Urban Acupuncture for Community Forge, Wilkinsburg

URBAN ACUPUNCTURE FOR COMMUNITY FORGE Carnegie Mellon University School of Architecture An Advanced Synthesis Option Studio with Ghalya Alsanea, Fon Kornrat Euchukanonchai, Mounica Guturu, Ritchie Ju, Rachel Park, Mariana Alberola Rezza, Shariwa Sharada, Gautam Thakkar, Scarlet Nga Chin Tong, Chitika Vasudeva taught by Stefan Gruber and in collaboration with Community Forge and Pittsburgh Learning Commons.

TABLE OF CONTENT 1

Community Forge Engagement Sessions

01 - 7

Kick-off Session Engaging the Community

08 - 11

Session 1 Exploring Interest

12 - 15

Session 2 Immersing in Space

16 - 19

Session 3 Engaging Design

2 20- 23

Case Studies

24 - 25

Interviewing the Locals

26 - 27

Mapping the Neighborhood

28 - 29

Urban Scenarios

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

Wilkinsburg Research and Analysis

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

3 Community Forge Playground Design Learning Island

40 - 55

Gathering Island

58 - 75

Play Island

76 - 79

Fitness Island

80 - 83

The Red Porch

84 - 87

4 Design Build Bench Construction

88 - 107

Pattern Island Construction

108 - 129

Design Details

130 - 137

URBAN ACUPUNCTURE FOR COMMUNITY FORGE INTRODUCTION In times of accelerated urban transformations and limited predictability, top-down design instruments like the masterplan have become ineffective in tackling many contemporary urban conditions. By contrast, this studio engages urban milieus inductively and seeks strategic points of design intervention that can contribute to the ongoing transformation of neighborhoods in a meaningful way. The studio expands architecture students’ repertoire, beyond designing buildings, to designing situations and events that promise to bring people together. Rather than obsessing over a final product, here design is explored as a tactical and performative tool for setting in motion a process of community engagement and supporting residents in shaping the environment they live in.

The Urban Collaboratory Studio partners with citizen initiatives for the revitalization of neighborhoods through co-design. In the Spring of 2019, the studio worked with Community Forge, an initiative transforming Wilkinsburg’s vacant Johnston Elementary School into a community center. Community Forge is committed to youth empowerment, community collaboration, organizational incubation and neighborhood wellbeing.

Rather than responding to a predefined design brief, the studio worked with Community Forge and the Wilkinsburg community on defining ideas and opportunities for activating the former schoolyard and strengthening connections between Community Forge

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

and its surrounding context. In weekly participatory design workshops with youth, we helped re-envisioning the former school yard as a shared resource for the wider neighborhood. Within fifteen weeks, students went from exploring and analyzing the urban milieu of Wilkinsburg, to facilitating participatory design workshops with the community, to developing an overall urban design strategy for Community Forge’s outdoor spaces and implementing a strategic design intervention that promises to act as an urban catalyst for neighborhood revitalization—in short, urban acupuncture.

The resulting urban design framework proposes an archipelago of islands programmed for diverse activities to be implemented incrementally over time. Aiming at setting in motion a transformation, in the last few weeks of the semester, the studio together with volunteers realized the first island: an educational landscape with colorful games and sports fields. A second “play island” will be implemented this summer. Half report, half manual, the following pages document the engagement and design process, as well as the overall urban design framework and propositions for the implementation of future islands.

1 COMMUNITY FORGE ENGAGEMENT SESSIONS 1

2

ENGAGEMENT KICKOFF

ENGAGING THE COMMUNITY Background The studio is committed to a participatory design process and worked closely with diverse community members on developing ideas, priorities and goals.

After a first community-wide event, with adults and youth, neighbors and tenants, residents and commuters alike, the following weekly workshops focussed on Wilkinsburg’s youth from the Pittsburgh Learning Commons. As the play-scape’s main users, we aimed at giving the youth agency in shaping the future design. Each session began with updates on the studio’s progress and a reflection on how feedback from previous weeks informed new design developments.

Learning by Doing Each session featured a central activity planned and conducted by the students in small groups of 3 or 4. Over the course of a few weeks, participants made collages of their ideal outdoor spaces, offered reactions to images of precedents, and performed outdoor activities, all of which helped to articulate and establish the needs of the future users of the learning landscape. Ultimately, this series of sessions created an opportunity for directed interaction and meaningful dialogue with Wilkinsburg youth about

their aspirations for the project, which heavily influenced the studio’s design work.

Learning by Listening In addition to planned activities, oneon-one conversation proved to be a more fluid but equally important engagement tool. On an informal level, students were encouraged to use the activities as opportunities to engage individual community members in conversation about their relationship with Wilkinsburg and Community Forge, as well as their personal visions for the project. More formally, students conducted ‘stakeholder interviews’, either during a larger engagement session, or at the stakeholders’ places of work, which were sometimes at Community Forge itself.

On the whole, the goal of community engagement was to gain an in-depth and first-hand understanding of the context of the project, both in terms of quantitative analysis, such as site and historical information, as well as qualitative aspects of community values.

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ENGAGEMENT KICKOFF

4

PLACE IT! PLACE IT! is a participatory practice developer by urban planner James Rojas that uses model-building workshops to help engage the public in the planning and design process.

Through the PLACE IT! process participants are able to learn about the role of planning and design in shaping how we live, and to translate their dreams and ideas into physical forms and models. From these physical results and their accompanying stories we can generate plans, drawings We used PLACE IT! as an icebreaker for stimulating conversations and break down barriers between different ages and interest groups. Working at round tables of six to seven people, participants were asked to use objects from the pile on the table and build a scene

of playing outdoors from their childhood memories. The group then shared their stories of activities and places that have been meaningful to them. In a second round, we asked participants to team up and produce another model of their vision for Community Forge’s outdoor spaces. Developing and sharing ideas through building, often reveals people’s ideas and imagination beyond what they typically express in words. By challenging familiar communication patterns, it puts everyone on a similar footing and opens up a space for a more diverse set of voices to be heard. Thus, this activity provided a rich array of inspirations and information about opportunities, hopes and concerns.

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ENGAGEMENT KICKOFF

7

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COLLAGE-MAKING The first youth engagement session consisted of interacting with boys aged 11 - 16 from the Pittsburgh Learning Commons. Following a brief presentation of the scope of the project and an icebreaker activity, the boys made aspirational collages of their ideal version of the outdoor space. Choosing from selection images of precedents, people and vegetation, the boys placed their favorites on an axonometric drawing of the site. The aim of this was to begin to visualize the potentialities of the outdoor space, and try to trace commonalities across different collages. This was aided by inviting the author to explain their collage to the group and describe why they chose the images they did. Important ideas that came from this activity were: use

ENGAGEMENT SESSION 1

of color, musical elements (boomboxes), outdoor seating, and ‘Pogo-friendly’* objects. *X-Pogo LLC is a founding member of Community Forge with an aim to promote pogo — an extreme sport involving the performance of complex physical tricks on a pogostick. It is very popular among the youth in the area and well-frequented by them.

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ENGAGEMENT SESSION 1

11

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ENGAGEMENT SESSION 2

CHARADES AND HIDE-AND-SEEK In our second workshop with PLC’s youth group we explored the outdoor spaces together. We began by sharing some of our first design sketches and discussed which ideas resonated with the youth. We also shared stories we had heard during the many interviews we conducted with community members. The youth were amused to recognize familiar faces and discover their thoughts and opinions about the outdoor space and its design.

Then we all went outside to play and explore the outdoors of Community Forge. We played charade. With props for possible activities that could happen on the playground, the

kids enacted future scenes, ranging from gardening, celebrating a birthday party, playing sports, music or hide-and-seek. We asked each group to consider where these activities would best take place and discussed their choices. Most importantly, after the charade we all played high and seek. We got to discover some of their preferred hiding spots or experience and observe unlikely places while hiding to be found. Playing hideand-seek turned out to be a powerful tool to better understand the qualities of different places and how the youth perceives and uses their environment in their daily spatial practice.

13

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ENGAGEMENT SESSION 2

15

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PLAYING ARCHITECT

At this point, the studio had developed nine organizational schemes for the outdoor space, which were shown to the workshop participants for feedback. For the third session at the Pittsburgh Learning Commons, the studio created an interactive process with the youth, using trace paper and architectural stationery to offer a peek into the architectural design process. After a brief discussion about initial reactions to the various schemes, the students worked with the youth to trace over the different schemes, often mixing and matching favorites from multiple schemes to arrive at an ideal hybrid.

Elements that seemed to be popular across the board included climbing elements, playground features made of stacked tires, painted patterns as an organizational strategy, an ‘expanded’ wall element (which had been generated in response to the need for a new retaining wall), and a strategy of abstract, minimally-prescriptive design.

Drawing with Gwen’s Girls To ensure that a range of opinions was taken

ENGAGEMENT SESSION 3 into consideration, the studio conducted a special engagement session with Gwen’s Girls — a Community Forge tenant providing an after-school empowerment program for girls and young women.

Previous to this the studio had received little input from female youth, which made this session an extremely valuable part of the studio’s goal to be inclusive of a range of users. The aim of this session was twofold: to provide an overview of the several preceding weeks of design, and to obtain specific feedback to determine tangible priorities for the girls. Therefore, the studio conducted a modified hybrid the “CollageMaking and “Playing Architect” activities, encouraging the girls to draw and collage as they pleased and talking to them about their ideas. The drawings produced were highly descriptive and creative, highlighting ideas that had not been mentioned before and reminding the studio of the necessity and value of making different voices heard.

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ENGAGEMENT SESSION 3

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URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

2 RESEARCH AND ANALYSIS

22

In order to become more familiar with existing design methodologies of acupuncture urbanism, participatory design and/or designing with youth, the studio took on a collective exercise of researching and documenting a range of precedent work, ranging from practices to projects to books.

