Abstract:
An architect's training enables him or her to be aware of social problems and encourages an attempt to find solutions. However, the building product architects create cannot solve all of the problems we often expect it to. Great design can have an impact but is limited to enabling change and is dependent on many other conditions. Still we seek greater social change through the product we create. With the outcome set, architects still can change how they reach the result. A new approach to the design process and how that process engages people has the potential to bridge this divide. This thesis seeks to develop a design process that empowers youth community members so that they may not only see that their perspectives are an integral part of the design of a project, but also to teach them how to apply their insight to problems, thereby developing innovative solutions. Essential to this approach is the need to work with a marginalized population. The focus of this thesis seeks to meet not only people's material needs in a the form of an alteration of the physical environment but also their participatory needs by empowering them to be an influential part of the design process. Focusing on youth specifically as a marginalized population raises additional yet related issues. Youth specific spaces are rare and, in general, not designed by youth. Having youth participate in the design of their neighborhood helps them see the impact of the physical environment on their lives in terms of ecological human development theory. Also, identifying assets and expanding upon those through the process begins to build place attachment, place identify, and community place attachment among youth. Key throughout this, as identified in a review of the Y-PLAN (Youth-Plan, Learn, Act, Now!) Program, is the authenticity of the participation of youth and its impact on the design proposal. In executing this thesis, a community development organization with youth specific programming was engaged. The organization's physical development focus in central Detroit was investigated as the site condition while building a relationship with the youth. The execution of a participatory design process with the youth occured within a framework developed through the site analysis. This process is intended to involve a rapid workshop- response format to keep the project authentic to input and clear to the youth. The primary designer will serve as the facilitator of workshops, will design in response to workshops, and be responsible for a successful proposal that youth have influenced.
