Abstract:
Furniture pieces are disclosed. A furniture piece includes a body, a non-flat base surface, a seat surface, a back protrusion, and a work surface. The non-flat base surface is positioned on a first side of the body, and the seat surface is positioned on a second side of the body opposite the first side. The back protrusion extends outward from the second side of the body adjacent the seat surface. The work surface is positioned on a third side of the body extending between the first and second sides.

Description:
CROSS-REFERENCE TO RELATED APPLICATIONS 
       [0001]    The present application is a continuation 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. 
     
    
     BACKGROUND OF THE INVENTION 
       [0002]    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. 
         [0003]    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. 
         [0004]    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. 
         [0005]    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. 
         [0006]    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. 
         [0007]    In such situations, individual positive non-disruptive distractions are desirable. 
         [0008]    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  FIG. 12 . 
         [0009]    As illustrated in  FIG. 12 , a foot rest device  1100  is connected to the legs  1000  of a conventional desk by straps  1200 . The straps  1200  are not rigid, thereby allowing some three-dimensional movement of the foot rest device  1100 . 
         [0010]    The conventional individual positive non-disruptive distraction device of  FIG. 12  provides a mechanism for the student to non-disruptively release energy so as to assist in re-focusing the student on the learning process. 
         [0011]    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. 
         [0012]    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. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0013]    The drawings are only for purposes of illustrating various embodiments and are not to be construed as limiting, wherein: 
           [0014]      FIG. 1  is a perspective view of an exemplary multi-orientation modular furniture piece shown in a seating orientation; 
           [0015]      FIG. 2  is a perspective isometric view of an exemplary multi-orientation modular furniture piece shown in a stool orientation; 
           [0016]      FIG. 3  is a perspective isometric view of an exemplary multi-orientation modular furniture piece shown in a desk orientation; 
           [0017]      FIG. 4  is a further perspective view of  FIG. 1  including an occupant in a rocking motion of the multi-orientation modular furniture piece; 
           [0018]      FIG. 5  is a perspective view of the seating orientation ( FIG. 1 ) used in combination with the desk orientation ( FIG. 3 ); 
           [0019]      FIG. 6  is a perspective view of the desk/chair combination of  FIG. 5  used in conjunction with another desk/chair combination; 
           [0020]      FIG. 7  is a partial perspective view of  FIG. 5  illustrating the interlocking feature of two multi-orientation modular furniture pieces conjoined in the desk orientation; 
           [0021]      FIG. 8  is a perspective view of the desk/chair combination of  FIG. 6  used in conjunction with another desk/chair combination; 
           [0022]      FIG. 9  is a further perspective view illustrating the interlocking feature of two multi-orientation modular furniture pieces; 
           [0023]      FIG. 10  is a perspective view of the multi-orientation modular furniture pieces in a storage position; 
           [0024]      FIG. 11  is a learning environment layout consisting of a plurality of multi-orientation modular furniture pieces used for various different needs; and 
           [0025]      FIG. 12  is a prior art device for providing an individual positive non-disruptive distraction. 
       
    
    
     DETAILED DESCRIPTION OF THE INVENTION 
       [0026]    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. 
         [0027]      FIGS. 1 through 3  illustrate an example of multi-orientation modular furniture. As illustrated in  FIG. 1 , a multi-orientation modular furniture piece  100  is illustrated in a seat orientation, with seat surface  114  providing the sitting surface. 
         [0028]    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. 
         [0029]    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  FIG. 2 . 
         [0030]    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  FIG. 4 . 
         [0031]    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. 
         [0032]    The availability of rocking motion allows the occupant to release energy, thereby allowing the maintenance of the occupant&#39;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. 
         [0033]    Shelf surface  118  is included and may provide a convenience surface area for holding readily accessible objects, such as pencils, books, and the like. 
         [0034]      FIG. 2  illustrates the multi-orientation modular furniture piece  100  rotated counterclockwise, from the seat orientation illustrated in  FIG. 1 , to provide a stool orientation, allowing stool functionality. 
         [0035]    As illustrated in  FIG. 2 , the multi-orientation modular furniture piece  100  includes a stool surface  120  to provide the sitting surface. Stool surface  120  may include a curved portion to enhance the sitting functionality. Moreover, base protrusion  122  engages the floor to provide the base for the stool orientation. 
         [0036]    In the stool orientation, back protrusion  112  may be used as a possible foot rest. 
         [0037]      FIG. 3  shows the multi-orientation modular furniture piece  100  inverted from the stool orientation of  FIG. 2 , to provide a desk orientation, allowing desk functionality. In the desk orientation, the multi-orientation modular furniture piece  100  includes work surface  126  to provide a work surface. Back protrusion  112  may also provide a work surface in the desk orientation. 
         [0038]    In the desk orientation, stool surface  120  engages the floor to provide the base for the desk orientation. 
         [0039]    It is noted that providing the various curves surfaces, the multi-orientation modular furniture piece  100  can provide an ergonomic design. 
         [0040]    The multi-orientation modular furniture piece  100  may be constructed from a polyethylene (PE) plastic or a high density polyethylene (HDPE) plastic. 
         [0041]    Moreover, the multi-orientation modular furniture piece  100  may be manufactured as a hollow core product to facilitate easier orientation. 
         [0042]    In addition, the multi-orientation modular furniture piece  100  may be manufactured using colorants to provide a more pleasant atmosphere within the learning environment. 
         [0043]      FIG. 5  illustrates two multi-orientation modular furniture pieces  100  in two different orientations to provide a desk/chair combination. Placing a first multi-orientation modular furniture piece  100  in the seat orientation of  FIG. 1  serves as the chair, and placing a second multi-orientation modular furniture piece  100  in the desk orientation of  FIG. 3  serves as the desk. This desk/chair combination is readily movable, stackable, and/or reconfigurable. 
         [0044]    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  FIG. 6 . 
         [0045]    The configuration of  FIG. 6  may provide for collaboration among the participants in a possible collage of randomly paired desks. 
         [0046]    As illustrated in  FIG. 7 , multi-orientation modular furniture pieces  100  can be mechanically connected by protrusion  122  engaging handle  110  to two-dimensionally restrain one multi-orientation modular furniture piece  100  to another multi-orientation modular furniture piece  100 . 
         [0047]    In addition as illustrated in  FIGS. 7 and 9 , an additional indentation  140  may be provided to enable multi-orientation modular furniture pieces  100  placed on either side of each other to be constrained. The additional indentation  140  may engage the back protrusion  122 . This allows the work surface configuration  126  illustrated in  FIG. 8  to be more rigidly connected. 
         [0048]    As illustrated in  FIG. 10 , when the multi-orientation modular furniture pieces  100  are orientated in the seat orientation, the multi-orientation modular furniture pieces  100  are readily stacked vertically and can be nested horizontally. 
         [0049]    As illustrated in  FIG. 11 , the multi-orientation modular furniture pieces  100  can be easily orientated to provide multiple configurations in a learning environment. As illustrated, the multi-orientation modular furniture pieces  100  can 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 pieces  100 . 
         [0050]    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. 
         [0051]    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. 
         [0052]    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.