3. 3
LEVEL EYE LEVELKaitlyn Kehoe -- LSU School of Architecture -- Arch 5102 Thesis
Fall Semester 2013 -- Professor: Catherine Bonier
4. 4
This thesis began as a vague but serious exploration into how our minds and bodies respond differently as we
grow older. Aging is a universal process. We have been aging since we were born. What is different about designing a space intended to
be used by people at the extreme ends of the spectrum? How do people whose mind begins to fail them before their bodies perceive the
world differently from those whose bodies are the first to go? How do children with minds and bodies still developing perceive the world
differently? How do these perceptions and needs influence what spaces they find desirable? How should we design for both? Also, since it is
a continuing process how can design be flexible enough to accommodate differences along the continuum of age?
It is always tremendously hard until you know what you are doing, and then it is tremendously
simple. Over the semester the words of my thesis have evolved and changed. I backed into the project at first. I had a site. I had a
building type. But it took a while for the final thesis to reveal itself to me.
After researching precedents and exploring origami, the project didn’t feel like that is what it wanted to be. The questions began
to take on a more social bent. Intergenerational daycares can be a very positive model for those with Alzheimer’s. Daycares can also be
found on campuses of larger eldercare complexes with success. But they are typically freestanding. Could architecture center around this
relationship between the young and the old? Could it nurture it? I began to look at times that activities of children and elders institutional
settings line up. When are they doing the same thing? Could they do it together? Could architecture be the instrument that allows it to
happen better? When do they have the energy to do things together? What might they do with it? How might the space form around
the activity? These queries led to doodles which evolved into more fleshed out vignettes. Each focused on an activity that would be a
positive experience for a pair comprised of an elder and a child. I considered how the activity might benefit the pair and weather these
benefits would be different for one or the other participant. I also considered how the modified space might make a task easier or push a
person to expend more effort to improve or preserve their mental and physical capacity. Many of the vignettes began to show a common
denominator. They were focused on how the eye height aligned. Simultaneously I was also looking at how barriers of varying heights
provide privacy for a group from another group while still allowing them to be observed by another group.
The eye is the key. Subconsciously I had been arranging space in relation to the line of sight. Normally, due to gravity,
we arrange space in relation to the floor. We often imagine it as a plane. Buildings are a series of planes that we stand on surrounded
by coverings. But what if we arrange space along something else? What if it is the line of sight? Everyone is equal and face to face. The
ground undulates under them. This might minimize the perceived differences in ability with relation to a seated or a standing person, and
open up new possibilities as well. Today’s technology means that people do not have to physically share a space to share a perception. It
also allows a person to remain in the same place and to participate in a number of experiences simultaneously!
Here is the overarching theme I was looking for. The eye is the key to how we perceive so much of our environment. If you
manipulate what you encounter with your eyes you can manipulate the experience of the space. To see eye to eye is just as important
physically as figuratively in a relationship.
Intro
7. 7
UNIVERSAL PROCESSAging is a universal process. We begin to age from the moment that we are born. One could say that life is aging. We think of life as being
divided up into set blocks of time: youth, middle age and old age. In reality, it is a continuum. Life marches steadily on regardless of the artificial
divisors that we use to describe it. The number matters less that the ability of the person. While the time passes steadily the abilities a person
has vary. Peak physical ability does not occur simultaneously with peak mental ability. Peak physical ability generally happens in early adulthood,
while peak mental ability doesn’t occur until late middle age or well into old age. There is a different distribution of abilities between the two
extremes on the continuum of aging. Early in life children are all growing and developing both their bodies and minds. Their mental and physical
abilities are closely linked. Their age is a good indicator of their abilities. If they do not have certain abilities by a certain age they are considered
abnormal. But, at the other extreme, there is great variety. It is possible to have very little physical ability and be completely mentally competent.
The reverse is also true. Because of a great number of variables, both genetic and environmental, strict chronological age is of little help
determining ability.
