CENTER OF EMOTIONS
The main concept is to create a space that both contains and frees students’ emotions, providing a secure and supportive environment where they can release and articulate their feelings. This is achieved through carefully curated rooms and spaces designed to encourage different modes of self-expression. The varying wall types represent different levels of enclosure, with each material selected to symbolically and physically absorb different emotions.
Building on this idea, I explored how comfort and safety could extend beyond fixed spaces into a more mobile context. To illustrate this, I developed a prototype of soft padding and insulation—both aesthetically pleasing and portable—that can be installed anywhere.
The main goal is to move away from static, designated spaces by creating objects that can bring emotional comfort wherever needed on campus. I designed three components, or ‘pillows and blankets,’ each filled with different materials and wrapped in unique fabrics, offering diverse tactile and emotional experiences.
Because of social pressures and the lack of adequate attention to mental well-being, students often face challenges that are difficult to express. This project responds to those issues by embracing the notion of emotional containment—crafting both a physical environment and portable prototypes that enable students to encapsulate, release, and express their emotions in meaningful ways.
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Building on this idea, I explored how comfort and safety could extend beyond fixed spaces into a more mobile context. To illustrate this, I developed a prototype of soft padding and insulation—both aesthetically pleasing and portable—that can be installed anywhere.
The main goal is to move away from static, designated spaces by creating objects that can bring emotional comfort wherever needed on campus. I designed three components, or ‘pillows and blankets,’ each filled with different materials and wrapped in unique fabrics, offering diverse tactile and emotional experiences.
Because of social pressures and the lack of adequate attention to mental well-being, students often face challenges that are difficult to express. This project responds to those issues by embracing the notion of emotional containment—crafting both a physical environment and portable prototypes that enable students to encapsulate, release, and express their emotions in meaningful ways.
SEWING PROCESS
The first compartment is the smallest: a 30”x15” ‘pillow’ stuffed with foam and wrapped in a waterproof, shiny-holographic fabric. This piece is designed for versatility—it can be duplicated and mounted on a wall or surface to create an acoustically insulated space, or used more directly as a punching bag or squishy pillow. Its aim is to provide a tactile outlet for releasing and expressing emotions in multiple ways.
The second compartment is a 5’x1’ elongated pillow, filled with a mix of foam and polyester fiber, and covered in smooth Minky fabric. This piece is intentionally soft, moldable, and huggable, designed to comfort students through physical interaction. It can also be multiplied and attached together to form seating, or wrapped around desks to create a cozy, personal environment that fosters comfort and engagement.
The third compartment is a 4’x4’, 3” thick blanket, padded with a cotton and polyester-fiber filling. Its two exterior sides are intentionally distinct: one made of soft white fabric, the other of textured dark-pink fabric. This duality allows the blanket to adapt to different needs—used as a cover, mattress, or even wall insulation. By offering contrasting tactile experiences, it emphasizes flexibility and furthers the concept of creating a personalized ‘safe space’ for students.
︎GRADUATE ARCHITECTURE STUDIO WORK | WUD ALDULAIMY
︎FALL‘23 | TAUBMAN COLLEGE OF ARCHITECTURE