Each student delved into two precedents, reading extensively on the strategies adopted by their chosen works, and graphically documented their findings in the form of posters. This was followed

by a studio-wide conversation about the different potential approaches to this project, as well as the pros and cons of each of those approaches. The publication of Urban Catalysts underlined the potential of temporary use and incremental implementation.

The practice of Raumpiloten provided inspiration on working with youth. And the “multi-bane� design of NL architects was found to be especially inspiring in how it succeeds in integrating multiple functions and activities into a single design element.

CASE STUDIES

RECETAS URBANAS

ASSEMBLE STUDIO

SEVILLE, SPAIN

LONDON, ENGLAND

MAKE, DON’T MAKE DO

IDENTIFY NEEDS SELF BUILDING

LEGALIZATION

ASSEMBLE STUDIO’s design philosophy lies primarily on its relationship with the user. This multi-disciplinary architecture, design and art collective use the active involvement of the public as the participant and collaborators for many of their projects.

OCCUPATION COMMUNITY WORK

CLOSURE

UNDERSTAND THE LAW RECYCLING FIND GAPS IN THE LAW PUBLIC SPACE APPROPRIATION

ACCEPT THE RISK

As strong proponents of the method of creating first-hand, the studio maintains a practical vision that has more to do with how buildings are used than with their grandeur; it is often the users, as much as the architects, who steer the projects.

TEMPORARY STRUCTURES

URBAN OCCUPATION

CITIZEN PARTICIPATION

TO O

RE-PURPOSING

We are exploring self-building and other techniques on the edge of the law. We assume civil, criminal and administrative liability.

Architect Santiago Cirugeda

WARNING

It is recommended that a comprehensive analysis of the different locations and urban situations in which the citizen want to intervene is made.

Any physical or intellectual risk that the citizen suffer is assumed by the former one.

Santiago Cirugeda

VIS IO N

The following prescriptions are for public use and can be applied, with all the strategic and legal implications they carry, by any citizen who is up for the task.

We can achieve great things if we work as a community.

No government will stop us from thriving!

> “valueless” materials: - demolition waste - reconstructed foam > “valueless” places: - abandoned gas station - empty nooks beneath bridges

LS

CYBER ACTIVISM

> focus on how buildings are built and utilized rather than the beautified or grandiose of the look of a building > the users steer the purpose and drive of the projects, not official architects

PHI

LO PHY SO

> temporary additions and alterations to interventions that force long-term strategic change > area’s rich heritage and diversity of types of use as a source for continued and active enrichment of its future

It’s a very quick way to occupy space, legally or illegally.

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

PROCESS TOOLKIT

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

PLANBUDE HAMBURG, GERMANY

In 2010, the Esso-Houses were bought by a big investor, the Bayerische Hausbau. Tennants struggled for years to keep their flats, but in 2013 the houses were declared to be “in danger of collapsing“ by a team of experts/ engineers. Shortly before christmas, the houses were suddenly evacuated and cleared. Protests took to the streets, and the tenants demanded that they want to take the planning into their own hands.

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

PROCESS TOOLKIT

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

RACHEL PARK

MARIANA ALBEROLA REZZA

PlanBude’s aim is the organisation of a credible process. Thus, the team developed a new concept and innovative planning methods: Plasticine models in scale 1:500, a LEGO-model scaled 1:150, Photo Research, Soundwalks, Doorstep Interviews, Seminars with the local school, Inspirational Readings, Events and Questionaires for all households in the community.

DIE BAUPILOTEN ARCHITEKTUR BERLIN, GERMANY

METHOD APPROACH PARTICIPATION AND INVOLVEMENT OF USERS AND STAKEHOLDERS IN THE PROCESS OF DESIGN AND PLANNING

STRONG EMPHASIS ON SENSORY APPROACH TO THE DESIGN OF SPACE AND MATERIALITY AND THEIR RIGOROUS DETAILING, TO CREATE COMPELLING AND SUITABLE ATMOSPHERES.

ENGAGE WITH THEM IN A DIALOGUE THROUGH DISCUSSION AND DEFINITION OF DESIRED ATMOSPHERE

USER AND COMMUNITY PARTICIPATION

EXCHANGE OF IDEAS AND COLLABORATION AMONG TEAMS AND EFFECTIVE COMMUNICATION

PARTICIPATORY PROCESS PARTICIPATORY-PROCESS IS CARRIED OUT IN CONTEXT OF WORKSHOPS

STORIES, COLLAGES, FILMS, IMAGES, GAMES, ETC.

In Two Containers, placed right at the construction site, PlanBude offers a wide range of planning-tools, to allow all neighbours to get involved with the planning process.

The Lego Model was inviting, playful, innovaive and artistic and helped people from all realms to express their ideas and interests.

ATMOSPHERES

There were a lot of Communnity Meetings to ensure that everyone’s voice was heard and more importantly everyone was well informed about the process. Finally, from the 2300 contributions, they summed up the St. Pauli Code.

USERS’ EVERYDAY LIFE

DIE BAUPILOTEN METHOD

The “Night Card“ asks for a view of the houses in the year 2020. Chique markers inspire people to draw, who didn’t do this since school… And besides statements about a glamorous neon look, they also clearly revealed the wish for “houses“ not “complexes“, difference – and, surprisingly clear – for usable rooftops!

WUNSCHFORSCHUNG

FEEDBACK

Added together, the “Stick-board” tool shows, where people would like the noise to be, where they would like to meet and chat with neighbours, and where there should be silence.

RESULTS

We tested and calculated, that 78.000 square feet equal 1.3 kg / 46 oz of plasticine in the scale 1 to 500 – handed visitors a lump of Clay and a Rubber Map, and everybody could easily design, what is possible in the area.

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

PROCESS TOOLKIT MOUNICA GUTURU

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

PROCESS TOOLKIT CHRISTINE (HAEWANN) KIM

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COURTLAND KENLEY FILM MAKER / WILKINSBURG / INITIAL TENANT

One of the first Community Forge tenants, was present since the beginning of Community Forge itself, and resides in his work space in Unit 1 for the past 2 years.

His work includes filmmaking, especially filming shots around the building itself. His work space includes a lot of lighting equpiment and props.

In terms of the rest of the community, “I’ve been watching the businesses here grow.

I love how the people can be open and communicate.” He tends to be one of the more vocal ones amoung the people and likes to be friendly with anyone that he meets, whether old or new. “You can’t pay for the energy.”

As for the playground, “safety is the biggest concern” , especially by including things like padding or woodchips.

The kids like to run and play and be wild so having a space for them to do that would be good, but also having it be controlled. The grassy area is roomier than he thought, so he thought it’d be a good idea to plan for a place that’s open to the biggest range of people possible. He wants to keep the comaraderie feeling thats present throughout the tenants the children that come.

It’d be good to let the kids be vocal as well and be able to exert that energy into a better environment.

Something to be good in general, would be to create opportunities for the kids to be able to reach out of their comfort zones too.

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

24

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

In order to consider a wide range of perspectives and opinions, Community Forge connected us with two dozens of stakeholders for personal interviews. The interviewees included founders, tennants, staff and volunteers of Community Forge, but also neighborhood residents and community champions from Wilkinsburg at large.

Each student conducted at least two in person or

INTERVIEW RACHEL PARK

phone interviews. Conducted as semi-structured interviews, the conversations revolved around questions that would help us better understanding opportunities and expectations for the project.

These conversations turned out to be incredibly insightful, providing a wealth of information about Wilkinsburg and its community. Key remarks and stories were captured in a presentation poster.

INTERVIEWING THE LOCALS

DONALD ROBINSON

GLOBAL HUMAN PERFORMANCE LLC | COMMUNITY FORGE | OWNER & HEAD COACH So, as far as outside is concerned. I was thinking kinda jungle gym style.

Kids don’t play outside much anymore. The only activities they do is whatever sport they’re playing. Some of the kids come here (to my gym) to train, but you know, little kids shouldn’t be in here training. So like, something like the monkey bars, can teach kids to build upper body strength and core strength in fun and competitive ways. There is fun ways to exercise properly without a gym. Like dip and pull up bars is an example too. Fun things to attract kids to excercise. We can have outdoor fitness community stuff, so that people can go outside to work out and they don’t need to come in here or find a gym- with all the logistics like paying and such.

ASHLEY COMANS

There’s a grassy area outside right now— that can be made into a nicer grass or turf.

Because I try to run around outside and the ground is a twisted ankle waiting to happen with all the potholes and the uneven grounds.

SCHOOL BOARD MEMBER, HOSTS AFTER SCHOOL PROGRAMS THROUGH APOST

The concerns I would have is the DISPLACEMENT of residents who live here all of their lives. I want them to feel a part of all of the changes and the diversity of residences that is happening, and that they feel like they are being left out.

You can have those big ass tires. Like truck tires. People love to exercise with those and flipping them. You know, we have a lot of football players around here, so they can practice.

SECURITY is something that we need to pay attention to, but I am not sure how I would like to see a bunch of fences up and a lock on it versus having cameras and having signs clearly stating that there is video surveillance and if you do do something you will be caught. I know our local police department have been very good at being vigilant and responding.

What I am most currently enjoying is the new people who are moving in and their comfort with walking in the streets, you know like jogging or walking their pets.

It just helps to show that there is people who feel comfortable and safe in the community to do, you know like regular daily exercises.

We got a lot of local high schools around the area— especially the 3 big ones. A lot of their all-star football players are kids from this neighborhood.

You know there’s a really good little league team and program —and we’ve traditionally always had one.

So to have an outdoor way for those kids to train, that would be awesome. And there is no other gym around here. Like there’s this gym in Wilkinsburg, but like I said it is more higher-end. I do stuff for free, but like it is specifically for certain populations, like juvenile kids and I started to do things with kids that frequent this building. But like other than that, I don’t have people coming in to train freely because this is a gym with personalized trainings for the individual and I personally train them all separately— which is why it is more expensive than just a regular gym.

