The Seven Deadly Sins ©
Instructor
Bob Topping, Professor
Sheridan College, School of Science and Technology
Brampton, Ontario, Canada
Date most recently used
March 2001
Description
This project was assigned to students enrolled in the third year of an architectural technology program at Sheridan College - a community college near Toronto, Ontario. The project is part of a design elective course, "Universal Design". The project was strategically placed as the penultimate assignment for the course - a chance to have some fun before the final (heavily weighted and important!) assignment. Prior to the commencement of this project, students had studied the principles of universal design and had researched and critiqued examples of the successful application of universal design.
Part One
Working individually, or in teams of two, your challenge is to design one of the following spaces.
Choose any site you like, but a real site must be chosen (the presentation must include some site context).
The catch is, you must use your design to EXCLUDE as many people as possible
from using your building. Your goal is to NOT comply with as many of the
seven universal design principles as possible.
The end product must still be a well-designed and usable building - at least usable by a 5'-8" high, white, right-handed male, of average size and strength! However, by design, you should attempt to exclude everybody else!
The board presents a design is of a retail store, sited on an urban lot in Port Credit, Ontario, Canada. Conceptually, the presentation portrays a building, raised on piers, with parking below. The access to the store is via a ladder. The interior layout is a complex and confusing maze of display shelving, interspersed with many columns and other structural elements. Construction details include inaccessible shelving, inaccessible ladders and extremely narrow circulation routes.
The CAD drawings include a site plan, 3-dimensional plans, elevations and interior perspectives, sections and details. The board also incorporates text of the student's interpretation of The Seven Deadly Sins. The size of Figure 1 does not allow the reader to see the detailed design - it is intended only to show the general format of a typical student submission.
The board presents a design is of a retail store, sited on an urban lot in Port Credit, Ontario, Canada. Conceptually, the presentation portrays a monumental building, raised on a high concrete podium. Access to the podium is via steep stairs, which do not incorporate handrails. The route to the access stairs is lengthy, the entrance being located at the opposite end of the building from the parking area.
The drawing shows a profile of a male climbing a ladder that provides access to the entry level of the retail store. The drawing includes the words 'Large amounts of stamina are required to climb. No tolerance for error while climbing.'
The drawing shows the profile of a male and a female, at the bottom of the ladder that provides access to the entry level of the retail store. Both figures have an arm extended upwards, reaching for the bottom rung of the ladder. The male figure can reach - the female figure cannot. The drawing includes the words 'Strength is required to pull self up ladder. First rung located above highest reachable point for females and children.'
The drawing shows the profile of a male and a female, reaching to retrieve goods from a shelf. Both figures have an arm extended upwards, reaching for the shelf. The male figure can reach - the female figure cannot. The drawing includes the words 'All store products located on shelves that are too high for females and children.
Part Two
Based on your design strategy, re-write the seven Principles of Universal Design. Re-interpret them as The Seven Deadly Sins.
Following are examples of the text from the presentation boards that incorporate text of the students' interpretations of The Seven Deadly Sins.
Principle 1: InEquitable Use
The design is useful and marketable only to the typical average person.
Example:
The design can only be appealing to those of good mobility.
A direct result of several sets of stair and no ramps.
Narrow aisles therefore providing no universal means of access to dining areas, games room and washroom.
Principle 2: InFlexibility in Use
The design accommodates a narrow range of individual preferences and abilities.
Example:
Entrance door equipped for the left-handed individual.
Shaggy plush carpet carrying over steps without indication.
High tensile spring system on doors to minimize air exchange with out.
Principle 3: Not So Simple and Intuitive
Use of the design is not easy to understand, regardless of the users experience, knowledge, language skills or current concentration level.
Example:
In a detailed front elevation you would see the main entrance doors successfully conceal the handles.
No indication by signage as to the whereabouts of the washroom.
Principle 4: ImPerceptible Information
The design does not communicate necessary information effectively to the user, regardless of ambient conditions or the users sensory abilities.
Example:
Shaggy plush carpet over the floor and steps with the exception of the dance floor which is slightly raised polished hardwood surface. Depth perception is difficult due to the low contrasting painted walls.
Use of Glass walls and doors without markings.
Principle 5: InTolerance for Error
The design does not minimize hazards and the adverse consequences of accidental or unintended use.
Example:
A floor to ceiling glass wall at the entrance.
No railings accompanying stairs. One step at entrance door threshold.
Half walls throughout.
Principle 6: High Physical Effort
The design cannot be used efficiently and comfortably and with the minimum of fatigue.
Example:
Oversized heavy doors throughout the building.
Sustained effort needed for levers and handles.
Very bright lights throughout.
Principle 7: Lack of Size and Space for Approach and Use
Appropriate size and space is not provided for approach, reach, manipulation, and use in regards to users body size, posture, or mobility of the typical average person.
Example:
To maximize space, minimal allowance is given when walking from the front to the rear of the building. Tall bars and stools. Minimal allowance for comfort to fit more tables.
Part Three
Present your design to a panel with representation from a diverse variety of user groups.
Educational value (instructor's goal)
My primary goals for the project were for students to;
Objectives (what students should learn)
- A thorough understanding of the seven principles of universal design
Requirements
- Using metric units, present your design on a single A-1 metric presentation board. Also include a listing of your Seven Deadly Sins somewhere within the presentation.
- Your presentation board should include whatever drawings and other information is necessary to illustrate your entire design concept. The board should stand alone (i.e. you should not have to verbally explain your design strategy or solution - they should be evident from the content of the presentation board).
- Additionally, you will present your design to a user-panel in a brief verbal presentation, using only your presentation board (i.e. no PowerPoint).
Readings/Resources
The Universal Design File: Designing for People of All Ages and Abilities, Molly Follette Storey, MS, IDSA, James L. Muller, MA, IDSA, Ronald L. Mace, FAIA, published by the Center for Universal Design, NC State University, 1998
Schedule
Students had two weeks to complete this project.
Evaluation criteria (as given to students)
Presentation Board
A-1 Metric Size
Does the board fully explain the entire design concept
Creative Graphic Concept
Professional Graphic Quality
Design
Concept Well Resolved
Creativity of Solution
Does design EXCLUDE persons with disability
Does design accommodate "Mr. Average"
The Seven Deadly Sins
Incorporated on Board
Rewritten (NOT copied)
Creativity of new Definitions
Verbal Presentation
Clear and Confident Annunciation
Design Concept Well Explained
Appropriate use of Language
Appropriate response to Questions and Comments
Instructor's Reflections
I was very, very pleased with the results from this assignment. Students obviously had some fun with it and it clearly reinforced the seven principles and how they can be applied to real design problems - albeit from an opposite point of view. They seemed to better understand the basis of each principle and how to apply within the design process.
The involvement of a diverse user group was a key element in the project. Although I was very nervous about the reaction of the user group to some of the more radical design ideas (e.g. the only access into the building was via a ladder!), the group was not offended and had lots of fun (but it's important to warn them in advance). The panel made many interesting observations such as, "Didn't you think of doing this, to make it even more inaccessible . . . ", and "your design incorporates a confusing layout, narrow circulation spaces and poor lighting - nothing very innovative about that. Sounds like most restaurants I visit!"
I also think that the location of such a project within a course is very important. I don't think it should be the final project. Good examples of bad design have their place, but I'd rather wrap-up a universal design course with positive examples of good design.
For more information contact Bob Topping at bob.topping@sheridanc.on.ca.
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Citation: Topping, Bob (2001). The Seven Deadly Sins © . Retrieved (Enter Date), from Universal Design Education Online web site: http://www.udeducation.org/teach/course_mods/topping.asp