8. 8
SPACE BY PROCESS
When I began the origami exploration, I was interested in aging as a process. Since ability levels are changing as age progresses,
could the space be altered to compensate for the change. When folding the models, I began with an unfolded square of paper. Each model was
created in a procedure of folds. I did not derive building form from these experiments. The models were of ideas of how to treat space. Some
of the categories included equal symmetrical spaces, equal space with residual spaces, interlocking spaces, and similar spaces with opposite
treatments.
9. 9
How have experts worked to
improve the lives for elders ?
Environmental Gerontology is the study of how older adults are affected by their interactions with their environment.
The press-competence model (Lawton & Nahemow) is a central concept in this field. It states that there is a balance between the demands
of the environment (Press) and the person’s competence to deal with them. When their competence declines they must rely on environmental
prosthetics.
10. STEREOTYPICALThe stereotypical eldercare facility is associated with a number of problems. Minimum circulation and public space leads to
traffic congestion. Centralized services require residents to travel long distances (through congested halls) to use them. There is little privacy.
Residents have no control over their environment. All of these issues lead to agitated, lonely residents. To compound these issues, the few visitors
who visit are made to feel uncomfortable and therefor visit less.
11. HOPEFUL IDEALIt doesn’t have to be this way. There are a number of groups working to improve conditions. They have been working on two fronts to
change both the physical environment and the cultural environment. Eden Alternative was created by an organization dedicated to improving the
lives of elders by improving the environment they live in through culture change. They seek to eliminate loneliness, helplessness, and boredom.
The developers of the Green House model strive for a facility that is more like a home for a large family. Efforts are made to minimize the visibility
of the medical side of care and maximize living. Important features include a private bed and bath, rooms that are arranged around a central
living space, and ample access to the outside. Access to outside and nature is valued.
13. 13
PRECEDENT STUDIES
Each was color coded to understand the distribution of types of spaces. It was also noted weather bedrooms
were private or were intended for double occupancy. Measurements were also taken to determine how far a
resident would have to travel to utilize the services. Distances were measured from the location of the resident’s
bed within their living unit. The culture of care in each was not compared. Precedents include the Carmelite
Carefree Village, Wiess Institute, Corinne Dolan Alzheimer Center at Heather Hill, Missouri Veteran’s Home, Rosa
Coplon Jewish Home, The Menninger Foundation, Elder Homestead, and Engelbrecht & Griffin apartments.
14. 14
THE LOSER
The Carmelite Carefree Village with an occupancy of 96 was the least desirable. It has long, double loaded halls. Residents cannot live
independently. They don’t have their own amenities and must rely on the distant central services.
15. 15
THE WINNER
The Elder homestead features a variety of amenities both communal, centrally located and private ones close by. Meaning that a resident
could live fairly independently, but has the option to go to one of the communal areas should they need to or want the company. There are no
long halls. In fact the circulation areas are wide enough to be semipublic sitting areas.
16. 16
PROBLEMS WITH TRADITIONAL CENTER CARE : CHILDREN
Few Adults
Per Child
LargeGroups
OfChildren
Little Alone Time
Solitary Behavior
Considered Antisocial
Children Don’t Accompany Adults
Tasks Associated With Living
Are Done Away From Them
Children Are Taught About The Community But Don’t Experience It
Conversations With Adults
Are Of A Different Quality
Consists Of Memorization,
Repetition, And Directions
Conversations Are Less
Conversational
Less Space Per Child
Minimums Exist Which
Prevent Increased Aggression
Minimums (Interpreted As The Norm)
Are Not The Best Case
Better
? Caretaker Inconsistency
High Turnover And Changing Classes
Siblings Don’t Grow Up Together
Little Physical Contact
“ Some Programs... Have Children Change Groups
Every 6-12 Months... Where Children Stay With
The Same Teacher For The First 3 Years Is
Developmentaly The Most Sound” - OLDS
17. 17
PROBLEMS WITH TRADITIONAL INSTITUTIONAL CARE : ELDERS
Minimum
Width Circulation
Leads To Traffic Congestion
Minimum
Public
Space
Little
Socialization
Few Choices
About
WhereTo
Spend Time
Centralized Services
Long Distances To Travel Makes
Them Less Accessible By
Residents To Use Independently
Tasks Scheduled Centrally
No
Control Over Environm
ent
Little Privacy
For Visitors
Tasks Traditionally Done Privately
And Independently Are Done Publicly Little Ability To Personalize Space
Few Tasks Can Be Done By The Residents
Visitors Uncomfortable In
The Environment Visit Less
Little Opportunity To Visit Others
+ +
+ +
+ =
Agitated
Lonely
Residents
21. 21
Part of figuring out how to design for both
groups is to figure out what they do when
and when might be the best time for them
to do things together.
