SENSORIAL DESIGNMRINALI KAMATHPDP 302

1

BRIEFAs designers we take the ability to “see”, in our users for granted. This is an oppurtunity for the students to create a multi sensorial experience or intervention. Through this studio students will explore the possibilities of using multi sensorial mediums to conceptualize simple interventions for the visually impaired. The students are encouraged to explore a diverse range of possibilities such as navigation in public spaces, schools-classroom scenarios, products, learning and teaching aids to name a few, using simple to advanced technologies.This studio is a collaboration between students of art and design, visually impaired, teachers and citizens at large. Through this studio the students will learn research methods, service design thinking, gain an understanding of materials, embedding simple technology such as Arduino, etc.

2

RESEARCH

LOCATIONS

3

Rakum School - Devannahalli Mathru School for the blindYelahanka

NAB - Indiranagar

Book Launch of ‘Lights Out’Rangoli Art Centre, M.G Road

IDL Blind band performanceOrion Mall- Festival of giving

Swimming for the blindDomlur

TED

10

Neil Harbisson: I listen to color Chris Downey: Design with the blind in mind

Dennis Hong: Making a car for blind drivers Chris Hadfield:What I learned from going blind in space

ANANDHI VISWANATHAN

15

Anandhi is a 29 year old progressive retinositis patient.She started losing her eye sight at the age of 18 and went completely blind by the age of 22. I chose her as my guide for the project, to help understand blindness and design for the blind better, not only because she knows both sides of the coin but also because she works with the Centre for Internet and Society that looks at multidisciplinary research and advocacy. CIS works on digital pluralism, public accountability and pedagogic practices, in the field of Internet and Society.She is incharge of voicing the problems of diabled people at the CIS.

16

ONLINE RESEARCHhttps://nfb.org/images/nfb/publications/fr/fr10/fr03ss09.htmhttps://nfb.org/images/nfb/publications/fr/fr10/fr03sstc.htmhttps://nfb.org/images/nfb/publications/fr/fr04/issue3/f040304.htmlhttp://lowvisionchef.com/refrfico.htmlhttp://www.theblindcook.comhttp://www.bbc.co.uk/news/magazine-18491533http://www.rnib.org.uk/livingwithsightloss/athome/cooking/Pages/cooking.aspxhttp://chocolateandzucchini.com/interviews/how-the-blind-cook/http://www.sanjeevkapoor.com/bread-vada-foodfood.aspxhttp://www.globalhandicappedtrust.com/vision.htmlhttp://www.nabindia.org/contact-us.aspx

15

1

16 17

EXECUTION

2

TOOLS

1817

3

P I E SS C A M P E RBLACK

DarkBarriers & fears

WHITENeutralFacts

REDWarm

Emotions & feelings

BLUESky

Planning

GREENAlternatives

New possibilities

YELLOWBright

Benefits

Substitute Combine Adopt Modify Put to another use

Eliminate Reverse

Physical Intellectual Emotional Social

19

ASSISTIVE TECHNOLOGY/PRODUCT

How?

What?Why?

Where?

Combining with

Salient features

Does it need to be necessarily assistive?Daily behaviour?

Behavioural study

Material study

Interviews

Shadowing

Online research

CookingHygiene

Grooming

Sports

Activities

Sleep cycles

Entertainment

Music Games

Navigation

Changing the attitude that they need to adapt instead

of the product adapting to them

That the products they use need not always

be specially made for them but also can be universal

Day to day products

low technology

may be a product that can be used by all

As intuitive as possible

As subtle as possible

MIND MAP18

10

20

ASSISTIVE TECHNOLOGY/PRODUCT

SIX HATS19

StigmatizationStress due to training

Validity of the productNarrowing down target audience

Bothersome to carryBattery or power sourse

Research into availabletechnology and resources

What are the other application?Durability

Avoiding AccidentsSafer environment

Sensorial and tactile quesLow cost

Improving interactionMore able

10

Make it subtle or unique and attractiveto avoid stigmatization

Make it as universal as possible

Stick that grows with youCup that shows heat with texture

Way �ndingcleaning aidsKitchen aids

show identi�cation

Dependent on productIndependent otherwise

TrustCon�dence

AssurityLess clumsycomfortable

Relief

15

21

FUNNEL VESSELAND MESURING CUPS

Easy ways to measure and directing spillage back to the container

22

1615

21

“Its like wiping a slate clean and starting over,I had to learn household chores in a new way”

“In the kitchen you need to know exact measurements,be very careful not to drop.