I think the other spaces, they have basketball courts, and I think we have one park that has one pavilion. It’s not big there are maybe there’s two tables that can seat around ten people. And that park is near Center Ave, but that is pretty much it. We don’t have a big pavilion that would cover a certain section of the area, and a grill.... maybe a stage would be nice too.

I think the big thing that would be beneficial is that the space is SAFE, with a lot of playground and new regulations that are present today with the play area, I am not sure that place is passing all regulations.

There are a few other gyms in Point Breeze. One is just like this— small and intimate— I don’t think they charge as much as me. But it is still a membership, take-a-class, get-personally-trained, type-of-gym.

There’s another gym that is a big crossfit gym. It’s not that costly, BUT it is a crossfit gym and it is in Point Breeze, on the other part of Wilkinsburg that no one here goes to because it’s in Point Breeze. Then there is a Planet Fitness in Edgewood.

So Wilkinsburg is surrounded by a bunch of gyms that other than the Edgewood Planet Fitness, the other gyms you aren’t getting into for less than $100 a month. And the lower priced one like the Edgwood one, it is too far away that most people wouldn’t go. Plus, one is culturally the same, like the clients look like the people from Wilkinsburg, and the Planet Fitness clients look like people from Point Breeze more, so people don’t even go there even though it is technically cheaper.

Most people don’t even know because they just automatically think it is something they probably cannot afford.

I also like the KABOOM Grant as it begins to provide community members a sense of belonging and empower them to feel part of the changes within the community.

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

INTERVIEW

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

INTERVIEW

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

SCARLET TONG

GHALYA ALSANEA

ANGEL PERRY

JUDY CAMERON

COMMUNITY FORGE/WILKENSBURG/ PROPERTY MANAGER

PROFESSOR AT UNIVERSITY OF PITTSBURGH/ DEVELOPER OF WORKING FOR KIDS: BUILDING SKILLS/ DIRECTOR OF PITT SCIENCE OUTREACH

I COME IN CONTACT WITH THE COMMUNITY WHEN I WORK ON OUTDOOR AREAS ON THE WEEKENDS AND I SEE A LOT OF PEOPLE IN THE COMMUNITY VERY INTERESTED IN WHAT IS HAPPENING AT COMMUNITY FORGE. MANY PEOPLE ARE EXCITED TO SEE THIS BECOMING A COMMUNITY CENTER THAT HAS THINGS AVAILABLE TO THEM.

I think the current space is definitely capable of being remade into a even more friendly space, because I think right now there just seems like a lot of cement everywhere and mulch. I think if it picked up more color, maybe we add more greenery, more grass space would be nice, because I think that space is nice for play.

I AM A PSYCHIATRY PROFESSOR AT THE UNIVERSITY OF PITTSBURGH AND THE DIRECTOR OF PITT SCIENCE OUTREACH. FOR COMMUNITY FORGE, I WORKED ON LANDSCAPING AROUND THE BUILDING FOR THE LAST YEAR AND HALF. I LIKE TO GARDEN AND DO OUTDOOR WORK.

FOR LANDSCAPING AROUND THE BUILDING, I STARTED WITH THE FRONT OF THE BUILDING -- PLANTING GRASS, REDESIGNING LANDSCAPE, PUTTING PLANTS IN SO THAT THE AREA LOOKS WELL-KEPT AND PROFESSIONAL TO ATTRACT MORE TENANTS.

Wilkensburg doesn’t really have a play ground for children to play in as of now. I have to drive my kids to a different area for a decent playground. My kids like to read a lot and goto the library but most kids don’t like to do that.

I HAVE A SMALL COMPANY CALLED WORKING FOR KIDS: BUILDING SKILLS, WHICH I LEASE A SPACE FOR IN COMMUNITY FORGE. IT DESIGNS EDUCATIONAL PROGRAMS TO TEACH COMMUNITIES ABOUT CHILDREN’S BRAIN DEVELOPMENT. THE PROGRAM CONTAINS INTERACTIVE EDUCATIONAL MATERIALS AND ACTIVITIES TO TEACH ADULTS ON HOW THEY CAN HELP THEIR CHILDREN IN AGE 0-25. AS A NEUROSCIENTIST, MY LAB HAS SHOWN DATA THAT EXPERIENCE ACTUALLY CHANGE BRAIN PATHWAY DEVELOPMENT. SO THIS IS TRYING TO TRANSLATE THAT SCIENCE INTO COMMUNITIES WHERE PEOPLE ARE LIVING IN PRETTY STRESSED OR IMPOVERISHED CONDITIONS, AND PROVIDE BETTER OPPORTUNITIES FOR KIDS. OUR PROGRAM AND MATERIALS ARE MOSTLY SOLD TO GOVERNMENT GROUPS (STATE GOVERNMENTS), SOCIAL SERVICE GROUPS, AND NON-PROFIT SERVICE GROUPS FOR FAMILY CENTERS.

I would love to see a stage outdoors where people can performance music and plays.

Kids these days love INTERACTIVE ACTIVITIES to play with on the playground. They love climbing on anything hanging like ropes. JUNGLE GYMS AND OBSTACLE COURSE kids can compete on would be really great too!

I want the Community Forge playground to NOT JUST BE FOR THE CHILDREN BUT FOR FAMILIES. I want to see families come together and spend time here. A space for children to play but also parents and grandparents to hang out in.

We can hold movie nights outside and invite everyone when the weather is nice.

I also want to see more sports being played outside. A lot of kids just stay indoors and play video games these days and DON’T SPEND ENOUGH TIME EXERCISING OUTSIDE. A batting cage would be a great idea. Its simple and easy to set up and a lot of kids love hitting a baseball around.

FOR THE PLAYSCAPE, I WOULD LIKE TO SEE SOME INVOLVEMENT IN ACTIVITIES WITH NUMBERS, SCIENCE, PLANTING, AND ETC. I AM ALSO HAPPY TO CONTRIBUTE DOING MANUAL LABOR.

I grew up in Wilkensburg and never wanted to leave. It used be a really good neighborhood with a lot of people and businesses. Everything you need is around here within walking distance. For a while, there was a lot of gang activity happening. There weren’t any shootings but there were fights. A lot of people started moving out since it wasn’t very safe.

I HELPED DESIGN AND WRITE THE GRANT KABOOM TO INCORPORATE THE CONCEPT OF MATH SKILLS IN THE PLAYGROUND. I AM EXCITED TO WORK ON THAT THIS SUMMER.

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

INTERVIEW CHRISTINE KIM

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

INTERVIEW RITCHIE JU

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BLENDING THE PAST AND PRESENT WILKINSBURG

FUTURE Wilkinsburg Train Station received $1.5 million from Redevelopment Assistance Capital Program (RACP) funding aiming to breathe life into the site. As the station once brought economic growth into the city in 1851, the community hopes this project will begin to spark more investment and life within the community.

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Railroad Stat nia i on lva ( sy

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THEN

In 1937, Wilkinsburg was home to two hotels, two hospitals, 27 shoe repair shops, 29 restaurants and lunch counters, six auto dealerships, 18 bakeries, 38 beauty salons and 40 dentists. People travel to come to Wilkinsburg’s business district similar to how one would travel to Strip District to do their shopping. Jim Richard, a historian from Wilkinsburg, once said that Wilkinsburg was a self-contained city.

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C o.

WOOD ST

CENTER ST

(1908)

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NORTH AVE

Faller’s Better Furniture

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Wilkinsburg Beverage Co.

US

Wilkinsburg Middle School

Jean’s Southern Cuisine

Y WA

LINCOLN HWY

ARDMORE BLVD

Salvatore’s Pizza House

DS IT Y AR N W MU TO OM C

Train Station

FO RG

St. Stephen’s Episcopal Church

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ROSS AVE

Second Presbyterian Church of Wilkinsburg

FRANKLIN AVE

REBECCA AVE

PE NN WO OD E AV

Kelly School In 2016 the Wilkinsburg School District plans to close its middle and high school and send 200+ students to Westinghouse Academy 6–12 in the Pittsburgh Public Schools.

Only the middle school and two elementary (Kelly and Turner )school remain within the borough.

partment Bu nt A ild sce i re

Pittsburgh History & Landmarks Foundation (PHLF) and Landmark Development Corporation (LDC) worked throughout the past years to take advantage of historic and low-income tax credits to restore older apartment complexes within the city, starting at Hamnett Place and the Crescent Apartment as one example. Historic district mainly comprised of Queen Anne and Colonial Revival style buildings. Common features of the houses are large front porches, turned porch posts or classical columns, art glass windows, patterned shingles in the gable ends, patterned masonry, and bay windows.

ng 0 (19

Th eC

The borough has high concentration of churches, and was known as “The Holy City” or “City of Churches”. Bars and taverns have been prohibited in the area since 1870, except during the years 1933 to 1935.

Recent photography competitions and church tours are conducted looking that the architectural styles.

4)

The Vacant Home Tour (VHT) was founded in 2014 by students at Carnegie Mellon University. It provide guided tours within Wilkinsburg to visit vacant homes and learn about the history and people who where in the neighborhood through story telling. They had two successful tours in 2015 and 2016.

THEN

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

26

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

In addition to interviews and field work, the studio collected data and produced a series of mappings that systematically explore historic, environmental, economic and social factors about Wilkinsburg.

Students based their research on historic and current maps, data sets, and reports. GIS was used

NOW

MAPPING SCARLET TONG

to process the spatial information of larger data sets.

The collected findings were synthesized in maps that reveal relationships between the different forces at play in shaping the built environment.