In the top portion, time spent in work and
school is graphed. Hatches represent where there is
variance and solids show consistency. These represent
the outside world’s activities.
The second portion is dedicated to daycare
activities. The information is from daycare.com
users who posted their daily schedules for their own
daycares. As a general pattern children arrive in the
morning and paly inside until everyone arrives. They
eat a snack. Then the morning is spent doing activities
together that require attention and social skills. They
eat lunch and go to take a nap. As they wake up they
play quietly and eat. They paly independently after
that. They experience their energy and focus highs in
the morning.
The third portion is dedicated to the
elders. They also experience their energy high in the
morning.
22. 22
ACTIVITY
ACTIVITY
ABILITY
Hearing
Sight
Dexterity
Memory
Reasoning
Mobility
Stamina
Tell A Story Take A Walk Art Project Decorate A Cake
ABILITY
Hearing
Dexterity
Memory
Reasoning
Mobility
Stamina
T O D D L E R + E L D E R A C T I V I T I E S
Sight
Tell Stories Bake Something Go On An Errand Plant Something Have Tea Share An InteSeated Exercise
Enjoy Music Pick Produce
C H I L D + E L D E R A C T I V I T I E S
ACTIVITY
ACTIVITY
ABILITY
Hearing
Sight
Dexterity
Memory
Reasoning
Mobility
Stamina
Tell A Story Take A Walk Art Project Decorate A Cake
ABILITY
Hearing
Dexterity
Memory
Reasoning
Mobility
Stamina
T O D D L E R + E L D E R A C T I V I T I E S
Sight
Tell Stories Bake Something Go On An Errand Plant Something Have Tea ShareSeated Exercise
Enjoy Music Pick Produce
C H I L D + E L D E R A C T I V I T I E S
23. 23
ea Share An Interest Art Project Dance Go For A Walk Board Games
oduce
B A B Y + E L D E R A C T I V I T I E S
Feed A Baby Sing To A Baby Go For A Walk Fold LaundryRock A Baby
e An Interest Art Project Dance Go For A Walk Board Games
B A B Y + E L D E R A C T I V I T I E S
Feed A Baby Sing To A Baby Go For A Walk Fold LaundryRock A Baby
Next, I explored what
activities might an
elder and a child do
together.
Activities are divided up by the
children’s age. The colored bars
below the images represent the
abilities needed by the elder
to complete the activitiy. The
darker the bar the more ability is
required.
24. 24
PROGRAM LIST
Living Units
Social Space
Outdoor Sitting Space
Children’s Classrooms
Children’s Play Area
Kitchen
Dining
Restrooms
Multipurpose
Shared Outdoor Space
Service/Admin
Parking
4500 sqft
1200 sqft
600 sqft
954 sqft
2400 sqft
576 sqft
4200 sqft
900 sqft
1200 sqft
115 sqft
375 sqft
330 sqft
Primary
Users
Visitors:
Short + Frequent
Visits
Visitors:
Long + Occasional
Visits
Elders Staff
Visitors
Escorted Children
Elders
Visitors Staff
Visitors
Escorted Children
Elders
Visitors Staff
Visitors
Escorted Children
Children
Staff Parents Elders
Children
Staff Parents Elders
Staff
Elders Parents Children
Elders
Children Staff Visitors
Elders
Visitors Staff Parents
Elders
Children Staff
Parents
Visitors
Elders
Children Staff
Parents
Visitors
Staff Everyone
Staff
Parents
Children
Elders
Activities :
What Do They Do Here?
