EMILY WILLIAMS
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PREPARED BY:
Emily Williams | Master of Architecture + Master of Urban Design Urban Design Capstone 2018 Kent State University College of Architecture and Environmental Design Cleveland Urban Design Collaborative (CUDC)
CAPSTONE ADVISORS:
David Jurca | Assistant Professor of Urban Design Bill Willoughby | Associate Dean and Associate Professor
ADVISORY COMMITTEE:
REVIEW ONE Irwin Lowenstein | Advising University Architect for CWRU Dru McKeown |Principal, Architecture Office Dr. Stephen Mitchell | Associate Dean KSU College of Education REVIEW TWO Dru McKeown |Principal, Architecture Office Jeff Kruth | Urban Designer
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TABLE OF
CONTENTS 01
INTRODUCTION See page 6 for details
Basic review of important topics and research relevant to the development of the design operations and interventions contained in this document.
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DESIGN REVIEWS See page 18 for details
Two reviews were completed in the tenure of this design project - the first was to review project goals and site conditions and the second was to review operations and establish the foundations for the graphic novel.
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OPERATIONS See page 52 for details
Diagrammatic studies designed to be applicable to many urban environments experiencing similar constraints as those currently being tackled in Cleveland, OH.
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PROJECT DEVELOPMENT See page 10 for details
Maps the progress of the project, including schedule, design proposal and methodology, case studies, and site conditions.
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PERSONAS & JOURNEY See page 38 for details MAPS
Personas were created to understand the project’s audience. Two personas participated in journey mapping, which is a graphic interpretation of each persona’s individual experience within the site.
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GRAPHIC NOVEL See page 60 for details
Introduces a series of interventions designed to meet the needs of a specific set of constraints and site conditions in Cleveland.
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4
This was a rendering completed for an architectural studio - multiple recreational paths converge, providing an opportunity for people to gather and learn about these different transportation systems.
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INTRODUCTION HELLO,
My name is Emily Williams. I am a graduate student pursuing dual Masters’ degrees in Architecture and Urban Design. Over the last few semesters, I’ve been researching the educational capacity of the city and the role of the urban environment in knowledge development. The goal is to design interventions that enable the city’s users to develop their own knowledge about the city and to develop a system that enables them to integrate their skills and narratives back into the urban environment.
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KNOWHERE: INTRODUCTION
ABOUT THE PROJECT
When people know all of the relevant facts, they are able to make their own
The goal of this project is to facilitate the autonomous judgments about the disaggregation of learning environments world - and more specifically, their own and to develop a series of tactics that urban environment. There is no end to can be applied to different neighborhood knowledge - no limit to what a person needs and scales. This document can learn. Knowledge enables a person terminates in a graphic novel that reflects to contribute - it empowers a person to how specific design interventions may be play a more active role in their global aggregated in a specific community. and local community. This power WHY SHOULD THE CITY PURSUE GREATER LEARNING OPPORTUNITIES?
comes from having a closer grasp on different conditions existing in urban environments.
The city should be a place of accessibility - a place that cultivates the growth of a
ISSUES & CONCERNS
personal knowledge bank based on an Education and learning environments individual’s own interests and means of are not created equal. The success of learning regardless of socio-economic any given learner is determined by the circumstances. Providing learning type of access they have to pursue their opportunities in urban environments interests. In lower income neighborhoods, enables people to form their own the amenities necessary for a person to opinions about their surroundings snd define their passions is often inaccessible pursue the information they find most or the conditions under which they would interesting. pursue these topics is not conductive to learning. 7
KNOWHERE: INTRODUCTION
USEFUL TERMS DATA the raw, unprocessed numbers, letters, or symbols associated with the building blocks of information and knowledge.
INFORMATION the aggregation, organization, or classification of data as data has been assigned meaning previously unknown to the recipient.
KNOWLEDGE a cohesive body of processed information that is organized, interrelated and more broadly understood and applied.
LEARNING to acquire knowledge of or skill in by study, instruction, or experience. Often this action is considered active - all knowledge developed is created from personal experiences or interests.
EDUCATION to develop the faculties and powers of (a person) by teaching,instruction, or schooling. Often this action is considered passive - all knowledge gained is prescriptive, rather than gained based on a learner’s interests and skills.
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KNOWHERE: INTRODUCTION
GARDNER’S THEORY OF MULTIPLE INTELLIGENCES MUSICAL-RHYTHMIC
Learning through rhythm and sound - these learners perform and recognize music instinctively, and are able to easily create timbre, tone, rhythm, and pitches. Learners are able to recognize patterns and musical structure.
VISUAL-SPATIAL
Thinking in terms of physical space - these learners have the ability and capacity to understand, remember, and recall the spatial relations among objects, to think in terms of images, and to orient themselves spatially.