MAPPING THE NEIGHBORHOOD WILKINGSBURG HISTORIC TIMELINE

PERMEABLE/IMPERMEABLE/VACANT LOTS

WILKINSBURG

WILKINSBURG

MIXED USE R-1 R-2

1700s

R-3 C-1 CBD - COMMERICAL BUSINESS DISTRICT INDUSTRIAL INSTITUTIONAL

WILKENSBURG HEALTH CENTER

2008 - onwards

Graham Field

2000

1812

Stone Soup Community Garden

1983 1982 1967 1950s

1852 1868 1916

PERMEABLE GREEN SPACES

Wilkinsburg grew non-stop until late the 1950s, when it reached a population of more than 30,000 residents

Wilkinsburg was annexed into the City of Pittsburgh in 1868

From the 1960s onward the region began a disinvestment period that has lasted over 50 years

Wilkinsburg`s first train rumbled through the village in 1852 Elevating of the railroad tracks in 1916 was a significant event for Wilkinsburg, as the original tracks had been at grade and accidents were frequent. A new train station was also inaugurated that same year, and became the pride of the community

VACANT LOTS VACANT LOTS THAT ARE AQUIRED LATER

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

Wilkinsburg originally settled in the mid 1700’s Was formed as a community in 1812

In 1887, a new independence was granted

IMPERMEABLE SPACES

MAPPING

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

RITCHIE JU & CHRISTINE KIM

MOBILITY TO/FROM COMMUNITY FORGE

1887

1982 collapse of Pittsburgh’s steel industry. Residential settlement patterns shifted as well The Borough lost its robust public transit connectivity with the eastern suburbs and Downtown when the streetcars and the train station ceased operations in 1967 and 1964 respectively

The 1983 opening of the Martin Luther King, Jr./East Busway reestablished Wilkinsburg’s former rail and streetcar node connection to Downtown and some of the Eastern suburbs For example, the Wilkinsburg Community Development Corporation, founded in 2008, is now working to bring positive change to Wilkinsburg by helping local businesses locate within the borough, spreading the word about ongoing events, and bringing the people of Wilkinsburg together

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

MAPPING

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

RACHEL PARK

SCHOOLS & CHURCHES

WILKINSBURG

WILKINSBURG

“Students arrive at WILKINSBURG HIGH SCHOOL in Wilkinsburg, Pa., on Oct. 21. The school is underenrolled, has limited resources and is academically one of the worst in the state. About 200 students attend, and most will probably move to Westinghouse High School in Pittsburgh.”

LEARNING TREE

to Downtown

(Bonnie Jo Mount/The Washington Post)

to Monroeville

to Downtown

PITTSBURGH URBAN CHRISTIAN SCHOOL (PUCS)

61A

to Squirrel Hill, Oakland, Downtown

weekdays: every 20 minutes Saturdays: every 30 minutes Sundays: every 40 minutes

Penn Ave. & Midland St. 4 minute walk to CF

Swissvale Ave. & Franklin Ave. 5 minute walk to CF

67

wit

weekdays: every 30-60 minutes Saturdays: 60-120 minutes Sundays: 60-120 minutes

hin

East Busway at Hamnett A 14 minute walk to CF

te

inu

5m s

Ardmore Blv. & Rebecca Ave 2 minute walk to CF

68

weekdays: every 30 minutes Saturdays: every 30-60 minutes Sundays: every 60-120 minutes 15 thin

tes

minu

69

wi

weekdays: every 20-40 minutes Saturdays: every 60-120 minutes Sundays: every 60-120 minutes to Trafford to Braddock to Braddock Hills, Monroeville to Braddock

CHRISTIAN CHURCH-WILKINSBURG

Within 5 minutes of walking: BP Gas Station

Community Garden

Hanini Market

61A

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67

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weekdays: every 20 minutes Saturdays: every 30 minutes Sundays: every 40 minutes

weekdays: every 30-60 minutes Saturdays: 60-120 minutes Sundays: 60-120 minutes

Within 15 minutes of walking: Edgewood Primary School

School for the Deaf

(1 MILE WALKING RADIUS FROM COMMUNITY FORGE)

weekdays: every 30 minutes Saturdays: every 30-60 minutes Sundays: every 60-120 minutes

PRIVATE SCHOOLS

weekdays: every 20-40 minutes Saturdays: every 60-120 minutes Sundays: every 60-120 minutes

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

PUBLIC SCHOOLS

ST. JAMES CATHOLIC CHURCH

CHURCHES

Save-a-lot

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

NEIGHBORHOOD SCALE

MAPPING FON EUCHUKANONCHAI

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

MAPPING GAUTAM THAKKAR, MARIANA ALBEROLA & MOUNICA GUTURU

27

EROSION OF STREET FRONTS

INTERSECTIONS WITHIN RESIDENTIAL AREAS

2 A set of broken swings now stands at this quadrant of the intersection. The swings are also situated on a higher ground from the sidewalk and fenced in, making it harder to access and uninviting. As this intersection is a few blocks away from the high school and middle school, it is likely for students to gather and play at this swing set after school.

1

HILL AVE + CENTER ST

The corner is occupied by a single family house, and holding the urban edge on Hill Avenue.

However, the street front erodes as two continuous lots are vacant with a “Private Property“ sign to warn people from entering.

CENTE

DIREC

TION TO

S WARD

W

U ILKINSB

HOOL

AND M

IDDLE

SCHO

E

2

1

H SC RG HIG

NU R AVE

OL

3 4

HI LL E AV NU E

4

3

A vacant lot that is located next to a series of single family houses, which is a striking contrast to the empty lots which sits directly across from it.

REBECCA AVE + CENTER ST

Then

The amount of overgrown vegetation and trees on empty lots along with the amount of greenery within the residential area often shroud houses and pathways that creates a less welcoming atmosphere as people walking along the sidewalk is unsure what is behind the trees.

Now

Now

Scale: 25'=1" At the intersection of Rebecca Ave. and Center St used to have a market (shown in the image on the left) that is popular within locals, and it became a Frank & John’s Valet, a laundromat, before becoming a vacant property as it is now (shown in the image on the right).

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

28

Then

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

In order to situate Community Forge in its broader context, each student chose and studied one urban situation that seemed pertinent for better understanding Wilkinsburg’s urban milieu. Students were encouraged to immerse themselves in the everyday life of the community, trying to make observations using methods described in Gehl’s “How To Study Public Space.” Some spend an afternoon at

Open Pantry opened after a series of demolition happened in the area around Rebecca Ave. and Center St. Now it is used as a personal training facility.

MICRO-URBAN PUBLIC SPACES SCARLET TONG

the nail salon, others at the local coffee joint and grocery store.

Drawing from Atelier Bow-Wow’s methodology of Behaviorology, students also reflected on the correlation between the behavior of humans, natural elements and building or spatial typologies.

URBAN MICRO-PUBLIC SITUATIONS

FERGUSON PARK

746 SOUTH AVE, WILKENSBURG, PENN HILLS TOWNSHIP, PA

Ferguson park is at the intersection of South Ave. and Center street. It was always a playground that was torn down for a while. Now it is rebuilt as a newer and nicer playground with more equipment. However, parents are reluctant of sending their children there because of teenagers gathering and using substances.

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

MICRO-URBAN PUBLIC SPACES

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

RITCHIE JU

FIRESIDE CARRIBEAN RESTAURANT

STONE SOUP COMMUNITY GARDEN

796 Penn Ave, Pittsburgh, PA 15221

BRYAN WAY, PITTSBURGH, PA 15221

The Fireside Carribean Restaurant is situated on Penn Ave., which seems to be the commercial center of Wilkinsburg. After a visit to the nail salon, a short walk landed us here.

STONE SOUP COMMUNITY GARDEN WAS DESIGNED AND PLANTED TO HELP REBUILD THE NEIGHBORHOOD.

Fireside resonates the communal atmosphere in Wilkinsburg, despite its location in a busy area. Its diner like organization allow people to talk to each other, and people who have known each other for years gather here to get food, but also to catch up and talk.

JOSIE BRYANT AND JEROME GARRET ESTABLISHED THE COMMUNITY GARDEN ON THREE EMPTY LOTS IN 2003.

An observation at Fireside also makes us understand the lack of gathering space in Wilkinsburg.

Fireside is adapted to become a mini gathering space, and the people keep Fireside alive.

WILKINSBURGH YOUTH PROJECT INVOLVES THE YOUTH IN THE COMMUNITY TO WORK ON THE GARDEN.

Fireside storefront on Penn Ave

PLANT BEDS CONTAINED VEGETABLES THAT THE COMMUNITY AS WELL AS KIDS GREW AND MAINTAINED TOGETHER.

Fireside is located in a busy intersection, with lots of parking behind. It is also next to many businesses, some are active and draw in many customers, and some are vacant. Some have gone out of business.

However, Fireside seems to be doing well as it is a place of gathering as well.

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

THIS GARDEN WAS BUILT AS A SIGN OF HOPE AND HEALING TO RESTORE SOME OF THE PRIDE THAT WILKINSBURG COMMUNITY NEEDS.

MICRO-URBAN PUBLIC SPACES NAME OF THE STUDENT

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

MICRO-URBAN PUBLIC SPACES CHRISTINE KIM

29

URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

3 COMMUNITY FORGE OUTDOOR DESIGN

32

CURRENT DESIGN

DESIGN OVERVIEW In the first half of the semester the studio produced a wide variety of schemes testing diverse ways of organizing and programming Community Forge’s outdoor spaces. Each scheme revealed respective potentials and challenges, from which in turn a set of design principles and priorities emerged: 1. The need for a design with the capacity to be implemented incrementally, 2. A flexibility to adapt to changing circumstances through topological relations rather than formal articulation, 3. A differentiation that balances overall coherence with local specificities and allow for the coexistence of diverse synchronous activities, 4. A DIY mindset that will allow to compensate a limited budget with sweat equity, but also resonate with the overall culture of Community Forge, 5.

A degree of abstraction that gives room for interpretation and thus will allow for multiple uses and activities, 6. A diversity of spaces that make the place attractive for many different users.

In an iterative process, variations were produced, schemes juxtaposed and combined, until one emerged as the most promising approach. In addition to members of Community Forge, Engineers without Borders provided essential feedback on the various schemes throughout the process. In particular, they helped assessing how to deal with the failing retaining wall in between the grade change. Its necessary replacement informed the design and the logistics of a phased implementation.

