Mobius Community

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Redefining the community center for youth. By Parsons Design + Management students: Nika Stelman, Nicolas Delgado, and Safia Browne

Redefining the community center for youth. By Parsons Design + Management students: Nika Stelman, Nicolas Delgado, and Safia Browne

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  • 1. möbiuscommunity
  • 2. NIKA STELMAN NICOLAS DELGADO SAFIA BROWNE
  • 3. problemspace
  • 4. problem space innercity yticrenni diet teid jail liaj crunk knurc fitness ssentif police ecilop physical activity ytivitca lacisyhp obesity ytisebo murder redrum clubs sbulc food doof violence ecneloiv classical lacissalc hospital latipsoh ganga agnag movement tnemevom doctor rotcod poverty ytrevop arts stra nurse esrun minorities seitironim activity ytivitca school loohcs youth htuoy social laicos living gnivil juvinile elinivuj paractice ecitcarap body ydob pressure erusserp learning skill lliks gninrael body image egami ydob government tnemnrevog habitual lautibah self esteem meetse fles court truoc company ynapmoc illness ssenlli protection noitcetorp costume emutsoc knowledge egdelwonk security ytiruces partner rentrap whole persons snosrep elohw after school loohcs retfa theatre ertaeht whole foods sdoof elohw boredom moderob talent tnelat anatomy ymotana community ytinummoc DANCE HEALTH CRIME music cisum natural larutan union square erauqs noinu teacher rehcaet sport trops riots stoir class ssalc heath ledger regdel htaeh the bronx xnorb eht rehearsal lasraeher crime emirc washington notgnihsaw routine enituor health care erac htlaeh heights sthgieh childhood dream erd doohdlihc ma sicko-michael room leahcim-okcis moor asian jail liaj naisa möbiuscommunity
  • 5. problem space yticrenni innercity diet teid liaj jail knurc crunk fitness ssentif ecilop police ytivitca lacisyhp physical activity obesity ytisebo redrum murder sbulc clubs food doof ecneloiv violence lacissalc classical hospital latipsoh agnag ganga tnemevom movement doctor rotcod ytrevop poverty stra arts nurse esrun seitironim minorities activity ytivitca school loohcs youth htuoy social laicos living gnivil juvenile elinevuj body ydob ecitcarap paractice body image egami ydob erusserp pressure lliks gninrael learning skill tnemnrevog self esteem meetse fles government lautibah habitual truoc court ynapmoc company illness ssenlli noitcetorp protection emutsoc costume knowledge egdelwonk ytiruces security partner rentrap whole persons snosrep elohw loohcs retfa after school theatre ertaeht CRIME HEALTH boredom moderob DANCE whole foods sdoof elohw talent tnelat anatomy ymotana community ytinummoc music cisum natural larutan sport trops teacher rehcaet riots stoir the bronx xnorb eht class ssalc heath ledger regdel htaeh crime emirc washington notgnihsaw rehearsal lasraeher health care erac htlaeh heights sthgieh routine enituor sicko-michael moor room leahcim-okcis asian jail liaj naisa childhood dream maerd doohdlihc möbiuscommunity
  • 6. ? problem space Would implementing DANCE programs benefit as a deterrent for at risk youth? How could after school programs influence CRIME rates through educational programs such as DANCE and HEALTH programs? How can effective after school programs keep youth out of HEALTH and CRIME issues? möbiuscommunity
  • 7. research research With the subjects dance, health, and crime on the With the subjects dance, health, and crime on the With thethink immediately health, and crime on the board I subjects dance, all our minds started to board I think immediately all our minds started to board I think immediately all our minds started to needed to start from school programs, process form around after the beginning of the but we form around after the beginning of the but we needed to start from school programs, process form around after school programs, but we needed to start from the beginning of the process to reach a more cohesive and informed idea. Our to reach a more cohesive and informed idea. Our group just started out by saying anything Our to reach a more cohesive and informed idea. that group to mind relating toby saying subjects. that came just started out the three anything Our group to mind relating toby saying subjects. that came just started out the three anything Our came to mind relating to the three subjects. Our brainstorming efforts proved to be insightful and brainstorming efforts proved to be insightful and brainstorming efforts proved to be and our at and us comprehend our subjects insightful first vague us comprehend our subjects and For crime helped idea of an after school program. our at first vague us comprehend our subjects and For crime helped idea of an after school program. our at first helped idea of an after school program. For crime vague we had words such as: jail, police, gangs, youth, we had words such as: jail, police, gangs, youth, esearch we had words such as: jail, police, gangs, youth, prevention, security, pressure, riots, drugs, com- prevention, security, pressure, riots, drugs, com- prevention, security, pressure, riots, drugs, com- munity, and boredom. Health conjuredknowledge, the words: munity, and boredom. Health conjuredknowledge, the words: diet, fitness, exercise, food, nurse, the words: munity, and boredom. Health conjuredknowledge, diet, fitness, exercise, food,whole person, and illness, body, self-esteem, nurse, illness, body, self-esteem, nurse, diet, fitness, exercise, food,whole person, and illness, body, self-esteem, whole person, and cultural, Dance produced: inner production, anatomy. skill, companies, costume, city, crunk, anatomy. skill, companies, costume, city, crunk, cultural, Dance produced: inner production, anatomy. Dance produced: inner city, crunk, cultural, skill, companies, costume, production, rehearsal, routine, childhood we put the words on and social. In a Venn diagram dreams, movement, and social. In a Venn diagram dreams, movement, rehearsal, routine, childhood we put the words on rehearsal, routine, childhood we put the words on and social. In a Venn diagram dreams, movement, Words to related to another subject were: fitness, a chartthatstart associating them together visually. Words to related to another subject were: fitness, a chartthatstart associating them together visually. a chartthatstart associating them together visually. Words to related to another subject were: fitness, sports, drugs, prevention, social, and clubs. Words sports, drugs, prevention, social, and clubs. Words sports, drugs, prevention, social, and clubs. Words that were related to culture, and education.com- munity, knowledge, all three subjects were This that were related to culture, and education.com- munity, knowledge, all three subjects were This that were related to all three subjects were com- furthered our initial culture, and to the idea of munity, knowledge, ideas leading education. This furthered our a young age leading to the idea of prevention at initial ideas through education and prevention at initial ideas through education and furthered our a young age leading to the idea of prevention att a young age through education and We u o then broke off rand did ouraown c t e h . We u o then broke off rand did ouraown c t e h . o u r e a c h . research and research and brainstorming off and did ourwe met again as a We then brokeabout what key questions we had own research and regarding these topics. When questions we had brainstorming about what key we met again as a regarding these topics. When questions we had brainstorming about what key we met again as a regarding these topics. When group we each them. We saw where our ideas brought our individual questions group we each them. We saw where our ideas brought our individual questions and discussed brought our individual questions group we each them. We saw where our ideas and discussed drew out those questions as ones and discussed drew out those questions as ones overlapped and overlapped and overlapped and drew out those questions as ones we would want implementing Those questions included: Would to target. deterrent for at risk we would want implementing Those questions included: Would to target. deterrent for at risk we would want implementing Those questions included: Would to target. dance programs benefit How could after school programsprograms act as a dance benefit How could after school programsprograms act as a dance youth? children andeducational programsinfluence youth? children andeducational programsinfluence benefit How could after schooldeterrent for at risk youth? children and act as a programs influence crime rates through such as crime rates through such as dance and health educational programs such as crime rates throughprograms? How can effective dance and health programs? How free of health can effective dance and health programs? How free of health can effective after school programs keep youth after school programs keep youth and school programs keep youth free again to after crime problems? We then split up of health create slides of these then split which to and crime problems? We concepts, up again we create slides of these then split which to and crime problems? We concepts, up again we create slides of these concepts, which we presented on January class in last week. presented on January class in last week. presented on January class in last week. After class to decide which personasdecided to 30, our group we would After class to decide which personasdecided to 30, our group we would After class 30, our group decided to meet again meet again meet again to decide which personas we would like to create. We brainstormed as to which perso- like to create. We brainstormed as to which perso- like to create. We brainstormed ascame up perso- nas we wouldthen to create and toand assigned like edited it down which with a nas we wouldthen