Designing for Autism

Awareness of various forms of autism has increased in recent years, but the impacts of the built environment on those with this affliction – particularly children – is not frequently addressed in design studios.  In his project for the Autism Collaborative Center, student Mike Neuhalfen investigated specific activities that people with autism struggle with.  Through this research he identified four categories of response: Stimulation, Retreat, Generalization and Socialization. This allowed him to focus on design strategies for two problematic spaces at the ACC: the family lounge and playground.

“The family lounge was a wreck when I first saw it”, Mike states.  “Here books and toys were spread out throughout the space.  The furniture itself was did not look clean enough to sit on, especially the couch.  Amy (from the ACC) told me that this room can get very loud, so much so that some parents would rather wait in the hallway.”   Mike’s solution was to create two spaces, one short term and the other long term.

Short term family lounge and child’s play area.

“The overall design focus of the short term waiting area is to have a space that is easy to clean, fun and reduces the noise level for the rest of the room.  This area is closest to the entrance for a few reasons; ease of access for children and so children do not run through the room disturbing the rest of the people in the space.  On one wall I propose repurposing the old chalkboard, and making it friendlier for children to play with by locating it near the floor.  The other wall has donated pvc pipe with different textures.  The different textures, along with the variations in shape of the pvc, offer a lot of different types of stimulation input.  The trellis system above helps designate where the play area starts and stops, reduces the noise, and creates a smaller space scaled for children.  The colored cubes are durable seats that double as a toy.  This allows these seats to move around freely, and to be played with freely without making the space look like a mess.  The bench is also made from pvc, and acts as a seating space for parents to watch their kids while creating a physical barrier to control where the kids can roam to.  The children’s books are now located above the countertop, making access to them limited to parents.  This would drastically decrease the amount of stuff that is normally found on the floor.  Finally, I have also provided a traditional waiting area, which can help promote generalization skills.  This area allows parent to observe their children’s treatment sessions.”

“The long term waiting area has a different function entirely, intended to be a relaxing area for parents”, Mike notes, addressing the stresses commonly endured by parents with autistic children.  “The relaxing area itself is strait forward with the introduction of 2 new couches.  This would allow for more than one parent to lie down.  I am also introducing a lot more plants to family lounge to reduce noise.  The plant type selected is areca palm which has been proven by NASA to increase the air quality of the space by as much as 30%.  A set of table and chairs also share this space, which allows family members to surf the internet, socialize with other parents, and eat in the space if desired.”

Mike found the existing playground to be highly underutilized, and conversations with ACC staff highlighted a desire to make the outdoor space available for families, as well as for therapy sessions.  “Currently they are in the process of building planter boxes on the western most side of the field.  This will help define a large open area taking up more than 50% of the site.  This would allow for kids to roam freely while still being observed from one specific spot near the east entrance to the building.”  Along the bounding path are three retreat spots along the fence line that would allow a child some privacy if overstimulated, while still under discrete observation.  Mike has proposed locating ‘forts’ in these three locations constructed from the abundance of picnic tables donated to the ACC.  “Currently the playground is only truly used during two summer months with SPLASH Camp”, says Mike.  “This is why I propose an apple orchard in the south most part of the playground, giving the ACC something they can use in the fall months.”

Modified picnic table as privacy ‘fort’

While it remains to be seen as to how many of Mike’s recommendations will be fully implemented, his work with the ACC has highlighted a set of possibilities which are achievable on a limited budget.

Recreate to Re-Create Lives: A Recreation Link

Student Erica Muldoon sought to work with a local nonprofit who strives to help “heal Michigan’s victimized girls and women with best-practice treatment programs designed to meet their unique needs while serving other vulnerable children and families within Southeast Michigan.” Erica was inspired by their mission is to build a community that “enables vulnerable girls, as well as at-risk children and families, to break the inter-generational cycle of poverty by providing them with the education, daily living assistance and supportive social connections critical to their sustained success.”  (Note: I have chosen not to name this organization until receiving explicit permission to do so.)

