Masters Project [gulfton] by Ashley

Culture Annex 1

ASHLEY HOLLON SPRING 2013 PREP FALL 2013 STUDIO MASTERS PROJECT

2 CULTURE ANNEX

An Art, Dining and Ceremonial Culture Lab Infusing

culture

and

diverse

Art: noun: \ärt\: the conscious use of skill and creative imagination especially in the production of aesthetic objects lab·o·ra·to·ry\lbr-tôr,-tr\n. pl. lab·o·ra·to·ries: a. A room or building equipped for scientific experimentation or research.b. An academic period devoted to work or study in such a place.2. A place for practice, observation, or testing. Gulfton, being one of the densest neighborhoods in Houston is a neighborhood of thousands of multifamily residences and children of many backgrounds and nationalities. Gulfton is primarily low-income and serves as the demonstation neighborhood for a 12,000 sft prototype for a new after school cultural arts program center. This Art Lab propses the unusual infusion of cultural arts based explorations in an area or community where art,

arts

inspire

hope

and

value

architecture, music and design are not usually studied or applied cross-culturally. Gulfton children attending HISD are not required to take any type of musical, visual or performing arts, these not being part of HISD required curriculum. So students can essentially go through their entire middle, elementary and highschool education without being exposed to art, design and the creation of visual work. Art can serve quite successfully as a healthy outlet for boys and girls who live in these underserved areas. Gulfton especially has the potential to integrate arts programs that are not so cliche, being a very diverse community with large population of Haitian, Nepalese and other immigrants, there are traditional arts that people have knowledge of that can be expanded on. A cross polination between ages and cultures is something that can be implemented in this art lab, in addition to the basics of digital graphics, visual arts, silk screening,

under

served

communities.

clay modeling and sculpture. In other words this program could serve in Gulfton as a prototype and later be implemented in other communities across Houston and possibly in other cities. The program would vary, place to place depending upon the local culture and traditional creative techniques of those who live there. The primary purpose of the architecture of the art institution itself is to provide a significant project in an low income community where the local youth are able to come and learn art and creative abilities for free. Instead of becoming a statistic as many children do in these communities, they are able to express themselves in a positive manner in a beautiful place. The building will contrast with the buildings around it, being a place of pride, hope and exploration that children, adult and seniors alike are fascinated by. It should contrast with the humble characteristics of its surroundings delineating the message that this building and its purpose is something wonderful and it is created for you (Gulfton).

3 CULTURE ANNEX

CULTURE ANNEX

“THE CHALLENGE THAT WE ARE SEEING IN OUR CULTURE AND ALL OVER THE WORLD TODAY, REQUIRES NOT MORE KNOWLEDGE, IT REQUIRES HIGHLY CREATIVE PEOPLE.” *FOUNDER AND DIRECTOR OF INNER CITY ARTS, LOS ANGELES

CULTURE ANNEX

POVERTY

40 % OF THE TOTAL POPULATION OF IMMEDIATE ADJACENT CENSUS TRACTS ARE LIVING IN POVERTY.

