Invisible To Visible By Anne Sullivan
Invisible to Visible The focus of this paper is the simple idea that architecture and design can be conceived, understood and presented in a number of ways; a story about a building, a space, a detail, or even a person. Similar to storytelling, design can be conceived not only as a process through programming, design, construction, and occupancy but also as a narrative about the relationship between the spaces and the people who use them. A narrative is not only a description but a way of exploring human thoughts, ideas and emotions. The objective of this paper is to help you capture what most architectural design has missed, and that is the emotional relationship between humans and spaces designed to shape the thoughts and emotions of their users
The world
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At the age of 16, she went to the Cambridge School for Young Ladies. It was her first time going to school with seeing and hearing students, but that didn't stop her from succeeding. Her long-time teacher and helper, Anne Sullivan, went with her and attended all of Keller's classes. Sullivan would share the lectures with Keller by the use of the manual alphabet, she also did this with books that weren't available in Braille. When Keller was 19, she took the entrance exams for Radcliffe College and passed all of them. Soon her dream of going to college would be coming true.
Keller and Sullivan worked hard at Radcliffe College. And as they did at the Cambridge school, Sullivan attended all of Keller's classes and helped with reading since Radcliffe was not trained to teach deaf or blind students. At the time, many people believed that people with disabilities, like deafness or blindness, weren't intelligent enough to go to college. Keller changed these beliefs about people with disabilities. She may have needed the help of Sullivan to pursue her goal but she made way for the college education system and students with
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