Erica’s project centers on creating a link between two secured dormitories that will house a recreation space for year round activity and expansion of treatment programs as well as provide space for expanding services which includes office spaces and flex space.  The resulting design work is best described in Erica’s own words:

Outdoor communal space for reading and socializing.

“The design response for a recreational link includes the main recreation space, conference space, small offices, small meeting spaces, multipurpose space, and storage. The response is to create cohesiveness between the new and existing space while creating an individual identity for the link. It is also important for this space to have an atmosphere different from the existing dorms. For this group’s work to be the most effective that it can be it is important that the spaces reflect this attitude, that they are there to help and have a desire to help the residents to recover. This space should be an open encouraging area, a lively space that can inspire the residents to make a change for their futures.

Extending the new space beyond to existing spaces begins to distinguish it from the existing. The form carries that further. Trusses designed for day lighting create the unique identity, while similar and complimentary materials were carried through to link to tie the two together. Additional material types were added to the link for further definition of the space.

Day lighting was a major motivating factor throughout the design. The trusses were designed to maximize day light will also providing structure for light to “play on.” Day light filters though the structure creating a unique play of light and shadow within the space that is constantly changing with the day and seasons. The new entry was also designed with the use of this truss. The entry atrium allows light to flood the first and second floor spaces so that all spaces (open and closed) have natural light throughout the day. This is also a defining factor in the atmosphere of the link. The use of the trusses, atrium, and open space create a light, community oriented, and unoppressive atmosphere. Bright colors (orange and green) and warm materials (wood, brown brick, light cast panels) are more inviting than the concrete block and brink and dark cold colors of the existing building. These make this a space the residents will want to go and will want to engage with. The more engaged the residents are with their surroundings (in a positive way) the more invested they are in their progress in treatment, the more invested they are in changing their futures.

The patio extension of the recreation space can be a very integral part in the programs offered here. This space creates a buffer between one wing of the dormitories and the recreation space. The “dead space” between these posed a very difficult problem. On one hand, the new link was very close to the dorms which were not the ideal backdrop to their windows, but on the other abutting up to the dorm is not an option for egress means as well as day light. In studying day lighting patterns for this space in reference to the rec space and dorms there was sufficient lighting through any given day that could support a landscaped space. Located between the two buildings, the patio is private and enclosed enough for use nearly year round but also large enough for small groups to occupy it. In connection to programs the residents are involved in this can become another activity in their treatment. If the residents are responsible for the planting and upkeep of this space not only do they then have ownership of the space so to speak they also have the opportunity to she result of their efforts rather quickly, reinforcing and encouraging their efforts in other areas in treatment.”

Entry facade for the proposed recreational link.

While serving as a juror for this year’s session of the studio, Erica encouraged the current group of students to be willing to challenge the limited expectations of their local agents, and be willing to push against the boundaries of their vision, with the goal of showing them a greater range of possibilities.  As of this writing, the project (or one like it) has yet to move forward, but Erica’s work has inspired enthusiasm and dedication for advancement among her agents.

Off and Running

The new semester of the Activist Architecture and Design studio is well underway.  This year’s group of students are engaging a number of non-profits and local heroes while undertaking projects dealing with food security, integration of multiple forms of transit, pop-ups as a tool for neighborhood revitalization, and even feral cats.  Updates on their progress will be posted, and – after something of a hiatus – profiles of some of the notable projects from last year will be posted soon.

Activist Architecture overseas

After a bit of a hiatus, we’re looking to gear this blog back up……

The big news over the summer is that I presented a paper about the Activist Architecture studio at the 2012 ACSA International Conference in Barcelona, Spain.  The paper, entitled “Bringing it all Back Home: Design Aid in our own Back Yard”, was part of the session ‘Yoru Studio Assignment is to Change the World’.  Fellow presenters in this session came from Iowa State University and Cape Peninsula University of Technology in South Africa.  The session was well attended, and featured spirited discussion.  The work of our studio was brought to the attention of a number of kindred spirits from universities across the globe.

 
In the next few weeks, I’ll resume posting profiles of students projects, featuring many from the spring 2012 semester.  Stay tuned.  Also, feel free to visit the studio’s Facebook page: https://www.facebook.com/activistarchltu

 

Welcome to the 21st Century……

The Activist Architecture and Design Studio is now on Facebook, where visitors can look forward to updates and posts from studio students and alumni.

