ 2’ 4’ 8’

16’

CHAPTER 2 |

analysis

SECOND FLOOR

This area needs 2 exits because the occupancy load is more than 49.

D

E

F

Note: It is a fire-sprinkler building.

The occupancy load of the activity room is more than 49, it needs 2 exits.

All the doors’ swing direction need to swing out.

Column Vertical Shaft

Second Floor

Area need ramps 0’ 2’ 4’

8’

16’

Natural light Structural Wall Partition Wall Parapet Wall Exit diagnal distance of interior space Exit diagnal distance of the whole building

A. Recreation Hall B. GYM C. Meeting Room D. Activity Room E. Social Room F. Classroom G. Library

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THIRD FLOOR

A. Recreation Hall B. GYM C. Meeting Room D. Activity Room E. Social Room F. Classroom G. Library

G

Third Floor

0’ 2’ 4’

8’

16’

Column Vertical Shaft Area need ramps Natural light Structural Wall Partition Wall Parapet Wall Exit diagnal distance of interior space Exit diagnal distance of the whole building

The roof could be designed to be a roof garden or a space for setting solar panel. Solar panels could generate the energy for the building. It can be a solution for sustainable design.

Also, Based on the IBC, there needs another exit for this floor. Setting a stair to exit this floor in green circle area of the floor plan on the right will be a solution.

R

esearch

Photo taken by Crate & Barrel Furniture

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chi

ldh

o

ofile r p t n e cli rofile p er s u ics m o n o g r es i e r u inj od

03

CHAPTER 3 |

research

client profile

This property belongs to Yilan County government.

Based on the inadequate use of the original buildings, the Yilan County government promoted a series of signups that invited interior designers and architects to remodel the building and give new application to it. And the government proposed that the building need to be able to connect to the local community after it has been remodeled.

Due to the change of social development, some public houses have been in a state of low use or been abandon.

The causes of vacant houses are not a single reason.

Some are due to the industrial restructuring, which leads to the empty of factory buildings. Some are because of population migration and relocation. Some also because of old buildings, lack of repair and maintenance funds, resulting in loss of operating base.

For this vacant building, the county government hopes to focus its attention on this public issue of activating vacant building, consolidate the power of public departments, the general public, and non-governmental resources to help abandoned houses find a new direction of activation.

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Client focus issues Restore the vitality of vacant building to enable it to resume use and sustainable development.

Whether this site can give back to nearby communities?

How can this building incorporate the local industry culture?

CHAPTER 3 |

research

user profile

The children who need to be taking care while their parents are going to work at daytime will be the target user of the daycare center. They can be separated into three groups by the ages, infant, younger children who are 2-6 years old (Preschool Age) and older children 6-10 years old (After School).

Parents will be another group of the user of the daycare center. They will be the local people who live in Yilan but need to go to work in the daytime. They will need a daycare center to take care of their children while they are working. A successful daycare center needs to think about the parent's need and what they want their children to learn and gain from it. Hence, even the parents are not the majority users of the daycare center, and we still need to concern about their thought.

The other group which will also use this building is the staff of the daycare center. It includes the teacher, security and administration staff. They are local people from Yilan, and the age of the teacher is around 20 to 30 years old and have the certification of their profession. It is very important for a daycare center to have a certificated teacher to ensure the kids' safety and learning efficiency.

Below from top: Children who are taking a class in the daycare center. Parents and their daughter who are locals in Yilan city.

The staff in the daycare center.

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Below from top: Infant. Preschool age children(3-6 years old). 6-10 years old children.

Three groups of children Infant: The infants are the user who needs to be taking care most carefully. They need a large and open space for activity and need the most safety space and furniture for space.

Younger Children (3-6 years old): The daycare center will provide daycare and various learning program for children. The main goal of the daycare center does not only provide a space for children while their parents are working but help them develop their interest and personality in their preschool age.

Older children (6-10 years old): The daycare center will also provide after-school education for older children who are 6-10 years old. The program will include academic guidance, develop interest and personality development.

CHAPTER 3 |

research

Opposite page from top: The ergonomics of the furniture for different years old kids.

Mathematic calculating for ergonomics of child's furniture.

ergonomics

Kids friendly workstation The first step is to ensure that the workstation fits the child’s size. Ideally, a child would have an adapted workstation, with a smaller chair and shorter desk. However, because the entire family often shares a computer workstation, it is important that all aspects of the workstation be adjustable, and that children can independently adjust each component.

Because children’s legs often dangle, a footrest is indispensable. The purpose of the footrest is to ensure that the knees remain in the proper position, at or slightly below level. The footrest should be high enough to allow the child to rest the feet directly in front of the body, either flat or at a slight angle.

Often adult chairs are too deep for children, so the child either sits too far forward, or the child’s legs stick straight out. A child-sized chair is the best option. Another solution is the addition of a detachable back cushion. This will decrease the distance to the back of the chair while providing necessary lumbar support to the child.

Since children have smaller hands than adults, traditional keyboards and mice are generally too large for them to operate comfortably. A smaller keyboard or mouse, designed specifically for children, can be a valuable accessory. Tracking balls are also a safe alternative to a mouse.

Children tend to be less aware of their own posture, and may not be aware of the position of their wrists. A wrist rest is a wise investment since it forces a more correct posture during typing and resting.

The furniture and space design for children is quite different from the adult. Since they are still growing up, the furniture, for example, the table and chair need to have different size for different children. Using appropriate high of the desks and chairs for each child are very important for their physical health. source : Article, workstation-ergonomics-for-kids.

2”

90 90

90

30 | 31

4-6 years old

6-8 years old

8-11 years old

Chair Hight

Desk Hight

Chair Hight

Desk Hight

Chair Hight

300

525

340

580

380

Desk Hight

635

CHAPTER 3 |

research

childhood injuries

Eye Eye injuries are painful and can be quite serious.

To reduce the risk of eye injury, avoid activities that involve small projectiles and stick-like components. If such elements are needed (e.g., a conducting baton or drumstick), making them oversize in diameter, with large radius rounded-over ends, will help. In the case of a drumstick or xylophone mallet, cover the end with a soft rubber ball-type tip.

Finger Finger-pinching injuries are common among children visiting exhibits.

Doors with hinges and pivoting control levers are particularly hazardous. Doors or other hinged elements can catch fingers between two closing surfaces or pinch them in a space on the hinge side. Large and pivoting control levers with hard stops can catch fingers between the lever and stopping element. Avoid designs that can pinch fingers.

