SHAN NON MAL ON E | V O L . II
reclaim
IN MEMORY OF MAE E. STEWART the “Crusader for the Underdog” for her passionate advocacy of equitable opportunity for East Cleveland youth
reclaim re¡​claim
ri-klÄ m
a. to make available for human use by changing natural conditions b. to regain possession of
DESIGNER’S LETTER Throughout the design process, the designer, entrepreneur, and young Cleveland girl who needed this facility, within me were all fighting for their voices to be heard. Preparing for my first semester of teaching through Teach for America, I often thought of my future students: the systems designed to hinder their success, the opportunities that aren’t afforded to them, and their zealous desire to rise above their circumstance. Quickly, this capstone became more than an explorative study. It became my vision for change. After further reflecting on my last five years in DAAP, I realized that the motif of equity and expression was weaved within my work. From the various expansive workspaces within my Livewell design, to the configurable options within my Northern Lights piece, to the endless tracks and shelves that could be created from my wooden Thomas & Friends furniture set, all of my projects encourage the user to interact with flexible design, and craft their own experience and triumph. Similarly, my capstone encompasses this same sentiment.
“The Reclaim” is an amalgamation of visions that have been revealed to me throughout my educational journey. From Hathaway Brown’s Aspire Program that offers motivated and gifted middle school girls educational and extracurricular opportunities, to the efforts of the late Mae E. Stewart who fought for equitable education and opportunity for East Cleveland youth. I wanted my capstone to give back to the communities that Mae Stewart and the coordinators at Hathaway Brown have worked tirelessly to protect: those sitting at a table they weren’t originally invited to, and those who have the capacity to achieve greatness, but aren’t afforded the resources to do so. I hope that you enjoy this book, and too, find the value in providing equitable opportunity to our future generations. Sincerely, a Cleveland girl with a dream
Shannon Malone
“Rise” by Shannon Malone
TABLE OF CONTENTS The Foundation – Research Recap
08.
The Program – Overview & Structure
12.
Design Concept – Layered Impermanence
14.
Site – Location & Repositioning
24.
Site – Floor Plans
28.
Main Lounge & Gallery
32.
Yoga & Dance Studios
36.
Multifunctional Studios
38.
Interactive Structures
42.
The Stairs – Intent & Interaction
44.
Acknowledgement & Thanks
46.
“
“
Gentrification cannot happen without this deep-rooted inequality; if we were all equal, there could be no gentrifier and gentrified, no perpetrator or victim. – MOSKOWITZ
GENTRIFICATION gen·tri·fi·ca·tion \ jen-trə-fə-’kā-shən the process of repairing and rebuilding homes and businesses in a deteriorating area (such as an urban neighborhood) accompanied by an influx of middleclass or affluent people and that often results in the displacement of earlier, usually poorer residents
RESEARCH RECAP The continuation of poverty is derived from the unequal distribution of wealth, alongside individuals within lower socioeconomic classes being unable to maintain accumulated income. When further examining this inequality, various disparities arise due to lack of opportunity, in addition to not meeting qualiďŹ cations from a lack of education or training. Polarized thinking, a characteristic of those within a cycle of generational poverty, inspired the conceptual solution of my space. Polarized thinking is the consideration of only two extremes without the examination of options. With many of today’s youth using polarized thinking to project their worth and ability to be successful, I wanted to combat their limiting mentality by exposing them to options and various opportunities. To articulate this concept, I developed an after school enrichment center for marginalized youth in Over-theRhine. This facility would expose the students to various educational, recreational, and mentoring resources, such as STEM and the visual and performing arts.
But the new poverty is constructed so as to destroy aspiration; it is a system designed to be impervious to hope – RUBY PAYNE
SOLD
OPEN
T H E FO U ND AT I O N : R E S E A R C H R E C A P
T H E P R O GR AM : OV E R VI E W
PROGRAM OVERVIEW The Reclaim Program is an after-school enrichment center for the adolescent youth of Rothenberg Preparatory Academy. The program would introduce the children to various STEAM (science, technology, engineering, arts, mathematics) activities and workshops, alongside providing tutoring and mentorship resources for those who need them. Accepting about 75 students into each cohort, the workshops and tutoring sessions are designed for intimate classes of 15 and below.
g n i r o t tu
TS CH ILD GE TH AT NO L OF TH E EN SU RI NG D HA S AL AN ND HI LE FT BE TO EX CE L S NE ED ED RE SO UR CE
steam
PROGRAM STRUCTURE
WE PU T TH E “A” IN STE AM BEC AU SE TH E AR TS AR E JUS T AS IMP OR TAN T AS TH E SC IEN CE + TEC H
BR
EA
K
4:205:05
5:105:55
5:556:30
PERIOD ONE
PERIOD TWO
PERIOD THREE
PERIOD FOUR
TUTORING + HOMEWORK
WORKSHOP #1
WORKSHOP #2
FREE PERIOD
3:304:15
B R EA
K
fun
RAC E BEIN G KID S DES ERV E TO EMB HAV E FUN ! KID S! GET ACT IVE AND
LAYERED IMPERMANENCE
This capstone explores how the layering of impermanent structures and materials within a site aid in the progression and development of not only that space, but the continuation of the enrichment of the inhabitants as well. My center will allow lower-income adolescents within OTR to explore a variance of opportunities and experiences throughout the year, and explore how flexibility and stability is a duality that requires submission and adaptation.