Like us at: https://www.facebook.com/activistarchltu

The End of Another Successful Semester

Activist Design: kid tested and approved.

On the evening of Tuesday, May 8, we celebrated the end of another semester of the Activist Design Studio.  This year’s students presented their final projects, and visited with a variety of guests from the LTU faculty, the local community, and alumni of the studio.  Among our guests were Tom Brennan of the Green Garage and  Vanessa Peake of the Detroit Urban Development Corporation,   as well as representatives from Vista Maria, and the Macedonian Orthodox Church St.George of Kratovo.  Studio alumns Ryan Grabow, Laura Long, Shane Hernandez, Roan Isaku, Priya Iyer, and Justin Shafer were on hand, along with former studio faculty Donn Perez and Ralph Nelson.

Kudos go out to the students, who finished strong to carry on the tradition of the studio: Rachel Breckle, Alonda Brunson, Chris Clanton, Susan Karczag, Carolyn Lamb, Kirsten Lyons, Erica Muldoon, Michael Neuhalfen, Thomas Newman, and SlavicaTrajkovska.  Many will be continuing their work in the near future, with their activities taking them as far as Florida and El Salvador to continue and field-test their projects.  Profiles of their work, and updates on progress, will be featured here over the course of the next year.

Well done, all.  Now go out and make a difference.

Front row (l-r): Kirsten Lyons, Erica Muldoon, Chris Clanton
Back row (l-r): Alonda Brunson, Slavica Trajkovska, Carolyn Lamb, Mike Neuhalfen, Susan Karczag, Tom Newmann, Rachel Breckle

Emily Pilloton visits Activist Studio

Emily Pilloton,  of Project H Design, met with this year’s Activist Studio students following her lecture at Lawrence Technological University on March 22, 2012.

Emily Pilloton with students Alonda Brunson, Rachel Breckle, and Carolyn Lamb.

Ms. Pilloton’s lecture – entitled Design, Build, Transform – chronicled the work she and her Project H partner Matthew Miller (a former LTU adjunct professor) have undertaken in Bertie County, North Carolina.  Over the past two years, they have developed a design-build curriculum for high-school kids, called Studio H.  Their students have designed and made projects ranging in scope from chicken coops to a farmer’s market stall.

In discussion with the Activist Studio students, Ms. Pilloton emphasized the need to bring a multitude of ideas to a potential user or client, particularly if such ideas take them out of their ‘comfort zone’.  She outlined options to help students engage their user groups, to reinforce the participatory nature of such design work.  Lastly, she encouraged students to seek out the opportunity for ‘the spectacle’ which can galvanize community support for, and ownership in, a design intervention.  She was very candid about the challenges and rewards, of community-based design, and generous with her time, particularly as she had an early morning flight booked for her next speaking engagement.  Myself and the students are very grateful to her for spending time with us.

A link to the website of Project H Design is featured in the blogroll on this page.

Activist Studio 2012: At the Midpoint

The students in this year’s studio will be taking a well-earned spring break this week.  They have all identified situations to which they will be responding, and the range of intervention types promises to make for a diverse studio experience.  I will be posting updates on their progress in the weeks to come.

The first half of the semester ended with a group brainstorming session at Detroit’s Green Garage.  I would like to extend gratitude to Thomas and Peggy Brennan, owners of the Green Garage, for making their space available to the students.  Also, special recognition goes to student Kirsten Lyons, who made the arrangements for this session, and was hostess for the evening.

So far this semester, the students have been visited by alumni of the studio, as well as other special guests.  Highlights of the remainder of the semester include a visit from Emily Pilloton, founder of Project H Design in North Carolina, and author of Design Revolution: 100 Products that Empower People.  Ms. Pilloton will be lecturing at Lawrence Tech on Thursday, March 22, at 7:00 p.m.

