In a city of drug and gang activity, high crime, low employment rates, poor education system and limited recreational space, a performing arts high school is installed into the city of Inglewood. A performing arts high school caters to a particular interest of a student, one in which is interested in the arts. Although a youth’s passion should be embraced, a space like a high school in a city of need can service much more than a few individuals during the regular school hours; re-appropriating this space as not just a high school for a few individuals but rather a space for the community in need. After researching the Inglewood Youth Action Plan Report, a survey done for youth by youth discussing the problems they face, new programs were added that would embrace the majority of youth in Inglewood and allow them to express themselves artistically as well in other forms that are not typically found in a performing arts high school (street art, skate park, rec. games, improvisational music session); all while still functioning as a space for a performing arts student. After studying, analyzing and comparing the different programs from the brief with one another, the programs were grouped together with those that resembled the most similarities. These groups were later separated and linked through a main corridor filled with the most versatile programs. This would encourage a circulation through the main artery where youth would be forced to cross paths and interact; creating the possibility to learn from one another in an informal setting. By adding the new programs derived from the Youth Action Plan Report into a performing arts high school, the school is re-appropriated to be active for longer hours and perform as space that would encourage all youth to interact and express themselves in their own way. The projects uses one property to serve two different programs to benefit the larger community.