möbiuscommunity

r e d e s i g n i n g t h e c o n c e p t a n d e x p e r i e n c e o f a c o m m u n i t y c e n t e r .

NIKA STELMAN NICOLAS DELGADO

SAFIA BROWNE

problemspace

möbiuscommunity

problemspace

CRIMEHEALTHDANCE

innercity

crunk

physical activity

clubs

classical

movement

arts

activity

social

paractice

learning skill

habitual

company

costume

partner

theatre

talent

music

teacher

class

rehearsal

routine

childhood dream

diet

fitness

obesity

food

hospital

doctor

nurse

school

living

body

body image

self esteem

illness

knowledge

whole persons

whole foods

anatomy

natural

sport

heath ledger

crime

health care

sicko-michael moor

jail

police

murder

violence

ganga

poverty

minorities

youth

juvinile

pressure

government

court

protection

security

after school

boredom

community

union square

riots

the bronx

washington

heights

asian jail

jail

police

murder

violence

ganga

poverty

minorities

youth

juvinile

pressure

government

court

protection

security

after school

boredom

community

union square

riots

the bronx

washington

heights

asian jail

diet

fitness

obesity

food

hospital

doctor

nurse

school

living

body

body image

self esteem

illness

knowledge

whole persons

whole foods

anatomy

natural

sport

heath ledger

crime

health care

sicko-michael moor

innercity

crunk

physical activity

clubs

classical

movement

arts

activity

social

paractice

learning skill

habitual

company

costume

partner

theatre

talent

music

teacher

class

rehearsal

routine

childhood dream

problem space

möbiuscommunity

CRIMEHEALTHDANCE

innercity

crunk

physical activity

clubs

classical

movement

arts

activity

socialparactice

learning skill

habitual

company

costume

partnertheatre

talent

music

teacher

classrehearsal

routine

childhood dream

innercity

crunk

physical activity

clubs

classical

movement

arts

activity

socialparactice

learning skill

habitual

company

costume

partnertheatre

talent

music

teacher

classrehearsal

routine

childhood dream

diet

fitness

obesity

food

hospital

doctor

nurse

schoolliving

body

body image

self esteemillness

knowledge

whole personswhole foods

anatomy

natural

sportheath ledger

crime

health care

sicko-michael moor

diet

fitness

obesity

food

hospital

doctor

nurse

schoolliving

body

body image

self esteemillness

knowledge

whole personswhole foods

anatomy

natural

sportheath ledger

crime

health care

sicko-michael moor

jail

police

murder

violence

ganga

poverty

minorities

youth

juvenilepressure

government

court

protection

security

after school

boredom

community

riots

the bronxwashington

heights

asian jail

jail

police

murder

violence

ganga

poverty

minorities

youth

juvenilepressure

government

court

protection

security

after school

boredom

community

riots

the bronxwashington

heights

asian jail

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

problem space

research

With the subjects dance, health, and crime on the board I think immediately all our minds started to 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 group just started out by saying anything that came to mind relating to the three subjects. Our brainstorming efforts proved to be insightful and helped us comprehend our subjects and our at first vague idea of an after school program. For crime we had words such as: jail, police, gangs, youth, prevention, security, pressure, riots, drugs, com-munity, and boredom. Health conjured the words: diet, fitness, exercise, food, nurse, knowledge, illness, body, self-esteem, whole person, and anatomy. Dance produced: inner city, crunk, cultural, skill, companies, costume, production, rehearsal, routine, childhood dreams, movement, and social. In a Venn diagram we put the words on a chart to start associating them together visually. Words that related to another subject were: fitness, sports, drugs, prevention, social, and clubs. Words that were related to all three subjects were com-munity, knowledge, culture, and education. This furthered our initial ideas leading to the idea of prevention at a young age through education and o u t r e a c h .We then broke off and did our own research and brainstorming about what key questions we had regarding these topics. When we met again as a group we each brought our individual questions and discussed them. We saw where our ideas overlapped and drew out those questions as ones we would want to target. Those questions included: Would implementing dance programs benefit children and act 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 free of health and crime problems? We then split up again to create slides of these concepts, which we presented in class last week. After class on January 30, our group decided to meet again to decide which personas we would like to create. We brainstormed as to which perso-nas we would like to create and came up with a long list. We then edited it down and assigned three personas to each group member. Nick was responsible for: a dance teacher, a young boy club member who is gay, and an alumni of the club who now is financially stable and donates money back to the club. Nika was responsible for a club staff, a public health nurse, and a club member who is also involved in a gang. Safia was responsible for a teenage girl who was a club member, a drug dealer who targets youth in the area, and a police officer who works in the community. We then, individually, created our personas and started researching more about our topic about after school programs. Through our research we came across some very interesting and useful information that will assist us with furthering our project. Some key pieces of information came from After-School All-Stars of New York (http://www.afterschoolallstars.org/site/pp.asp? c=enJJKMNpFmG&b=854685) such as:! The after school hours (3 pm to 6 pm) are the peak time for juvenile crime and experimentation with drugs, alcohol, cigarettes and sex. ! Teens who do not participate in after school programs are nearly three times more likely to skip class or engage in illegal activities.! As many as 15 million kids have no place to go after school! A disconnected community is in jeopardy of becoming an unsafe community.