to create and came up with a long list. We like each group member. Nick was nas we wouldthen to create and came up with a long list. We like each group member. Nick was three personas to edited it down and assigned three personas to edited it down and assigned long list. We three personas a dance group member. Nick club to each was member who is a stable andalumni of the boyback responsible for: gay, and teacher, a youngclub who dance an club member who is a stable andalumni of the boyback responsible for: gay, and teacher, a youngclub who dance an club responsible for: gay, and teacher, a youngclub who an alumni of the boy member who is now is financially donates money now is financially donates money now is financially stable and donates money back to the club. Nika was responsible for a club staff, to the club. Nika was responsible for a club staff, a the club. Nikagang.responsible for a club staff, topublic health nurse, and a club member who is was a public health a gang.and a was responsible for is nurse, Safia club member who a a public health a gang.and a was responsible for is nurse, Safia club member who a also involved in was a club member, a drug dealer also involved in was a club member, a drug dealer also involved in a Safia was responsible for a teenage girl who in the area, and a police officer teenage girl who in the area, and a police officer teenage girl who was a club member, a drug dealer who works inyouth who targets the community. We then, researching who targets the community. We then, researching who works inyouth who works inyouth in the area, and a police officer targets the community. We then, individually, created ourour topic about after schoolindividually, created ourour topic about after schoolindividually, who personas and started programs. personas and started programs. created ourour topic about after school programs. more about research we came acrossresearching personas and started more about research we came across some very more about research we came across some very Through our Through our useful information that will assist us Through our useful information that will assist us interesting and our project. Some key some very interesting and useful information that willpieces us project. Some key assist of interesting and our project. Some key pieces of with furthering our from After-School All-Stars of with furthering information came from After-School All-Stars of with furthering pieces of information came information came from After-School All-Stars of New York New York New York (http://www.afterschoolallstars.org/site/pp.asp? (http://www.afterschoolallstars.org/site/pp.asp? (http://www.afterschoolallstars.org/site/pp.asp? c=enJJKMNpFmG&b=854685) to 6 pm) are the such as: c=enJJKMNpFmG&b=854685) to 6 pm) are the such as: c=enJJKMNpFmG&b=854685) to 6 pm) are the such as: ! Thetime for juvenile crime pm experimentation after school hours (3 and ! Thetime for juvenile crime pm experimentation after school hours (3 and ! Thetime for juvenile crime pm experimentation after school hours (3 and peak drugs, alcohol, cigarettes and sex. peak drugs, alcohol, cigarettes and sex. peak drugs, alcohol, cigarettes and sex. with with with ! Teens who nearly three times more after to skip programs are engage participate in likely school do not ! Teens who nearly three times more after to skip programs are engage participate in likely school do not programs are engage participate in likely school ! Teens who nearly three times more after to skip do not class many as 15 million kids have no place to go or in illegal activities. class many as 15 million kids have no place to go or in illegal activities. class many as 15 million kids have no place to go or in illegal activities. ! As ! As ! As after disconnected community is in jeopardy of school after disconnected community is in jeopardy of school after school !A !A ! A disconnected community is in jeopardy of becoming an unsafe community. becoming an unsafe community. becoming an unsafe community.
  • 8. research crime rate by 22 % community decrease
  • 9. research 3 pm to 6 pm youth crime peak
  • 10. the problem: youth are lacking opportunities, consistency and support systems which results in them engaging in unsafe and unhealthy activities
  • 11. personas: the corporation, casper, and john
  • 12. möbius is a non traditional community center focusing on creating opportunities for today’s youth, fostering beneficial relationships. - C re a ti n g be n efi ca l re l a t io ns möbiuscommunity
  • 13. user storyboard: the human experience
  • 14. prototype I: the new space
  • 15. prototype framework: the marketing pitch
  • 16. prototype II: the board game
  • 17. prototype III: the möbius strip marketing tool
  • 18. prototype III: the möbius strip marketing tool
  • 19. prototype IV: the booklet marketing tool
  • 20. looking to the future: physical space, franchising, and international presence