To avoid this, all holes should be smaller—or considerably larger—than a child’s finger, and back perforated metal panels (with round perforations) with solid materials. The backing should be so close that a small finger cannot come between the two.

Electricity Electrical components need to comply with applicable electrical codes. For the solution to avoiding electricity injuries to the children, we can use low voltages in areas that users might touch. If control of a component involving higher voltages is necessary, design an interface that lets children use a low-voltage relay to turn on–off the highervoltage device. Secondly, house electrical components and wiring in enclosures that require keys or special tools for access. Thirdly, place light bulbs high and out of children’s reach to avoid burns and breakage.

Source: Designing products and places for toddlers to teens Rani Lueder Valerie J.

Opposite page from top: Eye injuries of kids. Finger injuries of kids. Electricity injuries of kids.

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P

recedent studies

Photo taken by Janez Marolt

lepor

t m

on

t

su

w ha

ku

ne

hool c s re a h ol o h s c s e ey m i s r t hool u c s n ri i o s s e

04

CHAPTER 4 |

precedent study

new timeshare school

The kindergarten’s special feature is its open plan approach with unified play space, which covers as much as 85% of the entire surface. Children here are encouraged to be physically and socially active with a series of inviting design elements. One of such is meandering road between playrooms, which visually connects different spaces and invites children to follow it (walk, run, ride their kick scooter or bike). Special road signs have been designed, encouraging children to mimic movements of a particular animal (butterfly, crab, lizard, etc.), and go either fast (cheetah) or slow (snail).

Source : ArchDaily, Podgorje TimeShare Kindergarten and School / Arhitektura Jure Kotnik

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Photo taken by Janez Marolt

Project type: Kindergarten Architects: Arhitektura Jure Kotnik Location: 2381 Podgorje, Slovenia Area: 696.0 m2 Project Year: 2016 Below from top: Infant. Preschool age Client: Municipality of Slovenj Gradec children(3-6 years old). 6-10 years old User Group: Kindergarten students children.

CHAPTER 4 |

precedent study

Below from top: Play area. Classroom.

Passway.

Exterior The exterior of the kindergarten is also tailored to its inhabitants, with a series of façade elements functioning as play elements.

The west-facing wall has a growth chart with typical heights of selected animals indicated in it. The segments of wall interrupting the glazed south side of the kindergarten are covered in blackboards so children can scribble and draw on it, and it also features a climbing wall in the corner.

Play area In this case, the play areas are not limited in a room or space. Instead, it uses the entire interior space as an open play area. The open play area not only promotes good interaction between teachers and students, but also allows children to play with peers with shared benefits regardless of age. The children will not feel confined to play in a classroom or a small space. The more massive area can be active and playable so that they can feel more freedom.

However, more hidden risks also accompany a larger and freer play area. Teachers or staff need to devote more efforts to care for children so that they will not be hurt or leave their sights and danger.

Classroom For the classroom, the lounge area allows children and teachers to sit together and read books, and use movable furniture to help them get together. The classroom also uses a semi-open space design, which does not make students feel confined to a classroom, making them feel more like learning while playing and learning new knowledge more efficiently.

However, this kind of semi-open classroom is easily disturbed by the activities of other spaces, and the children are more easily distracted. Therefore, although such classrooms allow them to learn without stress, the problem that arises is if other spaces have activity is ongoing, the children’s learning efficiency may decrease.

Passway In the design of walls, floors, and ceilings, the case adds a bit of ingenuity and incorporates some knowledge into the use of space. For example, writing angles under the angle of opening doors allow students to go through everyday life. And learn important knowledge.

This way will enable children to learn a lot of important common sense and knowledge unconsciously. Children's learning is not only taught in the classroom but also more knowledge accumulated in daily life.

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TRADITIONAL KINDERGARTEN

MORE CONTACT WITH VARIOUS EDUCATORS

CATERS CHILD’S OWN INTERESTS

VS TIMESHARE KINDERGARTEN

FREE PEDAGOGY

MORE MOVEMENT

MORE CONTACTS

BIGGER SPACES

Conclusion From the floor plan and the use of this building, 85% of the whole space is for kids area and only 15% for the staff and service. The area for the staff and service are more private than the space for kids.

For the space design, private areas are mostly concentrated in the corners of the entire building, while the public area is in the central area of the building, and the spaces are linked through the design of the indoor runway. The children will not feel limited only can act in one room.

In the semi-outdoor area, this case made a semi-outdoor drawing and rock climbing area. The designer used the way to shrink the wall to separate a semi-outdoor game space that can enjoy the sun and is not afraid of rain. I think this idea is a very smart idea, and I will take this idea to my project.

Left: Exterior painting and climbing wall.

CHAPTER 4 |

precedent study

hakusui nursey school

One unique feature of this “large house,� for example, is that a 3-year old child is in the same room as a 5-year old and these children of different ages can interact in the wide, one-room space. Additionally, should a 3-year-old child be sleeping while a 5-year-old child plays nearby; these differences in rhythm reinforce the "domestic" qualities of this "large house." Keeping in line with Seiyukai's longstanding (26-year) philosophy, we made it a priority to minimize the number of blind-spots within the room to keep safety measures as unintrusive as possible.

Source : ArchDaily, Hakusui Nursery School / Yamazaki Kentaro Design Workshop

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Photo taken by Yamazaki Kentaro Design Workshop

Project type: Nursery School Architects: Yamazaki Kentaro Location: Chiba Prefecture, Japan Area: 530.0 sqm Project Year: 2014 Client: Seiyu-Kai User Group: Kids

CHAPTER 4 |

precedent study

Observation areas Activity room Courtyard Rooftop

Activity room Utilizing large sliding window frames along with the northern and southern faces, along with the space created by the slope, ventilation is created as a breeze draws in from the south of the structure, passes through the forest-like interior pillars making its way upwards before finally blowing out across the terrace on the northern side.

Courtyard A small pond on the southern end which gathers rainwater, as well as water from sprinklers installed on the southward-slanted roof, also contributes to the airflow as the water is absorbed into the wind that blows into the structure. This was part of a comprehensive plan to create a space that was inseparable from the environment that surrounds it. We believe that in pursuing the original concept of a “nursery school as a large house� we achieved something, not unlike the houses in farming communities that surround it.

Rooftop Wide open Rooftop space provides more exterior space for children playing and enjoys the sunlight. Children can not only learn the essential knowledge from textbooks, but also the natural environment.