VERBAL-LINGUISTIC
Understanding the world through words - these learners grasp information by reading, writing, and spoken word. This type of learning plays an important role in using words to express personal knowledge to others.
LOGICAL-MATHEMATICAL
Thinking in conceptually and abstractly - these learners explore patterns and relationships in order to better understand the bigger picture. This type of learning think in numerical terms, systematic patterns, and logical sequences.
BODILY-KINESTHETIC
Using the body effectively - these learners use bodily movement to process information. Learners are aware of sensory information and often work through problems by physical activity.
INTERPERSONAL
Understanding and interacting with others - these learners are considered people-smart individuals. Learners are able to understand how people feel by reading body language and are able to react to different social situations.
INTRAPERSONAL
Understanding one’s own interests or goals - these learners are considered self-smart individuals. Learners focus on knowing more about themselves about their own interests or feelings.
NATURALISTIC
Interpreting the natural world and all of its living organisms - these learners are skilled at categorizing information and recognizing patterns in the natural environment through observation and exploration of their surroundings. 9
PROJECT DEVELOPMENT
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KNOWHERE: PROJECT DEVELOPMENT
DEVELOPMENT SUMMARY
This project was completed in three phases. It began in the summer of 2017 with an architectural study related to two specific learning models: experiential learning theory and communal constructivism. These studies culminated in two design proposals related to how knowledge is gained and how it can be shared to become a collective body of knowledge.
The second phase was a research phase that focused on understanding how learning and knowledge sharing could become integrated into an urban design project. This research culminated in the design proposal that would be completed in the final phase of this project. The final phase of the project was to perform extensive site analysis and to develop a series of disaggregated learning opportunities that are explored throughout the following pages of this document. 11
2017-2018 PROJECT TIMELINE
FEB 22 Capstone Review One
AUG 04 Final Architectural Studio Review
NOV 02 Graduate Research Symposium
JUN 7 - 13 Architectural Concept begins
SEP 30 AIA CLE Design Submittal
JUN
DEC 07 Final Capstone Research Review
JUL AUG SEP OCT NOV DEC JAN 2017
SUMMER ARCH THESIS
MAR 22 Capstone Review Two
MAY 03 Final Capstone Review
FEB MAR APR MAY 2018
CAPSTONE RESEARCH PRIORITIZE RESEARCH CONCEPTS CONCEPTUAL DESIGN DESIGN OPERATIONS GRAPHIC NOVEL
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KNOWHERE: PROJECT DEVELOPMENT
SITE SELECTION & ANALYSIS
Cleveland has been selected for the project location, with a specific focus area on University Circle and the surrounding neighborhoods. University Circle is home to a variety of important social, cultural institutions that can feed into the surrounding neighborhoods. This urban core and adjacent neighborhood spaces provide potential for future development.
The goal of the project is to develop alternative responses in the delivery of learning services. The proposal is to interject learning spaces within the urban landscape surrounding University Circle and to develop mobile learning designs that can travel to locations where people do not have access to various learning environments. These design devices will be deployed systematically across the city as a network of interrelated parts.
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KNOWHERE: PROJECT DEVELOPMENT
SITE ANALYSIS
The Hough neighborhood became the primary focus of this investigation. There are several important local amenities within Hough that can be utilized and exposed, including components of urban ecosystems, like the culverted Doan Brook or the Cultural Gardens. Transit systems, like the RTA or Healthline, have existing typologies that can be reinterpreted and utilized at the basis for design. Additional amenities located in the University Circle area can also be expanded to provide experiences in local neighborhoods, like Hough, that may currently be isolated by social barriers. 14
KNOWHERE: PROJECT DEVELOPMENT
URBAN WATER & VACANCY The Hough neighborhood is plagued by vacancy - some of this vacancy is caused by social conditions, but much of it is triggered by a stream that was culverted in the early 1900’s. The culverting of the Doan Brook created an invisible soil condition that is unable to support building foundations. This provides a unique learning opportunity. Design interventions enable buried urban systems to be exposed. They also enable members of the community to learn about what is causing much of the vacancy in their neighborhood.
TRANSIT ROUTES AND STOPS This neighborhood is also home to a variety of different public transit routes, including the HealthLine and the local RTA routes. These transit routes provide the opportunity for systematic learning. These are systems that are exposed - that people interact with on a daily basis. They enable the facilitation of design interventions that reflect change over time. People can learn more about the physical, tangible data around them.
LOCAL AMENITIES Cleveland’s University Circle lies host to a cluster of significant cultural, social, and educational institutions. These institutions provide services that coincide with several different learning styles: visual - Cleveland Museum of Art, musical-rhythmic - Severance Hall, and naturalistic - Cleveland Botanical Gardens, to name a few. These facilities provide the opportunity to expand its experiences to the neighborhood - beyond the social barriers that currently isolate the surrounding communities from utilizing these institutions.