Island archipelago The final urban design framework proposes a series of islands that accommodate different activities and unique atmospheres. The current proposal envisions a learning island, a play island, a fitness island, a gathering island, a planting island, as well as future undetermined islands. In addition a series of outdoor furniture elements that incorporate seating, play, pogoing, learning and plants will be sprinkled across the site. Each islands can be realized independently based on the availability of funding and/or volunteer work.

The learning island with its multipurpose pattern that includes STEM lessons, games and sports will be realized first by the studio.

This island promises to act as a catalyst, setting in motion the overall transformation and encouraging community engagement and future funding. The play island is scheduled to be realized over the course of the summer with the support of a Kaboom grant. In addition to the islands, the existing retaining wall will have to be replaced as soon as possible. While the structure will require substantial investment, reconfiguring the change in grade also provides opportunities for incorporating bleachers that will feature as a mini outdoor amphitheater, as well as providing an ADA compliant connection between the two levels. Finally, we propose a large porch, that connects the in- and outdoors and will supply outdoor area with power and water.

33

“Now parents don’t have to seat in their cars to watch their kids play. I can even have lunch here on a nice sunny day wile the kids play in the area.”

- Michael Johnson

“These benches are fun for kids to practice their pogo techniques and allow pogo-ers to do a lot of different type of tricks on them.”

- Will Weiner

34

“ i p g p

“My job is very stressful, so I’d like a calm place to read. The girls like making things like arts and crafts. They also ejoy the chess program a lot” - Marlena Livsey

“There are fun ways to exercise properly without a gym. Fun things to attract kids to exercise. We can have outdoor fitness community events, so that people can stay outdoor to work out and having to go through all the logistics of paying by using the gym.”

- Donald Robinson

“It is great to have a shaded area lke this in the outdoor that can seat around ten people as it is ideal for family gatherings. We don’t have a lot of places like this in Wilkinsburg” - Ashely Comans

“The Sunfest music festival hosted in Community Forge is very sucessful and many people came to enjoy music together,” - Jordan Howard

“The second closest planet orbiting our Sun is Venus. Maybe we can see it using the telescope on our roof tonight if the sky is clear.”

- Patrick Cooper

“I like the outside area because I play outside with my friends. We would play hide and seek, tag, football, and basketball.”

- Charles Johnson

35

36

37

DEVELOPMENT OVER TIME

LEARNING ISLAND realized through KABOOM! grant

May 2019 Realized components

Seating Island

SEATING ISLAND coming soon when funding is available

MUSIC BENCH and PLAY BENCH realized through KABOOM! grant

38

THE RED PORCH coming soon when funding is available

PLAY ISLAND coming soon when funding is available

Playground Island

Gym Island

Porch

FITNESS ISLAND coming soon when funding is available

39

40

DESIGN COMPONENTS

LEARNING ISLAND The Learning Island is designed as a painted amalgam of abstract, educational play elements which allow users to engage with them as they wish. Inspired by the traditional European multibane, it uses the Fibonacci sequence to create layers of activity types that facilitate both play and learning. Patterns of sports activities — basketball, soccer and football — are incorporated into colored bars and a grid that facilitate jumping, skipping, pogoing and chess. The centerline of the sports field is used to map an abstract solar system onto the island, exemplifying the “learning landscape” aspirations of the project.

Other play elements like hopscotch and dance steps can be found as well. Addressing more pragmatic issues of parking, the design also incorporates standard double lane parking spaces using orange squares to define each spot. Finally, the island outline is defined by a two lane 100m track circuit that defines the space and holds it together.

site, the process involved mapping out the learning pattern followed by filling in predetermined colors, under the supervision of three students acting as construction managers. Community involvement was a key part of this process, manifesting itself in a ‘Community Volunteer Day’ at Community Forge, where a large group of residents and patrons spent an afternoon painting the pattern onto the site, and starting to engage with the design in their own creative ways.

Having finalized cost estimates, material acquisition and internal scheduling, this island was realized as a joint effort by the studio, over a span of two weeks. Beginning with an intense cleaning and preparation of the

41

42

43

COMMUNITY EVENT

44 BACKSTAGE AND TRUCK PULL IN AREA

STANDARD 24’ x 14’ STAGE

CONCERT/FESTIVAL

EDUCATIONAL PLAYSCAPE

PARKING

45

46

47

48

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50

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55

58

DESIGN COMPONENTS

GATHERING ISLAND The Gathering Island was developed in response to community members’ observations about a lack of outdoor seating and gathering space. The Island uses benches to create an opportunity for adults and kids to interact, thereby facilitating a stronger bond between generations.

The benches embrace the metaphor of a ribbon undulating from the ground and allowing activity and program to be embedded into its form. The linear formal language was chosen for its contrast from the curved shapes of the islands. The benches will be placed throughout the site not only as a way to promote interaction between various user groups, but also to support places for people to “hang out” and converse. Smaller bench units allow for the seating elements to be reconfigured and moved to be a part of other activities across the site, such as X-Pogo events.

Based on the embedded element, the different benches can be categorized as: Music bench: This bench includes a passive amplifier as

a response to the youth’s enthusiasm for listening to and sharing music with their friends.

Play Bench: A ball-throwing wall is added into the bench and is designed to be placed near the playground island. A planter bed is added to create a different sensory exploration from touch, see and smell that also introduce an opportunity for youth to learn from adults.

Garden Bench: A low profile bench that is situated between the playground and other islands on the upper level of the outdoor area. It has a larger seating surface to accommodate parents who would want to be close to their children and supervise them as they play.

Quiet Bench: It adopts the same form as the music bench, but it is meant to encourage relaxation and individual activities such as reading. The higher elevation creates a surface to lean against.

59

BENCH TAXONOMY

Quiet Bench

60

Music Bench

Play Bench

Garden Bench

61

Seating Island

S2

(Transverse Section)

1'-11"

15'-0"

1'-11"

S1

(Longitudinal Section)

Plan

Axonometic View Scale: 1/4” = 1’-0”

62

1'-6"

S1

(Longitudinal Section)

1'-6"

S2

(Transverse Section)

63

Music Bench

Axonometic View Scale: 1/4” = 1’-0”

64

16'-0"

8'-0"

2'-1 1/8"

1'-5 1/2"

E2

(Transverse Elevation)

E1

1'-11"

(Longitudinal Elevation)

Plan

4'-0" 1'-6"

E1

(Longitudinal Elevation)

E2

(Transverse Elevation)

65

Quiet Bench

8'-0"

2'-1 1/8"

1'-5 1/2"

E2

(Transverse Elevation)

1'-11"

E1

(Longitudinal Elevation)

Plan

Axonometic View Scale: 1/4” = 1’-0”

66

E1

(Longitudinal Elevation)

1'-11"

4'-0" 1'-6"

E2

(Transverse Elevation)

67

Play Bench

4'-6"

2'-2 1/4"

E2

2'-2 1/4"

(Transverse Elevation)

1'-11"

E1

(Longitudinal Elevation)

Plan

Axonometic View Scale: 1/4” = 1’-0”

68

E1

(Longitudinal Elevation)

6'-0"

1'-3" 2"

E2

(Transverse Elevation)

69

Garden Bench

6'-10"

3'-1"

6'-1"

8'-0"

E2

(Transverse Elevation)

1'-11"

E1

(Longitudinal Elevation)

Plan

Axonometic View Scale: 1/4” = 1’-0”

70

E1

(Longitudinal Elevation)

1'-11"

1'-6"

E2

(Transverse Elevation)

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76

DESIGN COMPONENTS

PLAY ISLAND The Play Island is designed with the idea that playing and learning go hand in hand. Drawing inspiration from the Kaboom Grant concept of “educational landscape,� the playground incorporates designed elements that are suitably abstracted so that kids can reinvent and imagine new ways of using the space.

From a series of community engagement sessions, we gathered information on what types of activities the community imagined performing in this space. In order to accommodate diverse activities, we designed play elements that create both a sequence of activities, while allowing for parallel activities to co-exist. Thus, both active and

calm activities can happen simultaneously.

The design takes advantage of the height difference on the site and incorporates play opportunities, such as a mound made out of recycled tires with a slide and a climbing rope made to cantilever from the top level. On the upper level, a sandbox, swing sets, climbing rings and a forest of polls are organized in a circle. The circular structure defines a focal point, while doubling as a path. On the lower level of the playground, mobile poles allow for an adaptable space that can be configured for different events. The playground island allows for the users to generate unique and self designed experiences.

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DESIGN COMPONENTS

FITNESS ISLAND The proposed Fitness Island is designed to facilitate a range of physical activities, using simple and abstract geometry on a predetermined grid. These forms are inspired by traditional gym equipment so that standard exercises may be performed on them. At the same time, their abstract nature allow for them to be used in other games or activities, keeping the island highly flexible.

The construction of the Fitness Island would entail building the form out of wood and coating it with poured-in-place rubber to ensure safety and usability.

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DESIGN COMPONENTS

OUTDOOR PORCH The proposed Red Porch aims to establish a direct physical and visual connection between the Community Forge building and the outdoor space, via the second floor.

Acting as the new “front� of the building, it will complement the outdoor landscape and strengthen its ability to function as an extension of the interior spaces, allowing Community Forge to truly take ownership over it. In order to navigate the seven-foot

grade change between the second floor and the ground, the porch incorporates two levels connected by a wooden staircase. The upper level of the porch acts as an outdoor recreation area. In addition to facilitating a valuable connection between the seating island and the kitchen, the lower level of the porch incorporates seating and a built-in grill, creating an opportunity for large-scale gathering.