PHASE 1: The system is originally a flat, flushed element that is able to recede into either the wall or the floor.
PHASE 2: The system is then able to bend and expand upward or outward,
PHASE 3: The system sits and locks upward, now able to be interacted with: can be used for seating, as a table, or as a vertical surface
I M P E R M A N E N T S Y S T E M ST U D I E S |
PAR TI DIAG R AMS
F R O N T ELEVATI ON
FR O NT E LE VAT IO N
FRONT EL EVATION
Originally flushed into the floor, the system is able to fold upward and lock into an upright position. The system can then be used various ways, such as a table or a bench.
MULTIPURPOSE SLIDERS
e=mc2
narrative distance
ELEVATION VIEW
1
WORK SURFACE
2
Each sliding panel has an eraseable surface that allows for quick pin ups, meetings and presentations. The surface can also be used as a whiteboard to assist with tutoring and homework.
DELINEATE AND IMPLY SPACE
Through their movement and inhabitation, the panels themselves are able to delineate and imply space. The panels can be used as a work area, creating open space study pods, or delineated space.
PLAN VIEW
I M P E R M AN E NT SY ST E M ST U D I E S |
MULTIPU R PO S E S L ID E R S
These partition panels allow for the inhabitants to configure their space to suit their needs of privacy and public dwelling. The materials that can be inserted into the gridded panel system can then begin to play with lighting, transparency and layering of space.
I M P E R M A NE N T S Y S T E M ST U D I E S |
PAR TITION PAN E L S
PARTITION PANELS This physical model demonstrates how the material panels would slide into the gride to reveal or conceal what lies behind it.
MULTIPURPOSE SURFACE This multisurface design was a response to the original folding schematic. This model is able to dual as a workstation and a pin-up and writing board through a rotational mechanism. The table is able to flush into the structure to assist with storage and conserving space in a small area.
I M P E R M A NE N T SY ST E M ST U D I E S |
S L ID IN G PA N E L S
THE SITE 1 4 3 1 M A I N STREET C I N C I NNATI , O H 4 52 02 Over-the-Rhine is a neighborhood just north of downtown Cincinnati, Ohio with issues tied to housing instability from gentrification since the early 2000s. The neighborhood is currently home to Cincinnati’s largest concentration of businesses, social services, and subsidized housing. It is already experiencing racial disparity, as the once 72% African-American population has shifted to becoming two-thirds Caucasian within four years. This area presents the challenge of tackling gentrification in an area that is being readily gentrified; the space aims to help the residents feel as though they are reclaiming their place in a space that is aiming to cast them out. The site is also .2 miles away from Rothenberg Preparatory Academy, a local elementary school and community learning center in Over-The-Rhine that is apart of the “VISION 2020 Student Enterprise” program. The site would primarily cater to the students within Rothenberg Preparatory Academy. Rothenberg has a 95% African-American population and 99% of the students come from low income families.
T H E S ITE |
P RO XI MI T Y T O ROTHE N BE R G PR E PAR ATORY ACADEM Y
THE 55 ANGLE The orthogonal grid within my building was rotated to delineate a 55 angle; pulled from the site plan of Rothenberg Preparatory Academy’s relation to surrounding streets, this move not only disrupts the orthogonal nature of Over-TheRhine, but also introduces the kids to a familiar positioning in which they did not know they were already familiar with .
EXTERIOR COURTYARD
TYP EXG FLOOR PLAN WITH REVISED 55 GRID OVERLAY
STORAGE
GALLERY CAFE
MELINDY STREET
N
FLOOR P LA NS : L EV EL 1
MAIN STREET
REST ROOM
REST ROOM
DISPLAY
E RE NT CE RY PT + IO N
SO C + IAL LO S UN TA GE IR
EXTERIOR COURTYARD
BE LO ANB UN AG GE
TUTORING LOUNGE
CL
IM RO BI CK NG AR E
A
CO
M P LA UTE B R
OP BE EN LO TO W
LE VE L 2: FL OOR PL A NS
N
E ST OR AG
CHANGING ROOM
GA ST /DA UD N IO CE
WORKSHOP SPACE
LOUNGE SPACE
OPEN TO BELOW REST ROOM
N
YO
ROPE LOUNGE
FLOOR P LA NS : L EV EL 3
WORKSHOP SPACE
M
EA
ST
IO
UD
ST
US LO IC M UN UR GE AL
M
AN LO SIT UN ION GE AL
TR
IC
US
M
IO
ST UD
REST ROOM
OPEN TO BELOW
LE VE L 4: FL OOR PL A NS N
get social
FE AT UR E BI QU AR TE RLY TW OR K W AL L W ITH AR TS BY BL AC K AR TIS
GA LL ER Y AD JU STAB LE E, W ITH MO VA BL PA NE LS RO TATIO NA L
ON TH E RO PE LIN IN G TO R AI ST SO CI AL S OB SC UR E VI EW
I N TE R I O R R E ND E R I N G S |
MAIN L O U N G E & G A L L E RY
SEMESTERLY FEATURE WALL The feature wall within the main lounge will routinely be phased out to showcase a new mural or art collection each semester. This will be one of the largest scales of change the students will see within the space.
