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Report ON Children Science Museum
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Report on Children Science Museum
C O N T E N T
1. Literature Review
1.1 Definition of Museum 03
1.2 ROLE OF THE MUSEUM 03
1.3 Types of Museum 04
1.4 The missions of a museum 04
1.5 Why a Children’s Museum 04
1.6 Benefits of children 05
1.6.1 positive play cultivates 05
1.6.2 Help kids learn about 05
1.7 Benefits for Our Community 05
2. Standards & Functional analysis
2.1 Space organization diagram 06
2.2 General design guidelines for the environment 06
2.3 Design Guidelines for Controls and Manipulatives 07
2.4 How to control Daylight in a Museum 07
2.5 Generic section for a daylight in a museum 10
2.6 Outdoor Space for Children 11
3. Case Study
3.1 Incheon Children Science Museum 12
3.1.1 Introduction 12
3.1.2 Concept 12
3.1.3 Site Plan 13
3.1.4 Ground Floor Plan 14
3.1.5 1st Floor Plan 15
3.1.6 2nd Floor Plan 16
3.1.7 elevation & section 17
3.2 Muzeiko Children's Science Discovery Center 18
3.2.1 Introduction 18
3.1.2 Site Plan 19
3.1.3 Ground Floor Plan 20
3.1.4 1st Floor Plan 21
3.2.5 Interior & exterior 22
3.3 Boston Children’s Museum 23
3.3.1 Introduction 23
3.3.2 Analysis 23
3.3.3 users 23
3.3.4 Amenities 23
3.3.5 How it relates to design 24
3.3.6 Floor Plan 25
3.3.6.1 Privacy Diagram 25
3.3.6.2 circulation Diagram 25
3.3.7 What Work 26
3.3.8 What Dose’s Work 26
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Report on Children Science Museum
3.4 Children’s Museum of the Arts 27
3.4.1 Introduction 27
3.4.2 users 27
3.4.3 How it relates to design 28
3.4.4 Floor Plan 28
3.4.4.1 Privacy Diagram 28
3.4.4.2 circulation Diagram 29
3.4.5 What Work 29
3.4.6 What Dose’s Work 30
3.5 Hallie Brown Ford Fine Arts Center 31
3.5.1 Introduction 31
3.5.2 Floor Plan 31
3.5.2.1 Privacy Diagram 32
3.5.2.2 circulation Diagram 32
3.5.3 Interior 33
4. Findings 34
5. Conclusion 34
6. Reference 34
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Report on Children Science Museum
01. LITERATURE REVIEW
1.1 Definition of Museum
A museum is an institution that cares for a
collection of artifacts and other objects of
artistic, cultural, historical, or scientific
importance and some public museums make
them available for public viewing through
exhibits that may be permanent or temporary.
1.2 Role of The Museum
Up to the middle of the 20th century a museum
was a place of learning, in which notions of
cultural dominance were reinforced visually
through an imposing and often severe
approach in the design of the building. The
museum now has to represent a much more
welcoming, all-embracing image, as it can no
longer afford to present a single establishment
view of society and must reflect a diversity of
cultures and expectations. The most important
task of the contemporary museum is to
communicate to the widest possible audience
the breadth of collections and accessibility of
learning facilities. Museums today are complex
buildings housing different activities for people
with diverse interests, containing collections
and accommodating general and specialist
staff dedicated to providing a service to the
public as well as caring for their collections.
They have to be designed for both client and
local community, and to connect people of all
types with museum objects.
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Report on Children Science Museum
1.3 Types of Museum
Children Museum
Art Museum
General Museum
Science & technology Museum
Historic Museum
Museum for Science & history
Botanical Museum
1.4 Children’s science museum
Children’s museum are
institutions that provide exhibits
and programs to stimulate
informal learning experiences for
children.
a place where learning happens
through PLAY, where kids
interact with exhibits in a hands-
on way
1.5 Why a Children’s Museum
“Creativity is as important as literacy and we should treat it with the same
status.”