Source : ArchDaily, Hakusui Nursery School / Yamazaki Kentaro Design Workshop

Below from top: Indoor playground and teaching space. Outdoor play area. Rooftop play area.

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Below: Verticle circulation toward each room.

Private area

Conclusion In this case, the private area is mostly concentrated in the rear half of the building, while the public open space is in the front half, and because the case is built on the hillside, there will be a congenital condition of the terrain.

There are many height differences, and The designer used this congenital condition to design the public area as a transparent and interesting open space. Children are sure to be very interested in this high and low staggered space design. The stairs are not only used as stairs but can be used as a seating area where children can climb or rest.

Since the use of this case is kindergarten, children need more space for activities and open space. Therefore, in the ratio of a private area to the public area, the private area only accounts for 20% of the total area, and the remaining 80% are all Children in the public area can have more space and freedom to work in this building.

CHAPTER 4 |

precedent study

leport montessori school

Amid the hustle and bustle of downtown San Francisco sat a dilapidated, abandoned building in extreme disrepair at 50 Fell Street. It was a former homeless encampment and was under the jurisdiction of the Historic Preservation Commission. Despite various challenges, LePort Schools was steadfast in their vision of bringing a new Montessori school for infants, toddlers, and preschoolers to this location.

The building was required to undergo a change in occupancy from ‘B’ to the more restrictive ‘E’. In order to accommodate existing code requirements, future improvements consisted of ADA accessibility, seismic upgrades, fire/life safety, indoor air quality measurements, and other construction requirements. The new building spaces include an indoor play area, outdoor playground, infant rooms, toddler rooms, preschool/kindergarten classrooms, a gardening room, staff lounge, meeting room, and break room.

Due to the historical significance of the building, a Preservation Architect and specialized Artisans incorporated pre-existing finishes into the final design.

Through collaboration, they were able to replicate preexisting ironwork, woodwork, windows, and doors that needed to be replaced or repaired.

The situation of this building is very similar to Yilan daycare center and has the same use for the new construction. source : IIDA honor awards Article

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Photo taken by Blake Marvin

Project type: Kindergarten Architects: Ware Malcomb Location: San Francisco, USA Area: 23604.0 sq.ft Project Year: 2014 User Group: Kindergarten students

CHAPTER 4 |

precedent study

Observation areas Infant room Classroom Indoor garden Indoor playground Outdoor playground

Infant room For this space, unlike other spaces, there is more open space without the furniture that will cause infants to be injured. In other words, there is more empty space for these children to learn crawling and activities. Also, the teacher-to-student ratio is about 12 infants and 3-4 adults.

Classroom The classroom includes natural wood finishes and miniature furniture appropriate for toddlers and preschoolers students. And the sitting areas allow for children and teachers to sit and read books together and use movable furniture to help them group together easily.

Also, there is a hamster cage just lays nearby for children to learn how to take care of the small creatures.

Graden room The garden room is surrounded by wooden gardening planter boxes, it allows children to learn about a variety of plants and how to nurture and grow fruits and vegetables.

Below from top: Infant room. Classroom.

Garden room.

46 | 47

Below from top: Outdoor play area. Another view of outdoor play area. Indoor play area.

Outdoor play area The outdoor play area showcases the natural landscape and is an extension of the indoor play area. Children can run around on the natural turf, climb on climbing walls and ride tricycles along the riding path. The children are also waiting for their parents to picking them up in this area. It provides a good opportunity for the parents that they don't need to park their vehicle. Instead, they can just stop by and their children will know if their parents arrived or not.

Indoor play area There is a basement play area which can solve the problem that the school has only a limited outdoor area.

Also, it can help children to have a space to exercise while raining outside. They make this space very unique that the outdoor elements are brought inside with an indoor racetrack, climbing wall, basketball hoops, picnic benches, and jungle gym. This encourages them to be active and improve their health.

Conclusion Based on my observation, I found that either the interior space or outdoor space of the Leport Montessori school is very good for children, each space will be created depends on the uses of itself. And the spaces meet the user needs. The students look very happy in each space.

I feel the student treat this school as their second home.

Thus, I think the most important thing in design a daycare center is to build a space that is a home away from home for the children.

D

evelopment

pt conce ming m a gr o pr ning n a pl ce a sp

05

CHAPTER 5 |

development

BUTTERFLY

concept

CHILDREN

CARE

CATERPILLAR WEAVING GROW SAFETY HOME

FAMILY MOTH

PUPAL

METAMORPHOSIS INDEPEDENT

LARVA COCOON

LEARN PRIVACY SHELL STUDENT PARENTS PROTECT

EDUCATION EGG PLAY KIDS

The concept is inspired by the metamorphosis of butterflies, which is made up of four stages. The egg, larva, pupa and then butterfly. The kids are just like butterflies when they are in their pupal stage. They are on their way to becoming beautiful butterflies. They are learning, and need to be protected which is just like the pupal stage of the butterflies. The daycare center is just like the cocoon for pupae which gives them a temporary home and protects them.

Under the new design, the building can not only be a unique childcare center but also provides a space for kids that is a home away from home. This daycare center provides children with complete care and a unique experience before they become independent individuals.

Opposite page images on the top row: The unique shape of the cocoon from different kinds of butterflies. Opposite page images on the middle row: Sketches of the metamorphosis of butterflies.

Opposite page images on the bottom row: The thinking process of how to apply the shape of the cocoons to architectural elements.

50 | 51

Thinking process Starting from the concept of metamorphosis, different kinds of butterflies will form a variety of unique cocoons during the growth process. After sketching these unique shapes, they were applied to architectural elements to create interesting and unique spaces.

CHAPTER 5 |

development

programming

Given the functions and interrelationships between each space, the spaces that must be adjacent to each other will be arranged nearby, and the spaces that need to be separated will be arranged farther away.

Based on this information, I mainly divide the spaces into two parts by their uses. The public spaces which are the event space, library, cafe, and art gallery; and the private spaces, the classrooms, and restaurant. According to this idea, I have drawn three different bubble diagrams for basic space planning.

Drawing above: Three options of bubble diagrams.

52 | 53

Program Document Adjancency

Occupancy type

Size

A-2 (30)

367

Occupancy load

Users

Function

Aesthetics

12

Employees, Guests, Visitors, Childrents, Parents.

Check people and ensure childrent’s safety.

Attract people to come in.

Employee, Guests, Visitors, Parents.

Parking.

Connect to the natural environment.

Pick up and drop off.

Care about the childrens’ safety.

