簡易檢索 / 詳目顯示

研究生: 戴慧玲
Teguh - Nina Estrella
論文名稱: 運用陰影效果進行減壓舞蹈教室設計的研究
Dance studio for stress relief purpose with shadow effect design method
指導教授: 蔡欣君
Lucky Shin-Jyun Tsaih
口試委員: 陳嘉萍
Julie C. Chen
施宣光
Shen-Guan Shih
學位類別: 碩士
Master
系所名稱: 設計學院 - 建築系
Department of Architecture
論文出版年: 2017
畢業學年度: 105
語文別: 英文
論文頁數: 87
中文關鍵詞: 蕭條舞蹈教室減壓鏡子陰影效果建築
外文關鍵詞: dance studio, stress relief, depression, mirror, shadow, architecture
相關次數: 點閱:209下載:13
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

Human have different characters and habits, which some of them can easily express their feeling and emotion, but some cannot. Living in a rapidly growing world, many factors can make people depressed about their life. This kind of feeling can affect their working and learning ability. One method that can help people to freely express their feeling is through dance. Through dancing, an individual’s mood can be changed to relax, focus, and decrease anxiety and depression.
A dance studio which texture and lighting of the interior space is reduced to a minimum to enhance user’s experience. Replacing mirror function in a common dance studio with shadows cast from dancer’s body gesture on the wall is also applied in this concept. In a common dance studio, the use of mirror is very important, because dancers and teachers need mirrors to communicate and evaluate their dancing positions and body movements. However, there is also a negative impact for using mirrors. It becomes an addictive behavior to see their reflection on the mirror. When they do this kind of behavior, they cannot dance with their soul to express their feeling anymore but only strive to perfect their movements. Using shadow and light in dance studios to create spiritual balance generates a new design concept for dance studios to relieve stress.
A dance studio that is for practicing performances needs mirrors inside, but a dance studio to relieve stress does not need mirrors inside, and it is proven from the questionnaire result. There were 50 respondents who are students from National Taiwan University of Science and Technology that were asked to dance in two different conditons. First, they dance in the normal studio setting that uses mirrors and bright ilumination. Afterwards, they danced in a room with high contrast between shadow and light without mirrors inside and only casted shadows from their body gestures on the wall in front of them. After doing that simulation, participants are also asked to fill in the questionnaire to evaluate the experience of dancing between those two different condition, and 72% of respondents said that emotion can be released when they dance without mirror and 58% of respondents chose to dance with a contrast between shadow and light.
Revit daylight simulation is applied in this research to prove that shadows can be casted on the wall according to design concept to calculate how long daylight can illuminate the required area and how long artificial light is needed when daylight is not available.


Human have different characters and habits, which some of them can easily express their feeling and emotion, but some cannot. Living in a rapidly growing world, many factors can make people depressed about their life. This kind of feeling can affect their working and learning ability. One method that can help people to freely express their feeling is through dance. Through dancing, an individual’s mood can be changed to relax, focus, and decrease anxiety and depression.
A dance studio which texture and lighting of the interior space is reduced to a minimum to enhance user’s experience. Replacing mirror function in a common dance studio with shadows cast from dancer’s body gesture on the wall is also applied in this concept. In a common dance studio, the use of mirror is very important, because dancers and teachers need mirrors to communicate and evaluate their dancing positions and body movements. However, there is also a negative impact for using mirrors. It becomes an addictive behavior to see their reflection on the mirror. When they do this kind of behavior, they cannot dance with their soul to express their feeling anymore but only strive to perfect their movements. Using shadow and light in dance studios to create spiritual balance generates a new design concept for dance studios to relieve stress.
A dance studio that is for practicing performances needs mirrors inside, but a dance studio to relieve stress does not need mirrors inside, and it is proven from the questionnaire result. There were 50 respondents who are students from National Taiwan University of Science and Technology that were asked to dance in two different conditons. First, they dance in the normal studio setting that uses mirrors and bright ilumination. Afterwards, they danced in a room with high contrast between shadow and light without mirrors inside and only casted shadows from their body gestures on the wall in front of them. After doing that simulation, participants are also asked to fill in the questionnaire to evaluate the experience of dancing between those two different condition, and 72% of respondents said that emotion can be released when they dance without mirror and 58% of respondents chose to dance with a contrast between shadow and light.
Revit daylight simulation is applied in this research to prove that shadows can be casted on the wall according to design concept to calculate how long daylight can illuminate the required area and how long artificial light is needed when daylight is not available.