Sir Ken Robinson
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Report on Children Science Museum
1.6 Benefits for Children
1.6.1 positive play cultivates
individuality
self-confidence
cooperation
creativity
problem-solving
1.6.2 Help kids learn about
current issues
science, math & technology
the arts, music, literature, art
history
themselves!
1.7 Benefits for Our Community
1.7.1 Children’s museums
give schools a learning space to supplement the curriculum.
are inclusive –all children benefit from learning at their own place.
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2. Standards & Functional analysis
2.1Space organization diagram
2.2 General design guidelines for the environment
Design for everyone’s comfort
Consider abilities and limitations of children and adults
Provide elements of each exhibit that appeal to all ages
Design for ease of movement
Open spaces permit easy movement and visibility of children
Frequent, clear signs show the way
Design so that people can hear each other and the sounds of the
exhibit
Design to keep ambient sound levels low—use sound dampening
throughout
Use spaces to “trap” sound
Substitute mechanical for “real life” sounds when the latter are loud
and carry
Design bright, light spaces
Use transitional lighting between exhibits in which the light levels
change
Avoid glare
Use dark spaces sparingly and only to create a “special effect”
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Report on Children Science Museum
Include places to refresh
To rest and listen to a quiet story
To eat
Design for easy and quick access to restrooms
Include comfortable seating with back support for adults
Plan for air quality
2.3Design Guidelines for Controls and Manipulatives
Create simple designs Use controls that children intuitively understand,
such as wheels
Design control sizes to reflect the activity (larger wheels when tasks require
more effort)
Design controls large enough for everyone
Design controls that are easy to grasp; children’s fingers should not slip in
an effort to move them
Incorporate safety features
Design for easy storage, easy replacement, and ease of upkeep
Use contrasting colours for pieces to facilitate seeing parts on the floor
Use readily available components
Ensure that the pieces are easy to clean
Avoid very small pieces that can fit in a child’s mouth
2.4 How to control Daylight in a Museum
Generally, there are some basic principles to follow and aspects to
consider when daylighting a museum. The following list should help get us
started
Direct sunlight should be avoided completely in display spaces.
UV exposure should be limited using UV filters. These filters can be built
into the glazing and should be specified appropriately
A range of components should be considered:
Side lighting (view windows)
Top lighting (clerestories and skylight)
Shading systems (interior and exterior)
Sensors (light and occupancy)
There are 3 ways to bring daylight into a space:
Side lighting – windows etc.
Top lighting – skylight, light wells etc.
Reflecting light technique – clerestories, light shelves etc.
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Using the natural elements is another smart thing that makes both the design
cheerful and cheap.it makes more comfortable to everyone. Artificial is
expensive and some cannot just adjust.
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The exhibition space should be way interesting and soothing to everyone.
Natural things can be the most important part to create a familiar
environment to all.
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Report on Children Science Museum
2.5 Generic section for a daylight in a museum
Diffuse light can be used through the treatment of roof.
Daylight can be used for lighting up the whole museum to make every element
purely visible to the viewers. Creating depth in the walls can also be the part
of creating a space to control the daylight.
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2.6 Outdoor Space for Children
In a children’s museum there will be different
ages of persons will appear. This person is of
different ages where the thinking is a little bit
different from the others. So, to create an
environment for everyone it should be kept on
mind to make sure that if it eligible to
everyone coming in the museum.
Or if they find any interest here where the
environment is crated for them. Different ages
of persons will come.
Creating an outdoor space for the children is
a good thing. Children can easily capture the
things happening around him. Thinking about
the social part, this will make them a way
social with everyone easily.it can share itself.
Playing with others and gaining different
thoughts and learning through the outdoor
space relations.
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3. CASE STUDY
3.1 Incheon Children Science Museum
3.1.1 Introduction
Architects: HAEAHN Architecture,
Yooshin Architects & Engineers,
Seongwoo Engineering &
Architects
Location: 108-1 Bangchuk-dong,
Gyeyang-gu, Incheon, South
Korea
Area: 14998.0 sqm
Project Year: 2011
3.1.2 CONCEPT
Sponge: The project was started from a question how to defined
children, a user and what kind of shape a science museum should be, It
was pointed out that children had good abilities which they learned
knowledge with their minds and bodies based on the intuitive
experience rather than learning as if a sponge absorbed water and
expressed all the things they absorbed as if water was squeezed from a
sponge differently from the adult.