Lobby

Connect to the outdoor playground and public spaces.

Parking area

Connect to the public space and lobby.

X

790

X

Pick up/ Drop off area

Connect to the lobby or Play area.

X

480

X

Event space

Connect to the lobby to ensure the safety issue for kids.

A-1 (15)

1025

68

Employees, Guests, Parents, Students, Presenters

Holding events

Need to be design to show the concept to the publics.

Indoor playgroun

Connect to the exterior play area and back yard.

A-3 (30)

1545

51

Employees, Students, Teachers

Parents waiting for their kid.

Play. Teaching.

Focus on the function and aesthetic.

Outdoor playground

Connect to the indoor play area.

X

3100

X

Employees, Students, Parents, Teachers

Parents waiting for their kid.

Play. Teaching.

Focus on the function and aesthetic.

Infant room

Connect to parent’s resting area that parents can look their child.

A-3 (30)

470

15

Employees, Babys, Toddler, Parents

Teachers, Parents waiting for their kid. Play. Reading.

Teaching.

Need to be care about the safety issue.

Cafe

Connect to the public spaces and lobby.

A-2 (30)

320

10

Guests, Parents, Staff

Provide space for resting use.

Need to be design as a relaxing space.

Preschool age Classroom

Connect to the other classrooms.

A-3 (30)

1060

35

Students, Teachers

Having class for pre-school age students,, Sleep in room.

Need to be designed to a space that children can learn easily and relax.

Art Classroom

Connect to the other classrooms.

A-3 (30)

1190

39

Students, Teachers

Painting class, Pottery lesson, Hand-made creft class.

Need to be design that can react the students’ works.

Library

Make sure the public and student can both go there derictly or through Lobby.

A-3 (30)

1025

34

Librarian, Teachers, Students, Parents, Guests

Knowledge obtain.

Need to be design to show the concept to the publics.

Office

Connect to the breakroom and public area.

A (200)

470

2

Employees, Teachers

Take a rest. Working.

Preparing the work.

Need to be designed as a relaxing space.

After school Classroom

Connect to the other classrooms.

A-3 (30)

1060

35

Students, Teachers

Having class for after school age students, Helping doing homework, Waiting their parents.

Need to be designed to a space that children can learn easily and relax.

Dining area

Connect to the kitchen.

A-2 (30)

700

23

Staff, Employees, Students, Teachers

Providing eating space foods for staffs, teachers and students.

Need to be designed to connect to the concept.

Kitchen

Connect to the dining area

A-2 (30)

360

12

Employees

Cook and prepare foods and drinks for dining area, Providing foods and drinks for event space.

Not necessary

Roof garden

Either on rooftop or backyard

X

1775

X

Employees, Students, Teachers

Planting the plants. Enjoying the sunlight. Learning.

Focus on the function and aesthetic.

For the more detailed analysis of each space, packaged occupancy type, size, occupancy load, users, etc. Through these analyses and the bubble diagram of initial space planning, a more comprehensive and more detailed space planning is determined.

Guests, Parents

Table above: Program document.

CHAPTER 5 |

development

space planning

Lobby Parking area Pick up/ Drop off Event space Library Cafe Classroom Indoor playground Outdoor playground Infant room Dining room Art classroom Kitchen Office Adjoining Near Medium distance Far

bulletin board

one step high for children

ADA

UP

+6"

EVENT SPACE

RECEPTION bread with sneeze guard

No contact

toaster

oven

drawing glass

under cabinet REF

ladder

super automatic espresso machine condiments

REF

STORAGE ROOM

sand pit

trash can

open locker

washing area

UP self-illuminate seating

ART AREA

customize bookshelf seating

slide

READING NOOK TEACHING AREA

net to second floor

hill

INFANT ROOM

beanbag

clerestory tunnel under the hill customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM trash can

beanbag

tunnel behind the deck

+78"

UP

climbing wall

+24"

fire pole

open to above

+48" rope bridge +72"

+78"

rope bridge

open to above net

RESTROOM

slide

slide

UP

semi-open area

RA BACKYARD

From the adjacent relationships of spaces as the starting point, the spaces enumerated by the bubble diagram are placed in the existing building space, and then the circulation of the building is situated. The three-story building is divided into three levels so flow diagram may be drawn.

The first floor includes the lobby, self-service cafe, event space, preschool age classroom, infant room, and indoor and outdoor playground. Library, office, art classroom, and afterschool classroom are on the second floor. Dining space, kitchen, and roof garden are on the third floor.

PLAN FIRST FLOOR FLOW FLOOR DIAGRAM

MP

0 2' 4' 8'

Images from left: Adjacency matrix of the daycare center. First floor flow diagram plan.

16'

open locker

54 | 55

bulletin board

one step high for children

ADA

UP

+6"

EVENT SPACE

RECEPTION bread with sneeze guard toaster

oven

drawing glass

under cabinet REF

ladder

super automatic espresso machine condiments

REF

STORAGE ROOM

sand pit

trash can

open locker

washing area

UP self-illuminate seating

ART AREA

customize bookshelf seating

slide

READING NOOK TEACHING AREA

net to second floor

hill

INFANT ROOM

beanbag

clerestory tunnel under the hill customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM trash can

beanbag

tunnel behind the deck

+78"

UP

climbing wall

+24"

fire pole

open to above

+48" rope bridge +72"

+78"

rope bridge

open to above net

RESTROOM

slide

slide

bulletin board

one step high for children

ADA

UP

+6"

EVENT SPACE

UP

semi-open area

RECEPTION bread with sneeze guard toaster

oven

drawing glass

under cabinet REF

ladder

super automatic espresso machine condiments

REF

STORAGE ROOM

sand pit

trash can

open locker

washing area

UP self-illuminate seating

ART AREA

customize bookshelf seating

slide

RA READING NOOK

BACKYARD

MP

TEACHING AREA

net to second floor

hill

INFANT ROOM

beanbag

clerestory tunnel under the hill customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM trash can

+78"

open locker

beanbag

tunnel behind the deck

UP

climbing wall

+24"

fire pole

open to above

+48" rope bridge +72"

+78"

rope bridge

open to above net

RESTROOM

slide

slide

PLAN THIRD FLOOR FLOW FLOOR DIAGRAM

UP

semi-open area

0 2' 4' 8'

16'

RA BACKYARD

MP

Primary connection Secondary connection PLAN SECOND FLOOR FLOW FLOOR DIAGRAM

0 2' 4' 8'

16'

Third connection

Images from left: Second floor flow diagram plan. Third floor flow diagram plan.

open locker

CHAPTER 5 |

development

FACADE

Applying the concept of the cocoon in the design development to the faรงade design. The intertwined wood structure is used to construct a woven structure. This faรงade design not only keeps the privacy of interior spaces but also allows natural light to go into the interior spaces.

