Example

Please reference these dimensions for your project 

Now & Later: Drawing Routines Across a Lifetime

Objective

Students will visualize and compare their current daily routines with imagined routines at age 80, reflecting on changes, constants, and design opportunities in an urban context.

Part 1 – Present Day Routine (5–7 min)

"Draw yourself in your current daily life in the city. Focus on one or two routines that are important to you. Include:

• What you’re doing
• Where you are
• Who else might be there
• Any objects, tools, or technology you use

Part 2 – Future at 80 (5–7 min)

"Now imagine yourself at age 80, still living in a city. Draw yourself doing a daily routine — it could be the same as now or entirely different. 
Show: 

• What you’re doing
• Where you are
• Any new tools, supports, or modifications you might need
• The people or community around you

Part 3 – Reflection & Share (5–6 min)
Students should place the two drawings side-by-side. In pairs or small groups, discuss

• What changed between your present and future routine?
• Which parts stayed the same?
• Did your future routine require new tools, spaces, or assistance?
• How does the city environment affect your imagined routine?

"Aging is not lost youth but a new stage of opportunity and strength." — Betty Friedan

Across the world, populations are aging at an unprecedented rate. As life expectancy increases, so does our responsibility to ensure dignity, inclusion, and quality of life for older adults. Yet, too often, aging is met with neglect, inaccessibility, or invisibility—both socially and spatially.

In this two-week studio, students will embark on an empathy-driven design journey to better understand and serve the needs of the elderly. Grounded in user-centered design methodologies, students will explore the lived experiences of aging through research, interviews, and community engagement.

We will investigate how different we might perceive and interact with older adults, and identify opportunities for meaningful design interventions that prioritize care, dignity, and empowerment. Students will be challenged to design solutions that respond to the real-world needs in your community, desires, and challenges of elders—whether through physical products, spatial experiences, or services that enhance daily life.

This studio is not just about designing for the elderly—it's about designing with them. Through this process, students will learn how to center empathy, respect, and active listening in every stage of design.