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3.1.3 Site plan
Location: The land for a public facility has repeatedly been relegated
to the outskirts of the city drawn by an artificial line called the limited
development district from the reality that a space with a size enough
for a public purpose in the downtown area cannot be secured. The
place for this science museum is the last side of KyeYangSan where the
spontaneous residential area and artificial limited development district
are interconnected in a old town center. The place was a land where
the form and quality were changed for its size as much as the capacity
needed could be filled with even if it was wide enough to make the
exterior space. The volume placed at the boundary between a city and
nature created each external space at the east and west where the
form and quality were not changed.
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3.1.4 Ground floor plan
Scarfskin: A vesicular opening was realized through the lumber panel with high-
density in an imagery work of a sponge. It is not limited to the outer skin without
any function for an exterior, but exerts influence with the relation with the
quality of the space with a volume.
Exhibition Space: The exhibition space is always dark, blocked, and cut off from
the external space. There is not much in Korean science museums already
built. The concrete survey and methods were considered to realize the
exhibition space which the natural light could inflow if holes for vesicular
openings were made on the outer skin in this children’s science museum.
Vertical connection
toilets
3d multiplex
office
library
exhibition
entry
GM
Circulation
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3.1.5 First floor plan
Vertical connection
Auditorium
Education room
Toilet
Preparation space
Circulation
A.H.U
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3.1.6 2nd floor plan
Light: The volume was naturally located at the south as a set-up of the
relationship with the external space. But, the natural light is the existence which
gives both of the advantage and disadvantage to the program contained the
exhibition space. The inflow of the natural light becomes difficult if a main hall
is located at the north side, considering the flow of an external space. On the
other hand, the flow of an external space becomes cut off as the exhibition
space becomes located at the north side if a main hall is located at the south
side by considering the natural light.
Vertical connection
office
Computer room
Preparation
Science lab
A.H.U
Meeting Room
Director’s room
Exhibition space
Observatory
Toilet
circulation
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3.1.7 Elevation & Section
the sightline could loss the concentration or the
exhibition display through ambient lighting was difficult
as the exterior is exposed on an opening created to
inflow the natural right was the biggest problem rather
than the natural light itself. Therefore, the lighting
diffused color film with no fear of discolor on the the
mopane for the insulation was constructed on the
inside, while the lumber panel with high-density was
supported on the steel curtain wall on the outside for
the indirect light needed to become the
concentration of the sightline possible
Exhibition
Science lab
Customer service
Water tank
Electrical Room
Central monitor
room
Mechanical Room
Storage
Fire safety center
Toilet
Equipment storage
Exhibition
Hall
A.H.U
Lobby & lounge
Parking
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3.2 Muzeiko Children's Science Discovery Center
3.2.1 Introduction
muzeiko, located in Bulgaria’s capital city of sofia,is the first children’s
museum to be built in post-Soviet Eastern Europe. Representing the
culmination of Lee H. Skolnick Architecture + Design Partnership’s decades
of experience with museum and exhibition design, it is also the culmination
of the firm's collaboration with its client, the America for Bulgaria
Foundation.