Based on the use of this building which is a daycare canter, how to bring natural light into the indoor spaces is an important issue.

Images below: Conceptual idea of the building faรงade which is reflected back to the design concept.

56 | 57

FIRST FLOOR

A bulletin board

one step high for children

ADA

UP

+6"

EVENT SPACE

RECEPTION bread with sneeze guard

C

toaster

oven

drawing glass

under cabinet REF

ladder

super automatic espresso machine condiments

REF

B

STORAGE ROOM

sand pit

trash can

washing area

UP

slide

open locker

E

self-illuminate seating

ART AREA

F

customize bookshelf seating

READING NOOK TEACHING AREA

net to second floor

D

hill

INFANT ROOM

beanbag

clerestory tunnel under the hill customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM trash can

beanbag

tunnel behind the deck

+78"

G

climbing wall

UP +24"

fire pole

open to above

+48" rope bridge +72"

+78"

A. Lobby B. Cafe C. Event space D. Infant room E. Classroom F. Outdoor playground G. Indoor playground H. Restroom I. Backyard

rope bridge

UP

semi-open area

I

FLOOR PLAN FIRST FLOOR

RA

MP

0 2' 4' 8'

H

RESTROOM

slide

slide

BACKYARD

The space on the first floor is planned for the lobby, cafe, event space, infant room, preschool age classroom, outdoor playground, indoor playground, restroom, and backyard. In terms of space planning, I planed the public spaces on the first floor near the entrance. In this way, people who come to a meeting or use the library will not affect the students’ classes.

I also planned the indoor playground, outdoor playground, and preschool age classroom on the first floor. As a result, preschool age students can easily reach indoor and outdoor playgrounds.

Planning for younger students on the first floor will also ensure that they do not run the risk of falling off the second or third-floor corridor, which is open to below.

The backyard not only provides another outdoor play space for the children, but provides a garden for them to grow vegetables and fruits here. In this way, they will be able to achieve the effect of both fun and education.

open to above net

16'

open locker

CHAPTER 5 |

development

SECOND FLOOR

A

ART CORRIDOR

UP

B

LIBRARY

DN

DN

C F

CLASSROOM (after school age)

D

OFFICE

A. Art corridor B. Library C. Bridge D. Offife E. Art classroom F. Classroom G. Restroom

E

ART CLASS

DN

G

RESTROOM

SECOND FLOOR

The space planning on the second floor is the art corridor, library, sky bridge, office, restroom, art classroom, and after-school classroom. All the space is designed around the courtyard, and the sky bridge connects the area on both sides of east and west.

A spiral slide from the second floor to the first floor is planned in the middle of the bridge. A small mound is placed next to the slide, and a climbing net set on top of the mound to the sky bridge on the second floor. As a result, children can not only go up and down by the stairs, but also slide down the slide in the middle of the building or climb up the net. This design not only make space become more interacting but also gives children a more exciting school experience.

0 2' 4' 8'

16'

REF

STORAGE ROOM

sand pit

trash can

58 | 59

open locker

washing area

UP self-illuminate seating

ART AREA

customize bookshelf seating

slide

READING NOOK TEACHING AREA

net to second floor

THIRD FLOOR

hill

INFANT ROOM

beanbag

clerestory tunnel under the hill customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM trash can

beanbag

tunnel behind the deck

+78"

UP

climbing wall

+24" +48"

fire pole

open to above

rope bridge +72"

+78"

rope bridge

open to above net

RESTROOM

slide

slide

UP

semi-open area

DN

A

BACKYARD

DINING SPACE

RA

MP

B

KITCHEN

ROOF GARDEN

C

D

A. Dinning space B. Kitchen C. Roof garden D. Restroom

RESTROOM

THIRD FLOOR FLOOR PLAN

The space on the third floor is planned to be dining space, kitchen, restroom and roof garden. Roof garden provides a space that allows children to rest and enjoy the sun, and space for them to grow vegetables and fruits, which get sent directly to the kitchen. In this way, they will be able to achieve the effect of fun in education.

0 2' 4' 8' 0 2' 4' 16' 8'

16'

open locker

CHAPTER 6 |

focus areas

F

ocus areas

| 61

p

r

outd

oo

ind

oo

cafe & by b om o lo r s s a l c und o r g y a nd u pl o r g r y a l

06

CHAPTER 6 |

focus areas

lobby & cafe

bulletin board

one step high for children

ADA

UP

+6"

EVENT SPACE

RECEPTION bread with sneeze guard toaster

oven

drawing glass

under cabinet REF

ladder

super automatic espresso machine condiments

REF

STORAGE ROOM

sand pit

trash can

open locker

washing area

UP self-illuminate seating

ART AREA

customize bookshelf seating

slide

READING NOOK TEACHING AREA

net to second floor

hill

INFANT ROOM

beanbag

clerestory tunnel under the hill customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM trash can

+78"

open locker

beanbag

tunnel behind the deck

UP

climbing wall

+24"

fire pole

open to above

+48" rope bridge +72"

+78"

rope bridge

open to above net

RESTROOM

slide

slide

UP

semi-open area

RA

MP

BACKYARD

FLOORFIRST PLAN FLOOR

The reception desk on the lobby space does not only provide information about the daycare center for the public but also filter the people who come in to ensure the safety of children. The students can enter the private space, classrooms through the east side, while the public enter the public area, event room and library from the west side.

The self-service cafe provides a space for rest for those who come to events and for parents who are waiting to pick up their child. Free coffee and snacks are available here.

