Multi-orientation modular furniture having an energy releasable design

A multi-orientation modular furniture piece includes a work surface; a seat surface; a stool surface; and a base surface. The base surface has a non-flat surface to facilitate a minimal left to right rocking motion of the multi-orientation modular furniture piece when the multi-orientation modular furniture piece is in a seat orientation. The minimal left to right rocking motion of the multi-orientation modular furniture piece allows 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.

BACKGROUND

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 inFIG. 12.

As illustrated inFIG. 12, a foot rest device1100is connected to the legs1000of a conventional desk by straps1200. The straps1200are not rigid, thereby allowing some three-dimensional movement of the foot rest device1100.

The conventional individual positive non-disruptive distraction device ofFIG. 12provides a mechanism for the student to non-disruptively release energy so as to assist in re-focusing the student on the learning process.

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.

DETAILED DESCRIPTION

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.

FIGS. 1 through 3illustrate an example of multi-orientation modular furniture. As illustrated inFIG. 1, a multi-orientation modular furniture piece100is illustrated in a seat orientation, with seat surface114providing the sitting surface.

The multi-orientation modular furniture piece100includes a handle110. Seat surface114may be provided with a suitable concave area to sit upon. A back protrusion112is included to provide a backrest function for the sitting functionality. The back protrusion112may include a concave portion to provide support for the lumbar area of the back.

As illustrated, within back protrusion112, an aperture serves as the handle110. It is noted that the handle110may provide engagement between modules when used in cooperation with protrusion124, as illustrated inFIG. 2.

The multi-orientation modular furniture piece100includes a base surface116, which when in the seat orientation, provides the base of the seat that engages the floor. Base surface116is 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 occupant130is illustrated inFIG. 4.

In addition, the multi-orientation modular furniture piece100includes a base protrusion122that engages the floor to provide further stability for the seat orientation. The base protrusion122may 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 surface116provides a stable foundation for the sitting function, but the convex or irregular aspects in base surface116allows 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 surface118is included and may provide a convenience surface area for holding readily accessible objects, such as pencils, books, and the like.

FIG. 2illustrates the multi-orientation modular furniture piece100rotated counterclockwise, from the seat orientation illustrated inFIG. 1, to provide a stool orientation, allowing stool functionality.

As illustrated inFIG. 2, the multi-orientation modular furniture piece100includes a stool surface120to provide the sitting surface. Stool surface120may include a curved portion to enhance the sitting functionality. Moreover, base protrusion122engages the floor to provide the base for the stool orientation.

In the stool orientation, back protrusion112may be used as a possible foot rest.

FIG. 3shows the multi-orientation modular furniture piece100inverted from the stool orientation ofFIG. 2, to provide a desk orientation, allowing desk functionality. In the desk orientation, the multi-orientation modular furniture piece100includes work surface126to provide a work surface. Back protrusion112may also provide a work surface in the desk orientation.

In the desk orientation, stool surface120engages the floor to provide the base for the desk orientation.

It is noted that providing the various curves surfaces, the multi-orientation modular furniture piece100can provide an ergonomic design.

The multi-orientation modular furniture piece100may be constructed from a polyethylene (PE) plastic or a high density polyethylene (HDPE) plastic.

Moreover, the multi-orientation modular furniture piece100may be manufactured as a hollow core product to facilitate easier orientation.

In addition, the multi-orientation modular furniture piece100may be manufactured using colorants to provide a more pleasant atmosphere within the learning environment.

FIG. 5illustrates two multi-orientation modular furniture pieces100in two different orientations to provide a desk/chair combination. Placing a first multi-orientation modular furniture piece100in the seat orientation ofFIG. 1serves as the chair, and placing a second multi-orientation modular furniture piece100in the desk orientation ofFIG. 3serves as the desk. This desk/chair combination is readily movable, stackable, and/or reconfigurable.

As previously noted, one aspect of multi-orientation modular furniture piece100is the ability to conjoin multi-orientation modular furniture pieces100into various useful configurations. However, it should be noted, that a significant aspect of the multi-orientation modular furniture piece100further supports the formation of dual work stations126, as illustrated inFIG. 6.

The configuration ofFIG. 6may provide for collaboration among the participants in a possible collage of randomly paired desks.

In addition as illustrated inFIGS. 7 and 9, an additional indentation140may be provided to enable multi-orientation modular furniture pieces100placed on either side of each other to be constrained. The additional indentation140may engage the back protrusion122. This allows the work surface configuration126illustrated inFIG. 8to be more rigidly connected.

As illustrated inFIG. 10, when the multi-orientation modular furniture pieces100are orientated in the seat orientation, the multi-orientation modular furniture pieces100are readily stacked vertically and can be nested horizontally.

As illustrated inFIG. 11, the multi-orientation modular furniture pieces100can be easily orientated to provide multiple configurations in a learning environment. As illustrated, the multi-orientation modular furniture pieces100can provide desk/chair combinations, a chair, a stand-alone work surface, a stool, or other configurations, depending upon the orientation of the multi-orientation modular furniture pieces100.

It is notable that protrusion122(not shown) may be engaged with handle110(not shown), so as to secure vertical alignment when stacked and further to mitigate potential sidewise displacement.

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.