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KNOWHERE: PROJECT DEVELOPMENT
CASE STUDIES Several design proposals were studied to understand different design philosophies and approaches related to facilitating urban learning. These design concepts were analyzed to understand the overall themes of these projects and how they apply to this urban design proposal. Each project is defined by a set of goals and takeaways related to the underlying structure of KnoWhere, including concepts like disaggregated learning opportunities, inclusive planning practices, and creating opportunities for social engagement.
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KNOWHERE: PROJECT DEVELOPMENT
THE PALIMPSEST The Palimpsest is a project developed by Interactive Architecture Lab that reflects ongoing ideas that architecture and urban design can be palimpsests: as cities and buildings are modified and re-purposed, traces of their previous lives remain visible. Goals: - Developing an understanding of invisible data - Documenting Historical Narratives - Using VR to make urban data visible - Aimed to create inclusive planning practices
INTERACTIVE ARCHITECTURE LAB
BMW GUGGENHEIM LAB The goal of the project is to explore new ideas, experiment, and ultimately create forward-thinking solutions for city life through a mobile laboratory. One of the more inspiring attributes of this project is the concept of mobility and disaggregated learning environments.
ATELIER BOW-WOW
Goals: - Reconceiving the urban education system - Breaking the system down into smaller components - Assigning a hierarchy among parts
‘JUST KIDDING’ ‘Just Kidding’ is a student project that looks for alternative responses in the delivery of education services. It develops mobile learning designs that are deployed systematically across the city as a network of interrelated parts whose needs are fed through a critical structure, called a ‘mother-school.’ Goals: - Creating opportunities for social engagement - Rethinking public spaces around the exchange of knowledge - Disaggregated Learning Opportunities
NISHANT MITTAL
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DESIGN REVIEWS
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KNOWHERE: DESIGN REVIEWS - REVIEW ONE
DESIGN REVIEW ONE February 22, 2018
The preliminary review was used to discuss the founding principles that would catalyze the design process and the role of narratives in expressing the designs. A series of typologies were designed to reflect how people might learn about different aspects of urban life. In the research phase of the project, a series of personas were created to describe how people learn and how their idiosyncrasies impact how they interact with the urban environment. These characters were then refined to meet the demands of the design project. Three of these characters then had a specific narrative tied to their learning experience. Each narrative then reflected one of the typologies being deployed in their environment. This review was used to evaluate the preliminary design concepts and their representation.
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KNOWHERE: DESIGN REVIEWS - REVIEW ONE
INITIAL TYPOLOGIES EXPOSING ENTRY - AR/VR Pop Up - Exposing the activities within by opening the bldg front - Reconceiving spatial conditions around construction and deconstruction
LEARNING THROUGH PLAY - Learning about culverted streams - People learn through play about different urban systems
COMMUNITY EXCHANGE - Communal Constructivism - Knowledge Exchange - Collective engagement through different meeting spaces
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KNOWHERE: DESIGN REVIEWS - REVIEW ONE
AMBIENT TRANSIT - Providing users with direct feedback about their context - Using sound and light to easily understand data like air quality or transit information -
BOOKLESS LIBRARY - Temporary/Transitional Urban Environments - Rethinking traditional building typologies - Different environments respond to urban issues
RECREATIONAL LEARNING - Kinematic Learning - Connection to the Natural History Museum - Exposing Information where different path conditions converge
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KNOWHERE: DESIGN REVIEWS - REVIEW ONE
THE FACES OF LEARNING
While Gardner’s attributes were intended to help the world understand how people observe and absorb their contexts and the information they possess, they were not intended to label an individual to a specific type of intelligence. Each person’s identity is defined by a range of these characteristics and the system through which they process information does not lie within one type of reasoning. Each person sees the city differently and they process the discrete information it possesses distinctly from its other users. It’s those aspects of their personalities that define their role in the urban environment and it is those aspects that they are going to share with other people. It’s not only about how they learn, but also their ability to share their experiences with the other users of the city. 22
KNOWHERE: DESIGN REVIEWS - REVIEW ONE
LEARNING NARRATIVES INITIAL PERSONAS A series of personas were created in order to define the users of a given system and what type of learner may be drawn to each of the previously listed typologies. The proposal started with three personas and expanded as the project developed. These three personas became the basis of design for the graphic novel.
INSPIRING THE GRAPHIC NOVEL The following pages contain the first pass at designing the graphic novel. Each one of these characters has a narrative that reflects his or her own interests or learning styles. Their stories run as a single narratives, stylistically similar, but never intersecting. The goal of phase one of the graphic novel was
RACHEL
to understand how these pieces started fitting together.
