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
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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
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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.
ur e
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Pe n
ell
an
aham D e p art d Gr
m tore
Cal dw
r’s Better Furnit
ts en
Railroad Stat nia i on lva ( sy
lle Fa
16 19
n
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.
mer Hardwa Wal re
C o.
WOOD ST
CENTER ST
(1908)
e Th
E SWISSVALE AVE
NORTH AVE
Faller’s Better Furniture
EB
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
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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
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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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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.
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W
U ILKINSB
HOOL
AND M
IDDLE
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E
2
1
H SC RG HIG
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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
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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
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42
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COMMUNITY EVENT
44 BACKSTAGE AND TRUCK PULL IN AREA
STANDARD 24’ x 14’ STAGE
CONCERT/FESTIVAL
EDUCATIONAL PLAYSCAPE
PARKING
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47
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49
50
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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
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Music Bench
Play Bench
Garden Bench
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Seating Island
S2
(Transverse Section)
1'-11"
15'-0"
1'-11"
S1
(Longitudinal Section)
Plan
Axonometic View Scale: 1/4” = 1’-0”
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1'-6"
S1
(Longitudinal Section)
1'-6"
S2
(Transverse Section)
63
Music Bench
Axonometic View Scale: 1/4” = 1’-0”
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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)
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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”
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E1
(Longitudinal Elevation)
6'-0"
1'-3" 2"
E2
(Transverse Elevation)
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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”
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E1
(Longitudinal Elevation)
1'-11"
1'-6"
E2
(Transverse Elevation)
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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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Step 14 R8
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metal bracket x4
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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
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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
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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
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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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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