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

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