You have to clean the platform after every chore”

“While cooking I touch and feel to see what the measurements of a spoon is,whether its a tablespoon or a tea spoon, wether its a half cup or a full cup.

Also when I read recipes, the measurements are different from what mymother would tell me. The recipe says 180 ml and my mom said two cups.”

23

KITCHEN PRODUCTS

MIND MAP

16 17

TimersRecognising Aids

Books

Technique

Mesuring utensils

Safety utensils

For? How?

One time use cannistersCutleryStorage boxes

StickersMagnets

Audio Tactile

Adapted

Specially made

Primary Technique

Recipes adapted with smell,touch, etc.

Products that tell youtheir contents are hot

Measuring caps

Slotted spoons made of heat

ressistant materials

Upright Spoon

Funnel to drop off excess after spilling

Cut and slide cutting board

24

FUNNEL BOWLOften when certain ingredients like maida, milk, etc need to me measured, they are either filled ina meauring container carefully or a blind person keep his thumb to check if it has reached a certain level.The funnel bowl helps remove this worry completely by directing the spillage into a storage form where it could be put back into the container.

23

1817

25INITIAL SKETCHES24

MIND MAP18

Measurement conversions

26FIRST PROTOTYPE 25

SIX HATS

Reduce height

Decrease angle of the funnel

Bigger measures

Wider towards the funnel

Bigger hole for pouring out

Inculcate the two objectsinto one

-------------

------

------

-----

-

TEXTURED HEAT

19SECOND PROTOTYPE

Smooth transition

Wider drop like shaped neededWall to avoid spilling required

--------------------

--------------------smooth curve

required

20RENDERING

20RENDERING

21FINAL PROTOTYPE20

MIND MAP

MEASURING CAPSCaps that help measure and pour

of the contents inside the bottleMEASURING CAPSCaps that help measure and pour

22USING THE PROTOTYPE21

2322

INITIAL SKETCHES

Easy ways to measure and directing spillage back to the container

TEXTURED HEATConcept product that shows that the container is hot through tecture

Concept product that shows that the container is hot through tectureUSER FEEDBACKSmoother curvesmeasuring cups should be placed in the middle

24

MEASURING CAPS

Easy ways to measure and directing spillage back to the container

23

FIRST PROTOTYPE TEXTURED HEATConcept product that shows that the container is hot through tecture

Bimetallic stripsattched to the vessel.Due to heat transfer these mettalic strip expand

Rubber as an insulating materialAvoids direct contact of the user with the metal

25INITIAL SKETCHES

SECOND PROTOTYPE

26FIRST PROTOTYPE 25

RENDERING

27RENDERING 26

FINAL PROTOTYPE

Swivel mechanism from the inside to allow

into the cap

Required volume of the content

outlet

Caps that help measure and pour

Swivel mechanism from the inside to allow

into the cap

of the contents inside the bottle

Required volume of the content

outlet

27 28

TEXTURED HEAT

To know whether the container is hot through texture (concept product)

USING THE PROTOTYPE

29RENDERING 28

Easy ways to measure and directing spillage back to the container

Bimetallic stripsattched to the vessel.Due to heat transfer these mettalic strip expand

Rubber as an insulating materialAvoids direct contact of the user with the metal

The bimetallic stripsexpand making thespike more evident

30RENDERING 29

with the metal

The bimetallic stripsexpand making thespike more evident

The rubber curves more to show that the containeris hot

END