Sleep
Alone Time
Have Personal Guests
Watch TV
Take a Bath
Get Ready To Greet The World
Do Activities, TV / Video Games
Change Of Scenery, Socialize
Sit, Make Vitamin D,
Watch Activity / Nature, Socialize
Learning, Daily Children’s Activities,
Alone Time, Nap, Socializing
Run, Explore, Make Noise,
Burn Energy, Develope Physical Skills
Cook, Therapy
Eat, Socialize
Use Restroom
Fun And Games, Reading, Mingling,
Quiet Activities, Bonding
Bonding, Transitioning
Circulating, Exercise
Business, Admin, Welcome
Planning, Security
Parking, Drop Off
Connections :
Where Do They
Go From Here?
Social Space
Outdoor Sitting Space
Living Units
Outside
Multipurpose
Social Space
Living Units
Children’s Play Area
Multipurpose
Service / Admin
Classroom
Shared Outdoor Space
Dining, Multipurpose
Classroom
Kitchen, Classroom
Multipurpose
Dining
Multipurpose
Social Space
Shared Outdoor Space
Classroom
Multipurpose
Outdoor Sitting Space
Parking, Classrooms
Multipurpose
Admin
Time :
When Do They
Use It?
Morning
Evening
Night
Morning
Afternoon
Evening
Late Morning
Afternoon
Day
Late Morning
Afternoon
Before Mealtimes
Mealtimes
Day
Before Noon
Before Noon
Pick Up
Drop Off
Pick Up
Drop Off
Conditions :
What is Conducive?
Peaceful
Quiet
Private
With Connections
Homey
Adaptable
No Glare
High Contrast
Peaceful, Good Acustics
Lively, No Glare
Nice Views, Quiet,
Warm, Partly Shaded
Dynamic Level Changes,
Lively, Small Details, Dappled
Crazy, Fun, Bright, Not Burning
Crinkled, Wonder
Clean, No Glare,
High Contrast
Warm Colors, Good Accustics
Clean, Centrally Focused
Easy To Find,
Protruding Into Space
Good Accustics, Segmented
No Glare, Pleasant
Pleasant, Partly Shaded
Warm, Fragrant
Inviting, Bridging
Surveying
Connects To Covered Entrance
25. 25
What happens when we
begin to organize space
with respect to eye level
rather than the floor?
26. 26
AVERAGEHEIGHT
CAD Block Man Old Man Old Woman Wheel Chair User Three Year Old
72 in
66 in
61.5 in
47 in
38 in
COMPARATIVE HEIGHTS
When we design we often design for our six foot tall scale figure. But the reality is that none of the users of the space are that size.
The average elder is much shorter. It is also important to consider seated height. Many elders have mobility issues and may use a wheelchair. The
young children are constantly growing but they remain the shortest group of users .
AVERAGEHEIGH
CAD Block Man Old Man Old Woman Wheel Chair User Three Year Old
61.5 in
47 in
38 in
27. 27
PRIVACY AND HEIGHT
Preventing the eye from seeing some things is just as important as enabling it to see other things. Because of the varying
heights of users, walls of varying height can be used to provide privacy from one group but still allow contact with another.
28. 28
EYELINE AS DATUM
What happens when we align the eye line? We focus on the connection between the two disparate groups. We allow them to have
similar if not the same perceptions.
