Patent Application
20160095428
Classroom environments conventionally provide a static setting for learning. These environments usually consist of a “student area” where a student can sit and have a work surface. In the most conventional setting, the student area consists of a conventional desk configuration, which includes a desk base that supports a work surface, as well as, a seat to position the student in a positional relationship to the work surface. These conventional desk configurations have been designed for a single basis purpose, to provide a work area for a student to learn.
However, studies have shown that static classroom settings do not necessarily provide an efficient environment for learning for many students. More specifically, these studies have found that a dynamic classroom setting may provide an effective learning environment.
One way to realize a dynamic classroom setting is to periodically re-arrange the physical environment, such as moving the conventional desks into various physical arrangements, such as a cluster arrangement or a circular arrangement. Another arrangement would be to “remove” the desks so that the students either stand in a certain area or even sit of the floor or mat to facilitate the learning process.
One issue in realizing a physical dynamic classroom setting is that the conventional desks are not easily moved and can be bulky, thereby hindering an effective “removal” thereof.
Another way to realize a dynamic classroom setting is to provide for positive non-disruptive distractions, such as using multi-media to break-up traditional lectures. Such positive non-disruptive distractions are usually classroom wide; however, these positive non-disruptive distractions do not always provide the “break” some students need to enable them to re-focus on the learning process.
In such situations, individual positive non-disruptive distractions are desirable.
An example of a conventional individual positive non-disruptive distraction device to provide a means for the student to use to assist in re-focusing the student on the learning process is illustrated in
As illustrated in
The conventional individual positive non-disruptive distraction device of
Although this conventional individual positive non-disruptive distraction device provides for energy release, the device hinders the stackability of the conventional desk, and thereby hinders the efficient “removal” of the desks.
Therefore, it is desirable to provide classroom “desks” which provide easy and effective dynamic classroom settings. Moreover, it is desirable to provide classroom “desks” which provide easy and effective dynamic classroom settings and an effective individual positive non-disruptive distraction mechanism.
The drawings are only for purposes of illustrating various embodiments and are not to be construed as limiting, wherein:
For a general understanding, reference is made to the drawings. In the drawings, like references have been used throughout to designate identical or equivalent elements. It is also noted that the drawings may not have been drawn to scale and that certain regions may have been purposely drawn disproportionately so that the features and concepts could be properly illustrated.
The multi-orientation modular furniture piece 100 includes a handle 110. Seat surface 114 may be provided with a suitable concave area to sit upon. A back protrusion 112 is included to provide a backrest function for the sitting functionality. The back protrusion 112 may include a concave portion to provide support for the lumbar area of the back.
As illustrated, within back protrusion 112, an aperture serves as the handle 110. It is noted that the handle 110 may provide engagement between modules when used in cooperation with protrusion 124, as illustrated in
The multi-orientation modular furniture piece 100 includes a base surface 116, which when in the seat orientation, provides the base of the seat that engages the floor. Base surface 116 is not completely flat, but may be convex or irregular, to provide a seat occupant with a minimal left to right rocking motion. The rocking motion of the occupant 130 is illustrated in
In addition, the multi-orientation modular furniture piece 100 includes a base protrusion 122 that engages the floor to provide further stability for the seat orientation. The base protrusion 122 may include a convex or irregular surface to facilitate the minimal left to right rocking motion.
The availability of rocking motion allows the occupant to release energy, thereby allowing the maintenance of the occupant's alertness and focus. It is noted that base surface 116 provides a stable foundation for the sitting function, but the convex or irregular aspects in base surface 116 allows the occupant to actively bring about the minimal left to right rocking motion. The minimal left to right rocking motion can provide a positive non-disruptive distraction for the occupant to facilitate a non-disruptive release of energy so as to assist in re-focusing the occupant during the learning process.
Shelf surface 118 is included and may provide a convenience surface area for holding readily accessible objects, such as pencils, books, and the like.
As illustrated in
In the stool orientation, back protrusion 112 may be used as a possible foot rest.
In the desk orientation, stool surface 120 engages the floor to provide the base for the desk orientation.
It is noted that providing the various curves surfaces, the multi-orientation modular furniture piece 100 can provide an ergonomic design.
The multi-orientation modular furniture piece 100 may be constructed from a polyethylene (PE) plastic or a high density polyethylene (HDPE) plastic.
Moreover, the multi-orientation modular furniture piece 100 may be manufactured as a hollow core product to facilitate easier orientation.
In addition, the multi-orientation modular furniture piece 100 may be manufactured using colorants to provide a more pleasant atmosphere within the learning environment.
As previously noted, one aspect of multi-orientation modular furniture piece 100 is the ability to conjoin multi-orientation modular furniture pieces 100 into various useful configurations. However, it should be noted, that a significant aspect of the multi-orientation modular furniture piece 100 further supports the formation of dual work stations 126, as illustrated in
The configuration of
As illustrated in
In addition as illustrated in
As illustrated in
As illustrated in
It is notable that protrusion 122 (not shown) may be engaged with handle 110 (not shown), so as to secure vertical alignment when stacked and further to mitigate potential sidewise displacement.