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3.2.3 Ground Floor Plan
The ground floor is “The Present,” represented by hands-on
exhibits about the natural environment and contemporary cities. The
top floor is dedicated to “The Future” with interactive exhibitions
exploring cutting-edge technologies and space travel. Interactivity
also extends to the site, which includes a science playground, a green
roof and rooftop climbing wall, a rain garden, outdoor activity space
and an amphitheater
Environment exhibit
Exhibition area
Vertical circulation
Cafe
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Report on Children Science Museum
3.2.4 1st Floor Plan
Exhibition area
Vertical circulation
Creative studio
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3.2.5 Interior & Exterior
It is designed for the children and the parents so that they can connect
with each other with the possible of area ther is no divdens between the
two generation.it makes them secure and so connected
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Report on Children Science Museum
3.3 Boston Children’s Museum
3.3.1 Introduction
Location: 308 Congress Street, MA 177,074 square feet Built in 2007 /
Urban Environment
Architect: Cambridge Seven Associates
3.3.2 Analysis
3.3.3 Users:
Organization – Boston
Children’s Museum
Groups – Children,
Parents, Caregivers,
Teachers, Students,
Tourists, Locals
Individuals – 95 Staff
members and 600,000
average visitors annually
3.3.4 Amenities:
Traveling Exhibits, Gallery
Space, Hands-on-Activities,
Child Ergonomics, Collection
with 50,000 Ethnographic
Artifacts, Event Space, On-
site Dining, Beyond the
Chalkboard a free after
school program, Professional
Development
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3.3.5 How it relates to design
Will provide a space that is open
and grand to create an awe
inspiring entrance, while
incorporating landmarks and
graphic wayfinding methods. Will
also utilize highly saturated colors
to attract attention. As well as
sustainable methods similar to this
facility
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3.3.6 Floor Plan
3.3.6.1 Privacy Diagram
3.3.6.2 Circulation Diagram
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3.3.7 What works
This site is an excellent representation of interactive exhibit design. It was
selected for its similar programmatic requirements in relation to the
interactive arts museum in proposal. This facility has excellent uses of color
for the age group. The bright, highly saturated colors and playful activities
are designed to engage children and expand their mental and social
growth through various topics like science and history. Way finding
methods are utilized to maneuver through the space, particularly the use
of landmarks. Helpful when you may have children visitors who don’t read
yet.
3.3.8 What doesn’t work
The Boston Children’ Museum has very few social or group activities, as well
as solitary activities for children to incorporate all learning styles. Activities
are more focused on the subjects of science and the space is a larger
example of this type of facility.
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3.4 Children’s museum of the Arts
3.4.1 Introduction
Location: 103 Charlton
Street, NY 11,302 square
feet Built in 2011 / Urban
Environment
Architect: Work
Architecture Company
3.4.2 Users
Organization – Children’s
Museum of the Arts
Groups – Children,
Parents, Caregivers,
Teachers, Students,
Tourists, Locals, Artists
Individuals – 46 Staff
Members and 100,000
average visitors annually
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3.4.3 How it relates to design
Combine the use of exhibit spaces with physical activities and studios to
create projects and interact with children in various styles of
learning. Utilize a more relaxed/ informal gallery space. Create a warmer
entry to seem less intimidating to younger users. Give clear indication of
each space and its use without limiting its use.
3.4.4 Floor Plan
3.4.4.1 Privacy Diagram
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3.4.4.2 Circulation Diagram
3.4.5 What works
This facility was chosen for its similar educational aspects and subject
matter taught. Bold use of color delineates circulation paths and
interactive moments. Clear organizational method around central
gallery. Reused existing structure for site and incorporates studio spaces
and physical activities.
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3.4.6 What doesn’t work
The Gallery space while a good idea in theory seems unused and a poor
idea for younger children that enjoy touching things to learn about
them. Less color with a more modern aesthetic creates a colder
entry. Unadorned surfaces give a clean almost clinical look.
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3.5 Hallie Brown Ford Fine Arts Center
3.5.1 introduction
Location: 920 E Main St, Ada, OK 74820, United States
3.5.2 Floor Plan
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3.5.2.1 Privacy Diagram
3.5.2.2 Circulation Diagram
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4. Findings
Fluidity in massing
Strong concept
Simple space
No rigidity
5. Conclusion
Museums for children are, in fact, family museums. The best museums make
children and adults alike feel welcome and ready to explore. Design of
museums for children becomes more complex and more eloquent, the
more inclusive they become, engaging and inspiring visitors of all ages.
5. Reference
www.archdaily.com
The Architects Handbook
Timesaver standard