16.8% LIVE IN POVERTY IN HARRIS COUNTY. * AMERICAN COMMUNITY SURVEY 2006-2010

EDUCATION

18% OF THE TOTAL POPULATION OF IMMEDIATE ADJACENT CENSUS TRACTS HAVE GRADUATED FROM HIGH SCHOOL

77.6%

OF THE TOTAL POPULATION IN HARRIS COUNTY HAVE GRADUATED FROM HIGH SCHOOL. * AMERICAN COMMUNITY SURVEY 2006-2010

DEMOGRAPHICS TAKE FROM THE TOTAL POPULATION OF IMMEDIATE ADJACENT CENSUS TRACTS

12% WHITE 11% BLACK 72% HISPANIC 3% ASIAN 2% OTHER 6 CULTURE ANNEX

* NEW YORK TIMES, EVERY CITY EVERY BLOCK 2005-2009

I T

he initial idea for this thesis study was to focus on an informal arts academia for the low income youth of Houston and to propose a design solution that would accommodate a youth art laboratory. It would have involved collaborations between local highschools, middle schools, universities and the local low-income youth. The project evolved quickly to focus more on the vast populations of diverse culture groups that pass through the Gulfton site. These families and many times refugees are users of the well-known Baker Ripley NCI, Legacy Health Clinic and Southwest Multi-Service Center. Gulfton’s transient and racially diverse peoples not only present a compelling opportunity for art and craft involvement, but also the idea of ceremonial rituals and processions, public space usage and dining customs. The varied creativity from around the world that saturates this single site, called for the proposition of much more than an arts program. The site wants to be everything general and everything specific at the same time, allowing for individual and crowd to occupy with private haven and loud festival. It wants architecture and decorated surface to be one continuous design move.

tatistics and Facts: • Funding for arts education in low income areas will be cut at a disproportionately higher rate than in wealthier neighborhoods. • Multiple tests conclude that students receiving high quality art instruction are more likely to have high attendance rates and will do well in all other academic areas regardless of race *nysaflt.org • Students who participate in the arts are 4 times more likely to excel in academics *Inner City Arts study • The same areas of the brain activated when you’re doing math and science are activated when you do creative work.

7 CULTURE ANNEX

6.1% KENYA 20.6% GUATEMALA

6.6% CANADA 1.6% JAMAICA

3.1% CUBA 39.2% EL SALVADOR

13% PAKISTAN

0.8% THAILAND

48.8% MEXICO

3.9% CHILE

10.2% HONDURAS

GULFTON

18.8% HONDURAS

1.5% COLOMBIA

15.1% ARGENTINA

27.5% CHINA

3.4% INDIA

1.7% CAMBODIA

2.5% NICARAGUA

11% HAITI

1.4% FRANCE 1.1% CANADA

1.3% SPAIN

1.7% POLAND

Houston

15.9% GUYANA

< CULTURAL PERCENTAGES IN AREA OF STUDY 9 GULFTON

GULFTON IS POSSIBLY THE DENSEST NEIGHBORHOOD IN HOUSTON. BEING CLASSIFIED AS A “SUPER NEIGHBORHOOD” AND HAVING 22,860 PEOPLE PER SQUARE MILE. PRIVATE DEVELOPMENT BEGAN IN THE 1950’S WITH 90 DIFFERENT APARTMENT COMPLEXES, PRIMARILY DESIGNED FOR SINGLES AND DATING COUPLES. BETWEEN 1980 AND 2000, 20 YEARS TIME, THE POPULATION DOUBLED WITH AN INFLUX OF IMMIGRANTS FROM LATIN AMERICA. YET NOT A SINGLE RESIDENTIAL UNIT WAS BUILT TO ACCOMMODATE THIS GROWTH. TODAY GULFTON REMAINS DENSE, DIVERSE AND INDEPENDENT COMPARED TO THE REST OF HOUSTON AND PRESENTS AN OPPORTUNITY TO TAKE ADVANTAGE OF A VAST ARRAY OF AGES AND CULTURES WHO ARE MOST AT RISK FOR POVERTY, INCARCERATION AND LACK OF EDUCATION.

10 GULFTON

GULFTON downtown

gulfton

11 GULFTON

54% High school graduates 14% Bachelors Degree + 5% Masters Degree +

50% HS 14% BS 3% MA

33% HS 6% BS 2% MA

73% HS 27% BS 7% MA

98% HS 74% BS 29% MA

69% HS 21% BS 7% MA

47% HS 16% BS 8% MA

HOUSTON 74.4% HIGH SCHOOL GRADUATES 28.4% BACHELOR DEGREE OR HIGHER 10% MASTERS DEGREE OR HIGHER

EDUCATION

12 GULFTON

ESTIMATED POPULATION AGE 25 AND UP * Census Bureau’s American Community Survey, based on samples from 2005 to 2009 taken from New York Times, Every City Every Block