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URBAN ACUPUNCTURE COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

CARNEGIE MELLON UNIVERSITY SCHOOL OF ARCHITECTURE

4 DESIGN BUILD

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PREP

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STEP 1: CLEAN

STEP 3: FIND THE SHAPE

1.1 Clean, weed, sweep and powerwash the surface.

3.1 Find the four corners using pythagorean and tape them.

3.2 Use given dimensions to find points of the island boundaries and mark them with chalk.

3.3 Connect the points and smoothen out the track shape using chalk.

Materials:

Materials:

CF1 1 CF2 X1

X1

3 X3 1 X3 4 X1 5 X1 14 X1

Skills:

CF4

X1

ST1

X2

CF5

X2

31 X1 CF6X10 22X1 39X1 42X1

A

STEP 2: PACK

STEP 4: PRIME

2.1 Fill in and pack the cracks.

4.1 Use aphalt primer to prime the interior of the island

Materials: 7 8 CF3 42 X11 X8 X2 X1

Materials:

9

X23

41

X1

10 47

X1

12X2 21X3 20X3 26X3 28X3 15 X1 22X1

X1

42X1

111

PAINT

 �

STEP 5: TRACE— FIBONACCI SQUARES

STEP 6: FILL BASE SHAPES

5.1 Follow given dimensions to mark out the fibonacci squares.

5.2 Make sure every corner is a right angle.

6.1 For Circles: Locate the center and use rope measured to the radius dimension to chalk the circumference from the center.

Materials:

Materials:

CF4

X1

ST1

X2

31 X1 CF6X10 22X1 39X3

CF4

X1

ST1

X1

CF6

X2

45X1 57X1 62X3 56X1 59X1/4 63X1

20X5 28X5 17X2 35X4 42X1 Skills

A

Skills:

E

6.2 For Squares: Use given dimensions and ensure that the corners are right angles.

Materials:

CF4

X1

ST1

X1

CF5 CF6 X10

17X2 35X2 42X1

112

Skills:

A

B

X1

39X3 61 X1 60X1/2 20X5 28X5

STEP 7: FILL BARS & CHESS

STEP 9: FILL IN THE TRACK

7.1 Measure as per dimensions and tape on the outside of 9.1 Trace the offset of the island boundary to form the what needs to be painted. track.

Materials: Skills:

ST1 1

X2

A

39X4 20X6 28X6 17X4 36X4 60X1 63X1 CF6X10

Materials:

B

Skills

STEP 8: PAINT— FIBONACCI SQUARES 8.1 Use the Striping Machine to paint the squares by centering to the existing chalk line.

ST2 CF6 X1

X10

9.2 Fill in the track with paint.

Materials: 20 28 17 36 60 63 CF6 X4 X4 X2 X1 X10 X6 X6 Skills

E

Materials: 52 53 42 X1 X8 X1 Skills:

C 113

Â

Â?

Â? Â?

Â?

STEP 10: FIBONACCI SPIRALS STEP 11: BASKETBALL LINES 10.1 Construct the two spirals from the fibonacci squares using a rope to find each arc.

11.1 Trace the basketball lines using the given dimensions.

Materials: 45 CF6 X1 X4

Materials: 45 CF6 X1 X2

Skills

Skills

F

A

D

ST1

X1

F

10.2 Carefully paint them using a thin paint brush.

10.2 Carefully paint them using a thin paint brush.

Materials: 37 59 42 X3 X1/2 X1

Materials: 37 57 56 42 X1/2 X1 X3 X1/4

Skills

Skills

114

F

D

F

STEP 12: PLANETS & RINGS 12.1 Locate the center and use rope measured to the radius dimension to chalk the circumference from the center.

Materials: 45 CF6 X1 X2

ST1

X1

37X6 59X1 55X1/2 58X1 62X1/4 56X1

54X1/2 42X1 Skills:

F

12.2 Locate the center and edges of the rings and use chalk to smoothen out the ring shape.

Materials: 45 CF6 X1 X2 Skills:

ST1

X1

37X6 55X1/2 56X1/2 42X1

F

115

DETAIL

STEP 13: PLANET ORBITS 13.1 Locate the end points of the line that acts as a refernce for the orbit.

13.2 Use given dimensions to find points of ths line and mark them with chalk.

3.3 Connect the points and smoothen out the orbit shape using chalk.

Materials: 45 CF6 X1 X2 54X1/2 42X1 Skills:

116

A

F

ST1

X1

37X6 59X1 55X1/2 58X1/2 62X1/4 56X1/2

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� � � €  € �

‡ ˆ � € ‚ ƒ � ‚ � �

� �  � � €

ƒ  … † �

�  … †

� �  � €„� � �

STEP 14: STENCILING

STEP 15: FINISH

14.1 Prep the laser cut file.

14.2 Laser cut the stencils.

15.1 Use true North(not magnetic north) for the sundail orientation.

Materials:

Materials:

ST3 1 ST4 X8

X1

ST1 1

X2

39X3 64X1 CF6X4

117

STENCIL CUTS

HOPSCOTCH DANCE STEPS

CORNER DETAIL

SUNDIAL

FEET AND YARDS CARDINAL DIRECTIONS CHESS NUMBERS AND LETTERS

PARKING 118 SQUARES

MOONS

MATERIAL LIST I. PROCURED FROM HOME DEPOT CLEANING

S.NO.

QUANTITY

UNIT COST

TOTAL COST

1 Ames Hoe/Cultivator Combo with Wood Handle

PRODUCT NAME

PRODUCT IMAGE

1

$11.98

$11.98

2 Quickie Professional Wood Block Deck Scrub Brush

2

$5.98

$11.96

3 Quickie Bulldozer 18 in.

Indoor/Outdoor Push Broom

1

$10.97

$10.97

4 ZEP 1 Gallon Driveway, Concrete and Masonry Cleaner

2

$10.97

$21.94

5 ZEP 32 oz. Professional Bottle Sprayer

1

$3.78

$3.78

6 Latex-ite 1 Gal. 2X Premium Blacktop Crack Filler

1

$7.98

$7.98

7 Quikrete 50 lb. Commercial Grade Blacktop Repair

11

$13.25

$145.75

1

$5.97

$5.97

23

$19.95

$458.85

1

$3.47

$3.47

1

$13.99

$13.99

12 Quickie Professional 24 in. Floor Squeegee with Handle

1

$25.98

$25.98

13 Quickie 24 in. Dual Blade Floor Squeegee

1

$32.97

$32.97

14 Grease Monkey Disposable Latex Gloves (50Count)

1

$4.47

$4.47

3

$4.98

$14.94

TOTAL

$775.00

8 7 in. Pointer Trowel

9 Latex-ite 4.75 Gal. Airport Grade Asphalt Driveway Filler Sealer 10 3 Gal. Spout Plastic Pail

11 Latex-ite 18 in. Driveway Squeegee

15 Linzer 12 in. Deep Well Plastic Paint Roller Tray

119

PAINT SUPPLIES

S.NO.

QUANTITY

UNIT COST

TOTAL COST

16 Linzer 9 in. PET Tray Liner White

PRODUCT NAME

10

$0.98

$9.80

17 9 in. Plastic Roller Tray (3Pack)

2

$4.97

$9.94

1

$1.97

$1.97

1

$6.98

$6.98

13

$3.97

$51.61

5

$13.47

$67.35

10

$6.97

$69.70

23 Wooster 9 in. x 3/4 in. Surpass Shed-Resistant Knit HighDensity Fabric Roller Cover

2

$5.37

$10.74

24 Wooster 9 in. x 3/4 in American Contractor High-Density Knit Fabric Roller

4

$4.97

$19.88

25 Wooster 9 in. x 1-1/4 in. American Contractor High-Density Knit Fabric Roller

4

$5.77

$23.08

26 Wooster 14 in. x 3/4 in American Contractor High-Density Knit Fabric Roller

10

$8.94

$89.40

27 Wooster 9 in. x 1-1/4 in. Surpass Shed-Resistant Knit HighDensity Fabric Roller Cover

10

$6.17

$61.70

28 Wooster 9 in. x 3/8 in. Surpass Shed-Resistant Knit HighDensity Fabric Roller Cover

6

$4.47

$26.82

4

$8.74

$34.96

3

$2.97

$8.91

1

$2.48

$2.48

2

$4.17

$8.34

9

$3.97

$35.73

1

$9.97

$9.97

9

$1.38

$12.42

3

$8.97

$26.91

TOTAL

$588.69

18 9 in. Plastic Roller Tray

19 18 in. Plastic Roller Tray

20 9 in. 5-Wire Heavy-Duty Roller Frame

21 Wooster 14 in. Sherlock Roller Frame 22 4 ft. Wood Extension Pole with Metal Tip

29 9 in. x 3/8 in. High-Density Polyester Knit Paint Roller Cover (3-Pack)

33 2 in. Flat Cut Utility Paint Brush

34 1.5 in. Flat Cut Utility Paint Brush

35 3 in. Flat Cut Utility Paint Brush

PRODUCT IMAGE

36 4 in. Flat Chip Brush

37 2 in. Flat Chip Brush Set (15-Pack)

46 HDX 1-qt. Multi-Mix Pail

47 Empire 3 in. x 1000 ft. Caution Tape in Yellow

120

MISCELLANEOUS

S.NO.