Rewired = Rethink Education

Craig Necci’s project ‘Rewired = Rethink Education’ is an example of a scalable response to a large and frankly, daunting, set of issues.   Craig’s initial investigations were spurred by rampant media coverage of the lack of funding for Detroit Public Schools, which has resulted in the closing of numerous schools in the city.  In addition, dropout rates in the DPS were a cause for concern to Craig.  His research, however, convinced him that these issues “were extremely large and not just a regional problem, it’s a national dilemma.  Many political factors and ‘bureaucratic red tape’ have hindered changes for better education.  Many times the distribution of money was a deciding factor in a child’s education level and education environment.  My focus was to look beyond the financial dilemma and discover what can be done NOW from a bottom-up movement.  Obviously waiting for approval from a top-down system has serious downfalls.”

Perspective view of '21st Century Classroom'

To investigate ways of rethinking how space and technology can impact the learning environment, Craig became involved with the ARTS Schoolhouse Incubator, housed in the Clay Office and Conference Center, which is the oldest school building in the city of Detroit.  Currently, the ARTS Schoolhouse acts as a hub for a series of connected educational environments in and around the city.  Craig’s primary partner and fellow ‘change agent’ was Jim Ross, of 21^st Century Digital Learning Environments.  What follows, in Craig’s own words, is a description of his attempt to create a learning environment that embraces technology and learning inside and outside the classroom:

“My goal was to empower the students to take action themselves for the future of their education by engaging the user to tap into resources that are readily available and collaborate with others.  This method correlates with the ideas of 21^st century learning of collaboration, critical thinking and problem solving.  Instead of tackling the big issues of budgets and funding I focused on the classroom itself.  Although “space” is not the end solution, we need to understand that space itself could be in the way of learning.  Also, is it possible that a classroom and learning can exist anywhere and still be connected to a larger network?  Can context become content?  This serves as a catalyst for change by engaging the user to take action in the learning process from the bottom up.  Students and educators work with what they have or have access to NOW.

Mobile Classroom Kit

While working with my agent at the ARTS School House in downtown Detroit, I discovered that many of their problems were endemic to the actual space they operated in.  The school fundamentally operates under all of the aspects of 21^st century learning, but the actual classroom was no different than it was when it opened in 1923.  I researched classroom layouts and furniture that are conducive to 21^st century learning as well as materials and methods of construction that require little to no funding or tools.  The classroom needed flexible, moveable, and collaborative furniture that incorporated space for storage.  My design response incorporates all of these features as well as a “flat-pack” design.  Borrowing the ideas of Ikea, the workstations can be easily constructed with an efficient use of material.  The entire workstation can be constructed with (2)  4’x8’ pieces of plywood or rigid cardboard. The workstations are also designed with “slotted” connections and require no glue, nails, or screws.  It is essentially a 3D puzzle that can be entirely assembled in less than 10 minutes.  The ARTS School House also had a desire to teach classes in remote locations that had little to no infrastructure in terms of classroom furniture.  The goal was to provide a “mobile classroom” that could be used in the school house as impromptu collaboration spaces but also disassembled and transported to remote locations in one “flat-pack” carrying box.  The surfaces of the top and back of the boards are also coated with dry-erase paint for easy transfer of ideas.

Craig tests the workstation prototye

Classrooms today must support frequent collaboration and communication, easy transfer of information between individuals and groups, the effective display of content and the need for teams to constantly reconfigure and switch between different ways of working.  Compared to traditional classrooms, this classroom dramatically improves student engagement and easily supports multiple teaching and learning styles.”

While the project has not moved forward much at this point, Craig and Jim Ross have maintained contact, and continue to work collaboratively.  In addition, Craig’s research and experience has carried over into his professional work with SHW Group, an industry leader in educational facility design.   Craig has presented his studio research to SHW’s ten offices via video conference.  SHW has created a Research and Benchmarking (R+B) division dedicated to investigating and defining problems in education.  Says Craig: “Our goal is to act as a change agent for fixing the many struggles in education.  We feel we can have a profound impact if we are initiating change where teacher education occurs.   In the end, we as architects attempt to translate this research in our ‘design response’ to clients.

