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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.

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