29. 29
H E I G H T S O F U S E R S
F U L L H E I G H T
S E A T E D H E I G H T
C H I L D H E I G H T
ToddlerClassroom
PreschoolClassroom
DiningRoom
MultipurposeRoom
SharedOutdoorSpace
Drop-OffZone
Elder’sLivingUnits
Elder’sSocialSpace
Elder’sOutdoorSpace
DiningRoom
MultipurposeRoom
SharedOutdoorSpace
Kitchen
Laundry
Restrooms
VanParking
BabyClassroom
Service/Admin
Laundry
Kitchen
Restrooms
StaffParking
VanParking
Drop-OffZone
FLOOR FOLLOWS ALONG
H E I G H T S O F U S E R S
F U L L H E I G H T
S E A T E D H E I G H T
C H I L D H E I G H T
ToddlerClassroom
PreschoolClassroom
DiningRoom
MultipurposeRoom
SharedOutdoorSpace
Drop-OffZone
Elder’sLivingUnit
Elder’sSocialSpac
Elder’sOutdoorS
DiningRoom
MultipurposeRoo
SharedOutdoorS
Kitchen
Laundry
Restrooms
VanParking
BabyClassro
Service/Ad
Laundry
Kitchen
Restrooms
StaffParking
VanParking
Drop-OffZo
This diagram shows the occupant groups and what spaces that they primarily use. In this way The spaces can be
organized so that they connect smoothly along the eye level of the primary users.The next few pages feature vignettes that embody
these ideas. Each attempt to bring together a pair comprising of an elder and a child in such a way as to greater benefit them through the
particular activity.
30. 30
ACTIVITY: BAKING
MODIFIED LOCATION: Kitchen features counters comfortable
for both seated and standing users. Level surface allow people to cook together no
matter the height. Children have an observation place where they can watch when not
involved and have a clear view of the action without being under foot.
B E N E F I T S F O R C H I LD R E Q U I R E M E N T S
F O R E L D E R
SMALLMOTORSKILLS
COOPERATION
SOCIALSKILLS
MATHSKILLS
BONDING
DEXTERITY
HEARING
SIGHT
MEMORY
REASONING
GraspingUtensils
Measuring,Adding...
ParticipantsAtEyeLevel
HighContrastEdge
RememberEachAddition
MakingSomethingWithOthers
DemonstrateManners
CoordinationOfEfforts
IsItDoneInTheOven
GraspingUtensils
31. 31
ACTIVITY: READING A STORY
MODIFIED LOCATION: Soft bench allows young and old to sit
together cozily and read. Arms raise to allow elder to get up when the story is over.
The same piece of furniture can be used for other group activities.
B E N E F I T S F O R C H I LD R E Q U I R E M E N T S
F O R E L D E R
LISTENING
VISUALDISCRIMINATION
READING
RELAXATION
BONDING
MEMORY
HEARING
SIGHT
SELFESTEEM
BothParticipantsCloseToEachOther
ComfortableQuietActivity
BothParticipantsAtEyeLevel
SparkConversationAboutPast
EverythingIsUpClose
OppertunityToBeTheCarer
BothParticipantsCloseToTheBook
BothParticipantsCloseToTheBook
EverythingIsUpClose
32. 32
ACTIVITY: READING A STORY
MODIFIED LOCATION: Soft bench allows young and old to sit
together cozily and read. Arms raise to allow elder to get up when the story is over.
The same piece of furniture can be used for other group activities.
B E N E F I T S F O R C H I LD R E Q U I R E M E N T S
F O R E L D E R
LISTENING
VISUALDISCRIMINATION
READING
RELAXATION
BONDING
MEMORY
HEARING
SIGHT
SELFESTEEM
BothParticipantsCloseToEachOther
ComfortableQuietActivity
BothParticipantsAtEyeLevel
SparkConversationAboutPast
EverythingIsUpClose
OppertunityToBeTheCarer
BothParticipantsCloseToTheBook
BothParticipantsCloseToTheBook
EverythingIsUpClose
33. 33
ACTIVITY: READING A STORY
MODIFIED LOCATION: Soft bench allows young and old to sit
together cozily and read. Arms raise to allow elder to get up when the story is over.
The same piece of furniture can be used for other group activities.
B E N E F I T S F O R C H I LD R E Q U I R E M E N T S
F O R E L D E R
LISTENING
VISUALDISCRIMINATION
READING
RELAXATION
BONDING
MEMORY
HEARING
SIGHT
SELFESTEEM
BothParticipantsCloseToEachOther
ComfortableQuietActivity
BothParticipantsAtEyeLevel
SparkConversationAboutPast
EverythingIsUpClose
OppertunityToBeTheCarer
BothParticipantsCloseToTheBook
BothParticipantsCloseToTheBook
EverythingIsUpClose
34. 34
ACTIVITY: READING A STORY
MODIFIED LOCATION: Soft bench allows young and old to sit
together cozily and read. Arms raise to allow elder to get up when the story is over.