0 2' 4' 8'

16'

Opposite page top row from left: Lobby and cafe enlarged floor plan. Lobby and cafe reflected ceiling plan. Opposite page below: South interior elevation of lobby.

beanbag

tunnel behind the deck

+24"

climbing wall

+78"

+78"

UP

+78"

fire pole

open to above open to above

UP

climbing wall

62 | 63

climbing wall

fire pole

open to above open to above

rope bridge

fire pole

+78"

+48" +24"

rope bridge

+72" +48" rope bridge

+72"

rope bridge

+78"

+72"

rope bridge

open to above

rope bridge

open to above

net

rope bridge

RESTROOM

slide

net

+78"

open to above net net

RESTROOM

slide slide slide

ADA

UP UP

semi-open area

RA MP RA MP

REFLECTED CEILING PLAN BACKYARD BACKYARD

A bulletin board

RES

RESTR

slide slide

semi-open area

UP

semi-open area

BACKYARD BACKYARD

open to above slide

slide

UP

semi-open area

ENLARGED FLOOR PLAN

UP

+24"

+72" +48"

fire pole

+78"

+48" +24"

rope bridge

beanbag

tunnel behind the deck

UP

climbing wall

+78"

CH 10' 5"

RA MP RA MP

CH 11'

one step high for children

+6" RECEPTION bread with sneeze guard

CH 11'

EVENT SPACE

toaster

oven

drawing glass

under cabinet REF

ladder

super automatic espresso machine condiments

REF

LIGHTING LEGEND:

sand pit REF

CH 11'

UP

UP

self-illuminate seating

FLOOR PLAN PLAN FLOOR

0 2' 4' 8' 8' 2’4’ 8’

16' 16' 16’

FLOOR PLAN PLAN FLOOR

0 2' 4' 8' 8' 2’4’ 8’

16' 16' 16’

REFLECTED CEILING PLAN

ELEVATION A Laminate with wood veneer Ladder for kids Painted glass wall

Reception desk

Cove lighting

ADA

Folding glass door

Bulletin board with cork material

CHAPTER 6 |

focus areas

ENTRANCE

64 | 65

For the reception desk, the wood materials are intertwined to form a unique structure which also shows the concept, cocoon.

From the floor, all the way to the ceiling is symbolizing the image of the butterfly larvae surrounded by cocoons. The desktop is lowered from the standard counter height from the left to the right to the height that meets ADA standard. The bottom of the table is also hollowed out to form a space for wheelchairs.

A three-step staircase in front of the higher desktop on the left side is designed so that children with shorter heights can easily access it.

In the design of the back wall of the counter space, using glass for it, the children can draw on the glass from the outdoor playground. As a result, when people enter this space, they will not just see the same wall, but a wall that is different each day according to the children’s daily drawings.

bulletin board

ADA

one step high for children

+6" RECEPTION bread with sneeze guard toaster

oven

drawing glass

under cabinet REF super automatic espresso machine

ladder

condiments

REF

sand pit

UP self-illuminate seating

CHAPTER 6 |

focus areas

COURTYARD ENTRANCE & RECEPTION AREA

66 | 67

Renderings from left: courtyard entrance view. Reception desk.

Bottom right: materials and lighting fixtures used in this area.

CHAPTER 6 |

focus areas

SELF-SERVICE CAFE

68 | 69

The self-service cafe provides a space for rest for those who come to events and for parents who are waiting to pick up their child. Free coffee and snacks are available here.

There is also an outdoor dining area which connects to the outdoor playground. People can enjoy the sunlight while resting or waiting for their children.

self-illuminate seating

UP sand pit

REF condiments super automatic espresso machine

ladder

under cabinet REF

drawing glass

oven toaster bread with sneeze guard

RECEPTION +6" bulletin board

ADA

one step high for children

CHAPTER 6 |

focus areas

70 | 71

CHAPTER 6 |

focus areas

classroom

bulletin board

one step high for children

ADA

UP

+6"

EVENT SPACE

RECEPTION bread with sneeze guard toaster

oven

drawing glass

under cabinet REF

ladder

super automatic espresso machine condiments

REF

STORAGE ROOM

sand pit

trash can

open locker

washing area

UP self-illuminate seating

ART AREA

customize bookshelf seating

slide

READING NOOK TEACHING AREA

net to second floor

hill

INFANT ROOM

beanbag

clerestory tunnel under the hill customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM trash can

+78"

open locker

beanbag

tunnel behind the deck

UP

climbing wall

+24"

fire pole

open to above

+48" rope bridge +72"

+78"

rope bridge

open to above net

RESTROOM

slide

slide

UP

semi-open area

RA

MP

BACKYARD

FLOORFIRST PLAN FLOOR

The classroom will be divided into three zones: the entrance zone, the teaching zone, and the reading zone. The main function of the entrance zone is to provide space for users to change shoes, wash hands and post information, and the teaching zone is equipped with desks and chairs and chalkboards for class use. The reading zone has large floor-toceiling windows that introduce natural light to go into the interior space, and large bookshelves for books. Floors use carpets for comfort. By using this distinction, each region not only has its use, but also do not affect the use of other areas.

0 2' 4' 8'

16'

Opposite page from left: Classroom enlarged floor plan. Classroom reflected ceiling plan.

toaster

toaster

oven

oven

drawing glass

under cabinet REF super automatic espresso machine condiments

drawing glass

under cabinet REF

ladder

UP

semi-open area

REF

ladder

super automatic espresso machine

UP72 | 73

semi-open area

condiments

REF STORAGE ROOM

sand pit

trash can

STORAGE ROOM

sand pit

trash can

open locker

washing area

UP

open locker

washing area

UP self-illuminate seating

self-illuminate seating

ART AREA

ART AREA

customize bookshelf seating

slide

slide

READING NOOK TEACHING AREA

net to second floor

hill

INFANT ROOM

TEACHING AREA

net to second floor

hill

beanbag

INFANT ROOM

clerestory

clerestory

tunnel under the hill

tunnel under the hill

ENLARGED FLOOR PLAN

REFLECTED CEILING PLAN

customize shelf and shoe cabinet

stripe light under the hill

customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM

CIRCLE AREA

RESTROOM trash can

beanbag

tunnel behind the deck

+78"

open locker

trash can

STORAGE ROOM

beanbag

tunnel behind the deck

UP

climbing wall

+78"

STORAGE ROOM +24"

+48"

fire pole

open to above

fire pole

open to above

rope bridge

+48" rope bridge

+72" +78" rope bridge trash

BACKYARD

can

+72" +78"

RA

MP

open locker

M

openP to above CH 10' net

RESTROOM

slide

RA

rope bridge

BACKYARD

open to above

net

RESTROOM

slide

slide

slide

UP

semi-open area

UP

climbing wall

+24"

open locker

UP

semi-open area

ART AREA

customize bookshelf

CH 11'

seating

READING NOOK TEACHING AREA RA

MP

BACKYARD

BACKYARD

RA

MP

beanbag

customize shelf and shoe cabinet

CIRCLE AREA

RECESSED DOWN LIGH

CH 11'

WALL SCON

PENDANT LI trash can

open locker

WALL WASH

TRACK LIGH

FLOOR PLAN FLOOR PLAN

FLOOR PLAN 0 2'2’ 4' 4’ 8' 16' FLOOR 8’ 16’PLAN 00 2' 4' 8' 16'

0 2' 4' 8'

16'

2’ 4’ 8’ 00 2' 4' 8'

16’ 16'

CHAPTER 6 |

focus areas

ENTRANCE ZONE

74 | 75

The main functions of the entrance zone are changing shoes, washing hands and posting information. Students can change their shoes to indoor slippers here. There is also a sink for students to wash their hands before entering and leaving the classroom. Parents who pick up children can also read books in this area while waiting for their children.