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KNOWHERE: DESIGN REVIEWS - REVIEW ONE
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Ambient Transit Since Graham likes to take public transit and he enjoys learning through different systems, it seemed like the appropriate time to look at how a person of this learning spectrum might approach the Ambient Transit typology. In this image, Graham sees the type of light being emitted from the bench and knows that the air quality is poor today, validating his choice to take public transit and enabling him to exchange that information with some of his fellow transit users.
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KNOWHERE: DESIGN REVIEWS - REVIEW ONE
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MLK Green This concept was developed in response to the transitional learning proposal - for urban environments like the MLK Library. In addition to the new environmental conditions, it provides the area with a new public recreational outlet. Here, a learner, like Graham, can partake in one of his favorite activities - gardening.
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Ambient Transit II This transit stop is located near the newly ‘naturalized’ MLK Library. Here, Graham is able to see the type of light and hear the type of sound being emitted from the benches and knows that the air quality is a significant improvement from what he experienced in the first stop. 25
KNOWHERE: DESIGN REVIEWS - REVIEW ONE
1
What are they doing? Jordan sees her friends playing on these rock-like features in the middle of a vacant field near her home. As she sees them crossing the space across these rocks she has the desire to join them.
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KNOWHERE: DESIGN REVIEWS - REVIEW ONE
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Learning through Play Jordan is a highly kinematic learner, meaning that she learns by physically engaging with an object or space. In this case, Jordan jumps from ramp to ramp, noticing a feeling like one she had where she tried to travel over a stream without getting her feet wet. It brought back memories of playing the ‘lava game,’ knowing that touching the ground was completely against the rules.
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KNOWHERE: DESIGN REVIEWS - REVIEW ONE
Movement Jordan asked her friends if they wanted to change the formation of the rocks. She wanted to space them out to see who could make it across a more difficult path. She liked being able to have a hand in making her own space.
3 Understanding Boundaries
4
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As she and her friends began to move these objects around, Jordan recognized a set of boundaries placed at the outer edge. She notices that the boundaries begin to outline a more natural pattern reinforcing her understanding of the buried system below.
KNOWHERE: DESIGN REVIEWS - REVIEW ONE
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The Urban Exchange Candice wants to be more involved in her community. This new typology for a community meeting space provides Candice with an opportunity to play a more active role in planning her neighborhood. The top of the building would have a real time feed about what elected officials are discussing and a live social media stream to engage with these elected officials - all with the goal of creating more governmental transparency, a concept she fully supports.
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The Interior Inside there are a series of spaces intended to promote smaller meetings between people of the community. It gives people like Candice the opportunity to interact with a variety of different people all in the same set of spaces.
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KNOWHERE: DESIGN REVIEWS - REVIEW ONE
REVIEW ONE FEEDBACK
CONCEPTUAL DESIGN & RESEARCH FEEDBACK - Abstract the typologies - separate them from the design interventions in the graphic novel - 70% of all learning occurs outside of the classroom - Converging and Diverging storyboards - how do the personas' journeys intersect? - What role does agency play in the design of these components? - Planned vs Unplanned and Temporary vs Permanent - Start looking at the social determinants of health
DESIGN FEEDBACK - Vary the type of atmospheres used for different narratives - they can be used to convey the message - Start developing a style used in the layout of the graphic novel - use a style that differentiates the differences between the abstract typologies and the design interventions expressed in the graphic novel. - Start to understand what these typologies start to look like when they are embedded in a place - Tease out the real reason why these solutions are architectonic - which designs require this type of solution - which ones require a different aesthetic? - Make diagrams reflect the complexity of different learning opportunities - less rigid, less linear
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KNOWHERE: DESIGN REVIEWS - REVIEW TWO
DESIGN REVIEW TWO March 22, 2018
The second review was used to review operations and establish the foundations for the graphic novel. A series of personas were developed with specific interests and learning characteristics. Each character responds to different learning styles that relate directly to how they understand the world. One component added to the scope of the project were two journey maps - these were developed to discover moments in existing site conditions where support was needed to foster learning or understanding about the urban environment. These moments of support were used to spur the design interventions that were expressed in the updated graphic novel.