1
FEATURED ARTWORK THEMED The feature wall will often feature art from local artists, or from some of the students within the program themselves. The art is curated to reflect the culture of the inhabitants and help them find pride and beauty within themselves.
F E AT U R E WALL I M P E R M A N E N CE |
2
PROGRAM COHORT THEMED The feature wall will often display or feature the current cohort of the program. This theme, “You are a star� would have the name and/or image of the children, commencing their ability to leave their mark within the facility.
ALTE R ATION S
CONFIGURABLE GALLERY The configurable gallery is one of the main spaces in which the children will examine change within the facility. The sliding and rotational panels allow various configurations and exhibition displays.
THE 55 GALLERY
The grid system for the sliding, rotational panels of the gallery reflects the 55 degree rotation of the building grid. This carries through the site plan of Rothenberg’s position against surrounding streets.
PLAN: VARIOUS CONFIGURATIONS
I N TE R IO R R E N D E R I N G S |
YOG A & DAN CE STUDIO
poses and passe ON SIT E ST OR AG E FO R QU IC K CO NF IG UR AL CH AN GE S
BA RR ES AT TA CH ED TO MI RR OR S TO MI NI MI ZE FR EE STAN DI NG OB JE CT S
team steAm TO CH ALK BO ARD FLO OR S Y+ EN CO URA GE CR EAT IVIT CH AN GE
URE MU LTIP URP OS E FUR NIT ED NG RRA REA BE N CA THAT
SLI DIN G GLA SS DO OR S EN THAT ARE AB LE TO OP CE SPA D AN EXP D AN
INTERIOR RENDERINGS |
MULTIFUNCTIO N A L S TU D IO S
I N TE R IO R R E N D E R I N G S |
MULTIFUN CTION AL STUDIOS
team steAm TRA NS LUC EN T MATER IAL S THAT ALL OW FUR THE R DE PTH OF VIE W
MU LTIP URP OS E FUR NIT URE THAT CA N BE REA RRA NG ED
SLI DIN G GLA SS DO OR S THAT ARE AB LE TO OP EN AN D EXPAN D SPA CE
l l o r d n a rock : ST RU CT UR ES IN TE RA CT IV E RD O CH RP PL AYAB LE HA W AL L STAI RS + RO CK
TO RO PE LO UN GE S O BS CU RE VI EW
O RY + M ULTI PL E ST RL AY S SPAT IA L O VE
I N T E R I O R R E ND E R I N G S |
IN TE R ACTIVE S TR U CTU R E S
THE STAIRS
To create a more playful and interactive environment within the facility, I curated various experiences on the stairs; these not only encourage the children to use the stairs instead of the elevator, but also encourages them to leave their mark within the space, look past the architecture to see slightly concealed views, and express themselves creatively with the architecture.
PLAN:
ELEVATION:
ELEVATION:
leave your mark
ELEVATION:
1
GET SOCIAL: ROPES
The railing of the social stair in the main lobby is lined with rope. These ropes help to blur, conceal and expose the rooms behind it, allowing the kids to gain a peak into other areas of the building.
2
3
GET EXPRESSIVE: HARP
The railings of the third story stair are harp chords: when the children move their hands alongside the chords, music plays. This encourages self expression and interaction with the surrounding architecture.
LEAVE YOUR MARK: MATERIALITY
The second floor stairs use Chromosonic, by Judit Eszter Karpati, an electronic textile that can change color in response to touch. The risers are covered with chalkboard so that the kids can leave their mark on the stairs.
T H E STA I R S | IN TE R A CTIO N
THANK YOU: Addie Rawr and Kashmir Thompson: for allowing me to incorporate their beautiful artwork into my capstone Addie Rawr: “Little Beauty”, “Yours Truly”, “Astronaut in Me”, “Universe Dancer”, and “Artist in Me” Kashmir Thompson: “Mamba Out”, “Black Lives Matter”, and “Ms. Hill”
Meghan Minton and Vincent Sansalone: for pushing my design skills and artistic vision Mae E. Stewart and Hathaway Brown’s Aspire: for planting the seed in my heart to advocate for equitable opportunity and education Arlene Malone and Jean Malone: for instilling my love of learning and education at a young age, and exposing me to various activities and experiences
ACKNOWLEDGEMENT & THANKS
WE EDUCATE. WE EQUIP. WE UPLIFT. SHAN N ON M AL O NE | I NT D CAP S T O NE 2020