Therapeutic landscapes involve the collaboration of landscape architecture, architecture, planning, and behavioral psychology. By incorporating research from each field and tailoring the design to a generalized special education elementary school, this project aims to create a multisensory experience that incorporates opportunities for play, education, community, and relaxation. Preliminary research explored the history of therapeutic landscapes and architectural design in historical psychiatric facilities, which then led to the current literature on therapeutic design for educational campuses. Findings show that the use of these therapeutic design principles are becoming more common, but there is still room for improvement. The proposed school site is based on the Bedford School in Fairburn, Georgia, but does incorporate the current academic program. The theoretical program for grades 1-6 focuses on cognitive ability, and relies on the outdoor space as an important part of the educational program. The proposed site design includes aromatherapy, tactile therapy, audial therapy, visual therapy, and levels of enclosure. The design will incorporate an open lawn area, a traditional playground, a music area with equipment and instruments, several outdoor classrooms, a produce garden, small, enclosed quiet rooms, a path with seasonal plants and seating areas, and a relocated soccer field. Given the constraints placed on this project, such as time, inability to visit the site, and inability to have discussions with the client, it is as complete as possible. That being said, future advancements in the field may build on it and create a fuller set of guidelines for multisensory therapeutic design. / Master of Landscape Architecture / Therapeutic landscapes involve the collaboration of landscape architecture, architecture, planning, and behavioral psychology. By incorporating research from each field and tailoring the design to a generalized special education elementary school, this project aims to create a multisensory experience that incorporates opportunities for play, education, community, and relaxation. Preliminary research explored the history of therapeutic landscapes and architectural design in historical psychiatric facilities, which then led to the current literature on therapeutic design for educational campuses. Findings show that the use of these therapeutic design principles are becoming more common, but there is still room for improvement. The proposed school site is based on the Bedford School in Fairburn, Georgia, but does incorporate the current academic program. The theoretical program for grades 1-6 focuses on cognitive ability, and relies on the outdoor space as an important part of the educational program. The proposed site design includes aromatherapy, tactile therapy, audial therapy, visual therapy, and levels of enclosure. The design will incorporate an open lawn area, a traditional playground, a music area with equipment and instruments, several outdoor classrooms, a produce garden, small, enclosed quiet rooms, a path with seasonal plants and seating areas, and a relocated soccer field. Given the constraints placed on this project, such as time, inability to visit the site, and inability to have discussions with the client, it is as complete as possible. That being said, future advancements in the field may build on it and create a fuller set of guidelines for multisensory therapeutic design.

The focus of this practicum project is to provide a culturally relevant, as well as mentally, emotionally, and spiritually supportive, funeral home for the Indigenous community in Saskatoon and surrounding area. The current Westwood Funeral Home at 1402 20th St. West in Treaty 6 Territory and owned by the Saskatoon Funeral Home, was updated in order to improve the services offered to their Indigenous patrons. Drawing on key principles of Indigenous worldviews regarding the natural environment and experience, the proposed design is a result of the investigation of three main theoretical frameworks: traditional Indigenous worldviews, nature centred design, and sensory perception involving multisensory design. / February 2017

The 21st century automobile has become more than just a simple tool for transportation and more of a brand image or a way for drivers to express their personal taste. This has made it increasingly important for automotive manufacturers to design the driver experience and driver feeling so as to tailor their preferences and interests. Currently there is not enough information on how to design or brand the communication of meaningful feedback from the automobile to the driver. With the development of new advanced technologies such as electric steer-by-wire systems or electric automobiles, the need to provide meaningful feedback to the driver plays a central role in the experience of using the new driving technology. Thus it is important to understand how to assess the emotional response to the stimuli reaching the driver so to be able to optimise at later stage the perceived experience. Steering wheel vibration feedback plays an important role for the driver’s control input when driving. There is currently a lack of research on the formal assessment criteria of driver emotional response used to define automotive steering wheel vibration feedback, therefore this thesis proposes a newly Driver Emotional Semantic (DES) Scale to answer the research question: “How can the emotional response to steering wheel vibration be assessed?”. This study starts with a comparison of a questionnaire survey (Exp.1) and a laboratory test (Exp.2) to identify if a correlation exists between the emotional ratings measured from the expected driver’s perception of the vibration and the experienced emotional feeling of steering wheel vibration. The work then defines a semantic scale to capture the vibrational vocabulary used by the driver to express their feeling of perceived vibration during real-road driving scenarios. Experiment 3 was therefore carried out to gather the underlying semantic descriptors used by drivers during driving scenarios. To test the reliability of the descriptive pairs of the DES rating scale developed, two evaluations of the assessment criteria were carried out: in real road scenarios (Exp.4) and laboratory test setting (Exp.5). Current research findings of this thesis suggest that the consistency of the scale dimensions found in the field study has captured with greater accuracy the driver semantic experience of automotive steering wheel vibration character as compared to the laboratory experiment dimensionality. Results suggest that the main vibrotactile semantic descriptors to assess the human emotional response to automotive steering wheel vibration were found to be four: pleasant, smooth, sharp and powerful. The final proposed DES scale could help automotive research and industry determine and customise the aspects of the automobile towards drivers’ preferences of felt experience.

In this thesis the usage of smell as a medium enhancing synesthetic perception is discussed. Common cross-sensory connections and their relevance for interaction design are examined. The research is based on discoveries made in psychology, cognitive science and philosophy. Smell usage in a cross-modal context is believed to enhance engagement and enrichen the interactive experience. In several experiments a correlation between the perception of color shape and smell could be detected. An approach to include synesthetic mappings in interaction design is introduced, analyzed and discussed. Finally, the cross-modal interactive art installation “The Color of Smell” is presented.