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KNOWHERE: DESIGN REVIEWS - REVIEW TWO
SAMPLE OF UPDATED TYPOLOGIES
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KNOWHERE: DESIGN REVIEWS - REVIEW TWO
SAMPLE OF UPDATED PERSONAS
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KNOWHERE: DESIGN REVIEWS - REVIEW TWO
SAMPLE OF UPDATED GRAPHIC NOVEL
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KNOWHERE: DESIGN REVIEWS - REVIEW TWO
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KNOWHERE: DESIGN REVIEWS - REVIEW TWO
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KNOWHERE: DESIGN REVIEWS - REVIEW TWO
REVIEW TWO FEEDBACK
CONCEPTUAL DESIGN & RESEARCH FEEDBACK - Typologies appear to respond to a set of actions and lack a connection to a set of interventions - reflect on how these operations move beyond a set of existing conditions and focus on what impact they have on urban learning. - The audience seems to be missing - defining the audience would provide clarity for the organization of the presentation and provide a direct relevance to place. - How can you make the information contained on the first few boards (preliminary research and methodology) more approachable to the audience? Perhaps lead with part of the graphic novel and then explore the project background? - Are these design interventions too curated? These interventions do not respond to a specific place or time - these designs need to relate to the specific constraints of Hough and University Circle.
DESIGN FEEDBACK - Designed components in the graphic novel need to take on the character of the neighborhood - right now they are too vague - Prefer moments where the persona is interacting with a specific set of circumstances (ie: when Sophia places her had on the ladder - it reflects a connection to a specific type of learning) - Look into graphic novel software - explore their differences and challenge perceptions of a traditional graphic novel -Reconceive what the graphic novel might look like - this type of graphic novel can differ from traditional perceptions. Multiple perspectives and design expressions can be perceived all at once.
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PERSONAS & JOURNEY MAPS
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KNOWHERE: PERSONAS
WHY PERSONAS?
It’s those aspects of their personalities
A series of personas were developed
that define their role in the urban
in order to define the scope of the
environment and it is those aspects
project and to determine what type of
that they are going to share with other
learners would participate in this type
people. It’s not only about how they
of urban design project. Each persona
learn, but also their ability to share their
was developed with qualities relating to
experiences with the other users of the
a spectrum of Gardner’s intelligences.
city.
Additionally, each persona has a list of biographical data pertaining to their
JOURNEY MAPPING
personalities and cultural backgrounds. Journey mapping is an exercise where a person passively observes the actions, Each person is different. They see the city experiences, and emotions of another differently and they process the discrete person as they pass through the site information it possesses distinctly from from starting point to finish point. Two its other users. I wrote these character personas were selected as participants case studies with little idiosyncrasies. It’s for this type of study. The findings were not just about how they learn - it’s about used to find moments of support that who they are. Each person comes from a would spur the development of design different background and has a different interventions. perspective based on their life.
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KNOWHERE: PERSONAS
Hello there! My name is Graham. I’m a retired school teacher from Lakewood, OH. I love outdoor activities, especially gardening. I prefer to take public transit over traditional car ownership. I prefer to learn things systematically connecting the dots, so to speak. My friends describe me as a little softspoken, but I really come out of my shell once you get to know me.
GRAHAM MARSHALL School Teacher, Retired February 12, 1934
MUSICAL VISUAL
NATURALISTIC
INTRAPERSONAL
VERBAL
INTERPERSONAL KINESTHETIC
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LOGICAL
KNOWHERE: PERSONAS
Hi guys! My name is Jordan. I am six and a half years old. I live in the Hough neighborhood in Cleveland. I love to play with all of my friends outside. I like to run around near the park by my house. I climb on everything in sight. I like activities that involve playing and places that have a lot of people I can talk to.
JORDAN HUGHES 1st Grader November 6, 2011
MUSICAL
NATURALISTIC
VISUAL
INTRAPERSONAL
VERBAL
INTERPERSONAL
LOGICAL
KINESTHETIC
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KNOWHERE: PERSONAS
Hello there! My name is Rachel. I’m an Illustrator and Graphic Designer studying at the Cleveland Institute of Art. I am pretty shy, meaning that I prefer solitary activities. I have a very active imagination - I live inside of my head. I’m very in tune with my own emotions. I spend much of my time sketching abstract concepts in my notebook. My friends say I’m inobservant causing me to be klutzy.
RACHEL PHILLIPS Designer - Student at Cleveland Institute of Art May 4, 1996
MUSICAL
NATURALISTIC
VISUAL
INTRAPERSONAL
VERBAL
INTERPERSONAL KINESTHETIC
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LOGICAL
KNOWHERE: PERSONAS
Hi guys! My name is Jackson. I grew up in the Glenville neighborhood. I am a very civic minded individual - I like to advocate for the unheard voices of the community. I like to interact with different people and learn about their backgrounds and personal knowledge. I learn best through experiences and conversations.
JACKSON DAVIS City Council Member September 14, 1991
MUSICAL
NATURALISTIC
VISUAL
INTRAPERSONAL
VERBAL
INTERPERSONAL
LOGICAL
KINESTHETIC
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KNOWHERE: PERSONAS
Hello there! My name is Christina. I love participating in outdoor activities with my children. My wife calls me a social butterfly because I enjoy interacting with different people. I drag my family to different ‘hot spots’ around town hoping to try new things. I’m very active - I run at night after I put my kids to bed. It helps me clear my mind after the day’s activities.