With the subjects dance, health, and crime on the board I think immediately all our minds started to 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 group just started out by saying anything that came to mind relating to the three subjects. Our brainstorming efforts proved to be insightful and helped us comprehend our subjects and our at first vague idea of an after school program. For crime we had words such as: jail, police, gangs, youth, prevention, security, pressure, riots, drugs, com-munity, and boredom. Health conjured the words: diet, fitness, exercise, food, nurse, knowledge, illness, body, self-esteem, whole person, and anatomy. Dance produced: inner city, crunk, cultural, skill, companies, costume, production, rehearsal, routine, childhood dreams, movement, and social. In a Venn diagram we put the words on a chart to start associating them together visually. Words that related to another subject were: fitness, sports, drugs, prevention, social, and clubs. Words that were related to all three subjects were com-munity, knowledge, culture, and education. This furthered our initial ideas leading to the idea of prevention at a young age through education and o u t r e a c h .We then broke off and did our own research and brainstorming about what key questions we had regarding these topics. When we met again as a group we each brought our individual questions and discussed them. We saw where our ideas overlapped and drew out those questions as ones we would want to target. Those questions included: Would implementing dance programs benefit children and act 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 free of health and crime problems? We then split up again to create slides of these concepts, which we presented in class last week. After class on January 30, our group decided to meet again to decide which personas we would like to create. We brainstormed as to which perso-nas we would like to create and came up with a long list. We then edited it down and assigned three personas to each group member. Nick was responsible for: a dance teacher, a young boy club member who is gay, and an alumni of the club who now is financially stable and donates money back to the club. Nika was responsible for a club staff, a public health nurse, and a club member who is also involved in a gang. Safia was responsible for a teenage girl who was a club member, a drug dealer who targets youth in the area, and a police officer who works in the community. We then, individually, created our personas and started researching more about our topic about after school programs. Through our research we came across some very interesting and useful information that will assist us with furthering our project. Some key pieces of information came from After-School All-Stars of New York (http://www.afterschoolallstars.org/site/pp.asp? c=enJJKMNpFmG&b=854685) such as:! The after school hours (3 pm to 6 pm) are the peak time for juvenile crime and experimentation with drugs, alcohol, cigarettes and sex. ! Teens who do not participate in after school programs are nearly three times more likely to skip class or engage in illegal activities.! As many as 15 million kids have no place to go after school! A disconnected community is in jeopardy of becoming an unsafe community.

With the subjects dance, health, and crime on the board I think immediately all our minds started to 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 group just started out by saying anything that came to mind relating to the three subjects. Our brainstorming efforts proved to be insightful and helped us comprehend our subjects and our at first vague idea of an after school program. For crime we had words such as: jail, police, gangs, youth, prevention, security, pressure, riots, drugs, com-munity, and boredom. Health conjured the words: diet, fitness, exercise, food, nurse, knowledge, illness, body, self-esteem, whole person, and anatomy. Dance produced: inner city, crunk, cultural, skill, companies, costume, production, rehearsal, routine, childhood dreams, movement, and social. In a Venn diagram we put the words on a chart to start associating them together visually. Words that related to another subject were: fitness, sports, drugs, prevention, social, and clubs. Words that were related to all three subjects were com-munity, knowledge, culture, and education. This furthered our initial ideas leading to the idea of prevention at a young age through education and o u t r e a c h .We then broke off and did our own research and brainstorming about what key questions we had regarding these topics. When we met again as a group we each brought our individual questions and discussed them. We saw where our ideas overlapped and drew out those questions as ones we would want to target. Those questions included: Would implementing dance programs benefit children and act 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 free of health and crime problems? We then split up again to create slides of these concepts, which we presented in class last week. After class on January 30, our group decided to meet again to decide which personas we would like to create. We brainstormed as to which perso-nas we would like to create and came up with a long list. We then edited it down and assigned three personas to each group member. Nick was responsible for: a dance teacher, a young boy club member who is gay, and an alumni of the club who now is financially stable and donates money back to the club. Nika was responsible for a club staff, a public health nurse, and a club member who is also involved in a gang. Safia was responsible for a teenage girl who was a club member, a drug dealer who targets youth in the area, and a police officer who works in the community. We then, individually, created our personas and started researching more about our topic about after school programs. Through our research we came across some very interesting and useful information that will assist us with furthering our project. Some key pieces of information came from After-School All-Stars of New York (http://www.afterschoolallstars.org/site/pp.asp? c=enJJKMNpFmG&b=854685) such as:! The after school hours (3 pm to 6 pm) are the peak time for juvenile crime and experimentation with drugs, alcohol, cigarettes and sex. ! Teens who do not participate in after school programs are nearly three times more likely to skip class or engage in illegal activities.! As many as 15 million kids have no place to go after school! A disconnected community is in jeopardy of becoming an unsafe community.

researchresearch

community decrease crime rate by 22 %

research

3 pm to 6 pmpeak youth crime

research

youth are lacking opportunities, consistency

and support systems

which results in them engaging

in unsafe and

unhealthy activities

the problem:

personas: the corporation, casper, and john

möbius is a non traditional community center focusing on creating opportunities for today’s youth, fostering beneficial relationships.

möbiuscommunity

Creat ing benef ica l re la t ions

-

user storyboard: the human experience

prototype I: the new space

prototype framework: the marketing pitch

prototype II: the board game

prototype III: the möbius strip marketing tool

prototype III: the möbius strip marketing tool

prototype IV: the booklet marketing tool

looking to the future: physical space, franchising, and international presence