$25,184

$26,521

$22,958

$30,936

$112,639

$28,315

$24,555

HOUSTON MEDIAN HOUSEHOLD INCOME: $54,146

INCOME

MEDIAN HOUSEHOLD INCOME * Census Bureau’s American Community Survey, based on samples from 2005 to 2009 taken from New York Times, Every City Every Block

GULFTON

5% WHITE 6% BLACK 84% HISPANIC 5% ASIAN 1% OTHER

8% WHITE 12 % BLACK 75% HISPANIC 5% ASIAN 0% OTHER

19% WHITE 17 % BLACK 56% HISPANIC 8% ASIAN 1% OTHER

78% WHITE 0% BLACK 14% HISPANIC 5% ASIAN 3% OTHER 14% WHITE 13% BLACK 52% HISPANIC 20% ASIAN 0% OTHER

2% WHITE 5% BLACK 90% HISPANIC 2% ASIAN 1% OTHER

14% WHITE 5% BLACK 71% HISPANIC 5% ASIAN 3% OTHER

DEMOGRAPHICS

14 GULFTON

DISTRIBUTION OF RACIAL AND ETHNIC GROUPS * Census Bureau’s American Community Survey, based on samples from 2005 to 2009 taken from New York Times, Every City Every Block

Andreson Park

Hillcroft Metro Station

59 W Southwest Freeway

Amigos Por Vida Charter School

Pin Oak Middle School

Cunningham School

Benavidez Elementary

Burnette Bayland Park

Rodriguez Elementary School

Chimney Rock Center

WESTPARK TOLLWAY BISSONNET STREET

GULFTON STREET

CHIMNEY ROCK ROAD HILLCROFT AVENUE

610

SCHOOLS 15 GULFTON

16 GULFTON

17 GULFTON

THIS SITE WAS CHOSEN BECAUSE IT IS ADJACENT TO THE BAKER RIPLEY NEIGHBORHOOD HOUSE AND THE MULTI SERVICE CENTER. UNFORTUNATELY IT IS PHYSICALLY DETACHED FROM TEH REST OF DENSER GULFTON BY HILCROFT AVENUE, A MAIN ARTERY THROUGH WEST GULFTON. BUT THIS SITES’ PROGRAMS ATTRACT A MAJOR POPULATION OF GULFTON, IMMIGRANTS. THE BAKER RIPLEY HOUSE PROVIDES COMMON SERVICES FOR THE SURROUNDING NEIGHBORHOOD SUCH AS BANKING, CHECKING AND CASH, MULTI-CULTURAL SERVICES, CHILD CARE AND MULTIPLE ENRICHMENT CLASSES FROM CULINARY TO COMPUTER SKILLS. LATCHING ONTO A FACILITY LIKE THIS WOULD PROVIDE ART LAB WITH A SOLID FOUNDATION THE RESIDENTS WILL TRUST.

18 SITE

SITE

INTERSECTION OF SANDS POINT DRIVE AND ROOKIN STREET ADJACENT TO THE BAKER RIPLEY COMMUNITY SERVICES CAMPUS GULFTON, HOUSTON

19 SITE

apartment units

GULFTON IS NOT ONLY A NEIGHBORHOOD COMPOSED OF MULTIFAMILY APARTMENT COMPLEXES. GULFTON IS ALSO THE SITE FOR LOTS OF LIGHT INDUSTRIAL BUILDINGS . IT IS ALSO APPROPRIATE TO STUDY A SCHOOL TYPOLOGY BECAUSE THE PROPOSED ARTPROGRAM IS AN ART LABORATORY WITH CLASSROOMS AND STUDIO-ESQUE SPACES FOR ALL AGE GROUPS AND ALSO BECAUSE MOST OF GULFTON’S POPULATION IS FAMILIES WITH YOUNG CHILDREN ATTENDING GULFTON’S SCHOOLS, A STUDY OF THE DIAGRAMMATIC PLAN OF KINDERGARTENS AND MIDDLE SCHOOLS IS RELEVANT TO INITIAL DESIGN.

parking

shared courtyard

2013

1980’s

Garden Apartment Typology 20 TYPOLOGIES

1960’s

WHAT ALL OF THESE TYPOLOGIES HAVE IN COMMON IS A CENTRAL COMMON SPACE. THIS SPACE IS HIERARCHICALLY MORE IMPORTANT THAN THE OTHER SPACES AND IT IS VISIBLE FROM ALL OTHER SPACES.