CHRISTINA HORVATH Social Worker October 28, 1975
MUSICAL
NATURALISTIC
VISUAL
INTRAPERSONAL
VERBAL
INTERPERSONAL KINESTHETIC
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LOGICAL
KNOWHERE: PERSONAS
Sees UH bikes along Wade Oval Drive.
Cuts through the center of Wade Park.
Walks toward the new addition of the Natural History Museum
Sees Parking Garage in the distance as crossing over MLK.
Chooses Crosses along Harrison Dillard Trail over the bridge
Passes through the Cancer Survivors Plaza.
Uses crosswalk to cross 105th Street and notices a strong police presence.
Sees the recreation zone next to the VA hospital addition.
Notices the
I’m glad they placed these here... Maybe next time?
Does Wade Park have more people in it when it’s warmer?
I like the progress made in this area.
What an eyesore!
Admires the bridge, but does not notice the connection to the Doan Brook
What does this sculpture mean?
Why are there so many police cars in this area?
Is this recreation park connected to the medical building next door?
My kids would love this playground
Curious
Surprised
Curious
Intrigued
Annoyed
Open
Reflective
Uncomfortable
Inquisitive
Satisfied
Determined
Responsive
Uneasy
Interested
Weary
Contented
Curious
Engaged
Anticipation
EMOTIONS
Creates a strong connection to the park
How can we change this structure?
Anxious Optimistic
Anticipation
High Alert
Proud
playground
and gazebo in the distance.
I’d use this gazebo on a hot day!
Active
Interested
Abhorred
Arrives at Rockefeller
Walks out onto Wade Oval Drive.
THOUGHTS
ACTIONS
Leaves Weatherhead
JOURNEY MAPPING
Hesitant
+
+ Support Needed
Support Needed
Support Needed
-
-
EMOTIONAL BASELINE
Attentive
UH BIKES
ROCKEFELLER PARK
DOAN BROOK ROCKEFELLER PARK
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KNOWHERE: PERSONAS
INSIGHTS: - How can we make Wade Oval more active during the winter months? - New Addition to the Museum of Natural History - visual access to the topographical systems below - Harrison Dillard Trail as a means of recognizing the culverted Doan Brook - Distanced Learning - Can we learn things about a place while not being there? - Stronger connection between the recreational area and the VA Hospital
OPERATIONS USED TRANSFORM
TRADE
EXPOSE
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KNOWHERE: PERSONAS
Hello there! My name is Sophia. I was born in El Salvador, but I now call Cleveland my home. I’m a medical student at Case Western Reserve University. My interests are pretty diverse. I supplement my desire to help people with my passion for plays and musicals. I love to dance and create my own choreography. I enjoy both solitary and group activities.
SOPHIA GONZALEZ Medical Student - Case Western Reserve University January 31, 1992
MUSICAL
NATURALISTIC
VISUAL
INTRAPERSONAL
VERBAL
INTERPERSONAL KINESTHETIC
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LOGICAL
KNOWHERE: PERSONAS
EMOTIONS
THOUGHTS
Walks out onto East Blvd.
Looks at initial environs with little focus to the periphery
Sees the fences up in the landscape
Looks at grass ramp leading to the Case Student Center
Crosses East Blvd at the crosswalk and passes by the CMA
Chooses to walk closer to the Wade Lagoon than CMA
Reads sign and explores the Chinese Cultural Garden
Notices the dome of the Maltz in the distance
How is the CIA building currently being used?
How is the small gazebo being used?
Wonders what they are building, but wouldn’t look further into it.
How many times is that ramp used?
Can I see the Thinker statue from here?
Wonders if there are animals in the local area
I’m getting There are close! a lot of different routes I can take.
Where do I enter? There are several arches...
Interesting space for pop-up events
So many routes to choose...
From a distance: What is that...? a park? a cemetery?
Takes side path and heads up toward the Maltz and crosses 105th St.
