The document discusses redesigning the graduate learning space at the Gulfstream Building of SCAD. It proposes that the physical setting of a classroom is an important support for learning that has not received enough attention. It suggests creating a nice physical setting can stimulate learning. The document then outlines exercises using Synectics techniques to envision how to redesign the space, focusing on making it more comfortable, flexible, interactive, and stimulating to support creativity and learning. It proposes redesigning the space with moveable furniture and walls, comfortable seating, displays and windows to create an open, welcoming environment that enriches academic and personal growth.

1. REDESIGNING LEARNING SPACE AT
GULFSTREAM BUILDING-SCAD
SAAD AQEEL ALZAROONI
2009
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2. The idea of the physical setting as an
important support for learning has
not been given enough attention at
SCAD.
The idea of creating a classroom as a
nice physical setting to stimulate the
spirit of learning still sounds
luxurious.
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3. Review: Synectics basics
Synectics is about making connections.
The operational mechanisms involve
making the strange familiar, and making
the familiar strange.
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4. Phase 1: Psychological states
Detachment Exercise
Three Synectics Exercises:
1. Involvement
2. Making the familiar strange
3. Detachment
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5. Involvement:
To find a sense of empathy:
be the object by imaging
that we are the graduate space.
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6. Making the familiar strange
If Gulfstream were a Car,
what would the grad space
be?
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7. Detachment:
Imagine that you are a famous designer
walking into Gulfstream building
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8. Imagine that you are a famous designer walking
into Gulfstream building…
Philippe Starck
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9. Video Ethnographic Research
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10. Hey , Don’t stare at
me like that. I know
I’m ugly.
How
embarrassing
for you
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11. Don’t forget to wear
your sunglass next
time
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12. I feel so
exposed!
I feel so used,
everyone plugs
into me
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13. I look and feel so confused.
I look and feel
so confused
Which is which?
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14. I hate being such a
plain Jane
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15. No So hard to be
I'm such a kidding
in this place
Disorganized mess
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16. I’m nothing but
a sharp corner in
a box Oh I’m hung
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17. I should’ve been
a hall closet not
a room
Never trust a thin drawer
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18. Oh please I need
cosmetic work
I feel so HELP..
trashy here
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19. Phase 2 Analysis:
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20. Phase 3: ideate and create
What is the ideal space?
What does it look like? How does
it feel? How do users interact with
the space and each other?
How to define the conditions
for creativity in terms of:
1. Sense of place
2. Comfortable environment
3. Physical space
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21. Open
welcoming
Fresh Interactive
Flexible Inviting
Comfortable
Clean
Relaxing Easy to Move
Around
Modern
Better for Group
Work
More Aesthetic 21

22. Comfortable Furniture
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23. Moveable Walls Book Shelve
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24. A stimulating space for
learning should also
provide plenty of
stimulating materials.
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25. Flexible furniture and
technology empower
students to collaborate
effectively.
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26. Displays on the walls will
create a creative learning
atmosphere and at the same
time allow the students to
develop their sense of
identity and belonging to the
space.
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27. Temperature, lighting, and
furnishings all play a role in a
windows person being comfortable.
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28. Rearranging the Space
The grad space design should be
able to enrich not only academic
but also psychological and
sociological growth. The design of
learning spaces should increase
levels of engagement and support
creativity.
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29. Rearranging the Space
Conformable space
both physically and
psychologically,
promote a sense of
well-being, keep
minds focused, and
limit distractions.
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30. Psychological comfort is very important.
It influences the depth of learning that
can take place.
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31. Changing our grad.
space into a
stimulating
environment require
a willingness for
change, open-
mindedness to see
existing possibilities
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