ABSTRACT 1 ACKNOWLEDGMENTS 2 TABLE OF CONTENTS 3 LIST OF FIGURES 5 LIST OF TABLES 7 INTRODUCTION 8 1.1. Research Background And Objective 8 LITERATURE REVIEW 10 2.1 Depression 10 2.2 Dance For Stress Relief 11 2.3 The Importance Of Shadow 12 2.4 Dance Requirement 14 2.5 The Importance Of Mirror In Dance Studio15 2.6 Case Study 16 2.6.1 University Of Warwick 16 2.6.2 Houston Ballet Center 17 2.6.3 The Hub 18 METHODS 19 3.1 Predesign 20 3.2 Program Of Requirements 21 3.3 Design Process 22 3.4 Design Concept 25 3.5 Site Plan 25 3.6 Studios 26 3.7 Shadow Experiments 28 RESULT AND ANALYSIS 32 4.1 Dancing Evaluation 32 4.1.1. Dancing Evaluation Process 32 4.1.2. Questionnaire Results 34 4.1.3. Summary Of Questionnaire Results 43 4.2 Daylighting Simulation Of Pre-Dance Area 46 4.3 Daylighting Simulation Of Dance Stage Area 50 4.4 Summary 57 CONCLUSION 59 FUTURE STUDIES 60 APPENDIX A 61 APPENDIX B 62 APPENDIX C 64 APPENDIX D 66 APPENDIX E 68 APPENDIX F 70 APPENDIX G 84 LIST OF REFERENCES 85 BIOGRAPHICAL SKETCH 87

1. World Health Organization. (2017, February). Depression. Retrieved June 01,2017 from
http://www.who.int/mediacentre/factsheets/fs369/en/
2. Charles, U., & Justin, A. (2014, Ferbruary). Towards the theories and practice of the dance art. International Journal of Humanities and Social Science, 4(4), 251-259.
3. Sooklall, A. R., Flores, J. R., & Fagan, J. M. (2012). Using music, dance, and exercise as ways to relieve stress. Retrieved June 01,2017 from
https://rucore.libraries.rutgers.edu/rutgers-lib/40809/
4. Goudarzi, A., & Saremi, H. (2015, June). Spiritual effect of light and shadow reflected in architectural spaces on the mitigation of man’s mental pressures. International Journal of Architecture, Engineering and Construction, 4(2), 117-125.
5. Intenational Association for Dance, Medicine & Science. (2013). Resource paper: Mirrors in the dance class: help or hindrance. Retrieved June 01,2017 from
https://www.iadms.org/page/400
6. Hysenbegasi, A., Hass, S.L., & Rowland, C. R. (2005). The impact of depression on the academic productivity of university students.Journal of Mental Health Policy and Economics, 8(3), 145.
7. NYU. (2015, August). NYU study examines top high school students’ stress and coping mechanisms. Retrieved May 11,2017 from
http://www.nyu.edu/about/news-publications/news/2015/august/nyu-study-examines-top-high-school-students-stress-and-coping-mechanisms.html
8. Soares, D.S.V., & Lucena, S.F.V.B. (2012, April). The contribution of dancing in the socio-emotional development of children at extracurricular activities in a Portuguese primary school. Journal of Music and Dance, 3(1), 6-11.
9. Hunter, L., & Thatcher, S.M.B. (2007, August). Feeling the heat: Effects of stress, commitment, and job experience on job performance. The Academy of Management Journal, 50 (4), 953-968.
10. Akandere, M., & Demir, B. (2009, September). The effect of dance over depression. Collegium antropologicum, 35(3), 651-656.
11. Thogarapall, N. (2006, December). The Human Eye. Retrieved May 11, 2017 from
http://www.odec.ca/projects/2006/thog6n2/importance.html.
12. General Psychology. (2017). How Do We See Things? Retrieved May 11, 2017 from
http://general-psychology.weebly.com/how-do-we-see-things.html.
13. Flynn, J., Spencer, T., Martyniuk, O., & Hendrick, C. (1973). Interim Study of Procedures for Investigating the Effect of Light on Impression and Behavior. Journal of the Illuminating Engineering Society, 3(1), 87-94.
14. ArchDaily. (2013, April). Light Matters: Louis Kahn and the Power of Shadow. Retrieved June 01,2017 from http://www.archdaily.com/362554/light-matters-louis-kahn-and-the-power-of-shadow.