The basic parti for culture annex could have become a larger open center with surrounding cellular support spaces and studios

class rooms common central space

GULFTON BUILDING TYPOLOGIES

large open space

cellular storage

class rooms common central space

School Typology

Warehouse Typology 21 TYPOLOGIES

Initial

Cultures Cataloging 22

Analyses

Public Space vs massing 23

26 SITE

sers of the Gulfton site come from all over the world and seek to find their place in America. Many times they come to Gulfton before they settle into a more permanent, long term community in which they feel more comfortable and a sense of belonging. The siteâ&#x20AC;&#x2122;s amenities cater to these immigrants, refugees and low-income families providing help with career-finding, childcare, education, language, health-care and much more.

27 SITE

Fenced off Site 29

Proposal 31

Existing Patchwork

Processional Movement

Lines of Movement

Readdress Patchwork

Edge

Anchoring Pieces

BAKER RIPLEY NEIGHBORHOOD CENTER

SOUTHWEST MULTI-USE CENTER

LEGACY HEALTH CARE

A8 A1

A2 A6

A3 A4

A5 B2

B4 C9 C8 C7 C6 C5

B5 C4 C3 C2

STREET EDGE CONDITION

SIDEWALK

PROCESSION ROUTE

SECONDARY SIDEWALK

MASSING

FIELD

PARKING

car

Sectional Diagrams 35

Wrapping and Expanding of Processional Path

PARKING / SECONDARY FESTIVAL SPACE VIEWING SLOPE DINING / FOOD PREP SACRED SPACES VIEWING PAVILION NEIGHBORHOOD CENTER

ACTIVE SPACE

PARKING / SECONDARY FESTIVAL SPACE DISPLAY / VIEWING PAVILION

PUBLIC REST / STREET SHELTER

SOUTHWEST MULTI-PURPOSE CENTER

COMMUNAL GARDEN AND GARDENING PAVILION

1'-0"

2'-0"

10'-0"

20'-0"

CONCRETE SHELL

WOOD LIGHT FRAME LAMINATION

Exploded Structural 47

1-15 years

16-50 years

51-100 years

Different Age Groups

Different Cultural Customs

語文

Different Volunteering fields of study *the different students on internships from UH and other participating Universities could be from multiple majors, all expecting to get something different out of working with Gulfton’s residents at ArtLab

CROSS POLLINATE

CROSS POLLINATION OF DIVERSE ARTS, AGES, AND FIELDS OF STUDY NEPALESE

SALVADORIAN

HAITIAN

EXPERIENCE IN ART AND CULTURE TOGETHER SPARKS POTENTIAL INTERESTS IN:

{

HISTORY ARCHAEOLOGY TEXTILE DESIGN INDUSTRIAL DESIGN ARCHITECTURE ASTRONOMY SOCIAL STUDIES EDUCATION

MEXICAN

COLUMBIA

ART PSYCHOLOGY

SOCIAL WORK

EDUCATION

HEALTH

HUNGARY

ARTLAB

GUATEMALA

JAMAICA

ARCHITECTURE

MUSIC

THEATER

NIGERIA

ANTHROPOLOGY LANGUAGE

語文

STUDENTS FROM PARTICIPATING COLLEGES CAN APPLY FOR AN INTERNSHIP AT ART LAB. THEY WILL SPEND TIME WITH NEIGHBORHOOD RESIDENTS, ESPECIALLY CHILDREN, BOTH FORMALLY AND INFORMALLY IN ART CLASSES AND EXPERIMENTING WITH DIFFERENT GROUPS. THE EXCHANGE OF IDEAS AND INFORMATION IS 50

ENCOURAGED BETWEEN STUDENTS AND RESIDENTS. THE CROSS POLLINATION OF ART FORMS AND CULTURAL TRADITIONS SHOULD OCCUR FREQUENTLY AND THE LAB SHOULD BE A PLACE WHERE ART BECOMES THE COMMON THREAD THAT TIES PEOPLE FROM DIFFERENT ETHNIC BACKGROUNDS, DIFFERENT FIELDS OF STUDY, AND DIFFERENT AGE GROUPS TO CREATE A NEW ENVIRONMENT AND A NEW BACKDROP FOR CREATIVITY.