As set forth above, base surface 116 of furniture piece 100 has a non-flat shape, in order to enable the seat's occupant 130 to engage in a minimal left-right rocking motion while seated. In furtherance of this rocking, furniture piece 100 may be provided with one or more handles for enabling occupant 130 to better control the rocking motion of the seat.
In an exemplary embodiment, furniture piece 100 has a pair of opposed side surfaces 128 on opposites sides of the body of furniture piece 100. Side surfaces 128 extend between the top and bottom of furniture piece 100, e.g., extending from base surface 116 up to seat surface 114, as shown in
Each side surface 128 includes at least one aperture 132 defined therein. Each aperture 132 forms a handle for the seat's occupant when furniture piece 100 is in the seat orientation. Each aperture includes an upper surface 134, side surfaces 136, and a lower surface 138, the surfaces being spaced apart to accommodate a user's hands while seated in seat surface 120. While only one aperture 132 is shown in each side surface 128, it will be understood that each side surface 128 may include multiple apertures of the type described herein.
The positioning of apertures 132 is not limited. Nonetheless, due to the size of many expected users, apertures 132 are preferably positioned in convenient areas of side surfaces 128 to be used as handles for children and adults. For example, each aperture 132 may be positioned closer to seat surface 114 than base surface 116. Each aperture 132 may be positioned in an area of the respective side surfaces 128 directly between seat surface 114 and base surface 116.
As discussed above and shown generally in the figures, base protrusion 122 defines a recess in the bottom of the body of furniture piece 100 between protrusion 122 and base surface 116. Apertures 132 may be positioned closer to seat surface 114 than any portion of the recess between protrusion 122 and base surface 116. Additionally, apertures 132 may be positioned closer to seat surface 114 than shelf surface 118.
In use, base surface 116 is convex in a direction from one side surface 128 to the other side surface 128, to enable the left-right rocking motion described above. During this rocking, the occupant 130 will naturally want to place his or her hands in apertures 132 to maintain his or her balance, as shown in
Upper surface 134 of apertures 132 may be smooth or untextured. However, it may be preferable that upper surface 134 have some roughness, unevenness, or texture, in order to provide tactile sensory stimulation to children or adults grasping apertures 132. In an exemplary embodiment, the upper surface 134 of each aperture 132 has one or more projections formed thereon. More preferably, upper surfaces 134 include multiple projections 142, as shown in
While the unevenness or roughness is described as being on the upper surface 134 of apertures 132, it will be understood that the invention is not so limited. The unevenness, roughness, or textures described herein may be formed on any of the surfaces of apertures 132. Likewise, the same or different textures may be provided (such as one type of texture on upper surface 134, and another different type of texture on side surfaces 136 and/or lower surface 138).
Placing unevenness or roughness inside top of apertures 132 (i.e., on upper surface 134) allow a discrete location for children in need of greater sensory stimulation while seated. For example, some children may experience hyper- or hypo-activity periods due to sensory processing issues. Such children may find tactile stimulation to be comforting and/or beneficial to their attention span. These children may have the need to touch textures, such as the unevenness or roughness inside apertures 132, as a way to calm themselves. The unevenness or roughness provides this need in a discreet way, so as to not stigmatize the child or disrupt a group of children (such as in a classroom setting).
In summary, a multi-orientation modular furniture piece includes a single form factor that, depending upon the orientation, provides various configurations to facilitate a learning environment. Moreover, multi-orientation modular furniture piece includes non-flat, irregular surfaces to allow the participant to realize a positive non-disruptive distraction to facilitate a non-disruptive release of energy so as to assist in re-focusing the occupant during the learning.
It will be appreciated that several of the above-disclosed embodiments and other features and functions, or alternatives thereof, may be desirably combined into many other different systems or applications. Also, various presently unforeseen or unanticipated alternatives, modifications, variations or improvements therein may be subsequently made by those skilled in the art which are also intended to be encompassed by the description above and the following claims.
The present application is a continuation-in-part of U.S. patent application Ser. No. 13/753,615, filed Jan. 30, 2013, entitled “MULTI-ORIENTATION MODULAR FURNITURE HAVING AN ENERGY RELEASABLE DESIGN,” which claims priority to U.S. Patent Application No. 61/592,146, filed on Jan. 30, 2012, the contents of each of which are incorporated herein by reference in their entireties.
| Number | Date | Country | |
|---|---|---|---|
| 61592146 | Jan 2012 | US |
| Number | Date | Country | |
|---|---|---|---|
| Parent | 13753615 | Jan 2013 | US |
| Child | 14864017 | US |