STORAGE ROOM

trash can

open locker

ART AREA

customize bookshelf seating

READING NOOK TEACHING AREA

beanbag

customize shelf and shoe cabinet

CIRCLE AREA

trash can

open locker

CHAPTER 6 |

focus areas

TEACHING ZONE

76 | 77

The teaching zone is equipped with desks and chairs and a blackboard for class use. In this area, an open cabinet is also available for students to put jackets and school bags in.

The ceiling uses round shape acoustic panels for ambient lighting on the desk. The round shape symbolizes calmness and a calm state of mind. Because this is the teaching area, I used a round ceiling shape to ease the mood of the students.

The holes of different sizes on the wall not only echo the shape of the ceiling but also allow children to climb, cross or sit in and read and rest. This kind of partition wall not only enables the teaching area to be concealed but also allows natural light to enter the indoor space. And such a design is also very interesting for children. Parents can also observe the situation of their children in class through holes in the wall.

STORAGE ROOM

trash can

open locker

ART AREA

customize bookshelf seating

READING NOOK TEACHING AREA

beanbag

customize shelf and shoe cabinet

CIRCLE AREA

trash can

open locker

CHAPTER 6 |

focus areas

READING ZONE

The reading area has large floor-to-ceiling windows that guide natural light into the interior space, and there are a large bookshelves for books. Floors use carpets for added comfort.

Children can not only read here but also lie on the ground to rest.

This kind of space division can make the reading area not be disturbed by the teaching area and can provide a relaxing space for the classroom.

STORAGE ROOM

trash can

open locker

ART AREA

customize bookshelf seating

READING NOOK TEACHING AREA

beanbag

customize shelf and shoe cabinet

CIRCLE AREA

trash can

open locker

78 | 79

CHAPTER 6 |

focus areas

indoor playground

bulletin board

one step high for children

ADA

UP

+6"

EVENT SPACE

RECEPTION bread with sneeze guard toaster

oven

drawing glass

under cabinet REF

ladder

super automatic espresso machine condiments

REF

STORAGE ROOM

sand pit

trash can

open locker

washing area

UP self-illuminate seating

ART AREA

customize bookshelf seating

slide

READING NOOK TEACHING AREA

net to second floor

hill

INFANT ROOM

beanbag

clerestory tunnel under the hill customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM trash can

+78"

open locker

beanbag

tunnel behind the deck

UP

climbing wall

+24"

fire pole

open to above

+48" rope bridge +72"

+78"

rope bridge

open to above net

RESTROOM

slide

slide

UP

semi-open area

RA

MP

BACKYARD

FLOORFIRST PLAN FLOOR

The indoor playground provides an indoor play space that uses double-high ceiling to create room for a number of play fixture that increase vertical movements. These include slides, climbing nets and aerial suspension bridges that make the indoor playground to be more interesting. The glass sliding door on the north and south sides can be fully opened so that the indoor playground can perfectly connect with the outdoor playground as well as the backyard.

0 2' 4' 8'

16'

Opposite page top row from left: Indoor playground enlarged floor plan. Indoor playground reflected ceiling plan. Opposite page below: South interior elevation of Indoor playground.

open to above

open to above

rope bridge

rope bridge

+72"

+72"

+78"

+78"

rope bridge

rope bridge

open to above net

open to above

80 | 81

net

RESTROOM

slide

slide

slide

UP

semi-open area

MP

ENLARGED FLOOR PLAN

RA

MP

BACKYARD

A UP

climbing wall

+78"

MP

REFLECTED CEILING PLAN MP

beanbag

tunnel behind the deck

RA

BACKYARD

RA

BACKYARD

UP

semi-open area

RA

BACKYARD

RESTROOM

slide

UP

+24"

fire pole

open to above

+48" rope bridge +72"

+78"

+78"

rope bridge

open to above net

semi-open area

FLOOR FLOOR PLANPLAN

slide

slide

slide

slide

UP

0 2'2’ 4’ 8' 8' 8’ 0 2'4'4'

UP

16' 16’ 16'

FLOOR FLOOR PLANPLAN

0 2'2’ 4’ 8' 8' 8’ 0 2'4'4'

ELEVATION A SECOND FLOOR Stair to platform in halfway from floor to ceiling

Suspension bridge

Tunnel under the climbing platform

Large stair Sphere playing space

FIRST FLOOR

16' 16’ 16'

CHAPTER 6 |

focus areas

Instead of the round ceilings of the classroom, the triangular ceiling design reflects the enthusiasm and vitality of the children.

Large stairs, slides, climbing nets, and climbing walls provide children with different options. Each of them creates a fascinating way to engage with vertical circulation. The round sphere and the semi-open space on the first floor provide a private space for the child’s secret spot. At this stage of childhood, children like to have their own private space as a secret spot.

beanbag

tunnel behind the deck

+78"

UP

climbing wall

+24"

fire pole

open to above

+48" rope bridge +72"

+78"

rope bridge

open to above net

slide

slide

semi-open area

UP

82 | 83

CHAPTER 6 |

focus areas

Left row from top: Climbing wall. Tunnel under the climbing platform with a universal look. Right images: Applying the shape and form of cocoon to the architectural element of this space.