QUANTITY

UNIT COST

TOTAL COST

30 Milwaukee INKZALL Paint Marker, White

PRODUCT NAME

1

$4.97

$4.97

31 Dewalt Cast Aluminum Chalk Reel in Blue

1

$5.97

$5.97

32 Dewalt 8 oz. Chalk in Red Permanent

1

$2.69

$2.69

11

$4.97

$54.67

39 3M ScotchBlue 1.41 in. x 60 yds. Original Multi-Use Painter's Tape (6-Pack)

2

$31.98

$63.96

40 3M ScotchBlue 0.94 in. x 60 yds. Original Multi-Use Painter's Tape (9-Pack)

1

$31.83

$31.83

41 Stanley Quick Change Retractable Knife (2-Pack)

1

$7.97

$7.97

42 HDX Nitrile Heavy-Duty Disposable Gloves (20Pack)

5

$5.97

$29.85

43 West Chester Disposable Latex Gloves (100-Count)

1

$9.98

$9.98

1

$9.88

$9.88

45 Anvil 500 ft. Fluorescent Yellow Braided Nylon Mason's Line

1

$8.97

$8.97

47 Empire 3 in. x 1000 ft. Caution Tape in Yellow

3

$8.97

$26.91

1

$3.25

$3.25

1

$9.97

$9.97

1

$8.28

$8.28

1

$5.98

$5.98

1

$94.98

$94.98

TOTAL

$380.11

38 Gorilla 1-7/8 in. x 12 yds. HeavyDuty Duct Tape

44 Firm Grip Utility Large Glove (4Pack)

48 Home Depot 5 Gal. Homer Bucket

49 Klean-Strip 1 qt. Pure Gum Spirits Turpentine 50 Klean-Strip 1 qt. Odorless Mineral Spirits 51 HDX Red Painters Shop Towels (24-Pack)

PRODUCT IMAGE

52 Rust-Oleum 2395000 Professional Striping Machine

63 Allway Tools Paint Can and Bottle Opener

1

64 Directional Compass

1

121

PAINTS

S.NO.

PRODUCT NAME

53 Rust-Oleum 15 oz. Caution Blue Inverted Marking Spray Paint

PRODUCT IMAGE

QUANTITY

UNIT COST

TOTAL COST

15

$4.78

$71.70

1

$25.98

$25.98

1

$25.98

$25.98

4

$25.98

$103.92

2

$25.98

$51.96

2

$25.98

$51.96

5

$25.98

$129.90

3

$115.00

$345.00

1

$115.00

$115.00

3

$115.00

$345.00

TOTAL

$1266.40

54 Glidden 1 gal. Flat Base 1 White Exterior Latex Paint

55 Glidden 1 gal. Flat Base 1 Island Aqua Exterior Latex Paint (Teal)

56 Glidden 1 gal. Flat Base 1 Laser Lemon Exterior Latex Paint (Yellow)

57 Glidden 1 gal. Flat Base 1 Pacific Coast Blue Exterior Latex Paint (Light Blue)

58 Glidden 1 gal. Flat Base 1 Sizzling Sunset Exterior Latex Paint (Light Orange)

59 Glidden 1 gal. Flat Base 1 Caution Blue Exterior Latex Paint (Dark Blue)

60 Glidden 5 gal. Flat Base 1 Caution Blue Exterior Latex Paint (Dark Blue)

61 Glidden 5 gal. Flat Base 1 Pacific Coast Blue Exterior Latex Paint (Light Blue)

62 Glidden 5 gal. Flat Base 1 Inferno Exterior Latex Paint (Dark Orange)

122

II. SUPPLIED BY COMMUNITY FORGE

S.NO.

PRODUCT NAME

PRODUCT IMAGE

QUANTITY

CF 1 Power wash

1

S.NO. CF 2 HosePRODUCT NAME CF 1 Power wash

PRODUCT IMAGE

QUANTITY

1 1 CF 3 Hand Tamper

CF 2 Hose

2 1

CF 4 Measuring Tape 100’ CF 3 Hand Tamper

1 2

CF 5 Straight Edge

2 CF 4 Measuring Tape 100’

1

CF 6 Jumbo Sidewalk Chalk

30 CF 5 Straight Edge

2

CF 6 Jumbo Sidewalk Chalk

30 S.NO.

PRODUCT NAME

PRODUCT IMAGE

QUANTITY

ST 1 Measuring Tape - 25’

2

III. SUPPLIED BY STUDIO

ST 2 Jig to Þnd a parallel curve to edge of the track S.NO. PRODUCT NAME ST 3 1 Ply Chipboard ST 1 Measuring Tape - 25’

1 PRODUCT IMAGE

QUANTITY

8 2 ST 4 Drafting Tape ST 2 Jig to Þnd a parallel curve to edge of the track

1

ST 3 1 Ply Chipboard

8 ST 4 Drafting Tape

1

123

SKILLS

A. FINDING THE RIGHT ANGLE LINE

40’

Use Pythagorean theorem to find and check right angles to make sure all lines are perpendicular.

30’

use 40’ string to chalk arc location

40’

find 30’ on a straight line

40’

50 ’

50 ’ 30’

30’

use 50’ string to chalk arc location

the intersection of the two arcs is a point on the perpendicular line

40’

You can also use: half double triple

(3’ - 4’ - 5’) (1.5’ - 2’ - 2.5’) (6’ - 8’ - 10’) (9’ - 12’ - 15’) (30’ - 40’ - 50’)

50 ’

Just make sure to keep the Pythagorean proportions.

30’

124

paint line through the point

B. FILL ORTHOGONAL SHAPES Use tape to have straight and clean shape edges.

find edges of shape and make sure lines are perpendicular (ref. skill A)

tape the outside of the shape to be filled

use paint roller to fill inside the tapes

smoothen and touch up within the stroke boundaries

use paint brush for touch ups and missed spots

remove tape to reveal crisp edges

125

C. PAINT ORTHOGONAL LINES: METHOD #1: STRIPER Use a paint striper machine to paint straight lines. This method is fast, but you do not have control over the line’s thickness and smoothness.

126

chalk line through defined points

align chalk line to striper center line and stripe

D. PAINT ORTHOGONAL LINES: METHOD #2: PAINTBRUSH Use a paintbrush to paint straight lines. This method is more time consuming, but you have more control over the outcome.

chalk line through defined points

smoothen and touch up within the stroke boundaries

use paint brush thickness to find the line

127

E. FILL CURVED SHAPES

s Radiu

Use this method to fill any non-orthogonal shape.

128

find circle’s center point

use string length of the radius to chalk the circle shape

use paintbrush to define and smoothen the edges

use paint roller to fill in the circle

use paint brush for touch ups and missed spots

F. PAINT CURVED LINES

s Radiu

Use this method to paint any non-orthogonal lines.

find circle’s center point

use string length of the radius to chalk the circle shape

use paint brush thickness to find the line

smoothen and touch up within the stroke boundaries

129

22

7

+5'6"

UP

UP

9 +4'6"

UP

2 +14'6"

+4'6"

+14'0"

11

6 | A0

2

PHASE 2 12

18

10 5 | A0

2 E2

19

PHAS

+2'3"

+00'

17 15

SHEET SIZE: 34" X 22"

130

|A

23

5

6

21

3 2 +5' 3-1/2"

3 | A02

+5' 3-1/2"

+4'6"

PHASE 1: THE PHASE 1 OF RETAINING WALL WILL INCLUDE ONLY A SMALL PORTION OF VERSA LOK BLOCKS AS SEATING AS MARKED IN THE DRAWING. REFER PHASE 1 MASTER PLAN FOR MORE DETAILS.

SLOPE UP

1 | A02

PHASE 2: THE PHASE 2 OF RETAINING WALL WILL INCLUDE DEMOLITION OF EXISTING RETAINING WALL, RECONSTRUCTION OF A NEW RETAINING WALL USING VERSA LOK BLOCKS ALONG WITH BLEACHERS AND STAIRS AND AN ADA ACCESSIBLE RAMP WITH SEATING.

4

4 02

|A

13

PHAS

E2

PHAS E1 VERSA LOK BLOCK S

8 14

A0

E

2

LEGEND:

2

LAWN/ GROUND COVER

AS

RUBBER MULCH

PH

SAND PIT 1.

PATTERN ISLAND

2.

PLAYGROUND ISLAND

3.

SAND PIT

4.

TIRE MOUND WITH SLIDE

5.

PLANTING ISLAND

6.

GYM ISLAND

7.

FUTURE ISLAND

8.

SEATING ISLAND

9.

THE RED PORCH

10. ADA ACCESSIBLE RAMP

1

11. PROPOSED RETAINING WALL 12. SEATING 13. BLEACHERS 14. STAIRS 20

15. SLIDING GATE 16. PEDESTRIAN ENTRY 17. DUMPSTER 18. PLANTING ON SLOPE 19. MUSIC BENCH 20. PLAY BENCH

16

21. PLANTING BENCH 22. QUIET BENCH 23. PEDESTRIAN ENTRY 2

URBAN ACUPUNCTURE | COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

|

WILKINSBURG PA

SCALE3/32" = 1'0"

TITLE

SHEET NO.

MASTER PLAN (ALL PHASES)

VERSION: V01 SCHEMATIC DESIGN DRAWING

A01

DATE: 05-05-2019

131

WHAT WOULD BE THE IDEAL STRUCTURAL DETAIL FOR ANCHORING THE SLIDE TO THE TIRE MOUND?

3 4"

THICK PLYWOOD COVERING SCREWED TO TIRES

+5' 3-1/2" PLAYGROUND LEVEL

+5' 3-1/2" PLAYGROUND LEVEL

WHAT WOULD BE THE CONNECTION DETAIL FOR THE SLIDE AND THE TIRES AT THIS POINT?

1'-6"

RUBBER MULCH

RUBBER MULCH

+4' 6" EXISTING TERRAIN

EXISTING TERRAIN

+4' 6" EXISTING TERRAIN

EXISTING RETAINING WALL

SLIDE EXISTING TERRAIN SOFT RUBBER PADDING FOR SAFETY

EXISTING RETAINING WALL

THIS OPTION USES FLUSHED FORMATION OF VERSA LOK BLOCKS

CONCRETE FOOTING

1'-2"

2'-4" WHAT WOULD BE THE IDEAL STRUCTURAL DETAIL FOR ANCHORING THE SLIDE TO THE GROUND?

SECTION AA' SCALE: 1/2" = 1'0"

1

SECTION SCALE: 1/

+7' 11-1/4" WALL TOP

+7' 11-1/4" WALL TOP

CAP UNIT ADHERES TO TOP UNIT W/ VERSA LOK CONCRETE ADHESIVE

CAP

WHAT WOULD BE THE BONDING DETAIL TO CONSTRUCT THE PARAPET USING VERSA BLOCKS? CURRENTLY SHOWING ADHESIVE/ MORTAR BETWEEN COURSES.