Passes under an arch and enters the Maltz through the main entry
Curious
Confused
Curious
Intrigued
Proud
Open
Confused
Optimistic
Curious
Frustrated
Determined
Unsure
Attentive
Open
Curious
Engaged
Curious
Determined
Unsure
Perplexed
Interested
Reflective
Interested
Anticipation
Optimistic
Interested
Arrives at the Maltz
ACTIONS
Leaves Weatherhead
JOURNEY MAPPING
Concerned
+
+
Support Needed
THE MALTZ
CHINESE CULTURAL GARDEN
Support Needed
Support Needed
Support Needed
-
-
EMOTIONAL BASELINE
Disoriented
RTA STOP
WADE LAGOON
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KNOWHERE: PERSONAS
INSIGHTS: -
More support needed at the end of the journey Understanding transit conditions from a distance How can people see the progress of the Nord Family Greenway Destination Routes vs Meandering Routes When approaching the Maltz from the side (due to construction) it is difficult to know which entrance is the goal. - Need for stronger wayfinding mechanisms
OPERATIONS USED RISE
WEAVE
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OPERATIONS
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KNOWHERE: OPERATIONS
OPERATIONS BRIEF These operations were developed to respond to different urban issues. These concepts have been designed as diagrammatic components, meaning that they remain in an abstract environment and are applicable to other neighborhoods or cities experiencing similar constraints as the topics currently being tackled in Cleveland.
Each component is described in terms of actions - operations to be enacted by the city’s users or actions describing the goal of the intervention itself. They provide neighborhoods or cities with different amenities that create opportunities for direct or indirect learning or for knowledge exchange between people in different social contexts.
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KNOWHERE: OPERATIONS
EXPOSE To EXPOSE is to reveal - to make known. The goal of this concept is to reveal an urban system lying beneath the ground surface. In this case, the development occurs around a palimpsest. Original Concept: Learning through Play - people play on rocks to emulate the experience of crossing a culverted stream.
WEAVE To WEAVE is to thread - to connect. It is a string of different amenities that thread together places of interest. This journey enables the user to see informatic connections between each component Original Concept: Ambient Transit providing users with direct feedback about their context
DECONSTRUCT To DECONSTRUCT is to disassemble - to make take apart. People learn about different building structures and how they change over time. Flexibility enables people to reconceive the built form and its potential uses. Original Concept: Exposing Entry - Exposing the activities within by opening the building front.
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KNOWHERE: OPERATIONS
INSERT To INSERT is to place into an environment - to place into action. This space is constantly in flux, providing different amenities based on community needs. Original Concept: Knowledge Exchange Center - collective engagement through different meeting spaces
UTILIZE To UTILIZE is to make practical and effective use of. In this case, simple modifications to an existing structure provide the site with breakout spaces that enable the users to occupy the site while it is under construction. Original Concept: Bookless Library - alternative uses for existing forms.
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KNOWHERE: OPERATIONS
TRADE To TRADE is to exchange - to switch or to swap. This typology occurs when two different paths converge. Where they cross, a form of identification and exchange occurs between these different users. Original Concept: Recreational Path pursuing inquiry about migration and intersecting paths.
TRANSFORM To TRANSFORM is to change over a long period of time. It starts by exploring vacancy and developing a space that constantly changes over time based on its original components. Each time a user visits the space, it has changed from its previous composition. It is a social structure that promotes the exchange of knowledge and spatial definition.
RISE To RISE is to ascend - to elevate. When an urban design project undergoes construction, traditional paths are bypassed due to temporary conditions. These areas often have barriers to entry, preventing the bystanders from observing the progress. If an elevated platform were placed along the path, people would be able to learn about the project and be more engaged with the transient environment. 56
Conceptual Case Study: Nord Family Greenway, University Circle
KNOWHERE: OPERATIONS
CONCEPT MATRIX The following diagram expresses the connection between these operations and some of the fundamental research components contained in this document. Each of these operations are connected to Gardner’s learning models. Some operations have distinct relationships with these learning models (as shown in the black text) while some have more abstract affiliations to these research components (these are reflected in the grey text).
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CONCEPT MATRIX
KNOWHERE: OPERATIONS
CONCEPT MATRIX
MUSICAL
VISUAL
VERBAL
LOGICAL
M LAB SOCIAL CONDITIONS
TEMPORARY CONDITIONS
ngagement he exchange
ents
RISE
DECONST.
- DIVERGING PATHS - WAYFINDING - FUTURE PROPOSALS - PROGRESS
- RECREATING SPACE - LEARNING HOW SYSTEMS WORK BY TAKING THEM APART
HISTORY/ CONTEXT WEAVE
WEAVE
AMBIENT INFO
- INFORMATION EXPRESSED THROUGH SOUND - SOUND RELATED TO AMENITY
- INFORMATION EXPRESSED THROUGH LIGHT - ENV. CHANGE = TYPE OF LIGHT EMITTED
- SERIES OF AMENITIES - EXPLORATION - THROUGH THE URBAN ENV.
- BACKTRACKING THE USE OF A SYSTEM - UTILIZING A SYSTEM LIKE TRANSIT
URBAN SYSTEMS
fferently ponents system ers.
TRANSFORM
TIME
- DOCUMENTING SPATIAL DEV’T - STORYTELLING
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OGRAM
TACTICS & TOOLKITS
KINESTHETIC
INTERPERSONAL
DECONST.