The same piece of furniture can be used for other group activities.
B E N E F I T S F O R C H I LD R E Q U I R E M E N T S
F O R E L D E R
LISTENING
VISUALDISCRIMINATION
READING
RELAXATION
BONDING
MEMORY
HEARING
SIGHT
SELFESTEEM
BothParticipantsCloseToEachOther
ComfortableQuietActivity
BothParticipantsAtEyeLevel
SparkConversationAboutPast
EverythingIsUpClose
OppertunityToBeTheCarer
BothParticipantsCloseToTheBook
BothParticipantsCloseToTheBook
EverythingIsUpClose
35. 35
B A T O N R O U G E
R O S E D A L E
How might this
work in the real
world?
Where might it go?
36. 36
ROSEDALE
The Rosedale site is a whole acre site that is located in a residentially zoned area, but is close to a number of amenities that a resident might
need. To the southwest is a hospital. A number of shopping centers are located to the northeast. Geologically the site sits in a bowl, creating the
U shaped stream that divides the property.
37. 37
BATON ROUGE
50
55
The Baton Rouge site is about a half-acre. It is also in a residential community near desired amenities. In addition to a hospital, there is also
an Alzheimer’s care center and a dialysis center. This sight would require a more compact arrangement of spaces but still accommodates the
required minimums that are dictated by the program list.
39. 39
READING ISLAND
The reading island is designed to encourage reading together. It features an L shaped arrangement of seats intended for the elders.
They feature armrests on each side of the chair to help the user be able to get up independently when the story is over. They are located next to
each other so that even with the armrests users can sit side by side and read, or at least look at the pictures. The other portion is irregular and
allows the children to climb into whatever position they are comfortable to either read independently or amongst themselves.
40. 40
TOGETHERNESS HIGHWAY
The togetherness is a nature trail that winds through the naturally wooded northern section of the site. It features a raised section that undulates
for the child to walk on. The elder’s side is lower and smooth. Together they traverse the site while remaining eye to eye. They share the same
visual experience but the child’s path is more difficult to traverse because they have more energy to expend. Afterwards both parties are equally
worn out.
41. 41
KITCHEN CONNECTIONS
The kitchen is connected to several spaces. The one side connects to the dining room. The counter is arranged to allow cooking from both the kitchen
side and the dining side. This allows the counter height from the kitchen side to be higher for the comfort of the standing cook and on the other side to
be lower for a seated or significantly shorter cook. Above the kitchen is a window into the preschool room. This allows children who want to watch what
is going on to do so without actually being in the kitchen. Connected dining room features a U shaped table with a raised center. This allows everyone to
sit at the table together as on big extended family.
49. 49
R E A D I N G I S L A N D
D I N I N G
E N T R A C E
P R E - S C H O O L
R O O M
T O D D L E R
R O O M
B A B Y
R O O M
L I V I N G
R O O M
E L D E R
L I V I N G
R O O M
D E S K
K I T C H E N P L A Y
Y A R D
S I T ES E
C
T I O
N
1
S E
C
T I O
N
2
SE
C
TIO
N
3
SE
C
TIO
N
1st FLOOR PLAN
57. 57
The Undulating wall was an existing detail from the presented project. However it was not
nearly fleshed out as it could have been. This move opens the wall up to be much more than simply an
enclosure to protect the children in their play yard. The top portion in fairly typical slat construction. The
bottom, however, has been thickened. It is this thickening that allows for other uses. For instance, a dip in
the undulation could become a cozy bench which could provide a resting place. Or the more active sent
could climb on it. The dips in the undulation need not be voids. They could become glass fronted planters,
that allow an eye level view of the roots that would normally remain obscured. This idea could appear in
other areas of the site as well. It has the potential to become the underpass of togetherness.