PROGRAMS Screen Printing

Pott

South American Crafts

Digital Graph

Graffiti Art

Architect Napalese Textile Making

Graffiti Art

Visual A Pottery

Visual Arts Digital Graphics

Architecture

Visual Arts

Precedents... 53

“WE WERE BUILT BECAUSE THE ARTS WERE BEING ELIMINATED IN THE CALIFORNIA CURRICULUM AND NOT JUST IN CALIFORNIA, BUT ALL OVER THE COUNTRY” 54 PRECEDENTS

INNER CITY ARTS

LOS ANGELES , CALIFORNIA; MICHAEL MALZTAN ARCHITECT ARTS PROGRAM AND PHASING PRECEDENT

Phase II 10,000 sft Visual Arts Center Year: 2005

Phase I 12,000 sft auto body shop

96%

OF CHILDREN AT INNER CITY ARTS GO ON TO

COLLEGE

IN A NEIGHBORHOOD WHERE 75% DON’T GRADUATE HIGH SCHOOL.

Phase I - Auto Shop Studios and Support Spaces

55 PRECEDENTS

56 PRECEDENTS

KRABBESHOLM

DANISH FOLK HIGHSCHOOL VERNACULAR AND MASSING ARRANGEMENT PRECEDENT

THE TRADITIONAL LONGHOUSE REVISITED, HALF TIMBERED HOUSE OF DANISH VERNACULAR: “NEW STUDIOS FOR ARCIHTECTURE, DESIGN AND PHOTOGRAPHY AT KRABBESHOLM FORMS A LITTLE “EDUCATIONAL VILLAGE”. IT WAS MUCH TOO CRAMPED THE FORMER STUDIO WAS INSUFFICIENT IN MANY WAYS, NOT THE LEAST WHEN IT CAME TO FULLFILL CROSS DISCINPLINARY WORK BETWEEN COURSES”

57 PRECEDENTS

$550,000 ANNUALLY

$100,000

{ {

FUNDED BY:

S A L A R I E S : $300,000

*Jennifer Cronin Associate Director Glassell School of Art

PRECEDENTS

{

The annual operating costs of the school are just over $550,000. This includes: * maintenance, * utilities, * faculty and staff salaries, * supplies & equipment, * printing, postage, & advertising

What is does not account for is that the School, as part of the Museum of Fine Arts, Houston, also receives services from the MFAH at no cost, where an independent school might have to budget or otherwise fund. These would include: * security services, * outside maintenance of landscaping, parking lots and other public areas, * graphic design & layout services for marketing and promotional materials, * technical support and maintenance of systems and equipment (including website), * insurance

The school is primarily funded through tuition. Endowed funds, grants and donations make up the difference in funding. The school operates on a very lean office staff of 3.5 people (3 full time, 1 part time) and about 25 faculty members, 8 of whom are considered full time. We also have classroom aides (primarily in the summer term), who are generally high school and college students, working at or just above minimum wage. By far, the largest expense of operating the school is the salaries paid to staff and faculty, which account for about $300,000 of the total $550,000.

OPERATING COSTS & SQUARE FOOTAGE OF STUDIOS

GLASSELL JUNIOR SCHOOL

MUSEUM OF FINE ARTS HOUSTON: SQUARE FOOTAGE & FINANCIAL PRECEDENT

15,000 sf.