15. Pallasmaa, J. (2005). The eyes of the skin: Architecture and the senses. Chichester: Wiley-Academy.

16. Gray, P., Rule, A. C., Gentzsch, A., & Tallakson, D. (2016). Shadow puppet plays in elementary science methods class help preservice teachers learn about minority scientists. Journal of STEM Arts, Crafts, and Constructions, 1(1), 27-45.

17. Modern Architecture Preservation Project Of Tucson. (1963). Mettler dance studio. Retrieved May 11, 2017 from http://capla.arizona.edu/mapptucsonorg/pdfs/m50_18.pdf
18. Sportscotland. (2003). Design note 4 : dance studio. Retrieved May 11, 2017 from
https://sportscotland.org.uk/documents/resources/secondaryschooldesignnote04dancesudio.pdf
19. British Harlequin. (2014). Specifying dance floors, a guide for architects. Retrieved May 11, 2017 from
http://uk.harlequinfloors.com/uploads/1/downloads/Harlequin_Architects_Guide_-_UK_-_LR.pdf
20. WarwickSport. (2015). Dance Studio. Retrieved May 11, 2017 from
https://www2.warwick.ac.uk/services/sport/facilities/westwood/dance-studio/
21. ArchDaily. (2011, July). Houston Ballet Center for Dance. Retrieved May 11, 2017 from
http://www.archdaily.com/129307/houston-ballet-center-for-dance-gensler.
22. TheHub. (2015). Dance studio specifications. Retrieved May 11, 2017 from
http://www.hubtheatre.co.uk/facilities/dance_studio_spec.aspx#../images/facilities/dance-studio/DanceStudio_01.jpg.
23. OpenGap.net. Retrieved May 11, 2017 from
http://www.opengap.net/index.php?p=ficha_concurso_cerrado&id=541
24. Lanyang Museum. (2005). Architecture and Landscape. Retrieved May 11, 2017 from
http://www.lym.gov.tw/eng/en_about_3.asp
25. Guide to Taipei. Songshan Cultural and Creative Park. Retrieved May 11, 2017 from
https://guidetotaipei.com/visit/songshan-cultural-and-creative-park-%E6%9D%BE%E5%B1%B1%E6%96%87%E5%89%B5%E5%9C%92%E5%8D%80
26. Dharmadrum. (2003). Dharma Drum Mountain. Retrieved May 11, 2017 from
http://www.dharmadrum.org/content/news/view.aspx?sn=1135
27. ArchDaily. (2013). Water-Moon Monastery. Retrieved May 11, 2017 from
http://www.archdaily.com/330486/water-moon-monastery-artech-architects.
28. Taijiang National Park. (2013). The public proposal competition result from Taijiang National Park Headquarters’ commissioned planning, designing and supervising of technical service - “The new construction of Taijiang National Park’s administration and visitor center” is out. Retrieved May 11, 2017 from
https://www.tjnp.gov.tw/Eng/NewListsDetailE002000.aspx?Cond=376585c6-2364-41bc-9cfb-5f03d3d1a1fe&Pindex=1.
29. Survey monkey. Retrieved May 11, 2017 from https://zh.surveymonkey.com/home/
30. Egan, M. D., & Olgyay, V. W. (2002). Architectural lighting.Boston:McGraw-Hill,33-34

QR CODE