+5' 3-1/2" PLAYGROUND LEVEL

1" 3'-54

EXISTING TERRAIN CONCRETE FINISH

3B

RETAINING WALL

+4' 6" UPPER LEVEL

RAILING

PROPOSED RETAINING WALL

VERSALOK STANDARD BLOCK

STAIRS

2.5" FILL

ASPHALT PAVING

CAP

1" 2'-14

DRAINAGE AGGREGATE 12" THICK +1' 1-1/4" SEATING

CAP

63 8"

CAP

+0'0" LOWER LEVEL

CAP

DOUBLE STACK TO CREATE BENCH

CAP

+0'0" LOWER LEVEL

CONCRETE FOOTING

SECTION BB' SCALE: 1/2" = 1'0"

+5' 3-1/2" PLAYGROUND LEVEL

CAP

CAP

2.5" FILL

+4' 6-3/4" EXISTING TERRAIN CAP

CAP

EXISTING TERRAIN EXISTING RETAINING WALL THIS OPTION USES STAGGERED FORMATION OF VERSA LOK BLOCKS

CAP

CAP

CAP

CAP

CAP

+0'0" LOWER LEVEL

CONCRETE FOOTING

3A

SECTION CC' OPTION 1 - SECTION THROUGH SEATING SCALE: 1/2" = 1'0"

SHEET SIZE: 34" X 22"

132

SECTION DD' - SECTION THROUG SCALE: 1/2" = 1'0"

CAP UNIT ADHERES TO TOP UNIT W/ VERSA LOK CONCRETE ADHESIVE

RUBBER MULCH

CAP

5 5 5 5 1'-05 8" 25'-28" 1'-08" 1'-08" 1'-08"

2

4

RAILING CONCRETE SLAB ON GRADE VERSALOK STANDARD BLOCK ASPHALT FINISH PLANTING ALONG SLOPE DRIVEWAY

5

SECTION EE' - SECTION THROUG SCALE: 1/2" = 1'0"

CAP

2.5" FILL

CAP

CAP

CAP

CAP

CAP

VERSALOK STANDARD BLOCK CAP

CAP

CAP

CAP

5 5 5 5 1'-05 8" 1'-08" 1'-08" 1'-08" 1'-08"

CAP UNIT ADHERES TO TOP UNIT W/ VERSA LOK CONCRETE ADHESIVE

ASPHALT PAVING

CC' OPTION 2 - SECTION THROUGH SEATING /2" = 1'0" +7' 11-1/4" WALL TOP

CAP

SOFTSCAPE RAILING CONCRETE SLAB ON GRADE

CAP

CAP

RAMP CAP

CAP

RETAINING WALL CAP

DOUBLE STACK TO CREATE BENCH

CAP

CAP

CONCRETE FOOTING CAP

CAP

ASPHALT PAVING +0'0" LOWER LEVEL

PLANTING ALONG SLOPE DRIVEWAY

GH STAIRS

6

SECTION FF' - SECTION THROUGH RAMP SCALE: 1/2" = 1'0"

+7' 11-1/4" WALL TOP

DOUBLE STACK TO CREATE BENCH

2'-23 4"

CAP

5" 1'-08

RAMP

CAP

ASPHALT PAVING +0'0" LOWER LEVEL

CONCRETE FOOTING

GH RAMP

URBAN ACUPUNCTURE | COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

|

WILKINSBURG PA

SCALE1/2" = 1'0"

TITLE

SECTIONS (ALL PHASES)

VERSION: V01 SCHEMATIC DESIGN DRAWING DATE: 05-05-2019

SHEET NO.

A02 133

18

7

+5'6"

UP

UP

9 +4'6"

UP

20

+14'6"

+14'0"

11

10

15

+00'

12

SHEET SIZE: 34" X 22"

134

14

19

5

6

3

17

2 +5' 3-1/2"

1 | A04

3 | A04

+5' 3-1/2"

+4'6"

PHASE 1: THE PHASE 1 OF RETAINING WALL WILL INCLUDE ONLY A SMALL PORTION OF VERSA LOK BLOCKS AS SEATING AS MARKED IN THE DRAWING. REFER PHASE 1 MASTER PLAN FOR MORE DETAILS.

2 | A0

4

4

RETAINING WALL

PHASE 2: THE PHASE 2 OF RETAINING WALL WILL INCLUDE DEMOLITION OF EXISTING RETAINING WALL, RECONSTRUCTION OF A NEW RETAINING WALL USING CINDER BLOCKS ALONG WITH BLEACHERS AND STAIRS AND AN ADA ACCESSIBLE RAMP ALONG WITH SEATING ALONG THE RAMP.

PHAS E1 VERSA LOK BLOCK S

8

+4'6"

LEGEND: LAWN/ GROUND COVER RUBBER MULCH SAND PIT

1

1.

LEARNING ISLAND

2.

PLAY ISLAND

3.

SAND PIT

4.

TIRE MOUND WITH SLIDE

5.

PLANTING ISLAND

6.

FITNESS ISLAND

7.

FUTURE ISLAND

8.

SEATING ISLAND

9.

THE RED PORCH

10. EXISTING RAMP 11. EXISTING RETAINING WALL 12. SLIDING GATE

16

13. PEDESTRIAN ENTRY 14. DUMPSTER 15. MUSIC BENCH 16. PLAY BENCH 17. PLANTING BENCH

13

18. QUIET BENCH 19. PEDESTRIAN ENTRY 2 20. RECREATION ROOM

URBAN ACUPUNCTURE | COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

|

WILKINSBURG PA

SCALE3/32" = 1'0"

TITLE

MASTER PLAN (PHASE 1)

VERSION: V01 SCHEMATIC DESIGN DRAWING DATE: 05-05-2019

SHEET NO.

A03 135

WHAT WOULD BE THE IDEAL STRUCTURAL DETAIL FOR ANCHORING THE SLIDE TO THE TIRE MOUND?

3 4"

THICK PLYWOOD COVERING

+5' 3-1/2" PLAYGROUND LEVEL

WHAT WOULD BE THE CONNECTION DETAIL FOR THE SLIDE AND THE TIRES AT THIS POINT?

1'-6"

RUBBER MULCH

+4' 6-3/4" EXISTING TERRAIN

SLIDE EXISTING TERRAIN SOFT RUBBER PADDING FOR SAFETY

EXISTING RETAINING WALL

1'-2"

2'-4" WHAT WOULD BE THE IDEAL STRUCTURAL DETAIL FOR ANCHORING THE SLIDE TO THE GROUND?

1

SECTION AA' SCALE: 1/2" = 1'0"

SEATING/ BLEACHERS CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

CAP

RETAINING WALL EXISTING TERRAIN

2

SECTION CC' - SECTION THROUGH SEATING SCALE: 1/2" = 1'0"

RUBBER MULCH +5' 3-1/2" PLAYGROUND LEVEL

2.5" FILL

+4' 6-3/4" EXISTING TERRAIN

EXISTING TERRAIN VERSALOK STANDARD BLOCK

EXISTING RETAINING WALL THIS OPTION USES FLUSHED FORMATION OF VERSA LOK BLOCKS

CONCRETE FOOTING

3 SHEET SIZE: 34" X 22"

136

SECTION CC' OPTION 2 - SECTION THROUGH SEATING SCALE: 1/2" = 1'0"

5" 1'-05" 1'-05" 1'-05" 1'-05" 1'-08 8 8 8 8

CAP UNIT ADHERES TO TOP UNIT W/ VERSA LOK CONCRETE ADHESIVE

ASPHALT FINISH

FUTURE PHASES AS DESCRIBED IN PREVIOUS SECTIONS, THE PLAYSCAPE IS DESIGNED TO BE EXECUTED INCREMENTALLY OVER TIME. A PART OF THE MASTER PLAN ENVISIONS REBUILDING THE EXISTING RETAINING WALL USING THE MODULAR VERSA LOK BLOCKS. THIS RETAINING WALL EXTENDS ON EITHER SIDE TO FORM BLEACHERS AND SEATING UTILIZING THE MODULAR NATURE OF THE VERSA LOK BLOCKS. THIS RETAINING WALL NEEDS TO BE EXECUTED IN PHASES WHERE A PART OF THE BLEACHERS ARE BUILT ALONG WITH THE PLAY ISLAND AND THE REMAINING RETAINING WALL IS BUILT OVER TIME. THE PLAY ISLAND WILL BE EXECUTED IN THE COMING MONTHS BY UTILIZING THE KABOOM GRANT WHICH WAS AWARDED TO COMMUNITY FORGE THIS YEAR.

URBAN ACUPUNCTURE | COMMUNITY FORGE URBAN COLLABORATIVE STUDIO

|

WILKINSBURG PA

SCALEAS SHOWN

TITLE

SECTIONS (PHASE 1)

VERSION: V01 SCHEMATIC DESIGN DRAWING DATE: 05-05-2019

SHEET NO.

A04 137

138

special thank you to:

guest critics:

Jackie Cameron Patrick Cooper Mike Skirpan Angel Perry Erin Perry Jordon Howard Larlena Livsey Ariel Beach-Westmoreland Michael Johnson Judy Cameron Donald Robinson Ashley Comans Junyetta Seale Courtland Kenley Jahana Jones Regina Harbourne Mike Millberger Vonda Thomas Dave Choi

Nina Barbuto Akhil Badjatia Lorena Bello Christine Brill Nina Chase Stefani Danes Ray Gastil Kristin Hughes Liu Jian Julie Kachniasz Jonathan Kline Joshua Lee Brent D. Ryan

engineers without borders Terry Kritz Jon Holmes Brian Salvato [pittsbrugh learning commons youth council] Charles Taelyn Demari Dominique Antonie Bryan [gwen’s girls] Na’kira Heavenly London Journee Arianna Malkia

139