POTENTIAL OF A WALL
F E N C E S L A T S
S E A T
R A I S E D A R E A
P L A N T E R
58. 58
Ideas about sightlines can be implemented to great effect when bridging the inside and outside
environments. Broad, uninterrupted windows are important for the caretakers to be able to observe
what is going on inside and outside of the building. The lower portion is solid with cutouts. This allows
the children who want to, to hide behind them, and those who want a view to have it. Due to the fact
that the floor inside is raised, the portal is higher in relation to the child on the outside. A child wanting
to see inside must seek it out actively. The depth of the sill might prove attractive to nesting birds. Placed
out of reach from the outside but at eyelevel (and perhaps magnified) from the inside, the windows
afford the children a little window into another world.
INSIDE AND OUTSIDE
W I N D O W S E A T
S M A L L W I N D O W
M A G N I F I E D W I N D O W
M A G N I F I E D W I N D O W
M A G N I F I E D W I N D O W
59. 59
What can’t be seen is just as important as what can be seen. This is
especially true for the elder resident’s privacy. Public and semipublic areas feature
lower wall to allow for lines of sight to and from the area and therefore encourage
interaction. Private places such as the bed and bath have much higher patricians to allow
light to enter the area but not for the potential wardrobe malfunction to be witnessed.
SITTING
AREA
KITCHEN
PORCH
BEDROOM
BATH
8’
6’
3’
60. 60
TELEPRESENCE
Today technology is pervasive in our lives. It would be foolish not to consider it in our
architecture. As time moves forward, mobility becomes an issue. Just because a person is unable
to leave their bed does not mean that they should be shut away without contact with others.
These people need to continue to nourish their souls as well as their bodies. They should be
included in the extended family meal as well. One way is to use telepresence technology to allow
them to join the group virtually, even if their body isn’t willing to allow them to join physically. In
this way they can continue to enjoy the benefits of eating with the family. This same idea could
be used to allow friends and relatives who might not live nearby to visit on a regular basis.
C
H
ILD
R
EN
’S
A
R
EA
E L D E R ’S A R E A
E L D E R ’S A R E A
P R O J E C T O R S
I N R O O M S C R E E N
61. 61
GROUNDED TREE HOUSE
The grounded tree house makes use
of a low tech telepresence device.
The slightly raised platform is ringed with
periscopes. They serve as a screen to define
the space and to allow the children to have the
experience of being up high without being so.
Their bodies are not transported up wards, but
their eyes and therefor their experience is.
PERISCOPE
PLATFORM
TREE TRUNK
63. 63
Questions about eye level are not unique to my thesis. They have been both consciously and subconsciously
present in several of my past projects. They will almost certainly continue to appear in my work. For example, in Cocodrie I explored the idea
of being two places at once my manipulating what the eye could see. I used periscopes to allow the eye to travel above the project, and allow
the body to remain in place.
Even at the end of the thesis period, ideas about the project are still evolving. During the project I started with vignettes.
I created a plausible building and after review I went back to vignette sketches. I incorporated some of the comments. The most important one
for moving forward is that the resulting building was rather timid and conventional. In reality there was only a small portion of the building
that incorporated the ideas that I had thought so much about. Moving along, the project seems like it might want to evolve again. It doesn’t
want to be a building. Whether the time is not quite right or if it will be something quite different entirely, remains to be seen.
Conclusion
65. 65
READING LIST
Environment And Children: Passive Lessons From The Everyday Environment
By: Christopher Day with Anita Midbjer
How We Die: Reflections On Life’s Final Chapter
By: Sherwin B. Nuland
Folding Techniques For Designers: From Sheet To Form
By: Paul Jackson
Child Care Design Guide
By: Anita Rui Olds
Design For Dementia: Planning Environments For The Elderly And The Confused
By: Margaret P. Calkins, M. Arch.
Hospitable Design For Healthcare And Senior Communities
By: Albert Bush- Brown and Dianne Davis