Craig calls the studio “undoubtedly the most challenging studio in my architectural education. It forced me to think about ‘design’ much deeper than how things look and more about how things work.  This class really forced me to step back and stop thinking linearly.  Most of the time I would identify a problem, or what I assumed to be the problem, track it down from a sequence of events, and end up with some sort of solution. This completely changed when I explored a problem with a mind map. The mind map helped indentify a much larger ecosystem and the many different connections the problem was a part of.  I learned to not assume I understood a problem, but to investigate all of the associated relationships and fully define the problem.  Something else that really opened my eyes in this class is the fact that we as designers have the skills and training to tackle problems outside of the architectural realm.”

 

Cultivating Health

The project created by student Emilie (Naismith) Hoffman stands out for a number of reasons, most specifically for her recognition and creation of synergies: between environmental and social issues, between health, nutrition and education, and between place, program, and opportunity.  Emilie was able to act upon something very important to her – nutrition and the need for a connection to a ‘food culture’, which sadly seems to be fading in contemporary society.  She drew influence from the Edible Schoolyard Project, as well as Barbara Kingsolver’s book ‘Animal, Vegetable, Miracle’ to motivate her investigations.  Working with faculty and administrators at Wass Elementary, as well as a local family farmer, Emilie created what she called the ‘Cultivating Health’ project.

Detail of bus stop and 'mobile canopy'

“The project Cultivating Health promotes a food curriculum that integrates experiential learning at the Elementary School level (grades K-5),” states Emilie, “while providing a platform for local farmers to promote easily-available healthy food.  The goal is to create a beautiful and sustainable environment that inspires personal and social responsibility through gardening, a teaching kitchen and mobile kiosks.  ‘Experiential Learning’ consists of three components: knowledge (concepts, facts, information, and prior experience), activity (knowledge applied to current, ongoing tasks) and reflection (thoughtful analysis and assessment of one’s own activity and its contribution to personal growth and impact on the environment).  The project implements experiential learning by providing a teaching kitchen that fosters knowledge, gardening that fosters activity and journaling that fosters reflection.

This program fosters a learning environment with a strong image that supports daily educational opportunities to be designed to integrate culture, history, language, ecology, biology, and other classroom-related subject areas into the preparation of food from the garden.  Students will learn items such as:  where our food comes from, how it is produced, and the relationship between food and health and food and the environment.  The kitchen is a teaching tool that helps build food and gardening knowledge, and emphasizes hands on learning.  The Garden is designed and maintained using sound ecological practices that are reflected in all aspects of the project, from the way the food is grown, harvested and prepared, to the recycling of waste back into the earth.  Local farmers are role models and community teachers.  On weekends, mobile kiosks are rolled out at the school to create a farmers market.  The market helps increase farmers’ sales and put money back into the local community.  The market promotes opportunities for learning and fosters community engagement by striving to link food, culture, health and environment.”

'Pop-up' farmer's market

What is most impressive about Emilie’s proposal is the comprehensive thinking about place and time.  She not only designed places and objects, but fully considered the annual cycles of agriculture and education, seeking to create a constructive synergy between these two growth systems.  Furthermore, her planning and use proposal considers the under-utilization of public school grounds on the weekends, and during the summer, offering the parking lot as a ‘pop-up’ farmer’s market which brings fresh food into the community while making enhanced use of a public asset.  Emilie is an example of a student who really took the lessons of this studio to heart.

“The most important thing I’ve learned” she states, “is to DO and CREATE good things no matter how big / small / important / miscellaneous the task at hand seems.  I’ve learned that architects have the ability to see things as they can be; they have a special skill set which goes beyond simply designing the physical environment.  This studio taught us how to look at ‘problems’ in a new way and how to compose thoughtful solutions.  It taught me about people and communities and how design is so much bigger than built space – it’s about creating good…about improving quality of life.  Lastly, I learned a great deal about being a leader by going out and finding a client, working with a client and presenting design solutions.  I think it’s wonderful that this class gave us the platform to be leaders more than followers!”

view of student greenhouse

While the project has not moved forward from the concept stages, Emilie continues “to be inspired by the links between health, food and design, and how we can integrate them into our daily lives.”

For more information on the Edible Schoolyard project, go to http://edibleschoolyard.org/