84 | 85

CHAPTER 6 |

focus areas

outdoor playground

bulletin board

one step high for children

ADA

UP

+6"

EVENT SPACE

RECEPTION bread with sneeze guard toaster

oven

drawing glass

under cabinet REF

ladder

super automatic espresso machine condiments

REF

STORAGE ROOM

sand pit

trash can

open locker

washing area

UP self-illuminate seating

ART AREA

customize bookshelf seating

slide

READING NOOK TEACHING AREA

net to second floor

hill

INFANT ROOM

beanbag

clerestory tunnel under the hill customize shelf and shoe cabinet

stripe light under the hill

CIRCLE AREA

RESTROOM trash can

+78"

open locker

beanbag

tunnel behind the deck

UP

climbing wall

+24"

fire pole

open to above

+48" rope bridge +72"

+78"

rope bridge

open to above net

RESTROOM

slide

slide

UP

semi-open area

RA

MP

BACKYARD

FLOORFIRST PLAN FLOOR

The outdoor playground provides an outdoor play space that allows children to enjoy the sunlight. The and pit, mound, slides, sky bridges, climbing nets, self-illuminating outdoor chairs and washing areas are outdoor playground entertainment that increases the interest in the space. Climbing nets, slides and sky bridges increase the vertical circulation of this space. Selfilluminating outdoor chairs increase aesthetics. Children can also cross through a small tunnel at the bottom of the mound. The inside of the mound is like a child’s secret hiding place. These facilities will make the outdoor playground to be a more interest area.

0 2' 4' 8'

16'

Opposite page top row from left: Outdoor playground enlarge floor plan. Outdoor playground reflected ceiling plan. Opposite page below: East elevation of Outdoor playground.

UP

climbing wall

+78"

+78"

UP

climbing wall

86 | 87

+24"

fire pole

open to above

+24"

+48"

+48"

fire pole

open to above

rope bridge

rope bridge

+72"

+72"

+78"

+78"

rope bridge

rope bridge

open to above net

slide

open to above net

RESTROOM

slide

slide

slide

UP

semi-open area

UP

semi-open area

ENLARGED FLOOR PLAN

REFLECTED CEILING PLAN

drawing glass under cabinet REF

ladder

super automatic espresso machine

RA

MP

BACKYARD

RA

MP

BACKYARD

sand pit

washing area

self-illuminate seating

A slide

net to second floor

hill clerestory tunnel under the hill stripe light under the hill

FLOOR PLAN

0 2' 4' 8'

16'

FLOOR PLAN

0 2' 4' 8'

ELEVATION A

Sky bridge

Slide

Glass ball

Climbing net

Washing area

Small mound

Sand pit

Tunnel under the mound

16'

CHAPTER 6 |

focus areas

Sand pit, mound, slide, sky bridge, climbing net, self-illuminating outdoor chairs and washing areas are outdoor entertainment that increase the interest in the space. The climbing net, slide and sky bridge increase the vertical circulation of this space.

Self-illuminating outdoor chairs increase aesthetics. Children can also climb through the tunnel at the bottom of the mound. The inside of the mound is like a child’s secret hiding place.

drawing glass under cabinet REF

ladder

super automatic espresso machine

sand pit

washing area

self-illuminate seating

slide

net to second floor

hill clerestory tunnel under the hill stripe light under the hill

88 | 89

CHAPTER 6 |

focus areas

drawing glass under cabinet REF

ladder

super automatic espresso machine

sand pit

washing area

self-illuminate seating

slide

net to second floor

hill clerestory tunnel under the hill stripe light under the hill

90 | 91

CHAPTER 6 |

focus areas

92 | 93

drawing glass under cabinet REF

ladder

super automatic espresso machine

sand pit

washing area

self-illuminate seating

slide

net to second floor

hill clerestory tunnel under the hill stripe light under the hill

about the designer

Ting-Chih “Tim” Jen Phone: +1 (415) 705 9325 Mail: timyam06@gmail.com

Issuu: issuu.com/timyam LinkedIn: linkedin.com/in/tim-jen

Born and raised in Taiwan with a BFA degree in political science. Tim is an independent thinker with a multicultural background who thrives on solving complex issues. Tim has learned many creative disciplines and has computer skills in programs that an interior designer should master. The training that he has received at school and through work has prepared him to be a cautious thinker, patient listener, and good problem solver. Interior design does not only make a space beautiful, but also provide functions that solving complex issues a space will encounter.

EDUCATION Academy of Art University, San Francisco, CA MFA in Interior Architecture Design

2016 - 2019

Tunghai University, Taichung, Taiwan BFA in Political Science

2008 - 2012

WORK EXPERIENCE Interior Designer T.M. Design Studio / Taipei, Taiwan

2015 - 2016

- Planned renovation of old houses and designed interior space.

- Designed the layout of internal space of new, ready-to-sell houses.

- Communicated with clients and contractors to adjust design specification.

- Provided furnishing ideas for rooms and open areas.

Design Assitant JUST Interior Design Studio / Taiwan

2013 - 2015

- Communicated technical and creative ideas to designers; produced construction documents and project specifications.

- Managed construction site, include ensuring that construction concords match design drawing specifications and blueprint; performing on-site communication with construction workers; and checking that construction process meets Taiwan’s building regulations and laws.

Intern New Code Industrial Design Studio / Taiwan

2013

- Assisted designers in the execution and completion of design projects.

- Coordinated with suppliers in material purchase; considered materials and costs according to set budgets and negotiating project fees.

- Put together presentation boards to introduce various products to clients.

AWARDS Spring Show, Academy of Art University Best Portfolio in Show Awards, IIDA Portfolio Review

2018, 2019 2019

bibliography ONLINE SOURCES Lisa Cianci. "Cultural Studies: Graphic design and visual art written." http://vuitarts.net.au/lisa/2015/CSG/class07/CSV_class07.html Executive department of Taiwan government. "Introduction to the Education Policy and Regulations." https://slidesplayer.com/slide/11358944/

ARTICLES IG Ergonomics "workstation-ergonomics-for-kids." https://www.igergonomics.com.au/workstation-setup Arhitektura Jure Kotnik "Podgorje TimeShare Kindergarten and School" Archdaily. 26 February, 2017 https://www.archdaily.com/805296/podgorje-timeshare-kindergarten-and-school-arhitektura-jure-kotnik Yamazaki Kentaro "Hakusui Nursery School" Archdaily. 27 April, 2015 https://www.archdaily.com/623479/hakusui-nursery-school-yamazaki-kentaro-design-workshop Maureen Bissonnette "Ware Malcomb Announces LePort Montessori Schools Project In San Francisco Wins IIDA Award" IIDA honor awards. June 05, 2017 https://www.waremalcomb.com

BOOK Rani Lueder, Valerie Berg Rice. Designing products and places for toddlers to teens.

London. Taylor &​ Francis. 2008.

Linda L. Nussbaumer. Evidence-Based Design for Interior Designers.

Fairchild Books. 2009.

Upile Chisala. Soft magic.

CreateSpace Publishing. 2015.

THANK

U

TING-CHIH”TIM”JEN