The school has * 8 all purpose classrooms * one for ceramics with an attached * one digital classroom.

kiln room

* one conference room / lunch room during summer programs * 500 sf of office and storage space 59 PRECEDENTS

PUBLIC TRANSPORTATION ACCESS GULFTON IS A DENSE NEIGHBORHOOD WITH PROXIMITY MOST AMENITIES AND TRANSPORTS...PUBLIC TRANSPORTATION IS USED A LOT IN GULFTON AND HERE ARE SOME ECONOMIC WAYS TO

METRO BUS THERE ARE TWO METRO BUS STOPS ON THIS SITE

ACCESS THE ART LAB.

SCHOOL BUS INVOLVES COOPERATION OF HISD

“PEDICAB” CREATES JOBS!

60 LOGISTICS

FUNDING AND MANAGEMENT

PARTNERS OF THE ART LAB

THE ART LAB SHOULD OPERATE FROM THE SUPERVISION AND COOPERATION OF THE BAKER RIPLEY HOUSE IN SHARPSTOWN AS WELL AS PROJECT ROW HOUSES, TWO WELL ESTABLISHED ORGANIZATIONS WITH KNOWLEDGE, SKILLS AND CITY CONNECTIONS IN HOUSTON.

• CO-OP FUNDING AND CITY GRANTS •

STUDENT

FEES

ARE

FREE

• DAYTIME ADULT CLASSES: COST MONEY

• SPACE RENTAL: ART LAB SPACES WITH THE SUPPORT OF THESE INSTI- MIGHT BE RENTED OUT BY OTHER TUTIONS THAT COMMUNITIES ARE ENTITIES FOR LECTURES, PARFAMILIAR WITH AND HAVE RESPECT TIES, ETC. FOR A FEE. FOR, ART LAB WILL BE ABLE TO PLANT A SEED IN GULFTON, TAKING FULL ADVANTAGE OF THE ARTISTIC CULTURE THEREIN, USING IT TO BETTER ITS YOUTH AN ITS RESIDENTS. FUNDS WILL COME INITIALLY FROM GRANTS PROVIDED AND YOUNG VOLUNTEERS AT THE JUNIOR SCHOOL AND FROM HISD CAN HELP PROVIDE TEACHING ASSISTANT VOLUNTEERS UNTIL ART IMPART IS ABLE TO BREAK EVEN AND REACH FINANCIAL BALANCE.

CONTRIBUTIONS FROM: 61 LOGISTICS

Bibliography and Advice CDRC Susan Rogers http://superhouston.wordpress.com/our-projects/gulfton-day-labor-center/ Cite http://citemag.org/wp-content/uploads/2009/11/Cite_80_A-New-Center-on-the-Periphery_Rogers.pdf http://superhouston.wordpress.com/our-projects/parked-houston/ Junior School at MFAH Glassell School Jennifer Cronin 5100 Montrose Boulevard Houston, Texas 77006 713.639.7700 jcronin@mfah.org Maltzan, Michael. Alternate Ground. The Heinz Architectural Center. Pittsburgh, 2005. Inner City Arts http://www.inner-cityarts.org 720 Kohler Street Los Angeles, CA 90021 (213) 627-9621 HISD – Houston Independent School District http://www.houstonisd.org/site/default.aspx?PageID=1 curriculum: http://www.houstonisd.org/Page/62038 Amigos Por Vida (adjacent school) http://www.amigosporvida.com NCI Baker Ripley House http://citemag.org/wp-content/uploads/2009/11/Cite_80_A-New-Center-on-the-Periphery_Rogers.pdf City of Houston http://www.houstontx.gov School to Jail Pipeline http://www.rethinkingschools.org/archive/26_02/edit262.shtml http://www.naacpldf.org/case/school-prison-pipeline http://www.dallasnews.com/opinion/editorials/20130204-editorial-zip-codes-are-tied-to-a-dallas-childs-destiny.ece Social Explorer http://www.socialexplorer.com/pub/maps/map3.aspx?g=0&mapi=SE0012 http://www.nasaa-arts.org/Research/Key-Topics/Arts-Education/critical-evidence.pdf http://www.nysaflt.org/advocacy/pdf/SG_Complete_Curriculum_Arts_and_FL_2003.pdf