INSERT
- USING BODY TO PHYSICALLY CHANGE SPACE
- PLUG IN RESOURCE - PROVIDES DIFFERENT AMENITIES BASED ON NEEDS
INTRAPERSONAL
NATURAL
UTILIZE - SHORT-RANGE CHANGES - OCCUPYING SPACES AS THEY ARE CHANGING
INTERSECT - SOLITARY EXPLORATION - INTERSECTION OF DIFFERENT PATHS
- OFF THE BEATEN PATH - TRAILS
EXPOSE
EXPOSE
- EXPOSING SYSTEMS THROUGH PLAY
- BURIED NATURAL SYSTEMS
TRANFORM - CHANGE OVER A LONG TIME - PARK SPACE IS REARRANGED OVER TIME
- CHANGES BASED ON DIFFERENT SOCIAL STRUCTURES
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GRAPHIC NOVEL
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KNOWHERE: GRAPHIC NOVEL
GRAPHIC NOVEL BRIEF The purpose of this graphic novel is to introduce different design interventions into a more specific set of constraints and site conditions. They are designed as a series of separate entities that can be combined to meet the needs of different environments.
WHY A GRAPHIC NOVEL? A graphic novel enables these design interventions to be expressed as a narrative - about a story that transforms over time. It proposes a means of expressing ideas in multiple forms diagram, plan, section, and rendering are all accessible within one plot.
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tHE uRBAN wATERSHED - tHE dOAN bROOK IS THE STREAM THAT DRAINS THE AREA SURROUNDING uNIVESRITY cIRCLE.
PRESENT SITE CONDITIONS...
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1920'S
1800'S
CULVERTING DOAN BROOK... THESE STREAMS WERE LATER BURIED BELOW THE SURFACE
SITE
URBAN WATER SYSTEMS
UNDERSTANDING CLEVELAND'S TODAY
URBAN WATER SYSTEMS: oVER A CENTURY AGO cLEVELAND HAD SERIES OF SMALL STREAMS THAT CARVED THROUGH THE LANDSCAPE
cULVERTED STREAMS AND VACANCY: mANY AREAS THAT THE CULVERT CUTS THROUGH ARE PLAGUED BY VACANCY
LEARNING THROUGH PLAY
URBAN WATER SYSTEMS
EXPOSING CLEVELAND'S
ORIGINAL CONCEPT SKETCH
stepping stones: People learn about these culverted by passing across these components - 'Feeling' as though they are crossing a stream
MOTION SENSOR
WEIGHT/COMPUTER BLUE LIGHT EMITTED
OBJECT EMITS LIGHT ONTO GROUND
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ea
'ambient threshold'
d. blv
br
.
oo
k
.
URBAN trail SYSTEMS
mlk
an
vd
rd
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do
bl
l se an
EXPOSING use through
st
Existing trail systems like the harrison dillard trail provide the foundation for data collection and share use.
Ambient threshold changes intensity with use.
gathering info by tracking use...
Exposing info by encouraging use...
Exposing info by sharing use...
using info to teach systems
Urban public transit...
pedestrian conditions...
Night conditions...
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'the trading post'
social interaction
facilitating exchange through
tHE TRADING pOST
Information is exchanged via flash drives - The type of information possessed by the drive is unknown to the user.
2
1
single element - the trading post exists in isolation - users approach it as needed, but do not stay.
Adding elements - additional components were created to provide an environment where users would be more likely to stay
3
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Creating a permanent urban environment - over time, elements are added to the space to create a more permanent urban environment. People learn through social engagement and exchange personal knowledge.
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'COMMUNITY pOP UP'
URBAN WATER SYSTEMS
EXPOSING CLEVELAND'S
tHIS TWO STORY STRUCTURE ENABLES THE COMMUNITY TO FIND A COLLECTIVE GATHERING SPACE
USERS CAN CLIMB UP TO THE SECOND LEVEL AND LOOK OUT TO THE LANDSCAPE THAT THEY ARE DISCUSSING
view platform
mesh wrap
main social platform
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there are two main levels that are assembled based on community needs
the structure is inserted in vacant parcels for a brief time
KNOWHERE: GRAPHIC NOVEL
PIECING THINGS TOGETHER Many of the design components were designed in response to different urban systems. While some designs may be more responsive to a particular system, like the stepping stones, others are designed to fit a more diverse environment, meaning that they can be grouped within a specific system, like the trading post and the community pop up existing in the same set of social conditions. The following pages show one example of how these different components could interact with one another and how one small design component can have a positive impact on the local community.
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site plan directory ambient threshold community pop-up
rhythmic park
passive park
stepping stones stage
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