Pathfinders: An unseen journey to knowledge
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Other Title
Authors
Strydom, Shené
Author ORCID Profiles (clickable)
Degree
Master of Architecture (Professional)
Grantor
Unitec, Te Pūkenga – New Zealand Institute of Skills and Technology
Date
2024
Supervisors
Pretty, Annabel
Moore, Cameron
Moore, Cameron
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Blind and Low Vision Education Network NZ (BLENNZ) (Homai, Auckland, N.Z.)
Homai (Auckland, N.Z.)
Auckland (N.Z.)
New Zealand
people with visual disabilities
blind
inclusive education
multi-sensory environments
architecture for the blind
sensory design
Lévi-Strauss, Claude (1908-2009)
bricolage (philosophy)
Homai (Auckland, N.Z.)
Auckland (N.Z.)
New Zealand
people with visual disabilities
blind
inclusive education
multi-sensory environments
architecture for the blind
sensory design
Lévi-Strauss, Claude (1908-2009)
bricolage (philosophy)
ANZSRC Field of Research Code (2020)
Citation
Strydom, S. (2024) Pathfinders: An unseen journey to knowledge (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Architecture (Professional)). Unitec, Te Pūkenga - New Zealand Institute of Skills and Technology
https://hdl.handle.net/10652/6838
Abstract
RESEARCH QUESTION
How can the bricoleur theory and the concept of the senses serve as catalysts for innovative approaches to redesigning for individuals with visual impairments?
ABSTRACT
Pathfinders an Unseen Journey to Knowedge has used the Bricoleur theory, a framework to investigate inclusive architectural design that focuses on the importance of multi sensory environments for individuals with visual impairments. Existing studies emphasise the need for adaptive design solutions that cater to various sensory inputs, enhancing the educational experience for blind and low-vision individuals. However, many architectural projects still lack comprehensive frameworks that fully integrate these multi-sensory approaches, particularly in educational environments designed for visually impaired students.
This project has aimed to address these gaps by creating an inclusive redesign for the BLENNZ Homai campus that creates an inclusive enviroment that would enhance the learning objectives for blind and low-vision students registered within the BLENNZ program, as well as address current complications or issues that stand with the current school. The research sought to develop a space where architecture can be experienced through multiple senses, supporting independence and engagement with the environment.
To ensure accessibility for the visually impaired, this research paper will use “Atkinson Hyperlegible” for body text and “Loos” for headings, with a font size of 14-point for printed copies and 11-point for online versions. The selected fonts offer clear letter distinctions, enhancing readability for users with low vision or vision impairments. The research for the BLENNZ Homai campus redesign utilised Qualitative Research-as-Bricoleur, based on Claude Lévi-Strauss’s bricolage theory. This flexible approach allowed for the integration of diverse disciplines, including child psychology, multi-sensory design, and architectural principles, to create an inclusive environment for visually impaired students.
Supporting this were several sub-methodologies: Close and Distant Reading helped to examine detailed architectural strategies and broader design trends, as well as Ficto criticism, blending fiction with critical theory, encouraged innovative thinking by challenging conventional approaches to architecture for the blind. Additionally, Herbert Benson’s Breakout Principle was used to manage information overload and stimulate creative breakthroughs during the research and design process. This ensured new insights emerged, driving innovative thought.
Through combining these methodologies, the research created a comprehensive, human-centred design that prioritised the specific needs within the BLENNZ Campus.
The design incorporated various sensory elements, enhancing accessibility and engagement for the visually impaired students. Tactile surfaces enabled navigation through touch, while carefully designed soundscapes provided auditory cues for intuitive wayfinding. Varied lighting conditions, inspired by Tadao Ando, helped students with residual vision engage with the environment, and fragrant plants enhanced spatial awareness through scent. Together with Luis Barragán’s colour theory that was used to create contrast and vivid textures, further aiding navigation. In addition to Steven Holl’s spatial design that fostered dynamic interaction, while Rasmussen’s multi-sensory approach integrated touch, sound, light, and scent to provide a holistic experience, including Colin Rowe’s Collage City that influenced the blend of historical and modern elements, creating a flexible, cohesive design. As well as Michael J. Cohen’s environmental psychology that confirmed that these sensory stimuli improved well-being and learning, fostering independence and creativity.
This project demonstrated the importance of integrating multi sensory design into educational architecture to support students with disabilities. The redesign of the BLENNZ campus not only addressed physical accessibility but also incorporated sensory elements—touch, sound, light, and scent—that enhanced student independence and learning outcomes. By focusing on both the physical and sensory needs of visually impaired students, the project resolved longstanding challenges and created an enriching educational environment.
Through the Qualitative Research-as-Bricoleur approach, the BLENNZ campus serves as a model for future architectural projects that prioritise inclusivity and human-centred design. It offers valuable insights into how thoughtfully designed spaces can foster creativity, well-being, and engagement. The implications of this work extend beyond education, as its significance lies in its potential to serve as a model for future architectural projects that prioritise human-centred design, offering valuable insights into creating environments that support well-being and inclusivity.
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