CASE STUDY LAYOUT
NEUROSCIENCE LAYOUT LINKED TO CASE STUDIES
PLAY
SCHOOL
DALLAS ISD SCHOOL. The room inside a room.
Tokyo kindergarten by Tezuka architects
Link to nature.
WORK
NEWSROOM: Used Wayfinding techniques through the use of nodes and behavioural psychology.
WORK
HQ INTERPOLIS, INSURANCE COMPANY IN HOLLAND, DUTCH ARCHITECT
Inside the office space, the floors are typically empty. Where have the people gone to? Its because they spend less than 1/3 of their work time at their desks. Company productivity is higher.
UNVERSITY
Observe my friends and watch what happens on the EEG when they're having fun. Good subjects: Alex, Nadeem, Ben, Deven, Aaron, Yaseem.
LIGHT
WAFINDING
SCHOOL
UNIVERSITY
GOALS
SCHOOL
UNIVERSITY
How we Do we view aesthetics?
Low ceilings etc.
Symmetry
DISSERTATION ANALYSIS CONTENT OVERVIEW
SCHOOL, SOUTHWARK, DRMM Architects. Changing of the corridors, atrium space and use of paint reduced anti-social behaviour. etc
WORK
NOISE
SCHOOL
WORK
Tom Dykoff, secret life of buildings EEG experiment
COMFORT & VISUAL STIMULI - People tend to prefer homely environments. (This application is also used in the neuromarketting of shopping centres, such as Westfield. Tom Dykoff Also, used for application in hospital design.
SCHOOL
UNIVERSITY
WORK
Benjamin Bloom sort of set up this idea. In this pyramid about how we learn, and then sort of pedagogically how we might support how we learn. And if you think about it, and something that is sort of an in the academic ground today is something called a blended learning environment or a flipped environment. And what we're looking at actually is, if you think about the lower level of cognitive thinking that's what you've experienced in this kind of situation is that it's very passive.
Kelly, had a founder of IDEO and Stanford D school it's a one of the good problems to solve. And so here we're thinking about how do you create a dense environment, but you support the analogue and the digital opportunity to move so if we look at in violent behaviour, which is my specially if you look at a classroom environment and you see robot column seeding, you know, as a, as a student, you know exactly the behaviour that's expected of you, and as an educator on standing up here I know exactly the behaviour that's expected of me. So we always talk about how do we get permission to act differently.
IPOE MOVING FURNITURE, ANFA 2014
Why do some people prefer to work in the studio and some in the library? That question has always puzzled med as I prefer working in the library. What if people were made to work in the environment that they did not like. Is there a difference in the results from their preferred environment, to their disliked chosen environment to work in? Is this linked to their home environments? What makes people choose this comfort?
Hazel wood school? ANFA 2014
Post occupancy school evaluation study where the kids drew the furniture of their own accord. ANFA 2017
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BEHEER OFFICES, Herman Hertzberger, based in the Dutch town of Appledoom. People brought their own furniture and chose to stay in the offices for dinner. This even caused marriage issues the architect nervously chuckles.
People brought their own furniture and chose to stay in the offices for dinner. This even caused marriage issues the architect nervously chuckles.
GHERKIN COMPARED TO THE WILLIS BUILDING. The Gherkin is ionic on the outside, but people preferred the comfort and playfulness of the Willis Building. Also, show the smaller study which linked to the inclusion of pot plants.
UNIVERSITY
Could you do your own experiment or find research?
DALLAS ISD SCHOOL. The room inside a room. Kids who faced the door, tended to complete more work. Is this because they had the goal set in mind of going home?
Find a case study. I am writing down the goals and formulating my own information now.
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FORMULATING A QUESTION: Most of the research at the ANFA conferences to do with learning environments so far is to do with school design, a small amount to do with work and only 1 example of university. In addition to this, their is only talks of the links between neuroscience and architecture mostly for singular age groups, as opposed to comparing he relational differences and similarities to the effects and relationship that architectural design has on different ages of cognitive ability. This has been highlighted as a gap in the ever growing research, and is the question that I intend to explore.
SCHOOL
UNIVERSITY Cardanian rythms
WORK